A reflexive course for Masters students to understand and plan their own continuing professional development

Continuing Professional Development (CPD) is seen as a vital part of a professional engineer’s career, by professional engineering institutions as well as individual engineers. Factors such as ever-changing workforce requirements and rapid technological change have resulted in engineers no longer being able to rely just on the skills they learnt at university or can pick up on the job; they must undergo a structured professional development with clear objectives to develop further professional knowledge, values and skills. This paper presents a course developed for students undertaking a Master of Engineering or Master of Project Management at the University of Queensland. This course was specifically designed to help students plan their continuing professional development, while developing professional skills such as communication, ethical reasoning, critical judgement and the need for sustainable development. The course utilised a work integrated learning pedagogy applied within a formal learning environment, and followed the competency based chartered membership program of Engineers Australia, the peak professional body of engineers in Australia. The course was developed and analysed using an action learning approach. The main research question was “Can extra teaching and learning activities be developed that will simulate workplace learning?” The students continually assessed and reflected upon their current competencies, skills and abilities, and planed for the future attainment of specific competencies which they identified as important to their future careers. Various evaluation methods, including surveys before and after the course, were used to evaluate the action learning intervention. It was found that the assessment developed for the course was one of the most important factors, not only in driving student learning, as is widely accepted, but also in changing the students’ understandings and acceptance of the need for continuous professional development. The students also felt that the knowledge, values and skills they developed would be beneficial for their future careers, as they were developed within the context of their own professional development, rather than to just get through the course. © 2005, American Society for Engineering Education

Floor plan, Hill House, Chapel Hill, Brisbane

Floor plan showing finalised design.

Ground floor plan, Cleveland Point House, Cleveland

Hand-drawn floor plan.

Lower level floor plan, Brannigan House, St Lucia, Brisbane

Hand-drawn floor plan.

Floor plan, Goetz Residence II, Red Hill, Brisbane

Hand-drawn plan of proposed residence.

A master equation model for bimolecular reaction via multi-well isomerization intermediates

A reversible linear master equation model is presented for pressure- and temperature-dependent bimolecular reactions proceeding via multiple long-lived intermediates. This kinetic treatment, which applies when the reactions are measured under pseudo-first-order conditions, facilitates accurate and efficient simulation of the time dependence of the populations of reactants, intermediate species and products. Detailed exploratory calculations have been carried out to demonstrate the capabilities of the approach, with applications to the bimolecular association reaction C3H6 + H reversible arrow C3H7 and the bimolecular chemical activation reaction C2H2 +(CH2)-C-1--> C3H3+H. The efficiency of the method can be dramatically enhanced through use of a diffusion approximation to the master equation, and a methodology for exploiting the sparse structure of the resulting rate matrix is established.

Design of the multicenter Australian study of epidural anesthesia and analgesia in major surgery: The MASTER Trial

The Multicenter Australian Study of Epidural Anesthesia and Analgesia in Major Surgery (The MASTER Trial) was designed to evaluate the possible benefit of epidural block in improving outcome in high-risk patients. The trial began in 1995 and is scheduled to reach the planned sample size of 900 during 2001. This paper describes the trial design and presents data comparing 455 patients randomized in 21 institutions in Australia, Hong Kong, and Malaysia, with 237 patients from the same hospitals who were eligible but not randomized. Nine categories of high-risk patients were defined as entry criteria for the trial. Protocols for ethical review, informed consent, randomization, clinical anesthesia and analgesia, and perioperative management were determined following extensive consultation with anesthesiologists throughout Australia. Clinical and research information was collected in participating hospitals by research staff who may not have been blind to allocation. Decisions about the presence or absence of endpoints were made primarily by a computer algorithm, supplemented by blinded clinical experts. Without unblinding the trial, comparison of eligibility criteria and incidence of endpoints between randomized and nonrandomized patients showed only small differences. We conclude that there is no strong evidence of important demographic or clinical differences between randomized and nonrandomized patients eligible for the MASTER Trial. Thus, the trial results are likely to be broadly generalizable. Control Clin Trials 2000;21:244-256 (C) Elsevier Science Inc. 2000.

Outcomes and indicators, measurement tools, and databases for the National Action Plan for Promotion, Prevention and Early Intervention for Mental Health 2000

This publication is a support and resource document for the "National Action Plan for Promotion, Prevention and Early Intervention for Mental Health 2000". It includes indicators, measurement tools and databases relevant to assessing the implementation of the outcomes and strategies identified in the action plan.