Embracing prior professional experience in meaning making: views from international students and academics

This paper explores the views of international students and academic staff on the use of prior professional experience in disciplinary academic writing in Australian higher education. The main finding of this case study indicates that disciplinary practice related to the issue of whether, and how, students should represent aspects of their prior professional experience in disciplinary writing seems to be differently reproduced from the lenses of international student and lecturers. Within the current higher education practices, the diverse dimensions of prior professional experiences that international students bring into the learning context appear to count more in oral class discussion than in academic writing and in formal assessment. Furthermore, despite the rhetoric of internationalization of the curriculum and “inclusivity”, the valid academic practices of international students seem to be marginalized and delegitimized due to the very subtlety and inconsistence of the lecturers’ expectations. The paper concludes with the implications for institutions to more effectively address the needs of international students in terms of knowledge construction in the process of implementing diversity principles within the internationalization agenda.

Students use a 'just-in-time' approach to accessing online resources

Lecture notes and recordings, tutorial exercises, readings, study questions, revision quizzes, instructional videos and crosswords were provided online so that students who could not attend classes (flexible learners) were not disadvantaged. D2L's progress viewing tool was used to track student access to resources, class attendance was monitored, and a questionnaire asked about the value of the online resources for completing the unit. While students thought it was important to attend classes, attendance was low and centred on tutorials and practical's, rather than lectures. The main reason for non-attendance was employment. Students accessed most of the online resources immediately prior to tests rather than on a week-by-week basis. Both attenders and flexible learners indicated that lecture notes, readings, revision quizzes and study questions were the most useful resources. Attenders accessed online resources more than flexible learners. There was only a weak correlation between class attendance and successful completion of the unit.

Widening access to lifelong learning for adults in Ethiopia: opportunities with recognition of prior learning

Socio-economic implication of the lifelong learning for all agenda is enormous. The very idea of lifelong learning frees learning from time and space constraints. It advocates learning to be an activity of a lifetime both within and without the formal education system. The assumption is that lifelong and life-wide learning will promote competitiveness, creativity, employability and social cohesion. Taking it in the context of developing countries such as Ethiopia, lifelong learning as an educational organising principle may play a vital role in supporting efforts to eradicate illiteracy and reduce poverty. Recently, Ethiopia has introduced the third phase of their education sector development programme, which underscores the importance of adult education, and a national strategy for adult education. This paper analyses the two documents to understand the extent to which non-formal and formal education are linked, and thereby to highlight the significance of institutionalising the recognition of prior learning (RPL) to promote lifelong learning for adults and working population.

Prior fracture as a risk factor for future fracture in an Australian cohort

This study investigated the influence of prior fracture on the risk of subsequent fracture. There was a higher risk of subsequent fracture in both young and older adult age groups when Australian males or females had already sustained a prior fracture. Fracture prevention is important throughout life for both sexes.

On weak monotonicity of some mixture functions

Monotonicity with respect to all arguments is fundamental to the definition of aggregation functions. Here we study means that are not necessarily monotone. Weak monotonicity was recently proposed as a relaxation of the monotonicity condition for averaging functions. We provide results for the weak monotonicity of some importantclasses of mixture functions. With these results we are able to extend and improve the understanding of this very important class of functions.

Nanofiltration for the concentration of heat stable salts prior to MEA reclamation

While monethanolamine has shown great potential as a solvent for the capture of carbon dioxide, impurities can build within the solution over time, leading to increased viscosity and corrosivity. Classically, these impurities are removed by a combination of neutralization and either thermal reclamation, ion exchange or electrodialysis. In this work, we evaluate the use of nanofiltration to concentrate the heat stable salts within the solution prior to such reclamation. This allows the recirculating solvent to operate with low concentrations of these impurities, while providing a low volume, concentrated solution for reclamation. Results show that nanofiltration can reject greater than 80% of the heat stable anions, while allowing the monoethanolamine to permeate through the membrane, for return to the process. Rejection of the MEA itself is less than 7%. The nanofiltration operation is only effective on lean solvent with CO2 loadings of less than 0.2 and neutralization would be required upstream to deprotonate the amine. The two membranes tested (Koch MPF-34 and MPF-36) appeared stable to exposure to the solvent for over four months.