Is off-campus engineering study off the agenda? Professional accreditation and distance education

In engineering, distance/off-campus study is an essential element of access to education for those in remote locations and/or seeking to upgrade their qualifications via the lifelong learning route whilst employed. Internationally, engineering education accrediting bodies have moved toward outcomes-based assessment of graduate competency, but are still struggling to relinquish their historical attachment to the measurement of inputs. A genuinely outcomes-based accreditation system based on the demonstrated individual student attainment of appropriate graduate attributes (which might be delivered/gained by a range of means) offers the best way forward for an equitable, representative and socially just undergraduate engineering education system that encourages suitably qualified candidates from a range of social, employment, educational, gender, age and geographic circumstances to aspire to the professional sphere of the engineering workforce. Until outcomes-based education becomes the norm in engineering, it is likely that distance learners in engineering will face significant difficulties.

Exploring study approaches of on campus and off shore students

Based on a revised SPQ2F instrument (Biggs, 2003, Biggs and Leung, 2001) this exploratory study investigates the differences of the study approaches of on campus and offshore students and their perceptions of the delivery of a marketing unit in an Australian university. The results indicate that there are no significant differences in students’ general approaches to study though their study methods may differ according to the learning contexts and the prior learning backgrounds. The also study reveals that majority of students seem to adopt deep learning than surface learning approaches, though in comparison on campus students appear to have deep learning orientations than the off shore campus students.

Does testosterone mediate the trade-off between nestling begging and growth in the canary (Serinus canaria)?

Nestling birds solicit food from their parents with vigorous begging displays, involving posturing, jostling and calling. In some species, such as canaries, begging is especially costly because it causes a trade off against nestling growth. Fitness costs of begging like this are predicted by evolutionary theory because they function to resolve conflicts of interest within the family over the provision of parental investment. However, the mechanism that links these costs with nestling behaviour remains unclear. In the present study, we determine if the relationships between nestling androgen levels, nestling begging intensities and nestling growth rates are consistent with the hypothesis that testosterone is responsible for the trade-off between begging and growth. We test this idea with a correlational study, using fecal androgens as a non-invasive method for assaying nestling androgen levels. Our results show that fecal androgen levels are positively correlated with nestling begging intensity, and reveal marked family differences in each trait. Furthermore, changes in fecal androgen levels between 5 and 8 days after hatching are positively associated with changes in nestling begging intensity, and negatively associated with nestling growth during this time. Although these correlational results support our predictions, we suggest that that experimental manipulations are now required to test the direct or indirect role of testosterone in mediating the trade-off between begging and growth.

Quality of life related to oral versus subcutaneous iron chelation: a time trade-off study

Objective: To investigate the utility associated with subcutaneous infusion (deferoxamine) compared with once-daily oral administration (deferasirox) of iron chelation therapy.

Methods: Interviews using the time trade-off technique were used to estimate preferences (utility) for health states by finding the point at which respondents were indifferent between a longer but lower quality of life (QoL) and a shorter time in full health. Participants (n = 110) were community-based, 51% women, median age 35 years, from four regions in Sydney, Australia. Respondents rated three health states involving equal outcomes for people with thalassemia but with different treatment modalities for iron chelation; an "anchor state" describing a patient receiving iron chelation without administration mode specified, anchor state plus iron chelation via subcutaneous infusion, and anchor state plus iron chelation through once-daily oral medication.

Results: On an interval scale between 0 (death) and 1 (full health), median (interquartile range) utility of 0.80 (0.65–0.95) for the anchor state, 0.66 (0.45–0.87) for subcutaneous infusion, and 0.93 (0.80–0.97) for once-daily oral administration was obtained. The mean (median) difference of 0.23 (0.27) between the two treatments was statistically significant (Wilcoxon-signed rank test, P < 0.001). Subcutaneous infusion was associated with a mean (median) utility 0.13 (0.14) lower than the anchor state (P < 0.001), and once-daily oral treatment had a utility 0.10 (0.13) higher (P < 0.001).

Conclusion: Community respondents associate oral administration of an iron chelator such as deferasirox with enhanced QoL compared with subcutaneous treatment. Assuming equal safety and efficacy, QoL gains from once-daily oral treatment compared with subcutaneous infusion are significant.

Communication and meaning : the first year experience of off-campus study

The substantive field of the thesis is the sociology of distance education. The issues investigated centre on the relationship between off-campus students and the institutions of higher education with which they enrol, in which the first year experience is construed as an encounter between the students’ personal contexts and institutional cultures. A theoretical framework is constructed which synthcsises elements of phenomenology, hermeneutics and feminist theory. The author reports research into the way a small sample of people experienced off-campus study. The students selected resided in Victoria, Australia, and were enrolled with one of two Victorian tertiary institutions: the (then) Gippsland Institute of Advanced Education and Deakin University. Using a case study approach, the subjective experiences of the students were studied by means of a series of interviews which took place at their homes or places of employment in the period January 1988 to November 1989. Methodological issues relating to the application of hermeneutic principles to the use of interviews in educational research are explored. The results of the interpretation of the interview material are presented in terms of an integrationist model of socialisation. The thesis argued is that certain theoretical and practical issues in distance education are best understood as social and cultural phenomena rather than as technical problems. The implications of the findings about the effects of gender and culture on student experience are discussed in relation to the issues of access and equity, student support, and models of teaching and learning.