An energy-autonomous home in Melbourne - myth or reality?

Energy-autonomous buildings are possible. Completely energy self-sufficient houses can be found, for example, in Europe. If it is possible to cover the entire energy demand of a household from only renewable energy generated on site in a central European climate, what is required in a temperate climate, typical of southern Australia? This paper describes an investigation to broadly assess the technical, practical and financial feasibility of energy-autonomy for a hypothetical suburban house in Melbourne, Victoria. The findings firstly demonstrate the importance of reducing energy demand by using passive solar building strategies and energy efficient appliances to reduce demand to a reasonable level. The paper then discusses four scenarios and combinations of technologies to meet this reduced demand. The three scenarios which give energy autonomy increase the capital cost of a typical house by between 15% and 3%, and there would be insufficient roof area to accommodate the solar technologies required in two of the scenarios investigated. It is therefore concluded that while the goal of energy autonomy is technically feasible, it is not likely to be financially or practically acceptable. A fourth scenario of an energy-exporting house was also investigated and is shown to be a much more attractive option.

Alien TV channel changing SFX

A sound effect designed on a sound generator, which evokes the sound of TV channel changing on an alien TV.

Primary science education : reality or myth

Amidst an international call for a re-formed and re-envisaged science education agenda, the actual state of teaching science in primary schools is still much the same as it was 15 years or more ago. Whilst much research has provided insights into possible approaches for primary science education, we still find ‘blockers’ to a fully implemented science curriculum in schools. Pre-service teachers, as part of their assessment in a science education unit, interviewed primary teachers and asked the reason behind the approach to science in schools. The responses were varied, with some schools and teachers paying lip service to science education, whereas, in schools where science is a critical element of the curriculum, it is still mainly through the driving force of one enthusiastic teacher. This research will report on the aggregated responses from the surveys and attempt to identify possible ways forward, as suggested by data analysis.

Are parental concerns for child TV viewing associated with child TV viewing and the home sedentary environment?

Background
Time spent watching television affects multiple aspects of child and adolescent health. Although a diverse range of factors have been found to be associated with young people's television viewing, parents and the home environment are particularly influential. However, little is known about whether parents, particularly those who are concerned about their child's television viewing habits, translate their concern into action by providing supportive home environments (e.g. rules restricting screen-time behaviours, limited access to screen-based media). The aim of this study was to examine associations between parental concerns for child television viewing and child television viewing and the home sedentary environment.
Methods
Parents of children aged 5-6 years ('younger' children, n = 430) and 10-12 years ('older children', n = 640) reported usual duration of their child's television (TV) viewing, their concerns regarding the amount of time their child spends watching TV, and on aspects of the home environment. Regression analyses examined associations between parental concern and child TV viewing, and between parental concern and aspects of the home environment. Analyses were stratified by age group.
Results
Children of concerned parents watched more TV than those whose parents were not concerned (B = 9.63, 95% CI = 1.58-17.68, p = 0.02 and B = 15.82, 95% CI = 8.85-22.80, p < 0.01, for younger and older children respectively). Parental concern was positively associated with younger children eating dinner in front of the television, and with parental restriction of sedentary behaviours and offering sedentary activities (i.e. TV viewing or computer use) as a reward for good behaviour among older and young children. Furthermore, parents of older children who were concerned had fewer televisions in the home and a lower count of sedentary equipment in the home.
Conclusions
Children of concerned parents watched more TV than those whose parents who were not concerned. Parents appear to recognise excessive television viewing in their children and these parents appear to engage in conflicting parental approaches despite these concerns. Interventions targeting concerned parents may be an innovative way of reaching children most in need of strategies to reduce their television viewing and harnessing this parental concern may offer considerable opportunity to change the family and home environment.

Increased cardiometabolic risk is associated with increased TV viewing time

Purpose: Television viewing time, independent of leisure time physical activity, has cross-sectional relationships with the metabolic syndrome and its individual components. We examined whether baseline and 5-yr changes in self-reported television viewing time are associated with changes in continuous biomarkers of cardiometabolic risk (waist circumference, triglycerides, HDL-cholesterol, systolic and diastolic blood pressure, fasting plasma glucose, and a clustered cardiometabolic risk score) in Australian adults.


Methods: The Australian Diabetes, Obesity and Lifestyle Study (AusDiab) is a prospective, population-based cohort study with biological, behavioral, and demographic measures collected in 1999-2000 and 2004-2005. Noninstitutionalized adults aged >=25 yr were measured at baseline (11,247; 55% of those completing an initial household interview); 6400 took part in the 5-yr follow-up biomedical examination, and 3846 met the inclusion criteria for this analysis. Multiple linear regression analysis was used, and unstandardized B coefficients (95% confidence intervals (CI)) are provided.


Results: Baseline television viewing time (10 h·wk-1 unit) was not significantly associated with change in any of the biomarkers of cardiometabolic risk. Increases in television viewing time over 5 yr (10 h·wk-1 unit) were associated with increases in waist circumference (men: 0.43 cm, 95% CI = 0.08-0.78 cm, P = 0.02; women: 0.68 cm, 95% CI = 0.30-1.05, P < 0.001), diastolic blood pressure (women: 0.47 mm Hg, 95% CI = 0.02-0.92 mm Hg, P = 0.04), and the clustered cardiometabolic risk score (women: 0.03, 95% CI = 0.01-0.05, P = 0.007). These associations were independent of baseline television viewing time and baseline and change in physical activity and other potential confounders.


Conclusions: These findings indicate that an increase in television viewing time is associated with adverse cardiometabolic biomarker changes. Further prospective studies using objective measures of several sedentary behaviors are required to confirm causality of the associations found.

Student evaluation of teaching : keeping in touch with reality

Student evaluation of teaching is commonplace in many universities and may be the predominant input into the performance evaluation of staff and organisational units. This article used publicly available student evaluation of teaching data to present examples of where institutional responses to evaluation processes appeared to be educationally ineffective and where the pursuit of the ‘right’ student evaluation results appears to have been mistakenly equated with the aim of improved teaching and learning. If the vast resources devoted to student evaluation of teaching are to be effective, then the data produced by student evaluation systems must lead to real and sustainable improvements in teaching quality and student learning, rather than becoming an end in itself.

TV viewing behaviour among preschoolers : implications for public health recommendations

Excessive television (TV) viewing in early childhood has been associated with adverse cognitive and behavioural outcomes.[1-3] A recent review of the literature revealed that TV viewing in the formative pre-school years has also been linked with other health concerns including sleep difficulties, increased aggression, anxiety and obesity.[4] Given that early childhood is the time in which the foundations for future behaviours and habits are established and evidence shows that TV behaviours track from early childhood to adolescence,[5] it is not surprising that there has been much interest in determining an ‘appropriate’ amount of screen time for pre-schoolers. The aim of this paper is to review current recommendations around Australian pre-school children's TV use and the implications of these guidelines when we consider current data pertaining to young children's TV viewing behaviour.

Immersive interfaces for art education teaching and learning in mixed reality virtual and real world environments

Selected ubiquitous technologies encourage collaborative participation between higher education students and educators within a virtual socially networked e-learning landscape. Multiple modes of teaching and learning, ranging from real world experiences, to text and digital images accessed within the Deakin Studies Online learning management system and a constructed virtual world in which the user’s creative imagination transports them to the “other side” of their computer screens is discussed in this paper. These constructed environments support interaction between communities of learners and enable multiple simultaneous participants to access graphically built 3D environments, interact with digital artifacts and various functional tools and represent themselves through avatars, to communicate with other participants and engage in collaborative art learning. A narrative interpretative research approach was used to profile the 21st century higher education student learner, to investigate the lived experience and multiple art learning perspectives documented in student visual journal entries and art educator observations to ascertain if an e-technology rich augmented learning environment resulted in the establishment of more effective e-learning communities of practice.