National dance forum report

 The National Dance Forum aims to foster the artistic development of dance in Australia by providing a platform for discussion and engagement across the dance sector. Through a series of panels, keynote speeches, open forums and networking events, the 2013 National Dance Forum sought to increase the profile of Australian dance and to celebrate diversity and innovation across the industry.

The 2013 National Dance Forum was held at the Footscray Community Arts Centre, having moved from its 2011 location, Arts House. As in 2011, the participants for 2013 National Dance Forum included choreographers, dancers, independent artists, artistic directors, educators, researchers, dance producers and students. 177 individuals attended the 2013 Forum, with many traveling from interstate/overseas to participate in the Forum and to attend Dance Massive events.
This evaluation for the 2013 National Dance Forum has been developed to evaluate the success of the event against its stated aims and to assist in targeting new opportunities and directions for future Forums.

This evaluation has undertaken an analysis of the relevancy and effectiveness of this forum for participants using evaluation questionnaires developed by the National Dance Forum and issued to all participants on the final day of the Forum. This evaluation collates and analyses the responses of 64 respondents in the areas of their own individual professional focus, their experiences as participants in the 2013 National Dance Forum including the strengths and weaknesses of the event, and the relevancy and effectiveness of the Forum for the Australian dance sector.

A qualitative evaluation of an intervention for parents of adolescents with mental disorders: the parenting challenging adolescents seminar

This qualitative study describes parents’ responses to a targeted and brief educational seminar (known as ‘Parenting Challenging Adolescents’), and provides recommendations for brief parenting interventions designed to engage adolescents in mental health treatment. The 2-h intervention was designed to assist parents who were concerned about their adolescents and in the identification of mental disorders. Participants were invited to attend the seminars conducted in a community setting on the basis of local advertising and promotion of the event with community health services and schools. Any parent of a young person aged 12–25 interested in the seminar material was eligible to attend. Sixteen parents completed measures of parent and youth mental health and family satisfaction and were also interviewed using semi-structured telephone interviews 4 weeks after the seminar. Interpretational phenomenological analysis of interviews suggested that most parents valued the chance to connect with others in similar situations and appreciated knowing about local services available for mental health disorders. Many parents also reported positive changes to communication and family dynamics following the seminar. Another common theme was an increased knowledge of mental disorders and appropriate treatments, along with the desire to receive more specific, targeted information. Overall the findings suggest that even a single session of educational material designed for parents may be useful, engaging and potentially encourage improved service usage for adolescents with mental disorders.

"Sometimes cathartic. Sometimes quite raw": Benefit and harm in an intimate partner violence trial

 Research on intimate partner violence (IPV) has increased over the past two decades, however empirical research on potential harm to participants is limited. The aim of this study was to assess whether 272 women involved in a general practice based IPV intervention trial (weave) reported more benefit or harm, whether this differed by intervention or comparison group, and what types of benefit and harm were reported. Feedback was obtained via adapted Consequences of Screening Tool, visual analogue scale and open-ended question in baseline, 6-month, 12-month and 24-month surveys (all participants), and semi-structured interviews (subset of 28 participants). Participants in both the intervention and comparison groups tended to respond positively on all quantitative items, although on a number of items, the intervention group responded even more positively. At 6 and 12 months, 51.1% and 54.7% of all participants, respectively, reported their quality of life as becoming better and over 40% of women at each time-point, indicated they felt more positive about themselves as a result of some aspect of their involvement in weave. 42% of all participants reported their home lives becoming less difficult. In qualitative analyses, positive themes identified were altruism, value, evaluation of relationship, validation, self-awareness, empowerment, positive reinforcement, catharsis, motivation to seek help, and response to the research process. Negative themes identified were short-term emotional reactions, long-term emotional reactions, recall, retraumatization and minimization. Many participants indicated short-term negative emotions had been balanced by longer-term positive benefits. Further research is needed regarding characteristics and experiences of the small minority of participants who did not report positive benefit. © 2014 Elsevier Ltd. All rights reserved.

Developing professional attributes in critical care nurses using Team-Based Learning.

Australian nurses prepare for specialty practice by undertaking postgraduate theoretical and clinical education in partnership models between universities and hospitals. In our global healthcare system, nurses require advanced critical thinking and strong communication skills to provide safe, high quality patient care. Yet, few education programs focus on developing these skills. Team-Based Learning (TBL) is a specific educational strategy that encourages and rewards students to think critically and solve clinical problems individually and in teams. The aim of this study was to investigate critical care nursing students' perceptions and experiences of TBL after it was introduced into the second half of their postgraduate specialty course. Following Ethics Committee approval, thirty-two students were invited to participate in an extended response questionnaire on their perceptions of TBL as part of a larger study. Data were analyzed thematically. Postgraduate students perceived their professional growth was accelerated due to the skills and knowledge acquired through TBL. Four themes underpinned the development and accelerated acquisition of specialty nurse attributes due to TBL: Engagement, Learning Effectiveness, Critical Thinking, and Motivation to Participate. Team-Based Learning offered deep and satisfying learning experiences for students. The early acquisition of advanced critical thinking, teamwork and communication skills, and specialty practice knowledge empowered nurses to provide safe patient care with confidence.

International students in transnational mobility: intercultural connectedness with domestic and international peers, institutions and the wider community

International students’ connectedness with their peers, institutions and the broader community significantly affects their learning and wellbeing. It is important to understand their multiple desires for intercultural connectedness in order to nurture it. This paper analyses the motives and nature of international students’ intercultural connectedness. It is based on a study that includes more than 150 interviews and fieldwork with international students and staff from 25 vocational education colleges in Australia. Drawing on Blumer’s symbolic interactionism theory as a conceptual framework, the study found international students’ motivation to engage in intercultural connectedness is linked to not only their desire for respect and recognition for intellectual, cultural and linguistic capacities and diversities but also for employment aspirations. The research shows various dimensions in which intercultural engagement is seen to encompass not only empathy, sociability and equity but also employability. The findings suggest meaningful interaction is essentially bound to reciprocal learning.

Change in schools it’s more like sort of turning an oil tanker : creating readiness for health promoting schools

Purpose – The purpose of this paper is to add to the evidence of best practice in the implementation of the Health Promoting Schools (HPS) framework by examining the process of creating readiness for change in a large international school in South-East Asia. Using a settings-based approach and guided by readiness for change theory the data collected reflects which factors were most influential in the decision of the leadership team (LT) to adopt a comprehensive HPS model. It follows the process of creating readiness in the early stages of adopting a HPS approach and captures the critical factors effecting leader’s beliefs and support for the program. Design/methodology/approach – This research is a case study of a large pre-K-12 international school in South-East Asia with over 1,800 students. A mixed methods qualitative approach is used including semi-structured interviews and document analysis. The participants are the 12 members of the LT. Findings – Readiness for change was established in the LT who adopted a HPS approach. That is, they adopted a comprehensive model to address health-related priorities in the school and changed the school’s mission and accountability processes to specifically include health. Uncovering the reasons why the LT supported this change was the primary focus of this research. Building the motivation to change involved establishing a number of key beliefs three of which were influential in bringing about readiness for change in this case study. These included the belief that leadership support existed for the proposed change, a belief that there was a need for change with a clear discrepancy in the present and preferred operations in relation to addressing the health issues of the school and the belief that HPS was the appropriate solution to address this discrepancy. Research limitations/implications – Adopting a HPS approach is the first phase of implementation. Long-term research may show if the integrity of the chosen model is maintained as implementation continues. The belief construct of valence, that is, the belief that the change will benefit the change recipient, was not reliably assessed in this research. Further research needs to be conducted to understand how this construct is interpreted in the school setting. The belief construct of valence was not reliably assessed in this research. Further research needs to be done to understand how this construct fits in the school setting. Practical implications – This paper provides a promising example of how health can be integrated into the school’s Mission and Strategic Learning Plan. The example presented here may provide strategies for others working in the field of HPS. Originality/value – Creating readiness is an often over-looked stage of building sustainable change. International schools cater to more than three million students are a rarely researched in regards to health education. It is predicted that the numbers of students in international schools will grow to more than six million in the next ten years.

Job embeddedness: a multifoci theoretical extension

Integrating the expanding job embeddedness (JE) literature, in this article we advance a multifoci model of JE that is theoretically grounded in conservation of resources (COR) theory. From COR theory, we posit that employees' motivation to acquire and protect resources explains why they become embedded and how they behave once embedded. Our COR-based JE model highlights contextual antecedents that clarify how employees become embedded within different foci. Its multifoci theoretical lens also illustrates how different forms of work-focused embeddedness differentially affect work outcomes and how they interact with nonwork foci to influence those outcomes. Along with directions for further research, we further discuss theoretical and practical implications of our integrative formulation.

The impact of employee perceptions of training on organizational commitment and turnover intentions: a study of multinationals in the Chinese service sector

This study examines the impact of employee perceptions of training on organizational commitment, and the latter's relationship with turnover intentions. Structured equation modelling is conducted on survey data from 437 Chinese employees of five multinational enterprises operating in the Chinese service sector. The results of the survey are consistent with social exchange theory. They highlight the importance of training as a tool to enhance the affective organizational commitment of employees, and reduce turnover. The findings differ from that of previous studies in non-Chinese settings. No evidence was found to indicate that motivation to learn and the perceived benefits of training impact on the organizational commitment of employees. This may be explained by three factors: the involuntary nature of employee training, the limited career development opportunities on offer to local employees of multinational enterprises and the difficulty employees face in applying learnt skills given cultural differences. The implications for research and practice are discussed.

Oxytocin enhances the appropriate use of human social cues by the domestic dog (Canis familiaris) in an object choice task

It has been postulated that the neuropeptide, oxytocin, is involved in human-dog bonding. This may explain why dogs, compared to wolves, are such good performers on object choice tasks, which test their ability to attend to, and use, human social cues in order to find hidden food treats. The objective of this study was to investigate the effect of intranasal oxytocin administration, which is known to increase social cognition in humans, on domestic dogs' ability to perform such a task. We hypothesised that dogs would perform better on the task after an intranasal treatment of oxytocin. Sixty-two (31 males and 31 females) pet dogs completed the experiment over two different testing sessions, 5-15 days apart. Intranasal oxytocin or a saline control was administered 45 min before each session. All dogs received both treatments in a pseudo-randomised, counterbalanced order. Data were collected as scores out of ten for each of the four blocks of trials in each session. Two blocks of trials were conducted using a momentary distal pointing cue and two using a gazing cue, given by the experimenter. Oxytocin enhanced performance using momentary distal pointing cues, and this enhanced level of performance was maintained over 5-15 days time in the absence of oxytocin. Oxytocin also decreased aversion to gazing cues, in that performance was below chance levels after saline administration but at chance levels after oxytocin administration.

A comparison of participants with non-participants in a population-based epidemiologic study: the Melbourne Visual Impairment Project

PURPOSE: Adequate participation in population-based studies in essential to ensure that the sample is representative of the population under investigation. Participants may differ from non-participants on important variables such as age, sex socioeconomic status, and general health factors. The Melbourne Visual Impairment Project (Melbourne VIP) is a population-based study designed to increase understanding of the prevalence and severity of common ocular disorders affecting people 40 years of age and over. AIM: The aim of this study was to determine the potential for any non-response bias by comparing data from participants and non-participants of the Melbourne VIP. METHODS: Specific demographic and general variables were compared between the two groups. The variables included age, sex, education level, and social status. The reason for non-attendance was also recorded. RESULTS: A total of 3271 (83%) eligible residents from the 9 sample areas were screened; 46% males and 54% females. Language spoken at home was significantly associated with participation. Residents whose main language at home was not English were less likely to attend the screening centre. (OR: 0.60; CI: 0.44-0.81). The main reasons given for non-attendance by eligible residents were lack of interest (6%), too busy to attend (4%), personal illness (2%), and attend own eye specialist (2%). CONCLUSION: We believe these results will not impact significantly on the interpretation of gender and age-specific data from the Melbourne VIP.