Internal and external imagery perspective measurement and use in imagining open and closed sport skills: an exploratory study

This study explored the measurement and use of internal and external imagery perspectives during imagery of open and closed sports skills. Participants  (N=41; male=23; female = 18), ages 14 to 28 (M=19.4 yr.; sD=3.1), who were recruited from undergraduate classes in human movement and physical education, and local sporting teams, completed the Imagery Use Questionnaire and then imagined performing eight common sports skills, four open skills and four closed skills, in a random order. Participants provided concurrent verbalisation during their imagery. Immediately after imagining each skill, participants completed a rating scale and retrospective verbalisation of imagery perspective use. Analysis indicated that the questionnaire gave a general imagery perspective preference but was not a strong predictor of imagery used on specific occasions. The three measures of imagery perspective were equivalent in imagining performing particular skills. Participants experienced more internal imagery than external imagery while imagining the eight sports skills, but there was no significant difference between perspective use on the open and closed skills.

Teachers and computers for secondary mathematics

In the first stage of a three-year study in which the effects of using computers for the teaching and learning of mathematics are being explored, a questionnaire was developed and administered to teachers of students in grades 7–10 in a representative sample of co-educational post-primary schools in Victoria, Australia. Using open and closed response formats, the information sought included data on the teachers' professional backgrounds, computer ownership and use, and their beliefs and practices in using computers for the teaching of mathematics. In this article, findings related to ownership, professional development, perceptions of technological skills, beliefs about the efficacy of computer use in mathematics, and data on how teachers are using computers for teaching secondary mathematics are presented and discussed.

Teacher attitudes and perceptions of primary school music education at independent schools in South Africa

As South Africa enters the new millennium and is currently in its second term of democracy, the question remains: is outcomes-based education preliminary the way forward for learners in South Africa. The new education system recognises the importance of arts education and specifically music education at the primary school level. This article focuses on music education at independent schools in Gauteng, South Africa. The reporting of this article is based on the author's doctoral thesis entitled "Outcomes-based music education in the foundation phase at independent schools in Gauteng, South Africa". The principal form of research was a questionnaire sent to music teachers at primary schools registered with the Independent Schools Council (ISC). The purpose of the questionnaires was to contribute to a study on teachers' perceptions, attitudes and opinions regarding music education and outcomes-based education. The questionnaire was divided into three main sections, namely: personal and professional details, outcomes-based education and general information. Both open and closed types of questions were employed. The questionnaire yielded both ambivalent views about the change of the education system as well as the inclusion of music as an area of learning within "Arts and Culture". It also identified current teaching trends and exposed areas of weakness that call for attention.

Computers for secondary mathematics: who uses them and how?

In the first stage of a three year ARC-funded study in which the effects of using computers for the teaching and learning of mathematics are being explored, a questionnaire has been developed and is being administered to a large number of students in grades 7-10 in a representative sample of co-educational post-primary schools in Victoria. Using open and closed response formats, the information sought includes: background and biographical details; data on computer ownership and use =96 frequency and mode/s =96 for mathematics learning at home and in mathematics classes; and beliefs about mathematics and the use of computers for learning mathematics. In this paper, the focus will be on some of the preliminary findings related to ownership and use of computers for learning mathematics at home and at school. In previous research, factors such as gender, socio-economic background, and ethnicity have been identified as contributors to inequitable mathematics learning outcomes. The questionnaire data will be analysed to examine if these and other factors are related to any inequities identified in student's access to computers and in how they use computers in their learning of mathematics. The results will be presented and pertinent implications discussed.

A review of the impact of different types of leading interview questions on child and adult witnesses with intellectual disabilities

Children and adults with intellectual disabilities have traditionally been considered poor witnesses because they are easily misled and produce less accurate information in interviews when compared with individuals without intellectual disabilities. However, witnesses’ levels of accuracy depend on the types of questions that they are asked, such as whether they are open or closed and whether they contain misleading information. In the current systematic review, we examined the literature investigating the different types of misleading questions commonly used in interviews, and their influence on the memories of adults and children with and without an intellectual disability. Thirteen articles that met inclusion criteria were reviewed. It was found that, compared with other question types, open and closed questions that presumed certain information to be true elicited the greatest number of errors in children and adults with intellectual disabilities compared with other question types. These findings reinforce the notion that the onus is on interviewers – particularly when interviewing vulnerable witnesses – to avoid leading questions that presume information that may not be true.

Freshwater influences on hydrology and seagrass dynamics of intermittent estuaries

Many temperate estuaries have intermittently open and closed mouths, a feature that is often related to intermittent freshwater input. These systems, often overlooked due to their small size, can have large hydrological variability over medium-term time scales.

This variability presents potential difficulties for estuarine species particularly where anthropogenic alterations to freshwater flows can cause large deviations from natural patterns of tidal influence and inundation of habitat.

Influences of natural and hydrological variability on seagrasses were examined in two central Victorian estuaries with anthropogenically-modified but naturally-intermittent freshwater flows and mouth openings. Comparisons were focused on differences between an estuary with artificially-augmented freshwater inflow and an adjacent system, in which the volume and timing of inflows were altered by a reservoir. Eight additional estuaries in the region were also used to provide a context for these two main sites.

Hydrological changes during the three-year field component were affected by the ending of a drought and then a major flood a year later as well as by ongoing anthropogenic flow reduction and augmentation. These influences on hydrology were associated with an initially high seagrass coverage that was substantially reduced and showed signs of recovery only in the system that was affected by lower inflows. Such influences and responses also changed seasonally but to a much lesser extent than the responses to stochastic climatic events.

Natural flows were intermittent and varied substantially between years. Flooding flows represented up to 89% of the long-term annual average flow. Water quality was broadly typical of the region, with the exception of low pH in some tributaries, especially those of Anglesea estuary. Anthropogenic changes to flow were most evident at times of low natural flows and resulted in longer and more frequent periods of zero inflow to Painkalac estuary and a continual base flow to Anglesea. This base flow, from ponds containing coal ash, neutralised waters flowing from upstream and increased conductivity, except at times of high natural flow.

A three-state conceptual model of the magnitude and variability of water levels, based largely on the degree of tidal influence was identified and quantitatively assessed for the two estuaries that were the main focus of the study. These states in turn had a large influence on the area and inundation of benthic habitat. Floods tended to open the mouths of estuaries, which then remained tidal given sufficient flow to overcome sedimentary processes at the mouths. Low and zero inflow was a precondition for closure of the mouths of the estuaries. When closed, differences in inflow resulted in different endpoints in salinity patterns. From an initial pattern similar to a classic ‘salt wedge’, Painkalac estuary, with reduced inflow, quickly destratified and gradually became more saline, at times hypersaline. Anglesea estuary, with augmented flow, tended to remain stratified for longer until becoming completely fresh, given a long enough period of closure.

Episodic changes in the water quality of the estuaries were associated with different components of the freshwater flow regimes. At high flows, fresh waters of low pH with a high metal load entered Anglesea estuary. Except during the largest flood, when the estuary was completely flushed, this water was neutralised at the halocline and resulting in precipitation of metals. High flows into Painkalac were associated with elevated concentrations of clay-sourced suspended solids. During a closed period, with zero flow, a release of sediment-bound nutrients triggered by anoxia was observed in Painkalac, followed by an algal bloom.

The large decline in seagrass extent that was observed in both estuaries was closely related to floods and the subsequent reductions in potential habitat associated with the tidal states that followed. Analysis of historical patterns of extent against rainfall records suggested that periods of drought and extended mouth closures were related to establishment and expansion of beds. This model was similar to that described for South African estuaries and contrasted with more-seasonal patterns reported for local marine embayments.

Rates of in situ decomposition of seagrass detritus showed a mix of seasonal and disturbance-driven patterns of change, depending on estuary. Variability of these rates on a scale of 100s of metres was typically not significant, but there were a few episodes that were highly significant. A negative correlation between decomposition rate and seagrass extent was also observed. A novel technique for assessing cellulose decomposition potential in sediment, adapted from soil science, proved to be a useful tool for estuarine research. Results from this component of the study highlighted both small-scale variability that was inconsistent through time, and also stable differences in decomposition potential between depths and estuaries that were consistent with differences in hydrological state and salinity.

Given the relative lack of knowledge about processes in intermittent estuaries, particularly those relating to changes in freshwater inflow, results from this study will be of value both locally and for similar systems elsewhere. Locally, it is likely that flow regimes to both Anglesea and Painkalac estuaries will be reduced, following closure of the mine power station at Anglesea and due to increased demand from the reservoir above Painkalac. There is potential to manage flows from each of these sources to minimise downstream effects. Regionally, and globally, there are many intermittent estuaries in areas with Mediterranean-type climates. It has been predicted that the climates of these regions will become drier but with an increase in intensity of storm events, both of which have ramifications for flow regimes to estuaries. It is hoped that results of this study will contribute to more informed management of intermittent estuaries in the context of these likely changes.

Principal led school improvement and teacher capacity building in the Barwon South Network : final report, May 2013

The period of interest for this report is the beginning of 2011 to the end of 2012. The period commenced when the Regional Network Leader of the Barwon South Network of schools in the Barwon South Region of the Department of Education and Early Childhood contacted the School of Education at Deakin University, Waurn Ponds Campus Geelong. The Regional Network Leader outlined a desire to engage with Deakin University to research a short-term-cycle model of school improvement to be implemented in the region. While the model was expected to be taken on by all schools in the region the research was limited to the 23 schools in the Barwon South Network with four schools to be investigated more closely for each of two years (2001 & 2012) – eight focus schools in total.

Many positive outcomes flowed from the implementation of short-term-cycle school improvement plans and their associated practices but there was wide variation in the nature and degrees of success and of the perception of the process. The research team asked the following questions of the data:

1. What aspects of the School Improvement Plan (SIP) approach were important for initiating and supporting worthwhile change?
2. What might we take from this, to provide guidance on how best to support change in teaching and learning processes in schools?

The School Improvement Plan (SIP) worked in a range of ways. At one level it was strongly focused on school leadership, and a need to improve principals’ capacity to initiate worthwhile teaching and learning processes in their schools. Underlying this intent, one might think an assumption is operation is that the leadership process involves top down decision-making and a willingness to hold staff accountable for the quality of their practice.

The second strong focus was on the translation into practice and the consequent effect on student learning, involving an emphasis on data and evidence led practice. Hence, along with the leadership focus there was a demand for the process of school improvement to reach down into students and classrooms. Thus, the SIP process inevitably involved a chain of decision-making by which student learning quality drove the intervention, and teachers responsible for this had a common view. The model therefore should not be seen as an intervention only on the principal, but rather on the school decision-making system and focus. Even though it was the principal receiving the SIP planning template, and reporting to the network, the reporting was required to include description of the operation of the school processes, of classroom processes, and of student learning. This of course placed significant constraints on principals, which may help explain the variation in responses and outcomes described above.

The findings from this study are based on multiple data sources: analysis of both open and closed survey questions which all teachers in the 23 schools in the network were invited to complete; interviews with principals, teachers and leaders in the eight case study schools; some interviews with students in the case study schools; and interviews with leaders who worked in the regional network office; and field notes from network meetings including the celebrations days. Celebrations days occurred each school term when groups of principals came together to share and celebrate the improvements and processes happening in their schools. Many of the themes emerging from the analysis of the different data sources were similar or overlapping, providing some confidence in the evidence-base for the findings.

The study, conducted over two years of data collection and analysis, has demonstrated a range of positive outcomes in at the case study schools relating to school communication and collaboration processes, professional learning of principals, leadership teams and classroom teachers. There was evidence in the survey responses and field notes from ‘celebration days’ that these outcomes were also represented in other schools in the network. The key points of change concerned the leadership processes of planning for improvement, and the rigorous attention to student data in framing teaching and learning processes. This latter point of change had the effect of basing SIP processes on a platform of evidence-based change. The research uncovered considerable anecdotal and observational evidence of improvements in student learning, in teacher accounts in interview, and presentations of student work. Interviews with students, although not as representative as the team would have liked, showed evidence of student awareness of learning goals, a key driver in the SIP improvement model. It was, however, not possible over this timescale to collect objective comparative evidence of enhanced learning outcomes.

A number of features of the short-term-cycle SIP were identified that supported positive change across the network. These were: 1) the support structures represented by the network leader and support personnel within schools, 2) the nature of the SIP model – focusing strongly on change leadership but within a collaborative structure that combined top-down and bottom-up elements, 3) the focus on data-led planning and implementation that helped drill down to explicit elements of classroom practice, and 4) the accountability regimes represented by network leader presence, and the celebration days in which principals became effectively accountable to their peers. We found that in the second year of the project, momentum was lost in the case study schools, as the network was dismantled. This raised issues also for the conduct of research in situations of systemic change.

Alongside the finding of evidence of positive outcomes in the case study schools overall, was the finding that the SIP processes and outcomes varied considerably across schools. A number of contextual factors were identified that led to this variation, including school histories of reform, principal management style, and school size and structure that made the short-term-cycle model unmanageable. In some cases there was overt resistance to the SIP model, at least in some part, and this led to an element of performativity in which the language of the SIP was conscripted to other purposes. The study found that even with functioning schools the SIP was understood differently and the processes performed differently, raising the question of whether in the study we are dealing with one SIP or many. The final take home message from the research is that schools are complex institutions, and models of school improvement need to involve both strong principled features, and flexibility in local application, if all schools’ interests in improving teaching and learning processes and outcomes are to be served.

A progress report on a prospective randomised trial of open and robotic prostatectomy

A randomised trial of robotic and open prostatectomy commenced in October 2010 and is progressing well. Clinical and quality of life outcomes together with economic costs to individuals and the health service are being examined critically to compare outcomes.

Investigating and understanding CO2 levels in school classrooms

 It is a reported fact that a high CO2 concentration is a problem in school classrooms. However, the mere reporting of such results stops short of investigating causes; understanding is often missing. Steady-state results are often used in situations where changes occur frequently, such as varying student numbers, opening and closing classroom doors and windows and changing weather conditions. We revisit the mass balance model commonly used to predict or track CO2 concentrations in enclosed spaces as these factors change over time under varying conditions. This has prompted the study in several classrooms of actual air exchange rates, student exhalation rates, room volumes and ventilation design. In these cases, student numbers, room ventilation conditions (open and closed doors), room volume and the CO2 concentration have been recorded throughout the day. By fitting the model equation to the data, unknown parameters such as actual air change rates and CO2 exhalation rates per student can be determined. Having verified that the data can be modelled, we can predict behaviour in other cases such as a realistic rate of CO2 increase. This allows designers to size classrooms and ventilation systems to achieve a desired CO2 characteristic for known usages while saving energy.

A national information infrastructure model for information warfare defence

Information infrastructures are an eclectic mix of open and closed networks, private and public systems, the Internet, and government, military, and civilian organisations. Significant efforts are required to provide infrastructure protection, increase cooperation between sectors, and identify points of responsibility. The threats to infrastructures are many and various, and are increasing daily: information warfare, hackers, terrorists, criminals, activists, and even competing organisations all pose significant threats that cannot be sufficiently dealt with using the current infrastructure model. We present a National Information Infrastructure model that is based on defence against threats such as information warfare.