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The involvement of people with lived experience (service participants) is mandatory within UK social work education, although the form this takes varies significantly between organisations. This article outlines the final phase of a two-year research project focused on understanding the mechanisms which support and develop the meaningful and sustainable involvement of people with lived experience in social work education within a Higher Education Institution and a Local Authority Teaching Partnership in the East of England. The research team worked collaboratively using co-production principles and possessed lived experience backgrounds. This article presents findings from a qualitative study using interviews and questionnaires that aimed to deepen understanding of the concept and practice of embedding lived experience in social work education. Thematic analysis identified a dedicated role with the motivation and drive to achieve sustained inclusion in creative ways was the underpinning of meaningful and sustainable lived experience involvement. This was alongside opportunities to shape diverse and relational learning experiences, values reflecting compassionate and respectful relationships, and power sharing, accompanied by practical resources, can create a culture change. Together, these principles, practices and values have been instrumental in creating meaningful and sustainable lived experience involvement within social work education.

This article emphasises the role that political leaders’ discourse plays in evoking positive emotions among citizens in uncertain times, such as feeling protected, secure and proud in addition to the leaders’ (often interconnected) role of encouraging negative feelings such as fear, resentment and anger. The article argues that such discourse frequently involves performances of gendered leadership. It cites examples from a range of countries to illustrate the points being made, but focuses on the 2020 US presidential election which saw a contest between two forms of protective masculinity: Trump’s exclusionary, macho, hypermasculinity versus Biden’s more socially inclusive, empathetic and softer version. Trump’s protective masculinity failure over managing the COVID-19 pandemic was arguably one of the factors contributing to his electoral defeat, while Biden aimed to make voters feel safer and more protected than under Trump. The article also provides examples of protective femininity, with a particular focus on the discourse of New Zealand’s prime minister, Jacinda Ardern.

The 2020 COVID-19 pandemic lockdowns and safety precautions resulted in many Australian higher education music courses being taught online. However, it has yet to be established to what extent were music courses offered online pre-pandemic in Australia. Therefore, the purpose of this paper is to identify online music program offerings at the bachelor level in Australia before COVID-19, identify similarities of pre-COVID online music class offerings in Australian universities, and provide implications and recommendations resulting from the findings. Using a document analyses method, findings indicated 20% of Australian bachelor of music (BMus) programs offered one or more core and/or elective music courses for music majors via online (asynchronous) learning prior to January 2020. This implies that during the online teaching that occurred due to 2020-2021 lockdowns in Australia, 80% of BMus programs in Australia were limited in preparedness for the required pivot to online teaching. The implications of online Australian BMus courses are addressed as are the opportunities for supporting music students' digital literacy through online music course offerings. Finally, the paper highlights recommendations for student preparedness, academic staff development, and areas for future research.

This study examines the L2 pronunciation feedback provided by the Automatic Speech Recognition (ASR) functionality in Google Translate (GT). We focus on three Quebec Francophone (QF) errors in English: th-substitution, h-deletion, and h-epenthesis. Four hundred and fifty male and female QF recordings of sentences with correctly and incorrectly pronounced final items (e.g. I don’t know who to thank versus tank) were played into GT. Errors were equally divided between mispronunciations leading to real word (thank → tank) and nonword output (thief → tief). As anticipated, we found greater transcription accuracy for correct pronunciations and, among incorrect pronunciations, for real words versus nonwords. Overall, our findings suggest ASR can be highly effective for pronunciation feedback. We also examined transcriptions for gender bias, since ASR systems are often trained on corpora with more male voices, but our concerns proved unfounded: surprisingly, higher transcription accuracy was found for female recordings.

This study examined the use of a popular Automatic Speech Recognition (ASR), Google Voice Typing (GVT), to automatically assess English as second language pronunciation. It aimed to answer the following question: What is the relationship between GVT-rated scores and human-rated scores? To answer this question, we compared audio recordings of 56 oral placement tests, rated by both human raters and GVT. Our results indicate that GVT scores strongly correlated with human-rater scores, indicating that this non-customizable ASR technology could be leveraged to increase the test usefulness of language placement tests.

This article looks at cross-revolutionary writing among Arab writers who, after the 1967 War, looked to Vietnam as an anti-imperialist revolutionary co-cause of the Palestinians and a possible alternative future of national liberation, and to Vietnamese literature as a parallel “literature of resistance.” Taking the Vietnam-Palestine comparison as a focal point, this article illuminates a transnational Arab network of avant-garde literary production that corresponded with, translated, and published each other’s work in Morocco, Syria, Lebanon, and the United States. As such, rather than an example of direct South-South comparison, cross-revolutionary Arab writing via Vietnam triangulated its critiques through the United States and European leftist movements, producing a model of literary production and revolutionary vision that was distinct from and critical of those movements’ solidarity politics. Cross-revolutionary reading produced a distinct conception of literary commitment and a new aesthetic sensibility in Arabic literature, and provides a model of comparison that does not elide but circumscribes European and American literature within its visionary gaze.

This study investigates automatic speech recognition (ASR) in Google Translate as a source for L2 pronunciation feedback. To be effective, ASR should transcribe learner errors accurately and perform equally well on male and female voices, avoiding gender bias. We assess Google Translate on three Quebec francophone (QF) segmental errors in English: th-substitution ( think → [t] ink ); h-deletion ( happy → appy ); and h-epenthesis ( ice → [h] ice ). Eight QFs (4F/4M) recorded 120 sentences with and without an error on the final item (e.g., I don’t know who to *tank/thank ). Errors were equally divided between real word output (* tank ) and nonword output (e.g., My sister is afraid of *tunder ). We anticipate real word errors, corresponding to entries in the Google Translate lexicon, will be accurately transcribed, whereas nonwords, by definition absent from the lexicon, should be erroneously matched to similar-sounding real words (i.e., the intended output “thunder”), constituting misleading feedback. Forthcoming data analyses will determine the relative contribution of error type, real/nonword output, and gender to final-word transcription and feedback accuracy. Preliminary findings suggest a hierarchy of accuracy (h-deletion, h-epenthesis ˃th-substitution) specific to real-word output. Indeed, ASR shows a clear inability to flag nonword errors. A gender bias effect is not apparent; in fact, ASR generally transcribed the sentences recorded by females more accurately. Mistranscriptions unrelated to final items have yet to be examined. Our presentation will address the implications of our findings for L2 teachers/learners and for developers seeking to design ASR specifically for L2 uses.

Fused silica diffusers, made by forming scattering centers inside fused silica glass, can exhibit desirable optical properties, such as reflectance or transmittance independent of viewing angle, spectrally flat response into the ultraviolet wavelength range, and good spatial uniformity. The diffusers are of interest for terrestrial and space borne remote sensing instruments, which use light diffusers in reflective and transmissive applications. In this work, we report exploratory measurements of two samples of fused silica diffusers. We will present goniometric bidirectional scattering distribution function (BSDF) measurements under normal illumination provided by the National Institute of Standards and Technology (NIST)’s Goniometric Optical Scatter Instrument (GOSI), by NIST’s Infrared reference integrating sphere (IRIS) and by the National Aeronautics and Space Administration (NASA)’s Diffuser Calibration Laboratory. We also present hemispherical diffuse transmittance and reflectance measurements provided by NIST’s Double integrating sphere Optical Scattering Instrument (DOSI). The data from the DOSI is analyzed by Prahl’s inverse adding-doubling algorithm to obtain the absorption and reduced scattering coefficient of the samples. Implications of fused silica diffusers for remote sensing applications are discussed.

This investigation sought to determine the associations between handgrip strength (HGS) asymmetries and limitations in individual activities of daily living (ADL). The analytic sample included 18,468 participants from the 2006 to 2016 waves of the Health and Retirement Study. Those with HGS >10% stronger on either hand had any HGS asymmetry. Individuals with HGS >10% stronger on their dominant or non-dominant hand had dominant or non-dominant HGS asymmetry, respectively. ADL abilities were self-reported. Those with any HGS asymmetry had 1.21 (95% confidence interval [CI] = [1.01–1.46]) greater odds for a toileting limitation and 1.25 (CI = [1.03–1.52]) greater odds for a transferring limitation. Individuals with dominant HGS asymmetry had 1.24 (CI = [1.01–1.53]) greater odds for a transferring limitation. Those with non-dominant HGS asymmetry had 1.39 (CI = [1.01–1.93]) and 1.44 (CI = [1.05–1.96]) greater odds for a bathing and toileting limitation, respectively. HGS asymmetries could help to identify future limitations in specific ADLs.

Synchronous online learning, teaching, and performing in music is a fast-emerging innovation within the global higher education (HE) system. Advantages for including videoconferencing as a means for communication via high-performance networking technologies are: the expansion of international collaborations through live performances and masterclasses; possibilities for remote rehearsals in advance of events; development of new forms of teaching, learning, and performing; and lowered costs and reduction of carbon emissions due to decreased air travel. These benefits are recognized not only for music, but within the wider context of arts and humanities. Entry-level platforms, such as Skype, Zoom, and FaceTime, enable musicians to work from home. None come without challenges. Issues of latency, audio and video quality, acclimation to the technology, presence, communication, and adapting alternative teaching approaches are important issues that need to be addressed. This chapter provides a brief timeline on the emergence of the technology; outlines the substantial influence on teaching, learning, and performance from teacher, student, and professional performers’ perspectives; and highlights the necessary setup considerations for use in HE with practical examples from around the world. The chapter closes with the exploration of technology innovations that will soon be within reach for use in HE music.

Musicians work with, and around, various forms of technological media and resources. In today's professional environment, musicians face multifaceted work that may include teaching, performing, marketing, promoting, recording, or composing. The musician as entrepreneurial learner becomes a key focus for authenticity within their learning. Music educators, music professionals, and musicians of all ages need to navigate key career choices along their career paths which can be supported by authentic approaches to learning. This chapter explores how enterprise pedagogy and entrepreneurial pedagogy (i.e., authentic learning experiences) provide opportunities for students to reflect on, and prepare for, the likelihood of multiple jobs and roles in their upcoming career paths. Podcasting as an authentic learning tool is explored through the development of MusicWorks, a podcast series giving voice to the multiple career paths of industry and educational leaders in music.

Faced with the state of emergency restrictions due to the global COVID-19 pandemic, the 2020 Teaching Music Online in Higher Education conference was adaptively modified to exist as a synchronous, online event Embracing the oppor-tunity to model online music pedagogy in its online format, organizers trans-formed the conference to utilize live-streaming, video recordings and other online active learning strategies A total of 143 tertiary music instructors and graduate students from 66 institutions located around the world took part in the conference at a time of unprecedented restriction on face-to-face learning and travel restric-tions This report is both important and timely, as it provides insights into compo-nents that were found to be both necessary and fundamental to the success of the event for music researchers, teachers and other delegates in attendance Key areas related to organization, communication, structure, protocols and activities were explored through learning analytics and a conference evaluation Strategies and recommendations are included to assist others who wish to create and present an online conference that exemplifies online pedagogy principles © 2020, Intellect Ltd All rights reserved

Opinion polls suggested that Australia’s Coalition (Liberal and National Party) government was likely to be replaced by a Labor government at the 2019 election. However, in fact the government was returned. Key issues in the 2019 election centred around managing the economy, including levels of taxation and issues of inequality; around spending on government services such as health and education; and around issues of climate change. There were elements of populism in both major parties’ campaigns, and two minor populist parties played a significant role in preference distribution. There were also some simmering issues that reflect the broader geopolitical and geo-economic changes that are impacting upon Australia. These include not only challenges for Australia’s economy and identity in the ‘Asian Century’, but also issues of Australia’s relationship with China.

This mixed-methods one-shot study examines L2 writers’ perceptions of using Automatic Speech Recognition (ASR) to write using the Technology Acceptance Model (TAM), based on three criteria: usefulness, ease of use, and intention to use. After receiving training on Google voice typing in Google Docs, 17 English as a Second Language (ESL) students carried out two ASR-based writing tasks over a two-hour period. After the treatment, participants filled in a TAM-informed survey and participated in semi-structured interviews to measure their perceptions based on the target criteria. Findings indicate positive perceptions of ASR as a writing tool in terms of usefulness (language learning potential) and ease of use (e.g. user-friendly voice commands). We believe that these positive perceptions might lead to an intention to continue to use ASR, suggesting that the technology has L2 pedagogical potential.

Video feedback can be an important and key mechanism for supporting online student learning in higher education. In the context of online music teaching, video feedback provides a necessary audio and visual element to support music students’ learning of music performance practice. A predecessor to a larger study in video feedback, this pilot study sought to explore instructor perceptions of the use of video feedback in music performance teaching classes. Using self-study methodology, findings suggest that video feedback can effectively complement individualised online music teaching within an undergraduate performance class and a Master of Music Performance Teaching group music class, provide supportive scaffolding for self-regulated learning, and offer students opportunities to create meaningful student-instructor connections and community. Strategies for effective implementation by way of self-regulation and communication are also addressed.

Student-faculty partnerships are a growing practice in scholarship of teaching & learning (SoTL) projects. They can foster greater student engagement in higher education and help advance teaching & learning experiences. For graduate students, in particular those pursuing academic careers, such partnerships can offer opportunities for development of their professional identities as emerging SoTL scholars. In this article, we expand upon previous theorizations of partnerships to include the unique attributes of graduate student partnerships, such as in terms of longer timeframes, increased complexity, and long-term goals. Drawing on a two-year SoTL study, we present a three-layer framework characterizing key attributes for a successful graduate student-faculty partnership: 1) individual attributes in a partnership, 2) collective attributes for a partnership, and 3) outcomes of a partnership. The framework is grounded in literature and illustrative examples from our experiences as graduate students and faculty members working together in partnership with a SoTL project. This framework offers a structured mechanism to inform, create, and enhance the capacity of student-faculty partnerships in SoTL research.

Newborn screening (NBS) follow-up programs in the United States are managed at the state level, leaving limited opportunities for collaboration across programs and coordinated resource sharing. The Newborn Screening Technical assistance and Evaluation Program (NewSTEPs), a program of the Association of Public Health Laboratories (APHL), has established a national community of practice for NBS follow-up by creating a network of follow-up staff and stakeholders through education and engagement opportunities. The activities of NewSTEPs in support of NBS follow-up have strengthened information dissemination, collaboration, data collection and technical assistance-driven mentorship across the national system.

The benefit of cardiac resynchronization therapy in patients supported by a left ventricular assist device (LVAD) is unknown. There are currently no guidelines regarding the continuation, discontinuation or pacemaker (PM) settings post-LVAD implant. The aim of the study was to assess the hemodynamic benefit of biventricular (BiV) pacing in LVAD patients. We studied 22 patients supported by LVADs (age 62 ± 9, 21 males) who had received a BiV PM before LVAD implant. A total of 123 complete sets of hemodynamics were obtained during BiV pacing (n = 54), right ventricular (RV) pacing (n = 54), and intrinsic rhythm (n = 15). There were no significant differences in right atrial (RA) pressure, mean pulmonary artery pressure (mPA), PCWP, cardiac output, PA saturation (PASat) and right ventricular stroke work index between BiV and RV pacing. Hemodynamics obtained during intrinsic rhythm in 15 non–PM-dependent patients were not significantly different compared with those obtained during BiV or RV pacing. Furthermore, hemodynamics were similar at different heart rates ranging 50 to 110 beats/min. Right ventricular stroke work index was significantly lower at the highest heart rate compared with baseline and lowest heart rates suggesting decreased RV performance at higher heart rate. In conclusion, BiV pacing does not have any acute hemodynamic benefit compared with RV pacing or intrinsic rhythm in LVAD patients. A lower heart rate may confer better RV performance.