Oxygen uptake and heart rate during simulated wildfire suppression tasks performed by Australian rural firefighters

Objective: Australian rural fire crews safeguard the nation against the annual devastation of wildfire. We have previously reported that experienced firefighters identified seven physically demanding tasks for Australian rural fire crews suppressing wildfires. These firefighters rated the operational importance, typical duration, core fitness components, and likely frequency of the seven tasks. The intensity of these duties remains unknown. The aim of this study was to quantify the oxygen uptake (VO2), heart rate (HR) and movement speed responses during simulations of these physically demanding wildfire suppression tasks. Method: Twenty six rural firefighters (20 men, six women) performed up to seven tasks, during which time their HR and movement speed were recorded. The VO2 for each task was also calculated from the analysis of expired air collected in Douglas bags. Firefighters’ HR and movement speed were measured using HR monitors and portable global positioning system units, respectively. Results: The hose work tasks elicited a VO2 of 21-27 mL·kg-1·min-1 and peak HR of 77-87% age-predicted maximal HR (HRmax). Hand tool tasks were accompanied by VO2 of 28-34 mL·kg-1·min-1 and peak HR of 85-95%HRmax. Firefighters’ movement speed spanned 0.2 ± 0.1 to 1.8 ± 0.2 m·s-1 across the seven tasks. The cardiovascular responses in the hand tool tasks were, in most cases, higher (P<0.05) than during those elicited by the hose work tasks. Conclusions: The cardiovascular responses elicited during simulations of physically demanding wildfire suppression approximated those reported for similar tasks in urban and forestry fire fighting jurisdictions. The findings may prompt Australian rural fire agencies to consider cardiovascular disease risk screening and physical selection testing to ensure that healthy and fit firefighters are deployed to the fire ground.

Constructive alignment and the research skills development framework: Using theory to practically align graduate attributes, learning experiences, and assessment tasks in undergraduate midwifery

Midwifery educators have to provide students with stimulating curricula that teach academic and vocational content, as well as transferable skills. The Research Skills Development (RSD) framework provides a conceptual model that allows educators to explicitly scaffold the development of their students’ research skills. This paper aims to demonstrate the effective use of the RSD framework and constructive alignment theory to redesign a second-year Midwifery assessment task.The assessment task was changed into a scenario-based question to better reflect the unit learning objectives and expected graduate attributes. Students were provided with extra time in class to explore the assessment task in a peer environment. Following the return of their assessments, students were asked to complete a questionnaire to evaluate the effectiveness of the assessment redesign. We show that using a constructively aligned scenario-based assessment task in a second year unit more successfully articulated the expected graduate attributes of midwives. Qualitative and quantitative feedback suggested that students and staff appreciated a more clinically- relevant assessment task. This paper demonstrates that the use of the RSD framework to constructively aligngraduate attributes, learning experiences, and assessment tasks allows for the transformation of undergraduate assessment into a learning experience relevant to clinical practice.

Motion trajectory analysis for evaluating the performance of functional upper extremity tasks in daily living : a pilot study

Since 1998, tele-rehabilitation has been extensively studied for its potential capacity of saving time and cost for both therapists and patients. However, one gap hindering the deployment of tele-rehabilitation service is the approach to evaluate the outcome after tele-rehabilitation exercises without the presence of professional clinicians. In this paper, we propose an approach to model jerky and jerky-free movement trajectories with hidden Markov models (HMMs). The HMMs are then utilised to identify the jerky characteristics in a motion trajectory, thereby providing the number and amplitude of jerky movements in the specific length of the trajectory. Eventually, the ability of performing functional upper extremity tasks can be evaluated by classifying the motion trajectory into one of the pre-defined ability levels by looking at the number and amplitude of jerky movements. The simulation experiment confirmed that the proposed method is able to correctly classify motion trajectories into various ability levels to a high degree.

A collaborative development of quality mathematics assessment tasks to promote preservice teachers’ professional eye

The Mathematics Teacher Education Collective (MTEC) — a self-study group based at the University of British Columbia, Canada — collaborates to enhance our pedagogical practice in mathematics teacher education through analysing, constructing, and reflecting on variations to assessment tasks. The theoretical framework underlying the establishment of the MTEC is based on Lave and Wenger’s (1991) view of learning through a Community of Practice (CoP). “Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly” (Wenger-Trayner, 2011, http://wenger-trayner.com/theory/). Three characteristics are viewed as crucial to the CoP: domain, community, and practice. The shared domain for MTEC is a commitment to gaining a deeper understanding of practice as mathematics teacher educators. In particular, as members we are interested in better understanding the role and development of tasks for learning to teach mathematics. As a community MTEC engages “in joint activities and discussions, [that] help each other, and share information” (Wenger-Trayner, 2011, http://wenger-trayner.com/theory/), with the goal to build relationships that provide members with opportunities to learn from one other. MTEC members are practitioners in the field. The success of the MTEC is based on the sharing, evaluation and critical reflection of assessment tasks and pedagogical approaches refined by the CoP.