UWA Logo What's On at UWA
   UWA HomeProspective Students  | Current Students  | Staff  | Alumni  | Visitors  | About  |     Search UWA    for      

What's On at UWA

* Login to add events... *
Today's date is Wednesday, September 30, 2020
Academic Events
 January 2014
Friday 10
15:00 - SEMINAR - Groups and Combinatorics Seminar, Analysis and Implementation: the Two 'Editions' of a Matrix Group Algorithm More Information
Brian Corr (UWA)

will speak on

Analysis and Implementation: the Two 'Editions' of a Matrix Group Algorithm

at 3pm Friday January the 10th in Blakers Lecture Theatre.

Abstract :

The quality of an algorithm in computational mathematics is represented by two separate, yet equally important measures: the theoretical analyses which measure the runtime's growth for large input, and the implementations whose runtimes we can measure in seconds. This leads to different aspects of algorithm design being prioritised in different settings, and often two very different algorithms are produced: one is described in a journal article analysing the worst-case complexity, and a very different procedure is implemented in practice.

In this talk I present the motivation, overall structure, and details of a reduction algorithm for specific irreducible modules of a classical group G, and discuss issues specific to the implementation of the algorithm in the Magma computer algebra system.

This is joint work with Cheryl Praeger and Akos Seress, with special thanks to Eamonn O'Brien.
Wednesday 15
16:00 - SEMINAR - Waves and Currents: Hawking Radiation in the Hydraulics Laboratory : This seminar is part of the Centre for Water Research seminar series. Website | More Information
We are all aware that nothing, not even light, can escape from a black hole. Well, maybe not! In 1974 Stephen Hawking proposed that black holes emit a form of radiation, which has become known as Hawking radiation.

This radiation originates at the black hole horizon – the spherical surface inside of which light is trapped. The black hole horizon is effectively a control surface for light: the interior of the sphere is said to be superluminal and the exterior, subluminal. An interpretation of Hawking’s analysis is that when particle-antiparticle pairs are formed at a black hole horizon, one falls into the hole while the other escapes and reduces the energy in the black hole.

Unruh (1981) showed that there is a mathematical analogy between the process described above and the behavior of water waves propagating upstream against a current. I will report on the results of the experiments of Weinfurtner et al. (2011) that tested this analogy in a 6.2 m long and 0.15 m wide flume.

The fate of free surface water waves propagating upstream toward the crest of a streamlined obstacle has been examined. As the waves propagate toward the crest of the obstacle they slow down, both because the flow velocity in the channel increases, and because their phase speed decreases as they shoal. As their wavelength decreases so too does their group velocity and eventually the waves are arrested and are converted into pairs of short waves.

Both waves have a downstream group velocity, but one has an upstream phase velocity and the other a downstream phase velocity. These wave pairs are analogous to the particle-antiparticle pairs of Hawking radiation and represent the closest analogy to Hawking radiation observed to date.

Hawking, S.W. (1974) Nature 248, 30. Unruh, W.G. (1981) Phys. Rev. Lett. 46, 1351. Weinfurtner, S., E.W. Tedford, M.C.J. Pennrice, W.G. Unruh & G.A. Lawrence (2011) Phys. Rev. Lett. 106, 021302.

Biography: B.E., (W. Aust.), M.S., Ph.D. (Berkeley), P.Eng. Research Interests: Environmental fluid mechanics, hydraulics, hydrodynamic stability and mixing, physical limnology, water quality management.

PS* This seminar is free and open to the public & no RSVP required.

****All Welcome****
Thursday 16
12:00 - WORKSHOP - MYO Flipped Classroom Design Website | More Information
This mini workshop follows on from the seminars on blended learning and flipped classroom. If the goal is meaningful, deeper, transformational, learning-oriented activity in class and online - what can I do in each environment that is best for learning?

It is open to any participants – both those who have attended this workshop previously as a follow-up, or for those commencing their designs. If you did not attend the flipped classroom seminar in November 2013, a pre-workshop captured lecture will be provided for your viewing prior to the workshop.

Bring a unit that you wish to develop, lesson aims for a week's worth of classes to use as your model in redesigning in-class activity, and learning material for a week for redesigning online learning activity.
Friday 17
15:00 - SEMINAR - Groups and Combinatorics Seminar, Graphs and transitivity on 2-geodesics More Information
Alice Devillers (UWA)

will speak on

Graphs and transitivity on 2-geodesics

at 3pm Friday January the 17th in Blakers Lecture Theatre.

Abstract :

Joint work with Wei Jin, Cai Heng Li, Cheryl Praeger, Akos Seress.

An s-geodesic in a graph is a shortest path connecting two vertices at distance s. We say that a graph is locally transitive on s-geodsics if the stabiliser of any vertex is transitive on the s-geodesics starting at that vertex. Being locally transitive on s-geodesic is not a monotone property: if an automorphism group G of a graph is locally transitive on s-geodesics, it does not follow that G is locally transitive on shorter geodesics. For instance, (local) transitivity on 2-geodesics does not imply local transitivity on arcs (1-geodesics).

In this talk, I will first show a nice characterisation of all graphs that are locally transitive on 2-geodesics, but not locally transitive on 1-geodesics.

Then I will describe graphs that are (locally) transitive on 2-geodesics and on arcs, in terms of their local structure.

17:15 - FREE LECTURE - Virtual Masculinity and Intimacy: Telecommunications and the Changing Spatiality of Male Sex Work More Information
There is increasing attention to the fact that global increases in sex work occur not only among female sex workers, but also among cohorts of male sex workers. However, current research continues to focus predominately on female sex workers, and specifically on street sex workers, despite the existence of large numbers of MSW and significant changes in the geography of sex work from ‘outdoors’ to ‘indoors’. International research suggests that the majority of men who have sex with men meet their partners through the internet. Despite this sex industry research has only recently begun to examine the impacts of technological change on the male sex industry. At a broad social level, telecommunications has increased the numbers of male escort workers, created new spaces for sex work encounters, and has extended the reach of sex work to a wider socio-demographic audience. At the behavioural level, research indicates that the needs, desires and experiences of sex workers and clients and the context of their encounters are different when conducted in cyberspace. With attention to the larger social context of masculinity, power, spatially situated forms of interaction, and the body as commodity, this presentation examines how telecommunications, in changing the structure and organization of sex work, has opened up new spaces for the expression of masculinity and intimacy.
Tuesday 21
13:00 - Colloquium - On feeling torn about one’s sexuality: The effects of explicit-implicit sexual orientation ambivalence. : More Information
Three correlational studies investigated implications associated with explicit-implicit sexual orientation ambivalence for information processing and psychological well-being in samples of straight and gay individuals.

Across the studies, 243 straight participants completed explicit and implicit measures of sexual orientation; in one of these studies, 48 gay participants completed the same measures. Within individual studies, participants also completed measures of self-esteem.

When considering the effects of ambivalence between self-reported and indirectly measured sexual orientation (SO), among straight participants explicit-implicit SO ambivalence was positively associated with time spent deliberating questions on sexual preferences; an effect moderated by the direction of ambivalence. In an attempt to explain this effect, in our third study, straight participants read ambivalence-relevant arguments that were either strong or weak in quality. In line with the effect found previously, the amount of explicit-implicit SO ambivalence positively related to post-message cognitive responses after reading strong but not weak arguments. This effect was also found to be moderated by the direction of ambivalence.

For gay participants, individual differences in explicit-implicit SO ambivalence tended to influence time deliberating sexuality. In addition, explicit-implicit ambivalence in sexual orientation attitudes among gay individuals, but not straight individuals, was related to self-esteem in addition to defensive self-esteem.

Our findings demonstrate the information processing consequences of explicit-implicit ambivalence in both straight and gay individuals when considering an attitude object that has considerable personal relevance. Furthermore, our results highlight that explicit-implicit ambivalence in sexual orientation attitudes may be an important antecedence of psychological well-being in gay-individuals.
Friday 24
15:00 - SEMINAR - CMSC Technical Seminar, An introduction to IPE More Information
Irene Pivotto (UWA)

will speak on

An introduction to IPE

at 3pm Friday January the 24th in Blakers Lecture Theatre.


IPE is a drawing editor for creating figures in PDF or EPS format, which can then be inserted into LaTeX documents. I will show the basic features of IPE, as well as some of the more advanced ones.
Tuesday 28
13:00 - SEMINAR - Influence of IGF-1 and myostatin on post-natal growth and aging : School of Anatomy, Physiology & Human Biology Seminar Series More Information
The Seminar: Chris will present an overview from a biomedical and agricultural perspective of studies done in his lab on the growth hormone, insulin-like growth factor 1 and myostatin, which form part of a common axis (GH/IGF-1/Mstn) that regulates growth, maintenance and aging of the body. Knowing that IGF-1 stimulates, while myostatin inhibits growth, Chris and colleagues crossed Mstn-/- mice with a transgenic line in which IGF-1 is overexpressed in skeletal muscle to generate offspring differing in copy number for both genes. Mice that had no myostatin and additional IGF-1 were twice the size and had 3.5 times the amount of muscle mass to that of wild-type controls. In a second cohort, those with additional IGF-1 died at a younger age. While the causative factors mediating the actions of IGF-1 of aging remain unclear, the recent discovery that the deacetylase sirtuin 6 (Sirt6) and Klotho regulate aging in mammals was a breakthrough in the search for a mechanism. Chris will show that IGF-1 regulates the expression of Klotho and Sirt6 in skeletal muscle. Finally, Chris will present the discovery of a novel splice-variant of myostatin that stimulates myogenesis and that may have an additional role to play in the development of double-muscling in breeds like Belgian Blue cattle.

The Speaker: Chris is a growth physiologist at AgResearch Ruakura. He completed a PhD at Agresearch Invermay studying the seasonal growth of red deer, then completed two postdoctoral positions in the United States. The first at Auburn University (Alabama) addressed the mechanisms underlying how illness and disease reduces appetite and growth of sheep and cattle. The second at Michigan State University addressed the role of factors that regulate the growth axis in cattle. Chris is a senior scientist and, until recently, led the Growth and Lactation research team. His current research focuses on the role of growth hormone, IGF-1 and myostatin in regulating the post-natal growth of livestock, the development of marbling and the eating quality of meat. A further interest is in the regulation of antler growth. He is the current president of the NZ Society of Endocrinology.
Thursday 30
8:30 - CONFERENCE - Teaching and Learning Forum 2014 Website | More Information
The Teaching and Learning Forum is a series of conferences initiated in 1992, held annually in Perth, Western Australia. The 2014 Teaching and Learning Forum, the 23rd year of the Forum, continues the tradition of bringing together educators from universities around Perth and beyond to discuss, share, and develop their ideas on issues confronting teaching and learning in the Higher Education sector.

This 2014 gathering allows conversations on teaching and learning to continue but with an emphasis on Transformative, Innovative and Engaging pedagogy. The importance of such conversations at the local, national and international is heightened not only by the global competition but as well the innovative ways by which courses are delivered to students across the globe. It is thus imperative for teachers to transform their classrooms from a ‘lecture theatre’ to a place where students are engaged with the materials. This will involve teaching which is transformative, innovative and engaging.

The 2014 Forum is being hosted at The University of Western Australia from the 30-31 January 2014. Forum delegates will have the opportunity to attend paper sessions and participate in workshops on learning and teaching issues and to reflect on their professional practice.

Students, early career, casual, sessional and part-time staff are strongly encouraged to attend.

Please register using the following URL: https://wand.edu.au/course/view.php?id=18&topic=0#section-3

We look forward to meeting you.
Friday 31
15:00 - SEMINAR - Groups and Combinatorics Seminar, Groups and first-order logic More Information
André Nies (University of Auckland)

will speak on

Groups and first-order logic

at 3pm Friday January the 31st in Blakers Lecture Theatre.

Abstract :

We study the expressive power of first-order logic for groups. A finitely generated group is called quasi-finitely axiomatizable if a single sentence characterizes it within the class of finitely generated groups. I showed in 2005 that, for instance, the Heisenberg group is quasi-finitely axiomatizable. Recent work of Lasserre provides new examples, such as the Thompson groups.

A group is homogeneous if the orbit of every tuple under the action of automorphisms is described by its first-order properties. I proved (J. Algebra, 2003) that the free group F_2 has this property. Recent work of Perrin and Sklinos (Duke Math. J. 2013) extends this to F_n for larger n.

 February 2014
Monday 03
8:00 - EVENT - CALL FOR VOLUNTEERS : 2014 Perth Festival Website | More Information
THE OPPORTUNITY Perth Festival requires three volunteers for all weekday sessions and four volunteers for weekends during the season of I Think I Can at the WA Museum. For more information about I Think I Can see https://2014.perthfestival.com.au/Whats-on-by-Genre/Free-and-Spectacular/I-Think-I-Can

KEY DATES I Think I Can runs from 8-19 February 2014. Shifts will be from 10.30am-2.30pm and 2-5:30pm except on 13 and 14 February when shifts will be from 12.30-4pm and 3.30-7.30pm.

Volunteers are invited to attend an hour-long induction on Friday 7 February from 4-5pm. If you cannot attend the induction, you can still volunteer – the Project Manager will do a quick induction before your first shift.

SPECIFIC VOLUNTEER DUTIES On the day of your shift you will report to the onsite Production Manager who will allocate you your roles for the shift. These will change depending on the number of people engaging with the work and the number of staff on site. If there are two volunteers on a shift, it will be possible to swap and share roles.

• Audience Engagement: This is a rather involved project and will need some explaining to audience members. If there is a queue be sure to inform audience members that participation could take up to half an hour or 45 minutes. If people are waiting for a host after completing their personality tests, they can look up their residents past history on the blog (computers provided), or read other stories from the town. Directing people to these computers will also give them a sense of what others have done and what the project is about.

• Avatar Survey: This is the first point of engagement for audience members participating in the work. After doing a short survey on the iPad, they choose their avatar and are taken to the model railway to place their avatar in the town. If they choose to give us their email address at the end of the survey, they will be sent news updates on their character at the end of the day.

• Counting Visitors/Recording Audience Data: Try to survey as many people who come to look at the work as possible, if we get their email address we can keep them updated on the daily progress of the characters. We can also stay in touch about future projects. Using a clicker counter take a count of the number of people watching the work and record the number at the end of your shift. We will use these counts to calculate the daily audience figures.

• Operating the Video Camera: You may be asked to operate the camera, filming the narrative in Springfield Junction as it unfolds. Not all volunteers will be asked to do this task, as it requires some specialist skill.

• Assisting the Hosts: The onsite Production Manager will let you know if the performers need any special assistance. You won’t be required to perform, but it might be a couple of odd jobs to help them out.

• Invigilation: Some parts of the layout are very delicate and they should not be touched. Please monitor how close people get to the layout, especially during busy times, particularly if children are involved.

• Opening and Closing the Work: At the beginning and end of your shift you may be required to assist the other site staff in removing the fencing and dustcovers from the work to get it ready for performance, following the instructions of the onsite Production Manager.

TO APPLY To register your interest, please email [email protected] with the subject line ‘I Think I Can’ by COB Monday 3 February.
Tuesday 04
9:30 - WORKSHOP - Introduction to LMS: Unit Building Fundamentals Website | More Information
This is a "build your basic LMS unit" workshop for those who just want to get started without the emphasis of exploring the LMS provided in the other beginner level workshop, "Introduction to LMS: LMS for New Users". LMS is an online learning environment that provides a variety of tools, features and interactions that can support your teaching (and students' learning) experiences at UWA.

11:00 - Training - iVEC Supercomputing Training : FREE EVENT Website | More Information
In February, iVEC will offer the following short courses on supercomputing topics:

Introduction to iVEC: 11:00am - 12:00 Tues 4th February

Introduction to Linux: 1:00 - 2:00pm Tues 4th February

Introduction to NeCTAR Cloud Computing: 3:00 - 4:00pm Tues 4th February

Introduction to Supercomputing: 10:00am - 4pm Wed 5th February

Developing with MPI and OpenMP: 10am - 4pm Thurs 6th February

Epic to Magnus Migration: 10am - 4pm Fri 7th February

Further details of the courses are available at https://ivec.org/services/training

Courses are delivered in a face to face classroom style. Attendees are encouraged to bring and work on their own laptops. Staff from the Supercomputing Team will be facilitating so you can meet and chat with them.

Courses are free of charge and open to all, however places are limited. Light refreshments and lunch will be provided on each day. Any queries, please contact Dr Valerie Maxville – [email protected] Please complete the form to register for this training. Note that places are limited. If you are needing additional training before the end of the year, please contact Valerie to organise a small group session.

12:30 - SEMINAR - Mixing it up with blended learning - what is blended learning at UWA and how could I get started? Website | More Information
Blended learning is about using online and in-class activities where they best support learning. What does this mean? How does it compare with popular terms 'flipped classroom' and 'MOOC'? What are approaches to blended learning, tools to support it, and how can you get started? This seminar works towards an understanding of blended learning at UWA and how you might approach it in your own context.

13:30 - WORKSHOP - Workshop: Setting Academic Standards for Agriculture : What should a graduate in agriculture know, understand and be able to do? Website | More Information
The AgLTAS project aims to develop a National Academic Standards Statement for agriculture – representing what a student in Agriculture and related disciplines should know, understand and be able to do on graduation.

You are invited to attend an upcoming workshop, led by Dr Tina Acuna from the University of Tasmania, to provide your valuable input on the Statement.

LATE RSVPs will be accepted (until the day prior to the workshop)
Wednesday 05
9:30 - WORKSHOP - Unit Coordination (1): Roles and Responsibilities Website | More Information
The role of a Unit Coordinator (UC) is complex. This workshop aims to highlight the key roles and responsibilities of a UC by providing information around what is involved. The workshop focuses on the preparation aspects of unit coordination rather than teaching considerations which is covered in UC (2). Feedback from past participants new to the role.

12:00 - WORKSHOP - MYO Flipped Classroom Design Website | More Information
This mini workshop follows on from the seminars on blended learning and flipped classroom. If the goal is meaningful, deeper, transformational, learning-oriented activity in class and online - what can I do in each environment that is best for learning?

It is open to any participants – both those who have attended this workshop previously as a follow-up, or for those commencing their designs. If you did not attend the flipped classroom seminar in November 2013, a pre-workshop captured lecture will be provided for your viewing prior to the workshop.

Bring a unit that you wish to develop, lesson aims for a week's worth of classes to use as your model in redesigning in-class activity, and learning material for a week for redesigning online learning activity.
Thursday 06
13:30 - WORKSHOP - Introduction to LMS: LMS for new users Website | More Information
LMS for New Users will provide participants with an introductory overview of the Moodle powered LMS (Learning Management System) used as our online learning environment here at UWA. You will need to complete this workshop before being eligible to take part in any intermediate or advanced LMS training.
Friday 07
9:30 - WORKSHOP - New Approaches to Teaching: Active Learning (in-class) Strategies for a Flipped Classroom More Information
This is a micro workshop designed to introduce participants to active learning in classroom contexts. Active learning classroom promotes collaborative and cooperative participation by learners in classroom activity, ensuring greater cognitive engagement and deeper learning. It is a principle for face to face classes in any context, but also can support the classroom activity of the flipped classroom approach or other blended learning approaches to teaching and learning.

OUTCOMES Workshop participants will be able to: * Engage in practical examples of active learning activities * Consider and plan for applying these in own teaching.

WHO SHOULD ATTEND? UWA staff who teach and would like to see how to maximise in-class time through active learning tasks.

9:30 - WORKSHOP - Advancing your LMS: Structuring in the LMS Website | More Information
This workshop will enable participants to explore the LMS functionality in greater depth, to manipulate it for pedagogical needs and be exposed to some alternative approaches such as sequencing in the LMS.

Alternative formats: Default | XML

Top of Page
© 2001-2010  The University of Western Australia
Questions? Mail [email protected]