Recent developments in the detection of melamine

In recent years, there were two reported outbreaks of food borne illness associated with melamine. The presence of melamine and its related compounds in milk, feed, and other foods has resulted in the need for reliable methods for the detection and accurate quantification of this class of contaminants. The sample pretreatment for melamine in a complex matrix usually involves a liquid extraction by a polar solvent, followed by a further clean-up with solid phase extraction. Analyses of melamine and related compounds are commonly carried out by liquid or gas chromatographic methods conjugated with mass spectrometry. Other innovative screening methods, which use antibodies, molecularly imprinted polymers, capillary electrophoresis, and gold nanoparticles, are also used to develop assays and biosensors to melamine. However, many of these methods have been hindered by matrix effects, the solubility of melamine-cyanuric acid complex, and background contamination. This article reviews recent developments for detecting melamine and discusses future directions.     

Exploring learning goals and assessment approaches for Indigenous health education: a qualitative study in Australia and New Zealand

In higher education, assessment is key to student learning. Assessments which promote critical thinking necessary for sustained learning beyond university are highly valued. However, the design of assessment tasks to achieve these types of thinking skills and dispositions to act in professional practice has received little attention. This research examines how academics design assessment to achieve these learning goals in Indigenous health education. Indigenous health education is an important area of learning for health practitioners to help address worldwide patterns of health inequities that exist for Indigenous people. We used a constructivist qualitative methodology to (i) explore learning goals and assessment strategies used in Indigenous health tertiary education and (ii) examine how they relate to higher education assessment ideals. Forty-one academics (from nine health disciplines) involved in teaching Indigenous health content participated in a semi-structured interview. Thematic analysis revealed learning goals to transform students’ perspectives and capacities to think critically and creatively about their role in Indigenous health. In contrast, assessment tasks encouraged more narrowly bounded thinking to analyse information about historical and socio-cultural factors contributing to Indigenous health. To transform students to be critical health practitioners capable of working and collaborating with Indigenous people to advance their health and well-being, the findings suggest that assessment may need to be nested across many aspects of the curriculum using a programmatic approach, and with a focus on learning to think and act for future practice. These findings accord with more recent calls for transformation of learning and assessment in health education.     

Professional and Personal Development in Contemporary Gerontology Doctoral Education

This article reports on the Gerontology Doctoral Student Assessment Model (GDSAM), a comprehensive web-based system premised on developing an evaluation mechanism attuned to the special requirements of advanced graduate education at the doctoral level. The system focuses on longitudinal tracking of selected dimensions of intellectual, professional, and personal progress. This involves interlocking elements of online personal dossier development, student self-rating assessment, faculty assessment of student progress, and a means of communicating interactive and iterative feedback among students and faculty. Preliminary findings from initial data collection using the assessment system indicate that students who have completed and passed their qualifying examinations are more confident in their ability to articulate diverse ideas in professional settings, work in direct contact with research participants, present research findings to scientific audiences, and adjust to the rigors of doctoral education. Additional feedback from participants in the system suggests that, although important ethical issues of confidentiality and appropriate use must be recognized and monitored, the GDSAM has strong potential to provide an appropriate assessment tool at the doctoral level. Implementation of such a system throughout doctoral education in gerontology provides a unique opportunity for tracking the impact and effectiveness of doctoral education in an emergent field as additional programs come on line.     

Technology enhanced learning as transformative innovation: a note on the enduring myth of TEL

ABSTRACT

The purpose of this paper is to offer a critical insight into the ubiquity of technology enhanced learning. The use of technology in higher education is underpinned by a promise that technology will enhance teaching and learning despite an apparent lack of systematic evidence. This raises questions of how this enhancement agenda persists, and of how technology has established a position of dominance within higher education. This orthodoxy is evident across a range of relevant actors, from commercial interests, universities, government, academics, and technologists. This paper utilises a critical logics approach, which problematises the competing interests of these different actors, exploring ways in which the social, political and fantasmatic practices between these actors contribute to the ubiquity and dominance of technology enhanced learning. This paper argues that the technology enhanced project resists in-depth critique, with the repeated failure of technology to transform education attributed towards academics, students and institutions.     

Identifying pedagogy and teaching strategies for achieving nationally prescribed learning outcomes

With the globalisation of university education, national frameworks are commonly used to prescribe standardised learning outcomes and achieve accountability. However, these frameworks are generally not accompanied by guiding pedagogy to support academics in adjusting their teaching practices to achieve the set outcomes. This paper reports the results of a scoping review of health science literature aimed at identifying pedagogy and teaching strategies relevant to achieve the learning outcomes specified by the Australian Qualifications Framework at a master's degree level. Eight practical teaching messages emerged from the review and three broad pedagogical trends were identified: the need to use authentic disciplinary-based learning activities; ensure that students are able to discover different perspectives about future practice and bring student reflection about their own knowledge into curricula. More critically, the review highlights that academics attempting to translate national learning outcome frameworks into their teaching practices face a complex and time-consuming task which may involve searching beyond their own disciplinary focus to identify practical teaching strategies to meet prescribed learning outcomes.     

Textured insoles reduce vertical loading rate and increase subjective plantar sensation in overground running

The effect of textured insoles on kinetics and kinematics of overground running was assessed. 16 male injury-free-recreational runners attended a single visit (age 23?±?5 yrs; stature 1.78?±?0.06 m; mass 72.6?±?9.2?kg). Overground 15-m runs were completed in flat, canvas plimsolls both with and without textured insoles at self-selected velocity on an indoor track in an order that was balanced among participants. Average vertical loading rate and peak vertical force (F_peak) were captured by force platforms. Video footage was digitised for sagittal plane hip, knee and ankle angles at foot strike and mid stance. Velocity, stride rate and length and contact and flight time were determined. Subjectively rated plantar sensation was recorded by visual scale. 95% confidence intervals estimated mean differences. Smallest worthwhile change in loading rate was defined as standardised reduction of 0.54 from a previous comparison of injured versus non-injured runners. Loading rate decreased (?25 to ?9.3?BW?s^?1; 60% likely beneficial reduction) and plantar sensation was increased (46–58?mm) with the insole. F_peak (?0.1 to 0.14?BW) and velocity (?0.02 to 0.06?m?s^?1) were similar. Stride length, flight and contact time were lower (?0.13 to ?0.01 m; ?0.02 to?0.01?s; ?0.016 to ?0.006?s) and stride rate was higher (0.01–0.07 steps?s^?1) with insoles. Textured insoles elicited an acute, meaningful decrease in vertical loading rate in short distance, overground running and were associated with subjectively increased plantar sensation. Reduced vertical loading rate could be explained by altered stride characteristics.     

Personalised learning for young people with social,emotional and behavioural difficulties

Limited research evidence pertains to the inter-related themes of personalised learning and curricular reform with young people who are disaffected with school or experience social, emotional and behavioural difficulties (SEBD). The Extended New Directions (END) project aimed to provide flexible and individualised education to help re-engage secondary school-aged young people. A mixed method research design evaluated the project. Quantitative data were gathered in respect of attendance, exclusion and achievement for the entire cohort of 30 young people. Self-report measures (focus group, semi-structured interviews and questionnaires) were used with randomly selected young people, parents and all stakeholders (n = 52). Analysis suggested that END was generally achieving its aims, and implications for future research, policy and practice are discussed.