Educational partnerships on-line: global collaborative learning through an on-line student exchange programme

Deakin University and the University of Calgary have used the internet to provide workplace-based learners with the possibility of a student exchange programme which does not disrupt their careers, lives or families.  The programmes involved in this on-line exchange were both developed in response to the needs of workplace learners and are representative of the role of universities in the field of life-long learning.  This paper describes the first phase of the exchange and discusses the shared pedagogical philosophies and shared implementation of on-line groupware which provided a rationale for the exchange.  The paper will explore the cross-cultural implications of the educational experience and the possibilities such an exchange opens up for life-long learners.

Heuristic approaches for multi-criteria optimisation in kidney exchange programs

The Kidney Exchange Problem (KEP) is an optimisation problem that was first discussed in Rapaport (1986) but has only more recently been the subject of much work by combinatorial optimisation re-searchers. This has been in parallel with its increased prevalence in the medical community. In the basic formulation of a KEP, each instance of the problem features a directed graph D = (V,A) . Each node i ∈ V represents an incompatible pair wherein the patient needs to trade kidneys with the patient of another incompatible pair. The goal is to find an optimal set of cycles such that as many patients as possible receive a transplant. The problem is further complicated by the imposition of a cycle-size constraint, usually considered to be 3 or 4. Kidney exchange programs around the world implement different algorithms to solve the allocation problem by matching up kidneys from potential donors to patients. In some systems all transplants are considered equally desirable, whereas in others, ranking criteria such as the age of the patient or distance they will need to travel are applied, hence the multi-criteria nature of the KEP. To address the multi-criteria aspect of the KEP, in this paper we propose a two-stage approach for the kidney exchange optimisation problem. In the first stage the goal is to find the optimal number of exchanges, and in the second stage the goal is to maximise the weighted sum of the kidney matches, subject to the added constraint that the number of exchanges must remain optimal. The idea can potentially be extended to multiple-objectives, by repeating the process in multiple runs. In our preliminary numerical experiments, we first find the maximum number of kidney matches by using an existing open source exact algorithm of Anderson et al. (2015). The solution will then be used as an initial solution for the stage two optimisation problem, wherein two heuristic methods, steepest ascent and random ascent, are implemented in obtaining good quality solutions to the objective of maximizing total weight of exchanges. The neighbourhood is obtained by two-swaps. It is our intention in the future to implement a varying neighbourhood scheme within the same two heuristic framework, or within other meta-heuristic framework.

Building global alliances for public health nutrition training

The purpose of this paper is to present a review of opportunities and challenges for future progress in building intercountry, regional, and global alliances for public health nutrition training. Drawing on experiences from developing, implementing, and evaluating public health nutrition training in Australasia, Europe, and the Middle East, suggestions are provided for building a network of global training activities. Opportunities are described in areas such as standardization of course competencies and registration schemes, resource sharing, student and trainer exchange programs, and professional development. Challenges are identified and options presented for building global alliances in public health nutrition training into the future.

Joint European masters awards in construction management and construction economics : a positive step for surveying education?

The Royal Institution of Chartered Surveyors (RICS) 5th European Conference in November 2004 focussed on enhancing collaboration at master's level in real estate education across Europe. In a context of increased global economic activity and increasing ties within the EU, there are benefits to business and to students in offering this type of educational provision. But is this paradigm true for construction economics (CE) and construction management (CM)? This paper examined the potential for collaboration and joint European awards in CM and CE. There is a political will for collaboration in HE based on economic drivers for the growth of the EU and changes are being implemented to enhance transparency and mobility for students. Professional bodies are expanding their European presence. Globalisation has resulted in greater opportunities for international real estate, and construction and there is growth in these sectors for practitioners. The difficulties with joint European collaboration are short course duration and the need to cover extensive subject matter. Other barriers are university structures, quality assurance procedures, costs and finances issues as well as IT, student services and support issues. The survey revealed that there are no RICS accredited CM / CE courses outside of the UK which inhibits collaboration. The sample was split in perceived demand for collaboration and the European focus within the courses is limited, as are field trips outside the UK. Student exchange on courses is rare. Generally there is a lag between the political will to greater student mobility and collaboration and the market, which is showing growth in multinational organisations and demand for pan European construction services and a professional body keen to deliver and support this growth. Within academia the barriers and current economic climate in HE preclude the widespread adoption of greater collaboration and development of joint awards, however this position may change.

Kiwi ACE

This study used a RCT to determine the efficacy of a school-based indicated preventive depression programme with adolescents identified as experiencing depressive symptoms. At one-year follow-up students had significantly improved scores effective across gender and ethnicity. Findings were supported by data from teachers and student focus groups.

Evolving epidemiology of injecting drug use-associated infective endocarditis: a regional centre experience

INTRODUCTION AND AIMS: Injecting drug use (IDU) is a major risk factor for infective endocarditis (IE). An understanding of the epidemiology of IE and IDU is vital for delivery of health care for this disease. Our aim was to examine the rates of IDU-associated IE (IDU-IE) in a single centre over the last 12 years. DESIGN AND METHODS: Retrospective analysis of two cohorts of consecutive patients (n = 226) admitted with IE from 2002 to 2013. Numbers of cases and rates of IE were compared between two cohorts (2002-2006 and 2009-2013). Rate ratios were calculated using Poisson distributions. Poisson regression was used to examine relationship over time. RESULTS: One hundred thirty cases of endocarditis were seen in the first observation period (6 IDU-IE) and 96 in the second observation period (15 IDU-IE). The estimated incidence rate of IE had fallen from 10.1 to 6.45 per 100, 000 person-years [rate ratio 0.64, 95% confidence interval (CI) 0.48, 0.85]. In contrast, the estimated incidence rate of IDU-E has risen from 0.48 to 0.79 per 100, 000 person-years (rate ratio 1.65, 95% CI 0.59, 4.57). Incidence rate regression suggests that the number of IDU-IE cases is expected to increase by a factor of 1.25 (95%CI 1.09-1.44) for each increase of 1 year. DISCUSSION AND CONCLUSIONS: Over the last decade, there has been a decrease in incidence rate and total number of cases of IE but a rise in rate and number of cases of IDU-IE. This may indicate increasing IDU or increased rates of endocarditis in intravenous drug users in this region. This finding may inform health-care planning in the area.

Polyhedral results for the Cardinality Constrained Multi-cycle Problem (CCMcP) and the Cardinality Constrained Cycles and Chains Problem (CCCCP)

In recent years, there has been studies on the cardinality constrained multi-cycle problems on directed graphs, some of which considered chains co-existing on the same digraph whilst others did not. These studies were inspired by the optimal matching of kidneys known as the Kidney Exchange Problem (KEP). In a KEP, a vertex on the digraph represents a donor-patient pair who are related, though the kidney of the donor is incompatible to the patient. When there are multiple such incompatible pairs in the kidney exchange pool, the kidney of the donor of one incompatible pair may in fact be compatible to the patient of another incompatible pair. If Donor A’s kidney is suitable for Patient B, and vice versa, then there will be arcs in both directions between Vertex A to Vertex B. Such exchanges form a 2-cycle. There may also be cycles involving 3 or more vertices. As all exchanges in a kidney exchange cycle must take place simultaneously, (otherwise a donor can drop out from the program once his/her partner has received a kidney from another donor), due to logistic and human resource reasons, only a limited number of kidney exchanges can occur simultaneously, hence the cardinality of these cycles are constrained. In recent years, kidney exchange programs around the world have altruistic donors in the pool. A sequence of exchanges that starts from an altruistic donor forms a chain instead of a cycle. We therefore have two underlying combinatorial optimization problems: Cardinality Constrained Multi-cycle Problem (CCMcP) and the Cardinality Constrained Cycles and Chains Problem (CCCCP). The objective of the KEP is either to maximize the number of kidney matches, or to maximize a certain weighted function of kidney matches. In a CCMcP, a vertex can be in at most one cycle whereas in a CCCCP, a vertex can be part of (but in no more than) a cycle or a chain. The cardinality of the cycles are constrained in all studies. The cardinality of the chains, however, are considered unconstrained in some studies, constrained but larger than that of cycles, or the same as that of cycles in others. Although the CCMcP has some similarities to the ATSP- and VRP-family of problems, there is a major difference: strong subtour elimination constraints are mostly invalid for the CCMcP, as we do allow smaller subtours as long as they do not exceed the size limit. The CCCCP has its distinctive feature that allows chains as well as cycles on the same directed graph. Hence, both the CCMcP and the CCCCP are interesting and challenging combinatorial optimization problems in their own rights. Most existing studies focused on solution methodologies, and as far as we aware, there is no polyhedral studies so far. In this paper, we will study the polyhedral structure of the natural arc-based integer programming models of the CCMcP and the CCCCP, both containing exponentially many constraints. We do so to pave the way for studying strong valid cuts we have found that can be applied in a Lagrangean relaxation-based branch-and-bound framework where at each node of the branch-and-bound tree, we may be able to obtain a relaxation that can be solved in polynomial time, with strong valid cuts dualized into the objective function and the dual multipliers optimised by subgradient optimisation.

Unsettling creativity: intercultural spaces, study abroad and internationlization beyond the curriculum

This chapter argues that short-term student Study Tours, coupled with preparatory and reflective classes on the home campus, are a more successful way of internationalizing the curriculum and promoting intercultural reflection than the more traditional, longer term student exchange. This is because taking students out of their comfort zones to travel overseas in a study intensive promotes greater ‘productive discomfort’ while supporting this process with classes on the home campus promotes its life changing effects.This chapter draws on two important Study Tours in Creative Writing and Creative and Commercial Entrepreneurship at Deakin University, Australia. The first is an outbound Study Tour to the United States and the second is an inbound Study Tour from India. These Study Tours foreground an important ‘unsettling’ of creativity that impacts on the students’ thinking and writing processes, and prepares them most effectively for their role as global citizens.

Technology student learning preferences and the design of flexible learning programs

The learning preferences of three hundred and thirty eight technology students enrolled in sub-degree programs at an Australian institution of Technical and Further Education were tested using the Canfield Learning Styles Inventory (CLSI). The results have been interpreted in a learning preferences framework and provide supportive evidence for the preferences factors of print-nonprint, collaborative, dependent,and autonomous learning identified by Sadler-Smith & Riding (1999). Although there search focussed on learning preferences the analysis also indicated support for the Wholist-Analytic cognitive style proposed by Riding & Cheema (1991). Gender differences were shown for the Interest subscales of the CLSI. Age-group differences were shown for several Conditions of Learning and Modes of Learning subscales. Implications for the design of training programs, and the skills that may need to be developed in technology learners to enable effective use of flexible delivery, are also discussed.

Student experiences of work placement in school-based vocational programs

Using a sample of 446 secondary students who had participated in a vocational education and training in school (VETiS) program, compares the experiences and perceptions of students who had undertaken a work placement with those who had not. Shows that students who had participated in work placement enjoyed the VETiS experience more than those who had not, and that the work placement had assisted them in their decision whether to stay at school or not. A factor analysis of results showed a factor associated with self-confidence about employability, and a factor associated with assistance in achieving specific post-school employment. Students who had completed a work placement were significantly higher on both these factors than students who had not. Results are consistent with other research in the field, and it is argued that the work placement experience plays a considerable part in developing student agency in the decisions and the journey that they make in their transition from school to work.

Broadening conceptions of curriculum for young people : reports from three student - teachers on exchange

Research reports prepared by three Australian preservice teachers Paula Shaw, Chris Sharp and Scott McDonald undertaking their teacher education practicum in Canada, form the basis of this paper. The reports provide critical insights into three aspects of education for young people in both Canada and Australia. They also provide critical insight into the ways in which a practicum research project, along with the opportunities afforded through an international experience, enabled the preservice teachers to broaden their understanding of the curriculum for young people, of issues relevant to the diverse needs of young people, and of themselves and their priorities as teachers. The preservice teachers investigated three topics: attempts to reduce homophobia in schools; the presence or absence of Aboriginal content in the school curricula in British Columbia and Queensland; and “schools-within-schools” as a means to meet the needs of diverse student populations. Linda Farr Darling from the University of British Columbia provides a response to the three reports.

Designing blended spaces to maximise student learning in work integrated learning programs

This paper describes a case study at a large metropolitan university in Australia where a range of technology-enabled blended spaces are used for interaction, communication and reflection between the work and university environments to enrich students' learning experiences during their work placement year. Blended space design requirements to maximise the learning experience of students undertaking work integrated learning are identified

Enriching interdisciplinary connections : student engagement in theory and practice in higher education programs in Australia and the UK

This paper provides insight into how postgraduate students in two pre-service disciplines, namely medicine and education, identify and make meaning of their circumstances in the globalised era of tertiary education.
Drawing on elements of Giddens’ theory of structuration, we discuss some of the tensions students have reported encountering in an era which is characterised by greater internationalisation of the student body and more globalised curricula.

Designing blended spaces to maximise student learning in work integrated learning programs

This paper describes a case study at a large metropolitan university in Australia where a range of technology-enabled blended spaces are used for interaction, communication and reflection between the work and university environments to enrich students' learning experiences during their work placement year. Blended space design requirements to maximise the learning experience of students undertaking work integrated learning are identified. © 2009 Friederika Kaider, Kathy Henschke, Joan Richardson and Mary Paulette Kelly.

The contribution that alternate, pull-out and externally provided programs within schools make towards student learning, wellbeing and pathways

Research report for Department of Education and Early Childhood Development, Frankston Mornington Peninsula Youth Partnerships & Frankston Mornington Peninsula Local Learning Employment Network. The focus of this review is on programs organised for schools by providers external to the education system for students who are at risk of not completing both compulsory and the non‐compulsory years of schooling and/or who are at risk of low academic achievement. The nature of such risks faced by students and the responses of education institutions to them—and the efficacy of such programs—are also considered.