Drivers display anger-congruent attention to potential traffic hazards

Previous research has suggested that angry drivers may respond differently to potential hazards. This study replicates and extends these findings. Under simulated driving conditions, two groups of drivers experienced conditions that would either increase angry mood (N=12; men =6) or not (control group, N =12; men=6). All drivers then performed a neutral drive, during which they encountered a number of traffic events not experienced in the initial drive. These included vehicles emerging from driveways into their path and jaywalking pedestrians. Subjective anger, eye-movement behaviour and driving behaviours (speed and reaction times) were measured as drivers drove. Subjective moods (Profile of Mood States) were assessed before and after each drive. Anger-provoked drivers reported reliably higher increases in angry mood when compared with the control group after the initial drive, and these increases remained stable across the subsequent neutral drive. During the neutral drive, anger provoked drivers demonstrated evidence of more heuristic style processing of potential hazards, with shorter initial gazes at less apparent hazards and longer latencies to look back at jaywalking pedestrians obscured by parked vehicles. Anger-provoked drivers also took longer to make corrective actions to avoid potential collisions. It is concluded that anger-provoked drivers may initially make more superficial assessments of certain driving situations and consequently underestimate the inherent risk.

Applied learning educators breaching boundaries storming barriers

This paper provides discussion of learning experienced by Applied Learning Educators in a workplace context where everyday teaching activities can involve undertaking unfamiliar tasks to the extent that the concept of ‘crossing boundaries’, or acting outside ‘comfort zones’ becomes ‘normalised’. This perspective arises from consideration of extensive interviews with Applied Learning Educators who work in the Victorian Certificate of Applied Learning (VCAL), a senior years’ pathway in Victoria. The pathway is available in settings of schools, Adult Community Education (ACE) and Technical and Further Education (TAFE) and designed to support the engagement of young people in education and their subsequent transition into further study or meaningful work. VCAL Educators use Applied Learning pedagogy in the development of curriculum content that promotes employability skills, connectedness to community and has grounding in student interests and needs. Subsequently student learning in VCAL occurs in and out of classrooms. Applied Learning Educators frequently navigate institutional boundaries in the process of negotiating and developing partnerships with industry and community organisations to enable learning to be undertaken in meaningful and relevant environments. In this paper Boundary Crossing is used as a concept for discussing the wide-ranging nature of VCAL educators’ everyday practice as they respond to the needs of the cohort and requirements of the curriculum. Collegial learning is considered using the notion of Communities of Practice.

Cloud-linked and campus-linked students’ perceptions of collaborative learning and design based learning in engineering

The aim of this paper is to analyse and present cloud- link as well as campus-linked students’ perceptions of collaborative learning and design based learning in engineering. Project oriented design based learning (PODBL) is a learning and teaching approach, where students learn through design activities while being driven by project(s). PODBL enhances cloud-linked and campus-linked students’ ability to acquire career essential skills that fulfill future industry needs. A paper-based survey is used to recognise a cohort of students' experience of collaborative learning and design based learning in engineering. The paper-based survey was given to 30 students from an engineering discipline. The quantitative analysis of the survey results shows that more than 50% of the students view collaborative learning to have a large benefit in design-based learning.

Prison rape : is it okay to make jokes about rape in prison?

The trivialisation of sexual violence through what passes as humour is much less common than it once was. Jokes about rape are not innocent, are not harmless fun, are not unconnected to the horrible crime they make light of. Their gradual marginalisation represents social change of real importance. But there is one last refuge of the rape joke in mainstream popular culture, and its continued presence reflects a shameful blind spot in our society. It is a joke which conceals a horrible and damaging reality which is somehow both a taboo topic and a truth universally acknowledged.

A picture that circulated widely on Facebook and other social media last year captures the horror in the humour. It is a picture of a man’s back, decorated with a huge image of an alluring, naked woman, with the man’s buttocks marked to look like breasts. The caption: This man had what he thought was the best tattoo in the world . . . until he went to prison. How can a gag about a man being anally raped while in prison be widely popular, seen as funny, a giggle to share? Were the prospective victim a child or a woman, or were the rape in almost any other setting, the reaction would surely be revulsion and anger. Jail rape, though, somehow remains funny.

Capacity-building in nonprofit organizations : Is there a blended learning paradigm for the sector?

Blended learning models are widely-used, successful training vehicles for e-learning and workplace training, in corporate as well as higher education environments. Increasingly, Web 2.0 applications, imbedded within blended learning models, are being recognized for their utility in these settings. Concern for the sustainability and relevance of nonprofit organizations has sharpened the interest in building effective capacity-building models for the sector. Can Web 2.0 technologies enhance capacity-building models in the Third Sector? Because blended learning is a remarkably adaptable and fluid model, its potential for transforming capacity-building models in the nonprofit sector is thought to be significant. This paper introduces the concept of transformational approaches to capacity-building and asks if blended learning paradigms that incorporate interactive next-generation technologies might strike a responsive chord in the sector. The authors present research to date on blended learning and capacity-building to lay the foundation for the introduction of one blended learning model for training and education in the nonprofit sector. While the authors suggest that blended learning, as it is evolving, is the key to driving innovation in capacity-building models, they recognize that tailoring blended learning to the audience is critical in achieving success. It is suggested that for optimal results, capacity-building efforts should be built on holistic approaches to the integration of individual self-actualization goals with mechanisms for organizational and sector empowerment, using the technologies imbedded with blended learning. © 2011 Springer-Verlag.

Learning theory for VET teachers

 Teaching in the VET sector is a complex and highly rewarding vocation. This book provides the reader with an in depth exploration of both the theory and the practice of teaching in this sector. Each chapter invites the reader to reflect on their own practice and offers practical examples and case stories to assist the teacher to develop their own professional expertise. The chapters have been written by highly acknowledged VET researchers and teachers and all the chapters have been reviewed by people with high levels of respect and credibility in the field.

This book provides the new teacher or trainee teacher with an overview of the VET sector in Australia and introduces the reader to some of the issues that are part of our VET environment. The book explores some of the dimensions of teaching and the diverse range of learners that are characteristic of any VET classroom, workshop or enterprise setting where teaching is taking place. The book also introduces the reader to some of the major learning theories that are relevant in VET and provides practical guidance on the implications of theory for VET practice.

High quality assessment is critical to the credibility of VET and the book includes a chapter where this controversial area is made accessible to the reader. Language Literacy and Numeracy are now an embedded feature of VET teaching and the chapter on this topic discusses different views of LLN and encourages the reader to interrogate their own skills and apply their learning to the their teaching. eLearning is increasingly part of VET teaching and this is discussed in detail. Similarly engaging with industry is fast becoming a significant part of the role of the VET teacher and the rationale and the practical and day to day implications for this development are explored.The act of teaching is investigated and this chapter brings together many of the themes raised elsewhere. Finally the reader is introduced to the benefits of reflective practice through an exploration of some of the ways that teachers can evaluate the effectiveness of their own teaching.

This book is a must for new teachers and a refreshing read for those already engaged in the field

Vascular access e-learning : the essentials

Objectives
Form a working group of renal vascular access nurses to develop peer reviewed, accessible, evidence based e-leaning modules related to vascular access principles and practice.

Key messages
Vascular access training and guidelines are often unit specific but the core principles of vascular access care are generally transferable. The vascular access e-learning module aims to utilize resources to minimize wasted time developing and keeping multiple individual vascular access training packages up to date.
Vascular access education is delivered from a variety of resources such as educators, senior staff and vascular access nurses. This e-learning module allows renal units the opportunity to provide a national learning package with general consensus on terminology and up to date evidence based practice.
Recently there has been a rise in the use of ultrasound to assess and perform image guided cannulation in vascular access to improve patient outcomes. There is only a small window of opportunity to provide education in ultrasound use. This module will provide education on this and other aspects of vascular access practices and patient care.

Implications for clinical practice
Implications include access to standardized learning packages based on current evidence based practice, eencouraging the utilization of new technology (e.g. Ultrasound observation and interpretation of results), reinforcing the underpinning knowledge of anatomy and physiology of vascular access, standardizing practice benefits to patients and nurses moving between dialysis units, improving accessibility by transitioning learning to smart phones and tablets and providing an opportunity for international collaboration related to vascular access e-learning concepts.

Organisational learning as an emerging process: the generative role of digital tools in informal learning practices

 Increasing attention is paid to organisational learning, with the success of contemporary organisations strongly contingent on their ability to learn and grow. Importantly, informal learning is argued to be even more significant than formal learning initiatives. Given the widespread use of digital technologies in the workplace, what requires further attention is how digital technologies (eg, massive open online courses—MOOC) enable informal learning processes. Drawing from Complex Adaptive Systems (CAS) theory, in this paper we advance a conceptual model for examining this important topic. The two dimensional matrix and the micro-level description of informal learning activities presented provide a framework for both further research on technology-mediated practices for informal learning, as well as the design of formative contexts for learning to occur.

Supporting healthy communities through sports and recreation programs

There is some evidence, in the form of critical descriptions of programs and systematic reviews, on the benefits to Aboriginal and Torres Strait Islander communities from participation in sport and recreational programs. These include some improvements in school retention, attitudes towards learning, social and cognitive skills, physical and mental health and wellbeing; increased social inclusion and cohesion; increased validation of and connection to culture; and crime reduction.Although the effects of sports and recreation programs can be powerful and transformative, these effects tend to be indirect. For example, using these programs to reduce juvenile antisocial behaviour largely work through diversion, providing alternative safe opportunities to risk taking, maintenance of social status, as wellas opportunities to build healthy relationships with Elders and links with culture.Although Indigenous Australians have lower rates of participation in sport than non-Indigenous people, surveys suggest that around one-third of Indigenous people participate in some sporting activity (ABS 2010). That makes sports a potentially powerful vehicle for encouraging Indigenous communities to look at challenging personal and community issues.Within Indigenous communities, a strong component of sport and recreation is the link with traditional culture. Cultural activities such as hunting are generally more accepted as a form of sport and recreation than traditional dance. Therefore sport and recreation are integral in understanding ‘culture’ within Indigenous communities, as well as highlighting the culture within which sport and recreation operate.

101 Ways to Save Money on Your Tax - Legally! 2012 - 2013

Do you ever wonder if you're getting everything you're entitled to when tax time rolls around—but perhaps you don't know where to start to find out if that's the case? With 101 Ways to Save Money on Your Tax, you can start here. Financial expert and award-winning accountant Adrian Raftery shares proven tips and advice for minimizing your debt and maximizing your return. With this invaluable guide, you'll learn safe ways to spend your refund, what to do if you are audited, things to look for when purchasing a property, what to remember when buying shares, and how to avoid common mistakes in business. Reveals tax tips and bonus resources to help manage your tax affairs all year round so you can get the best possible return Features fully updated advice for the 2012-2013 tax year, including the latest changes from the May 2012 budget Delves into key areas such as handling taxes for investment properties and share portfolios Covers tax topics that involve superannuation, business, employment, education, and much more

Engineers' professional learning: a practice-theory perspective

With the increasing challenges facing professional engineers working in more complex, global and interdisciplinary contexts, different approaches to understanding how engineers practice and learn are necessary. This paper draws on recent research in the social sciences from the field of workplace learning, to suggest that a practice-theory perspective on engineers' professional learning is fruitful. It shifts the focus from the attributes of the individual learner (knowledge, skills and attitudes) to the attributes of the practice (interactions, materiality, opportunities and challenges). Learning is thus more than the technical acquisition and transfer of knowledge, but a complex bundle of activities, that is, social, material, embodied and emerging. The paper is illustrated with examples from a research study of the learning of experienced engineers in the construction industry to demonstrate common practices – site walks and design review meetings – in which learning takes place.

Hierarchical Bayesian models of subtask learning

 The current study used Bayesian hierarchical methods to challenge and extend previous work on subtask learning consistency. A general model of individual-level subtask learning was proposed focusing on power and exponential functions with constraints to test for inconsistency. To study subtask learning, we developed a novel computer-based booking task, which logged participant actions, enabling measurement of strategy use and subtask performance. Model comparison was performed using deviance information criterion (DIC), posterior predictive checks, plots of model fits, and model recovery simulations. Results showed that although learning tended to be monotonically decreasing and decelerating, and approaching an asymptote for all subtasks, there was substantial inconsistency in learning curves both at the group- and individual-levels. This inconsistency was most apparent when constraining both the rate and the ratio of learning to asymptote to be equal across subtasks, thereby giving learning curves only 1 parameter for scaling. The inclusion of 6 strategy covariates provided improved prediction of subtask performance capturing different subtask learning processes and subtask trade-offs. In addition, strategy use partially explained the inconsistency in subtask learning. Overall, the model provided a more nuanced representation of how complex tasks can be decomposed in terms of simpler learning mechanisms.

Diffusing knowledge-based core competencies for leveraging innovation strategies: modelling outsourcing to knowledge process organizations (KPOs) in pharmaceutical networks

As pharmaceutical firms try to market their products and reduce costs, vertically integrated structureshamper innovation processes. Yet, pharmaceutical firms must innovate to compete. Outsourcing knowledgeintensive activities to knowledge process organizations (KPOs) serves to reduce innovation process obstacles.Grounded in diffusion theory and strategic management literature, this conceptual paper explores fourinterrelated strategic concepts: core competencies, economies of scale and scope, knowledge sharing,and learning. This paper claims that (a) accumulated core competencies of multinational pharmaceuticalcompanies (MPCs) erode over time and these companies become dependent on KPOs (b) MPCs mustunderstand how KPOs manage core competencies (c) economies of scope benefit KPOs enabling them tosustain competitive advantages for their MPC partners, meanwhile the benefits from economies of both scaleand scope shift from MPCs to KPOs (d) KPOs need to monitor their rate of learning to remain competitive.The paper identifies implications for industrial managers and directions for future research.

Teacher agency and participation in professional learning for new literacies

The proliferation of digital technologies is influencing the relational as well as the technological and meaning-making aspects of literacy learning. There is a renewed focus on student learning that promotes agency and enables new literacies mindsets. However a lack of clarity persists as to the form and content of effective professional learning for teachers of new literacies. Combining elements from various models of professional learning to foster teacher agency and participation mobilises transformed processes and conditions. This article draws on literature from the areas of new literacies, student agency and teacher professional learning to argue for approaches to teacher professional learning that support new literacy learning. It explores the characteristics of models of professional learning for teachers; describes a professional learning program offered to teachers of literacy; outlines a mixed methods research study in the form of a survey of participants engaged in the professional learning program; and analyses teacher perceptions of their experiences of professional learning and how key characteristics influenced their learning.

Stillness and movement: a bodily approach to photography

My paper will address both Duration and temporality of the ‘still’ imageand Sensorial and bodily experience of photography through a discussion of a recent body of work ‘Fly Rhythm’, a series of photographs and video works exhibited in a gallery context.By acknowledging the inter-relationship between the body and the camera my project seeks to challenge a perceived separation between performance and photography. Fly Rhythm was conceived through a performative somatic process. Through using a custom made camera I was able to negotiate time and space to create a visual drawing of movement and stillness together in photography. The resultant images are discussed as a notation of body movement – a record of bodily history enabled through a self imposed discipline of learning to read light.I initially constructed a human size camera to understand how photography works. Spending time inside observing the way light moves and affects the formation of sight is also a way of embodying the act of photography. I responded by making a bespoke camera that enabled light to be captured during extended periods while moving. My project is dependent upon a self-imposed discipline of intuiting light’s strength and erratic changes, a skill developed by making analogue prints while inside a camera obscura. Once I had developed an ability to read light’s changes and gain an understanding of camera mechanics I made durational recordings moving through the landscape on Bruny Island Tasmania and industrial sites in Melbourne, photographs exhibited as part of Fly Rhythm. I will discuss these prints in context with the idea that light is a conduit through which past and present fuse together in a bodily act of photographing and processing images.I will explore durational aspects of photography by discussing light’s relative motion while taking photographs without using the viewfinder or composing images in the traditional way. Rather, the camera at the end of my arm is directed through how I read light therefore a choreography notated in the prints – a kind of body signatureMy practice enables a new the way of seeing, in a spontaneous hand held process creating a sense of embodiment. By analyzing process my paper will consider how the body together with analogue and 21st century digital technology coalesce cross-disciplinary practice combining visual art, performance and photographic disciplines.I also explored limitations of digital light in contrast with ‘natural’ light by a making a gamut of dissolving colour determined by the software based on two pixels. Projected into the ambient light ‘Glide’ is an 11minute durational work installed at the Substation Contemporary Art Space in Melbourne Australia.