Maximal Saturated Linear Orders

The goal of this dissertation is to prove two theorems related to a question posed by Felix Hausdorff in 1907 regarding pantachies, which are maximal linearly ordered subsets of the space of real-valued sequences partially ordered by eventual domination. Hausdorff's question was as follows: is there a pantachie containing no gaps of order type the first uncountable cardinal? In Chapter 1, some terminology is defined, and Hausdorff's question about pantachies is explored. Some related work by other mathematicians is examined, both preceding and following Hausdorff's paper. In Chapter 2, relevant definitions and results about forcing, gaps, and saturated linear orders are collected. Chapter 3 contains the complete proof of the first theorem, namely, the consistency of the existence of a saturated Hausdorff pantachie in a model where the continuum hypothesis (CH) fails. Finally, in Chapter 4, a different method is used to prove a stronger result, namely, the consistency of the existence of a saturated Hausdorff pantachie in a model of Martin's Axiom along with the negation of CH. The appendix mentions a few related open questions and some partial answers

Strengthening the Adoption of Learner-Centred Pedagogies in Teacher Education in Uganda through Video-Based Self Reflection & College-Based Mentorship System

The intermittent pedagogical support received by teacher-trainers from the central level makes it difficult to implement new practices in teacher training institutions in Uganda. This mixed-methods study investigated teacher-trainers’ perceptions of a pilot pedagogical support system implemented by college-based mentors. Qualitative and quantitative data were elicited using an online questionnaire completed by teacher- trainers (n=100) and video-records of interviews with selected college-based mentors (n=6) who reflected on their own experiences to propose ways of improving the system. The findings revealed that irrespective of years of experience, teachertrainers appreciate the contribution of college-based mentors towards the adoption of learnercentred pedagogy. It also revealed that the opportunity for self-reflection and collegial critique afforded by video enhanced the practices of the mentees and greatly enriched the mentorship process. Nonetheless, the teacher-trainers expressed the need to broaden mentorship activities to include subject-specific pedagogical support

FROM LEMONS TO LEMONADE: STUDENTS’ RESILIENCE WHEN MANAGING CHALLENGE

BACKGROUND To succeed at university and be prepared for today’s challenging workplace, students need to develop strong resilience. Students face a number of academic, social and life challenges throughout their studies (Brewer et al, 2019; Ainscough et al, 2018). The disruptions from COVID-19 in Semester 1 of 2020 have undoubtedly exacerbated these challenges, or presented entirely novel ones to manage. This study describes how students demonstrated resilience when responding to such challenges. METHODS Biomedical science students (n=200) in their 2nd year of study, were asked how they coped with the impact of the COVID-19 pandemic and what advice they would give themselves for dealing with novel challenges in future. RESULTS & DISCUSSION Almost half the students struggled with motivation and the loss of on-campus experiential learning (36%), with a third then advising how they would better manage study in future. Many students also emphasised the importance of balancing health with study (21%), whilst other indicators of resilience (adaptability, positive mindset, seeing the “Big Picture”) were identified by 38% of students. While some students focused mainly on academic aspects, others had a broader perspective on managing challenges in the context of life and well-being. Students with the most rounded approach to challenges, might thus be those who have greatest resilience. REFERENCES Ainscough, L, Stewart, E, Colthorpe, K & Zimbardi, K. (2018) Learning hindrances and self-regulated learning strategies reported by undergraduate students: identifying characteristics of resilient students, Studies in Higher Education, 43(12); 2194-2209. Brewer, ML, van Kessel, G, Sanderson, B, Naumann, F, Murray, L, Reubenson, A & Carter, A. (2019) Resilience in higher education students: a scoping review, Higher Education Research & Development, 38(6): 1105-1120

THROWN IN THE DEEPER END: FIRST YEAR STUDENTS LEARNING ONLINE

BACKGROUND First year students experience difficulties adapting to independent learning and managing their time (Richardson et al., 2012; van der Meer et al., 2010). These issues were compounded at the University of Queensland when students transitioned to online learning three weeks into semester 1 2020. This study describes students’ insights about themselves as learners during this time. METHODS Participants (n=144) were enrolled in a first year anatomy and physiology course. At the end of semester, students were asked to reflect on their learning. Responses were coded using inductive thematic analysis. RESULTS When asked what they had discovered about themselves as a learner, students mentioned the importance of motivation (n=53), environment (n=44) and social connections (n=42) for learning. When asked what advice they would give themselves if learning was online again next semester, students wanted to maintain a routine (n=48), improve their time management (n=41), make study plans (n=34), and be more proactive (n=27). DISCUSSION Universities are microcosms for learning, and during the pandemic first-year students struggled to replicate this context at home. These results suggest that staff should support their students by helping them plan their learning and encouraging connections with peers and staff. REFERENCES Richardson, A., King, S., Garrett, R., & Wrench, A. (2012). Thriving or just surviving? Exploring student strategies for a smoother transition to university. A Practice Report. Student Success, 3(2), 87. van der Meer, J., Jansen, E., & Torenbeek M. (2010). It's almost a mindset that teachers need to change: first‐year students' need to be inducted into time management. Studies in Higher Education 35, 777-791

INVESTIGATING THE SOCIAL CONNECTIONS MADE BY FIRST-YEAR STUDENTS DURING A SEMESTER OF ONLINE LEARNING

BACKGROUND Social connections with peers and staff are important for student learning and academic success (Krause & Coates, 2008; Peacock, Cowan, Irvine & Williams, 2020). These connections are particularly important for first-year students who are new to university. With the rapid shift to online learning in 2020, many traditional avenues for making social connections were lost. This study investigated how and with whom social connections were made by first-year students, and if these connections correlated with academic success. METHODS First-year students (n=145) studying biomedical science answered an open-ended question about how they made social connections during first semester 2020, and with whom. Their responses were coded using thematic analysis. RESULTS AND DISCUSSION Most students (97%) made at least one connection with peers and/or staff. Students connected with peers only (61%), staff only (4%) or both peers and staff (32%). Some tools were more frequently reported for connecting with peers (social media) or staff (email). Zoom was useful for both types of connections. Students who connected with both peers and staff had the highest academic achievement. To facilitate more student-staff connections, staff should consider using social media, as students most frequently used this tool to make social connections. REFERENCES Krause, K. & Coates, H. (2008), Students’ engagement in first‐year university. Assessment & Evaluation in Higher Education, 33(5), 493-505. Peacock, S., Cowan, J., Irvine, L., & Williams, J. (2020). An Exploration into the importance of a sense of belonging for online Learners. The International Review of Research in Open and Distributed Learning, 21(2), 18-35

Atomic Radiation in Nuclear Decay

Auger electrons emitted in nuclear decay offer a unique tool to kill cancer cells at the scale of a DNA molecule. Over the last forty years many aspects of this promising therapeutic tool have been explored, however it is still not in the phase of large

PROFESSIONAL IDENTITY OF BIOMEDICAL SCIENCE STUDENTS: THE INTERPLAY BETWEEN SKILLS, ATTRIBUTES AND SELF-ESTEEM

BACKGROUND The development of professional skills and attributes allows students to build self-esteem, identify with others and view themselves within a profession (Hunter et al., 2007). However, this can be challenging for those within generalist degrees with a diversity of graduate destinations, such as biomedical science (Panaretos et al., 2019). When students in specialised degrees learn skills and attributes that aren’t applicable to their desired career, a disconnect occurs, which impacts professional identity development (Noble et al., 2014). This study examined the relationships between skills, attributes and self-esteem among biomedical science students and how this impacts on professional identity. METHODS Second year biomedical science students (n=582) were asked to describe their desired profession, skills and attributes they possessed and needed to develop, and their self-esteem. Consenting students’ responses were subjected to inductive thematic analyses (Braun & Clarke, 2006). RESULTS & DISCUSSION Students described a variety of desired professions, with medicine being the most common. Students also described many skills and attributes that were needed for those professions. There was a correlation between awareness of skills and attributes and self-esteem, reflecting students’ developing strong professional identity. This suggests students with greater awareness are more likely be confident in their chosen career. REFERENCES Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology 3(2), 77-101. Hunter, A. B., Laursen, S. L., & Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development. Science education, 91(1), 36-74. Noble, C., O’Brien, M., Coombes, I., Shaw, P. N., Nissen, L., & Clavarino, A. (2014). Becoming a pharmacist: students’ perceptions of their curricular experience and professional identity formation. Currents in Pharmacy Teaching and Learning, 6(3), 327-339. Panaretos, C., Colthorpe, K., Kibedi, J. and Ainscough, L., (2019). Biomedical science students’ intended graduate destinations. International Journal of Innovation in Science and Mathematics Education, 27(9); 1-16

Changes in perceived and experienced challenges and learning strategies throughout the second year transition

BACKGROUND The second year slump is a well-recognised phenomenon affecting students’ engagement, performance and transition through university (Wilder, 1993; McBurnie, Campbell & West, 2012). Although Australian studies have identified common causes (Loughlin, Gregory, Harrison & Lodge, 2013; Ainscough, Stewart, Colthorpe & Zimbardi, 2018), relatively less is known about students’ perceived and actual challenges, and the dynamic use of strategies whilst transitioning through their 2nd year. METHODS Undergraduate 2nd year biomedical science students (n=511) were asked about their goals, anticipated challenges and strategies at the start of 1st semester, then the challenges they experienced and strategies used at the end of semester. RESULTS & DISCUSSION Almost all students identified academic goals, most frequently being desired performance (45% of responses) and progressive study to stay on top of content (38%). Students perceived time management (67%), increased content complexity/volume (38%) and balancing work-social-study commitments (20%) as the greatest challenges, which they aimed to overcome largely through planning and organisation strategies. Most experienced perceived challenges, however, often to a greater degree than anticipated. Unexpected challenges were frequently reported, managed by dedicating more time or adopting 1-3 new strategies. Academic resilience through the 2nd year transition may therefore require students to be highly adaptable in their learning approaches

BIOMEDICAL SCIENCE STUDENTS’ CHALLENGES AND STRATEGIES TO UNDERSTANDING FEEDBACK

BACKGROUND Feedback plays a crucial role in how students learn and develop throughout life (Hattie & Timperley, 2007). Although numerous barriers exist to students’ use and engagement with feedback (Winstone et al., 2017), the strategies students use to overcome said barriers for life-long learning are less clearly identified in the literature. This study investigated students’ feedback challenges and strategies when learning scientific writing. METHODS Second-year biomedical science students (n=358) were asked to identify challenges to understanding and applying feedback, and the strategies they used to overcome them. Responses were coded via inductive thematic analysis. RESULTS & DISCUSSION From preliminary data (n=94), 60 students identified challenges relating to either construction of feedback (70% of responses), application of feedback to a task they do not understand (17%), or difficulties with discussing feedback with a tutor (13%). To overcome challenges, dialogue with a tutor was a primary strategy (69% of students), while 19% engaged with scientific literature more and 12% reviewed course resources to aid their use of feedback. Interestingly, 12% of the students with no issues still sought dialogue with their tutor to further understand the feedback. These findings suggest most students identify dialogue as playing an important role in their understanding of feedback. REFERENCES Hattie, J., and Timperley, H., (2007). The power of feedback, Review of Educational Research, 77(1); 81-112. Winstone, N., Nash, R., Rowntree, J., and Parker, M., (2017). ‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience. Studies in Higher Education, 42(11); 2026-41

Biomedical science students’ intended graduate destinations

Undergraduate students enrolled in generalist degrees, such as biomedical science, have diverse potential graduate pathways that they may choose to pursue. The aims of this study were to evaluate the intended graduate destinations of students, the reasons they chose to study science and the perceived value of the skills they are acquiring for their intended profession. The participants were second year biomedical science students at the University of Queensland. Their responses to open-ended questions regarding their intentions, choices and perceptions were subjected to thematic analysis. Three-quarters of students mentioned one intended profession, with the remainder mentioning two or more. Overall, they identified 53 different intended graduate destinations in the fields of medicine (69%), research (34%), the science industry (14%) and allied health (8%). As reasons for studying science, students commonly reported their interest in science, the influence of role models and enjoyment or academic success in prior study. Many students, particularly those intent on pursuing medicine, said they planned to use science as a pathway to a postgraduate degree. Importantly, all students perceived that the skills they were acquiring in their degree were highly applicable to their future intended professions