Macquarie University

About: Macquarie University is a education organization based out in Sydney, New South Wales, Australia. It is known for research contribution in the topics: Population & Context (language use). The organization has 14075 authors who have published 47673 publications receiving 1416184 citations. The organization is also known as: Macquarie uni.

What insects can tell us about the origins of consciousness

Abstract: How, why, and when consciousness evolved remain hotly debated topics. Addressing these issues requires considering the distribution of consciousness across the animal phylogenetic tree. Here we propose that at least one invertebrate clade, the insects, has a capacity for the most basic aspect of consciousness: subjective experience. In vertebrates the capacity for subjective experience is supported by integrated structures in the midbrain that create a neural simulation of the state of the mobile animal in space. This integrated and egocentric representation of the world from the animal’s perspective is sufficient for subjective experience. Structures in the insect brain perform analogous functions. Therefore, we argue the insect brain also supports a capacity for subjective experience. In both vertebrates and insects this form of behavioral control system evolved as an efficient solution to basic problems of sensory reafference and true navigation. The brain structures that support subjective experience in vertebrates and insects are very different from each other, but in both cases they are basal to each clade. Hence we propose the origins of subjective experience can be traced to the Cambrian.

Evaluation of morphometric parameters of drainage networks derived from topographic maps and DEM in point of floods

Abstract: An evaluation of morphometric parameters of two drainage networks derived from different sources was done to determine the influence of sub-basins to flooding on the main channel in the Havran River basin (Balikesir-Turkey). Drainage networks for the sub-basins were derived from both topographic maps scaled 1:25.000 and a 10-m resolution digital elevation model (DEM) using geographic information systems (GIS). Blue lines, representing fluvial channels on the topographic maps were accepted as a drainage network, which does not depict all exterior links in the basin. The second drainage network was extracted from the DEM using minimum accumulation area threshold to include all exterior links. Morphometric parameters were applied to the two types of drainage networks at sub-basin levels. These parameters were used to assess the influence of the sub-basins on the main channel with respect to flooding. The results show that the drainage network of sub-basin 4—where a dam was constructed on its outlet to mitigate potential floods—has a lower influence morphometrically to produce probable floods on the main channel than that of sub-basins 1, 3, and 5. The construction of the dam will help reduce flooding on the main channel from sub-basin 4 but it will not prevent potential flooding from sub-basin 1, 3 and 5, which join the main channel downstream of sub-basin 4. Therefore, flood mitigation efforts should be considered in order to protect the settlement and agricultural lands on the floodplain downstream of the dam. In order to increase our understanding of flood hazards, and to determine appropriate mitigation solutions, drainage morphometry research should be included as an essential component to hydrologic studies.

From digital literacy to digital competence: the teacher digital competency (TDC) framework

Abstract: Over the years, a variety of frameworks, models and literacies have been developed to guide teacher educators in their efforts to build digital capabilities in their students, that will support them to use new and emerging technologies in their future classrooms. Generally, these focus on advancing students’ skills in using ‘educational’ applications and digitally-sourced information, or understanding effective blends of pedagogical, content and technological knowledge seen as supporting the integration of digital resources into teaching, to enhance subject learning outcomes. Within teacher education institutions courses developing these capabilities are commonly delivered as standalone entities, or there is an assumption that they will be generated by technology’s integration in other disciplines or through mandated assessment. However, significant research exists suggesting the current narrow focus on subject-related technical and information skills does not prepare students adequately with the breadth of knowledge and capabilities needed in today’s classrooms, and beyond. This article presents a conceptual framework introducing an expanded view of teacher digital competence (TDC). It moves beyond prevailing technical and literacies conceptualisations, arguing for more holistic and broader-based understandings that recognise the increasingly complex knowledge and skills young people need to function ethically, safely and productively in diverse, digitally-mediated environments. The implications of the framework are discussed, with specific reference to its interdisciplinary nature and the requirement of all faculty to engage purposefully and deliberately in delivering its objectives. Practical suggestions on how the framework might be used by faculty, are presented.