The effects of e-simulation interview training on teachers' use of open-ended questions.

Teachers in many parts of the world are mandated reporters of child abuse and maltreatment but very little is known concerning how they question children in suspicious circumstances. Teachers (n=36), who had previously participated in a mock interview scenario designed to characterize their baseline use of various question-types when attempting to elicit sensitive information from children, were given online training in choosing effective questions. They engaged in simulated interviews with a virtual avatar several times in one week and then participated in a mock interview scenario. The amount and proportion of open-ended questions they used increased dramatically after training. The overall number of questions, and amount and proportions of specific and leading questions decreased. In particular, large decreases were observed in more risky yes-no and other forced-choice questions. Given that most teachers may feel the need to ask a child about an ambiguous situation at some point during their careers it is worthwhile to incorporate practice asking effective questions into their training, and the present research suggests that an e-learning format is effective. Additionally, effective questions encourage the development of narrative competence, and we discuss how teachers might include open-ended questions during regular classroom learning.

Guidelines for teachers to elicit detailed and accurate narrative accounts from children

This paper provides interview strategies for teachers who talk to children about serious events, including bullying, truancy, and suspected maltreatment. With regard to the latter, teachers are among the largest group of professionals reporting child abuse, but also tend to evince low substantiation rates. We review research on best practice interviewing, with a focus on its application in school settings. Interview phases are described chronologically, with interview excerpts included for illustrative purposes. Gaps in knowledge about the appropriateness of techniques are highlighted, and recommendations for future research specifically within the school setting are made. It is proposed that teachers receive basic training in best practice interviewing so that, when required, they can confidently ask about difficulties in children's lives while minimizing the potential for contamination of children's responses.

Adaptation to mandated restrictions on smoking in dining areas : results of an Internet survey

Objective : The study aimed to measure changes in dining behaviour associated with the introduction of smoking restrictions on July 1, 2001, to describe strategies adopted by smokers and non-smokers to adapt to the changes, and to describe some of the thoughts, feelings and beliefs underlying the adaptations that people make in response to the introduction of new restrictions.

Method : Data were collected in a longitudinal study with repeated measures of a total of 257 respondents before and after the introduction of the restrictions, using a questionnaire administered via the Internet. Data collection occurred on seven occasions between April 2001 and March 2002. In addition, a series of in-depth telephone interviews was conducted among a group of 31 smokers and non-smokers, who were interviewed once before and twice after the introduction of the bans.

Results : Dining patterns, dining frequency, restaurant choice and expenditure on a meal did not change among either smoking or non-smoking patrons following the introduction of the law. The majority of Victorians approved of smokefree dining legislation before its implementation, and agreement with the law increased sharply and significantly among both smokers and non-smokers immediately following the introduction of the policy, remaining at high levels for the duration of the study period.

Conclusions : These findings suggest there was rapid adaptation to and acceptance of the restrictions among both smokers and non-smokers, and are supported by evidence from other jurisdictions, both interstate and internationally, regarding the introduction of smokefree dining.

Motivation and coercion among mandated and voluntary drug treatment clients

Voluntary and mandated drug treatment clients were interviewed to investigate the role that motivation and perceived coercion had on their outcomes. The major findings were first, there were few differences between these two groups, and second, motivation was an important predictor of treatment outcome.

Teaching journalism students and regional reporters how to work with cultural diversity

This paper examines the effectiveness of a set of curriculum materials developed for a Reporting Diversity and Integration Project tailored for Australian journalists and journalism students. The materials take a problem-based learning (PBL) approach to a hypothetical case study that involves Muslim netballers being banned from competition because they want to wear headscarves during play. Deferring to ideas developed by Russian psychologist, Leo Vygotsky, we proposed a few ‘scaffolding’ strategies to support student learning. The material was trialed with 30 first-year Deakin University journalism students and 30 regional journalists. The responses showed that both groups felt the materials we added to the curriculum resources, which provided information on Muslim women and the headscarf, affected how they would write the story. They also thought it was important to provide this kind of information for readers. This paper argues that providing cultural information in an accessible format for students and journalists in newsrooms should be integral to education and training materials designed to improve media coverage of cultural diversity issues.

Sustainability reporting and non-reporters : understanding why companies do not produce sustainability reports

 This report explores the social and organisational factors that help to explain why some ASX200 listed companies, in selected industries, do not provide detailed and comprehensive stand-alone sustainabilty reports. 

The decision-making processes adopted by rurally located mandated professionals when child abuse or neglect is suspected

The reporting of suspected child abuse and neglect is a mandated role of medical doctors, nurses, police and teachers in Victoria, Australia. This paper reports on a research study that sought to explicate how mandated professionals working in rural Victorian contexts identify a child/ren at risk and the decisions they make subsequently.

Reporting usability defects-do reporters report what software developers need?

Reporting usability defects can be a challenging task, especially in convincing the software developers that the reported defect actually requires attention. Stronger evidence in the form of specific details is often needed. However, research to date in software defect reporting has not investigated the value of capturing different information based on defect type. We surveyed practitioners in both open source communities and industrial software organizations about their usability defect reporting practices to better understand information needs to address usability defect reporting issues. Our analysis of 147 responses show that reporters often provide observed result, expected result and steps to reproduce when describing usability defects, similar to the way other types of defects are reported. However, reporters rarely provide usability-related information. In fact, reporters ranked cause of the problem is the most difficult information to provide followed by usability principle, video recoding, UI event trace and title. Conversely, software developers consider cause of the problem as the most helpful information for them to fix usability defects. Our statistical analysis reveals a substantial gap between what reporters provide and what software developers need when fixing usability defects. We propose some remedies to resolve this gap.

Give us a fair go! Legal obstacles to reporting sport on the internet

As the Internet becomes a mainstream conduit for business and communication, it can no longer be referred to as a “ lawless frontier" (De Zwart 1999, 112). The laws that regulate this environment, however, are not always obvious, particularly to reporters who have to collect stories for online newspapers, which are facing competition from their traditional sources of information. This article uses a case study of on-line sport to examine the legal pitfalls facing journalists reporting on-line.

Whither management studies in Australian engineering undergraduate courses

In response to a perceived need for management studies in engineering
undergraduate courses, the Institution of Engineers, Australia (IEAust)
mandated a requirement for 10% of course content to be management
studies in Australia in 1991. In 1996 a major review of engineering
education in Australia recommended that the IEAust move from a course
accreditation regime based on prescribed inputs to one based on
demonstrated graduate attributes. In the move to the new accreditation
system the policy on management studies in engineering undergraduate
courses has become less definitive and more open to interpretation by
individual educational institutions. A survey of recent engineering
graduates suggests that those management skills most highly valued by
graduates were generic professional practice skills, and that more
opportunities to develop these skills in undergraduate studies would be
beneficial. Survey respondents suggested the inclusion in the course of
more real world examples of engineering management, including case
studies, hands-on activities, industry visits, more in-depth coverage of
topics, and presentations from practicing professionals.

The challenge of managing continence care in residential aged care settings : recommendations for research and practice

Incontinence-related problems are a major reason for placement in residential aged care facilities. Data from the Residential Classification Scale indicates that 86% of people in residential aged care facilities in Australia are dependent on others for bladder management, 77% require some support with bowel management and 78% require some support with toileting. In this paper, we present an overview of the literature on the issues that need to be considered for the management of incontinence in residential aged care settings. Based on this literature, we make recommendations for research and practice. Although residential care facilities are mandated to provide continence care, there is little research evidence on which to base care or to evaluate the effectiveness of current practices. Further research is required to address this gap in information to ensure delivery of residential aged care that meets the requirements of the Aged Care Act 1997.

Back from the brink: reclaiming `quality` in the pursuit of a transformative education agenda

Discussions about ‘quality’ and ‘quality assurance’ abound in contemporary Australian universities. Since 1992, the Australian federal government has ‘promoted’ and/or mandated the use of particular quality assurance mechanisms within higher education and in 2001 The Australian University Quality Agency began to conduct the first of a series of ‘audits’ aimed at determining how well particular institutions meet standards and achieve
outcomes overseen, at least indirectly, by government agencies.

Staff exercising 'choice': students exercising 'choice': wholly online learning at an Australian university

The paper examines the implementation of institutional policy relating to mandating wholly online study at the undergraduate level in an Australian higher education institution. The realities of the ‘choice’ provided to teaching staff in designing such units, and students in studying in this mode, are considered. Staff members’ design experiences are reported, and data collected through the surveying of students’ experiences in learning wholly online are analysed. The value students attributed to various aspects of the wholly online learning experience is outlined. Observations are made more generally about the uniqueness of wholly online teaching and learning environments in mandated contexts, and where policy and practice developments may evolve in the future.

Under-reporting of energy intake in the 1997 national nutrition survey

Aims To estimate the level of under-reporting of energy intake by gender, age, ethnicity and body size (normal, overweight, obese) in the 1997 National Nutrition Survey (NNS97) in New Zealand.
Methods Data were from 4,258 participants (1,808 men and 2,450 women aged 15 years and over) who completed the 24-hour diet recall; the primary methodology used in the NNS97. Under-reporting was assessed using the ratio of reported energy intake to estimated resting metabolic rate (EI: RMRest). Cut-off limits were used to identify percentages of under-reporters in the various subgroups.
Results Mean EI: RMRest was 1.40 for all participants (1.51 for men, 1.30 for women, p<0.001) with older age being associated with lower EI: RMRest (p<0.001). There were no significant differences in mean EI: RMRest between ethnic groups for men.
Mean EI: RMRest for women were: Maori 1.46, European 1.29, and Pacific 1.37 (p<0.01). A larger body size was associated with a significantly lower EI: RMRest especially for women.
Percentages of ‘definite’ under-reporters (individual EI: RMRest <0.9) were as follows: men 12%, women 21%; Europeans 16%, Maori 23% and Pacific 26%; normal weight (11%), overweight (19%) and obese (27%) participants; and from 10% in the youngest to 23% in the oldest age group (p<0.001 for all results).
Conclusion In this study, in agreement with the literature, women, older people and obese people under-reported more than men, younger people and non-obese people. Possible ethnic differences in under-reporting rates need further study. Care is needed in interpreting the energy intake data from the NNS97.

Thirty years into teaching: professional development, exhaustion and rejuvenation

Female primary school teachers are usually absent from debates about literacy theory and practice, teachers’ professional development, significant policy changes and school reform. Typically they are positioned as the silent workers who passively translate the latest and of course best theory into practice, whatever that might be and despite what years of experience might tell them. Their accumulated knowledges and critical analysis, developed across careers, remain an untapped resource for the profession. In this paper five literacy educators, three primary school teachers and two university educators, all of whom have been teaching around thirty years, reflect on what constitutes professional development. The teachers examine their experiences of professional development in their particular school contexts – the problems with top-down, mandated professional development which has a managerial rather than educative function, the frustrations of trying to implement the experts’ ideas without the resources, and the effects of devolved school management on teachers’ work and learning. In contrast, they also explore their positive experiences of professional learning through being positioned as teacher researchers in a network of early and later career teachers engaged in a three-year research project investigating unequal literacy outcomes.