Tackling disadvantage through student-centred learning - exploring 'Worlds of Work' in the Melbourne CBD

As the educational landscape increasingly mirrors deepening socio-economic cleavages within Australian society, the disparity in educational outcomes has been identified as one of the biggest challenges confronting secondary schooling. In contrast with most OECD countries, family background remains the most important determinant of educational achievement in Australia. More and more, schools are defined by location, reinforcing what has been dubbed the 'circular pattern of disadvantage'. At the same time, recognition of strong links between outcomes, socio economic status and location has elicited growing calls for systematic redefining of learning experiences and the public education framework. Focus on flexible, rigorous, community-oriented, person-centred learning opportunities has predicated multiple mentoring and youth schemes and has guided policy. Recognition of the need to re-engage Year 9 and 10 students underpinned development of VELS, for instance; it has also directed the programming priorities of Education Foundation Australia (EFA). This paper will discuss first, how schools perceive the programs have made a difference to both individual students and the curriculum offered in the schools, and second, how the experiences and activities provided through the program have changed the expectations and aspirations that many of the participants have in regard to how they perceive their future, their engagement with school and their careers. Both City Centre and Worlds of Work (WOW) program have received a very positive student response to real world activities that have demonstrably enhanced the development of reflective processes, interpersonal and social skills and social networks. Practical outcomes have included self-organised work experience, the development of mentor relationships and the re-engagement of some students with the schooling process. Interview data confirmed EFA's assessment that its programs have greatest impact when integrated into a school's curriculum rather than as "stand alone" electives.

Effects of starting strategy on 5-min cycling time-trial performance

The importance of pacing for middle-distance performance is well recognized, yet previous research has produced equivocal results. Twenty-six trained male cyclists ( V O_2peak 62.8+5.9 ml ·kg^-1 · min^-1· maximal aerobic power output 340+43 W; mean+s) performed three cycling time-trials where the total external work (102.7+13.7 kJ) for each trial was identical to the best of two 5-min habituation trials. Markers of aerobic and anaerobic metabolism were assessed in 12 participants. Power output during the first quarter of the time-trials was fixed to control external mechanical work done (25.7+3.4 kJ) and induce fast-, even-, and slow-starting strategies (60, 75, and 90 s, respectively). Finishing times for the fast-start time-trial (4:53+0:11 min:s) were shorter than for the even-start (5:04+0:11 min:s; 95% CI=5 to 18 s, effect size=0.65, P 50.001) and slow-start time-trial (5:09+0:11 min:s; 95% CI=7 to 24 s, effect size=1.00, P 50.001). Mean VO₂ during the fast-start trials (4.31+0.51 litres · min^-1) was 0.18+0.19 litres · min^-1 (95% CI=0.07 to 0.30 litres · min^-1, effect size=0.94, P =0.003) higher than the even- and 0.18+0.20 litres · min^-1 (95% CI=0.5 to 0.30 litres · min^-1, effect size=0.86, P =0.007) higher than the slow-start time-trial. Oxygen deficit was greatest during the first quarter of the fast-start trial but was lower than the even- and slow-start trials during the second quarter of the trial. Blood lactate and pH were similar between the three trials. In conclusion, performance during a 5-min cycling time-trial was improved with the adoption of a fast- rather than an even- or slow-starting strategy.

Mental health consumers' perceptions of quality of life and mental health care

Research spanning the past decade consistently reports that people with severe mental illnesses experience lower quality of life than the general population, however, little is known about what "quality of life" means to consumers, or how quality of life can be promoted in mental health care. This study measured the Quality of Life of mental health consumers receiving care from a Mental Health Nurse Incentive Program, and examined consumer perceptions of quality of life. The study used an exploratory design incorporating the WHOQOL-brèf survey and four additional qualitative questions for data collection. Data were analysed using descriptive and correlational statistics. Participants (n = 49) reported lower quality of life scores on all four domains of the WHOQOL-brèf and lower overall ratings for "quality of life" than the general population. Having basic needs met, good relationships with family and friends, regular support, and improved social connectedness were identified by consumers as important to their quality of life.

Realising the potential: assessing professional learning through the integration of ePortfolios in Australian business education

This project will enable academic leadership of Australian Business and Management education programs to design into the curriculum, and best use, ePortfolios and associated technologies in assessing students' learning of highly valued professionally-based capabilities. The project will investigate and support the best ways of broadly and deeply embedding ePortfolios across entire undergraduate business and management education curricula. ePortfolios for enabling and assessing student learning is seen as a key means for integrating student learning across the curriculum and, therefore, creating a holistic learning experience. The project will work with Program Leaders across the sector through liaison with the Australian Business Deans Council (ABDC), Teaching and Learning Network to both draw in better practices and disseminate project findings as the project progresses through its key phases. These planned actions will lead to the progressive development of a Business Education ePortfolio Professional Learning Capabilities Assessment Framework.

Discussing sex at work can be a costly business: Translating the science, language and law behind M v A & U (2007) QADT 8...

On 16 March 2007, in the matter of M v A & U [2007] QADT 8, the Anti-Discrimination Tribunal of Queensland found that a complaint of discrimination in the supply of goods and services had been made out by the complainant on two grounds: her female sex and lawful sexual activity. The decision would have been quite unremarkable except that ‘M’, as the complainant was known for the purposes of the hearing, is a woman of difference, one who had unusually arrived at her legal female state by completing the sex reassignment process now more commonly described as ‘sex affirmation’.

This article seeks to elaborate on the language and law of transsexualism used by the Tribunal. Its aim is to enhance practitioners’ understanding of the legal and social issues peculiar to those who affirm a sex opposite that first assigned to them so that those practitioners may better interpret the law to their clients. As the instant decision shows, the failure by an employer to take reasonable steps to avoid infringing the Anti-Discrimination Act 1991 (Qld), either on its own part or by the actions of its employees, can prove a costly business indeed.

The author offers a brief synopsis of the current medical viewpoint regarding transsexualism and reviews recent Australian legal developments in the jurisprudence. She reminds practitioners that the Anti-Discrimination Act 1991 (Qld) has since been further strengthened by the inclusion of ‘gender identity’ as a protected attribute, and concludes by proposing the existence of a heightened duty on the part of practitioners to ensure business clients are aware of the full extent of their legal obligations to not discriminate against employees or clients.

Attitudes about work practices, time allocation and publication output: profiles of U.S. marketing academics

This study examines attitudes of U.S.-based Academy of Marketing Science members toward teaching, research, participation in administration (including service), and academic promotional issues. Individuals were grouped using Ward’s and K-means clustering procedures, which revealed four groups—established academics, research-focused academics, less satisfied midcareer academics, and satisfied teachers. Clusters were further profiled according to the amount of time spent on teaching, research, and administration; research output; and individual demographic and institutional characteristics. Overall, clusters were generally dissatisfied with a range of work-related issues, with workload stress appearing as an issue that needs to be addressed within marketing academia.

Teacher narratives and curricular justice : a study of teachers' work in the disadvantaged schools' program in Victorian education

Investigates teacher contributions to conversations about theory, policy and practice concerning poverty and education. The research examines patterns in teacher interpretive categories drawn from action research texts and associated documentation in the Disadvantaged School Program in Victoria over a twenty year period. Deals theoretically with the sociology of curricular theory, history and practice through the utilisation of feminist, postcolonial and poststructural approaches to society and culture.

Identifying subgroups of U.S. adults at risk for prolonged television viewing to inform program development

Background
Although adverse health effects of prolonged TV viewing have been increasingly recognized, little population-wide information is available concerning subgroups at greatest risk for this behavior.

Purpose
This study sought to identify, in a U.S. population–derived sample, combinations of variables that defined subgroups with higher versus lower levels of usual TV-viewing time.

Methods
A total of 5556 adults from a national consumer panel participated in the mail survey in 2001 (55% women, 71% white, 13% black, and 11% Hispanic). Nonparametric risk classification analyses were conducted in 2008.

Results
Subgroups with the highest proportions of people watching >14 hours/week of TV were identified and described using a combination of demographic (i.e., lower household incomes, divorced/separated); health and mental health (i.e., poorer rated overall health, higher BMI, more depression); and behavioral (i.e., eating dinner in front of the TV, smoking, less physical activity) variables. The subgroup with the highest rates of TV viewing routinely ate dinner while watching TV and had lower income and poorer health. Prolonged TV viewing also was associated with perceived aspects of the neighborhood environment (i.e., heavy traffic and crime, lack of neighborhood lighting, and poor scenery).

Conclusions
The results can help inform intervention development in this increasingly important behavioral health area.

Work readiness of nursing graduates: current perspectives of graduate nurse program coordinators

BACKGROUND: The transition from nursing student to graduate remains problematic internationally with issues arising concerning graduates' work readiness upon commencing employment. AIM: This exploratory study specifically investigated perceptions of graduate nurse program coordinators on the work readiness of nursing graduates, with the aims of identifying strengths, weaknesses and challenges that exist. DESIGN: Qualitative descriptive design. METHODS: Sixteen graduate nurse program coordinators were interviewed from various health-care services in the state of Victoria, Australia. Interviews were audio-recorded and transcribed verbatim and thematic analysis was used to disclose reoccurring themes and sub-themes. FINDINGS: This paper reports on one theme, preparation readiness, and three sub-themes associated with this theme; clinical skills deficits, communication issues and transitioning as an enrolled nurse to a registered nurse. CONCLUSIONS: There are several areas of weaknesses and challenges for nursing graduates in their preparation for practice. As a poorly understood area, evidence from this study will inform curriculum development and transition programs, not only in Australia, but also internationally.

Towards a multicultural world : identifying work systems, practices and employee attitudes that embrace diversity

The research program described focuses on identifying the role of organisational culture, as reflected in workplace systems and practices, and employee and group attitudes in the outcomes of interactions among dissimilar parties. A systematic, theory-testing approach underlies the program, which aims to both develop and validate the diversity openness construct. The Perceived Dissimilarity-Openness Moderator Model developed from the research asserts that the affective, cognitive and behavioural consequences of diversity depend in part upon the perception of difference and subsequent quality and magnitude of the response to the perceived dissimilarity. When individuals or social systems (groups or organisations) are diversity-closed, outcomes are predicted to be less positive than when they are diversity-open.

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.