bluuebunny/crossref_metadata_2025_split huggingface dataset:
Language Instruction in Torres Strait Islander Schools: Some Preliminary Considerations for School-based Curriculum Development
Authors: Orr G.M. 
Published: August 2016

The purpose of this paper is to help the practitioner in multilingual environments by making him or her aware of the need to establish a sound operational base from which to work before agonizing over the practicalities of the implementation stage. In essence, the paper seeks to show teachers that much of what is successful today in terms of school-based curriculum development is, in fact, grounded in theory: theory that is readily understood and useful to educators working in a variety of contexts.Today, in the Torres Strait, the schooling process appears to be widening the educational gap between white Queenslanders and their Islander counterparts„* Teachers as curriculum developers, along with parliamentary heads and state education department dignitaries, must realize that problems of this kind can be grappled with initially only from within the geographical context. In other words, the problems of the oppressed must be solved by the oppressed who, first of all, need to understand their position and then transform it. But if problem transformation is going to take place from the inside, as has been suggested already, then it must include an examination of the role of the school for, according to Raskin.
Distance or Difference in Aboriginal Education
Authors: Graham B. 
Published: August 2016

The majority of the 27,000 Aborigines in the Northern Territory live in remote communities and on cattle stations, or are grouped around some of the smaller rural towns that are scattered through the 1,347,500 square kilometres of the Northern Territory. These extremely isolated communities may vary in size from, say, one hundred to over one thousand people. There is vast climatic and geographical variation, too, between the tropical communities around the beaches that fringe the Arafura sea, and those in the desert where the harsher climate and terrain have an appeal of their own to those who live there.To educate 7,000 Aboriginal children, the Northern Territory endeavours to maintain 43 schools in Aboriginal communities, plus another 27 which are located on pastoral properties. Apart from two residential colleges located at Alice Springs and Darwin, which cater for secondary-age Aboriginal students, all Aboriginal schools could be regarded as remote, isolated by geographical distance from the larger centres. These 70 schools present complex logistical problems to those who supply and maintain buildings, equipment and staff. However, although formidable, the problems associated with remoteness are insignificant when compared with the social, cultural and linguistic factors that create distance between these traditionally oriented Aboriginal children and our western style of education.
The Burn-out Complacency Syndrome
Authors: Gates K.L. 
Published: August 2016

The following article has been based on personal experiences and dealings with over 40 teachers and three different principals during the period 1976–1981, while at the Mornington Island State School. It is also based on discussions with teachers from other communities, advisory teachers, principals and inspectors during this period.The article intends to look at the meaning of burn-out oomplaoenoy and how this syndrome so easily affects teachers and other workers, especially in remote Aboriginal communities. Although the article strongly supports all the recent innovations and planning in the area of curriculum development, conferences, and support systems in Aboriginal Education, still, that most fundamental criterion is missing – selection of teachers to work in these isolated areas with these innovated programs.More importantly, the article also hopes to show what happens to the majority of teachers in these particular areas and how the burn-out oomplaoenoy syndrome operates. Perhaps the reader may then realise why such schools have enormous staff turn overs. Perhaps, also, education authorities should view these proven burn-out teachers in Aboriginal Education with greater understanding, support and value.It remains my strong belief that each and every one of us is capable of working in •burn-out’. It is, however, much easier to adopt ‘complacency’. ‘Burn-out’ is that period of time during which one strives to work at maximum level and efficiency. Set-backs and failures are brushed aside and the person keeps attacking, keeps forcing himself to reach goals pre-set by himself or by others. By forcing ‘burn-out’, working to the limit, however, one can soon become burnt-out. Burnt-out is a dangerous time for the individual. Either he recognises the situation and opts for complacency, or he ‘cracks’ and is in that situation of being of no use to anyone, or he leaves the situation.
Incorporating Traditional Cultural Material into the Curriculum of Aboriginal Community Schools
Authors: Durre A.C. 
Published: August 2016

Queensland has isolated Aboriginal communities whose contact with the dominant society is restricted by the tyranny of distance, if nothing else. Several additional communities experience greater contact because of proximity.In 1972, a majority of these schools were still mission controlled. Transition to State responsibility has occurred at various negotiated rates, but by 1978 all were the responsibility of the Queensland Education Department except for Islander schools in the Torres Straits. These remained the concern of the Department of Aboriginal and Islanders Advancement until 1985.
Language Death and Language Maintenance: Action Needed to Save Aboriginal Languages
Authors: Fesl E. 
Published: August 2016

Language death can occur naturally, and in different ways, or it can be caused by deliberate policy. This is how deliberate practices and policies brought it about in Australia.
•Diverse linguistic groups of Aborigines were forced into small missions or reserves to live together; consequently languages that were numerically stronger squeezed the others out of use.•Anxious to ‘Christianise’ the Aborigines, missionaries enforced harsh penalties on users of Aboriginal languages, even to the point of snatching babies from their mothers and institutionalising them, so they would not hear their parental languages.•Aboriginal religious ceremonies were banned; initiations did not take place, and so liturgical, ceremonial and secret languages were unable to be passed on. As old people died, their languages died with them.•Assimilationist/integrationist policies were enforced which required Aborigines to attend schools where English-only was the medium of instruction.•Finally, denigration of the Aboriginal languages set the seal on their fate in Victoria (within forty years of white settlement, all Gippsland languages had become extinct), most of New South Wales, South Australia and Queensland. Labelling the languages “rubbish”, “heathen jargon”, “primitive jibberish”, and so on, made Aboriginal people reluctant to use their normal means of communication.
Observations on the Operation of a Unit for Aboriginal Students in Katherine High School
Authors: Wilkinson A. 
Published: August 2016

Katherine High School is the only school offering secondary education in the region and thus is catering to the educational demands of a culturally diverse community. In seeking to meet these requirements the school has endorsed the Participation and Equity Program (PEP) of the Federal Department of Education and one highly successful and continuingly popular experimental component of this program has been the TESL (Aboriginal) unit.This unit represents the attempts of educators and community members to construct an educational environment in which the aspirations of the Aboriginal people can be ameliorated without compromising their Aboriginality.
An Annotated Aboriginal Science Bibliography
Authors: Palmer W.P. 
Published: August 2016

Science is one area within Aboriginal Education which appears to receive comparatively little attention.The author experienced this in practice when he was lecturing in science education to trainee teachers on the topic of teaching science to Aboriginal students in secondary schools. As a newcomer to the Northern Territory the author does not have direct personal experience in this area and so he decided to search the literature. No previous bibliography of this topic was found. Initially searching revealed very little, but slowly the collection of interesting articles has increased, and whilst it is realised that the selection included in this bibliography is far from complete, it is offered to the reader as a starting point.
Somebody’s Children
Authors: Hunt Joan 
Published: August 2016

Several months ago I was asked by a neighbour-friend, ‘Mrs James’, to help her get her eleven year-old son, ‘Stephen’ and eight year-old daughter, ‘Katherine’, back to school. Mrs James was in hospital in Sydney at the time, recovering from a serious operation, while Mr James, an invalid pensioner, was trying to look after the two remaining children at home. (An older son is with foster parents).Stephen had missed more than 100 days of school in 1988 and had not returned to school in 1989. Katherine had a somewhat better attendance record but had stopped going to school when her mother went off to Sydney. Stephen’s and Katherine’s absences had been drawn to the attention of the home-school liaison officers.
College of Aboriginal Education
Authors: Ingram J.G. 
Published: August 2016

The College of Aboriginal Education was set up in March 1973 within the Torrens College of Advanced Education, Adelaide, to provide an opportunity for adult Aboriginal people to continue their education in areas meaningful to them. It offers a highly individualized twelve month course which emphasizes the development of positive self concepts, an understanding of society and the development of positive attitudes to it, and the finding of satisfying employment.The students come from a wide range of backgrounds and include both tribal and non-tribal people. At present 45 students are enrolled. The staff includes both Aboriginals and Euro-Australians. The College makes use of a large number of part-time teachers, many of whom are Aboriginal, while other people, including both Aboriginals and non-Aboriginals expert in their own field, are brought in from time to time.
Project
Authors: Wedemeyer M. , Sillett G. , Cornwell R. , Snartt M. , Syme D. 
Published: August 2016

We decided to institute our Project Program because:
1. a considerable number of our pupils both in the upper Primary and lower Secondary schools have had a record of failure for most of their school career, and2. the results of both aptitude and attainment tests indicated that the existing school programs were unsuccessful in alleviating this pattern of failure.
A Condensed “Teachers’ Bible
Authors: Fisher E. M. 
Published: August 2016

I feel that there is an immediate need for teachers coming into contact with a new Aboriginal community to evaluate themselves not only professionally, but also socio-culturally.The hazards and pitfalls of acculturation interchanges are too numerous and complicated to enumerate, and it is incumbent upon the new teacher to ‘establish’ himself (or herself) initially in the new environment. The community is only too cognizant of the behaviour and actions of a new member in its midst, and once the Aboriginals establish ‘you’ in their mental structure, then acceptance gradually comes. The reasons for culture conflict are manifold, and we, as teachers, must be careful not to use these as an excuse for indifference and neglect of our ‘client’ community.
A hurricane wind risk and loss assessment of Caribbean agriculture
Authors: Mohan Preeya , Strobl Eric 
Published: August 2016

AbstractHurricanes act as large external shocks potentially causing considerable damage to agriculture in the Caribbean. While a number of studies have estimated their historic economic impact, arguably the wider community and policy makers are more concerned about their future risk and potential losses, since this type of information is useful for disaster preparedness and mitigation strategy and policy. This paper implements a new approach to undertaking a quantitative wind risk and loss assessment of agriculture in Caribbean island economies. The authors construct an expected loss function that uses synthetically generated, and historical, hurricane tracks within a wind field model that takes cropland exposure derived from satellite data into consideration. The results indicate that expected wind losses are potentially large but vary considerably across the region, where the smaller islands are considerably more likely to be negatively impacted. Moreover, we find that the structure of the agricultural sector can be important in terms of vulnerability.
Street-level bureaucracy and policy implementation in community public health nursing: a qualitative study of the experiences of student and novice health visitors
Authors: Hughes Alison , Condon Louise 
Published: August 2016

AimTo explore the experiences of student and novice health visitors in implementing health visiting policy reform pre- and post-qualification.BackgroundIn England, public health nursing has been subject to major policy reform. The Health Visitor Implementation Plan (2011) set out a plan to recruit increasing numbers of nurses and midwives to the profession to deliver an expanded and refocussed health visiting service. Exploring this policy change from the viewpoint of those new to health visiting offers a unique perspective into how a specific policy vision is translated into nursing practice.MethodsA descriptive qualitative study in which participants were enrolled on a one-year post-graduate health visiting course at a University in South West of England. Qualitative data were collected pre- and post-qualification. A total of 16 interviews and a focus group were conducted with nine participants between September 2012 and March 2013.FindingsDescriptive data were interpreted using Lipsky’s theoretical framework of street-level bureaucracy. Three themes emerged which relate to this ‘bottom-up’ perspective on policy implementation; readiness to operationalise policy, challenges in delivering the service vision; and using discretion in delivering the vision. Community public health nurses operate as street-level bureaucrats in negotiating the demands of policy and practice, and by this means, attempt to reconcile professional values with institutional constraints. Barriers to policy implementation at a local level mediate the effects of policy reform, ultimately impacting upon outcomes for children and families.
Ionic imbalance induced self-propulsion of liquid metals
Authors: Zavabeti Ali , Daeneke Torben , Chrimes Adam F. , O’Mullane Anthony P. , Zhen Ou Jian , Mitchell Arnan , Khoshmanesh Khashayar , Kalantar-zadeh Kourosh 
Published: August 2016

AbstractComponents with self-propelling abilities are important building blocks of small autonomous systems and the characteristics of liquid metals are capable of fulfilling self-propulsion criteria. To date, there has been no exploration regarding the effect of electrolyte ionic content surrounding a liquid metal for symmetry breaking that generates motion. Here we show the controlled actuation of liquid metal droplets using only the ionic properties of the aqueous electrolyte. We demonstrate that pH or ionic concentration gradients across a liquid metal droplet induce both deformation and surface Marangoni flow. We show that the Lippmann dominated deformation results in maximum velocity for the self-propulsion of liquid metal droplets and illustrate several key applications, which take advantage of such electrolyte-induced motion. With this finding, it is possible to conceive the propulsion of small entities that are constructed and controlled entirely with fluids, progressing towards more advanced soft systems.
DNA hydroxymethylation controls cardiomyocyte gene expression in development and hypertrophy
Authors: Greco Carolina M. , Kunderfranco Paolo , Rubino Marcello , Larcher Veronica , Carullo Pierluigi , Anselmo Achille , Kurz Kerstin , Carell Thomas , Angius Andrea , Latronico Michael V. G. , Papait Roberto , Condorelli Gianluigi 
Published: August 2016

AbstractMethylation at 5-cytosine (5-mC) is a fundamental epigenetic DNA modification associated recently with cardiac disease. In contrast, the role of 5-hydroxymethylcytosine (5-hmC)—5-mC’s oxidation product—in cardiac biology and disease is unknown. Here we assess the hydroxymethylome in embryonic, neonatal, adult and hypertrophic mouse cardiomyocytes, showing that dynamic modulation of hydroxymethylated DNA is associated with specific transcriptional networks during heart development and failure. DNA hydroxymethylation marks the body of highly expressed genes as well as distal regulatory regions with enhanced activity. Moreover, pathological hypertrophy is characterized by a shift towards a neonatal 5-hmC distribution pattern. We also show that the ten-eleven translocation 2 (TET2) enzyme regulates the expression of key cardiac genes, such as Myh7, through 5-hmC deposition on the gene body and at enhancers. Thus, we provide a genome-wide analysis of 5-hmC in the cardiomyocyte and suggest a role for this epigenetic modification in heart development and disease.
Surface expression of hippocampal NMDA GluN2B receptors regulated by fear conditioning determines its contribution to memory consolidation in adult rats
Authors: Sun Yan-Yan , Cai Wei , Yu Jie , Liu Shu-Su , Zhuo Min , Li Bao-Ming , Zhang Xue-Han 
Published: August 2016

AbstractThe number and subtype composition of N-methyl-d-aspartate receptor (NMDAR) at synapses determines their functional properties and role in learning and memory. Genetically increased or decreased amount of GluN2B affects hippocampus-dependent memory in the adult brain. But in some experimental conditions (e.g., memory elicited by a single conditioning trial (1 CS-US)), GluN2B is not a necessary factor, which indicates that the precise role of GluN2B in memory formation requires further exploration. Here, we examined the role of GluN2B in the consolidation of fear memory using two training paradigms. We found that GluN2B was only required for the consolidation of memory elicited by five conditioning trials (5 CS-US), not by 1 CS-US. Strikingly, the expression of membrane GluN2B in CA1was training-strength-dependently increased after conditioning and that the amount of membrane GluN2B determined its involvement in memory consolidation. Additionally, we demonstrated the increases in the activities of cAMP, ERK and CREB in the CA1 after conditioning, as well as the enhanced intrinsic excitability and synaptic efficacy in CA1 neurons. Up-regulation of membrane GluN2B contributed to these enhancements. These studies uncover a novel mechanism for the involvement of GluN2B in memory consolidation by its accumulation at the cell surface in response to behavioral training.
Magneto-Optical Activity in High Index Dielectric Nanoantennas
Authors: de Sousa N. , Froufe-Pérez L. S. , Sáenz J. J. , García-Martín A. 
Published: August 2016

AbstractThe magneto-optical activity, namely the polarization conversion capabilities of high-index, non-absorbing, core-shell dielectric nanospheres is theoretically analyzed. We show that, in analogy with their plasmonic counterparts, the polarization conversion in resonant dielectric particles is linked to the amount of electromagnetic field probing the magneto-optical material in the system. However, in strong contrast with plasmon nanoparticles, due to the peculiar distribution of the internal fields in resonant dielectric spheres, the magneto-optical response is fully governed by the magnetic (dipolar and quadrupolar) resonances with little effect of the electric ones.
Structural insights into cardiolipin transfer from the Inner membrane to the outer membrane by PbgA in Gram-negative bacteria
Authors: Dong Haohao , Zhang Zhengyu , Tang Xiaodi , Huang Shihai , Li Huanyu , Peng Bo , Dong Changjiang 
Published: August 2016

AbstractThe outer membrane (OM) of Gram-negative bacteria is a unique asymmetric lipid bilayer in which the outer leaflet is composed of lipopolysaccharide (LPS) and the inner leaflet is formed by glycerophospholipid (GPL). The OM plays a fundamental role in protecting Gram-negative bacteria from harsh environments and toxic compounds. The transport and assembly pathways for phospholipids of bacterial OM are unknown. Cardiolipin (CL) plays an important role in OM biogenesis and pathogenesis, and the inner membrane (IM) protein PbgA, containing five transmembrane domains and a globular domain in periplasm has been recently identified as a CL transporter from the IM to the OM with an unknown mechanism. Here we present the first two crystal structures of soluble periplasmic globular domain of PbgA from S. typhimurium and E. coli, which revealed that the globular domains of PbgA resemble the structures of the arylsulfatase protein family and contains a novel core hydrophobic pocket that may be responsible for binding and transporting CLs. Our structural and functional studies shed an important light on the mechanism of CL transport in Gram-negative bacteria from the IM to the OM, which offers great potential for the development of novel antibiotics against multi-drug resistant bacterial infections.
Cu2O Photocathode for Low Bias Photoelectrochemical Water Splitting Enabled by NiFe-Layered Double Hydroxide Co-Catalyst
Authors: Qi Huan , Wolfe Jonathan , Fichou Denis , Chen Zhong 
Published: August 2016

AbstractLayered double hydroxides (LDHs) are bimetallic hydroxides that currently attract considerable attention as co-catalysts in photoelectrochemical (PEC) systems in view of water splitting under solar light. A wide spectrum of LDHs can be easily prepared on demand by tuning their chemical composition and structural morphology. We describe here the electrochemical growth of NiFe-LDH overlayers on Cu2O electrodes and study their PEC behavior. By using the modified Cu2O/NiFe-LDH electrodes we observe a remarkable seven-fold increase of the photocurrent intensity under an applied voltage as low as −0.2 V vs Ag/AgCl. The origin of such a pronounced effect is the improved electron transfer towards the electrolyte brought by the NiFe-LDH overlayer due to an appropriate energy level alignment. Long-term photostability tests reveal that Cu2O/NiFe-LDH photocathodes show no photocurrent loss after 40 hours of operation under light at −0.2 V vs Ag/AgCl low bias condition. These improved performances make Cu2O/NiFe-LDH a suitable photocathode material for low voltage H2 production. Indeed, after 8 hours of H2 production under −0.2 V vs Ag/AgCl the PEC cell delivers a 78% faradaic efficiency. This unprecedented use of Cu2O/NiFe-LDH as an efficient photocathode opens new perspectives in view of low biasd or self-biased PEC water splitting under sunlight illumination.