Elementary art education: an expendable curriculum?

This ethnographic study was initiated by the concern that elementary art education is an endangered subject, not only marginalised but expendable. This concern was based on informal conversations with pre- and in-service teachers and observations during pre-service teacher evaluations in elementary schools in Ontario, Canada. From these conversations and observations, it seemed that the emphasis in elementary schools is on core subjects with anything else deemed to provide balance alongside initiatives to improve literacy, numeracy, character, and inclusion. The school day is teeming with subjects and initiatives and the resulting crowded curriculum may be affecting teaching and learning in non-core subjects, such as art, negatively. In addition to such external issues are individual challenges faced by generalist teachers with little or no background in visual arts. These teachers’ lack of comfort with art might, I surmised at the start of this study, impede the effective planning, implementation, and assessment of art education. To understand what impacts art education, specifically visual arts instruction, I used a variety of interpretive enquiry methods to interrogate what makes art in elementary schools a vulnerable if not an expendable subject. Initially seeking to find out if art was expendable, I went beyond this to explore perceptions of teachers on teaching art through a localised small-scale study involving 19 elementary teachers in two school boards in north-eastern Ontario. I conducted interviews, recorded observations, and read related documents to answer my research questions, which were as follows: Why is art education important, or not, for students, educators, parents, and other stakeholders? Is art jettisoned in favour of implementing other policies and curricular subjects? Do teachers use other programmes and initiatives as an excuse not to teach art? How do teachers feel about teaching art? Is art expendable? Nussbaum’s (1997) capacities (critical self-examination, connectedness with the world, narrative imagination, scientific understanding) provide the theoretical framework for the study, support the analysis of the state of art education, and help defend its importance at the elementary level. Possible barriers to effective art education (history, policy, practice, economics, geography) and how they may affect learners’ ability to connect with the capacities through visual arts instruction are also analysed and discussed. Through this study, I found that elementary art education is threatened in the participants’ schools for a number of reasons including external issues (minimal attention to, inconsistent delivery of, and poor funding for the mandated art curriculum; a high focus on literacy, numeracy, and other initiatives) and internal issues (discomfort with teaching art; wide range of concepts of art). The study concludes with concerns regarding overall problems with miscommunication and disconnection that threaten effective elementary art education. Recommendations for addressing external and internal issues, and these overall problems are outlined, along with plans to improve art education in pre-service teacher education, in-service practice, and the world beyond the classroom

Literature Review: COVID-19\u27s Impact on Violence

Violence has been exacerbated by the pandemic, resulting in a plethora of research that can be complementary and contradictory. A preliminary thematic literature search was performed using keywords such as human trafficking, IPV, sexual assault, pandemic, covid, and child abuse. This resulted in over 100 articles between 2019 and 2021. The literature review revealed common themes such as pandemics and natural disasters increase the risk for violence in women, children, and marginalized populations. Stay-at-home orders put vulnerable populations in closer proximity to the abuser. A low socioeconomic standing increases the propensity to abuse and be abused. Calls to human trafficking hotlines have increased in different areas across the U. S. Health care, police, and community partners response to the pandemic increase barriers to resources. Access to the internet can be a lifeline to some while, in contrast, putting others at an increased risk for exploitation. Conflicting statistical data related to IPV reports, Australia with a 5% increase, France reported a 32-36 % increase, China reports a 90% increase, while the U.S reports an increase anywhere from 21-35 %. U.S. research shows a 20- 70% decline in reported cases of child abuse but a .7-5.3 % increase in hospital admissions. Recommendations include increased screening protocols, improved collaboration with partners, and increased access to telehealth. Research continues to provide guidance and recommendations related to health care\u27s response. This review will evaluate the literature, present common themes, discussion contradictions, and make recommendations related to interventions and future research

Evaluating the online delivery of an autistic-led programme to support newly diagnosed or identified autistic adults

Background & aimsExploring Being Autistic is an autistic-led group-based programme providing psychoeducation and peer support to newly identified/diagnosed autistic adults. In 2020, due to social distancing measures implemented following the coronavirus pandemic, Exploring Being Autistic was adapted for online delivery. Here, we aimed to replicate previous research into the in-person delivery of Exploring Being Autistic, to determine whether similar results were obtained when the programme was delivered online. Further, we aimed to identify the unique opportunities and challenges that online delivery afforded.MethodsWe used a community-based participatory research (CBPR) approach, whereby the autistic developer and facilitator of Exploring Being Autistic worked collaboratively with a team of academic researchers throughout the research process. Together, we evaluated two iterations of the online Exploring Being Autistic programme, involving 16 attendees. Attendees completed questionnaires before, during and after the programme. Attendees were also invited to participate in two post-programme (group or individual) interviews: one following the completion of the programme (time one) and another 6–8 months later (time two). Attendees were included in the research if they completed at least one questionnaire or interview. Data were analysed qualitatively, using reflexive thematic analysis.ResultsExperiences of participating in the programme tended to be positive. Participants appreciated the autistic-led nature of the programme, found unity in the diversity of the group, and developed a positive and practical outlook as a result of the programme. Further analyses of our data revealed mixed views regarding the online delivery of the programme. Opportunities of online delivery were noted, such as this mode of participation reducing cognitive load, enabling the programme to be accessible to more participants, and fostering meaningful social connections among participants. However, technology and practical issues were felt to cause barriers, and some human aspects of participation were felt to be ‘lost in translation’ (e.g., in breakout groups).ConclusionsThe online delivery of the Exploring Being Autistic programme yielded similar results to previous, in-person evaluations of the programme. While we identified positive aspects of online delivery, this mode did not entirely suit everyone's needs.ImplicationsFrom the current findings, we can make several recommendations to develop online support for autistic people. First, flexibility is key. To make support accessible and inclusive to a broad range of autistic people, the option for attendees to engage in-person, online or in hybrid formats should be considered. Second, if delivering support online, the use of breakout rooms should be carefully considered. While participants appreciated the opportunity to meet different people, some participants found the unpredictability and lack of scaffolding associated with breakout rooms challenging. To mitigate these challenges, groups could be pre-determined and shared with the attendees in advance (although consideration should be given to how the groups ‘fit’ together, and whether groupings should be changed at set intervals). Gentle warnings should also be given to those in breakout rooms, to alert them of the need to re-join the main group. Finally, support with technological aspects relating to engagement should be prioritised

Evaluating a New Supported Employment Internship Programme for Autistic Young Adults Without Intellectual Disability

Supported employment initiatives have been shown to increase employment rates for autistic people who want to enter the workforce. Despite the success of supported employment initiatives in increasing employment rates, little is known about the first-hand experiences and views of those involved. In the current study, we examined the experiences and views of autistic young adults without intellectual disability (ID; ‘interns’), employers and parents regarding a previously unevaluated paid internship scheme that offers tailored support for interns and employers before, during, and after the internship, the Employ Autism network. In total, 51 participants (19 interns, 22 employers, ten parents), across eight internships, engaged in semi-structured interviews. Reflexive thematic analysis was used to identify three themes, shared across participant groups: (1) the internship was “an invaluable experience”, (2) the internship helped break down autism-specific barriers to employment, and (3) stakeholder groups had some unmet expectations. Drawing on this multi-informant qualitative evaluation of a novel supported employment scheme, we derive recommendations of best practice for supported employment initiatives for autistic young adults without ID

Evaluating the Impact of an Online Autism Training on Changing Employers’ Autism Knowledge and Commitment to Inclusion in the Workplace

Employers’ knowledge about autism can be a key barrier to autistic people obtaining employment. The current study evaluated the efficacy of an online autism training program, Understanding Autism in the Workplace, in changing employers’ autism knowledge and commitment to inclusion in the workplace. Employers (N = 129) from 22 organizations in the UK completed the training with an autistic (n = 45) or non-autistic (n = 84) trainer and completed surveys measuring (1) autism knowledge and (2) commitment to inclusion in the workplace (CIW), before and after the training. Results showed that at a group level, autism knowledge and CIW improved from before training to after training for all participants, for both the autistic and non-autistic trainer. This latter result may be attributable to the training being co-designed by autistic people. At an individual level, however, only a minority of participants (both with an autistic and non-autistic trainer) showed a significant increase in autism knowledge (10.1%) and CIW (5.8%), suggesting autism training was more effective for some participants than others. Autism training should not be the sole initiative to address barriers to employment for autistic people but should be part of a broader package of support for employers

Britain’s poorest children : severe & persistent poverty and social exclusion

The current Labour government has made a commitment to abolish child poverty in Britain by 2020. In its efforts to do so, a number of targets have been established and indicators of progress are being reviewed annually. However, tackling severe child poverty does not feature in these targets or indicators. In fact, although there is now a wealth of information about child poverty in Britain, very little is known about either the extent of severe child poverty or the children who are affected. As a result, we do not know whether different policy measures are required to move these children out of poverty. To try and fill this knowledge gap, Save the Children UK commissioned the Centre for Research in Social Policy to investigate severe child poverty. Two areas of particular importance were identified: material deprivation combined with low income as an indicator of severe poverty and the extent to which severe poverty persists over time. Therefore, in this study severe child poverty was defined and analysed in two ways: 1. Children who experienced a combination of household income poverty, child deprivation and parental deprivation 2. Children who lived in households that experienced income poverty which was both persistent and severe. The research also aimed to establish whether severely poor children were more likely to experience different dimensions of social exclusion than other children. A wide range of dimensions was investigated but, broadly speaking, covered exclusion from social activities, services (including education) and citizenship, friendships and support, living in adequate housing or in an adequate local area, financial security

Supporting Newly Identified or Diagnosed Autistic Adults: An Initial Evaluation of an Autistic-Led Programme

Sixteen adults (diagnosed or self-identified as autistic) participated in one of two iterations of a ten-week autistic-led programme, aimed at helping autistic adults learn more about autism within a peer group context. Motivations for taking part in the programme included a desire for: (1) exploration of autism; (2) empowerment; and (3) the development of practical strategies and coping mechanisms. Interviews were conducted upon completion of the programme and again six months later. Using thematic analysis, three themes were identified: (1) appreciation of the autistic-led nature of the programme; (2) unity in diversity; and (3) developing a positive, practical outlook on autism. These promising initial results highlight the value of autistic-led peer support for those recently diagnosed/identified as autistic

Composición química del aceite esencial de tricomas glandulares peltados en hojas y flores de Lepechinia floribunda (Lamiaceae)

El conocimiento de la composición química del aceite esencial producido por distintos órganos en las plantas, brinda información para conocer las funciones de dichos compuestos. Los aceites esenciales son metabolitos secundarios producidos y almacenados en diferentes estructuras glandulares en hojas, flores y tallos. La composición química del aceite esencial difiere entre órgano de la planta y entre estructuras de secreción, incluso ubicadas en un mismo órgano. Tales diferencias podrían ser consecuencia del distinto tipo y densidad de estructuras glandulares en cada órgano. El aceite esencial del género Lepechinia ha sido escasamente estudiado, sin embargo su uso etnobotánico pone en evidencia propiedades medicinales y antisépticas. Hasta la fecha varios estudios han evaluado la composición química del aceite esencial en distintas partes de las plantas o de la misma estructura glandular en diferentes posiciones dentro de las mismas. Sin embargo, no se han encontrado estudios que evalúen la composición química del aceite esencial del mismo tipo de estructura glandular en hojas y verticilos florales fértiles. El objetivo de este trabajo fue caracterizar la composición química del aceite esencial proveniente de tricomas glandulares peltados de anteras y hojas de Lepechinia floribunda (Lamiaceae). Se encontró menor riqueza de compuestos químicos y un incremento en la abundancia relativa de monoterpenos hidrogenados en el aceite esencial de anteras que en hojas, mientras que en hojas hubo mayor abundancia de sesquiterpenos oxigenados. Estos cambios en la composición química probablemente respondan a la alta especificidad tisular en la expresión de genes que existe para cada órgano.The knowledge of the chemical composition of different plant organs provides valuable information for clarifying the functionality of secondary metabolites. Essential oils are secondary metabolites produced and stored in secretory structures on leaves, flowers, and steam. Many studies have shown that the chemical composition of the essential oil can differ depending on the plant organ and the secretory structures even if they are at the same organ. Such differences may be the consequence that organs also differ in type and density of glandular structure. Moreover, the same type of glandular structure can change its chemical composition depending on its position within the same organ. However, no study has been evaluating the chemical composition of the essential oil from the same glandular structure in leaves and fertile floral whorls. The aim of this work was to characterize the chemical composition of essential oils of peltate glandular trichomes from anthers and leaves of Lepechinia floribunda. We found a lower richness of chemical compounds and higher relative abundance of monoterpene hydrocarbons on anthers than leaves. Leaves showed an increased relative abundance of oxygenated sesquiterpenes. Such differences probably respond to a high tissue-specificity expression of genes in different plant organs.Fil: Camina, Julia Laura. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto Multidisciplinario de Biología Vegetal. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas Físicas y Naturales. Instituto Multidisciplinario de Biología Vegetal; ArgentinaFil: Dambolena, José Sebastián. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto Multidisciplinario de Biología Vegetal. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas Físicas y Naturales. Instituto Multidisciplinario de Biología Vegetal; ArgentinaFil: Zygadlo, Julio Alberto. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto Multidisciplinario de Biología Vegetal. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas Físicas y Naturales. Instituto Multidisciplinario de Biología Vegetal; ArgentinaFil: Ashworth, Lorena. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto Multidisciplinario de Biología Vegetal. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas Físicas y Naturales. Instituto Multidisciplinario de Biología Vegetal; Argentin

Spatial and temporal distribution of floral rewards within the capitula: The case of Hyalis argentea (Asteraceae)

Una asignación diferencial de recursos entre la función de atracción, recompensa y sexual ha sido observada en capítulos de especies derivadas de Asteraceae. Los capítulos heterógamos están compuestos por flores pistiladas, estaminadas o estériles y perfectas, con lo cual las funciones sexual y de recompensa son realizadas por diferentes tipos de flores y en distintos momentos. Esta distribución espacial y temporal de las recompensas dentro del capítulo no es tan clara en especies con capítulos homógamos, donde todas las flores son perfectas y producen polen y néctar. Aquí evaluamos la distribución espacial y temporal de las recompensas florales en los capítulos homógamos de Hyalis argentea. Comparamos la fenología floral, el número de granos de polen y la concentración y volumen de néctar entre las flores marginales y centrales, y registramos el comportamiento de forrajeo de los visitantes florales. Los capítulos tienen un patrón de floración centrípeto y también alterno y son visitados por abejas, hormigas, mariposas, polillas, escarabajos y trips, siendo Apis mellifera su principal polinizador. No encontramos un patrón temporal en la oferta de recompensas dentro de los capítulos, pero sí un patrón espacial en el volumen de néctar que aumenta desde las flores marginales hacia las del centro del capítulo.Conclusiones: Dicha variabilidad espacial en la cantidad de néctar podría afectar el comportamiento de forrajeo de los polinizadores y así aumentar las probabilidades de polinización cruzada, mejorando la reproducción sexual de esta especie autoincompatible.Differential resource allocation to attraction, reward, andsexual functions has been observed at capitula level of derived species of Asteraceae. Heterogamous capitula contain a combination of pistillate, staminate or sterileand perfect florets, thus rewarding and sexual functions are performed by different kinds of florets and at different times. Such spatial and temporal distribution of rewards within the capitula is not as clearly established in species with homogamous capitula, where all florets are perfect and produce pollen and nectar. We evaluated the spatial and temporal distribution of floral rewards in homogamous capitula of Hyalis argentea.Fil: Camina, Julia Laura. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto Multidisciplinario de Biología Vegetal. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas Físicas y Naturales. Instituto Multidisciplinario de Biología Vegetal; ArgentinaFil: Tourn, Elian. Universidad Nacional del Sur. Departamento de Agronomía; ArgentinaFil: Andrada, Ana C.. Universidad Nacional del Sur. Departamento de Agronomía; ArgentinaFil: Pellegrini, Cecilia Noemí. Universidad Nacional del Sur. Departamento de Agronomía; ArgentinaFil: Ashworth, Lorena. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto Multidisciplinario de Biología Vegetal. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas Físicas y Naturales. Instituto Multidisciplinario de Biología Vegetal; Argentin