Teaching the teachers Aboriginal studies : illuminating successful strategies

The study was commissioned by the Department of Education, Science and Training (DEST) under its Indigenous Education Strategic Initiatives Programme (IESIP). The project goals were supported by the New South Wales Aboriginal Education Consultative Group Inc.; New South Wales Teachers Federation, New South Wales Primary Principals' Association; New South Wales Department of Education and Training (NSW DET); the national Aboriginal Studies Association; and the Australian Council of Deans of Education. This paper reports on the qualitative component of the study (Craven, Halse, Marsh, Mooney & Wilson-Miller, in press a, in press b). The qualitative component of the project consists of in-depth interviews with Heads of Schools, Directors of Aboriginal Education Units and teacher educators and includes three Case Studies. Fifteen institutions in Australia offer Aboriginal Studies as a core, perspective or elective program in Primary Teacher Education Courses in Australia. Of these institutions seven institutions from four States responded to the invitation to participate in the study. From these institutions three were engage to submit a case study of their institution as they had demonstrated that they had successfully introduced core Aboriginal Studies teacher units in their course. This paper presents the findings and discusses teaching Aboriginal Studies, its inclusion in curriculum and its worth for fostering reconciliation between Aboriginal and non-Aboriginal Australians within universities, schools and the wider community.

The use of molecular and morphological characters to resolve the taxonomic identity of cryptic species : the case of Miniopterus manavi (Chiroptera, Miniopteridae)

Based on recent molecular phylogenetic studies, the Old World bat family Miniopteridae, composed of species in the genus Miniopterus, has been shown to contain complex paraphyletic species, many of which are cryptic based on convergent morphological characters. Herein we resolve the phylogenetic relationships and taxonomy of the species complex M. manavi on Madagascar and in the Comoro Archipelago, where these animals occur in different bioclimatic zones. First using mitochondrial cytochrome-b sequence data to define clades and then morphology to corroborate the molecular data, including comparisons to type specimens, we demonstrate that animals identified as this taxon are a minimum of three species: M. manavi sensu stricto occurs in at least the central portion of the Central Highlands; M. griveaudi has a broad distribution in lowland northern and central western Madagascar and the Comoros (Anjouan and Grande Comore), and M. aelleni sp. n. has been found in northern and western Madagascar and the Comoros (Anjouan). In each case, these three clades were genetically divergent and monophyletic and the taxa are diagnosable based on different external and craniodental characters. One aspect that helped to define the systematics of this group was isolation of DNA from one of the paratypes of M. manavi collected in 1896 and new topotypic material. Miniopterus manavi is most closely allied to a recently described species, M. petersoni. At several localities, M. griveaudi and M. aelleni have been found in strict sympatry, and together with M. manavi sensu stricto show considerable convergence in morphological characters, but are not immediate sister taxa. In defining and resolving the systematics of cryptic species, such as miniopterid bats, the process of defining clades with molecular tools, segregating the specimens accordingly, and identifying corroborative morphological characters has been notably efficient.

The teacher’s role in promoting online peer group learning

Teachers have a major responsibility to engage students online for successful learning in online distance education programs. Identifying key aspects of the teachers’ role is important. The study reported in this paper investigated an online course for paramedic students. Data were collected from the teachers and students and their online interactions were observed. The study has shown that students’ message posting is likely to be related to the cognitive demand and accessibility of discussion tasks that staff design and the quality of teacher facilitation of discussion.

The online identity : towards a hermeneutic phenomenological approach

In order to better understand how artists working in countercultural or ‘fringe’ creative practice use social media to create online persona I am using a hermeneutic phenomenological approach to investigate the lived experience of both online and offline persona creation by tattoo artists, street artists, craftivists, and slam poets. The use of phenomenology to investigate artists’ lived experience is particularly appropriate, as ‘artists are involved in giving shape to their lived experience, the products of art are, in a sense, lived experienced transformed into transcended configurations’ (Van Manen 2006: 74). This paper will outline the methodological underpinnings of this project, using these underpinnings to explore the benefits offered by phenomenology to internet studies.

Understanding how people use online social media sites to construct personas can benefit greatly from understanding the lived experience of those who use these technologies, the decisions they make in persona construction, and the online/offline, public/private continuums. A phenomenological approach ‘seeks to revel and richly portray the nature of human phenomena and the experiences of those who live through them’ (Grace & Ajjawi 2010: 197) and offers both the researchers and the participants a way to interrogate and interpret the experience of constructing online personas. A phenomenological approach allows for ‘an intimate awareness and deep understanding’ (Saldana, Leavy & Bertvas 2011: 8) of the experience of persona construction in online and offline spaces, and could equally be used to interrogate other aspects of internet use. 

The Jacobi identity for Dirac-like brackets

For redundant second-class constraints the Dirac brackets cannot be defined and new brackets must be introduced. We prove here that the Jacobi identity for the new brackets must hold on the surface of the second-class constraints. In order to illustrate our proof we work out explicitly the cases of a fractional spin particle in 2 + 1 dimensions and the original Brink-Schwarz massless superparticle in D = 10 dimensions in a Lorentz-covariant constraints separation.

Light-front zero-mode contribution to the Ward Identity

In a covariant gauge we implicitly assume that the Green's function propagates information from one point of the space-time to another, so that the Green's function is responsible for the dynamics of the relativistic particle. In the light front form one would naively expect, that this feature would be preserved. In this manner, the fermionic field propagator can be split into a propagating piece and a non-propagating (contact) term. Since the latter (contact) one does not propagate information; and therefore, supposedly can be discarded with no harm to the field dynamics we wanted to know what would be the impact of dropping it off. To do that, we investigated its role in the Ward identity in the light front. Here we use the terminology Ward identity to identify the limiting case of photon's zero momentum transfer in the vertex from the more general Ward-Takahashi identity with nonzero momentum transfer.

Educational Journey on the Teachers' Narrative

Initial and continuous education for teachers has been studied at Group of Studies and Research on Language, Teaching and Teachers’ narrative (GEPLENP in Portuguese). In order to do so, we use teacher’s narratives from public schools in Assis/SP. Narrative researches have been very widely spread either in Brazil or in any other country. Meaningful papers have shown how important the topic is as well as the method used. This research tries to identify teachers’ social representations, which result from historic, cultural and time constitutions in order to get close to group of teachers’ representations about their initial and continuous education. The individual and singular narrative method gives us the opportunity to access the history told by the participants. The results point out that initial education promotes the opposition between theory and praxis and use of tool is highlighted in continuous education, which limits possibilities of teachers’ reflection on their own school role thus evidencing institutional interests.

The ethnolinguistic identity of the domesticators of Asian rice

Linguistic palaeontology permits the identification of two language families whose linguistic ancestors pose the likeliest candidates for the original domesticators of rice, viz. Hmong-Mien and Austroasiatic. In the 2009 model, the ancient Hmong-Mien was identified as the primary domesticators of Asian rice, and the ancient Austroasiatics as the secondary domesticators. Recent rice genetic research leads to the modification of this model for rice domestication, but falls short of identifying the original locus of rice domestication. At the same time, the precise whereabouts of the Austroasiatic homeland remains disputed. Linguistic evidence unrelated to rice agriculture has been adduced to support a southern homeland for Austroasiatic somewhere within the Bay of Bengal littoral. The implications of new rice genetic research are discussed, the linguistic palaeontological evidence is reassessed, and an enduring problem with the archaeology of rice agriculture is highlighted.