Search

Using Ivan Illich's seminal works, "Deschooling Society" and "Tools for Conviviality" as touchstones, this paper returns to further pursue the thrust of my article in "iJADE" 25.3 (2006), "Domain poisoning: the redundancy of current models of assessment through art," and might be considered as a more radical addendum. The central strand of Illich's work on "deschooling" is an indictment of the trend to dehumanisation and the counterproductivity which results from institutionalisation. This paper argues that it is time to revisit Illich's call for deschooling with particular reference to the teaching of art and design, and, in turn, to look at the construct of the art teacher for the twenty-first century as connoisseur/critic/animateur, aloof from the world of domain-based assessment. As has been suggested many times before within these pages and beyond, accountability makes teachers risk averse. In short, this article suggests that it is time that we took a structural risk and removed this glass ceiling to aspiration while calling for complete deregulation of art and design education and the reinstatement of the art teacher as an autonomous "agent of change."

With the National Foundation for Educational Research concluding that schools which include Contemporary Art Practice (CAP) in their curriculum add significant value to their students' art experience, and at a time when much of the discussion around contemporary art questions the value of the art object itself, this article addresses the question: how are we to engage students with the contemporary and, at the same time, make value judgments of their own work? And, while the professional fine art world subscribes increasingly to the "rhizomatic" template of art processes, how do we square this with current assessment criteria which require that students produce work where the preparation and finished product occupy separate domains and rely on "procedures and practices that reach back to the nineteenth century"? By way of a postscript to the inconclusive findings of the Eppi-centre art and design review group, this article will also address what we have lost in the drive for domain-based assessment and how to regain some of the ground lost since the introduction of Curriculum 2000.

Although the value of patient and public involvement and engagement (PPIE) activities in the development of new interventions and tools is well known, little guidance exists on how to perform these activities in a meaningful way. This is particularly true within large research consortia that target multiple objectives, include multiple patient groups, and work across many countries. Without clear guidance, there is a risk that PPIE may not capture patient opinions and needs correctly, thereby reducing the usefulness and effectiveness of new tools. Mobilise-D is an example of a large research consortium that aims to develop new digital outcome measures for real-world walking in 4 patient cohorts. Mobility is an important indicator of physical health. As such, there is potential clinical value in being able to accurately measure a person's mobility in their daily life environment to help researchers and clinicians better track changes and patterns in a person's daily life and activities. To achieve this, there is a need to create new ways of measuring walking. Recent advancements in digital technology help researchers meet this need. However, before any new measure can be used, researchers, health care professionals, and regulators need to know that the digital method is accurate and both accepted by and produces meaningful outcomes for patients and clinicians. Therefore, this paper outlines how PPIE structures were developed in the Mobilise-D consortium, providing details about the steps taken to implement PPIE, the experiences PPIE contributors had within this process, the lessons learned from the experiences, and recommendations for others who may want to do similar work in the future. The work outlined in this paper provided the Mobilise-D consortium with a foundation from which future PPIE tasks can be created and managed with clearly defined collaboration between researchers and patient representatives across Europe. This paper provides guidance on the work required to set up PPIE structures within a large consortium to promote and support the creation of meaningful and efficient PPIE related to the development of digital mobility outcomes. [ABSTRACT FROM AUTHOR]

A marina was constructed in the Great Barrier Reef World Heritage Area in close proximity to coral reefs that could be damaged by excess turbidity generated during construction. Since there was uncertainty about both the fate of suspended sediments and their effect on corals, initial water quality constraints were set very conservatively. In order to better understand the movement of suspended sediment during construction, a numerical model study was commissioned using three-dimensional, numerical, hydrodynamic, and Lagrangian particle tracking models. The study was successful in: (1) increasing the understanding of and reducing the uncertainty of sediment dispersal patterns under a range of common forcing conditions; (2) testing the variation in suspended sediment concentrations over sensitive areas for two different outfall locations; (3) offering evidence that a good choice in outfall locations will reduce the threat to corals; and importantly (4) presenting the results in a way that enhanced understanding by nontechnical reef managers. This final result was achieved by creating movies of sediment movement that clearly demonstrated the complex hydrodynamic processes involved with near-coastal water currents. Specific model results showed: (1) that a more seaward outfall increases effluent dispersal away from sensitive areas; (2) the highest concentrations of effluent over sensitive sites occur during no wind and neap tide conditions; and (3) prevailing southeast winds advect effluent offshore, away from sensitive sites. CE Database subject headings: Reefs; Model studies; Sediment transport; Suspended sediments; Australia.