Preservice music students explore African music in an Australian tertiary context

marshall 0 0 2014-10-08T21:19:00Z 2014-10-08T23:14:00Z 1 215 1229 10 2 1442 14.0 Normal 0 false false false EN-US JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:Cambria; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin;} Australia is a very diverse country where difference is celebrated and embraced as a way forward to learn of other people, their music and culture. This paper focuses on the teaching and learning of African music where music and culture is shared in a music workshop with preservice teacher education students. The music-as-culture approach presents an opportunity for preservice teachers to experience, connect and engage with non-Western music. This paper forms part of a research project titled &ldquo;Pre-service teacher attitudes and understandings of Music Education&rdquo; that started in 2013. Drawing on data from student questionnaires, author participant observation and reflective practice in April 2014, the findings highlight the experiences and practical engagement of an African music workshop in teacher education courses in Queensland (Australia). The authors assert as music tertiary educators they have a responsibility to teach their students about different music and songs from other lands. The workshop was concerned with the experience as it was lived, felt and undertaken (Sherman, Webb &amp; Andrews, 1983). Generalisations cannot be made from such a small qualitative research sample, however, it is hoped that the reflections made by the students and authors are insightful and will provide a platform for further dialogue regarding what is relevant and valuable for student teachers as they prepare to be future music teachers. <!--EndFragment--

Workplace experience of international students in Australia

For the past three years over 400,000 international students have enrolled annually to study in higher education contexts in Australia (Australian Government, 2019). The extensiveness of international student enrolments has been equalled to Australia’s third highest export industry after coal and iron ore (Grewal & Blakkarly, 2017). Given the significance of international students it is important that Australian universities find effective and culturally-appropriate ways to support this cohort. One such area needing support is work experience as many study programs that international students undertake include compulsory or elective courses involving assessed experiences in professional contexts. Degrees such as business, education, engineering, health including nursing and psychology all require students to successfully complete workplace experiences in order to graduate. It is critical that international students are supported before, during and after workplace components of study as the International Student Barometer indicated that international students desire quality career advice, work experience and subsequently employment as a result of their studies (Garrett, 2014)

The importance of positive intercultural exchanges for international students on work placements in higher education

Many students travel abroad to study in a different country with the expectation of it being exciting, new and positive. This is particularly relevant when international students’ study programs include a work placement. Strong partnerships are required between the international student, the university and also the workplace. Open and clear communication and positive interaction are vital for success in work placements for international students. This often requires an openness to and awareness of appropriate intercultural strategies between the international student and other stakeholders. This introductory chapter explores a major Australian research project that aimed to improve the work placement component of study programs for international students. The project, known as Work placement for International Student Programs or WISP gathered a range of data including large scale survey, interviews and documentary artefacts related to the international student workplace experience. Results from this study are shared including a number of recommendations for improved practic

Professional experience for international students within the Australian teacher education context

The business of international students in the higher education sector is a crucial part of many countries’ economic development and intercultural richness. In fact, in Australia participation of international students in university study accounts for the third highest export industry behind iron ore and coal with similar trends seen in other countries. Given that such a large proportion of students across the globe are international, it is important that higher educators are able to support them appropriately through their study. Research literature has identified a number of issues international students face including homesickness, being away from family and friends, financial hardship, accommodation concerns, and cultural difference including language. Further concerns may arise when international students undertake a professional experience in an authentic workplace such as in a work integrated learning (WIL) experience or practicum or internship. For international students studying teacher education students are expected to complete a number of professional experiences within the schooling sector. Research about teacher education international students’ experience in the workplace schools has often focused on negative aspects related to this component of study rather than the success that many students enjoy. In fact, supervisors or the work colleagues who are responsible for assessing international students often report mutual benefits through hosting. This chapter therefore explores both the issues that international students in teacher education face several difficult issues as well as success, and this includes, including international students in Australia and domestic students undertaking professional experience overseas. We share aA model of effective practice for all stakeholders in teacher education professional experience can be useful

International students' perception of workplace experiences in Australian study programs: a large-scale survey

Across the globe there are increased numbers of students undertaking university level study in foreign countries. Many of the programs they enrol in, include a workplace experience (also known as work integrated learning, internship and/or practicum). The Work Placement for International Student Programs (WISP) project was conducted across Australia and aimed to identify current practices related to international students’ workplace experiences as well as develop resources to improve these experiences overall. This paper focuses on a large-scale survey distributed to international students (n=252) throughout Australia to explore their perception of their experience whilst on their required placement. Results showed that students rated their overall workplace experience highly however, their confidence in completing assessment items where reflection and self-evaluation were required was a concern. Students also rated their self-perception of employability as uncertain despite having positive experiences in the workplace context. Findings showed that there is a need for universities to better support international students in completing reflective and self-evaluative assessment. In addition, more work needs to be done to improve confidence levels of international students around employability

Community ecology of the Middle Miocene primates of La Venta, Colombia: the relationship between ecological diversity, divergence time, and phylogenetic richness

It has been suggested that the degree of ecological diversity that characterizes a primate community correlates positively with both its phylogenetic richness and the time since the members of that community diverged (Fleagle and Reed in Primate communities. Cambridge University Press, New York, pp 92–115, 1999). It is therefore questionable whether or not a community with a relatively recent divergence time but high phylogenetic richness would be as ecologically variable as a community with similar phylogenetic richness but a more distant divergence time. To address this question, the ecological diversity of a fossil primate community from La Venta, Colombia, a Middle Miocene platyrrhine community with phylogenetic diversity comparable with extant platyrrhine communities but a relatively short time since divergence, was compared with that of modern Neotropical primate communities. Shearing quotients and molar lengths, which together are reliable indicators of diet, for both fossil and extant species were plotted against each other to describe the dietary “ecospace” occupied by each community. Community diversity was calculated as the area of the minimum convex polygon encompassing all community members. The diversity of the fossil community was then compared with that of extant communities to test whether the fossil community was less diverse than extant communities while taking phylogenetic richness into account. Results indicate that the La Ventan community was not significantly less ecologically diverse than modern communities, supporting the idea that ecological diversification occurred along with phylogenetic diversification early in platyrrhine evolution

Molecular dynamics simulation of the order-disorder phase transition in solid NaNO2_2

We present molecular dynamics simulations of solid NaNO$_2$ using pair potentials with the rigid-ion model. The crystal potential surface is calculated by using an \emph{a priori} method which integrates the \emph{ab initio} calculations with the Gordon-Kim electron gas theory. This approach is carefully examined by using different population analysis methods and comparing the intermolecular interactions resulting from this approach with those from the \emph{ab initio} Hartree-Fock calculations. Our numerics shows that the ferroelectric-paraelectric phase transition in solid NaNO$_2$ is triggered by rotation of the nitrite ions around the crystallographical c axis, in agreement with recent X-ray experiments [Gohda \textit{et al.}, Phys. Rev. B \textbf{63}, 14101 (2000)]. The crystal-field effects on the nitrite ion are also addressed. Remarkable internal charge-transfer effect is found.Comment: RevTeX 4.0, 11 figure

Patterns of cranial shape diversification during the phylogenetic branching process of New World monkeys (Primates: Platyrrhini)

One of the central topics in evolutionary biology is understanding the processes responsible for phenotypic diversification related to ecological factors. New World monkeys are an excellent reference system to investigate processes of diversification at macroevolutionary scales. Here, we investigate the cranial shape diversification related to body size and ecology during the phylogenetic branching process of platyrrhines. To investigate this diversification, we used geometric morphometric techniques, a molecular phylogenetic tree, ecological data and phylogenetic comparative methods. Our statistical analyses demonstrated that the phylogenetic branching process is the most important dimension to understand cranial shape variation among extant platyrrhines and suggested that the main shape divergence among the four principal platyrrhine clades probably occurred during the initial branching process. The phylogenetic conservatism, which is the retention of ancestral traits over time within the four principal platyrrhine clades, could be the most important characteristic of platyrrhine cranial shape diversification. Different factors might have driven early shape divergence and posterior relative conservatism, including genetic drift, stabilizing selection, genetic constraints owing to pleiotropy, developmental or functional constraint, lack of genetic variation, among others. Understanding the processes driving the diversification among platyrrhines will probably require further palaeontological, phylogenetic and comparative studies.Fil: Perez, Sergio Ivan. Universidad Nacional de La Plata. Facultad de Ciencias Naturales y Museo; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Klaczko, J.. Universidade Estadual de Campinas; BrasilFil: Rocatti, Guido. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de La Plata. Facultad de Ciencias Naturales y Museo; ArgentinaFil: dos Reis, S.F.. Universidade Estadual de Campinas; Brasi

Work Placement for International Student Programs (WISP): a model of effective practice

With a marked increase in the number of international students enrolling in university programs across the globe it is important that personal and professional experiences are positive. Of interest is the workplace component of international students’ study programs, as these experiences provide opportunities for students to socialise into new workplaces and cultural contexts. This chapter presents a theoretical model that takes into account the relationship between the concepts of internationalisation, professional socialisation, reflection and cultural development. It explores Knight’s (1999) work on internationalisation; research on personal and professional socialisation; effective reflective practice; and the notion of cultural development (Wells, 2000). We argue that an enhanced ethos approach, together with strong personal and professional student and staff agency and reflective practice, enhances the work placement experience. If all these elements are taken into account and the interrelationship between them is understood, we contend that it is more likely for workplace experiences to be positive and meaningful for all stakeholders

Sphingolipid subtypes differentially control proinsulin processing and systemic glucose homeostasis

Impaired proinsulin-to-insulin processing in pancreatic β-cells is a key defective step in both type 1 diabetes and type 2 diabetes (T2D) (refs. $^{1}$$^{,}$$^{2}$), but the mechanisms involved remain to be defined. Altered metabolism of sphingolipids (SLs) has been linked to development of obesity, type 1 diabetes and T2D (refs. $^{3-8}$); nonetheless, the role of specific SL species in β-cell function and demise is unclear. Here we define the lipid signature of T2D-associated β-cell failure, including an imbalance of specific very-long-chain SLs and long-chain SLs. β-cell-specific ablation of CerS2, the enzyme necessary for generation of very-long-chain SLs, selectively reduces insulin content, impairs insulin secretion and disturbs systemic glucose tolerance in multiple complementary models. In contrast, ablation of long-chain-SL-synthesizing enzymes has no effect on insulin content. By quantitatively defining the SL-protein interactome, we reveal that CerS2 ablation affects SL binding to several endoplasmic reticulum-Golgi transport proteins, including Tmed2, which we define as an endogenous regulator of the essential proinsulin processing enzyme Pcsk1. Our study uncovers roles for specific SL subtypes and SL-binding proteins in β-cell function and T2D-associated β-cell failure