Reflections - A review of the Activities of the Northern Corridor Education Precinct

In 1999, Dr Marguerite Nolan conducted a research project, initiated by North Point Institute of TAFE (NPIT) and QUT, to investigate the feasibility of creating an Education Precinct in the Northern Corridor region of South-East Queensland. The corridor was identified as the area from Brisbane’s CBD in the south to Caboolture in the north, the D’Aguilar Range in the west to Moreton Bay in the east. This research resulted in the formation of the Northern Corridor Education Precinct (NCEP) which is an association between Queensland University of Technology (QUT), Brisbane and North Point Institute of TAFE (BNPIT) and Education Queensland. This area is a rapidly growing region with a projected population increase of 416,000 by 2021 which represents a 50% increase to the current population. This statistic raises issues about future infrastructure and resource needs for education and service provision in the corridor. The research found that the Corridor includes areas that exhibit high youth unemployment, low education retention rates, a large number of families from low socio-economic backgrounds, a significant number of ‘at risk’ students, and a significant number of families where no member has accessed tertiary education. A key recommendation made by Dr Nolan was that a full-time Transitions Officer be appointed to manage relationships between secondary schools, and to develop relationships and disseminate information between all partners. 1 In October 2001 QUT Carseldine and North Point Institute of TAFE jointly funded a Transitions Officer position. The Geebung and Murrumba Education Districts also agreed to co-fund an Education Queensland position to facilitate activities aimed at improving pathways, retention, and employment opportunities. During 2002 many relationships and networks were established, and as a result, initiatives and projects have developed. This booklet is a reflection on what has been achieved and highlights possibilities for future initiatives. We look forward to the ongoing process of developing seamless pathways in education, promoting strong working relationships both within and between sectors, and catering for the diverse range of student needs, so that ultimately each student will have the opportunity to achieve their full potential

The Northern Corridor Education Precinct - The Three Leaf Clover: Education Providers and the Community - A Story of Collaboration, Commitment and the Grass Roots

The Northern Corridor Education Precinct (NCEP) is an initiative of education providers in the area from Brisbane’s CBD to Caboolture. This area encompasses forty-five government and non government schools, nine TAFE campuses, and two university campuses, and a shared campus between TAFE and the Queensland University of Technology (QUT). The NCEP has emerged at a time of unprecedented systemic and jurisdictional review of all educational sectors at both the national and state level in Australia. Although this presents challenges, it is also a significant opportunity to continue advances towards cross-sectoral and regional relationships and outcomes. One of the main strengths of the NCEP is the open and representative nature of the NCEP Steering Committee. The collaborative and sectoral outlook of the group opens up dialogue and innovation, historically difficult to achieve in a traditional model. This paper will highlight the Cabbage Tree Creek Learning Precinct Project as one of the NCEP’s initiatives. This project involves integrating enterprise education concepts into school curriculum to provide ‘real life’ learning opportunities based around a shared physical resource for students of the four education sectors and our communities

The Northern Corridor Education Precinct: A Space of Engagement for Mutual Benefit

A growing emphasis is being placed on the need for the education sector to engage with community in a meaningful and mutually beneficial way. Both in Australia and internationally, governments, the institutions and communities are looking at how the resources and potential of such relationships can be unlocked. Regional and urban education campuses have a multifaceted role within the community. Not only are they the site of traditional learning and possibly research but they are usually one of the regions major employers, economic drivers, cultural, recreational, infrastructure and resource providers. The integration of community engagement concepts into educational teaching and learning’s is critical to the holistic development of our future society. Through community engagement, this and future generations can gain a broader perspective and deeper understanding for aspects of social thinking and activities that would normally be beyond their immediate life experiences. This practice presentation explores how the drivers listed above have been integrated into the operations of the Northern Corridor Education Precinct (NCEP) a collaborative education sector initiative in the transport corridor to the north of Brisbane, Australia. How has the NCEP through collaboration, commitment and the grassroots been able to: weaken traditionally strong boundaries between learning institutions and their communities; create spaces of engagement in which discourse can occur and engage their communities both internal and external in a sustainable and mutually beneficial way

Breaking Down Boundaries - A Regional Approach to Community and Organisational Collaboration using GIS - An Education Sector Perspective

The requirement for Australian universities to engage with their communities is emphasised in policy at Federal, State levels and is embedded in planning in individual universities. However, little is known about the mechanisms that foster this engagement. This paper explores the application of an information tool that assists in developing and maintaining these relationships. Our use of Geographic Information Systems (GIS) has facilitated the development of a database and on going collection of socio-economic data to act as a knowledge resource for local community and regional education initiatives. The mechanisms of engagement turn on the capacities of GIS technology to provide visual thematic representation that provides for collective understanding of socio-demographic patterns salient to local community development issues. We argue that this collective access provides for the weakening of traditionally strong classifications (Bernstein, 2000) between the university and its constituents, spanning boundaries that exist at both knowledge and organisational levels. We further contend that this weakening of boundaries assists in stimulating dialogue and significantly aide’s effective evaluation and informed decision-making

Grassroots Engagement within a Regional Education Environment – A Program Theory Approach

As with policy and programs generally, education community engagement tends to lack a coherent and explicit theory explaining why and how engagement strategies are likely to achieve desired and articulated outcomes. This paper addresses the problem by proposing a theoretical framework for educational and community cross-sectoral collaboration and engagement in the context of education sector engagement at a regional level in the northern corridor of Brisbane, Australia. Locating the relationships involved in engagement within a program theory of cross-sectoral collaboration and its proposed outcomes, this paper explores how Basil Bernstein's idea of classification and Ernest Boyer's concept of the scholarships of integration and application can be applied to identify the mechanisms through which engagement is generated. A series of cases studies is presented to illustrate the processes, incorporating shared physical, virtual and human infrastructure and curriculum initiatives that represent a multiplicity of activities and levels of engagement

An Index of the Manuscripts in the Royal Library of Dom João V at the Paço da Ribeira: MS 1 018 preserved in the General Library, University of Coimbra

Tratamos neste artigo de um importante códice da BGUC, o único rascunho hoje conhecido do catálogo dos manuscritos que pertenceram à Biblioteca Real do Paço da Ribeira, em Lisboa, no tempo de D. João V (reg. 1706-1750). A Biblioteca Real foi destruída no terramoto de 1755. Neste trabalho, examinamos detalhadamente o MS 1 018 dos pontos de vista histórico, codicológico e bibliográfico. Concluímos que foi um trabalho bem coordenado, realizado a quatro mãos, entre 1738 e 1742. Não lográmos identificar os nomes dos bibliotecários individuais que produziram o códice nem a partir dele reconstituir a organização/topografia da Biblioteca. Sabe-se que o volume veio para a biblioteca da Academia Liturgica Conimbricense (1747-1767), sediada no Mosteiro de Santa Cruz, mas necessitaremos de investigação adicional para perceber quando e porquê.This manuscript, preserved in the General Library of the University of Coimbra, is significant for being the only catalogue which has been traced to date of the collection of manuscripts in the magnificent Royal Library of the Paço da Ribeira in Lisbon, created by the Braganza monarch Dom João V (reg. 1706-1750). The library sited on the lower piano nobile of the “Torreão”, was destroyed in the earthquake of 1755. The article examines the history and content of this important document, as well as giving a detailed technical analysis. We have concluded that MS 1 018 was compiled between around 1738 and 1742 by four different hands according to a well co-ordinated system. We have not been able to identify the individual royal librarians who were involved in writing the entries, nor to use the system they devised to re-construct the overall organisation of the Royal Library. The manuscript is known to have entered the library of the Academia Liturgica Conimbricense (1747-1767), housed at the monastery of Santa Cruz, but further research is still needed to clarify when and why this happened

Barriers and enablers to the implementation of perioperative hypothermia prevention practices from the perspectives of the multidisciplinary team: a qualitative study using the Theoretical Domains Framework

Judy Munday,1,2 Alana Delaforce,1,3 Gillian Forbes,4 Samantha Keogh11School of Nursing and Institute of Health and Biomedical Innovation, Queensland University of Technology, Kelvin Grove, QLD 4059, Australia; 2Department of Health and Nursing Science, University of Agder, Grimstad, Norway; 3Clinical Governance Unit, Mater Health, South Brisbane, QLD 4101, Australia; 4Department of Clinical, Educational and Health Psychology, UCL Centre for Behaviour Change, London WC1E 6BT, UKPurpose: Inadvertent perioperative hypothermia is a significant problem for surgical patients globally, and is associated with many detrimental side-effects. Despite the availability of rigorously developed international evidence-based guidelines for prevention, a high incidence of this complication persists. This qualitative study aims to identify and examine the domains which act as barriers and enablers to perioperative hypothermia prevention practices, from the perspectives of the key healthcare professionals involved with perioperative temperature management.Methods: A qualitative study employing semi-structured interviews was utilized. A purposive sample of key stakeholders involved in perioperative temperature management, including perioperative nurses, anesthetists, surgeons, and perioperative managers, were recruited via email. The interview guide was developed in reference to the Theoretical Domains Framework. All interviews were recorded, de-identified, transcribed, and coded. Belief statements were generated within each domain, and a frequency score generated for each belief. Finally, the domains were mapped to the COM-B model of the Behavior Change Wheel to develop recommendations for future interventions.Results: Twelve participants were included including eight nurses, two surgeons, and two anesthetists. Eleven key theoretical domains that influence the uptake of perioperative hypothermia practices were identified: knowledge; skills; social/professional role and identity; beliefs about capabilities; optimism; beliefs about consequences; reinforcement; goals; memory, attention, and decision processes; environmental context and resources; social influence. Suggested intervention strategies include training, reminder systems, audit, and feedback, organizational support to resolve lack of control of ambient temperature, as well as provision of accurate temperature measurement devices.Conclusion: Future interventions to address the key behavioral domains and improve perioperative hypothermia prevention need to be evaluated in the context of feasibility, effectiveness, safety, acceptability, and cost by the target users. All suggested intervention strategies need to take a team-based, multi-modal approach, as this is most likely to facilitate improvements in perioperative hypothermia prevention.Keywords: perioperative hypothermia, temperature management, Theoretical Domains Framework, multidisciplinary, COM-B, behaviour change whee

Management of hypothermia in the perioperative environment

This standard provides guidance for the prevention and management of inadvertent perioperative hypothermia