Queensland University of Technology

About: Queensland University of Technology is a education organization based out in Brisbane, Queensland, Australia. It is known for research contribution in the topics: Population & Context (language use). The organization has 14188 authors who have published 55022 publications receiving 1496237 citations. The organization is also known as: QUT.

Cyber bullying: An old problem in a new guise?

Abstract: Although technology provides numerous benefits to young people, it also has a ’dark side’, as it can be used for harm, not only by some adults but also by the young people themselves. Email, texting, chat rooms, mobile phones, mobile phone cameras and web sites can and are being used by young people to bully peers. It is now a global problem with many incidents reported in the United States, Canada, Japan, Scandinavia and the United Kingdom, as well as in Australia and New Zealand. This growing problem has as yet not received the attention it deserves and remains virtually absent from the research literature. This article explores definitional issues, the incidence and potential consequences of cyber bullying, as well as discussing possible prevention and intervention strategies.

A Meta-Analysis of Six Prospective Studies of Falling in Parkinson's Disease

Abstract: Recurrent falls are a disabling feature of Parkinson's disease (PD). We have estimated the incidence of falling over a prospective 3 month follow-up from a large sample size, identified predictors for falling for PD patients repeated this analysis for patients without prior falls, and examined the risk of falling with increasing disease severity. We pooled six prospective studies of falling in PD (n = 473), and examined the predictive power of variables that were common to most studies. The 3-month fall rate was 46% (95% confidence interval: 38-54%). Interestingly, even among subjects without prior falls, this fall rate was 21% (12-35%). The best predictor of falling was two or more falls in the previous year (sensitivity 68%; specificity 81%). The risk of falling rose as UPDRS increased, to about a 60% chance of falling for UPDRS values 25 to 35, but remained at this level thereafter with a tendency to taper off towards later disease stages. These results confirm the high frequency of falling in PD, as almost 50% of patients fell during a short period of only 3 months. The strongest predictor of falling was prior falls in the preceding year, but even subjects without any prior falls had a considerable risk of sustaining future falls. Disease severity was not a good predictor of falls, possibly due to the complex U-shaped relation with falls. Early identification of the very first fall therefore remains difficult, and new prediction methods must be developed.

Collaborative Climate and Effectiveness of Knowledge Work - an Empirical Study

Abstract: Suggests that collaborative climate is one of the major factors influencing effectiveness of knowledge work. Discusses the concept of collaborative climate and develops a survey instrument to measure it. Presents results based on data from 8,277 respondents in a wide variety of public and private sector organisations. Collaborative climate tends to improve with age, education level and managerial role. It is generally better in private firms, and seems to peak with mid‐size firm level. Employees tend to experience a U‐formed appreciation of the collaborative climate. Theories proposing that people reach a “professional plateau” (an S‐formed curve) have been supported to some degree. Finally, collaborative climate in the private sector is generally better than in the public sector. Uses the data to identify gaps and potentials for improving effectiveness. Further investigates two cases of good and bad practice and identifies strengths and weaknesses.

STEM education K-12: perspectives on integration

Abstract: This commentary was stimulated by Yeping Li’s first editorial (2014) citing one of the journal’s goals as adding multidisciplinary perspectives to current studies of single disciplines comprising the focus of other journals. In this commentary, I argue for a greater focus on STEM integration, with a more equitable representation of the four disciplines in studies purporting to advance STEM learning. The STEM acronym is often used in reference to just one of the disciplines, commonly science. Although the integration of STEM disciplines is increasingly advocated in the literature, studies that address multiple disciplines appear scant with mixed findings and inadequate directions for STEM advancement. Perspectives on how discipline integration can be achieved are varied, with reference to multidisciplinary, interdisciplinary, and transdisciplinary approaches adding to the debates. Such approaches include core concepts and skills being taught separately in each discipline but housed within a common theme; the introduction of closely linked concepts and skills from two or more disciplines with the aim of deepening understanding and skills; and the adoption of a transdisciplinary approach, where knowledge and skills from two or more disciplines are applied to real-world problems and projects with the aim of shaping the total learning experience. Research that targets STEM integration is an embryonic field with respect to advancing curriculum development and various student outcomes. For example, we still need more studies on how student learning outcomes arise not only from different forms of STEM integration but also from the particular disciplines that are being integrated. As noted in this commentary, it seems that mathematics learning benefits less than the other disciplines in programs claiming to focus on STEM integration. Factors contributing to this finding warrant more scrutiny. Likewise, learning outcomes for engineering within K-12 integrated STEM programs appear under-researched. This commentary advocates a greater focus on these two disciplines within integrated STEM education research. Drawing on recommendations from the literature, suggestions are offered for addressing the challenges of integrating multiple disciplines faced by the STEM community.