Where in the world is room N101? Engaging with first year education students' experiences of transition

National reports on students’ experiences in their first year of tertiary study suggest that many students, particularly those coming directly from  secondary schools, find the transition into university life particularly difficult. These reports suggest that while many students find the experience to be a challenging hurdle others feel disengaged and unconnected to academic life. Reports also note that many students enter university with the expectation that their university experience should 'fit into their lives' rather than vice-versa.

Additionally, research indicates that successful transitional experiences for undergraduate students are critical in promoting effective learning habits, positive attitudes and openness to new knowledge. Establishing positive practices in the early days of the undergraduate course can enable students to utilise these experiences and knowledge as a part of their life-long professional habits. However, in order for this to occur, connections must be made, and relationships built, between students and their new peer groups and with the wider academic community. Connections must also be made between students' prior experiences and their new knowledge.

In light of the findings of recent research and reports, Deakin University has instituted a First Year Initiative to assist students in their transitions. Alongside and complementary to this, the Faculty of Education has developed a new three year Education Studies Major program which began this year.

In this paper, we discuss the ways in which the first two units of this new educational program aim to address some of the issues that students face when making the transition into university life. We see the implementation of the first two units as a 'pilot study' and while at this stage, evaluation of these units is only beginning, here we will consider some of the pedagogical strategies, resources, organisational structures and 'grounded' experiences that are being trialled as means to help students make the connections and take the first successful steps in their journey to becoming professional educators. Ways in which these new approaches aim to build important relationships between students, with staff and, as well, help them connect their prior experiences with new knowledge, will be considered in light of the literature on first year student transitions.

A scale-model room as a practical teaching experiment

A practical experiment is described which was used to help university students increase their understanding of the effect of construction methods and window design on passive solar heating and electrical heating. A number of one tenth scale model rooms were constructed by students and sited out-of-doors in the late autumn. The models were fabricated to mimic available commercial construction techniques with careful consideration being given to window size and placement for solar access. Each model had a thermostatically controlled electric heating element. The temperatures and electricity use of the models were recorded using data-loggers over a two week period. The performances of the models based on energy consumption and internal temperature were compared with each other and with predictions based upon thermal mass and R-values. Examples of questions used by students to facilitate this process are included. The effect of scaling on thermal properties was analysed using Buckingham’s p-theorem.

Room-temperature insertion of elemental tellurium into the Cspł-Br and -I bonds of α-bromo-and α-iodopinacolone

Pinacolyltellurium(IV) dihalides, (t-BuCOCH₂)₂TeX₂ (X ) Br (1b), I (1c)) and Ar(t-BuCOCH₂)TeCl₂ (Ar == 1-C₁₀H₇ (Np) (2a), 2,4,6-Me₃C₆H₂ (Mes) (3a)), are readily prepared at room temperature by the oxidative insertion of elemental tellurium into the C_sp³-Br or -I bond of the α-halopinacolone and by the reaction of ArTeCl₃ with the pinacolone t-BuCOCH₃. The bromides Np(t-BuCOCH₂)TeBr₂ (2b) and Mes(t-BuCOCH₂)TeBr₂ (3b) can be prepared by the addition of bromine to the telluride Ar(t-BuCOCH₂)-Te or of α-bromopinacolone to ArTeBr. Variable-temperature ¹H and ¹³C NMR of the separate signals for the o-Me groups in 3a,b indicate a very high barrier to rotation about the Te-C(aryl) bond. Crystal diffraction data for 1c, 2a-c, and 3b show that intramolecular 1,4-Te …O(C) secondary bonding interactions (SBIs) are retained even in the presence of bulky aryl groups and intermolecular Te …X SBIs are subject to electronic population and steric congestion around the Te(IV) center in the solid state.

Interventions for educating children who have attended the emergency room for asthma (Review)

Background: Asthma is one of the most common reasons for paediatric admissions to hospital, with substantial cost to the community. There is some evidence to suggest that many hospital admissions could be prevented with effective education about asthma and its management.
Objectives: To conduct a systematic review of the literature in order to identify whether asthma education leads to improved health outcomes in children who have attended the emergency department for asthma.
Search strategy: We searched the Cochrane Airways Group trials register, including MEDLINE, EMBASE, and CINAHL databases, and reference lists of trials and review articles.
Selection criteria: Randomised controlled trials or controlled clinical trials of asthma education for children who had attended the emergency department for asthma, with or without hospitalisation, within the previous 12 months. Data collection and analysis:Two reviewers independently assessed trial quality and extracted data. Study authors were contacted for additional information.
Main results: Eight trials involving 1407 patients were included, in all the education was provided by nurses or researchers. Compared to control (usual care or lower intensity education) education did not reduce subsequent emergency department (ED) visits [4 trials; relative risk (RR)= 0.87, 95% confidence interval (CI) 0.37 to 2.08], hospital admissions [5 trials; RR=0.74, 95% CI 0.38 to 1.46] and unscheduled doctor visits [5 trials; RR= 0.74, 95% CI 0.49 to 1.12). Each analysis showed evidence of heterogeneity among the studies (P<0.01). Subgroup analyses by the overall difference in scale of intervention between treatment and control groups (comprehensive programme versus information only) or the timing of the intervention/recruitment (early versus delayed) gave similar results to the main analysis and still revealed significant heterogeneity between trials. Authors' conclusions: On the basis of the published trials, there is no firm evidence to support the use of asthma education for children who have attended the emergency department for asthma as a means of reducing subsequent ED visits, hospital admissions or unscheduled doctor visits. Some trials appeared to show clear evidence of benefit, but reasons for differences between these and the negative studies is not clear. More research is required.

States, markets and communities : is there room for educational leadership?

This paper attempts a comparative analysis of classification and framing relationships as they are exemplified in the four papers presented in this Special Issue. In particular, it interrogates Bernstein's assertion that education is simply a relay for power relations external to it and examines approaches to educational leadership and administration that follow from such analysis. It is concluded that in different times and places power relationships external to education are often complex and contested, producing a variety of relays and attempts at classification and framing that serve differing interests and are articulated through policies containing significant internal contradictions. In such circumstances contingency and immediate local influence may affect the practice of educational leadership as well as offering scope for subversion, resistance, simulated consent and collective action. The possibility of a public pedagogy through which such complexities could be articulated is raised and its importance to the practice of educational leadership affirmed.

Engagement and learning through social software in finance : the trading room experience

The introduction of a social software blog space called “The Trading Room” in an undergraduate Finance unit for an assessment task generated a great deal of activity to support student learning. A subsequent evaluation of this pilot demonstrated that students perceived high value in the opportunity it provided for them to reaffirm theories, obtain individualized feedback and benchmark their work against others. Whilst assessment is generally seen as both the carrot and the stick of learning, and certification; students in the study reported that they would still participate in reading and posting to the “Trading Room” blog even if there was no assessment requirement! Additionally they did not see any value in the environment as a purely social space, reporting that they saw it primarily as a professional educational community. It would appear that just as there are different communities in the real world social space, there are also different types of communities in the online space. Context, structure and activity design, perhaps are the most important facets of online interaction for learning.

Iridescent structurally based coloration of eyespots correlates with mating success in the peacock

Gaudy plumage coloration is a widespread ornamental trait in birds and thought to be sexually selected. Although much attention has been devoted to structural coloration reflecting in UV, the signaling function of structural colors lacking UV reflectance and those that exhibit iridescence coloration are poorly documented. The train of the peacock (Pavo cristatus), a classical example of a sexually selected trait, is composed of iridescent structurally colored eyespots not reflecting in UV. Until today, the role played by the structural color of the eyespots in female mate choice has never been investigated using spectrometry. We measured eyespot coloration from a stationary angle (static coloration) and the change in coloration resulting from different angles (iridescent coloration). We assessed coloration with reflectance spectrometry, and we analyzed reflectance spectra using 2 methods. First, we extracted the reflectance spectra shape descriptors hue, brightness, and chroma. Second, we computed color and brightness contrasts signaled by eyespot feathers, taking peafowl color visual sensitivity into account. Iridescence was estimated by the maximal change for all parameters. Brightness was correlated with male mating success. The maximal change in color contrast was correlated with both the frequency of male visitation by females and male mating success. These results suggest that peahens can use both static and dynamic (i.e., iridescent) aspects of plumage structural coloration as signals to detect and choose their mates.

Reforms in the Bangladesh agriculture input sector : room for complacency?

Market-based reforms implemented in the agricultural input management system are often claimed to be one of the success stories in Bangladesh. Based on the findings of 154 surveys and 16 in-depth interviews with the stakeholders during 2003-2004, the paper found that although there have been some notable achievements, the reforms have not achieved their expected outcomes and more importantly, in cases where they have been achieved, their sustainability is in question. The paper discusses the underlying reasons for the success and the problems of the reforms and also offers some policy recommendations to resolve the gap between the expected and the achieved outcomes. In the context of increasing donor pressure for adopting market-based reforms, the findings are likely to have important implications for both the donors and other countries in South Asia.

The room that was

Wood, sensor, found office chair, DVD player and screen, spy-hole, carpet 1.9x2.5x7m. The ghost of a mad astormonk inhabits the space the viewer sits in. The Room That Was creates a new learning space for the improvement of the unco-operative body – a mobile mnemonia room. It is a place where the subject’s memory can be rendered to suit other points of view. The subject can be indoctrinated anytime, anywhere, and by any method inside the The Room That Was – especially designed for the dimensions of the average sized human body (astromonk – an incipient being). It is a mobile asylum for the European consciousness (much like Australia).

Deformation mechanisms in mg alloys and the challenge of extending room-temperature Plasticity

Magnesium alloys show promise for application in formed components where weight saving is an advantage. In most instances forming is carried out at elevated temperatures. However, there are considerable gains to be had if forming can be carried out under ambient conditions. The present article outlines some of the difficulties that lie in the way of achieving this objective. The underlying metallurgical characteristics of the issues are considered and means for overcoming them are discussed. It is concluded that a combination of microstructure and texture control remains a promising strategy.

The mnemonia room

"The Mnemonia Room places the viewer at the centre of a number of perspectives, their own and others. It invites the viewer into what looks like a benign space (a sauna), only to discover that the illusion of depth is false and that they are as much a part of the work as the astromonk trapped in the back of the room."