14 research outputs found
RETRACTED: Maternal dazap2 Regulates Germ Granules by Counteracting Dynein in Zebrafish Primordial Germ Cells
No full textThis article has been retracted: please see Elsevier Policy on Article Withdrawal (http://www.elsevier.com/locate/withdrawalpolicy).This article has been retracted at the request of the authors.The first author, a graduate student, has admitted orally and in writing to fabrication of data that she contributed to this article in which we reported a maternal requirement for the scaffold protein Dazap2 (Mdazap2) in germ granule maintenance by a mechanism that is epistatic to Tdrd7 and that counteracts Dynein activity. Furthermore, we reported that Dazap2 binds to Bucky ball, an essential regulator of oocyte polarity and germ plasm assembly, and colocalizes with the germ plasm in oocytes and in primordial germ cells. Although the protein interactions, expression, and localization results are valid, the first author has admitted orally and in writing to fabrication of all “mutant data” in Figures 1H and 1J, Figure 2, Figure 3, Figure 4, and Figures S2 and S3. Because the data presented in those figures do not reflect the standards of quality that are expected in science, and in order to protect the integrity of science, our laboratories, and institutes, we are retracting the paper. All authors agree with retraction of the paper
Retraction Notice to: Maternal dazap2 Regulates Germ Granules by Counteracting Dynein in Zebrafish Primordial Germ Cells
No full text
Reinventing the non-profit theatre: a study of the growth of educational work in British non-profit theatres from the 1990s to the present
No full textThis thesis examines why non-profit theatres in Britain have become increasingly involved in educational work since the 1990s, from an historical and institutional perspective. With an assumption that this sector-wide organisational change has been caused by a shift in institutional environments of the arts sector, the thesis proposes an institutional framework, where three different institutional logics - artworld, market and policy - coexist and tend to dominate the institutional context at different times.
Using this theoretical framework, the thesis demonstrates that arts policy and management during the post-war period were shaped by the artworld logic. However, the two decades since 1979 have seen the environments become complicated because the institutional logics of the market and policy gained currency. Criticising the limitation of marketisation theory that has so far dominated most analyses of recent cultural policy, the thesis sheds light on the fact that active intervention by the state has replaced the arm’s length principle and the arts - especially arts education and participatory arts activities - are increasingly used for explicit social policy objectives. This phenomenon is defined as ‘politicisation’ of the arts. The rapid growth of educational work since the 1990s is conceptualised as an organisational adaptation of theatres to such environments.
The case study of four English theatres demonstrates that although the theatres have expanded education under unprecedented political pressure, they also try to implicitly resist external intervention and to maximise autonomy. This implies that politicisation is a complicated process of institutional change: whilst new rules, norms and expectations have been developed under the policy logic, the sector’s romantic view of the arts has been reformulated and old ways of working have persisted. Thus, the recent institutional change in the non-profit arts sector is better understood as an integration of different institutional logics, not as colonisation of the arts world by the market or politics. In these dynamics environments, the non-profit theatre can reinvent itself as a creative educator and social impact generator without fundamental transformation in its artistic and management sides
A genealogical study of 'the child' as the subject of pre-compulsory education in Western Australia
No full textThe study produces a genealogy of 'the child' as the shifting subject constituted by the confluence of discourses that are utilized by, and surround, Western Australian precompulsory education. The analysis is approached as a genealogy of governmentality building on the work of Foucault and Rose, which enables the consideration of the research question that guides this study: How has 'the child' come to be constituted as a subject of regimes of practices of pre-compulsory education in Western Australia?
This study does not explore how the historical discourses changed in relation to 'the child' as a universal subject of early education, but it examines the multiple ways 'the child' was constituted by these discourses as the subject at which government is to be aimed, and whose characteristics government must harness and instrumentalize. Besides addressing the research question, the study also develops a set of intertwining arguments. In these the author contends that 'the child' is invented through historically contingent ideas about the individual and that the way in which 'the child' is constituted in pre-compulsory education shifts in concert with the changing problematizations about the government of the population and individuals. Further, the study demonstrates the necessity to understand the provision of pre-compulsory education as a political practice.
Looking at pre-compulsory education as a political practice de-stabilizes the takenfor-granted constitutions of 'the child' embedded in present theories, practices and research with children in the field of early childhood education. It also enables the de- and reconstruction of the notions of children's 'participation', 'empowerment' and 'citizenship'. The continuous de- and reconstruction of these notions and the destabilization of the constitutions of 'the child' creates a framework in which improvement is possible, rather than a utopian, wholesale and, thus revolutionary, transformation in early education (Branson and Miller, 1991, p. 187). This study also contributes to the critiques of classroom discipline approaches by reconceptualizing them as technologies of government in order to reveal the power relations they silently wield
Dachsous1b cadherin regulates actin and microtubule cytoskeleton during early zebrafish embryogenesis
No full textDachsous (Dchs), an atypical cadherin, is an evolutionarily conserved regulator of planar cell polarity, tissue size and cell adhesion. In humans, DCHS1 mutations cause pleiotropic Van Maldergem syndrome. Here, we report that mutations in zebrafish dchs1b and dchs2 disrupt several aspects of embryogenesis, including gastrulation. Unexpectedly, maternal zygotic (MZ) dchs1b mutants show defects in the earliest developmental stage, egg activation, including abnormal cortical granule exocytosis (CGE), cytoplasmic segregation, cleavages and maternal mRNA translocation, in transcriptionally quiescent embryos. Later, MZdchs1b mutants exhibit altered dorsal organizer and mesendodermal gene expression, due to impaired dorsal determinant transport and Nodal signaling. Mechanistically, MZdchs1b phenotypes can be explained in part by defective actin or microtubule networks, which appear bundled in mutants. Accordingly, disruption of actin cytoskeleton in wild-type embryos phenocopied MZdchs1b mutant defects in cytoplasmic segregation and CGE, whereas interfering with microtubules in wild-type embryos impaired dorsal organizer and mesodermal gene expression without perceptible earlier phenotypes. Moreover, the bundled microtubule phenotype was partially rescued by expressing either full-length Dchs1b or its intracellular domain, suggesting that Dchs1b affects microtubules and some developmental processes independent of its known ligand Fat. Our results indicate novel roles for vertebrate Dchs in actin and microtubule cytoskeleton regulation in the unanticipated context of the single-celled embryo
Getting up close and textual: an interpretive study of feedback practice and social relations in doctoral supervision
No full textThe privatised interactions between doctoral student and supervisor as they jointly work on the text are the subject of my thesis. To investigate this important yet neglected aspect of supervision, I use data obtained from interviews with seven doctoral supervisory pairs in the social sciences, arts, and humanities in an Australian university. My methodology comprises a series of close-ups to explore feedback relations within supervision and the ways in which meanings are played out for both supervisors and students. The interpretive approach draws upon Foucaultian theory, critical discourse analysis, and (post)critical theory traditions. Accordingly, the power asymmetries between supervisor and student are seen as productive - in the sense of creatively fertile - and not merely synonymous with prohibition or disempowerment. Within five interpretive chapters, I engage with the productive and problematic aspects of supervisory relations, making visible how supervisory feedback assists in the formation of students' scholarly identities. My analysis examines how the pressures to ensure the production of timely and disciplined thesis texts are impacting on feedback relations. It also examines various ambiguities and tensions such as those embedded in the supervisor's position as 'pastor' and 'critic', between asymmetrical and relational power, between the promotion of authorship/autonomy on the one hand, and the preservation of the canon on the other. My discussion highlights the ways supervisors, notwithstanding their authority, attempt to mediate the power disparity through mechanisms such as standing back, withholding and filtering feedback, or using the invitational strategies of 'under offering' which downplay the disciplinary nature of their work. I also reflect on what makes acceptance or resistance more or less likely and what promotes/hinders the transition to and reliance on students' own expertise. Overall, the interpretations I offer suggest that the exercise of power is never straightforward, is opaque and ambiguous and susceptible to misunderstanding and unpredictability. My research thus reveals a picture of social relations that is less orderly and transparent than assumed in the institutional literature and associated guidelines. In particular, the research qualifies the current institutional faith that PhD research/writing is a transparent process, within which supervisors can be trained in the 'skills' for providing effective feedback so students can work at an efficient pace and produce predictable results
Sandpit dilemmas: challenges of researching young children
No full textIn the past twenty years there has been a movement against the tradition of positivist, scientific research that treats children as the 'object' of research. This movement has been led by the sociology of childhood literature but also has supporters in disciplines such as developmental psychology and early childhood studies. Research within this new paradigm often seeks to gain the perspectives and lived experiences of children, giving them a voice through naturalistic methodologies such as ethnography and informal interviews. However, giving children a 'voice' has not been purely an academic endeavour. Supported by the United Nations Convention on the Rights of the Child (1990) which stipulates that States should assure that children have the right to express their views in all matters affecting them, there is a push at all levels of government for children to be given a chance to express their views on issues that concern them. In Australia and overseas, the consulting of children on issues that concern them has become more commonplace. Thus in both research and policy development, methodologies which enable adults to get closer to the world of the child and to hear their views are being explored.
This thesis explores some of the issues involved in this form of qualitative research with children. It does so through combining theoretical exposition and systematic reflection with the author's own empirical research which sought to gain an understanding of young children's views of 'difference' through an ethnographic methodology.
Part One provides the theoretical base for the thesis, by exploring how 'the child' and childhood have been conceptualised within western thought. Drawing on the sociology of childhood, it also probes a number of the implications of this tradition and examines how it has shaped research on children both in terms of the methods that have been employed and the topics that have been of interest.
Both chapters in Part Two focus on the empirical component of the study. The first is an extended methodology chapter which explores not only the method employed and the research setting but also some of the challenges that the author faced in the field and a discussion of issues such as ethics and the status of the researcher. Using logs of the children?s activities and the author's field journal, the next chapter explores how the initial research question altered and the issues that came to the fore during the research.
Part Three reconsiders a number of the theoretical issues raised in Part One in light of the fieldwork discussed in Part Two. It asks how certain ethnographic studies, claiming affiliation with the sociology of childhood, nevertheless ended up with depictions of children not far from the positivistic studies their authors had critiqued. It argues that this can be explained by the persistence of a 'problem centred' adultcentric frame which privileges understanding of a particular issue (e.g. the development of racism in children) over the actual experiences of individual children. Given the renewed interest in consulting children this proposition has practical as well as theoretical significance as it reveals how easy it is for slippage to occur and the importance of preventing it
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No full textBBtars.
A. E. Peck and wife (nee Ann*
Dickson) were visiting Mrs. Peck.
C. H. Squire '98 came down from
Han Francisco to spend a few days
here.
Miss Lizzie McLachlan went to
San Francisco Saturday to spend
a few days.
Mr. and Mrs. Armsted Runyon
of CourUand are visiting Mrs. E.
F. Doty and family.
Andy Harris came in Friday
night to visit his parents Mr. and
Mrs. Seaman Harris. *
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MTURAl ICE
Palo Alto Pd, Fur! ;nnt Express
Alme flafSatg Opposite ih- a P. lt«w*i
F L. W3R«eL.L. Pf
Prof. Melville B. Anderson of the
English Department at the University left last Friday for an
eight month's trip to Europe. His
work will be largely in Italy where
he goes direct from New York City.
He also intends to go as a pedestrian along the northwest coast of
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observe peasant life.
The Woman's Club will meet'
January .ir.l at 3 p. m at Fraternity
Hall. An informal talk will be
given by Miss Meredyth Woodward
on Frn-bels Five Knight*—discussion of the right uses of praise and
blame in thedevelopment of Children'* chsracters. The subject will
he illustrated by the story of how
' Cedric Became a Knight'*
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Thirty-two authors, ten illustrator* and eight photographic artist*
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. ol South' Africa," 6y Howard C.
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J. B. DALEY, Real Estate^",,,,.
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