Returning history to the educational formation of health professionals in Australia

History has practically vanished from allied health professional education. We ask, what kind of problem does a ‘history of the professions’ pose for health sciences curriculum? What are the implications of graduates being unschooled in the history of their profession? Literature on knowledge in the curriculum, is used to interrogate how historical knowledge has come to be constituted in professional education fields. We develop a sketch of two particular health professions – occupational therapy and physiotherapy – and ask why it might be difficult to include a history of the profession in these curricula. Our view is that by helping students to cultivate an historical imagination, they can see how their experiences are framed by a fascinating collision of ideas, politics and practices. Furthermore, attention to history can help students better situate their own uncertainties about transitioning to practice enabling them to tackle professional quandaries with hindsight, foresight and insight.     

On the robustness of Riccati flows to complete model misspecification

Consider the continuous-time matrix Riccati operator Ricc$\left(Q\right)=AQ+Q{A}^{\prime }?QSQ+R$. In this work, we consider the robustness of this operator to direct perturbations of the matrices (A, R, S) and, in particular, the flow robustness of the corresponding Riccati differential equation. For a given class of perturbation, we show that the corresponding differential equation is well defined in the sense it is bounded above and below, it has a well-defined fixed point, and it converges to this fixed point exponentially fast. Moreover, the flow of the perturbed Riccati flow is close to the nominal Riccati flow when the perturbation is small; i.e. we prove a continuity-type condition in the size of the perturbation.     

Innovation studies and sustainability transitions: The allure of the multi-level perspective and its challenges

Sustainable development is prompting a re-assessment of innovation and technological change. This review paper contributes three things towards this re-assessment activity. First, it considers how the history of innovation studies for sustainable development can be explained as a process of linking broader analytical frameworks to successively larger problem framings. Second it introduces an emerging framework whose allure rests in its ability to capture the bigger picture: the multi-level perspective on socio-technical transitions (MLP). Whilst burgeoning researcher networks and literature suggests this policy-relevant theory is attractive, it is not without its challenges. The third purpose of this paper is to elaborate these challenges as areas for further research and development. We do this by drawing upon contributions to this special section and the wider literature.     

‘You feel ashamed that you are not in the higher group’—Children’s psychosocial response to ability grouping in primary school

The impact of performative focused agendas on how teachers ‘do’ teaching and how children ‘do’ learning cannot be understated. While research continues to highlight the negative impact of ability grouping on children’s academic and social learning experiences in the classroom, policy imperatives (both global and local) continue to promote ability grouping as an ‘effective’ pedagogic tool for meeting the diverse needs of children, especially in the areas of numeracy and literacy. We argue that this is a symbolically violent process that negatively impacts the psychosocial positioning of children as they negotiate their identities within the figured world of the primary school classroom. This in turn influences their learner identities, as well as their perceptions of their ability to learn. Drawing on data collected with 100 children in three case study schools, we show how ability grouping evoked strong emotional and psychosocial responses characterised by feelings of ‘shame’, ‘upset’ and ‘inferiority’ for those in the low-ability groups. In contrast, children placed in higher-ability groups felt a sense of ‘pride’, ‘happiness’ and ‘confidence’. Ability grouping maps a geography of affect within the classroom demarcating not only how children ‘do’ learning, but also how they embody learning through a particular feeling of ‘being’ a learner in the classroom.     

Parents’ Expectations for and Reactions to Children's Racial Biases

How do parents think about and react to their children's racial biases? Across three studies (N = 519) we investigated whether and how parents’ Internal Motivation to Respond without Prejudice Scale (IMS) predicted standards for their children's race-related behavior, and tested parents’ affective reactions to imagining their children violating their standards. Studies 1 and 2 demonstrated that parents (of 4- to 12-year-old children) with high IMS set more stringent standards for their children's race-related behavior than their low IMS counterparts. Upon considering their children expressing racial bias, high IMS parents reported negative self-directed affect (i.e., guilt; Studies 2 and 3), an affective response that motivates prejudice reduction in adults. The results have implications for involving parents in prejudice interventions targeting children's biases.     

Bollywood in Manila: the spectre of moral comparisons

ABSTRACT

This article explores inter-Asian media reception using the example of Bollywood films and the setting of Metro Manila in the Philippines. Drawing upon a series of interviews and focus groups with both the existing audience and “unexposed” viewers from the “mainstream,” this study takes an interest in how audiences establish the “common ground” that allows them to decode Bollywood narratives. By rescaling the dynamics of inter-cultural media exchange from geopolitical competition down to the grassroots experience of ordinary people, this article demonstrates how Bollywood films provide the basis for imaginative comparisons that open up everyday affinities based on shared economic situations and moral dilemmas. Developing the further intuition that the comparative aspects of global imagination are felt as much as considered, this article seeks to demonstrate how the melodramatic form of Bollywood generates emotional responses that inculcate empathy and an ethic of care. Our larger purpose is twofold: firstly, to explore the potentials of inter-cultural exchange between two societies on opposite sides of “Asia” and, secondly, to encourage reflection upon the ways that mediation facilitates the comparative functions of the global imagination in everyday experience.     

Just One More Episode: Predictors of Procrastination with Television and Implications for Sleep Quality

Sleep experts have raised concern over the effects of electronic media use on sleep. To date, few studies have looked beyond the effects of duration and frequency of media exposure or examined the underlying mechanisms of this association. As procrastinatory media use has been related to lower well-being, we used data from two survey studies (N₁ = 821, N₂ = 584) to investigate (a) predictors of procrastinatory TV viewing and (b) the link between procrastinatory TV viewing and sleep quality. Findings from both studies indicate that those with a stronger viewing habit, higher TV involvement, and an eveningness preference reported more procrastinatory TV viewing. Procrastinatory TV viewing was related to subjective sleep quality, sleep latency, sleep efficiency, and daytime dysfunction. This association was fully mediated by perceived stress. As sleep is key for the replenishment of self-control, procrastinators may be setting themselves up to fail at self-regulating, a situation exacerbated by the omnipresence of media in today’s society.