bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Impact of Modularity and Credit Accumulation on Undergraduate Art and Design Education
Authors: BUSS DAVID 
Published: June 2007

Credit Accumulation and modular structures now account for the majority of undergraduate provision in art and design in the UK. This shift away from traditional structures has gained momentum during the past three years and is part of a national move towards credit accumulation and modularity from GCSE through to Masters level work in all subjects.The origins and rationale for these structures are outlined and their advantages are discussed with particular reference to art and design in Higher Education, together with their implications for teaching methods, for student learning, and for assessment. These points are illustrated with examples of new developments in the sector. The author responds to some of the reservations voiced by critics of CATS and Modularity and argues that these structures are more appropriate to the needs and ambitions of students in the 1990s.
Understanding Art
Authors: MESSON PHILIP 
Published: June 2007

The new curriculum in art establishes two elements in the study of the subject in schools; one active, a doing and making element, and one more cerebral not necessarily involving the making of works of art. This second element has been designated ‘knowledge and understanding’ and ideally should be related to the practical activities in the classroom, but it raises the question how understanding is achieved in art and what form such understanding might take.So far as knowledge is concerned the matter is fairly straightforward for it is easier to itemise the things that can be known about art. With ‘understanding’, however, we have to ask how it might be judged or recognised; how it might manifest itself. Does it manifest itself in discussion about works of art, or in the making of works of art, or are there other phenomena which might indicate the presence of understanding?
Voices from Arizona's Classrooms: Teaching Dilemmas in Visual Arts Education
Authors: GALBRAITH LYNN 
Published: June 2007

AbstractThis paper reports on a round‐table dialogue that took place in 1993 in Tucson, Arizona. The participants ‐ eight educators involved in teaching the visual arts and acting as representatives of voices from Arizona's classrooms ‐ were asked to identify and discuss problematic and practical teaching issues and dilemmas which surfaced in their diverse and multicultural classrooms during the past school year. The specific aims of the paper are two‐fold: first, to present the reader with a series of themes, voiced in the form of questions, generated by the teachers themselves as they described their dilemmas and reasons for concern; secondly, to analyse the teachers' comments further, in relation to research with reference to research in the field. This work was supported by a research grant from The Arizona Arts Education Research Institute for 1992–93.
A Comparative Study of Further Education Staff Attitudes to Multi‐cultural and Racist Reforms in Art and Design Education
Authors: PARSONS KATE 
Published: June 2007

AbstractMy initial interest in multi‐cultural art education coupled with a wish to promote more cultural equality was inspired by my two years teaching experience in Kenya, Africa. The contrast of cultures gave me an objective view of my own culture on my return home and I found that I had not only changed as a person as a result, but wanted to continue that change, which gave me the motivation to become a research student, whilst lecturing. As a lecturer in and around the Bristol area it came to my notice through informal conversations with my colleagues at work that they held quite racist views. This I felt was a very insular way of viewing the world when global communications were very efficient and wide spread. In view of this, I chose to investigate to what extent Further Education staff in art and design were racist, and to consider how that might affect students' performance in terms of self‐esteem, achievement and assessment. I took a psychodynamic approach to the interview schedule which was based on my experience and training as an art therapist, as well as an artist‐sculptor and lecturer, and used Race Awareness Training (RAT), and specific criteria to base and analyse the data collected during the research. An interpretative paradigm was used in the final analysis and evaluation of this small scale study. The qualitative methodology used was felt to be more applicable to a personal approach because it gained clearer and more honest information in this sensitive field.
Art in Primary Education: Aspects of Generalist Art Teaching
Authors: HOLT DAVID 
Published: June 2007

AbstractThis paper considers the practice of generalist teaching in primary schools, but with specific regard to the teaching of art. It argues that, despite recent criticism of such methods, there is very little reason to suppose that primary schools will move to a pattern of wholesale specialist delivery of the curriculum within the foreseeable future. As a result, it suggests that the phenomenon of generalist art teaching is likely to remain a widespread aspect of primary education, and that art educators would therefore do well to consider whether the approach might not have something positive to offer the teaching of the subject. Accordingly, the paper provides an account of three significant advantages which it believes this method of teaching can offer to the teaching of art within the primary school. These are set against a range of evidence which both identifies the problematical nature of much past practice, but which also demonstrates the possibility of achieving quality in generalist art teaching. Finally, the relationship between previous problems in this area and the structure of teacher education is explored, and it is suggested that recent new requirements for such courses may offer the prospect of liberating the potential that has been identified.
Assessment of Art Education in Hungary: Historical Problems in Contemporary Perspective
Authors: KÁRPÁTI ANDREA 
Published: June 2007

AbstractAlthough art teachers are mostly unwilling to undertake assessment procedures or examinations, the history of art education suggests that even the earliest art programmes ended in rather rigid trials of draughtsmanship. A group of researchers including the author of this paper was commissioned to develop new methods for final examinations and, after surveying the existing methods and work done during the 1980s when art became one of the electives at the school‐leaving examinations of the secondary grammar school, we were struck by the similarity between current tasks and solutions and 19th century works and models. Changing the methods of examinations in our case will certainly involve the reinterpretation of the academic heritage that at the same time elevates and cripples Hungarian art education at the secondary school level. This paper illustrates and interprets the philosophy of the examinations and art concourses from important periods of Hungarian educational history and outlines the passage of the Hungarian art teacher from the supposedly ‘eternal’ world of the Academia to the ‘banal’, ‘transitional’, ‘vulgar’ realms of contemporary visual communication.
The Knowing Body: Art as an Integrative System of Knowledge
Authors: DANVERS JOHN 
Published: June 2007

AbstractDrawing upon research in a number of fields (particularly in ecology, ‘systems’ approaches to perception, the philosophy of science, and the phenomenology of Merleau‐Ponty and his interpreters) this paper raises issues and questions about the relationships between knowledge, art and science. It suggests a way of thinking about art as an integrative system of knowledge based upon the recognition of three important factors: our fundamental participation in the world as knowing bodies; the perspectival nature of our interpretations of the world; and the particular ways in which we achieve coherence and integration through the making of art. The paper also traces some of the changes in the ways in which knowledge is described and formulated within Modernist and Post‐Modernist paradigms, and suggests how these changes support a revision of our views about the cognitive implications of art.
Photography in Schools: Current Trends in Theory and Practice
Authors: NEWBURY DARREN 
Published: June 2007

AbstractThis paper reviews the place of photography in formal education. It is argued that as a specific subject of study photography remains marginal within primary and secondary education, and is viewed predominantly as a leisure activity or as a vocational subject more appropriate to further education. Despite this however, it is argued that photography can make a unique contribution to general education, and that it is particularly well placed for teachers seeking to develop innovative and cross‐curricular work. Two contexts for photography in education are considered in detail: GCSE and ‘A’ level photography; and the National Curriculum for Art, and GCSE art and design examinations. In conclusion I look at the potential photography offers for developing cross‐curricular work in formal education.
What's Happening to Photography?
Authors: ROGERS ANGELA , ALLEN DAVE 
Published: June 2007

AbstractThis is the first public output of the joint Arts Council/University of Portsmouth research project into photography teaching in GNVQ Art and Design and Media Communications and Production. It reports principally from various contacts and interviews in the first six months of the project and from the results of a questionnaire survey of art and design lecturers involved in GNVQ.The paper suggests that the increasing significance of photography in artistic cultural and social practices is not adequately reflected in formal education. It describes a variety of aims and practices in those institutions involved in GNYQ, although we have found little collaboration between art and design and media courses. In some art and design courses, photography functions mainly as an aid to research and preparatory work, elsewhere we found lecturers willing to describe it as ‘an art form in its own right’ or as a ‘fundamental part’ of the art and design curriculum.We report on the resource implications of offering substantial photography courses. some preliminary findings about the kinds of students studying art and design GNVQ, and the perceived value of official publications. The question of choosing ‘A’ level or GNVQ is raised, as is the issue of progression. We have found expectations that GNVQs will become a regular route into HE although their currency is not yet clear.Although we report difficulties with GNVQs in art and design, and more specifically with photography, we also record comments which indicate some reasons for optimism.
Photography and the Politics of Engagement
Authors: STANLEY NICK 
Published: June 2007

AbstractIn this piece I want to consider what I feel is a weakness inherent in the development of photography in education ‐ and principally in art and design education in the era of the National Curriculum. I seek the reasons for this potential problem and the cul‐de‐sac to which photography in education could be heading. I go on to suggest how a sense of historical questioning may help generate a reflexive practice in photography in education. I then consider the implications of new technology on the delivery of photography in education projects before drawing together my proposals for an engaged practice.
Institutions, Individuals and Talk: The Construction of Identity in Fine Art
Authors: MITCHELL SALLY E. 
Published: June 2007

AbstractThis paper is based on research in a university department of Fine Art. It is an exploration of the ways in which learning takes place ‐ or fails to ‐ in the spoken interchanges between tutors and students known as ‘cross‐section crits’. The discussion draws on Harre's model of social and personal development and on a notion of argument to understand the place of shared knowledge and discourse, as well as conflict, in the construction of distinctive personal identity. Three examples of ‘crits’ are examined. These suggest insights into the culture of the fine art institution and offer implications for the role and conduct of talk and language in the teaching and learning process.
The Meaning of Artistic Tradition in a Multicultural Society
Authors: CLARKE ROBERT 
Published: June 2007

AbstractTeaching art in a multicultural society requires teachers to develop an understanding of the nature of artistic knowledge with regard to the cultural backgrounds of all children, so that the validity of art relates to the ethnic structure of contemporary society and takes full account of its historical origins. This requires a sound basis for interpretation of other cultures so that children can see the interrelated connections between what they are shown and know, and how this is always contingent upon historical antecedents of society and societies.No longer can artistic traditions be isolated or prioritised in hierarchies that alienate or marginalise the cultural roots of those children who happen to come from ethnic minorities. Therefore, to better teach the requirements of the National Curriculum in Art, with particular regard to Attainment Target 2, teachers need to be aware of their responsibilities in interpreting the traditions of non‐indigenous cultures.This paper draws on experience of teaching art in a largely homogenised minority of Scottish Gaeldom, where historical perceptions of what constituted its tradition were profoundly significant to the aims of educating its young. And where, the teacher happens to come from outside that tradition, the importance of understanding the formation and interpretation of tradition[s] is a paramount consideration in deciding what and how to teach art. This paper focuses on the central issues and draws upon relevant literature to support the case that art must be taught with commitment to the context and artistic future of a multicultural society.
Access to Health Care
Authors: Gulzar Laila 
Published: June 2007

Purpose:To describe and analyze conceptual and operational definitions of health care access for future nursing theory, practice, and policy. Access to health care is a major health policy concern. However, the elements of access to care are not well understood. As a result, how access is addressed is often inconsistent and unclear.Organizing construct:Walker and Avant's framework for concept analysis.Sources:Published literature in nursing and health services from the 1960s to the 1990s. The analysis was done in 1997 for this integrative review of nursing and nonnursing literature.Methods:Integrative literature review in 1997.Findings:Access is a complex idea defined in many ways. One of the most comprehensive definitions of access is by the World Health Organization (WHO). Multidementional barriers and facilitators to access vary by community and country.Conclusions:Societies may define access differently at different stages of development. Scales to measure some dimensions of access are available; however, newer and better measures are needed and are being developed and tested. Data on each of the dimensions are needed for comprehensive assessment of access to health care in all countries at all stages of development.
Potential for Abusive Parenting by Rural Mothers With Low‐Birth‐Weight Children
Authors: Sachs Barbara , Hall Lynne A. , Lutenbacher Melanie , Rayens Mary Kay 
Published: June 2007

Purpose:To describe factors influencing the potential for abusive parenting by rural mothers of low‐birth‐weight children (<2,500 gm). Low‐birth‐weight (LBW) children are at risk for child abuse. However, little is known about the added risks created for these children by rural residency.Design:Data for this descriptive and exploratory study were collected using a cross‐sectional design. A convenience sample of 48 rural mothers delivering LBW children participated in 1994.Methods:In‐home interviews were conducted using structured questionnaires to assess mothers' everyday stressors, depressive symptoms, social resources, and child abuse potential.Findings:The prevalence of high depressive symptoms among the mothers was 54%. Higher everyday stressors and less functional social support predicted greater depressive symptoms. Everyday stressors had a direct effect on the mothers' potential for child abuse and an indirect effect via maternal depressive symptoms.Conclusions:Rural mothers of LBW children are at risk for abusive parenting. Health care providers should pay particular attention to the mental health of mothers living in rural, isolated areas. Assistance with mobilization of community resources, including social support and child care, may provide needed help for these mothers to improve parenting and thus child health outcomes.
Questioning the Quality of Maternal Caregiving During Home Visiting
Authors: Byrd Mary E. 
Published: June 2007

Purpose: To formulate theory that will provide a meaningful framework for practice and for studies examining the efficacy of maternal‐child home visits.Design: Field research, over a period of 8 months, 1995–1996, conducted with one nurse employed by a visiting nurse association in rural New England. A total of 53 home visits were observed; documents and records were reviewed.Methods: Data collection, field‐note recording, and analysis were simultaneous. Informal interviewing and observation of the key nurse participant throughout the day focused on her intentions, actions, and meanings as she anticipated, enacted, or reflected on her visits. Client‐nurse interaction and client characteristics were described and interpreted. Analysis focused on the nurse's home visits and the consequences of these visits.Findings: The nurse conducted a specific type of home visit, identified as “child‐focused,” in three patterns: single, short‐, and long‐term. The short‐term pattern, labeled “questioning the quality of maternal caregiving,” is described in this article. The nurse minimally questioned and then confirmed the quality of maternal caregiving during some visits, while she seriously questioned and then continuously doubted the quality of caregiving in others. The categories of potential consequences of these visits were maternal, child, interactive, and environmental.Conclusions: Future research should address the most effective processes for working with families when nurses doubt the quality of maternal caregiving. Field research was helpful in developing a beginning typology of maternal‐child home visits, in understanding practice, and as a basis for further research examining the efficacy of maternal‐child home visits.
Report of a State‐of‐the‐Knowledge Conference on U.S. Nursing Certification ONCC Research Committee and Executive Staff
Authors:   ONCC Research Committee and Executive Staff
Published: June 2007

Purpose: To describe the problems discussed, consensus established, and recommendations made during a “State of the Knowledge” conference on nursing certification hosted by the Oncology Nursing Certification Corporation (ONCC), April 1996. ONCC planned the conference after finding little empiric data in the literature to support the value of nursing certification and after recognizing that consensus was lacking regarding several critical questions related to certification.Sources: Representatives of 24 specialty nursing certification organizations participated in the 3‐day conference.Methods: Through formal presentations and small groups, participants identified unresolved issues and areas of consensus, then strategized ways to address questions and problems.Results: This historic conference identified problems that require proactive responses and solutions by organizations involved in nursing certification. Unresolved issues included the lack of standardization of basic certification procedures, the means of evaluating continued competency, and questions regarding the relationship between certification and patient outcomes. Development of a nursing multispecialty research council was proposed and has since been established under the leadership of the American Nurses Credentialing Center.Conclusions: The conference was a successful way to unite specialties in nursing. Of high priority is the need to validate that certification positively affects patient outcomes. Until this can be shown, it will be difficult to persuade employers and payers that nursing certification should be a workplace requirement.
Experiencing Control in Caregiving
Authors: Szabo Vivian , Strang Vicki R. 
Published: June 2007

Purpose: To describe the experience of control as perceived by family caregivers who care for relatives with dementia to determine how caregivers manage care at home. The ability to manage care effectively at home is important because of the rise in the number of family caregivers.Design: Descriptive using secondary analysis of qualitative data. The sample was 21 family caregivers of relatives with dementia, 4 men and 17 women, from one medium‐sized city in Canada.Methods: Grounded‐theory methods were used for the secondary analysis of data completed in 1997 from a previous 1995 study of caregivers.Results: The experience of control was related to how caregivers managed or coped with their caregiving situations. The dimensions of control were characterized as either “maintaining control” or as “lacking control” with each dimension relating to caregivers' beliefs about caregiving.Conclusions: Results of this study can help nurses intervene more effectively with family caregivers by recognizing how caregivers manage and whether they need assistance to continue to provide care. The proposed model is a starting point for further research on control and coping; it also provides direction for practice.
Mothers' Responses to Care Given by Male Nursing Students during and after Birth
Authors: Morin Karen H. , Patterson Barbara J. , Kurtz Barbara , Brzowski Barbara 
Published: June 2007

Purpose: To describe the rationale maternity patients use in determining whether to accept care by a male student nurse. Information about the activities that women are comfortable having male nursing students perform is inconsistent and the reasons for women's comfort or discomfort are unclear. Furthermore, little is known about what factors patients consider when assigned a male nursing student. Yet, knowledge of such factors can enhance understanding and guide the selection of students in maternity units.Design: Focused ethnography using a purposive convenience sample of 32 women, aged 20 to 40 years, who spoke English, and who had given birth to normal newborns in one small community hospital in the mid‐Atlantic region of the United States. Patients were excluded if they or their infants were in an unstable physical or mental condition. The study was conducted in 1995.Methods: The women were interviewed using a semi‐structured format.Findings: Data from participants pertained to personal and contextual factors. Personal factors were perception of postpartum self and personal feelings. Contextual factors were student characteristics, establishment of relationships, nursing care activities, and partner viewpoint.Conclusions: Women during and after giving birth have definite thoughts about male student nurses caring for them. Nurse educators should consider these when assigning men. Educators should encourage professionalism and competence in their students.