Perceptions of barriers to numeracy

This paper reports on one of the initial stage in a project that aims to identify, describe, evaluate, and provide advice on aspects of classroom pedagogy that may act as barriers to the numeracy development of some primary students. The paper describes how focus groups were used and some of the outcomes of this process. Some concerns are discussed, and suggestions for improving the process are made. However, it is concluded that the focus group approach served the research purposes well.

Inclusion and accountability: communications research with consumers with disabilities

Over the past two decades there has been an increasing focus on doing research with and for consumers rather than on consumers. Research that is collaborative and inclusive has been called for by people with disabilities. People with disabilities are a group of telecommunications consumers who are disadvantaged because of social barriers and access issues with equipment, services and information. In this paper, the benefits and challenges of collaborative (e.g. participatory, participatory action, emancipatory) research with these consumers and the processes that can facilitate inclusive and accountable research outcomes are addressed. Throughout the paper, four questions will be explored: Who determines which research issues are explored and the methods that are used? What is the level of consumer involvement in the research process? How can academics and government ensure that consumer-focused research is inclusive and participatory? How, and to whom, should research results be made available?

In the first part of the paper, the perspectives on consumer research by people with disabilities are presented. Respect for and appreciation of consumers' views underpins the philosophical stance needed by researchers and funding bodies before serious engagement in empowering, person-centred research can be successful.

In the second part of the paper, there is a focus on defining the features of collaborative research approaches. Participatory research, participatory action research, and emancipatory research are variations that incorporate differing levels of consumer involvement. Each of these, however, embrace shifts in philosophy and methods away from more traditional 'scientific' research. Such changes result in a greater sense of inclusion and project ownership by consumers.

The third part of the paper addresses some of the issues associated with collaborative research for consumers with disabilities, for academic researchers, and for government funding bodies. Differing understandings of the social nature of disablement influence attitudes toward consumer involvement and are demonstrated in the choice of research questions, project aims, and the methodologies used. Differing agendas are reflected in reactions to the traditional project requirements and processes of government, the preferred research methodologies of researchers, and the perceived accountability of researchers or government for the dissemination and sharing of research results. The challenges to successful engagement with consumers in collaborative research have been identified in the literature and a number of strategies recommended (Barnes, 2003; Clear, 1999; Mercer, 2002; Oliver, 1992, 1997; Zarb, 1997). Application of inclusive strategies by researchers and funding bodies is essential for positive change and inclusive, empowering outcomes.

The paper concludes with a case study of a DCITA-funded research project. The project is evaluated using participatory/emancipatory research criteria modified from Zarb (1992) and addresses consumer, researcher, and funding body participation. The four questions used in the discussion of the paper are applied to this particular project. In addition, the benefits and learnings from the project will be compared with the outcomes desired by consumers who espouse collaborative research approaches.

Real time, perceived time and time online : a review of student experiences of time over thirty years of distance and online education

This paper examines how students use and perceive time when studying in distance education modes and what affects this perception of time and the reality of time. We examine 30 years of student involvement on distance and online education, their comments on both their learning experiences, and the technology requirements of distance education/online learning. Our University has been involved in distance education since its formation in 1974. The online technologies offer increasingly sophisticated and immersive experiences for our students, both on campus and off campus, but many of our students continue to complain of time squeeze, and fail to predict the time it will take them to complete our subjects. We research how the technologies we use for online learning are contributing to this time squeeze perception and the student's "real" time to learn.
Research is drawn from both the Australian Bureau of Statistics and surveys of our students' experiences (we have 32,000 students online, with single online classes of over 1300 students), to examine student use and perceptions of their available time to study and how the technologies used in online learning affect this.

Reaching the invisible : overcoming sampling barriers in GLB research via web surveys

Sampling is fundamental to the credibility of any empirical investigation, and this is no different for the area of Gay, Lesbian and Bisexual (GLB) research. In fact, it would not be an overstatement to say that publication of GLB research into high quality and mainstream journals has been limited in part because of sampling issues. The purpose of this paper is to raise awareness of the unique sampling problems posed by GLB resaerch and to offer solutions to these through the use of web surveys and recruitment strategies. In particular, we provide data which show that, contrary to voiced concerns, when employed with a rigorous recruitment strategy, web surveys increase rather than reduce sampling coverage. Further, we provide evidence that the web survey technique can yield data of comparable quality to that obtained with a hard-copy survey. The paper concludes with strategies researchers can adopt to overcome barriers in obtaining a diverse GLB sample.

The effect of store name investments on perceived store quality

This study is about store names as brand signals. It focuses on the effects of store name investments on store name credibility and perceived store quality. Using the theoretical framework of Erdem and Swait (1998), hypotheses are developed vis-à-vis the effects of store name investments on consumers’ perceived store quality. The proposed hypotheses are empirically tested on data collected from a sample of students. The study is part of a project that looks at how store name and brand name credibility affect consumers’ expected utility.

Seniors in Australia: computer access patterns and barriers

Australia has an aging population with a subsequent increase in the number of people with acquired impairments who are at risk of being excluded from accessing technology. While technology can improve communication and information options for seniors, usage patterns and access barriers need to be assessed so that requirements can be met. This paper reports on the outcomes of a government funded study aimed at determining computer and Internet access use and barriers for seniors. Participants were 238 Seniors aged 60 and over who completed a survey; of these 30% indicated they had one or more impairments. Barriers identified related to cost; lack of information, training, access (at home or in the community), and interest; and attitudes related to age.

Occupational safety and health management systems in Australia: barriers to success

The growing popularity of occupational safety and health management systems in Australia has stimulated critical debate about their effectiveness. This paper asks whether the performance of such systems lives up to expectations. Making use of a research review and an extensive interviewing programme, the paper draws several conclusions. First, it observes that the definitional requirements for an occupational safety and health management system have been watered down, making it more likely that organisations can claim to have a system, but less likely that it will be effective. Second, a review of empirical research reinforces the view that systems can improve health and safety outcomes, but only if they meet strict conditions concerning senior management commitment, effective workforce involvement and programme integration. Third, several barriers to successful implementation are identified, including the failure to meet essential success factors, the inappropriate application of audit tools to ensure compliance, and their problematic application in certain sectors such as small business, contractors, and the part-time and temporary workforce. The paper concludes that occupational safety and health management systems can live up to their promise, but often fail to do so because of inadequate implementation or application in hostile environments.

Self-perceived quality of life of children and adolescents with physical disabilities in Hong Kong

Although illnesses and diseases are thought to adversely affect quality of life (QoL), whether children who have physical disabilities (PD) from a young age adapt to the effect of developmental disabilities has rarely been investigated. This study attempted to assess the subjective wellbeing, and examine the correlation between objective and subjective QoL, of children with PD. Using a self-reported non-disease-specific questionnaire, the QoL of 72 young persons (13.5 ± 2.0 years) with PD was contrasted with those who do not have disabilities (n = 510; age-matched). MANOVA analyses revealed that the PD group had lower objective QoL score (63.0 ± 7.4 vs. 66.8 ± 5.7, p < 0.001) but the two groups were not significantly different in subjective QoL score (70.9 ± 11.4 vs. 69.6 ± 13.6, p = 0.466). No correlation was found between objective and subjective QoL in the PD group (r ranged from 0.06 to 0.19), while weak to medium correlations (r ranged from 0.03 to 0.41) were observed for the controls. The apparent detachment of subjective feeling and objective circumstances in the PD group may reflect adjustment to developmental disabilities.

Learning opportunities for Australian prevocational hospital doctors: exposure, perceived quality and desired methods of learning.

Objective:

To survey prevocational doctors working in Australian hospitals on aspects of postgraduate learning.
Participants and setting:

470 prevocational doctors in 36 health services in Australia, August 2003 to October 2004.
Design:

Cross-sectional cohort survey with a mix of ordinal multicategory questions and free text.
Main outcome measures:

Perceived preparedness for aspects of clinical practice; perceptions of the quantity and usefulness of current teaching and learning methods and desired future exposure to learning methods.
Results:

64% (299/467) of responding doctors felt generally prepared for their job, 91% (425/469) felt prepared for dealing with patients, and 70% (325/467) for dealing with relatives. A minority felt prepared for medicolegal problems (23%, 106/468), clinical emergencies (31%, 146/469), choosing a career (40%, 188/468), or performing procedures (45%, 213/469). Adequate contact with registrars was reported by 90% (418/465) and adequate contact with consultants by 56% (257/466); 20% (94/467) reported exposure to clinical skills training and 11% (38/356) to high-fidelity simulation. Informal registrar contact was described as useful or very useful by 94% (433/463), and high-fidelity simulation by 83% (179/216). Most prevocational doctors would prefer more formal instruction from their registrars (84%, 383/456) and consultants (81%, 362/447); 84% (265/316) want increased exposure to high-fidelity simulation and 81% (283/350) to professional college tutorials.
Conclusion:

Our findings should assist planning and development of training programs for prevocational doctors in Australian hospitals.

Screening for chlamydia trachomatis : barriers for homeless young people

Objective: The study explored homeless young people's knowledge and attitudes of Chlamydia trachomatis (Chlamydia) and its screening.

Design: Semi-structured interviews using focus groups.

Setting: An inner city clinic for homeless young people.

Subjects: Homeless young people aged 16-26 years.

Outcomes: Perceptions of Chlamydia and its screening.

Results: 19 males and 6 females aged 16-26 years participated. Content analysis confirmed a lack of knowledge, prior education and misinformation about Chlamydia and barriers to being screened. Ideas for informing young people about Chlamydia included advertising on billboards, in free newspapers, and improved school sex education programs.

Conclusions: Homeless young people have poor knowledge of Chlamydia and its screening and barriers to the screening process. Culturally-specific education and health promotion programs and services are needed.

Residential proximity to school and the active travel choices of parents

Issue addressed: Walking for transport can contribute significantly to health-enhancing physical activity. We examined the prevalence and duration of walking to and from school, together with perceived influences on doing so, among parents of primary school children. Methods: Questionnaires were completed by parents from four primary schools (one government and three private) located in south-east Queensland (n=559; 40% response rate). Results: Eighteen per cent of parents reported walking for at least 10 minutes during journeys to school. Significantly greater proportions of parents with only one car in their household, with a child who attended a government school, with no driver’s licence, who had less than 11 years of education, and lived within two kilometres of the school walked for at least 10 minutes during the school journey. Factors perceived by parents most strongly to influence walking to school were: being physically active; safety concerns for the child walking alone; not having to park; walking being the child’s preferred option; too much motor vehicle traffic; and their child’s age and level of road sense. Conclusions: Despite the overall low prevalence of walking to school by parents, health-enhancing benefits may be achieved even when other modes of transport are used in conjunction with walking.

Personal, social and environmental determinants of educational inequalities in walking: a multilevel study

Objective: To investigate the contribution of personal, social and environmental factors to mediating socioeconomic (educational) inequalities in women’s leisure-time walking and walking for transport.
Methods: A community sample of 1282 women provided survey data on walking for leisure and transport; educational level; enjoyment of, and self-efficacy for, walking; physical activity barriers and intentions; social support for physical activity; sporting/recreational club membership; dog ownership; and perceived environmental aesthetics and safety. These data were linked with objective environmental data on the density of public open space and walking tracks in the women’s local neighbourhood, coastal proximity and street connectivity.
Results: Multilevel modelling showed that different personal, social and environmental factors were associated with walking for leisure and walking for transport. Variables from all three domains explained (mediated) educational inequalities in leisure-time walking, including neighbourhood walking tracks; coastal proximity; friends’ social support; dog ownership; self-efficacy, enjoyment and intentions. On the other hand, few of the variables examined explained educational variations in walking for transport, exceptions being neighbourhood, coastal proximity, street connectivity and social support from family.
Conclusions: Public health initiatives aimed at promoting, and reducing educational inequalities in, leisure-time walking should incorporate a focus on environmental strategies, such as advocating for neighbourhood walking tracks, as well as personal and social factors. Further investigation is required to better understand the pathways by which education might influence walking for transport.