Information skills and the distance education student : an exploratory study into the approaches of Southern Cross University distance educators to the information needs of external students

This study unites the concepts of self-directed learning and information literacy in the external higher education environment. It asserts that many attempts by librarians at building better working relationships with distance educators have failed because the approaches of distance educators to the information needs of students are not adequately addressed. This exploratory and qualitatively based study examines the approaches of ten distance educators at Southern Cross University (SCU) to the information needs of their external students. It then makes recommendations based on these interviews which aim to improve relationships and co-operation between libraries and distance educators and to promote self-directed learning approaches by external students.

Evaluation of Australian undergraduate engineering management education for flexible delivery

This thesis examines issues in Australian undergraduate engineering management studies in the context of flexible learning delivery. It is proposed that, within an Australian context: a) the management skills and competencies required by graduate engineers can be determined and classified on a rational basis, permitting an educational focus on those elements most appropriate for graduates; and b) on-line and other computer-based technologies are a practical and effective method for the support of undergraduate engineering management studies. The doctoral project incorporates: • an examination of the nature of engineering management; • a review of the relevant literature establishing the importance of management studies in undergraduate engineering courses; • a review of historical and recent developments in Australian undergraduate engineering management studies; • an investigation of the management skills and competencies required by graduate engineers - based on original research; • an examination of flexible delivery of engineering education - based on professional practice experience; and • an evaluation of case studies of flexible delivery of engineering management education - based on original research and professional practice experience. A framework of ranked classified management skills is developed. Broadly, the ranking framework is generic professional skills, followed by general management skills and technical discipline specific management skills, followed by other professional discipline skills and theoretical skills. This framework provides a rational basis for design of undergraduate engineering management studies. This is supplemented by consideration of the management skills required for the future of engineering practice. It is concluded that undergraduate engineering management education is well suited to delivery and support by on-line and computer-based technology. Recent developments in improved access to the Internet, software systems for on-line collaboration and changes in copyright legislation to create a broad-based right to communication via on-line media have contributed to the facilitation of on-line delivery of teaching and learning. It is noted that though many on-line infrastructure issues have been satisfactorily resolved, higher level issues will emerge as being crucial, including the academic staff development and reward for operating in an online teaching environment and the financial sustainability of on-line development and delivery of courses.

Transitional issues of induction into design education for international undergraduate students : a case study analysis of architecture

The overarching aim of this paper is to present and discuss a collaborative undertaking between the School of Architecture and Building and the Academic Skills Unit at Deakin University, Australia in a programme called The Integrated Support Programme for Architecture. It does this in the following ways. It provides a justification for the setting up of an integrated programme for international architecture students. It describes the programme that was set up and outlines the reasons for collaboration between an academic School and an Academic Skills support services unit to prepare students both nationally and internationally as graduates of architecture. It then reports on a study undertaken to evaluate the programme in terms of student response and perception. Following this, it highlights directions for effective and strategic transition of past and present learning for international students. Using a case study analysis, the thrust of this paper is to advance knowledge and understanding of the pertinent issues related to international students either commencing or articulating into the professional course of architecture. It is envisaged that in this discussion matters may be raised for a strategic and effective transition of generic and internationalised learning for international students.

Who benefits most from participating in chronic disease self-management programs?

Objectives: To quantify the benefits that people receive from participating in self-management courses and identify subgroups that benefit most.
Research Design: People with a wide range of chronic conditions attending self-management courses (N=1,341 individuals) were administered the generic Health Education Impact Questionnaire (HEI-Q). Data were collected before the first session (baseline) and at the end of courses (follow-up) resulting in 842 complete responses. The median (interquartile range) age was 64 (54 to 73) years and most participants were female (75%). Outcomes were categorized as Substantial improvement (Effect Size, ES ≥ 0.5), Minimal/No change (ES -0.49 to 0.49) and Substantial decline (ES ≤ -0.5).
Results: On average, one third of participants reported substantial benefits after attending a self-management course. Proportions of participants reporting substantial benefits ranged from 49% in Skill and technique acquisition to 27% in Health service navigation. Stratification by gender, age and education showed that younger participants were more likely to benefit, particularly young women. No further subgroup differences were observed.
Conclusions: Given that the health of people with chronic diseases tends to decline, this evaluation is reassuring in that about one third of participants coming from a wide range of backgrounds receive substantial improvements in their self-management skills.

Finite element modeling of a generic stemless hip implant design in comparison with conventional hip implants

In this study, the finite element modeling and comparison of the stress and strain analyses were carried out for three different structures that are intact bone, stemless implant and stemmed one. Currently proposed stemless design studied here is the generic concept of stemless implant. This generic stemless implant reconstruction was numerically compared to the conventional stemmed implant and also to the intact bone as control solution. Two loading conditions were applied to the most proximal part of the models, while the most distal part was fixed for all degrees of freedom. The models were divided into two regions and studied along two paths of medial and lateral aspect. The results of this study showed that the stemless implant had less deviation from the control solution of the bone in all regions and in both loading conditions, comparing to the large deviation of the stemmed implant from the intact bone. However, it was shown that the fixation of this type of implant and its effect on sub-trochanter region must be carefully considered for designing the final product of any specific design of stemless implant.

Creative tensions? Creativity and basic skills in recent educational policy.

Recently, in response to sustained criticism about the standards driven curriculum, UK government agencies have been promoting creativity in schools. In this article we explore how creativity is being defined in current national educational policy statements; how these definitions relate to other theoretical work on creativity, and the implications for the curriculum and pedagogies.

Australian women learning information technology skills in the workplace

This thesis investigated gender, learning and equity within the context of women learning IT skills in Australian workplaces. The research identified women's training needs and responses when attending IT classes and found that many women in the workplace grapple with issues of social conditioning predicated on common perceptions of IT being aligned with a masculine culture.

Generic architecture in religious worship

The research established that the architectural outcome is often determined by functional needs of the denominational group and more importantly the way they experience transcendence: becoming either an outwardly visible, devoted sacred space or one that denies architectural expression and becomes an ostensible virtual sacred space.

Developing self-regulated learning skills in young students

This study generated multiple voices and multiple perspectives on how to develop self-regulated learning skills in young students. It provides schools with an effective professional development model, built around action research and a community of learners, that has a meaningful effect on teacher learning and fosters improvements in classroom practice.

Social skills training and childhood attention deficit hyperactivity disorder (ADHD)

This study implemented social skills training as an adjunctive to psychostimulant medication with a sample of 14 boys with ADHD, compared to a control group of 14 ADHD boys whose treatment consisted of psychostimulant medication only. Results indicated that social skills training provides additive effects on some aspects of social functioning, over and above those of medication only. Findings are discussed in terms of their contributions to the understanding and treatment of the social difficulties in childhood ADHD. Costs and benefits of this approach to treatment are also considered.