Critical Indigenous pedagogy meets transformative education in a third space learning experience

This paper explores the philosophical and theoretical foundations of a first year unit in Aboriginal Studies offered at the University of Notre Dame in Fremantle. It explains how the current approach is inclusive of transformative and critical Indigenous pedagogies and taught from an evolving ‘third space’. Each philosophical underpinning is considered briefly, with reference to informal feedback received from students in 2014. What is suggested is that AB100 is indeed transformational for students in ways that are potentially ongoing in both professional and personallives. Given the focus of the University of Notre Dame on training students for the professions this has implications for potential ways of teaching and learning that may require uncapping the usual teaching and learning frameworks to actively incorporate transformative and Indigenous pedagogies. Recommended is the need for further investigation and research into the impact of this approach to learning via an evaluation framework based upon the authors PhD outcomes

The ontogeny of naïve and regulatory CD4(+) T-cell subsets during the first postnatal year: a cohort study

As there is limited knowledge regarding the longitudinal development and early ontogeny of naïve and regulatory CD4(+) T-cell subsets during the first postnatal year, we sought to evaluate the changes in proportion of naïve (thymic and central) and regulatory (resting and activated) CD4(+) T-cell populations during the first postnatal year. Blood samples were collected and analyzed at birth, 6 and 12 months of age from a population-derived sample of 130 infants. The proportion of naïve and regulatory CD4(+) T-cell populations was determined by flow cytometry, and the thymic and central naïve populations were sorted and their phenotype confirmed by relative expression of T cell-receptor excision circle DNA (TREC). At birth, the majority (94%) of CD4(+) T cells were naïve (CD45RA(+)), and of these, ~80% had a thymic naïve phenotype (CD31(+) and high TREC), with the remainder already central naïve cells (CD31(-) and low TREC). During the first year of life, the naïve CD4(+) T cells retained an overall thymic phenotype but decreased steadily. From birth to 6 months of age, the proportion of both resting naïve T regulatory cells (rTreg; CD4(+)CD45RA(+)FoxP3(+)) and activated Treg (aTreg, CD4(+)CD45RA(-)FoxP3(high)) increased markedly. The ratio of thymic to central naïve CD4(+) T cells was lower in males throughout the first postnatal year indicating early sexual dimorphism in immune development. This longitudinal study defines proportions of CD4(+) T-cell populations during the first year of postnatal life that provide a better understanding of normal immune development.

Video technology as pedagogy: past teacher education students speak to current students through performed research

This paper reports the use of video representations of first-year teachers’ experiences in teacher education workshops that focus on the transition to teaching. This use of video technology is a responsive act that draws on the notion of looking back, where graduates ‘speak to’ current students. Video footage of the performed research ‘The First Time’ shaped activities and discussions in the unit. Workshop/video themes included teacher identity discourses; epiphanic and revelatory moments of transition to becoming a teacher; and preparing for job applications and interviews. A range of data including semi-structured interviews with undergraduate students upon completion of the workshops were analysed within a phenomenographic paradigm, with the aim of describing variations of conception that people have of a particular phenomenon (Sin, 2010). The investigation of the use of video technology as a pedagogical approach to promote critical thinking about the transition to teaching revealed a range of conceptual meanings. These meanings were classified into categories according to their similarities and differences concerning the effectiveness of the technological tool in assisting undergraduates in their transition to teaching. Participants’ conceptions of the phenomenon are individual and relational, and as such results were quite varied. Emergent varied themes include: ‘I now know what it is that I need to learn’; ‘Is this theory or practice?’; and ‘I don’t do drama’. Similarities include: ‘Preparing for the unexpected’. The use of video technology was deemed effective in creating workshop content from the past, in order to teach for tomorrow.

A prospective cohort study of antipsychotic medications in pregnancy: the first 147 pregnancies and 100 one year old babies

BACKGROUND: Many women diagnosed with varying psychiatric disorders take antipsychotic medications during pregnancy. The safety of antipsychotic medications in pregnancy is largely unknown.

METHODS: We established the National Register of Antipsychotic Medications in Pregnancy in 2005. Women who are pregnant and taking an antipsychotic medication are interviewed every 6 weeks during pregnancy and then followed until their babies are one year old. The baby's progress is closely followed for the first year of life.

FINDINGS: As of April 18 2012, 147 pregnancies had been followed through to completion. There were 142 live births and data is available for 100 one year old babies. 18% of babies were born preterm, with a higher dose of antipsychotic medication correlating to an increased likelihood of premature delivery; 43% of babies required special care nursery or intensive care after birth; 37% had any degree of respiratory distress and 15% of babies developed withdrawal symptoms. Congenital anomalies were seen in eight babies. Most pregnancies resulted in the birth of live, healthy babies. The use of mood stabilisers or higher doses of antipsychotics during pregnancy increased the likelihood of babies experiencing respiratory distress or admission to Special Care Nursery or Neonatal Intensive Care Units.

CONCLUSION: There is a great need for safety and efficacy information about the use of antipsychotic medications in pregnancy. Live, healthy babies are the most common outcome following the use of antipsychotic medication in pregnancy, but clinicians should be particularly mindful of neonatal problems such as respiratory distress.

Undergraduate sports students' perceptions of a change to game sense pedagogy

This paper contributes to research in the scholarship of teaching by reporting on undergraduate sports students perceptions of their own learning when exposed to a Game Sense learning approach and reflections on my experience of teaching it. A multiple methods approach was utilised to gather data from a four-week games component of a 10-week unit of study with all participants (n = 20; aged 18-21) in their first year of a three-year sports-related undergraduate degree. The games classification system was used to plan session content over the four weeks with each week focusing on a different games classification. Data were organised and coded via inductive coding procedures with analysis conducted concurrently to identify three prominent themes: 1) positive experiences of competition and game play, 2) the range of cognitive and emotional learning opportunities provided by Game Sense pedagogy facilitated improved student engagement and learning, and 3) the challenge of effective teacher questioning to stimulate game play knowledge construction.

Calcium- and vitamin D3 - fortified milk reduces bone loss at clinically relevant skeletal sites on llder men: a 2-year randomised controlled trial

In this 2-year randomized controlled study of 167 men >50 years of age, supplementation with calcium-vitamin D3-fortified milk providing an additional 1000 mg of calcium and 800 IU of vitamin D3 per day was effective for suppressing PTH and stopping or slowing bone loss at several clinically important skeletal sites at risk for fracture.

Introduction: Low dietary calcium and inadequate vitamin D stores have long been implicated in age-related bone loss and osteoporosis. The aim of this study was to assess the effects of calcium and vitamin D3 fortified milk on BMD in community living men >50 years of age.

Materials and Methods: This was a 2-year randomized controlled study in which 167 men (mean age ± SD, 61.9 ± 7.7 years) were assigned to receive either 400 ml/day of reduced fat (1%) ultra-high temperature (UHT) milk containing 1000 mg of calcium plus 800 IU of vitamin D3 or to a control group receiving no additional milk. Primary endpoints were changes in BMD, serum 25(OH)D, and PTH.

Results: One hundred forty-nine men completed the study. Baseline characteristics between the groups were not different; mean dietary calcium and serum 25(OH)D levels were 941 ± 387 mg/day and 77 ± 23 nM, respectively. After 2 years, the mean percent change in BMD was 0.9-1.6% less in the milk supplementation compared with control group at the femoral neck, total hip, and ultradistal radius (range, p < 0.08 to p < 0.001 after adjusting for covariates). There was a greater increase in lumbar spine BMD in the milk supplementation group after 12 and 18 months (0.8-1.0%, p ≤ 0.05), but the between-group difference was not significant after 2 years (0.7%; 95% CI, −0.3, 1.7). Serum 25(OH)D increased and PTH decreased in the milk supplementation relative to control group after the first year (31% and −18%, respectively; both p < 0.001), and these differences remained after 2 years. Body weight remained unchanged in both groups at the completion of the study.

Conclusions: Supplementing the diet of men >50 years of age with reduced-fat calcium- and vitamin D3-enriched milk may represent a simple, nutritionally sound and cost-effective strategy to reduce age-related bone loss at several skeletal sites at risk for fracture in the elderly.

Australian parents` views on their 5-6-year-old children's food choices

The home food environment is central to the development of healthy eating behaviours, but associations between the home food environment and children's food choices are not yet fully understood. The aims of this study were to explore parents' views regarding factors that influence children's food choices and parents' decision-making regarding the food they provide to their children. In-depth one-on-one interviews were conducted using a semi-structured interview schedule. Key concepts and themes were coded independently by two investigators. Participants include seventeen parents (16 mothers and 1 father) of children in their first year of formal schooling (aged 5–6 years). Five main themes emerged from the interviews: food marketing, food availability/food exposure, feeding strategies, modelling of eating and opportunities for food involvement. Parents believed that food marketing influenced their child's food preferences but differed in the ways they managed these influences. The food made available to children was also seen to influence what a child ate. Yet, although some parents believed it was the parents' role to determine what foods were made available to their child, others offered food on the basis of the child's tastes or preferences. The use of food as a reward was a feeding strategy employed by many parents. Family mealtimes were seen as an important opportunity for modelling of eating behaviour by parents. Peers were also seen to influence children's food preferences and eating behaviour. Finally, many parents believed that involving children in the preparation of food had a positive impact on children's food choices. Associations between the home food environment and children's food choices are complex and involve multiple mediators. Parents' views on the promoters and reinforcers of their decision-making regarding food and their child's food choices provide useful insights into these mediating factors. Increased understanding of these relationships is likely to enhance obesity prevention efforts.

(E)Research, (e)learning, (e)teaching in (e)ntrapment

In this paper I reflect on three research projects emerging from my on online learning and teaching.

The data used in this paper is current and the media is low-tech and accessible. This paper is not about the hardware and software of technology. Rather, it is about a teacher educator's struggle to try to make sense of online pedagogy at a time when academics seem to be constantly exhorted to take their courses online. This paper draws on data from the following projects:

1. My involvement in the development and teaching of the 'Education Studies Major Online Project'. I have been teaching undergraduate students doing their first year education studies program with the option of:

•  Not attending university-based lectures or tutorials and doing all their work online;
•  Attending face-to-face lectures and tutorials, and
•  A mixture of face-to-face and online.

2. The Research in Computers in Education (RICE) group which started in 1995.

3. The Good Learning on the World Wide Web (GLOW) Project with a secondary college in which undergraduate teacher education students tutor year 9/10 students from the college.

4. Two Masters in Education units with particular reference to the compulsory online discussion component.

5. The Faculty Research Group project entitled 'The social and pedagogical implications of new learning technologies for learners and teachers'.

Peer mentoring the first time around : Is it all a matter of negotiation?

In 2002, the senior executive at Deakin University sought applications from staff for academic professional development funding. This was intended to support programs related to the Deakin First Year Initiative, a university-wide coordinated approach to transition. The Faculty of Health & Behavioural Sciences was successful in gaining a grant for the design, implementation and evaluation of a peer mentoring pilot program, which has been introduced this year for students undertaking the Bachelor of Applied Science (Health Sciences). This generic undergraduate program draws from and complements the specialist fields of study on offer in the Faculty. It is very flexible, within given parameters, allowing students to combine study according to their interests, abilities and career aspirations. In this session, we will explore the challenges faced so far by the program managers in devising a program that will successfully cater for approximately 50 first year students undertaking diverse majors across the Faculty.

Inside higher education

This section of the proceedings report provides details of the issues discussed in the theme Inside Higher Education. This theme explored the experience of university from the inside for students and staff, including pedagogy, the first year experience, orientation programs and curriculum. Much ground was covered by both the equity practitioners and the academics who contributed. However, several common issues emerged across the sessions. Inevitably not everything covered in this theme can be reported, but what follows is a synthesis of the main issues and the presenters who raised them.

Children and university architecture students working together : a pedagogical model of children’s participation in architectural design

Increasing efforts have been made to engage children in the design of the built environment, and several participatory models have been developed. The aim of this paper is to propose a pedagogical model for children's genuine participation in architectural design, developed in an architectural education context. According to this pedagogical model, children (primary school students) and youth (university architecture students) work in teams to develop the architectural design proposals. This model was developed through a joint educational project between Deakin University and Wales Street Primary School (both institutions are based in Victoria, Australia). In the four-week duration of the project, first year architecture students worked with Grade 3 and 4 primary school children to design a school playground. The final product of the project was a 1:20 scale model of a playground, which was installed and presented at the end of the fourth week. The project received positive feedback from all the participants, including children, architecture students, university lecturers, primary school teachers and architects. In addition, it achieved a high level of children's genuine participation. This model can be refined and applied in new situations, and potentially with other primary schools working with Deakin University.

The first time

Based on interview data from twelve beginning teachers describing their experiences in their first year of teaching; for PhD titled ’Firsts: Performing Ways First Year Teachers Experience Identity Transformation’.

The development of theoretical frameworks for understanding the learning of chemistry

Chemistry has unique characteristics that make it a difficult subject to understand including the abstract concepts, the three levels of representation of matter – the macroscopic level, the sub-microscopic level and the symbolic level, and the complexities concerning the representational and theoretical qualities and the reality of each level. Drawing on data from a study with first year university students learning introductory chemistry, this chapter looks at how these students’ understandings of the characteristics of chemistry influence the way they understand and learn chemistry. Two theoretical frameworks to describe how chemical concepts can be presented and understood are developed based on the research data: the expanding triangle and the rising iceberg. The aim of the frameworks are to further develop the ways of thinking about how students learn chemistry thereby developing a chemical epistemology – that is, an understanding of the knowledge of how chemical ideas are built and an understanding of the way of knowing about chemical processes. These two frameworks are proposed as useful tools for chemistry educators to better understand students learning, linking chemical education research to practice so as to inform pedagogical content knowledge. Chemical education research can be theoretical and is sometimes criticised for not impacting on teachers practice, so the pedagogy of chemistry teachers is discussed with the aim of exploring ways the two frameworks can be useful in developing teachers’ professional understandings of learning and teaching chemistry to promote changes in their practice and support student understandings.

The first time

'The First Time' employs performed research to investigate the 'firsts' of twelve first year teachers in Victorian schools. Based on interview data generated over the period of a year, the performance highlights 'firsts' as epiphanic or revelatory moments of professional identity transformation. The performance is crafted to reflect the fluid and unpredictable nature of teachers' professional identity. 'The First Time' uses only the words of the teachers, and is performed by teachers - including first year teachers. It reveals the destabilising effects of contextual factors on teachers' professional identity. Status and belonging are positioned within survival, liminal, and hegemonic discourses, and expressed through artefacts as symbols of belonging. The low status ascribed to contractual work underpins beginning teachers' commitment to the profession. The premier performance (https://www.youtube.com/playlist?list=PLB1ED0FDEF2AA8836) was initially devised to analyse the interview data through the process of scripting, rehearsal, and performance. This version sees the addition of a concluding dance work, which reflects the results of the research. The voices of the participants from their interview recordings shape the dance work.Performed by: Melissa Learmonth, Beaux Glenn, Arna Pletes, Krystal Holzer, Ashlea Thompson, Tom Ellis, Lauren Wallis, Fiona McGrath, and Claire Hesse.

Australian adult smokers' responses to plain packaging with larger graphic health warnings 1 year after implementation: results from a national cross-sectional tracking survey

Abstract
Background We assessed whether the Australian plain packs with larger graphic health warnings (GHWs) achieved three specific objectives of reducing the appeal of tobacco, increasing health warning effectiveness and reducing the ability of packaging to mislead about smoking harms.
Methods We compared responses from continuous cross-sectional telephone surveys of n=2176 cigarette smokers during pre-plain packaging (April–September 2012, pre-PP) with n=759 surveyed in the transition period (October–November 2012) and n=4240 during the first year of implementation (December 2012–November 2013, PP year 1), using multivariate logistic regression analyses.
Results From pre-PP to PP year 1, more smokers disliked their pack (p<0.001), perceived lower pack appeal (p<0.001), lower cigarette quality (p<0.001), lower satisfaction (p<0.001) and lower value (p<0.001) and disagreed brands differed in prestige (p=0.003). There was no change in perceived differences in taste of different brands. More smokers noticed GHWs (p<0.001), attributed much motivation to quit to GHWs (p<0.001), avoided specific GHWs when purchasing (p<0.001), and covered packs (p<0.001), with no change in perceived exaggeration of harms. PP year 1 saw an increased proportion believing that brands do not differ in harmfulness (p=0.004), but no change in the belief that variants do not differ in strength or the perceived harmfulness of cigarettes compared with a year ago. Interactions signified greater change for four outcomes assessing aspects of appeal among young adults and two appeal outcomes among mid-aged adults.
Conclusions The specific objectives of plain packaging were achieved and generally sustained among adult smokers up to 12 months after implementation.