Arts-based pedagogies in Social Work education: does it measure up?

Social work education is confronting unprecedented socio-economic and political challenges resulting from globalisation, demographic and cultural transformation combined with technological advances. How it prepares students by keeping to the true spirit of an empowering and emancipatory yet a robust and fit-for-purpose approach to education, demands a creative approach. Our own endeavours as educators from the UK in searching for novel approaches, has led us to experiment with the arts as a means of enriching social work pedagogy (Hafford-Letchfield et al, 2012). Social work epistemology has traditionally been founded on social science theoretical frameworks so borrowing methods from the arts seems to naturally build on this interdisciplinary approach. However, the need for accountability led us to conduct a wider exploration of what is involved in arts-based learning and to look for potential new methods for research and evaluation which bring us closer to understanding why arts-based approaches might be effective in learning and teaching? In this short article we share selected findings from a systematic review of the available evidence (Leonard et al, 2017). We highlight key messages and principles for educators interested in designing an evaluation of arts-based pedagogies and what we have learned about doing this to best effect

The practice educator as museum guide, art therapist or exhibition curator: a cross-disciplinary analysis of arts-based learning

The use of arts-based approaches in professional education in health and social care has gathered momentum in the last decade and their effectiveness has been well documented. There are helpful models in the education literature that begin to explain how these creative methods work in learning and practice, and that assert the significance of an emotional or affective level of learning. However, the process remains elusive, almost a ‘given’. A more cross-disciplinary analysis of affective learning is needed to guide arts-based methods and more robust evaluation of their use in health and social care education and practice. This paper identifies different roles that can be taken by the practice educator with a review of those theoretical models of affective learning that underpin them to help understand how and why arts-based approaches are effective

A Superbubble Feedback Model for Galaxy Simulations

We present a new stellar feedback model that reproduces superbubbles. Superbubbles from clustered young stars evolve quite differently to individual supernovae and are substantially more efficient at generating gas motions. The essential new components of the model are thermal conduction, sub-grid evaporation and a sub-grid multi-phase treatment for cases where the simulation mass resolution is insufficient to model the early stages of the superbubble. The multi-phase stage is short compared to superbubble lifetimes. Thermal conduction physically regulates the hot gas mass without requiring a free parameter. Accurately following the hot component naturally avoids overcooling. Prior approaches tend to heat too much mass, leaving the hot ISM below $10^6$ K and susceptible to rapid cooling unless ad-hoc fixes were used. The hot phase also allows feedback energy to correctly accumulate from multiple, clustered sources, including stellar winds and supernovae. We employ high-resolution simulations of a single star cluster to show the model is insensitive to numerical resolution, unresolved ISM structure and suppression of conduction by magnetic fields. We also simulate a Milky Way analog and a dwarf galaxy. Both galaxies show regulated star formation and produce strong outflows.Comment: 13 pages, 13 figures; replaced with version accepted to MNRA

The impact of the arts in social work education: a systematic review

Evidence on the effectiveness of arts-based approaches in professional education has been gathering momentum in the last decade embracing disciplines such as medicine, the allied professions, social work and social care. Key texts have emerged promoting the use of the arts in professional education and there have been some attempts to capture empirical evidence on its value. This paper reports on a systematic review of the current body of knowledge on the impact of the arts in social work education. We introduce the rationale for undertaking a systematic review and the methodology and approach used. We then discuss the three significant themes from our synthesis of the evidence reviewed. These were; positioning social work practice through linking micro and macro thinking; the cultivation of leadership beyond verbal reasoning and art as pedagogy. The findings are discussed in the context of what the arts can offer challenges in social work education

Simulation of primordial object formation

We have included the chemical rate network responsible for the formation of molecular Hydrogen in the N-body hydrodynamic code, Hydra, in order to study the formation of the first cosmological at redshifts between 10 and 50. We have tested our implementation of the chemical and cooling processes by comparing N-body top hat simulations with theoretical predictions from a semi-analytic model and found them to be in good agreement. We find that post-virialization properties are insensitive to the initial abundance of molecular hydrogen. Our main objective was to determine the minimum mass ($M_{SG}(z)$) of perturbations that could become self gravitating (a prerequisite for star formation), and the redshift at which this occurred. We have developed a robust indicator for detecting the presence of a self-gravitating cloud in our simulations and find that we can do so with a baryonic particle mass-resolution of 40 solar masses. We have performed cosmological simulations of primordial objects and find that the object's mass and redshift at which they become self gravitating agree well with the $M_{SG}(z)$ results from the top hat simulations. Once a critical molecular hydrogen fractional abundance of about 0.0005 has formed in an object, the cooling time drops below the dynamical time at the centre of the cloud and the gas free falls in the dark matter potential wells, becoming self gravitating a dynamical time later.Comment: 45 pages, 17 figures, submitted to Ap