Process drama and digital games as text and action in virtual worlds : developing new literacies in school

This article explores the intersections between drama and digital gaming and the educational possibilities for literacy of both. The article draws on a model for the educational uses of digital gaming and three case studies from the Australian Research Council funded three and a half year project, Literacy in the digital world of the twenty first century: Learning from computer games. This model theorises the scope of the possibilities for literacy outcomes from the usage of computer games. The article describes how the model works, and then applies the model to drama education, specifying some new ways of thinking about the literacy outcomes from drama education. Process drama is theorised as the creation of text-in-action.

Building capacity in applied learning

Across the globe many nations have found engaging young people in the post compulsory years of school to ensure their transition into economic citizens is challenging. Governments are focusing on developing initiatives and programs to connect young people in education and training as preparation for the workplace. In Australia the use of Applied Learning as pedagogy is emerging as a valuable tool in the delivery of curriculum to engage young people in education. Educators who use Applied Learning pedagogy develop curriculum that is relevant to student interests and needs, connected into communities and results in young people acquiring workplace skills. One such program in Australia is the 'Victorian Certificate of Applied Learning (VCAL), offered in years 11 and 12 of school and firmly grounded in Applied Learning pedagogy. The challenge for many educators is, and has been, that there are marked differences between VCAL pedagogy and curriculum and the pedagogy and curriculum they may have previously used in senior school programs. This paper draws on research that explores the professional learning experiences of Applied Learning educators, in the context of the VCAL. I argue that general professional teaching experience alone is not necessarily adequate preparation for teaching in the VCAL program.

Electrochemical methods applied in innovative corrosion inhibitor experiments : case studies

Electrochemical methods can be used more effectively if innovative experiments are designed and employed. This is especially true if a corrosion system to be tested involves inhibitors that could change the mechanism and pattern of corrosion in complex ways. This paper discusses corrosion inhibitor test design using several practical cases as examples. Particular attention is on difficult issues such as the simulation of localized corrosion phenomena and the influence of corrosion mechanism on inhibitor test results. ©2012 by NACE International.

Anodal tDCS applied during strength training enhances motor cortical plasticity

Purpose:
The objective of this study was to assess the effect of anodal transcranial direct current stimulation (a-tDCS) on voluntary dynamic strength and cortical plasticity when applied during a 3-wk strength training program for the wrist extensors.

Methods:
Thirty right-handed participants were randomly allocated to the tDCS, sham, or control group. The tDCS and sham group underwent 3 wk of heavy-load strength training of the right wrist extensors, with 20 min of a-tDCS (2 mA) or sham tDCS applied during training (double blinded). Outcome measures included voluntary dynamic wrist extension strength, muscle thickness, corticospinal excitability, short-interval intracortical inhibition (SICI), and silent period duration.

Results:
Maximal voluntary strength increased in both the tDCS and sham groups (14.89% and 11.17%, respectively, both P < 0.001). There was no difference in strength gain between the two groups (P = 0.229) and no change in muscle thickness (P = 0.15). The tDCS group demonstrated an increase in motor-evoked potential amplitude at 15%, 20%, and 25% above active motor threshold, which was accompanied by a decrease in SICI during 50% maximal voluntary isometric contraction and 20% maximal voluntary isometric contraction (all P < 0.05). Silent period decreased for both the tDCS and sham groups (P < 0.001).

Conclusion:
The application of a-tDCS in combination with strength training of the wrist extensors in a healthy population did not provide additional benefit for voluntary dynamic strength gains when compared with standard strength training. However, strength training with a-tDCS appears to differentially modulate cortical plasticity via increases in corticospinal excitability and decreases in SICI, which did not occur following strength training alone

Masculinity theory in applied research with men and boys with intellectual disability

Researchers in intellectual disability have had limited theoretical engagement with mainstream theories of masculinity. In this article, the authors consider what mainstream theories of masculinity may offer to applied research on, and hence to therapeutic interventions with, men and boys with intellectual disability. An example from one research project that explored male sexual health illustrates how using masculinity theory provided greater insight into gendered data. Finally, we discuss the following five topics to illustrate how researchers might use theories of masculinity: (a) fathering, (b) male physical expression, (c) sexual expression, (d) men's health, and (e) underweight and obesity. Theories of masculinity offer an additional framework to analyze and conceptualize gendered data; we challenge researchers to engage with this body of work.

Nonnegative Matrix Factorization Applied to Nonlinear Speech and Image Cryptosystems

Nonnegative matrix factorization (NMF) is widely used in signal separation and image compression. Motivated by its successful applications, we propose a new cryptosystem based on NMF, where the nonlinear mixing (NLM) model with a strong noise is introduced for encryption and NMF is used for decryption. The security of the cryptosystem relies on following two facts: 1) the constructed multivariable nonlinear function is not invertible; 2) the process of NMF is unilateral, if the inverse matrix of the constructed linear mixing matrix is not nonnegative. Comparing with Lin's method (2006) that is a theoretical scheme using one-time padding in the cryptosystem, our cipher can be used repeatedly for the practical request, i.e., multitme padding is used in our cryptosystem. Also, there is no restriction on statistical characteristics of the ciphers and the plaintexts. Thus, more signals can be processed (successfully encrypted and decrypted), no matter they are correlative, sparse, or Gaussian. Furthermore, instead of the number of zero-crossing-based method that is often unstable in encryption and decryption, an improved method based on the kurtosis of the signals is introduced to solve permutation ambiguities in waveform reconstruction. Simulations are given to illustrate security and availability of our cryptosystem.

Policy and practice impacts of applied research: a case study analysis of the New South Wales Health Promotion Demonstration Research Grants Scheme 2000-2006

Background
Intervention research provides important information regarding feasible and effective interventions for health policy makers, but few empirical studies have explored the mechanisms by which these studies influence policy and practice. This study provides an exploratory case series analysis of the policy, practice and other related impacts of the 15 research projects funded through the New South Wales Health Promotion Demonstration Research Grants Scheme during the period 2000 to 2006, and explored the factors mediating impacts.

Methods
Data collection included semi-structured interviews with the chief investigators (n = 17) and end-users (n = 29) of each of the 15 projects to explore if, how and under what circumstances the findings had been used, as well as bibliometric analysis and verification using documentary evidence. Data analysis involved thematic coding of interview data and triangulation with other data sources to produce case summaries of impacts for each project. Case summaries were then individually assessed against four impact criteria and discussed at a verification panel meeting where final group assessments of the impact of research projects were made and key influences of research impact identified.

Results
Funded projects had variable impacts on policy and practice. Project findings were used for agenda setting (raising awareness of issues), identifying areas and target groups for interventions, informing new policies, and supporting and justifying existing policies and programs across sectors. Reported factors influencing the use of findings were: i) nature of the intervention; ii) leadership and champions; iii) research quality; iv) effective partnerships; v) dissemination strategies used; and, vi) contextual factors.

Conclusions
The case series analysis provides new insights into how and under what circumstances intervention research is used to influence real world policy and practice. The findings highlight that intervention research projects can achieve the greatest policy and practice impacts if they address proximal needs of the policy context by engaging end-users from the inception of projects and utilizing existing policy networks and structures, and using a range of strategies to disseminate findings that go beond traditional peer review publications.

Applied learning educators breaching boundaries storming barriers

This paper provides discussion of learning experienced by Applied Learning Educators in a workplace context where everyday teaching activities can involve undertaking unfamiliar tasks to the extent that the concept of ‘crossing boundaries’, or acting outside ‘comfort zones’ becomes ‘normalised’. This perspective arises from consideration of extensive interviews with Applied Learning Educators who work in the Victorian Certificate of Applied Learning (VCAL), a senior years’ pathway in Victoria. The pathway is available in settings of schools, Adult Community Education (ACE) and Technical and Further Education (TAFE) and designed to support the engagement of young people in education and their subsequent transition into further study or meaningful work. VCAL Educators use Applied Learning pedagogy in the development of curriculum content that promotes employability skills, connectedness to community and has grounding in student interests and needs. Subsequently student learning in VCAL occurs in and out of classrooms. Applied Learning Educators frequently navigate institutional boundaries in the process of negotiating and developing partnerships with industry and community organisations to enable learning to be undertaken in meaningful and relevant environments. In this paper Boundary Crossing is used as a concept for discussing the wide-ranging nature of VCAL educators’ everyday practice as they respond to the needs of the cohort and requirements of the curriculum. Collegial learning is considered using the notion of Communities of Practice.