A conditional probability approach to risk assessment for child sexual offenders with different classes of victim

Specific scales were developed for discriminating child sexual offenders with different classes of victim. The project demonstrates a method of individualising scores on actuarial risk assessment measured in a way that makes them more meaningful for those involved in decision-making about individual child sexual offenders. At present, the only quantifiable approach to specific decision-making relies on a general prediction of future behaviour, based on group data. The Bayesian approach is one method that can be used to assist decision-makers to use this information in ways that lead to the more appropriate management of risk. Ultimately, the better management of known child sexual offenders will lead to fewer offences and a reduction in the number of children who lives are profoundly affected by sexual victimisation.

Women's bodies, self perception and physical activity : a naturalistic study of women's participation in aerobics classes

The aim of this study was to describe the behaviour and perceptions of women in aerobic or exercise to music classes. In particular, the study examined the meaning women attach to this activity choice and the interaction of aerobics participation with cultural pressures and beliefs such as that of the ‘ideal female bodyshape’. A naturalistic method of study was chosen in order to gain a comprehensive view of the subjective experience of aerobics participation. Approximately fifty female health club members were observed over a three month period in order to identify and describe patterns of involvement, behaviour and perception and the factors affecting them. Six groups of women were identified. These were ‘Naturals’, ‘Compulsive’, ‘Functional Feminist’. Several factors were observed as potentially contributing to the patterns observed. These included attitude toward perceived cultural ideals and pressures of female expectation and shape, perceptions of aerobics and exercise, pre-occupation with slenderness and bodyshape, self-image and body image. The relationship between these factors was found to be dynamic and reciprocal, with participation possibly intensifying or alternately reducing bodyshape concern. Aerobics was seen to have a multifaceted yet very individual and important appeal to the women observed.

Qualitative and quantitative analysis of lipid classes in fish oils by thin-layer chromatography with an Iatroscan flame Ionization detector (TLC-FID) and liquid chromatography with an evaporative light scattering detector (LC-ELSD)

Combined effects of hydrogen and air flow rates on the peak response of selected neutral lipid classes (triacylglycerol, diacylglycerol, monoacylglycerol, free fatty acids, and ethyl esters) were studied to optimize and calibrate the Iatroscan Mk-6s Chromarod system for the qualitative and quantitative analysis of lipid classes by thin-layer chromatography (TLC) with flame ionization detection in fish oil during the transesterification process. Air flow rate of 2 L/min, hydrogen flow rate of 150-160 mL/min, and scan rate of 30 s/rod were found to be the optimum conditions. All samples were also analyzed by high performance liquid chromatography (HPLC) with evaporative light scattering detection. Quantitative results obtained by TLC with the flame ionization detection method were comparable to those obtained from HPLC with evaporative light scattering detection.

Implementing cooperative learning in grade four mathematics classes in Thailand

This study showed that successful implementation of cooperative learning in Thai primary mathematics classrooms requires three components: preparation of teachers, preparation of instructional materials and the preparation of pupils. In addition, cooperative learning was found to have a positive effect on pupils' mathematics achievement and their attitude towards mathematics.

Vegetarianism in Seventh-day Adventist home economics classes : an exploration of the issue

The practice of excluding meat from Adventist schools is at odds with the practice of many Adventists, and the Church which, while recommending vegetarianism, does not require it. The study investigates vegetarianism and explores the origin and aims of home economics, education and Seventh-day Adventism. These components were considered according to the three cognitive interests of the philosopher Jurgen Habermas.

Advice on assessing large classes

After a decade of rapid expansion in Australian higher education, student numbers have grown considerably in many courses and subjects, especially at the undergraduate level.
Larger class sizes pose significant teaching challenges, not least in the assessment of student learning. Perhaps most troubling, large classes may limit the amount of feedback provided to students.
In response to the pressures and challenges of assessing larger groups of students, academic staff are responding through:
• greater attention to the communication of clear assessment criteria to students;
• the development and use of marking guides to be used by teaching and assessing teams;
• the increasing use of various forms of exemplars to guide student efforts — as well as to guide marking and grading — including the modelling of discipline-based thinking, writing and performance; and
• the continuous refinement and dissemination of assessment policy and practice in relation to large student groups.
The issue of workload is central in any decisions about assessment of large classes for it is a serious one for students and staff alike. Staff teaching large student groups invariably undertake an informal, qualitative weighing-up of the efficiency of assessment tasks vis-à-vis their educational effectiveness.
There is little doubt that establishing an effective assessment program — developing criteria, guides, exemplars and models; discussing and refining them and communicating them to students and other staff — will have an initial negative impact on workload for staff with coordinating responsibilities.
However, this preparatory work is likely to lead to three gains. The first is a reduction in the time required for marking due to a higher quality of student submission. The second is a resolution of some of the potential issues likely when many staff are involved in marking and grading, through a streamlining of marking and grading practices. Finally, the availability of clear, transparent criteria and examples of work will contribute positively to the overall quality of teaching and learning.

No evidence of expression of two classes of natural antibiotics (cathelicidins and defensins) in a sample of platypus milk

Marsupial neonates are born without a fully functioning immune system, and are known to be protected in part by natural antimicrobial peptides present in their mother's milk. Monotreme neonates hatch at a similar stage in development, and it has been hypothesised that their survival in a non-sterile burrow also relies on the presence of natural antibiotics in their mother's milk. Here we review the field of monotreme lactation and the antimicrobial peptide complement of the platypus (Ornithorhynchus anatinus). Using reverse transcriptasepolymerase chain reaction of milk cell RNA from a sample of platypus milk, we found no evidence for the expression of cathelicidins or defensins in the milk. This was unexpected. We hypothesise that these natural antibiotics may instead be produced by the young platypuses themselves.

An investigation of issues in the teaching and management of large classes

In a quest for a more efficient education system, many organizations have opted to increase class size. It is a common perception that large subjects are economical to run and small subjects are not. Many in the tertiary education system have had concerns with issues involved in the teaching of large classes, including teaching quality and whether there are effective learning outcomes for students. As with any complex issue, there are several approaches that could be utilized to assess whether the needs of stakeholders are being met. Stakeholders include the institution, the teaching staff, the community and the students. This study aims to assess whether universities are satisfying the needs of students as class size is increased. The study focuses on satisfaction with large classes and includes an assessment of the satisfaction of students' psychological needs. These constructs are measured in small, medium and large classes to identify the change in the level of satisfaction. The study used a multi-method approach consisting of a literature review, a qualitative phase involving in-depth interviews, focus groups, and a quantitative survey. The results show that while customer satisfaction is being met, the satisfaction of students' psychological needs are not being fully realised. It was also found that there were notable variations between individual students, the subjects being studied and degree streams of students taking the same subject. The implications of these findings and suggestions for further investigation are discussed in this paper.

Small classes 'a must' for unis

Smaller university tutorial class sizes are "a necessity" to increase student participation and maintain high learning standards, an international higher education expert says.

However, it is feared pressure on universities to make "efficiency savings" will prevent student-teacher ratios from improving from what local academics say is worse than in secondary school settings.

An analysis of student engagement when taught in classes of different sizes in rural, regional and metropolitan campuses of an Australian university

This study investigates the impact of class size on student engagement and student performance. It is based on an analysis of student university enter scores, student grades and student evaluations in metropolitan, regional and rural campuses of an Australian universityduring trimester 1 of years 2008, 9 & 10. Past literature appears to support the predominant influence of the class size effect on learning, though some findings are mixed and inconclusive. Contrary to the accepted view that higher entry level scores result in higher grades and, conversely, lower entry level scores result in lower grades, the findings suggest that factorsother than entry level scores, contribute to student outcomes and student engagement. The study reveals that student satisfaction of teaching quality is higher in the rural and regional campuses where the cohorts are smaller than at the metropolitan campus. This may be an indication that class size seems to have a predominant influence on student engagement and learning outcomes.

Developing leaders of change in the teaching of large university chemistry classes

Final report of the the Active Learning in University Science (ALIUS) project.

This project aims to establish a new direction in first year chemistry teaching – away from didactic teaching methods in large lecture style teaching to more active, student centred learning experiences. Initially six universities have been involved in practice-based innovation: Charles Sturt University (NSW), The University of Sydney (NSW), Curtin University of Technology (WA), The University of Adelaide (SA), Deakin University (Vic), University of Tasmania (Tas).

Three domains have been identified as the architecture upon which sustainable L&T innovation will be built. These domains include Learning and Teaching innovation in project leaders’ and colleagues’ classrooms, development of project leaders as Science Learning Leaders, and creation of a Science Learning Hub to serve as a locus and catalyst for the development of a science teaching community of practice.

Progress against specified outcomes and deliverables

Learning and Teaching Innovation

The purpose of this domain is to improve student learning, engagement, retention and performance in large chemistry classes through increased use of student-centred teaching practice.
• The Project is named: ALIUS (Active Learning in University Science) - Leading Change in Australian Science Teaching
• All six ALIUS universities have now implemented Teaching Innovation into ALIUS team member classrooms
• Chemistry colleagues at three ALIUS universities have now implemented Teaching Innovation into their classrooms
• The ALIUS member in physics has implemented Teaching Innovations into his classrooms
• Chemistry colleagues at three ALIUS institutions have tried some Teaching Innovations in their classrooms
• Non-chemistry colleagues at four ALIUS institutions have tried, or expressed an interest in trying, Teaching Innovations in their classrooms
• The POGIL method has proved to be a useful model for Teaching Innovation in the classroom
• Many classroom resources have been developed and used at several ALIUS institutions; some of these have been submitted to the ALIUS database for public access. The remainder will continue to submitted
• Two seminars about Teaching Innovation have been developed, critiqued, revised, and presented at five ALIUS universities and three non-ALIUS universities
• Particular issues associated with implementing Teaching Innovations in Australian classrooms have been identified and possible solutions developed
• ALIUS members have worked with Learning and Teaching Centres at their universities to share methods.

Developing Science Learning Leaders

The purpose of this domain is to develop leadership capacity in the project leaders to equip them with skills to lead change first at their institutions, followed by developing leaders and leading change at other local institutions
• ALIUS members participated in Leadership Professional Development sessions with Craig McInnis and Colin Mason; both these sessions were found to be valuable and provide context and direction for the members and the ALIUS team
• The passion of an ‘early adopter’ was found to be a significant element in each node of the distributed framework
• Members developed an awareness of the necessity to build both the ‘sense of urgency’ and the ‘guiding coalition’ at each node
• ALIUS found the success of the distributed framework is strongly influenced by the relational aspects of the team.

Create a Science Learning Hub

The online Hub serves as a local and national clearinghouse for development of institutional Learning Leaders and dissemination of L&T innovation.
• The ALIUS website is now active and being populated with resources
• The sharing resource database structure is finalised and being populated with contributed materials.

Lessons Learnt

In order to bring about change in teaching practice it is necessary to:
• demonstrate a convincing benefit to student learning
• show that beyond an initial input of effort classroom innovations will not take more time than what is now done
• maintain a prominent exposure among colleagues - repeatedly give seminars, workshops, and everyday conversations; talk about teaching innovation; talk about easy tools to use; invite people to your classroom; engage colleagues in regular peer review of classroom practice
• have support from people already present in leadership roles to lead change in teaching practice
• have a project leader, someone for whom the project is paramount and will push it forward
• find a project manager, even with money budgeted
• meet face-to-face.

Dissemination
• Seminars presented 19 times including over 400 individuals and more than 24 Australian universities
• Workshops presented 25 times, over 80 participants at 11 Australian and two New Zealand Universities
• Two articles published in Chemistry in Australia, the Australian Chemistry Industry Journal of the Royal Australian Chemical Institute
• One refereed paper published in the Journal of Learning Design.

Cane toad or computer mouse? Real and computer-simulated laboratory exercises in physiology classes

Traditional practical classes in many countries are being rationalised to reduce costs. The challenge for university educators is to provide students with the opportunity to reinforce theoretical concepts by running something other than a traditional practical program. One alternative is to replace wet labs with comparable computer simulations. These virtual experiments involve no harm to animals and require little ongoing expenditure. This study documents second-year physiology students' perceptions of and attitudes to simulations by incorporating several computer simulations into the practical program. Computer simulations met the conceptual and, to some extent, the motivational goals of university practical programs. While students enjoyed both wet labs and computer-simulated exercises, overwhelmingly the wet lab provided the more memorable and stimulating learning experience. Based on this study, students suggested that computer simulations could be effectively used to complement rather than replace practical classes where students gain laboratory skills.