Prospective memory rehabilitation for adults with traumatic brain injury: A compensatory training programme

Primary objective: To describe a prospective memory rehabilitation programme based on a compensatory training approach and report the results of three case studies. Research design: Programme evaluation using pre-and post-intervention assessments and telephone follow-up. Methods and procedures: Three participants with traumatic brain injury completed 8 weeks of training with 1 - 2 hour individual sessions. Assessments were formal prospective memory assessment, self-report and measures of diary use. Experimental interventions: Intervention aimed to identify potential barriers, establish self-awareness of memory deficits, introduce a customized compensatory tool, a cueing system and organizational strategies. A significant other was involved in training to assist generalization. Main outcomes and results: All three participants improved on formal prospective memory assessment and demonstrated successful diary use after the programme. Self-report of prospective memory failure fluctuated and may reflect increased self-awareness. Conclusion: A compensatory approach may be useful in improving prospective memory performance following TBI.

Participatory approach for the identification of dairy industry needs in the design of research, development and extension actions: Australian and Brazilian case studies

In both Australia and Brazil there are rapid changes occurring in the macroenvironment of the dairy industry. These changes are sometimes not noticed in the microenvironment of the farm, due to the labour-intensive nature of family farms, and the traditionally weak links between production and marketing. Trends in the external environment need to be discussed in a cooperative framework, to plan integrated actions for the dairy community as a whole and to demand actions from research, development and extension (R, D & E). This paper reviews the evolution of R, D & E in terms of paradigms and approaches, the present strategies used to identify dairy industry needs in Australia and Brazil, and presents a participatory strategy to design R, D & E actions for both countries. The strategy incorporates an integration of the opinions of key industry actors ( defined as members of the dairy and associated communities), especially farm suppliers ( input market), farmers, R, D & E people, milk processors and credit providers. The strategy also uses case studies with farm stays, purposive sampling, snowball interviewing techniques, semi-structured interviews, content analysis, focus group meetings, and feedback analysis, to refine the priorities for R, D & E actions in the region.

Dilemmas in Framing Research Studies in Engineering Education

There has been considerable debate about the need for more empirical, evidence based studies of the impact of various interventions and practices in engineering education. A number of resources including workshops to guide engineering faculty in the conduct of such studies have emerged over recent years. This paper presents a critique of the evolution of engineering education research and its underlying assumptions in the context of the systemic reform currently underway in engineering education. This critique leads to an analysis of the ways in which our current understanding of engineering, engineering education and research in engineering education is shaped by the traditions and cultural characteristics of the profession and grounded, albeit implicitly, in a particular suite of epistemological assumptions. It is argued that the whole enterprise of engineering education needs to be radically reconceptualized. A pluralistic approach to framing scholarship in engineering education is then proposed based on the principles of demonstrable practicality, critical interdisciplinarity and holistic reflexivity. This new framework has implications for engaging and developing faculty in the context of new teaching and learning paradigms, for the evaluation of the scholarship of teaching and for the research-teaching nexus.