A technical protocol for using ground penetrating radar and electrical resistivity tomography in the search for covert graves

The location of covert graves is an important but challenging part of missing persons investigations. Although traditional search techniques, such as foot searches and cadaver dogs, have proved successful, the incorporation of higher technology methods, such as geophysical techniques, can be used to increase the chances of locating covert graves. This article will present a field method for the use of two geophysical techniques, including ground penetrating radar and electrical resistivity tomography, which can successfully locate covert graves in an Australian environment. If the soil and climate conditions permit, this technical protocol can be applied to other clandestine grave search sites as well. Ultimately, by increasing chances of locating the covert grave, and by extension the missing person, a successful judicial outcome can be achieved and highly sought after answers can be provided to the family

The summer undergraduate research experience as a work-integrated learning opportunity and potential pathway to publication in psychology

© 2019 Golding, Breen, Krause and Allen. Unlike disciplines which focus on skill development from year one of a bachelor's degree, training in psychology in Australia follows the scientist-practitioner model. According to this model, an undergraduate psychology degree should focus on the scientific principles underpinning the discipline and provide a foundation for the development of professional skills in graduate school. However, most Australian psychology undergraduates do not continue into graduate school, and concerns have been raised about their lack of applied skills and work-readiness. Work-integrated learning (WIL) refers to strategies aimed at providing students with practical experiences (e.g., fieldwork, placements, and internships) directly related to their course of study. The objective of WIL is to increase work-readiness. Accreditation standards coupled with the norms of the discipline have historically prevented the inclusion of typical WIL experiences in Australian undergraduate psychology degrees. However, one particular type of WIL activity-the undergraduate research experience (URE)-is particularly suited to psychology. In a typical URE, students collaborate with faculty to conduct research designed to make an original contribution to their field. The current study is a qualitative investigation of stakeholder perceptions of a competitive summer URE program ran from 2012 to 2016. Six faculty members and seven undergraduate students were engaged in semi-structured interviews about their URE experiences. Constructed themes broadly reflected the benefits and challenges of the program and included work-readiness and additional research experience, networking and teamwork, publication, quality of experience and equity of opportunities. Faculty members and students spoke favorably of their UREs in most cases, although issues of administration and financial concerns were mentioned consistently, as were concerns about the length, timing, and nature of projects. Students reported skill development and networking as two of the key benefits of their participation in the program, and article publication was seen as particularly beneficial to career prospects. Our findings suggest that student co-authored publications resulting from UREs are possible, but careful thought is required to optimize their likelihood. Overall, this research adds to a growing literature suggesting that UREs can confer a range of benefits to Australian psychology schools related to increased research capacity and student satisfaction

Community-Based Learning and critical community psychology practice: conducive and corrosive aspects

YesCommunity-Based Learning (CBL) has been more recently introduced into some psychology programmes in the UK than in the USA, where it has existed for a number of decades in the form of ‘service learning’. CBL holds promise as a means of promoting and developing critical community psychology practice, but there are risks involved in its acritical adoption in the psychology curriculum. If associated power dynamics are not considered, CBL has the capacity to serve neoliberal interests and perpetuate, rather than challenge, oppressive social relations. This article examines ways in which CBL can be both conducive and corrosive to critical community psychology practice. Drawing on interdisciplinary literature, it explores ways in which students participating in CBL can be vulnerable to exploitation – both as victims and perpetrators – through collusion and cultural voyeurism. Consideration is given to ways of resisting institutional and other pressures to comply uncritically with the demands of the ‘employability agenda’. These include the importance of facilitated reflective processes in associated modules, to consider aspects of the interactions of people and systems. The article concludes that whilst CBL is inherently risky and involves discomfort for students, this enables development of a more informed consciousness where truly participatory work evolves towards greater social justice

Pervasive skills development for aspirant chartered accountants : academic versus training programmes

Abstract: Changes in the business environment have challenged both the technical and pervasive competencies of aspirant professional accountants (or chartered accountants [CAs]). Accounting bodies have responded to this need by adopting competency-based qualification models. Likewise, in 2008, the South African Institute of Chartered Accountants developed a Competency Framework where aspirant CAs are now assessed on both technical and pervasive skills en route to qualifying as CAs, the latter being the focus of this article. The article aims to ascertain the views of aspirant CAs on the effectiveness of academic and training programmes en route to qualifying as a CA. It also seeks additional vehicles to improve the delivery of pervasive skills during qualification. This research uses empirical data in the form of a questionnaire with both open and closed response options. The study reveals that both programmes are critical to the success of qualifying as a CA, but further emphasis is required in developing pervasive skills for both programmes. The findings also demonstrate the importance of using methods such as cases, mentorship programmes and internship programmes in equipping candidates with pervasive skills. The use of separate modules to develop pervasive skills during both programmes was also strongly supported by the majority of aspirant CAs

Improving the assessment of transferable skills in chemistry through evaluation of current practice

The development and assessment of transferable skills acquired by students, such as communication and teamwork, within undergraduate degrees is being increas-ingly emphasised. Many instructors have designed and implemented assessment tasks with the aim to provide students with opportunities to acquire and demon-strate these skills. We have now applied our previously published tool to evaluate whether assessment tasks allow students to demonstrate achievement of these transferable skills. The tool allows detailed evaluation of the alignment of any as-sessment item against the claimed set of learning outcomes. We present here two examples in which use of the tool provides evidence for the level of achievement of transferable skills and a further example of use of the tool to inform curricu-lum design and pedagogy, with the goal of increasing achievement of communi-cation and teamwork bench marks. Implications for practice in assessment design for learning are presented

Negotiating identity and alterity: Cultural competence, colonization and cultural voyeurism in students’ work-based learning

yesThere is increasing demand for work-based learning experiences to form part of undergraduate degrees concerned with working with people. Social justice and anti-oppressive practice underpin the philosophies of many such degrees which attract students with the promise of working within diverse communities and with the marginalized and vulnerable. Benefits to students include the development of a professional identity, an anti-oppressive approach and culturally competent practices. Despite this, critical approaches to work-based learning highlight ways in which the student can be colonized by dominant values via ‘cultural voyeurism’. This can lead to power inequalities being replicated and perpetuated by the student rather than challenged. The roles of identity and alterity in these learning processes are examined and the concept of professional identity is questioned. The article concludes that the tasks of negotiating identity and alterity are characterized by uncertainty and unfinalizability, and that the notion of cultural competence is itself problematic

Institutional research into generic skills and graduate attributes : constraints and dilemmas

This paper will identify and explore some of the dilemmas arising from the constraints affecting institutional research in the area of generic skills and graduate attributes. A study currently in progress at Griffith University - the Griffith Graduate Project (Stage 4) - will be used to illustrate these dilemmas. Earlier stages of the Griffith Graduate Project focused on the implementation and articulation of generic skills and abilities in undergraduate degree programs. Stage 4, however, moves outside the University to explore the perceptions of graduates from three Schools and a sample of employers - perceptions of the different contributions of three different learning contexts (university, university work placements, and employment after graduation) to the development of their generic skills and abilities. The design and conduct of the project is based on three main assumptions. The first is that graduates who have the opportunity to experience the workplace environment as a structured component of their undergraduate degrees are better prepared for post-graduation employment and lifelong learning than those who do not. The second is that universities have a responsibility to prepare graduates for the workplace, and that one way they can do this is to develop students' generic skills in a structured way throughout their undergraduate degree programs. The third is that workplace employers, either those engaging students on work placements or those appointing graduates as paid employees, have a responsibility, equal to that of the universities, to enssure that their transition to the workplace is as smooth as it can be and that their learning at work is characterised by continual (and structured) critical reflection. Some of the difficulties encountered by the project team in conducting this research within the various contexts of the major stakeholders (the University, the employers and the graduates) have created some interesting constraints and dilemmas, which will be outlined in this paper