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51.
In 2000, 25 speech and language therapy projects were established in schools in England, funded through the Standards Fund. An evaluation commissioned by the Government reported positive results and gave an overview of all the projects at a point approximately six months after their inception. Although there were common themes, it was quite clear that the projects differed widely in their structure and interpretation of the original brief.
In this article, Sue Roulstone, Professor of Speech and Language Therapy at the University of the West of England, and Rosalind Owen and Lucy French, both specialist speech and language therapists working for the United Bristol Healthcare NHS Trust, provide an in-depth report of one of the projects and its evaluation after 18 months.
The project, based on a systems analysis approach, targeted its interventions at the individual child, the parents, the teachers and therapists, the classrooms and schools, and more strategic levels in the health and education services. The article gives details of the 'interventions' for each component. An independent evaluation gathered qualitative and quantitative data that suggest that the new service had a positive impact on all aspects of the system. Children made gains in their speech and language; parents were informed and involved; therapists and teachers were more satisfied about their knowledge base; and systems changed within the schools to reflect and support the collaboration. The outcomes of the project led to a rolling out of the model to two more cluster groups of schools. A number of organisational structures were identified which support the ongoing collaboration. Details given in this article will enable others to identify whether or not this model might suit their local circumstances and be replicable in their context. 相似文献
In this article, Sue Roulstone, Professor of Speech and Language Therapy at the University of the West of England, and Rosalind Owen and Lucy French, both specialist speech and language therapists working for the United Bristol Healthcare NHS Trust, provide an in-depth report of one of the projects and its evaluation after 18 months.
The project, based on a systems analysis approach, targeted its interventions at the individual child, the parents, the teachers and therapists, the classrooms and schools, and more strategic levels in the health and education services. The article gives details of the 'interventions' for each component. An independent evaluation gathered qualitative and quantitative data that suggest that the new service had a positive impact on all aspects of the system. Children made gains in their speech and language; parents were informed and involved; therapists and teachers were more satisfied about their knowledge base; and systems changed within the schools to reflect and support the collaboration. The outcomes of the project led to a rolling out of the model to two more cluster groups of schools. A number of organisational structures were identified which support the ongoing collaboration. Details given in this article will enable others to identify whether or not this model might suit their local circumstances and be replicable in their context. 相似文献
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Abstract This article opens up the question of modernity in relation to Yan’an woodcuts by recounting the Matisse debate among artists in Yan’an circa 1942, during the War of Resistance against Japanese occupation. Yan’an woodcuts did not move in a direction akin to the stylistic reform engaged by Western modernism; instead they pushed modern Chinese woodcuts to develop according to the requirements of ‘national form.’ Yan’an woodcut artists’ exploration of ‘national form’ involved a synthesis of folk aesthetics and woodcut techniques with the creation of modern‐style woodcuts, and a synthesis of revolutionary content with the artistic expression of national form. In this way a new kind of artistic ideal was realized. Compared with contemporary artistic questions in the West, the formal questions of Chinese revolutionary art surpassed the artistic as such to support rich social content and revolutionary discourse. The establishment of national language in art accords with the desire and imagination to construct of a new kind of modern nation‐state. 相似文献
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ABSTRACT This article presents historical and scientific analysis, as well as the conservation treatment of a newly rediscovered Roman wall painting fragment, now in the collection of the Harvard Art Museums. Although the piece has not previously been published, it was among a group of fragments removed from a Roman villa near Boscotrecase in southern Italy, an area that has been key to the study of Roman wall painting and other decoration. Technical imaging confirms the use of painting techniques consistent with other high-quality paintings in the area. Materials analysis revealed a palette consistent with published findings of Roman wall paintings, including abundant use of Egyptian blue and green earth. Of interest was the use of Egyptian blue as an optical brightener in select white passages. Despite the high quality of the painting, no cinnabar was present, and all red passages were achieved using hematite. Multiple different white minerals were identified including calcite, aragonite, and gypsum. The widespread presence of gypsum is unusual and may point to alteration. 相似文献
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Pamela Woolner Jill Clark Elaine Hall Lucy Tiplady Ulrike Thomas Kate Wall 《Learning Environments Research》2010,13(1):1-22
It has been argued by both educationalists and social researchers that visual methods are particularly appropriate for the
investigation of people’s experiences of the school environment. The current and expected building work taking place in British
schools provides an opportunity for exploration of methods, as well as a need to establish ways to achieve this involvement
of a range of school users, including students. This article describes a consultation that was undertaken in a UK secondary
school as part of a participatory design process centred on the rebuilding of the school. A range of visual methods, based
on photographs and maps, was used to investigate the views of a diverse sample of school users, including students, teachers,
technical and support staff and the wider community. Reported here is the experience of using these tools, considering the
success of different visually-based methods in engaging a broad cross section of the school community and revealing useful
information. Using a range of visual methods allows a complex, but coherent, understanding of the particular school environment
to be constructed and developed. It is further argued that such a range of visual and spatial methods is needed to develop
appropriate understanding. The study, therefore, contributes to knowledge about specific visual research methods, appreciation
of the relationship between tools, and a general methodological understanding of visual methods’ utility for developing understanding
of the learning environment. 相似文献
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