Redefining the performing arts archive

This paper investigates representations of performance and the role of the archive. Notions of record and archive are critically investigated, raising questions about applying traditional archival definitions to the performing arts. Defining the nature of performances is at the root of all difficulties regarding their representation. Performances are live events, so for many people the idea of recording them for posterity is inappropriate. The challenge of creating and curating representations of an ephemeral art form are explored and performance-specific concepts of record and archive are posited. An open model of archives, encouraging multiple representations and allowing for creative reuse and reinterpretation to keep the spirit of the performance alive, is envisaged as the future of the performing arts archive.     

地球意象与当代环境意识

观看我们居住的星球有多种方式,将之＂视＂为一个栩栩如生的动态系统与从遥远太空获取其静态景象是迥然不同的。文章分析了一些流行的从地球上空不同地点所拍摄的地球形象,并将它们与盖亚科学相关的研究与叙述进行比较,重点讨论科技—文化创造地球意象的各种途径。虽然在阿波罗宇宙空间计划实施之时及其完成之后,这些地球意象被用来提升并促进环境倡议行动,但它们在早期也被表现、并被贩卖为一种地球幻想,一个可以被轻而易举地穿越、索取与耗尽的星球。文章简要地回顾了应用于气象、军事与通信等领域的远程地球监控可视化技术的发展历程,探讨了从太空拍摄到的地球意象,如何使各种视角更加混乱、如何削弱了地方性知识和地方性经验。论文试图追溯这些可以比较的制作地球意象的系统,如何影响了我们对于地球资源、对我们作为地球居民的角色以及我们对气候变化反应等方面的理解。     

Vimentin networks at tunable ion-concentration in microfluidic drops

The structure and function of biological systems, for example, cells and proteins, depend strongly on their chemical environment. To investigate such dependence, we design a polydimethylsiloxane-based microfluidic device to encapsulate biological systems in picoliter-sized drops. The content of each individual drop is tuned in a defined manner. As a key feature of our method, the individual chemical composition is determined and related to the drop content. In our case, the drop content is imaged using microscopy methods, while the drops are immobilized to allow for long-time studies. As an application of our device, we study the influence of divalent ions on vimentin intermediate filament networks in a quantitative way by tuning the magnesium concentration from drop to drop. This way we are able to directly image the effect of magnesium on the fluorescently tagged protein in a few hundreds of drops. Our study shows that with increasing magnesium concentration in the drops, the compaction of the networks becomes more pronounced. The degree of compaction is characterized by different morphologies; freely fluctuating networks are observed at comparatively low magnesium concentrations of 5–10 mM, while with increasing magnesium concentration reaching 16 mM they develop into fully aggregated networks. Our approach demonstrates how a systematic study of interactions in biological systems can benefit from the exceptional controllability of microfluidic methods.     

Children Who Read Words Accurately Despite Language Impairment: Who Are They and How Do They Do It?

Some children learn to read accurately despite language impairments (LI). Nine- to 10-year-olds were categorized as having LI only ( n  =   35), dyslexia (DX) only ( n  =   73), LI + DX ( n  =   54), or as typically developing (TD; n  =   176). The LI-only group had mild to moderate deficits in reading comprehension. They were similar to the LI + DX group on most language measures, but rapid serial naming was superior to the LI + DX group and comparable to the TD. For a subset of children seen at 4 and 6 years, early phonological skills were equally poor in those later classified as LI or LI + DX. Poor language need not hinder acquisition of decoding, so long as rapid serial naming is intact; reading comprehension, however, is constrained by LI.     

Live Action: Can Young Children Learn Verbs From Video?

The availability of educational programming aimed at infants and toddlers is increasing, yet the effect of video on language acquisition remains unclear. Three studies of 96 children aged 30–42 months investigated their ability to learn verbs from video. Study 1 asked whether children could learn verbs from video when supported by live social interaction. Study 2 tested whether children could learn verbs from video alone. Study 3 clarified whether the benefits of social interaction remained when the experimenter was shown on a video screen rather than in person. Results suggest that younger children only learn verbs from video with live social interaction whereas older children can learn verbs from video alone. Implications for verb learning and educational media are discussed.     

Facing up to the challenge: why is it so hard to develop graduate attributes?

Debate continues regarding the nature and desirability of graduate attributes, driven partly by stakeholder expectations that universities will prepare employees for the knowledge economy and partly by higher education academics and learning specialists. While universities appear to have accepted their new vocational role, there is considerable confusion over how these things – graduate skills, attributes or capabilities – should be defined and implemented. Conceptual confusion combined with a range of external pressures and internal management issues have the potential to derail this important project. To date, stakeholders such as government and business, as well as universities have seriously underestimated the kind of cultural, institutional and policy changes required to implement the graduate skills agenda. This paper outlines the issues that will need to be addressed by the higher education sector if universities are to play a proactive rather than reactive role in shaping this agenda.     

Crossing disciplinary,institutional and role boundaries in an interdisciplinary consortium

To illuminate barriers to collaboration, this study examines who participates in cross-boundary scholarly collaboration most often and which types of boundary crossing (disciplinary, institutional, role) are engaged in most often. The data of this study came from an interdisciplinary consortium with five partner institutions, including one Historically Black College and University (HBCU). The core disciplines involved in the consortium are life sciences, computer science and math and engineering. Through statistical analysis, we determined that members of the consortium engaged more in interdisciplinary research than inter-institutional research. Participation in all boundary crossing collaborations was greater at the HBCU and students and postdocs were less likely than academics to cross-institutional boundaries.     

Modularisation approaches in Initial Vocational Education: evidence for policy convergence in Europe?

One response to challenges of national vocational training systems has been a move towards greater flexibility within vocational training systems. This article focuses on an investigation of modularisation as a tool for achieving this flexibility. Many European countries have introduced modular forms into their vocational training system. We investigate whether the global trends set out are producing policy convergence in modularisation in differing countries. This study selects seven European countries to make a detailed analysis and entailed an analysis of each country’s Initial Vocational Education and Training programmes. The methodology involved both primary and secondary data collection. The findings demonstrate policy convergence that can be attributed to similar challenges at national level. Modularisation in some countries takes a ‘radical’ form. Other countries have followed a mixed approach. It is clear that no two countries have adopted the same form of modularisation, although some countries have cited common challenges in the modularisation process.     

Complementing classroom learning through outdoor adventure education: out-of-school-time experiences that make a difference

Recent research underscores the importance of the skills, beliefs and behaviors that support student achievement in the classroom and beyond. This set of intrapersonal and interpersonal assets (e.g. perseverance, grit, social skills, efficacy beliefs and mind-sets) are often referred to as noncognitive factors, as they are not measured directly by traditional academic assessments. Outdoor adventure education (OAE) is well positioned to deliver these desired outcomes—boosting self-confidence, self-efficacy and social skills while developing leadership and communication competencies. Therefore, the primary aim of this study was to better understand the form, function and delivery of an effective OAE program/school partnership targeting factors that support student success. Findings explain how shared OAE experiences among adolescent girls attending the same school contribute to greater social connectedness, self-efficacy in leadership competencies, and a recalibrated sense of self and personal potential.     

Exploring the impact of high intensity interval training on adolescents’ objectively measured physical activity: Findings from a randomized controlled trial

High Intensity Interval Training (HIIT) may be effective for accumulating VPA. However, the contribution of HIIT to overall physical activity is unknown. Our primary aim was to explore the impact of school-based HIIT on physical activity. The secondary aim was to explore within-individual changes in physical activity after participating in HIIT. Participants [n = 65; 15.8(0.6)years] were randomized to a HIIT or control group. Intervention groups participated in three HIIT sessions/week. GENEActiv accelerometers assessed objective physical activity at baseline and week-one, to detect changes in MPA and VPA. Intervention effects were examined using linear mixed models and evidence of a change in physical activity (i.e., compensation) were examined using multilevel linear regression models. The group-by-time interaction effects for MPA and VPA were small and moderate, respectively. Adjusted difference between groups for VPA was 1.70 min/day, 95%CI –1.96 to 5.36; p = 0.354; d = 0.55). Embedding HIIT within the school-day had a moderate effect on VPA compared to controls. Compensation analyses (i.e., individual level) suggested that adolescents were more active on days when they participated in HIIT. Further studies are needed to test the effects of HIIT on adolescents’ physical activity over extended time periods.