Marketing students' perception of traditional and intensive delivery : an exploratory study

The study investigated how undergraduate marketing students perceived intensive delivery of subjects over summer school as compared to traditional semester delivery. The results suggest that students did not perceive there were substantial differences in learning, but preferred the more intensive nature of the learning. The results also indicate that summer school students found the subject more interesting and rated the subject higher overall as compared with the traditional mode. Individual assessment grades for students in the intensive mode did differ to those in the traditional mode, but examination results and final grades were not statistically different. Intensive modes may be viable alternatives to traditional semester long classes, although they do potentially have increased costs.

Country practice : a case study of regional public relations practice

Research into public relations practice in all settings is vital given the extent and spread of its practice. However, despite the maturity of the public relations profession and the number of public relations practitioners who operate outside metropolitan areas, there has been little research to identify the distinctive nature of public relations practice in regional locations.

This research project begins a dissection of the nature of professional public relations practice in a non-metropolitan setting through the examination of public relations activity, workplaces and interactions in a regional locale. The project seeks to examine the specific nature of public relations practice in non-metropolitan Australia through a case study of two Victorian regional cities; Ballarat and Warrnambool. Analysis of these two sites provides the pilot stage for a larger future comparative examination of public relations practice in regional Australian centres with a variety of economic, demographic and geographic profiles.

What is the on-campus experience? Engineering student study and work

Accreditation for off-campus engineering programmes has proven to be problematic. In Australia, off-campus programmes are compelled to contain mandatory residential sessions so that offcampus students can have an `on-campus experience'. This paper explores the nature of modern oncampus undergraduate engineering study, and finds that it now typically involves at least part-time employment and has more in common with off-campus study than the on-campus experience enjoyed by most of the current institutional (education and professional) administrators when they completed their undergraduate studies. Rather than ignore student term-time work, engineering programmes should use it to enhance the development of desirable graduate attributes.

Diversities in the professional organization of accountants : a comparability study with insights from the Chinese experience

While spatial, historical and cultural variations across different countries have prevented any generalisation to be made of the professionalization process, various analytical themes can be said to have emerged in scholarly inquires relating to the professional organization of accountants. In highlighting these broad themes, this study argues that they have all revolved around one important relationship-that of the state and the accounting profession. The dynamics and the fluid nature of this intriguing relationship is further captured and contrasted in this study through an investigation of an episode of intra-professional conflict during the professionalization experience of the Chinese accountants.

The existence and nature of risk management committees in Australian companies

A risk management committee (RMC), as a newly evolving sub-committee of the board of directors, functions as a key governance support mechanism in the oversight an organisation’s risk management strategies, policies and processes. However, empirical evidence on the factors associated with the existence and the type of RMCs remains scant. Using an agency theory perspective, this study investigates the association between board factors such as proportion of non-executive directors, CEO duality, and board size; as well as, other firm-related factors (e.g. auditor type, industry, leverage, and complexity), and (1) the existence of a RMC, and (2) the type of RMC (namely, a separate RMC versus one that is combined with the audit committee). Data was collected from the annual reports of the top 300 ASX-listed companies. The results, based on logistic regression analyses, indicate that RMCs tend to exist in companies with an independent board chairman and larger boards. Further, the results also indicate that in comparison to companies with a combined RMC and audit committee, those with a separate RMC are more likely to have larger boards, higher financial reporting risk and lower organisational complexity. The findings of this study provide additional information on the use and design of RMCs in a voluntary setting.

Exploring the extent and nature of the diversity of the doctoral population in Australia : A profile of the respondents to a 2005 national survey

Although there is general agreement that diversity is a feature of doctoral education in Australia, there are various forms and levels of diversity, many of which are not captured by analyses that rely on categories for analysing the doctoral education population that are those commonly used in education at the undergraduate level, such as sex, age, mode of study, type of enrolment, citizenship, and Broad Field of Study, etc. These categories primarily reflect concerns to do with funding and issues of participation and equity. Our analysis of data from a national survey of doctoral candidates carried out in 2005 as part of a Linkage Grant project “Reconceptualising the doctoral experience’, suggests that not all of these categories are relevant to critical concerns for doctoral education. Nor do analyses at a macro-level represent the particularity of the doctoral experience. They can mask the reality of a highly variable student population, and one that is not necessarily represented accurately or helpfully by ascribing group identities.

Teaching and learning force as a representational issue : insights from a classroom video study

An enormous amount of research in the conceptual change tradition has shown the difficulty of learning fundamental science concepts, yet conceptual change schemes have failed to convincingly demonstrate improvements in supporting significant student learning. Recent work in cognitive science has challenged this purely conceptual view of learning, emphasising the role of languages, and the importance of personal and contextual aspects of  understanding science. The research described in this paper is designed around the notion that learning involves the recognition and development of students’ representational resources. In particular, we argue that difficulties with the concept of force are fundamentally representational in nature. The paper describes the planning and implementation of a classroom sequence in force that focuses on representations and their negotiation, and reports on the effectiveness of this perspective in guiding teaching and learning. Classroom sequences involving three teachers 158 2008 NARST Annual International Conference were videotaped using a combined focus on the teacher and groups of students. Video analysis software was used to code the variety of representations used, and sequences of representational negotiation. Stimulated recall interviews were conducted with teachers and students. The paper will report on the effect of this approach on teacher knowledge and pedagogy, and on student learning of force.

Health care provider and consumer understandings of cultural safety and cultural competency in health care : an Australian study

There is increasing recognition in Australia that racial and ethnic minority groups experience significant disparities in health and health care compared with the average population and that the Australian health care system needs to be more responsive to the health and care needs of these groups. The paper presents the findings of a year long study that explored what providers and recipients of health care know and understand about the nature and implications of providing culturally safe and competent health care to minority racial and ethnic groups in Victoria, Australia. Analysis of the data obtained from interviewing 145 participants recruited from over 17 different organizational sites revealed a paucity of knowledge and understanding of this issue and the need for a new approach to redress the status quo.

A prospective study of overweight, physical activity and depressive symptoms in young women

This study examined the prospective associations of BMI, physical activity (PA), changes in BMI, and changes in PA, with depressive symptoms. Self-reported data on height, weight, PA, selected sociodemographic and health variables and depressive symptoms (CESD-10) were provided in 2000 and 2003 by 6,67 young adult women (22–27 years in 2000) participating in the Australian Longitudinal Study on Women's Health (ALSWH). Results of logistic regression analyses showed that the odds of developing depressive symptoms at follow-up (2003) were higher in women who were overweight or obese in 2000 than in healthy weight women, and lower in women who were active in 2000 than in sedentary women. Changes in BMI were significantly associated with increased odds of depressive symptoms at follow-up. Sedentary women who increased their activity had lower odds of depressive symptoms at follow-up than those who remained sedentary. Increases in activity among initially sedentary young women were protective against depressive symptoms even after adjusting for BMI changes. These findings indicate that overweight and obese young women are at risk of developing depressive symptoms. PA appears to be protective against the development of depressive symptoms, but does not attenuate the depressive symptoms associated with weight gain. However, among initially sedentary young women, even small increases in PA over time may reduce the odds of depressive symptoms, regardless of weight status.

The inverse relationship between number of steps per day and obesity in a population-based sample - the AusDiab study

Background:
Physical activity (PA) is inversely associated with obesity but the effect has been difficult to quantify using questionnaires. In particular, the shape of the association has not yet been well described. Pedometers provide an opportunity to better characterize the association.

Methods:
Residents of households over the age of 25 years in randomly selected census districts in Tasmania were eligible to participate in the AusDiab cross-sectional survey conducted in 1999–2000. 1848 completed the AusDiab survey and 1126 of these (609 women and 517 men) wore a pedometer for 2-weekdays. Questionnaire data on recent PA, TV time and other factors were obtained. The outcomes were waist circumference (in cm) and body mass index (BMI) (kg/m2).

Results:
Increasing daily steps were associated with a decline in the obesity measures. The logarithmic nature of the associations was indicated by a sharper decline for those with lower daily steps. For example, an additional 2000 steps for those taking only 2000 steps per day was associated with a reduction of 2.8 (95% confidence interval (CI): 2.1,4.4) cm in waist circumference among men (for women; 2.2 (95% CI: 0.6, 3.9 cm)) with a baseline of only 2000, steps compared to a 0.7 (95% CI 0.3, 1.1) cm reduction (for women; 0.6 (95% CI: 0.2, 1.0)) for those already walking 10 000 steps daily. In the multivariable analysis, clearer associations were detected for PA and these obesity measures using daily step number rather than PA time by questionnaire.

Interpretation:
Pedometer measures of activity indicate that the inverse association between recent PA and obesity is logarithmic in form with the greatest impact for a given arithmetic step number increase seen at lower levels of baseline activity. The findings from this study need to be examined in prospective settings.

Central obesity as a precursor to the metabolic syndrome in the AusDiab study and Mauritius

Evidence from epidemiologic studies that central obesity precedes future metabolic change and does not occur concurrently with the appearance of the blood pressure, glucose, and lipid abnormalities that characterize the metabolic syndrome (MetS) has been lacking. Longitudinal surveys were conducted in Mauritius in 1987, 1992, and 1998, and in Australia in 2000 and 2005 (AusDiab). This analysis included men and women (aged 25 years) in three cohorts: AusDiab 2000–2005 (n = 5,039), Mauritius 1987–1992 (n = 2,849), and Mauritius 1987–1998 (n = 1,999). MetS components included waist circumference, systolic blood pressure, fasting and 2-h postload plasma glucose, high-density lipoprotein (HDL) cholesterol, triglycerides, and homeostasis model assessment of insulin sensitivity (HOMA-S) (representing insulin sensitivity). Linear regression was used to determine which baseline components predicted deterioration in other MetS components over 5 years in AusDiab and 5 and 11 years in Mauritius, adjusted for age, sex, and ethnic group. Baseline waist circumference predicted deterioration (P < 0.01) in four of the other six MetS variables tested in AusDiab, five of six in Mauritius 1987–1992, and four of six in Mauritius 1987–1998. In contrast, an increase in waist circumference between baseline and follow-up was only predicted by insulin sensitivity (HOMA-S) at baseline, and only in one of the three cohorts. These results suggest that central obesity plays a central role in the development of the MetS and appears to precede the appearance of the other MetS components.

Professional standards for teachers : a case study of professional learning

This paper analyses the current Australian policy and research context in relation to developing quality teachers. Like other countries, many educational authorities in Australia are developing professional standards for teachers and the evaluation of teachers against those standards as a
mechanism for ensuring and extending the quality of teaching in schools. A key policy consideration involves the use of professional standards as tools for extending professional learning and/or for credentialing and appraisal. This paper considers these uses of standards by drawing on an evaluation of Education Queensland’s Professional Standards for Teachers pilot.
The pilot focused on using a set of standards as a framework for professional learning. Teachers’ perspectives on the standards and their intended use, their engagement with the standards during the pilot and the nature of professional learning associated with that engagement are discussed in light of current policy debates about professional standards.

Year 8 students' understanding of astronomy as a representational issue : insights from a classroom video study

The research described in this paper argues that difficulties of leaming science concepts such as those associated with processes involving the Sun, Moon and Earth, such as day and night, the seasons and phases of the moon, are fundamentally representational in nature. There is a need for learners to use their own representational, cultural and cognitive resources to engage with the subject-specific representational practices of science. From this perspective students need to understand and conceptually integrate different representational modalities or forms in learning science and reasoning in science. The researchers worked with two experienced teachers in planning a teaching sequence in astronomy using a teaching approach that highlight representational issues and options in helping students explore and develop key conceptual understandings. Classroom sequences involving the two teachers were videotaped using a combined focus on the teacher and groups of students. Video analysis software was used to capture the variety of representations used, and sequences of representational negotiation. From a pedagogical perspective the representational approach placed a significant agency in the hands of students which resulted in structured discussions around conceptual problems. Representations were used as tools for reasoning and communication to drive classroom discussions and develop higher levels of understanding in the students. The pre- and post-testing showed significant gains in students thinking from naive to more scientific understandings of astronomy.

An exploration of the notion and nature of the construct of cultural safety and its applicability to the Australian health care context

Cultural safety has been promoted by its New Zealand proponents as an effective process for managing cultural risk in health care and improving the cultural responsiveness of mainstream health services when delivering care to culturally diverse populations. Its effectiveness in this regard has not, however, been comprehensively investigated. A key purpose of this study was to explore and describe what is known and understood about the notion of cultural safety and its possible application to and in Australian health care domains. Findings from the study indicate that the notion of cultural safety is conceptually problematic, poorly understood, and underresearched and, unless substantially revised, cannot be meaningfully applied to the cultural context of Australia.

The nature of spontaneity in high quality mathematics learning experiences

Spontaneity has been linked to high quality learning experiences in mathematics (Csikszentmihalyi & Csikszentmihalyi, 1992; Williams, 2002).This paper shows how spontaneity can be identified by attending to the nature of social elements in the process of abstracting (Dreyfus, Hershkowitz, & Schwarz, 2001). This process is elaborated through an illustrative example—a Year 8 Australian male student who scaffolded his learning by attending to images in the classroom that were intended for other purposes. Leon’s cognitive processing was not ‘observable’ (Dreyfus et al., 2001) in classroom dialogue because Leon ‘thought alone’. Post-lesson videostimulated reconstructive interviews facilitated study of Leon’s thought processes and extended methodological techniques available to study thinking in classrooms.