The task of Australian poetry

Paper by Judith Wright delivered at the Australian Literature Seminar, University of New England Extension Dept. Summer School, Jan 1965

Young people, physical activity and transitions

In the literature on young people’s health and its relation to participation in physical activity, there are recurring narratives that lament the decline in participation during the senior years of schooling and beyond (e.g. Sallis, Prochaska and Taylor 2000). This apparent decline has been interpreted as a significant problem and one that must be addressed by strategies to engage young people in more physical activity; most of which target young people with a view to changing their attitudes and behaviours (Gyurcsik, Bray and Brittain 2004; Leslie, Fotheringham, Owen and Bauman 2001). This concern about young people’s participation in physical activity seems to be embedded in, and adds support to, a notion that adolescence is a developmental period of ‘increased risk’, where young people are particularly susceptible to, and held responsible for, making ‘bad’ health choices (Rose 1992), as parents and schools exert a diminished influence over their lives

Validation of the Patient Activation Measure in a Multiple Sclerosis Clinic Sample and Implications for Care

Purpose. Patient engagement in multiple sclerosis (MS) care can be challenging at times given the unpredictable disease course, wide range of symptoms, variable therapeutic response to treatment and high rates of patient depression. Patient activation, a model for conceptualising patients’ involvement in their health care, has been found useful for discerning patient differences in chronic illness management. The purpose of this study was to validate the patient activation measure (PAM-13) in an MS clinic sample. Methods. This was a survey study of 199 MS clinic patients. Participants completed the PAM-13 along with measures of MS medication adherence, self-efficacy, depression and quality of life. Results. Results from Rasch and correlation analyses indicate that the PAM-13 is reliable and valid for the MS population. Activation was associated with MS self-efficacy, depression and quality of life but not with self-reported medication adherence. Also, participants with relapse-remitting MS, current employment, or high levels of education were more activated than other subgroups. Conclusions. The PAM-13 is a useful tool for understanding health behaviours in MS. The findings of this study support further clinical consideration and investigation into developing interventions to increase patient activation and improve health outcomes in MS

Language training in the ESN(S)child.

A behavioural language training programme was implemented with a group of nine children with severe language and learning difficulties in a local authority day school in Sheffield. The study was conducted over a period of four and a half school terms. Detailed data and results are presented on five of the nine children. The language training programme focussed on the development of syntax and was organised into three categories; 1) pre-language training, 2) language training and 3) video training. One-to-one teaching strategies, combined with the techniques of imitation and reinforcement were used in each dimension of the programme. Systematic teaching procedures were also developed for training the generalisation of new syntax in non-training settings within the school. The child care assistant functioned as a second trainer. Significant improvements occurred in the language behaviour of each of the five children. Functional speech and language was established in one child who was non-verbal at baseline. The utterances of the four other children were extended in both length and structural complexity. Generalisation occurred in a range of settings with both familiar and unfamiliar adults. A teaching approach integrating a structured language training curriculum and one-to-one teaching strategies in an ordinary classroom setting combined with training for generalisation in non-training contexts within a school environment, proved both possible and successful in shaping effective communication in a group of children with severe learning difficulties

SOCIAL MEDIA: CREATING STUDENT AWARENESS OF ITS USE IN THE HIRING PROCESS

As the use of social media permeates our lives, it is important for business educators to promote the effective use of this technology to students for both their role as job seekers as well as potential hiring managers. This article will present current perceptions among business students on using social media in the job search process, primary research from recruiters in an attempt to understand employers’ policies and practices with respect to the use of social media in the hiring process, key laws which students should be aware of with respect to the use of social media by employers, and practical guidance for students throughout their business school experience. In addition, a proposed teaching method will be presented on how to convey this practical guidance to students in a compelling and impactful manner

Interviews with Wilson G. Shelley, Paul Sissel, Lark Lyn Gunther, Ida L. Phillips, May Swanson and Frank Gull

Interviews with Wilson G. Shelley, Paul Sissel, Lark Lyn Gunther, Ida L. Phillips, May Swanson and Frank Gull. This recording is unavailable.https://scholars.fhsu.edu/sackett/1101/thumbnail.jp

Building a Restorative School/Family Community

The authors are working collaboratively as part of a larger Research-Practice Partnership initiative (Shifting Power) to investigate the relationships between families and school staff at a Pittsburgh-area high school. Using a restorative lens, the project is intended to build a strong foundation for preventing and repairing future harms

Assessment of student competency in a simulated speech-language pathology clinical placement

“This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Speech-Language Pathology on 30 August 2013, available online: http://wwww.tandfonline.com/10.3109/17549507.2013.809603.” http://dx.doi.org/10.3109/17549507.2013.809603.Clinical education programs in speech-language pathology enable the transition of students’ knowledge and skills from the classroom to the workplace. Simulated clinical learning experiences provide an opportunity to address the competency development of novice students. This study reports on the validation of an assessment tool designed to evaluate speech-language pathology students’ performance in a simulated clinical placement. The Assessment of Foundation Clinical Skills (AFCS) was designed to link to concepts and content of COMPASS®: Competency Assessment in Speech Pathology, a validated assessment of performance in the workplace. It incorporates units and elements of competency relevant to the placement. The validity of the AFCS was statistically investigated using Rasch analysis. Participants were 18 clinical educators and 130 speech-language pathology students undertaking the placement. Preliminary results support the validity of the AFCS as an assessment of foundation clinical skills of students in this simulated clinical placement. All units of competency and the majority of elements were relevant and representative of these skills. The use of a visual analogue scale which included a pre-Novice level to rate students’ performance on units of competency was supported. This research provides guidance for development of quality assessments of performance in simulated placements