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Teaching the Arts: Early Childhood and Primary Education foregrounds the importance of arts education to children's development and learning while connecting each arts area to the Australian Curriculum. The third edition provides comprehensive coverage and an exciting introduction to arts education in Australia, with updated content and new, interactive features. The book covers the key areas of dance, drama, media arts, music and visual arts, full of teacher tips, spotlights on arts education, and downloadable lesson plans. This new edition includes interactive eBook content such as interactive questions and answers throughout each chapter, example videos of arts activities accompanying lesson plans and teacher tips, and weblinks to further content to support students in their learning This book is a vital resource for all pre-service early childhood and primary teachers, emphasising the fundamental nature of the arts in schools.
The Introduction first outlines the grounds for the collection’s dating parameters for ‘early Shakespeare’. It then discusses what a category such as ‘early’ or ‘late’ might mean for someone with Shakespeare’s long career, and how such temporally bound categories can condition critical responses. Next, it considers the many variables in play in Shakespeare’s early canon, discussing these with relation to the value ascribed to these works. The chapter then reflects upon how most readers of Shakespeare begin somewhere in the middle of the collected works, with super-canonical works like Twelfth Night and Hamlet, before, if ever, working to the margins of the canon where the early works reside. It concludes with brief summaries of each of the chapters in the collection, noting how contributors shed significant new light upon the formative part of Shakespeare’s career.
This is an essay about early Shakespeare and loss. It attempts to put some kind of order on a span of several years when Shakespeare is first writing plays, or parts of plays, in a commercial environment with fellow professionals. It discusses a period of time, the mid-to-late 1580s and early 1590s, for which much information about Shakespeare and other working dramatists is lost. It asks, how do you write about that kind of loss? And, what sort of data-sets do you hold up to the blank spaces of those years, knowing only the likelihood of Shakespeare’s activity, to enable plausible deductions about his early working life? It considers how the early canon has been categorized and written about, situates the documentary evidence for Shakespeare’s first forays in writing in the context of surviving evidence about theatrical activity in the 1580s, contextualizes Shakespeare’s overall career in the light of those of his peers, and, finally, considers some of the defining features of Shakespeare’s earliest writings.
Early Shakespeare, 1588–1594 draws together leading scholars of text, performance, and theatre history to offer a rigorous re-appraisal of Shakespeare's early career. The contributors offer rich new critical insights into the theatrical and poetic context in which Shakespeare first wrote and his emergence as an author of note, while challenging traditional readings of his beginnings in the burgeoning theatre industry. Shakespeare's earliest works are treated on their own merit and in their own time without looking forward to Shakespeare's later achievements; contributors situate Shakespeare, in his twenties, in a very specific time, place, and cultural moment. The volume features essays about Shakespeare's early style, characterisation, and dramaturgy, together with analysis of his early co-authors, rivals, and influences (including Lyly, Spenser and Marlowe). This collection provides essential entry points to, and original readings of, the poet-dramatist's earliest extant writings and shines new light on his first activities as a professional author.
Now in its third edition, Health and Physical Education: Preparing Educators for the Future continues to provide a comprehensive overview of the theoretical underpinnings, knowledge, understanding and skills required to successfully teach health and physical education in Australia. Emphasising the importance of the development of movement competence and health literacy, the book brings together research, curriculum and pedagogy in the field. The hallmark of this edition is a strong 'future focus' approach. The text features a greater balance of early childhood, primary and secondary content and expanded coverage of health education across two chapters, and links closely to the Early Years Learning Framework and the Australian Curriculum: Health and Physical Education. Each chapter is framed by the five propositions of the Australian Curriculum: Health and Physical Education, and includes key terms, vignettes, activities and review questions suited to personal reflection and group work.
In this chapter we will explore the unique nature of the Arts along with what the Arts ‘do’ for people. The differences between Arts education policy and its actual provision will be presented with particular reference to the need for broad access to, and equity in, Arts education in primary and early childhood settings. The importance of an approach to Arts education that encourages and embeds learner agency and cultural diversity is discussed, and the benefits of sustained ‘quality’ Arts education are presented. Your role in the provision of the Arts in early childhood and primary education is discussed and a ‘praxial’ vision for the Arts in education is presented.
An Early Intervention in Psychosis (EIP) programme aims to engage patients in early assessment and phase-specific interventions which are the key elements of the Irish National Clinical Programme for psychosis. This study aims to describe and review the EIP programme offered by Cork’s North Lee Mental Health Services over a 5-year period.
Methods
A retrospective descriptive study design was adopted to describe and review the EIP programme, patient demographics and treatments offered in the service over a 5-year period.
Results
A total of 139 patients were accepted into the programme over the 5-year period. The mean age of onset was 30 years (median = 28, SD = 9.9), and the mean duration of untreated psychosis was 8 months (median = 2.5, SD = 15.3). Two-thirds of patients were single on initial assessment, had a history of substance misuse and were unemployed. The majority of the cohort engaged with the keyworkers and occupational therapy but did not complete the full psychological or family programmes offered. Hospital admission was required for 12% of the cohort.
Conclusions
Patients experiencing their first episode of psychosis can successfully be treated in the community with appropriate professional and family support. However, deficiencies were noted in physical health monitoring, as well as in the availability and engagement with family and psychological therapies. Properly resourced early interventions in psychosis teams are necessary to deliver services at internationally recognised standards.
Young Onset Dementia (YOD), defined by first symptoms of cognitive or behavioral decline occurring before the age of 65 years, is relatively rare compared to dementia of later onset, but it is associated with diagnostic difficulty and heavy burden on affected individuals and their informal carers. Existing health and social care structures rarely meet the needs of YOD patients. Internet-based interventions are a novel format of delivering health-related education, counseling, and support to this vulnerable yet underserved group.
Methods:
The RHAPSODY (Research to Assess Policies and Strategies for Dementia in the Young) project is a European initiative to improve care for people with YOD by providing an internet-based information and skill-building program for family carers. The e-learning program focuses on managing problem behaviors, dealing with role change, obtaining support, and looking after oneself. It will be evaluated in a pilot study in three countries using a randomized unblinded design with a wait-list control group. Participants will be informal carers of people with dementia in Alzheimer's disease or behavioral-variant Frontotemporal degeneration with an onset before the age of 65 years. The primary outcome will be caregiving self-efficacy after 6 weeks of program use. As secondary outcomes, caregivers’ stress and burden, carer health-related quality of life, caring-related knowledge, patient problem behaviors, and user satisfaction will be assessed. Program utilization will be monitored and a health-economic evaluation will also be performed.
Conclusions:
The RHAPSODY project will add to the evidence on the potential and limitations of a conveniently accessible, user-friendly, and comprehensive internet-based intervention as an alternative for traditional forms of counseling and support in healthcare, aiming to optimize care and support for people with YOD and their informal caregivers.
Identifying prodromal features that predate the onset of bipolar disorder (BD) may enable the prevention of BD and aid early intervention. This review addresses two key questions: Is there a bipolar prodrome? And, if there is, what are its characteristic features?
Method
A comprehensive search of databases (PubMed, Medline, EMBASE and PsycINFO) supplemented by hand searches was used to identify studies of symptoms preceding the onset of BD.
Results
Fifty-nine studies were identified, of which 14 met inclusion criteria. Symptoms can predate the onset of BD by months to years and can be categorized as attenuated forms of BD symptoms, general symptoms common to a range of mental disorders, and personality traits, particularly cyclothymia. Two studies provided sufficient data to enable sensitivity and specificity to be calculated. Specificity of several of the features was high (>90%) but sensitivity was generally low (all <60%). We propose a model based on the findings in the studies reviewed to illustrate the potential trajectory to BD and the points at which it may be possible to intervene.
Conclusions
Clinical features preceding the onset of BD can be identified. However, conclusions about whether there is a distinct prodrome to BD are restricted by the limitations of current evidence. The high specificity of some features suggests they may be useful in clinical practice. Large-scale longitudinal studies are needed to validate these features and characterize their specificity and sensitivity in independent samples.