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Research Reflection: Misunderstanding and marginalization: An in-depth interview of how the deteriorating relationship between Australia and China has affected Chinese students at the University of Sydney since the pandemic
No full textThis paper draws on an assessment task within a Bachelor of Social Work program. The unit aims to help students develop an understanding of the ways social workers use research in different practice contexts: assessing community needs, formulating policies, developing new services, evaluating programs, enhancing social work practice and developing theory. Students are introduced to quantitative and qualitative approaches and methods in social work research, in the context of specific practice fields including mental health, domestic violence, community development and policy advocacy. The unit required students to develop and implement a small-scale research project. This paper includes a discussion of what worked well, what could be change in the future and a reflection on how research skills may be useful for future practice as social workers
Hospital discharge planning: a qualitative study of new-graduate physiotherapists' experiences
Get PDFPurpose: Discharge planning constitutes a large part of a physiotherapist's role when working in hospital settings. The challenges of decision-making relating to discharge planning have been identified by experienced physiotherapists. Despite known challenges associated with the transition from student to clinician, the experiences of new-graduates undertaking discharge planning are largely unknown. Therefore, this study aimed to explore:1) new-graduate physiotherapists' experiences of discharge planning in hospital settings, and2) the influence of pre-professional training on their perceived preparedness for discharge planning.Design: A qualitative general inductive approach using semi-structured interviews. New-graduate physiotherapists (n = 14) working in hospital settings were recruited.Finding: Four themes were generated: 1) responding to the pressures associated with discharging patients, 2) complex decision-making, 3) the role of the interprofessional team, and 4) desiring additional context and complexity from pre-professional training.Practice Implications: The study has identified that new-graduates underestimate the extent to which discharge planning features in their roles within hospital settings, and are unaware of the interprofessional practice required. Whilst they felt that their pre-professional training provides the technical skills required for their roles, they felt that they were not prepared for their role within the broader healthcare system, nor the complexity of clinical practice. This study encourages education providers to emphasise the role of physiotherapists within the broader health care system, through highlighting contexts where physiotherapy knowledge can be applied (i.e., discharge planning) and understanding the role of the physiotherapist within the interprofessional team.Limitations: Important perspectives of mentors and other members of the interprofessional team involved in discharge planning have not been included in this study which may have impacted the interpretation of the results
Achievements and Challenges: Addressing the Lack of Certainty in the PRC’s Continuing Education Special Additional Deduction Policy – Insights from Australia
No full textChinese tax residents receiving comprehensive income1 are now allowed a deduction when they gained continuing education. This deduction is a result of the most recent amendment of the Law of the People’s Republic of China on Individual Income Tax (Individual Income Tax Law)2 in 2018. The amended Individual Income Tax Law3 came into effect on 1st January 2019. According to the new rules, taxpayers pursuing continuing education are eligible for a deduction of RMB 400 per month for a maximum of 48 months for a degree or RMB 3,600 for professional qualification education. However, in practice, such benefits seem not easy to obtain.4 This article examines the policy effectiveness of the Continuing Education Deduction according to Adam Smith’s four principles of good taxation design: convenience, certainty, economy and equality. It pays particular attention to the compliance certainty of this deduction for taxpayers. It explores major challenges for enforcing the tax deduction rules on continuing education and its in-depth reasons. It contends that Australia’s work-related self- education deduction policy could serve as an excellent example of policy certainty and inform China’s further reform of the Continuing Education Deduction policy
MATHEMATICAL KNOWLEDGE FOR TEACHING OF PROSPECTIVE PHYSICS TEACHERS: A CASE OF A DECIBEL SOUND LEVEL SCALE
Get PDFINVESTIGATING STUDENTS’ ENGAGEMENT WITH TEACH-FIRST AND TASK-FIRST LESSON STRUCTURES INCORPORATING CHALLENGING MATHEMATICAL TASKS
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“ITS FACE IS SO CUTE!” ENGAGING STUDENTS IN SCIENCE INVESTIGATIONS USING DIGITIZED MUSEUM SPECIMENS
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Physics experiments with internal or external sensors using self-made apps for the smartphone
Get PDFINTRODUCTION
Low-priced smartphones with physics sensors have become widespread. Anyone can easily use a smartphone as a measuring device for physics experiments anywhere, not just in school laboratories. If one can make self-made apps using the sensor built into the smartphone, it is also possible to build an original measuring device. We have therefore developed apps (“Diracma” series) with functions that are not available to public apps for physics experiments.
WHY SELF-MADE APPS?
Physics experiments using smartphone apps, which have been open to the public, have been reported. Using these smartphone apps, experiments can be performed not only in the laboratory but also in other locations. These public open apps are useful, but there were no apps with functions that we needed for specific experiments. For example, there was no function to convert acceleration data to velocity data immediately. Furthermore, there were also no functions to generate and record sound waves at the same time, and to connect an external sensor. Therefore, we started to develop self-made apps to include the aforementioned functions and to make them easier to use since 2013. Using the practice cycle (see Fig. 1 in Abstract PDF), we have done a new scheme of physics education.
APPS “DIRACMA” SERIES USING SENSORS
The first app “Diracma 1” (current app “DiracmaA”) using an internal acceleration sensor was released to the public in 2015. There are several apps, which are “DiracmaS” for an internal audio sensor, and “DiracmaM” for an external sensor (Adachi, 2021). There is a possibility that these smartphone apps can be effectively used in online classes by using students’ smartphones.
The “DiracmaM” app can connect an ultrasonic sensor unit to a smartphone by a USB cable and there are many related experiments for physics classes (the HP site, “Mobile Physics Education Lab” https://sites.google.com/view/diracma888/). This mobile ultrasonic sensor unit can be purchased from the “Mobile Education Lab”. This sensor unit is inexpensive and ready to use in class.
ACKNOWLEDGMENTS
A part of this research was supported by the Japan Society for the Promotion of Science KAKENHI grant number JP17H00166, JP19H00087, and JP21K02954. We thank Prof. Murata, who was a president of the Physics Education Society of Japan, for fruitful discussion.
REFERENCE
Adachi, A. (2021). New Physics Experiments using Model Train and Smartphone Apps (Volume 1 Constant-Velocity Motion). Kindle Book https://www.amazon.com/dp/B08YD15NZX