A systems approach to the engineering workforce

The engineering function, work force and associations should be viewed as a system, for an adequate understanding of the complex interactions involved, for development of coherent policies and for achieving optimal overall performance. Such an approach embraces professional, para-professional and other categories, and requires a coherent system of qualifications, education, occupational identifiers and role definitions. For engineering education, it facilitates effective design of educational programs for each category and educational articulation between them. For industry and society, it fosters work force effectiveness and harmony. The paper provides the basis for systematising the complex of elements that make up the engineering system.

Teaching the teachers Aboriginal studies : illuminating successful strategies

The study was commissioned by the Department of Education, Science and Training (DEST) under its Indigenous Education Strategic Initiatives Programme (IESIP). The project goals were supported by the New South Wales Aboriginal Education Consultative Group Inc.; New South Wales Teachers Federation, New South Wales Primary Principals' Association; New South Wales Department of Education and Training (NSW DET); the national Aboriginal Studies Association; and the Australian Council of Deans of Education. This paper reports on the qualitative component of the study (Craven, Halse, Marsh, Mooney & Wilson-Miller, in press a, in press b). The qualitative component of the project consists of in-depth interviews with Heads of Schools, Directors of Aboriginal Education Units and teacher educators and includes three Case Studies. Fifteen institutions in Australia offer Aboriginal Studies as a core, perspective or elective program in Primary Teacher Education Courses in Australia. Of these institutions seven institutions from four States responded to the invitation to participate in the study. From these institutions three were engage to submit a case study of their institution as they had demonstrated that they had successfully introduced core Aboriginal Studies teacher units in their course. This paper presents the findings and discusses teaching Aboriginal Studies, its inclusion in curriculum and its worth for fostering reconciliation between Aboriginal and non-Aboriginal Australians within universities, schools and the wider community.

Postgraduate teachers' commitment to teach Aboriginal studies in Australian schools

This study was commissioned by the Department of Education, Science and Training (DEST) under its Education Innovation Program (EIP). The project goals were supported by the NSW Teachers Federation, NSW Primary Principals' Association; NSW Department of Education and Training (NSW DET); NSW Aboriginal Education Consultative Group Inc.; the Aboriginal Studies Association; and the Australian Council of Deans of Education. This paper presents the findings emanating from the qualitative component of the study. The qualitative component of this project followed and elaborated on the quantitative study which aimed to: a) critically evaluate the impact of preservice primary teacher education Aboriginal Studies courses on practising teachers' self-perceived abilities to appreciate, understand and effectively teach Aboriginal Studies, Aboriginal perspectives, and Aboriginal children in Australian schools; b) compare and contrast the self-perceptions of teachers who had undertaken a core or elective course in Aboriginal Studies in their initial teacher education course with the self-perceptions of teachers who had not undertaken such courses; c) characterise participating teachers' initial teacher education courses in relation to the Aboriginal Studies content covered; and d) identify teachers' perceptions of useful structure and content to consider including in future teacher education courses. The responses from telephone interviews with teachers in schools and responses to open-ended questions in surveys are discussed. The findings identify congruence and dissonance in the areas of: the contribution of preservice teacher education; benefits of preservice Aboriginal Studies for students in schools; the place of Aboriginal Studies in schools and the curriculum; Aboriginal Studies and student ethnicity; strategies for teaching Aboriginal Studies; and the content of preservice courses.

Professional standards : maintaining a critical stance

The following article asks whether professional standards can provide a framework for practitioner inquiry and the renewal of the English teaching profession in Australia. This is in contradistinction to managerial pressures to impose standards for regulatory purposes. The article draws on research conducted for PRIME (Portfolio Research in Mathematics and English), a collaborative project involving members of the Victorian Association for the Teaching of English, the Australian Literacy Educators’ Association and the Mathematics Association of Victoria. PRIME was designed to explore the professional learning which English and Mathematics teachers experienced as they prepared portfolios within a standards framework. This article focuses on the experiences of one English teacher who participated in the project.

Behind the mask : the hidden struggle of parenthood

A dvd presentation of the debilitating and often secretive issue of post-natal depression and anxiety, featuring people who have personally experienced and overcome the conditions as well as insights from health professionals.

Degrees of difficulty : an ecological account of learning in Australian higher education

In this article, the difficulties some Australian university students experience in academic learning environments are explored. Particular attention is given to the experiences of students whose difficulties are often portrayed as intrinsic to them, and who are diagnosed as having learning disabilities or 'disorders'. In so doing, dominant neuro-psychological perspectives on students' learning 'problems' are challenged, broadening the discussion to include sociocultural explanations of students' difficulties. Research that foregrounds these students' own accounts of their problems is reported, identifying a number of tests of time, association and dissimulation that they experience in coming to terms with the particular institutional requirements of university life. At the very least, these explanations draw attention to the need for university teaching scholars to also be learners, and to consider their own practices in the construction of learning difficulties for their students.

Active citizenship : an empirical investigation

This paper reports on a study of what active citizenship means from the perspective of citizens who are active within third sector organisations. It is based on an empirical study involving 1,610 respondents across 11 towns in six countries. The study explored how active citizenship is manifested, by gathering data on attitudes towards social changes and the forms and practices of active citizenship. There are two major, and apparently contradictory themes emerging in the data. The first theme provides a portrait of active engagement, proactively, and sometimes oppositionally working for a better world. On the other hand, citizens by and large avoid active oppositional engagement in the political process. They prefer to work collaboratively with government and to work at the local level. This second theme can be understood as social maintenance, support for existing structures that facilitates community cohesion, while providing relief for the disadvantaged, oftenwith a conservative charity orwelfare orientation. Following thework of Touraine, the study revealed how citizens act at the local rather than the national level, and focus on concrete issues and interpersonal relations rather than political action aimed at wider policy change. While this form of citizenship action can reflect a conservative form of maintenance, it is equally a creative new form of association and mutual support.

Self-assembly of functional, amphipathic amyloid monolayers by the fungal hydrophobin EAS

The hydrophobin EAS from the fungus Neurospora crassa forms functional amyloid fibrils called rodlets that facilitate spore formation and dispersal. Self-assembly of EAS into fibrillar rodlets occurs spontaneously at hydrophobic:hydrophilic interfaces and the rodlets further associate laterally to form amphipathic monolayers. We have used site-directed mutagenesis and peptide experiments to identify the region of EAS that drives intermolecular association and formation of the cross-β rodlet structure. Transplanting this region into a nonamyloidogenic hydrophobin enables it to form rodlets. We have also determined the structure and dynamics of an EAS variant with reduced rodlet-forming ability. Taken together, these data allow us to pinpoint the conformational changes that take place when hydrophobins self-assemble at an interface and to propose a model for the amphipathic EAS rodlet structure.

Is maternal nutrition knowledge more strongly associated with the diets of mothers or their school-aged children?

Objective Maternal nutrition knowledge has frequently been identified as an important target for nutrition promotion interventions. The aim of the present study was to investigate whether maternal nutrition knowledge is more strongly associated with the mother's own diet or that of her child.

Design Cross-sectional multivariate linear regression with interactions analyses of survey data.

Setting Socio-economically disadvantaged neighbourhoods in Victoria, Australia.

Subjects Five hundred and twenty-three mothers and their children who participated in the Resilience for Eating and Physical Activity Despite Inequality (READI) study, a cross-sectional survey study conducted in 2009 among women and their children residing in socio-economically disadvantaged neighbourhoods.

Results In adjusted models, for three (vegetable, chocolate/lollies and soft drink consumption) out of the seven dietary outcomes assessed, there was a significant association between maternal nutrition knowledge and maternal diet, whereas for the children's diets none of the seven outcomes were associated with maternal nutrition knowledge. Statistical comparison of regression coefficients showed no difference between the maternal nutrition knowledge–maternal diet association and the maternal nutrition knowledge–child diet association.

Conclusions Promoting maternal nutrition knowledge may represent an important avenue for improving diet in mothers from socio-economically disadvantaged neighbourhoods, but more information is needed on how and when this knowledge is translated to benefits for their children's diet.

Multi-target tracking via space transformations using a single frequency continuous wave radar

This paper investigates the location and velocity estimation problem involving multiple targets using the phase difference and frequency shift of the returned Doppler modulated signal. The minimal receiver configuration that addresses the data association and missing information problem is presented for the case of linear arrays. Non-linearly modeled Doppler radar measurements are used to obtain an accurate estimate of the target dynamics progressively in a linear framework utilizing a recently developed robust state estimation approach.

Visualizing the core-periphery distinction in theory domains

As specific parts of a theory are refined over time, the aggregated set of variables and associations of multiple theory instances provide the identity of a theory domain. This research applies a meta-theoretical analysis to the problem of theory identity and the core-periphery distinction. The theoretico-empirical network for quantitative publications over a 20 year span of two top Information Systems journals is analysed and visualized to illustrate these aspects of theory. The analysis provides insight into the density of research in specific theory domains, the verisimilitude and explanatory ubiquity of core versus peripheral postulates, and suggests opportunities for increasing explanatory depth and integration in select theory domains.

Need for a cohesive television policy in India

The Indian television industry has been dramatically transformed since 1991 when foreign television channels such as STAR TV and others began beaming their programs into Indian households from foreign soil. The impact of the exponential growth in television channelsi, television viewers and the television software industry in India between 1991 and 2006 has been well documented (Rodrigues, 1998, 2005). This paper analyses whether the Indian government’s television policy during the past decade and a half adequately met the challenge of the entry of private and foreign channels into Indian homes. The paper also makes a set of recommendations to the Government of India with regards to its television policy so that this popular medium can achieve its potential as a catalyst for social change in India (NAMEDIA, 1986).

Risk factors for recurrent Mycobacterium ulcerans disease after exclusive surgical treatment in an Australian cohort

Objective: To describe risk factors for recurrence after exclusive surgical treatment of Mycobacterium ulcerans infection. Design, setting and participants: Prospective observational cohort study of all M. ulcerans cases managed with surgery alone at Barwon Health, a tertiary referral hospital, from 1 January 1998 to 31 December 2011. A random-effects Poisson regression model was used to assess rates and associations of treatment failure. Main outcome measures: Rates of treatment failure and rate ratios (RRs) for factors associated with treatment failure. Results: Of 192 patients with M. ulcerans infection, 50 (26%) had exclusive surgical treatment. Median age was 65.0 years (interquartile range [IQR], 45.5-77.7 years), and median duration of symptoms was 46 days (IQR, 26-90 days). There were 20 recurrences in 16 patients. For first lesions, the recurrence incidence rate was 41.8 (95% CI, 25.6-68.2) per 100 person-years, and median time to recurrence was 50 days (IQR, 30-171 days). Recurrence occurred ≤ 3 cm from the original lesion in 13 cases, and >3 cm in nine. On univariable analysis, age ≥60 years (RR 13.84; 95% CI, 2.21-86.68; P< 0.01), distal lesions (RR, 20.43; 95% CI, 1.97-212.22; P<0.01), positive histological margins (RR, 21.02; 95% CI, 5.51-80.26; P< 0.001), immunosuppression (RR, 17.97; 95% CI, 4.17-77.47; P <0.01) and duration of symptoms >75 days (RR, 10.13; 95% CI, 1.76-58.23; P =0.02) were associated with treatment failure. On multivariable analysis, positive margins (RR, 7.72; 95% CI, 2.71-22.01; P<0.001) and immunosuppression (RR, 6.45; 95% CI, 2.42-17.20; P =0.01) remained associated with treatment failure. Conclusions: Recurrence rates after exclusive surgical treatment of M. ulcerans disease in an Australian cohort are high, with increased rates associated with immunosuppression or positive histological margins.

The limitations of front-end loading in undergraduate university programs

This paper shows how Mead’s theory of emergence can prove explanatory in how the theory-practice gap is co-created and sustained in front-end loading university programs. Taking teacher education as an exemplar, we argue that the trainee teacher encounters different and oft-times conflicting environmental, social and cultural conditions in the two “fields of interaction” of the training program, namely, on-campus work and in-school experience. The argument draws on interview and focus group data collected via a study of first-year graduate teachers of an Australian teacher education program. We conclude that role taking and self-regulated behaviour within the two environmental fields of interaction in front-end loading programs inhibit the trainee professional from exercising the power of agency to implement theory learned at university in practice in the workplace. Further, we propose that Mead’s theory of emergence proves effective in explaining a major limitation of front-end-loaded university programs.

Liberalism

Liberalism as a theory about politics and society supports freedoms of belief, inquiry, expression, action, association, and elections. In liberalism, freedom coalesces with value commitments to equality, individualism, toleration, pluralism, and rationality. These commitments have interacted with science and technology in various ways.