Bridie McCarthy reviews Yvette Holt, Javant Biarujia and Martin Harrison

Book review of three books of Australian poetry

Using national input-output data for embodied energy analysis of individual residential buildings

Embodied energy (EE) analysis has become an important area of energy research, in attempting to trace the direct and indirect energy requirements of products and services throughout their supply chain. Typically, input-output (I-O) models have been used to calculate EE because they are considered to be comprehensive in their analysis. However, a major deficiency of using I-O models is that they have inherent errors and therefore cannot be reliably applied to individual cases. Thus, there is a need for the ability to disaggregate an I-O model into its most important 'energy paths', for the purpose of integrating case-specific data. This paper presents a new hybrid method for conducting EE analyses for individual buildings, which retains the completeness of the I-O model. This new method is demonstrated by application to an Australian residential building. Only 52% of the energy paths derived from the I-O model were substituted using case-specific data. This indicates that previous system boundaries for EE studies of individual residential buildings are less than optimal. It is envisaged that the proposed method will provide construction professionals with more accurate and reliable data for conducting life cycle energy analysis of buildings. Furthermore, by analysing the unmodified energy paths, further data collection can be prioritized effectively.

Social comparisons and negative affect as indicators of problem eating and muscle preoccupation among children

The present study examined the utilization of social comparison practices and the role of negative affect in predicting body dissatisfaction, problem eating, and muscle preoccupation among young children. Participants were 236 children aged between 8 and 10 years. Children's eating, exercising, and muscle concerns were examined using a modified version of the Children's Eating Attitudes Test (ChEAT), which included additional items pertaining to muscle bulk and exercising. Consistent with past findings, body mass index (BMI) was found to be the sole unique indicator of body dissatisfaction for both boys and girls. Utilization of social comparison practices with adults was the main unique indicator of the modified ChEAT factors for boys, while BMI was the main unique indicator of the modified ChEAT factors for girls. In addition, negative affect was associated with binging, food preoccupation, and social pressure to eat for boys and dieting and muscle preoccupation for girls. Findings are discussed in relation to previous studies with adolescents and adults.

The emergence of an online learning community in first year tertiary studies in psychology

The introduction of an online supported, resource based learning environment into a large, multi-modal first year psychology unit led to the spontaneous development of a small, but active, learning community. While off campus students were more active online contributors, many other students "observed" these interactions, not actively contributing but finding the discussion postings valuable to their learning. Overall, use and perceived value of the online communication facilities were related to how confident students were that they had an appropriate study strategy, with off campus and older students reporting greater confidence in their study approach. The results highlight that the nature and function of learning communities for large, multi-modal foundation units are quite different to those typically articulated in the literature and are worth further investigation.

Impacts of an online-supported, resouce-based learning environment: does one size fit all?

This paper reports on the use of an online, resource-based learning (RBL) approach in first year psychology at Deakin University. Differences between on- and off-campus students that emerged are examined in the context of the learning goals and study approaches of the two student groups and their attitudes to using computers. Unlike the on-campus students who were less positive about working with computers and reported confusion about how and what to study for the unit, the off-campus students reported feeling confident they had a good study strategy and were more positive about computers. The off-campus students also reported that they spent more time working with electronic resources and attached greater value to them. While all students valued the prescribed resources, the off-campus students found some of the optional, electronic resources valuable because they added to the learning experience. These students also reported greater use of the computer-mediated communication available as part of the online learning environment, and valued this functionality more highly than did the on-campus students. These findings highlight the need to take into account learner characteristics when designing learning environments that cater for individual differences and preferences. While online-supported RBL approaches have the potential to cater to the diverse needs of students, learning environments need to be designed, structured and delivered so the learning experience can be customized to the needs of different student cohorts, while preserving the overarching, pedagogical goals.

A biopsychosocial model for understanding body image and body change strategies among children

The present study was designed to assess the role of biopsychosocial factors in understanding body image concerns and cognitions and behaviors related to losing weight or increasing muscles among 507 children (270 girls and 237 boys) aged between 8 and 11 years. Biological, psychological, and sociocultural factors have been found to be relevant in understanding the development of body image concerns and weight loss strategies among children. However, these factors have not been examined together in a single study; thus, the relative influence of each factors and how these factors may interact is not known. In the current study, body mass index (BMI) was found to be a good indicator of girls' and boys' body dissatisfaction, while the main indicator of children's body change strategies was perceived pressure from parents, peers, and the media. Overall, there were more similarities than differences between girls and boys. The age between 8 and 11 years is a significant period to commence studying body image concerns and body change strategies, as it can be used to help us understand the emergence of gender differences in children's weight and muscle concerns.

Contemporary learning environments: designing e-learning for education in the professions

Designing e-learning environments for quality professional education is a challenge for education designers, as the continuing practice of simply moving courses online can be surprisingly disabling. We argue that as universities strive to educate for excellence in professional practice, design approaches for the e-learning components must be conceptualized in a broader view of a contemporary learning environment involving integrated virtual and physical dimensions. These are comprehensively considered in an integrated way to facilitate learning experiences providing an emphasis on grounded practice. Our paper considers learning environments in the service of a broader understanding of a professional "practicum." In providing the more flexible, immediate and evolving virtual experiences, e-learning as a feature must take account of a range of education design considerations we model in a framework of elements. These are outlined, and broader issues are illuminated through a comparative case analysis of educational technology developments at Deakin University in the two professional fields of teaching and journalism. The Education Studies Online (ESO) project and the HOTcopy newsroom simulation project exemplify elements of the approach recommended in addressing the challenges of quality professional education. We highlight the generative role of the education designer in adopting an integrative and strategic stance, when creating such environments. Implications for the selection and use of various e-learning resources and corporate e-learning systems become evident as we highlight the dangers of a returning "instructional industrialism" as we risk allowing courses to "move online", rather than moving towards proposed features of contemporary learning environments.

Developing professional expertise in the knowledge economy: integrating industry-based learning with the academic curriculum in the field of information technology

In response to the forces of globalization, organizations have had to adapt and even transform themselves. Universities have had to recognize the value of practical working knowledge developed in workplace settings, and promote the value of academic forms of knowledge making to the practical concerns of everyday learning. This paper presents a contemporary case of a designed professional curriculum in the field of information technology that situates workplace learning as a central element in the education of students. Key integrative dimensions are considered along with an analysis of the perspectives of teaching staff and students on the educational experience. (Asia-Pacific Journal of Cooperative Education, 2004, 5(2), 1-11)

Designing contemporary learning environments for excellence in public relations

Universities are striving to enhance the quality of the educational experience in the professions in response to external and internal pressures. The professional field of public relations (PR) is not immune to these forces. Previously, enhancements were often pursued through particular initiatives relating to curriculum, pedagogical or assessment redesign at the unit level. While such initiatives are valuable we argue for a strategic, integrated, programmatic approach. This requires the design of learning environments, with integrated virtual and physical dimensions, based on a relevant and meaningful curriculum, and student-centred approaches to learning. These learning environments enable quality learning in fields like public relations with diverse student cohorts studying on- and off-campus. The challenges involved in designing what we term ‘contemporary learning environments’ are illuminated through a case study of Deakin University’s Public Relations Program. Over the last three years redesigning PR online has led to changed curriculum, and pedagogical and assessment practices. We conclude by suggesting that a commitment to continuous quality improvement will be required to ensure the program’s learning environment remains relevant to the needs of students studying in the field.

A longitudinal study to explain stratiges to change weight and muscles among normal weight and overweight children

Previous research has indicated that both boys and girls strive for a slim body, with boys having an additional focus on a muscular body build. The current study was designed to evaluate the utility of a biopsychosocial model to explain body image and body change strategies among children. The study evaluated changes over time in body image and strategies to lose weight and increase muscles among 132 normal weight and 67 overweight boys (mean age=9.23 years) and 158 normal weight and 55 overweight girls (mean age=9.33 years). The predictive role of BMI, positive and negative affect, self-esteem and perceived sociocultural pressures to lose weight or increase muscle on body image and body change strategies over a 16 month period was evaluated. All participants completed the questionnaire on both occasions. The results demonstrated that both overweight boys and girls were more likely to be dissatisfied with their weight, place more importance on their weight, engage in more strategies to lose weight as well as perceive more pressure to lose weight. Overweight boys and girls were also more likely to report lower levels of self-esteem and positive affect, and higher levels of negative affect, and reported a reduction in their self-esteem over time. Regression analyses demonstrated that among overweight boys, low self-esteem and high levels of perceived pressure to lose weight predicted weight dissatisfaction; for overweight girls, weight dissatisfaction was also predicted by low levels of self-esteem. The implication of these findings in terms of factors contributing to the adoption of health risk behaviors among children is discussed.

Staff perceptions of the role of technology in experiential learning: a case study from an Australian university

This paper reports on a cross-disciplinary comparative study that examines the interplay between information and communications technologies (ICT) and experiential learning, in the context of seven fields of professional practice in undergraduate education. Our central claim is that academic teachers' framing of the meaning and nature of experiential learning shapes the actual and possible uses of ICT, in supporting the development of professional expertise in academic and workplace learning environments. Implicit in teaching conceptions and practices is an underlying view of the changing nature and conduct of the professions, and the requirements for effective entry level practice in relevant professional fields. The paper explores key indicators of ICT development and usage in supporting the creation of meaningful professional learning, and the design of integrated, coherent, professional learning environments.

The power of the 6 three model for enhancing academic teachers' capacities for effective online teaching and learning: benefits, initiatives and future directions

To gain the full educational benefits of the major new investments in corporate technologies supporting online teaching and learning it is argued that a strategic, systems based approach to academic professional development (APD) is required. Such an approach requires a clear view of the key areas of potential and enduring teaching and learning benefit which can be realised from online developments, including an understanding of the changing role of the academic teacher in higher education, the identification of the desired professional capacities to educate online, and the implementation of a number of coordinated initiatives to develop these professional capacities in order to engage constructively with the learning and technology opportunities. Based on previous work, we propose a 6three model of Academic Professional Capacities Development for effective APD of online teaching and learning. The model can help inform the actions of policy makers, executives and practitioners in ways that promote an authentic learning organisation.

Seeking industry perspectives to enhance experiential education in university-industry partnerships: going beyond mere assumptions

Setting up and running a program with an industry experiential learning component is based on certain core assumptions. A shared vision of what constitutes a satisfying placement is essential. In this paper we present findings from research into the operation of an Australian Bachelor of Business Information Technology program. In-depth interviews were held with 10 experienced industry sponsors/mentors and one member of a relevant professional body. Industry mentors identify pragmatic reasons for industry involvement in experiential learning programs. They identify some seven skills required of a good industry mentor, and report eight features of a meaningful/satisfying placement

Is more better? The relationship between outcomes achieved by problem gamblers and the number of counselling sessions attended

This paper addresses the question of how much intervention is necessary for the effective treatment of problem gambling by exploring the relationship between the number of counselling sessions attended and the degree of problem resolution achieved for 613 individuals who attended problem gambling counselling services in Victoria. While those who achieved partial or full resolution of presenting problems attended more sessions than those who finished counselling with their problems still unresolved, problems were typically reported as being resolved in fewer than five sessions. It is concluded that for some problem gamblers a relatively brief intervention may be sufficient.