STATISTICAL TEST FOR GENOTYPE AND ENVIRONMENT CONTRIBUTION IN THE GENOTYPES x ENVIRONMENTS INTERACTION MATRIX

The objective of the present work was to propose a method for testing the contribution of each level of the factors in a genotypes x environments (GxE) interaction using multi-environment trials analyses by means of an F test. The study evaluated a data set, with twenty genotypes and thirty-four environments, in a block design with four replications. The sum of squares within rows (genotypes) and columns (environments) of the GxE matrix was simulated, generating 10000 experiments to verify the empirical distribution. Results indicate a noncentral chi-square distribution for rows and columns of the GxE interaction matrix, which was also verified by the Kolmogorov-Smirnov test and Q-Q plot. Application of the F test identified the genotypes and environments that contributed the most to the GxE interaction. In this way, geneticists can select good genotypes in their studies.

Immersive interfaces for art education teaching and learning in mixed reality virtual and real world environments

Selected ubiquitous technologies encourage collaborative participation between higher education students and educators within a virtual socially networked e-learning landscape. Multiple modes of teaching and learning, ranging from real world experiences, to text and digital images accessed within the Deakin Studies Online learning management system and a constructed virtual world in which the user’s creative imagination transports them to the “other side” of their computer screens is discussed in this paper. These constructed environments support interaction between communities of learners and enable multiple simultaneous participants to access graphically built 3D environments, interact with digital artifacts and various functional tools and represent themselves through avatars, to communicate with other participants and engage in collaborative art learning. A narrative interpretative research approach was used to profile the 21st century higher education student learner, to investigate the lived experience and multiple art learning perspectives documented in student visual journal entries and art educator observations to ascertain if an e-technology rich augmented learning environment resulted in the establishment of more effective e-learning communities of practice.

Immersive interfaces for art education teaching and learning in virtual and real world learning environments

Regulation to create environments conducive to physical activity : understanding the barriers and facilitators at the Australian State Government level

Introduction Policy and regulatory interventions aimed at creating environments more conducive to physical activity (PA) are an important component of strategies to improve population levels of PA. However, many potentially effective policies are not being broadly implemented. This study sought to identify potential policy/regulatory interventions targeting PA environments, and barriers/facilitators to their implementation at the Australian state/territory government level.

Methods In-depth interviews were conducted with senior representatives from state/territory governments, statutory authorities and non-government organisations (n = 40) to examine participants': 1) suggestions for regulatory interventions to create environments more conducive to PA; 2) support for preselected regulatory interventions derived from a literature review. Thematic and constant comparative analyses were conducted.

Results Policy interventions most commonly suggested by participants fell into two areas: 1) urban planning and provision of infrastructure to promote active travel; 2) discouraging the use of private motorised vehicles. Of the eleven preselected interventions presented to participants, interventions relating to walkability/cycling and PA facilities received greatest support. Interventions involving subsidisation (of public transport, PA-equipment) and the provision of more public transport infrastructure received least support. These were perceived as not economically viable or unlikely to increase PA levels. Dominant barriers were: the powerful ‘road lobby’, weaknesses in the planning system and the cost of potential interventions. Facilitators were: the provision of evidence, collaboration across sectors, and synergies with climate change/environment agendas.

Conclusion This study points to how difficult it will be to achieve policy change when there is a powerful ‘road lobby’ and government investment prioritises road infrastructure over PA-promoting infrastructure. It highlights the pivotal role of the planning and transport sectors in implementing PA-promoting policy, however suggests the need for clearer guidelines and responsibilities for state and local government levels in these areas. Health outcomes need to be given more direct consideration and greater priority within non-health sectors.

Immersive interfaces for art education teaching and learning in virtual and real world learning environments

Selected ubiquitous technologies encourage collaborative participation between higher education students and educators within a virtual socially networked e-learning landscape. Multiple modes of teaching and learning, ranging from real world experiences, to text and digital images accessed within the Deakin Studies Online learning management system and a constructed virtual world in which the user's creative imagination transports them to the “other side” of their computer screens is discussed in this paper. These constructed environments support interaction between communities of learners and enable multiple simultaneous participants to access graphically built 3D environments, interact with digital artifacts and various functional tools and represent themselves through avatars, to communicate with other participants and engage in collaborative art learning. A narrative interpretative research approach was used to profile the 21st century higher education student learner, to investigate the lived experience and multiple art learning perspectives documented in student visual journal entries and art educator observations to ascertain if an e-technology rich augmented learning environment resulted in the establishment of more effective e-learning communities of practice.

"I can sit on the beach and punt through my mobile phone" : the influence of physical and online environments on the gambling risk behaviours of young men.

Gambling is rapidly emerging as an important public health issue, with gambling products causing considerable health and social harms to individuals, families and communities. Whilst researchers have raised concerns about online wagering environments, few studies have sought to explore how factors within different gambling environments (both online and land-based) may be influencing the wagering, and more broadly the gambling risk behaviours of young men. Using semi-structured interviews with 50 Australian men (20-37 years) who gambled on sport, we explored the ways in which online and land-based environments may be risk-promoting settings for gambling. This included the appeal factors associated with gambling in these environments, factors that encouraged individuals to gamble, and factors that encouraged individuals to engage in different, and more harmful types of gambling. Interviews were conducted over the course of a year (April 2015 - April 2016). We identified a number of situational and structural factors that promoted risky gambling environments for young men. In the online environment, gambling products had become exceedingly easy to access through mobile technologies, with young men subscribing to multiple accounts to access industry promotions. The intangibility of money within online environments impacted upon risk perceptions. In land-based environments, the social rituals associated with peer group behaviour and sport influenced risky patterns of gambling. The presence of both gambling and alcohol in pub environments led individuals to gamble more than they normally would, and on products that they would not normally gamble on. Land-based venues also facilitated access to multiple forms of gambling under the one roof. We identified a number of factors in both land and online environments that when combined, created risk-promoting settings for gambling among young men. By exploring these contextual conditions that give rise to gambling harm, we are better able to advocate for effective public health responses in creating environments that prevent harmful gambling.

Principals as architects of formal mentoring programs in schools

An important responsibility of principals in schools is fostering a healthy learning-rich environment for both staff and students. Previous research (Duignan & Gurr, 2008; Ehrich, 1998; Leithwood & Day, 2007; Nias, Southworth, & Campbell, 1992) has shown that effective principals create opportunities for teachers to learn with and from each other. For instance, they are involved in establishing supportive structures and creating environments for collaboration and learning to take place (Leithwood & Day, 2007). They do this in a variety of ways such as providing resources and professional development opportunities, structuring time for staff to learn and work together, and establishing a host of other conditions to facilitate learning and sharing.

Ecological sustainability : what role for public health education?

This article explores the notion of ecological sustainability in the context of public health education and the contribution Universities can make in creating environments that include ecologically sustainable practices. It considers the important role of environmental health in building a sustainable future for the population as a central plank of public health. It presents the evidence for the need for comprehensive approaches to ecological sustainability within the University and offers suggestions about how this can take place. It concludes by arguing that to date there is a substantial gap between the rhetoric and the reality in the University context.

An investigation of problem-solving support and relaxation motivations on e-WOM

As a consequence of greater computer-mediated consumer-to-consumer communication within the firm's marketing communications, there has been a growing need to understand these digital interactions more explicitly. That is, we still know little about the exact extrinsic and intrinsic motivations that drive electronic word-of-mouth. The purpose of the paper is to better understand why members within community-based websites develop a need to exchange and/or develop a social bond within the community. Questionnaire data were gathered from 147 members of an online beauty forum in Australia. The findings highlight that those members seeking problem-solving support in combination with elements of relaxation will be more inclined to exchange with other community members and develop a social bond within that community. Marketing managers can capitalise these findings by strengthening problem-solving support systems and creating environments where community members can also relax and unwind to increase the exchange between members and also increase the social bonds within the community.

不同膜脂环境中PSII核心复合物和外周天线之间的功能关系

光合作用过程中光能的吸收、传递和转化都是在类囊体膜中进行的，它是由脂质双层膜和色素蛋白复合物构成的。光系统II（PSII）是存在于类囊体膜中的多亚基色素蛋白复合物，主要功能是吸收光能，进行光诱导的电荷分离，产生电子传递并催化水的光解。光系统II捕光天线复合物（LHCII）与PSII核心复合物结合形成的PSII-LHCII超分子复合物，是PSII在体内的基本结构和功能单元，这一结构保证了LHCII吸收的能量快速有效的传递到PSII反应中心，进行原初光化学反应。膜脂与膜蛋白的相互作用在调节PSII-LHCII超分子复合物各亚基之间的结构和功能方面起着重要作用，而在类囊体膜脂中，非双层脂单半乳糖甘油二脂（MGDG）含量最多，约占50%，在光合膜蛋白的结构和功能中具有重要作用。 本论文利用脂质体重组等技术研究了LHCII和放氧核心超分子复合物（OECC）之间的功能关系，MGDG的作用以及微量天线的功能。主要结果如下： 1. MGDG能和Chl a、PC或其它类囊体膜脂一起与PSII蛋白构建蛋白脂质体，脂质体形状较规则统一，基本呈圆球状，阻止了MGDG反六角相结构的形成。脂质体的直径大小在100-500 nm之间，属于小单层脂质体。PSII膜蛋白LHCII和OECC能在MGDG脂质体中实现重组，形成LHCII-OECC超分子复合物，在结构上相互偶联，LHCII-OECC蛋白颗粒直径在15-25 nm之间。LHCII吸收的能量能够传递到核心复合物OECC中，形成功能上的偶联，而且LHCII的结合增加了功能天线的大小和捕光截面积，从而提高了PSII的光化学活性。 2. MGDG对蛋白脂质体的结构和功能有影响。低温荧光发射光谱和PSII光化学活性的结果显示，MGDG影响了PSII复合物色素和蛋白的存在状态；MGDG能增强LHCII和OECC之间的相互作用，促进能量从LHCII到核心复合物的传递，提高PSII的光化学活性。 3. MGDG促进类囊体膜脂和PC-MGDG蛋白脂质体的放氧活性的原因不同。在类囊体膜脂脂质体中，MGDG主要通过膜蛋白疏水部分的横向压力增加PSII偶合的天线量，提高PSII的光化学活性；而在PC-MGDG蛋白脂质体中，MGDG不能加强PSII与天线的偶合，可能是通过MGDG与LHCII的相互作用，增加PSII的光化学活性。 4. 微量天线不是大量天线和核心复合物重组和相互作用所必需的，但微量天线的存在，能促进大量天线与PSII核心复合物之间的能量传递和放氧活性，大量天线与PSII核心复合物之间的偶联作用得到增强。而且蛋白脂质体放氧活性的证据表明，MGDG能促进微量天线的这种作用。

虚拟环境下基于语义的三维交互技术

自然、高效的三维交互技术是虚拟现实系统成功应用的关键．现有的交互技术主要是从几何层次上考虑如何有效实现交互任务，而对面向高层应用的交互任务的支持还不够．借鉴人类在真实世界中的认知原理，虚拟环境中的交互对象不仅具有外观意义上的几何属性，而且包含了与交互有关的规则、约束和供给等语义属性，这些虚拟对象称为语义对象．在系统导航、对象选择／操作等交互任务的执行中，通过语义对象可以实现高层交互语义的封装和解析．从应用角度提高交互技术的效率和可用性，为用户提供“直接操纵”之上的面向高层语义的交互隐喻．屏蔽交互技术的底层实现细节，使用户专注于应用领域相关的高层交互控制。

Os ambientes artísticos interativos na inclusão de alunos com necessidades educativas especiais

Com o objetivo de sublinhar a habilidade e o direito à criação do indivíduo com necessidades especiais este projeto deriva da beleza do território da arte e dos paradigmas de interação e imersão, hoje potencializados pelo feedback multimodal e multissensorial dos ambientes multimédia responsivos. Enfatizando o atual contexto da escola inclusiva, este estudo teve lugar num estabelecimento de ensino, em Portugal, envolvendo um grupo de alunos com Necessidades Educativas Especiais — NEE — de Currículo Específico Individual — CEI. Num contexto real, intentámos avaliar que tipo de impacto poderão ter os ambientes artísticos interativos nestes alunos, enquanto meio de autoexpressão e de inclusão. O estudo realizado assumiu um carácter exploratório. Special INPUT foi o conceito proposto por diferentes ambientes e abordagens de interação, implementados em sessões individuais com os participantes, que permitiu observar e promover, sob um contexto artístico, as habilidades intelectual, emocional, de personalidade, interpessoal, intrapessoal, psicomotora e, artística. Conceptualizámos, prototipámos e implementámos oito ambientes interativos, artísticos e lúdicos, que enfatizaram de formas diversas a experiência imersiva mediada pela técnica. Daí emergiram três grupos de ambientes – Special SOUND, Special MOVEMENT e Special ME – que intentaram promover nestes alunos a descoberta de si mesmos através do input de som, movimento e/ou vídeo processados em tempo real. O feedback visual e/ou sonoro visou o “engajamento lúdico” e a “ressonância estética” enquanto meios de descoberta e desenvolvimento da habilidade e valor pessoais. Numa perspetiva de diferenciação e individualização curricular, reconhecemos as vantagens dos ambientes artísticos interativos na inclusão de alunos com NEE, tendo-se observado um impacto positivo derivado da autoria e do controlo propiciados aos participantes nestes contextos. Hoje, a possibilidade de recorrer ao multimédia e a toda uma panóplia de interfaces não invasivas, explorando a poética de som e imagem interativos, em contexto artístico, inspira abordagens originais, centradas na pessoa, atentando às potencialidades e plasticidades das vigentes ferramentas de autor para a programação de interação, promovendo a dignificação da diferença, a autoexpressão e sensibilidade individuais, e os processos de autoobservação, autodescoberta e autoconsciência da capacidade expressiva que promovem a ideia positiva do “self” e o desenvolvimento de diferentes aptidões pessoais.

Social Organization on the Web: How Sex workers Rights Organizations Engage in Activism and Advocacy Work Online

The purpose of this study was to examine how sex workers rights organizations use their websites as a site of activist and advocacy work and ask (i) how do various organizations conceptualize sex work on their websites, and to what extent do they incorporate an intersectional feminist perspective? (ii) what communication strategies are used by the four organizations to target audiences in the viewing public? (iii) what audiences do the four websites target? (iv) how do the four organizations discuss successes and challenges on their websites? (v) in what ways do sex worker right organizations use websites to further their goals? The websites of Maggie’s, POWER, and Stella attempt to embrace an intersectional feminist perspective of sex work, while PACE does not. The four organizations strategically use their websites to target audiences with diverse needs, specifically through advocacy efforts in educating the general public about the legitimacy of sexual labour. Additionally, to increase the use of the websites by sex workers, using social media platforms, such as Facebook and Twitter augment the untapped potential for creating action, mobilization, interaction, and dialogue on the websites.

Assessment management using software

Web based learning is providing new and innovative environments to facilitate the delivery of course material to increasing numbers students, but most of the effort is centered around the presentation of the learning material and creating environments where student interact with this material and each other. Despite the changes the web based learning environments have delivered, little attention has been given to improving the management and process of assessment. This paper introduces a new software application designed to take advantage of the web based environments and addresses the management overheads associated with assessment whilst improving the feedback to students. Initial investigations indicate significant benefits can be achieved by using software to manage the assessment process. A detailed description of the software is provided and two case studies presented that highlight the software's application and confirmed benefits when used to conduct and manage assessments.