Maternal correlates of young children's physical activity across periods of the day

OBJECTIVES: Associations between maternal correlates and young children's physical activity levels across the whole day and the segmented day were examined.
DESIGN: Cross-sectional study
METHODS: Participants were 136 mothers and their 1-3 year old children recruited between July 2013 and March 2014. Mothers reported time spent providing physical activity opportunities for their child, co-participating in and modelling physical activity and sedentary behaviours during the morning, afternoon and evening. Participants wore ActiGraph GT3X (mothers) and GT3X+ (children) accelerometers concurrently for seven consecutive days and the time spent in light- (LPA), moderate- to vigorous- (MVPA) and total (LMVPA) physical activity were assessed. Two-level (family; recruitment group) multivariate models examined associations between maternal correlates (including maternal objectively-assessed sedentary time [ST] and physical activity) and children's physical activity.
RESULTS: Maternal self-reported co-participation in sedentary behaviour and provision of child opportunities for physical activity were associated with children's physical activity; associations varied by period and physical activity intensity. During the morning period, mothers' objectively assessed ST was negatively associated with children's MVPA and LMVPA while her LPA was positively associated with children's LPA, MVPA and LMVPA. Mothers' MVPA was negatively associated with children's LPA and LMVPA during the evening period.
CONCLUSIONS: Maternal correlates of young children's physical activity may be period- and intensity-specific. Programmes promoting physical activity for families may need to consider incorporating strategies to reduce mother-child co-participation in sedentary behaviour, increase mothers' provision of opportunities to be active and increase mothers' own LPA over ST during certain periods of the day.

The impact of teaching models, group structures and assessment modes on cooperative learning in the student design studio

As a result of ever diminishing teaching resources, an increasing number of architectural educators are setting group design projects, rather then spreading their time thinly over a large number of individual projects. This allows them to co-ordinate longer and more in-depth review sessions on a smaller number of assignment submissions. However, while the group
model may offer an authentic learning model by reflecting design in practice, the approach is not without its obvious shortcomings as a teaching archetype for the assessment of the knowledge and skill competencies of individual students. Hence, what is clear is the need for a readily adoptable andragogy for the teaching and assessment of group design projects.
The following paper describes the background, methodology and findings of a Strategic Teaching and Learning Grant funded research project carried out in the year 2005 at the School of Architecture and Building at Deakin University. The project aimed to inform a change of classroom/studio practice governing the assemblage, teaching and assessment of student design teams. The development through these changes of cooperative and student centred learning principles focused on effective design collaboration and fair assessment should, it will be argued, lead to an enhanced group-learning experience in studio, which will subsequently and ultimately enhance professional practice.

Teaching and learning in collaborative group design projects

The 200 years of apprentice/master tradition that underpins the atelier studio system is still at the core of much present-day architectural design education. Yet this tradition poses uncertainties for a large number of lecturers faced with changes in the funding of tertiary education. With reductions in one-to-one staff/student contact time, many educators are finding it increasingly difficult to maintain an atelier teaching model. If these deficiencies remain unchecked and design-based schools are unable to implement strategies to reduce the resource intensity of one-to-one studio teaching programmes, then, for many higher-education providers, current architectural education may be based on an untenable course structure. Rather than spreading their time thinly over a large number of individual projects, an increasing number of lecturers are setting group projects. This allows them to coordinate longer and more in-depth review sessions on a smaller number of assignment submissions. However, while the group model may reflect the realities of the design process in professional practice, the approach is not without shortcomings as a teaching and learning archetype for the assessment of individual student skill competencies. Hence, what is clear is the need for a readily adoptable andragogy for the teaching and assessment of group design projects. The following is a position paper that describes – with a focus on effective group structures and assemblage and fair assessment models – the background, methodology and early results of a Strategic Teaching and Learning Grant currently running at the School of Architecture and Building at Deakin University in Australia.

Using language and culture to construct group work in higher education

Second language students’ experiences of group work is not often transparent in evaluation studies although the multicultural nature of the student population in Australasia would suggest that culture and language should be on the research agenda. Culture and language is used in the higher education literature to mark out the Asian learner as different and problematic although such cultural models and stereotypes have been the subject of some criticism in recent years. Through semi-structured qualitative interviewing in focus group interviews with 19 South East Asian students I explore the ways language and culture intervene to structure these students’ experiences.

The dynamics of business ethics: a function of time and culture-cases and models

Examines the construct of ethics in general and of business ethics in particular. Provides a conceptual discussion of the dynamics of ethics in society and the dynamics of business ethics in the marketplace. Ethics and business ethics constructs are dependent upon two principal parameters – time and culture. Eventually, ethics and business ethics are about what is perceived as acceptable or unacceptable at a specific time and in a specific cultural setting. What was ethical yesterday may not be ethical today, and what is ethical today may not be ethical tomorrow. Furthermore, both the company’s view and the views of others may determine what is acceptable or unacceptable in business ethics. This is a social construction that may differ between the parties involved in a specific context. The discussion is supported by two brief and different cases from the automobile industry. This research contributes a set of generic models that examine business ethics dynamics.

New models for learning flexibility: νegotiated choices for both academics and students

‘Flexible learning’ represents a need associated with ‘lifelong learning’ and the equipping of graduates to actively engage in a ‘knowledge society’. While the precise meaning of each of these terms is not easy to discern, notions of flexible learning have progressed an evolutionary path that concentrates on students as though they are the only stakeholder group in the higher education environment that would benefit from choice. Academic discourse also presumes that all cultural groups making up the increasingly diverse student population aspire to engage in student-centred learning as a precursor to involvement in a knowledge economy. In this environment academics have been encouraged to embrace online teaching and promote a more student-centred learning approach when the natural inclination and talent of many academics may make this style of pedagogy so challenging that learning outcomes are compromised. We question this ‘one size fits all’ mentality and suggest a model that empowers both the students and academics by allowing them the ability to choose the approach that suits their educational philosophy and preferred learning/teaching approach. The model represents an innovation in flexibility that recognises initial embedded learning foundation abilities and reaches both teachers and learners by utilising their own frames of reference.

The relevance of role models to older aged generation Y consumers

This study assesses the relevance of role models, specifically sports role models, and the related concepts of anti-heroes and gender to Generation Y consumers in the older age group of 18-29 year olds. A qualitative study, following a post-positivist inquiry paradigm was conducted. The specific research strategy used was grounded theory, utilising deductive thought processes coupled with the process of constant comparison. A series of semi-structured in-depth interviews were carried out. Results suggest that direct relevance to the subject under investigation is a key determinant of role model choice. Gender is also found to have significant effect, as is media, both in the creation of role models and anti-heroes.

Sense of community in science fiction fandom, part 2: comparing neighborhood and interest group sense of community

There is much debate in community psychology literature as to the dimensions underlying the construct psychological sense of community (PSOC). One of the few theoretical discussions is that of McMillan and Chavis (1986), who hypothesized four dimensions: Belonging; Fulfillment of Needs; Influence; and Shared Emotional Connection. Debate has also emerged regarding the role of identification within PSOC. However, few studies have explored the place of identification in PSOC. In addition, while PSOC has been applied to both communities of interest and geographical communities, to date little research has compared a single group’s PSOC with a community of interest to their PSOC with their geographical communities. The current study explored PSOC with participants’ interest and geographical communities in a sample (N = 359) of members of science fiction fandom, a community of interest with membership from all over the world. Support emerged for McMillan and Chavis' (1986) four dimensions of PSOC, both within participants’ PSOC with their geographical communities and with their community of interest, with the addition of a fifth dimension, that of Conscious Identification. All dimensions emerged as significant predictors of overall sense of community in both community types. Participants reported higher levels of global PSOC with fandom than with their geographical communities, a pattern that also emerged across all factors separately. These results, and implications for PSOC research, are discussed.

Bayesian classification of catchments using spatial data: a first step to improved modelling of catchment effects on stream ecological condition

A major challenge facing freshwater ecologists and managers is the development of models that link stream ecological condition to catchment scale effects, such as land use. Previous attempts to make such models have followed two general approaches. The bottom-up approach employs mechanistic models, which can quickly become too complex to be useful. The top-down approach employs empirical models derived from large data sets, and has often suffered from large amounts of unexplained variation in stream condition.

We believe that the lack of success of both modelling approaches may be at least partly explained by scientists considering too wide a breadth of catchment type. Thus, we believe that by stratifying large sets of catchments into groups of similar types prior to modelling, both types of models may be improved. This paper describes preliminary work using a Bayesian classification software package, ‘Autoclass’ (Cheeseman and Stutz 1996) to create classes of catchments within the Murray Darling Basin based on physiographic data.

Autoclass uses a model-based classification method that employs finite mixture modelling and trades off model fit versus complexity, leading to a parsimonious solution. The software provides information on the posterior probability that the classification is ‘correct’ and also probabilities for alternative classifications. The importance of each attribute in defining the individual classes is calculated and presented, assisting description of the classes. Each case is ‘assigned’ to a class based on membership probability, but the probability of membership of other classes is also provided. This feature deals very well with cases that do not fit neatly into a larger class. Lastly, Autoclass requires the user to specify the measurement error of continuous variables.

Catchments were derived from the Australian digital elevation model. Physiographic data werederived from national spatial data sets. There was very little information on measurement errors for the spatial data, and so a conservative error of 5% of data range was adopted for all continuous attributes. The incorporation of uncertainty into spatial data sets remains a research challenge.

The results of the classification were very encouraging. The software found nine classes of catchments in the Murray Darling Basin. The classes grouped together geographically, and followed altitude and latitude gradients, despite the fact that these variables were not included in the classification. Descriptions of the classes reveal very different physiographic environments, ranging from dry and flat catchments (i.e. lowlands), through to wet and hilly catchments (i.e. mountainous areas). Rainfall and slope were two important discriminators between classes. These two attributes, in particular, will affect the ways in which the stream interacts with the catchment, and can thus be expected to modify the effects of land use change on ecological condition. Thus, realistic models of the effects of land use change on streams would differ between the different types of catchments, and sound management practices will differ.

A small number of catchments were assigned to their primary class with relatively low probability. These catchments lie on the boundaries of groups of catchments, with the second most likely class being an adjacent group. The locations of these ‘uncertain’ catchments show that the Bayesian classification dealt well with cases that do not fit neatly into larger classes.

Although the results are intuitive, we cannot yet assess whether the classifications described in this paper would assist the modelling of catchment scale effects on stream ecological condition. It is most likely that catchment classification and modelling will be an iterative process, where the needs of the model are used to guide classification, and the results of classifications used to suggest further refinements to models.

The primary health professional education : current models and barriers to participation

Introduction
Continuing Education (CE) for health professionals is a life-long process which endeavours to update or enhance knowledge, refine skills, reinforce professional values and support the delivery of professional practice. It plays a pivotal role in the maintenance of professional competence and in the past decade participation in CE has become an expectation of, rather than an option for, practising health professionals. The time and resources required from organisers and participants in
CE and the need to ensure practical outcomes justifies a review of current models being used for its delivery. This entails an understanding of the purpose of CE, a consideration of how it should be delivered, and the role played by assessment in achieving the goals of CE.
Aim of Report
The overall aim of this study is to identify important considerations and subsequently make recommendations for the development of an ideal model(s) of CE for community pharmacy.
Goals of Report
1. Define CE and its role.
2. Identify and assess current CE delivery models.
3. Examine the current status of continuing education and registration requirements for pharmacists.
4. Identify barriers to participation in CE.
5. Identify components and considerations for developing a model of CE delivery.
Methods
The following methods were employed for this project:
1. Literature review
A number of electronic databases were systematically searched in order to profile current trends and concepts in CE. CE structures currently in use were investigated by directly accessing the websites of appropriate associations.
2. Stakeholder interviews
A series of semi-structured interviews were completed with stakeholders from CE delivery organisations across a range of professions including pharmacy.
3. Community pharmacy focus groups
A series of focus group teleconferences were held with groups of pharmacists thought to have distinct CE needs: experienced pharmacists (qualified more than 5 years), recently-qualified pharmacists (5 years or less), rural/remote pharmacists, and pharmacists with specialist training
needs (such as Home Medication Reviews). These focus groups asked about participants’ experiences and opinions in relation to many aspects of CE including its delivery and its assessment.

Rule-based dependency models for security protocol analysis

Security protocol analysis has been discussed for quite some time in the past few years. Although formal methods have been widely used to identify various vulnerabilities, mainly susceptibility to freshness attacks and impersonation, the arisen inconsistent data between principals and collusion attacks held by a group of dishonest principals have been largely ignored. Moreover, the previous methods focus on reasoning about certain security-related properties and detecting known attacks against secure message, whereas there have been insufficient efforts to handle the above hidden but powerful attacks. In this paper, we address these critical issues and prove the efficiency and intuitiveness of rule-based dependency models in defending a protocol against the attacks. This is able to provide a numerical estimation to measure he occurrence of these attacks. It will be useful in enhancing the current protocol analysis.

Laboratory and non-laboratory-based risk prevention models for secondary prevention of cardiovascular disease : the LIPID study

Aims : The aims of this study were to examine whether risk prediction models for recurrent cardiovascular disease (CVD) events have prognostic value, and to particularly examine the performance of those models based on non-laboratory data. We also aimed to construct a risk chart based on the risk factors that showed the strongest relationship with CVD.

Methods and results : Cox proportional hazards models were used to calculate a risk score for each recurrent event in a CVD patient who was enrolled in a very large randomized controlled clinical trial. Patients were then classified into groups according to quintiles of their risk score. These risk models were validated by calibration and discrimination analyses based on data from patients recruited in New Zealand for the same study. Non-laboratory-based risk factors, such as age, sex, body mass index, smoking status, angina grade, history of myocardial infarction, revascularization, stroke, diabetes or hypertension and treatment with pravastatin, were found to be significantly associated with the risk of developing a recurrent CVD event. Patients who were classified into the medium and high-risk groups had two-fold and four-fold the risk of developing a CVD event compared with those in the low-risk group, respectively. The risk prediction models also fitted New Zealand data well after recalibration.

Conclusion : A simpler non-laboratory-based risk prediction model performed equally as well as the more comprehensive laboratory-based risk prediction models. The risk chart based on the further simplified Score Model may provide a useful tool for clinical cardiologists to assess an individual patient's risk for recurrent CVD events.

Relevance of health literacy models for people with severe mental illness

People with severe mental illness experience elevated levels of impairment, morbidity and health-risk behaviours compared with the general population. Despite this, it is consistently reported that they do not visit health professionals, including preventative health professionals, as regularly as the general population. Their poor health suggests that current health promotion efforts have been largely ineffective in addressing their specific needs. Barriers that might explain this include lack of motivation, expense and lack of access. Health literacy is also a potentially important factor. As a part of a programme of work to develop appropriate and effective health promotion for this group, we have explored existing health-literacy models and their relevance to marginalized populations, in particular, people experiencing severe mental illness. A comprehensive search of the literature was undertaken. Models of health literacy identified were analyzed to determine the source population, underpinning theory/frameworks, supporting research evidence and to consider their potential generalisability. This paper presents an analysis of existing health-literacy models in the context of severe mental illness. We propose that because existing models of health literacy were developed through consultation with people experiencing challenges to specific health and social issues, for example, cancer, low income and limited education, this raises questions as to the applicability of these models to people experiencing severe and ongoing mental illness. Whilst such individuals were not actively excluded in the development of the existing models, we propose the development of an alternative model which considers this population's needs and limitations in accessing effective health-promotion campaigns/programs.

Computational investigations on periodic trends in Group 14 chemistry

Describes the use of computer-aided molecular modelling to investigate trends in the chemistry of the Group 14 elements, namely carbon, silicon, germanium, tin and lead. The chemical behaviour of two classes of molecules containing Group 14 elements was related to trends in the fundamental properties of these elements.