Self directed disability support (SDDS): building community capacity through action research

Disability support has historically been organised and financially managed through government and service provider agencies (agency funding). Increasingly it is offered through individualised, person - centred packages of support (individual or self directed funding), which allow people to manage how their own funds are spent. Opportunities for self directed disability support (SDDS) – in both agency and individual funding approaches – are expanding across Australian states and territories, in line with the National Disability Insurance Scheme (NDIS) reforms. This project explores how people with disability manage the transition towards self directed disability support. Australian evidence on this critical topic is thin. We know little about the impact of self directed options on people requiring support, informal carers and support providers (Prideaux et al 2009). Likewise, there is little systematic information about the effectiveness of existing disability support systems (Baxter et al 2010). Such information is gathered in this project, and it is important for assessing the impact of new approaches on equity of access, quality and availability of support, and community outcomes (Ungerson & Yeandle 2007) . The Social Policy Research Centre (SPRC), University of New South Wales (UNSW), in collaboration with People With Disability Australia (PWDA) and the Centre for Children and Young People (CCYP), Southern Cross University (SCU), is conducting the project. This plan explains the project methodology and management. Authors: Karen R. Fisher, Sam Cooper, Christiane Purcal, Ngila Bevan and Ariella Meltzer

Abelian covers of graphs and maps between outer automorphism groups of free groups

We explore the existence of homomorphisms between outer automorphism groups of free groups Out(F_n) \to Out(F_m). We prove that if n > 8 is even and n \neq m \leq 2n, or n is odd and n \neq m \leq 2n - 2, then all such homomorphisms have finite image; in fact they factor through det: Out(F_n) \to Z/2. In contrast, if m = r^n(n - 1) + 1 with r coprime to (n - 1), then there exists an embedding Out(F_n) \to Out(F_m). In order to prove this last statement, we determine when the action of Out(F_n) by homotopy equivalences on a graph of genus n can be lifted to an action on a normal covering with abelian Galois group.Comment: Final version, to appear in Mathematische Annalen. Minor errors and typos corrected, including range of n in Theorem

Actions of automorphism groups of free groups on homology spheres and acyclic manifolds

For n at least 3, let SAut(F_n) denote the unique subgroup of index two in the automorphism group of a free group. The standard linear action of SL(n,Z) on R^n induces non-trivial actions of SAut(F_n) on R^n and on S^{n-1}. We prove that SAut(F_n) admits no non-trivial actions by homeomorphisms on acyclic manifolds or spheres of smaller dimension. Indeed, SAut(F_n) cannot act non-trivially on any generalized Z_2-homology sphere of dimension less than n-1, nor on any Z_2-acyclic Z_2-homology manifold of dimension less than n. It follows that SL(n,Z) cannot act non-trivially on such spaces either. When n is even, we obtain similar results with Z_3 coefficients.Comment: Typos corrected, reference and thanks added. Final version, to appear in Commetarii. Math. Hel

The Dehn functions of Out(F_n) and Aut(F_n)

For n > 2, the Dehn functions of Aut(F_n) and Out(F_n) are exponential. Hatcher and Vogtmann proved that they are at most exponential, and the complementary lower bound in the case n=3 was established by Bridson and Vogtmann. Handel and Mosher completed the proof by reducing the lower bound for n>4 to the case n=3. In this note we give a shorter, more direct proof of this last reduction.Comment: Final version, to appear in Annales de l'Institut Fourie

Teacher Candidates’ Perceptions of the Integration of Faith and Learning as Christian Vocation

The overriding purpose of Christian liberal arts colleges in the United States is to offer a comprehensive education to their students. Inherent in this goal is the deliberate integration of Christian faith with academic content; it is, after all, what differentiates Christian institutions of higher education from their secular counterparts (Muntz & Crabtree, 2006). The mission statement of Trinity International University (TIU) in Deerfield, Illinois is to “educate men and women for faithful participation in God’s redemptive work in the world by cultivating academic excellence, Christian fidelity and lifelong learning.” The Division of Education that prepares candidates for certification to teach in K-12 schools in the state of Illinois defines its more specific mission thusly: “to develop highly qualified Christian teachers who view teaching as a mission; they nurture their students, reflect critically on their practice, and facilitate classroom experience to maximize the potential of all learners.” Implicit in this conceptual framework is that faculty members will engage in their own integration of faith and learning so that they can model what it means to be Christian teachers. In February 2009, as professors in TIU’s Division of Education, we informally surveyed a group of traditional undergraduate education majors during a department chapel session to discover their perceptions about the integration of faith and learning within our department. We were curious to find out whether or not what we believed we were doing in our classes regarding the integration of faith and learning was in fact impacting our teacher candidates. After defining the concept of the integration of faith and learning in broad terms, we asked them what has helped them become “highly qualified Christian teachers” within our education program. Their responses primarily focused on the more external aspects of demonstrating personal faith; i.e., professors’ leading in devotions at the beginning of classes and modeling Christian behaviors and attitudes. Admittedly, we were somewhat disappointed with their answers, concluding that our teacher candidates were not viewing integration as an academic endeavor that requires deep intellectual as well as spiritual analysis (Hasker, 1992). This concern led to a desire to explore their perceptions further in a more formal way, leading us to review the literature on the integration of faith and learning in Christian colleges and universities and to conduct this particular research study

Primary connections in a provincial Queensland school system: relationships to science teaching self-efficacy and practices

The teaching of science is important, both to meet the need for future workers in fields requiring scientific capability and to equip students for full participation in modern societies where many decisions depend upon knowledge of science. However, many teachers in Australian primary schools do not allocate science education sufficient amounts of time to achieve these outcomes. This study reports data obtained from 216 teachers in the primary schools in a provincial Australian school system. The purpose of the study was to assess the effects of existing strategies using Primary Connections for promoting science teaching and to inform future professional development strategies. Teachers reported moderate levels of self-efficacy for teaching science and a proportion reported allocating little or no time to teaching science. Both self-efficacy for science teaching and the amount of science taught were higher for teachers who had used Primary Connections curriculum materials