Submission in response to the Australian Government’s Consultation Paper on the Establishment of the Royal Commission into Institutional Responses to Child Sexual Abuse

A submission in response to the Australian Government\u27s Consultation Paper on the Establishment of the Royal Commission into Institutional Responses to Child Sexual Abuse. Introduction We are a team of academics and researchers, from the disciplines of historical studies, social work and archival science, who have substantive years of experience working on projects exploring the legacy of Australia\u27s institutional \u27care\u27 of children. Our work in this space, particularly since the release of the Forgotten Australians report in 2004, has involved ongoing engagement with a broad range of stakeholders, including care leavers, support and advocacy groups, past and current providers of out-of-home care, state and federal government departments, and cultural institutions. We welcome the opportunity to make a submission in response to the Australian Government\u27s Consultation Paper on the Establishment of the Royal Commission into Institutional Responses to Child Sexual Abuse. Our submission discusses the vital importance that records will play in this Royal Commission, with particular reference to records in the custody of past providers in religious, charitable and government sectors. We submit that records are a key issue for this Royal Commission

Strain-induced kinetics of intergrain defects as the mechanism of slow dynamics in the nonlinear resonant response of humid sandstone bars

A closed-form description is proposed to explain nonlinear and slow dynamics effects exhibited by sandstone bars in longitudinal resonance experiments. Along with the fast subsystem of longitudinal nonlinear displacements we examine the strain-dependent slow subsystem of broken intergrain and interlamina cohesive bonds. We show that even the simplest but phenomenologically correct modelling of their mutual feedback elucidates the main experimental findings typical for forced longitudinal oscillations of sandstone bars, namely, (i) hysteretic behavior of a resonance curve on both its up- and down-slopes, (ii) linear softening of resonant frequency with increase of driving level, and (iii) gradual recovery (increase) of resonant frequency at low dynamical strains after the sample was conditioned by high strains. In order to reproduce the highly nonlinear elastic features of sandstone grained structure a realistic non-perturbative form of strain potential energy was adopted. In our theory slow dynamics associated with the experimentally observed memory of peak strain history is attributed to strain-induced kinetic changes in concentration of ruptured inter-grain and inter-lamina cohesive bonds causing a net hysteretic effect on the elastic Young's modulus. Finally, we explain how enhancement of hysteretic phenomena originates from an increase in equilibrium concentration of ruptured cohesive bonds that are due to water saturation.Comment: 5 pages, 3 figure

Perirhinal cortex contributes to accuracy in recognition memory and perceptual discriminations.

The prevailing view of the medial temporal lobe (MTL) holds that its structures are dedicated to long-term declarative memory. Recent evidence challenges this position, suggesting that perirhinal cortex (PRc) in the MTL may also play a role in perceptual discriminations of stimuli with substantial visual feature overlap. Relevant neuropsychological findings in humans have been inconclusive, likely because studies have relied on patients with large and variable MTL lesions. Here, we conducted a functional magnetic resonance imaging study in healthy individuals to determine whether PRc shows a performance-related involvement in perceptual oddball judgments that is comparable to its established role in recognition memory. Morphed faces were selected as stimuli because of their large degree of feature overlap. All trials involved presentation of displays with three faces. The perceptual oddball task required identification of the face least similar to the other display members. The memory task involved forced-choice recognition of a previously studied face. When levels of behavioral performance were matched, we observed comparable levels of activation in right PRc for both tasks. Moreover, right PRc activity differentiated between accurate and inaccurate trials in both tasks. Together these results indicate that declarative memory demands are not a prerequisite for a performance-related engagement of PRc and that the introduction of such declarative memory demands in an otherwise closely matched perceptual task does not necessarily lead to an increase in PRc involvement. As such our findings show that declarative memory and perception are not as clearly separable at the level of MTL functioning as traditionally thought

Modeling and simulation of phase-transitions in multicomponent aluminum alloy casting

The casting process of aluminum products involves the spatial distribution of alloying elements. It is essential that these elements are uniformly distributed in order to guarantee reliable and consistent products. This requires a good understanding of the main physical mechanisms that affect the solidification, in particular the thermodynamic description and its coupling to the transport processes of heat and mass that take place. The continuum modeling is reviewed and methods for handling the thermodynamics component of multi-element alloys are proposed. Savings in data-storage and computing costs on the order of 100 or more appear possible, when a combination of data-reduction and data-representation methods is used. To test the new approach a simplified model was proposed and shown to qualitatively capture the evolving solidification front

Medical students’ views about having different types of problem-based learning tutors

Background At Norwich Medical School, Year 3 or 4 medical students taking a year out of the 5-year undergraduate MBBS degree to do a master’s degree in clinical education worked as near-peer problem-based learning (PBL) tutors for students in Year 2. Peer-assisted learning has been shown to benefit both peer tutors and tutees; in this study, experiences of students with near-peer PBL tutors were compared to students with other types of PBL tutor. Methods Using existing student evaluation data, we compared student views about PBL tutor performance, PBL group functioning, and overall satisfaction with PBL learning experience according to whether their PBL tutor/s were (1) a single near-peer tutor (later-year MB BS student), (2) a single staff tutor, (3) multiple staff tutors, or (4) multiple newly qualified doctor tutors. Results Results indicated that students’ evaluation of tutor performance was more positive for near-peer PBL tutors compared to both groups of staff tutors for most areas evaluated. Additionally, students’ evaluation of overall satisfaction with PBL was more positive for near-peer PBL tutors compared to multiple staff tutors. Tutor performance for multiple staff tutors was evaluated less positively compared to both single staff and multiple newly qualified doctor groups. But there were no statistically significant differences between the four groups regarding PBL group functioning. Conclusion Near-peer PBL tutors perform comparably or better to staff PBL tutors in salient measures of tutor performance and group functioning. We conclude that medical students find near-peer PBL tutors to be an acceptable addition to the PBL tutor workforce

Measuring cognitive load: mixed results from a handover simulation for medical students.

The application of cognitive load theory to workplace-based activities such as patient handovers is hindered by the absence of a measure of the different load types. This exploratory study tests a method for measuring cognitive load during handovers.The authors developed the Cognitive Load Inventory for Handoffs (CLI4H) with items for intrinsic, extraneous, and germane load. Medical students completed the measure after participating in a simulated handover. Exploratory factor and correlation analyses were performed to collect evidence for validity.Results yielded a two-factor solution for intrinsic and germane load that explained 50 % of the variance. The extraneous load items performed poorly and were removed from the model. The score for intrinsic load correlated with the Paas Cognitive Load scale (r = 0.31, p = 0.004) and was lower for students with more prior handover training (p = 0.036). Intrinsic load did not, however, correlate with performance. Germane load did not correlate with the Paas Cognitive Load scale but did correlate as expected with performance (r = 0.30, p = 0.005) and was lower for those students with more prior handover training (p = 0.03).The CLI4H yielded mixed results with some evidence for validity of the score from the intrinsic load items. The extraneous load items performed poorly and the use of only a single item for germane load limits conclusions. The instrument requires further development and testing. Study results and limitations provide guidance to future efforts to measure cognitive load during workplace-based activities, such as handovers