University Of South Australia Research Articles

The potential for infield hulling of early harvest almonds

Dried almonds are currently harvested and transported to hullers and shellers for processing with their hulls attached. The hull accounts for approximately 45% of the mass of a dried almond and if they could be removed, the volume for storage and transport would be approximately halved. Prototype equipment is being developed at the University of South Australia that used multiple impacts of the fruit against a steel surface with the aim of detaching the hulls with minimal creation of loose kernel. To evaluate the prototype's ability to hull almonds at various stages of hull split and drying, 'Nonpareil' almonds were hand harvested weekly at Walker Flat over 7 weeks and a whole of tree “shake and catch” test was undertaken at Murtho. The samples were brought back to the laboratory for hulling evaluation. If earlier harvesting and mechanical dehydration is feasible, then growers can take the fruit out of the orchard earlier and avoid late season damage to the kernels from insects and extremes in weather. The testing showed that the hulls were most easily detached from the fruit when they had a hull split with an opening of approximately 10-15 mm. For this stage of hull split, over 90% of hulls were able to be detached without producing any loose kernel. Dried almonds were harder to hull than early harvested almonds with only 45% of dried almonds having their hulls detached using the same impact settings. Combined with appropriate dehydration equipment, this development has the potential to offer new ways that almonds can be harvested.

Authentic practice environments to support undergraduate nursing students' readiness for hospital placements. A new model of practice in an on campus simulated hospital and health service.

This paper reports on a unique practice based learning model to prepare undergraduate nursing students for clinical placement. The learning and teaching model described in this paper outlines the establishment of an entire on-campus simulated hospital and health service (SHHS) at the University of South Australia, School of Nursing and Midwifery. The model is pedagogically structured to immerse students in an authentic clinical environment to achieve deep learning in preparation for safe practice. A quality improvement cycle was used to evaluate the outcomes of the model in two phases: Phase 1: Purposive sampling of first and second year Bachelor of Nursing students from 2012 to 2015 who were surveyed about their satisfaction with the model of learning. Bachelor of Nursing students were invited to complete a survey about their experience with the teaching and learning model employed in the SHHS in response to the question, 'What aspects of the SHHS are the most important to your success?' Phase 2: External clinical stakeholders working with nursing students in clinical placements were asked to respond to questions about the preparedness of students educated in this model to transition to employment. The evaluation showed that the SHHS model positively influenced students' satisfaction and confidence and increased the perception of clinicians of the work readiness of students.

Physical Therapy Student Choices When Engaging With Traditional or Technological Teaching Resources

Introduction. Student engagement with both face-to-face and online sessions is becoming increasingly important as a metric of teaching success. Understanding engagement needs to move beyond positioning the student as a generic learner and explore the variations in person and context that will enable a transformative approach to blended learning arrangements. This article investigates physical therapy students' perceptions regarding resources they choose to engage with to support their learning. Methods. One hundred and fifteen (59% female); average age 21.7 years; 7.8% international students in the Bachelor of Physiotherapy and Master of Physiotherapy programs at the University of South Australia. A questionnaire with open-ended questions was administered in class and provided data on students' preferences and perceptions regarding resources that support their learning. Students' attendance, online resource usage, and grade point average were collected and used to explore themes emerging from the data. Results. Students with higher grades described their own behaviors that assisted their learning while students with lower grades focused on external barriers that limited their learning. Participants chose to attend class because this enabled them to ask questions, access explanations and demonstrations, increase concentration, pick up nonverbal communication, and access teacher support. Participants chose to use online activities because this supported them to work at their own pace, or at an optimal time, or concentrate more. Discussion. Participants reported making choices based on perceptions that a particular behavior would contribute to the immediate process of learning or assessment outcomes, rather than long-term goals such as being able to provide the best patient care. Classroom delivery is successful for students who attribute social interaction as a key aspect to their effective learning while online delivery formats meet the needs of students who engage better in private contexts. Conclusion. Engagement success may increase if face-to-face sessions have flexible access, while online activities include opportunities for interaction and support.

GEOGRAPHY LITERACY OF OBSERVATION INTRODUCTION LANDSCAPE REPRESENTATION PLACE FOR STUDENT EXPERIENCE

This study aims to describe the understanding of geography literacy and student experience with landscape recognition observations using an ethnometodology perspective. The subject of this study was the chairman of each landscape recognition practice group student geography education program from University of Jember. The results of this study that geography literacy has a dimension of relevance to geographic skills in representing contextual phenomena and places from landscape recognition observation activities. The results of both observational studies provide research experience, motivation, critical and scientific thinking skills for students represented in the mapping of the area.
 Keywords: Geography Literacy, Student Experience, Ethnometodology
 References
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 Boogart II, Thomas A. (2001). The Powwer of Place: From Semiotics to Ethnogeography, Middle States Geograher, 2001, 34: 38-47.
 Boyle, A., Maguire, S., Martin, A., Milsom, C., Nash, R., Rawlinson, S., Turner, A., Wurthmann, S. & Conchie, S.(2007). Fieldwork is Good: The Student Perception and the Affective Domain, Journaal of Geography in Higher Education, 31(2), 299-317.
 Chappell, Adrian.(2007). Using Teaching Observations and Reflective Practice to Challenge Conventions and Conceptions of Teaching in Geography, Journal of Geography in Higher Education, 32(2), 257-268.
 Comber, Barbara.(2017). Literacy Geography and Pedagogy: Imagining Translocal Research Alliances for Educational Justice, Journal Literacy Research: Theory, Method, and Practice, Sagepub, University of South Australia, 66, 53-72.
 Cotton, Debby R.E., Stokes, Alison, & Cotton, Peter A.(2010).Using Observational Methods to Research the Student Experience, Journal of Geography in Higher Education, 34(3), 463-473.
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 Hunter, Nancee.(2016). Assesing Sense of Place and Geo-literacy Indicatorc as Learning Outcomes of an International Teacher Professional Development Program, Dissertation, Porland State University.
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 Ottati, Daniela F.(2015). Geographical Literacy, Attitudes, adn Experiences of Freshman Students: A Qualitative Study at Florida International University, Dissertation. Miami: Florida International University.
 Patton, M.Q.(2002). Qualitative Research and Evaluation Methods (3rd ed.). Thousand Oasks CA: Sage Publications.
 Stokes, A. & Boyle, A.P.(2009). The Undergraduate Geoscience Fieldwork Experience: Influencing Factors and Implications for Learning, in: S.J. Whitmeyer, D.W. Mogk & E.J. Pyle (Eds) Field Geology Education-Historical Perspectives and Modern Approach, 461, Geological Society of America, 313-321.
 Turner, S., & Leydon, J.(2012). Improving Geography Literacy among First Year Undergraduate Students: Testing the Effectivess of Online Quizzes, Journal of Geography, 111(2), 54-66.

Abstracts of the 10th Asia-Pacific Conference on Clinical Nutrition

The Asia-Pacific Conference on Clinical Nutrition is a biennial conference held within the Asia-Pacific region. The 2017 meeting was a joint meeting of the Asia-Pacific Society of Clinical Nutrition, the Nutrition Society of Australia and the Nutrition Society of New Zealand. The meeting was hosted by CSIRO Health and Biosecurity in collaboration with the University of South Australia, the University of Adelaide, Flinders University and the South Australian Health and Medical Research Institute. The theme of the meeting was Nutrition Solutions for a Changing World. Four hundred and thirty-eight registrants attended the conference and 432 papers were presented. This issue presents the proceedings of this meeting in the form of abstracts for each paper that was presented at the conference.

Undergraduate nursing students' strategies for coping with their first clinical placement: Descriptive survey study

BackgroundClinical placement is an essential component in academic nursing programs to provide nursing students with an opportunity to apply theoretical knowledge to practice. The first clinical placement can be an extremely stressful experience for some nursing students, which may affect their decision to be a nurse. ObjectiveThe aim of this study was to identify factors and strategies that enable a positive experience of the first clinical placement for first year nursing students. DesignMixed methods descriptive survey design. SettingsThe study was conducted in a nursing school at one university in South Australia. RespondentsRespondents were all first year undergraduate nursing students at a higher education facility in South Australia. MethodsData collection tool was an online questionnaire including quantitative and qualitative questions. Coping strategies framework informed qualitative analysis. ResultsRespondents identified a range of strategies that had enabled them to positively cope with their first clinical placement experience. Strategies included use of debriefing sessions with their clinical lecturers and seeking-out their friends and family to talk about their first clinical placement experiences. Other strategies included being adequately prepared before the clinical placement, identifying and seeking advice from supportive nursing staff and effective communication between nursing schools and clinical institutions about placement arrangements and expectations. ConclusionsIt must not be forgotten how stressful first clinical placements are. This experience will leave a lasting impression on students' introduction to the nursing profession. Sharing coping strategies used by nursing students will assist to provide a positive introduction to nursing practice.

Some middle and late Cambrian trilobites and brachiopods from the Adamsfield Trough, Tasmania

Jago, J.B., Bentley, C.J., Laurie, J.R. & Corbett, K.B., 26 June 2018. Some middle and late Cambrian trilobites and brachiopods from the Adamsfield Trough, Tasmania. Alcheringa 43, 1-17. ISSN 0311-5518.Cambrian Series 3 and Furongian trilobites and brachiopods are described from the Adamsfield Trough in southwestern Tasmania. The oldest fossils are very poorly preserved trilobites, assigned to Asaphiscidae gen. et sp. indet. from within the Island Road Formation a short distance above the unconformity with the underlying Proterozoic Wedge River Beds. A trilobite species from within the isolated Boyd River Formation is referred to Lioparia sp. The Island Road Formation and the Boyd River Formation are stratigraphically equivalent to the Trial Ridge Beds which have previously been dated as belonging to the Lejopyge laevigata Zone. The Trial Ridge Beds are overlain unconformably by the Singing Creek Formation. In the Adamsfield, Clear Hill and Stepped Hills areas, stratigraphic equivalents of the Singing Creek Formation collectively contain the trilobites Pseudaphelaspis sp., Pseudaphelaspis? sp., Prochuangia sp., Mindycrusta sp., Nepeidae gen. et sp. indet., and Olenidae gen. et sp. indet. plus the brachiopods described herein as Billingsella sp. aff. costata, Billingsella sp. A, Billingsella sp. B and a possible member of the Billingselloidea. The Singing Creek Formation has been previously correlated with the Stigmatoa diloma Zone. The genus Lotosoides Shergold 1975 is placed in synonymy with Prochuangia Kobayashi 1935.James B. Jago* [jim.jago@unisa.edu.au] University of South Australia, School of Natural and Built Environment, Mawson Lakes, SA 5095, Australia; Christopher J. Bentley [bigfossil@bigpond.com] 30 Albert Street, Clare, SA 5453, Australia; John R. Laurie [john.r.laurie@gmail.com] Department of Biological Sciences, Macquarie University, NSW 2109, Australia; Keith D. Corbett [keith.corbett@bigpond.com] 35 Pillinger Drive, Fern Tree, Tas 7054, Australia.

Modelling of THM formation potential and DOM removal based on drinking water catchment characteristics

Catchment properties influence the character and concentration of dissolved organic matter (DOM). Surface and subsurface runoff from discrete catchments were collected and DOM was measured and assessed in terms of its treatability by Enhanced Coagulation and potential for disinfection by-product (trihalomethane, THMFP) formation potential. Models were developed of [1] DOM character [i.e. SUVA and SpCoL] and concentration (measured as dissolved organic carbon), [2] treatability of DOM by coagulation/flocculation processes and [3] specific THMFP based on the catchment features including: (a) surface and sub-surface soil texture (% clay: 5–25%), (b) topography (% slope: 5–15%) and (c) vegetation cover [i.e. high photosynthetic vegetation, low photosynthetic vegetation and bare soil] extracted from RapidEye satellite imagery using spectral mixture analysis. From these models, a catchment management decision support tool was designed for application by catchment managers to support decision-making of land-use and expected water quality related to water resources for drinking water supply. Software and data availabilityData sets used for models developing presented in this paper have been published in Research Data Australia (RDA) under the title of “Impacts of catchment properties on DOM and nutrients in waters from drinking water catchments”.11Link: https://researchdata.ands.org.au/impacts-catchment-properties-water-catchments/932912?source=undefined. These datasets are provided by the University of South Australia (UniSA). All data in these datasets were collected as part of the Australian Research Council project, ARC Linkage-LP110200208. These data sets are available in open access and published in June 2017. A catchment management decision support model (CMDSM) tool was developed. Macros created using Visual Basic for Applications in Excel 2010. Excel 2010 or higher is required to open the CMDSM tool. The tool is provided by the University of South Australia (UniSA) and is not currently available on-line so please contact the corresponding author for access or further information.

Promoting Best Practice in Assessment and Intervention: The Challenges of Working in Times of Cutbacks and Change

Promoting Best Practice in Assessment and Intervention: The Challenges of Working in Times of Cutbacks and Change

Recognizing Intellectual Capital in the Intangible Asset Structure of Enterprises in the Integration Period

Value theory is one of the fundamental problems of economics which is applied in many different disciplines. However, the application of this economic theory in recognizing the valuation of intellectual capital of enterprises is a complex issue, especially knowledge is considered as an important form of resource and exchanged on the market. According to modern accounting theories, the accounting of intellectual capital is associated with the use of a measure of value to recognize, measure, and report on intangible assets of enterprises. However, current accounting practices do not meet the information demand of enterprise knowledge resources. This article focuses on clarifying the theoretical issues of knowledge resources in enterprises and the current state of accounting of intellectual resources in particular and intangible assets accounting in general in Vietnam in the integration period. Based on the research on content, requirements for managing knowledge resources and accounting methods, this article provides the guiding principles for the development of the accounting of intangible assets to exploit the enterprise's knowledge resources.
 Keywords
 Intellectual capital, value theory, intangible assets, enterprises
 References
 [1]. Abeysekera, I., (2003), “Intellectual accounting scorecard - Measuring and reporting Intellectual Captital”,http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1590&context=commpapers [Accessed 5 June 2017] [2]. Brennan, N. và Connell, B. (2000), “Intellectual capital: current isues and policy applications”, Intellectual Capital, 1 (3), 206-240.[3]. Đặng, Đ. S., Mariott, D. N. và Mariott, P. (2006) “Qualitative insights into the provision of financial information by small and medium companies in the transitional economy of Viet nam”. The International Conference on Accounting and Finance in Trasition, April 10-12, University of South Australia, Adelaide, Australia.[4]. Guthrie, J. và Petty, R. (2000), “Intellectual capital review: measurement, reporting and management”, Journal of Intellectual Capital, 1 (1), 155-176. [5]. Ismail, T.H., (2008), “Intellectual Capital Reporting in Knowledge Economy: Evidence from Egypt [pdf]”, Available at: <http://www.cba.edu.kw/wtou/download/conf3/tariq.PDF> [Accessed 12 June 2017][6]. Johanson, U. (1999), “Mobilising change: characteristics of intangibles proposed by 11 Swedish firms”, the International Symposium Measuring and Reporting Intellectual Capital: Experiences, Issues, and Prospects, OECD, Amsterdam, June.[7]. Moolman, S., (2010), “Intellectual Capital : Measurement, recognition and reporting, Masters of commerce in the subject Accounting, University of South Africa [pdf]”, Available at: <http://uir.unisa.ac.za/bitstream/handle/10500/4847/dissertation_moolman_s.pdf?sequence=1> [Accessed 12 June 2017][8]. OECD (1999), “Measuring and reporting intellectual capital”, OECD Research Papers, Amsterdam.[9]. Roos, J. Roos, G. Draggonetti, N.C. và Edvinsson, I. (1997), Intellectual Capital, Macmillan Business, London.[10]. Sujan, A. and Abeysekera, I., (2007), “Intellectual capital reporting practices of the top Australian firms”, <http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1437&context=commpapers [Accessed 12 June 2017].

English language support: A dialogical multi-literacies approach to teaching students from CALD backgrounds

Abstract Students in Western university contexts require multiple literacies, numeracies, and critical capacities to succeed. Participation requires a blend of English language capacity, cultural knowhow, and cognisance of the often-hidden racialized assumptions and dispositions underpinning literate performance. Students from Culturally and Linguistically Diverse (CALD) backgrounds transitioning to Western university settings from local and international contexts often find themselves floundering in this complex sociocultural web. Many students struggle with the English language preferences of their institutions despite meeting International English Language Testing System (IELTS) requirements. Once enrolled, students from CALD backgrounds need to navigate the linguistic, semiotic, and cultural landscape of the university, both physically and virtually, to enter the discourses and practices of their chosen disciplines. Universities cannot afford to allow students to ‘sink or swim’ or struggle through with non-specialist or ad-hoc support. In response to a clear need for explicit and ongoing English language support for students from CALD backgrounds, the Student Learning Centre (SLC) at Flinders University in South Australia created the English Language Support Program (ELSP). The ELSP sets out to overcome prescriptive and assimilationist approaches to language support by adopting an eclectic blend of learner-centred, critical-creative, and multi-literacies approaches to learning and teaching. Rather than concentrate on skills and/or language appropriateness, the ELSP broadens its reach by unpacking the mechanics and machinations of university study through an intensive—and transgressive—multi-module program. This paper outlines the theoretical and pedagogical challenges of implementing the ELSP.

Synchrotron Radiation‐Based Methods for Environmental Biogeochemistry

Synchrotron Radiation‐Based Methods for Environmental Biogeochemistry

Lower limb symposium

This symposium will feature extended presentations from leading clinician researchers working in the field of lower limb biomechanics. Dr Kade Patterson from The University of Melbourne will talk about athletic footwear and knee health, with some very interesting (and important) insights arising from recent clinical trials performed at the Centre for Health and Exercise Medicine. Dr Joel Fuller from Macquarie University will present the longer term effects of minimalist running shoes on lower limb structure, function, running performance and injury. Jayishni Maharaj from The University of Queensland will present the findings from her PhD studies of the mechanical function of the subtalar joint and tibialis posterior muscle and tendon during gait. Dr Chris Bishop from the University of South Australia will discuss the findings from his recent research exploring the management of plantar heel pain and specifically, how the key is in the diagnosis

Making a Difference: Fifty Years of Indigenous Programs at Monash University, 1964–2014

Making a Difference: Fifty Years of Indigenous Programs at Monash University, 1964–2014

Minimal important difference and responsiveness of 2-minute walk test performance in people with COPD undergoing pulmonary rehabilitation.

Background and objectivesField exercise tests (eg, 6-minute walk test [6MWT]) are important measures of functional exercise capacity in people with COPD. Shorter tests such as the 2-minute walk test (2MWT) may offer advantages in some populations but lack information about responsiveness to change. This study examined responsiveness, minimal important difference (MID), test–retest reliability, and construct validity of the 2MWT in people with stable COPD attending outpatient pulmonary rehabilitation (PR).MethodsAt pre-PR assessment, study participants completed a 2MWT twice in addition to usual measures (6MWT and Chronic Respiratory Questionnaire). At post-PR assessment following a standard PR program, measures were repeated and global rating of change scores obtained (patient and therapist). Pre–post program change scores were examined for correlations with change in 2-minute walk distance (2MWD) and used (where r≥0.3) to estimate the MID through anchor-based methods. Distribution-based estimates based on standard error of measurement were examined. Test–retest reliability (intraclass correlation coefficient [ICC] and Bland–Altman agreement) and validity (Pearson correlation with 6-minute walk distance [6MWD]) were reported.ResultsFifty-nine people (28 men) with stable COPD, mean age 68 years (SD 10 years), and percentage predicted forced expiratory volume in 1 second 48% (SD 20%) attended pre-PR assessment. Test–retest ICC for same-session 2MWD was 0.985. A mean difference of 2.4 m (95% confidence interval [CI] 0.7–4.0 m, P=0.006) occurred between the first and second trials. 2MWD and 6MWD were highly correlated (r=0.87, P<0.001). Forty-one participants completed PR and were included in responsiveness and MID analysis. Mean 2MWD improved significantly post-PR (8.8 m, 95% CI 3.6–14 m, P=0.001). The MID in 2MWD, anchored against clinically meaningful change in 6MWD, was 5.5 m (area under curve =0.81, P=0.001). Distribution-based methods estimated an MID of 4 m.ConclusionChange in 2MWD of at least 5.5 m following a PR program corresponded to a clinically meaningful change. A practice test is recommended due to learning effects.

STANDING Collaboration: a study protocol for developing clinical standards

IntroductionDespite widespread availability of clinical practice guidelines (CPGs), considerable gaps continue between the care that is recommended (‘appropriate care’) and the care provided. Problems with current CPGs are commonly cited...

Teaching Old Dogs New Tricks: Health Promotion Through Intergenerational Learning in a Regional Men's Shed

Intergenerational learning activities benefit both older and younger participants. The Whyalla Men's Shed (WMS) not only meets many of the needs of its older participants but has recently become involved in several initiatives that foster intergenerational collaboration and learning. An agreement between the University of South Australia (UniSA) and the WMS has resulted in the WMS hosting several projects led by senior Occupational Therapy (OT) students aimed at improving health literacy and promoting healthy lifestyle choices in older men. WMS placements undertaken by the OT students have enabled the students to better understand the enablers and barriers to healthy lifestyle choices in this target group and how to adapt classroom-based knowledge to best engage a disparate group of older men. Initiatives have included informal 'teaching sessions' focusing on improving dietary knowledge and skills, and on physical activity and exercise, augmented by informal cooking and exercise sessions suited to the attitudes, skills and abilities of the shed members. Students reported changes in the men's knowledge, attitude, and behaviours and activities that demonstrated active engagement with the concepts promoted. The student experience was enhanced by working on small projects allowing them to develop basic woodworking and construction skills. Shed members reported enjoying the opportunity to share life stories, skills, and experience while 'learning by doing'. It is to be hoped that such intergenerational engagements will continue to provide enrichment for both younger and older learners, building mutual respect and enhancing the self-esteem of all concerned.

Research Data Management Support: Sharing Our Experiences

The role of librarians in supporting researchers is ever changing and expanding. One of the most significant trends is for libraries to work in conjunction with other units in their institutions, for example information technology units and research offices, to support research data management (RDM). This is because RDM is a complex area involving work roles and expertise that librarians have not traditionally engaged with, and which in the past were largely left in the hands of researchers to manage themselves. Examples include data description and storage, data curation, data preservation, licensing and open access. This paper outlines how three South Australian academic institutions (the University of South Australia, University of Adelaide and Flinders University) have responded to this change. We describe how these libraries provide support (workshops, web pages, library guides and appointments); what tools and software packages are used; what additional skills library staff have had to acquire to provide support; and, what the outcomes were, what worked, and what did not work, and future plans.

Transforming Pre-Service Teachers’ Beliefs and Understandings about Design and Technologies

Design and Technologies challenges students to think differently: to think critically and creatively. Yet, how, when and why students are exposed to Design and Technologies curriculum in school classrooms is at the prerogative of their teacher. For this reason, it is imperative that pre-service teachers are inspired by and engaged through relevant, rigorous and responsive courses throughout their undergraduate teaching program. Situated within the Bachelor of Education (Primary and Middle) degree at the University of South Australia, Australia, this study captures pre-service teachers’ emerging beliefs, attitudes and understandings of Design and Technologies. Drawing on the comparative responses of pre-service teachers collected at the commencement and conclusion of an undergraduate Design and Technologies course, this paper highlights how immersion in a curriculum area can transform pre-service teachers’ theoretical, conceptual and practical understandings and how this may influence how, when and why they incorporate the learning area in their subsequent teaching experiences.

Remapping the practicum in teacher education

This paper argues for a reconceptualisation and restructuring of the practicum in teacher education. Changes to the practicum within teacher education have been advocated for some years now (Cochran-Smith, 1991; Groundwater-Smith, 1993; Zeichner, 1990). Zeichner (1990), for example, identified three levels of change: organisational, curricular and structural. However, it will be argued in this paper that such changes will only be worthwhile if accompanied by changes in schools' and universities' values, beliefs, habits, assumptions and ways of doing things. This paper discusses the notion of "remapping" the practicum in teacher education, drawing on a recent practicum initiative which has occurred within a new teacher education award at the Faculty of Education, University of South Australia.