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

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

Folk, Theory, and Feeling: What Attention Is

In this thesis three independent answers to the question ‘what is attention?’ are provided. Each answer is a description of attention given through one of the perspectives that people have on the mental phenomenon. The first answer is the common-sense answer to the question, and is an account of the folk psychology of attention. The understanding of attention put forward here is of attention as a limited, divisible resource that is used in mental acts. The second answer is the empirical answer to the question, and is an account of the metaphysics of attention. The understanding of attention put forward here is the account of attention proposed by Christopher Mole in his theory of attention as cognitive unison. The third answer is the experiential answer to the question, and is an account of the phenomenology of attention. The understanding of attention put forward here is of attention as a kind of directed mental effort. These three answers to the question are shown to be intimately related to each other, and to inform each other in important ways. They are also shown to be fundamentally different answers to each other with none being reducible to another, or more important than another. In the end, they will be found to be answers that arise from the differing perspectives that people are restricted to when considering the nature of mental phenomena, perspectives that must be recognised if an account of such phenomena is to be provided

Lifelong learning : the implications for the structure of learning communities

Current frameworks in tertiary education need to be re-examined if lifelong learning is to be sustained in Australia. Thirty interviews were conducted with staff at dual-sector and single-sector universities on the provision of cross-sectoral education and training. The impact of the different sectoral structures on the creation of cross-sectoral learning communities is described

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