MS

thesisPrevious studies have shown that verbalization, in the form of self-guided instruction, is an effective cognitive strategy used to enhance motor skill acquisition and motor performance. However, past research has not explicitly examined which aspects of motor output are affected (whether beneficially or deleteriously) by verbalization. In the current study, we conducted two separate experiments in which a total of 80 healthy participants, ages 18-27, completed a novel motor sequence learning task. Half of the participants in each Experiment were pretrained in the sequence using verbalization, while the other half was either trained motorically, or not trained at all. Rote memorization of verbal labels facilitated motor learning, motor control, performance speed, and set maintenance, but not motor planning. Potential underlying mechanisms as well as clinical implications are discussed

Doctor of Philosophy

dissertationIt is unknown if children with high-functioning autism (HFA) employ self-directed speech to guide motor sequencing and motor control, or if they can benefit from using self-directed speech when prompted to do so. Participants performed a three-movement sequence across three conditions: Natural Learning, Task-Congruent Verbalization (TCV), and Task-Incongruent Verbalization (TIV). TIV deleteriously impacted performance in the typically-developing group (TD; n= 22), and not the HFA group (n=21). TCV improved performance in both groups, but to a greater extent in the HFA group. These findings suggest that children with HFA do not initiate self-directed speech spontaneously, but can use language to guide behavior when prompted to do so

Trypanosomes are monophyletic: evidence from genes for glyceraldehyde phosphate dehydrogenase and small subunit ribosomal RNA.

The genomes of Trypanosoma brucei, Trypanosoma cruzi and Leishmania major have been sequenced, but the phylogenetic relationships of these three protozoa remain uncertain. We have constructed trypanosomatid phylogenies based on genes for glycosomal glyceraldehyde phosphate dehydrogenase (gGAPDH) and small subunit ribosomal RNA (SSU rRNA). Trees based on gGAPDH nucleotide and amino acid sequences (51 taxa) robustly support monophyly of genus Trypanosoma, which is revealed to be a relatively late-evolving lineage of the family Trypanosomatidae. Other trypanosomatids, including genus Leishmania, branch paraphyletically at the base of the trypanosome clade. On the other hand, analysis of the SSU rRNA gene data produced equivocal results, as trees either robustly support or reject monophyly depending on the range of taxa included in the alignment. We conclude that the SSU rRNA gene is not a reliable marker for inferring deep level trypanosome phylogeny. The gGAPDH results support the hypothesis that trypanosomes evolved from an ancestral insect parasite, which adapted to a vertebrate/insect transmission cycle. This implies that the switch from terrestrial insect to aquatic leech vectors for fish and some amphibian trypanosomes was secondary. We conclude that the three sequenced pathogens, T. brucei, T. cruzi and L. major, are only distantly related and have distinct evolutionary histories

Genomic and microscopic evidence of stable high density and maternally inherited <i>Wolbachia</i> infections in <i>Anopheles</i> mosquitoes

AbstractWolbachia, a widespread bacterium that can reduce pathogen transmission in mosquitoes, has been detected within populations of Anopheles (An.) malaria vectors. In the An. gambiae complex, the primary vectors in Sub-Saharan Africa, Wolbachia strains are at low density and infection frequencies in wild populations. PCR-independent evidence is required to determine whether Wolbachia strains are true endosymbionts in Anopheles given most studies to date have used nested-PCR to identify strains. Here we report high-density strains found in geographically diverse populations of An. moucheti and An. demeilloni. Fluorescent in situ hybridization localized a heavy infection in the ovaries of An. moucheti and maternal transmission was observed. Genome sequencing of both strains obtained genome depths and coverages comparable to other known infections. Notably, homologs of cytoplasmic incompatibility factor (cif) genes were present indicating these strains possess the capacity to induce the phenotype cytoplasmic incompatibility which allows Wolbachia to spread through populations. The characteristics of these two strains suggest they are ideal candidates for Wolbachia biocontrol strategies in Anopheles.</jats:p

The ocean sampling day consortium

Ocean Sampling Day was initiated by the EU-funded Micro B3 (Marine Microbial Biodiversity, Bioinformatics, Biotechnology) project to obtain a snapshot of the marine microbial biodiversity and function of the world’s oceans. It is a simultaneous global mega-sequencing campaign aiming to generate the largest standardized microbial data set in a single day. This will be achievable only through the coordinated efforts of an Ocean Sampling Day Consortium, supportive partnerships and networks between sites. This commentary outlines the establishment, function and aims of the Consortium and describes our vision for a sustainable study of marine microbial communities and their embedded functional traits

The Ocean Sampling Day Consortium

Ocean Sampling Day was initiated by the EU-funded Micro B3 (Marine Microbial Biodiversity, Bioinformatics, Biotechnology) project to obtain a snapshot of the marine microbial biodiversity and function of the world’s oceans. It is a simultaneous global mega-sequencing campaign aiming to generate the largest standardized microbial data set in a single day. This will be achievable only through the coordinated efforts of an Ocean Sampling Day Consortium, supportive partnerships and networks between sites. This commentary outlines the establishment, function and aims of the Consortium and describes our vision for a sustainable study of marine microbial communities and their embedded functional traits

Global Knowledge Futures: Articulating the Emergence of a New Meta-level Field

In this paper I articulate a new meta-level field of studies that I call global knowledge futures—a field through which other emerging transdisciplinary fields can be integrated to cohere knowledge at a higher level. I contrast this with the current dominant knowledge paradigm of the global knowledge economy with its fragmentation, commodification and instrumentalism based on neoliberal knowledge capitalism. I take a big-picture, macrohistorical lens to the new thinking and new knowledge patterns that are emerging within the evolution of consciousness discourse. I explore three discourses: postformal studies, integral studies and planetary studies—using a fourth discourse, futures studies, to provide a macro-temporal framing. By extending the meta-fields of postformal, integral and planetary studies into a prospective future dimension, I locate areas of development where these leading-edge discourses can be brought into closer dialogue with each other. In this meeting point of four boundary-spanning discourses I identify the new meta-level field of global knowledge futures, grounded in human thinking capacities, such as creativity, imagination, dialogue and collaboration

Educational imperatives of the evolution of consciousness: the integral visions of Rudolf Steiner and Ken Wilber

Rudolf Steiner and Ken Wilber claim that human consciousness is evolving beyond the ‘formal’, abstract, intellectual mode toward a ‘post-formal’, integral mode. Wilber calls this ‘vision-logic’ and Steiner calls it ‘consciousness/spiritual soul’. Both point to the emergence of more complex, dialectical, imaginative, self-reflective and spiritual ways of thinking, living and loving. Very little ‘evolution of consciousness’ literature appears in educational discourses. This article distils hermeneutic fragments of psychological, cultural-historical and philosophical texts and begins to examine education in this light. This evolutionary perspective may illuminate the emergence of contemporary understandings of spirituality as alternatives both to ‘formal’ secular and ‘formal’ religious education. A novel educational perspective is introduced based on a contemporised Australian interpretation of Steiner education seen through the lens of Wilber’s integral framework. This creative, ‘transmodern’ educational vision offers one way forward to consciously facilitate the emergence in children of more life-promoting, integral, spiritually aware forms of consciousness

Evolving education: a postformal-integral-planetary gaze at the evolution of consciousness and the educational imperatives

This conceptual dissertation is both a study of, and an enactment of, the evolution of consciousness for the purpose of evolving education. The research draws attention to and situates itself within four complex, interlinked challenges: the current planetary crisis; the epistemological crisis underpinning it; the global youth problematique; and the inadequacy of the modernist, formal education model to meet these challenges. The research aims to identify and elucidate a new movement of consciousness through integrating and cohering literature on postformal, integral and planetary consciousness in conversation with literature from a variety of postformal pedagogies. It does so through what I refer to as postformal research, which I distinguish from formal research in numerous ways. The most obvious ways in which this dissertation differs from a standard social sciences dissertation is that it interweaves three different types of text throughout the dissertation: the five main chapters; the Prologue, Metalogue and Epilogue; and the reflective narratives—Prelude, Interludes and Coda. These three types of text are each visibly distinguished by a colour-coded facing sheet. The five main chapters are academic publications, developed and published as part of the research process. The key research focii of the dissertation are addressed in each of these five chapters. Chapter One identifies features of the youth problematique and the broad cultural pedagogical context surrounding it, through a layered analysis of causal factors. Chapter Two provides a macrohistorical context for understanding the relationships among education, evolution of consciousness and culture. Chapter Three undertakes a broadening and deepening of the evolution of consciousness discourse through incorporating integral theoretic approaches including heterodox evolutionary narratives that offer alternative interpretations to classical Darwinism. In this chapter, I engage in an integral hermeneutic analysis of the evolutionary writings of Rudolf Steiner and Ken Wilber in the light of Jean Gebser’s structures of consciousness. I weave an epic but pluralistic narrative tapestry created from an interweaving of these three alternative views of evolution. Chapter Four draws out significant features of the new consciousness and distils new understandings of evolution in a form suitable for engaging the current education discourse. Chapter Five contributes significant new perspectives to educational philosophy. This final chapter offers an aesthetic-philosophic alternative to scientism for present and future cultural pedagogical practice by identifying four core values that are seeds for evolving education in line with emerging shifts in consciousness. In addition to the five chapters, the Prologue introduces the research, provides an overview of the dissertation and a preliminary discussion of my substantive content, the evolution of consciousness, and my pragmatic interest in futures of cultural pedagogical practice. The Metalogue discusses my integral evolutionary philosophy, my transdisciplinary epistemology, my complex methodology of theoretic bricolage and my objective-subjective role as researcher. Finally the Epilogue summarises the significance and limitations of my research, evaluates it, and offers some suggestions for further research and closing reflections. It is proposed that a more conscious evolution of cultural pedagogical practice informed by postformal-integral-planetary consciousness may be more responsive to addressing the crises and complexities of the future