Abandoning Either/Ors in Analyzing Shifts in Humanitarian Reporting

ABSTRACT

The shifting constitution of journalists as humanitarian actors has profound implications for changing forms of journalism practice, as well as for the normative models through which journalists understand and reflect on that practice. In an effort to develop a more empirically-grounded engagement with change, this article explores the interview testimonies of Australian journalists who cover international and humanitarian issues. It argues that frameworks reliant on stark oppositions (between past and present, optimism and pessimism, or moral agency and material structure) are both empirically and practically problematic, and seeks to move beyond these. Engagement with data from semi-structured interviews offers insight into how journalists’ perceptions of and responses to change are shaped by the historical and shifting institutional relations in which they are implicated.     

A critique of neo-Hahnian outdoor education theory. Part two: “The fundamental attribution error” in contemporary outdoor education discourse

Abstract

In the first of a two part series of articles I argued that “character building” in outdoor adventure education (OAE) is a flawed concept. This, the second article, examines the persistence of the idea of character building in OAE in the face of strong evidence that outdoor experiences cannot change personal traits. I examine how the “fundamental attribution error” can explain the paradox of (a) a shortage of evidence that adventure education “works” and (b) a widespread belief that it does “work”. I review the place of character building in research, and develop a critical reading of a representative adventure education text. I show how unchallenged dispositionist assumptions emerge in neo-Hahnian discourse. I explain how discarding the intuitively appealing but fallacious foundations of neo-Hahnism can clear the way for situationist approaches to outdoor education that bring much needed sensitivity to cultural, regional, historical, and social contexts.     

Lost in the Australian bush: Outdoor education as curriculum

The concept of authenticity is an under-theorized design principle at the centre of debates about the relationship of school activities to professional practices. We explore one approach to articulating the concept of authenticity through the design of a novel curricular structure, which we call 'mutual benefit partnership', developed in collaboration with a telecommunications company and four middle schools. The partnership created products of value to the corporate partner as well as to the teachers and students. But attempts to provide significant benefits to all parties of the partnership brought out conflicts in cultural values between school and corporate communities, resulting in both learning opportunities and risks to participants. Mutual benefit from students' work resulted more from ancillary (or secondary) products of their work than from primary products, suggesting the need to design curricular structures to achieve joint focus of school and corporate participants on the primary products of student work.     

Maximal exercise performance and lean leg volume in men and women.

The purpose of this study was to compare the maximal exercise performance during cycle ergometry of 34 men and 47 women. External peak power output (OPP) and optimized pedalling rate (ORPM) were calculated from data gathered during an optimization procedure performed on a friction braked cycle ergometer. In addition, lean leg volume (LLV) and lean upper leg volume (LULV) were determined using an anthropometric technique. Both OPP and ORPM were greater in men than in women (1007 +/- 135 vs 673 +/- 109 W and 119.5 +/- 7.0 vs 104.5 +/- 8.4 rev min-1, respectively; P less than 0.001). The LLV and LULV were also greater in men than in women (7.41 +/- 0.82 vs 5.19 +/- 0.85 l and 4.96 +/- 0.63 vs 3.35 +/- 0.62 l, respectively; P less than 0.001). The ratio standards OPP/LLV and OPP/LULV did not differ significantly between men and women (136.3 +/- 14.7 vs 131.0 +/- 20.6 W l-1 and 204.4 +/- 27.1 vs 204.4 +/- 37.0 W l-1, respectively; P greater than 0.05). Peak power output was related to each of the anthropometric indices in both men and women (LLV:r = 0.614 and 0.527, P less than 0.001; LULV:r = 0.489 and 0.396, P less than 0.01). Analysis of covariance revealed no significant differences between the groups in the variance about regression and the regression coefficients (P greater than 0.05), but the elevation of the regression lines did differ (P less than 0.001). The results suggest that there are differences between maximal exercise performance in men and women that are independent of estimated lean leg volume. They also demonstrate that, in this case, consideration of ratio standards is misleading and that a comparison of regression standards is more appropriate.     

The Importance of Language in Students' Reasoning About Heat in Thermodynamic Processes

Researchers believe that the way that students talk, specifically the language that they use, can offer a window into their reasoning processes. Yet the connection between what students are saying and what they are actually thinking can be ambiguous. We present the results of an exploratory interview study with 10 participants, designed to investigate the role of language in university physics students' reasoning about heat in thermodynamic processes. The study revealed two key findings: (1) students' approaches to solving certain heat-related problems are related to the way in which they explicitly define the word ‘heat’ and (2) students' tendency to reason with heat as a state function in inappropriate contexts appears to be connected to a model of heat implicitly encoded in language. This model represents heat or heat energy/thermal energy as a substance that moves from one location to another. In this model, students talk about thermodynamic systems as ‘containers' of heat, and temperature is a measure of the amount of heat ‘in' an object.     

Gender differences in the Australian undergraduate STEM student experience: a systematic review

ABSTRACT

In Australia, the number of female graduates in some science, technology, engineering, and mathematics (STEM) disciplines is as low as 15%. Previous reviews exploring the issues affecting female undergraduate STEM students are primarily based in North America and there is yet to be an Australian focused review. This review identifies the factors contributing to the gendered experience of Australian undergraduate STEM students. A systematic review was conducted in November – December 2018 using ERIC, PsycInfo, ProQuest and Scopus databases. From this review, 36 papers that focus on gender differences and university STEM students in Australia were identified. The Australian research suggests the most prominent issue for female STEM students is their lower self-efficacy. Gendered preferences for learning, gendered motivations to pursue STEM degrees, the masculine culture of these fields and gender differences in science identity were also themes identified through the review. This review indicates some gaps in the Australian literature, namely that identity, and other emotional factors, are understudied in the Australian context and an avenue for future research. The findings suggest that science educators should be aware of the gendered experiences of their students to ensure female persistence in university STEM degrees.     

A critique of neo-Hahnian outdoor education theory. Part one: Challenges to the concept of “character building”

Within the diverse and sometimes amorphous outdoor education literature, “neo-Hahnian” (NH) approaches to adventure education are exceptional for their persistence, seeming coherence, and wide acceptance. NH approaches assume that adventure experiences “build character”, or, in modern terminology, “develop persons”, “actualise selves”, or have certain therapeutic effects associated with personal traits. In social psychological terms NH thought is “dispositional”, in that it favours explanations of behaviour in terms of consistent personal traits. In this paper I critically review NH OAE in an historical context, and draw on Ross' and Nisbett's (1991) seminal review of dispositional social psychology to argue that OAE programs do not build character, but may provide situations that elicit certain behaviours. For OAE research and theory, belief in the possibility of “character building” must be seen as a source of bias, not as a foundation. The conceptual analysis I develop provides not only a basis for critique, but also offers a way forward for OAE.     

A critique of neo-Hahnian outdoor education theory. Part one: Challenges to the concept of “character building”

Abstract

Within the diverse and sometimes amorphous outdoor education literature, “neo-Hahnian” (NH) approaches to adventure education are exceptional for their persistence, seeming coherence, and wide acceptance. NH approaches assume that adventure experiences “build character”, or, in modern terminology, “develop persons”, “actualise selves”, or have certain therapeutic effects associated with personal traits. In social psychological terms NH thought is “dispositional”, in that it favours explanations of behaviour in terms of consistent personal traits. In this paper I critically review NH OAE in an historical context, and draw on Ross' and Nisbett's (1991) seminal review of dispositional social psychology to argue that OAE programs do not build character, but may provide situations that elicit certain behaviours. For OAE research and theory, belief in the possibility of “character building” must be seen as a source of bias, not as a foundation. The conceptual analysis I develop provides not only a basis for critique, but also offers a way forward for OAE.     

Data Use for Continuous Instructional Improvement in Early Childhood Education Settings

Early Childhood Education Journal - Long considered a best practice, early childhood educators are now strongly encouraged, if not mandated, to collect and use data to inform instructional...