The 2014 Victorian State Election

Victoria is earning a reputation for producing surprising election results. According to political commentators and the opinion polls, the 1999 election was expected to return the Coalition Government and the 2010 election was expected to return the Labor Government, yet neither did. Even though the polls had long placed Labor ahead of the Coalition, the party’s election to office at the 2014 election was still regarded as a significant outcome. This was because of the removal of the Coalition Government after only one term in power, when history has shown us that governments in Victoria are often likely to consolidate their position at their first return to the ballot box. It had been more than half a century since Victoria experienced a single term government, in 1952-55, and it was a casualty of the split of the Australian Labor Party. It should be noted however, that the close numbers in the Legislative Assembly in the last Parliament — 44 Coalition, 43 Labor and one Independent, and the redistribution of the state’s electoral boundaries, meant that Labor required a notional uniform swing of only around 1 per cent to gain government. The election result was that Labor secured government by obtaining a total of 47 seats in the 88 seat Parliament with a swing of 3.6 per cent on a two-party preferred basis. This election is also historic for the election of two representatives of the Greens Party into the Legislative Assembly: the first time the party has won seats in the Lower House in Victoria. Also, notable, was the election of an Independent in what had been a very safe National Party seat (Shepparton). The make-up of the Legislative Council after the election was also significantly changed. Neither of the major parties won a majority in the Upper House, and the Greens and four other minor parties won ten seats between them. As stated earlier, this paper provides a description and analysis of the results the 2014 Victorian state election, set out in three main sections. Part A of the paper provides some context to the outcome of the election by examining the redistribution of Victoria’s state electoral boundaries, and key issues during the life of the 57th Parliament. Part B of the paper provides an overview of the election campaign, the leaders’ debate, preference deals, social media, key policies, and polls data in the lead up to, and during the campaign. This section also includes a brief overview of the minor parties. Part C of the paper examines the outcomes of the election in both houses and how the parties fared. It also contains a short section on women MPs, new and departing MPs, voter turnout, and the number of candidates contesting the election. Part C also provides statistical tables for each district and region and additional tables and information on relevant voter statistics

Flipped learning, flipped satisfaction, getting the balance right

This paper explores students’ perceptions of their learning outcomes, engagement, and satisfaction with a technology-facilitated flipped approach in a third-year core subject at an Australian university during 2014. In this pilot study, findings reveal that students preferred the flipped approach to the traditional face-to-face delivery and reported increased engagement, satisfaction, and learning outcomes as a result of both the flipped classroom approach and the use of digital technologies in the delivery of the unit. However, students did report frustration and less satisfaction generally with the flipped model in the initial stages of the semester. The implications are that students may require extra support in the initial stages of delivery of a flipped class to assist them to understand and take up the challenge of theapproach, thereby maximising student engagement and satisfaction earlier in the semester

Print versus digital texts: understanding the experimental research and challenging the dichotomies

This article presents the results of a systematic critical review of interdisciplinary literature concerned with digital text (or e-text) uses in education and proposes recommendations for how e-texts can be implemented for impactful learning. A variety of e-texts can be found in the repertoire of educational resources accessible to students, and in the constantly changing terrain of educational technologies, they are rapidly evolving, presenting new opportunities and affordances for student learning. We highlight some of the ways in which academic studies have examined e-texts as part of teaching and learning practices, placing a particular emphasis on aspects of learning such as recall, comprehension, retention of information and feedback. We also review diverse practices associated with uses of e-text tools such as note-taking, annotation, bookmarking, hypertexts and highlighting. We argue that evidence-based studies into e-texts are overwhelmingly structured around reinforcing the existing dichotomy pitting print-based (‘traditional’) texts against e-texts. In this article, we query this approach and instead propose to focus on factors such as students’ level of awareness of their options in accessing learning materials and whether they are instructed and trained in how to take full advantage of the capabilities of e-texts, both of which have been found to affect learning performance

Assessing distributed leadership for learning and teaching quality: a multi-institutional study

Distributed leadership has been explored internationally as a leadership model that will promote and advance excellence in learning and teaching in higher education. This paper presents an assessment of how effectively distributed leadership was enabled at five Australian institutions implementing a collaborative teaching quality development scheme called the Peer Assisted Teaching Scheme. The Scheme brings together expertise from teams of academics, coordinators, and institutional learning and teaching portfolio holders to the shared goal of enhancing learning and teaching quality. A distributed leadership benchmarking tool was used to assess the Scheme’s effectiveness, and we found that (i) the Scheme is highly consistent with the distributed leadership benchmarks, and that (ii) the benchmarking tool is easily used in assessing the alignment (or otherwise) of teaching and learning quality initiatives with distributed leadership benchmarks. This paper will be of interest to those seeking to assess implementations of distributed leadership to improve teaching quality and leadership capacity

Designing Massive Open Online Courses to take account of participant motivations and expectations

We report on a study conducted on a Massive Open Online Course (MOOC) to explore and improve understanding and practice about MOOC learning design and participant motivations and expectations. The 'Carpe Diem' MOOC was designed, developed and delivered in 2014. The MOOC participants' experiences were studied through surveys and interviews, and the analysis was triangulated. Three dominant motivations to complete the MOOC were found: to further existing knowledge, to acquire skills in the learning design process and to apply the learning design methodology in practice. We describe the relationship between participant motivations and expectations in this MOOC, which was undertaken mainly by participants who were themselves educators, and make recommendations for pedagogical design in MOOCs to promote and enable participant engagement and completion

Lessons learned developing a massive open online course in implementation research in infectious diseases of poverty in low- and middle-income countries

Daniel Reidpath - ORCID: 0000-0002-8796-0420 https://orcid.org/0000-0002-8796-0420This study uses a case study approach to examine the development of a massive open online course (MOOC) on intervention and implementation research in infectious diseases of poverty for learners in low- and middle-income countries (LMICs). Implementation research (IR) seeks to understand and address barriers to effective implementation of health interventions, strategies, and policies. In recent years, IR has attracted increased interest, and corresponding demand for training, however, current training opportunities are not easily accessible to learners in LMICs. In 2017, the MOOC was introduced to a diverse range of learners to enhance access to training materials and has been offered yearly since. Findings are based on the experiences of the MOOC working group which included developers and facilitators, and on interpretations of data such as forum discussion activity and Facebook posts. The use of material from local contexts and in local languages, and professional facilitation of discussion forums was identified by the working group to be key considerations in developing the MOOC. Other findings include the importance of using clear instructions and preparing discussion questions to stimulate learner engagement. These findings add to the limited knowledge of MOOCs developed for LMICs and are of value to others developing professional development MOOCs in LMIC health contexts.http://doi.org/10.5944/openpraxis.13.1.117213pubpub

Inhibition of β2Integrin–Mediated Leukocyte Cell Adhesion by Leucine–Leucine–Glycine Motif–Containing Peptides

Many integrins mediate cell attachment to the extracellular matrix by recognizing short tripeptide sequences such as arginine–glycine–aspartic acid and leucine–aspartate–valine. Using phage display, we have now found that the leukocyte-specific β2 integrins bind sequences containing a leucine–leucine–glycine (LLG) tripeptide motif. An LLG motif is present on intercellular adhesion molecule (ICAM)-1, the major β2 integrin ligand, but also on several matrix proteins, including von Willebrand factor. We developed a novel β2 integrin antagonist peptide CPCFLLGCC (called LLG-C4), the structure of which was determined by nuclear magnetic resonance. The LLG-C4 peptide inhibited leukocyte adhesion to ICAM-1, and, interestingly, also to von Willebrand factor. When immobilized on plastic, the LLG-C4 sequence supported the β2 integrin–mediated leukocyte adhesion, but not β1 or β3 integrin–mediated cell adhesion. These results suggest that LLG sequences exposed on ICAM-1 and on von Willebrand factor at sites of vascular injury play a role in the binding of leukocytes, and LLG-C4 and peptidomimetics derived from it could provide a therapeutic approach to inflammatory reactions

Non-canonical Hedgehog signaling mediates profibrotic hematopoiesis-stroma crosstalk in myeloproliferative neoplasms

The role of hematopoietic Hedgehog signaling in myeloproliferative neoplasms (MPNs) remains incompletely understood despite data suggesting that Hedgehog (Hh) pathway inhibitors have therapeutic activity in patients. We aim to systematically interrogate the role of canonical vs. non-canonical Hh signaling in MPNs. We show that Gli1 protein levels in patient peripheral blood mononuclear cells (PBMCs) mark fibrotic progression and that, in murine MPN models, absence of hematopoietic Gli1, but not Gli2 or Smo, significantly reduces MPN phenotype and fibrosis, indicating that GLI1 in the MPN clone can be activated in a non-canonical fashion. Additionally, we establish that hematopoietic Gli1 has a significant effect on stromal cells, mediated through a druggable MIF-CD74 axis. These data highlight the complex interplay between alterations in the MPN clone and activation of stromal cells and indicate that Gli1 represents a promising therapeutic target in MPNs, particularly that Hh signaling is dispensable for normal hematopoiesis.</p