Search results

The impact and collective threat of climate change is of key concern to all. Music and arts education can play a role by responding to the ongoing climate crisis through the creation of artworks as activism. This paper discusses a collaborative online international music project and its potential contribution to sustainable development education.

10,427 miles and 11 hours apart, music education students undertook the project, working in groups with a mix of students from Aberdeen, Scotland and Melbourne, Australia in each group. Each student collected video footage that captured their experience of climate concerns related to their environment. Students combined and edited the footage then collaboratively composed music to accompany the footage. This research was conceived as a collaborative self-study project undertaken by the authors as music teacher educators.

The results show a range of musical and extra musical outcomes and challenges. Evidence suggests that a collaborative online international music learning experience may contribute to sustainable development education and regenerative practice more broadly. Students began to develop their practice as educators for school and community contexts embedding learning for sustainability and climate consciousness, thus enabling them to develop as active global citizens.

This paper argues for greater attention to the affordances of digital collaborative music technology tools to facilitate creative projects as well as the need to reimagine musical experience, drawing together strands of music, sustainability education, technology and global citizenship. This paper also argues for the importance of embedding the UN Sustainable Development Goals in teaching and learning in Higher Education.

This paper aims to explore the pedagogical approach of two higher education programmes aiming to develop both discipline-specific and key employability skills in graduates.

This paper presents two case studies of degree programs in the broad field of the creative industries and focusses on the innovative pedagogy adopted based on a “learning to be” approach (McWilliam, 2008).

The two case studies describe a different type of pedagogy taken up at one mixed-sector institution over two degree programs. The degrees offered within this institution are recognised as being vocationally oriented yet productive of the higher-order skills expected of degree programs. The case studies illustrate this through a pedagogy designed to orientate the students towards the development of a sense of identity whilst also placing them within the broader professional context of the discipline.

The paper has practical implications for educators in the field and points towards the need to consider the broader professional context of the students in the course design and review phases of programmes in the creative industries.

It is hoped the findings will be useful to educators and curriculum developers in other creative industries’ higher education programs with a vocational orientation to inform future course design, review and planning.

The purpose of this paper is to provide a comprehensive overview of multiple functions and their underlying mechanisms for two common spices, garlic and onion, containing organosulphur compounds.

Literature review of chemistry, physiology, molecular biology, clinical studies.

Both garlic and onions exert their effects on human health via multiple different functions, including antioxidant, anti‐inflammatory, and antibacterial properties. The organosulphur compounds in these spices scavenge oxidizing agents, inhibit the oxidation of fatty acids, thereby preventing the formation of pro‐inflammatory messengers, and inhibit bacterial growth, via interaction with sulphur‐containing enzymes.

Currently available information on the optimal amount for consumption for each spice is insufficient.

This review is unique in its comprehensive nature, considering multiple different effects of the spices examined as well as multiple studies from molecular to clinical approaches.

Scientific research provides a reliable means for developing and accumulating knowledge bases to guide policy and practice. However, evidence from meta-research and large-scale replication projects suggests that the published research base likely reflects bias, which threatens the validity and credibility of research-based recommendations. Moreover, there is limited accessibility to research reports, which limits the impact and application of scientific research. In this chapter, we propose that open-science reforms, which aim to make the research process as open and transparent as possible, can be applied to help address these issues. We describe and discuss four open-science practices – preregistration and Registered Reports, open data and materials, open peer review, and open access and preprints – and propose that they may become one of the next big things in special education research.

The daily loaf or cake of bread is undoubtedly Man's first and oldest form of prepared food. Except in the the cereal used to make it, it differs little the world all over, but changes are taking place in this staple food, in its preparation and distribution. In recent legal proceedings, a charge of selling a loaf not of the nature, etc., in that it contained rodent contamination, was brought against partners in what was described as the last surviving family baker's business in a relatively large and populous suburban area of London. “Take‐over bids” are the order of the day and in modern business, which includes the baking of bread, the accent is on combination and concentration. The Magistrates must have had a wistful regard for the things that are passing for they fined the “little man” about half the amount they subsequently fined a larger undertaking for a similar type of offence.

When the first edition of Poems by Emily Dickinson was published in 1890, Samuel G. Ward, a writer for the Dial, commented, “I am with all the world intensely interested in Emily Dickinson. She may become world famous or she may never get out of New England” (Sewall 1974, 26). A century after Emily Dickinson's death, all the world is intensely interested in the full nature of her poetic genius and her commanding presence in American literature. Indeed, if fame belonged to her she could not escape it (JL 265). She was concerned about becoming “great.” Fame intrigued her, but it did not consume her. She preferred “To earn it by disdaining it—”(JP 1427). Critics say that she sensed her genius but could never have envisioned the extent to which others would recognize it. She wrote, “Fame is a bee./It has a song—/It has a sting—/Ah, too, it has a wing” (JP 1763). On 7 May 1984 the names of Emily Dickinson and Walt Whitman were inscribed on stone tablets and set into the floor of the newly founded United States Poets' Corner of the Cathedral of St. John the Divine in New York City, “the first poets elected to this pantheon of American writers” (New York Times 1985). Celebrations in her honor draw a distinguished assemblage of international scholars, renowned authors and poets, biographers, critics, literary historians, and admirers‐at‐large. In May 1986 devoted followers came from places as distant as Germany, Poland, Scandinavia, and Japan to Washington, DC, to participate in the Folger Shakespeare Library's conference, “Emily Dickinson, Letter to the World.”

The purpose of this paper is to describe the Eye movement desensitisation and reprocessing (EMDR) treatment of an adult female patient detained within a high secure hospital with complex mental health difficulties, including complex trauma, factitious disorder, self-injury and a history of offending. The EMDR treatment addressed the patient’s urges to engage in severe and sometimes life-threatening self-injury, a primary motive of which was to access physical healthcare interventions within a general hospital. The paper describes the wide-ranging benefits of the treatment and incorporates feedback from the patient and clinicians within her multi-disciplinary team (MDT).

Four triggers for self-injury were processed during the therapy using the DeTUR Protocol (Popky, 2005, 2009) and the Constant Installation of Present Orientation and Safety (CIPOS, Knipe, 2009a) method. In total, 18 one hour therapy sessions were delivered plus three follow-up sessions to continue to offer support and complete the post-treatment evaluation.

The level of urge for each trigger was reduced to 0 which the patient defined as “no urge to self-injure”. Benefits went well beyond self-injury with reported positive impacts on mood, thinking, sleep, concentration, memory and experience of flashbacks.

This case report demonstrates that the EMDR DeTUR Protocol together with the CIPOS method can be extremely valuable in the treatment of patients who self-injure.

The case report offers an important contribution to an area that requires much further research.