South-east elevation, Sunshine Coast University Library, Maroochydore

View to south-east elevation; entrance stair, plywood and sheet steel cladding and colonnade, as seen from exterior.

Timber batten screen to north-east elevation, Sunshine Coast University Library, Maroochydore

View of timber batten screen to verandah behind and entrance stair, as seen from exterior.

Batten screen to north-east elevation, Sunshine Coast University Library, Maroochydore

View of timber batten screen to north-east elevation with verandah behind.

Screen to verandah, Sunshine Coast University Library, Maroochydore

View of steel-framed timber screen to verandah.

Second floor reading area interior, Sunshine Coast University Library, Maroochydore

View of second floor reading area with rigid frames and air-conditioning ducting.

South-east elevation, Sunshine Coast University Library, Maroochydore

View to south-east elevation as seen from exterior.

North-west elevation, Sunshine Coast University Library, Maroochydore

North-west elevation as seen from Building K.

Entrance elevation, Sunshine Coast University Library, Maroochydore

View to entrance verandah on north-east elevation and sunshades to north-west elevation.

A shift from passive teaching at medical conferences to more interactive methods improves physician learning

Conferences that deliver interactive sessions designed to enhance physician participation, such as role play, small discussion groups, workshops, hands-on training, problem- or case-based learning and individualised training sessions, are effective for physician education.

Children's understanding of pictorial and mental representations

Two studies demonstrate dissociation between children's understanding of pictorial representations (photos and drawings) and mental representations (beliefs). In Study 1, 37 preschoolers were tested on false belief, appearance-reality, false photo, and false drawing tasks. The false picture tasks were significantly easier, and no correlation was found between children's performances on false belief and false picture tasks. Ln Study 2, 30 children who failed a false belief pretest were randomly assigned to 3 training groups: Belief (trained on false belief tasks), Picture (trained on false picture tasks), or Control (trained on number conservation tasks). Training was conducted in 2 sessions over the course of 2 weeks, tasks were presented and feedback was provided. All children were posttested on theory of mind tasks, false picture tasks, and a number conservation task. The posttest results showed differential patterns of performance, with the Belief group scoring highest on the theory of mind posttests, the Picture group scoring highest on the false picture posttests, and the Control group scoring highest on the number conservation posttest. Results are discussed with respect to competing models of theory of mind development.