Negotiating masculine hegemony : female physical educators in an all-boys’ school

School physical education (PE) and sport are commonly regarded as sites where dominant or hegemonic masculinities cultivate, often at the expense of individuals who embody different gendered identities. In all-boys' PE settings, curriculum content frequently orientates around competitive and traditionally masculine team sports wherein teaching pedagogies draw heavily on ‘masculine’ practices that serve to legitimate and/or reproduce hierarchical and heteronormative masculinities. Embedded in the broader tenets of gender equity, this article draws on Foucault's technologies of the self to examine the experiences of two female physical educators in an all-boys' school as they negotiate their daily work in an environment where embodied masculinities are intensified. In doing so, it looks beyond the PE department to the wider school context (discourse and practice) as integral to the contestation and struggles for the professional identities available and taken up by female PE teachers in all-boy settings. Our findings reveal strategies that these teachers employed to negotiate and reconcile the tensions associated with being ‘positioned’ outside the gendered hegemony of the school.

Web 2.0 for networked learning : from collaboration to shared cognition and knowledge networking

This poster presents research-in-progress into the educational affordances of so-called Web 2.0 sites, services, with a particular emphasis on those applications that involve forms of shared human-machine cognition and that promote public knowledge networking. This research involves reviewing many hundreds of Web 2.0 tools and selecting approximately 50 for further analysis and exploration as learning applications. In doing so, the research will generate examples of unusual affordances provided by Web 2.0; it will also present a more structured categorisation of the kinds of uses and benefits of these tools. This approach is valuable because much current research and analysis of the impact of Web 2.0 on education, particularly higher education, has emphasised a relatively limited array of tools – principally blogs, wikis and social networking services – that offer educators and students opportunities for student-led collaborative work. Such opportunities involve strong emphasis on constructivist pedagogy: students’ interactions with each other, mediated via the Internet, are viewed as the positive benefit which networked learning can provide. However, Web 2.0 is far more than just collaboration, and associated shared self-expression. In particular, Web 2.0 includes many examples of services that take one form of input from a user and, rather than just sharing it with others, enable the transformation of that input into different forms, either as visualisations, maps, or other re-representations. Web 2.0 is also starting to see the development of knowledge-work engines that embody the concept of shared cognition, in which the service and the user cooperate in the production of some final knowledge output or which present to users knowledge that has already been processed more extensively than through simple searching. Web 2.0 is also closely associated with the idea that knowledge work is now networked and distributed; it involves users appropriating, creating and sharing knowledge products in a very public way, far beyond the narrow ‘audience’ of a particular course or program of study. The research presented in this poster will provide, firstly, examples of the Web 2.0 tools which emphasise these additional ways of exploiting the Internet for networked learning; secondly, the research will provide a first iteration of the overarching structure of categories and classifications which can be used to assess any proposed Web 2.0 application in terms of its affordances for learning as knowledge networking. By understanding these technologies, truly collaborative networked learning can be developed that blends with the emerging cultures of online behaviour increasingly common to contemporary student populations.

Orbiting data: inciting centrifugal questions about embodied learning in science

In this paper we explore how reanimating a video data sequence with editing and creative software provided an opportunity for the data to speak and to demand new and surprising responses from us. Our data-ing brought new lines and spaces to the fore, through a process of refraction and re-animation which forced a focus on embodied inter-relationships and impeded precipitous analytical thought on the part of the researcher. We note how the aesthetic of the new images evoked awareness of our own part in the production of the object of our research. In particular, our own collegial interchange, punctuated by time and distance due to our respective locations on opposite sides of the globe, opened up a space for data-lingering in the intervening silences and pauses. Our choice of images engenders and reflects our sense of movement between the `I’ and the `we’ in their depiction of students’ learning about space.

A critical pedagogy of embodied education : learning to become an activist

Unlike any current publication on social purpose education, this book explores the differences and similarities between two groups of activists: lifelong activists who have been engaged in campaigns and socials movements over many years and circumstantial activists, those protestors who come to activism due to a series of life circumstances. Using empirical research conducted in Australia, Tracey Ollis outlines the pedagogy of activism and the process of learning to become an activist.

Embedded restricted Boltzmann machines for fusion of mixed data types and applications in social measurements analysis

Analysis and fusion of social measurements is important to understand what shapes the public’s opinion and the sustainability of the global development. However, modeling data collected from social responses is challenging as the data is typically complex and heterogeneous, which might take the form of stated facts, subjective assessment, choices, preferences or any combination thereof. Model-wise, these responses are a mixture of data types including binary, categorical, multicategorical, continuous, ordinal, count and rank data. The challenge is therefore to effectively handle mixed data in the a unified fusion framework in order to perform inference and analysis. To that end, this paper introduces eRBM (Embedded Restricted Boltzmann Machine) – a probabilistic latent variable model that can represent mixed data using a layer of hidden variables transparent across different types of data. The proposed model can comfortably support largescale data analysis tasks, including distribution modelling, data completion, prediction and visualisation. We demonstrate these versatile features on several moderate and large-scale publicly available social survey datasets.

The potential to reduce the embodied energy in construction through the use of renewable materials

The threat of dangerous levels of global warming demand that we significantly reduce carbon emissions over the coming decades. Globally, carbon emissions from all energy end-uses in buildings in 2004 were estimated to be 8.6 Gt CO2 or almost one quarter of total CO2 emissions (IPCC 2007). In Australia, nearly ten per cent of greenhouse gases come from the residential sector (DCCEE 2012). However, it is not merely the operation of the buildings that contributes to their CO2 emissions, but the energy used over their entire life cycle. Research has demonstrated that the embodied energy of the construction materials used in a building can sometimes equal the operational energy over the building’s entire lifetime (Crawford 2011). Therefore the materials used in construction need to be carefully considered. Conventional building materials not only represent high levels of embodied energy but also use resources that are finite and are being depleted. Renewable building materials are those materials that can be regenerated quickly enough to remove the threat of depletion and in theory their production could be carbon-neutral. To assess the potential for renewable building materials to reduce the embodied energy content of residential construction, the embodied energy of a small residential building has been determined. Wherever possible, the conventional construction materials were then replaced by commercially-available renewable building materials. The embodied energy of the building was then recalculated. The analysis showed that the embodied energy of the building could be reduced from 7.5 GJ per m2 to 5.4 GJ per m2 i.e. by 28%. The commercial availability of renewable materials, however, was a limiting factor and indicated that the industry is not yet well positioned to embrace this strategy to reduce embodied energy of construction. While some conventional building materials could readily be replaced, in many instances a renewable substitute could not be found.

Embedded vision-based autonomous move-to-grasp approach for a mobile manipulator

This paper proposes a vision‐based autonomous move‐to‐grasp approach for a compact mobile manipulator under some low and small environments. The visual information of specified object with a radial symbol and an overhead colour block is extracted from two CMOS cameras in an embedded way. Furthermore, the mobile platform and the postures of the manipulator are adjusted continuously by vision‐based control, which drives the mobile manipulator approaching the object. When the mobile manipulator is sufficiently close to the object, only the manipulator moves to grasp the object based on the incremental movement with its head end centre of the end‐effector conforming to a Bezier curve. The effectiveness of the proposed approach is verified by experiments.

Structural composites embedded with lithium polymer batteries

Structural battery composites that concurrently carry load and store electric energy will
transform future vehicles. They can replace inert structural components and simultaneously provide supplementary power for light load applications. Rechargeable lithium polymer battery cells are embedded into carbon fibre/epoxy matrix composite laminates, which are then tested under tension and three-point bending to investigate the mechanical and electrical performances of structural batteries. The experimental results show that the integration of battery cells into composite laminates has negligible impact on the mechanical strengths of the composite structures. Furthermore, the battery cells remain 95% effective at loads up to about 60% of the ultimate flexural failure load and 50% of the ultimate tensile failure load.

The circumstantial activist : holistic practice, learning and social activism

The 21st century has seen renewed interest in issues relating to social justice, campaigning and social change globally. This paper considers the educational nature of activists’ learning as they engage in progressive social change within and against the state. A great deal has been written on learning in the workplace in recent years, it is widely believed that adults learn throughout all of their lives and that a majority of this learning occurs in the workplace. Drawing on current research, this paper argues that learning of a similar nature takes place in the unpaid work of social and political activists, through social learning. It is argued that activists’ learning is holistic and embodied, that is, they use cognition, the emotions and the physical body to learn. This paper explores the significance of learning associated with the processes and practices of activism; learning that has only recently been recognised in Australia as ‘real’ adult education.

The 'circumstantial' activist : holistic practice, learning and social activism

The 21st century has seen renewed interest in issues relating to social justice, campaigning and social change globally. This paper considers the educational nature of activists’ learning as they engage in progressive social change within and against the state. A great deal has been written on learning in the workplace in recent years, it is widely believed that adults learn throughout all of their lives and that a majority of this learning occurs in the workplace. Drawing on current research, this paper argues that learning of a similar nature takes place in the unpaid work of social and political activists, through social learning. It is argued that activists’ learning is holistic and embodied, that is, they use cognition, the emotions and the physical body to learn. This paper explores the significance of learning associated with the processes and practices of activism; learning that has only recently been recognised in Australia as ‘real’ adult education.

Can social dancing prevent falls in older adults? a protocol of the Dance, Aging, Cognition,Economics (DAnCE) fall prevention randomised controlled trial

Background:  Falls are one of the most common health problems among older people and pose a major economic burden on health care systems. Exercise is an accepted stand-alone fall prevention strategy particularly if it is balance training or regular participation in Tai chi. Dance shares the ‘holistic’ approach of practices such as Tai chi. It is a complex sensorimotor rhythmic activity integrating multiple physical, cognitive and social elements. Small-scale randomised controlled trials have indicated that diverse dance styles can improve measures of balance and mobility in older people, but none of these studies has examined the effect of dance on falls or cognition. This study aims to determine whether participation in social dancing: i) reduces the number of falls; and ii) improves cognitive functions associated with fall risk in older people.

Methods/design: A single-blind, cluster randomised controlled trial of 12 months duration will be conducted. Approximately 450 participants will be recruited from 24 self-care retirement villages that house at least 60 residents each in Sydney, Australia. Village residents without cognitive impairment and obtain medical clearance will be eligible. After comprehensive baseline measurements including physiological and cognitive tests and self-completed questionnaires, villages will be randomised to intervention sites (ballroom or folk dance) or to a wait-listed control using a computer randomisation method that minimises imbalances between villages based on two baseline fall risk measures. Main outcome measures are falls, prospectively measured, and the Trail Making cognitive function test. Cost-effectiveness and cost-utility analyses will be performed.

Discussion: This study offers a novel approach to balance training for older people. As a community-based approach to fall prevention, dance offers older people an opportunity for greater social engagement, thereby making a major contribution to healthy ageing. Providing diversity in exercise programs targeting seniors recognises the heterogeneity of multicultural populations and may further increase the number of taking part in exercise.