The realm of the game geek : supporting creativity in an online community

This paper explores the importance of online communities designed to support the creativity of tertiary students enrolled in Computer Science studies. Online discussion forums provide university students with a supportive and nurturing environment and a community where they can share knowledge and ideas. The authors draw on findings derived from a study of first year Computer Science students enrolled in a Games Design and Development unit. Of particular interest is the ways in which the participants develop and control the environment in order to enhance their own creative expression.

Wire beam electrode : a new tool for studying localised corrosion and other heterogeneous electrochemical processes

Heterogeneous electrochemical processes are very common in industry and are important, but difficult topics in electrochemical and corrosion science studies. Traditional electrochemical techniques which employ a conventional one-piece electrode have major limitations in studying heterogeneous electrochemical processes since the one-piece electrode has major difficulties in measuring electrochemical parameters from local areas of the electrode surface. In order to overcome this problem, a multi-piece electrode, namely the wire beam electrode, has been developed. This new electrode enables the measurement of electrochemical parameters from local areas over a working electrode surface and thus it can be used to study heterogeneous electrochemical processes. This paper describes how this new electrode was applied in studying several typical heterogeneous electrochemical processes including water-drop corrosion, corrosion under non-uniform organic films and cathodic protection.

Longitudinal studies into science learning - methodological issues

The Gold Standard for education research promotes randomized controlled trials (RCTs) that can produce generalizable knowledge claims across similar problems and situations. Unfortunately, the Gold Standard does not fully recognize the need for developmental research to better understand the problem space, formulate theory and approaches to teaching and learning, and formulate and pursue associated research questions. This developmental research has been a precursor to the development of interventions together with the necessary instrumentation and technologies required to fully investigate these through the more formal evaluative processes imagined by the Gold Standard. This chapter focuses on longitudinal studies that cover a continuum from such developmental research to research that uses control-experimental features to evaluate interventions. These studies attend to a set of issues dealing with  developmental progressions and learning trajectories that require  investigation over an extended period of time. It will be argued that
these longitudinal studies of a variety of methodological types represent quality research in that rigorous design and implementation produce  evidence-based claims. The chapter examines the nature of the relationship between evidence and claims in these studies, to show the possibility of building in control features every bit as strong as those in classic Gold Standard designs. Further, it will be argued that, given the complexity of learning pathways, a simplistic interpretation of RCTs conducted over the shorter term can be misleading in terms of both internal and external validity claims.

Case studies in human rights education and critical educational science

This thesis offers an account of the history and effects of three curriculum projects sponsored by the Australian Human Rights Commission between 1983 and 1986. Each project attempted to improve observance of human rights in and through Australian schools through participatory research (or critical educational science). That is, the research included, as a conscious feature, the effort to develop new forms of curriculum work which more adequately respect the personal and professional rights of teachers, especially their entitlement as persons and professionals to participate in planning, conducting and controlling the curriculum development, evaluation and implementation that constitutes their work. In more specific terms, the Australian Human Rights Commission's three curriculum projects represented an attempt to improve the practice and theory of human rights education by engaging teachers in the practical work of evaluating, researching, and developing a human rights curriculum. While the account of the Australian Human Rights Commission curriculum project is substantially an account of teachers1 work, it is a story which ranges well beyond the boundaries of schools and classrooms. It encompasses a history of episodes and events which illustrate how educational initiatives and their fate will often have to set within the broad framework of political, social, and cultural contestation if they are to be understood. More exactly, although the Human Rights Commission's work with schools was instrumental in showing how teachers might contribute to the challenging task of improving human rights education, the project was brought to a premature halt during the debate in the Australian Senate on the Bill of Rights in late 1985 and early 1986. At this point in time, the Government was confronted with such opposition from the Liberal/National Party Coalition that it was obliged to withdraw its Bill of Rights Legislation, close down the original Human Rights Commission, and abandon the attempt to develop a nationwide program in human rights education. The research presents an explanation of why it has been difficult for the Australian Government to live up to its international obligations to improve respect for human rights through education. More positively, however, it shows how human rights education, human rights related areas of education, and social education might be transformed if teachers (and other members of schools communities) were given opportunities to contribute to that task. Such opportunities, moreover, also represent what might be called the practice of democracy in everyday life. They thus exemplify, as well as prefigure, what it might mean to live in a more authentically democratic society.

Biomechanical studies: science (f)or common sense?

 Introduction: It is our impression that many biomechanical studies invest substantial resources studying the obvious: that more and larger metal is stronger. The purpose of this study is to evaluate if a subset of biomechanical studies comparing fixation constructs just document common sense. Methods: Using a web-based survey, 274 orthopaedic surgeons and 81 medical students predicted the results of 11 biomechanical studies comparing fracture fixation constructs (selected based on the authors' sense that the answer was obvious prior to performing the study). Sensitivity, specificity, and accuracy were calculated according to standard formulas. The agreement among the observers was calculated by using a multirater kappa, described by Siegel and Castellan. Results: The accuracy of predicting outcomes was 80% or greater for 10 of 11 studies. Accuracy was not influenced by level of experience (i.e., time in practice and medical students vs. surgeons). There were substantial differences in accuracy between observers from different regions. The overall categorical rating of inter-observer reliability according to Landis and Koch was moderate (k = 0.55; standard error (SE) = 0.01). Conclusion: The results of a subset of biomechanical studies comparing fracture fixation constructs can be predicted prior to doing the study. As these studies are time and resource intensive, one criterion for proceeding with a biomechanical study should be that the answer is not simply a matter of common sense. © 2014 Elsevier Ltd. All rights reserved.