Visual arts history and visual arts criticism : Applications in middle schooling

Visual arts history and criticism occupy central positions in visual arts curriculum statements in Western Australia. This status is sustained by the belief that the study of visual arts history and criticism actively contributes to the education of the student as a whole person . In reality however, rather than attending to the holistic education of students, the application of visual arts history and criticism in Western Australian schools tends to be pragmatic and instrumental - visual arts teachers often use visual art works as learning aids because they don\u27t have time, interest or experience in dealing with visual arts works in any other way. While visual arts history and criticism offer the student a valuable life-skill worth acquiring for the contribution they could make to the student\u27s autonomy and personal welfare, this understanding often seems a foreign concept for many classroom teachers. The difference between theorists\u27 and teachers\u27 understandings of the place and purpose of visual arts history and criticism provides an important area of inquiry requiring urgent attention. This research makes a foray into this domain with the purpose of shedding light on the content and methods used by middle school visual arts teachers and their students\u27 perceptions of the content and methods. A qualitative descriptive study was selected for the research taking the form of semi-structured interviews with six teachers. An interview guide was used and transcripts deriving from this methodology were coded by way of reference to the original research questions and classifications which emanated from emergent themes. The teacher interviews were complemented by a questionnaire administered to one class of students from each of the six schools. Participating teachers were selected through a stratified sampling technique. Analysis of data was undertaken from a qualitative stance in the case of interview participants. Narrative-style reporting of interview content was employed to facilitate accurate representation of the teachers\u27 perceptions of visual arts history and criticism at the middle school level. A quantitative analysis of students\u27 questionnaires provided triangulation of methodology, ensuring greater levels of validity than would be afforded by qualitative methods alone. With pressure being applied by the impending implementation of the Curriculum Framework for Kindergarten to Year 12 Education in Western Australian Schools (1998) for the formal inclusion of Arts Responses (aesthetics, art criticism) and Arts in Society (art history), a pressing need exists for clear information about current professional practice. Findings indicated that a misalignment appears to exist between theoretical assumptions embedded in documentation supporting the implementation of the Framework and actual classroom teaching practice. The implications of such misalignment, albeit illustrated on a small scale, are that the initiatives of the Framework may not be sustainable in the longer term, precisely because they are built upon invalid assumptions about what teachers actually do. Whilst the size of the sample and scope of the research limits the generalisability of findings, this first foray may provide impetus for a more comprehensive and evaluative study at a later date

Reciprocal Mentoring: Can it help prevent attrition for beginning teachers?

Forty per cent of new teachers in Australia leave the profession in the first five years. Stress, induction failure and professional isolation have been identified as key attrition factors. Mentoring has been used both internationally and in Australia to enhance induction and reduce profession isolation; however, these mentoring relationships are often fragile and there is a need to establish more effective mentoring models. Reciprocal Mentoring (RM) pairs two equal, though differently skilled, experts who act in the role of mentor and mentee to each other for their mutual benefit. The RM approach is designed to support beginning teachers as they transition to the profession and to facilitate improved retention. The 'Better Transitions to Teaching' inquiry was initiated by Edith Cowan University in 2011. It investigated the impact of RM on the first year experience of 11 (visual arts) Western Australian beginning teachers, following their participation in an RM residency in 2010. A major outcome of the research was that at the end of the first year all beginning teacher participants were still working in the profession. All reported experiencing personal/professional challenges during their first year and, importantly, the support of mentors appeared to make a significant and positive difference to the participants' transition experience and their first year of teaching

The graduate-mentor project in visual arts education: Mentoring within the Western Australian curriculum framework: A study of the impact of mentoring on beginning-teachers\u27 perception of their success in visual literacy education during the first year

Western Australian tertiary graduates who enter the visual arts education profession are often well acquainted with the theoretical underpinnings of the Western Australian Curriculum Framework. This knowledge base, in combination with their own visual arts training, typically enables them to enter teaching theoretically well equipped to support students in the development of arts ideas and studio works. The important outcome areas of visual arts history and visual arts criticism often present major challenges for graduates. In the absence of significant post-university support and more importantly, within the context of limited pre­service training where visual conceptual understandings and studio skills repertoires have priority, many beginning-teachers are often left to their own devices in sourcing visual arts history/criticism content and pedagogy. Uncertainty in either one or both of these key areas of visual literacy education tends to create unsustainable levels of stress for beginning-teachers and often results in attrition. The Graduate-Mentor Project research examined the experience of 20 beginning-teachers as they moved from the pre-service phase of their career through to the end of the first year post graduation. The findings underscore the value of mentoring during the first year. Mentoring significantly impacted the induction experience of the beginning-teachers and in many instances made it possible for them to survive when they would otherwise have left teaching. The research reinforces the need for new approaches to initial teacher education and the essentialness of first year of teaching induction. In addition, there is a need for a partnership approach involving: universities, professional associations and school-based teachers, in establishing a reciprocal mentoring framework. The most valuable aspect of the research, was the development of an innovative \u27reciprocal mentoring\u27 Artist-in-Residence model, which reframed the status of the pre-service teachers from that novice to expert artist. The program answered one of the most troubling questions to emerge from the study, that of how best to ensure ongoing procurement of mentors for new graduates

The digital Sabbath and the digital distraction: Arts-based research methods for new audiences

Despite the known affordances of Arts-Based Research Practice within the international education environment, its use remains relatively uncommon in Western Australia. The reasons for this are likely the contested nature of quality criteria by which Arts-Based Practice is evaluated as well as the challenges as well associated with the dissemination of research findings. Mixed-methods research is increasingly recognised as an appropriate and practical approach for education phenomena, and within this domain, inquiry that combines traditional qualitative and arts-based strategies offers the education researcher advantages that are not readily available through other approaches. As professional artists and researchers we share our experiences in employing our visual arts specialism within a qualitative approach. Our focus for inquiry was a “Digital Sabbath” intervention (a practice of regularly unplugging from all technology/devices with the aim of increasing social connectedness and mitigating stress) with seven early career visual arts teachers whose voices and experience of the digital disruption might otherwise have remained silenced. The importance of the study was both that we trialed a well-being intervention, but also that we innovated our methodological research repertoire by combining traditional and contemporary elements of the Qualitative paradigm

Recent developments in male fertility evaluation, sperm cryopreservation and artificial fertilisation, and their potential application to decapod crustacean aquaculture

To maximise productivity, a better understanding of the underlying causes of subfertility that lead to inferior offspring and high mortality is imperative. In decapod crustaceans, most research has focused on female reproductive performance, with little attention given to male fertility. Paternal genetic contribution is critical to both successful embryonic and post-embryonic development. Assessment of sperm quality can be a direct method to determine male subfertility in decapods. Sperm quality parameters such as sperm concentration and morphology have traditionally been used to determine male reproductive performance, but these procedures are time-consuming and can only assess a limited number of sperm cells and males. Alternative diagnostic biomarkers used widely in humans and other mammals could be adapted to decapod crustaceans and may be more indicative of sperm fertilisation competence and male reproductive performance. These predictive biomarkers use fluorescent cellular dyes and high-throughput flow cytometry or computer-assisted sperm microscopic analysis to evaluate sperm viability, mitochondrial function, acrosome reaction and DNA fragmentation. This review examines current and advanced biomarkers to evaluate sperm quality and further explores state-of-the-art procedures of sperm cryopreservation (conventional vs. vitrification techniques) and artificial fertilisation in decapod crustaceans. Sperm freezing coupled with artificial fertilisation in decapods permits the long-term storage, controlled timing and selection of individuals for reproduction. Collectively, these tools can be applied to commercial broodstock management to improve productivity and accelerate selective breeding in the crustacean aquaculture industry

A randomized clinical trial on the effects of progestin contraception in the genital tract of HIV-infected and uninfected women in Lilongwe, Malawi: Addressing evolving research priorities

Hormonal contraception is central in the prevention of unintended pregnancy; however there are concerns that certain methods may increase the risk of HIV acquisition and transmission. Hormonal contraceptives may modify the genital mucosa in several ways, however the mechanisms are incompletely understood. Few studies have examined genital HIV shedding prospectively before and after initiation of hormonal contraception. The effects of hormonal contraception on genital HIV shedding in the setting of antiretroviral therapy (ART) are also unknown. We designed a pilot clinical trial in which HIV-infected and uninfected women were randomized to either depot medroxyprogesterone acetate (DMPA) injectable or levonorgestrel (LNG) implant in Lilongwe, Malawi. The objectives were to: 1) assess the effect and compare the impact of type of progestin contraception (injectable versus implant) on HIV genital shedding among HIV-infected women, 2) assess the effect and compare the impact of type of progestin contraception on inflammatory/immune markers in the genital tract of both HIV-infected and uninfected women, and 3) assess the interaction of progestin contraception and ART by examining contraceptive efficacy and ART efficacy. An additional study aim was to determine the feasibility and need for a larger study of determinants of HIV transmissibility and acquisition

Inheritance analysis and identification of SNP markers associated with ZYMV resistance in Cucurbita pepo

[EN] Cucurbit crops are economically important worldwide. One of the most serious threats to cucurbit production is Zucchini yellow mosaic virus (ZYMV). Several resistant accessions were identified in Cucurbita moschata and their resistance was introgressed into Cucurbita pepo. However, the mode of inheritance of ZYMV resistance in C. pepo presents a great challenge to attempts at introgressing resistance into elite germplasm. The main goal of this work was to analyze the inheritance of ZYMV resistance and to identify markers associated with genes conferring resistance. An Illumina GoldenGate assay allowed us to assess polymorphism among nine squash genotypes and to discover six polymorphic single-nucleotide polymorphisms (SNPs) between two near-isogenic lines, "True French" (susceptible to ZYMV) and Accession 381e (resistant to ZYMV). Two F-2 and three BC1 populations obtained from crossing the ZYMV-resistant Accession 381e with two susceptible ones, the zucchini True French and the cocozelle "San Pasquale," were assayed for ZYMV resistance. Molecular analysis revealed an approximately 90% association between SNP1 and resistance, which was confirmed using High Resolution Melt (HRM) and a CAPS marker. Co-segregation up to 72% in populations segregating for resistance was observed for two other SNP markers that could be potentially linked to genes involved in resistance expression. A functional prediction of proteins involved in the resistance response was performed on genome scaffolds containing the three SNPs of interest. Indeed, 16 full-length pathogen recognition genes (PRGs) were identified around the three SNP markers. In particular, we discovered that two nucleotide-binding site leucine-rich repeat (NBS-LRR) protein-encoding genes were located near the SNP1 marker. 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The role of art education in adult prisons: The Western Australian experience

Incarceration costs are high; in Australia, for example, each prisoner costs an average of AUD 115,000 per year. Other countries are also feeling the fiscal pinch of high incarceration costs, and a number of jurisdictions are now closing some of their prisons. Most prison costs are non-discretionary (accommodation, meals, etc.). But some of the costs relate to discretionary activities, services and facilities (including schooling). In terms of correctional education, many prison managers try to invest any meagre correctional education resources available to them in those classes and courses which have proven to have the best results, such as improved labour market outcomes and reduced recidivism, minimising subsequent re-imprisonment. Course offers for prisoner-students include vocational training, adult basic education (ABE) and art studies. The two-tiered question this paper asks is: do art classes and courses produce these measurable outcomes and, if not, are there other reasons why they should continue to be funded? Addressing these issues, the authors argue that (1) these measurable outcomes are too narrow and do not reflect the complex but less quantifiable benefits to the individual and the community of studying art in prison, and (2) better measures of all impacts of art studies in prisons are needed, including qualitative and humanitarian aspects

Immunologic, Virologic, and Pharmacologic Characterization of the Female Upper Genital Tract in HIV-Infected Women

A comparative analysis of cellular and soluble markers of immune activation in HIV-infected women on combination antiretroviral therapy (cART) showed that the upper (UGT) compared to the lower female genital (LGT) tract was characterized by higher frequencies of potential HIV target cells and increased inflammatory molecules. Despite the activated UGT milieu, HIV RNA could not be detected in paired samples of plasma, cervicovaginal (CVL) or endometrial lavage (EML). As ARV concentrations were ≥3 fold higher in the endometrium than the in the lower genital tract, high ARV penetration and/or metabolism may limit viral replication in the UGT