Complexity sciences and business ethics : a different perspective

This paper strives to shed some light on organizations' behaviours and practices of business ethics in the marketplace and the surrounding society by the aid of complexity sciences. For this purpose, a conceptual discussion will be based upon the causal frameworks of teleology introduced by Stacey, Griffin and Shaw (2000).

Changing technologies / renewing pedagogies : implications for university teaching and learning

This chapter describes a project that researched the use of Web Enhanced Learning (WEL) with postgraduate students from rural and remote communities who were studying through two Australian universities. We examine, in detail, the experiences of a university teacher using WEL in an off-campus course for the first time. As with many academic teachers, she was willing to use new technologies and integrate these into her teaching but required time, technical support and professional development to achieve this. Using a design-based rnethodological approach, the experiences and frustrations in introducing WEL are described from the teacher's perspective trough her progressive reflections at stages throughout the course. The findings and their implications for university policy and leadership are detailed with conclusions about how teachers and students are best supported in their engagernent with WEL.

My name is Karen

Introduction : My name is Karen. In this chapter, I take a narrative approach and highlight ‘critical incidents’ that have caused me to reflect on my ‘being’ and recall events from childhood and adulthood. ‘Being’ or ‘to be’ is what Wilcock (1999) described as ‘being true to ourselves, to our nature, to our essence and to what is distinctive about us’ (p. 5). The state of ‘being’ requires time to think, reflect and to discover who we are (Wilcock 1999). My name is part of this. The constructivist view of learning posits that the learner comes with a representational model of personal constructs (in this instance, one’s name being a personal construct) and within these personal constructs, the learner makes sense of their learning situation (Stacey 1998). From the constructivist view, the teacher negotiates meaning with the learner through reflection, dialogue, guidance and feedback because the learner interprets ideas and constructs meaning based on pre-existing understandings (Candy 1991; Stacey 1998). Reflecting on my ‘being’ gives insight into the representational model of my personal constructs, of which my name is one. As a learner, this insight helps me interpret new information within a meaningful context. As a teacher, this insight informs me on how to engage with the students I teach.

Psychological profiling of Tasmanian police officers using the COPS

This thesis examined selection processes for police candidates, and the impact of police work on well-being. Results revealed that policing impacts negatively on psychological well-being over time, and that many aspects of the stereotypic 'police personality' are not a result of selection processes, but develop over time in the role.

Blended learning in a higher education multicultural environment

This thesis has two outcomes. First, it provides a detailed analysis of how international computing students experience a blended learning environment, identifying their perceptions of the new environment, perceptions of the use of ICT in their studies, preparedness and experiences in using ICT tools, and effective participation in ICT-mediated activities as critical aspects of teaching and learning environments that warrant particular attention by teachers of these students. The second outcome of this thesis is a set of pedagogical principles for the design and development of blended learning, contextualised in local and broader educational challenges typical of a multicultural student body, consistent with a globalised world.

Does self monitoring of blood blucose as opposed to urinalysis provide additional benefit in patients newly diagnosed with type 2 diabetes receiving structured education? The DESMOND SMBG randomised controlled trial protocol

Background
The benefit of self-monitoring of blood glucose (SMBG) in people with type 2 diabetes on diet or oral agents other than sulphonylureas remains uncertain. Trials of interventions incorporating education about self-monitoring of blood glucose have reported mixed results. A recent systematic review concluded that SMBG was not cost-effective. However, what was unclear was whether a cheaper method of self-monitoring (such as urine glucose monitoring) could produce comparable benefit and patient acceptability for less cost.

Methods/Design
The DESMOND SMBG trial is comparing two monitoring strategies (blood glucose monitoring and urine testing) over 18 months when incorporated into a comprehensive self-management structured education programme. It is a multi-site cluster randomised controlled trial, conducted across 8 sites (7 primary care trusts) in England, UK involving individuals with newly diagnosed Type 2 diabetes.

The trial has 80% power to demonstrate equivalence in mean HbA1c (the primary end-point) at 18 months of within ± 0.5% assuming 20% drop out and 20% non-consent. Secondary end-points include blood pressure, lipids, body weight and psychosocial measures as well as a qualitative sub-study.

Practices were randomised to one of two arms: participants attend a DESMOND programme incorporating a module on self-monitoring of either urine or blood glucose. The programme is delivered by accredited educators who received specific training about equipoise. Biomedical data are collected and psychosocial scales completed at baseline, and 6, 12, and 18 months post programme. Qualitative research with participants and educators will explore views and experiences of the trial and preferences for methods of monitoring.

Discussion
The DESMOND SMBG trial is designed to provide evidence to inform the debate about the value of self-monitoring of blood glucose in people with newly diagnosed type 2 diabetes. Strengths include a setting in primary care, a cluster design, a health economic analysis, a comparison of different methods of monitoring while controlling for other components of training within the context of a quality assured structured education programme and a qualitative sub-study.

Misconceptions about density of decimals : insights from Indonesian pre-service teachers’ work

Extensive studies have documented various difficulties with, and misconceptions about, decimal numeration across different levels of education. This paper reports on pre-service teachers’ misconceptions about the density of decimals. Written test data from 140 Indonesian pre-service teachers, observation of group and classroom discussions provided evidence of pre-service teachers’ difficulties in grasping the density notion of decimals. This research was situated in a teacher education university in Yogyakarta, Indonesia. Incorrect analogies resulting from over generalization of knowledge about whole numbers and fractions were identified. Teaching ideas to resolve these difficulties and challenges in resolving pre-service teachers’ misconceptions are discussed. Evidence from this research indicates that it is possible to remove misconceptions about density of decimals.

Growth of pre-service teachers’ knowledge and teaching ideas about decimals and fractions : The case of Vivi

This paper discussed and analysed the growth of one pre-service teachers’ knowledge about decimals and fractions during a teaching experiment. Evidence of her progress is based on responses to written test and interview questions. This case shows with probing questions and appropriate teaching ideas, it is possible for a pre-service teacher with initially weak and fragmented knowledge about decimals and fractions to develop a meaningful knowledge about decimals and fractions. The stronger conceptual base provided by use of a concrete representation of decimals enabled Vivi to move away from reliance on memorised facts and rules and towards conceptually based explanations of ideas.

Understanding decimal numbers : a foundation for correct calculations

This paper reports on the effectiveness of an intervention designed to improve nursing students’ conceptual understanding of decimal numbers. Results of recent intervention studies have indicated some success at improving nursing students’ numeracy through practice in applying procedural rules for calculation and working in real or simulated practical contexts. However, in this we identified a fundamental problem: a significant minority of students had an inadequate understanding of decimal numbers. The intervention aimed to improve nursing students’ basic understanding of the size of decimal numbers, so that, firstly, calculation rules are more meaningful, and secondly, students can interpret decimal numbers (whether digital output or results of calculations) sensibly. A well-researched, time-efficient diagnostic instrument was used to identify individuals with an inadequate understanding of decimal numbers. We describe a remedial intervention that resulted in significant improvement on a delayed post-intervention test. We conclude that nurse educators should consider diagnosing and, as necessary, plan for remediation of students’ foundational understanding of decimal numbers before teaching procedural rules.