Increasing physical activity among young children from disadvantaged communities: study protocol of a group randomised controlled effectiveness trial.

BACKGROUND: Participation in regular physical activity (PA) during the early years helps children achieve healthy body weight and can substantially improve motor development, bone health, psychosocial health and cognitive development. Despite common assumptions that young children are naturally active, evidence shows that they are insufficiently active for health and developmental benefits. Exploring strategies to increase physical activity in young children is a public health and research priority. METHODS: Jump Start is a multi-component, multi-setting PA and gross motor skill intervention for young children aged 3-5 years in disadvantaged areas of New South Wales, Australia. The intervention will be evaluated using a two-arm, parallel group, randomised cluster trial. The Jump Start protocol was based on Social Cognitive Theory and includes five components: a structured gross motor skill lesson (Jump In); unstructured outdoor PA and gross motor skill time (Jump Out); energy breaks (Jump Up); activities connecting movement to learning experiences (Jump Through); and a home-based family component to promote PA and gross motor skill (Jump Home). Early childhood education and care centres will be demographically matched and randomised to Jump Start (intervention) or usual practice (comparison) group. The intervention group receive Jump Start professional development, program resources, monthly newsletters and ongoing intervention support. Outcomes include change in total PA (accelerometers) within centre hours, gross motor skill development (Test of Gross Motor Development-2), weight status (body mass index), bone strength (Sunlight MiniOmni Ultrasound Bone Sonometer), self-regulation (Heads-Toes-Knees-Shoulders, executive function tasks, and proxy-report Temperament and Approaches to learning scales), and educator and parent self-efficacy. Extensive quantitative and qualitative process evaluation and a cost-effectiveness evaluation will be conducted. DISCUSSION: The Jump Start intervention is a unique program to address low levels of PA and gross motor skill proficiency, and support healthy lifestyle behaviours among young children in disadvantaged communities. If shown to be efficacious, the Jump Start approach can be expected to have implications for early childhood education and care policies and practices, and ultimately a positive effect on the health and development across the life course. TRIAL REGISTRATION: Australian and New Zealand Clinical Trials Registry No: ACTRN12614000597695 , first received: June 5, 2014.

Insectivore life histories: further evidence against an optimum body size for mammals

1. This study tests a model of the relationship of body mass to reproductive power (the rate of conversion of energy from the environment to an organism’s offspring). Specifically tested is the prediction that the regression of life-history variables on body size will change slope and sign about an ‘optimum’ body mass of 100 g.
2. Life-history data from the mammalian order Insectivora have been collated and analysed using a phylogenetic comparative method to test this prediction.
3. The analyses showed little evidence for significant changes in slope or sign around 100 g body mass, or other possible optimal body masses, contradicting the predictions of the model. These findings agree with those of similar analyses on life-history variables of bats.

Life histories of the Insectivora : the role of phylogeny, metabolism and sex differences

Life-history data for 63 species from the mammalian order Insectivora have been collated from the literature. These data were analysed for covariation and for correlations with body mass, brain mass and mass-specific resting metabolic rate. An independent contrasts method has been used to remove the effect of phylogeny. Due to uncertainties surrounding their evolutionary relationships, 22 different phylogenies of insectivores have been used as a basis for comparative analysis. The results show that several key correlations between life-history variables are only significant when certain phylogenies are used, highlighting the problems of such analyses when the phylogeny used is inaccurate. After removing the effect of phylogeny, relatively few significant correlations remain. Insectivores that have a high body mass have relatively lower metabolic rates, longer lifespans and longer gestation lengths. There is some support for a fast±slow continuum in insectivore life-history evolution: there are some significant positive correlations between measures of growth rates (e.g. gestation length and age at weaning) and lifespan, and some negative correlations between growth rates and measures of reproductive output. It is suggested that the seasonality of life of many insectivores may have played an influential role in the evolution of the group, in particular in delaying the onset of sexual maturity. There is little indication that brain size influences life-history evolution in this order, but metabolism may play an important role. The energetic requirements of maintaining high metabolic rates in small mammals such as insectivores may be constraining life histories to a greater extent than occurs in larger mammals. This effect may have obscured the relationship between metabolic rate and life histories in wider inter-order analyses. Finally, there is considerable evidence that sex differences play a large role in shaping insectivore evolution, and it is suggested that this factor must be considered more often in future studies of mammalian life histories in general.

Phylogeny and life histories of the 'Insectivora': controversies and consequences

The evolutionary relationships of the eutherian order Insectivora (Lipotyphla sensu stricto) are the subject of considerable debate. The difficulties in establishing insectivore phylogeny stem from their lack of many shared derived characteristics. The grouping is therefore something of a ‘wastebasket ’ taxon. Most of the older estimates of phylogeny, based on morphological evidence, assumed insectivore monophyly. More recently, molecular phylogenies argue strongly against monophyly, although they differ in the extent of polyphyly inferred for the order. I review the history of insectivore phylogenetics and systematics, focussing on the relationships between the six extant families (Erinaceidae – hedgehogs and moonrats, Talpidae – moles and desmans, Soricidae – shrews, Solenodontidae – solenodons, Tenrecidae – tenrecs and otter-shrews and Chrysochloridae – golden moles). I then examine how these various phylogenetic hypotheses influence the results of comparative analyses and our interpretation of insectivore life-history evolution. I assess which particular controversies have the greatest effect on results, and discuss the implications for comparative analyses where the phylogeny is controversial. I also explore and suggest explanations for certain insectivore life-history trends : increased gestation length and litter size in tenrecs, increased encephalization in moles, and the mixed fast and slow life-history strategies in solenodons. Finally, I consider the implications for comparative analyses of the recent strongly supported phylogenetic hypothesis of an endemic African clade of mammals that includes the insectivore families of tenrecs and golden moles.

Becoming an artist: life histories and visual images

Chapter summary:
In this chapter, we consider the experiences of an art/research experiment that took place in the context of the annual conference of the British Sociaological Association (BSA), held at the University of East London in April 2007. The essay is in four parts: in the first section, the researcher gives the context of the project that underpinned the BSA event, mapping its theoretical directions and methodological moves. In the second section, the artist tells stories of becoming through words and images. The force of the artist’s narrative challenges and reconfigures discursively constructed boundaries between the researcher and the artist, initiating a dialogic encounter that unfolds in the third section as a visual/textual interface. This encounter revolves around the quest for meaning, which is after all what oral history is about (Portelli, 2011). Our quest for meaning actually inspired us to write about and problematize the BSA event. In this light, the final section looks critically into some of the questions that have arisen, situating them within wider problematics in the field of oral histories and narrative research.

Book summary:
Interviews are becoming an increasingly dominant research method in art, craft, design, fashion and textile history. This groundbreaking text demonstrates how artists, writers and historians deploy interviews as creative practice, as 'history', and as a means to insights into the micro-practices of arts production and identity that contribute to questions of 'voice', authenticity, and authorship. Through a wide range of case studies from international scholars and practitioners across a variety of fields, the volume maps how oral history interviews contribute to a relational practice that is creative, rigorous and ethically grounded.

What is convergence and how will it affect my life?

Convergence is a revolutionary and evolutionary form of journalism that is emerging in many parts of the world. As a student graduating from a journalism program in the early 21 st century, you need to know about convergence because it is likely to influence the way your career evolves. Over the course of the next decade, you probably will work in several media platforms, perhaps with different companies, but also possibly with the same company but doing varied forms of journalism. All journalists need to know how to tell stories in all media, and how to write appropriately for those media, as preparation for this new era.

Doing justice' : stories of everyday life in disadvantaged schools and neighbourhoods

I worked as a school administrator in 'disadvantaged schools' for many years. In this study I asked colleagues from sixteen schools in the northern and western suburbs of Adelaide to co - theorise about changes in their neighbourhood, school populations and programs, now that their schools are no longer recognised by policy as 'disadvantaged1. I explore the use of narrative method and arts based approaches by constructing a 'literary' research text that uses conventional sociological forms together with images, poetry and personal stories. I use anthropological and geographical theoretical constructs to look at the changing material, economic, cultural and social landscapes and the mosaic of inequalities in the city of Adelaide. I suggest that this is not a simple binary polarisation, although large numbers of people are similarly positioned by de-industrialisation and the diminishing social wage. After examining the literature on poverty in Australia, I am eventually prepared to call this space class, understanding that this is a sociological metaphor. Through a theorisation of each school as a 'place' within a specific neighbourhood, I look at the similarities and differences across sites. I suggest that 'disadvantaged schools' are similarly positioned as sites for the mediation of social inequalities, and that this can be readily seen in the time consuming 'housework' of discipline and welfare. I indicate how each school is differently able to 'do more with less', because of their unique neighbourhood and its narratives, knowledges, histories, teleologies and people. I show that the common coercive regimes of market devolution, new public management and the 'distributive curriculum' frame the work of teachers, students and administrators in ways that are not conducive to 'doing justice', despite the policy rhetoric of equity and community. I provide evidence that the neoliberal imaginary of context free schooling enshrined in effective schools literatures is Utopian and irrational. I argue that the capacity of the school to 'generate context' is always paradoxically dependent on 'context derived'. I discuss the notion of 'doing justice' and the benefits of 'disadvantaged schools' having a local set of principles that guide their decisions and actions and provide evidence that the school administrator's understandings of 'doing justice' are important. I also suggest that, despite being increasingly isolated and hindered by policy directions, the majority of the sixteen schools continue to work for and with principles of justice and equity, drawing on a range of emotional and intellectual resources and deep, longstanding commitments. I conclude by speculating on the kinds of policy and research agendas that might take account of both the commonalities and differences amongst 'disadvantaged schools', and what might be included in a comprehensive and systematic approach to 'doing justice'.

Is life history a barrier to dispersal? Contrasting patterns of genetic differentiation along an oceanographically complex coast

Extreme variation in early life-history strategies is considered a moderately good predictor of genetic subdivision and hence dispersal for a range of marine species. In reality, however, a good deal of population differentiation must reflect historical effects, more subtle variation in life histories, and, particularly, the interaction of larvae with oceanographic processes. Using a combination of allozyme and microsatellite markers, we show that the large-scale genetic structure of populations of three species (direct and planktonically developing cushion stars and a planktonic developing sea anemone that is also asexually viviparous) varies consistently, in line with the predicted capacity for dispersal within three geographic regions. We detected high levels of genetic subdivision for the direct developing cushion star (FST = 0.6), low levels for the planktonically developing cushion star (FST = 0.009), and intermediate levels for the sexual/asexual sea anmone (FST = 0.19). These patterns are exhibited despite the highly variable patterns of current movement and the presence of biogeographic barriers. Our results suggest that, although there is large scale genetic differentiation for two species, patterns of population connectivity are remarkably consistent within major regions and do not reflect variation in major oceanographic processes or genetic discontinuity coincident with biogeographic boundaries.

Evolutionary consequences of life history variation in galaxiid fish

This thesis examined genetic variation among populations of galaxiid fish of different life histories. Evidence of incipient speciation was found among several landlocked populations; however, little genetic differentiation was found among Australian coastal populations. Evidence was found to suggest a marine ancestry for galaxiids and several taxonomic revisions were suggested.

Comparison of two modes of delivery of first aid training including basic life support

Aims: Flexible-learning first aid courses are increasingly common due to reduced classroom contact time. This study compared retention of first aid knowledge and basic life support (BLS) skills three months after a two-day, classroom-based first aid course (STD) to one utilizing on-line theory learning at home followed by one day of classroom training (FLEX).
Methods: In this prospective randomized controlled trial, 256 participants with internet access and no first aid related training for at least five years were randomly allocated to a STD or FLEX course. Assessment was conducted immediately after training and again three months later. Each participant was allocated a theory and a BLS score, which were summed and averaged to create an equally-weighted ‘combined score’
of first aid knowledge and skills.
Results: There was no significant difference in theory scores between the STD and FLEX groups immediately after training and after three months. STD participants had significantly higher BLS scores immediately after training (p = 0.001) and three months later (p = 0.046). Males had significantly higher BLS scores after training (p < 0.001), but not three months later (p = 0.02). Participants older than 46 years had significantly lower BLS scores than younger participants (p < 0.001). There was no significant difference in combined scores between the STD and FLEX groups or between genders, education or age groups either immediately after training or three months later.
Conclusion: After replacing one day of classroom-based training with on-line theory training, there was no significant difference in the first aid competencies of the study population, as measured by an equallyweighted
combined score of basic life support and first aid theory.

Recovering from an acute cardiac event – the relationship between depression and life satisfaction

Aims. This study sought to measure the rates and trajectory of depression over six months following admission for an acute cardiac event and describe the relationship between depression and life satisfaction.
Background. Co-morbid depression has an impact on cardiac mortality and is associated with the significant impairment of quality of life and well-being, impairments in psychosocial function, decreased medication adherence and increased morbidity.
Design. This was a descriptive, correlational study.
Method. The study was undertaken at a large public hospital in Melbourne. Participants were asked to complete a survey containing the cardiac depression scale (CDS) and the Personal Well-being Index.
Results. This study mapped the course of depression over six months of a cohort of patients admitted for an acute cardiac event. Significant levels of depressive symptoms were found, at a level consistent with the literature. A significant correlation between depressive symptoms as measured by the CDS and the Personal Well-being Index was found.
Conclusions. Depression remains a significant problem following admission for an acute coronary event. The Personal Wellbeing Index may be a simple, effective and non-confrontational initial screening tool for those at risk of depressive symptoms in this population. Relevance to clinical practice. Despite the known impact of depression on coronary heart disease (CHD), there is limited research describing its trajectory. This study makes a compelling case for the systematic screening for depression in patients with CHD and the importance of the nursing role in identifying at risk individuals.

Clinical characteristics and management of bipolar disorder in women across the life span

Though prevalent in both genders, specific consideration needs to be given when treating a woman suffering from bipolar disorder over her lifetime. Bipolar disorder is a serious and incapacitating illness affecting an estimated 5% of women. The first episode of illness in women is usually a depressive episode. Female gender has been associated with greater axis-one comorbidity, more depressive episodes, rapid cycling and mixed affective states. Special consideration is required for the treatment of bipolar disorder during reproductive events. More studies are required to better understand the course, outcome and gender-specific treatment strategies of this disorder.

Classrooms, creativity and everyday life : a continuing inquiry

The Melbourne Declaration on Educational Goals for Young Australians, as well as documents published by the Australian Curriculum and Assessment Authority (ACARA) in the lead up to the implementation of the national curriculum, all highlight the importance of students becoming ‘confident and creative individuals’ who are capable of meeting the demands posed by the 21st Century. These texts have prompted us to think again about ‘creativity’ and how the knowledge and experience embodied in the traditions in which we operate as English teachers might provide a context for implementing the national curriculum and for continuing the work that we have always done in encouraging young people’s imagination and creativity. The essay breaks up into four parts, including a reflection on the Ghosts of Curriculums Past contained in an old filing cabinet, a dialogical analysis of ACARA rhetoric about ‘creativity’ and a narrative written by Douglas in which he examines the creativity of his Year 8 students when they explored the potential of the ‘Quest’ story as a literary genre. We wrap up by locating our thinking about creativity within what, in the course of our inquiry, has emerged for us as a salient theoretical framework for understanding the creativity that young people display in classroom settings, namely the work of Raymond Williams. The sections of this essay are more or less self-contained, but we hope that cumulatively they point beyond the circumscribed notion of creativity at the heart of the ACARA documentation. The fact that the publication of The Australian Curriculum: English has motivated us to conduct this inquiry suggests that the professional practice of English teachers will always be richer and more multifaceted than this document’s attempt to contain what happens in English classrooms. The best way for teachers to respond to the new curriculum is to continue to engage in reflective practice, exploring the disjunction that will inevitably emerge between the intended curriculum and the curriculum they enact in their local settings.

Life in PBL : two PBL teams

Problem-based learning (PBL) continues to challenge educational institutions in terms of demonstrating its effectiveness. Prior studies have offered insight into the methods, application, and experiences of teaching using PBL. However, student behaviours and the learning cultures that develop in PBL settings are also important. In this paper, we present the ways students of a first year engineering course at an Australian university approach PBL. A number of PBL teams in the same subject were observed throughout two semesters with their consent. This paper reports on two of these teams. Some observations were video taped to aid analysis. The purpose of this study was to analyse and compare learning approaches that help or hinder successful group outcomes. It is evident from the data that individuals in the groups have a strong influence on what is learnt. Some students also focus more on exploiting the assessment system than on maximising their learning.