Australian Catholic University

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.

Biodegradable and biocompatible poly(ethylene glycol)-based hydrogel films for the regeneration of corneal endothelium.

Abstract: Corneal endothelial cells (CECs) are responsible for maintaining the transparency of the human cornea. Loss of CECs results in blindness, requiring corneal transplantation. In this study, fabrication of biocompatible and biodegradable poly(ethylene glycol) (PEG)-based hydrogel films (PHFs) for the regeneration and transplantation of CECs is described. The 50-μm thin hydrogel films have similar or greater tensile strengths to human corneal tissue. Light transmission studies reveal that the films are >98% optically transparent, while in vitro degradation studies demonstrate their biodegradation characteristics. Cell culture studies demonstrate the regeneration of sheep corneal endothelium on the PHFs. Although sheep CECs do not regenerate in vivo, these cells proliferate on the films with natural morphology and become 100% confluent within 7 d. Implantation of the PHFs into live sheep corneas demonstrates the robustness of the films for surgical purposes. Regular slit lamp examinations and histology of the cornea after 28 d following surgery reveal minimal inflammatory responses and no toxicity, indicating that the films are benign. The results of this study suggest that PHFs are excellent candidates as platforms for the regeneration and transplantation of CECs as a result of their favorable biocompatibility, degradability, mechanical, and optical properties.

Kinematic alterations due to different loading schemes in early acceleration sprint performance from starting blocks.

Abstract: The purpose of this study was to examine the changes to block start and early acceleration sprint kinematics with resisted sled towing. Ten male sprinters performed 12 sprints (four each of unresisted and approximately 10 and 20% body mass [BM]) for 10 m from a block start. Two-dimensional high-speed video footage (250 Hz) of the starting action and the first three steps of each sprint were recorded to enable the sagittal sprinting kinematic parameters to be obtained using APAS motion analysis software. The overall results of this study indicated that early acceleration sprint performance from starting blocks decreases with increasing load during resisted sled towing. A load of approximately 10% BM had no "negative" effect on sprint start technique or step kinematic variables measured in this study (with the exception of one variable) and was also within the "no greater than 10% decrease in speed" limits suggested by Jakalski. Towing a load of approximately 20% BM increased the time spent in the starting blocks and induced a more horizontal position during the push-off (drive) phase. The approximately 20% BM load also caused the sprinters to shorten their initial strides (length), which may have resulted from the decreased flight distances. Such results suggest that the kinematic changes produced by the 10% BM load may be more beneficial than those of the 20% BM load. Future training studies will, however, need to investigate how these acute changes in sprinting technique impact on long-term adaptations in sprinting performance from resisted sprinting.

Overconfidence Across World Regions

Abstract: In this article, nine world regions (based on samples from 33 nations) are compared in their performance on a cognitive ability test and confidence ratings obtained from the items of the same test. Our results indicate that differences between the world regions are greater on cognitive ability than they are on confidence ratings. Consequently, overconfidence—that is, the degree to which people overestimate their performance on cognitive tasks—is pronounced within the world regions that have lower scores on measures of cognitive ability. A less pronounced overconfidence is also present among the high-achieving world regions. Our findings support a cognitive hypothesis according to which individuals suffer from illusory superiority if the task is difficult. Thus, a commonly observed overconfidence can be seen as a self-deceiving, probably unconscious, mechanism that cushions a person (and countries) from experiencing negative feelings due to cognitive failures.

Reconceptualization of body image and drive for thinness

Abstract: Objective This study examined the nature of body image and drive for thinness as multidimensional constructs. Subjects included 111 early adolescent (ages 11–13) girls in Grades 7 and 8 from a private school in Melbourne. Method The participants completed a suite of perceptual, affective/attitudinal, and behavioral measures that included assessment of body mass index, self-concept, body parts, silhouette discrepancy, self-worth, multidimensional body image, body image dissatisfaction, social physique anxiety, eating attitudes and behaviors, and physical activity. Results The sample reported moderate levels of body image dissatisfaction and a significant association of body image dissatisfaction with drive for thinness. Findings verified the important contribution of the affective/attitudinal components of body image. Discussion A multidimensional scale devised to test the value of a combined index of self-perceived size, shape, weight, tone, and appearance proved the most effective predictor among the alternative affective/attitudinal scales of body image dissatisfaction. Drive for thinness, as central to this study, was found to be related to, yet distinct from, body image on the basis of behavioral elements such as dieting and activity levels. These findings have ramifications for the design of future research in the body image, drive for thinness, and disordered eating domains. 2000 by John Wiley & Sons, Inc. Int J Eat Disord 28:397–407, 2000

Opportunity to learn

Abstract: Opportunity to learn (OTL) generally refers to inputs and processes within a school context necessary for producing student achievement of intended outcomes. Most theorists and researchers studying OTL have focused on the classroom as their unit of analysis and have privileged the actions of teachers (e.g., Kurz, 2011; Porter, 2002). In doing so, instructional time and content consistently have been characterized as core elements of OTL, along with a number of instructional quality indicators. A few investigators, in particular those using large extant data sets, have focused on schools or programs (e.g., mathematics), as their unit of analysis. With this approach to studying OTL, coarser indicators, such as courses taken, educational program types (e.g., remedial, gifted), and technology use, have been studied as predictors of student achievement (e.g., Muthen, Huang, Jo, Khoo, Goff, Novak, & Shih, 1995). The present examination of OTL is based on the majority approach where the classroom is the unit of analysis. Consequently, we characterize OTL as a multi-dimensional construct central to quality teaching and prerequisite to student achievement. Our examination indicates there is 50+ years of OTL research focusing on instructional time, content, and quality. Collectively, this research has influenced many investigators to think of OTL as a teacher effect, and this has characterized the construct as a fundamental aspect of fairness and test validity and stimulated its better measurement.