Concept of innocence in the thought of Simone Weil

Addresses common criticisms of Simone Weil's thought as both world-denying and as utopian or escapist. Considers Weil's life and examines her cosmology. Concludes that Weil's thought is in fact world and life affirming, and oriented towards living in the world.

Synergistic antiproliferative action of the Flavonols Quercetin and Kaempferol in cultured human cancer cell lines

The consumption of vegetables containing the flavonols quercetin and kaempferol reduces the risk of cancer. We utilized human gut (HuTu-80 and Caco-2) and breast cancer cells (PMC42) to show the synergistic effect of quercetin and kaempferol in reducing cell proliferation. A trend in reduction of total cell counts was seen following a single exposure, a 4-day exposure or a 14-day exposure to quercetin and kaempferol. Combined treatments with quercetin and kaempferol were more effective than the additive effects of each flavonol. The reduction in cell proliferation was associated with decreased expression of nuclear proliferation antigen Ki67 and decreased total protein levels in treated cells relative to controls. In conclusion, the synergistic antiproliferative effect of quercetin and kaempferol demonstrated in cultured human cells has broad implications for understanding the influence of dietary nutrients in vivo, where anticancer effects may be a result of nutrients which act in concert.

Preparing pre-service teachers for rural teaching: a new approach

In Australia, recruitment of high quality teachers is seen as critical for the future of rural education provision. A national inquiry into rural and remote education conducted in 2000 by HREOC supported this claim stating that there is a crisis for rural schools attracting new teachers and blamed teacher education for not doing enough to equip beginning teachers with the skills and knowledge needed for teaching in rural and remote Australia. Although state governments provide financial incentives for potential graduates to embark on a rural practicum placement, this incentive does not appear sufficient. There is an urgent need in teacher education to consider  alternative ways to generate interest in a rural teaching career. This paper describes a pre-service initiative between the metropolitan Burwood campus of Deakin University and a Victorian rural school community. The initiative was designed to enable a cohort of 45 city-based student teachers studying a particular unit to better understand rural issues, pedagogy and ultimately to foster interest in country teaching.

Online teaching - the experience of a 'new' academic

A 'new' academic will share her fIrst experience of online teaching in a university environment. As an experienced user of computer technology this academic who is new to teaching in a university environment shared the experience of being 'new' to online teaching and learning with Masters level students. This paper explores the issues associated with online learning from the perspective of the 'teacher' as weIl as that of the 'learners'. The learners in this study participated in project-based learning experiences in an online unit taught by staff in the Faculty of Education. It will consider the issues that arose during the semester including the use of a new technology (new to the university) as well as the experience of participation in project-based learning in an online learning environment. The manner in which students dealt with the issues associated with this learning experience in an online environment will be presented.

Learning to be a teacher - examining the role of self-as-researcher in a phenomenological study

Many qualitative studies position the researcher as either an impartial observer or as an active participant in any given gathering of humanistic data. This paper presents the researcher in a different paradigm and emphasises the importance of the researcher's story being told as well as those of the participants. The paper presents the research of a doctoral study that used a phenomenological framework and adopted a narrative inquiry approach. Narrative inquiry was used as it recognised that particular research interests often have their genesis in the researcher’s own experience and background. This study focused on how you can explore the role of self-as-researcher in order to be open to listen and report on the findings of those who we study.

Redefining teacher education through a `multiple space` model: examining the forgotten spaces that teachers work in

This paper maps the current debates surrounding school-based and university-based teacher education models, and presents a ‘multiple-space’ model of teacher education that both explores and values the many ‘forgotten’ spaces that teachers work in. It draws from a variety of research studies, including my own doctoral work, to argue for a new approach to teacher education programs. I suggest that in order for teacher education to move beyond separatist, binary models, we need to adopt a ‘multiple-space’ view of learning to be a teacher that embraces the notion that teachers do not learn about theory in a university space, nor do they simply work in a classroom space.

Developing an inclusive model for 'teacher' professional development

This paper reports on the findings of a recent teaching grant awarded in  2004, from the Australian Teacher Educator's Association (ATEA). The grant enabled a professional development teaching (PDT) team to be established at Norlane West primary School, Geelong. The team comprised of twelve 'teachers' who included two teacher educators, six Year 5 and 6 teachers  and four student teachers. The aim of the project was to examine how a  team of new and experienced teachers developed and changed their  teaching repertoire and their professional identity through a process of teaching, learning and reflection. What made this particular project unique was the inclusion of student teachers in the PDT team and the action  reflection cycle adopted by all members of the team. The reflective cycle consisted of a teacher educator, teacher and the team of student teachers all participating in a filmed teaching experience, editing and reflecting on their own teaching and then sharing the video with the other members of the PDT team. This individual and team reflection process proved to be very  successful and an effective model for influencing 'teacher' professional development.

The power of rhythm and words : from little things big things grow

Primary literacy teacher educators need to re-conceptualise the ways in which they work together to model effective interdisciplinary practice. This paper reports on such practice in a team teaching unit for postgraduate students undertaking the Bachelor of Teaching (Primary/Secondary) at Deakin University, Melbourne. The interdisciplinary (Social Education, Language and Music) unit, a first in the Faculty of Education was conceptualised to challenge both lecturer and student (local and international) to 'rethink' their understandings of pedagogy, multi-literacies and teacher preparedness. For the purpose of this paper, the authors reflect on a particular team teaching experience whereby a text (song) was used to teach both the elements of music and literacy pedagogy. It opened up new possibilities for students to engage and participate with each discipline as well as how one area can inform and further deepen the understanding for learners of the other. For example, musical notation and score was used to explain and use the 4 resource model (Luke and Freebody, 1990). The authors contend that crossdisciplinary work cannot be reduced to simple cooperation among disciplines but that primary literacy teacher educators need to develop new conceptual frameworks for learning that will enhance their understandings of pedagogy and assist in preparing teachers in a challenging world.

Team teaching in teacher education: towards an interdisciplinary approach

‘Team teaching’ across disciplines at Australian universities is rare. Academics are rigorous in developing specific disciplinary expertise that often prevents collaboration outside of their disciplinary area. In pre-service primary education courses, academics often teach in traditional and exclusive disciplinary approaches. This separation is at odds however with the impetus for a pedagogical move forward towards an interdisciplinary approach in primary schools. The authors contend that primary
teacher educators must model effective interdisciplinary practice to their student teachers and unpack the processes of how to make meaningful connections together. This paper presents the work of two teacher educators who are involved in a broader, innovative, team teaching, field based collaboration with schools and non-school settings for the Bachelor of Teaching (Postgraduate) at Deakin University. In this paper, the authors firstly discuss their rationale for adopting a team teaching approach and describe how they are working towards an interdisciplinary model, bringing together the two areas; music and literacy and providing examples from their team teaching experience. The paper concludes with reflections and recommendations for future team teaching at the tertiary level.

Diesel exhaust particulate matter induces multinucleate cells and zinc transporter-dependent apoptosis in human airway cells

The cellular effects of biodiesel emissions particulate matter (BDEP) and petroleum diesel emissions particulate matter (PDEP) were compared using a human airway cell line, A549. At concentrations of 25 µg/ml, diesel particulate matter induced the formation of multinucleate cells. In cells treated with a mixture of 80% PDEP:20% BDEP, 52% of cells were multinucleate cells compared with only 16% of cells treated with 20% PDEP:80% BDEP with a background multinucleate rate of 7%. These results demonstrate a causal relation between the formation of multinucleate cells and exposure to exhaust particulate matter, in particular diesel exhaust. Exposure of A549 cells to PDEP induced apoptosis, seen by active caspase-3 expression and the presence of cleaved pancytokeratin. PDEP exhaust was a much stronger inducer of cellular death through apoptosis than BDEP. There was an eightfold increase in the expression of SLC30A3 (zinc transporter-3 or ZnT3) in cells exposed to 80% PDEP:20% BDEP compared to untreated cells. The increase in ZnT3 expression seen in apoptotic cells following PDEP suggests a role for this zinc transporter in the apoptotic pathway, possibly through controlling zinc fluxes. As exposure to diesel exhaust particles is associated with asthma and apoptosis in airway cells, diesel exhaust particles may directly contribute to asthma by inducing epithelial cell death through apoptotic pathway.

Wastewater irrigation: the state of play

As demand for fresh water intensifies, wastewater is frequently being seen as a valuable resource. Furthermore, wise reuse of wastewater alleviates concerns attendant with its discharge to the environment. Globally, around 20 million ha of land are irrigated with wastewater, and this is likely to increase markedly during the next few decades as water stress intensifies. In 1995, around 2.3 billion people lived in water-stressed river basins and this could increase to 3.5 billion by 2025. We review the current status of wastewater irrigation by providing an overview of the extent of the practice throughout the world and through synthesizing the current understanding of factors influencing sustainable wastewater irrigation. A theme that emerges is that wastewater irrigation is not only more common in water-stressed regions such as the Near East, but the rationale for the practice also tends to differ between the developing and developed worlds. In developing nations, the prime drivers are livelihood dependence and food security, whereas environmental agendas appear to hold greater sway in the developed world. The following were identified as areas requiring greater understanding for the long-term sustainability of wastewater irrigation: (i) accumulation of bioavailable forms of heavy metals in soils, (ii) environmental fate of organics in wastewater-irrigated soils, (iii) influence of reuse schemes on catchment hydrology, including transport of salt loads, (iv) risk models for helminth infections (pertinent to developing nations), (v) microbiological contamination risks for aquifers and surface waters, (vi) transfer efficiencies of chemical contaminants from soil to plants, (vii) health effects of chronic exposure to chemical contaminants, and (viii) strategies for engaging the public.

Video reflection and the formation of teacher identity in a team of pre-service and experienced teachers

This paper discusses a project in which a team of pre-service and experienced teachers, following a teaching development model devised by the authors, reflected on videos of the pre-service teachers teaching literacy. Using a discourse analytic approach, the paper focuses on how teachers' joint reflection contributes to student teacher identity formation. Analysis suggests that reflection, at least in the talk of this team, is a language practice with a distinctive generic structure. Using this structure, participants jointly construct professional teacher identities for themselves and others through the key devices of representation, categorization, evaluation, individualization and inclusion.