134125 research outputs found
Sort by
Early childhood teachers’ understanding of executive functions and strategies employed to facilitate them
No full textIntroduction: Adult-child interactions have a noteworthy influence over how executive functions develop. However, despite recognising the importance of executive functions in a child’s success, little research has been undertaken to explore the role of early childhood teachers in facilitating the development of executive functions in children through their teaching practice. The current study thus explored what understanding early childhood teachers have of executive functions and what pedagogical practices they use to contribute to the development of executive functions in 3 to 5-year-old children within preschool settings.
Methods: Data were collected through an online questionnaire completed by 58 early childhood teachers across Victoria, Australia. The questionnaire included both closed and open-ended questions, aiming to explore participants’ understanding of executive functions and the specific pedagogical practices they employed to facilitate the development of these skills in their classroom. Qualitative data from open-ended responses were analysed thematically to identify recurring practices and perceptions.
Results: The results reveal that some early childhood teachers reported strong pedagogical understanding of executive functions. Further, they reported implementing practices in the everyday classroom intended to promote executive functions. Thematic analysis of qualitative data reveals that these early childhood teachers apply five pedagogical practices intended to facilitate executive functions: environment and activity structuring, supporting autonomous behaviours, enacting purposeful classroom organisation, encouraging sustained shared thinking, and conducting activities that support executive functions.
Discussion: The self-reported data in this study suggest that some early childhood teachers know much about evidence-based pedagogical practices that facilitate children’s executive functions. The reported pedagogical practices employed by such teachers aligned closely with practices recommended in the literature. However, participants’ pedagogical understanding was reported to have been gained through experience, drawing attention to the need for a stronger focus on executive functions during initial teacher education courses. As such, this study highlights the need for Australian early childhood initial teacher education courses to ensure that executive functions and executive functions-supportive pedagogical practices are explicitly addressed. The insights revealed here should inform initiatives that raise awareness and understanding of executive functions among early childhood teachers to forefront executive functions during their time spent with preschoolers.Full Tex
Generically Automating Separation Logic by Functors, Homomorphisms, and Modules
No full textFoundational verification considers the functional correctness of programming languages with formalized semantics and uses proof assistants (e.g., Coq, Isabelle) to certify proofs. The need for verifying complex programs compels it to involve expressive Separation Logics (SLs) that exceed the scopes of well-studied automated proof theories, e.g., symbolic heap. Consequently, automation of SL in foundational verification relies heavily on ad-hoc heuristics that lack a systematic meta-theory and face scalability issues. To mitigate the gap, we propose a theory to specify SL predicates using abstract algebras including functors, homomorphisms, and modules over rings. Based on this theory, we develop a generic SL automation algorithm to reason about any data structures that can be characterized by these algebras. In addition, we also present algorithms for automatically instantiating the algebraic models to real data structures. The instantiation works compositionally, reusing the algebraic models of component structures and preserving their data abstractions. Case studies on formalized imperative semantics show our algorithm can instantiate the algebraic models automatically for a variety of complex data structures. Experimental results indicate the automatically instantiated reasoners from our generic theory show similar results to the state-of-the-art systems made of specifically crafted reasoning rules. The presented theories, proofs, and the verification framework are formalized in Isabelle/HOL.Full Tex
Cognitive Performance in Hot-Humid Environments of Non-Air-Conditioned Buildings: A Subjective Evaluation
No full textHeat waves are deteriorating the indoor thermal environment of non-air-conditioned buildings, bringing more intensive heat-humid exposures, which poses a great threat to human cognitive performance that is closely related to human safety and health. Previous studies mainly focused on the thermos-physiological aspect, trying to establish predicting models of cognitive performance, but the subjective aspect also needs investigating. In order to explore the relationship between cognitive performance and subjective responses of subjects to hot-humid exposure, a 150-min experiment was conducted in four hot-humid experiments, during which five kinds of cognitive tasks were administered to simulate the sustained mental workload. ‘National Aeronautics and Space Administration-Task Load Index’ (NASA-TLX) and ‘Positive Affect and Negative Affect Schedule scale’ (PANAS) were selected to acquire the perceived mental workload and mood before and after these tasks. Thereafter, changes in the perceived workload and mood with air temperature and exposure time were analyzed. The results of cognitive tasks (response time and accuracy) were recorded online automatically, with which the cognitive performance index (CPI) was calculated. The results showed that five items of NASA-TLX, namely mental demand, physical demand, temporal demand, effort, and frustration, were negatively related to air temperature (p < 0.05), and they were also observed to have quasi-inverted-U relationships with exposure time. Another item, the performance, was found to have a quasi-U relationship with exposure time. Furthermore, a quasi-inverted-U relationship was observed between the positive mood and exposure time, while a quasi-U relationship between the negative mood and exposure time was detected. Finally, a performance-mood relation was established based on the correlation analysis among the CPI, mood, and mental workload, which produced a linear relation with the R2 of 0.71. This study provided references for the self-evaluation of cognitive performances in buildings without air-conditioners, which is important in the circumstance where heat waves appear more.Full Tex
New horizons in cancer immunotherapy: The evolving role of R848 and R837 (Review)
No full textTherapeutic approaches that increase the efficacy and safety of cancer treatments and improve disease outcomes have been developed worldwide. Immunotherapy uses the body's immune system to inhibit cancerous growth in tissues and organs. Various approaches have been developed to effectively control and inhibit cancerous growth, including checkpoint inhibitors, T-cell transfer therapy, monoclonal antibodies, vaccines and immunomodulators. Toll-like receptors (TLRs) target malignant cells by equipping the immune response. In addition, TLR agonists serve a key role in promoting the innate immune system and initiating antigen-specific T-cell responses. Notably, TLRs and TLR agonists have been utilized as monotherapies or in combination for the treatment of cancer. The present study aimed to review the use of R848 and R837 as TLR agonists, and outline their use as key immunomodulators in cancer therapy.Full Tex
Modelling Congestion and Price Competition in EV Charging Markets
No full textThis paper model the EV charging market, treating EVs and stations as players. Our findings indicate that the Nash equilibrium does not accurately reflect the real-world competition among charging stations. This discrepancy arises because the decision-making processes of EVs and charging stations are not simultaneous. In this paper, we model this hierarchical decision-making process as a Stackelberg game, where charging stations act as leaders and EVs as followers. We further demonstrate that, under certain conditions, the Stackelberg equilibrium not only exists but is also unique. To validate our model, we use EV charging data from the Sydney city road network to examine how changes in charging prices impact EV flows. The results show the dynamic interaction between EVs and charging stations, highlighting the balancing effect of charging queues and price variations.No Full Tex
A Nurse-Initiated Protocol for Interprofessional Management of Changed Behaviours in Hospital Patients With Dementia and/or Delirium: A Modified e-Delphi Study
No full textAIM: To develop a nurse-initiated protocol for early ward-based interprofessional coordination and formulation of person-centred care plans to assist in point-of-care management of behaviour in older patients on general hospital wards. DESIGN: A modified e-Delphi method was employed to establish expert consensus. METHOD: Multidisciplinary acute-care experts experienced in hospital care of patients with dementia and/or delirium in Australia were recruited by email from 35 professional networks. Three online survey rounds were planned. The first sought free-text comments on point-of-care practices. The following rounds sought expert ratings for subsequently developed protocol components. The study occurred between January and June 2023. RESULTS: Fifty-three experts participated (eight completed all rounds). Existing practices, opportunities and barriers were established in round one (n = 32), informing development of three multicomponent stages: (1) a bundle of bedside care comprising generic person-centred approaches, (2) a stepped-care workflow redirecting multidisciplinary teams to adopt an interprofessional approach to formulating individualised behavioural-care and (3) a one-page Behaviour Support Plan template. Content Validity Index scores for all items in round two (n = 29) were 0.89-0.96, meeting a priori consensus criteria, and negating the need for a third round. CONCLUSION: To improve outcomes for older hospital patients with changed behaviours, a multicomponent protocol for timely interprofessional formulation of point-of-care Behaviour Support Plans was established through expert panel consensus. IMPACT: Management of patient behaviours has resided almost solely with nursing, ignoring the potential inherent in ward-based multidisciplinary teams. A pragmatic procedure for initiating early interprofessional support to nurses' management of behaviours may potentially improve care, safety and outcomes for patients and staff alike. Ready for feasibility testing in hospitals, the protocol capitalises on existing multidisciplinary resources. REPORTING METHOD: The study is reported in accordance with the Guidance on Conducting and Reporting Delphi Studies (CREDES) recommendations. PATIENT OR PUBLIC CONTRIBUTION: No patient or public contribution.No Full Tex
Why Do You Care? They're Just Criminals
No full textThe novel Why Do You Care? (henceforth WDYC?) showcases and interrogates the relationship between harsher sentencing laws for youths in Australia, and the dehumanization of children in police watchhouses and detention centres. WDYC? draws on evidence-based research, presented through the persuasive medium of literary fiction, in order to showcase the issue of draconian measures used against youth offenders, explore community understandings of risk factors and prevention, and consider which solutions best enable families to end intergenerational cycles of abuse and drug addiction. The novel also explores the theme of parenting deficiency, the notion that parents, have a vital responsibility to provide a safe, secure, drug free home, and to prevent their children from developing antisocial tendencies which lead to criminal activity. Further, WDYC? investigates the concept of responsibilisation, which is the shifting of responsibility for addressing societal issues or problems from the State to the individual, families, or communities. The onus of addressing crime, poverty, or education is tasked to the individual, rather than to government interventions.
The exegetical part of this thesis examines the psychological, criminological, mental and physical health aspects of government sanctioned management of children in police watch houses and youth detention centres across Australia. Further, the exegesis explores the processes involved in literary authors utilising personal trauma to craft a story, and investigates the relationship between emotion and creative writing.Thesis (PhD Doctorate)Doctor of PhilosophySchool of Humanities, Languages and Social ScienceArts, Education and Law GroupFull Tex
Exploring nursing students’ learning experiences within tripartite meetings in nursing home clinical placements: a qualitative study using video-stimulated recall interviews
No full textBackground
Nursing students’ clinical learning is premised on experiences in clinical placements in nurse education, with the processes and outcomes of tripartite meetings among the student, nurse preceptor and teacher being central components. The tripartite meetings form the basis and framework for stakeholders’ dialogue and collaboration and have the central purpose of facilitating student learning and development and assessing the students’ achievement against predetermined learning outcomes for the placement period. Students’ experiences with tripartite meetings seems to be an underexplored field, and therefor this study aimed to explore first-year nursing students’ learning experiences within tripartite clinical placement meetings in nursing homes.
Design and methods
A qualitative explorative and participatory approach was adopted in this study, using the video-stimulated interview method “stimulated recall— dialog and reflection”. This method is based on video recordings with subsequent interviews, where video excerpts were used to support reflection and dialogue. Twenty-one video-stimulated recall interviews were conducted with first-year nursing students (n = 7) to explore their learning experiences within the tripartite meetings.
Findings
Data was analysed using reflexive thematic analysis as described by Braun and Clarke. Four themes were identified: (1) the importance of structure and preparedness; (2) supportive relations and dialogue essential for learning; (3) a possibility to create a common learning focus; and (4) assessment needs to be comprehensive and performance focused.
Conclusions
This study highlights that tripartite meetings can be an excellent forum to support the nursing students’ learning process in their clinical placements. Still, consistent and systematic approaches to clinical placement supervision and assessment need to be developed continuously. Therefore, the study’s findings suggest that targeted efforts are warranted to optimise and enhance the learning potential offered in tripartite meetings in clinical education, such as paying a greater attention to the start-up conversation and facilitating comprehensive supervisory and assessment content in the meetings.Full Tex
Who gets the bed: Factors influencing the intensive care exit block: A qualitative study
No full textBackground
Patient flow problems, including discharge delay and after-hours discharge, have been a consistently major issue, especially for intensive care units (ICUs). Evidence suggests that discharge delay and after-hours discharge are associated with increased ICU and hospital length of stay, leading to worsened patient outcomes and increased healthcare costs. They can also increase ICU readmission and post-ICU mortality. The factors influencing discharge processes are not well elucidated.
Objective
This study aimed to explore the barriers and facilitators to the ICU patient discharge processes in adult ICUs.
Methods
This qualitative exploratory multisite observational study was conducted in three regional adult ICUs in Queensland, Australia. We used staff interviews, fieldnotes, and document analysis as data collection techniques. Data analysis commenced with a deductive content analysis using the Structure, Process, and Outcomes framework. Following this, an inductive process was taken using the Theoretical Domains Framework.
Findings
We conducted 59 staff interviews and analysed the discharge documents across three sites. Four domains, including context and resources, beliefs about consequences, social/professional role and identity, and behaviour regulation, were strongly related to the factors that influenced the discharge processes. The findings revealed barriers to discharge, including finding the right bed, disconnected and ineffective information systems, ineffective communication and coordination within and across teams and departments, and uncertainty and inconsistency in discharge decision making. Facilitators included clarity on professional roles in ICU discharge, effective communication within the ICU team, and context specific strategies to support the discharge processes.
Conclusions
The findings provide an in-depth understanding of the barriers and facilitators to the ICU discharge processes. Multifaceted strategies should be considered to facilitate and manage ICU discharge safely and efficiently, including the use of clearer discharge criteria and guidelines, digital systems that aid communication and coordination, and early planning of ICU patient discharge.Full Tex
The Assessment of Students' Personal Qualities in Australian Counsellor Education Programs: A Critical Realist Analysis
No full textIt is well documented that the personal qualities of the counsellor are important to counselling efficacy. This behoves counsellor education programs to identify suitable applicants for their programs and to develop cogent methods of assessing students' personal qualities; however, despite the increasing interest demonstrated by researchers in personal qualities, little consensus is found on the key personal qualities of counselling practitioners. This lack of consensus is compounded by a lack of robust assessment tools for assessing the development of those qualities.
In Australia, counsellors continue to advocate for government recognition as credible mental health providers, with concerns expressed regarding a lack of consistent minimum education standards across the peak associations. Discussion regarding minimum education standards is ongoing, and within this context, the researcher is interested in what differentiates counsellor education from that of other mental health professions. One clear difference seems to be a greater emphasis on the person of the counsellor, including the development of their personal qualities (referred to as personal development) in counsellor education. As an educator, the researcher is also interested in how personal qualities are being developed and assessed in counselling programs, and what determines these approaches to assessment. Existing research on counsellor education in Australia is minimal, which motivated this investigation into the key qualities required of counselling students, approaches to assessing these qualities, and factors determining these approaches to assessment.
This investigation was conducted within a critical realist framework because the research questions did not sit well in either a positivist or constructivist paradigm. Critical realism acknowledges that reality is layered and complex, and as such, is well suited to research questions that seek to explain outcomes such as the factors that determine approaches to assessing students' personal development. The research design was a collective case study, using 10 PACFA-accredited counsellor education programs as the collective case. In-depth, semi-structured interviews were conducted with three personnel from each program and then analysed using grounded theory coding.
Seven key personal qualities were identified: self-awareness, openness, interpersonal skills, emotional stability, cognitive complexity, professionalism, and personal maturity. Further analysis of these interviews and a supporting document analysis of counselling program documents revealed that these key qualities were assessed across the course of students' education using a range of explicit and implicit approaches to assessment. Abductive reasoning was used to hypothesise explanations for surprising outcomes in the data analysis, and, in particular, the balance of explicit and implicit approaches to assessing students' personal development. In addition to the prevalence of ambiguous language and overlapping conceptualisations, structural mechanisms identified as influencing the assessment of students' personal development include a) the program's counselling philosophy and the clarity with which that philosophy is articulated, b) the intentionality of counselling educators, c) institutional philosophy and/or priorities, and d) Australian higher education (HE) regulations. The way and extent to which programs were influenced by institutional philosophy/priorities and the Australian HE regulations was found to be context dependent.
The results of this research have implications for counsellor education programs and program accreditation standards. Further clarity regarding the personal development component of counsellor education is required from professional bodies responsible for program accreditation, along with more guidance as to the types of evidence required to demonstrate that standards are being met. Such guidance could be drawn from the outcomes of this investigation, including the importance of counselling philosophy to personal development, and the significance of clarity and coherence to all facets of program development and delivery. A more intentional focus on personal qualities would be in line with the United States (Council for Accreditation of Counselling and Related Education Programs, 2015) and British standards (British Association for Counselling and Psychotherapy, 2020), and could be a clear point of differentiation for Australian counsellor education from other mental health disciplines.
Recommendations regarding key qualities for entering the counselling profession include operationalising terminology, acknowledging the importance of cognitive complexity, and using personal maturity as a global construct, with other qualities considered subdimensions. Recommendations regarding the assessment of students' personal development include education programs clearly articulating their counselling philosophy, mapping personal development goals, and increasing support for counselling educators. Further research is also recommended to gain more insight into the interaction between educators' agency and intentionality.Thesis (PhD Doctorate)Doctor of PhilosophySchool of Health Sci & Soc WrkGriffith HealthFull Tex