Moving from crime and punishment to success and reward: Transitioning from technical to educational research

Copyright © 2019: Sarah Dart, Kim Blackmore, Keith Willey, Anne Gardner, Smitha Jose, Raj Sharma, Sloan Trad, Lesley Jolly:. Many engineering academics interested in quality teaching and learning dabble with educational research. Some go further leaving their technical research field behind to embark head-long into what for many is an initially bewildering and conceptually challenging domain. Often peers perceive this transition as a crime (giving up on real engineering) liable to be punished with reduced access to funding and institutional recognition for one's research. The Australasian Association for Engineering Education (AAEE) has been sponsoring a Winter School in Engineering Education Research Methods since 2011, to help engineering academics change their transition story from one of crime and punishment to success and reward. While helpful, this transition is not a simple matter of learning new techniques but of altering one's perspective and habits of thinking and behaviour. Many participants find this both challenging and at least initially, a lonely pursuit. In this paper, participants in the 2018 school ask the question "what enables and hinders the transition to educational research"

Energy Dissipating Devices in Falling Rock Protection Barriers

Rockfall is a phenomenon which, when uncontrolled, may cause extensive material damage and personal injury. One of the structures used to avoid accidents caused by debris flows or rockfalls is flexible barriers. The energy dissipating devices which absorb the energy generated by rock impact and reduce the mechanical stresses in the rest of the elements of the structure are an essential part of these kinds of structures. This document proposes an overview of the performance of energy dissipating devices, as well as of the role that they fulfil in the barrier. Furthermore, a compilation and a description of the dissipating elements found in the literature are proposed. Additionally, an analysis has been performed of the aspects taken into account in the design, such as experimental (quasi-static and dynamic) tests observing the variation of the behaviour curve depending on the test speed and numerical simulations by means of several finite element software packages

Effects of Mumps Outbreak in Hospital, Chicago, Illinois, USA, 2006

Controlling the outbreak cost 4 times more than a routine prevention program

Community engagement in cutaneous leishmaniasis research in Brazil, Ethiopia, and Sri Lanka: a decolonial approach for global health

Cutaneous leishmaniasis (CL) is a parasitic skin disease endemic in at least 88 countries where it presents an urgent, albeit often "neglected" public health problem. In this paper, we discuss our model of decolonial community engagement in the ECLIPSE global health research program, which aims to improve physical and mental health outcomes for people with CL. The ECLIPSE program has four interlinked phases and underpinning each of these phases is sustained and robust community engagement and involvement that guides and informs all activities in ECLIPSE. Our decolonial approach implies that the model for community engagement will be different in Brazil, Ethiopia and Sri Lanka. Indeed, we adopt a critical anthropological approach to engaging with community members and it is precisely this approach we evaluate in this paper. The data and material we draw on were collected through qualitative research methods during community engagement activities. We established 13 Community Advisory Groups (CAGs): in Brazil (n = 4), Ethiopia (n = 6), and Sri Lanka (n = 3). We identified four overarching themes during a thematic analysis of the data set: (1) Establishing community advisory groups, (2) CAG membership and community representation, (3) Culturally appropriate and context-bespoke engagement, and (4) Relationships between researchers and community members. During our first period of ECLIPSE community engagement, we have debunked myths (for instance about communities being "disempowered"), critiqued our own practices (changing approaches in bringing together CAG members) and celebrated successes (notably fruitful online engagement during a challenging COVID-19 pandemic context). Our evaluation revealed a gap between the exemplary community engagement frameworks available in the literature and the messy, everyday reality of working in communities. In the ECLIPSE program, we have translated ideal(istic) principles espoused by such community engagement guidance into the practical realities of "doing engagement" in low-resourced communities. Our community engagement was underpinned by such ideal principles, but adapted to local sociocultural contexts, working within certain funding and regulatory constraints imposed on researchers. We conclude with a set of lessons learned and recommendations for the conduct of decolonial community engagement in global health research