Speaking as 'other'

As a child of Chilean migrants I have always felt a strong affinity with the displaced and vulnerable. It would be as difficult to change this as it would be to change my place of birth for this is my inheritance. By this i mean the physics of who I am - woman, non- white, Chilean born; the social milieu and economic conditions that I was born into - Catholic and working class; and the politics that i have adopted - a commitment to social and political reform.

New approaches for adding value to paper and other substrates

This paper describes research into three different but interrelated technologies that can add value to commodity printing substrates by taking advantage of developments in synthetic chemistry, materials science and plasma physics. These investigations have been conducted in a Cooperative Research Centre (CRC) in Australia, called CRC Smartprint. Research into ink receptive coatings based on pigments possessing a positive surface charge has led to coatings that display improved resolution and colour saturation compared with silica based formulations. Although silica exhibits a high level of liquid absorption, it has relatively poor affinity for dye molecules contained in ink-jet ink. The second development involves the use of plasma enhanced chemical vapour deposition at atmospheric pressure to change surface functionality with particular emphasis on absorptive and printing properties. Thirdly, the development of a prototype labelling system based on the application of electrochromic conductive polymer to a flexible substrate that responds to electrical stimuli is discussed. Taken together, these three developments illustrate how both impact and non-impact printing technologies can be judiciously used to apply not only improved visual imagery to paper and paperboard, but also have the potential to enable printing of micro-electronic circuitry directly onto packaging materials, or onto labels that will enable a wide range of improved tracking, security and marketing functions to be incorporated cost-effectively into packaged goods in future.

Teaching undergraduate physics: changing practices in Australia and Vietnam

The study found that notwithstanding some similarities, the teaching and learning of undergraduate physics in three Vietnamese universities and three Australian universities is significantly different in many aspects of practice. The differences in undergraduate teaching and learning of physics in particular and of other university courses in general arise mainly from differences in education systems, cultures, expectations, the views of quality and knowledge, the state of the respective economies, and the school infrastructures between the two countries.

How online learning in an engineering-physics course helped us flip the classroom

Distance education has developed in the past 25 years or so as a way of supplying education to people who would not have access to local college education facilities. This includes students who live in remote regions, students who lack mobility, and students with full-time jobs. More recently this has been renamed to "online learning". Deakin University in Australia has been teaching freshman engineering physics simultaneously to on-campus and online students since the late1990's. The course is part of an online Bachelor of Engineering major that is accredited by the Institution of Engineers Australia.* In this way Deakin answers the call to provide engineering education "anywhere, anytime."**The course has developed and improved with the available educational technology. Starting with printed study guides, a textbook, CD-ROMS, and snail-mail, and telephone/email correspondence with students, the course has seen the rise of websites, online course notes, discussion boards, streamed video lectures, web-conferencing classes and lab sessions, and online submission of student work. Most recently the on-campus version of the course has shifted from a traditional lecture/tutorial/lab format to a flipped-classroom format. The use of lectures has been reduced while the use of tutorials and practical exercises has increased. Primary learning is now accomplished by watching videos prepared by the lecturer and studying the textbook.Offering this course for several years by distance education made this process considerably easier. Most of the educational "infrastructure" was already in place, and the course's delivery to a non-classroom cohort was already established. Thus many elements of the new structure did not have to be produced from scratch. Improvements to the course website and all the course material has benefited all students, both online and on-campus.The new course structure was delivered for the first time in 2014, has run for two semesters, and will continue in 2015. Student learning and performance is being measured by assignment and exam marks for both on-campus and off-campus students. Students are also surveyed to gauge how well they received the new innovations, especially the video presentations on the lab experiments. It was found that student performance in the new structure was no worse than that in the older structure (average on-campus grades increased 10%), and students in general welcomed the changes. Similar transitions are being implemented in other courses in Deakin's engineering degree program.This presentation will show how physics is taught to online students, outline the changes made to support flipping the on-campus classroom, and how that process benefited the off-campus cohort.