Invitation

Exhibition of monochrome works, Annie Whiles drawings are made painstakingly neatly with pencil crayon, Alison Jones’ watercolours are informal and splashy. The work shares a relationship with objects and spaces and the correspondence between qualities of drawing, texture, composition and line of very particular places and things. Annie Whiles has placed objects and things together to form portraits of polarised powers, objects are selected on their origin and status to form difficult relationships, often unstable and comical combinations, rendered with a steady hand. Alison Jones depicts plush interiors and the parade of wealth and glamour published in W magazine online. An exacting process of elimination has been undertaken by the artist, for this apparently convivial mood and event to take place. Whilst the work of both artists invite recognition and pleasure, this welcome has conditions: it asks the viewer to check their politics and art world, along with their coat at reception

Standing By 2017 Alison Jones Technical Production Collection Speech

Alison Jones Technical Production Collection Speech for the 2017 Technical Production Showcase, Standing By 201

C21ST ART-WORKER 2013-2015

Commissioned by LGP for a series of ongoing residencies, the poster deconstructs notions of art’s autonomy, emphasizing the apparatus of its appearance and the conduits of its circulation, where women are marshalling their individual cultural, social and erotic capital in the prestige field of art. Actualising the commercial and economic structures of the art world, the research extends the gender critique of cultural work in neo-liberalisation. C21ST ART-WORKER was produced during Alison Jones and Milly Thompson's residency at LGP. Riso printed posters were exhibited in the exhibition 'Stolen planks from under the bourgeois phalanx', and a public adboard displayed in Coventry City centre. The poster was further developed for a Deptford X offsite project, ‘C21ST ART-WORKER/ÉVASIONISTA EST ARRIVÉE’, 2015 in anticipation of the publication 'Alison Jones & Milly Thompson C21ST RECENT HISTORY', 2016 for the exhibition at Filet 'Alison Jones & Milly Thompson C21ST RECENT HISTORY Valentines Day'

Description and Predictive Factors of individual outcomes in a refugee camp based mental health intervention (Beirut, Lebanon)

There is little evidence on the effectiveness of services for the care of people with mental disorders among refugee populations. Médecins sans Frontières (MSF) has established a mental health centre in a mixed urban-refugee population in Beirut to respond to the significant burden of mental health problems. Patients received comprehensive care through a multidisciplinary team. A cohort of people with common and severe mental disorders has been analysed between December 2008 and June 2011 to evaluate individual outcomes of treatment in terms of functionality

Beyond the English Classroom: A Study of Upper Secondary School Students’ Extramural English in Norway

Formålet med dette studiet har vore å undersøka norske elevar sin bruk av extramural English (EE) (engelsk utanfor klasserommet), til å identifisera ulikskapar mellom kjønn og for å sjå samanhengen mellom elevar sin EE og resultat i engelskfaget på skulen. Dette studiet tar for seg to TAF vidaregåande klasser på VG1. Klassane bestod til saman av 42 elevar (19 gutar og 23 jenter). Dataa frå studiet vart samla gjennom spørjeundersøking, vokabulartestar og skuleoppgåver. Målet med spørsmåla i spørjeundersøkinga var å samla bakgrunnsinformasjon, informasjon om elevane sin bruk av engelsk utanfor klasserommet, og elevane sitt syn på eigen bruk av engelsk i og utanfor skulen. I tillegg vart to små grupper bedne om å skrive dagbok i minst ein veke om korleis dei brukar engelsk utanfor skulen. Resultata visar at elevane brukar mange forskjellige type EE og omfanget av elevanes bruk av engelsk utanfor klasserommet varierer frå elev til elev. I tillegg brukar dei lite engelsk på jobb. Ein stor del av eksponeringa av det engelske språket elevane registrerte, kan gjenspeglast i elevanes bruk av engelsk i klasserommet, både gjennom resultata på vokabularprøvane og elevanes antyding til at dei opplever skriftleg og munnleg engelsk på skulen som vanskeleg. Det latar til at elevane brukar det som essensielt er eit L2-språk, i sosiale situasjonar, og svært få av dei er skeptiske til eksponeringa dei er utsette for. Dei er motiverte til å betra ferdigheitene sine i engelsk. Kjønn har lite å si for omfanget av engelsk utanfor klasserommet, men gutane brukar meir tid på YouTube og gaming. Forskjellane mellom jenter og gutar er større når det kjem til korleis elevane presterer i faget på skulen. Jentene fekk gjennomsnittleg betre resultat enn gutane, noko som reflekterer europeiske trendar. Det er også tydeleg i denne studiegruppa at det er manglande samanheng mellom location of learning (læringsstad) og locus of control (kontrollplassering) når det kjem til den engelske språkutviklinga. Desse resultata har didaktiske implikasjonar når det gjeld elevar i norsk vidaregåande skule og deira bruk av engelsk utanfor klasserommet, noko som gjer det enklare å identifisera områder der det er eit behov for meir forsking.Erfaringsbasert masteroppgåve i undervisning med fordjupning i engelskENGMAU650VID-MAUEN

Introduction: Sylvia, a New Zealander

Sylvia Ashton-Warner had an intensely ambivalent relationship with the land of her birth. Despite receiving many accolades in New Zealand – including the country’s major literary award – she claimed to have been rejected and persecuted, and regularly announced that her educational and literary achievements were unappreciated or insufficiently acknowledged by her compatriots. In her darkest moments, she railed against New Zealand and New Zealander, even stating in one television interview: “I’m not a New Zealander!

One hundred years of Sylvia Ashton-Warner: An introduction.

A biography of Sylvia Ashton-Warner is presented. She was born on 17 December 1908 in New Zealand. She studied at the Auckland Teachers' Training College and taught in several native schools including Horoera Native School and Pipiriki Native School. Later she started writing, starting with "Teacher," a book about teaching schemes and followed by "Incense to Idols," "Bell Call," and "Greenstone." Also, her travels to various places are mentioned

Make Art Real

The Make Art Real project aims to introduce new audiences to the arts. It supports Theme II of VCU’s Quest for Distinction by promoting and fostering creative expression through innovative collaborations. The project involves displaying existing connections between art and non-art disciplines, as well as making new connections. These unusual pairings are then placed on exhibition through a lunch-time lecture series named “Unexpected_Connections,” which allow faculty, staff, and students to lead and participate in discussions about the reality of art. The lecture series is the first sustainable and reoccurring program to be held in the Depot building, a multidisciplinary facility which is intended to foster interdisciplinary collaborations. The targeted audience includes faculty, staff, students, and members of the greater VCU community

Re-entry adjustment of cross cultural workers

Copyright © 2005 Royal Australian College of General Practitioners Copyright to Australian Family Physician. Reproduced with permission. Permission to reproduce must be sought from the publisher, The Royal Australian College of General Practitioners.BACKGROUND: Re-entry adjustment affects Australian cross cultural workers returning home; and for many, loss and grief issues arise. General practitioners are often the first point of contact in the health care system and are well placed to deal with these issues. OBJECTIVE: This article examines strategies that GPs can use to support the Australian cross cultural worker on re-entry, and focuses on recognition of re-entry adjustment, the role of loss and grief issues, and the importance of dealing with these issues. DISCUSSION: Australian cross cultural workers are valued members of their communities. However, their loss and grief issues associated with re-entry adjustment on return are often unrecognised and may lead to significant morbidity. Acknowledgment of their disenfranchised grief and appropriate therapy may be part of the role of their GP. Further research is needed to equip GPs to manage this important group in the Australian community.Susan Selby, Alison Jones, Sheila Clark, Teresa Burgess and Justin Beilb

Exploring the relationship between extramural English, self-efficacy, gender, and learning outcomes: A mixed-methods study in a Norwegian upper-secondary school

This article reports on a mixed-methods study regarding the extent to which the extramural English (EE), external attributions, self-efficacy (concerning EFL reading, speaking, writing, and listening skills), and gender of 42 students, learning English as a foreign language (EFL) in a Norwegian upper-secondary school, predicted their EFL learning outcomes. Data on participants’ EE (receptive and productive), external attributions, and self-efficacy were collected through a questionnaire and language diaries, while their learning outcomes were measured through a language proficiency test, mock exam, in-depth project, and receptive and productive vocabulary tests. The data revealed several interesting findings, including participants’ receptive EE statistically significantly and negatively predicting their productive vocabulary test scores, whereas their writing self-efficacy and attributions to specifically literature, TV, and film statistically significantly and positively predicted them. Moreover, neither receptive nor productive EE was found to mediate the relationship between self-efficacy, external attributions, and learning outcomes.publishedVersio