Diabetes Intrusiveness and Wellness Among Elders: A Test of the Illness Intrusiveness Model

ABSTRACT

Technology use is a common constituent of modern life. However, little is known about older adults’ use of technology. This article presents a subset of data collected via the technology deployed in the iStoppFalls randomized control trial. The primary focus lies on questions about digital device/Internet use, ownership, length, and frequency as well as social networking. Data was collected from participants aged 65 years or older. Seventy-eight participants completed a specifically developed technology survey as part of the baseline assessment. Results showed that the majority of subjects owned a computer with men being its main user. Participants used technological devices on a daily basis for more than 1 year. The main reason for using technology was e-mail communication, search engines, text processing, and online shopping. Only a few participants used social network applications, with Google+ and Facebook being the most popular ones. Future work should consider an in-depth qualitative approach to further increase understanding of technology use in older adults.     

Comparison of the Viewing Habits and Preferences of Young Offenders and Representative Schoolchildren

In the light of the introduction of teaching standards in professional values and practice in September 2002, this study compares two sets of data from B.Ed. and PGCE primary courses, in order to examine the existing opportunities for values education within teacher education in one institution. The findings highlight a qualitative difference in the process of personal and professional development experienced by the two groups of students. Implications of the findings for university training partnerships, university tutors and professional studies programmes are then considered. The conclusion reached is that the introduction of teaching standards in professional values and practice may be the next landmark in the process vs. competence debate about teacher education, and may provide the opportunity to put human development back into the heart of teacher education.     

Recognition of prior learning (RPL) policy in Australian higher education: the dynamics of position-taking

The Bourdieuian concept of ‘position-taking’ is applied in this analysis of recognition of prior learning (RPL) policy and practice in Australian higher education. Data from institutional documents and participant interviews indicate that, within RPL policy, the universities selectively employ prevailing discourses of ‘quality’ and ‘equity’ to reinforce or potentially improve their reputation and symbolic power in the field of higher education. There is no common consensus about either equity or quality across the sector, as each university interprets the two concepts for its own benefit. The evidence suggests that, despite rhetoric in government policy implying that both are equally important, quality is a far stronger discourse and policy imperative than equity in RPL policy and practice. Also, RPL policies and practices provide an insight into how the key policy priorities of equity and quality are addressed by universities, when applied to a specific educational process or practice.     

Transforming Learning Support: An Online Resource Centre for a Diverse Student Population

The diverse student population at large multi-campus universities requires English language and academic skills support which is targeted to their needs and easily accessible. The Online Student Resource Centre website, developed at Monash University, provides opportunities for students, no matter where they are, to make contact with staff and to access information, but more significantly offers a suite of stand-alone tutorials and downloadable resources, using NetObjects Fusion as the platform. These derive from some 100 print booklets covering academic writing, reading, listening, speaking, grammar and study skills/exam strategies. This paper outlines the process and philosophy of development of these tutorials, based on a constructivist framework, with guided and self-directed learning paths designed to accommodate a range of learning styles. Two tutorials are analysed to highlight some of the pedagogical challenges in translating print resources for the online environment. The paper concludes by reporting on a pilot evaluation of the two tutorials. Transformation d’un support d’enseignement: un centre de ressources en ligne pour une population

variée d’étudiants. Les populations trés variées d’étudiants dans les grand campus multiples de certaines universités exigent une langue anglaise et des compétences académiques adaptés À leurs besoins et facilement accessible. Le centre de ressources en ligne pour les étudiants grÂce au site web, mis au point À Monash University fournit aux étudiants, où qu’ils soient, des occasions de contacts avec les enseignants et d’accès À l’information, mais de facon plus significative, offre une série d’actions de tuteurs alors que les étudiants sont seuls et de ressources que l’on peut télécharger utilisant la fusion d’objet du Net comme platforme. Ceux ci sont extraits d’une centaine de livrets imprimés concernant l’écriture, la lecture, l’écoute, la parole, la grammaire et les compétences

pour les études et les stratégies des examens. L’article donne les grandes lignes et la philosophie du développement de ces

exercices de tutorat, basés sur un cadre constructiviste comportant des cheminements d’apprentissage guidés et dirigés par les

étudiants pour faire face À toute une série de styles d’apprentissages. On analyse 2 exercices de tutorat pour mettre en valeur

certaines challenges pédagogiques en traduisant des ressources imprimés pour un environnement on ligne. L’article se termine

par le rapport d’une évaluation pilote de ces 2 exercices. Veränderte Lernhilfen: Ein Online Resource Centre für unterschiedliche Studentengruppen. Unterschiedliche Studentengruppen an grossen Campus Universitäten benötigen Unterstützung in der englischen Sprache und bei der Verbesserung der akademischen Fähigkeiten, die auf ihre Bedürfnisse zugeschnitten und einfach zugänglich ist. Das Online Student Resource Centre, das auf der Webseite von der Monash Universität entwickelt wurde, bietet den

Studenten Gelegenheit, unabhängig von ihrem Wohnort, sich mit den Lehrern in Verbindung zu setzen und Informationen abzurufen, aber darüber hinaus bietet es ein Forum für Tutorials and kopierfähiges Informationsmaterial unter Anwendung von NetObjects Fusion als Plattform. Dieses Unterstützungsmaterial stammt von 100 gedruckten Büchern über die Disziplinen, wissenschaftliches Schreiben, Lesen, Hören, Sprechen, Grammatik und Lernfähigkeiten /Prüfungsstrategien. Dieser Artikel beschreibt den Prozess und die Philosophie, die der Entwicklung dieser Tutorials zugrunde liegen und auf

einem ausbaufähigen System basieren und mit vorgegebenen und selbst bestimmten Lernpfaden so angelegt sind, dass sie mehrere Lernstile berücksichtigen. Zwei Tutorials werden analysiert um an ihnen einige der pädagogischen Herausforderungen zu verdeutlichen, die bei der übertragung von gedrucktem Material in das online Lernfeld entstehen. Der Artikel endet mit einem Bericht über die Pilot Evaluierung dieser beiden Tutorials.     

Introducing self-assessment on an in-service certificate in education programme for teachers in post-compulsory education

This article describes how self-assessment was introduced into a Certificate in Education course for practising teachers in the post-compulsory sector, and how the method and instrument of self-assessment used was refined over successive cohorts for a 4-year period. It describes an action research project (which, as a whole, lasted 6 years), but does not discuss the methodology of action research. Rather it provides a narrative on how one piece of action research was actually carried out.     

Adjoined Piecewise Linear Approximations (APLAs) for Equating: Accuracy Evaluations of a Postsmoothing Equating Method

The purpose of this study was to evaluate the use of adjoined and piecewise linear approximations (APLAs) of raw equipercentile equating functions as a postsmoothing equating method. APLAs are less familiar than other postsmoothing equating methods (i.e., cubic splines), but their use has been described in historical equating practices of large‐scale testing programs. This study used simulations to evaluate APLA equating results and compare these results with those from cubic spline postsmoothing and from several presmoothing equating methods. The overall results suggested that APLAs based on four line segments have accuracy advantages similar to or better than cubic splines and can sometimes produce more accurate smoothed equating functions than those produced using presmoothing methods.     

Self-Deception in the Classroom: Educational manifestations of Sartre’s concept of bad faith

This article explores an important section of Jean-Paul Sartre’s famous early work, Being and Nothingness. In that section Sartre proposes that part of the human condition is to actively engage in a particular kind of self-deception he calls bad faith. Bad faith is recognized by the obvious inconsistency between the purported self-knowledge of an individual and ways of acting and being in the world that are demonstrably in defiance of that stated position. This article begins by exploring examples of this self-deception in education along with a short query into the role pain avoidance might play in the development of this particular skill. The article then goes on to offer a series of manifestations of bad faith that Sartre identified along with possible examples of how each example, perhaps ‘excuse’, of bad faith might appear in education.     

Severity and cost of injuries in amateur rugby league: A case study

The aim of this study was to determine the severity and cost of injuries in amateur rugby league. Seventy-two amateur rugby league players aged 28 - 6 years (mean - s) were surveyed at the end of a competitive season. An injury was defined as any pain, disability or injury that occurred as a result of a competition game which caused the player to miss subsequent games. Injuries were classified as minor (one game missed), moderate (two to four games missed) and major (five or more games missed). Of the 72 questionnaires distributed, 34 (47.2%) were returned. Twenty respondents (58.8%) sustained an injury that resulted in one or more missed games. Eight injured players (40.0%) missed five or more training sessions, six of whom (30%) missed five or more games as a result of the injury. The median time lost from employment or study for all injured players was 2 days per playing injury. The respective median direct (e.g. medical expenses) and indirect (e.g. wages lost) costs associated with the injury were 28.29 and 77.04 per playing injury. A considerable proportion of injuries sustained in the present sample of amateur rugby league players were major, resulting in a loss of training, playing and employment or study time, and these injuries were associated with significant direct and indirect economic costs. Further studies, using a larger sample, would complement the present findings in establishing the severity and cost of amateur rugby league injuries. These results suggest that prevention strategies are required to reduce the severity and cost of amateur rugby league injuries.