Making Energy Interventions more Effective : Situation, Interaction, and Precondition

A main purpose of this paper is to propose to policy makers, building professionals, and other non-social scientists a way to make energy interventions more culturally informed and, thereby, more effective. The case study on house purchasers gives an ample illustration of the richer results that can be achieved by paying attention to three aspects of energy efficiency initiatives: the contexts and situations of choice in each particular case, the interaction among relevant social actors, and the culture-specific preconditions for choice. Research on how purchasers of new pre-fabricated houses in Sweden choose their heating system show how such decisions tend to fall between two stools. Furthermore, the organizational structure of housing companies frames house purchasers' decision making. An important result is that energy saving or conversion measures must be promoted at an early stage amongst those who plan and construct buildings (rather than later amongst dwellers and energy end users).

Balancing the risk of injury to gymnasts : how effective are the counter measures?

Background—To minimise injury risk and maximise gymnastics performance, coaches, parents, and health professionals working with young gymnasts need to understand and practise safe gymnastics.

Aims—To (a) identify the various injury counter measures specific to gymnastics, (b) critically review the literature describing each injury prevention measure, and (c) assess, using available risk factor and injury data, the weight of evidence to support each of these counter measures. Specific recommendations for further research and implementation strategies to prevent injury and improve safety are also given.

Methods—The relevant literature was identified through the use of Medline (1966 to May 1998) and SPORT Discus (1975 to May 1998) searches, hand searching of journals and reference lists, and discussions with key Australian gymnastics organisations.

Results—The key gymnastics injury counter measures identified in this review include coaching (physical preparation, education, spotting, and performance technique), equipment, and the health support system (medical screening, treatment, and rehabilitation). Categorisation of the type of evidence for the effectiveness of each of these counter measures in preventing injury showed that most of it is based on informal opinion/anecdotal evidence, uncontrolled data based studies, and several prospective epidemiological studies. There is no evidence from formally controlled trials or specific evaluation studies of counter measures for gymnastics.

Conclusions—Although gymnastics is a sport associated with young participants and frequent high volume, high impact training, there is a paucity of information on injury risk factors and the effectiveness of injury practices. Further controlled trials are needed to examine the extent to which injury prevention counter measures can prevent or reduce the occurrence of injury and re-injury. Particular attention should be devoted to improving training facilities, the design and testing of apparatus and personal equipment used by gymnasts, and coaching and the role of spotting in preventing injury.

Describing and supporting effective science teaching and learning in Australian schools - validation issues

Constructivism is a wide school of thought and its view on learning has important implications to both teaching and learning. Taking a constructivist view of learning to explain interdisciplinary education may help teachers understand the process of building concepts and learning among students as well as the implementation of assessment tasks. Based on a constructivist view of learning, this paper illustrates the assessment aspect of interdisciplinary learning using concrete examples of students' work collected from the Schools Around the World (SAW) project. SAW is an international project which was established in order to set standards for students' work and to stimulate the sharing of teaching ideas among teachers from nine participating nations or regions, with an aim to promote professional development among teachers. This paper attempts to introduce the background of interdisciplinary learning and its assessment methods and hopes to stimulate professional discussion in this respect among teachers.

Talking to effective teachers of primary science

Focuses on teaching principles and practices of Australian primary science teachers as part of the School Innovation in Science (SIS) program in Victoria, Australia. Inadequacy of traditional teaching in developing and changing student's science understandings; Case descriptions of effective teachers in primary science; Analysis of the case descriptions and the implication of results for educational practice.

A window for a purpose: developing a framework for describing effective science teaching and learning

This paper describes the development of a framework – the SIS Components – for describing effective teaching and learning in science, to support a system wide change initiative. The methodology used and the analysis that led to their refinement, is traced to expose the different issues involved in constructing the notion of lsquoeffective practice.rsquo These issues have to do with purpose, politics and audience. They determine features of the framework such as specificity, elements focused on, and the support structures that are put in place to establish the particular discourse being promoted. The paper describes the different research methods used to establish, to promote and to validate the components, and outlines the different senses in which this and any framework can be seen as contingent on the setting for which it is intended.

Governing the Stressed Self: teacher "health and well-being" and "effective schools"

In diverse arenas there is much discussion about the dangerousness of contemporary lifestyles, including the stressful nature of work. These stresses associated with contemporary lifestyles and work are dangerous in so far as they are conceived as placing at risk the emotional, physical and psychic health and well-being of large populations. In this paper we engage with debates about the stressful nature of teachers' work, and the ways in which teacher health and well-being are constructed as being central to the task of delivering more effective schools. In this article we are not so much concerned with the nature of teacher stress as an indication of individual physical, emotional or psychic health and well-being, as with understanding how it is that at this particular historical juncture the self can be so widely conceived in terms of stress. Moreover, what processes make it possible at this moment to link the success or otherwise of a massive institutional process of state-regulated schooling to the health and well-being of teachers and the management of this health and well-being by school managers? We argue that in a policy context that devolves various responsibilities to self-managing schools, the government of the stressed self emerges as an ethical concern for teachers and those who manage them (Foucault, The Use of Pleasure , New York, Pantheon, 1985). Our purpose is to problematise these processes so that responsibilities for delivering on the promise of effective schools might be differently framed and debated.

Windows into practice: constructing effective science teaching and learning in a school change initiative

This paper outlines the development of a framework - the Science in Schools (SiS) Components - that describes effective science teaching and learning and that has become a central focus for the Science in Schools Research project that is being implemented in 225 Australian schools. The description is in a form that provides a basis for monitoring change, and which can be validated against project outcomes. The SiS Components were partially based on interviews with a small number of primary and secondary teachers identified as effective practitioners, and have been subject to a variety of validation processes. The focus of this paper is on a particular form of validation involving interviews with an expanded set of effective primary teachers, from three Australian states. Case descriptions of core elements of these teachers' beliefs and practice were constructed, and a review and mapping process used to examine the extent to which the SiS Components, as a distinct 'window into practice', align with and capture these core elements, and differentiate the practice of these effective teachers from other primary teachers in the project.

The power of the 6 three model for enhancing academic teachers' capacities for effective online teaching and learning: benefits, initiatives and future directions

To gain the full educational benefits of the major new investments in corporate technologies supporting online teaching and learning it is argued that a strategic, systems based approach to academic professional development (APD) is required. Such an approach requires a clear view of the key areas of potential and enduring teaching and learning benefit which can be realised from online developments, including an understanding of the changing role of the academic teacher in higher education, the identification of the desired professional capacities to educate online, and the implementation of a number of coordinated initiatives to develop these professional capacities in order to engage constructively with the learning and technology opportunities. Based on previous work, we propose a 6three model of Academic Professional Capacities Development for effective APD of online teaching and learning. The model can help inform the actions of policy makers, executives and practitioners in ways that promote an authentic learning organisation.

Effective teaching in universities: are students' basic needs being satisfied in large classes?

In a quest for a more efficient education system, many organizations have opted to increase class size. It is a common perception that large subjects are economical to run and small subjects are not. Many in the tertiary  education system have had concerns with issues involved in the teaching of large classes, including teaching quality and whether there are effective learning outcomes for students. As with any complex issue, there are several approaches that could be utilized to assess whether the needs of  stakeholders are being met. Stakeholders include the institution, the  teaching staff the community and the students. This study aims to assess whether universities are satisfying the needs of students as class size is increased The study focuses on satisfaction with large classes and includes an assessment of the satisfaction of students' psychological needs. These constructs are measured in small, medium and large classes to identify the change in the level of satisfaction. The study used a multi-method approach consisting of a literature review, a qualitative phase involving in depth  interviews, focus groups, and a quantitative survey The results show that while customer satisfaction is being met, the satisfaction of students' psychological needs are not being fully realised. It was also found that there were notable variations between individual students, the subjects being studied and degree streams of students taking the same subject. The implications of these findings and suggestions for further investigation are discussed in this paper.

Sociological Agents for Effective Social Action

This paper is concerned with the problem of how effective social interaction arises from individual social action and mind. The need to study the individual social mind, suggests a move towards the notion of sociological agents who can model their social environment as opposed to acting socially within it. This does not constrain such social behaviour; on the contrary, we argue that it provides the requisite information and understanding for such behaviour to be effective. We argue that effective social agents must be sociological in modelling agents and agent relationships. In this paper, we show how an existing agent framework leads naturally to the enumeration of a map of inter-agent relationships that can be modelled and exploited by sociological agents to enable more effective operation.

Investigation of effective material properties in composites with internal defect or reinforcement particles

This paper is concerned with the investigation of the effective material properties of internally defective or particle-reinforced composites. An analysis was carried out with a novel method using the two-dimensional special finite element method mixing the concept of equivalent homogeneous materials. A formulation has been developed for a series of special finite elements containing an internal defect or reinforcement in order to assure the high accuracy especially in the vicinity of defects or reinforcements. The adoption of the special finite element can greatly simplify numerical modeling of particle-composites. The numerical result provides the effective material properties of particle-reinforced composite and explains that the size of particles has great influence on the material properties. Numerical examples also demonstrate the validity and versatility of the proposed method by comparing with existing results from literatures.

Effective science teaching and a strategy for its implementation

Is the way being lost in teaching science? Many primary schools do not have a well developed culture of science teaching and learning, there is a declining interest in science over the years 7 to 10, and there are proportionally fewer students continuing onto science in the senior years. In response to these concerns, the Victorian Department of Education, Employment and Training (DEET) established a major initiative, the Science in Schools (SiS) Research Project, to enhance and invigorate science teaching and learning. During 2000 and 2001 the project team has worked with teachers in primary and secondary schools across Victoria to introduce new initiatives into their science programs. Central to the project are the SiS Components, a framework that describes effective science teaching, and the SiS Strategy, a process by which schools implement change. This paper outlines the SiS Components and Strategy and describes some of the findings that have emerged from the project.