Health service systems and comorbidity: stepping up to the mark

Clients with co-occurring substance use and mental health disorders are not well served in traditional health care systems where specialist services offer segregated interventions and the client is left to negotiate required treatment across both systems. In recent years, policy change guiding the treatment of dual diagnosis in the United States, United Kingdom, Australia and elsewhere has triggered the development of diverse models of treatment, each of which function at different points on a continuum from serial to fully integrated care. This paper outlines key models and provides examples, while considering their potential for appropriately addressing the needs of this client group. Consideration is given to the benefits of an interaction between stepped care and the chosen model, as a means of enhancing care efficiency while retaining the focus on positive outcomes.

The weight of the thing left its mark

The weight of the thing left its mark frames improvised dancing through relationships between the dancers, a live soundscape and the uses of masses of cutlery. The simple, evocative design of the space alludes to farmhouse domesticity, but the atmosphere is taught as the dancers negotiate the psychological and physical interactions that determine their improvisations.

An approach to assign individual marks from a team mark : the case of Australian grading system at universities

This study uses a new approach to assign individual marks from a team mark using individual contributions to a teamwork product. A team member’s contribution to a teamwork product, in the form of an individual weighting factor, is calculated using team members’ co‐assessment. A comparison of the proposed approach with existing methods has been discussed with the help of a typical teamwork example. The approach has been refined to make it applicable for the Australian grading system at universities. It has been implemented in a large undergraduate engineering course to observe its effectiveness in practice. The results show that the method encourages teamwork, penalises below‐average contributions and rewards above‐average contributions. An analysis of a students’ perception survey shows that students prefer the approach over alternative approaches.

Mark Oliphant’s adventures in atomic wonderland

Australian physicist Mark Oliphant came to hold two oppositional views, both pro and anti nuclear weapons research. This, together with the dimensions of his ‘larger than life’ personality, impacted on his scientific reputation in the fall-out of Australia’s ‘McCarthyism’. Despite his bullying the Americans into funding the A-Bomb project, the atomic juggernaut unleashed on the world caused Oliphant to rethink his role as a scientist. Oliphant clashed with American hegemony and the Menzies Government’s duplication of the ‘Reds under the Bed’ paranoia in Australia in the 1950s. His outspokenness on the danger of nuclear proliferation found him out of step with the changed political climate of the Cold War. Drawing on neglected archival material and using a Brechtian theatrical mode, my play Ion Man’s Adventures in Atomic Wonderland investigates the tragic dimensions of a man who never fully understood, as Thomas Kuhn explained (The Structure of Scientific Revolutions), that scientific research is determined as much by politics and ideology as by the desire to understand the world.

A review of mathematical equations to assign individual marks from a team mark

BACKGROUND : Team-based learning is an integral part of engineering education today. Development of team skills is now a part of the curriculum at universities as employers demand these skills on graduates. Higher education institutions enforce academic staff to teach, practise and assess team skills, and at the same time, they ask academic staff to supply individual marks and/or grades. Allocating individual marks from a team mark is a very complex and sensitive task that may adversely affect both individual and team performance. A number of both qualitative and quantitative methods are available to address this issue. Quantitative mathematical methods are favoured over qualitative subjective methods as they are more straightforward to explain to the students and they may help minimise conflicts between assessors and students. PURPOSE : This study presents a review of commonly used mathematical equations to allocate individual marks from a team mark. Quantitative analytical equations are favoured over qualitative subjective methods because they are more straightforward to explain to the students and if explained to the students in advance, they may help minimise conflicts between assessors and students. Some of these analytical equations focus primarily on the assessment of the quality of teamwork product (product assessment) while the others put greater emphasis on the assessment of teamwork performance (process assessment). The remaining equations try to strike a balance between product assessment and process assessment. The primary purpose of this study is to discuss the qualitative aspects of quantitative equations. DESIGN/METHOD : This study simulates a set of scenarios of team marks and individual contributions that collectively cover all possible teamwork assessment environments. The available analytical equations are then applied to each case to examine their relative merits with respect to a set of evaluation criteria with exhaustive graphical plots. RESULTS : Although each analytical equations discussed and analysed in this study has its own merits for a particular application scenario, the recent methods such as knee formula in SPARKPLUS and cap formula, are relatively better in terms of a number of evaluation criteria such as fairness, teamwork attitude, balance between process and product assessments etc. In addition to having all favourable properties of knee formula, cap formula explicitly considers the quality of teamwork (i.e., team mark) while allocating individual marks. Cap formula may, however, be difficult to explain to the students due to relatively complex mathematical equations involved. CONCLUSIONS : Not all existing analytical equations that allocate individual marks from a team mark have similar characteristics. Recent methods, knee formula and cap formula, are advantageous in terms of a number of evaluation criteria and are recommended to apply in practice. However, it is important to examine these equations with respect to enhancing students’ learning achievements rather than the students and academic staff’s preferences.