Children's play in the Australian Indigenous context: the need for a contemporary view

Despite an extensive search, very little literature was found on Australian Indigenous children’s play, and more specifically pretend play. Most of the literature found was written in the period from 1840 to the 1950s and was primarily descriptive. We argue that the literature found on Australian Indigenous children’s play could be interpreted through the prominent classical theories of the day. These theories emphasized the value of play in preparing children for adulthood. The literature is silent in regard to the value and significance of play in Indigenous Australian culture and on the contribution of play to children’s developmental skills such as language, cognition, problem-solving, literacy and learning. This paper presents a review of the available literature and argues for an analysis of contemporary Australian Indigenous children’s play which values play in the development of the child and interprets play behavior within an Indigenous cultural framework.

The need to revise the current methods to measure and assess static recrystallization behavior

Heterogeneous deformation developed during "static recrystallization (SRX) tests" poses serious questions about the validity of the conventional methods to measure softening fraction. The challenges to measure SRX and verify a proposed kinetic model of SRX are discussed and a least square technique is utilized to quantify the error in a proposed SRX kinetic model. This technique relies on an existing computational-experimental multi-layer formulation to account for the heterogeneity during the post interruption hot torsion deformation. The kinetics of static recrystallization for a type 304 austenitic stainless steel deformed at 900 °C and strain rate of 0.01s^-1 is characterized implementing the formulation. Minimizing the error between the measured and calculated torque-twist data, the parameters of the kinetic model and the flow behavior during the second hit are evaluated and compared with those obtained based on a conventional technique. Typical static recrystallization distributions in the test sample will be presented. It has been found that the major differences between the conventional and the presented technique results are due to the heterogeneous recrystallization in the cylindrical core of the specimen where the material is still partially recrystallized at the onset of the second hit deformation. For the investigated experimental conditions, the core is confined in the first two-thirds of the gauge radius, when the holding time is shorter than 50 s and the maximum pre-strain is about 0.5.

Everything I need under one roof

A sculptural goblet inspired by childhood experiences and how they equate to contemporary fairytales. The work is hand-blown and engraved. This piece represents scene one in the narrative. It is a work that condenses the animated moving image into a sculptural form.

Enhancing linguistic and cultural proficiency through Chinese children’s literature

This paper addresses the issue of selecting high-quality materials for teaching Chinese to non-native-speaker students. The paper argues that the unique nature of literary texts for children and adolescents written in simple and standard language reflecting the rich social fabric of China make them valuable materials for teaching foreign learners of the modern Chinese language. The special value of these materials to non-native learners lies not only in their linguistic aptness, but also in their informative connection between the modern Chinese language and the history and culture of China. The paper demonstrates how to effectively use these materials in a cooperative Chinese language classroom.

Not if, but when we need resilience in the workplace

Workplace resilience is a necessity for organizations and employees given it assists them in overcoming adversity and ultimately succeeding. However, organizational scholars have largely overlooked this construct. In this Incubator, we briefly summarize extant research on workplace resilience to highlight opportunities for theory building and advancement of empirical research.

The construction of power in family medicine bedside teaching: a video observation study

INTRODUCTION: Bedside teaching is essential for helping students develop skills, reasoning and professionalism, and involves the learning triad of student, patient and clinical teacher. Although current rhetoric espouses the sharing of power, the medical workplace is imbued with power asymmetries. Power is context-specific and although previous research has explored some elements of the enactment and resistance of power within bedside teaching, this exploration has been conducted within hospital rather than general practice settings. Furthermore, previous research has employed audio-recorded rather than video-recorded observation and has therefore focused on language and para-language at the expense of non-verbal communication and human-material interaction. METHODS: A qualitative design was adopted employing video- and audio-recorded observations of seven bedside teaching encounters (BTEs), followed by short individual interviews with students, patients and clinical teachers. Thematic and discourse analyses of BTEs were conducted. RESULTS: Power is constructed by students, patients and clinical teachers throughout different BTE activities through the use of linguistic, para-linguistic and non-verbal communication. In terms of language, participants construct power through the use of questions, orders, advice, pronouns and medical/health belief talk. With reference to para-language, participants construct power through the use of interruption and laughter. In terms of non-verbal communication, participants construct power through physical positioning and the possession or control of medical materials such as the stethoscope. CONCLUSIONS: Using this paper as a trigger for discussion, we encourage students and clinical teachers to reflect critically on how their verbal and non-verbal communication constructs power in bedside teaching. Students and clinical teachers need to develop their awareness of what power is, how it can be constructed and shared, and what it means for the student-patient-doctor relationship within bedside teaching.