Australian Catholic University Research Articles

Innovation in sport medicine and science: a global social network analysis of stakeholder collaboration in rugby union

ObjectivesTo investigate the network of stakeholders involved in rugby union research across the globe.MethodsUsing author affiliations listed on scientific publications, we identified the organisations that contributed to rugby union research...

Preface

the 3rd International Conference on Law, Economics, and Governance (ICOLEG 2023) organized by the Law Faculty, Universitas Diponegoro. This year ICOLEG held on July 11-12, 2023 at Patra Semarang Hotel & Convention. This international conference is divided into two forms of agenda as follows: Plenary Sessions; and Scientific Sessions which separated into three chambers. Faculty of Law, Universitas Diponegoro organizes this conference every two years (biannual international conference) as a forum to exchange ideas and experiences on law, economics, and governance issues. This conference invites speakers whose international reputation and call for papers to national or international law lectures, undergraduate and postgraduate law students from national or abroad, practitioners, government officers, and environmental activists or staff of Non-Government Organizations (NGO) to present their papers according to ICOLEG Theme in 2023, namely “Progressive Law in The Midst of Climate Change” with the topic :1. Environmental Law, Economic, and Governance2. Climate Justice and Sustainable Development3. Blue and Green EconomicWe invited several reputable speakers from various universities to discuss these issues. They are: Prof. Dr. Petra Minnerop (Professor of International Environmental Law and Climate Change, Durham Law School, British), Assoc Prof. Constatinos Yiallourides (Macquarie University, Sidney), Assoc. Prof Salawati Mat Basir (Faculty of Law, Universitas Kebangsaan, Malaysia), Assoc Prof. Dr. Johan Shamsudin bin Sabarudin (Faculty of Law, University of Malaya), Prof. M.R. Andri Gunawan Wibisana (Faculty of Law, Universitas Indonesia), Prof. Dr. F.X. Adji Samekto (Faculty of Law, Universitas Diponegoro), Dahliana Hasan, Ph. D (Faculty of Law, Universitas Gadjah Mada) and Iman Prihandono (Faculty of Law, Universitas Airlangga).This conference provided an academic opportunity for dialogue among the academician, officers, NGO, and other parties to solve the environmental issue. Every submitted paper has reviewed by our Scientific Committee who consists of ten experts from several universities around the world, namely : (1) Taylor’s Law School, Malaysia; (2) Australian Catholic University, Australia; (3) Universitas Kebangsaan Malaysia, Malaysia; (4) Universitas Airlangga, Indonesia and (5) Universitas Diponegoro, Indonesia. The Scientific Committee will select the paper based on high quality standard to be published on proceeding.We would like to express our sincere gratitude and immense appreciation the honorable speakers, the participants, and also many people who are involved. We realize that the international conference would not be successfully conducted without their contribution.Hopefully this proceeding could provide the new insights and solutions regarding the climate change issues from the scientific perspective. The Editorial Team ICOLEG 2023 List of COMMITTEE are available in this pdf.

Scaling up a school-based intervention to increase physical activity and reduce sedentary behaviour in children: protocol for the TransformUs hybrid effectiveness–implementation trial

IntroductionEfficacious programmes require implementation at scale to maximise their public health impact. TransformUs is an efficacious behavioural and environmental intervention for increasing primary (elementary) school children’s (5–12 years) physical activity...

A Simulated Placement: Using a Mixed-Reality Learning Environment for Social Work Field Education

ABSTRACT COVID-19 presented fresh challenges for social work field education, requiring agile and innovative solutions. To address the scarcity of direct client-facing placements during the extended and unpredictable public health restrictions, Australian Catholic University (ACU) created the Simulated Placement Experience (SPE) for final-year students. The program immersed students into nine practice scenarios over a two-week (70-hour) intensive placement. Real-time feedback and reflective coaching sessions with a social work supervisor offered students enhanced learning and development opportunities applicable to multiple service settings and client presentations. The program was well received by participating final-year students, who highlighted that the experience enhanced their ability to perform and critically reflect on their direct practice skills. This article outlines the model and the initial evaluation of the pilot program using a Student Satisfaction of Simulation Survey tool. The findings of this evaluation reveal the potential for simulation to provide novel, valuable learning experiences to social work students for practice placements. IMPLICATIONS COVID-19 restrictions presented an opportunity for social work field education programs to rethink the structure and nature of placement learning. Simulation-based learning provides social work students with enhanced learning and increased confidence as part of direct practice placements. There is scope to include supported simulation-based learning to enhance future social work field education programs; however, discipline-specific simulation standards and conceptual frameworks are needed.

Treaties for "offshoring" hospital treatment of Asian patients from Christmas Island, 1963-1985: a racist chapter in the history of Australian medical care.

Treaties for "offshoring" hospital treatment of Asian patients from Christmas Island, 1963-1985: a racist chapter in the history of Australian medical care.

Return to the Motherland: Displaced Soviets in WWII and the Cold War by SethBernstein. Ithaca: Cornell University Press, 2023. 292 pp. $46.95. ISBN 978‐1‐5017‐6739‐5

The Russian ReviewEarly View BOOK REVIEW Return to the Motherland: Displaced Soviets in WWII and the Cold War by Seth Bernstein. Ithaca: Cornell University Press, 2023. 292 pp. $46.95. ISBN 978-1-5017-6739-5 Sheila Fitzpatrick, Corresponding Author Sheila Fitzpatrick [email protected] Australian Catholic University Email: [email protected]Search for more papers by this author Sheila Fitzpatrick, Corresponding Author Sheila Fitzpatrick [email protected] Australian Catholic University Email: [email protected]Search for more papers by this author First published: 09 May 2023 https://doi.org/10.1111/russ.12498Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. Early ViewOnline Version of Record before inclusion in an issue RelatedInformation

Microteaching networks in higher education

PurposeMicroteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5–20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database.Design/methodology/approachThis research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis.FindingsTwo hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections.Research limitations/implicationsThis research’s limitations concern either aspects that lie beyond the study’s possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century.Originality/valueThis research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

Thomistic Existentialism and Cosmological Reasoning, John F. X.Knasas, The Catholic University of America Press, 2019 (ISBN 978‐0‐8132‐3185‐3), xiv + 330 pp., hb $65

Thomistic Existentialism and Cosmological Reasoning, John F. X.Knasas, The Catholic University of America Press, 2019 (ISBN 978‐0‐8132‐3185‐3), xiv + 330 pp., hb $65

Beyond recommended readings: points of entry into SoTEL for disciplinary academics

The recommended readings of many formal programs in higher education studies (for example, graduate certificates in teaching and learning) share a common core: Vygotsky, Rogers, Sadler, Schön, Knowles, Biggs and Tang, to mention a few. These readings are intended to ground educators in the scholarship of teaching and learning (SoTL), although secondary sources are also helpful (Kandlbinder & Peseta, 2009, p. 24). Geertsma (2016) summarises the intention thus: by “engaging with the literature and reflectively relating it to their own practice teachers can build an expertise in teaching that complements their disciplinary expertise, which then can transform approaches to teaching” (p. 124). What happens when these educator-students venture into a different literature, that of SoTEL (“scholarship of technology-enhanced learning”: Wickens, 2006), and are encouraged to locate readings to apply directly to their practice? For the last seven years, educator-students in the later part of Australian Catholic University's Graduate Certificate in Higher Education (GCHE) have undertaken studies in technology-enabled learning. Their first assessment task is to find and summarise a published SoTEL case study of interest. The class shares these summaries through a Moodle database, allowing colleagues to browse and access relevant articles for their next assignment (creating a technology-enabled learning sequence for their teaching). Recently, the assignment has included an analysis of the case situation using the activity-centred analysis and design framework (Carvalho & Goodyear, 2014; Yeoman & Carvalho, 2019), so that colleagues can compare social configurations as well as tasks and technologies and settings across cases. The cumulative list of articles is shared with each new class to ensure no article is chosen twice. This poster reviews 170 articles chosen by educator-students in the TEL subject to identify any clusters in areas of interest and understand what sources are valued by these students. A variety of visualisations depict how academics new to the field experience SoTEL. For example, although sector-leading generalist journals such as BJET and AJET are highlighted in the study materials and instructions, nearly 50% of the total articles selected were sourced from disciplinary journals (for example, the BMC [BioMed Central] Medical Education or Journal of Geography in Higher Education). More analysis is being undertaken, but it seems that institutional and wider concerns may influence selections. For example, from the semester timeline, it appears some teachers in the thick of the first pandemic year selected articles on affective elements (e.g. student perceptions and preferences: see Lai and Bower’s eight-part classification of constructs for evaluating learning technologies [2019, p. 33]). This year, with the pandemic well-entrenched, articles on teaching with simulations in health have been evident. This assignment serves to not only introduce SoTEL, but also to connect technology with design and context for these educator-students. The area of interest identified for this assignment can become the ‘animating force’ (Fenton & Szala-Meneok, 2010, p. 12) of inquiry that an individual pursues for the rest of the GCHE.

Should vitamin D supplements be prescribed routinely for midlife women?: Released July 13, 2022.

Recommendations for vitamin D in midlife women include daily intakes of at least 600 IU to 800 IU daily to promote bone health. Although vitamin D supplements do not appear to benefit healthy women with normal vitamin D reserves, daily doses of 1,000 IU to 2,000 IU are safe and ensure adequate vitamin D levels in most women. This Practice Pearl will review updated knowledge and recommendations regarding the role of vitamin D in midlife and older women.

Respect for conscientious judgement in health care.

Respect for conscientious judgement in health care.

Screening for Aspiration Risk Associated With Dysphagia in Acute Stroke

HomeStrokeVol. 53, No. 9Screening for Aspiration Risk Associated With Dysphagia in Acute Stroke No AccessArticle CommentaryRequest AccessFull TextAboutView Full TextView PDFView EPUBSections ToolsAdd to favoritesDownload citationsTrack citationsPermissions ShareShare onFacebookTwitterLinked InMendeleyReddit Jump toNo AccessArticle CommentaryRequest AccessFull TextScreening for Aspiration Risk Associated With Dysphagia in Acute Stroke Elizabeth Boaden, PhD, Jane Burnell, MSc, Lucy Hives, MSc, Paola Dey, MD, Andrew Clegg, PhD, Mary W. Lyons, MPH, C. Elizabeth Lightbody, PhD, Margaret A. Hurley, PhD, Hazel Roddam, PhD, Elizabeth McInnes, PhD, Anne W. Alexandrov, PhD and Caroline L. Watkins, PhD Elizabeth BoadenElizabeth Boaden Correspondence to: Elizabeth Boaden, PhD, Senior Research Fellow, Stroke Research Team, Brook Building 247, University of Central Lancashire, Preston, PR1 2HE. Email E-mail Address: [email protected] https://orcid.org/0000-0002-4647-6392 Faculty of Health and Care (E.B., J.B., L.H., A.C., C.E.L., M.A.H., C.L.W.), University of Central Lancashire, Preston, United Kingdom. Search for more papers by this author , Jane BurnellJane Burnell https://orcid.org/0000-0002-4601-1632 Faculty of Health and Care (E.B., J.B., L.H., A.C., C.E.L., M.A.H., C.L.W.), University of Central Lancashire, Preston, United Kingdom. Search for more papers by this author , Lucy HivesLucy Hives https://orcid.org/0000-0003-4125-4034 Faculty of Health and Care (E.B., J.B., L.H., A.C., C.E.L., M.A.H., C.L.W.), University of Central Lancashire, Preston, United Kingdom. Search for more papers by this author , Paola DeyPaola Dey https://orcid.org/0000-0003-4555-1917 Faculty of Health, Social Care and Medicine, Edge Hill University, Ormskirk, United Kingdom (P.D.). Search for more papers by this author , Andrew CleggAndrew Clegg https://orcid.org/0000-0001-8938-7819 Faculty of Health and Care (E.B., J.B., L.H., A.C., C.E.L., M.A.H., C.L.W.), University of Central Lancashire, Preston, United Kingdom. Search for more papers by this author , Mary W. LyonsMary W. Lyons https://orcid.org/0000-0001-7532-2301 Liverpool School of Tropical Medicine, United Kingdom (M.W.L.). Search for more papers by this author , C. Elizabeth LightbodyC. Elizabeth Lightbody https://orcid.org/0000-0001-5016-3471 Faculty of Health and Care (E.B., J.B., L.H., A.C., C.E.L., M.A.H., C.L.W.), University of Central Lancashire, Preston, United Kingdom. Lancashire Teaching Hospitals NHS Foundation Trust, United Kingdom (C.E.L.). Search for more papers by this author , Margaret A. HurleyMargaret A. Hurley https://orcid.org/0000-0002-2502-432X Faculty of Health and Care (E.B., J.B., L.H., A.C., C.E.L., M.A.H., C.L.W.), University of Central Lancashire, Preston, United Kingdom. Search for more papers by this author , Hazel RoddamHazel Roddam https://orcid.org/0000-0002-0637-1801 Faculty of Allied Health and Well-being (H.R.), University of Central Lancashire, Preston, United Kingdom. Search for more papers by this author , Elizabeth McInnesElizabeth McInnes https://orcid.org/0000-0002-0567-9679 Nursing Research Institute, Australian Catholic University, Sydney, Australia (E.M.). Search for more papers by this author , Anne W. AlexandrovAnne W. Alexandrov https://orcid.org/0000-0002-4060-6766 Department of Acute and Tertiary Care, University of Tennessee Health Science Center (UTHSC), Memphis (A.W.A.). Search for more papers by this author and Caroline L. WatkinsCaroline L. Watkins https://orcid.org/0000-0002-9403-3772 Faculty of Health and Care (E.B., J.B., L.H., A.C., C.E.L., M.A.H., C.L.W.), University of Central Lancashire, Preston, United Kingdom. Search for more papers by this author Originally published22 Aug 2022https://doi.org/10.1161/STROKEAHA.122.037998Stroke. 2022;53:e424–e425"Screening for Aspiration Risk Associated With Dysphagia in Acute Stroke." Stroke, 53(9), pp. e424–e425FootnotesFor Sources of Funding and Disclosures, see page e425.Correspondence to: Elizabeth Boaden, PhD, Senior Research Fellow, Stroke Research Team, Brook Building 247, University of Central Lancashire, Preston, PR1 2HE. Email [email protected]ac.uk

Self-care recommended by clinicians in patients with heart failure or type 2 diabetes: a Delphi study

Abstract Funding Acknowledgements Type of funding sources: Public Institution(s). Main funding source(s): Australian Catholic University, Australia Background Patients with heart failure or type 2 diabetes often experience bothersome symptoms (e.g., swelling, dizziness) and need clinical support with symptom management to reduce the impact of these symptoms. Knowledge about recommended self-care management behaviors by experienced clinicians can help to guide the development of more effective self-care interventions. Purpose To develop a list of common bothersome symptoms of heart failure and type 2 diabetes and of self-care management behaviors that clinicians recommend to patients to reduce the impact of these symptoms. Methods A two-round Delphi study among a panel of 37 nurses and physicians (heart failure only n=14; type 2 diabetes only n=11 and both heart failure and type 2 diabetes n=12) from Italy, the Netherlands, Sweden and the US was performed. Online surveys were used to identify common and bothersome symptoms and related self-care management behaviors that they recommend to patients with heart failure or type 2 diabetes. Self-care management behaviors that received at least 75% agreement were retained and similar self-care management behaviors were discussed and merged to reduce redundancy. Results For heart failure, the final list included 12 common bothersome symptoms (e.g., fatigue/tiredness, shortness of breath) and 51 related self-care management behaviors (e.g., balance rest & activity, check body weight & swelling). For type 2 diabetes, 11 common bothersome symptoms (e.g., hypo- and hyperglycemia symptom clusters, foot wounds) and 25 related self-care management behaviors (e.g., check blood sugar, take insulin, contact podiatrist) were included in the final list. Consensus was reached on the vast majority (70%) of recommended behaviors. Conclusion The lists of common bothersome symptoms and self-care management behaviors reflect consensus but also discrepancies between clinicians’ recommendations and current guidelines. Efforts to enhance and align the use of proven effective self-care management behaviors to reduce symptom impact in routine care by clinicians should be considered.

The Australian Catholic University and DePaul University (Chicago) service-learning partnership

In this paper, we report on the service-learning partnership between Australian Catholic University and DePaul University (Chicago) and how this partnership has enriched the scholarship of service-learning for both institutions. Using a case study methodology, we explore how two large Catholic Higher Education Institutions (CHEIs) with similar, yet distinct missions have partnered to learn about each other’s approaches and contexts. Since 2018, the SteansCenter for Community-Based Service-learning and Community Service Studies (DePaul) and ACU Engagement, the central agency responsible for supporting the extensive service-learning program at ACU, have met to discuss their programs and explore opportunities for collaboration. These discussions have led to new understandings and translations in the pedagogical terminology across Australian and US contexts and the identification of how mission coherence can inform partnerships between CHEIs. The partnership has also led to ongoing collaborations that have furthered the service-learning mission and institutionalisation of both universities. The paper concludes by reflecting upon the value of partnerships between CHEIs across national boundaries and the value of mutually exploring mission, principles, and practice as the field seeks further institutionalisation of service-learning. That is, service-learning for the mutual benefit and transformation of the community and university.

An Expert Roundtable Discussion on Experiences of Autistic Autism Researchers.

An Expert Roundtable Discussion on Experiences of Autistic Autism Researchers.

Sport and exercise psychology research from the Asian and South Pacific region: A bibliometric analysis

Given that the Asian-South Pacific Association of Sport Psychology has recently passed 30 years since its creation, it would be interesting to examine the pattern of scientific publications of researchers from the Asian and South Pacific region over that period. This bibliometric analysis summarizes and analyses sport and exercise psychology publications from the region from the establishment of the Association in 1989 to the present. We conducted a systematic search of publications authored by researchers from the Asian and South Pacific region in nine sport and exercise psychology journals indexed in the Web of Science from 1989 to 2020. We analysed overall trends, the most prominent authors in terms of number of publications and citations, keywords as a reflection of noteworthy topics, and maps representing co-authorship, country, and institution clusters. Of the total of 1,003 publications, more than half were published after 2012. The most prolific authors with at least 30 publications each were James A. Dimmock, Ben Jackson, and Daniel F. Gucciardi who are all affiliated to Australian universities. Authors of the top 10 most cited publications are affiliated to Australian, New Zealand, and Singapore universities. The universities with the most publications were from Australia (University of Western Australia, University of Queensland, Curtin University, Victoria University, University of Wollongong, and Australian Catholic University), Hong Kong (University of Hong Kong), New Zealand (University of Otago), Singapore (Nanyang Technological University), and Taiwan (National Taiwan Sport University). There is co-authorship between countries in the Asian and South Pacific region as well as outside the region. Most of the collaborations outside the region were with the USA and England.

Catholic School Formation Index: development and application of an instrument in support of formation for mission

ABSTRACT Consultants (N = 8) and teachers (N = 25) participated in the development and application of a self-assessment instrument for formation, the Catholic School Formation Index (CSFI). This instrument supported formation within a graduate certificate program offered by Australian Catholic University. The content validity of the CSFI was established from a review of Catholic school mission and identity literature, and from consultant commentary. Research outcomes confirmed the validity of the CSFI through implementation at the commencement and conclusion of the program. Results indicated statistically significant increases in teacher competency for mission across formation fields (Personal, Relational, Professional, and Communal) and mission capabilities (Knowledge, Skills, Behaviours, and Dispositions). The instrument is a useful resource for formation planning, delivery and monitoring by teachers, mentors and lecturers.

Author’s Reflections on the Responses and Questions from the Book Launch

This is the author’s reflections on formal responses, and a discussion, which took place at the book launch for Christopher Insole’s Kant and the Divine: From Contemplation to the Moral Law (Oxford: Oxford University Press, 2020), hosted jointly, in November 2020, by the Centre for Catholic Studies, Durham University, and the Australian Catholic University. Topics covered include: the aesthetic properties of Kant’s philosophy, the difference between the received Kant and the textual Kant, the theological hostility to (and appropriation of) Kant, Insole’s claim that Kant believes in God, but is not a Christian.

Response to Christopher Insole’s Kant and the Divine: From Contemplation to the Moral Law (Oxford: Oxford University Press, 2020)

This is a response given at the book launch for Christopher Insole’s Kant and the Divine: From Contemplation to the Moral Law (Oxford: Oxford University Press, 2020), hosted jointly, in November 2020, by the Centre for Catholic Studies, Durham University, and the Australian Catholic University. The response focuses on the continuity and rupture that Insole claims to find between Kant’s early and late philosophy, and draws attention to an aesthetic sensibility across Kant’s thought: a Platonic and rationalist aesthetics which focuses on the qualities of harmony, plenitude and perfection that Insole finds to be the ‘base notes’ of Kant’s thought.

Conversation between Jennifer Herdt and Christopher Insole

This is a conversation held at the book launch for Christopher Insole’s Kant and the Divine: From Contemplation to the Moral Law (Oxford: Oxford University Press, 2020), hosted jointly, in November 2020, by the Centre for Catholic Studies, Durham University, and the Australian Catholic University. The conversation covers the claim made by Insole that Kant believes in God, but is not a Christian, the way in which reason itself is divine for Kant, and the suggestion that reading Kant can open up new possibilities for dialogue between Christian thinkers and contemporary forms of secular religiosity.