bluuebunny/crossref_metadata_2025_split huggingface dataset:
Identity and Cultural Change
Authors: Maier Christian 
Published: August 2016

In psychology, the study of tradition-directed societies (Riesman, 1950) has usually served to “confirm” existing theories as being of universal validity. The same holds true of psychoanalysis: in 1929, Geza Roheim travelled to Normanby Island in Melanesia to prove the universality of the Oedipus complex. He did so in reaction to Bronislaw Malinowski, whose research with the Trobriand Islanders had led him to question that idea. Similarly, C. G. Jung thought he recognized specific archetypal manifestations of the collective unconscious in the tribal traditions of primitive populations.The primary concern of the psychoanalysts was to identify and understand certain regularities in the aliens and to draw parallels between alien and western psychological processes. They were aware of the different psychological structure of members of tradition-directed societies, but their evaluation was biased by their feeling of mental and moral superiority. This bias often resulted in an overly obvious reproduction of the earlier colonialist power structures. Ultimately, the alienness of those populations was as frightening as their similarity; they reminded us of the alien within ourselves, of our own unconscious which Freud called the foreign, or alien, interior.
Aboriginal Students Perceptions of the ‘World of Work’ and Implications for the Teaching of Work/Career Education
Authors: Russell Di 
Published: August 2016

As part of my work this year I was required to undertake an evaluation project. I decided to combine some of my concerns about the appropriateness for Aboriginal students of some of the ways in which state education curriculum priorities are implemented with one of my focus curriculum areas, namely Work Education.In South Australia the National Aboriginal and Torres Strait Islander Education Policy ( AEP ) is seen as the overarching Aboriginal Education Policy. However, most Aboriginal students in South Australia and all state schools are required to address mandatory curriculum are as set out in the “Educating for the 21st Century” (1990), the curriculum policy document.
Why the Aboriginal Child Succeeds at the Computer
Authors: O'Donoghue R.R. 
Published: August 2016

Recently, I asked a young teacher who made much use of the computer in her classroom, “Why do Aboriginal children succeed at the computer?”.She gave these reasons:
1. Racial differences go out the window.2. Ability groups do not matter - all are happily involved.3. Concepts, e.g. direction, come early.4. Hastens sight-word recognition.5. Adult helpers are well employed.
Some Linguistic Differences between Kunwinjku and English
Authors: Calwell Michael 
Published: August 2016

Kunwinjku is the main Aboriginal language spoken in Oenpelli, Northern Territory. It is estimated that Kunwinjku is spoken by over 1,000 people; it is the lingua franca of Western Arnhem Land.The purpose of this paper is to outline the linguistic difficulties that Kunwinkju speakers face in learning English as a second language, and to suggest some teaching strategies that a teacher can adopt to help children overcome these.
Cultural Understanding: Teaching about Race Relations in the Primary School
Authors: McDougall Michael , Hastie Peter 
Published: August 2016

Racism certainly exists amongst primary school children in Australia. Through both experience in school and teaching, the authors have noted marked prejudice amongst students. This prejudice takes the forms of slurs, name calling, recitation of myths and stereotypes, and occasionally violence, and is directed at all minority groups, but notably Aborigines and Asians.Students in minority groups have most likely been on the receiving end of this prejudice during their school lives and, because of this, may have felt alienated and humiliated. In this paper it is proposed that the teaching of race relations and cultural understanding is one method teachers may use to decrease the racial attitudes of the white non-minority students.
Aborigines and Their Central Schools: Part I
Authors: Hill Bob 
Published: August 2016

Central Schools in New South Wales administratively combine primary and secondary schools on a single site. They are normally located in small, relatively isolated, rural communities. In the Western Region of the NSW Department of Education there are 19
Central Schools varying in size from 88 to 557 students. At the time of this study eight of the Central Schools catered for students from kindergarten to Year 12, the remaining eleven catered for kindergarten to Year 10.In 1987/88 Mitchell CAE, in collaboration with the Department of Education in the Western Region, undertook a major research study into the perceptions of Central Schools held by those most closely involved (Sinclair 1988). Prior to the study much of the knowledge of how Central Schools were perceived was anecdotal and impressionistic. This study aimed at gathering comparative data from all Western Region Central Schools about how those who taught, studied, or sent their children there perceived the quality of education provided by Central Schools.
Aboriginal Children and Education – The Developing Partnership
Authors: Rose W.D. 
Published: August 2016

My early years as a teacher were concerned with children labelled as slow learners. In the light of what many of them have achieved over the years – ranging from skilled trades to self-employment – I sometimes wonder whether we limit our educational horizons on occasion to expectations based on faulty or imprecise data, or to a process of conditioning; what to expect in given localities or among certain groups of children.Fortunately, my professional reading at that time led me to Kirk and Johnson: “Educating the Retarded Child”, and to their concept of “belongingness”. They argued that the teacher accepts the child as he is, with all his imperfections and educational blemishes, his deprivations, disadvantages and differences. It is all too easy for us to hang the child’s lack of motivation and interest on the peg of social, housing or health services deficiency, and to avoid the personal and professional involvement that is a prerequisite of the committed teacher.Unfortunately, our educational practice is such that we continue to identify minority-group children on western-oriented tests of general ability. No allowance is made for the fact that the child is unfamiliar with the language of the test administrator or indeed, of the items of the test; and yet it is well known in psychological circles that test results are only valid if the children being tested are as familiar with the test items as was the group on whom the test was normed.
Schooling and Identity Levels
Authors: Willmot E. 
Published: August 2016

Western-style schooling for Aboriginal children in New South Wales began formally in 1940. Nineteen-forty was the year in which the New South Wales Department of Education abandoned its long-standing policy of exclusion relating to Aboriginal children. Prior to this, Aboriginal children were excluded from State schools on the complaint of a white parent. From 1940 on, it could be said that Aboriginal people had achieved the right to State schooling. This is, of course, a political statement as much as an educational one. I would argue that 1940, in fact, saw the beginning of modern Aboriginal politics.Modern Aboriginal politics, as such, began in the early 1960s when Vincent Lingiari and the Gurindji people walked off Wave Hill; that was the beginning of the land rights movement. The 1940s and the 1950s, however, saw Aboriginal people struggle for the human right of education for their children.During the late 1960s and 1970s, many Aboriginal people spent a great deal of time criticising the very education systems which they fought so hard to become part of. Yet Aboriginal people have voted for this form of education with their feet. In 1975, according to Commonwealth Government statistics, there were 223 Aboriginal people in tertiary institutions in Australia. In 1980, there were 881, that is a 295% increase. In 1970, however, there were only 20 Aboriginal people found to be in tertiary institutions in Australia and that, believe it or not, registers by 1980 as being a 4,310% increase. Unfortunately, this does not reflect an equivalent 4,310% improvement in outcomes of schooling; this extraordinary phenomenon associated with the tertiary education is very much an Aboriginal adventure.
The Stressed Child
Authors: Rickarby G. 
Published: August 2016

This article is addressed to issues that cause stress in children, but are not outward and obvious such as illness or lack of food and shelter.From the point of view of a child psychiatrist, separation from important members of the family (or threat of separation) is one of the major stresses of childhood, particularly in the child under three years of age. Unfortunately, cultural influences from Anglo-Saxon sources have been one of the main sources of untoward
separation of young children through hospitalisation or assessment at distant places. This was in ignorance of the harmful effects of separating young children from the person they are attached to most.
Kava : A Challenge to Alcohol?
Authors: Cawte J.E. 
Published: August 2016

Kava has been introduced into Aboriginal communities in Northern Australia. Persons from Yirrkala in North East Arnhem Land visiting the South Pacific region on study tours have been impressed by their welcome in Kava bowl ceremonies, and some of them hoped that the Aborigines might use Kava instead of alcohol.In 1983 many Aboriginal people in Arnhem Land used Kava, and much more was used in 1984. By 1985 it became a social epidemic or ‘craze’ in many communities. Rings of people of both sexes and of all ages often sit together under trees around Kava bowls for many hours. They may drink up to a hundred times the amount normally drunk in the Pacific Islands by the same number of people in the same time.
Pedagogical Principles for Aboriginal Teacher Education
Authors: McTaggart R. 
Published: August 2016

Aboriginal teacher education is a distinctive educational activity. How distinctive Aboriginal teacher education needs to be and the forms it might take are a matter for action research (McTaggart and Garbutcheon-Singh, 1986) by Aboriginal teachers, their communities, and teacher educators working in Aboriginal schools, and from teacher education instititions. But there is experience available from which it is reasonable to propose some general principles which should guide immediate efforts in Aboriginal teacher education.The pedagogical principles outlined below come from an action research project in Aboriginal teacher education conducted in the Northern Territory over the last two years. The project is known as D-Bate, the Deakin-Batchelor Aboriginal Teacher Education Program, a joint project of Batchelor College in the Northern Territory and the School of Education of Deakin University in Geelong, Victoria.
Remotely sensed habitat variables are poor surrogates for functional traits of rocky reef fish assemblages
Authors: COLEMAN MELINDA A. , INGLETON TIM , MILLAR RUSSELL B. , DAVIES PETER L. , JORDAN ALAN , KELAHER BRENDAN P. 
Published: August 2016

SUMMARYConservation planning often relies on measures such as species richness and abundance to prioritize areas for protection. Nonetheless, alternative metrics such as functional traits have recently been shown to be useful complementary measures for detecting biological change. Timely conservation planning often precludes the collection of such detailed biological data relying instead on remotely-sensed habitat mapping as a surrogate for diversity. While there is evidence that habitat maps may predict taxonomic species richness and diversity in some coastal ecosystems, it is unknown whether similar strong relationships exist for functional traits and functional multimetrics. We compared the performance of physical habitat structural complexity obtained from high definition swath mapping in explaining variation in traditional taxonomic metrics as well as functional traits (e.g., maximum length, trophic level, gregariousness) and functional multimetrics (e.g., functional richness, dispersion) of fish assemblages. Reef complexity measures were good surrogates for fish species richness and abundance but not for functional traits or multimetrics, except functional richness at the scale of 1 m. Remotely sensed habitat maps may not be a good surrogate for predicting functional traits and multimetrics of fish assemblages, and must be used with caution when maximizing such aspects of assemblages is a priority for conservation planning.
Chronic hepatitis C virus (HCV) burden in Rhode Island: modelling treatment scale-up and elimination
Authors: SOIPE A. I. , RAZAVI H. , RAZAVI-SHEARER D. , GALÁRRAGA O. , TAYLOR L. E. , MARSHALL B. D. L. 
Published: August 2016

SUMMARYWe utilized a disease progression model to predict the number of viraemic infections, cirrhotic cases, and liver-related deaths in the state of Rhode Island (RI) under four treatment scenarios: (1) current HCV treatment paradigm (about 215 patients treated annually, Medicaid reimbursement criteria fibrosis stage ⩾F3); (2) immediate scale-up of treatment (to 430 annually) and less restrictive Medicaid reimbursement criteria (fibrosis stage ⩾F2); (3) immediate treatment scale-up and no fibrosis stage-specific Medicaid reimbursement criteria (⩾F0); (4) an ‘elimination’ scenario (i.e. a continued treatment scale-up needed to achieve >90% reduction in viraemic cases by 2030). Under current treatment models, the number of cirrhotic cases and liver-related deaths will plateau and peak by 2030, respectively. Treatment scale-up with ⩾F2 and ⩾F0 fibrosis stage treatment criteria could reduce the number of cirrhotic cases by 21·7% and 10·0%, and the number of liver-related deaths by 19·3% and 7·4%, respectively by 2030. To achieve a >90% reduction in viraemic cases by 2030, over 2000 persons will need to be treated annually by 2020. This strategy could reduce cirrhosis cases and liver-related deaths by 78·9% and 72·4%, respectively by 2030. Increased HCV treatment uptake is needed to substantially reduce the burden of HCV by 2030 in Rhode Island.
Barriers and Facilitators to Community CPR Education in San José, Costa Rica
Authors: Schmid Kristin M. , Mould-Millman Nee-Kofi , Hammes Andrew , Kroehl Miranda , García Raquel Quiros , McDermott Manrique Umaña , Lowenstein Steven R. 
Published: August 2016

AbstractBackgroundBystander cardiopulmonary resuscitation (CPR) improves survival after prehospital cardiac arrest. While community CPR training programs have been implemented across the US, little is known about their acceptability in non-US Latino populations.ObjectivesThe purpose of this study was to identify barriers to enrolling in CPR training classes and performing CPR in San José, Costa Rica.MethodsAfter consulting 10 San José residents, a survey was created, pilot-tested, and distributed to a convenience sample of community members in public gathering places in San José. Questions included demographics, CPR knowledge and beliefs, prior CPR training, having a family member with heart disease, and prior witnessing of a cardiac arrest. Questions also addressed barriers to enrolling in CPR classes (cost/competing priorities). The analysis focused on two main outcomes: likelihood of registering for a CPR class and willingness to perform CPR on an adult stranger. Odds ratios and 95% CIs were calculated to test for associations between patient characteristics and these outcomes.ResultsAmong 371 participants, most were male (60%) and <40 years old (77%); 31% had a college degree. Many had family members with heart disease (36%), had witnessed a cardiac arrest (18%), were trained in CPR (36%), and knew the correct CPR steps (70%). Overall, 55% (95% CI, 50-60%) indicated they would “likely” enroll in a CPR class; 74% (95% CI, 70-78%) would perform CPR on an adult stranger. Cardiopulmonary resuscitation class enrollment was associated with prior CPR training (OR: 2.6; 95% CI, 1.6-4.3) and a prior witnessed cardiac arrest (OR: 2.0; 95% CI, 1.1-3.5). Willingness to perform CPR on a stranger was associated with a prior witnessed cardiac arrest (OR: 2.5; 95% CI, 1.2-5.4) and higher education (OR: 1.9; 95% CI, 1.1-3.2). Believing that CPR does not work was associated with a higher likelihood of not attending a CPR class (OR: 2.4; 95% CI, 1.7-7.9). Fear of performing mouth-mouth, believing CPR is against God’s will, and fear of legal risk were associated with a likelihood of not attending a CPR class and not performing CPR on a stranger (range of ORs: 2.4-3.9).ConclusionMost San José residents are willing to take CPR classes and perform CPR on a stranger. To implement a community CPR program, barriers must be considered, including misgivings about CPR efficacy and legal risk. Hands-only CPR programs may alleviate hesitancy to perform mouth-to-mouth.SchmidKM, Mould-MillmanNK, HammesA, KroehlM, Quiros GarcíaR, Umaña McDermottM, LowensteinSR. Barriers and facilitators to community CPR education in San José, Costa Rica. Prehosp Disaster Med. 2016;31(5):509–515.
Needs Assessment
Authors: Kerr Billy 
Published: August 2016

In Vol.16 No.3, p.37, we published an article by Mr Kerr entitled “A Metaplan Approach to Needs Assessment”. This was an outline of an approach used by the Aboriginal Education Unit, Kalgoorlie Education Centre, W.A. to determine the educational needs of Aboriginal Communities. One of the target groups selected for this program was a group of traditional Aboriginal people from the remote community of Coonana. Mr Kerr now writes:“As a result of the program at Coonana, we were again asked to return to help the community re-assess their needs and to formulate some ideas on how they could tackle a few of the other identified key areas. We used a similar approach to the year before, putting topic headings onto a large sheet of paper and then getting people to write down ideas on how to achieve progress in this area. The response from these people was magnificent, and again I reiterate the point of how often have we seen non-Aboriginal people go into Aboriginal communities to tell them that they know best, and make no attempt to listen to or solicit the Aboriginal viewpoint.”The following is a copy of the report on the project sent to the Coonana School.
Measurement Invariance of the Parent Version of the Strengths and	Difficulties Questionnaire (SDQ) Across Community and Clinical	Populations
Authors: Smits Iris A. M. , Theunissen Meinou H. C. , Reijneveld Sijmen A. , Nauta Maaike H. , Timmerman Marieke E. 
Published: August 2016

Abstract. The Strengths and Difficulties Questionnaire (SDQ) is a popular screening instrument for the detection of social-emotional and behavioral problems in children in community and clinical settings. To sensibly compare SDQ scores across these settings, the SDQ should measure psychosocial difficulties and strengths in the same way across community and clinical populations, that is, the SDQ should be measurement invariant across both populations. We examined whether measurement invariance of the parent version of the SDQ holds using data from a community sample (N = 707) and a clinical sample (N = 931). The results of our analysis suggest that measurement invariance of the SDQ parent version across community and clinical populations is tenable, implying that one can compare the SDQ scores of children across these populations. This is a favorable result since it is common clinical practice to interpret the scores of a clinical individual relative to norm scores that are based on community samples. The findings of this study support the continued use of the parent version of the SDQ in community and clinical settings.
Chemotherapy resistance and metastasis-promoting effects of thyroid hormone in hepatocarcinoma cells are mediated by suppression of FoxO1 and Bim pathway
Authors: Chi Hsiang-Cheng , Chen Shen-Liang , Cheng Yi-Hung , Lin Tzu-Kang , Tsai Chung-Ying , Tsai Ming-Ming , Lin Yang-Hsiang , Huang Ya-Hui , Lin Kwang-Huei 
Published: August 2016

AbstractHepatocellular carcinoma (HCC) is the third leading cause of cancer-related death worldwide, and systemic chemotherapy is the major treatment strategy for late-stage HCC patients. Poor prognosis following chemotherapy is the general outcome owing to recurrent resistance. Recent studies have suggested that in addition to cytotoxic effects on tumor cells, chemotherapy can induce an alternative cascade that supports tumor growth and metastasis. In the present investigation, we showed that thyroid hormone (TH), a potent hormone-mediating cellular differentiation and metabolism, acts as an antiapoptosis factor upon challenge of thyroid hormone receptor (TR)-expressing HCC cells with cancer therapy drugs, including cisplatin, doxorubicin and tumor necrosis factor-related apoptosis-inducing ligand (TRAIL). TH/TR signaling promoted chemotherapy resistance through negatively regulating the pro-apoptotic protein, Bim, resulting in doxorubicin-induced metastasis of chemotherapy-resistant HCC cells. Ectopic expression of Bim in hepatoma cells challenged with chemotherapeutic drugs abolished TH/TR-triggered apoptosis resistance and metastasis. Furthermore, Bim expression was directly transactivated by Forkhead box protein O1 (FoxO1), which was negatively regulated by TH/TR. TH/TR suppressed FoxO1 activity through both transcriptional downregulation and nuclear exclusion of FoxO1 triggered by Akt-mediated phosphorylation. Ectopic expression of the constitutively active FoxO1 mutant, FoxO1-AAA, but not FoxO1-wt, diminished the suppressive effect of TH/TR on Bim. Our findings collectively suggest that expression of Bim is mediated by FoxO1 and indirectly downregulated by TH/TR, leading to chemotherapy resistance and doxorubicin-promoted metastasis of hepatoma cells.
Normal stroma suppresses cancer cell proliferation via mechanosensitive regulation of JMJD1a-mediated transcription
Authors: Kaukonen Riina , Mai Anja , Georgiadou Maria , Saari Markku , De Franceschi Nicola , Betz Timo , Sihto Harri , Ventelä Sami , Elo Laura , Jokitalo Eija , Westermarck Jukka , Kellokumpu-Lehtinen Pirkko-Liisa , Joensuu Heikki , Grenman Reidar , Ivaska Johanna 
Published: August 2016

AbstractTissue homeostasis is dependent on the controlled localization of specific cell types and the correct composition of the extracellular stroma. While the role of the cancer stroma in tumour progression has been well characterized, the specific contribution of the matrix itself is unknown. Furthermore, the mechanisms enabling normal—not cancer—stroma to provide tumour-suppressive signals and act as an antitumorigenic barrier are poorly understood. Here we show that extracellular matrix (ECM) generated by normal fibroblasts (NFs) is softer than the CAF matrix, and its physical and structural features regulate cancer cell proliferation. We find that normal ECM triggers downregulation and nuclear exit of the histone demethylase JMJD1a resulting in the epigenetic growth restriction of carcinoma cells. Interestingly, JMJD1a positively regulates transcription of many target genes, including YAP/TAZ (WWTR1), and therefore gene expression in a stiffness-dependent manner. Thus, normal stromal restricts cancer cell proliferation through JMJD1a-dependent modulation of gene expression.