Lessons learnt from dancing the data : performed research of beginning teachers' experiences

This paper discusses the power of performed research. Such power lies in assisting to research the whole human – thought, action, and emotion. The paper discusses the potential for research through the arts in the development of creativity and imagination, to facilitate social change, and to explore performance as a research process as well as an end result that presents findings. The experiences of Bagley and Cancienne (2001); (2002) guided the creation of the work, and assist to frame this paper. The dance work discussed in this paper is a recent addition to the performed research work ‘The First Time’. The dance work was crafted to bring together the comparable experiences of first year teacher participants, and similarities among the findings of research into their identity. The creation of ‘The First Time’ was employed as a tool to understand and analyse the data. The dance work was employed to highlight findings regarding beginning teachers’ transition to teaching. This paper explores the process of creating and presenting arts-based research to expand the avenues through which the results of research are made available to a relevant audience; of how this method might broaden and complement traditional ways of thinking about and doing educational research.

Managing health care in Australia : steps on the health care roundabout?

This paper explores some of the lessons of the coordinated care trials in Australia in the context of managed care in America and asks how do we best manage our finite health care dollars for the most equitable and effective outcomes for whole populations? The COAG trial in Australia tested a more structured process for managing the care of patients with chronic illness and postulated that currently fragmented health system funding could be pooled around individual patient need, and managed for improved economic outcomes and patient wellbeing. There is little doubt, following this initiative and much work in other countries, that as health care costs rise, for a range of reasons, improvements are needed in the management of our resources if we are to control rising health care costs. We also know that chronic illness, much of which is preventable and avoidable, is the major component in the rising health care cost equation and a factor likely to consume around 75% of our health dollars in the future. Much chronic illness can be prevented through social and population health strategies and we know that even if chronic illness can?t be prevented, it can be managed better through community-based chronic illness management programs. These programs rely on information, education, patient lifestyle and behaviour change, and on patients developing improved self-management skills. But, what is the best way to manage population health in Australia and ensure equity and fairness in the health care market as we evolve new approaches, especially to the management of chronic illness?

Next steps in the logic of consumer-led self-management : translating chronic condition self-management programmes (CCSM) into lifestyle management programmes for young people

The techniques applied in chronic condition self-management programmes (CCSM) to support patients with chronic conditions are basic counselling and communication strategies that would benefit people at all stages of life and wellness. The question being explored here is why, as a society, we wait until people develop essentially preventable chronic conditions before helping them to develop the life skills they need to manage their lives and their human interactions better rather than working to avoid or prevent many chronic conditions that develop as a result of people lacking such skills? If we were to teach coping and managing skills to everyone in a supportive and structured way, using the peer-led teaching and learning strategies and basic counselling and education processes that have been shown to be successful for other older groups with chronic illness, the overall population impact would be more significant. Therefore why wait until people have chronic conditions before empowering them with basic life management techniques? Do people need to be sick before they can be motivated to live more effective lives? Is sickness the main stimulus for triggering health-related behaviour change or can other factors in people’s lives serve to inform and motivate lifestyle change?

Salt intakes, knowledge, and behavior in Samoa: monitoring salt-consumption patterns through the World Health Organization's Surveillance of Noncommunicable Disease Risk Factors (STEPS)

This project measured population salt intake in Samoa by integrating urinary sodium analysis into the World Health Organization's (WHO's) STEPwise approach to surveillance of noncommunicable disease risk factors (STEPS). A subsample of the Samoan Ministry of Health's 2013 STEPS Survey collected 24-hour and spot urine samples and completed questions on salt-related behaviors. Complete urine samples were available for 293 participants. Overall, weighted mean population 24-hour urine excretion of salt was 7.09 g (standard error 0.19) to 7.63 g (standard error 0.27) for men and 6.39 g (standard error 0.14) for women (P=.0014). Salt intake increased with body mass index (P=.0004), and people who added salt at the table had 1.5 g higher salt intakes than those who did not add salt (P=.0422). A total of 70% of the population had urinary excretion values above the 5 g/d cutoff recommended by the WHO. A reduction of 30% (2 g) would reduce average population salt intake to 5 g/d, in line with WHO recommendations. While challenging, integration of salt monitoring into STEPS provides clear logistical and cost benefits and the lessons communicated here can help inform future programs.

School-based pedagogies and partnerships in primary science teacher education: the Science Teacher Education Partnerships with Schools (STEPS) project

The STEPS project responds to international concern about primary teachers' lack of science knowledge and confidence to teach science, and recent questioning of the effectiveness of traditional approaches to teacher education.It will review and build on established, innovative and successful practices at five universities, to develop and promote a framework supporting school-based approaches to pre-service teacher education.The models involve partnerships between universities and primary schools to engage pre-service primary teachers in classroom teaching and learning that effectively connects theory with practice.Through critical appraisal of these and similar models, the project will identify key features of the approach and the critical success factors required to establish and maintain strong working relationships with schools and build student capacity.The principles, framework, and resources together with exemplifying case studies, will be designed and disseminated to promote uptake of these innovative practices in the sector.This website documents the nature of the project, the emerging Interpretive Framework, principles and resources, case studies, and other project outputs.

IFHTSE Global 21: heat treatment and surface engineering in the twenty-first century: Part 11 – survey of the heat treatment and surface engineering industry in Argentina at the beginning of the twenty-first century

Heat treatment and surface engineering are enabling technologies for modern industry in technologically developed countries. However, the technical requirements of industry in the developing countries, and particularly in Argentina, are often not so demanding. This article is an attempt to reflect the current status of heat treatment and surface engineering in Argentina at the beginning of the twenty-first century, particularly in terms of available technology and human resources. Emphasis is also given to the future prospects of this area of engineering.

Steps to success : family-friendly guide for fifth grade : English language arts

This document is designed to: provide examples of the standards, skills, and knowledge your child will learn in English language arts and should be able to do upon exiting fifth grade ; suggest activities on how you can help your child at home ; offer additional resources for information and help.

Steps to success : family-friendly guide for fourth grade : English language arts

This document is designed to: provide examples of the standards, skills, and knowledge your child will learn in English language arts and should be able to do upon exiting fourth grade ; suggest activities on how you can help your child at home ; offer additional resources for information and help.

Steps to success : family-friendly guide for fourth grade : mathematics

This document is designed to: provide examples of the standards, skills, and knowledge your child will learn in mathematics and should be able to do upon exiting fourth grade ; suggest activities on how you can help your child at home ; offer additional resources for information and help.

Steps to success : family-friendly guide for third grade : mathematics

This document is designed to: provide examples of the standards, skills, and knowledge your child will learn in mathematics and should be able to do upon exiting third grade ; suggest activities on how you can help your child at home ; offer additional resources for information and help.

Steps to success : family-friendly guide for fifth grade : mathematics

This document is designed to: provide examples of the standards, skills, and knowledge your child will learn in mathematics and should be able to do upon exiting fifth grade ; suggest activities on how you can help your child at home ; offer additional resources for information and help.

Steps to success : family-friendly guide for third grade : English language arts

This document is designed to: provide examples of the standards, skills, and knowledge your child will learn in English language arts and should be able to do upon exiting third grade ; suggest activities on how you can help your child at home ; offer additional resources for information and help.

Social Tagging and the Next Steps for Indexing: Fordist Relexivity and Intertextuality

Social tagging, as a particular type of indexing, has thrown into question the nature of indexing. Is it a democratic process? Can we all benefit from user-created tags? What about the value added by professionals? Employing an evolving framework analysis, this paper addresses the question: what is next for indexing? Comparing social tagging and subject cataloguing; this paper identifies the points of similarity and difference that obtain between these two kinds of information organization frameworks. The subsequent comparative analysis of the parts of these frameworks points to the nature of indexing as an authored, personal, situational, and referential act, where differences in discursive placement divide these two species. Furthermore, this act is contingent on implicit and explicit understanding of purpose and tools available. This analysis allows us to outline desiderata for the next steps in indexing.