A validity-driven approach to the understanding of the personal and societal burden of low back pain : development of a conceptual and measurement model

Introduction: While the importance and magnitude of the burden of low back pain upon the individual is well recognized, a systematic understanding of the impact of the condition on individuals is currently hampered by the lack of an organized understanding of what aspects of a person’s life are affected and the lack of comprehensive measures for these effects. The aim of the present study was to develop a conceptual and measurement model of the overall burden of low back pain from the individual’s perspective using a validity-driven approach.
Methods: To define the breadth of low back pain burden we conducted three concept-mapping workshops to generate an item pool. Two face-to-face workshops (Australia) were conducted with people with low back pain and clinicians and policy-makers, respectively. A third workshop (USA) was held with international multidisciplinary experts. Multidimensional scaling, cluster analysis, participant input and thematic analyses organized participants’ ideas into clusters of ideas that then informed the conceptual model.
Results: One hundred and ninety-nine statements were generated. Considerable overlap was observed between groups, and four major clusters were observed - Psychosocial, Physical, Treatment and Employment - each with between two and six subclusters. Content analysis revealed that elements of the Psychosocial cluster were sufficiently distinct to be split into Psychological and Social, and a further cluster of elements termed Positive Effects also emerged. Finally, a hypothesized structure was proposed with six domains and 16 subdomains. New domains not previously considered in the back pain field emerged for psychometric verification: loss of independence, worry about the future, and negative or discriminatory actions by others.
Conclusions: Using a grounded approach, an explicit a priori and testable model of the overall burden of low back pain has been proposed that captures the full breadth of the burden experienced by patients and observed by experts.

Use of digital media and dance within the classroom

Beckwith spoke on and conducted workshops on the use of digital media and dance within the classroom.

From the website http://ausdance.org.au/news/article/2011-dance-across-the-domains-2011 :
Dance Across the Domains (DADs) is an innovative program for teachers and educators to receive professional development from dance industry practitioners and leading dance teachers.

In 2011 the focus for the conference is “dance from many cultures”. A key feature of the conferences is exploring the ways dance can enhance learning in other areas of the curriculum, such as literacy, numeracy, humanities and ICT.

DADs is includes practical activities, theory-based sessions, peer observation, case studies, resource sharing and networking. The conference supports schools’ implementation of VELS domains and strand, provides curriculum advice and related support materials.Megan spoke on and conducted workshops on the use of digital media and dance within the classroom. 

Analysing ordered nanostructures in epoxy thermosets using small angle X-ray scattering techniques

Small angle X-ray scattering (SAXS) is essential for the morphological investigation of nanostructured systems as it is a bulk sampling technique and provides information about the overall distribution of the components in the system. In our study we have used SAXS to identify various ordered and disordered morphologies in block copolymer modified epoxy thermosets. We have used a reactive block copolymer and hydrogen bonding block copolymer to modify epoxy resin (ER) to see the effect of various blocks on the morphological changes.

Self assembled nanostructured complexes and blends via hydrogen bonding interactions

Small angle X-ray scattering (SAXS) is useful to explain the formation of microstructures and the mechanism of microphase separation in self-assembled blends and complexes. In our study, we have used SAXA to examine the ordered and disordered nanostructures as well as morphological transitions in block copolymer/homopolymer blends and complexes [1,2].

The queer archive : teaching and learning sexualities in Australia

The article explores the use of the queer archive in teaching sex and sexuality in public schools. A background of the development of the archive in 1978 and its role in education is given. Policies that help guide appropriateness of content, such as Supporting Sexual Diversity in Schools in 2008, is discussed. The teaching approach in using the non-traditional archive-based education are also examined where learning can involve group-based workshops heavy on interative methods.

Building the capacity of family day care educators to promote children’s social and emotional wellbeing : an exploratory cluster randomised controlled trial

Background: Childhood mental health problems are highly prevalent, experienced by one in five children living in socioeconomically disadvantaged families. Although childcare settings, including family day care are ideal to promote children’s social and emotional wellbeing at a population level in a sustainable way, family day care educators receive limited training in promoting children’s mental health. This study is an exploratory wait-list control cluster randomised controlled trial to test the appropriateness, acceptability, cost, and effectiveness of “Thrive,” an intervention program to build the capacity of family day care educators to promote children’s social and emotional wellbeing. Thrive aims to increase educators’ knowledge, confidence and skills in promoting children’s social and emotional wellbeing.
Methods/Design: This study involves one family day care organisation based in a low socioeconomic area of Melbourne. All family day care educators (term used for registered carers who provide care for children for financial reimbursement in the carers own home) are eligible to participate in the study. The clusters for randomisation will be the fieldworkers (n = 5) who each supervise 10-15 educators. The intervention group (field workers and educators) will participate in a variety of intervention activities over 12 months, including workshops; activity exchanges with other educators; and focused discussion about children’s social and emotional wellbeing during field worker visits. The control group will continue with their normal work practice. The intervention will be delivered to the intervention group and then to the control group after a time delay of 15 months post intervention commencement. A baseline survey will be conducted with all consenting educators and field workers (n = ~70) assessing outcomes at the cluster and individual level. The survey will also be administered at one month, six months and 12 months post-intervention commencement. The survey consists of questions measuring perceived levels of knowledge, confidence and skills in promoting children’s social and emotional wellbeing. As much of this intervention will be delivered by field workers, field worker-family day care educator relationships are key to its success and thus supervisor support will also be measured. All educators will also have an in-home quality of care assessment at baseline, one month, six months and 12 months post-intervention commencement. Process evaluation will occur at one month, six months and 12 months post-intervention commencement. Information regarding intervention fidelity and economics will also be assessed in the survey.
Discussion: A capacity building intervention in child mental health promotion for family day care is an essential contribution to research, policy and practice. This initiative is the first internationally, and essential in building an evidence base of interventions in this extremely policy-timely setting.

Advancing science by enhancing learning in the laboratory (ASELL)

Final report of the the Advancing Science by Enhancing Learning in the Laboratory (ASELL) project. 

Most researchers agree that the laboratory experience ranks as a significant factor that influences students’ attitudes to their science courses. Consequently, good laboratory programs should play a major role in influencing student learning and performance. The laboratory program can be pivotal in defining a student's experience in the sciences, and if done poorly, can be a major contributing factor in causing disengagement from the subject area. The challenge remains to provide students with laboratory activities that are relevant, engaging and offer effective learning opportunities.

The Advancing Science by Enhancing Learning in the Laboratory (ASELL) project has developed over the last 10 years with the aim of improving the quality of learning in undergraduate laboratories, providing a validated means of evaluating and improving the laboratory experience of students, and effective professional development for academic staff. After successful development in chemistry and trials using the developed principles in physics and biology, the project, with ALTC funding, has now expanded to include those disciplines.

The launching pad for ASELL was a multidisciplinary workshop held in Adelaide in April, 2010. This workshop involved 100 academics and students, plus 13 Deans of Science (or delegates), covering the three enabling sciences of biology, chemistry and physics. Thirty-nine undergraduate experiments were trialled over the three days of the workshop. More importantly, professional development in laboratory education was developed in the 42 academic staff that attended the workshop.

Following the workshop, delegates continued to evaluate, develop and improve both individual experiments and whole laboratory programs in their home institutions, mentored by the ASELL Team. Some highlights include:
- more than 15,000 student surveys carried out by delegates during 2010/11
- 10 whole lab programs were surveyed by delegates
- 4 new ASELL-style workshops, conducted by ASELL-trained delegates were run in 2010/11
- more than 100 ASELL-tested experiments available on the website (www.asell.org)
- ASELL workshops conducted in Philippines, Ireland in 2010, and planned in the USA and Thailand for 2011
- significant improvement in student evaluation of whole laboratory programs and individual experiments measured in universities using the ASELL approach
- high profile of ASELL activities in the Australian Council of Deans of Science (ACDS)
- research project on the misconceptions of academic staff about laboratory learning completed
- significant research on student learning in the laboratory, and staff perceptions of student learning have been carried out during 2010/11
- research results have been benchmarked against staff and students in the USA.

The biggest unresolved issue for ASELL is one of sustainability in the post-ALTC funding era. ASELL will make a series of recommendations to the ACDS, but the future of the program depends, to a large part, on how the ACDS responds.

Developing leaders of change in the teaching of large university chemistry classes

Final report of the the Active Learning in University Science (ALIUS) project.

This project aims to establish a new direction in first year chemistry teaching – away from didactic teaching methods in large lecture style teaching to more active, student centred learning experiences. Initially six universities have been involved in practice-based innovation: Charles Sturt University (NSW), The University of Sydney (NSW), Curtin University of Technology (WA), The University of Adelaide (SA), Deakin University (Vic), University of Tasmania (Tas).

Three domains have been identified as the architecture upon which sustainable L&T innovation will be built. These domains include Learning and Teaching innovation in project leaders’ and colleagues’ classrooms, development of project leaders as Science Learning Leaders, and creation of a Science Learning Hub to serve as a locus and catalyst for the development of a science teaching community of practice.

Progress against specified outcomes and deliverables

Learning and Teaching Innovation

The purpose of this domain is to improve student learning, engagement, retention and performance in large chemistry classes through increased use of student-centred teaching practice.
• The Project is named: ALIUS (Active Learning in University Science) - Leading Change in Australian Science Teaching
• All six ALIUS universities have now implemented Teaching Innovation into ALIUS team member classrooms
• Chemistry colleagues at three ALIUS universities have now implemented Teaching Innovation into their classrooms
• The ALIUS member in physics has implemented Teaching Innovations into his classrooms
• Chemistry colleagues at three ALIUS institutions have tried some Teaching Innovations in their classrooms
• Non-chemistry colleagues at four ALIUS institutions have tried, or expressed an interest in trying, Teaching Innovations in their classrooms
• The POGIL method has proved to be a useful model for Teaching Innovation in the classroom
• Many classroom resources have been developed and used at several ALIUS institutions; some of these have been submitted to the ALIUS database for public access. The remainder will continue to submitted
• Two seminars about Teaching Innovation have been developed, critiqued, revised, and presented at five ALIUS universities and three non-ALIUS universities
• Particular issues associated with implementing Teaching Innovations in Australian classrooms have been identified and possible solutions developed
• ALIUS members have worked with Learning and Teaching Centres at their universities to share methods.

Developing Science Learning Leaders

The purpose of this domain is to develop leadership capacity in the project leaders to equip them with skills to lead change first at their institutions, followed by developing leaders and leading change at other local institutions
• ALIUS members participated in Leadership Professional Development sessions with Craig McInnis and Colin Mason; both these sessions were found to be valuable and provide context and direction for the members and the ALIUS team
• The passion of an ‘early adopter’ was found to be a significant element in each node of the distributed framework
• Members developed an awareness of the necessity to build both the ‘sense of urgency’ and the ‘guiding coalition’ at each node
• ALIUS found the success of the distributed framework is strongly influenced by the relational aspects of the team.

Create a Science Learning Hub

The online Hub serves as a local and national clearinghouse for development of institutional Learning Leaders and dissemination of L&T innovation.
• The ALIUS website is now active and being populated with resources
• The sharing resource database structure is finalised and being populated with contributed materials.

Lessons Learnt

In order to bring about change in teaching practice it is necessary to:
• demonstrate a convincing benefit to student learning
• show that beyond an initial input of effort classroom innovations will not take more time than what is now done
• maintain a prominent exposure among colleagues - repeatedly give seminars, workshops, and everyday conversations; talk about teaching innovation; talk about easy tools to use; invite people to your classroom; engage colleagues in regular peer review of classroom practice
• have support from people already present in leadership roles to lead change in teaching practice
• have a project leader, someone for whom the project is paramount and will push it forward
• find a project manager, even with money budgeted
• meet face-to-face.

Dissemination
• Seminars presented 19 times including over 400 individuals and more than 24 Australian universities
• Workshops presented 25 times, over 80 participants at 11 Australian and two New Zealand Universities
• Two articles published in Chemistry in Australia, the Australian Chemistry Industry Journal of the Royal Australian Chemical Institute
• One refereed paper published in the Journal of Learning Design.

A preliminary evaluation of the use of graphic novels in teaching information systems

As a result of declining student numbers, and poor satisfaction ratings, an introductory information systems unit was completely redeveloped. A number of innovative initiatives were designed and implemented and the unit has seen a significant improvement in student satisfaction rates. This paper describes the development of a series of graphic novels as a strategy to both increase student engagement with the unit content and enhance the attainment of learning outcomes. It also discusses how the graphic novels were used in lectures, workshops, and competitions to increase student engagement (with varying degrees of success). Students have generally found the graphic novels to be a valuable learning resource. There is a paucity of studies on the impact of graphic novels as a teaching tool, particularly within the context of higher education, and this research is a contribution to this evident gap in the literature.

The performing frame

This project explores the ways that creative practices—improvised movement, choreographed dance, and digital video—produce new knowledge about the sociability of public space. In other words, it uses various theoretical concepts and practical strategies to document and analyse the ways people inhabit and sometimes subvert public spaces — such as plazas, malls and piazzas — as part of their everyday experience. Drawing on concepts developed within the fields of performance theory, spatial history, cultural geography and social theory, the project will build a methodological toolbox for understanding the relationships between the diverse groups that use public spaces in Melbourne, Australia. This ‘toolbox’ will subsequently be used to understand analogous public spaces in other parts of the world to generate comparative data about spatial sociability. The research will enable an innovative way of mapping social, civic and political relations in space through a series of creative interventions, and will reveal the politics of everyday movement while exposing tensions between the spaces of public culture — those framed and legitimated by state institutions — and what Michael Warner calls ‘Counter-Publics.’ That is, those oppositional groups who actively seek to use public space in subversive or unauthorised ways.

This project documents a series of performative interventions designed to harness the untapped potential of various forms of street performance genres to function as tools that can produce new ways of understanding the politics of movement in public space. These ‘interventions’ will be generated through a series of practical performance and movement workshops that will draw on street theatre techniques, contact improvisation, Laban movement analysis and contemporary dance choreography. The project will focus on a series of dyadic relationships: self and other, inside and outside, centre and periphery that are relevant to human interaction in public space.
Street performers — musicians, acrobats, jugglers, magicians, mimes and so on — seek public spaces with high volumes of pedestrian traffic in order to maximise their ability to draw an audience and make a living. These performers who create temporary performance zones alter the flow and intensity of movement around them, thereby transforming the plazas, piazzas, town squares and subways favoured by buskers. Some of these performers interact with their audience more than others, and are potentially capable of telling us something about the politics of space. The practice of ‘shadowing’ the movements of passers-by is an increasingly popular form of public entertainment around the world.

Knowledge exchange in the Pacific : The TROPIC (translational research into obesity prevention policies for communities) project

Background
Policies targeting obesogenic environments and behaviours are critical to counter rising obesity rates and lifestyle-related non-communicable diseases (NCDs). Policies are likely to be most effective and enduring when they are based on the best available evidence. Evidence-informed policy making is especially challenging in countries with limited resources. The Pacific TROPIC (Translational Research for Obesity Prevention in Communities) project aims to implement and evaluate a tailored knowledge-brokering approach to evidence-informed policy making to address obesity in Fiji, a Pacific nation challenged by increasingly high rates of obesity and concomitant NCDs.
Methods
The TROPIC project draws on the concept of ‘knowledge exchange’ between policy developers (individuals; organisations) and researchers to deliver a knowledge broking programme that maps policy environments, conducts workshops on evidence-informed policy making, supports the development of evidence-informed policy briefs, and embeds evidence-informed policy making into organisational culture. Recruitment of government and nongovernment organisational representatives will be based on potential to: develop policies relevant to obesity, reach broad audiences, and commit to resourcing staff and building a culture that supports evidence-informed policy development. Workshops will increase awareness of both obesity and policy cycles, as well as develop participants’ skills in accessing, assessing and applying relevant evidence to policy briefs. The knowledge-broking team will then support participants to: 1) develop evidence-informed policy briefs that are both commensurate with national and organisational plans and also informed by evidence from the Pacific Obesity Prevention in Communities project and elsewhere; and 2) collaborate with participating organisations to embed evidence-informed policy making structures and processes. This knowledge broking initiative will be evaluated via data from semi-structured interviews, a validated self-assessment tool, process diaries and outputs.
Discussion
Public health interventions have rarely targeted evidence-informed policy making structures and processes to reduce obesity and NCDs. This study will empirically advance understanding of knowledge broking processes to extend evidence-informed policy making skills and develop a suite of national obesity-related policies that can potentially improve population health outcomes.

Photo

A print commissioned as part of the Australian Print Workshops annual project including 164 artists, to be part of the permanent collection at the National Gallery of Australia.

Kids in design : designing creative schools with children

There is a consensus that children should be involved in the planning and design process of their schools, and attempts have been made throughout the world. This paper introduces a ‘Kids in Design’ project, through which primary school children worked with university architecture students to design a school playground. The aim of the project was to encourage the full potential of children’s creativity and generate creative school design outcomes. From October to December 2011, the ‘Kids in Design’ project was conducted in Roslyn Road Primary School (Geelong, Australia). Through eight weeks of workshops, children in Year 5 & 6 worked with architecture students from Deakin University (Geelong, Australia) to design a school playground. Assessing the design outcomes of this project, assertions are made that creative design outcomes have been achieved. Deakin University is currently working with another primary school to replicate the ‘Kids in Design’ project in 2012.

Experiencing indigenous East African dance songs : reflections from North West University (South Africa)

After democracy (1994) the doors of teaching and learning in music opened widely to include local indigenous music and culture in South Africa. Since 2005, African music has been a vibrant aspect of the music curriculum within the School of Music, North West University, South Africa. Globally tertiary music educators are challenged to include informal pedagogy of indigenous musics within the formal context of university courses. University music courses in South Africa are still predisposed towards ‘western’ music pedagogies. In October 2012, the School of Music invited a visiting expert in African music and dance to offer onsite teaching and learning of Ugandan dance songs to tertiary students. The initiative to include Ugandan music as part of the teaching and learning workshops on African music at the School of Music was funded by the South African Music Rights Organization. The School of Music has an ongoing policy to invite and include culture bearers to share their skills and expertise with students and academics. Such sharing provides culture bearers the opportunity to transmit much needed skills, which are not often offered by academics. UNESCO (2012) identifies scarce knowledge and skills as intangible heritage.