Bringing shared values out of the shadows

As part of its wider promotion of a world that is peaceful and tolerant, the United Nations declared 2005 the International Year of Sport and Physical Education. At the fore of the UN's proclamation was recognition of the important role sport and PE play in nurturing the health and harmony of society. Sport and PE, the UN declared, provide important nodes for social connection around which shared values and understandings can be formed. In the wake of the UN's endorsement of the role that sport and PE can play in fostering social and emotional development, it is more important that ever that we reflect on and refine our practices towards this end. This paper draws on two research narratives to illustrate how easily this potential can be undermined. Indeed, behind some of the wonderful opportunities for connection that exist through a participation in PE and sport exists a dark shadow of alienation and oppression. The challenge raised through this paper centres on the need for PE teachers and coaches to work deliberately and strategically towards the cultivation of inclusive, tolerant and responsible forms of participation, and not leave their development to chance.

Cross-adaptation and bitterness inhibition of L-Tryptophan, L-Phenylalanine and urea : further support for shared peripheral physiology

A previous study investigating individuals' bitterness sensitivities found a close association among three compounds: L-tryptophan (L-trp), L-phenylalanine (L-phe) and urea (Delwiche et al., 2001, Percept. Psychophys. 63, 761-776). In the present experiment, psychophysical cross-adaptation and bitterness inhibition experiments were performed on these three compounds to determine whether the bitterness could be differentially affected by either technique. If the two experimental approaches failed to differentiate L-trp, L-phe and urea's bitterness, then we may infer they share peripheral physiological mechanisms involved in bitter taste. All compounds were intensity matched in each of 13 subjects, so the judgments of adaptation or bitterness inhibition would be based on equal initial magnitudes and, therefore, directly comparable. In the first experiment, cross-adaptation of bitterness between the amino acids was high (>80%) and reciprocal. Urea and quinine-HCl (control) did not cross-adapt with the amino acids symmetrically. In a second experiment, the sodium salts, NaCl and Na gluconate, did not differentially inhibit the bitterness of L-trp, L-phe and urea, but the control compound, MgSO4, was differentially affected. The bitter inhibition experiment supports the hypothesis that L-trp, L-phe and urea share peripheral bitter taste mechanisms, while the adaptation experiment revealed subtle differences between urea and the amino acids indicating that urea and the amino acids activate only partially overlapping bitter taste mechanisms.

Synergy : a comprehensive software distributed shared memory system

Considerable research and development has been invested in software Distributed Shared Memory (DSM). The primary focus of this work has traditionally been on high performance and consistency protocols. Unfortunately, clusters present a number of challenges for any DSM systems not solvable through consistency protocols alone. These challenges relate to the ability of DSM systems to adjust to load fluctuations, computers being added/removed from the cluster, to deal with faults, and the ability to use DSM objects larger than the available physical memory. This paper introduces the Synergy DSM System and its integration with the virtual memory, group communication and process migration services of the Genesis Cluster Operating System.

The performance of a parallel TSP program and byte sequential benchmarks executing on a shared cluster

Although individual PCs of a cluster are used by their owners to run sequential applications (local jobs), the cluster as a whole or its subset can also be employed to run parallel applications (cluster jobs) even during working hours. This implies that these computers have to be shared by parallel and sequential applications, which could lead to the improvement of the execution performance and resource utilization. However, there is a lack of experimental study showing the behavior and performance of executing parallel and sequential applications concurrently on a non-dedicated cluster. The result of such research would be beneficial for the development of new global scheduling algorithms. We present the result of an experimental study into scheduling of a mixture of parallel and sequential applications on a non-dedicated cluster. The aim of this study is to learn how the concurrent execution of a communication intensive parallel application and sequential applications influences their execution performance and utilization of the cluster.

Shared learning: reflecting on practice using a collaborative approach

Independent learning and critical thought are developed when students are encouraged to express and review their own understandings and the ideas of others as part of their learning journey. This paper focuses on an innovation to engage and support pre-service teachers (students) in a collaborative approach to learning following a teaching practicum. Through the creation of a learning community, information and practice is shared and further challenged in a supportive environment. The opportunity for students to review their own work in relation to responses of peers enables them to become involved in the process of critiquing their own beliefs and practices as well as their peers, within a set framework. Favourable outcomes for both students and university staff augur well for the future development of the process.

Investigating the shared visual context in distributed collaborative work

Distributed collaborators require computermediated communication (CMC) technologies in order to work together. Various systems have been developed for this express purpose with varying degrees of success. A basic method of evaluating the usability of a system is to compare it with face-to-face interaction. To replicate the face-to-face context, it is necessary to investigate how visual information plays a role in supporting collaborators performing tasks.
This research examines the effects of visual information and its role in both face-to-face and video generated visual contexts. The results were generated by asking participants to collaboratively solve visual tasks in either of the two contexts. The results show that both the face-to-face and the video conferencing contexts have similar effects on subjects’ ability to perform tasks. Task outcomes exhibited no significant difference between these two contexts. Awareness and conversational grounding had positive effects on the subject’s task performance and communication. On the other hand, presence had mixed effects on a subject’s task performance and communication behaviors.

A qualitative study exploring barriers to a model of shared care for pre-school children`s oral health

Objective To explore the oral health beliefs and practices of primary health care professionals which may act as barriers to the development of a model of shared care for the oral health of pre-school children.

Design Qualitative focus group discussions and semi-structured interviews.

Setting Four rural local government areas in Victoria, Australia, 2003.

Subjects and methods Subjects: maternal and child health nurses, general medical practitioners, dental professionals and paediatricians working in the four local government areas. Data collection: discipline specific focus groups and semi-structured interviews. Data analysis: transcription, coding, clustering and thematic analysis.

Results Several strong themes emerged from the data. All participants agreed that dental caries is a significant health issue for young children and their families. Beliefs about the aetiology of dental caries and its prevention were variable and often simplistic, focusing predominantly on diet. Dental professionals did not believe that they had a primary role in the oral health of pre-school aged children but that others particularly maternal and child health nurses did. However other health care professionals were not confident in assuming this role.

Conclusions This study has identified important barriers and possible strategies for the development of an integrated and shared approach to preventing dental caries in pre-school aged children. Clear and consistent oral health information and agreed roles and responsibilities need to be developed.

Continuous improvement through shared understanding : reconceptualising instructional design for online learning

Many Australian tertiary institutions provide support for academic staff in the design and development of online teaching and learning resources, often employing a centralised unit staffed with educational and instructional designers, multimedia and online developers, audio/video producers and graphic artists. It is not unusual for these units to have evolved from print-based distance education providers and consequently the design and development processes inherent within those units are often steeped in ‘traditional’ sequential instructional development models. We argue that these models are no longer valid for effectively working with academic staff given the dynamic nature of online learning environments and the diversity of skills to implement effective online learning. This paper therefore presents an extended instructional design model in which the development cycle for online teaching and learning materials uses a scaffolding strategy in order to cater for learner-centred activities and to maximise scarce developer and academic resources. The model also integrates accepted phases of the instructional development process to provide guidelines for the disposition of staff and to more accurately reflect the creation of resources as learning design rather than instructional design. It is a model that builds on instructional design processes and integrates concepts of team-based development, shared understanding and the development of relevant communities of practice.

Shared learning : a collaborative approach for supporting pre-service teacher's reflective practice

Independent learning and critical thought are developed when students are encouraged to express and review their own understandings and the ideas of others as part of their learning journey. This paper focuses on an innovation to engage and support pre-service teachers (students) in a collaborative approach to learning following a teaching practicum. Through the creation of a learning community, information and practice is shared and further challenged in a supportive environment. The opportunity for students to review their own work in relation to responses of peers enables them to become involved in the process of critiquing their own beliefs and practices as well as their peers, within a set framework. Favourable outcomes for both students and university staff augur well for the future development of the process.