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Problematic international aviation safety data?: ICAO\u27s online USOAP CMA compliance database and ISO 9001:2015 – Quality management systems
No full textThe effect of muscle warm-up on voluntary and evoked force-time parameters: A systematic review and meta-analysis with meta-regression
No full textBackground: While muscle contractility increases with muscle temperature, there is no consensus on the best warm-up protocol to use before resistance training or sports exercise due to the range of possible warm-up and testing combinations available. Therefore, the objective of the current study was to determine the effects of different warm-up types (active, exercise-based vs. passive) on muscle function tested using different activation methods (voluntary vs. evoked) and performance test criteria (maximum force vs. rate-dependent contractile properties), with consideration of warm-up task specificity (specific vs. non-specific), temperature measurement method (muscle vs. skin), baseline temperatures, and subject-specific variables (training status and sex). Methods: A systematic search was conducted in PubMed/MEDLINE, Scopus, Web of Science, Cochrane, Embase, and ProQuest. Random-effects meta-analyses and meta-regressions were used to compute the effect sizes (ES) and 95 % confidence intervals (95 %CIs) to examine the effects of warm-up type, activation method, performance criterion, subject characteristics, and study design on temperature-related performance enhancement. Results: The search yielded 1272 articles, of which 33 met the inclusion criteria (n = 921). Increasing temperature positively affected both voluntary (3.7 %/°C ± 1.8 %/°C (mean ± SD), ES = 0.28 (95 %CI: 0.14 to 0.41)) and evoked (3.2 %/°C ± 1.5 %/°C (mean ± SD), ES = 0.65 (95 %CI: 0.29 to 1.00)) rate-dependent contractile properties (dynamic, fast-velocity force production, and rate of force development (RFD)) but not maximum force production (voluntary: –0.2 %/°C ± 0.9 %/°C (mean ± SD), ES = 0.08 (95 %CI: –0.05 to 0.22); evoked: –0.1 %/°C ± 0.8 %/°C (mean ± SD), ES = –0.20 (95 %CI: –0.50 to 0.10)). Active warm-up did not induce greater enhancements in rate-dependent contractile properties (p = 0.284), maximum force production (p = 0.723), or overall function (pooled, p = 0.093) than passive warm-up. Meta-regressions did not reveal a significant effect of study design, temperature measurement method, warm-up task specificity, training status, or sex on the effect of increasing temperature (p \u3e 0.05). Conclusion: Increasing muscle temperature significantly enhances rate-dependent contractile function (RFD and muscle power) but not maximum force in both evoked and voluntary contractions. In contrast to expectation, no effects of warm-up modality (active vs. passive) or temperature measurement method (muscle vs. skin) were detected, although insufficient data prevented robust sub-group analyses
Welding fume in the Western Australian mining industry: Impact of a change to the workplace exposure standard
No full textThe aim of this study was to analyse the Western Australian (WA) Safety Regulatory System (SRS) database to assess compliance of the WA mining sector regarding workers exposure to welding fumes and to identify trends over time. De-identified data analysed to assess the impact of reducing workplace exposure standards (WES) for general welding fumes on industry compliance. Historical trend analysis shows a shift from 100% compliance to 100% non-compliance, based on mean values and 95% confidence intervals, with exposure levels remaining consistent over time. These findings highlight the need for current, innovative engineering solutions, and raise questions about the validity of current sampling methods. Powered air-purifying respirators (PAPRs) integrated with welding helmets can reduce exposures by up to 99.96%, making their adoption as industry best practice critical, yet current sampling methodologies measure welding fume levels outside PAPRs, thus potentially misclassifying workers who are adequately protected as non-compliant. The sampling method is also influenced by other particulate matter present in the workplace that may be due to grinding or other dust generating activities in the vicinity of the welder. Lower WES values necessitate a review of exposure assessment and reporting methods to accurately reflect worker exposures
Reframing Boleslavsky: A method for the maximisation of the utility and aesthetics of trumpet performance in musical theatre
No full textThis thesis explores the adaptation of Richard Boleslavsky’s acting method for trumpet performance in musical theatre, with the aim of maximising both the utility and aesthetics of trumpet playing, and fostering deeper integration between pit musicians and stage actors. Employing a practice-as-research (PaR) methodology, the study synthesises surveys from professional trumpet players, interviews with musical directors, and the author’s reflective practice and performance experiences. Central to the research is the reframing of Boleslavsky’s Acting: The First Six Lessons— concentration (utility), memory of emotion, dramatic action, characterisation, observation, and rhythm (praxis)—for application to trumpet performance. This multidisciplinary approach merges acting techniques with musical training, enhancing the trumpet player’s capacity to convey emotion and character through music. Creative outputs include the composition of eight theatrical studies targeting technical challenges specific to musical theatre trumpet playing, a cabaret-style concert, and participation in a professional production of West Side Story. These outputs validate the framework through targeted application, with West Side Story serving as the primary exemplar due to its canonical status, idiomatic trumpet writing, and accessibility (factors corroborated by global survey data), and serve as practical demonstrations of the adapted Boleslavsky method’s effectiveness. The research contributes a novel framework for trumpet players in musical theatre, enabling the development of both technical proficiency and artistic expression. It also provides insights into the intersection of acting and music performance, suggesting that interdisciplinary approaches can result in more nuanced and emotionally resonant performances. The findings highlight the significance of interdisciplinary praxis in musical theatre, positioning the trumpet player not merely as an accompanist but as an active dramatic collaborator. By integrating acting methodologies into trumpet pedagogy and performance, the study offers practical tools for musicians and educators, potentially enriching the broader field of musical theatre and advancing the synergy between orchestral and theatrical disciplines
Empirical evidence of factors to improve student engagement from experiential learning activities
No full textExperiential learning activities (ELAs) are student-centered activities, such as case studies, that have benefits derived by students being active. Although the literature contains advice on which characteristics enhance ELAs, empirical evidence measuring the impact of these characteristics on engagement is scarce. This paper aims to fill this gap by comparing student engagement from 34 ELAs with varying levels of six characteristics the literature claims are beneficial. Data from a student questionnaire are analyzed with regression and content analyses. The results suggest engagement is most effectively improved when ELAs are authentic and contain the right level of detail and, to a lesser extent, are personally relevant, incorporate the learning cycle, and incorporate critical thinking. Although not emphasized in the current ELA literature, the data also suggested method of facilitation affects engagement. Implications for evidence-based design of engaging ELAs and future research are discussed
Can environmentally friendly hotels lead customers to green behaviors? Evidence from the stimulus–organism–response model and social cognitive theory
No full textPurpose Using the stimulus–organism–response model and social cognitive theory, this study aims to examine how environmentally friendly hotels influence customers’ green patronage intention and green word-of-mouth. The study explored the mediating effects of hedonic value and utilitarian value and the moderating role of environmental concern. Design/methodology/approach Data were collected from 200 customers of environmentally friendly hotels in Iran and analyzed using structural equation modeling (SEM) with Mplus (version 8.3) software. Findings The results indicate that environmentally friendly hotels positively influence hedonic and utilitarian values, as well as green patronage intention and green word-of-mouth. Additionally, hedonic and utilitarian values partially mediate these associations in a positive way. Environmental concern also moderates the effects of environmentally friendly hotels on hedonic and utilitarian values. Originality/value To the best of the authors’ knowledge, this is the first study to investigate the antecedents and influencing factors of green patronage intention and green word-of-mouth in the tourism sector by integrating the stimulus–organism–response model and social cognitive theory
Co-design of a weekly meal box for neurological conditions: Findings from consumer and healthcare provider collaborative workshops
No full textIntroduction: This study explores the collaborative co-design process for developing a weekly meal box tailored for individuals with neurological conditions. Recognising the critical role of nutrition for this community, the research addresses the challenges posed by cognitive and physical impairments in meal preparation. Methods: Through two co-design workshops involving consumers, healthcare providers and industry experts, insights were gathered on dietary preferences, nutritional needs and practical challenges. Results: The workshops emphasised the importance of convenient, easy-to-prepare meals with simple instructions, flexibility and customisability. Consumers expressed preferences for convenient, easy-to-prepare meals with simple, easy-to-follow recipe instructions that align with optimal dietary patterns and taste preferences. Health and industry experts emphasised the importance of flexibility/customisability, ease of access and meal preparation. A prototype meal box was developed and tested in a simulation event, revealing positive feedback and areas for improvement. Participants appreciated the pre-prepared ingredients and reported increased confidence in cooking. Conclusion: By involving both consumers and health and industry experts in the design process, this study contributes to the design of meal box solutions that have real potential to improve the quality of life for those managing neurological conditions through nutrition. The co-design approach ensured the meal box met the specific needs of the target group, promoting sustainability and practical application. Future research will focus on refining the prototype and evaluating its effectiveness in a broader pilot study. This study underscores the importance of user-centred design in creating viable nutritional solutions for individuals with neurological impairments. Patient and Public Contribution: People with lived experience of a neurological condition, their carers, health providers and industry experts contributed throughout the design process and the preliminary simulation event. Our thematic analysis was conducted by someone with lived experience of a neurological condition, who also contributed to the writing and reviewing of the manuscript
Transdisciplinary work-integrated learning’s contribution to societal transition: A scoping review
No full textThis scoping review explores the perceived value of transdisciplinary work-integrated learning (TWIL) for contributing to social change and the enablers of impactful TWIL offerings. TWIL is a pedagogy-based approach which connects students from diverse disciplines with external partners to engage in authentic, work-focused activities as a formal component of academic study. This review focuses on TWIL where students collaboratively explore and problem-solve on known local community and wider societal issues, such as climate, health, food, and water, to foster transformative practice. Thematic analysis of 31 academic sources highlighted the recognised worth of TWIL for fostering student skills for transformation, developing them as global citizens, building collaborative partnerships for disruption, and developing educators and partners for future change. The analysis also revealed seven key enablers for impactful TWIL, including co-creation, curriculum and regulatory reform, liminality and third space, and student agency. The review illuminates TWIL’s potential for developing students’ and partners’ awareness, capabilities, and mindset to make a difference in critical social issues, alongside potentially supporting calls to upscale WIL and improve access for all students in Australian higher education
Assessing the executive function skill strengths and challenges of year eight students in Western Australia
No full textExecutive function (EF) skills play a pivotal role in academic and life success. With the shift from primary school to secondary school, there is a requirement for increased student autonomy and personal accountability. For example, students are expected to simultaneously manage several tasks with varying deadlines for different subjects and teachers. This study focused on measuring and assessing the EF skills of a large sample (n = 378) of Year Eight students from three private faith-based schools in Western Australia (WA) to explore the following research questions:
Q1. What executive function skill strengths and challenges exist in a cohort of Year Eight students in three faith-based schools in WA?
Q2. Is there an association between students’ existing executive function profiles and their satisfaction with their academic grades?
A quantitative approach was employed with data gathered via a modified version of an existing scale, the Executive Skills Questionnaire – Revised (ESQ-R). The ESQ-R is a self-report measure that was developed and validated to assess EF skills with an academic focus, for use in non-clinical settings. The ESQ-R was modified in consultation with a WA based Registered Speech and Language Therapist to improve student accessibility and to allow for independent completion, and an item was added for students to rate their level of satisfaction with their academic grades. Data was gathered in Year Eight cohort groups at the schools in Term Two 2023 under the direction of teachers and/or pastoral tutors who had been provided detailed information about how to approach supervising the data collection and scripted student instructions to read to ensure uniformity of data collection across the schools.
The analysis of the data revealed a number of EF skill areas that students reported as challenges. EF skill behaviours associated with identified challenges are explored in terms of the potential impact on engagement in learning and on classroom management. When considering the implications for students’ perceived academic success based on their EF skill profiles, there was a strong and positive correlation between students’ EF skills and their satisfaction with their grades in general, highlighting that students reporting EF strengths appeared more satisfied with their grade achievement. This research expands on previous research focused on measuring and assessing EF skills of secondary school students and, to a degree, on exploring connections between EF skills and academic achievement, as measured by a self-reported level of satisfaction with grade achievement.
The findings of the study provided insights into EF skill challenges that appeared to exist within a large sample of Year Eight students that may potentially be barriers to academic achievement. Based on this, future directions are explored in terms of developing teacher awareness of EF skills, the developmental trajectories of students’ EF skills and the impact of these skills on academic success, in terms of perceived satisfaction with academic grade achievement. Additionally, teacher development programs to build capacity in educators to incorporate practices for students to improve EF skills and to build a culture of applying EF skills in classrooms are suggested. Further, the provision for school and classroom-based EF skills interventions and coaching to provide opportunities for and to facilitate the development and application of EF skills at a classroom level was proposed. Finally, the potential development of the Australian Curriculum was considered in the context of explicitly linking EF to the skills detailed in the general capabilities of personal and social development, and critical and creative thinking.
The limitations of the study included restricting the sample to faith-based schools in WA and concerns with scale validity for use with adolescents as the scale used has only been validated on a sample of post-secondary students of minimum age 17. Further research is recommended to expand the research to include students from a greater range of schools including government and other non-government schools, and to validate the scale using a broader sample of adolescents
Australian Education Research Organisation and Teacher Education
No full textThe Australian Education Research Organisation was created to initiate, collate and disseminate reliable evidence-based research to the Australian school system. It uses the latest cognitive psychology to advocate the use of explicit instruction and phonics to lift outcomes of Australian schooling. These practices are reflected in the new ‘core content’ for Initial Teacher Education programs that were identified by the Teacher Education Expert Panel to be mandated in national accreditation processes for tertiary providers delivering initial teacher education. Mandating these practices is problematic and marks a further shift towards authoritarian processes in Australia