Speculative fictions for understanding global change environments: two thought experiments

The purpose of a thought experiment, as the term was used by quantum and relativity physicists in the early part of the twentieth century, was not prediction (as is the goal of classical experimental science), but more defensible representations of present ‘realities’. Speculative fictions, from Mary Shelley's Frankenstein to the Star Wars cinema saga, can be read as sociotechnical thought experiments that produce alternative representations of present circumstances and uncertainties, and anticipate and critique possible futures. In this essay I demonstrate how two examples of popular speculative fictions, Frank Herbert's Dune (1965) and Ursula Le Guin's The Telling (2000), function as thought experiments that problematise global transitions in their respective eras. I argue that critical readings of such stories can help us to anticipate, critique, and respond constructively to social and cultural changes and change environments within nation-states that constitute, and are constituted by, global change processes and their effects.

Researching a whole-year EE program: some methodological issues

A P-12 school in regional Victoria has an environmental theme throughout its Year Four program with classes located in a purpose- built Environmental Centre in a separate location within the school’s grounds. The authors report here on a one-year case study of the grade four thematic integrated curriculum at the school. They reflect on and describe some of the methodological issues that arose during the interviews, direct observations, photography and video-recording. Some of the practical considerations associated with case-study methodology are discussed. The paper concludes with a summary of emerging substantive issues and a prospective view to further research.

Perceptions of barriers to numeracy

This paper reports on one of the initial stage in a project that aims to identify, describe, evaluate, and provide advice on aspects of classroom pedagogy that may act as barriers to the numeracy development of some primary students. The paper describes how focus groups were used and some of the outcomes of this process. Some concerns are discussed, and suggestions for improving the process are made. However, it is concluded that the focus group approach served the research purposes well.

Shaping practice: worksheets as social artefacts

Part of a broader research project on the development of mathematical understanding in primary classrooms, the research reported in this paper focused on how opportunities to learn about percentage in two classrooms were shaped by worksheets. The words in the text, the way that the teachers replicated these orally, a grid used to illustrate the concept of percentage, the genre of both mathematical and non-mathematical aspects of the worksheet's presentation, and the calculation methods presented were all potentially influential aspects. It is argued that the "knowledge" conveyed by the texts of the worksheets was distributed over a much wider field than the classrooms involved.

The positioning of mathematics in an environmental thematic curriculum

With a crowded curriculum, many primary schools attempt to integrate their key learning areas. One primary school in a large regional city has taken this a step further. Using the ’environment’ as the overarching theme, the key learning areas are interwoven into the teaching of the environment. This has presented some issues when attempting to teach English and Mathematics. These issues and the way the school and teachers solve them are documented in this case-study.

Hops, steps and jumps : mathematical progress in the early years

While curriculum frameworks ale major influences on learning, teachers know that children progress at different rates. Sometimes this is evident within a particular topic. and at other times more obvious across different topics. In this paper. we present the hops, steps, and jumps of numeracy learning of some 3000 Australian children. All were assessed using I Can Do Maths, and their achievements mapped to provide a detailed picture of how children hop, step and jump on their numeracy journey. This mapping provides teachers with infonnation about key hurdles to numeracy learning for Australian children.

c-Cbl-deficient mice have reduced adiposity, higher energy expenditure, and improved peripheral insulin action

Casitas b-lineage lymphoma (c-Cbl) is an E3 ubiquitin ligase that has an important role in regulating the degradation of cell surface receptors. In the present study we have examined the role of c-Cbl in whole-body energy homeostasis. c-Cb^-/- mice exhibited a profound increase in whole-body energy expenditure as determined by increased core temperature and whole-body oxygen consumption. As a consequence, these mice displayed a decrease in adiposity, primarily due to a reduction in cell size despite an increase in food intake. These changes were accompanied by a significant
increase in activity (2- to 3-fold). In addition, cc-Cb-/- mice displayed a marked improvement in whole-body insulin action, primarily due to changes in muscle metabolism. We observed increased protein levels of the insulin receptor (4-fold) and uncoupling protein-3 (2-fold) in skeletal muscle and a significant increase in the phosphorylation of AMP-activated protein kinase and acetyl-CoA carboxylase. These fmdings suggest that c-Cbl plays an integral role in whole-body fuel homeostasis by regulating whole-body energy expenditure and insulin action.

Identification of genes differentially regulated by the P210 BCR/ABL1 fusion oncogene using cDNA microarrays

Objective: The t(9;22) translocation is associated with more than 95% of cases of chronic myeloid leukemia. The resulting fusion of the BCR and ABL1 loci produces the constitutively active BCR/ABL1 tyrosine kinase. A wide range of signal transduction molecules are activated by BCR/ABL1, including MYC, PI-3 kinase, and different STAT molecules. In contrast, relatively few genes are known to be regulated by BCR/ABL1 at the level of transcription.

Materials and Methods: In an effort to better understand the transcriptional program activated by BCR/ABL1, we used cDNA microarrays to evaluate the relative expression of approximately 6450 human genes in U937 myelomonocytic cells expressing P210 BCR/ABL1 via a tetracycline-inducible promoter.

Results: We confirmed the previously reported up-regulation of the PIM1 and JUN oncogenes by BCR/ABL1. In addition, we identified 59 more genes up-regulated by BCR/ABL1. Interestingly, roughly one third of these were genes previously reported to be interferon (IFN)-responsive, including the OAS1, IFIT1, IFI16, ISGF3G, and STAT1 genes. An additional seven BCR/ABL1-regulated genes were found to be IFN-responsive in U937 cells. The expression profile also included genes encoding transcription factors, kinases, and signal transduction molecules, as well as genes regulating cell growth, differentiation, apoptosis, and cell adhesion, features previously suggested to be affected by BCR/ABL1.

Conclusion: These observations shed novel insight into the mechanism of BCR/ABL1 action and provide a range of targets for further investigation.

Maine and the Hartford Convention: The Impact of the War of 1812 on the Politics of Maine and Massachusetts

The question of why the New England Federalists failed to force a confrontation with the national government has been a continuing historical controversy. I feel that the vigorous stance of the New England Democratic-Republicans particularly in Maine (then a part of Massachusetts), to radical Federalist schemes acted to restrain their opponents. In the final analysis my argument is that New England could not act without Maine. To paraphrase Federalist George Herbert of Ellsworth, on such a slender thread do the destinies of nations hang.

The China threat : perceptions, myths and reality

"Since the end of the Cold War, one of the most significant debates in international relations has been the question of whether the rise of China as a major economic, political and military power will be a force for stability or instability in the international system and the East Asian region. Forceful arguments have been put forward on both sides."
"This book examines perceptions of the 'China Threat', and governments' policies in response to the perceived threat in a wide range of countries, including the United States, Russia, Europe, Japan, South Asia, South-East Asia and the Middle East, as well as the perceptions of the Chinese themselves. For each country current security concerns and policies, especially the policy of engagement, are examined in detail, and future prospects for relations with China are assessed. As the Bush administration in Washington increasingly focuses on China as a 'strategic competitor' and Sino-US-relations become increasingly tense, the 'China Threat' issue has come to dominate the security agenda in the Asia-Pacific region, and now poses the biggest foreign policy challenge of the twenty-first century."

Democracy, global transitions, and education : using speculative fictions as thought experiments in anticipatory critical inquiry

The purpose of a thought experiment, as the term was used by quantum and relativity physicists in the early part of the twentieth century, was not prediction (as is the goal of classical experimental science), but more defensible representations of present 'realities'. Indeed, one of the best-known examples of a thought experiment ('Schrodinger's cat') demonstrates the impossibility of prediction at the quantum level. Speculative fictions, from Mary Shelley's Frankenstein to the Star Wars saga, can be read as socio-technical thought experiments that can help us to apprehend and comprehend present 'realities' and uncertainties, and to anticipate and critique possible futures. In this paper I will demonstrate how two examples of popular speculative fictions, Frank Herbert's Dune (1965) and Ursula Le Guin's The Telling (2000), can be read as thought experiments that describe problematic aspects of contemporary social and cultural transformations. I will argue that critical and deconstructive readings of these novels can help us to produce anticipatory critiques of possible ways in which democratic institutions are being transformed by globalisation. I will conclude by considering the implications of such anticipatory critiques for generating questions, problems and issues in educational inquiry and for choosing appropriate methodologies for investigating them.