The Forgotten Grounds of Sydney: A Retrospective Overview of Select National Soccer League Venues

In 1977, the National Soccer League (NSL) became Australia's first national sporting club competition. However, throughout its lifespan until its eventual demise in 2004, it was plagued with turmoil. One major issue faced by the League was the excessive number and range of grounds used for competition matches, including finals. Whilst the code of soccer obviously revolves around these so-called theatres of sport, there has not been any comprehensive study or analysis of the history and development of football stadiums in Australia. Indeed, in the Australian context, the focus of academic writing on the code has largely been on matters relating to ethnicity and governance to the detriment of other worthy areas of research. Against such a historiographical background, this paper provides a unique snapshot of selected former NSL grounds in Sydney, Australia, detailing their growth and development using both primary and secondary sources. The key findings not only highlight a number of contrasts and changes in the evolution and expansion of these football grounds, but also help to contextualise the evolution of the League itself.     

Integrating Background Nursing Experience and Study at the Postgraduate Level: An Application of Problem Based Learning

The delivery of postgraduate courses to registered nurses is faced with the challenge of providing learning opportunities which accommodate a wide range of backgrounds and which draw upon the students' clinical experiences as well as upon conventional academic sources. Courses not providing such opportunities may be devalued by the students and perceived by them as removed from, and irrelevant to, clinical practice.

This paper describes a course which appears to have been successful both in providing for background diversity and in securing the integration of academic content and the clinical experiences of postgraduate nursing students. The course uses a problem based learning approach to cover concepts and principles relating to patient education and aspects of clinical teaching. The rationale of the approach and an outline of its features are provided.

The procedures used to evaluate the course are also described. The qualitative and quantitative data realised by these procedures indicate that the course was perceived by the students to be stimulating, interesting and consonant with their clinical needs and aspirations. The data also show that the main cognitive objective of the course was achieved by a substantial proportion of the students but that students would benefit from receiving more assistance with their learning skills.

It is concluded that the form of problem based learning used in the course can provide for the postgraduate educational needs of nurses from diverse professional and academic backgrounds.