The relationship of types of exploration activities with originality of visual arts designs

This study examinesspecificexploration activities in students’ visual arts portfolios from secondary edu-cation. Creating original visual arts products requires exploration according to Getzels and Csiksentmihalyi(The creative vision. A longitudinal study of problem finding in Art. New York: John Wiley & Sons Inc.,1976). Obtaining insight about the contribution ofspecificexploration activities to the originality of artsproducts is important for designing and supporting learning in arts education. The aim of this study is toexamine the contribution of activities within three types of exploration:association,combination, andab-stractionto originality of visual arts designs. Data consist of 196 portfolio events showing exploration activi-ties and art designs, from 11 Grade 11 visual arts students. Portfolio events were coded for three differenttypes of exploration:association,combination, andabstraction, on a dimension of ascendingabstractness.Wecoded activities within each of these types, on a scale ofremoteness, to determine the metaphorical distance.Visual originality of each portfolio event was assessed using the comparative judgment method. Multilevelregression analyses showed all three types of exploration significantly contributed to originality of visualdesigns. In total, 31% of the variance in originality at portfolio events level was explained by these types ofexploration. In general, the moreremoteexploration activities were, the moreoriginalthe visual design.These findings are discussed related to the literature on creative processes. Teaching and Teacher Learning (ICLON

An exploration into the criteria used in assessing design activities with adaptive comparative judgment in technology education

peer-reviewedThe use of design assignments for teaching, learning, and assessment is considered a signature of technology education. However, there are difficulties in the valid and reliable assessment of features of quality within designerly outputs. In light of recent educational reforms in Ireland, which see the introduction of classroom-based assessments centring on design in the technology subjects, it is paramount that the implementation of design assessment is critically considered. An exploratory study was conducted with a first year cohort of initial technology teacher education students (N = 126) which involved them completing a design assignment and subsequent assessment process through the use of adaptive comparative judgement (ACJ). In considering the use of ACJ as a potential tool for design assessment at post-primary level, data analysis focused on criteria used for assessment. Results indicate that quantitative variables, i.e. the amount of work done, can significantly predict performance (R2 = .333, p < .001), however qualitative findings suggest that quantity may simply align with quality. Further results illustrate a significant yet practically meaningless bias may exist in the judgement of work through ACJ (ϕ = .082, p < .01) and that there was need to use varying criteria in the assessment of design outputs

Harmonization of human biomonitoring studies in Europe: characteristics of the HBM4EU-aligned studies participants

Human biomonitoring has become a pivotal tool for supporting chemicals' policies. It provides information on real-life human exposures and is increasingly used to prioritize chemicals of health concern and to evaluate the success of chemical policies. Europe has launched the ambitious REACH program in 2007 to improve the protection of human health and the environment. In October 2020 the EU commission published its new chemicals strategy for sustainability towards a toxic-free environment. The European Parliament called upon the commission to collect human biomonitoring data to support chemical's risk assessment and risk management. This manuscript describes the organization of the first HBM4EU-aligned studies that obtain comparable human biomonitoring (HBM) data of European citizens to monitor their internal exposure to environmental chemicals. The HBM4EU-aligned studies build on existing HBM capacity in Europe by aligning national or regional HBM studies. The HBM4EU-aligned studies focus on three age groups: children, teenagers, and adults. The participants are recruited between 2014 and 2021 in 11 to 12 primary sampling units that are geographically distributed across Europe. Urine samples are collected in all age groups, and blood samples are collected in children and teenagers. Auxiliary information on socio-demographics, lifestyle, health status, environment, and diet is collected using questionnaires. In total, biological samples from 3137 children aged 6-12 years are collected for the analysis of biomarkers for phthalates, HEXAMOLL((R)) DINCH, and flame retardants. Samples from 2950 teenagers aged 12-18 years are collected for the analysis of biomarkers for phthalates, Hexamoll((R)) DINCH, and per- and polyfluoroalkyl substances (PFASs), and samples from 3522 adults aged 20-39 years are collected for the analysis of cadmium, bisphenols, and metabolites of polyaromatic hydrocarbons (PAHs). The children's group consists of 50.4% boys and 49.5% girls, of which 44.1% live in cities, 29.0% live in towns/suburbs, and 26.8% live in rural areas. The teenagers' group includes 50.6% girls and 49.4% boys, with 37.7% of residents in cities, 31.2% in towns/suburbs, and 30.2% in rural areas. The adult group consists of 52.6% women and 47.4% men, 71.9% live in cities, 14.2% in towns/suburbs, and only 13.4% live in rural areas. The study population approaches the characteristics of the general European population based on age-matched EUROSTAT EU-28, 2017 data; however, individuals who obtained no to lower educational level (ISCED 0-2) are underrepresented. The data on internal human exposure to priority chemicals from this unique cohort will provide a baseline for Europe's strategy towards a non-toxic environment and challenges and recommendations to improve the sampling frame for future EU-wide HBM surveys are discussed

Locomotion as a powerful model to study integrative physiology: Efficiency, economy, and power relationship

Locomotion is the most common form of movement in nature. Its study allows analysis of interactions between muscle functions (motor) and lever system arrangements (transmission), thereby facilitating performance analysis of various body organs and systems. Thus, it is a powerful model to study various aspects of integrative physiology. The results of this model can be applied in understanding body functions and design principles as performance outputs of interest for medical and biological sciences. The overall efficiency (effoverall) during locomotion is an example of an integrative parameter, which results from the ratio between mechanical output and metabolic input. Although the concepts of cost (i.e., metabolic expenditure relative to distance) and power (i.e., metabolic expenditure relative to time) are included in its calculation, the effoverall establishes peculiar relations with these variables. For a better approach to these aspects, in this study, we presented the physical-mathematical formulation of efficiency, as well as its conceptual definitions and applications. Furthermore, the concepts of efficiency, cost, and power are discussed from the biological and medical perspectives. Terrestrial locomotion is a powerful model to study integrative physiology in humans, because by analyzing the mechanical and metabolic determinants, we may verify the efficiency and economy relationship through locomotion type, and its characteristics and restrictions. Thus, it is possible to elaborate further on various improved intervention strategies, such as physical training, competition strategies, and ergogenic supplementation

The relationship of types of exploration activities with originality of visual arts designs

This study examines specific exploration activities in students’ visual arts portfolios from secondary education. Creating original visual arts products requires exploration according to Getzels and Csiksentmihalyi (The creative vision. A longitudinal study of problem finding in Art. New York: John Wiley & Sons Inc., 1976). Obtaining insight about the contribution of specific exploration activities to the originality of arts products is important for designing and supporting learning in arts education. The aim of this study is to examine the contribution of activities within three types of exploration: association, combination, and abstraction to originality of visual arts designs. Data consist of 196 portfolio events showing exploration activities and art designs, from 11 Grade 11 visual arts students. Portfolio events were coded for three different types of exploration: association, combination, and abstraction, on a dimension of ascending abstractness. We coded activities within each of these types, on a scale of remoteness, to determine the metaphorical distance. Visual originality of each portfolio event was assessed using the comparative judgment method. Multilevel regression analyses showed all three types of exploration significantly contributed to originality of visual designs. In total, 31% of the variance in originality at portfolio events level was explained by these types of exploration. In general, the more remote exploration activities were, the more original the visual design. These findings are discussed related to the literature on creative processes