Shame on you: Love, shame and women victim/survivors' experiences of intimate abuse

Published version made available with permission from Publisher (No To Violence http://ntv.org.au/contact-us).Love, shame and intimate abuse are often connected to one another through a web of complex emotions, beliefs, experiences, perceptions and stories. In this article, I consider how love and shame may converge for women victims/survivors of intimate abuse. While the work draws on data produced through 84 qualitative narrative feminist interviews, the central aim is to examine the effects of shame for women victims/survivors of intimate abuse through the stories that are told about it. Essentially, I argue that shame is worth exploring because it has some potent but also specific meanings for this population in intimate love relationships

Innovative Teaching in Social Work with Diverse Populations: Critical Reflections from South Australia

Published version made available here with permission from the publisher.In social work education, the use of self sits alongside other professional hallmarks such as social justice and self-determination. With other processes, self-reflection and peer reviews of practice are crucial parts of critical reflexivity but also innovation. In this article, two social work educators from Flinders University in South Australia critically reflect on the design, delivery and review of a third year Bachelor level topic; SOAD3103 Social Work with Diverse Populations. We reflect on the opportunities but also challenges and constraints as we try to be ‘innovative’ social work educators, committed to social justice oriented praxis

Clinical Placement Experiences in the Highlands of Vietnam

There is a considerable body of literature which supports the value of international placements, however there is little reported in the literature where these experiences have been in remote third world countries. This presentation will present the experiences of the students and their clinical supervisors who traveled to the remote Highlands of Vietnam to provide health assessment clinics and health education in schools. The objectives were to provide the opportunity for students to develop professionally and personally through: • Experiencing a clinical placement within a health care system other than the Australian system • Working within a health care system delivering care to patient & communities where ethnicity, culture, spiritual values, economic and social factors were unfamiliar. The specific student objectives were to: • Identify similarities and differences between the Vietnamese and Australian Healthcare system • Identify strategies that facilitate the provision of nursing care and communication to patients/ families/ communities in a different ethnic and cultural context • Evaluate their clinical practice using the framework of the ANMC Competencies for RNs • Reflect and identify personal challenges and growth opportunities during the placement. To evaluate if the aims and objectives we held focus groups with the students pre, during and post experience. In these groups the students’ perceptions and expectations were explored and discussed. The students also completed a pre and post survey and as well, students were observed in the clinical context throughout their practicum

Parametrisation and design of Quadrifilar Helices for use in S-band satellite communications

This paper is a discussion on the Multiturn Quadrifilar Helix Antenna (QHA) with particular focus on its application as a ground station antenna for S-band communications with a Low Earth Orbit Satellite. A ground station antenna without a tracking system requires a “saddle” shaped, circularly polarised radiation pattern in order to compensate for the change in distance between it and the antenna on the satellite. The Multiturn Quadrifilar Helix can provide this radiation pattern with correct setting of the parameters of pitch, radius and number of turns. The QHA was simulated according to the adjustment of these parameters and the results were assessed. The most suitable results were found for the antennas with low to mid range of number of turns, radii less than 0.22¸ and pitch less than 0.6¸. A QHA with 3 turns, pitch of 0.6¸ and radius of 0.034¸ was suitable for satellite communications. Simulations showed it to have a gain of 6.16dB at 52± and -2.25dB at 0±. Three separate feed networks: a corporate feed network, 90±-180± Hybrid combination and Wilkinson splitter feed network, for the QHA were designed. The antenna was constructed for each feed network and tested. The constructed antennas all had gains less than predicted by simulation. The QHA using the Corporate Feed network had a gain of approximately 10dB less than expected. The QHA using the 90±-180± Hybrid combination feed network had a gain of approximately 8dB less than expected. The best performing QHA was fed by the Wilkinson splitter feed network. It showed good comparison to the shape of the pattern found in simulation but a gain of approximately 6dB lower than expecte

The influence of structure and agency on tutor approaches to facilitating problem-based learning across disciplines.

The quality of teaching and learning in UK higher education has been increasingly in focus since the turn of the 21st century. This has intensified with structural measures such as the Teaching Excellence Framework and the National Student Survey, which aim to appraise teaching quality. Increasing attention on graduate outcomes begets a need for universities to advance their curricula from content-focused, to outcome-focused curricula, with the aim of students being better equipped with the knowledge, skills, and attributes required for graduate roles. Problem-based learning (PBL) is a student-centred pedagogy that is effective in supporting students to develop such skills and attributes, although challenges in developing student-centred pedagogies are reported, yet not fully understood. Whilst there is considerable research into PBL, to date, multi-site or multi-disciplinary research is rare. Instead, there is a repetitive trend of single-site studies focusing solely on teaching and learning interactions, failing to contextualise the research fully. Further, whilst disciplinary differences have been reported in more general approaches to teaching and learning, much of this research is dated, and is not specific to PBL. This study adopted a narrative, life history methodology to explore the influences of tutor approaches to facilitating problem-based learning across five different disciplines, in five UK universities. The disciplines recruited to the study were chemical engineering, law, medicine, occupational therapy, and natural sciences. In total, 24 narrative interviews were conducted, and 20 participant observations of PBL sessions. By adopting a life history approach, and by considering the influence of structure and agency, this study explored the broader context in which the PBL takes place, revealing some of the site-specific norms, or disciplinary habitus that were often imperceptible to participants. Data were analysed thematically, and four overarching themes were revealed. The four themes that transcended the research sites were signature pedagogies, the law of curriculum inertia, epistemological values, and site civilisations. These findings revealed new insights into the disciplinary and organisational habitus that shapes teaching and learning, and the impact on curriculum development. Further, a deeper understanding was gained of the ways in which both tutors’ epistemological values, and those of key stakeholders influenced the PBL. Site civilisations revealed the crucial value of collaborative learning spaces for both staff and students. This thesis presents a new model of structural influence that conceptualises the key influences on tutor approaches to facilitating PBL. It delineates three key cogs of structural influence, namely, signature pedagogies, pedagogical legitimation, and pedagogical provinces, and the interplay between these and tutor agency is explained. The findings of this study suggest that conscious consideration of these three cogs, and the ways in which they interact will advance effective and sustainable PBL

Going Squirrelly: Evaluating Educational Outcomes of a Curriculum-aligned Citizen Science Investigation of Non-native Squirrels

We report on the educational outcomes of the Newfoundland Squirrel Project (NSP), a citizen science project conducted by schoolchildren in Newfoundland, Canada. The NSP was developed with the charitable organization Let’s Talk Science (LTS), and involved students surveying non-native red squirrels (Tamiasciurus hudsonicus) and eastern chipmunks (Tamias striatus) using silent observation, call broadcasts, and interviews of the general public. We aimed to (1) provide equitable access to this science outreach opportunity for classes across rural Newfoundland, regardless of remote location; (2) evaluate the likelihood that participants would have firsthand encounters with live animals; and (3) investigate changes in students’ perceptions that participation in science satisfies the psychological needs of autonomy, competence, and relatedness, which are all components of motivation. We further tested whether these changes correlated with changes in enjoyment of and future intentions towards participating in science. The proportion of participating schools classified as rural did not differ from that of all Newfoundland schools, suggesting that rurality did not impede participation. Participants commonly encountered squirrels. There were limited changes in participants’ perceptions of science as satisfying psychological needs. Increases in perceived science competence predicted increases in future intentions to participate in science. We conclude that aligning the NSP with the school curriculum was an effective way to deliver science outreach to students in rural environments and that squirrel surveys provide an impactful experience, as participants often closely encounter these animals. We recommend further research exploring how participation in citizen science impacts participant perceptions of science competence and pursuit of future science activities

Home Availability and the Impact of Weekly Stressful Events Are Associated with Fruit and Vegetable Intake among African American and Hispanic/Latina Women

Background. Mediating and moderating variables may interfere with the association between neighborhood availability of grocery stores (NAG) and supermarkets (NAS) and fruit and vegetable (FV) intake. Objective. The purpose of this study was to test mediation of home availability of FV (HAFV) and moderation of impact of weekly stressful events (IWSE) on the association between NAG and NAS with FV consumption among African American (AA) and Hispanic/Latina (HL) women. Methods. Three hundred nine AA and HL, 25–60 year old women in the Health Is Power (HIP) randomized controlled trial completed validated measures of HAFV, IWSE, and FV intake at baseline. Trained field assessors coded NAG and NAS. Institutional Review Board approval was obtained. Results. NAG and NAS were not associated with FV intake or HAFV, so HAFV was not a mediator. HAFV (std. Beta = .29, P < 0.001) and IWSE (std. Beta = .17; P < 0.05) were related to FV intake (R2 = 0.17; P < 0.001), but IWSE was not a moderator. Conclusion. Increasing HAFV and decreasing the IWSE should increase FV consumption. The extent to which the neighborhood environment is related to the home food environment and diet, and the mechanisms for the association between IWSE and diet should be examined in future research