White teachers at a discursive crossroad

This study explored the way white teachers speak about Indigenous students and communities. The accounts of teachers working in eight schools across Australia were analysed using Foucauldian discourse analysis. The research found that deficit and colour-blind discourses dominate the ways that white teachers "know" Indigenous students and families. The data indicates that colour-blind and compensatory pedagogies are employed heavily by teachers working with Indigenous students, and highlights the complexities and tensions that exist in schools. Although there is evidence of some disruption to dominant discourses, teachers' discursive resources are limited in terms of imagining and enacting more equitable pedagogies.

Reference List: Accessibility Text Tutorial

List of references in Harvard format for the accessibility text tutorial created by Denis's Angels.

Bestimmung der spektralen Empfindlichkeit eines Bewegungsdetektors auf der Basis von Zapfenerregungen beim Menschen

Die Detektion von Bewegung stellt eine der fundamentalsten Fähigkeiten der visuellen Wahrnehmung dar. Um zu klären, ob das System zur Bewegungswahrnehmung Eingang nur durch einen Zapfentyp erhält, oder ob eine Kombination von verschiedenen Zapfentypen vorliegt, wurde eine rotierende zwei-armige archimedische Spiralscheibe verwendet (reale Bewegung), bei der sich Spirale und Hintergrund farblich unterschieden. Durch Veränderung der Intensität farbiger Leuchtstoffröhren konnte eine Beleuchtungssituation geschaffen werden, bei der die (radiale) Bewegung der Spirale nicht mehr wahrgenommen werden konnte, obwohl Spirale und Hintergrund farblich verschieden waren. Die Bestimmung der Zapfenerregungen im 3-D Rezeptorraum ließ einen Beitrag sowohl des L– als auch des M-Zapfens bei normalsichtigen Trichromaten (dominiert durch L), jedoch einen alleinigen Beitrag des M-Zapfens bei Protanopen erkennen. Die Ermittlung der spektralen Empfindlichkeit basierend auf einer Vektor Analyse im 3D-Rezeptorraum zeigte schließlich, dass dem neuronalen Bewegungsdetektor ein additiver Beitrag des L- und M-Zapfens, in Übereinstimmung mit der Hellempfindlichkeitsfunktion (Vλ), zugrunde liegt. Als Ergebnis schreiben wir die Detektion von Objektbewegung einem farbenblinden Mechanismus zu. Es ist sehr wahrscheinlich, dass der Magnozelluläre-Kanal das neuronale Substrat dieses Bewegungsdetektors repräsentiert.

Untersuchungen zum Sehen von bewegten Objekten beim Goldfisch (Carassius auratus)

In der vorliegenden Arbeit wurde das Objektbewegungssehen des Goldfischs betrachtet. Zuerst musste eine geeignete Methode gefunden werden, diese Form der Bewegungswahrnehmung untersuchen zu können, da bisherige Experimente zum Bewegungssehen beim Goldfisch ausschließlich mit Hilfe der optomotorischen Folgereaktion gemacht wurden. Anschließend sollte die Frage geklärt werden, ob das Objektbewegungssehen genau wie das Bewegungssehen einer Großfeldbewegung farbenblind ist und welcher Zapfentyp daran beteiligt ist. Die Verwendung eines Zufallpunktmusters zur Dressur auf ein bewegtes Objekt hat sich als äußert erfolgreich herausgestellt. Diese Methode hat den Vorteil, dass sich die Versuchstiere ausschließlich aufgrund der Bewegungsinformation orientieren können. In den Rot-Grün- und Blau-Grün-Transferversuchen zeigte sich, dass das Objektbewegungssehen beim Goldfisch farbenblind ist, aber erstaunlicherweise nicht vom L-Zapfen vermittelt wird, sondern wahrscheinlich vom M-Zapfen. Welchen Vorteil es haben könnte, dass für die verschiedenen Formen der Bewegungswahrnehmung verschiedene Eingänge benutzt werden, kann mit diesen Versuchen nicht geklärt werden. Farbenblindheit des Bewegungssehens scheint eine Eigenschaft visueller Systeme allgemein zu sein. Beim Menschen ist diese Frage im Moment noch nicht geklärt und wird weiterhin diskutiert, da es sowohl Experimente gibt, die zeigen, dass es farbenblind ist, als auch andere, die Hinweise darauf geben, dass es nicht farbenblind ist. Der Vorteil der Farbenblindheit eines bewegungsdetektierenden visuellen Systems zeigt sich auch in der Technik beim Maschinen Sehen. Hier wird ebenfalls auf Farbinformation verzichtet, was zum einen eine Datenreduktion mit sich bringt und zum anderen dazu führt, dass korrespondierende Bildpunkte leichter gefunden werden können. Diese werden benötigt, um Bewegungsvektoren zu bestimmen und letztlich Bewegung zu detektieren.

Eye for an eye

Artist David Lyons and computer scientist David Flatla work collaboratively to create art that intentionally targets audiences of varying visual abilities mediated through smart device interfaces. Conceived as an investigation into theories and practices of visual perception, they explore the idea that artwork can be intentionally created to be experienced differently dependent on one’s visual abilities. They have created motion graphics and supporting recolouring and colour vision deficiency (CVD) simulation software. Some of the motion graphics communicate details specifically to those with colour blindness/CVD by containing moving imagery only seen by those with CVD. Others will contain moving images that those with typical colour vision can experience but appear to be unchanging to people with CVD. All the artwork is revealed for both audiences through the use of specially programmed smart devices, fitted with augmented reality recolouring and CVD simulation software. The visual elements come from various sources, including the Ishihara Colour Blind Test, movie marques, and game shows. The software created reflects the perceptual capabilities of most individuals with reduced colour vision. The development of the simulation software and the motion graphic series are examined and discussed from both computer science and artistic positions.

Our benevolent institutions : a discourse occasioned by the death of Julius R. Friedlander, Principal of the Pennsylvania Institution for the Blind, and delivered, Sunday, March 24, 1839 /

Mode of access: Internet.

A reflective model for colour studies learning

In a university context how should colour be taught in order to engage students? Entwistle states, ‘What we learn depends on how we learn, and why we have to learn it.’ Therefore, there is a need to address the accumulating evidence that highlights the effects of learning environments on the quality of student learning when considering colour education. It is necessary to embrace the contextual demands while ensuring that the student knowledge of colour and the joy of discovering its characteristics in practice are enhanced. Institutional policy is forcing educators to re-evaluate traditional studio’s effectiveness and the intensive 'hands-on' interactive approach that is embedded in such an approach. As curriculum development involves not only theory and project work, the classroom culture and physical environment also need to be addressed. The increase in student numbers impacting the number of academic staff/student ratio, availability of teaching support as well as increasing variety of student age, work commitments, learning styles and attitudes have called for positive changes to how we teach. The Queensland University of Technology’s restructure in 2005 was a great opportunity to re-evaluate and redesign the approach to teaching within the design units of Interior Design undergraduate program –including colour. The resultant approach “encapsulates a mode of delivery, studio structure, as well as the learning context in which students and staff interact to facilitate learning”1 with a potential “to be integrated into a range of Interior Design units as it provides an adaptive educational framework rather than a prescriptive set of rules”.

What is that place? Observations of the impact of environment colour through photographic analysis

Isolating the impact of a colour, or a combination of colours, is extremely difficult to achieve because it is difficult to remove other environmental elements such as sound, odours, light, and occasion from the experience of being in a place. In order to ascertain the impact of colour on how we interpret the world in day to day situations, the current study records participant responses to achromatic scenes of the built environment prior to viewing the same scene in colour. A number of environments were photographed in colour or copied from design books; and copies of the images saved as both colour and black/grey/white. An overview of the study will be introduced by firstly providing examples of studies which have linked colour to meaning and emotions. For example, yellow is said to be connected to happiness1 ; or red evokes feelings of anger2 or passion. A link between colour and the way we understand and/or feel is established however, there is a further need for knowledge of colour in context. In response to this need, the current achromatic/chromatic environmental study will be described and discussed in light of the findings. Finally, suggestions for future research are posed. Based on previous research the authors hypothesised that a shift in environmental perception by participants would occur. It was found that the impact of colour includes a shift in perception of aspects such as its atmosphere and youthfulness. Through studio-class discussions it was also noted that the predicted age of the place, the function, and in association, the potential users when colour was added (or deleted) were often challenged. It is posited that the ability of a designer (for example, interior designer, architect, or landscape architect) to design for a particular target group—user and/or clients will be enhanced through more targeted studies relating colour in situ. The importance of noting the perceptual shift for the participants in our study, who were young designers, is the realisation that colour potentially holds the power to impact on the identity of an architectural form, an interior space, and/or particular elements such as doorways, furniture settings, and the like.

Double blind : women as creative practice-led researchers

While the productive relationship between praxis and feminist research has been well established, the situation is more complicated for female artist/researchers in the fraught field of creative practice-led research. Firstly, their research is being conducted in the context of ongoing debate, as Andrea Phillips has summarized, over whether practice-led research has been embraced in order to potentially produce emancipatory knowledge, or whether it is simply the rationalization and quantification of creative processes. Secondly, there is a pervasive paradox whereby, rather than feeling empowered by the process of critical and reflective self-analysis, many women are inhibited by enduring insecurities about the value of their work and/or their ownership of it. The reasons for this appear to be twofold: they are disheartened by the ongoing disproportion of successful women artists, and they are intimidated by the fundamentally masculine discourse surrounding research in the university. Many of these anxieties appear to have been exacerbated by the research quality assessment process, the Excellence in Research for Australia Initiative (ERA). This collaborative paper draws on the authors' experiences as both artist-researchers and educators to contextualize this paradox and also discuss what forms of praxis intervention may be useful in the preparation for, and supervision of, creative practice-led research by women.

Effectiveness of 6% hydrogen peroxide concentration for tooth bleaching-A double-blind, randomized clinical trial

The aim of this clinical randomized double-blind split-mouth study was to assess the effectiveness of a 6% hydrogen peroxide with nitrogen-doped titanium dioxide light activated bleaching agent. 31 patients were treated with: one upper hemiarcade with a 35% hydrogen peroxide bleaching agent and the other hemiarcade with a 6% hydrogen peroxide. Two applications were completed each treatment session and three sessions were appointed, with one week interval between them. Tooth colour was registered each session and 1 week and 1 months after completing the treatment by spectrophotometer, registering parameters L*, a* and b*, and subjectively using VITA Classic guide. Tooth sensitivity was registered by VAS and patient satisfaction and self-perception result was determined using OHIP-14. Tooth colour variation and sensitivity were compared between both bleaching agents. Both treatment showed a change between baseline colour and all check-points with a ΔE=5.57 for 6% and of ΔE=7.98 for the 35% one month after completing the (p<0.05). No statistical differences were seen when subjective evaluations were compared. Also, no differences were seen in tooth sensitivity between bleaching agents. OHIP-14 questionnaire demonstrated a significant change for all patients after bleaching. A 6% hydrogen peroxide with nitrogen-doped titanium dioxide light activated agent is effective for tooth bleaching, reaching a ΔE of 5.57 one month after completing the treatment, with no clinical differences to a 35% agent neither in colour change or in tooth sensitivity. A low concentration hydrogen peroxide bleaching agent may reach good clinical results with less adverse effects.

The golden sunset; or, the homeless blind girl /

"Discourse on the life and character of Joseph Brown Smith" by John Heywood : p. [147]-169.

Logics of marginalisation in health and social care reform:integration, choice, and provider-blind provision

The period 2010–2013 was a time of far-reaching structural reforms of the National Health Service in England. Of particular interest in this paper is the way in which radical critiques of the reform process were marginalised by pragmatic concerns about how to maintain the market-competition thrust of the reforms while avoiding potential fragmentation. We draw on the Essex school of political discourse theory and develop a ‘nodal’ analytical framework to argue that widespread and repeated appeals to a narrative of choice-based integrated care served to take the fragmentation ‘sting’ out of radical critiques of the pro-competition reform process. This served to marginalise alternative visions of health and social care, and to pre-empt the contestation of a key norm in the provision of health care that is closely associated with the notions of ‘any willing provider’ and ‘any qualified provider’: provider-blind provision.