Learning leadership is in your hands : toward a scholarship of teaching in practical legal training

This article seeks to promote discussion about scholarship of teaching in Australian postgraduate pre-admission practical legal training (PLT). This is germane to perceptions of the quality of accreditation of young Australian lawyers practicing in a globalised profession. The article gives a definition and outlines the prerequisites for scholarship of teaching. The present position of teacher engagement with scholarship of teaching in Australian PLT is considered, together with the historical and organisational epistemological approaches to professional practical training. Problems of validity, measurement, performativity, and engagement in teaching scholarship are discussed. Possible methodological approaches, including Schön’s conception of action research, together with other methodologies, technologies, and practical considerations, are considered. These discussion points are directed toward future exploration of PLT teachers’ engagement with, and leadership in, the scholarship of teaching in PLT.

Three phases of the Pacific Islands Project (1995–2010)

The Pacific Islands Project (PIP), funded by AusAid and managed by the Royal Australasian College of Surgeons (RACS), has progressed through three phases from 1995 to 2010. During this time, it has sent over 520 teams to 11 Pacific Island Countries, providing over 60 000 consultations and some 16 000 procedures. In addition to this delivery of specialist medical and surgical services that were not previously available in-country, the project has contributed as a partner in capacity building with the Fiji School of Medicine and Ministries of Health of the individual nations. By 2011, Fiji School of Medicine, which began postgraduate specialist training in 1998, had awarded 51 doctors a diploma in surgery (1 year), 20 of whom had completed their Masters in Medicine (4 years). PIP was independently evaluated on completion of every phase, including the bridging Phase III (2006–2010). The project delivered on its design, to deliver services, and also helped build capacity. The relationship established with the RACS throughout the project allowed Pacific Island graduates to access the Rowan Nicks scholarship, and the majority of MMed graduates received International Travel Grants to attend the Annual Scientific Meeting. PIP has been a highly successful partnership in delivering and building specialist medical services. Although AusAid contributed some $20 million over 16 years, the value added from pro bono contributions by Specialist Teams, Specialty Coordinators and the Project Directors amounted to an equivalent amount. With the emergence of Pacific Island-trained specialists, PIP is ready to move into a new phase where the agendas are set, monitored and managed within the Pacific, and RACS fulfils the role of a service provider. A critical mass of Pacific Island surgeons has been trained, so that sub-specialization will be an option for the general surgeons of the larger island nations.

Building effective school-university partnerships for a quality teacher workforce : a Victorian led initiative

‘Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative’ project, (‘BESUP’), funded by the Department of Education and Early Childhood Development from 2010 – 2011, was conducted by the research team from the School of Education, Deakin University in collaboration with key personnel in two ‘clusters’ of schools located in the Maroondah Education Coalition and in Keysborough/Noble Park.

The overall aim of this project was to examine a pilot model of effective school-university partnership that engages pre-service and in-service teachers and researchers in the co-production of professional knowledge and practice. The model of a university-school partnership that was investigated in the research project was developed as part of the Master of Teaching, a 16 credit pre-service postgraduate course in the School of Education that had the first intake of pre-service teachers in March, 2010. In the design and implementation of the Master of Teaching course, the School of Education set out to create a new relationship between key stakeholders in the preparation of the next generation of teachers. A commitment to doing the professional experience component differently was central to the conceptualization of the new course. To this end, three new professional experience curriculum units were designed with the placements ‘embedded’ into the units themselves.

The research questions that shaped the BESUP research project are:
• What are the design features of an effective school-university partnership model?
• What are the features of cross-generational (pre-service, in-service) models of quality supervision, mentoring and support in a school-university partnership model?
• What are the conditions for an effective professional development program for teachers and academic staff to support professional experience within school-university partnerships?

That the Department of Education and Early Childhood Development funded this research is evidence of the system’s awareness of and concern for investigating ways forward that will provide the next generation of teachers with strong links between the learning experiences undertaken in the university component of their pre-service teacher education and the professional experience component located in schools. The report suggests the significance of ongoing professional conversations and new ways of engaging in professional learning among all of the partners.

Professional legal education reviews : too many 'what's, too few 'how's

Former colonies of the British Empire, Hong Kong and Australia inherited the common law system and the basic structure of legal education and training from England and Wales and remain the closest siblings in terms of proximity in distance and the high degree of similarity between their respective frameworks for legal education and training. This article first summarizes the major reviews of legal education and training in these three jurisdictions: England and Wales, Australia and Hong Kong over the last four decades and argues that while these reviews are keen on investigating ‘what’ is lacking in the curriculum and ‘what’ needs to be changed to equip graduates for the challenges of the day, they do not seem to have shown the same level of enthusiasm in identifying ‘how’ the intended outcomes prescribed can be achieved. Nevertheless, law schools in these jurisdictions recently began to tap on, and combine with the improved classroom pedagogy, clinical legal education and internship, innovative teaching tools and solutions in an attempt to deliver more enhanced learning experience to students. The article examines the role ascribed to technology in legal education and training with a particular reference to SimPLE, a e-learning platform developed in England and Wales which has been put to use in Australia as well, and the reform initiatives taken, and planned to be taken, by the Department of Professional Legal Education at the University of Hong Kong in its Postgraduate Certificate in Laws programme. This article concludes by pointing out the importance of collaboration among stakeholders including teachers, university administration and the legal profession in effecting a more active role of technology in legal education and training of today.

A psychometric evaluation of the Learning Styles Questionnaire : 40-item version

Sixty-six English-speaking postgraduate distance-education medical students completed the Learning Styles Questionnaire (LSQ: 40-item version). This was completed while attending a residential workshop at the beginning of the semester, and 44 of these students completed the same LSQ questionnaire 5 months later at the completion of the semester. The psychometric properties of the LSQ were assessed using Cronbach’s alpha (internal consistency), test-retest, correlational analyses and factor analysis. The results indicated that the LSQ (40-item version) has poor reliability and validity, and therefore requires further development and psychometric evaluation.

Spineless Wonders asks Jo Langdon

An interview with Jo Langdon who lives in Geelong and is currently completing postgraduate studies at Deakin University. A chapbook of her poems, Snowline, was recently published by Whitmore Press.

Distance learners’ study-related interactions with other people in their life-contexts: investigating an unexplored phenomenon

Distance learners are typically embedded within rich and complex life-contexts that comprise family, friends, work colleagues, and community connections. However, relatively few studies explore the interplay between distance learners’ life-contexts and their studies and none examine the study-related interactions distance learners engage in with other people in their life-contexts. Changes currently occurring in the higher education sector, including the emergence of postgraduate lifelong learners, mean this position is becoming untenable. This research note provides an overview of a study currently under development that is intended to shed light on this unexplored phenomena.

Thermosets : structure, properties and applications

Structure-property relationships of thermosets are important in the manufacture and application of materials. Understanding the desired properties of a material in a certain application is related to the material's structure and vice versa. The way in which the material is processed is also a determinant of the structure and resulting properties. Many books have been written about the chemistry of thermosets but with only brief consideration of structure-property relationships. This book focuses on how the structure and properties of a range of thermosets affect the final material and applications. It is composed of two parts: I Structure and properties of thermosets and II Applications of thermosets. Part I starts with a comprehensive overview of thermosets covering structure, properties and processing for advanced applications, followed by four chapters addressing mechanical properties, thermal properties, rheology, and nanostructures and toughening. The applications presented in Part II range from the use of thermosets in the building and construction industry to aerospace applications, electrical applications, thermoset adhesives and insulation materials in appliances and other applications. We hope that this book will not only be a useful textbook for advanced undergraduate and postgraduate students, but also a concise reference for researchers in academia and engineers in related industries. I would like to express my sincere gratitude to the staff of Woodhead Publishing Limited, especially Kathryn Picking who invited me to edit this book and helped develop the initial content, also Adam Hooper, Helen Bradley, Emily Cole, Francis Dodds and Rachel Cox for their assistance in many ways during the preparation of the manuscript. Finally, I wish to express my appreciation and respects to all the contributors for their commitment, patience and pleasant cooperation.

Errors in the identification of question types in investigative interviews of children

This study examined the incidence and nature of the errors made by trainee coders during their coding of question types in interviews in which children disclosed abuse. Three groups of trainees (online, postgraduate and police) studied the coding manual before practising their question coding. After this practice, participants were given two-page field transcripts to code in which children disclosed abuse. Their coding was assessed for accuracy; any errors were analysed thematically. The overall error rate was low, and police participants made the fewest errors. Analysis of the errors revealed four common misunderstandings: (1) the use of a ‘wh’ question always denotes a specific cued-recall question; (2) ‘Tell me’ always constitutes an open-ended question; (3) open-ended questions cannot include specific detail; and (4) specific questions cannot elicit elaborate responses. An analysis of coding accuracy in the one group who were able to practise question coding over time revealed that practice was essential for trainees to maintain their accuracy. Those who did not practise decreased in coding accuracy. This research shows that trainees need more than a coding manual; they must demonstrate their understanding of question codes through practice training tasks. Misunderstandings about questions need to be elicited and corrected so that accurate codes are used in future tasks.

Diabetes and risk of physical disability in adults: a systematic review and meta-analysis

Background
According to previous reports, the risk of disability as a result of diabetes varies from none to double. Disability is an important measure of health and an estimate of the risk of disability as a result of diabetes is crucial in view of the global diabetes epidemic. We did a systematic review and meta-analysis to estimate this risk.

Methods
We searched Ovid, Medline, Embase, Cochrane Library, and Cumulative Index to Nursing and Allied Health Literature up to Aug 8, 2012. We included studies of adults that compared the risk of disability—as measured by activities of daily living (ADL), instrumental activities of daily living (IADL), or mobility—in people with and without any type of diabetes. We excluded studies of subpopulations with specific illnesses or of people in nursing homes. From the studies, we recorded population characteristics, how diabetes was diagnosed (by doctor or self-reported), domain and definition of disability, and risk estimates for disability. We calculated pooled estimates by disability type and type of risk estimate (odds ratio [OR] or risk ratio [RR]).

Results
Our systematic review returned 3224 results, from which 26 studies were included in our meta-analyses. Diabetes increased the risk of mobility disability (15 studies; OR 1·71, 95% CI 1·53—1·91; RR 1·51, 95% CI 1·38—1·64), of IADL disability (ten studies; OR 1·65, 95% CI 1·55—1·74), and of ADL disability (16 studies; OR 1·82, 95% CI 1·63—2·04; RR 1·82, 95% CI 1·40—2·36).

Interpretation
Diabetes is associated with a strong increase in the risk of physical disability. Efforts to promote healthy ageing should account for this risk through prevention and management of diabetes.

Funding
Monash University, Baker IDI Bright Sparks Foundation, Australian Postgraduate Award, VicHealth, National Health and Medical Research Council, Australian Research Council, Victorian Government.

'Global’ is not just ‘out there’ but also ‘right here’: expectations and experiences in internationalised and globalised higher education

This paper reports on a study that took a cross-disciplinary and cross-institutional approach to investigate postgraduate student expectations and experiences in internationalised and globalised higher education. The researchers drew on Giddens’ theory of structuration1. They explored the way samples of specialist medicine trainees in the UK and pre-service teacher education students in Australia identify and make meaning of their circumstances in an era that is increasingly characterised by greater internationalisation of the student body and more globalised curricula. In this paper, we discuss some of the tensions students reported encountering, and propose several ways in which such tensions might be counteracted.

Doctoral work as boundary-riding and boundary-breaking

This chapter considers the tension between candidates being ‘disciplined in the discipline of the discipline’ and producing significant original knowledge to earn their doctorate. That is, learning about the disciplinary boundaries within which their doctorates are conducted, and learning how to ‘push’ those boundaries with sufficient originality in order to be ‘doctored’. For the purposes of this chapter, ‘doctoral work’ embraces all those forms of work and their workers that contribute to doctoral process. Supervisors (advisers) and candidates (students) are the obvious workers, but then there are those whose work it is to support doctoral work; in particular, administrators, counsellors, postgraduate students’ associations, and those ‘scholarly friends’ the librarians.

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.