International and culturally inclusive curricula-an engineering management unit audit case study

SEB421 Strategic Issues in Engineering is a final-year engineering management study unit at Deakin University in which the enrolled student population has grown to include significant numbers of international students. Given this change, it was considered timely to conduct a review of the unit, with regard to principles of international and culturally inclusive curricula. Despite the historically white Anglo-Saxon male culture of engineering education in Australia, there are a wide range of international and cultural aspects related to engineering education. A review of the literature reveals a diversity of interpretations of 'internationalisation' and 'cultural inclusiveness'. From a pragmatic perspective, it is noted that organisational policy can provide guidance for academic staff seeking to make courses more inclusive. From a review of the literature and relevant university policies, a list of 'international and culturally inclusive curricula' guidelines for engineering management education was developed. Comparing a prior audit of SEB421 with these guidelines revealed progress on international and culturally inclusive curricula, but identified opportunities for improvement. The guidelines were applied to the curriculum/syllabus, content/study materials, conduct and assessment of the unit, to identify further opportunities for improvement. A plan for improvement of the unit and an associated timetable for this work were developed. It was noted that some changes can be made immediately, while others are contingent upon the timetable imposed by university systems. It was further noted that issues of change within a single study unit intersect with wider issues of program curriculum, and, while pilot activities can provide a start, eventually the wider issue of international and culturally inclusive curricula across the entire undergraduate engineering program needs to be considered.

Death, mortality and religious diversity

Developed in partnership between the Immigration Museum and Deakin University, this exhibition examines how eight different groups in Victoria deal with death. It includes representatives of Moslem, Hindu, Christian (Catholic, Anglican, Greek Orthodox), Jewish, Buddhist faiths and those with no religion.

Older and wiser?: a comparison of the learning and study strategies of mature age and younger teacher education students

'Non-traditional' students are increasingly a part of university populations. This study examined differences between mature age and younger university students in their learning and study strategies as measured by the Learning and Study Strategies Inventory (LASSI). Subjects were 21 mature age and 104 younger teacher education students enrolled in The Bachelor of Teaching (Primary) course at the Royal Melbourne Institute of Technology. Significant correlations were found between the students' LASSI scores and both their self-reported level of global skill and their perceptions of how difficult the course was. There were significant differences between the two groups in terms of their learning and study strategies, with mature age students reporting themselves to be using effective strategies more often, on average, than younger students. The validity and implications of these findings in terms of student learning, support and instruction in study and learning and in predicting academic success are discussed.

Promoting community capacity through university-community engagement: the Deakin University / Department of Human Services (Barwon South West) Partnership

The formal Partnership between Deakin University and the Victorian Department of Human Services (Barwon-South Western Region), based in Geelong, aims to bring together the knowledge, experience and resources of the Department and Deakin University for the benefit of the people living in that region, as well as for the mutual benefit of both organisations. A recent review process featured stakeholder interviews and focus groups. A special workshop on university-community engagement was also held for interested stakeholders in late 2006. This was facilitated by Prof. Judith Ramaley, President of Winona State University, during her visit to Deakin University as a Fulbright Visiting Senior Specialist. Visioning and strategic planing have continued throughout 2007.

This paper will describe the efforts and achievements of the Partnership through the complementary lenses of Healthy Cities, health-promoting universities and community capacity. This framework will be used to describe how the Partnership coordinators have used Prof Ramaley’s insights to establish a draft Business Plan that espouses a more mature form of collaboration and embraces shared, transformative goals. The paper will describe how the notion of community capacity is being used to evaluate the Partnership’s overall contribution to community engagement.

Thirty years into teaching: professional development, exhaustion and rejuvenation

Female primary school teachers are usually absent from debates about literacy theory and practice, teachers’ professional development, significant policy changes and school reform. Typically they are positioned as the silent workers who passively translate the latest and of course best theory into practice, whatever that might be and despite what years of experience might tell them. Their accumulated knowledges and critical analysis, developed across careers, remain an untapped resource for the profession. In this paper five literacy educators, three primary school teachers and two university educators, all of whom have been teaching around thirty years, reflect on what constitutes professional development. The teachers examine their experiences of professional development in their particular school contexts – the problems with top-down, mandated professional development which has a managerial rather than educative function, the frustrations of trying to implement the experts’ ideas without the resources, and the effects of devolved school management on teachers’ work and learning. In contrast, they also explore their positive experiences of professional learning through being positioned as teacher researchers in a network of early and later career teachers engaged in a three-year research project investigating unequal literacy outcomes.

Reflections on teaching and learning online: quality program design, delivery and support issues from a cross-global perspective

This reflective paper began with a discussion of the online program design and delivery experiences of three senior faculty members at the University of Calgary (Canada) and Deakin University (Australia), which was recorded at Deakin University. After drawing on this recording in their research and practice, one faculty member from each institution decided to review and expanded upon their intervening experiences in terms of issues of quality program design, delivery, and support issues when teaching, and learning in different cultural contexts. The authors discovered that these issues are as important today as they were when they met to record the interview, and have concluded their discussion here with thoughts about the teaching, student, and administrative supports that institutions engaged in online program delivery cross-culturally must address in order to successfully deliver quality online programs worldwide.

Safety and efficacy of routine postoperative ibuprofen for pain and disability related to ectopic bone formation after hip replacement surgery (HIPAID): a randomised control trial

Objectives To determine the benefits and risks of a non-steroidal anti-inflammatory drug (NSAID) as prophylaxis for ectopic bone formation in patients undergoing total hip replacement (or revision) surgery.
Design Double blind randomised placebo controlled clinical trial, stratified by treatment site and surgery (primary or revision).
Setting 20 orthopaedic surgery centres in Australia and New Zealand.
Participants 902 patients undergoing elective primary or revision total hip replacement surgery.
Intervention 14 days' treatment with ibuprofen (1200 mg daily) or matching placebo started within 24 hours of surgery.
Main outcome measures Changes in self reported hip pain and physical function 6 to 12 months after surgery (Western Ontario and McMaster University Arthritis index).
Results There were no significant differences between the groups for improvements in hip pain (mean difference -0.1, 95% confidence interval -0.4 to 0.2, P = 0.6) or physical function (-0.1, -0.4 to 0.2, P = 0.5), despite a decreased risk of ectopic bone formation (relative risk 0.69, 0.56 to 0.83) associated with ibuprofen. There was a significantly increased risk of major bleeding complications in the ibuprofen group during the admission period (2.09, 1.00 to 4.39).
Conclusions These data do not support the use of routine prophylaxis with NSAIDs in patients undergoing total hip replacement surgery.
Trial registration NCT00145730.

The effect of school suspensions and arrests on subsequent adolescent antisocial behavior in Australia and the United States

Purpose: To examine the effect of school suspensions and arrests (i.e., being taken into police custody) on subsequent adolescent antisocial behavior such as violence and crime, after controlling for established risk and protective factors in Victoria, Australia and Washington State, United States (U.S.). Methods: This article reports on analyses of two points of data collected 1 year apart within a cross-national longitudinal study of the development of antisocial behavior, substance use, and related behaviors in approximately 4000 students aged 12 to 16 years in Victoria, Australia and Washington State, U.S. Students completed a modified version of the Communities That Care self-report survey of behavior, as well as risk and protective factors across five domains (individual, family, peer, school, and community). Multivariate logistic regression analyses investigate the effect of school suspensions and arrests on subsequent antisocial behavior, holding constant individual, family, peer, school, and community level influences such as being female, student belief in the moral order, emotional control, and attachment to mother. Results: At the first assessment, school suspensions and arrests were more commonly reported in Washington, and school suspensions significantly increased the likelihood of antisocial behavior 12 months later, after holding constant established risk and protective factors (adjusted odds ratio [OR] 1.5, 95% confidence interval [CI] 1.1–2.1, _p < .05). Predictors of antisocial behavior spanned risk and protective factors across five individual and ecological areas of risk. Risk factors in this study were pre-existing antisocial behavior (OR 3.6, CI 2.7–4.7, _p < .001), association with antisocial peers (OR 1.8, CI 1.4–2.4, _p < .001), academic failure (OR 1.3, CI 1.1–1.5, _p < .01), and perceived availability of drugs in the community (OR 1.3, CI 1.1–1.5, _p < .001). Protective factors included being female (OR 0.7, CI 0.5–0.9, _p < .01), student belief in the moral order (OR 0.8, CI 0.6–1.0, p < .05), student emotional control (OR 0.7, CI 0.6–0.8, _p < .001), and attachment to mother (OR 0.8, CI 0.7–1.0, _p < .05). Conclusions:  School suspensions may increase the likelihood of future antisocial behavior. Further research is required to both replicate this finding and establish the mechanisms by which school suspensions exert their effects.

Moving from face-to-face to online classrooms: the reflective university teacher

This study explores the similarities, differences and possible interaction between two small groups of Canadian and Australian university teachers’ face-to-face and online teaching approaches and philosophies. The paper compares their perspectives on teaching face-to-face and online at two comparable Canadian and Australian universities, both of which offer instruction in these two modes. Teaching philosophy data were gathered with the ‘Teaching Perspectives Inventory’ developed by Pratt and Collins at the University of British Columbia, which assessed participants’ teaching approaches and philosophies in terms of their beliefs, intentions and actions in both modalities. The study upon which this paper is based builds upon a well established research partnership of the two authors who have previously explored emerging philosophies of learner centred teaching in distributed classrooms in Canada and Australia.

Wellbeing of Australians : carer health and wellbeing

This Report concerns the subjective wellbeing of carers in Australia. It is the product of a partnership between Carers Australia, Australian Unity, and Deakin University. All three partners were involved in all stages of the project as planning the logistics, designing the questionnaire and composing the report. Data analysis was undertaken by Deakin University while the logistics of questionnaire mailout was managed by Australian Unity and Carers Australia. The actual mailing took place from each of the state/territory Carers Associations, who used their own databases to print and affix the addresses of their members to the envelopes. Three major outcome measures have been used. The first is the Personal Wellbeing Index, which is our standard measure of wellbeing. The Index score is the average level of satisfaction across seven aspects of personal life – health, personal relationships, safety, standard of living, achieving in life, community connectedness, and future security. The other two outcome measures are sub-scales taken from the Depression, Anxiety, and Stress Scale (Lovibond and Lovibond, 1995). This is a very well regarded scale and the sub-scales of Depression and Stress have been used for this study. A total of 10,939 questionnaires were distributed and 4,107 were returned in time for processing. This constitutes a 37.6% response rate.

IT skills of university first year undergraduate students : two 2001 matriculation cohorts

The use of computers is becoming more widespread in education and in the wider Australian community. This communication reports the results of surveys of two cohorts of first year undergraduate students at The University of Western Australia and Deakin University, conducted at the beginning of the 2001 academic year. The surveys confirm that general IT skills among students are increasing, but that the level of skill is variable. This is consistent with a similar survey at Deakin University which was conducted at the beginning of 2000.

What have we learnt? Pre-service music teaching and learning

Making pre-service teacher education relevant to teaching through onsite visits is not new to tertiary institutions in Australia. "The merits of field based teacher education are frequently cited, concluding increased relevance for students and greater accountability for colleges through participation of local schools" (Elmore, 1979, p. 378). This article reports on a Deakin University initiative with a local school in semester one 2008 with the Bachelor of Teaching (Primary and Secondary) music methodology students. The school chosen has a specialist music teacher. Conkling (2007) points out, "when the experienced music teacher presents a compelling vision of music teaching, pre-service teachers not only attend to this exemplar of teaching practice, but they also recognize the influences of teaching practices on younger students learning" (p. 45). This article explores the concept of school based partnerships and professional development as a way to enhance pre-service music methodology students understanding of teaching and learning. This article highlights some of our reflections during our five-week visit. We discuss the benefits of the experience from the point of view of a university student and a music education lecturer. Whilst such an experience had benefits for the school and the university, we also highlight some limitations that were encountered.

Differentially expressed genes associated with obesity and type 2 diabetes

The present invention relates to nucleic acid molecules which encode expression products associated with the modulation of obesity, anorexia, weight maintenance, diabetes and/or metabolic energy levels. The nucleic acid molecules and expression products of the present invention are produced by recombinant means or isolated from natural resources. The subject nucleic acid molecules and expression products and their derivatives, homologs, analogs and mimetics are proposed to be useful as therapeutic and diagnostic agents for obesity, anorexia, weight maintenance, diabetes and/or energy imbalance or as targets for the design and/or identification of modulators of their activity and/or function. The subject nucleic acid molecules and expression products are identified using differential display techniques.