University of the Sunshine Coast
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Designing a rubric to categorise projects of significance to the Sunshine Coast Region
No full textAssessment frameworks provide a range of matters to consider when evaluating project options. Project advocates may even use frameworks to self-assess the quantifiable parts of their application. That said, assessment frameworks can be complicated to navigate and set rigid thresholds that do not apply to all projects. A new system is required to accommodate dynamic projects such as those affected by disruptive technologiesand those requiring a flexible scope due to the highly uncertain nature of the work required. Assessment rubrics, such as those adopted in higher education, may more effectively articulate the expectations of a project sponsor. Rubrics have the added benefit of explicitly depicting qualitative and quantitative satisfaction levels. Thus, they can be designed in a way that accommodates greater diversity in initiatives and projects than quantified thresholds. This research utilises a design science research framework to design a project categorisation rubric for regionally significant or ‘priority’ projects. Design science is used to diagnosis a problem, build a theory, design an artefact, and undertake an initial evaluation of that artefact. The problem diagnosis extends to a review of previous research and examination of industry reports. Theory building focuses on how to enhance the categorisation of regionally significant projects, and the artefact, or rubric, presents a novel way to assess and categorise projects. As part of the initial evaluation, a series of regional projects on the Sunshine Coast, Australia, have been analysed and categorised
Are Neighborhood Environmental Attributes More Important for Older than for Younger Adults' Walking? Testing Effect Modification by Age
No full textOlder adults are often considered more vulnerable to environmental factors than are younger adults. We examined whether the associations of objectively-measured environmental attributes (Walk Score; street connectivity) with walking for transport differed between younger- (25-44 years), middle- (45-64 years), and older-aged (65-84 years) adults, using a large of Australian sample of 14,656. Walk Score and street connectivity were similarly associated with walking (any; 30+ min/day) in all age groups. Contrary to commonly held views, the study did not find any evidence suggesting that older adults may be more sensitive to their environment to get out and walk than are younger adults, at least for the environmental attributes examined in this study. Further research is needed to investigate if there are particular environmental factors that hinder older adults from being active
Bad behaviour or societal failure? Perceptions of the factors contributing to drivers’ engagement in the fatal five driving behaviours
No full textThe so-called ‘fatal five’ behaviours (drink and drug driving, distraction and inattention, speeding, fatigue, and failure to wear a seat belt) are known to be the major behavioural contributory factors to road trauma. However, little is known about the factors that lead to drivers engaging in each behaviour. This article presents the findings from a study which collected and analysed data on the factors that lead to drivers engaging in each behaviour. The study involved a survey of drivers’ perceptions of the causes of each behaviour and a subject matter expert workshop to gain the views of road safety experts. The results were mapped onto a systems ergonomics model of the road transport system in Queensland, Australia, to show where in the system the factors reside. In addition to well-known factors relating to drivers’ knowledge, experience and personality, additional factors at the higher levels of the road transport system related to road safety policy, transport system design, road rules and regulations, and societal issues were identified. It is concluded that the fatal five behaviours have a web of interacting contributory factors underpinning them and are systems problems rather than driver-centric problems. The implications for road safety interventions are discussed
Literacy for the 21st Century: A Balanced Approach, 3rd edition
No full textThe purpose of this product is to support PST develop knowledge, understanding and skill in teaching literacy to children from the Foundation Year to Year 6.
To assist in achieving these goals, the product outlines from the beginning that successful teaching involves knowing the students, the content and associated curriculum requirements, and understanding how to apply this knowledge in explicit and skilled ways to meet individual students’ literacy learning needs. The product emphasises that effective teachers continually engage in reflective practice to gauge if and how each student’s learning goals are achieved. It challenges the PST to consider ways of knowing, learning and teaching, providing opportunities to consider ways of using digital platforms to develop children’s reading, writing, speaking, listening and viewing skills. Developed for preservice teachers, practising teachers and those interested in English literacy teaching and learning, this product includes a range of vignettes drawn from classroom and university practice across Australia, examples that stand to authenticate the learning. [Book Synopsis
Introducing educational psychology and reflective practice
No full textThe third Australian edition of Educational Psychology, 3rd Australian Edition (O’Donnell et al.) draws together the pre-eminent academic voices in Australia’s educational psychology landscape to help pre-service teachers develop a practical framework to implement teaching strategies that promote students’ learning, development and potential. This is achieved through jargon-free language, extensive lesson plan analysis and engaging, in-situ media. Available as a full-colour printed textbook with an interactive eBook code, this text enables every student to master concepts and succeed in assessment by taking the roadblocks out of self-study, with features that are designed to ensure you get the most out of what you’re learning. This edition helps inform the ‘prac’ teaching experience with extensive lesson plan analysis and honing the development of skills with thought-provoking questions and activities, and is complemented with videos that allow you to connect the theoretical with the practical, Concept Check questions that tests your comprehension, with instant feedback that provides guidance in where your strengths and weaknesses lie (for further study), as well as learning tools you can use to develop skills you can build on throughout your teaching career, and the opportunity to work between the online (interactive e-text) and offline (print) to cater to how you study best. [Book Synopsis
The impact of bowel and bladder problems on children's quality of life and their parents: A scoping review
No full textBackground: Functional bladder and bowel problems are common in children and have a serious psychological as well as physical impact. The objective of this scoping review was to synthesise evidence on the impact of such conditions both on children's quality of life (QOL) and their parents. Methods: The scoping review followed Arksey and O′Malley's framework. Relevant studies were identified by a comprehensive search of scientific databases. Inclusion criteria focused on children with bladder and bowel dysfunction, their QOL, and impact on parents. Studies were analysed for aims, study populations, measures, and results. Results: A total of 783 records were retrieved with 30 meeting the criteria. Most studies found that QOL was reduced in children with nocturnal enuresis, day bladder dysfunction, bowel dysfunction, and combined bladder and bowel dysfunction. Parents' QOL and social–emotional functioning were also negatively affected. Conclusions: Functional bladder and bowel problems should be identified and treated as early as possible to minimise negative impacts on QOL of children and their carers. Future research should focus on how to best provide early and effective intervention in the most accessible manner
The Language of Diabetes Complications: Communication and Framing of Risk Messages in North American and Australasian Diabetes-Specific Media
No full textIN BRIEF Reducing the risk of diabetes complications requires the delivery of accurate and constructive information for people with diabetes to make informed self-management choices. This article reports on a study assessing the language and framing of risk messages about long-term complications featured in publications produced by North American and Australasian diabetes organizations. Findings highlight problems with the language, content, and framing of messages about risk of long-term diabetes complications presented by diabetes-specific media. These poorly communicated messages may be contributing to distorted perceptions of complications risk and diabetes distress and may interfere with optimal self-management
Design and Evaluation of the Interactive Mindfulness Program and Virtual Evaluation (IMProVE) Game
No full textThis paper evaluated a novel digital game for mindfulness training and assessment. The Interactive Mindfulness Program and Virtual Evaluation (IMProVE) was built as part of a systematic research-based process that investigated how technology can be used to cultivate mindfulness. Developed as an infinite runner game, IMProVE targets eight mindfulness factors, as defined by the Comprehensive Inventory of Mindfulness Experiences, by means of embedded game design elements. Embedded metrics measure the player’s objective level of mindfulness as deduced by play style and performance. Ninety-four participants tested IMProVE for its efficacy on state mindfulness and user experience. Mixed results were obtained, with a significant learning effect on state mindfulness on one of the two instruments only, which did not correspond with the embedded metrics. Effects on individual mindfulness factors reached significance in two cases. IMProVE’s user experience was rated overall as very positive, supporting its potential for mindfulness training and assessment. The limitations of the game and its evaluation study are discussed in detail
Digital diaries: new uses of PhotoVoice in participatory research with young people
No full textNew technology offers extremely novel and useful ways of exploring ‘the everyday’ of young people’s lives and can include videos, live feeds filmed on social media, text messages, email communication, and messaging or headset communication on gaming consoles. The significance of mobile communication in the lives of young people means that digital diaries offers alternate ways of implementing PhotoVoice methods. This viewpoint proposes the ways in which digital diaries are a useful method of collecting data in research with young people and highlights the challenges and ethical consideration that must be considered when using this method
Creating a Culturally Safe Space When Teaching Aboriginal Content in Social Work: A Scoping Review
No full textTeaching Aboriginal content in social work education presents risks of retraumatisation for students. There are international calls for a trauma-informed teaching model that creates cultural safety in the classroom. This study aimed to develop a trauma-informed model for social work education by reviewing the literature on cultural safety for Aboriginal peoples. This model incorporates key aspects of ensuring Aboriginal cultural safety: de-colonise social work education; collaborative partnerships; build relationships; critical reflection; develop cultural courage; and yarning and storytelling. It provides a valuable framework for creating a more equitable teaching and learning environment that also ensures the essential academic content is covered