A Step Ahead of Other Nations: The First American Ethnography and Implicit Biases

The publication of Bernardino de Sahagún’s Florentine Codex in 1576 has been considered the first American ethnography and an authoritative text compiled from Aztec survivors of the Spanish conquest. However, the period in which source research was conducted potentially allowed for cultural misinterpretation. By examining European histories, colonial agendas, early drafts, and the final manuscript itself, this publication takes on an increasingly biased and Europeanized perspective. While the Florentine Codex originated Western ethnography in the Americas, because of its inherent prejudices and assumptions, it should not be considered the sole authentic source of primary knowledge of pre-Conquest Mexico

Library Sector Leadership: Bridging Theory and Practice

Explore the issue of leadership in libraries with one current student and one graduate of The University of Victoria\u27s Professional Graduate Certificate in Library Sector Leadership. Looking specifically at Kouzes and Posner\u27s \u27Five Practices of Exemplary Leaders\u27 and Quinn et al.\u27s \u27Competing Values Framework\u27, we hope to share our own discoveries and insights and add to the important discussion of leadership in Libraries

The CRAFTS learning framework: equipping learners to create relevant, accessible, fun, tailored and scholarly activities in higher education

Tertiary institutions are migrating away from didactic and teacher-centred approaches, and instead, pivoting to lesson designs that encourage hands-on learning and student engagement. However, this practice is often “try and see”, with few frameworks providing evidence-based approaches for practical application that demonstrates how learning can be successfully achieved. The literature supports foundational concepts that can be applied to develop effective learning environments, where students become producers, rather than consumers of course content. The CRAFTS framework outlines the benefits of focussing on: Create, Relevant, Accessible, Fun, Tailored and Scholarly activities and interventions to guide and facilitate student learning. This article presents the framework, an example application of its employment within a tertiary health science and medicine subject, and an evaluation of its effectiveness. For educators wishing to engage students in learning methods that extend beyond traditional didactic teaching delivery modes, and instead, focus on learner-centred approaches, this framework embeds the concepts of creativity, relevance, accessibility, and fun into sessions that can be tailored to the individual learner and are scholarly in nature. In these ways, the CRAFTS framework presents a robust and evidence-based approach to encouraging hands-on learner-generated content that can be used for knowledge consolidation in a tertiary course

A critical consideration of the use of therapeutic recordings in the training and professional development of psychologists

There is little critical consideration of the discursive features of recordings of therapy. This paper moves beyond a focus on what is being done by the therapist to the client and focuses on how psychological practice is discursively co-produced, and how power and ideological assumptions about psychology practice are oriented to and made relevant by therapist and client

The Triple-S framework: ensuring scalable, sustainable, and serviceable practices in educational technology

Educational institutions are increasingly investing into digital delivery, acquiring new devices, and employing novel software and services. The rising costs associated with maintenance, in combination with increasing redundancy of older technologies, presents multiple challenges. While lesson content itself may not have changed, the educational landscape constantly evolves, where tertiary institutions are incorporating new modes of content delivery, hybrid-style learning, and interactive technologies. Investments into digital expansions must be taken with caution, particularly prior to the procurement of technology, with a need for the proposed interventions’ scalability, sustainability, and serviceability to be considered. This article presents the Triple-S framework for educators, administrators, and educational institutions, and outlines examples of its application within curricula. The paper synthesises research evidence to provide the foundation underlying the key principles of the Triple-S framework, presenting a useful model to use when evaluating digital interventions. Utilising the framework for decisions regarding the acquisition of educational technology, devices, software, applications, and online resources can assist in the assurance of viable and appropriate investments

Effects of Exogenous Yeast and Bacteria on the Microbial Population Dynamics and Outcomes of Olive Fermentations.

In this study, we examined Sicilian-style green olive fermentations upon the addition of Saccharomyces cerevisiae UCDFST 09-448 and/or Pichia kudriazevii UCDFST09-427 or the lactic acid bacteria (LAB) Lactobacillus plantarum AJ11R and Leuconostoc pseudomesenteroides BGM3R. Olives containing S. cerevisiae UCDFST 09-448, a strain able to hydrolyze pectin, but not P. kudriazevii UCDFST 09-427, a nonpectinolytic strain, exhibited excessive tissue damage within 4 weeks. DNA sequencing of fungal internal transcribed spacer (ITS) regions and comparisons to a yeast-specific ITS sequence database remarkably showed that neither S. cerevisiae UCDFST 09-448 nor P. kudriazevii UCDFST 09-427 resulted in significant changes to yeast species diversity. Instead, Candida boidinii constituted the majority (>90%) of the total yeast present, independent of whether S. cerevisiae or P. kudriazevii was added. By comparison, Lactobacillus species were enriched in olives inoculated with potential starter LAB L. plantarum AJ11R and L. pseudomesenteroides BGM3R according to community 16S rRNA gene sequence analysis. The bacterial diversity of those olives was significantly reduced and resembled control fermentations incubated for a longer period of time. Importantly, microbial populations were highly dynamic at the strain level, as indicated by the large variations in AJ11R and BGM3R cell numbers over time and reductions in the numbers of yeast isolates expressing polygalacturonase activity. These findings show the distinct effects of exogenous spoilage and starter microbes on indigenous communities in plant-based food fermentations that result in very different impacts on product quality. IMPORTANCE Food fermentations are subject to tremendous selective pressures resulting in the growth and persistence of a limited number of bacterial and fungal taxa. Although these foods are vulnerable to spoilage by unintended contamination of certain microorganisms, or alternatively, can be improved by the deliberate addition of starter culture microbes that accelerate or beneficially modify product outcomes, the impact of either of those microbial additions on community dynamics within the fermentations is not well understood at strain-specific or global scales. Herein, we show how exogenous spoilage yeast or starter lactic acid bacteria confer very different effects on microbial numbers and diversity in olive fermentations. Introduced microbes have long-lasting consequences and result in changes that are apparent even when levels of those inoculants and their major enzymatic activities decline. This work has direct implications for understanding bacterial and fungal invasions of microbial habitats resulting in pivotal changes to community structure and function

Use of the ‘Selfie’ with 11-16 year old girls

Introduction: Society places great emphasis on body image (BI) and what we look like. In particuilar, young girls are now more exposed to unattainable BI due to social media (SM), although little is known about how SM and more importantly the use of SM sites impacts their opinions. Due to this ever-growing digital platform, we now live in the age of the ‘selfie’, a fast self-portrait that can be immediately distributed to the instant community and now become, for some girls, part of their daily routine. Therefore this study aimed to investigate 11-16-year-old girls’ usage of SM and the considerations that are taken in order to produce and post their desired ‘selfie’. Methods: (n = 75) female participants aged between 11-16 years of age from 2 different schools differing in area and background were recruited and ethical clearance granted from Research Ethics Panel. A non-pre-validated questionnaire was designed using Likert scales to investigate the use of a selfie and its effect on BI. Results: Findings indicated that 64% of individuals said they take ‘selfies’ ‘Often’ or Very Often’ on a daily basis. 68% of participants said that they also take more than one ‘selfie’ before picking the best to upload. Participants (n = 50, 66%) claimed to spend time altering their images with filters or lighting by up to 30 minutes, however (n = 24, 33.3%) spent from 30-90+ minutes. Sunday was found to be the most popular day for posting, although, Friday between 7pm-8pm, (n = 33, 44%) indicated that they posted their selfies at this time. Conclusion: A huge part of today’s SM is the importance placed upon the ‘selfie’ and more importantly taking the ‘perfect selfie’. Taking multiple photos, altering images and the times of posting are key elements in the ‘perfect selfie’ process

When change is the only constant:The promise of longitudinal neuroimaging in understanding social anxiety disorder

Longitudinal studies offer a unique window into developmental change. Yet, most of what we know about the pathophysiology of psychiatric disorders is based on cross-sectional work. Here, we highlight the importance of adopting a longitudinal approach in order to make progress into the identification of neurobiological mechanisms of social anxiety disorder (SAD). Using examples, we illustrate how longitudinal data can uniquely inform SAD etiology and timing of interventions. The brain’s inherently adaptive quality requires that we model risk correlates of disorders as dynamic in their expression. Developmental theories regarding timing of environmental events, cascading effects and (mal)adaptations of the developing brain will be crucial components of comprehensive, integrative models of SAD. We close by discussing analytical considerations in working with longitudinal, developmental data