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Institution

Australian Catholic University

EducationBrisbane, Queensland, Australia
About: Australian Catholic University is a education organization based out in Brisbane, Queensland, Australia. It is known for research contribution in the topics: Population & Poison control. The organization has 2721 authors who have published 10013 publications receiving 215248 citations. The organization is also known as: ACU & ACU National.


Papers
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Journal ArticleDOI
TL;DR: In this article, the reliability and additional information that the Kinect provides when instrumenting a gait assessment in people living with stroke was examined, and the Kinect-derived variables of step length, step length asymmetry, foot swing velocity, peak and mean gait speed were assessed during gait trials in 30 outpatients more than three months post-stroke.
Abstract: The Microsoft Kinect has been used previously to assess spatiotemporal aspects of gait; however the reliability of this system for the assessment of people following stroke has not been established. This study examined the reliability and additional information that the Kinect provides when instrumenting a gait assessment in people living with stroke. The spatiotemporal variables of step length, step length asymmetry, foot swing velocity, foot swing velocity asymmetry, peak and mean gait speed and the percentage difference between the peak and mean gait speed were assessed during gait trials in 30 outpatients more than three months post-stroke and able to stand unsupported. Additional clinical assessments of functional reach (FR), step test (ST), 10 m walk test (10MWT) and the timed up and go (TUG) were performed, along with force platform instrumented assessments of center of pressure path length velocity during double-legged standing balance with eyes closed (DLEC), weight bearing asymmetry (WBA) and dynamic medial-lateral weight-shifting ability (MLWS). These tests were performed on two separate occasions, seven days apart for reliability assessment. Separate adjusted multiple regressions models for predicting scores on the clinical and force platform assessments were created using 1) the easily assessed clinically-derived gait variables 10MWT time and total number of steps; and 2) the Kinect-derived variables which were found to be reliable (ICC > 0.75) and not strongly correlated (Spearman’s ρ 0.80), but many were redundant. The final regression model using Kinect-derived variables consisted of the asymmetry scores, mean gait velocity, affected limb foot swing velocity and the difference between peak and mean gait velocity. In comparison with the clinically-derived regression model, the Kinect-derived model accounted for >15% more variance on the MLWS, ST and FR tests and scored similarly on all other measures. In conclusion, instrumenting gait using the Kinect is reliable and provides insight into the dynamic balance capacity of people living with stroke. This system provides a minimally intrusive method of examining potentially important gait characteristics in people living with stroke.

88 citations

Journal ArticleDOI
TL;DR: In this paper, the authors developed the concept of transformational partnership and illustrate how such an understanding has enriched the relationship between a particular university and a school system, showing how higher education institutions can think and work differently with other institutions, organizations, and groups to achieve mutual benefits.
Abstract: In this article we develop the concept of transformational partnership and illustrate how such an understanding has enriched the relationship between a particular university and a school system. Transformational partnerships are different in purpose, nature, and strategies from transactional partnerships. They are based upon genuine engagement and a focus on common goals and mutual benefits. In transactional partnerships each institution pursues its own goals with little consideration of mutual goals or shared purpose. The areas of community engagement, leadership, and transformational partnerships provided key concepts for analysing the case study showing how higher education institutions can think and work differently with other institutions, organizations, and groups to achieve mutual benefits.

88 citations

Journal ArticleDOI
TL;DR: Community food gardens offer a tangible means for African refugees, and other vulnerable or marginalised populations, to build community and community connections, significant given the increasing recognition of the importance of social connectedness for wellbeing.
Abstract: Refugees are a particularly vulnerable population who undergo nutrition transition as a result of forced migration. This paper explores how involvement in a community food garden supports African humanitarian migrant connectedness with their new country. A cross-sectional study of a purposive sample of African refugees participating in a campus-based community food garden was conducted. Semi-structured interviews were undertaken with twelve African humanitarian migrants who tended established garden plots within the garden. Interview data were thematically analysed revealing three factors which participants identified as important benefits in relation to community garden participation: land tenure, reconnecting with agri-culture, and community belonging. Community food gardens offer a tangible means for African refugees, and other vulnerable or marginalised populations, to build community and community connections. This is significant given the increasing recognition of the importance of social connectedness for wellbeing.

88 citations

Journal ArticleDOI
TL;DR: The first detailed study on the ubiquinone (coenzyme Q; abbreviated to Q) analogue specificity of mitochondrial complex I, NADH:Q reductase, in intact submitochondrial particles is reported.
Abstract: We report the first detailed study on the ubiquinone (coenzyme Q; abbreviated to Q) analogue specificity of mitochondrial complex I, NADH:Q reductase, in intact submitochondrial particles. The enzymic function of complex I has been investigated using a series of analogues of Q as electron acceptor substrates for both electron transport activity and the associated generation of membrane potential. Q analogues with a saturated substituent of one to three carbons at position 6 of the 2,3-dimethoxy-5-methyl-1,4-benzoquinone ring have the fastest rates of electron transport activity, and analogues with a substituent of seven to nine carbon atoms have the highest values of association constant derived from NADH:Q reductase activity. The rate of NADH:Q reductase activity is potently but incompletely inhibited by rotenone, and the residual rotenone-insensitive rate is stimulated by Q analogues in different ways depending on the hydrophobicity of their substituent. Membrane potential measurements have been undertaken to evaluate the energetic efficiency of complex I with various Q analogues. Only hydrophobic analogues such as nonyl-Q or undecyl-Q show an efficiency of membrane potential generation equivalent to that of endogenous Q. The less hydrophobic analogues as well as the isoprenoid analogue Q-2 are more efficient as substrates for the redox activity of complex I than for membrane potential generation. Thus the hydrophilic Q analogues act also as electron sinks and interact incompletely with the physiological Q site in complex I that pumps protons and generates membrane potential.

88 citations

Journal ArticleDOI
TL;DR: In this article, the authors investigate ways of supporting teachers in converting challenging mathematics tasks into classroom lessons and supporting students in engaging with those tasks and propose a set of lessons built around challenging tasks.
Abstract: The following is a report on an investigation into ways of supporting teachers in converting challenging mathematics tasks into classroom lessons and supporting students in engaging with those tasks. Groups of primary and secondary teachers, respectively, were provided with documentation of ten lessons built around challenging tasks. Teachers responded to survey items in both Likert and free format style after teaching the ten lessons. The responses of the teacher participants indicate that the lesson structure we proposed was helpful, and the elements of the lessons suggested to teachers were both necessary and sufficient for supporting students in engaging with the challenging tasks. Implications for teacher educators and curriculum developers are offered.

88 citations


Authors

Showing all 2824 results

NameH-indexPapersCitations
John J.V. McMurray1781389184502
James F. Sallis169825144836
Richard M. Ryan164405244550
Herbert W. Marsh15264689512
Jacquelynne S. Eccles13637884036
John A. Kanis13362596992
Edward L. Deci130284206930
Thomas J. Ryan11667567462
Bruce E. Kemp11042345441
Mark J. Nieuwenhuijsen10764749080
Peter Rosenbaum10344645732
Barbara Riegel10150777674
Ego Seeman10152946392
Paul J. Frick10030633579
Robert J. Vallerand9830141840
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Performance
Metrics
No. of papers from the Institution in previous years
YearPapers
202386
2022163
2021984
2020888
2019902
2018903