Correction factors for oxygen and flow-rate effects on neonatal Fleisch and Lilly pneumotachometers

Objective: To assess the effects of different oxygen concentrations and flow rates on the measurement errors of neonatal pneumotachometers in heated and unheated situations and to develop correction factors to correct for these effects. Design: Prospective laboratory study. Setting: Outpatient clinic with equipment in a standardized setting. Subjects: Neonatal pneumotachometers. Interventions: In standardized conditions, the tested pneumotachometer was calibrated at a flow rate of 3 L/min with 60% oxygen and was set in series with a closed spirometer system being used as a reference. Different air-flow levels (1-9 L/min) and oxygen concentrations (21-100%) were infused into the closed system with the pneumotachometer and spirometer. Measurements and Main Results: The pneumotachometers were significantly affected by changing oxygen concentrations (p < .01) and increasing flow rates (p < .01), increasing the actually measured flow rate. Correction factors, developed by multiple regression analysis, significantly reduced the overall maximum errors of the pneumotachometers from -1.1 to 0.6 L/min to -0.5 to 0.4 L/min. Conclusions: The effects of changes in oxygen concentrations and flow rates on neonatal pneumotachometers could be considerably decreased by the use of correction factors such as were calculated in this study. This will preclude frequent calibration procedures with actual flow and oxygen levels during changes in experimental settings. Copyrigh

Encountering Berlant part 1: Concepts otherwise

In Part 1 of ‘Encountering Berlant’, we encounter the promise and provocation of Lauren Berlant's work. In 1000-word contributions, geographers and others stay with what Berlant's thought offers contemporary human geography. They amplify an encounter with their work, demonstrating how a concept, idea, or style disrupts something, opens up a new possibility, or simply invites thinking otherwise. The encounters range across the incredible body of work Berlant left us with, from the ‘national sentimentality’ trilogy through to recent work on negativity. Varying in form and tone, the encounters exemplify and enact the inexhaustible plenitude of Berlant's thought: fantasy, the case, love, impasse, feel tanks, slow death, ellipses, gesture, attrition, intimate public, ambivalence, style. Part 2 of ‘Encountering Berlant’ focuses on Berlant's most influential concept: ‘cruel optimism’. Across these heterogeneous encounters, Berlant's enduring concern with the tensions and possibilities of relationality and how to enact better forms of common life shine through. These enduring concerns and Berlant's commitment to the incoherence and overdetermination of phenomena are summarised in the Introduction, which also explores how Berlant's work has been engaged with in geography. The result is a repository of what an encounter with Berlant's thought makes possible

Encountering Berlant part 1: Concepts otherwise

In Part 1 of ‘Encountering Berlant’, we encounter the promise and provocation of Lauren Berlant's work. In 1000-word contributions, geographers and others stay with what Berlant's thought offers contemporary human geography. They amplify an encounter with their work, demonstrating how a concept, idea, or style disrupts something, opens up a new possibility, or simply invites thinking otherwise. The encounters range across the incredible body of work Berlant left us with, from the ‘national sentimentality’ trilogy through to recent work on negativity. Varying in form and tone, the encounters exemplify and enact the inexhaustible plenitude of Berlant's thought: fantasy, the case, love, impasse, feel tanks, slow death, ellipses, gesture, attrition, intimate public, ambivalence, style. Part 2 of ‘Encountering Berlant’ focuses on Berlant's most influential concept: ‘cruel optimism’. Across these heterogeneous encounters, Berlant's enduring concern with the tensions and possibilities of relationality and how to enact better forms of common life shine through. These enduring concerns and Berlant's commitment to the incoherence and overdetermination of phenomena are summarised in the Introduction, which also explores how Berlant's work has been engaged with in geography. The result is a repository of what an encounter with Berlant's thought makes possible

Media, Communication & Film as a Catalyst for Change: How Animations in Teaching International Students (TIS) Project become Public Pedagogy.

In the Australian Higher Education (HE) context moral panics about dropping standards or the undue influence of foreign countries can make any discussion of International education fraught and highly contentious. Most institutional responses to the challenges of global education end up reinforcing highly suspect models of deficit educational 'dependence'. To counter deficit discourse, film and animation feature strongly in the Teaching International Students (TIS) project. Academics work with digital media students as ‘Students as Partners’ in Professional Experience Projects (PEP) to create storyboards and animations. Students’ receive academic credit, experience real-world Australian business contexts and anticipate their future creative careers by working alongside mentors, business and organisations. This ‘Ecology of Practice’ (Snepvangers & Rourke, 2017), situates shifts in student learning by documenting transfer of media and communication skills to a wider audience. Students move from an individual media practice to a public facing pedagogy by producing ‘visual learning artefacts’. Their creative and adaptive agency is valued, alongside communicative capacities that appreciate diverse cultural perspective. Underpinned by Kruger’s iceberg theoretical model (1996; 2013), students’ narrative animations explore contested themes ‘below the waterline’. Design of 'counter-dependent' film and media artefacts act as ‘catalysts for conversation’ in teaching environments to empower learning with International students. By prioritising visual media ecologies, TIS counters regionalism utilising synergistic community based approaches to develop 'independent' educator case-based knowledge to enhance student professional learning. In this 'interdependent' emergent ecosystem, students and educators work iteratively developing reciprocal relationships to make shifts in practice visible, whilst simultaneously documenting educator career development

Marriage of an Aboriginal 2018

My artwork investigates key questions of storying as research using the 1848 marriage of my paternal Great Great Grandfather (GGF) as a catalyst. A key question that arises in the Australian settler colonial context, is ‘Where do you belong?’ particularly if your paternal ancestry is shrouded in darkness, with little information available about the history of intermarriage and Aboriginal ancestry. Using arts-based A/r/tographic research my artworks comprise lightbox’s, aprons, documents, embroidery and a performance. Alongside the visual components of the artwork, I sit, sew and stitch, staging a “visual encounter” to embody my ancestry in contemporary form. The artworks bring previous entanglements and being into current receptivity. Re-examining lived conditions and moralities of early colonial Australia, when my ancestor as an Aboriginal black stood alongside his white marriage partner brings new assemblages and wordly sensibilities into view. The marriage was one of only a handful of reported intermarriages in the early days of colonial Australia. Text about my GGF from an 1848 Sydney Morning Herald (*SMH) article reports on the “Marriage of an Aboriginal”. Hence the name of my artwork highlights the disembodied way that my ancestor was spoken about. The psychological metaphor relating to the exhibition theme of Dark Days/White Nights engages text and interrogates colour binaries to powerfully highlight how cultural divides and quasi acceptance of diversity as ‘novelty’ and ‘industriousness’ can be reconsidered and disclosed as micronarratives of colonisation with resonance today

Reflections on transformative pedagogies and ecology in the cultural sphere.

This chapter reflects on the scope of community engagement practices, creative partnerships and emergent ways of working in the cultural sphere. Providing an articulation of key ideas significant in creative partnerships this chapter critically reflects on the theoretical framework of ecologies of practice to re-consider community connectivity related to the visual domain. Evidence of transformative pedagogies as strategies to inform practice will be articulated. An examination of the ways in which practices can be considered as living things interdependent and connected in ‘ecologies of practice’ (Kemmis et al, 2012) will be undertaken using contemporary community engagement projects. Evidence of practices as orchestrated transdisciplinary arrangements are described using reflexive accounts to further examine specific projects and how ideas, methods and approaches are situated in relation to the broader field. The implications of ideas presented as “practice encounters” is considered in terms of participatory practice and transformative research methods. We revisit the existing terrain and identify how community engagement encompassing art, education and the cultural sphere can be re-imagined and re-oriented to explore concepts of educational encounter beyond experience and dialogue. How social worlds related to art, education and the cultural sphere are prefigured, enacted and reconfigured using permeable boundaries and transformative pedagogy is disclosed. We conclude by speculating on the adaptations and implications of transformative pedagogies and ecologies of practice in art, education and the cultural sphere

Visual Encounters: More-than-representation in Art, Design and Media

Text and Image are frequently brought into conversation in tertiary art & design contexts. Specifically, this paper sets forth some visual exemplarsthat challenge traditional formats for dissemination of scholarly artwork and images. For example, Higher Degree Research submission oftenmeans adapting creative works into text-based documents for assessment purposes. Complexity in such spaces of representation frequently resultsin unsatisfying outcomes. The concept of "more than representation" Lorimer (2005); Thrift & Dewsbury (2000) and Connell’s (2017) sense of thesignificance of alternative spaces is used to contextualise a range of visual encounters. Encounters are conceived as a way to interrupt stability ofpast recording platforms and to enable interventions in everyday routines. The focus is on visually emergent and unremarkable actions, sharedexperiences and serendipitous dispositions. Rather than traditional representational traits such as uncovering meanings and linear progressnarratives, case studies of image/text seek to pay attention to the fleeting and the unexceptional. Each case presents a diverse visual format(artworks, animations and multichannel video) using performative conversions of text and image. In the age of big data, visual intelligence and"readings" that interrogate representational formats are crucial in uncovering the situated mechanics of production. Speech and text conceived asartistic devices open novel opportunities for change. Each case recognises constrained acts of speaking/voice within cultural displacement forexample in working with International students in Higher Education. How artists devise altered encounters to countermand prior invisibility ordisparagement is highlighted, challenging contested ideas across geographies of place and time

Spaces of Multiplicity: Re-thinking Indigenous Perspectives in Australian Tertiary Education through Altering Teacher Beliefs and Practices

Ongoing tension between Indigenous self-determination and western educational frames of reference remains a potent force within educational debate. This paper voices some of the dilemmas of practice emergent in two Australian educators’ everyday work through exploration of some new spaces of possibility within this complex domain. Through observation and surveys with Indigenous and non-Indigenous Australian tertiary educators experiences, beliefs and practices about teaching Indigenous perspectives are presented. This paper invites a re-thinking of tertiary educational space, as a possible site of multiplicity that is not preoccupied with the differences of meaning between Indigenous and non-Indigenous worlds of knowledge and experience. Rather it is a space that recognises dilemmas and convergences of knowledge in relation to content and pedagogy

Forming Ecologies of Practice: How a Distributed Facilitator Framework (DFF) scaffolds teacher and student partnerships in Career Development Learning (CDL)

This paper discusses a project where students and educators worked iteratively in collaborative reciprocal relationships to enhance International student experiences in higher education. Here disciplinary knowledge and appropriate pedagogies are inextricably linked, emergent and meaningful, demonstrated through carefully articulated creative encounters. The Teaching International Student (TIS) Project was planned within in a Distributed Facilitator Framework (DFF) that encompasses activities, events, resources, ‘Student as partners’ projects and a growing independent Community of Practice (CoP). The theories that underpin the DFF model, includes the Iceberg Model of surface and deep culture (Kruger, 2013) and the ‘Ecologies of Practice’ concepts of Kemmis and Heikkinen (2011) and Snepvangers & Rourke (2017). The DFF was created to visually capture an interconnected series of processes and events that utilised the Kemmis et al’s (2011) characteristics of ‘sayings, doings and relatings’. An Action Practitioner Research methodology was developed over a one-year cycle that includes follow-up reflective practice activities. The project has been evaluated utilising high-level positive educator-led evidence that does not rely on one-off surveys and instead explores other ways of longitudinally capturing qualitative data that takes into account the iterative nature of learning and teaching. Evidence of shifts in practice through pre and post reflection survey data within and outside each activity and event is a key focus of the evaluative process. The outcome demonstrates ways of capturing and disseminating holistically new Career Development Learning (CDL) in professional educator practice through showcasing, evaluating and the adaption of good practice in a variety of disciplinary contexts