Ethical blindness, EGMs and public policy : a tentative essay comparing the EGM and tobacco industries

Arguing a case by way of analogy can be perilous. Each problem has its own particulars that analogy and examples from other domains often obscure. Therefore it is with some trepidation that this paper discusses similarities and differences between the poker-machine (EGM) and the tobacco industries. The author has no special knowledge of the tobacco industry beyond that of the reasonably informed citizen. Rather it is out of concern about ethics and product safety for EGMs that the paper addresses the following question: what, if any, are the substantive ethical differences between the EGM industry and the tobacco industry

Bayreuth after Wagner : psychosocial perspectives on Cosimer Wagner, Winifred Wagner, and Houston Stewart Chamberlain

PhD ThesisThe Wagner institution at Bayreuth, after Wagner, was shaped as much by the psychologies of those to whom the composer’s legacy was entrusted as it was by purely historical and political events. Entwining musicological, philosophical, sociological, and psychoanalytic discourses, this revisionist and hermeneutic history of Bayreuth focuses on three individuals whose lives were acutely intertwined with the cultural and political evolution of the establishment: Cosima Wagner, Houston Stewart Chamberlain, and Winifred Wagner. Their personal and social paths were embedded in larger political and cultural changes, especially German nationalism, yet despite the intensity of their nationalist affinities none was indigenously German and in childhood each lacked those influences now considered essential for effective individuation. Following an initial discussion on Wagner, character studies of each applying, particularly, Jungian and Eriksonian theory explore the extent to which those absences and related factors informed not only their personal development but also the dynamics of their respective relationships with Wagner from which our perception of the composer and Bayreuth as an institution derives

The relationship of teacher efficacy to teacher concerns and job-embedded professional development.

As educators search for ways of improving student achievement, it is imperative that focus be placed on teacher learning and development. Currently, the trend in public schools throughout the country is to look directly at students and the deficits they bring to the learning environment when responding to those who find fault with the educational system. The current study directed attention to teachers' beliefs about their ability to affect change in student learning. The study centered on seven research questions that sought to determine: (1) the effect of job-embedded staff development on teachers' sense of efficacy; (2) the effect of job-embedded staff development on teachers' stages of concern; (3) the relationship between teacher efficacy and stages of concern; (4) the status of teachers' level of use of an innovation; and (5) the dominance of teacher concerns prior to and after involvement in job-embedded professional development. Through a mixed methodology approach, quantitative and qualitative analyses provided perspectives from 30 teachers in a suburban North Texas school district on the impact of job-embedded professional development on teacher efficacy, stages of concern, and resulting levels of use of an educational innovation. Quantitative results of two surveys: the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) and the Stages of Concern Questionnaire (Hall, George, & Rutherford, 1979) revealed a strong focus on stage 0, awareness, concerns and no statistically significant gain in teacher efficacy as teachers engaged in job-embedded professional learning. Qualitative data were gathered through Levels of Use Focused Interviews (Loucks, Newlove, & Hall, 1975) and revealed more teacher involvement with the innovation than quantitative data suggested. Further investigation into the inconsistencies between dominance of teacher concerns and perceptions of levels of use is warranted

Exploring learning goals and assessment approaches for Indigenous health education : a qualitative study in Australia and New Zealand

In higher education, assessment is key to student learning. Assessments which promote critical thinking necessary for sustained learning beyond university are highly valued. However, the design of assessment tasks to achieve these types of thinking skills and dispositions to act in professional practice has received little attention. This research examines how academics design assessment to achieve these learning goals in Indigenous health education. Indigenous health education is an important area of learning for health practitioners to help address worldwide patterns of health inequities that exist for Indigenous people. We used a constructivist qualitative methodology to (i) explore learning goals and assessment strategies used in Indigenous health tertiary education and (ii) examine how they relate to higher education assessment ideals. Forty-one academics (from nine health disciplines) involved in teaching Indigenous health content participated in a semi-structured interview. Thematic analysis revealed learning goals to transform students’ perspectives and capacities to think critically and creatively about their role in Indigenous health. In contrast, assessment tasks encouraged more narrowly bounded thinking to analyse information about historical and socio-cultural factors contributing to Indigenous health. To transform students to be critical health practitioners capable of working and collaborating with Indigenous people to advance their health and well-being, the findings suggest that assessment may need to be nested across many aspects of the curriculum using a programmatic approach, and with a focus on learning to think and act for future practice. These findings accord with more recent calls for transformation of learning and assessment in health education. © 2017, Springer Science+Business Media Dordrecht

Exploring learning goals and assessment approaches for Indigenous health education : a qualitative study in Australia and New Zealand

In higher education, assessment is key to student learning. Assessments which promote critical thinking necessary for sustained learning beyond university are highly valued. However, the design of assessment tasks to achieve these types of thinking skills and dispositions to act in professional practice has received little attention. This research examines how academics design assessment to achieve these learning goals in Indigenous health education. Indigenous health education is an important area of learning for health practitioners to help address worldwide patterns of health inequities that exist for Indigenous people. We used a constructivist qualitative methodology to (i) explore learning goals and assessment strategies used in Indigenous health tertiary education and (ii) examine how they relate to higher education assessment ideals. Forty-one academics (from nine health disciplines) involved in teaching Indigenous health content participated in a semi-structured interview. Thematic analysis revealed learning goals to transform students’ perspectives and capacities to think critically and creatively about their role in Indigenous health. In contrast, assessment tasks encouraged more narrowly bounded thinking to analyse information about historical and socio-cultural factors contributing to Indigenous health. To transform students to be critical health practitioners capable of working and collaborating with Indigenous people to advance their health and well-being, the findings suggest that assessment may need to be nested across many aspects of the curriculum using a programmatic approach, and with a focus on learning to think and act for future practice. These findings accord with more recent calls for transformation of learning and assessment in health education. © 2017, Springer Science+Business Media Dordrecht

Gaming machine density is correlated with rates of help-seeking for problem gambling: a local area analysis in Victoria, Australia

Local environment plays an important role in understanding gambling as a public health issue. This study uses help-seeking as an outcome measure for a local area analysis of problem gambling in Victoria, Australia. We used a cross-sectional ecological design to investigate the extent to which gaming industry and demographic, economic, and social factors are associated with rates of telephone and face-to-face counselling for problem gambling at the local government area level. Electronic gaming machine density was independently correlated with both types of help-seeking, with a range of local factors controlled. This study supports previous research that has consistently found an association between gaming machine density and problem gambling, using gaming machine expenditure as a proxy measure of harm. We build on previous work by confirming that this relationship exists when gambling harm is measured through two types of help-seeking

Levofloxacin prophylaxis in patients with newly diagnosed myeloma (TEAMM): a multicentre, double-blind, placebo-controlled, randomised, phase 3 trial.

BACKGROUND: Myeloma causes profound immunodeficiency and recurrent, serious infections. Around 5500 new cases of myeloma are diagnosed per year in the UK, and a quarter of patients will have a serious infection within 3 months of diagnosis. We aimed to assess whether patients newly diagnosed with myeloma benefit from antibiotic prophylaxis to prevent infection, and to investigate the effect on antibiotic-resistant organism carriage and health care-associated infections in patients with newly diagnosed myeloma. METHODS: TEAMM was a prospective, multicentre, double-blind, placebo-controlled randomised trial in patients aged 21 years and older with newly diagnosed myeloma in 93 UK hospitals. All enrolled patients were within 14 days of starting active myeloma treatment. We randomly assigned patients (1:1) to levofloxacin or placebo with a computerised minimisation algorithm. Allocation was stratified by centre, estimated glomerular filtration rate, and intention to proceed to high-dose chemotherapy with autologous stem cell transplantation. All investigators, patients, laboratory, and trial co-ordination staff were masked to the treatment allocation. Patients were given 500 mg of levofloxacin (two 250 mg tablets), orally once daily for 12 weeks, or placebo tablets (two tablets, orally once daily for 12 weeks), with dose reduction according to estimated glomerular filtration rate every 4 weeks. Follow-up visits occurred every 4 weeks up to week 16, and at 1 year. The primary outcome was time to first febrile episode or death from all causes within the first 12 weeks of trial treatment. All randomised patients were included in an intention-to-treat analysis of the primary endpoint. This study is registered with the ISRCTN registry, number ISRCTN51731976, and the EU Clinical Trials Register, number 2011-000366-35. FINDINGS: Between Aug 15, 2012, and April 29, 2016, we enrolled and randomly assigned 977 patients to receive levofloxacin prophylaxis (489 patients) or placebo (488 patients). Median follow-up was 12 months (IQR 8-13). 95 (19%) first febrile episodes or deaths occurred in 489 patients in the levofloxacin group versus 134 (27%) in 488 patients in the placebo group (hazard ratio 0·66, 95% CI 0·51-0·86; p=0·0018. 597 serious adverse events were reported up to 16 weeks from the start of trial treatment (308 [52%] of which were in the levofloxacin group and 289 [48%] of which were in the placebo group). Serious adverse events were similar between the two groups except for five episodes (1%) of mostly reversible tendonitis in the levofloxacin group. INTERPRETATION: Addition of prophylactic levofloxacin to active myeloma treatment during the first 12 weeks of therapy significantly reduced febrile episodes and deaths compared with placebo without increasing health care-associated infections. These results suggest that prophylactic levofloxacin could be used for patients with newly diagnosed myeloma undergoing anti-myeloma therapy. FUNDING: UK National Institute for Health Research

Kovesi and the Formal and Material Elements of Concepts

Published in Philosophia, December 2011, Volume 39, Issue 4, pp 699-720. doi: 10.1007/s11406-011-9305-x</p

The ageing workforce? Separating fact from hype

This article explains that much of the hype about workforce ageing in Australia is either exaggerated or plainly wrong. It is true that the workforce is ageing, as is our society generally. However, bigger and more important workforce developments have occurred and are occurring. The increase in women's participation and changes in labour demand derived from effective demand are far more significant. The paper demonstrates the one-sidedness of the supporting arguments for a 'crisis' of workforce ageing. It explains that a 'cult' of early retirement is a myth and proposals such as raising the statutory pension and superannuation preservation ages are unfounded. Arguments for an ageing 'crisis' have more to do with the neo-liberal ideological obsession with lower government spending and, in particular, reduced and or 'offloaded' welfare spending

The Importance of Cultural and Economic Influences Behind the Decision to Attend Higher Education

This paper examines the relationship between economic and cultural variables and the decision to attend university. We find that a student is more likely to aspire to attend university if: they have the Internet at home; are encouraged by their teachers; or attend a Catholic or independent school rather than a public school. Our analysis also suggests that the level of parent support is important (with a marginal effect larger than that for teacher encouragement) and this level of support may be linked to the parent's level of educational attainment. Importantly, we find that including cultural and economic variables in a model of students’ aspirations significantly increases the power to predict when a student does not aspire to attend university