Australian higher education institutions transforming the future of teaching and learning through 3D virtual worlds

What are educators‟ motivations for using virtual worlds with their students? Are they using them to support the teaching of professions and if this is the case, do they introduce virtual worlds into the curriculum to develop and/or expand students' professional learning networks? Are they using virtual worlds to transform their teaching and learning? In  recognition of the exciting opportunities that virtual worlds present for higher education, the DEHub Virtual Worlds Working Group was formed. It is made up of Australian university academics who are investigating the role that virtual worlds will play in the future of education and actively implementing the technology within their own teaching practice and  curricula. This paper presents a typology for teaching and learning in 3D virtual worlds and applies the typology to a series of case studies based on the ways in which academics and their institutions are exploiting the power of virtual worlds for diverse purposes ranging from business scenarios and virtual excursions to role-play, experimentation and language development. The case studies offer insight into the ways in which institutions are transforming their teaching for an unknown future through innovative teaching and learning in virtual worlds. The paper demonstrates how virtual worlds enable low cost alternatives to existing pedagogies as well as creating opportunities for rich, immersive and authentic activities that would otherwise not be feasible or maybe not even be possible. Through the use of virtual worlds, teaching and learning can be transformed to cater for an unknown future.

Influences on preschool children's physical activity

This study explored mothers' perceptions of influences on preschoolers' physical activity. Six semistructured focus groups with 23 mothers were conducted across a range of socioeconomic position locations. Mothers identified 4 key areas of influence: child fundamentals (eg, sex, personality), parent power (eg, rules, support), people to share with (eg, peers, adults), and places and things (eg, physical environments, toys). No substantial differences in themes were identified among socioeconomic position groups. Influences on preschoolers' physical activity are multidimensional, multifactorial, and support the use of ecological models to conceptualize and understand the influencing factors. Associations among factors influencing preschoolers' physical activity should be further investigated through quantitative research.

Social capital, educational institutions and leadership

Social capital refers to the norms and networks that enable people to act collectively. It is a set of resources that reside in the relationships among people that allow them to share their knowledge and skills. Social capital is built and accessed through interactions between people and groups. Educational institutions and their community benefit from building social capital. Educational leaders who are committed to lifelong learning and view the community as a resource for the institution have a key role in unlocking and building social capital. Social capital is developed through a partnership process with common purpose or vision where leadership is gradually shared between institution and community.

Giving the people a voice? Experiments with consultative authoritarian institutions in China

In the last decade Chinese consultative authoritarianism has been renewed through many political and administrative innovations and tools. Authoritarian rule in China is now permeated by a wide variety of consultative and deliberative practices. These practices stabilize and strengthen authoritarian rule, leading to deliberative authoritarianism, an advanced form of consultative authoritarianism. This paper discusses two experiments—deliberative polling at Zeguo, Zhejiang, and a township election in Ya'an, Sichuan. Through these two cases we examine the direction which the development of consultative authoritarianism is presently taking, and the potentials and limitations of such input mechanisms in an authoritarian setting.

Confidence in Australian institutions 1983-2005

This paper examines changes in the level of institutional confidence in Australia between 1983 and 2005. The principal aim of the paper is to disaggregate the general trend in social trust and overall institutional confidence. Using data drawn from three waves of the World Values Survey undertaken in 1983, 1995 and 2005 we examine whether social trust and confidence have declined and the differing patterns of confidence for different birth cohorts in Australia. The results show a significant decrease in social trust and a large decline in confidence between 1983 and 1995. There was little change in confidence between 1995 and 2005, but social trust returned to the 1983 level over that period. A cohort analysis shows that the oldest cohort, those born before WWII, reported the largest decline in confidence, while by 2005 the baby boomers (or middle cohort born between 1944 and 1955) were the most confident, with the oldest group reporting the least confidence. Throughout the 1990s and early 2000s confidence has been at a much lower level than in the early 1980s.

Actual/ideal body images of high school girls and how it affects their self-esteem : implications for educational and clinical institutions

Given that adolescence is a critical period for the development of a positive self-concept and body image, it is imperative that educators have an understanding of adolescent students' body image and their dieting practises and behaviours. Negative body image is an issue that is rife within the adolescent student population in Australia and around the world, and is a factor that is commonly associated with and linked to disturbed eating behaviours and chronic eating disorders like Anorexia Nervosa (AN). Despite the intuitive appeal and importance of investigating adolescents' body image in terms of what adolescents would like to look like and what they think that they look like now, very little research has investigated these concepts. Furthermore, very little research has explored whether there is a difference between these two constructs how this may affect adolescents' self-esteem. This study therefore aimed to explore the actual and ideal body images of adolescent high school girls aged between 12 and 18 years in two samples of adolescents, one with eating disorders (n=76, clinical sample) and one without (n=823 high school sample). Additionally, this study investigates these constructs in relation to self-esteem levels. The results of this study have important implications for educators and clinicians within educational and clinical settings.

Improving leadership in higher education institutions : a distributed perspective

This paper reports on a qualitative study exploring how distributed patterns of leadership manifest themselves in project teams within a Higher Education institution. The emphasis is on both the ‘what’ and the ‘how’ of distributed leadership, thus providing an account of the nature of distributed leadership in higher education and the factors which were found to enhance and inhibit its occurrence and effectiveness. The findings are presented in a model of distributed leadership which seeks to provide an integrative account and a framework for further study. The conclusions focus on both the theoretical implications for the study of distributed leadership and the practical implications for HE institutions wishing to promote effective leadership.

Multidimensional correlates of preschool children's physical activity

This thesis identified a number of factors which are associated with preschool children’s physical activity and were previously unexplored. The findings are important as they help identify possible targets for interventions to support healthy levels of physical activity in young children.

Reducing the energy density of multiple meals decreases the energy intake of preschool-age children1,2,3

Background: The energy density (ED) of an entrée affects children's energy intake at a meal consumed ad libitum. However, the effects in children of changing the ED of meals over multiple days are unknown.

Objective: We aimed to test the effect of reducing the ED of multiple meals on the ad libitum energy intake of preschool-age children over 2 d.

Design: In this crossover study, 3- to 5-y-old children (n = 10 boys, 16 girls) were served manipulated breakfasts, lunches, and afternoon snacks 2 d/wk for 2 wk. Foods and beverages served at these meals during 1 wk were lower in ED than were those served during the other week. ED reductions were achieved by decreasing fat and sugar and by increasing fruit and vegetables. Dinner and an evening snack were sent home with children, but these meals did not vary in ED. The same 2-d menu was served in both conditions.

Results: Children consumed a consistent weight of foods and beverages over 2 d in both conditions, and therefore their energy consumption declined by 389 ± 72 kcal (14%) in the lower-ED condition, a significant decrease (P < 0.0001). Differences in energy intake were significant at breakfast on day 1, and they accumulated at manipulated meals over 2 d (P < 0.01). Intake of the nonmanipulated meals was similar between conditions.

Conclusions: Children's energy intake is influenced by the ED of foods and beverages served over multiple days. These results strengthen the evidence that reducing the ED of the diet is an effective strategy for moderating children's energy intake.

Maternal correlates of preschool child eating behaviours and body mass index : a cross-sectional study

To the authors’ knowledge, this is the first study to evaluate maternal child feeding practices, maternal parenting characteristics and mother-child interactions as cross-sectional predictors of child eating and/or weight within the one sample. Maternal pressure for her child to eat was a significant positive correlate of fussiness and a negative correlate of enjoyment. Maternal parenting warmth was associated negatively with child BMIz, while mother-child dysfunctional interaction was associated positively with child BMIz. Our findings suggest that childhood obesity research may be better informed by evaluating not just what mothers do (feeding practices) but also how they parent (parenting behaviours and interactions with their child). Longitudinal studies are needed to identify causal influences of parenting on preschool child eating and weight.

Institutions and growth volatility

Recently some studies provided evidence that democratic political institutions generate less volatile growth. These studies, however, do not provide any link between democracy and investment volatility. Here, we focus on the specific channel that links individualistic societies and low growth volatility. We test whether investment volatility and consequently growth volatility are lower in individualistic societies. We construct a two-equation system of investment and income growth volatility, allowing various measures of individualism to influence growth volatility both directly and indirectly. We find that individualism significantly directly and indirectly influences growth volatility negatively.