Lawyers linked to litigation funding face court censure: Bolitho v Banksia Securities Limited (No.4) [2014] VSC 582

In Bolitho v Banksia Securities Limited (No 4) [2014] VSC 582 the Supreme Court of Victoria concluded that the proper administration of justice, including the appearance of justice, required that the lawyers representing the plaintiff in the group proceeding should be restrained from continuing to act for the plaintiff. This Victorian case illustrates how courts are likely to respond when lawyers attempt to circumvent the prohibition on contingency fees through litigation funding in which they have a financial interest.

Two- and three-dimensional lead-1H-imidazole-4,5-dicarboxylates

Reaction of lead nitrate and 1H-imidazole-4,5-dicarboxylic acid under hydrothermal conditions carried out at different temperatures and pH yields a hybrid Compound Pb-2(1H-imidazole-4,5-dicarboxylate)2, 1, and a three-dimensional coordination polymer Pb(1H-imidazole-4,5-dicarboxylate), It. The two-dimensional double-layered compound, 1, with two-dimensional inorganic connectivities and one-dimensional organic connectivity is novel since hybrid compounds formed by 1H-imidazole-4,5-dicarboxylic acid are uncommon. The lead atoms in I have holodirectional geometry, while those in II show hemidirectionality. In both I and II, 1H-imidazole-4,5-dicarboxylic acid acts as a multi-dentate ligand with both the carboxylic groups and the amine group taking part in coordination. (C) 2009 Elsevier B.V. All rights reserved.

Structure of a peptide oxazolone: 2-(1'-benzyloxycarbonylamino-1'-methylethyl)-4,4-dimethyl-5-oxazolone

C16H20N204, monoclinic, P21, a = 6.270 (1),b= 11.119(3),c= ll.640(4)A, fl= 100.7 (2)°,Dm = 1-27 (flotation), Dc = 1-26 Mg m -3, Z = 2. The structure has been refined to a final R value of 0.041 for 1584 independent counter-measured reflections. The oxazolone ring in the molecule is nearly planar. The exocyclic O atom is 0.065 A out of the plane defined by the other four atoms in the ring belonging to the lactone group. The difference in length between the two adjacent C-O bonds in the ring is small, but significant. The crystal structure is stabilized by van der Waals interactions and a N--H... N hydrogen bond.

Structure of (4S)-2,4-dimethyl-1,2-dihydropyrazino[2,1-b]quinazoline-3(4H),6-dione

C13HI3N302, orthorhombic, P2~2121, a = 17.443 (5), b = 11.650 (4), c = 5.784 (1)/~, Z = 4, d m = 1.456, d c = 1.429 Mg m -3, F(000) = 512, g(Cu Ka) = 0.843 mm-L The R index is 0.040 for 1358 significant reflections. The structure is stabilized by C-H...O interactions. The N-methylated eis peptide group which forms part of a six-membered ring is non-planar. The torsion angle about the peptide bond is -6.1 (4) ° and the peptide bond length is 1.337 (3) A.

1-Benzoyl-3-methyl-2,6-diphenyl-4-piperidone

In the title moleclue, C25H23NO2, the 4-piperidone ring adopts a boat conformation. The molecular conformation is stabilized by an intramolecular C-H center dot center dot center dot O hydrogen bond. In the crystal, molecules are connected through weak intermolecular C-H center dot center dot center dot O hydrogen bonds.

Structure of 4-Hydroxymonophenylbutazone

4-Butyl-4-hydroxy-l-phenyl-3,5-pyrazolidinedione, ClaH16N20 a, Mr=248.3, monoclinic, P21/n, a = 22.357 (5), b = 5.014 (2), c = 11.350 (4)/~,, //=91.88(3) °, V=1272(1)A 3, Z=4, D,,=1.296(3), D x = 1.297 Mg m -3, 2(Cu Ka) = 1.5418/~, a = 0.777 mm -~, F(000) = 528, T= 293 K. Final R - 0.059 for 1668 observed reflections. The hetero nitrogen which carries the six-membered ring is planar in the structure while the other unsubstituted one is pyramidal. The five- and six-membered rings are almost coplanar. The crystal is made up of infinite columns of hydrogen-bonded molecules.

Abstract concepts made real: A pilot study examining pedagogical approaches in thermodynamics tutorials

BACKGROUND OR CONTEXT Thermodynamics is a core concept for mechanical engineers yet notoriously difficult. Evidence suggests students struggle to understand and apply the core fundamental concepts of thermodynamics with analysis indicating a problem with student learning/engagement. A contributing factor is that thermodynamics is a ‘science involving concepts based on experiments’ (Mayhew 1990) with subject matter that cannot be completely defined a priori. To succeed, students must engage in a deep-holistic approach while taking ownership of their learning. The difficulty in achieving this often manifests itself in students ‘not getting’ the principles and declaring thermodynamics ‘hard’. PURPOSE OR GOAL Traditionally, students practice and “learn” the application of thermodynamics in their tutorials, however these do not consider prior conceptions (Holman & Pilling 2004). As ‘hands on’ learning is the desired outcome of tutorials it is pertinent to study methods of improving their efficacy. Within the Australian context, the format of thermodynamics tutorials has remained relatively unchanged over the decades, relying anecdotally on a primarily didactic pedagogical approach. Such approaches are not conducive to deep learning (Ramsden 2003) with students often disengaged from the learning process. Evidence suggests (Haglund & Jeppsson 2012), however, that a deeper level and ownership of learning can be achieved using a more constructivist approach for example through self generated analogies. This pilot study aimed to collect data to support the hypothesis that the ‘difficulty’ of thermodynamics is associated with the pedagogical approach of tutorials rather than actual difficulty in subject content or deficiency in students. APPROACH Successful application of thermodynamic principles requires solid knowledge of the core concepts. Typically, tutorial sessions guide students in this application. However, a lack of deep and comprehensive understanding can lead to student confusion in the applications resulting in the learning of the ‘process’ of application without understanding ‘why’. The aim of this study was to gain empirical data on student learning of both concepts and application, within thermodynamic tutorials. The approach taken for data collection and analysis was: - 1 Four concurrent tutorial streams were timetabled to examine student engagement/learning in traditional ‘didactic’ (3 weeks) and non-traditional (3 weeks). In each week, two of the selected four sessions were traditional and two non-traditional. This provided a control group for each week. - 2 The non-traditional tutorials involved activities designed to promote student-centered deep learning. Specific pedagogies employed were: self-generated analogies, constructivist, peer-to-peer learning, inquiry based learning, ownership of learning and active learning. - 3 After a three-week period, teaching styles of the selected groups was switched, to allow each group to experience both approaches with the same tutor. This also acted to mimimise any influence of tutor personality / style on the data. - 4 At the conclusion of the trial participants completed a ‘5 minute essay’ on how they liked the sessions, a small questionnaire, modelled on the modified (Christo & Hoang, 2013)SPQ designed by Biggs (1987) and a small formative quiz to gauge the level of learning achieved. DISCUSSION Preliminary results indicate that overall students respond positively to in class demonstrations (inquiry based learning), and active learning activities. Within the active learning exercises, the current data suggests students preferred individual rather than group or peer-to-peer activities. Preliminary results from the open-ended questions such as “What did you like most/least about this tutorial” and “do you have other comments on how this tutorial could better facilitate your learning”, however, indicated polarising views on the nontraditional tutorial. Some student’s responded that they really like the format and emphasis on understanding the concepts, while others were very vocal that that ‘hated’ the style and just wanted the solutions to be presented by the tutor. RECOMMENDATIONS/IMPLICATIONS/CONCLUSION Preliminary results indicated a mixed, but overall positive response by students with more collaborative tutorials employing tasks promoting inquiry based, peer-to-peer, active, and ownership of learning activities. Preliminary results from student feedback supports evidence that students learn differently, and running tutorials focusing on only one pedagogical approached (typically didactic) may not be beneficial to all students. Further, preliminary data suggests that the learning / teaching style of both students and tutor are important to promoting deep learning in students. Data collection is still ongoing and scheduled for completion at the end of First Semester (Australian academic calendar). The final paper will examine in more detail the results and analysis of this project.

Impacts of grazing management options on pasture and animal productivity in a Heteropogon contortus (black speargrass) pasture in central Queensland. 4. Animal production.

Steer liveweight gains were measured in an extensive grazing study conducted in a Heteropogon contortus (black speargrass) pasture in central Queensland between 1988 and 2001. Treatments included a range of stocking rates in native pastures, legume-oversown native pasture and animal diet supplement/spring-burning pastures. Seasonal rainfall throughout this study was below the long-term mean. Mean annual pasture utilisation ranged from 13 to 61%. Annual liveweight gains per head in native pasture were highly variable among years and ranged from a low of 43 kg/steer at 2 ha/steer to a high of 182 kg/steer at 8 ha/steer. Annual liveweight gains were consistently highest at light stocking and decreased with increasing stocking rate. Annual liveweight gain per hectare increased linearly with stocking rate. These stocking rate trends were also evident in legume-oversown pastures although both the intercept and slope of the regressions for legume-oversown pastures were higher than that for native pasture. The highest annual liveweight gain for legume-oversown pasture was 221 kg/steer at 4 ha/steer. After 13 years, annual liveweight gain per unit area occurred at the heaviest stocking rate despite deleterious changes in the pasture. Across all years, the annual liveweight advantage for legume-oversown pastures was 37 kg/steer. Compared with native pasture, changes in annual liveweight gain with burning were variable. It was concluded that cattle productivity is sustainable when stocking rates are maintained at 4 ha/steer or lighter (equivalent to a utilisation rate around 30%). Although steer liveweight gain occurred at all stocking rates and economic returns were highest at heaviest stocking rates, stocking rates heavier than 4 ha/steer are unsustainable because of their long-term impact on pasture productivity.

Osseointegrated total knee replacement connected to a lower limb prosthesis: 4 cases

Background and purpose — Osseointegrated implants are an alternative for prosthetic attachment in individuals with amputation who are unable to wear a socket. However, the load transmitted through the osseointegrated fixation to the residual tibia and knee joint can be unbearable for those with transtibial amputation and knee arthritis. We report on the feasibility of combining total knee replacement (TKR) with an osseointegrated implant for prosthetic attachment. Patients and methods — We retrospectively reviewed all 4 cases (aged 38–77 years) of transtibial amputations managed with osseointegration and TKR in 2012–2014. The below-the-knee prosthesis was connected to the tibial base plate of a TKR, enabling the tibial residuum and knee joint to act as weight-sharing structures. A 2-stage procedure involved connecting a standard hinged TKR to custom-made implants and creation of a skin-implant interface. Clinical outcomes were assessed at baseline and after 1–3 years of follow-up using standard measures of health-related quality of life, ambulation, and activity level including the questionnaire for transfemoral amputees (Q-TFA) and the 6-minute walk test. Results — There were no major complications, and there was 1 case of superficial infection. All patients showed improved clinical outcomes, with a Q-TFA improvement range of 29–52 and a 6-minute walk test improvement range of 37–84 meters. Interpretation — It is possible to combine TKR with osseointegrated implants.

Superconformal transformations of theN = 2,D = 4, SSYM

We obtain the superconformal transformation laws for theN=2,D=4 SSYM. The transformations involve Yang-Mills fields and the corresponding field strength tensor is not constrained to be self antidual. We explicitly demonstrate the closure of the superconformal algebra.

Structure of ethyl 1,2,2-tricyano 3-(4-nitrophenyl)-cyclopropane-1-carboxylate

C15HIoN404, monoclinic, P2~/c, a = 10.694(8), b = 11.743 (8), c - 12.658 (8) A, fl = 113.10 (7) °, V = 1462.1 A 3, Z = 4, O m = 1 "38, O c = 1.408 g cm -3, t,t(MoKa, ~, = 0.7107 ]~) = 0.99 cm -i, F(000) = 640. The structure was solved by direct methods and refined to an R value of 0.054 using 1398 intensity measurements. The relative magnitudes of interaction of the substituents and the extent to which a ring can accommodate interactions with substituents are discussed.

Culture Condition Dependent Changes Of 4-Thiouridine In The Transfer-Rna Of Azotobacter-Vinelandii

4..T~iouridine, a thionucleoside present in the transfer RNA of the free living, nitrogen-fixing ?actenu~ Azotobacter »inelandii shows a culture condition dependent change. When thebacterium IS grown Intheabsen~e ofanyfixed nit~ogen thetRNA contains 4-thiouridine to theextent of 45% of the total sulphur Incorporated. This gets reduced to 5%when the bacterium is grown in the presen~e of.e~ces~ ofamm~nium salt.Instead, a new thionucleoside which appears to be a derivative of 4-thloundlne IS found In the tRNA to the extent of 28%of the total sulphur incorporated.

Portrait of Sophie Gottschalk sitting in a chair with a book in her hands; Burgdorf, Germany.

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Lukeminen ja kirjallisuus modernissa opiskeluympäristössä : Tapaustutkimus kuuden peruskoulun 4.-6. luokan telemaattinen kirjallisuuspiiri Matilda -hankkeesta

Tutkimuksen tavoitteena oli kartoittaa ja kehittää modernia opiskeluympäristöä hyödyntävää kirjallisuuspiiritoimintaa ja sitä kautta edistää oppilaiden mahdollisuuksia osallistua elämyksellistä lukemista painottavaan kirjallisuuspiiriin sekä vahvistaa heidän kiinnostustaan tieto- ja viestintätekniikan käyttöön. Tutkimusaineisto kerättiin lukuvuonna 1997 1998 kyselyin ja haastatteluin sekä observoimalla lähiopetustilanteita ja virtuaaliryhmien sähköpostiviestintää. Lisäksi käytettiin valmiita dokumentteja ja asiakirjoja. Tutkimusjoukkona oli Matildaan osallistuneet 4.-6. luokan oppilaat kuudelta Espoon ala-asteelta sekä neljä tutoria, koordinaattori ja joitakin luokanopettajia Matilda-kouluista. Tutkimusongelmat suuntautuivat pääasiassa matildalaisten kokemuksiin opiskelusta modernissa opiskeluympäristössä, suhteesta tieto- ja viestintätekniikkaan sekä siihen, mitä uutta lukemiseen ja kirjallisuuteen liittyvää he kertoivat oppineensa ja kokeneensa. Koska tutkimuskohteen kaltaisia kokeiluita, joissa yhdistyy kirjallisuuspiiritoiminta ja moderni tieto- ja viestintätekniikka, ei ainakaan Suomessa ole aikaisemmin ollut, päädyttiin tutkimusmetodologian valinnassa kvalitatiiviseen otteeseen. Tutkimusote noudatti tapaustutkimuksen ja kehittämistutkimuksen periaatteita. Vaikka tutkimus oli menetelmältään kvalitatiivinen, aineistoa käsiteltiin myös kvantifioiden, mutta yleistyksiä tehtiin ainoastaan tapauksen suuntaan. Tutkimustulokset osoittivat, että opiskelu oli oppilaille positiivinen kokemus. He pitivät erityisesti etäopiskelun itsenäisestä työskentelystä ja lähiopetuspäivistä. Heidän suhtautumisensa tieto- ja viestintätekniikkaan muuttui positiivisemmaksi ja heidän taitonsa tieto- ja viestintätekniikan käyttäjinä kehittyivät. Oppilaat saivat positiivisia lukukokemuksia, heidän lukualueensa laajeni ja osa heistä kertoi lukutyylinsä muutoksista ja syvenemisestä. Oppilaat kokivat ongelmallisimmaksi hankkeen sekavan tutorointi-systeemin, kiireisen aikataulun sekä tietokoneisiin ja -verkkoon liittyvät ongelmat. kirjallisuuspiiri, kolmilukutaito, lukutaito, kirjallisuus, lukeminen, elämyksellinenlukeminen, kirjallisuudenopetus, moderni opiskeluympäristö, avoin ja joustava opiskeluympäristö, telematiikka, tieto- ja viestintätekniikka reading circle, teaching of literature, tri-literacy, literacy, reading, literature, aestheticreading, modern learning enviroment, open anf flexible learning enviroment, telematics, modern information technology