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The demand for alternative methods of providing informed consent is increasing, especially in research with marginalised (or illiterate) research participants. This article discusses the co-creation of a visual informed consent (VIC), in collaboration with an artist. The VIC was inspired by the experience of obtaining informed consent from a group of migrant women with limited English proficiency, in empirical research undertaken on agroecology and health in Coventry, UK. Reflecting further on its creation and wider utility, this article explores the inner values that might guide researchers and lead to the co-creation of care-full tools that meet the needs of research participants. Specifically, this includes, reflecting on the iterative process of developing a VIC and using an ethics of care as a primary conceptual framework. Findings reveal that participants' understanding of ethical issues is facilitated using visual illustrations. It is argued that the creation of a VIC requires the researcher to be attentive to the embodied nature of research practice and guided by an ethics of care. A conceptual framework that integrates care and embodiment is presented, with the intention that it may further support the development of care-full research by others. [ABSTRACT FROM AUTHOR]

The study critically reassesses existing Metaverse concepts and proposes a novel framework for inclusiveness of physically disabled artists. The purpose is to enable and inspire physically disabled users and content creators to participate in the evolving concept of the Metaverse. The article also highlights the need for standards and regulations governing the inclusion of people with disabilities in Metaverse projects. The study examines current information technologies and their relevance to the inclusion of physically disabled individuals in the Metaverse. We analyse existing Metaverse concepts, exploring emerging information technologies such as Virtual and Augmented Reality, and the Internet of Things. The emerging framework in the article is based on the active involvement of disabled creatives in the development of solutions for inclusivity. The review reveals that despite the proliferation of Blockchain Metaverse projects, the inclusion of physically disabled individuals in the Metaverse remains distant, with limited standards and regulations in place. The article proposes a concept of the Metaverse that leverages emerging technologies, to enable greater engagement of disabled creatives. This approach is designed to enhance inclusiveness in the Metaverse landscape. Active involvement of physically disabled individuals in the design and development of Metaverse platforms is crucial for promoting inclusivity. The framework for accessibility and inclusiveness in decentralised Metaverses provides a basis for the meaningful participation of disabled creatives. The article emphasises the importance of addressing the mechanisms for art production by individuals with disabilities in the emerging Metaverse landscape. This article addresses a global challenge related to helping disabled people operate in the modern society, targeting new and emerging technologies, and enabling early understanding of required actions for inclusiveness of people with disabilities in the Metaverse. The increased use of advanced technologies (e.g., AI and IoT) in the Metaverse, amplified the importance of this research being conducted. The aggregate impact from this research for science and society is a more inclusive, and unbiassed Metaverses that are compliant with regulations on anti-disability discrimination. This is followed by the secondary values, related to increased technological opportunities from a breakthrough in designing new, more inclusive, and autonomous devices. The research study presents a new framework for integrating new technologies in existing Metaverses, resulting with a stronger accessibility and inclusiveness of the Metaverse. This creates a new understanding on how new technologies can be used for disability discrimination prevention and early understanding of disability requirements. We also highlighted normative constraints and the need for further reflection and weighing to avoid dystopian futures for the physically disabled in relation to the Metaverse. [ABSTRACT FROM AUTHOR]

Background: Patient and public involvement and engagement (PPIE) have long been considered important to good research practice. There is growing, yet diverse, evidence in support of PPIE with children and young people (CYP). We must now understand the various approaches to involvement of CYP in research. Aims: This rapid umbrella review aimed to provide an overview of when, how and to what extent CYP are involved in the conduct of health research, as well as the reported benefits, challenges, and facilitators of involvement. Methods: We searched OVID Medline, Embase and PubMed. Published reviews were included if they reported meaningful involvement of CYP in the conduct of health research. Extracted data were synthesised using thematic analysis. Results: The 26 reviews included were predominately systematic and scoping reviews, published within the last decade, and originating from North America and the United Kingdom. CYPs were involved in all stages of research across the literature, most commonly during research design and data collection, and rarely during research funding or data sharing and access. Researchers mostly engaged CYP using focus groups, interviews, advisory panels, questionnaires, and to a lesser extent arts‐based approaches such as photovoice and drawing. Visual and active creative methods were more commonly used with children ≤12 years. The evidence showed a shared understanding of the benefits, challenges, and facilitators for involvement of CYP, such as time and resource commitment and building partnership. Conclusion: Overall, the review identified consistency in the range of methods and approaches used, and stages of research with which CYP are commonly involved. There is a need for more consistent reporting of PPIE in the literature, both in terminology and detail used. Furthermore, the impact of approaches to CYP involvement on research and community outcomes must be better evaluated. Patient/Public Contribution: This review forms part of broader research initiatives being led by the authors. Together, these projects aim to support embedding of child voices in research practice and to explore the desirability and suitability of Young Persons Advisory Groups within birth cohort studies. The findings from this review, alongside public and stakeholder consultation, will inform development of resources such as practice recommendations to guide future involvement of CYP in health research undertaken at the author's respective institutions. [ABSTRACT FROM AUTHOR]

The use of words to label concepts is a weak point in CMT but one which is little discussed. This article considers the relative merits of image and writing as semiotic modes for identifying conceptual metaphor domains and whether image can offer an alternative to target is source formulae. It reports on an experiment in which MA translation students draw composite drawings to represent orientational metaphoric aspects of a UK government press release. Conventional metaphoric language deriving from the orientational metaphors, especially good is up/bad is down, plays a significant role across this text, forming a "metaphor chain" pattern. The drawings and post-task interviews with the participants reveal details of the internal structure of the source domain up and how it is conceptualized. Particularly of note is the strong horizontal forward aspect of orientation which emerges when the written text is represented pictorially. The article demonstrates how drawing can be used as a tool in metaphor-led discourse analysis. [ABSTRACT FROM AUTHOR]

How the news media report who's responsible for political decisions is fundamental to an informed citizenry. Our study develops a new way of examining political responsibility coverage by drawing on the concept of informational opportunities in order to explore how television news could enhance audience understanding. We examine how television news reported who was responsible for making policies across England, Scotland, Wales and Northern Ireland during the coronavirus pandemic. Drawing on a content analysis study of five UK television news bulletins (N = 181), we found that reporting did not regularly attribute political responsibility to all four governments of the UK at the start of the pandemic. Once the nations began to adopt different lockdown measures the clarity of reporting legislative decisions improved, but there were still missed opportunities to clarify which government was responsible for specific policies. By way of conclusion, we argue that scholars examining how the media report political responsibility need to find creative ways of theorising and empirically studying informational opportunities in order to enhance public understanding. [ABSTRACT FROM AUTHOR]

Introduction: It is increasingly recognised by UK researchers and population health advocates that an important impetus to effective policy action to address health inequalities is activation of public dialogue about the social determinants of health and how inequalities might be addressed. The limited body of existing scholarship reaches varying conclusions on public preferences for responding to health inequalities but with consensus around the importance of tackling poverty. Young people's perspectives remain underexplored despite their increasingly visible role in activism across a range of policy issues and the potential impact of widening inequalities on their generation's health and wellbeing. Methods: Six groups of young people (39 in total) from two UK cities (Glasgow and Leeds) were engaged in online workshops to explore views on health inequalities and potential solutions. Inspired by calls to employ notions of utopia, artist–facilitators and researchers supported participants to explore the evidence, debating solutions and imagining a more desirable society, using visual and performance art. Drawing together data from discussions and creative outputs, we analysed participants' perspectives on addressing health inequalities across four domains: governance, environment, society/culture and economy. Findings: Proposals ranged from radical, whole‐systems change to support for policies currently being considered by governments across the United Kingdom. The consensus was built around embracing more participatory, collaborative governance; prioritising sustainability and access to greenspace; promoting inclusivity and eliminating discrimination and improving the circumstances of those on the lowest incomes. Levels of acceptable income inequality, and how best to address income inequality were more contested. Individual‐level interventions were rarely presented as viable options for addressing the social inequalities from which health differences emanate. Conclusion: Young people contributed wide‐ranging and visionary solutions to debates around addressing the enduring existence of health inequalities in the United Kingdom. Their reflections signal support for 'upstream' systemic change to achieve reductions in social inequalities and the health differences that flow from these. Public Contribution: An advisory group of young people informed the development of project plans. Participants shaped the direction of the project in terms of substantive focus and were responsible for the generation of creative project outputs aimed at influencing policymakers. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic altered the way many people worked. Remote and creative ways were favoured and utilised for consultation activities. In this paper, we draw attention to how we have used creative methods over the teleconferencing platform 'ZOOM' to consult with children and their parents when we were unable to consult with them face-to-face. We document a clear timeline of how we have worked together to co-create an animation and information sheet about receiving outpatient parenteral antimicrobial therapy (OPAT). We identify the opportunities and challenges we faced. [ABSTRACT FROM AUTHOR]

As the faculties of literacy and numeracy are universally recognized as worthy of pedagogical nurturing, so this article champions an older, graphic articulacy: visualcy. An articulacy with the language of drawing that distinguishes the visual arts from other disciplines. Its nurturing has been compromised by the shift away from teaching drawing in UK secondary schools and HE art schools, even before COVID. We argue that this shift is in part a consequence – perhaps unintended – of the neo-liberal values permeating the UK education sector. The article presents a critique of the those values seen as a significant obstacle to drawing's educational benefits, and offers an optimistic basis for its place in the curriculum. [ABSTRACT FROM AUTHOR]

Research suggests that bullying is one of the most common presenting issues for young people accessing counselling. In this study, we explored helpful aspects of counselling for young people who have experienced bullying. Semi-structured interviews were conducted with 10 participantsand analysed using thematic analysis. Participants identified five helpful counsellor activities: (a) counsellors' way of relating, (b) creating safety, (c) incorporating creative media, (d) teaching strategies, and (e) offering advice. They also identified four helpful client activities: (f) trusting, (g) talking, (h) expressing emotions, and (i) remembering and applying techniques. Findings suggest that a range of techniques and practices, aligned to different therapeutic orientations, can be of value to these young people. This supports a pluralistic perspective on therapeutic change. [ABSTRACT FROM AUTHOR]

Writing online narratives of postpartum psychosis allows both self-analysis and catharsis and can also be viewed as a type of sociopolitical expression. Eight narratives posted on the Action on Postpartum Psychosis website were analyzed using Burke's narrative analysis. This method focuses on a pentad of key elements of story: scene, act, purpose, agent, and agency. What drives this narrative analysis is the identification of problematic areas referred to as ratio imbalances between any two of these five terms. The ratio imbalance between Agent and Act appeared most often in these eight narratives. The agent was the mother and the act most often was either her hallucinations or delusions. The second most frequent area of tension was between Scene and Agent. Problematic scenes for the agent (mother) involved admission to the psychiatric ward, entering the electroconvulsive therapy room, or nighttime. These ratio imbalances pinpoint places where clinicians can target specific interventions. [ABSTRACT FROM AUTHOR]

This study explored the ways that work-integrated learning (WIL) influences the development of entrepreneurs. Seven alumni from Canada and the United Kingdom, who experienced differing forms of WIL during their degree, participated in qualitative in-depth interviews and provided rich pictures. A rich picture is a pictorial representation of a situation, including what happened, who was involved, how the participant perceived the situation. During the interviews, participants reflected on how WIL impacted their career and they created rich pictures to depict their perception of an entrepreneur and what influenced them to become an entrepreneur. Several important themes emerged and included seizing opportunities, thinking "outside the box," being resilient during difficult times, and the importance of networks. The influence of WIL was important for all participants and provided the framework of support that enabled the participants to manage difficult times and turn disruption into opportunity. [ABSTRACT FROM AUTHOR]

This article investigates the ways in which drawing is taught and assessed in post‐16 UK schools and colleges, with a particular focus on A Level art and design courses. Through an historical survey of the development of syllabi and assessment methods, it traces how the role of drawing in the curriculum has changed over the past sixty years. From a series of prescribed observational drawing exercises, the A level exam has evolved into a holistic exploration of each student's creative process, and drawing is now seen mainly as an integral part of that process. The article demonstrates how the art history element of the syllabus has also been gradually integrated into practice, and thus into the drawing process itself. Questions are raised about how these changes have influenced the nature of the portfolios which students entering higher education bring to interview. In short, this article seeks to answer the question: do we now teach and assess observational drawing skills 'through a glass darkly', obscured by other considerations within the art educational curriculum? [ABSTRACT FROM AUTHOR]

This research surveys changing attitudes to drawing pedagogy, in the context of digitisation, moves toward student‐centred learning in art & design higher education, and anecdotal reports of declining competence. Based on student, teacher and examiner's experiences, it has been possible to gain insights into how drawing instruction has changed over the past generation. This article examines the attitudes, values and concerns of students and educators regarding drawing instruction. The study reveals that, in the UK, drawing skills are considered to be gradually declining, while traditional notions of skill are called into question. Drawing as a means of visual recording, representation and communication remains valued, although no longer essential as it once was; drawing to augment thought process is increasingly recognised as an integral skill which enables innovation. The latter is rarely 'taught' but relies on core competencies that many lecturers fear are being eroded. Increasing value is placed on drawing 'as process', as provision is moving towards individualised instruction requiring students to work independently. While new technologies are a factor, this article re‐frames the issue as an imbalance between creative outcomes and creative process, with a disparity between school and university levels. This article calls for a renewed emphasis on 'drawing as process' as preparation for university, and for further consideration of the core competencies underpinning the use of drawing as a tool of thought, and how these might be standardised. [ABSTRACT FROM AUTHOR]

Aim: The aim of the study was to explore the incidence, use, and scope of patient diaries in paediatric intensive care units (PICUs) in the United Kingdom and Ireland. Design: This was an electronic survey sent to 30 PICUs in the United Kingdom and Ireland. Results: All PICUs (n = 30) responded, and 43% (n = 13) offered diaries. For those units that did not supply diaries, the reasons given were concerns around the legal and professional implication of using diaries. Parental/carer consent to use a diary was obtained informally (79%, n = 11), and once there was agreement to provide a diary to parents, diaries were usually started immediately (72%, n = 12). Parents were the main contributors to the diaries (94%, n = 17), and the diaries were populated with photographs (94%, n = 15), drawings (100%, n = 16), and stickers (94%, n = 15). The reasons for offering diaries were to fill gaps in memories, to engage with families, and to explain what has happened in lay language. The owner of the diary was reported to be the family (82%, n = 14) and the child (12%, n = 2). Conclusions: The use of patient diaries is an evolving intervention in paediatric intensive care settings in the United Kingdom and Ireland. This national survey has provided a clearer picture of how this intervention is used in the United Kingdom and Ireland. PICU patient diaries are used in a significant number of units, and how these are used is relatively standardized, although in some different ways from general ICUs. Relevance to clinical practice: This survey provides a baseline for future exploration, understanding, and promotion of patient diaries, as a well evaluated tool for the critically ill child and his or her family. [ABSTRACT FROM AUTHOR]

Little is understood about social work students or social workers' perceptions of ageing in the UK. This paper presents a small-scale study of 20 master social work students' perceptions of ageing during the first year of their programme. A mixed method approach was employed over a two-staged research project, in both stages the social work students were asked to complete Kogan's attitudes towards older people scale (KATOPS) and draw a person aged 75. Results demonstrated that most students had neutral to positive attitudes towards older people at the beginning of the programme and these improved in stage two; all had positive attitudes. The drawings provided a visual narrative of their perceptions of older people; visual signifiers included physical signs of ageing. Fulfilment, emotion, family, individuality and appearance were emergent themes. Whilst the programme enhanced the students' perceptions more work is needed to dispel the myths and stereotypes about ageing. [ABSTRACT FROM AUTHOR]

Abstract Ageism and negative attitudes are said to be institutionally embedded in healthcare during a time when there are unprecedented increases in older population numbers. As nurses' care for older people in a range of environments it is important to examine attitudes and perceptions of undergraduate nurses towards older people. A longitudinal mixed methods study in conjunction with a three-year undergraduate UK nursing programme 2009–2012 was conducted with 310 undergraduate nurses. A questionnaire incorporating Kogan's attitude towards older people scale and a drawing of a person aged 75 years was completed three times, once each year. Thurstone scale and photo elicitation were also employed. Comparisons were made between individual participant's attitude score and drawing. The study established 75% of participants had moderately positive attitudes towards older people when the programme began, at the programme end this had increased to 98%. Age, gender, educational qualifications, practice learning, nursing field and contact with older people influenced participants' overall attitude score. Drawings provided a visual narrative of participants' perceptions of older people, appearance was a dominant discourse and the images were socially constructed. The study established the undergraduate nursing programme influenced attitudes and perceptions towards older people and suggests nurse education can influence changing attitudes. To date there is no known study that has advanced this understanding. Highlights • Nurse education has the potential to foster positive attitudes towards older people. • Drawings provided a narrative of participants' perceptions of ageing. • Drawings can be used as an independent research method. • Undergraduate nurses viewed older people from a socially constructed phenomenon using signifiers to depict later life. • Further evidence is provided to develop Kogan's attitudes towards older person scale. [ABSTRACT FROM AUTHOR]

Background and Aims According to existing literature, musicians are at risk of experiencing a range of painful musculoskeletal conditions. Recently, a novel digital technology was developed to investigate pain location and pain extent. The aim of this study was to describe pain location and pain extent in musicians using a digital method for pain drawing ( PD) analysis. Additionally, the association between PD variables and clinical features were explored in musicians with pain. Methods One hundred and fifty-eight musicians (90 women and 68 men; aged 22.4 ± 3.6 years) were recruited from Swiss and U.K. conservatories. Participants were asked to complete a survey including both background musical information and clinical features, the Quick DASH ( QD) questionnaire, and the digital PDs. Results Of the 158 participants, 126 musicians (79.7%) reported having pain, with higher prevalence in the areas of the neck and shoulders, the lower back, and the right arm. The mean percentage of pain extent was 3.1% ± 6.5%. The mean QD score was higher for musicians with pain than for those without pain. Additionally, the results indicated a positive correlation between the QD score and pain extent, and there were significant correlations between age and pain intensity, as well as between pain extent and pain intensity. Conclusions The high prevalence of pain among musicians has been confirmed using a digital technique for PD acquisition and analysis. In addition, positive correlations between pain extent and upper limb disability have been demonstrated. Our findings highlight the need for effective prevention and treatment strategies for musicians. [ABSTRACT FROM AUTHOR]

Since the 1980s, the primary public health response to injecting drug use in the UK has been one of harm reduction. That is, reducing the harms associated with drug use without necessarily reducing consumption itself. Rooted in a post-Enlightenment idea of rationalism, interventions are premised on the rational individual who, given the right means, will choose to avoid harm. This lies in stark contrast to dominant addiction models that pervade popular images of the ‘out of control’ drug user, or worse, ‘junkie’. Whilst harm reduction has undoubtedly had vast successes, including challenging the otherwise pathologising and often stigmatising model of addiction, I argue that it has not gone far enough in addressing aspects of drug use that go beyond ‘rational’ and ‘human’ control. Drawing on my doctoral research with people who inject drugs, conducted in London, UK, this paper highlights the role of the injecting ‘event’, which far from being directed or controlled by a pre-defined individual or ‘body’ was composed by a fragile assemblage of bodies, human and nonhuman. Furthermore, in line with the ‘event’s’ heterogeneous and precarious make-up, multiple ways of ‘becoming’ through these events were possible. I look here at these ‘becomings’ as both stabilising and destabilising ways of being in the world, and argue that we need to pay closer attention to these events and what people are actually in the process of becoming in order to enact more accountable and ‘response-able’ harm reduction. [ABSTRACT FROM PUBLISHER]

The article presents the research that investigates the skills and self-management practices of patients with haemophilia in Great Britain. The topics discussed include the views of children about prophylactic intensive therapy in the 21st century, the time they developed self-management skills, and the disease's changing patterns.

Objective:This pilot study investigated the use of patient drawings to explore patient experiences of symptoms of melanoma prior to health care use. Design:Patients (n = 63) with melanoma were interviewed within 10 weeks of diagnosis. Participants were asked to draw what their melanoma had looked like when they first noticed it, and to make additional drawings to depict changes as it developed. Main outcome measure:The size and features of the drawings were compared between participants and with clinical data (thickness of the melanoma; histological diameter; clinical photographs). Results:Eighty-four percent of participants were able to produce at least one drawing. This facilitated discussion of their lesion and recall of events on the pathway to diagnosis. Common features of the drawings related to the view, presence of shading, inclusion of sections and the shape and border of the lesion. There was potential for disparity between the details in awareness resources and the perceptions of patients. The drawings resembled the clinical photographs and the size of the drawings was positively associated with the histological diameter, but did not differ according to tumour thickness. Conclusion:Asking patients to make drawings of their melanoma appears to be an acceptable, inclusive, feasible and insightful methodological tool. [ABSTRACT FROM PUBLISHER]

Twenty years ago the British architect and urban designer Gordon Cullen died, without Spanish journals paying any particular attention to his legacy. As 2014 sees Cullen's centenary, this article is intended to be a small homage to his work, and in particular to the genesis of his book Townscape. Thanks to its excellent drawings, this work has over the course of time become a classic in architectural literature. [ABSTRACT FROM AUTHOR]

Previous word learning studies suggest that children with autism spectrum disorder may have difficulty understanding pictorial symbols. Here we investigate the ability of children with autism spectrum disorder and language-matched typically developing children to contextualize symbolic information communicated by pictures in a search task that did not involve word learning. Out of the participant’s view, a small toy was concealed underneath one of four unique occluders that were individuated by familiar nameable objects or unfamiliar unnamable objects. Children were shown a picture of the hiding location and then searched for the toy. Over three sessions, children completed trials with color photographs, black-and-white line drawings, and abstract color pictures. The results reveal zero group differences; neither children with autism spectrum disorder nor typically developing children were influenced by occluder familiarity, and both groups’ errorless retrieval rates were above-chance with all three picture types. However, both groups made significantly more errorless retrievals in the most-iconic photograph trials, and performance was universally predicted by receptive language. Therefore, our findings indicate that children with autism spectrum disorder and young typically developing children can contextualize pictures and use them to adaptively guide their behavior in real time and space. However, this ability is significantly influenced by receptive language development and pictorial iconicity. [ABSTRACT FROM PUBLISHER]

Introduction: This study aimed to use drawing as a means to explore the content of pain-related images in a sample of people with chronic pain. Method: Adults (n = 90) attending three United Kingdom National Health Service pain clinics were asked to bring to mind and draw an image of their pain. Drawings were analysed using critical visual analysis methodology. Results: Fifty-four participants drew a picture of their pain. Drawings were vivid, emotionally charged and included catastrophic interpretations of pain. Image content was described using three main themes: pain as an attacker, the nature of pain (pain sensations, timeline, pain location) and the impact of pain (pain as a barrier, being trapped by pain and the future with pain). Drawings reflected different perspectives taken in the image, with images of the person themselves in pain (as if seen through the eyes of an observer) evoking a sense of helplessness and isolation. Conclusion: Pain-related images can provide a valuable insight into people's pain worlds, with images reflecting pain cognitions and barriers to recovery. Clinicians may find drawing a helpful tool in the assessment and management of chronic pain, enabling a visual and shareable language for pain. [ABSTRACT FROM AUTHOR]

Previous research shows that key parties involved in children's drawing perceive the value and benefits of art and drawing very differently. However such research has been restricted to the examination of children attending mainstream schooling across the UK. The present study therefore compared the views and practices of key parties involved in mainstream and performing arts educational contexts. Teachers and children were interviewed and parents completed a postal survey. Some 225 children, 115 of their teachers and 176 of their parents and carers formed the mainstream school group whilst 180 children, 42 of their teachers and 145 of their parents and carers formed the performing arts school group. Main findings indicated that pupils', parents' and teachers' views about the benefits, and how to support drawing behaviour at school and at home, varied across contrasting educational contexts. In particular, pupils attending arts-based schools and their teachers valued expressivity over technical support, pupils reported enjoying drawing more, had higher self efficacy and foresaw engaging in the activity beyond their school years more than their mainstream counterparts. The results suggest that mainstream educational contexts could foster drawing behaviour and the related emotional benefits to a greater extent. [ABSTRACT FROM AUTHOR]

This article introduces a novel approach to pedagogy within an art school in the UK HE sector, based upon a synthesis of perception theory and communication theory. It is argued that art students’ drawing is empowered by strategies of teaching informed by aspects of James J. Gibson’s ecological approach to visual perception relevant to an understanding of the variety of information contained in the structure of light. Three types of perceivable information are identified: the distal, the haptic, and the proximal, described as channels of vision, and illustrated with examples of the author’s drawings. Aspects of Roman Jakobson’s communication theory are introduced, and both theorists’ insights are amalgamated in a systemic-functional semiotic matrix describing the domain of drawing derived from Michael Halliday’s systemic-functional semiotic model for language. The matrix has informed the design of a curriculum for drawing, and a project from this curriculum is presented and illustrated with students’ drawings. [ABSTRACT FROM PUBLISHER]

In this article, we suggest that management research constitutes a field of practice that is made practically intelligible through embodied enactment. This relies on imagination, constructing modes of belonging within communities of management research practice. Undergraduate students constitute a significant audience towards whom these self-presentational performances are directed. Our analysis is based on findings from four UK business schools where students participated in a free drawing and focus group exercise and were asked to visualize a management researcher. Through identification of three dominant animal metaphors of management research practice, we explore the symbolic relations whereby a prevailing image of the management researcher, as untouchable, solitary, aggressive, competitive and careerist, is socially constructed. We argue that this competitive, self-interested impression of research is detrimental to ethical, critically reflexive, reciprocal and participatory modes of research, and to the development of management research as a broadly inclusive system of social learning. [ABSTRACT FROM AUTHOR]

Pain-measurement tools are often criticized for not addressing the influence of culture and ethnicity on pain. This study examined how children who speak English as a primary or additional language discuss pain. Two methods were used in six focus group interviews with 34 children aged 4-7 years: (i) use of drawings from the Pediatric Pain Inventory to capture the language used by children to describe pain; and (ii) observation of the children's placing of pain drawings on red/amber/green paper to denote perceived severity of pain. The findings demonstrated that children with English as an additional language used less elaborate language when talking about pain, but tended to talk about the pictures prior to deciding where they should be placed. For these children, there was a positive significant relationship between language, age, and length of stay in the UK. The children's placement of pain drawings varied according to language background, sex, and age. The findings emphasize the need for sufficient time to assess pain adequately in children who do not speak English as a first language. [ABSTRACT FROM AUTHOR]

This paper explores the production of 'ideal' migrant workers by recruitment agencies in the context of Latvian labour migration to the UK. The fantasies of the 'ideal' worker created by recruiters have a particular hold on migrant subjectivity, but they often hide inconsistencies and slippages implicit within the fabric of recruitment discourse and practice. By drawing on the notions of fantasy and desire as developed by Jacques Lacan, this paper analyses the determination of subjectivity in a migration context and explores both unconscious and conscious processes of identification. On the basis of an analysis of drawings sketched by respondents during qualitative interviews conducted in Latvia, it challenges narrower assumptions about migrants' search behaviour and stable expectations of labour migration, and exposes the split and contested nature of migrant selfhood. It concludes with conceptual observations about the complex process of identification and the unachievable figure of the 'ideal' worker. [ABSTRACT FROM AUTHOR]

In the UK, children with social, emotional and behavioural difficulties (SEBD) may engage with the Nurture approach: a therapeutic model of educational intervention. Despite growing evidence that this approach can promote the developmental and educational attainment of these children, there has been little emphasis on how children might relate their own experiences here. In focusing on a group of young children with SEBD, this study used a combination of drawings and interviews to explore how these unique children perceived their immersion in this particular approach. Most children discerned differences in their past and present personal classroom experiences, and their understanding of the Nurture approach was of a positive nature. It is suggested that a combination of methods may be useful in helping to gauge pupil response and progress regarding this type of intervention. The benefits of acknowledging the perceptions of ‘challenging’ pupils and how this might inform future principles and practice are considered. [ABSTRACT FROM AUTHOR]

The author discusses the importance of public access to prints and drawings study rooms in museums, while focusing on the Victoria and Albert Museum in London, England as an example of a museum of art and design that encourages visitors to visit their print rooms. The author emphasizes that the museum's primary mission is to inspire creativity among its customers, and that attendance at the museum has tripled over the past decade to 2.8 million customers per year in the years 2011 to 2012.

The DAPPLE (Dynamic Assessment of Preschoolers’ Proficiency in Learning English) is currently being developed in response to a clinical need. Children exposed to English as an additional language may be referred to speech and language therapy because their proficiency in English is not the same as their monolingual peers. Some, but not all, of these children are likely to have a core language learning difficulty. Clinicians need to be able to distinguish disorder from difference due to a child’s language learning context. The assessment used a test–teach–test format to examine children’s ability to learn vocabulary, sentence structure and phonology. The assessment, which takes less than 60 minutes to administer, was given to 26 children who were bilingual: 12 currently on a speech and language therapy caseload and 14 children matched for age and socio-economic status who had never been referred to speech and language therapy. The DAPPLE data clearly discriminated the two groups. The caseload group required a greater amount of prompting to identify targeted words in the receptive vocabulary assessment and performed less well in the post-teaching expressive component. For sentence structure, the caseload group required more cues to acquire the targeted clause elements in the teaching phase. The caseload group made more phoneme errors at the initial and final assessments than the controls, and the type of errors made differed. Teaching resulted in greater positive change in percent phonemes correct for the caseload participants. Qualitative analyses of individual children’s performance on the DAPPLE suggested that it has the potential to discriminate core language deficits from difference due to a bilingual language learning context. Future directions for development of the test are considered. [ABSTRACT FROM PUBLISHER]

Physiotherapy in the UK defines itself as a 'sciencebased healthcare profession'. Physiotherapy students must undertake at least one thousand hours of learning in live practice settings. Adopting an analytic stance shaped by interaction analysis and workplace studies, and drawing on observational data of placement settings, this paper examines some features of the means by which physiotherapy educationis practically accomplished. The paper introduces and utilises a novel notational system for capturing movement and touch in ethnographic fieldwork notes. Our analysis draws upon ideas from Lynch and Macbeth's (1998) study of elementary school science classes. We focus in particular on their notion of 'disciplining witnesses' to illustrate how science isenacted - and plays a privileged role - within the everyday accomplishment of practice-based physiotherapy education. We show how patients are disciplined to provide information on cue and to act asprops for therapeutic demonstrations, while students are disciplined to co-produce standard interpretations of the science of physiotherapy. We conclude the paper with a brief discussion of the ways in which these insights offer a new perspective for physiotherapy practitioners and educators in understanding the nature of interactions entailed in their professional practice, and the role of patients within those interactions. [ABSTRACT FROM AUTHOR]

This article discusses learning that occurred during primary school visits to the UK National Marine Aquarium (Aquarium). Before visiting, children were asked to independently create a drawing of marine life off the Devon coast and a drawing of tropical reef marine life, allowing an assessment of prior knowledge. Post-visit, children created another drawing, with changes between the drawings indicating the degree of learning. Visiting children participated in the Aquarium's guided learning programmes, and children were observed to assess engagement and the contribution of provided information to post-visit drawings. Pre-visit drawings showed limited knowledge of local underwater habitats and less knowledge of tropical reef habitats. However, the comparison of post-visit drawings to pre-visit drawings showed that significant informal learning had occurred as a result of participating in a guided visit, demonstrating that the informal science programme at the Aquarium achieves the goal of enhancing knowledge and understanding of marine habitats. [ABSTRACT FROM PUBLISHER]

This paper reports the initial findings from Contemporary Visual Art and Identity Construction—Wellbeing Amongst Older People: a two-year research project that aims to understand how the lives of older people can be improved by examining their use of contemporary visual art in the art gallery and museum. It will focus on data relating to lifelong learning for postretirement people. The paper investigates the impact of engaging with contemporary art on a sample of 43 participants aged 64+. [ABSTRACT FROM PUBLISHER]

The article profiles painter Lucian Freud and his drawings. It says that "Financial Times" called Freud as one of the greatest painters in history. It states that his work titled "The Power of Making" was the subject contemporary exhibition that ranges from sculpture to artificial prostheses. It adds that Freud's scrutiny were wives, friends, lovers, and animals, which were presented at the National Portrait Gallery, Great Britain.

This article examines face-to-face contact as a way in which children practise, imagine and constitute their closest relationships. Based on the findings of a qualitative school-based study, the article shows that children regard ‘seeing’ as a family and relational practice that enables them to feel connected to and develop affinities with others. The article traces the interplay of given, negotiated and created, and sensory affinities in children’s family and kin relationships. Face-to-face contact is explored as a context in which children gain knowledge of others and develop intimate, ‘family-like’ relationships. [ABSTRACT FROM PUBLISHER]

Little is known about how children's drawing ability may vary between different educational approaches. This study investigated the expressive and representational drawing ability of British National Curriculum, Steiner, and Montessori pupils aged 5 to 9 years old. Ability was measured from performance on specified drawing tasks. One hundred and 35 children participated, 45 from each educational establishment consisting of 15 from each of the three age groups, 5-, 7- and 9-year-olds. Participants completed three expressive drawings (depicting a happy, sad, and angry mood) and three representational drawings (observational drawing of a wooden mannequin, a house from memory and a free drawing). Results indicated that for expressive drawings Steiner pupils generally depicted more content themes, used formal properties more expressively, and produced higher quality expressive drawings than Montessori and National Curriculum pupils. Where there were differences between National Curriculum and Montessori pupils the Montessori children tended to do better than the National Curriculum pupils on these measures. Although representational drawing development varied in younger Steiner pupils compared to their National Curriculum and Montessori peers, no differences were observed among the oldest children attending the three schools. The positive relationship between expressive and representational drawing performance was the strongest in Steiner pupils. The results suggest the art program in Steiner education is more conducive to nurturing expressive drawing ability than those delivered in Montessori and National Curriculum education, with seemingly no disadvantage in representational drawing ability in the primary school years. [ABSTRACT FROM AUTHOR]

Background: As services for young people affected by parental substance misuse evolve, it is important that young people are invited to express their views on the service they receive. Method: As part of the evaluation of a new service for young people living with parental alcohol misuse, a self-report drawing method was used with 11 young people to elicit their views of the service. Findings: The most common changes noted were: feeling happier and less confused, and having a more harmonious family life with families spending more time together. Many of the young people placed parental alcohol misuse centrally in their drawings. Conclusions: Self-report drawing enabled the young people to reflect on change, and thus is a powerful tool for further research in this area. [ABSTRACT FROM AUTHOR]

The present study assessed if children would present different information in their drawings of emotion eliciting stimuli when they believed that an adult or a child audience would view their drawings. Seventy-five 6-year-olds (44 boys and 31 girls) were allocated to three groups: the reference group, the child audience group and the adult audience group. All children completed a drawing session where they first drew a neutral uncharacterised figure, followed by drawings of a sad and a happy figure in counterbalanced order. Findings demonstrated that children did consider who would be viewing their drawings when communicating emotional affect and included different features within their drawings. In particular, almost all happy drawings included a smile, but only those drawings where an audience was specified included a wave, and only the adult drawings included flower giving. Within the sad drawings tears and frowns were drawn regardless of audience type, whereas stomping was more likely to be portrayed in drawings with a child audience and thumbs down were more likely to be portrayed in drawings with adult audiences. The findings are discussed in terms of the need to further examine communicative aspects of children's drawings. Copyright © 2011 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

This study presents a comparative study of the free-time activity preferences of 9- to 11-year-old children in the UK and USA, as drawn by them in art workshops. Six themes emerged relating to sport, outdoor play, family/peers, media, special occasions and other (indefinable) activities. The children's talk about their drawings revealed additional preferences for 'obsessive hobbies', 'doing nothing', relationships with others, and the local environment. Whilst the emergent patterns displayed strong cross-cultural similarities in free-time activity choices and participation, as well as compliance with the conventional construction of 'childhood', the findings were context-specific and locally inflected. [ABSTRACT FROM AUTHOR]

The article explores the work of English illustrator Aubrey Beardsley in Great Britain. It highlights the illustration of Beardsley of "Le Morte Darthur" which transcends superficial medievalism. It notes how he understands the underlying spirituality and symbolism of Arthurian Britain because of his landscapes which are populated with the sacred trees of apple, bay and willow.

The work of 'regimental artists' is often derided for being jingoistic, irrelevant and predicated on anachronistic representational strategies rooted in high-Victorian battle painting. Despite their marginal status, a core of professional painters today work regularly for the British armed services to record, and occasionally commemorate, contemporary and past feats of arms, as well as more mundane public service duties such as ceremonial display and 'Keeping the Army in the Public Eye' (KAPE) tours. Their work is largely unseen by the non-military public, mainly because it is intended for a closed community of serving soldiers, their families and veterans who are associated with the unit. Yet, as a sizeable contemporary body of artwork, it contributes to the commemorative rhetoric of the British military and employs a number of artists of national standing. Drawing on the author's own experiences as a several-times commissioned military artist, this paper is a 'work in progress' that examines the work of several painters - including John Ross, Ken Howard and Keith Holmes - who have worked occasionally for the British armed services in the past three decades. But the paper will take as its principal case study the work of painter David Rowlands, commissioned in the 1990s by the Permanent Joint Headquarters (United Kingdom) as their official artist to record the British build-up in the Arabian Gulf, and since then fully employed by units in the British army (and some overseas military units) to paint commemorative works related to active service overseas, largely in Iraq and more recently Afghanistan. Through an examination of Rowlands' work, the paper touches upon the formal language of military painting, particularly the tensions between illustration and interpretation, between factual and technical accuracy, and examines the issues of authenticity and historical verity. The paper also touches upon issues of agency and reception, and the stresses between the commissioning process, the independence of the artist as interpreter and broader concerns of testimony and visual authority. [ABSTRACT FROM AUTHOR]

More young children and their families have access to early years services than ever before in Britain. Within these settings practitioners and parents need to work closely together for the benefit of the child. Yet the relationships within the childcare and education triangle (child, parent, practitioner) are highly complex and sometimes fraught with tension. Drawing on theories of care, the paper offers a structure for decisions about childcare and how a combination of expectations from parents and practitioners regarding everyday care practice can either be the basis of a trusting relationship between the adults involved in this caring triangle or a breeding-ground for tensions. The study is mainly based on qualitative research from a study combining qualitative and quantitative methods with family day care providers in the north-east of England and the north-east of Germany. [ABSTRACT FROM AUTHOR]

The article focuses on the decision of Sir Andrew Merritt regarding the case between the Attorney-General versus Trustees of the British Museum. According to the article, his decision resolved controversial question of charity law. The question relates to the uncertainty whether the principle in Re Snowden could be applied to allow the Trustees of the British Museum to return the drawings that were stolen.

The article explores the constraints intrinsic to any cataloging activity and the principles employed on the catalog of Waterhouse Collection by the Royal Institute of British Architects (RIBA) in Great Britain. The preparation of the catalogue involved significant problems especially on the sheer physical size of the archive which precluded the full sorting of drawings before catalogue entries were written. The author states that if the catalogue conveyed all the information available on each drawing, there would be no point in looking up the drawing itself.

A new study has recently been completed investigating current attitudes towards drawing and drawing tuition among senior academics in design education in higher education institutions (HEIs) in the United Kingdom. This study examines some of the main aspects of existing educational practice while also exploring academics' aspirations for ‘ideal’ drawing tutors and drawing studios. It forms part of an extensive research programme conducted over twenty years on the role of drawing in design practice and its implications for design education, earlier findings being used here for comparison. Primarily based on interviews with deans and programme leaders from HEIs in England and Scotland, and supplemented by interviews with senior design researchers, views on the forms of drawing ability crucial to today's designers, the impact of computer-based technology on the role of drawing in design, the curriculum structure and content with regard to drawing studies, and the use of academic resources are discussed. [ABSTRACT FROM AUTHOR]

The current study reports previously unpublished data on drawing as an assessment tool obtained from a survey of broader assessment practices of British clinical psychologists (Bekhit, Thomas, Lalonde, & Jolley, 2002). A questionnaire was completed by 158 clinical psychologists practising in Britain concerning their use of, and views about psychological assessment and the use of drawings in such assessment. The results were compared with those of a similar survey conducted in the United States by Lubin, Larsen, Matarazzo, and Seever (1985) and Watkins, Campbell, Nieberding, and Hallmark (1995). Drawing tests are used extensively by North American clinical psychologists despite controversy over their reliability and validity. In contrast, the current survey's results indicate that British clinical psychologists hardly ever use formal drawing tests, but approximately half of them reported using drawings as an informal assessment aid. The frequent but informal use of drawing as an aid to assessment by British psychologists is consistent with their overwhelming preference for clinical interviewing as opposed to formal testing in the psychological evaluation of their clients. The more widespread use of drawing tests by American clinicians is consistent with their greater willingness than their British counterparts to include projective testing in their assessments. [ABSTRACT FROM AUTHOR]