Aboriginal children's participation and engagement in Bush School

In this chapter we will discuss an outdoor learning project with young Aboriginal children (4-8 years), their teachers and their community in Perth, Western Australia. Due to the location of this project in the Perth region, there are no forests nearby, wild spaces within a short drive from the school are native bush areas and hence we refer to our outdoor learning project as “Bush School” rather than “Forest School”. The reader will learn how a local community worked together to provide experiences for young children in an outdoor setting that enabled them to learn and experience the outdoors in a culturally appropriate way. This chapter will provide an important voice in the literature regarding outdoor learning since it specifically works within an Aboriginal community context and emphasises traditional cultural knowledge about relationships with nature and a sense of belonging in the natural world. Teachers in a range of settings could adapt the experiences described in this chapter to local situations. More importantly, teachers involved in this (or other) outdoor learning experiences are provided with the opportunity to learn first- hand about traditional ways of ‘knowing, being and doing’ (Martin, 2005) and this has enormous potential for programming when back in the mortar and brick classroom. An important feature of this chapter is the incorporation of traditional cultural knowledge and spiritual connection to place that is highly significant for Aboriginal students and the communities to which they belong. The cultural perspectives discussed in this chapter may also be relevant for educators working with other First Nations communities such as the Pacific Islands, Australia, New Zealand, Scandinavia, Asia, Canada and North and South America

Strengthening identities and involvement of Aboriginal children through learning on country

Djarlgarra Koolunger (Canning River kids) is a culturally centred outdoor learning project referred to as ‘On Country Learning’ or OCL. The project explores Aboriginal connectedness to the spiritual, social, cultural, environmental and geographic dimensions of particular outdoor spaces. This allows Indigenous and non- Indigenous students and their educators to connect at what Nakata (2007) terms the ‘cultural interface’. OCL offers opportunities to transform the ways in which schools engage with Aboriginal perspectives whilst facilitating deep learning through what we describe as culturally responsive pedagogies. This paper stories the journey of Aboriginal students and their teachers, engaging in learning that is situated on Country. We examine the involvement of children when learning on Country and provide analysis using the Leuven Involvement Scales (1994). The analysis compares this group of children in a classroom context and an on Country context over a period of six months and provides preliminary evidence of the efficacy of this approach

Reviving botany in the curriculum: The botanical journey of two Western Australian early childhood teachers

Environmental education across the early years has become increasingly important in Australia since the implementation of the Early Years Learning Framework and the Australian Curriculum. These documents promote a connection to nature for young children as well as environmental responsibility. In Western Australia, large areas of natural environments are bush spaces, accessible by young children, families and schools. There is no existing research investigating early childhood teacher’s knowledge of plants in these bush spaces and the utilisation of these spaces in teaching botany as part of their teaching practice. The discussion in this article examines part of a larger year-long multi-site case study of the changes in the botanical understanding of two early childhood teachers of children aged 5–8 years, in Western Australian schools both before and after the Mosaic Approach, botanical practices and Indigenous knowledges were incorporated into their teaching practice. This article focuses on the changes of botanical literacies of the early childhood teachers specifically. The findings suggest that using inquiry-based and place-based methods and including First Nations Peoples’ perspectives about plants whilst teaching in the bush can significantly increase the plant knowledge and understanding of teachers, as well their own scientific and botanical literacies

What’s in your refrigerator? Children’s views on equality, work, money and access to food

This study investigates young children’s theorising about families and their differential access to food from a perspective of wealth and poverty. Fifty-two children, aged 6–7 years, attending a Western Australian school were invited to share their perspectives on this global issue. The single case study method utilised three children’s focus groups to gather a range of perspectives from the children. Photographs of full and empty refrigerators were used elaborate a story told to the children about two families with significantly different amounts of food in their refrigerator at home. The study demonstrates that researchers and educators may fruitfully consider social sustainability with young children whose insights into these issues provide evidence of their clearly formed perspectives on complex global issues. Conversations about global “wicked problems” enable children to express their point of view on economic and social as well as environmental issues. The findings indicate that the young children in this study hold clear and sophisticated opinions regarding fairness, poverty, the relationship between paid work and money, food security and social justice. They also had an optimistic outlook on how to address inequality. Significant insights into children’s theorising around social sustainability are presented in four themes

Application of the FUN3D Unstructured-Grid Navier-Stokes Solver to the 4th AIAA Drag Prediction Workshop Cases

FUN3D Navier-Stokes solutions were computed for the 4th AIAA Drag Prediction Workshop grid convergence study, downwash study, and Reynolds number study on a set of node-based mixed-element grids. All of the baseline tetrahedral grids were generated with the VGRID (developmental) advancing-layer and advancing-front grid generation software package following the gridding guidelines developed for the workshop. With maximum grid sizes exceeding 100 million nodes, the grid convergence study was particularly challenging for the node-based unstructured grid generators and flow solvers. At the time of the workshop, the super-fine grid with 105 million nodes and 600 million elements was the largest grid known to have been generated using VGRID. FUN3D Version 11.0 has a completely new pre- and post-processing paradigm that has been incorporated directly into the solver and functions entirely in a parallel, distributed memory environment. This feature allowed for practical pre-processing and solution times on the largest unstructured-grid size requested for the workshop. For the constant-lift grid convergence case, the convergence of total drag is approximately second-order on the finest three grids. The variation in total drag between the finest two grids is only 2 counts. At the finest grid levels, only small variations in wing and tail pressure distributions are seen with grid refinement. Similarly, a small wing side-of-body separation also shows little variation at the finest grid levels. Overall, the FUN3D results compare well with the structured-grid code CFL3D. The FUN3D downwash study and Reynolds number study results compare well with the range of results shown in the workshop presentations

Genes required for survival in microgravity revealed by genome-wide yeast deletion collections cultured during spaceflight

Spaceflight is a unique environment with profound effects on biological systems including tissue redistribution and musculoskeletal stresses. However, the more subtle biological effects of spaceflight on cells and organisms are difficult to measure in a systematic, unbiased manner. Here we test the utility of the molecularly barcoded yeast deletion collection to provide a quantitative assessment of the effects of microgravity on a model organism. We developed robust hardware to screen, in parallel, the complete collection of ~4800 homozygous and ~5900 heterozygous (including ~1100 single-copy deletions of essential genes) yeast deletion strains, each carrying unique DNA that acts as strain identifiers. We compared strain fitness for the homozygous and heterozygous yeast deletion collections grown in spaceflight and ground, as well as plus and minus hyperosmolar sodium chloride, providing a second additive stressor. The genome-wide sensitivity profiles obtained from these treatments were then queried for their similarity to a compendium of drugs whose effects on the yeast collection have been previously reported. We found that the effects of spaceflight have high concordance with the effects of DNA-damaging agents and changes in redox state, suggesting mechanisms by which spaceflight may negatively affect cell fitness

Quantum corrections to the ground state energy of a trapped Bose-Einstein condensate: A diffusion Monte Carlo calculation

The diffusion Monte Carlo method is applied to describe a trapped atomic Bose-Einstein condensate at zero temperature, fully quantum mechanically and nonperturbatively. For low densities, $n(0)a^3 \le 2 \cdot 10^{-3}$ [n(0): peak density, a: s-wave scattering length], our calculations confirm that the exact ground state energy for a sum of two-body interactions depends on only the atomic physics parameter a, and no other details of the two-body model potential. Corrections to the mean-field Gross-Pitaevskii energy range from being essentially negligible to about 20% for N=2-50 particles in the trap with positive s-wave scattering length a=100-10000 a.u.. Our numerical calculations confirm that inclusion of an additional effective potential term in the mean-field equation, which accounts for quantum fluctuations [see e.g. E. Braaten and A. Nieto, Phys. Rev. B 56}, 14745 (1997)], leads to a greatly improved description of trapped Bose gases.Comment: 7 pages, 4 figure

Simulating gas giant exoplanet atmospheres with Exo-FMS: Comparing semi-grey, picket fence and correlated-k radiative-transfer schemes

Radiative-transfer (RT) is a fundamental part of modelling exoplanet atmospheres with general circulation models (GCMs). An accurate RT scheme is required for estimates of the atmospheric energy transport and for gaining physical insight from model spectra. We implement three RT schemes for Exo-FMS: semi-grey, non-grey `picket fence', and real gas with correlated-k. We benchmark the Exo-FMS GCM using these RT schemes to hot Jupiter simulation results from the literature. We perform a HD 209458b-like simulation with the three schemes and compare their results. These simulations are then post-processed to compare their observable differences. The semi-grey scheme results show qualitative agreement with previous studies in line with variations seen between GCM models. The real gas model reproduces well the temperature and dynamical structures from other studies. After post-processing our non-grey picket fence scheme compares very favourably with the real gas model, producing similar transmission spectra, emission spectra and phase curve behaviours. Exo-FMS is able to reliably reproduce the essential features of contemporary GCM models in the hot gas giant regime. Our results suggest the picket fence approach offers a simple way to improve upon RT realism beyond semi-grey schemes.Comment: MNRAS accepted 22 June 2021 - V2, typos fixe

Formation of atomic tritium clusters and condensates

We present an extensive study of the static and dynamic properties of systems of spin-polarized tritium atoms. In particular, we calculate the two-body |F,m_F>=|0,0> s-wave scattering length and show that it can be manipulated via a Feshbach resonance at a field strength of about 870G. Such a resonance might be exploited to make and control a Bose-Einstein condensate of tritium in the |0,0> state. It is further shown that the quartet tritium trimer is the only bound hydrogen isotope and that its single vibrational bound state is a Borromean state. The ground state properties of larger spin-polarized tritium clusters are also presented and compared with those of helium clusters.Comment: 5 pages, 3 figure

Studying changes in the practice of two teachers developing assessment for learning

This paper describes changes in the practice of two teachers, observed over an eighteen month period, who were participating in a study intended to support teachers in developing their use of assessment in support of learning. The design of the intervention allowed each teacher to choose for themselves which aspects of their practice to develop. Analysis of lesson observations, journal entries and interviews indicate that both teachers were keen to change their practice, but were concerned about the disruption to their established routines, and in particular about the potential for loss of control of their classes. Both teachers did effect significant changes in their classrooms, but these tended to be developments of existing preferred ways of working, rather than radical innovations. In conclusion, it is suggested that to be most effective, teacher professional development needs to be structured strongly enough to afford teacher growth, but flexible enough to allow different teachers to take their practice in different ways