Make Yourself at Home: Home Studios as Pedagogical Practice

Make Yourself at Home, is a pedagogical project that distinguishes students as experts by experience in their own specific artist residency (their home). The readymades of the home environment are accessible and relatable. Rather than making something new, the surroundings of home are inherently one’s own and therefore bespoke and culturally specific. The home as studio also develops professional correspondences for art psychotherapy trainees, who consider their life materials to be relevant for reflecting upon their clinical practicums. Their use of subjectivity informs their capacity to professionally formulate alliances to the home stories of their clients.This article also highlights sustainability through the use of found and repurposed art materials. It illustrates social inclusion through materiality, in terms of each student utilising the materials that best represent their specific identities. In this capacity the article also contributes towards UN Sustainable Development Goals related to wellbeing, reduced inequalities, and responsible consumption (United Nations, 2015). Student curated home displays are autobiographical experiences, relating to the comfort of home (Miller 2008) and a range of personal contexts, memories and associations. As an expression of responsible consumption and production, making with belongings reduces dependence on bought materials and the potential of excess waste.Purchased art materials are prevalent and persuasive within art education and add to the burden of both student financial expense and unnecessary consumption. Art production, with materials that align with a student’s identity choices, enhance inclusion by supporting a learner’s representation. Personalised materials can be found at home that support a form of material equity—each student accessing what expresses their best interests. In this model, the educator doesn’t assign the materials of use, but rather encourages learners to find their creative resources with what they already possess<br/

The art of movement : the Deleuze and Guattari art therapy assemblage.

The purpose of this thesis is to showcase the philosophical and psychoanalytic collaboration of Gilles Deleuze and Felix Guattari in regards to art therapy. The Deleuze and Guattari Art Therapy Assemblage is a composition that includes the environmental, relational and material elements of art therapy as contexts in which to process subjectivity. Key Deleuze and Guattari concepts will be applied to the practice of art therapy, implicating somatic and psychological processing within the production of art therapy artworks. The generative capacity of art therapy constitutes many creative sites in which to transport subjectivity. Rather than a fixed form, subjectivity moves across a territory of different creative features. The cartography of subjectivity is a network of passages through relationships and contexts that implicate it with affects. This kinaesthetic capacity will be underscored in relation to three methods of psychological and somatic awareness (somatic psychology, performance art and authentic movement) that challenge inhibition through improvisation. These three methods stimulate the circulation of desire as a creative and collective enunciation of subjectivity. Deleuze and Guattari represent desire as a liberating potential acting on both body and mind - an opening commencing from constraining circumstances that define and enclose expression. This has specific implications for the treatment of trauma, which can impose a set of limits that condition reactive versus spontaneous responses. The Deleuze and Guattari Art Therapy Assemblage is a practice in which to stimulate improvisational and experimental affects within the making and viewing of artworks. The significance of this practice is its composite of influences. It is an approach that emphasises not only artworks, but also the performance of subjectivity, a happening within an art therapy space offering choices for engagement and the enactment of different somatic and psychological potentials

Initial Acoustoelastic Measurements in Olivine: Investigating the Effect of Stress on P- and S-Wave Velocities

It is well known that elasticity is a key physical property in the determination of the structure and composition of the Earth and provides critical information for the interpretation of seismic data. This study investigates the stress-induced variation in elastic wave velocities, known as the acoustoelastic effect, in San Carlos olivine. A recently developed experimental ultrasonic acoustic system, the Directly Integrated Acoustic System Combined with Pressure Experiments (DIASCoPE), was used with the D-DIA multi-anvil apparatus to transmit ultrasonic sound waves and collect the reflections. We use the DIASCoPE to obtain longitudinal (P) and shear (S) elastic wave velocities from San Carlos olivine at pressures ranging from 3.2–10.5 GPa and temperatures from 450–950°C which we compare to the stress state in the D-DIA derived from synchrotron X-ray diffraction. We use elastic-plastic self-consistent (EPSC) numerical modeling to forward model X-ray diffraction data collected in D-DIA experiments to obtain the macroscopic stress on our sample. We can observe the relationship between the relative elastic wave velocity change (ΔV/V) and macroscopic stress to determine the acoustoelastic constants, and interpret our observations using the linearized first-order equation based on the model proposed by Hughes and Kelly (1953), https://doi.org/10.1103/physrev.92.1145. This work supports the presence of the acoustoelastic effect in San Carlos olivine, which can be measured as a function of pressure and temperature. This study will aid in our understanding of the acoustoelastic effect and provide a new experimental technique to measure the stress state in elastically deformed geologic materials at high pressure conditions

Building a Community of Practice: A Case Study of Introductory College Chemistry Students

Engagement in active learning and learning communities is important for persistence of STEM students early in their academic programs. Colleges and universities have an ongoing call to facilitate active learning techniques, yet large group, lecture-based instruction is still the prominent method of instruction. This qualitative case study examines interviews and classroom observations of undergraduate chemistry students enrolled at a primarily undergraduate institution. Critical educational elements were identified for chemistry students participating in a redesigned, introductory course which included a collaborative peer-lead learning experience. The participants engaged in required, weekly sessions structured around community building and active learning. The data were framed through a community of practice (CoP) framework, and emergent themes were centered on the following components: mutual engagement, joint enterprise, and shared repertoire. Findings show participant engagement created opportunities for collaboration beyond the required, weekly sessions, which included forming study groups and seeking assistance from chemistry tutors. Participants also shared study techniques based on a mutual understanding that effective learning required routine practice. Implications for STEM departments and researchers about implementing research-based curriculum are discussed

A practical guide to pre-trial simulations for Bayesian adaptive trials using SAS and BUGS

It is often unclear what specific adaptive trial design features lead to an efficient design which is also feasible to implement. Before deciding on a particular design, it is generally advisable to carry out a simulation study to characterise the properties of candidate designs under a range of plausible assumptions. The implementation of such pre-trial simulation studies presents many challenges and requires considerable statistical programming effort and time. Despite the scale and complexity, there is little existing literature to guide the implementation of such projects using commonly available software. This Teacher's Corner article provides a practical step-by-step guide to implementing such simulation studies including how to specify and fit a Bayesian model in WinBUGS or OpenBUGS using SAS, and how results from the Bayesian analysis may be pulled back into SAS and used for adaptation of allocation probabilities before simulating subsequent stages of the trial. The interface between the two software platforms is described in detail along with useful tips and tricks. A key strength of our approach is that the entire exercise can be defined and controlled from within a single SAS program

In vivo construction of recombinant molecules within the Caenorhabditis elegans germ line using short regions of terminal homology

Homologous recombination provides a means for the in vivo construction of recombinant DNA molecules that may be problematic to assemble in vitro. We have investigated the efficiency of recombination within the Caenorhabditis elegans germ line as a function of the length of homology between recombining molecules. Our findings indicate that recombination can occur between molecules that share only 10 bp of terminal homology, and that 25 bp is sufficient to mediate relatively high levels of recombination. Recombination occurs with lower efficiency when the location of the homologous segment is subterminal or internal. As in yeast, recombination can also be mediated by either single- or double-stranded bridging oligonucleotides. We find that ligation between cohesive ends is highly efficient and does not require that the ends be phosphorylated; furthermore, precise intermolecular ligation between injected molecules that have blunt ends can also occur within the germ line

Executive control in older Welsh monolinguals and bilinguals

Evidence for a bilingual advantage in executive control has led to the suggestion that being bilingual might protect against late-life cognitive decline. We assessed the performance of socially homogeneous groups of older (≥ 60 years) bilingual Welsh/English (n = 50) and monolingual English (n = 49) speakers on a range of executive control tasks yielding 17 indices for comparison. Effect sizes (> .2) favoured monolinguals on 10 indices, with negligible differences observed on the remaining 7 indices. Univariate analyses indicated that monolinguals performed significantly better on two of 17 indices. Multivariate analysis indicated no significant overall differences between the two groups in performance on executive tasks. Older Welsh bilinguals do not show a bilingual advantage in executive control, and where differences are observed, these tend to favour monolinguals. A possible explanation may lie in the nature of the sociolinguistic context and its influence on cognitive processing in the bilingual group