Writing public space : design, philosophy, art

Among the factors explaining the emotional poverty of contemporary urban spaces is the dissociation of those who think, design and adorn them. Using his experience in designing high profile public artworks in Australia, notably Relay (Homebush Bay, Sydney, 2000 Olympics), Nearamnew (Federation Square, Melbourne) and Solution (Docklands, Melbourne), Paul Carter argues that a new dialogue between designers, philosophers and artists is urgently needed. The basis of this dialogue will be an expanded notion of graphicality, a new engagement with the discursive character of public space, and the evolution of postrepresentationalist art practices that make surface the psychic violence and cultural waste involved in the provision of new functionallydefined “places”. This paper traverses a number of projects: Relay (1998‑2000), Nearamnew (1998‑2003), Solution (2002), Save the Wall (2004‑) Golden Grove (2004‑).

Transitional issues of induction into design education for international undergraduate students : a case study analysis of architecture

The overarching aim of this paper is to present and discuss a collaborative undertaking between the School of Architecture and Building and the Academic Skills Unit at Deakin University, Australia in a programme called The Integrated Support Programme for Architecture. It does this in the following ways. It provides a justification for the setting up of an integrated programme for international architecture students. It describes the programme that was set up and outlines the reasons for collaboration between an academic School and an Academic Skills support services unit to prepare students both nationally and internationally as graduates of architecture. It then reports on a study undertaken to evaluate the programme in terms of student response and perception. Following this, it highlights directions for effective and strategic transition of past and present learning for international students. Using a case study analysis, the thrust of this paper is to advance knowledge and understanding of the pertinent issues related to international students either commencing or articulating into the professional course of architecture. It is envisaged that in this discussion matters may be raised for a strategic and effective transition of generic and internationalised learning for international students.

Aesthetic experience and innovation in practice–led research

Within the context of ERA, this paper addresses the question of how we might provide practitioners with a framework for understanding creative arts research as the production of new knowledge. Drawing on the thought of Julia Kristeva, it examines the aesthetic underpinnings of discovery and the implications and significance of this for research training and the development of more effective pedagogies both within and beyond the university.
Kristeva’s work constitutes both an implicit and explicit critique of science allowing us to conceive of artistic research as an experiential and performative production of knowledge. As a mode of enquiry, artistic practice reveals the inextricable and necessary relationship between practice and theory, interpretation and making, art and life. This interrelationship underpins the aesthetic dimension of revolutionary practice and its production of unfamiliar or mutant forms of knowledge that is often difficult to grasp in terms of its capacity to engender social change and innovation. In the context of creative arts practice as research, the notion of experience-in-practice indicates that interpretation and analysis must fall to the practitioner-researcher, himself or herself, rather than to another person who has been external to the procedures of making, to trace the significant experiential, subjective and emergent processes involved in the production of the work that allows it to reveal the new. This is necessary if the generative and revolutionary impact of artistic research is to be fully understood in the wider research arena. In the final part of this paper, I will apply and illustrate these ideas through an analysis of a number of artistic research projects successfully completed in Australia.

Web 2.0 VDS : social networking as a facilitator of design education

In 2009, Deakin University and the Chinese University of Hong Kong trailed the use of Web 2.0 technologies to enhance learning outcomes in a third year architectural design studio that was modelled on the Virtual Design Studios (VDS) of past decades. The studio developed the VDS further by integrating a social learning environment into the blended learning experience. The Web 2.0 VDS utilised the social networking sites Ning.com, YouTube and Skype; various 3D modelling and video- and/or image-processing software; plus chat-software. These were used in combination to deliver lectures, communicate learning goals, disseminate learning resources, submit work, and provide feedback and comments on various design works in assessing students’ outcomes. This paper centres on issues of learning and teaching associated with the development of a Social Network VDS (SNVDS).

Reflections on the mentoring process with academics entering a 'new' educational experience

Purpose – Increasingly, academics new to higher education find themselves in a “publish or perish” environment, with little if any formal or informal support structures. This is a situation that many academics have faced and lamented. The discussion in this paper emanates from the objective of seeking to change this environment. The mentoring provided an opportunity to work collaboratively with accounting academics who are new to the higher education sector, and focuses on developing and/or enhancing a scholarly approach to teaching and learning.

Design/methodology/approach – The reflective practitioner model provides the theoretical framework that underpins this mentoring process. The discussion in this research paper provides an opportunity to explore this mentoring process, primarily aimed at developing and encouraging a scholarly approach to teaching and learning by academics new to the environment. Data on the process were collected using a survey questionnaire and as a result of informal discussions during the mentoring process.

Findings – The findings indicate an overall positive response to the process for both the mentor and the mentee and the achievement of the planned research outcomes.

Originality/value – The discussion in this paper outlines a framework and process that others may follow when mentoring academics entering a “new” educational experience.

A hermeneutic study of pattern mining as a knowledge creation process : exploring multimedia design practices

In this paper, we discuss a special case of knowledge creation via pattern mining that was studied using a hermeneutic approach. The reported study explores the nature of knowledge creation by domain practitioners who do not communicate directly. The focus of this paper extends the traditional view of a knowledge creation process beyond organisational boundaries. The proposed knowledge creation framework explains the facilitated process of knowledge creation by its qualification, combination, socialisation, externalisation, internalisation and introspection, thus allowing the transformation of individual experience and knowledge into formalised shareable domain knowledge.

Barriers to blood donation in African communities in Australia: the role of home and host country culture and experience

BACKGROUND: An influx of African migrants and refugees can strain a host country's blood services, because often migrants have unique blood needs that cannot be sourced from local donors. To increase blood donation by the new migrants, host country blood services need to understand how blood and blood donations are viewed by immigrant communities, because recruitment models that are not culturally adapted may have limited success.

STUDY DESIGN AND METHODS: Nine focus groups representing a cross-section of Australian-based African communities were conducted in multiple languages, facilitated by bilingual workers. The qualitative protocol was guided by the literature on blood donation by African migrants and communities in Africa. Thematic analysis identified the relevance of issues previously included in the literature and whether other issues facilitated or prohibited blood donation.

RESULTS: Home country cultural issues were not generally raised as barriers to donation, and respondents were positively disposed toward donation. Home country experiences shaped respondents' views in Australia. Participants focused on assisting “individuals in need,” rather than giving to a blood service that many viewed with suspicion because of issues in their home country. There was a lack of knowledge about the donation process in Australia. More importantly, respondents perceived that their blood would not be wanted, based on a perception of host country mistrust and discrimination.

CONCLUSION: Developing an intervention that encourages migrants to donate blood needs to be culturally focused. It appears that addressing perceptions based on home country experiences is essential. Overcoming a general perception of discrimination is beyond any blood service, but there can be an attempt to ensure that blood donation is seen as an inclusive process—blood from everyone, for everyone.

Archipelago design : virtualopolis and the interactive virtual team scenario

Increasingly employers use virtual teams to leverage business knowledge that can solve day to day business problems and create new business opportunities. Consequently, according to Bridgstock, graduates increasingly require virtual teamwork skills such as communication, negotiation and collaboration. The project presented here has researched and trialled the role of a well-designed interactive scenario in developing graduate attributes related to working with others, using virtual business entities across four faculties. One innovative outcome from this has been the scoping and linking of cross-faculty virtual developments into an overarching structure which is easily navigable and engaging for the net generation learner, and capacity building for the university. For clarity, that scaffolding or framework ‘city’ has been called Virtualopolis. This has the potential to link pockets of innovation across the university in the area of experiential learning and virtual work-integrated learning (WIL), the term expolred by Walsh within the context of Briggs' constructive alignment. The prototype workteam scenario has multiple applications, with capacity to be a hurdle requirement, assessment item or training activity depending on the needs of the faculty’s WIL. By developing the online framework or model Virtualopolis, work-integrated teams assessment can be linked across different business entities, and used as skills preparation for experiential learning units such as internships, professional experience and workplace-based projects university-wide. This model has exciting possibilities of transferability across the higher education sector in the linkage of innovative virtual scenarios to reduce developmental costs, assessment tools/resources targeted specifically to graduate attributes, and virtual teamwork capacity building.

User-centered design and evaluation of an interactive visual-haptic-auditory interface : a user study on assembly

Utilizing user-centred system design and evaluation method has become an increasingly important tool to foster better usability in the field of virtual environments (VEs). In recent years, although it is still the norm that designers and developers are concerning the technological advancement and striving for designing impressive multimodal multisensory interfaces, more and more awareness are aroused among the development team that in order to produce usable and useful interfaces, it is essential to have users in mind during design and validate a new design from users' perspective. In this paper, we describe a user study carried out to validate a newly developed haptically enabled virtual training system. By taking consideration of the complexity of individual differences on human performance, adoption and acceptance of haptic and audio-visual I/O devices, we address how well users learn, perform, adapt to and perceive object assembly training. We also explore user experience and interaction with the system, and discuss how multisensory feedback affects user performance, perception and acceptance. At last, we discuss how to better design VEs that enhance users perception, their interaction and motor activity.

Web 2.0 virtual design studio : social networking as facilitator of design education

In 2009, Deakin University and the Chinese University of Hong Kong trailed the use of Web 2.0 technologies to enhance learning outcomes in a third-year architectural design studio that was modelled on the virtual design studios (VDSs) of the past decades. The studio developed the VDS further by integrating a social learning environment into the blended learning experience. The Web 2.0 VDS utilized the social networking site Ning.com, YouTube, Skype and various three-dimensional modelling, video and image processing, and chat software to deliver lectures, communicate learning goals, disseminate learning resources, submitting, providing feedback and comments to various design works, and assessing of students’ outcomes. This research centres on issues of learning and teaching associated with the development of a social network VDS.

The social network virtual design studio : integrated design learning using blended learning environments

Online communications, multimedia, mobile computing and face-to-face learning create blended learning environments to which some Virtual Design Studios (VDS) have reacted to. Social Networks (SN), as instruments for communication, have provided a potentially fruitful operative base for VDS. These technologies transfer communication, leadership, democratic interaction, teamwork, social engagement and responsibility away from the design tutors to the participants. The implementation of Social Network VDS (SNVDS) moved the VDS beyond its conventional realm and enabled students to develop architectural design that is embedded into a community of learners and expertise both online and offline. Problem-based learning (PBL) becomes an iterative and reflexive process facilitating deep learning. The paper discusses details of the SNVDS, its pedagogical implications to PBL, and presents how the SNVDS is successful in enabling architectural students to collaborate and communicate design proposals that integrate a variety of skills, deep learning, knowledge and construction with a rich learning experience.

The New Zealand gaming and betting survey : Chinese and Indian people's experience

Purpose – The purpose of this paper is to analyse attitudes, understanding of gambling and gambling related harm among Asians in New Zealand using secondary data from the New Zealand 2006/07 Gaming and Betting Attitudes Survey (GBAS).

Design/methodology/approach – This survey interviewed 1,973 nationwide randomly selected youths and adults (=18 years) using structured questionnaire. Chinese (N=113) and Indian (N=122) data were analysed separately to compare between them and with NZ Europeans (N=792). Descriptive analysis was carried out and was subsequently tested for significant correlations by weighted (p<0.01) and un-weighted (p<0.05) variables.

Findings – A higher proportion of Chinese males (66.8 percent) represented in the survey compared to Indian (43.0 percent) and NZ European (48.9 percent) where Chinese consisted of more youthful age structure. Chinese respondents were more likely to be in the lowest income bracket (NZ$10,000) compared to others. Among the ten gambling activities “casino table gambling” and “casino electronic machines” (slot-style machine) were most popular among the Chinese where Indians preferred “gambling/casino evening”. A significant proportion of Chinese were unwilling to refer family or friends to gambling help services despite believing that gambling does more harm than good. Pre-committed gambling sum was the most common harm minimising strategy suggested by participants. They believed education and consultation could deter youths from harmful gambling.

Research limitations/implications – This survey highlighted gambling behaviours and thoughts of the ethnic minority population in New Zealand. Study outcomes would be valuable in formulating ethnic specific preventative programme and may have policy implication.

Originality/value – There has been limited research on gambling behaviour of ethnic minorities in New Zealand. This paper fills some of the gaps.

Insuring for a crisis: deposit insurance and the GFC, the Australian and New Zealand experience

Deposit insurance schemes were an important element in policy responses to the global financial crisis (GFC). There has been considerable debate about the nature and efficacy of such policy measures in alleviating the fallout from financial crises. The GFC highlighted problems associated with deposit insurance schemes including moral hazard, coverage limits, co-insurance, cross border issues and market distortions. Despite these shortcomings, deposit insurance schemes were able to ameliorate the financial panic experienced and reduce contagion. This paper evaluates the Australian and New Zealand experience with deposit insurance introduced in response to the GFC, and compares this to the OECD experience. It reflects on the performance of deposit insurance schemes considered against the attributes of good policy design, and evaluates the specific problems and strengths encountered during the GFC.

Virtual design studio within a blended social network

Online interactions, multimedia, mobile computing and face-to-face learning create blended learning environments to which some Virtual Design Studios (VDS) have reacted. Social Networks (SN), as instruments for communication, have provided a potentially fruitful operative base for VDS. These technologies transfer communication, leadership, democratic interaction, teamwork, social engagement and responsibility away from the design tutors to the participants. The implementation of a Social Network VDS (SNVDS) moved the VDS beyond its conventional realm and enabled students to develop architectural design that is embedded into a community of learners and their expertise both online and offline. Problem-based learning (PBL) becomes an iterative and reflexive process facilitating deep learning. The paper discusses details of the SNVDS, its pedagogical implications to PBL, and presents how the SNVDS is successful in empowering architectural students to collaborate and communicate design proposals that integrate a variety of skills, deep learning, knowledge and construction with a rich learning experience.

Training and experience of nurses in responding to alcohol misuse in rural communities

Objective Alcohol misuse by farmers continues to challenge rural nurses. This article reports on the experiences of Australian nurses participating in the Alcohol Intervention Training Program (AITP).

Design and Sample Qualitative interviews of 15 rural and remote nurses.

Measures Semi-structured phone interviews were utilized to assess the response to and implementation of the AITP—an intervention designed to build nurses' knowledge, confidence and skills when responding to alcohol misuse. It comprises practical and theoretical components and was designed for rural and remote settings where nurses encounter alcohol misuse.

Results Nurses found the training provided new—or built on existing—knowledge of alcohol misuse and offered practical hands-on “real life” skills. A range of workplace and personal situations where the content of the training was now being utilized were identified, and future use anticipated. Barriers to using the new knowledge and skills included both rural and generic issues. Constructive feedback to increasingly target the training to rural settings was recommended.

Conclusions The AITP is an effective training program. It can be further tailored to meet common needs of rural and remote nurses working with farmers who misuse alcohol, while recognizing diversity in rural practice.