Time for National Renewal: Australian adult literacy and numeracy as `foundation skills'

In this paper we highlight four dimensions of the adult literacy and numeracy field which we consider should be incorporated in a new strategy. We draw on recent work on social capital which has direct implications for social inclusion, but also for complementing the human capital rationale for adult literacy and numeracy. We link this work to calls for more cross-sectoral partnerships, and we then highlight an area of VET that should receive greater prominence in a national strategy, the integration of literacy and numeracy in the delivery of VET courses. Finally, we consider professional learning and partnerships with universities in adult literacy and numeracy, and how the field can be revitalised

Indigenous sharing, collaboration and synchronous learning

Online learning is progressively accepted in Indigenous communities with the realized potential for sharing, collaboration and learning for adults living in remote and isolated communities. This study used a design-based research approach that provided opportunity to integrate the current literature, literacy practitioners\u27 views and community members\u27 self identified literacy needs to generate ten draft guiding principles which guided this study. A collaborative community engagement project was created by the community members in consideration of these principles and presented in three iterations in a synchronous environment which will lead to design-based principles for working with technology and Indigenous communities. This paper examines the framework and approach for this study, provides a short literature review and presents the draft guiding principles drawn from data collected from the stakeholders and from which the project was created

Educating critical mathematics educators: Challenges for teacher educators

When contemplating this question, there are at least three possible areas to examine: the mathematics that the teacher will teach (critical mathematics); tire teacher's pedagogy (critical mathematics pedagogy); or the teacher educator's pedagogy (critical mathematics or numeracy teacher education pedagogy). In this paper I will focus mainly on the second and the third; however,l wiII argue that all three are intimately linked in creating spaces and places where critical mathematics can be a focus of learning. However, to create these spaces and places a key area that adult numeracy teachers and adult numeracy teacher educators need to, and moreover are well placed to engage with, is educational policy because as 1 will argue in this chapter, it is precisely the predisposition to quantitative thinking by bureaucrats and politicians that has contri buted significantly to the marginalization of the broader aims ofleaming in adulthood

Literacy and numeracy support in vocational education: Perceptions from engineering apprentices in victoria

This research explored how engineering apprentices at an Australian TAFE institution perceive their supported acquisition of literacy and numeracy skills. Using a mixed methods approach, 56 apprentices completed questionnaires with nine participating in subsequent interviews. The study identified apprentices’ perceived ability levels in reading, writing and numeracy, learning strategies they employed, and literacy and numeracy support they found most helpful. Findings provide insight into apprentices’ approaches to learning, many of whom struggled to articulate how they acquired the literacy and numeracy skills for their studies and employment. Participants primarily focused on navigation of coursework and reading demands while reporting similar learning strategies. Literacy and numeracy support (LNS) teachers were considered helpful for others, with clear distinctions between the trade teacher/trainer and LNS teacher. Agitation with the self-paced nature of the classroom and a mismatch between study and workplace was also highlighted. This research suggests greater awareness of how apprentices learn would support literacy and numeracy skills development without reinforcing a deficit discourse. New approaches to develop apprentices’ learning strategies within the wider dialogue of literacy and numeracy acquisition is recommended. © 2021, Western Australian Institute for Educational Research Inc.. All rights reserved

Negotiating policy - renegotiating practice : Understanding language, literacy and numeracy teachers' professional identities within discursive weather systems

This thesis examines the professional identities of teachers in light of Australian vocational educational policy reform since the late 1980s. Although the reform has been national, this study is located within Victoria. It is specifically interested in the professional identities of Language, Literacy and Numeracy (LLN) teachers who work within the Vocational Education and Training sector. This study brings the voices of LLN specialists to the forefront. Poststructural theory, with particular emphasis on the work of Michel Foucault and narrative inquiry, is used to make sense of these voices, collectively known as the ‘voice of practice’. This study treats professional identity as a multiple term encompassing a range of assigned roles and chosen identities; as such, it argues that professional identity should be seen as fluid and dynamic and as something that continues to evolve. The teachers involved in this study actively negotiated various discourses related to the shaping of professional identity. The effects of this were threefold: LLN teachers ascribed to certain identity positions in line with government policy and institute directives; they preserved other identities; and they forged new identities based on opportunism and a resistance to policy discourse. While there has been a decline in the Adult and Community Education voice in policy development, within practice, this study found that teachers have retained a voice through the maintenance and creation of teaching practices that sit outside policy. Further, this study found that although numerous stakeholders invest in the provision of LLN, it is learners who hold a lot of the power; indeed, the needs of learners, feedback from learners and their transformative learning experiences are the primary drivers in teacher motivation and identity. Finally, this study found a misalignment between policy discourse and the voice of practice that requires attention if LLN policies are to be successfully implemented.Doctor of Philosoph

Towards professional responsibility for language and literacy: exploring vocational teachers’ emerging language and literacy understandings and identities

The role of vocational teachers is complex and evolving (Moodie & Wheelahan 2012). The imperative to also attend to students’ language literacy and numeracy (LLN) skills adds to this complexity. Using data from interviews with eight teachers, this paper explores this emergent space in relation to impacts on their sense of capacity and confidence to attend to LLN, and ways this is being incorporated into a renewed, but often still fragile sense of professional identity (Brookfield 2000). Where the focus of discussion is often on LLN requirements, we concentrate here on the perceptions and experiences of the teachers themselves, and how these insights may inform our approach as LLN specialists. We conclude that vocational teachers appear willing travellers on this journey, but often feel they have a distance to go. We make a case for a collaborative dialogic approach to this shared challenge

Characterization of the Ca2+-gated and voltage-dependent k+-channel slo-1 of nematodes and its interaction with emodepside

The cyclooctadepsipeptide emodepside and its parent compound PF1022A are broad-spectrum nematicidal drugs which are able to eliminate nematodes resistant to other anthelmintics. The mode of action of cyclooctadepsipeptides is only partially understood, but involves the latrophilin Lat-1 receptor and the voltage- and calcium-activated potassium channel Slo-1. Genetic evidence suggests that emodepside exerts its anthelmintic activity predominantly through Slo-1. Indeed, slo-1 deficient Caenorhabditis elegans strains are completely emodepside resistant. However, direct effects of emodepside on Slo-1 have not been reported and these channels have only been characterized for C. elegans and related Strongylida. Molecular and bioinformatic analyses identified full-length Slo-1 cDNAs of Ascaris suum, Parascaris equorum, Toxocara canis, Dirofilaria immitis, Brugia malayi, Onchocerca gutturosa and Strongyloides ratti. Two paralogs were identified in the trichocephalids Trichuris muris, Trichuris suis and Trichinella spiralis. Several splice variants encoding truncated channels were identified in Trichuris spp. Slo-1 channels of trichocephalids form a monophyletic group, showing that duplication occurred after the divergence of Enoplea and Chromadorea. To explore the function of a representative protein, C. elegans Slo-1a was expressed in Xenopus laevis oocytes and studied in electrophysiological (voltage-clamp) experiments. Incubation of oocytes with 1-10 µM emodepside caused significantly increased currents over a wide range of step potentials in the absence of experimentally increased intracellular Ca2+, suggesting that emodepside directly opens C. elegans Slo-1a. Emodepside wash-out did not reverse the effect and the Slo-1 inhibitor verruculogen was only effective when applied before, but not after, emodepside. The identification of several splice variants and paralogs in some parasitic nematodes suggests that there are substantial differences in channel properties among species. Most importantly, this study showed for the first time that emodepside directly opens a Slo-1 channel, significantly improving the understanding of the mode of action of this drug class

Fetal Abdominal Wall Defects

Abdominal wall defects (AWDs) represent a group of congenital anomalies that can be diagnosed early during pregnancy even at the time of the first trimester assessment, with direct impact on pre- and postnatal fetal prognosis and management decisions. The most frequent anomalies in this group are gastroschisis and omphalocele. The key method available, that allows the detection of any deviation from the physiologic midgut herniation, is the ultrasound (US) assessment. A precise algorithmic scan approach is imposed not only for an accurate detection of any abdominal wall defect, but also for a proper location of the defect and of the spatial relation to the umbilical cord insertion, fundamentally important in differentiating among various malformations. Other structural or chromosomal anomalies should be excluded. Suitable multidisciplinary counseling should be considered. Unfortunately, in utero surgery, in these cases, has not been yet successful. Postnatal early interventions are usually required in specialized pediatric centers

Gearing up for Catalan Intellectual History : JOCIH's Twist

This article can be read as an Editorial for the first issue of the Journal of Catalan Intellectual History (JOCIH) in its new stage at de Gruyter Open. It offers, first, a methodical review of the concept, roles, and trends of intellectual history in the 20th century. Next, it looks into the particular Catalan tradition, historiography, and cultural analysis to position the aim and the role of the Journal with regard to similar initiatives. It tries to give an answer to the crisis of intellectual history as a discipline, at the end of the past century. The third part of the article describes some of the available resources. The fourth section introduces the contents of the present issue, focussing on the construction of a collective identity and the literary engagement of Catalan writers between 1920 and 1980, either in their country or in exile. The Notes of the present issue highlight the importance of technology, natural language processing, and Semantic Web developments in carrying out contemporary research in this field