Dilettantism in investigating the impact of the internet on the wellbeing of the elderly

The surge of interest in the social impacts of the Internet has led information systems experts to apply methods and theories garnered from disciplines such as psychology and sociology. As researcher look across disciplines for methods and explanations of outcomes, they run the risk of researching badly. This may be because they are inexperienced in the theory or method, or because the theory or method is not entirely applicable to the context that challenges them. Thus, in the search for the novelty necessary to achieve publications, and given the lack of experience in applying information systems to issues beyond the corporate sphere, research that does not hold water is being undertaken. This is of particular interest because it is not necessarily being undertaken by the novice. The research reported here was undertaken by experienced researchers using experimental and interview methods with which they had experience in other disciplines (psychology and economics). However, the context of researching the impact of the Internet on the quality of life of first time users over the age of 65 was sufficiently different as to render the methods and possibly the theory inappropriate. This dilettantism must be recognized for what it is.

Swapping roles or swapping desks? When experienced practitioners become students on placement

The social work education literature on the preparation of students for their first practice learning placement, and the support needs of such students once in placement, tend to include implicit assumptions that the students being placed are novice practitioners, with little experience of working in social welfare agencies. Although there are some students for whom these assumptions are undoubtedly correct, another common phenomenon is that practice experience often leads to practitioners enrolling in professional degrees to qualify as a social worker. As credit for prior work experience in social welfare settings has only recently become possible for Australian social work students, we routinely work with aggrieved students who believe they should be exempted from placements, some of whom subsequently find the transition from experienced practitioner to student on placement somewhat difficult. This paper reports on a study which sought to explore the specific needs of experienced practitioners who become social work students on practice learning placements, with the aim of developing procedural recommendations for the placement and support of such students in the future. One of our findings was that several of the students continued to identify as practitioners, albeit in a different agency or programme from their normal place of employment, rather than take on the student identity. The implications of this for the development of practice learning opportunities for students who are experienced practitioners will be discussed.

The relationship between familiarity and expectations

This study examines the effects of prior experience in the context of a cultural arts service. This is an exploratory study designed to investigate the role familiarity plays in shaping visitor expectations. A cross sectional sample of novice and experienced visitors to a major art exhibition was conducted to investigate expectations, perceptions and service quality. Although the results are inconclusive, the findings provide some support for the proposition that novices have more fragmented expectations in certain dimensions.

Ideal golf swing : an evaluation of its characteristics and the assumptions underlying its acquisition during coaching

The game of golf requires hitting a ball from a range of lies over a range of distances in environments that include many obstacles to be avoided. Each of these different golf shots arc designed to move the ball from the tee to the hole in the least number of strokes. However, the fundamental assumption that seems to underlie the coaching of golf, particularly to novice players, is that acquisition of an ideal basic golf swing is the most important outcome of coaching. Implicit in this view are three further assumptions. The first is that once this ideal basic golf swing is acquired by players, they are able to complete a game of golf in a competent manner even though this requires a range of different shots. The second is that there is a close correspondence between the quality of execution of any golf swing as judged in terms of this ideal swing, and the quality of outcome of the golf shot of which the swing is a part, as judged by where the ball comes to rest. The third assumption is that visual inspection of the golf swing by a coach can reveal inadequacies which can be remedied leading lo improved performance in the game of golf. The research reported in this thesis is an investigation of these assumptions. The rationale underlying coaching of golf was examined by reviewing the golf coaching literature (Chapter 1) and conducting a survey of professional golf coaches (Chapter 2). Results of the literature review and the survey indicated that the major emphasis of golf coaching of novices was on their acquiring what might be described as an ideal basic golf swing. This typically involved identifying components in sequence. Little emphasis was placed during this stage of coaching on what might be described as the complete action of a golf shot which involves hitting a ball to some target location. To examine the assumption that there was a close correspondence between the quality of execution of the golf swing and the quality of the outcome of a golf shot, two studies were conducted. In Chapter 3 the development of a 70-item checklist to be used to evaluate the quality of execution of a golf swing is reported. This checklist was based on a detailed behavioural analysis of the golf swing involving collaboration with relevant experts (i.e., golf coaches, biomechanist, kinesiologist), and information derived from a review of golf coaching materials. Development of the checklist was an iterative process in which earlier versions were used to evaluate sample golf swings, and problems identified during this lest process were used to improve the checklist. The final 70-item checklist comprised of a static component with three parts (left-hand grip; right-hand grip; stance) and a dynamic component with six parts (half backswing; full backswing; half downswing; ball contact; half followthrough; finish position). This version of the checklist was used in a study (reported in Chapter 4) of the relationship between the judged quality of execution of a golf swing and the outcome accuracy of a golf shot. Three groups of golfers with varying ability and experience were required to hit 50 balls with a 9-iron club to a target. Outcome accuracy for each shot was assessed in terms of the distance between the target and the resting location of the ball. Edited videotapes (showing only execution of the golf swing) of the five most, and five least accurate shots produced a sub-sample of these golfers (four professional players; four novice players) were subsequently viewed by three expert coaches. They independently rated using the checklist, the quality of execution of the 80 golf swings in random order without having information about the accuracy of any shot. As expected, the professional golfers completed more accurate golf shots than did the novices, and the golf swings completed by the professionals were rated more highly than those completed by the novices. However, for both groups of golfers the results indicated that there was no clear relationship between the rated quality of execution of golf swings and the outcome accuracy of the shots of which the swing were the initial part. Chapter 5 provides a summary and overview of the research reported in Chapter 1 to 4. It is argued that this research suggests a need for a change of emphasis in golf coaching away from consideration of the golf swing in isolation to consideration of the golf swing as part of a complete action. That is, the quality of execution of a golf swing should not be judged simply in relation to some ideal set of golf-swing components, but rather in relation to how well the completed swing (i.e., the golf shot) achieves the desired aim of propelling the ball from its present location to the target location.

Information-based regulation of high-velocity foot-targeting tasks

Judging time-to-contact with a target is an important criterion for avoiding harm in everyday walking and running tasks, and maximizing performance in high-velocity sporting tasks. The information-based regulation of step length and duration during target-directed locomotion was examined in relation to gait mode, approach velocity, target task, expertise, and sporting performance during a series of four experiments. The first three experiments examined novice performers (Each n=12, 6 males, 6 females), whilst the last experiment examined expert gymnasts (n=5). Two reference strips with alternating 50cm black and white intervals were placed on either side of the approach strip for all of the experiments. One 50Hz-panning video camera filmed the approach from an elevated position. In Experiment 4, two stationary 250Hz cameras filmed the post-flight performance of the gymnastic vaults and, in addition, two qualified judges provided a performance score for each vaulting trial. The panning video footage in each experiment was digitized to deduce the gait characteristics. In Experiment 4, the high-speed video footage was analyzed three-dimensionally to obtain the performance measures such as post-flight height. The utilization of visual stimulus in target-directed locomotion is affected by the observer's state of motion as characterized by the mode of locomotion and also often the speed of locomotion. In addition, experience plays an important role in the capacity of the observer to utilize visual stimulus to control the muscular action of locomotion when either maintaining or adjusting the step mechanics. The characteristics of the terrain and the target also affect the observer's movement. Visual regulation of step length decreases at higher approach speeds in novice performers, where as expert performers are capable of increasing visual regulation at higher approach speeds. Conservatism in final foot placement by female participants accounts for the observed increase in distance from the critical boundary of the obstacle relative to toe placement. Behavioural effects of gender thus affect the control of final foot placement in obstacle-directed locomotion. The visual control of braking in target-directed locomotion is described by a tau-dot of-0.54. When tau-dot is below -0.54 a hard collision with the obstacle will occur, however, when tau-dot is above -0.54, a soft collision with the target will occur. It is suggested that the tau-dot margin defining the control of braking reveals the braking capacity of the system. In the target-directed locomotion examined a tau-dot greater than -0.70 would possibly exceed the braking capacity of the system, thus, leading to injury if performed. The approach towards the take-off board and vaulting horse in gymnastics is an example of target-directed locomotion in sport. Increased visual regulation of the timing and length of each step is a requirement for a fast running approach, a fundamental building block for the execution of complex vaults in gymnastics. The successful performance of complex vaults in gymnastics leads towards a higher judge's score. Future research suggestions include an investigation of visual regulation of step length in curved target-directed locomotion.

Helping teachers surf the information and communication technology tsunami

A range of factors, both internal and external, is creating changes in teaching and teachers’ professional lives. Information and Communication Technology (ICT) is just one of the major changes impacting on the teaching profession. As teachers face intense pressure to adapt to this tsunami, this study aims to investigate ways in which teachers can be helped. In South Australia, where this study is set, all teachers in Government schools are expected to be "ICT Smart", i.e. able to use appropriate forms of ICT to enhance the teaching and learning environment of their classrooms. From the researcher’s involvement for over a decade in professional development for teachers, and from visits to many schools, it appears that numerous teachers have not reached this standard. The greatest need is in Reception to Year 7 schools where the average age of teachers is nearly 50. Because no state-wide data exists, this study is intended to establish if there is a problem and if there is, to identify specific needs and offer possible solutions. The study is comprised of four parts: Part A, the Introduction gives an overview of the inter-relationships between these parts and the overall Folio. It establishes the setting and provides a rationale for the study and its focus on Professional Development in Information and Communication Technology. Part B, the Elective Research Studies, follows the writer’s involvement in this field since the 1980s. It establishes the theme of "Moving best practice in ICT from the few to the many" which underlies the whole study. Part C, the Dissertation, traces the steps taken to investigate the need for professional development in ICT. This is achieved by analysing and commenting on data collected from a state-wide survey and a series of interviews with leading figures, and by providing a review of the relevant literature and past and existing models of professional development. Part D, Final Comments, provides an overview of the whole Folio and a reflection on the research that has been conducted. The findings are that there is widespread dissatisfaction with existing models and that there is an urgent need for professional development in this area, because nearly 20% of teachers either do not use computers or are considered to be novice users. Another 25% are considered to be below not yet "ICT Smart". Less than 10% of ICT co-ordinators have a formal qualification in the field but more than 85% of them are interested in a Masters program. The study offers solutions in Part B where there is a discussion of a range of strategies to provide on-going professional development for teachers. Chapter 9 provides an outline of a proposed Masters level program and offers suggestions on how it could be best delivered. This program would meet the identified needs of ICT co-ordinators. The study concludes with a series of recommendations and suggestions for further research. The Education Department must address these urgent professional development needs of teachers, particularly those in the more remote country regions. There needs to be a follow-up survey to establish to what extent teachers in South Australia are now "ICT Smart ".

Instructional strategies integrating cognitive style construct : a meta-knowledge processing model

The overarching goal of this dissertation was to evaluate the contextual components of instructional strategies for the acquisition of complex programming concepts. A meta-knowledge processing model is proposed, on the basis of the research findings, thereby facilitating the selection of media treatment for electronic courseware. When implemented, this model extends the work of Smith (1998), as a front-end methodology, for his glass-box interpreter called Bradman, for teaching novice programmers. Technology now provides the means to produce individualized instructional packages with relative ease. Multimedia and Web courseware development accentuate a highly graphical (or visual) approach to instructional formats. Typically, little consideration is given to the effectiveness of screen-based visual stimuli, and curiously, students are expected to be visually literate, despite the complexity of human-computer interaction. Visual literacy is much harder for some people to acquire than for others! (see Chapter Four: Conditions-of-the-Learner) An innovative research programme was devised to investigate the interactive effect of instructional strategies, enhanced with text-plus-textual metaphors or text-plus-graphical metaphors, and cognitive style, on the acquisition of a special category of abstract (process) programming concept. This type of concept was chosen to focus on the role of analogic knowledge involved in computer programming. The results are discussed within the context of the internal/external exchange process, drawing on Ritchey's (1980) concepts of within-item and between-item encoding elaborations. The methodology developed for the doctoral project integrates earlier research knowledge in a novel, interdisciplinary, conceptual framework, including: from instructional science in the USA, for the concept learning models; British cognitive psychology and human memory research, for defining the cognitive style construct; and Australian educational research, to provide the measurement tools for instructional outcomes. The experimental design consisted of a screening test to determine cognitive style, a pretest to determine prior domain knowledge in abstract programming knowledge elements, the instruction period, and a post-test to measure improved performance. This research design provides a three-level discovery process to articulate: 1) the fusion of strategic knowledge required by the novice learner for dealing with contexts within instructional strategies 2) acquisition of knowledge using measurable instructional outcome and learner characteristics 3) knowledge of the innate environmental factors which influence the instructional outcomes This research has successfully identified the interactive effect of instructional strategy, within an individual's cognitive style construct, in their acquisition of complex programming concepts. However, the significance of the three-level discovery process lies in the scope of the methodology to inform the design of a meta-knowledge processing model for instructional science. Firstly, the British cognitive style testing procedure, is a low cost, user friendly, computer application that effectively measures an individual's position on the two cognitive style continua (Riding & Cheema,1991). Secondly, the QUEST Interactive Test Analysis System (Izard,1995), allows for a probabilistic determination of an individual's knowledge level, relative to other participants, and relative to test-item difficulties. Test-items can be related to skill levels, and consequently, can be used by instructional scientists to measure knowledge acquisition. Finally, an Effect Size Analysis (Cohen,1977) allows for a direct comparison between treatment groups, giving a statistical measurement of how large an effect the independent variables have on the dependent outcomes. Combined with QUEST's hierarchical positioning of participants, this tool can assist in identifying preferred learning conditions for the evaluation of treatment groups. By combining these three assessment analysis tools into instructional research, a computerized learning shell, customised for individuals' cognitive constructs can be created (McKay & Garner,1999). While this approach has widespread application, individual researchers/trainers would nonetheless, need to validate with an extensive pilot study programme (McKay,1999a; McKay,1999b), the interactive effects within their specific learning domain. Furthermore, the instructional material does not need to be limited to a textual/graphical comparison, but could be applied to any two or more instructional treatments of any kind. For instance: a structured versus exploratory strategy. The possibilities and combinations are believed to be endless, provided the focus is maintained on linking of the front-end identification of cognitive style with an improved performance outcome. My in-depth analysis provides a better understanding of the interactive effects of the cognitive style construct and instructional format on the acquisition of abstract concepts, involving spatial relations and logical reasoning. In providing the basis for a meta-knowledge processing model, this research is expected to be of interest to educators, cognitive psychologists, communications engineers and computer scientists specialising in computer-human interactions.

Was there much blood kid? : cadet journalists in Australian media

This thesis established the ways in which novice journalists formulate their own professional ideologies and identified the key influences in this process. The research focused on the dominant oral traditions operating within newsrooms and established the fundamental strengths and weaknesses of the current systems of training young journalists.

Nursing care of clients treated with atypical antipsychotics who have a risk of developing metabolic instability and/or type 2 diabetes

Objective : The aim of this article is to present a current discussion related to the nursing care of clients treated with atypical antipsychotic medicines and who have a risk of developing metabolic instability and/or Type 2 diabetes. The importance of such a discussion is to provide both the novice and the experienced nurse with additional knowledge of this current health issue with which to inform their nursing practice.

Discussion : The potential for psychosis to be a chronic condition is very high, and often people require antipsychotic medicine for lengthy periods throughout their lives. Sometimes, treatment is for life. The second generation of antipsychotic medicines was greeted with much enthusiasm since it was better tolerated than the first generation. However, each medication has desired and adverse effects and, when taken for lengthy periods, these effects may produce physical illness. Studies show that the prevalence of Type 2 diabetes and the metabolic syndrome was significantly higher in clients with a chronic psychiatric disorder, particularly schizophrenia.

Conclusions : Metabolic instability, especially weight gain, is associated with some psychotropic medicines. Nursing interventions need to include care assessment, planning, intervention, and evaluation for clients treated with antipsychotic medicines in terms of risk minimization strategies in routine nursing care.

Neuromuscular adaptations to training, injury and passive interventions: implications for running economy

Performance in endurance sports such as running, cycling and triathlon has long been investigated from a physiological perspective. A strong relationship between running economy and distance running performance is well established in the literature. From this established base, improvements in running economy have traditionally been achieved through endurance training. More recently, research has demonstrated short-term resistance and plyometric training has resulted in enhanced running economy. This improvement in running economy has been hypothesized to be a result of enhanced neuromuscular characteristics such as improved muscle power development and more efficient use of stored elastic energy during running. Changes in indirect measures of neuromuscular control (i.e. stance phase contact times, maximal forward jumps) have been used to support this hypothesis. These results suggest that neuromuscular adaptations in response to training (i.e. neuromuscular learning effects) are an important contributor to enhancements in running economy. However, there is no direct evidence to suggest that these adaptations translate into more efficient muscle recruitment patterns during running. Optimization of training and run performance may be facilitated through direct investigation of muscle recruitment patterns before and after training interventions.

There is emerging evidence that demonstrates neuromuscular adaptations during running and cycling vary with training status. Highly trained runners and cyclists display more refined patterns of muscle recruitment than their novice counterparts. In contrast, interference with motor learning and neuromuscular adaptation may occur as a result of ongoing multidiscipline training (e.g. triathlon). In the sport of triathlon, impairments in running economy are frequently observed after cycling. This impairment is related mainly to physiological stress, but an alteration in lower limb muscle coordination during running after cycling has also been observed. Muscle activity during running after cycling has yet to be fully investigated, and to date, the effect of alterations in muscle coordination on running economy is largely unknown. Stretching, which is another mode of training, may induce acute neuromuscular effects but does not appear to alter running economy.

There are also factors other than training structure that may influence running economy and neuromuscular adaptations. For example, passive interventions such as shoes and in-shoe orthoses, as well as the presence of musculoskeletal injury, may be considered important modulators of neuromuscular control and run performance. Alterations in muscle activity and running economy have been reported with different shoes and in-shoe orthoses; however, these changes appear to be subject-specific and nonsystematic. Musculoskeletal injury has been associated with modifications in lower limb neuromuscular control, which may persist well after an athlete has returned to activity. The influence of changes in neuromuscular control as a result of injury on running economy has yet to be examined thoroughly, and should be considered in future experimental design and training analysis.

Preparing professionals : student teachers and their supervisors at work

The first teaching experiences of student teachers have changed significantly in Australia even during the last fifty years. One constant has been their involvement with a supervisor, usually a practising teacher of experience. The importance attributed to this supervisory relationship has waxed and waned over the years, but it is presently receiving prominence as being the real place of learning for the novice teacher. This paper argues that the apprenticeship model, with its emphasis on performance and product, is most prominent in present supervisory conferences, despite being inappropriate for inducting student teachers into teaching as a profession. The paper suggests that the development of professional teachers calls for supervisory relationships which include discourses of critical reflection, rather than relationships that are dominated by the techniques of teaching. Further, such relationships are seen as professionally empowering for both student teachers and their supervisors.

Transition from clinical manager to university lecturer : a self-reflective case study

This paper is a case study exploring the author’s use of reflective practice to facilitate the transition in role from a clinical manager with teaching responsibilities in a critical care unit to university lecturer. The similarities and differences in the roles with respect to learner characteristics, teaching contexts and effective teaching strategies are discussed. Brookfield’s model provides the methodological framework for the process of critically reflective practice undertaken to support and inform the transition. This case study describes a novice academic’s reflection through the four lenses of autobiography, the theoretical literature, student feedback and the perspectives of colleagues as she seeks to optimise student engagement and learning using the large lecture as the teaching and learning activity. The author suggests that the use of a framework such as Brookfield’s model that supports critical reflection may be of significant benefit to accelerate the personal and professional growth of new academic staff in their teaching practice.

Simplified or erroneous? It’s a fine line

Novice learners need to have simplified explanations because they are unable to understand fuller, more-involved explanations. However, there is a dangerously thin line between simplified explanations and over-simplified erroneous explanations, which lead to later misunderstandings and misconceptions. It is harder to unlearn misunderstandings and misconceptions, than to learn something new ab initio.

It is virtually impossible for any teacher to know everything that students will need for future study and careers, as each subject will lead to a myriad of pathways. For example, in my undergraduate 1st year class, students will go into numerous majors across more than 16 degree programs ranging from arts to zoology and from engineering to food-and-nutrition. 

Counterfactual thinking and anticipated emotions enhance performance in computer skills training

The present study examined the relationship between novice learners’ counterfactual thinking (i.e. generating ‘what if’ and ‘if only’ thoughts) about their initial training experience with a computer application and subsequent improvement in task performance. The role of anticipated emotions towards goal attainment in task performance was also assessed. Undergraduate students (N ¼ 42) with minimal experience in using computer spreadsheets underwent basic training in using Microsoft Excel. All participants were assessed on their anticipated positive and negative emotions regarding goal attainment at the outset. After completing their first task, participants allocated to a counterfactual condition received instructions to generate counterfactual thoughts regarding their initial task performance, whereas participants in a control condition did not. The counterfactual group showed only marginally greater improvement in task performance (measured by task completion time and accuracy) than the control group.  However, we also found that positive anticipated emotions were associated with improvement in task performance but for the counterfactual group only. Our data have implications for incorporating counterfactual thinking into information technology skills training to enhance learning outcomes for novice learners.