Diabetes MILES - Australia (Management and Impact for Long-Term Empowerment and Success) : methods and sample characteristics of a national survey of the psychological aspects of living with type 1 or type 2 diabetes in Australian adults

Background Successful management of diabetes requires attention to the behavioural, psychological and social aspects of this progressive condition. The Diabetes MILES (Management and Impact for Long-term Empowerment and Success) Study is an international collaborative. Diabetes MILES-Australia, the first Diabetes MILES initiative to be undertaken, was a national survey of adults living with type 1 or type 2 diabetes in Australia. The aim of this study was to gather data that will provide insights into how Australians manage their diabetes, the support they receive and the impact of diabetes on their lives, as well as to use the data to validate new diabetes outcome measures.

Methods The survey was designed to include a core set of self-report measures, as well as modules specific to diabetes type or management regimens. Other measures or items were included in only half of the surveys. Cognitive debriefing interviews with 20 participants ensured the survey content was relevant and easily understood. In July 2011, the survey was posted to 15,000 adults (aged 18-70 years) with type 1 or type 2 diabetes selected randomly from the National Diabetes Services Scheme (NDSS) database. An online version of the survey was advertised nationally. A total of 3,338 eligible Australians took part; most (70.4%) completed the postal survey. Respondents of both diabetes types and genders, and of all ages, were adequately represented in both the postal and online survey sub-samples. More people with type 2 diabetes than type 1 diabetes took part in Diabetes MILES-Australia (58.8% versus 41.2%). Most respondents spoke English as their main language, were married/in a de facto relationship, had at least a high school education, were occupied in paid work, had an annual household income > $AUS40,000, and lived in metropolitan areas.

Discussion A potential limitation of the study is the under-representation of respondents from culturally and linguistically diverse backgrounds (including Aboriginal and Torres Strait Islander origin). Diabetes MILES-Australia represents a major achievement in the study of diabetes in Australia, where for the first time, the focus is on psychosocial and behavioural aspects of this condition at a national level.

Exploring potential success factors for procurement of privately financed infrastructure

Australia has joined many governments to adopt public-private partnership (PPP) as a major strategy for procuring infrastructure for decades. However, failures have occurred although the market has been considered to be a mature and sophisticated one. Failures have typically been traced back to inappropriate economic evaluation and a lack of value-for-money. In particular, a literature review has identified that there was no holistic consideration on the evaluation of procurement transactions of PPP projects. The transaction costs of PPPs were not handled properly. In this paper, theories of transaction cost economics are proposed for the purpose of such a holistic institutional economic evaluation. These theories are analysed in order to identify potential critical success factors for a strategic infrastructure procurement framework. The potential critical success factors are identified and grouped into a number of categories that match the theories of transaction cost economics. These categories include (1) Asset Specificity, (2) Organizational Capability, (3) Transaction Frequency, (4) Behavioural Uncertainty, and (5) Environmental Uncertainty. These potential critical success factors may be subject to an empirical test in the future. The proposed framework will offer decision makers with an insight into project life cycle economic outcomes needed to successfully deliver PPPs.

The roses of success

Sometimes success can be detrimental to learning while failure can be good. What appears as a disaster can often lay the foundations for future success.

Usually, educators and students focus on building confidence through successful completion of learning tasks, summarised by Vygotsky’s zone of proximal development. A positive feedback loop is established if learners are successful in mastering new ideas and skills. The problem is if teachers, trainers and instructors never challenge students to the fullest extent of their abilities, as this might also ensure overconfidence, slow progress and boredom.

We should not avoid the risk of failure; science is all about the possible risk of failure. Testable hypotheses have the potential to fail an experimental or computational test; ideas that are not testable are considered to be outside the realm of science. The occasional failure shows the limits and scope of an idea’s validity and enables us to advance scientific ideas.

There is a need to find the balance between challenge that extends students, and over-extension. The former results in greater and true confidence and ability, while the latter leads to catastrophic failure and crises of confidence. Education, like life and like all scientific endeavour is about taking responsible risks safely. When we cultivate the roses of success that grow from the ashes of disaster, we must not forget that roses have thorns, or that the occasional setback or failure is just as important for learning as a succession of successes.

Academic skills and beyond : a resource based approach to support student success in higher education

An increasingly diverse range of students are entering higher education, bringing with them a vast range of experiences, skills and pre-existing knowledge. However, approaches to increasing student participation (and therefore success) to date have focused on strategies aimed at supporting non-traditional students to “fit in”, rather than changing existing structures to accommodate their needs. This paper will outline a resource-based approach to student success, which capitalises on the resources and capacities existing within the student, within their performance of the student role and within the environment that surrounds their learning.
This paper will report on a study and propose a resource based approach to student success. Three main sites or domains are identified as a focus of this approach – intrapersonal resources, skills resources and environmental resources. These domains interact with each other to support student success, and three potential methods for implementing a resource based approach are highlighted in the spaces where they intersect. Pedagogical design, mapping and matching, and learning support all have a role in enabling both students and universities to make the most of their existing resources and develop new ones.

Striving for success or addiction? Exercise dependence among elite Australian athletes

Exercise dependence is a condition that involves a preoccupation and involvement with training and exercise, and has serious health and performance consequences for athletes. We examined the validity of a biopsychosocial model to explain the development and maintenance of exercise dependence among elite Australian athletes. Participants were 234 elite Australian athletes recruited from institutes and academies of sport. Thirty-four percent of elite athletes were classified as having exercise dependence based on high scores on the measure of exercise dependence. These athletes had a higher body mass index, and more extreme and maladaptive exercise beliefs compared to non-dependent athletes. They also reported higher pressure from coaches and teammates, and lower social support, compared to athletes who were not exercise dependent. These results support the utility of a biopsychosocial model of exercise dependence in understanding the aetiology of exercise dependence among elite athletes. Limitations of the study and future research directions are highlighted.

Bowel cancer screening : how do we measure success?

A key part of monitoring and evaluating any health intervention is to define what constitutes success for that intervention and how we would measure whether or not the intervention has achieved this success. This presentation will present an overview of the objectives of the National Bowel Screening Program and what data are needed to monitor the program’s success in meeting these objectives.

Habitat use throughout migration : linking individual consistency, prior breeding success and future breeding potential

1. Habitat use can influence individual performance in a wide range of animals, either immediately or through carry-over effects in subsequent seasons. Given that many animal species also show consistent individual differences in reproductive success, it seems plausible that individuals may have consistent patterns of habitat use representing individual specializations, with concomitant fitness consequences.

2. Stable-carbon isotope ratios from a range of tissues were used to discern individual consistency in habitat use along a terrestrial–aquatic gradient in a long-distance migrant, the Bewick’s swan (Cygnus columbianus bewickii). These individual specialisations represented <15% of the isotopic breadth of the population for the majority of individuals and were seen to persist throughout autumn migration and overwintering until aquatic habitats were no longer available.

3. Individual foraging specialisations were then used to demonstrate two consecutive carry-over effects associated with macroscale habitat segregation: consequences of breeding season processes for autumn habitat use; and consequences of autumn habitat use for future reproductive success. Adults that were successful breeders in the year of capture used terrestrial habitats significantly more than adults that were not successful, revealing a substantial cost of reproduction and extended parental care. Use of aquatic habitats during autumn was, however, associated with increased body condition prior to spring migration; and increased subsequent breeding success in adults that had been unsuccessful the year before. Yet adults that were successful breeders in the year of capture remained the most likely to be successful the following year, despite their use of terrestrial habitats.

4. Our results uniquely demonstrate not only individual foraging specializations throughout the migration period, but also that processes during breeding and autumn migration, mediated by individual consistency, may play a fundamental role in the population dynamics of long-distance migrants. These findings, therefore, highlight the importance of long-term consistency to our understanding of habitat function, interindividual differences in fitness, population dynamics and the evolution of migratory strategies.

Response to comment on "Illusions promote mating success in great bowerbirds"

Borgia et al. raise some questions about our recent study showing that great bowerbirds create visual illusions that are used in mate choice. We address them by providing further details about our methods and results. We also provide detailed descriptions of our geometric calculations to address their measurement and analysis questions.

Illusions promote mating success in great bowerbirds

Sexual selection studies normally compare signal strengths, but signal components and sensory processing may interact to create misleading or attention-capturing illusions. Visual illusions can be produced by altering object and scene geometry in ways that trick the viewer when seen from a particular direction. Male great bowerbirds actively maintain size-distance gradients of objects on their bower courts that create forced-perspective illusions for females viewing their displays from within the bower avenue. We show a significant relationship between mating success and the female's view of the gradient; this view explains substantially more variance in mating success than the strength of the gradients. Illusions may be widespread in other animals because males of most species display to females with characteristic orientation and distance, providing excellent conditions for illusions.

Measuring pathways to university : success factors in construction management education

Past research has shown that many students find navigating pathways from TAFE to university difficult. This paper proposes a framework for evaluating the success of the pathways. Student enrolled in higher education courses responded to a questionnaire on the nature of their experiences in VET and how this impacted on their decision to articulate to university. The survey covered a sample of three universities across Australia. The results showed that students generally had positive experiences, but that some pathways had better outcomes than others. The framework developed in this research is capable of identifying issue that lead to poor outcomes. The results indicate that matrix developed contained three factors that were good measures of the success of the pathways. The paper concludes by suggesting that universities need a greater awareness of the impact of pathways on identifying pipelines for their students.

The impact of strategy on business analytics success

Business analytics systems are an important strategic investment for many organisations and can potentially contribute significantly to firm performance. In this paper we develop a theoretical model, based on the resource-based view, that explains how business analytics capabilities lead to benefits. We argue that the type of strategy, represented as enterprise architecture, moderates the benefits achieved. Two case studies are then presented, each with a different type of strategy, and we explain how and why benefits were achieved from business analytics systems in each. We then identify the similarities and differences between the two case studies and discuss these using five dimensions that emerge from the case studies: strategic alignment, governance, people, organizational culture and data and technology infrastructure.

Learning to think, learning to learn : super teaching for super success

The early childhood years are a busy, exciting time. New discoveries, skills and competencies are a regular part of life for a young child. Early childhood teachers have the opportunity to optimise these amazing and important years. In this paper, I will discuss teaching strategies that can turn children’s possibilities into realities. The practices that will be discussed involve expanding thinking, problem-solving and developing hypotheses. These teaching strategies can build on children’s learning dispositions and their strengths and interests to put the ‘wow factor’ into learning.