Editorial: Art for Life: Race, Gender, Disability and Class - Critical Discourses around Participation in Arts Education

This is the peer reviewed version of the following article: Adams. J. (2014). Art for life: Race, gender, disability and class - critical discourses around participation in arts education: iJADE 2013 conference issue. International Journal of Art & Design Education, 33 (3), 288-290, which has been published in final form at http://dx.doi.org/10.1111/jade.12069.This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.A paradox that art educators often encounter in their work is that the arts, just as they are recognised for their universal and inclusive values, may also inadvertently reinforce elite and exclusive practices. Similarly, while the development of pedagogies for critical approaches to culture has positively impacted on a broad and diverse range of learners in all phases of education, the apparently democratic space of arts studio or classroom can also be a space that is governed by assessment regimes and educational conventions, and one which may also be characterised by reproduction, routine and a reliance on entrenched pedagogic practices. Such are the ways in which current arts-based educational practices may on one hand enable and include, but on the other disable and exclude. Given this state of affairs, to what extent can arts education promote an inclusive participation in ‘art for life’, and in what ways can it widen this participation? These were the questions and issues that delegates from sixteen countries at the 2013 iJADE/NSEAD research conference, held 15–16 November 2013 at the University of Chester Research and Innovation Centre, assembled to explore

Collaboration in Arts Education

This is the peer reviewed version of the following article: Adams, J. (2015). Collaboration in Arts Education. International Journal of Art and Design Education, 34(3), 280-281. DOI: 10.1111/jade.12093, which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1111/jade.12093/abstract. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-ArchivingThe merits of collaborative learning through the arts are immediately obvious: many of the arts physically lend themselves to shared contributions and joint productions –theatre, dance, murals, singing, textiles, graphics, design and printing, to name only the first to spring to mind. Underpinning each of these are social and communal learning: how to be together, and share in an enterprise. This is turn feeds into the idea of a democratic society where the learner is not only acquiring knowledge and skills, but also an understanding of what it is to be a citizen; it is hard to overestimate how important being well socialised at an early age is to the coherence of a functioning civic society. Given the seemingly obvious advantages of such an education, and the equitable society that it is designed to support, it is troubling that collaborative education, and with it arts education, is increasingly neglected in favour of individual and competitive learning

Student Withdrawal: Test of an Integrated Model

This study examined a model of student withdrawal that integrated the major elements of Tinto\u27s (1975) Student Integration Model and Bean\u27s (1982, 1983) Industrial Model of Student Attrition. In a sample of 315 college freshman, the results of a path analysis indicated that both social and academic integration were related to satisfaction but only academic integration was related to commitment. Neither social nor academic integration had significant direct effects on intention to withdraw. Further, of the two attitudinal variables, satisfaction was related to intention to withdraw, however, commitment was not. These findings support the integrated model of student withdrawal

Explaining Small-Business Development: A Small-Business Development Model Combining the Maslow and the Hayes and Wheelwright Models

This paper looks at small-business management from the standpoint of Maslow’s hierarchy of needs and Hayes and Wheelwright’s four-stage model. The paper adapts Maslow’s hierarchy of needs model to small- business development and evolution. Additionally, Hayes and Wheelwright’s four-stage model is combined with the adapted Maslow small-business development model. The implications of the new model on the development of small businesses and future research are discussed

Touched by Turner

This is the peer reviewed version of the following article: Adams, J. (2015). Touched by Turner. International Journal of Art & Design Education, 34(1), 2-8. DOI: 10.1111/jade.12075, which has been published in final form at http://doi.wiley.com/10.1111/jade.12075. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-ArchivingThis is a personal reflection on an encounter with the works of the nineteenth-century painter J. M. W. Turner in London’s Tate Britain exhibition ‘Late Turner: Painting Set Free’. The article discusses the deeply subjective nature of engaging with artworks, and touches upon theories that might account for the ineffable but moving experiences that sometimes occur in such situations, often unexpectedly, and analyses the associations that might prompt them – in this case the details of dogs in some of Turner’s works. There is a discussion of the theoretical frameworks that may provide an insight into these deeply subjective, personal and yet significant encounters, and how they can provide a means to a richer understanding of an artwork. The article considers the conditions that might be conducive to these contemplative, affective experiences, and how they might occur in educational settings with appropriate forms of pedagogy. The article concludes by contrasting slow, idiosyncratic and subjective learning through artworks, with the dominant, data-based and reductive trends that currently prevail in mainstream education

Collectively Creative: a means to perceive differently

This feature article is a response to the question " Can anyone be creative?"In dialogue with the Editor of the Hong Kong Youth Journal Elaine Morgan the argument is made that it is possible given the right environment. The significance of the creative arts in the establishment of social justice in education is highlighted

Tracking-Data-Conversion Tool

Object Oriented Data Technology (OODT) is a software framework for creating a Web-based system for exchange of scientific data that are stored in diverse formats on computers at different sites under the management of scientific peers. OODT software consists of a set of cooperating, distributed peer components that provide distributed peer-topeer (P2P) services that enable one peer to search and retrieve data managed by another peer. In effect, computers running OODT software at different locations become parts of an integrated data-management system

Post hoc analyses of surrogate markers of non-alcoholic fatty liver disease (NAFLD) and liver fibrosis in patients with type 2 diabetes in a digitally supported continuous care intervention: An open-label, non-randomised controlled study

OBJECTIVE: One year of comprehensive continuous care intervention (CCI) through nutritional ketosis improves glycosylated haemoglobin(HbA1c), body weight and liver enzymes among patients with type 2 diabetes (T2D). Here, we report the effect of the CCI on surrogate scores of non-alcoholic fatty liver disease (NAFLD) and liver fibrosis. METHODS: This was a non-randomised longitudinal study, including adults with T2D who were self-enrolled to the CCI (n=262) or to receive usual care (UC, n=87) during 1 year. An NAFLD liver fat score (N-LFS) >-0.640 defined the presence of fatty liver. An NAFLD fibrosis score (NFS) of >0.675 identified subjects with advanced fibrosis. Changes in N-LFS and NFS at 1 year were the main endpoints. RESULTS: At baseline, NAFLD was present in 95% of patients in the CCI and 90% of patients in the UC. At 1 year, weight loss of ≥5% was achieved in 79% of patients in the CCI versus 19% of patients in UC (p<0.001). N-LFS mean score was reduced in the CCI group (-1.95±0.22, p<0.001), whereas it was not changed in the UC (0.47±0.41, p=0.26) (CCI vs UC, p<0.001). NFS was reduced in the CCI group (-0.65±0.06, p<0.001) compared with UC (0.26±0.11, p=0.02) (p<0.001 between two groups). In the CCI group, the percentage of individuals with a low probability of advanced fibrosis increased from 18% at baseline to 33% at 1 year (p<0.001). CONCLUSIONS: One year of a digitally supported CCI significantly improved surrogates of NAFLD and advanced fibrosis in patients with T2D

Annex B Anxiety? Finding Ways out of the ICT Labyrinth for ITT Courses

This article deals with the issue of the delivery ofICT for trainees on initial teacher training (lTT) courses in response to the compulsory information and communications technology (lCT) curriculum that is part of the DfEE 4/98 Standards in lIT, annex B. It describes the courses developed in one institution, Liverpool John Moores University, to achieve this provision. The course described is PGCE art and design rather than design and technology, yet many of the features that form the successful elements of the course are applicable to lCT provision generally. This is also true of the difficulties encountered, which extend well beyond the boundaries of art and design. The projects described include utilising online galleries, making digital presentations and the organising of visual material for digital, interactive resources in the classroom. There are recommendations for an approach that is commensurate with existing classroom practice, encouraging an integrated approach to lCT development. The article includes examples of successful projects carried out i