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Book review: Todd Decker, Astaire By Numbers: Time and the Straight White Male Dancer. New York: Oxford University Press, 2022.
No full textNo abstract available
Odissi on Screen: A Meditation on Regional Television
No full textThis article aims to interrogate the role of the television screen in creating, re-creating, disseminating, and deconstructing the dancing body. It presents a study of the contemporary landscape of odissi dance, a nationally recognized Indian traditional art form from the eastern Indian state of Odisha, through its on-screen representation. As an odissi soloist, I register, analyze, and interpret screenic data, mainly televised interviews of dancers, live telecasts of dance festivals in Odisha, and performances recorded for the camera in the studios. I focus on content primarily broadcast on the state-owned satellite channel broadcasting in Odia, the official language in Odisha. My position is of a Sahrdaya, an observer tutored in the codes and conventions of the art form and critically responsive to the structure of emotion in the presentation. I locate the dancing body across discursive, disseminative, and choreographic renditions. This subjective positioning, I argue, democratizes the expressive ethos of odissi embodiment. Commenting on the contemporary curation of the dancing body by the state network, this essay brings larger questions around the representation of gender, sexuality, caste, and regionalism on the television screen
Film Review Ad Parnassum – Purapurawhetū by Daniel Belton (New Zealand)
No full textNo abstract available
Drawing Taylor Swift, Orcas are Dolphins, & “What if” Questions: Creating a Third Space to Reflect in an Elementary Mathematics Field Experience for Preservice Teachers
No full textIn preservice teacher education, there is often a tension between the realities of in-field experience and the theoretical knowledge of higher academia. This article reveals the benefits of an elementary mathematics education mentor-supervised clinical experience and the creation of a third space to bridge these tensions to cohesively traverse between practice to theory. Moreover, we provide this third space by sharing reflections on the challenges faced in our own in-field experience in hopes that others gain insight on a different mathematics field experience, how to support that transition from practice back to theory, and how to pivot when things do not go as planned
Editorial: What is the Role of AI in Building Healthy Academic Communities
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A Cnidarian Phylogenomic Tree Fitted With Hundreds of 18S Leaves
No full textCnidarians are critical members of aquatic communities and have been an experimental system for a diversity of research areas ranging from development to biomechanics to global change biology. Yet, we still lack a well-resolved, taxonomically balanced cnidarian tree of life to place this research in appropriate phylogenetic context. To move towards this goal, we combined data from 26 new anthozoan transcriptomes with 86 previously published cnidarian and outgroup datasets to generate two 748-locus alignments containing 123,051 (trimmed) and 449,935 (untrimmed) amino acids. We estimated maximum likelihood phylogenies for both matrices under partitioned and unpartitioned site-homogeneous and site-heterogenous models of substitution. We used the resulting topology to constrain a phylogenetic analysis of 1,814 small subunit ribosomal (18S) gene sequences from GenBank. Our results confirm the position of Ceriantharia (tube-dwelling anemones), a historically recalcitrant group, as sister to the rest of Hexacorallia across all phylogenies regardless of data matrix or model choice. We find unanimous support for the sister relationships of Scleractinia and Corallimorpharia and of Endocnidozoa and Medusozoa. We propose the name Coralliformes for the clade uniting scleractinians and corallimorpharians and the name Operculozoa for the clade uniting endocnidozoans and medusozoans. Of the 229 genera with more than a single representative in our 18S hybrid phylogeny, 47 (21%) were identified as monophyletic, providing a starting point for a number of taxonomic revisions. Together, these data are an invaluable resource for comparative cnidarian research and provide perspective to guide future refinement of cnidarian systematics
Reexamining the Effects of Ratio Simplicity and Familiarity on Abstract Pattern Learning in Dyad Sequences
No full textIn this study, we conceptually replicated two experiments by Crespo-Bojorque and Toro (2016; Experiments 4a & 5a) in an attempt to corroborate their finding of improved performance in abstract pattern learning within sequences of conventionally consonant versus dissonant dyads. In addition, to determine whether the processing advantages for consonance that they reported were due to the ratio simplicity or the familiarity of the stimuli, we added a condition in which participants were either presented with unconventionally tuned small versus large integer-ratio dyads. Results failed to replicate Crespo-Bojorque and Toro’s (2016) original findings: Neither conventionally consonant nor unconventionally tuned small integer-ratio dyads conferred any advantage in pattern learning or generalization. However, in a post hoc analysis using a subsample of participants with no music training, there was evidence that initial pattern learning was more efficient when the patterns were embedded within familiar as opposed to unconventionally tuned dyads. This is consistent with Crespo-Bojorque and Toro’s (2016) proposition that interval familiarity may bolster abstract pattern detection. Discussion centers on the need for additional research on the impact of consonance on pattern learning, highlighting the importance of adjudicating between the effects of ratio simplicity and enculturation
Examining Textbooks to Support Prospective Teachers’ Pedagogical Content Knowledge of Geometry
No full textThis study describes how textbooks can support prospective teachers’ pedagogical content knowledge in geometry. Relational content analysis methodology guided the collection of the study’s data from five textbooks used in geometry content courses for elementary mathematics teachers to identify pedagogical content knowledge elements and examine the differences and similarities between books. The results suggest that connecting children’s ideas and work to the teacher’s role in the classroom provides opportunities to develop intertwined knowledge of geometry content, students, and teaching. Using standards and standardized test questions in the books can help develop curricular knowledge of geometry contents in K–5 classrooms
