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    Ethical considerations for sustainable music training using VR technology: a case study of performance anxiety.
    Osborne, M ; Glasser, S ; Loveridge, B ( 2022-04-08)
    Presentation given at the 2022 Teaching Music Online in Higher Education (TMOHE) and Music, Education and Technology (MET) online international conference. INTRODUCTION Simulation training is used to develop performance skills in various disciplines, particularly where in-situ training is either impossible or unsafe to implement (Renganayagalu et al., 2021). Such training enables learners to acclimatise to real-life stressors and anxiety-inducing scenarios in a physically and/or psychologically safe environments, to protect against performance decrements which reveal themselves in high pressure contexts rather than low-stress practice sessions. BACKGROUND Recent work using immersive virtual reality (VR) provides preliminary evidence of the capacity of this technology to evoke music performance anxiety (Fadeev et al., 2020; Fanger et al., 2020). In this study, we explore the capacity of VR to assist music students to develop technical and psychological competence to perform at their best under pressure implemented within tertiary music institution settings. METHOD Richie’s Plank Experience (Toast VR, 2016) was used to approximate the physiological symptoms of high-stress performance in a single case pilot study with a highly trained violinist. Prior to exposure, a performance psychologist taught the participant a pre-performance routine with demonstrated utility in musicians (Osborne et al., 2014). The psychologist subsequently guided the participant remotely through the routine via Zoom, whilst the participant was immersed in the VR environment. Heart rate, subjective units of distress, and confidence measurements were taken across five levels of exposure which varied the integration of instrument and intervention. FINDINGS The plank task induced a notable stress response. Additionally, the musician was receptive to pre-performance routine instructions to downregulate their stress response. This created a performance focus when in the VR environment, demonstrated by decreased anxiety and increased confidence ratings across performance tasks. IMPLICATIONS/RECOMMENDATIONS We provide preliminary evidence for the capacity of immersive VR to induce the situational stress required to trigger a cascade of physical and psychological responses. The benefits of this technology need to be considered alongside areas such as privacy, storage, access, and accessibility
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    John Johnstone, ‘a glorified landscape gardeners’ role in forestry in Australia
    Fahey, G (AHA, 2018)
    The Victorian School of Forestry (VSF) at Creswick offered the first formal Forestry Course in Australia and is the longest continuous course, now a part of the University of Melbourne’s School of Ecosystem and Forest Sciences. The origins of the VSF are lost, with a range of individuals identified as founders, most notably the politician A.J. Peacock, whose role is memorialised on a metal plaque installed on the gates of the school in 1952. This paper draws on new evidence to introduce John Johnstone, the Superintendent of State Plantations, who oversaw the State Nursery and Plantation at Creswick, as the person who initiated the scheme and did the work to establish the School at Creswick. We will look at Johnstone, described by one writer as ‘a glorified landscape gardener’, his background and his place in Forestry in Victoria and consider why he was omitted from the historiography of Australian forestry
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    Australian Indigenous Health Knowledges, Selective Online Sources for Learning and Teaching: ePoster
    Kruesi, L ; Ivacic-Ramljak, T ; Berryman, J ; Celeste, T ; Romey, G (Faculty of Medicine, Dentistry and Health Sciences, The University of Melbourne, 2018)
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    The Blockbuster’s ‘Alibi’: The Exhibition Catalogue and Legitimacy
    Berryman, J (Art Association of Australia and New Zealand, 2018)
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    Cultural policy in Mali
    Counsel, G (African Studies Association of Australasia and the Pacific, 2003)
    A critique of cultural policy in Mali with the return of the Semaine National des Arts et de la Culture.
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    The music archives of Guinea. Nationalism and its representation under Sékou Touré.
    Counsel, G (African Studies Association of Australasia and the Pacific, 2014)
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    Can archives fly? Delivering Australian archives to researchers
    Tonoli, P ; McCarthy, G (VALA, 2018-02-13)
    This paper outlines the rationale and initial development of a service that will allow digital materials held by archives to be delivered, via request through an online form, to researchers anywhere in the world. Rather than attempting to provide access to privacy and rights-compromised materials in an online environment, the delivery of derivative copies of these types of unpublishable materials directly to the researcher, under clearly-articulated conditions, helps deal with a range of onerous technical and administrative issues. The process supports, rather than complicates, researcher information transfer needs while meeting the custodial obligations of the information provider
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    What Are Health Website Visitors Doing: Insights from Visualisations Towards Exploratory Search
    Pang, PC-I ; Harrop, M ; Verspoor, K ; Pearce, J ; Chang, S ; Parker, C (ACM, 2016)
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    Built pedagogy and architectural design in the architecture library of the Melbourne School of Design
    GARDINER, B ; Charing, S ; Mullumby, N ; Kealy, K ; Crawford, R ; Stephan, A (The Architectural Science Association, 2015)
    The Melbourne School of Design (MSD) located at the University of Melbourne’s Parkville campus aspires to be a ‘pedagogical building’, with built-pedagogy a driving aspiration behind its design and construction. This paper reviews one programmatic component of the building, the library, and how notions of built-pedagogy were interpreted by the user-group and the project design and management team in the design of the library as one of the key learning spaces in the building. It investigates the nature of current thinking about tertiary education learning spaces and their design from the perspective of those tasked with delivering the Architecture Building and Planning Library as a response to the understanding of built pedagogy developed by the design team, project managers, and library management. It suggests that the notion of built pedagogy contains multiple interpretations, influenced by current tertiary education shifts towards student-centred pedagogic practice, consideration of campus spaces within their social settings and the facility for buildings to engage as reference exemplars in teaching and learning which is generating opportunities for campus-centred student experience within increasing availability of online and digitally enabled education.
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    Institutional vs Generic Web Search: A Results-centric Comparison
    HUGHES, B ; RUWOLDT, M (Southern Cross University, 2006)