Journal articles on the topic 'University of Namibia. Centre for External Studies'

Institutionalisation of Women’s Studies (WS) in India although started in the 1970s, it took a decade further to cross the threshold of Northeastern States. The isolation which the Northeast of India has always faced in the social, economic and political spheres was also reflected in the case of establishment of the Women’s Studies Centres as the then Vice Chancellor Dr. Deba Prasad Barooah had to struggle against the University Grants Commission for establishing it in Gauhati University. Again, the narrative of WSRC, GU do not find mention in the book Narratives from Women's Studies Family: Recreating Knowledge where experiences of 17 centres from across the country are illustrated. This paper investigates all such structural difficulties, negligence and struggle faced by one of the first Women’s Studies Centre of Northeast India, established in Gauhati University (GU), since its conceptualisation to inception in 1989 till the present. It attempts in revealing the experiences of the Directors, yielding the efforts behind the setting up of the centre, the role played by different individuals both internal and external of the University towards the establishment of the Centre, the catalysts that prevented the premature decay of the Centre and most importantly the struggle for space, identity and recognition the constraints faced to obtain them. To achieve these goals oral history method was applied to explore the experiences of the previous directors and the author (2nd author) herself. The narratives illustrate the history of struggles, challenges and the subsequent development over a span of more than twenty five years. The paper documents the support the University provided despite being a patriarchal institution for fostering of the WSRC, which in gradual years took steps to produce the Department of Women’s Studies. It will also look into the progressive role Women’s Studies played not only in the varsity internally but also at the external front through research and advocacy by inducing new panoramic view towards and discussion of women’s issues in a multidimensional framework.

The University of Namibia (UNAM) is the only national university in Namibia that was established in 1992. It offers diploma and degree courses. The Bachelor of Nursing Science (Clinical) (Honours) was introduced in 2008 after the Diploma in Comprehensive Nursing Science was phased out. This degree is offered over the period of four years full-time. Students are allocated to the clinical practice throughout the training to acquire the relevant nursing skills. At the time of research the course was offered at two campuses only namely Windhoek and Oshakati. The total number of students who were admitted in 2010 was 83, but at the time of the research when they were in their fourth year, there were only 59. The difference of 24 was the students who could not make it to the fourth year and finish in the prescribed time frame. The lecturers were concerned with the poor performance of the students, the increased number of students with some modules behind, and the overcrowding of some classes. The purpose of the study was to identify, explore and describe the factors that hinder the academic performance of the nursing students at the UNAM Oshakati campus. The study was conducted among nursing students who registered for the Bachelor of Nursing Science (Clinical) (Honours) in 2010. The study was qualitative, exploratory, descriptive and contextual in nature using non-probability purposive sampling. The findings revealed that the academic performance of student nurses at the University of Namibia Oshakati campus is influenced by both internal and external factors. However, external factors are many compared to internal factors. External related factors comprise of teaching and learning, insufficient resources, lack of university accommodation, curriculum related and socio-economic factors. Teaching and learning related factors include use of one teaching strategy, language barriers, inadequate support and labeling of students by lecturers. On the other hand, insufficient resources are unavailability of the bookshop on campus, insufficient prescribed textbooks, poor internet facility, lack of space and less equipped library. Curriculum related factors include overloaded examination time table, huge scope of test, study day system and module pre-requisites, while socio-economic factors are problems in relationships, peer influence, financial problems and pregnancy while studying. Internal factors comprise of students’ attitude and lack of self-discipline among some students. Those factors result in increased number of students with some modules behind, overcrowding of some classes, increased student-lecturer ratio and some students not completing their studies within the prescribed time frame.

Many studies today mark significant increase in narcissistic personality traits among youth population of western countries. Highly destructive impact of narcissistic pattern on individual and society is making their timely recognition, assessment and treatment to be the task of great importance. Results of primary empirical approbation of Russian language version of measure for pathological narcissism assessment in the sample of 75 Moscow University level students are presented in article (grunt RSF № 14-18-03461). The seven-factor structure of the instrument was replicated in the data analysis accounting for 64 % of the variance. Measures of internal consis- tency and external validity were acceptable. The study was performed by a grant from the Russian Science Foundation (grant № 14- 18-03461) at the Federal Medical Research Centre of Psychiatry and Narcology under the Ministry of Public Health of the Russian Federation.

Human behaviour is at the centre of most environmental problems; hence, the promotion of pro-environmental behaviour is considered to be a pathway towards sustainability. Despite the availability of insights gained from pro-environmental behaviour studies, mainly from household and workplace settings, a key question remains—can these insights be applied in university residence settings? Within university campuses, student residences are a major entity in sustainability debates because they are major consumers of resources including paper, water and energy with severe repercussions for university budgets and the environment. Using a questionnaire survey, this study explores reported pro-environmental behaviour and its determinants at Rhodes University, South Africa. Data were analysed using descriptive and inferential statistics where relevant. The findings show a high level of heterogeneity in reported pro-environmental behaviour, attributed to a suite of internal and external factors. Internal dispositional factors seemed to constrain students from acting pro-environmentally. This study highlights the need to encourage environmental behaviour in university residence settings by supporting the antecedents of and getting rid of barriers to pro-environmental actions.

Andrew Ettinger joined Ashridge in 1985 and is the Manager of Learning Resources. He is responsible for Ashridge's unique multi-media Learning Resource Centre. He also organises and lectures on courses for several professional bodies in the UK and abroad and is an external lecturer at library schools. He has also completed consultancy projects in India and Poland. After graduating from London University, he completed a post-graduate diploma in Information Studies and then worked at the North East London Polytechnic before moving to the London Business School. He is particularly interested in managers' use of information and how they learn and is currently researching quality information services.

As of January 31, 2013, there are 450 special needs students currently studying at Masaryk University. This is the largest number of students with special needs among all Czech universities. These are students with visual, hearing or mobility impairment or other disabilities. As well as others, these students have the right (though the use of the word in this context is disputable) to fully participate in all activities pertaining to their studies, which include Physical Education and sports activities. These rights are not only contained in the general legislature, but they are also embedded in Masaryk University’s internal documents (e. g. Rector’s Directive on the Studies of Persons with Special Needs – Rector’s Directive No. 04/03). A substantial part of the tasks connected with fulfilling these rights (and therefore ensuring accessibility of studies) is provided by Teiresias – the Support Centre for Students with Special Needs at Masaryk University. In the area of Physical Education and sports, this involves providing the conditions for accessibility of standard Physical Education and sports activities and creating alternative solutions if the former proves unsuitable for any reason (technical, methodological etc.). On the average, 37 special needs students a semester have been participating in sports activities (standard or alternative) in recent years; with some of them taking more than one Physical Education course in a semester. Providing accessibility encompasses a number of obstacles; there are personnel issues, issues of material and equipment, accessibility of university buildings or suitable didactic and study materials. Sometimes also intervention into the motivation of special needs students is necessary. The activities of Teiresias are based on internal cooperation with the University Sports Centre of the Faculty of Sports, Masaryk University, and external cooperation with both governmental and non-governmental institutions.

One way to promote autonomy in the second language can be through the use of Self-access Centres (SACs). These are spaces for students to engage in activities such as self-study or communication with other learners, or native-speakers of the target language. However, merely having these spaces available does not guarantee that students will use the facility effectively, or even attend at all, so a degree of learner motivation linked with visiting the SAC would be necessary. Deci and Ryan’s (1985) Self-Determination Theory (SDT) has been used as the base for numerous studies in second language learning, including those in Japan. Proponents claim SDT is both universal and can be measured on different levels, which are global, situational and state. The authors sought to validate a measure of four subscales of SDT (Intrinsic Motivation, Identified Regulation, Introjected Regulation and External Regulation) written for this study at the situational level among undergraduates using an SAC at a Japanese University (n = 83). The rationale for items at this level comes from the field of psychology (Vallerand & Ratelle, 2002) and a study of second language constructs (Robson, 2016). A factor analysis confirmed four reliable factors, as hypothesized. Further, simplex correlations between the subconstructs somewhat confirms the underlying continuum posited by SDT researchers. These results may lead to a body of work that validates SDT theory in second language learning.

Photo-induced processes in crystals studied by means of X-ray structure analysis are the main subject of our interest. In particular, we monitor structural changes brought about by photochemical reactions. Nowadays, we have started to study influence of high pressure on them. In this poster, the results on monitoring structural changes in crystals of 2-tert-butylphenylphenylmethanone proceeding during the photocyclization reaction at ambient and high pressure will be presented. The studies demanded determination of structures of the pure reactant, pure product and many partly reacted crystals (Fig. 1) and were carried out at 0.1 MPa and 0.55, 1.27 and 1.50 GPa. Variations in the cell constants, geometry of the reaction centre and behavior of molecules during the phototransformation at various pressures will be presented. Several differences and similarities were observed. The studies provided knowledge on the path of the reaction in crystals and the influence of external factors, i.e. pressure, on it. Acknowledgments: The work was carried out within the grant 2011/01/D/ST5/02834 financed by the National Science Centre (Poland) and the fellowship co-financed by European Union within European Social Fund (Wroclaw University of Technology, Poland).

This paper addresses the concept of the foundation program English language learner profile, its meaning and utility, and explores contextual variables that might have caused success or failure of the students enrolled in the foundation English language courses in tertiary education institutions in Oman. In more detail, it reports on the findings of the study that focuses on foundation English language program context-specific internal and external factors to highlight a variety of learner profile attributes shaping students’ personality and equip them with 21st century skills. A bilingual questionnaire in English and Arabic is used to provide detailed descriptions of the leaner profile, discuss experiences, achievements and challenges of the students of the foundation program exit level English language courses at the Centre for Preparatory Studies at Sultan Qaboos University. The results demonstrate that the analysis of the learner profile attributes can serve as a guide for informing future decisions about the foundation program English language curriculum design and implementation to enhance students’ academic success.

Three Cocker Spaniel dogs, 2−3 months old, weighing 3−4 kg, were presented to the Chonbuk Animal Medical Centre, Chonbuk National University, with intersex anomalies. Physical, radiological, gross, histological, hormonal and cytogenetic studies were performed. Physical examination of the external genitalia revealed that the dogs possessed the vulva with an enlarged clitoris protruding from the vulvar juncture and the scrotum with an undescended testis in Case 1 and 2, and both testes remained undescended in Case 3. Hyperoestrogenaemia and low testosterone serum concentrations were found. Laparotomy revealed persistent Mullerian ducts (PMD) in Case 1 and 2, and abdominally located testicle(s) in all the cases. Histological examinations of the gonads revealed inactive seminiferous tubules. Cytogenetic analysis showed 78XY male karyotype in Case 1 and 2, whereas Case 3 showed 79XX female karyotype. The congenital defects were diagnosed as male pseudohermaphroditism (MPH) and PMD in Case 1 and 2, and XX sex reversal MPH in Case 3.

Abstract:The University of Maryland at Baltimore (UMAB) is a professional school campus, including schools of Dentistry, Law, Medicine, Nursing, Pharmacy, Graduate Studies, and Social Work and Community Planning. In late 1987, UMAB convened a Task Force on Informatics, intended to support the campus as it worked to become a Centre of Excellence for Informatics. The Task Force reviewed the current computing environment at UMAB and the individual schools. In assessing the state ofthe art in informatics, its work was supplemented by the formation of external advisory committees of national and international informaticians. Deliberations proceeded according to a methodology designed to develop factual databases and to generate consensus. The Task Force report, which is excerpted in the following paper, established a tiered taxonomy of competencies; defined the three levels; and set forth program models for the two higher levels. Special note was made of the programs in ´nursing and dental informatics newly established at UMAB. The report concluded with three recommendations, each with detailed action points identified.

This article considers the way in which applied research centres and units at South African higher education institutions enhance their networks with industry, government and community organizations. The findings from 12 case studies of research groupings at higher education institutions in Cape Town support the author's argument for a more fundamental approach: weak structures of centres and units (their internal bases) need to be solidly constructed before a superstructure of external networks can grow strongly. It is suggested that an internal transformation towards ‘application-oriented’ research centres and units has been taking place, especially at universities. Smaller units tend to be more stable because they are constructed around a traditional professor. Larger centres require functional, innovative structures, including a layer of what are termed ‘senior scholar-researchers’ between the centre director and postgraduates. A more secure, new career track for senior scholar-researchers alongside the traditional professor-lecturer track is thus implied, impacting not only on university professor identities but also on funding systems.

Lithuania having joined the European Union and seeking the education acquired in Lithuania to be internationally recognized, the necessity emerged to match the education standards with the systems of vocational training in European countries. The project plan (2002-2006) of the development of higher education in Lithuania states that the quality assurance is a top priority. The emphasis is laid on the fact that the quality assurance of higher education should not lack behind the one in the developed European countries. The quality assurance of higher education has been under discussion in the few recent years. How should be the studies organized in order to train students to be able to compete in the labor market of the dynamically developing European countries? To determine the dimensions and standards of the education quality that are common to Lithuanian universities and colleges it is essential to regard the worldwide experience and to apply it in the context of our country. The importance has been laid on the quality assurance at the European universities for the recent 10 years. The subsequent organizations were established in different countries all over the world. A number of the agencies dealing with the quality assurance of higher education started the network partnership. The established Centre for Quality Assessment in higher education plays a major role for implementing the external quality assurance policy in universities and colleges of Lithuania by contributing to the development of human resources. The object of this research is to reveal the educators’ attitudes at Marijampolė and Utena colleges towards the establishment of the quality assurance system at college. The research was done in November, 2004 at Marijampole and Utena colleges. There were 120 educator respondents at Marijampole College and 50 respondents at Utena College. 146 of them were lecturers and 24 were the administrative staff. The research done, the conclusions were made that the communities comprising the lecturers as well as the administrative staff of the colleges are concerned about the quality assurance of higher education and studies. The quality of higher non-university studies is being continuously assessed. Moreover, the system of quality assurance is being continuously developed. The educators both at Marijampole and Utena Colleges positively assess their input into the successive performance of the institutions taking an active part in making decisions related to the improvement of the inner system of quality assurance at the institutions. Key words: quality of studies, college, education.

Abstract The paper summarises the main findings on Chernobyl Nuclear Power Plant (CNPP) accident recovery workers from Latvia and their health disturbances, which have been studied by the authors during the last two decades. Approximately 6000 persons from Latvia participated in CNPP clean-up works in 1986–1991. During their work period in Chernobyl they were exposed to external as well as to internal irradiation, but since their return to Latvia they were living in a relatively uncontaminated area. Regular careful medical examinations and clinical studies of CNPP clean-up workers have been conducted during the 25 years after disaster, gathering knowledge on radiation late effects. The aim of the present review is to summarise the most important information about Latvian CNPP clean-up worker health revealed by thorough follow-up and research conducted in the period of 25 years after the accident. This paper reviews data of the Latvian State Register of Persons Exposed to Radiation due to CNPP Accident and gives insight in main health effects found by the researchers from the Centre of Occupational and Radiological Medicine (Pauls Stradiņš Clinical University Hospital) and Rīga Stradiņš University in a number of epidemiological, clinical, biochemical, immunological, and physiological studies. Latvian research data on health condition of CNPP clean-up workers in the late period after disaster indicate that ionising radiation might cause premature ageing and severe polymorbidity in humans.

IntroductionThe Partners for Change Outcome Management System (PCOMS) is a client feedback-system built on two brief visual analogue self-report scales. Prior studies of PCOMS have found effects varying from significant positive to negative. Aims of present study are; to test the predicted beneficial impact of PCOMS, while accounting for methodological flaws in prior studies and to clarify under which circumstances the addition of PCOMS to therapy has a beneficial effect.Methods and analysisThis study focuses on patients applying for brief, time-limited treatments. Four centres will be randomised to either treatment as usual (TAU) or TAU with PCOMS. All participating patients will be assessed four times. The full staff in the experimental condition will be trained in PCOMS. In the second part of this study, all therapists in the PCOMS condition will fill in a questionnaire concerning the influence of regulatory focus, self-efficacy, external or internal feedback orientation and perceived feedback validity of PCOMS. Finally, patients in the PCOMS condition will be asked to give feedback through a structured interview.The primary outcome measure is the Outcome Questionnaire over the period from beginning to end of therapy. The Mental Health Continuum-Short Form and Consumer Quality Index are also completed. In the primary analysis, outcomes of the two treatment conditions on treatment outcome, patient satisfaction, costs, drop-out and duration will be examined with a three-level (within patient, between patients and between therapists) multilevel analysis. The DSM-classification, sex, education level, age of each patient and therapist factors will be included as covariates.Ethics and disseminationThe Medical Ethics Committee of the University of Twente approved this study (K15-11, METC Twente). Data will be included from 1 January 2016 to 1 July 2019. Study results will be disseminated through peer-reviewed journals and conferences.Trial registration numberNTR5466; Pre-results.

The article presents the data of two research projects - European Values Study (EVS) and sociological monitoring of the information field of the Republic of Belarus conducted by the Centre for Sociological and Political Studies of the Belarusian State University. The authors make the following conclusions: the basic values of the Belarusians are quite similar to the values of other European countries; the values of the Belarussians have developed for centuries under the influence of the key events in the European history; the values of society change slowly and can be transformed only in the life cycle of at least two generations; changes in the basic values are impossible under any external or internal pressure. Any attempts to quickly change value preferences of the people under pressure usually lead to the accumulation of negative moods and finally to social upheavals. Contemporary technologies open wide opportunities for informational violence and manipulation of public consciousness. The informational impact of the traditional media and the Internet (including social media) became one of the main factors affecting the structure and content of individual value orientations. The media create the sustainable intellectual background that determines the individual perception and subsequent behavioral response to events in the country and the world. The changing everyday reality forms a new value matrix, and the media become the key technological player due to the new information-communication possibilities.

In chronic hypersensitivity pneumonitis (CHP), lack of improvement or declining lung function may prompt use of immunosuppressive therapy. We hypothesised that use of azathioprine or mycophenolate mofetil with prednisone reduces adverse events and lung function decline, and improves transplant-free survival.Patients with CHP were identified. Demographic features, pulmonary function tests, incidence of treatment-emergent adverse events (TEAEs) and transplant-free survival were characterised, compared and analysed between patients stratified by immunosuppressive therapy. A multicentre comparison was performed across four independent tertiary medical centres.Among 131 CHP patients at the University of Chicago medical centre (Chicago, IL, USA), 93 (71%) received immunosuppressive therapy, and had worse baseline forced vital capacity (FVC) and diffusing capacity, and increased mortality compared with those who did not. Compared to patients treated with prednisone alone, TEAEs were 54% less frequent with azathioprine therapy (p=0.04) and 66% less frequent with mycophenolate mofetil (p=0.002). FVC decline and survival were similar between treatment groups. Analyses of datasets from four external tertiary medical centres confirmed these findings.CHP patients who did not receive immunosuppressive therapy had better survival than those who did. Use of mycophenolate mofetil or azathioprine was associated with a decreased incidence of TEAEs, and no difference in lung function decline or survival when compared with prednisone alone. Early transition to mycophenolate mofetil or azathioprine may be an appropriate therapeutic approach in CHP, but more studies are needed.

Objective: To describe the methodology of the 2014 Ontario Child Health Study (OCHS): a province-wide, cross-sectional, epidemiologic study of child health and mental disorder among 4- to 17-year-olds living in household dwellings. Method: Implemented by Statistics Canada, the 2014 OCHS was led by academic researchers at the Offord Centre for Child Studies (McMaster University). Eligible households included families with children aged 4 to 17 years, who were listed on the 2014 Canadian Child Tax Benefit File. The survey design included area and household stratification by income and 3-stage cluster sampling of areas and households to yield a probability sample of families. Results: The 2014 OCHS included 6,537 responding households (50.8%) with 10,802 children aged 4 to 17 years. Lower income families living in low-income neighbourhoods were less likely to participate. In addition to measures of childhood mental disorder assessed by the Mini International Neuropsychiatric Interview for Children and Adolescents (MINI-KID) and OCHS Emotional Behavioural Scales (OCHS-EBS), the survey contains measures of neighbourhoods, schools, families and children, and includes administrative data held by the Ministries of Education and Health and Long-Term Care. Conclusions: The complex survey design and differential non-response of the 2014 OCHS required the use of sampling weights and adjustment for design effects. The study is available throughout Canada in the Statistics Canada Research Data Centres (RDCs). We urge external investigators to access the study through the RDCs or to contact us directly to collaborate on future secondary analysis studies based on the OCHS.

Purpose Workplace exercise programmes have been shown to increase employee participation in physical activities and improve health and fitness in the short-term. However, the limited breadth of employee engagement across organisations combined with declining exercise adherence within individual studies indicates a need for better-informed programmes. The purpose of this paper is to investigate relationships between employee moderate-vigorous physical activity (exercise) participation and their perceived barriers and facilitators to engagement in onsite exercise, to inform the design and implementation of future workplace exercise interventions. Design/methodology/approach An online survey identified employee demographics, exercise (International Physical Activity Questionnaire), perceived barriers (Corporate Exercise Barriers Scale) and facilitators to exercise at an Australian university. Findings Of the 252 full-time employees who responded, most reported meeting (43.7 per cent) or exceeding (42.9 per cent) exercise guidelines over the previous week. A lack of time or reduced motivation (p<0.001), exercise attitude (p<0.05), internal (p<0.01) and external (p<0.01) barriers towards workplace exercise participation were all associated with failure to attain government-recommended volumes of weekly exercise. Personal training (particularly for insufficiently active employees) and group exercise classes were identified as potential exercise facilitators. Walking, gym (fitness centre), swimming and cycling were identified as the preferred modes of exercise training. Practical implications Employees not meeting recommended volumes of exercise might require additional support such as individualised gym and cycling programmes with personal supervision to overcome reported exercise barriers to improve exercise participation, health and fitness. Originality/value This study identifies specific barriers and facilitators to workplace exercise participation perceived by university employees. These findings can be used to inform the design and implementation of workplace exercise programmes aiming to achieve wider workplace engagement and greater exercise adherence, particularly of less active employees.

The paper introduces important aspects of doctoral research concerning innovation management in the context of business management challenges posed by digital transformation. The research was conducted as part of the Research Centre of Business Administration in The Bucharest University of Economic Studies, Romania. The study aims to identify and display key components of innovation management – with a primary focus on topics spurred by the recent wave of digital evolution. Against this background, the issue of smart city solutions makes for an interesting case – firstly, because it affects a large number of people and businesses around the globe and secondly, the complexity of the topic forces companies to pursue different innovation management approaches to successfully manage its associated challenges as well as opportunities. The paper consists of an overview on the existing literature and a concise outline of our research. Both researches from professional associations as well as recognized publishers were considered. Furthermore, market data were gathered and processed. More than 50 publications were analyzed to better understand trends in digital transformation and its impact on innovation management. Our research revealed that in the light of the fundamental challenges posed by digitization, companies are required to take a structured approach towards their innovation management options. In the context of smart city solutions, the adoption of the “4I Solutions Model” enables businesses to choose the strategic option suitable to their individual case. Concisely, this framework includes four different approaches ranging from initiating groundwork innovation internally to establishing partnerships with selected external parties.

The Upper Cretaceous – Danian succession in Denmark and most of NW Europe is composed mainly of chalk and associated shallower water carbonates deposited in a wide epeiric sea during an overall global sea-level highstand (e.g. Surlyk 1997). The Maastrichtian–Danian chalk has been intensely studied over the last 20 years, since it forms the most important reservoir rock for hydrocarbons in the North Sea Central Graben (e.g. Surlyk et al. 2003; Klinkby et al. 2005). In Denmark, thousands of water wells have been drilled through the succession as about 35% of the water consumption is from Maastrichtian chalk and Danian bryozoan limestone. During 2005 the new Cretaceous Research Centre (CRC) was established jointly at Geocenter Copenhagen by the Geological Institute, University of Copenhagen and the Geological Survey of Denmark and Greenland (GEUS) with financial support from the Danish Natural Science Research Council (FNU). CRC aims at studying the Earth System in a Greenhouse World, with special emphasis on the Upper Cretaceous – Danian chalk of NW Europe. The stable, longlasting marine macro-environment represented by the chalk sea provides a unique opportunity to analyse and link the depositional, geochemical and biological responses to external forcing at time scales ranging from the sub-Milankovitch to the million year range. The studies will be based on a wide range of methods, including seismic stratigraphy, palaeoecology, sequence-, cyclo- and biostratigraphy, isotope geochemistry, sedimentology and time series analysis. This paper presents the first preliminary results of a CRC drilling campaign at Stevns Klint, eastern Denmark (Fig. 1), where two shallow boreholes were drilled and logged from near the base of the Danian bryozoan limestone and down through the upper 350–450 m of the very thick Upper Cretaceous chalk section (Vejbæket al. 2003). The cores represent the first complete sections through the Maastrichtian chalk of eastern Denmark.

IntroductionCurrent evidence suggests that the loss of mechanoreceptors after anterior cruciate ligament (ACL) tears might be compensated by increased cortical motor planning. This occupation of cerebral resources may limit the potential to quickly adapt movements to unforeseen external stimuli in the athletic environment. To date, studies investigating such neural alterations during movement focused on simple, anticipated tasks with low ecological validity. This trial, therefore, aims to investigate the cortical and biomechanical processes associated with more sport-related and injury-related movements in ACL-reconstructed individuals.Methods and analysisACL-reconstructed participants and uninjured controls will perform repetitive countermovement jumps with single leg landings. Two different conditions are to be completed: anticipated (n=35) versus unanticipated (n=35) successful landings. Under the anticipated condition, participants receive the visual information depicting the requested landing leg prior to the jump. In the unanticipated condition, this information will be provided only about 400 msec prior to landing. Neural correlates of motor planning will be measured using electroencephalography. In detail, movement-related cortical potentials, frequency spectral power and functional connectivity will be assessed. Biomechanical landing quality will be captured via a capacitive force plate. Calculated parameters encompass time to stabilisation, vertical peak ground reaction force, and centre of pressure path length. Potential systematic differences between ACL-reconstructed individuals and controls will be identified in dependence of jumping condition (anticipated/ unanticipated, injured/uninjured leg and controls) by using interference statistics. Potential associations between the cortical and biomechanical measures will be calculated by means of correlation analysis. In case of statistical significance (α<0.05.) further confounders (cofactors) will be considered.Ethics and disseminationThe independent Ethics Committee of the University of Frankfurt (Faculty of Psychology and Sports Sciences) approved the study. Publications in peer-reviewed journals are planned. The findings will be presented at scientific conferences.Trial statusAt the time of submission of this manuscript, recruitment is ongoing.Trial registration numberNCT03336060; Pre-results.

Abstract OBJECTIVES We aimed to develop a malignancy risk score model for solitary pulmonary nodules (SPNs) using the demographic, radiological and clinical characteristics of patients in our centre. The model was then internally validated for malignancy risk estimation. METHODS A total of 270 consecutive patients who underwent surgery for SPN between June 2017 and May 2019 were retrospectively analysed. Using the receiver operating characteristic curve analysis, cut-off values were determined for radiological tumour diameter, maximum standardized uptake value and the Brock University probability of malignancy (BU-PM) model. The Yedikule-SPN malignancy risk model was developed using these cut-off values and demographic, radiological and clinical criteria in the first 180 patients (study cohort) and internally validated with the next 90 patients (validation cohort). The Yedikule-SPN model was then compared with the BU-PM model in terms of malignancy prediction. RESULTS Malignancy was reported in 171 patients (63.3%). Maximum standardized uptake value and BU-PM scores were sufficient to predict malignancy (P &lt; 0.001 for both), while the effectiveness of nodule size determined on thoracic computed tomography did not reach statistical significance (P = 0.09). When the Yedikule-SPN model developed with the study cohort was applied to the validation cohort, it significantly predicted malignancy (area under the receiver operating characteristic curve: 0.883, 95% confidence interval: 0.827–0.957, P &lt; 0.001). Comparison of patients in the validation group with Yedikule-SPN scores above (n = 53) and below (n = 37) the cut-off value of 65.75 showed that the malignancy rate was significantly higher among patients with Yedikule-SPN score over 65.75 (86.8% vs 21.6%, P &lt; 0.001, odds ratio = 23.821, 95% confidence interval: 7.805–72.701). When compared with the BU-PM model in all patients, the Yedikule-SPN model tended to be a better predictor of malignancy (P = 0.06). CONCLUSIONS The internally validated Yedikule-SPN model is also a good predictor of the malignancy of SPN(s). Prospective and multicentre external validation studies with large patients’ cohorts are needed.

Educational and public information messages can be enlivened through the medium of comics, engaging readers not simply through the content, but through careful application of the attributes of the form. The creative and oftentimes collaborative processes used to create such comics benefit from the blending of different perspectives and expertise in order to ensure that the educational message is precisely calibrated. This article elucidates this argument in light of a suite of educational and public information comics produced by the authors as part of a multidisciplinary team from the Scottish Centre for Comics Studies (SCCS) at the University of Dundee, working with various external partners, and reflects on the methodological and pedagogical approaches embedded in this project. We argue that by using a participatory and iterative process that draws on some of the key elements of Jake Knapp’s concept of the design sprint, a prototype comic can be quickly developed that is informed by relevant scholarship and engages a diverse range of partners as co-designers, which can then be moved quickly to the final version. This process creates a feedback loop between research, practice and the various stakeholders, each of whom is empowered within the co-design methodology to contribute to the comic based on their expertise. This is driven by the operational logic of such projects, which bring together participants from diverse backgrounds and areas of expertise, to collaborate and co-design outputs at the interface between critical and creative investigation. In many cases, the comics that we have produced have been to a tight deadline, where the need for the comic is pressing, so the process partly emerged due to necessity, but became refined over the course of several years, evolving into a practice research approach combined with a sprint co-design methodology that embeds learning outcomes in the process as well as the output. Given the nature of this process, we took to describing this activity as a ‘Comics Jam’, and due to the city’s association with the three J’s of ‘jute’, ‘jam’ and ‘journalism’, the name sort of... stuck.

Educational and public information messages can be enlivened through the medium of comics, engaging readers not simply through the content, but through careful application of the attributes of the form. The creative and oftentimes collaborative processes used to create such comics benefit from the blending of different perspectives and expertise in order to ensure that the educational message is precisely calibrated. This article elucidates this argument in light of a suite of educational and public information comics produced by the authors as part of a multidisciplinary team from the Scottish Centre for Comics Studies (SCCS) at the University of Dundee, working with various external partners, and reflects on the methodological and pedagogical approaches embedded in this project. We argue that by using a participatory and iterative process that draws on some of the key elements of Jake Knapp’s concept of the design sprint, a prototype comic can be quickly developed that is informed by relevant scholarship and engages a diverse range of partners as co-designers, which can then be moved quickly to the final version. This process creates a feedback loop between research, practice and the various stakeholders, each of whom is empowered within the co-design methodology to contribute to the comic based on their expertise. This is driven by the operational logic of such projects, which bring together participants from diverse backgrounds and areas of expertise, to collaborate and co-design outputs at the interface between critical and creative investigation. In many cases, the comics that we have produced have been to a tight deadline, where the need for the comic is pressing, so the process partly emerged due to necessity, but became refined over the course of several years, evolving into a practice research approach combined with a sprint co-design methodology that embeds learning outcomes in the process as well as the output. Given the nature of this process, we took to describing this activity as a ‘Comics Jam’, and due to the city’s association with the three J’s of ‘jute’, ‘jam’ and ‘journalism’, the name sort of... stuck.

Abstract STUDY QUESTION Are there any differences in the fresh (LB) and cumulative live birth rates (CLBR) of women undergoing controlled ovarian stimulation (COS) for IVF/ICSI following pretreatment with different types of oral contraceptive pills (OCP) for different durations as compared to no-OCP? SUMMARY ANSWER OCP administration for an interval of 12- to 30-day treatment period and with a 5-day washout period does not affect clinical pregnancy, LB nor cumulative LB in patients undergoing COS for an IVF cycle. WHAT IS KNOWN ALREADY The use of OCP is an effective way of treatment planning in IVF/ICSI cycles, but published evidence about its effect on pregnancy and LBR is inconsistent, some studies finding decreased rates but others no difference. STUDY DESIGN, SIZE, DURATION This is a retrospective analysis carried out in a University-affiliated tertiary centre between January 2009 and December 2017. Overall, 4116 infertile women between 18 and 45 years, who underwent their first ovarian stimulation cycle in our centre, were included. PARTICIPANTS/MATERIALS, SETTING, METHODS Patients were categorised into two groups as receiving OCP (n = 3517) or not (no OCP, n = 599). All patients with OCP pretreatment initiated controlled ovarian stimulation (COS) 5 days post-pill. Overall, two types of OCP were used at the study’s centre: ethinylestradiol (EE) 30 μg/desogestrel 150 μg, a third-generation progesterone; or EE 30 μg/drospirenone 3 mg, a fourth-generation progestin with mild antiandrogenic activity. MAIN RESULTS AND THE ROLE OF CHANCE A total of n = 4116 patients were analysed, (OCP n = 3517 and non-OCP n = 599). The use of OCP was independently associated with a small increase in the number of oocytes retrieved after adjusting for age, BMI, use of OCP, cause of infertility, initial dose (IU), type of gonadotropin, stimulation days, total stimulation units (total IU) (β 0.22, 95% CI 0.12–0.31). Cumulative LBRs were comparable between groups OCP versus non-OCP (32.4 versus 31.6%, P = 0.712). Following adjustment for age, BMI, infertility diagnosis, starting and total dose, type of gonadotropin, total days of stimulation, type of insemination, number of oocytes retrieved, day of transfer and number of embryos transferred in a multiple logistic analysis, patients using OCPs had a similar probability of achieving a LB as compared with patients not-using OCPs following fresh embryo transfer (ORadj 0.89, 95% CI 0.69–1.15) and a similar probability for CLBR after the use of fresh and frozen embryos (ORadj 0.94, 95% CI 0.73–1.21). No differences were observed in ovarian stimulation and clinical outcomes between drospirenone and desogestrel OCP groups. LIMITATIONS, REASONS FOR CAUTION Limitations are related to the retrospective nature of the study; despite the sample size, the adjustments and the multivariable regression analysis conducted, we cannot exclude the presence of confounding bias. OCP administration was not randomly assigned, not allowing to exclude the presence of selection bias. Lastly, we only used two types of OCP with durations and washout periods as per institution protocol. Therefore, we cannot exclude that longer duration of administration, a different type of OCP or different pill-free interval might have had an alternative effect on LBR or CLBR; thus, the generalizability of this study’s results should be considered with caution. WIDER IMPLICATIONS OF THE FINDINGS Our study provides reassuring evidence that the use of 12–30 days OCP for cycle programming, prior to IVF, does not decrease the chance of live birth and cumulative live birth rates. STUDY FUNDING/COMPETING INTEREST(S) No external funding was used for this study. This research was performed under the auspices of ‘Càtedra d’Investigació en Obstetrícia I Ginecologia’ of the Department of Obstetrics, Gynaecology and Reproductive Medicine, Hospital Universitario Dexeus, Universitat Autònoma de Barcelona. The authors report no conflict of interest associated with the current study. TRIAL REGISTRATION NUMBER NA

Abstract STUDY QUESTION Does female obesity affect live birth rate after frozen-thawed blastocyst transfer? SUMMARY ANSWER Live birth rate was not statistically different between obese and normal weight patients after frozen-thawed blastocyst transfer (FBT). WHAT IS KNOWN ALREADY Obesity is a major health problem across the world, especially in women of reproductive age. It impacts both spontaneous fertility and clinical outcomes after assisted reproductive technology. However, the respective impact of female obesity on oocyte quality and endometrial receptivity remains unclear. While several studies showed that live birth rate was decreased in obese women after fresh embryo transfer in IVF cycle, only two studies have evaluated the effects of female body mass index (BMI) on pregnancy outcomes after frozen-thawed blastocyst transfer (FBT), reporting conflicting data. STUDY DESIGN, SIZE, DURATION This retrospective case control study was conducted in all consecutive frozen-thawed autologous blastocyst transfer (FBT) cycles conducted between 2012 and 2017 in a single university-based centre. A total of 1415 FBT cycles performed in normal weight women (BMI = 18.5–24.9 kg/m2) and 252 FBT cycles performed in obese women (BMI ≥ 30 kg/m2) were included in the analysis. PARTICIPANTS/MATERIALS, SETTING, METHODS Endometrial preparation was standard and based on hormonal replacement therapy. One or two blastocysts were transferred according to couple’s history and embryo quality. MAIN RESULTS AND THE ROLE OF CHANCE Female and male age, smoking status, basal AMH level and type of infertility were comparable in obese and normal weight groups. Concerning FBT cycles, the duration of hormonal treatment, the stage and number of embryos (84% single blastocyst transfer and 16% double blastocysts transfer) used for transfer were comparable between both groups. Mean endometrium thickness was significantly higher in obese than in normal weight group (8.7 ± 1.8 vs 8.1 ± 1.6 mm, P &lt; 0.0001). Concerning FBT cycle outcomes, implantation rate, clinical pregnancy rate and live birth rate were comparable in obese and in normal weight groups. Odds ratio (OR) demonstrated no association between live birth rate after FBT and female BMI (OR = 0.92, CI 0.61–1.38, P = 0.68). LIMITATIONS, REASONS FOR CAUTION Anthropometric parameters such as hip to waist ratio were not used. Polycystic ovarian syndrome status was not included in the analysis. WIDER IMPLICATIONS OF THE FINDINGS Our study showed that live birth rate after frozen-thawed blastocyst transfer was not statistically different in obese and in normal-weight women. Although this needs confirmation, this suggests that the impairment of uterine receptivity observed in obese women after fresh embryo transfer might be associated with ovarian stimulation and its hormonal perturbations rather than with oocyte/embryo quality. STUDY FUNDING/COMPETING INTEREST(S) No external funding was received. There are no competing interests. TRIAL REGISTRATION NUMBER N/A.

Abstract STUDY QUESTION What factors are associated with decision regret and anxiety following preimplantation genetic testing for aneuploidy (PGT-A)? SUMMARY ANSWER The majority of patients viewed PGT-A favourably regardless of their outcome; although patients with negative outcomes expressed greater decision regret and anxiety. WHAT IS KNOWN ALREADY PGT-A is increasingly utilized in in vitro fertilization (IVF) cycles to aid in embryo selection. Despite the increasing use of PGT-A technology, little is known about patients’ experiences and the possible unintended consequences of decision regret and anxiety related to PGT-A outcome. STUDY DESIGN, SIZE, DURATION Anonymous surveys were distributed to 395 patients who underwent their first cycle of autologous PGT-A between January 2014 and March 2015. PARTICIPANTS/MATERIALS, SETTING, METHODS There were 69 respondents who underwent PGT-A at a university-affiliated fertility centre, completed the survey and met inclusion criteria. Respondents completed three validated questionnaires including the Brehaut Decision Regret (DR) Scale, short-form State-Trait Anxiety Inventory (STAI-6) and a health literacy scale. The surveys also assessed demographics, fertility history, IVF and frozen embryo transfer cycle data. MAIN RESULTS AND THE ROLE OF CHANCE The majority of respondents were Caucasian, >35 years of age and educated beyond an undergraduate degree. The majority utilized PGT-A on their first IVF cycle, most commonly to ‘maximize the efficiency of IVF’ or reduce per-transfer miscarriage risk. The overall median DR score was low, but 39% of respondents expressed some degree of regret. Multiple regression confirmed a relationship between embryo ploidy and decision regret, with a lower number of euploid embryos associated with a greater degree of regret. Patients who conceived following euploid transfer reported less regret than those who miscarried or failed to conceive (P < 0.005). Decision regret was inversely associated with number of living children but not associated with age, education, race, insurance coverage, religion, marital status or indication for IVF/PGT-A. Anxiety was greater following a negative pregnancy test or miscarriage compared to successful conception (P < 0.0001). Anxiety was negatively associated with age, time since oocyte retrieval and number of living children, and a relationship was observed between anxiety and religious affiliation. Overall, decision regret was low, and 94% of all respondents reported satisfaction with their decision to pursue PGT-A; however, patients with a negative outcome were more likely to express decision regret and anxiety. LIMITATIONS, REASON FOR CAUTION This survey was performed at a single centre with a relatively homogenous population, and the findings may not be generalizable. Reasons for caution include the possibility of response bias and unmeasured differences among those who did and did not respond to the survey, as well as the possibility of recall bias given the retrospective nature of the survey. Few studies have examined patient perceptions of PGT-A, and our findings should be interpreted with caution. WIDER IMPLICATIONS OF THE FINDINGS Overall decision regret was low following PGT-A, and the vast majority deemed the information gained valuable for reproductive planning regardless of outcome. However, more than one-third of the respondents expressed some degree of regret. Respondents with no euploid embryos were more likely to express regret, and those with a negative outcome following euploid embryo transfer expressed both higher regret and anxiety. These data identify unanticipated consequences of PGT-A and suggest opportunities for additional counselling and support surrounding IVF with PGT-A. STUDY FUNDING/COMPETING INTEREST(S) No external funding was obtained for this study. D.H.M. reports personal fees, honorarium, and travel expenses from Ferring Pharmaceuticals, personal fees and travel expenses from Granata Bio, and personal fees from Biogenetics Corporation, The Sperm and Embryo Bank of New York, and ReproART: Georgian American Center for Reproductive Medicine. All conflicts are outside the submitted work.

Abstract SYNTHESIS OF THE FIRST INTERNATIONAL SYMPOSIUM FOR RESEARCH IN COMPARATIVE CRIMINOLOGY Introduction At the beginning of the development of the social sciences there was a considerable vogue for comparative research. A long period of empirical studies and almost total preoccupation with methodological problems followed. Once again, however, psychology, political science, sociology, and above all anthropology, have taken up the thread of this tradition, and the bibliography in these fields is becoming ever more abundant. The study of deviance, of various manifestations of criminality, and of social reaction against crime are, however, noticeably missing in the picture, even though there is nothing in the nature of criminology which precludes the development of comparative research. To many research workers in criminology, the time seemed ripe to take up the comparative tradition once again. Two imperatives were considered : the generalization of norms of deviance which are tied to the standard of living set by industrial civilization, thus putting the problem of criminality in a global light ; and, second, the development and standardization of methods of studying these phenomena, drawing on the experience of allied disciplines. The response of the participants in this Symposium and the results of their discussions were not unexpected. A consensus was arrived as to the problems it was thought important to study, and agreement was reached about the strategies of research to be undertaken. Priorities, however, were not established since too much depends on the availability of research teams, funds, etc. But the broad, overall look at the main problems in comparative criminology will, hopefully, open a new chapter in the history of crimino-logical research and in our continuing search for knowledge of man and society. The brief resume which follows should give the reader an idea of the extent of the problems tackled. The detailed proceedings of the Symposium will be published at a later date, in mimeographed form. Sectors of research proposed In a sense, this Symposium was prepared by all the participants. The organizers had requested that each person invited prepare a memorandum setting out the problems in comparative criminology which he considered to be most important. The compilation of their replies, reported to the plenary session at the opening of the Symposium, produced the following results : Summary of suggestions for research activities Note : In all that follows, it should be understood that all of these topics should be studied in a cross-cultural or international context. 1) Definitions and concepts : a) Social vs legal concept of deviance ; b) Distinction between political and criminal crimes ; c) The law : a moral imperative or a simple norm ; d) The concepts used in penal law : how adequate ? e.g. personality of criminal ; e) Who are the sinners in different cultures and at different times. 2) Procedures : a) Working concepts of criminal law and procedure ; b) Differentiating between factors relating to the liability-finding process and the sentencing process ; c) Behavioural manifestations of the administration of criminal justice ; d) Judicial decisions as related to the personality of the judges and of the accused ; e) Sentencing in the cross-national context (2 proposals) ; f) In developing countries, the gap between development of the legal apparatus and social behaviour ; g) Determination of liability ; h) The problem of definition and handling of dangerous offenders ; i) Decision-making by the sentencing judges, etc. (2 proposals) ; ;) Medical vs penal committals ; k) Law-enforcement, policing. 3) Personnel : a) Professionalization in career patterns ; b) Criteria for personnel selection ; c) Greater use of female personnel. 4) Causation. Situations related to criminality : a) How international relations and other external factors affect crime ; 6) Hierarchy of causes of crime ; c) Migrants. Minorities in general ; d) Relation to socio-economic development in different countries ; e) A biological approach to criminal subcultures, constitutional types, twin studies, etc. ; f) Cultural and social approach : norms of moral judgment, ideals presented to the young, etc. ; g) Effect of social change : crime in developing countries, etc. (6 proposals) ; h) Effects of mass media, rapid dissemination of patterns of deviant behaviour (2 proposals). 5) Varieties of crime and criminals : a) Traffic in drugs ; b) Prison riots ; c) Violence particularly in youth (7 proposals) ; d) Dangerousness ; e) Relation to the rights of man (including rights of deviants); f) Female crime (2 proposals) ; g) Prostitution ; i) The mentally ill offender ; ;) Cultural variations in types of crime ; k) Organized crime ; /) Use of firearms ; m) Gambling ; n) Victims and victimology. 6) Treatment : evaluation : a) Social re-adaptation of offenders ; b) Statistical research on corrections, with possible computerization of data ; c) Comparisons between prisons and other closed environments ; d) Extra-legal consequences of deprivation of liberty ; e) Rehabilitation in developing countries ; f ) Criteria for evaluation of programs of correction ; g) Biochemical treatment (2 proposals) ; i) Differential treatment of different types of offense. Evaluation ; /) Prisons as agencies of treatment ; k) Effects of different degrees of restriction of liberty ; /) Environments of correctional institutions ; m) Study of prison societies ; n) Crime as related to the total social system. 7) Research methodology : a) Publication of what is known regarding methodology ; b) Methods of research ; c) Culturally-comparable vs culturally-contrasting situations ; d) Development of a new clearer terminology to facilitate communication ; e) Actual social validity of the penal law. 8) Statistics : epidemiology : a) Need for comparable international statistics ; standardized criteria (3 proposals) ; b) Difficulties. Criminologists must collect the data themselves. 9) Training of research workers : Recruiting and training of « com-paratists ». 10) Machinery : Committee of co-ordination. Discussions The discussions at the Symposium were based on these suggestions, the main concentration falling on problems of manifestations of violence in the world today, the phenomenon of student contestation, and on human rights and the corresponding responsibilities attached thereto. Although the participants did not come to definite conclusions as to the respective merits of the problems submitted for consideration, they did discuss the conditions under which comparative studies of these problems should be approached, the techniques appropriate to obtaining valid results, and the limitations on this type or work. Four workshops were established and studied the various problems. The first tackled the problems of the definition of the criteria of « danger » represented by different type of criminals ; the problem of discovering whether the value system which underlies the Human Rights Declaration corresponds to the value system of today's youth; the problem of the treatment of criminals ; of female criminality ; and, finally, of violence in the form of individual and group manifestations. The second workshop devoted its main consideration to the revolt of youth and to organized crime, also proposing that an international instrument bank of documentation and information be established. The third workshop considered problems of theory : how the police and the public view the criminal ; the opportunity of making trans-cultural comparisons on such subjects as arrest, prison, etc. ; and the role of the media of information in the construction of value systems. The fourth workshop blazed a trail in the matter of methodology appropriate to research in comparative criminology. The period of discussions which followed the report of the four workshops gave rise to a confrontation between two schools of thought within the group of specialists. The question arose as to whether the problem of student contestation falls within the scope of the science of criminology. Several experts expressed the opinion that criminologists ought not to concern themselves with a question which really belongs in the realm of political science. On the other hand, the majority of the participants appeared to feel that the phenomenon of student contestation did indeed belong in the framework of criminological research. One of the experts in particular took it upon himself to be the spokesman of this school of thought. There are those, he said, who feel that criminology should confine itself and its research to known criminality, to hold-ups, rape, etc. However, one should not forget that penal law rests on political foundations, the legality of power, a certain moral consensus of the population. Today, it is exactly this « legitimate » authority that is being contested. Is it not to be expected, therefore, that criminology should show interest in all sociological phenomena which have legal and criminal implications ? Contestation and violence have consequences for the political foundations of penal law, and therefore are fit subjects for the research of the criminologist. International Centre {or Comparative Criminology The First International Symposium for Research in Comparative Criminology situated itself and its discussions within the framework and in the perspectives opened by the founding of the International Centre for Comparative Criminology. The Centre is sponsored jointly by the University of Montreal and the International Society for Criminology, with headquarters at the University of Montreal. As one of the participants emphasized, criminologists need a place to retreat from the daily struggle, to meditate, to seek out and propose instruments of research valid for the study of problems common to several societies. Viewing the facts as scientists, we are looking for operational concepts. Theoreticians and research workers will rough out the material and, hopefully, this will inspire conferences and symposiums of practitioners, jurists, sociologists, penologists, and other specialists. Above all, it will give common access to international experience, something which is lacking at present both at the level of documentation and of action. A bank of instruments of method- ology in the field of comparative criminology does not exist at the present time. The Centre will undertake to compile and analyse research methods used in scientific surveys, and it will establish such an instrument bank. It will also gather and analyse information pertaining to legislative reforms now in progress or being contemplated in the field of criminal justice. Through the use of computers, the Centre will be able to put these two projects into effect and make the results easily accessible to research workers, and to all those concerned in this field. The participants at the Symposium were given a view of the extent of the problems envisaged for research by the future Centre. It is hoped that this initiative will be of concrete use to research workers, private organizations, public services and governments at many levels, and in many countries.

Abstract STUDY QUESTION What is the reproductive potential following combinations of ovarian stimulation, IVM and ovarian tissue cryopreservation (OTC) in female patients seeking fertility preservation (FP)? SUMMARY ANSWER In selected patients, combining different FP procedures is a feasible approach and reproductive outcomes after FP in patients who return to attempt pregnancy are promising. WHAT IS KNOWN ALREADY FP is increasingly performed in fertility clinics but an algorithm to select the most suitable FP procedure according to patient characteristics and available timeframe is currently lacking. Vitrification of mature oocytes (OV) and OTC are most commonly performed, although in some clinical scenarios a combination of procedures including IVM, to spread the sources of gametes, may be considered in order to enhance reproductive options for the future. STUDY DESIGN, SIZE, DURATION Retrospective, observational study in a university-based, tertiary fertility centre involving all female patients who underwent urgent medical FP between January 2012 and December 2018. Descriptive analysis of various FP procedures, either stand-alone or combined, was performed, and reproductive outcomes of patients who attempted pregnancy in the follow-up period were recorded. PARTICIPANTS/MATERIALS, SETTING, METHODS In total, 207 patients underwent medical FP. Patient-tailored strategies and procedures were selected after multidisciplinary discussion. When deemed feasible, FP procedures were combined to cryopreserve different types of reproductive tissue for future use. The main primary outcome measure was the number of mature oocytes. Live birth rates were evaluated in patients who returned for reproductive treatment. MAIN RESULTS AND THE ROLE OF CHANCE Among patients seeking FP, 95/207 (46%) had breast cancer, 43/207 (21%) had haematological malignancies and 31/207 (15%) had a gynaecological tumour. Mean ± SD age was 27.0 ± 8.3 years. Eighty-five (41.1%) patients underwent controlled ovarian stimulation (COS), resulting in 10.8 ± 7.1 metaphase II (MII) oocytes for vitrification. Eleven (5.3%) patients had multiple COS cycles. Transvaginal oocyte retrieval for IVM was performed in 17 (8.2%) patients, yielding 9.2 ± 10.1 MII oocytes. Thirty-four (16.4%) patients underwent OTC combined with IVM of oocytes retrieved from ovarian tissue ‘ex vivo’ (OTO-IVM), yielding 4.0 ± 4.3 MII oocytes in addition to ovarian fragments. Seventeen (8.2%) patients had OTC combined with OTO-IVM and transvaginal retrieval of oocytes for IVM from the contralateral ovary, resulting in 13.5 ± 9.7 MII oocytes. In 13 (6.3%) patients, OTC with OTO-IVM was followed by controlled stimulation of the contralateral ovary, yielding 11.3 ± 6.6 MII oocytes in total. During the timeframe of the study, 31/207 (15%) patients have returned to the fertility clinic with a desire for pregnancy. Of those, 12 (38.7%) patients had preserved ovarian function and underwent ART treatment with fresh oocytes, resulting in nine (75%) livebirth. The remaining 19 (61.3%) patients requested warming of their cryopreserved material because of ovarian insufficiency. Of those, eight (42.1%) patients had a livebirth, of whom three after OTO-IVM. To date, 5/207 patients (2.4%) achieved an ongoing pregnancy or livebirth after spontaneous conception. LIMITATIONS, REASONS FOR CAUTION Our FP programme is based on a patient-tailored approach rather than based on an efficiency-driven algorithm. The data presented are descriptive, which precludes firm conclusions. WIDER IMPLICATIONS OF THE FINDINGS Combining different FP procedures is likely to enhance the reproductive fitness of patients undergoing gonadotoxic treatment but further follow-up studies are needed to confirm this. STUDY FUNDING/COMPETING INTEREST(S) No external funding was used for this study and the authors have no competing interests. TRIAL REGISTRATION NUMBER N/A.

Increasing preoccupations and interest manifested for the Romanian language as a foreign language compose a focused and clear expression in the volume “Romanian as a foreign language. Methodology and cultural applicability”, launched at the Turku University publishing house, Finland (2018). The editors, Paul Nanu (Department of Romanian Language and Culture, University of Turku, Finland) and Emilia Ivancu (Department of Romanian Studies of the Adam Mickiewicz University of Poznań, Poland) with this volume, continue a series of activities dedicated to the promotion of the Romanian language and culture outside the country borders. This volume brings together a collection of articles, previously announced and briefly presented at a round table organized by the two Romanian lectors, as a section of the International Conference “Dialogue of cultures between tradition and modernity”, (Philological Research and Multicultural Dialogue Centre, Department of Philology, Faculty of History and Philology, “1 Decembrie 1918” University of Alba Iulia). The thirteen authors who sign the articles are teachers of Romanian as a foreign language, either in the country or abroad. The challenge launched by the organisers pointed both at the teaching methods of Romanian as a foreign language – including the authors’ reflections upon the available textbooks (Romanian language textbooks) and the cultural implications of this perspective on the Romanian language. It is probably no accident that the first article of the aforementioned volume – “Particularities of teaching Romanian as a foreign language for the preparatory year. In quest of “the ideal textbook’’ (Cristina Sicoe, University of the West, Timișoara) – brings a strict perspective upon that what should be, from the author’s point of view, “the ideal textbook”. The fact that it does not exist, and has little chances ever to exist, could maybe be explained by the multitude of variables which appear in practice, within the didactic triangle composed by teacher – student – textbook. The character of the variables is the result of particular interactions established between the components of the triad. A concurrent direction is pointed out by the considerations that make the object of the second article, “To a new textbook of Romanian language as a foreign language’’ (Ana-Maria Radu-Pop, University of the West, Timișoara). While the previous article was about an ideal textbook for foreign students in the preparatory year of Romanian, this time, the textbook in question has another target group, namely Erasmus students and students from Centres of foreign languages. Considering that this kind of target group “forms a distinct category”, the author pleads for the necessity of editing adequate textbooks with a part made of themes, vocabulary, grammar and a part made of culture and civilization – the separation into parts belongs to the author – that should consider the needs of this target group, their short stay in Romania (three months to one year) and, last but not least, the students’ poor motivation. These distinctive notes turn the existent RFL textbooks[1] in that which the author calls “level crossings”, which she explains in a humorous manner[2]. Since the ideal manual seems to be in no hurry to appear, the administrative-logistic implications of teaching Romanian as a foreign language (for the preparatory year) should be easier to align with the standards of efficiency. This matter is addressed by Mihaela Badea and Cristina Iridon from the Oil & Gas University of Ploiești, in the article “Administrative/logistic difficulties of teaching RFL. Case study”. Starting from a series of practical experiences, the authors are purposing to suggest “several ideas to improve existent methodologies of admitting foreign students and to review the ARACIS criteria from March 2017, regarding external evaluation of the ‘Romanian as a foreign language’ study programme”. Among other things, an external difficulty is highlighted (common to all universities in the country), namely the permission to register foreign students until the end of the first semester of the academic year, meaning around the middle of February. The authors punctually describe the unfortunate implications of this legal aspect and the regrettable consequences upon the quality of the educational act. They suggest that the deadline for admitting foreign students not exceed the 1st of December of every academic year. The list of difficulties in teaching Romanian as a foreign language is extremely long, reaching sensitive aspects from an ethical perspective of multiculturalism. This approach belongs to Constantin Mladin from Ss. Cyril and Methodius University in Skopje, Macedonia, who writes about “The role of the ethical component in the learning process of a foreign language and culture. The Macedonian experience”. Therefore, we are moving towards the intercultural competences which, as the author states, are meant to “adequately and efficiently round the acquired language competences”. In today’s Macedonian society, that which the author refers to, a society claimed to be multiethnic, multilingual and pluriconfessional, the emotional component of an intercultural approach needs a particular attention. Thus, reconfigurations of the current didactic model are necessary. The solution proposed and successfully applied by Professor Constantin Mladin is that of shaking the natural directions in which a foreign language and culture is acquired: from the source language/culture towards the target language/culture. All this is proposed in the context in which the target group is extremely heterogeneous and its “emotional capacity of letting go of the ethnocentric attitudes and perceptions upon otherness” seem to lack. When speaking about ‘barriers’, we often mean ‘difficulty’. The article written by Silvia Kried Stoian and Loredana Netedu from the Oil & Gas University of Ploiești, called “Barriers in the intercultural communication of foreign students in the preparatory year”, is the result of a micro-research done upon a group of 37 foreign students from 10 different countries/cultural spaces, belonging to different religions (plus atheists), speakers of different languages. From the start, there are many differences to be reconciled in a way reasonable enough to reduce most barriers that appear in their intercultural communication. Beneficial and obstructive factors – namely communication barriers – coexist in a complex communicational environment, which supposes identifying and solving the latter, in the aim of softening the cultural shock experienced within linguistic and cultural immersion. Several solutions are recommended by the two authors. An optimistic conclusion emerges in the end, namely the possibility that the initial inconvenient of the ethnical, linguistic and cultural heterogeneity become “an advantage in learning the Romanian language and acquiring intercultural communication”. Total immersion (linguistic and cultural), as well as the advantage it represents as far as exposure to language is concerned, is the subject of the article entitled “Cultural immersion and exposure to language”, written by Adina Curta (“1 Decembrie 1918” University of Alba Iulia). Considered to be a factor of rapid progress and effectiveness of acquisition, exposure to language that arises from the force of circumstances could be extended to that what may be named orchestrated exposure to language. This phrase is consented to reunite two types of resources, “a category of statutory resources, which are the CEFRL suggestions, and a category of particular resources, which should be the activities proposed by the organizers of the preparatory year of RFL”. In this respect, we are dealing with several alternating roles of the teacher who, besides being an expert, animator, facilitator of the learning process or technician, also becomes a cultural and linguistic coach, sending to the group of immersed students a beneficial message of professional and human polyvalence. A particular experience is represented by teaching the Romanian language at the Sapienza University of Rome, Italy. This experience is presented by Nicoleta Neșu in the article “The Romanian language, between mother tongue and ethnic language. Case study”. The particular situation is generated by the nature of the target group, a group of students coming, on the one hand, from Romanian families, who, having lived in Italy since early childhood, have studied in the Italian language and are now studying the Romanian language (mother tongue, then ethnic language) as L1, and, on the other hand, Italian mother tongue students who study the Romanian language as a foreign language. The strategies that are used and the didactic approach are constantly in need of particularization, depending on the statute that the studied language, namely the Romanian language, has in each case. In the area of teaching methodology for Romanian as a foreign language, suggestions and analyses come from four authors, namely Eliana-Alina Popeți (West University of Timișoara), “Teaching the Romanian language to students from Romanian communities from Serbia. Vocabulary exercise”, Georgeta Orian (“1 Decembrie 1918” University of Alba Iulia) “The Romanian language in the rhythm of dance and hip-hop music”, Coralia Telea (“1 Decembrie 1918” University of Alba Iulia), “Explanation during the class of Romanian as a foreign language” and Emilia Ivancu (Adam Mickiewicz University of Poznań, Poland), “Romanian (auto)biographic discourse or the effect of literature upon learning RFL”. The vocabulary exercise proposed to the students by Eliana-Alina Popeți is a didactic experiment through which the author checked the hypothesis according to which a visual didactic material eases the development of vocabulary, especially since the textual productions of the students, done through the technique that didactics calls “reading images”, were video recorded and submitted to mutual evaluation as well as to self-evaluation of grammar, coherence and pronunciation. The role of the authentic iconographic document is attested in the didactics of modern languages, as the aforementioned experiment confirms once again the high coefficient of interest and attention of the students, as well as the vitality and authenticity of interaction within the work groups. It is worth mentioning that these students come from the Serbian Republic and are registered in the preparatory year at the Faculty of Letters, History and Theology of the West University of Timișoara. Most of them are speakers of different Romanian patois, only found on the territory of Serbia. The activity consisted of elaborating written texts starting from an image (a postcard reproducing a portrait of the Egyptian artist Eman Osama), imagining a possible biography of the character. In the series of successful authentic documents in teaching-learning foreign languages, there is also the song. The activities described by Georgeta Orian were undertaken either with Erasmus students from the preparatory year at the “1 Decembrie 1989” University of Alba Iulia, or with Polish students (within the Department of Romanian Studies in Poznań), having high communication competences (B1-B2, or even more). There were five activities triggered by Romanian songs, chosen by criteria of sympathy with the interests of the target group: youngsters, late teenagers. The stake was “a more pleasant and, sometimes, a more useful learning process”, mostly through discovery, through recourse to musical language, which has the advantage of breaking linguistic barriers in the aim of creating a common space in which the target language, a language of “the other”, becomes the instrument of speaking about what connects us. The didactic approach, when it comes to Romanian as a foreign language taught to students of the preparatory year cannot avoid the extremely popular method of the explanation. Its story is told by Coralia Telea. With a use of high scope, the explanation steps in in various moments and contexts: for transmitting new information, for underlining mechanisms generating new rules, in evaluation activities (result appreciation, progress measurements). Still, the limits of this method are not left out, among which the risk of the teachers to annoy their audience if overbidding this method. Addressing (Polish) students from the Master’s Studies Program within the Romania Philology at the Adam Mickiewicz University of Poznań, Emilia Ivancu crosses, through her article, the methodological dimensions of teaching Romanian as a foreign language, entering the curricular territory of the problematics in question by proposing an optional course entitled Romanian (auto)biographic discourse”. Approaching contact with the Romanian language as a foreign language at an advanced level, the stakes of the approach and the proposed contents differ, obviously, from the ones only regarding the creation and development of the competence of communication in the Romanian Language. The studied texts have been grouped into correspondence/epistolary discourse, diaries, memoires and (auto)biography as fiction. Vasile Alecsandri, Sanda Stolojan, Paul Goma, Neagoe Basarab, Norman Manea, Mircea Eliade are just a few of the writers concerned, submitted to discussions with the help of a theoretical toolbox, offered to the students as recordings of cultural broadcasts, like Profesioniștii or Rezistența prin cultură etc. The consequences of this complex approach consisted, on the one hand, of the expansion of the readings for the students and, on the other hand, in choosing to write dissertations on these topics. A “tangible” result of Emilia Ivancu’s course is the elaboration of a volume entitled România la persoana întâi, perspective la persoana a treia (Romania in the first person, perspectives in the third person), containing seven articles written by Polish Master’s students. Master’s theses, a PhD thesis, several translations into the Polish language are also “fruits” of the initiated course. Of all these, the author extracted several conclusions supporting the merits and usefulness of her initiative. The volume ends with a review signed by Adina Curta (1 Decembrie 1918 University of Alba Iulia), “The Romanian language, a modern, wanted language. Iuliana Wainberg-Drăghiciu – Textbook of Romanian language as a foreign language”. The textbook elaborated by Iuliana Wainberg-Drăghiciu (“1 Decembrie 1918” University of Alba Iulia) respects the CEFRL suggestions, points at the communicative competences (linguistic, sociolinguistic and pragmatic) described for levels A1 and A2, has a high degree of accessibility through a trilingual dictionary (Romanian-English-French) which it offers to foreign students and through the phonetic transcription of new vocabulary units.

Abstract STUDY QUESTION Does an individualised luteal phase support (iLPS), according to serum progesterone (P4) level the day prior to euploid frozen embryo transfer (FET), improve pregnancy outcomes when started on the day previous to embryo transfer? SUMMARY ANSWER Patients with low serum P4 the day prior to euploid FET can benefit from the addition of daily subcutaneous P4 injections (Psc), when started the day prior to FET, and achieve similar reproductive outcomes compared to those with initial adequate P4 levels. WHAT IS KNOWN ALREADY The ratio between FET/IVF has spectacularly increased in the last years mainly thanks to the pursuit of an ovarian hyperstimulation syndrome free clinic and the development of preimplantation genetic testing (PGT). There is currently a big concern regarding the endometrial preparation for FET, especially in relation to serum P4 levels around the time of embryo transfer. Several studies have described impaired pregnancy outcomes in those patients with low P4 levels around the time of FET, considering 10 ng/ml as one of the most accepted reference values. To date, no prospective study has been designed to compare the reproductive outcomes between patients with adequate P4 the day previous to euploid FET and those with low, but restored P4 levels on the transfer day after iLPS through daily Psc started on the day previous to FET. STUDY DESIGN, SIZE, DURATION A prospective observational study was conducted at a university-affiliated fertility centre between November 2018 and January 2020 in patients undergoing PGT for aneuploidies (PGT-A) IVF cycles and a subsequent FET under hormone replacement treatment (HRT). A total of 574 cycles (453 patients) were analysed: 348 cycles (leading to 342 euploid FET) with adequate P4 on the day previous to FET, and 226 cycles (leading to 220 euploid FET) under iLPS after low P4 on the previous day to FET, but restored P4 levels on the transfer day. PARTICIPANTS/MATERIALS, SETTING, METHODS Overall we included 574 HRT FET cycles (453 patients). Standard HRT was used for endometrial preparation. P4 levels were measured the day previous to euploid FET. P4 &gt; 10.6 ng/ml was considered as adequate and euploid FET was performed on the following day (FET Group 1). P4 &lt; 10.6 ng/ml was considered as low, iLPS was added in the form of daily Psc injections, and a new P4 analysis was performed on the following day. FET was only performed on the same day when a restored P4 &gt; 10.6 ng/ml was achieved (98.2% of cases) (FET Group 2). MAIN RESULTS AND THE ROLE OF CHANCE Patient’s demographics and cycle parameters were comparable between both euploid FET groups (FET Group 1 and FET Group 2) in terms of age, weight, oestradiol and P4 levels and number of embryos transferred. No statistically significant differences were found in terms of clinical pregnancy rate (56.4% vs 59.1%: rate difference (RD) −2.7%, 95% CI [−11.4; 6.0]), ongoing pregnancy rate (49.4% vs 53.6%: RD −4.2%, 95% CI [−13.1; 4.7]) or live birth rate (49.1% vs 52.3%: RD −3.2%, 95% CI [−12; 5.7]). No significant differences were also found according to miscarriage rate (12.4% vs 9.2%: RD 3.2%, 95% CI [−4.3; 10.7]). LIMITATIONS, REASONS FOR CAUTION Only iLPS through daily Psc was evaluated. The time for Psc injection was not stated and no serum P4 determinations were performed once the pregnancy was achieved. WIDER IMPLICATIONS OF THE FINDINGS Our study provides information regarding an ‘opportunity window’ for improved ongoing pregnancy rates and miscarriage rates through a daily Psc injection in cases of inadequate P4 levels the day previous to FET (P4 &lt; 10.6 ng/ml) and restored values the day of FET (P4 &gt; 10.6 ng/ml). Only euploid FET under HRT were considered, avoiding one of the main reasons of miscarriage and implantation failure and overcoming confounding factors such as female age, embryo quality or ovarian stimulation protocols. STUDY FUNDING/COMPETING INTEREST(S) No external funding was received. B.C. reports personal fees from MSD, Merck Serono, Ferring Pharmaceuticals, IBSA and Gedeon Richter outside the submitted work. N.P. reports grants and personal fees from MSD, Merck Serono, Ferring Pharmaceuticals, Theramex and Besins International and personal fees from IBSA and Gedeon Richter outside the submitted work. The remaining authors have no conflicts of interest to declare. TRIAL REGISTRATION NUMBER NCT03740568.

The Sojo International Learning Centre (SILC) is a new facility which has been developed jointly by Sojo University and the External Language Consultancy Centre (ELCC) based at Kanda University of International Studies (KUIS). This report aims to explain the rationale for the SILC project and to briefly outline the services offered by the centre before going on to describe some of the practical challenges that were encountered in getting the SILC up and running.

The study explored the relationship of creativity and locus of control of students coming from various academic disciplines (Biotechnology, Environmental Sciences, Civil Engineering, Electronics & Communication, Centre for Women Studies, Mathematics, Food and Nutrition and Geography).The data was collected from a sample of 450 students of Mysore University out of which 40 belonged to Electronics and communication, 44 were from Civil Engineering, 40 from Environmental Sciences, 37 from Biotechnology, 40 from Geography, 16 from mathematics, 20 from Food and Nutrition and 7 from Centre for Women Studies. Abbreviated Torrance Test for Adults and Levenson’s Locus of Control tests were administered on students and their socio – demographic information was taken. Results showed that highly creative students are significantly higher on Internal Locus of Control and the students who were low on creativity are significantly higher on External Locus of Control. The study also found that students at post graduate level were significantly higher on Powerful Others as compared to students at under graduate level. Students with low creativity at both post graduate and undergraduate levels and from all disciplines are significantly higher on powerful others (external locus of control) as compared to the students with high creativity, while students with high creativity at post postgraduate and undergraduate level and from all disciplines are significantly higher on individual control as compared to students with low creativity at both the levels. The results also show that students from Geography are significantly higher on powerful others as compared to students from other disciplines, while students from centre for women studies are significantly lower on powerful others as compared to students from other academic disciplines except food and nutrition students. Students from Centre for women studies are significantly lower on chance control as compared to students from mathematics, environment sciences, biotechnology, civil engineering, and geography. However the students of geography are significantly higher on chance control as compared to students from mathematics, food and nutrition, electronics and communication, and centre for women studies.

A CPCC sponsored workshop "Know the ledge we're on: from Accountability to Activist Research” will be hosted on Apr. 17, 2015 from 9:30 am to 5:30 pm in room HC2270 (SFU Vancouver). Please see the attached PDF for further details. The event is sponsored by FCATʼs Centre for Policy Studies on Culture & Communities, the Department of Sociology and Anthropology, the Office of the Associate Vice-President, External Relations (SFU), Office for Aboriginal Peoples (SFU), Faculty of Graduate Studies (SFU), Institute for Humanities (SFU), Vancity Office of Community Engagement, Institute for Performance Studies (SFU), Centre for Social Justice (Kwantlen Polytechnic University), Centre for Imaginative Ethnography.

<span>In September 1989, the Centre for Evening and External Studies at Macquarie University began a project to design, produce and offer Australia's first comprehensive unit in Conflict Resolution Studies. The aim of the project was threefold: (1) to assist the School of History, Philosophy and Politics in developing an exciting new area of study; (2) to provide external and internal students with an independent learning package; and (3) to evaluate as a case study the effectiveness of the instructional design and to assess student response to material in the distance education mode.</span>

Flora MacDonald was the guest speaker at a seminar organized by the Centre for Refugee Studies on October 22, 1990 at McLaughlin College, York University. Canada's former Minister of Employment and Immigration and of External Affairs is now a coordinator with the Commonwealth of Learning, an autonomous institution created by the Commonwealth of Nations in 1987. Her personal interest in refugees and education has been integrated in her current project, which is to coordinate the setup of distance education, literacy and literacy training programs for refugees in southern Africa. The seminar brought together experts in fields ranging from distance education, literacy, literacy training, refugees to international development. The seminar was designed with the intention of giving initial feedback to the Commonwealth of Learning's plan to set up programs for refugees in Southern Africa as well as to set up an informaI network of experts to assist in the general direction of the Centre's project.

Background: Indian Himalayan region has a rich heritage of species and genetic strains of flora and fauna and is considered as mega hot spot of biological diversity. Wild plant raw material is in great demand around the world for use by pharmaceutical companies, ethnomedicinal practitioners and variety of traditional medicines. India is one of the world’s major exporters of raw herbal drugs and the Himalayas are renowned for their vast storehouse of medicinal plants. The present study conducted at Baba Ghulam Shah Basdshah University located in District Rajouri, Jammu and Kashmir recorded the presence of 46 species of medicinal plants belonging to 34 families. Methods: The plant specimens were collected from different parts of Baba Ghulam Shah Badshah University Campus. All the parameters like habit, habitat, life form, parts used, methods of use were recorded on filed notebook along with date of collection. Routine herbarium practices were followed for preserving the plant specimens. The plant specimens were collected and their external morphology was studied and examined carefully. The specimens of medicinal plants were properly labelled and subsequently deposited in the Herbarium, Centre of Biodiversity Studies, BGSBU, Rajouri, Jammu and Kashmir, India. Result: During ethnobotanical exploration, 46 species distributed over 44 genera in 34 Families of wild medicinal plants were documented from four sampling sites. The details pertaining to common names, part used, medicinal uses and active constituents of each species were tabulated. Among the plant parts used, leaves contributed for medicinal use in about 63% species, followed by fruits in 19% species, underground parts in 10.8% species and flowers in 6.5% species. The enlisted plant species belonged to three life forms viz., herbs (21), shrubs (15) and trees (10). Asteraceae was the most dominant family represented by 4 species followed by Moraceae, Lamiaceae and Fabaceae each represented by 3 species, while as families like Meliaceae, Violaceae, Berberidaceae were represented by 01 species each.

Abstract Objectives Muscle weakness in idiopathic inflammatory myopathies (IIMs) is conventionally assessed using manual muscle testing (MMT). However, more objective tools must be developed to accurately and reliably quantify muscle strength in myositis patients. Hand-held dynamometry (HHD) is a quantitative, portable device with reported reliability in neuromuscular disorders. Our aim was to assess the reliability, validity and responsiveness of HHD in myositis. Methods Myositis patients [DM, necrotizing myopathy (NM), PM and anti-synthetase syndrome] evaluated at the University of Pittsburgh myositis centre were prospectively enrolled. Each patient was assessed at 0, 3 and 6 months for validated outcome measures of myositis disease activity and physical function. At each visit, muscle strength was assessed using both MMT and HHD (Micro FET2, Hoggan Health Industries, Draper, UT, USA). The reliability, validity and responsiveness of the HHD was assessed using standard statistical methods. Results Fifty IIM patients (60% female; mean age 51.6 years; 6 PM, 9 NM, 24 DM and 11 anti-synthetase syndrome) were enrolled. HHD showed strong test–retest intrarater reliability (r = 0.96) and interrater reliability (r = 0.98). HHD correlated significantly with the MMT score (r = 0.48, P = 0.0006) and myositis disease activity and functional measures. Longitudinal analysis showed a significant and strong association between the HHD and MMT as well as 2016 ACR/EULAR myositis response criteria (r = 0.8, P &lt; 0.0001) demonstrating responsiveness. The mean effect size and standardized response mean of HHD was large: 0.95 and 1.03, respectively. MMT had a high ceiling effect compared with HHD. Conclusion HHD demonstrated strong reliability, construct validity and responsiveness in myositis patients. External validation studies are required to confirm these findings.

IntroductionHyperbaric chambers and underwater environments are challenging and at risk of serious accidents. Personnel aiming to assist patients and subjects should be appropriately trained, and several courses have been established all over the world. In healthcare, simulation is an effective learning technique. However, there have been few peer-reviewed articles published in the medical literature describing its use in diving and hyperbaric medicine.MethodsWe implemented the curriculum of the Master’s degree in hyperbaric and diving medicine held at the University of Padova with emergency medicine seminars created by the faculty and validated by external experts. These seminars integrated traditional lectures and eight in situ simulation scenarios.ResultsFor the hyperbaric medicine seminar, simulations were carried out inside a real hyperbaric chamber at the ATIP Hyperbaric Treatment Centre, only using air and reproducing compression noise without pressurization to avoid damages to the manikins. The four scenarios consisted of hyperoxic seizures, pneumothorax, hypoglycemia, and sudden cardiac arrest. Furthermore, we added a hands-on session to instruct participants to prepare an intubated patient undergoing hyperbaric oxygen treatment with a checklist and simulating the patient transfer inside and outside the hyperbaric chamber. The diving medicine seminar was held at the Y-40 The Deep Joy pool in Montegrotto Terme (Italy), also involving SCUBA/breath-hold diving (BHD) instructors to rescue subjects from the water. These diving medicine scenarios consisted of neurologic syndrome (“taravana/samba”) in BHD, drowning of a breath-hold diver, pulmonary barotrauma in BHD, and decompression illness in a SCUBA diver.ConclusionWith this experience, we report the integration of simulation in the curriculum of a teaching course in diving and hyperbaric medicine. Future studies should be performed to investigate learning advantages, concept retention, and satisfaction of participants.

BACKGROUND: Interventions which have focused on improving the physical activity of individuals with lower limb amputation can be mostly categorized into behavioural-based and prosthetic-based interventions. The aim of this review was to assess the quality of these interventions, and to identify the key gaps in research in this field. METHODOLOGY: The databases of Scopus, Pubmed, Embase, Medline and Web of Science were searched between September and December of 2019 for articles relating to physical activity, amputees and interventions. Articles were assessed quantitively based on internal validity, external validity and intervention intensity. FINDINGS: Sixteen articles (5 behavioural, 11 prosthetic) were assessed. Both approaches had comparable methodological quality and mixed efficacy for producing a significant change in physical activity outcomes. Almost all interventions used a simplistic measurement of activity as their outcome. CONCLUSIONS: There is an insufficient amount of studies to assess the overall efficacy of behavioural interventions in regard to how they impact on physical activity behaviour. However, the increase of quality of the methodology in the more recent studies could indicate that future interventions will retain similar levels of quality. Prosthetic interventions have shown no major improvement in efficacy compared to similar reviews and may need to utilise more advanced prosthetic components to attain significant changes in physical activity. Activity outcomes should expand into more complex activity measurements to properly understand the physical activity profile of people with lower limb amputation. Layman’s Abstract: The purpose of this review was to identify original research which tried to improve the physical activity behaviours of individuals with lower extremity amputation. Through multiple databases, the review article identified a mixture of 5 behavioural and 11 prosthetic-based interventions which aligned with the search criteria of the review. The behavioural-based interventions used behavioural change techniques controlled by healthcare professionals to try and promote a change in physical activity behaviours. The prosthetic-based interventions employed a prosthetic component, with the intention being that if the prosthetic component had superior design, the individual would feel more encouraged to be physically active. This review article concludes that, prosthetic interventions do not appear to have a consistent significant impact on the physical activity behaviours, and though behavioural interventions also had mixed efficacy, there were not enough interventions of their design to make a conclusive statement. Article PDF Link: https://jps.library.utoronto.ca/index.php/cpoj/article/view/33931/26330 How To Cite: Jamieson A.G., Murray L., Buis A. The use of physical activity outcomes in rehabilitation interventions for lower limb amputees: A systematic review. Canadian Prosthetics & Orthotics Journal. 2020;Volume3, Issue1, No.2. https://doi.org/ 10.33137/cpoj.v3i1.33931 Corresponding Author: Dr. Arjan Buis,Department of Biomedical Engineering, University of Strathclyde, Wolfson Centre, 106 Rottenrow, Glasgow, G4 0NW, Scotland, UK.E-Mail: arjan.buis@strath.ac.ukORCID: https://orcid.org/0000-0003-3947-293X

This study clarifies the impact of the fluctuation of the VND/USD and VND/JPY exchange rates on the trade balance between Vietnam and Japan through testing the J-curve effect by using a vector autoregressive (VAR) model, Impulse Response Function (IRF), stationary test, Granger test and variance decomposition analysis. There are 5 variables including oil price (POIL), Gross Domestic Product (GDP), Consumer price index (CPI), Trade balance/Capital account (CA), Nominal exchange rate (NER) based on 67 observations from 2001Q1 to 2017Q3. The highlight of this study compared with previous studies is that we not only evaluate the effect of the exchange rate movements towards the total trade balance between Vietnam and Japan but also investigate how the fluctuations of exchange rate affect the trade balance in each commodity group; therefore, we suggest more essence evaluation and policy implications for these sectors. The results show that the depreciation or the devaluation of VND will improve the trade balance of group 84 (Machinery, mechanical appliances, nuclear reactors, boilers) and group 94 (Furniture) in both the exchange rate VND/USD and VND/JPY, and group 27 (Mineral fuels, mineral oils and products of their distillation) and group 85 (Electrical machinery and equipment and parts thereof) in the VND/USD exchange rate. Besides, in total products and group 27, the VND/JPY exchange rate impacts on the trade balance in J-curve effect. Keywords J-curve, VAR, exchange rate, trade balance, Vietnam, Japan References 1. Alemu, Aye Mengistu, Examining the Effects of Currency Depreciation on Trade Balance in Selected Asian Economics, International Journal of Global Business, 7 (1), 59-76, June 2014.2. Anil K Lai, Thomas C. Lowinger (2002), The J Curve: Evidence from at Asia, Journal of economics Integration 17 (2), June 2002, pp 397-415.3. Anju Gupta-Kapoor và Uma Ramakrishnan, 1999, Is there a j-curve? A new estimation for Japan, International Economic Journal, Volume 13, Number 4, Winter 1999.4. Backus, D. K., Kahoe, P.J., Kydland, F.E., 1994, Dynamics of the Trade Balance and the Terms of Trade: the J-Curve?, American Economic Review, March 1994, 84(1), Pp. 84-103.5. Bahmani-Oskooee, M.và Brooks, T. J., 1999, Bilateral J -Curve Between the U.S and her Trading Partners.6. Carter, C.A. và D.H. Pick, 1989, The J-Curve Effect and the U.S. Agricultural Trade Balance, American Journal of Agricultural Economics, 712-720.7. Eric Ben Kamoto, 2006, The j-curve effect on the trade balance in Malawi and South Africa.8. Goldstein, M. và M.S. Khan, 1985, Income and price effects in foreign trade”, In R.W. Jones và P.B. Kenen (eds.), Handbook of International Economics, vol. 2, Elsevier Science Publishers B.V.9. Ha Thi Thieu Dao & Pham Thi Tuyet Trinh (2013), Relationships between Exchange Rate and Balance of Payments, Journal of Banking Training Science, No. 103, pages 17-24.10. Khieu Van Hoang (2013), The effects of the real exchange rate on the trade balance: Is there a J-curve for Vietnam? A VAR approach, Munich Personal Repec Archive.11. Lê Thuận Đồng, Ishida Miki (2016), The effects of exchange rate on Trade balance in Vietnam, Evidence from Cointegration analysis12. Masanori Ono, SaangJoon Baak (2014), Revisiting the J-Curve for Japan, Modern Economy, 2014, p32-47.13. Ng Yuen Ling, 2008, Real Exchange Rate and Trade Balance.14. Olugbenga Onafowora (2003), Exchange rate and trade balance in East Asia: Is there a J-curve?, Economics Bulletin, Susquehanna University, Vol.5, No.18, pp.1-13.15. Persaran, M.H., và Y. Shin, 1998, Generalized Impulse Response Analysis in Linear Multivariate Models, Economics Letters.16. Pham Hong Phuc (2009), Real exchange rates and Trade balance in Vietnam, Master thesis in economics, University of Economics in Ho Chi Minh City.17. Rizaudin Sahlan, Hussein Abdlth, Muhd Ridhuan Boss Abdlluh (2008), Trade balance and J- curve phenomenon in Malaysia.18. Rose, A. K, (1990), Exchange Rates and the Trade Balance: Some Evidence from Developing Countries, Economics Letters, 34, pp. 271-275.19. Rose, A. K. and Yellen, J. L., (1989), Is There a J-curve? Journal of Monetary Economics, 24, pp. 53-58. Tihomir, S., (2004), The Impact of Exchange Rate Change on the Trade Balance in Croatia, IMF Working. 20. Sugema, I. (2005), The Determinants of trade balance and adjustment to the crisis in Indonesia, Centre For International Economic Studies Discussion Paper, No 0508 (ISSN 1445-3746 series), pp.1-28.21. Tihomir Stucka, 2004, The effects of exchange rate change on the trade balance in Croatia.22. Tu Cao Anh (2010), J curve effect and bilateral trade balance between Vietnam and its five major partners, Master thesis on Economics, HCMC University of Economics.23. Mohsen Bahmani-Oskooee và các cộng sự, 2003, Is there a J-curve at the Industry Level?, Wisconsin-Milwaukee Universities.24. Nguyen Huu Tuan & Nguyen Huynh Minh Nguyet Mai Diem Phuong & Duong Thao Nguyen Do Thanh Ha & Lam Ngoc Phuong Thao (2014), Impact of exchange rates and national income on trade balance: VECM, Journal of Integrated Development, No. 15, March 201425. Nguyen Huu Tuan (2011), "Analyzing the impact of macroeconomic variables on Vietnam's trade balance", Banking Technology Magazine, No. 65, May 2011, pages 13-22.26. Nguyen Minh Hai, Phan Tat Hien, Dang Hien Linh (2013), Analyzing the Impact of Currency Devaluations on Vietnam's Economic Growth in 2000-2012, Journal of Economic Development, No. 269, March 201327. Nguyen Quang My, Mustafa Sayim & Hamid Rahman (2017), The Impact of Exchange Rate on Market Fundamentals: A Case Study of J-curve Effect in Vietnam, Research in Applied Economics.28. Phan Thanh Hoan, Nguyen Dang Hao (2007), Relationships between Exchange rate and Trade balance in Vietnam in 1995-2004, Journal of Science, Hue University, No. 43, 2007.29. Senhadji, Abdelhak S., 1998, Dynamics of the Trade Balance and the Terms of Trade In LDCs: the S-Curve, Journal of International Economics, Vol. 46, pp.105-131.30. Thanh Hoan Phan, Ji Young Jeong (2015), Vietnam Trade Balance and Exchange Rate: Evidence from Panel Data Analysis, Journal of Applied Economics and Business Research JAEBR, 5(4): 220-232 (2015).31. Tran Hong Ha (2011), Application of the model to measure the impact of real multilateral exchange rates on the trade balance in Vietnam, Journal of Financial Markets, No. 16, pages 23-25.32. Vu Ky (2012), The J curve effects - Exchange rate and Trade balance in Vietnam, Master thesis of University of EconomicsWebsite1. www.gso.gov.vn - General Statistics Office website2. www.imf.org - Website of the International Monetary Fund3. www.oanda.com/ - Currency Data Website4. www.trademap.org - The International Trade Center website5. www.boj.or.jp - The Bank of Japan6. http://www.imf.org/external/index.htm - International Monetary Fund

Indigenous cross-cultural training has been around since the 1980s. It is often seen as a way to increase the skills and competency of staff engaged in providing service to Indigenous clients and customers, teaching Indigenous students within universities and schools, or working with Indigenous communities (Fredericks and Bargallie, “Indigenous”; “Which Way”). In this article we demonstrate how such training often exposes power, whiteness, and concepts of an Indigenous “other”. We highlight how cross-cultural training programs can potentially provide a setting in which non-Indigenous participants can develop a deeper realisation of how their understandings of the “other” are formed and enacted within a “white” social setting. Revealing whiteness as a racial construct enables people to see race, and “know what racism is, what it is not and what it does” (Bargallie, 262). Training participants can use such revelations to develop their racial literacy and anti-racist praxis (Bargallie), which when implemented have the capacity to transform inequitable power differentials in their work with Indigenous peoples and organisations.What Does the Literature Say about Cross-Cultural Training? An array of names are used for Indigenous cross-cultural training, including cultural awareness, cultural competency, cultural responsiveness, cultural safety, cultural sensitivity, cultural humility, and cultural capability. Each model takes on a different approach and goal depending on the discipline or profession to which the training is applied (Hollinsworth). Throughout this article we refer to Indigenous cross-cultural training as “cultural competence” or “cultural awareness” and discuss these in relation to their application within higher education institutions. While literature on health and human services programs in Australia, Canada, New Zealand, and other nation states provide clear definitions of terms such as “cultural safety”, cultural competence or cultural awareness is often lacking a concise and consistent definition.Often delivered as a half day or a one to two-day training course, it is unrealistic to think that Indigenous cultural competence can be achieved through one’s mere attendance and participation. Moreover, when courses centre on “cultural differences” and enable revelations about those differences they are in danger of presenting idealised notions of Indigeneity. Cultural competence becomes a process through which an Indigenous “other” is objectified, while very little is offered by way of translating knowledge and skills into practice when working with Indigenous peoples.What this type of learning has the capacity to do is oversimplify and reinforce racism and racist stereotypes of Indigenous peoples and Indigenous cultures. What is generally believed is that if non-Indigenous peoples know more about Indigenous peoples and cultures, relationships between Indigenous and non-Indigenous peoples will somehow improve. The work of Goenpul scholar Aileen Moreton-Robinson is vital to draw on here, when she asks, has the intellectual investment in defining our cultural differences resulted in the valuing of our knowledges? Has the academy become a more enlightened place in which to work, and, more important, in what ways have our communities benefited? (xvii)What is revealed in a range of studies – whether centring on racism and discrimination or the ongoing disparities across health, education, incarceration, employment, and more – is that despite forty plus years of training focused on understanding cultural differences, very little has changed. Indigenous knowledges continue to be devalued and overlooked. Everyday and structural racisms shape everyday experiences for Indigenous employees in Australian workplaces such as the Australian Public Service (Bargallie) and the Australian higher education sector (Fredericks and White).As the literature demonstrates, the racial division of labour in such institutions often leaves Indigenous employees languishing on the lower rungs of the employment ladder (Bargallie). The findings of an Australian university case study, discussed below, highlights how power, whiteness, and concepts of “otherness” are exposed and play out in cultural competency training. Through their exposure, we argue that better understandings about Indigenous Australians, which are not based on culture difference but personal reflexivity, may be gained. Revealing What Was Needed in the Course’s Foundation and ImplementationThis case study is centred within a regional Australian university across numerous campuses. In 2012, the university council approved an Aboriginal and Torres Strait Islander strategy, which included a range of initiatives, including the provision of cross-cultural training for staff. In developing the training, a team explored the evidence as it related to university settings (Anning; Asmar; Butler and Young; Fredericks; Fredericks and Thompson; Kinnane, Wilks, Wilson, Hughes and Thomas; McLaughlin and Whatman). This investigation included what had been undertaken in other Australian universities (Anderson; University of Sydney) and drew on the recommendations from earlier research (Behrendt, Larkin, Griew and Kelly; Bradley, Noonan, Nugent and Scales; Universities Australia). Additional consultation took place with a broad range of internal and external stakeholders.While some literature on cross-cultural training centred on the need to understand cultural differences, others exposed the problems of focusing entirely on difference (Brach and Fraser; Campinha-Bacote; Fredericks; Spencer and Archer; Young). The courses that challenged the centrality of cultural difference explained why race needed to be at the core of its training, highlighting its role in enabling discussions of racism, bias, discrimination and how these may be used as means to facilitate potential individual and organisational change. This approach also addressed stereotypes and Eurocentric understandings of what and who is an Indigenous Australian (Carlson; Gorringe, Ross and Forde; Hollinsworth; Moreton-Robinson). It is from this basis that we worked and grew our own training program. Working on this foundational premise, we began to separate content that showcased the fluidity and diversity of Indigenous peoples and refrained from situating us within romantic notions of culture or presenting us as an exotic “other”. In other words, we embraced work that responded to non-Indigenous people’s objectified understandings and expectations of us. For example, the expectation that Indigenous peoples will offer a Welcome to Country, performance, share a story, sing, dance, or disseminate Indigenous knowledges. While we recognise that some of these cultural elements may offer enjoyment and insight to non-Indigenous people, they do not challenge behaviours or the nature of the relationships that non-Indigenous people have with Aboriginal and Torres Strait Islander peoples (Bargallie; Fredericks; Hollinsworth; Westwood and Westwood; Young).The other content which needed separating were the methods that enabled participants to understand and own their standpoints. This included the use of critical Indigenous studies as a form of analysis (Moreton-Robinson). Critical race theory (Delgado and Stefancic) was also used as a means for participants to interrogate their own cultural positionings and understand the pervasive nature of race and racism in Australian society and institutions (McLaughlin and Whatman). This offered all participants, both non-Indigenous and Indigenous, the opportunity to learn how institutional racism operates, and maintains discrimination, neglect, abuse, denial, and violence, inclusive of the continued subjugation that exists within higher education settings and broader society.We knew that the course needed to be available online as well as face-to-face. This would increase accessibility to staff across the university community. We sought to embed critical thinking as we began to map out the course, including the theory in the sections that covered colonisation and the history of Indigenous dispossession, trauma and pain, along with the ongoing effects of federal and state policies and legislations that locates racism at the core of Australian politics. In addition to documenting the ongoing effects of racism, we sought to ensure that Indigenous resistance, agency, and activism was highlighted, showing how this continues, thus linking the past to the contemporary experiences of Indigenous peoples.Drawing on the work of Bargallie we wanted to demonstrate how Aboriginal and Torres Strait Islander peoples experience racism through systems and structures in their everyday work with colleagues in large organisations, such as universities. Participants were asked to self-reflect on how race impacts their day-to-day lives (McIntosh). The final session of the training focused on the university’s commitment to “Closing the Gap” and its Reconciliation Action Plan (RAP). The associated activity involved participants working individually and in small groups to discuss and consider what they could contribute to the RAP activities and enact within their work environments. Throughout the training, participants were asked to reflect on their personal positioning, and in the final session they were asked to draw from these reflections and discuss how they would discuss race, racism and reconciliation activities with the governance of their university (Westwood and Westwood; Young).Revelations in the Facilitators, Observers, and Participants’ Discussions? This section draws on data collected from the first course offered within the university’s pilot program. During the delivery of the in-person training sessions, two observers wrote notes while the facilitators also noted their feelings and thoughts. After the training, the facilitators and observers debriefed and discussed the delivery of the course along with the feedback received during the sessions.What was noticed by the team was the defensive body language of participants and the types of questions they asked. Team members observed how there were clear differences between the interest non-Indigenous participants displayed when talking about Aboriginal and Torres Strait Islander peoples and a clear discomfort when they were asked to reflect on their own position in relation to Indigenous people. We noted that during these occasions some participants crossed their arms, two wrote notes to each other across the table, and many participants showed discomfort. When the lead facilitator raised this to participants during the sessions, some expressed their dislike and discomfort at having to talk about themselves. A couple were clearly unhappy and upset. We found this interesting as we were asking participants to reflect and talk about how they interpret and understand themselves in relation to Indigenous people and race, privilege, and power.This supports the work of DiAngelo who explains that facilitators can spend a lot of time trying to manage the behaviour of participants. Similarly, Castagno identifies that sometimes facilitators of training might overly focus on keeping participants happy, and in doing so, derail the hard conversations needed. We did not do either. Instead, we worked to manage the behaviours expressed and draw out what was happening to break the attempts to silence racial discussions. We reiterated and worked hard to reassure participants that we were in a “safe space” and that while such discussions may be difficult, they were worth working through on an individual and collective level.During the workshop, numerous emotions surfaced, people laughed at Indigenous humour and cried at what they witnessed as losses. They also expressed anger, defensiveness, and denial. Some participants revelled in hearing answers to questions that they had long wondered about; some openly discussed how they thought they had discovered a distant Aboriginal relative. Many questions surfaced, such as why hadn’t they ever been told this version of Australian history? Why were we focusing on them and not Aboriginal people? How could they be racist when they had an Aboriginal friend or an Aboriginal relative?Some said they felt “guilty” about what had happened in the past. Others said they were not personally responsible or responsible for the actions of their ancestors, questioning why they needed to go over such history in the first place? Inter-woven within participants’ revelations were issues of racism, power, whiteness, and white privilege. Many participants took a defensive stance to protect their white privilege (DiAngelo). As we worked through these issues, several participants started to see their own positionality and shared this with the group. Clearly, the revelation of whiteness as a racial construct was a turning point for some. The language in the group also changed for some participants as revelations emerged through the interrogation and unpacking of stories of racism. Bargallie’s work exploring racism in the workplace, explains that “racism”, as both a word and theme, is primarily absent in conversations amongst non-Indigenous colleagues. Despite its entrenchment in the dialogue, it is rarely, if ever addressed. In fact, for many non-Indigenous people, the fear of being accused of racism is worse than the act of racism itself (Ahmed; Bargallie). We have seen this play out within the media, sport, news bulletins, and more. Lentin describes the act of denying racism despite its existence in full sight as “not racism”, arguing that its very denial is “a form of racist violence” (406).Through enhancing racial literacy, Bargallie asserts that people gain a better understanding of “what racism is, what racism is not and how race works” (258). Such revelations can work towards dismantling racism in workplaces. Individual and structural racism go hand-in-glove and must be examined and addressed together. This is what we wanted to work towards within the cultural competency course. Through the use of critical Indigenous studies and critical race theory we situated race, and not cultural difference, as central, providing participants with a racial literacy that could be used as a tool to challenge and dismantle racism in the workplace.Revelations in the Participant Evaluations?The evaluations revealed that our intention to disrupt the status quo in cultural competency training was achieved. Some of the discussions were difficult and this was reflected in the feedback. It was valuable to learn that numerous participants wanted to do more through group work, conversations, and problem resolution, along with having extra reading materials. This prompted our decision to include extra links to resource learning materials through the course’s online site. We also opted to provide all participants with a copy of the book Indigenous Australia for Dummies (Behrendt). The cost of the book was built into the course and future participants were thankful for this combination of resources.One unexpected concern raised by participants was that the course should not be “that hard”, and that we should “dumb down” the course. We were astounded considering that many participants were academics and we were confident that facilitators of other mandatory workplace training, for example, staff Equal Employment Opportunity (EEO), Fire Safety, Risk Management, Occupational Health and Safety, Discrimination and more, weren’t asked to “dumb down” their content. We explained to the participants what content we had been asked to deliver and knew their responses demonstrated white fragility. We were not prepared to adjust the course and dumb it down for white understandings and comfortabilities (Leonardo and Porter).Comments that were expected included that the facilitators were “passionate”, “articulate”, demonstrated “knowledge” and effectively “dealt with issues”. A couple of the participants wrote that the facilitators were “aggressive” or “angry”. This however is not new for us, or new to other Aboriginal women. We know Aboriginal women are often seen as “aggressive” and “angry”, when non-Indigenous women might be described as “passionate” or “assertive” for saying exactly the same thing. The work of Aileen Moreton-Robinson in Australia, and the works of numerous other Aboriginal women provide evidence of this form of racism (Fredericks and White; Bargallie; Bond). Internationally, other Indigenous women and women of colour document the same experiences (Lorde). Participants’ assessment of the facilitators is consistent with the racism expressed through racial microaggression outside of the university, and in other organisations. This is despite working in the higher education sector, which is normally perceived as a more knowledgeable and informed environment. Needless to say, we did not take on these comments.The evaluations did offer us the opportunity to adjust the course and make it stronger before it was offered across the university where we received further evaluation of its success. Despite this, the university decided to withdraw and reallocate the money to the development of a diversity training course that would cover all equity groups. This meant that Aboriginal and Torres Strait Islander peoples would be covered along with sexual diversity, gender, disability, and people from non-English speaking backgrounds. The content focused on Aboriginal and Torres Strait Islander peoples was reduced to one hour of the total course. Including Aboriginal and Torres Strait Islander peoples in this way is not based on evidence and works to minimise Indigenous Australians and their inherent rights and sovereignty to just another “equity group”. Conclusion We set out to develop and deliver a cross-cultural course that was based on evidence and a foundation of 40 plus years’ experience in delivering such training. In addition, we sought a program that would align with the university’s Reconciliation Action Plan and the directions being undertaken in the sector and by Universities Australia. Through engaging participants in a process of critical thinking centring on race, we developed a training program that successfully fostered self-reflection and brought about revelations of whiteness.Focusing on cultural differences has proven ineffective to the work needed to improve the lives of Indigenous Australian peoples. Recognising this, our discussions with participants directly challenged racist and negative stereotypes, individual and structural racism, prejudices, and white privilege. By centring race over cultural difference in cultural competency training, we worked to foster self-revelation within participants to transform inequitable power differentials in their work with Indigenous peoples and organisations. The institution’s disbandment and defunding of the program however is a telling revelation in and of itself, highlighting the continuing struggle and importance of placing additional pressure on persons, institutions, and organisations to implement meaningful structural change. ReferencesAhmed, Sara. On Being Included: Racism and Diversity in Institutional Life. Duke University Press, 2012.Anderson, Ian. “Advancing Indigenous Health through Medical Education”. 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Introduction The exhibition of an artist’s work is traditionally accepted as representing the final stage of the creative process (Staniszewski). This article asks, however, whether this traditional view can be reassessed so that the curatorial practice of mounting an exhibition becomes, itself, a creative outcome feeding into work that may still be in progress, and that simultaneously operates as a learning and teaching tool. To provide a preliminary examination of the issue, we use a single case study approach, taking an example of practice currently used at an Australian university. In this program, internal and external students work together to develop and deliver an exhibition of their own work in progress. The exhibition space has a professional website (‘CQUniversity Noosa Exhibition Space’), many community members and the local media attend exhibition openings, and the exhibition (which runs for three to four weeks) becomes an outcome students can include in their curriculum vitae. This article reflects on the experiences, challenges, and outcomes that have been gained through this process over the past twelve months. Due to this time frame, the case study is exploratory and its findings are provisional. The case study is an appropriate method to explore a small sample of events (in this case exhibitions) as, following Merriam, it allows the construction of a richer picture of an under-examined phenomenon to be constructed. Although it is clear that this approach will not offer results which can be generalised, it can, nevertheless, assist in opening up a field for investigation and constructing a holistic account of a phenomenon (in this case, the exhibition space as authentic learning experience and productive teaching tool), for, as Merriam states, “much can be learned from a particular case” (51). Jennings adds that even the smallest case study is useful as it includes an “in-depth examination of the subject with which to confirm or contest received generalizations” (14). Donmoyer extends thoughts on this, suggesting that the single case study is extremely useful as the “restricted conception of generalizability … solely in terms of sampling and statistical significance is no longer defensible or functional” (45). Using the available student course feedback, anonymous end-of-term course evaluations, and other available information, this case study account offers an example of what Merriam terms a “narrative description” (51), which seeks to offer readers the opportunity to engage and “learn vicariously from an encounter with the case” (Merriam 51) in question. This may, we propose, be particularly productive for other educators since what is “learn[ed] in a particular case can be transferred to similar situations” (Merriam 51). Breaking Ground exhibition, CQUniversity Noosa Exhibition Space, 2014. Photo by Ulrike Sturm. Background The Graduate Certificate of Creative Industries (Creative Practice) (CQU ‘CB82’) was developed in 2011 to meet the national Australian Quality Framework agency’s Level 8 (Graduate Certificate) standards in terms of what is called in their policies, the “level” of learning. This states that, following the program, graduates from this level of program “will have advanced knowledge and skills for professional or highly skilled work and/or further learning … [and] will apply knowledge and skills to demonstrate autonomy, well-developed judgment, adaptability and responsibility as a practitioner or learner” (AQF). The program was first delivered in 2012 and, since then, has been offered both two and three terms a year, attracting small numbers of students each term, with an average of 8 to 12 students a term. To meet these requirements, such programs are sometimes developed to provide professional and work-integrated learning tasks and learning outcomes for students (Patrick et al., Smith et al.). In this case, professionally relevant and related tasks and outcomes formed the basis for the program, its learning tasks, and its assessment regime. To this end, each student enrolled in this program works on an individual, self-determined (but developed in association with the teaching team and with feedback from peers) creative/professional project that is planned, developed, and delivered across one term of study for full- time students and two terms for part- timers. In order to ensure the AQF-required professional-level outcomes, many projects are designed and/or developed in partnership with professional arts institutions and community bodies. Partnerships mobilised utilised in this way have included those with local, state, and national bodies, including the local arts community, festivals, and educational support programs, as well as private business and community organisations. Student interaction with curation occurs regularly at art schools, where graduate and other student shows are scheduled as a regular events on the calendar of most tertiary art schools (Al-Amri), and the curated exhibition as an outcome has a longstanding tradition in tertiary fine arts education (Webb, Brien, and Burr). Yet in these cases, it is ultimately the creative work on show that is the focus of the learning experience and assessment process, rather than any focus on engagement with the curatorial process itself (Dally et al.). When art schools do involve students in the curatorial process, the focus usually still remains on the students' creative work (Sullivan). Another interaction with curation is when students undertaking a tertiary-level course or program in museum, and/or curatorial practice are engaged in the process of developing, mounting, and/or critiquing curated activities. These programs are, however, very small in number in Australia, where they are only offered at postgraduate level, with the exception of an undergraduate program at the University of Canberra (‘215JA.2’). By adopting “the exhibition” as a component of the learning process rather than its end product, including documentation of students’ work in progress as exhibition pieces, and incorporating it into a more general creative industries focused program, we argue that the curatorial experience can become an interactive learning platform for students ranging from diverse creative disciplines. The Student Experience Students in the program under consideration in this case study come from a wide spectrum of the creative industries, including creative writing, film, multimedia, music, and visual arts. Each term, at least half of the enrolments are distance students. The decision to establish an on-campus exhibition space was an experimental strategy that sought to bring together students from different creative disciplines and diverse locations, and actively involve them in the exhibition development and curatorial process. As well as their individual project work, the students also bring differing levels of prior professional experience to the program, and exhibit a wide range of learning styles and approaches when developing and completing their creative works and exegetical reflections. To cater for the variations listed above, but still meet the program milestones and learning outcomes that must (under the program rules) remain consistent for each student, we employed a multi-disciplinary approach to teaching that included strategies informed by Gardner’s theory of multiple intelligences (Gardner, Frames of Mind), which proposed and defined seven intelligences, and repeatedly criticised what he identified as an over-reliance on linguistic and logical indices as identifiers of intelligence. He asserted that these were traditional indicators of high scores on most IQ measures or tests of achievement but were not representative of overall levels of intelligence. Gardner later reinforced that, “unless individuals take a very active role in what it is that they’re studying, unless they learn to ask questions, to do things hands on, to essentially re-create things in their own mind and transform them as is needed, the ideas just disappear” (Edutopia). In alignment with Gardner’s views, we have noted that students enrolled in the program demonstrate strengths in several key intelligence areas, particularly interpersonal, musical, body-kinaesthetic, and spacial/visual intelligences (see Gardner, ‘Multiple Intelligences’, 8–18). To cater for, and further develop, these strengths, and also for the external students who were unable to attend university-based workshop sessions, we developed a range of resources with various approaches to hands-on creative tasks that related to the projects students were completing that term. These resources included the usual scholarly articles, books, and textbooks but were also sourced from the print and online media, guest speaker presentations, and digital sites such as You Tube and TED Talks, and through student input into group discussions. The positive reception of these individual project-relevant resources is evidenced in the class online discussion forums, where consecutive groups of students have consistently reflected on the positive impact these resources have had on their individual creative projects: This has been a difficult week with many issues presenting. As part of our Free Writing exercise in class, we explored ‘brain dumping’ and wrote anything (no matter how ridiculous) down. The great thing I discovered after completing this task was that by allowing myself to not censor my thoughts by compiling a writing masterpiece, I was indeed “free” to express everything. …. … I understand that this may not have been the original intended goal of Free Writing – but it is something I would highly recommend external students to try and see if it works for you (Student 'A', week 5, term 1 2015, Moodle reflection point). I found our discussion about crowdfunding particularly interesting. ... I intend to look at this model for future exhibitions. I think it could be a great way for me to look into developing an exhibition of paintings alongside some more commercial collateral such as prints and cards (Student 'B', week 6, term 1 2015, Moodle reflection point). In class I specifically enjoyed the black out activity and found the online videos exceptional, inspiring and innovating. I really enjoyed this activity and it was something that I can take away and use within the classroom when educating (Student 'C', week 8, term 1 2015, Moodle reflection point). The application of Gardner’s principles and strategies dovetailed with our framework for assessing learning outcomes, where we were guided by Boud’s seven propositions for assessment reform in higher education, which aim to “set directions for change, designed to enhance learning achievements for all students and improve the quality of their experience” (26). Boud asserts that assessment has most effect when: it is used to engage students in productive learning; feedback is used to improve student learning; students and teachers become partners in learning and assessment; students are inducted into the assessment practices of higher education; assessment and learning are placed at the centre of subject and program design; assessment and learning is a focus for staff and institutional development; and, assessment provides inclusive and trustworthy representation of student achievement. These propositions were integral to the design of learning outcomes for the exhibition. Teachers worked with students, individually and as a group, to build their capacity to curate the exhibition, and this included such things as the design and administration of invitations, and also the physical placement of works within the exhibition space. In this way, teachers and students became partners in the process of assessment. The final exhibition, as a learning outcome, meant that students were engaged in productive learning that placed both assessment and knowledge at the centre of subject and project design. It is a collation of creative pieces that embodies the class, as a whole; however, each piece also represents the skills and creativity of individual students and, in this way, are is a trustworthy representations of student achievement. While we aimed to employ all seven recommendations, our main focus was on ensuring that the exhibition, as an authentic learning experience, was productive and that the students were engaged as responsible and accountable co-facilitators of it. These factors are particularly relevant as almost all the students were either currently working, or planning to work, in their chosen creative field, where the work would necessarily involve both publication, performance, and/or exhibition of their artwork plus collaborative practice across disciplinary boundaries to make this happen (Brien). For this reason, we provided exhibition-related coursework tasks that we hoped were engaging and that also represented an authentic learning outcome for the students. Student Curatorship In this context, the opportunity to exhibit their own works-in-progress provided an authentic reason, with a deadline, for students to both work, and reflect, on their creative projects. The documentation of each student’s creative process was showcased as a stand-alone exhibition piece within the display. These exhibits not only served not only to highlight the different learning styles of each student, but also proved to inspire creativity and skill development. They also provided a working model whereby students (and potential enrollees) could view other students’ work and creative processes from inception to fully-realised project outcomes. The sample online reflections quoted above not only highlight the effectiveness of the online content delivery, but this engagement with the online forum also allowed remote students to comment on each other’s projects as well as to and respond to issues they were encountering in their project planning and development and creative practice. It was essential that this level of peer engagement was fostered for the curatorial project to be viable, as both internal and external students are involved in designing the invitation, catalogue, labels, and design of the space, while on-campus students hang and label work according to the group’s directions. Distance students send in items. This is a key point of this experiment: the process of curating an exhibition of work from diverse creative fields, and from students located thousands of kilometres apart, as a way of bringing cohesion to a diverse cohort of students. That cohesiveness provided an opportunity for authentic learning to occur because it was in relation to a task that each student apparently understood as personally, academically, and professionally relevant. This was supported by the anonymous course evaluation comments, which were overwhelmingly positive about the exhibition process – there were no negative comments regarding this aspect of the program, and over 60 per cent of the class supplied these evaluations. This also met a considerable point of anxiety in the current university environment whereby actively engaging students in online learning interactions is a continuing issue (Dixon, Dixon, and Axmann). A key question is: what relevance does this curatorial process have for a student whose field is not visual art, but, for instance, music, film, or writing? By displaying documentation of work in progress, this process connects students of all disciplines with an audience. For example, one student in 2014 who was a singer/songwriter, had her song available to be played on a laptop, alongside photographs of the studio when she was recording her song with her band. In conjunction with this, the cover artwork for her CD, together with the actual CD and CD cover, were framed and exhibited. Another student, who was also a musician but who was completing a music history project, sent in pages of the music transcriptions he had been working on during the course. This manuscript was bound and exhibited in a way that prompted some audience members to commented that it was like an artist’s book as well as a collection of data. Both of these students lived over 1,000 kilometres from the campus where the exhibition was held, but they were able to share with us as teaching staff, as well as with other students who were involved in the physical setting up of the exhibition, exactly how they envisaged their work being displayed. The feedback from both of these students was that this experience gave them a strong connection to the program. They described how, despite the issue of distance, they had had the opportunity to participate in a professional event that they were very keen to include on their curricula vitae. Another aspect of students actively participating in the curation of an exhibition which features work from diverse disciplines is that these students get a true sense of the collaborative interconnectedness of the disciplines of the creative industries (Brien). By way of example, the exhibit of the singer/songwriter referred to above involved not only the student and her band, but also the photographer who took the photographs, and the artist who designed the CD cover. Students collaboratively decided how this material was handled in the exhibition catalogue – all these names were included and their roles described. Breaking Ground exhibition, CQUniversity Noosa Exhibition Space, 2014. Photo by Ulrike Sturm. Outcomes and Conclusion We believe that the curation of an exhibition and the delivery of its constituent components raises student awareness that they are, as creatives, part of a network of industries, developing in them a genuine understanding of the way the creating industries works as a profession outside the academic setting. It is in this sense that this curatorial task is an authentic learning experience. In fact, what was initially perceived as a significant challenge—, that is, exhibiting work in progress from diverse creative fields—, has become a strength of the curatorial project. In reflecting on the experiences and outcomes that have occurred through the implementation of this example of curatorial practice, both as a learning tool and as a creative outcome in its own right, a key positive indicator for this approach is the high level of student satisfaction with the course, as recorded in the formal, anonymous university student evaluations (with 60–100 per cent of these completed for each term, when the university benchmark is 50 per cent completion), and the high level of professional outcomes achieved post-completion. The university evaluation scores have been in the top (4.5–5/.5) range for satisfaction over the program’s eight terms of delivery since 2012. Particularly in relation to subsequent professional outcomes, anecdotal feedback has been that the curatorial process served as an authentic and engaged learning experience because it equipped the students, now graduates, of the program with not only knowledge about how exhibitions work, but also a genuine understanding of the web of connections between the diverse creative arts and industries. Indeed, a number of students have submitted proposals to exhibit professionally in the space after graduation, again providing anecdotal feedback that the experience they gained through our model has had a sustaining impact on their creative practice. While the focus of this activity has been on creative learning for the students, it has also provided an interesting and engaging teaching experience for us as the program’s staff. We will continue to gather evidence relating to our model, and, with the next iteration of the exhibition project, a more detailed comparative analysis will be attempted. At this stage, with ethics approval, we plan to run an anonymous survey with all students involved in this activity, to develop questions for a focus group discussion with graduates. We are also in the process of contacting alumni of the program regarding professional outcomes to map these one, two, and five years after graduation. We will also keep a record of what percentage of students apply to exhibit in the space after graduation, as this will also be an additional marker of how professional and useful they perceive the experience to be. In conclusion, it can be stated that the 100 per cent pass rate and 0 per cent attrition rate from the program since its inception, coupled with a high level (over 60 per cent) of student progression to further post-graduate study in the creative industries, has not been detrimentally affected by this curatorial experiment, and has encouraged staff to continue with this approach. References Al-Amri, Mohammed. “Assessment Techniques Practiced in Teaching Art at Sultan Qaboos University in Oman.” International Journal of Education through Art 7.3 (2011): 267–282. AQF Levels. Australian Qualifications Framework website. 18 June 2015 ‹http://www.aqf.edu.au/aqf/in-detail/aqf-levels/›. Boud, D. Student Assessment for Learning in and after Courses: Final Report for Senior Fellowship. Sydney: Australian Learning and Teaching Council, 2010. Brien, Donna Lee, “Higher Education in the Corporate Century: Choosing Collaborative rather than Entrepreneurial or Competitive Models.” New Writing: The International Journal for the Practice and Theory of Creative Writing 4.2 (2007): 157–170. Brien, Donna Lee, and Axel Bruns, eds. “Collaborate.” M/C Journal 9.2 (2006). 18 June 2015 ‹http://journal.media-culture.org.au/0605›. Burton, D. Exhibiting Student Art: The Essential Guide for Teachers. New York: Teachers College Press, Columbia University, New York, 2006. CQUniversity. CB82 Graduate Certificate in Creative Industries. 18 July 2015 ‹https://handbook.cqu.edu.au/programs/index?programCode=CB82›. CQUniversity Noosa Exhibition Space. 20 July 2015 ‹http://www.cqunes.org›. Dally, Kerry, Allyson Holbrook, Miranda Lawry and Anne Graham. “Assessing the Exhibition and the Exegesis in Visual Arts Higher Degrees: Perspectives of Examiners.” Working Papers in Art & Design 3 (2004). 27 June 2015 ‹http://sitem.herts.ac.uk/artdes_research/papers/wpades/vol3/kdabs.html›. Degree Shows, Sydney College of the Arts. 2014. 18 June 2015 ‹http://sydney.edu.au/sca/galleries-events/degree-shows/index.shtml› Dixon, Robert, Kathryn Dixon, and Mandi Axmann. “Online Student Centred Discussion: Creating a Collaborative Learning Environment.” Hello! Where Are You in the Landscape of Educational Technology? Proceedings ASCILITE, Melbourne 2008. 256–264. Donmoyer, Robert. “Generalizability and the Single-Case Study.” Case Study Method: Key Issues, Key Texts. Eds. Roger Gomm, Martyn Hammersley, and Peter Foster. 2000. 45–68. Falk, J.H. “Assessing the Impact of Exhibit Arrangement on Visitor Behavior and Learning.” Curator: The Museum Journal 36.2 (1993): 133–146. Flyvbjerg, Bent. “Five Misunderstandings about Case-Study Research.” Qualitative Inquiry 12.2 (2006): 219–245. Gardner, H. Frames of Mind: The Theory of Multiple Intelligences, New York: Basic Books, 1983. ———. Multiple Intelligences: New Horizons in Theory and Practice, New York: Basic Books, 2006. George Lucas Education Foundation. 2015 Edutopia – What Works in Education. 16 June 2015 ‹http://www.edutopia.org/multiple-intelligences-howard-gardner-video#graph3›. Gerring, John. “What Is a Case Study and What Is It Good For?” American Political Science Review 98.02 (2004): 341–354. Hooper-Greenhill, Eilean. “Museums and Communication: An Introductory Essay.” Museum, Media, Message 1 (1995): 1. Jennings, Paul. The Public House in Bradford, 1770-1970. Keele: Keele University Press, 1995. Levy, Jack S. “Case Studies: Types, Designs, and Logics of Inference.” Conflict Management and Peace Science 25.1 (2008): 1–18. Merriam, Sharan B. Qualitative Research: A Guide to Design and Implementation: Revised and Expanded from Qualitative Research and Case Study Applications in Education. Jossey-Bass, 2009. Miles, M., and S. Rainbird. From Critical Distance to Engaged Proximity: Rethinking Assessment Methods to Enhance Interdisciplinary Collaborative Learning in the Creative Arts and Humanities. Final Report to the Australian Government Office for Learning and Teaching, Sydney. 2013. Monash University. Rethinking Assessment to Enhance Interdisciplinary Collaborative Learning in the Creative Arts and Humanities. Sydney: Office of Learning and Teaching, 2013. Muller, L. Reflective Curatorial Practice. 17 June 2015 ‹http://research.it.uts.edu.au/creative/linda/CCSBook/Jan%2021%20web%20pdfs/Muller.pdf›. O’Neill, Paul. Curating Subjects. London: Open Editions, 2007. Patrick, Carol-Joy, Deborah Peach, Catherine Pocknee, Fleur Webb, Marty Fletcher, and Gabriella Pretto. The WIL (Work Integrated Learning) Report: A National Scoping Study [Final Report]. Brisbane: Queensland University of Technology, 2008. Rule, A.C. “Editorial: The Components of Authentic Learning.” Journal of Authentic Learning 3.1 (2006): 1–10. Seawright, Jason, and John Gerring. “Case Selection Techniques in Case Study Research: A Menu of Qualitative and Quantitative Options.” Political Research Quarterly 61.2 (2008): 294–308. Smith, Martin, Sally Brooks, Anna Lichtenberg, Peter McIlveen, Peter Torjul, and Joanne Tyler. Career Development Learning: Maximising the Contribution of Work-Integrated Learning to the Student Experience. Final project report, June 2009. Wollongong: University of Wollongong, 2009. Sousa, D.A. How the Brain Learns: A Teacher’s Guide. 2nd ed. Thousand Oaks, CA: Corwin Press, 2001. Stake, R. “Qualitative Case Studies”. The Sage Handbook of Qualitative Research. 3rd ed. Eds. N.K. Denzin and Y.S. Lincoln. Thousand Oaks, CA: Sage, 2005. 433-466. Staniszewski, Mary Anne. The Power of Display: A History of Exhibition Installations at the Museum of Modern Art. Cambridge, MA: MIT Press, 1998. Sullivan, Graeme. Art Practice as Research: Inquiry in Visual Arts. Thousand Oaks, CA: Sage, 2010. University of Canberra. “Bachelor of Heritage, Museums and Conservation (215JA.2)”. Web. 27 July 2015. Ventzislavov, R. “Idle Arts: Reconsidering the Curator.” The Journal of Aesthetics and Art Criticism 72.1 (2014): 83–93. Verschuren, P. “Case Study as a Research Strategy: Some Ambiguities and Opportunities.” International Journal of Social Research Methodology 6.2 (2003): 121–139. Webb, Jen, and Donna Lee Brien. “Preparing Graduates for Creative Futures: Australian Creative Arts Programs in a Globalising Society.” Partnerships for World Graduates, AIC (Academia, Industry and Community) 2007 Conference, RMIT, Melbourne, 28–30 Nov. 2007. Webb, Jen, Donna Lee Brien, and Sandra Burr. “Doctoral Examination in the Creative Arts: Process, Practices and Standards.” Final Report. Canberra: Office of Learning and Teaching, 2013. Yin, Robert K. Case Study Research: Design and Methods. Thousand Oaks, CA: Sage, 2013.

Refereed publications (also known as peer-reviewed) are the currency of academia, yet many PhD theses in Australia result in only one or two such papers. Typically, a doctoral thesis requires the candidate to present (and pass) a public Confirmation Seminar, around nine to twelve months into candidacy, in which a panel of the candidate’s supervisors and invited experts adjudicate upon whether the work is likely to continue and ultimately succeed in the goal of a coherent and original contribution to knowledge. A Final Seminar, also public and sometimes involving the traditional viva voce or oral defence of the thesis, is presented two or three months before approval is given to send the 80,000 to 100,000 word tome off for external examination. And that soul-destroying or elation-releasing examiner’s verdict can be many months in the delivery: a limbo-like period during which the candidate’s status as a student is ended and her or his receipt of any scholarship or funding guerdon is terminated with perfunctory speed. This is the only time most students spend seriously writing up their research for publication although, naturally, many are more involved in job hunting as they pin their hopes on passing the thesis examination.There is, however, a slightly more palatable alternative to this nail-biting process of the traditional PhD, and that is the PhD by Published Papers (also known as PhD by Publications or PhD by Published Works). The form of my own soon-to-be-submitted thesis, it permits the submission for examination of a collection of papers that have been refereed and accepted (or are in the process of being refereed) for publication in academic journals or books. Apart from the obvious benefits in getting published early in one’s (hopefully) burgeoning academic career, it also takes away a lot of the stress come final submission time. After all, I try to assure myself, the thesis examiners can’t really discredit the process of double-blind, peer-review the bulk of the thesis has already undergone: their job is to examine how well I’ve unified the papers into a cohesive thesis … right? But perhaps they should at least be wary, because, unfortunately, the requirements for this kind of PhD vary considerably from institution to institution and there have been some cases where the submitted work is of questionable quality compared to that produced by graduates from more demanding universities. Hence, this paper argues that in my subject area of interest—film and television studies—there is a huge range in the set requirements for doctorates, from universities that award the degree to film artists for prior published work that has undergone little or no academic scrutiny and has involved little or no on-campus participation to at least three Australian universities that require candidates be enrolled for a minimum period of full-time study and only submit scholarly work generated and published (or submitted for publication) during candidature. I would also suggest that uncertainty about where a graduate’s work rests on this continuum risks confusing a hard-won PhD by Published Papers with the sometimes risible honorary doctorate. Let’s begin by dredging the depths of those murky, quasi-academic waters to examine the occasionally less-than-salubrious honorary doctorate. The conferring of this degree is generally a recognition of an individual’s body of (usually published) work but is often conferred for contributions to knowledge or society in general that are not even remotely academic. The honorary doctorate does not usually carry with it the right to use the title “Dr” (although many self-aggrandising recipients in the non-academic world flout this unwritten code of conduct, and, indeed, Monash University’s Monash Magazine had no hesitation in describing its 2008 recipient, musician, screenwriter, and art-school-dropout Nick Cave, as “Dr Cave” (O’Loughlin)). Some shady universities even offer such degrees for sale or ‘donation’ and thus do great damage to that institution’s credibility as well as to the credibility of the degree itself. Such overseas “diploma mills”—including Ashwood University, Belford University, Glendale University and Suffield University—are identified by their advertising of “Life Experience Degrees,” for which a curriculum vitae outlining the prospective graduand’s oeuvre is accepted on face value as long as their credit cards are not rejected. An aspiring screen auteur simply specifies film and television as their major and before you can shout “Cut!” there’s a degree in the mail. Most of these pseudo-universities are not based in Australia but are perfectly happy to confer their ‘titles’ to any well-heeled, vanity-driven Australians capable of completing the online form. Nevertheless, many academics fear a similarly disreputable marketplace might develop here, and Norfolk Island-based Greenwich University presents a particularly illuminating example. Previously empowered by an Act of Parliament consented to by Senator Ian Macdonald, the then Minister for Territories, this “university” had the legal right to confer honorary degrees from 1998. The Act was eventually overridden by legislation passed in 2002, after a concerted effort by the Australian Universities Quality Agency Ltd. and the Australian Vice-Chancellors’ Committee to force the accreditation requirements of the Australian Qualifications Framework upon the institution in question, thus preventing it from making degrees available for purchase over the Internet. Greenwich University did not seek re-approval and soon relocated to its original home of Hawaii (Brown). But even real universities flounder in similarly muddy waters when, unsolicited, they make dubious decisions to grant degrees to individuals they hold in high esteem. Although meaning well by not courting pecuniary gain, they nevertheless invite criticism over their choice of recipient for their honoris causa, despite the decision usually only being reached after a process of debate and discussion by university committees. Often people are rewarded, it seems, as much for their fame as for their achievements or publications. One such example of a celebrity who has had his onscreen renown recognised by an honorary doctorate is film and television actor/comedian Billy Connolly who was awarded an Honorary Doctor of Letters by The University of Glasgow in 2006, prompting Stuart Jeffries to complain that “something has gone terribly wrong in British academia” (Jeffries). Eileen McNamara also bemoans the levels to which some institutions will sink to in search of media attention and exposure, when she writes of St Andrews University in Scotland conferring an honorary doctorate to film actor and producer, Michael Douglas: “What was designed to acknowledge intellectual achievement has devolved into a publicity grab with universities competing for celebrity honorees” (McNamara). Fame as an actor (and the list gets even weirder when the scope of enquiry is widened beyond the field of film and television), seems to be an achievement worth recognising with an honorary doctorate, according to some universities, and this kind of discredit is best avoided by Australian institutions of higher learning if they are to maintain credibility. Certainly, universities down under would do well to follow elsewhere than in the footprints of Long Island University’s Southampton College. Perhaps the height of academic prostitution of parchments for the attention of mass media occurred when in 1996 this US school bestowed an Honorary Doctorate of Amphibious Letters upon that mop-like puppet of film and television fame known as the “muppet,” Kermit the Frog. Indeed, this polystyrene and cloth creation with an anonymous hand operating its mouth had its acceptance speech duly published (see “Kermit’s Acceptance Speech”) and the Long Island University’s Southampton College received much valuable press. After all, any publicity is good publicity. Or perhaps this furry frog’s honorary degree was a cynical stunt meant to highlight the ridiculousness of the practice? In 1986 a similar example, much closer to my own home, occurred when in anticipation and condemnation of the conferral of an honorary doctorate upon Prince Philip by Monash University in Melbourne, the “Members of the Monash Association of Students had earlier given a 21-month-old Chihuahua an honorary science degree” (Jeffries), effectively suggesting that the honorary doctorate is, in fact, a dog of a degree. On a more serious note, there have been honorary doctorates conferred upon far more worthy recipients in the field of film and television by some Australian universities. Indigenous film-maker Tracey Moffatt was awarded an honorary doctorate by Griffith University in November of 2004. Moffatt was a graduate of the Griffith University’s film school and had an excellent body of work including the films Night Cries: A Rural Tragedy (1990) and beDevil (1993). Acclaimed playwright and screenwriter David Williamson was presented with an Honorary Doctorate of Letters by The University of Queensland in December of 2004. His work had previously picked up four Australian Film Institute awards for best screenplay. An Honorary Doctorate of Visual and Performing Arts was given to film director Fred Schepisi AO by The University of Melbourne in May of 2006. His films had also been earlier recognised with Australian Film Institute awards as well as the Golden Globe Best Miniseries or Television Movie award for Empire Falls in 2006. Director George Miller was crowned with an Honorary Doctorate in Film from the Australian Film, Television, and Radio School in April 2007, although he already had a medical doctor’s testamur on his wall. In May of this year, filmmaker George Gittoes, a fine arts dropout from The University of Sydney, received an honorary doctorate by The University of New South Wales. His documentaries, Soundtrack to War (2005) and Rampage (2006), screened at the Sydney and Berlin film festivals, and he has been employed by the Australian Government as an official war artist. Interestingly, the high quality screen work recognised by these Australian universities may have earned the recipients ‘real’ PhDs had they sought the qualification. Many of these film artists could have just as easily submitted their work for the degree of PhD by Published Papers at several universities that accept prior work in lieu of an original exegesis, and where a film is equated with a book or journal article. But such universities still invite comparisons of their PhDs by Published Papers with honorary doctorates due to rather too-easy-to-meet criteria. The privately funded Bond University, for example, recommends a minimum full-time enrolment of just three months and certainly seems more lax in its regulations than other Antipodean institution: a healthy curriculum vitae and payment of the prescribed fee (currently AUD$24,500 per annum) are the only requirements. Restricting my enquiries once again to the field of my own research, film and television, I note that Dr. Ingo Petzke achieved his 2004 PhD by Published Works based upon films produced in Germany well before enrolling at Bond, contextualized within a discussion of the history of avant-garde film-making in that country. Might not a cynic enquire as to how this PhD significantly differs from an honorary doctorate? Although Petzke undoubtedly paid his fees and met all of Bond’s requirements for his thesis entitled Slow Motion: Thirty Years in Film, one cannot criticise that cynic for wondering if Petzke’s films are indeed equivalent to a collection of refereed papers. It should be noted that Bond is not alone when it comes to awarding candidates the PhD by Published Papers for work published or screened in the distant past. Although yet to grant it in the area of film or television, Swinburne University of Technology (SUT) is an institution that distinctly specifies its PhD by Publications is to be awarded for “research which has been carried out prior to admission to candidature” (8). Similarly, the Griffith Law School states: “The PhD (by publications) is awarded to established researchers who have an international reputation based on already published works” (1). It appears that Bond is no solitary voice in the academic wilderness, for SUT and the Griffith Law School also apparently consider the usual milestones of Confirmation and Final Seminars to be unnecessary if the so-called candidate is already well published. Like Bond, Griffith University (GU) is prepared to consider a collection of films to be equivalent to a number of refereed papers. Dr Ian Lang’s 2002 PhD (by Publication) thesis entitled Conditional Truths: Remapping Paths To Documentary ‘Independence’ contains not refereed, scholarly articles but the following videos: Wheels Across the Himalaya (1981); Yallambee, People of Hope (1986); This Is What I Call Living (1988); The Art of Place: Hanoi Brisbane Art Exchange (1995); and Millennium Shift: The Search for New World Art (1997). While this is a most impressive body of work, and is well unified by appropriate discussion within the thesis, the cynic who raised eyebrows at Petzke’s thesis might also be questioning this thesis: Dr Lang’s videos all preceded enrolment at GU and none have been refereed or acknowledged with major prizes. Certainly, the act of releasing a film for distribution has much in common with book publishing, but should these videos be considered to be on a par with academic papers published in, say, the prestigious and demanding journal Screen? While recognition at awards ceremonies might arguably correlate with peer review there is still the question as to how scholarly a film actually is. Of course, documentary films such as those in Lang’s thesis can be shown to be addressing gaps in the literature, as is the expectation of any research paper, but the onus remains on the author/film-maker to demonstrate this via a detailed contextual review and a well-written, erudite argument that unifies the works into a cohesive thesis. This Lang has done, to the extent that suspicious cynic might wonder why he chose not to present his work for a standard PhD award. Another issue unaddressed by most institutions is the possibility that the publications have been self-refereed or refereed by the candidate’s editorial colleagues in a case wherein the papers appear in a book the candidate has edited or co-edited. Dr Gillian Swanson’s 2004 GU thesis Towards a Cultural History of Private Life: Sexual Character, Consuming Practices and Cultural Knowledge, which addresses amongst many other cultural artefacts the film Lawrence of Arabia (David Lean 1962), has nine publications: five of which come from two books she co-edited, Nationalising Femininity: Culture, Sexuality and Cinema in Britain in World War Two, (Gledhill and Swanson 1996) and Deciphering Culture: Ordinary Curiosities and Subjective Narratives (Crisp et al 2000). While few would dispute the quality of Swanson’s work, the persistent cynic might wonder if these five papers really qualify as refereed publications. The tacit understanding of a refereed publication is that it is blind reviewed i.e. the contributor’s name is removed from the document. Such a system is used to prevent bias and favouritism but this level of anonymity might be absent when the contributor to a book is also one of the book’s editors. Of course, Dr Swanson probably took great care to distance herself from the refereeing process undertaken by her co-editors, but without an inbuilt check, allegations of cronyism from unfriendly cynics may well result. A related factor in making comparisons of different university’s PhDs by Published Papers is the requirements different universities have about the standard of the journal the paper is published in. It used to be a simple matter in Australia: the government’s Department of Education, Science and Training (DEST) held a Register of Refereed Journals. If your benefactor in disseminating your work was on the list, your publications were of near-unquestionable quality. Not any more: DEST will no longer accept nominations for listing on the Register and will not undertake to rule on whether a particular journal article meets the HERDC [Higher Education Research Data Collection] requirements for inclusion in publication counts. HEPs [Higher Education Providers] have always had the discretion to determine if a publication produced in a journal meets the requirements for inclusion in the HERDC regardless of whether or not the journal was included on the Register of Refereed Journals. As stated in the HERDC specifications, the Register is not an exhaustive list of all journals which satisfy the peer-review requirements (DEST). The last listing for the DEST Register of Refereed Journals was the 3rd of February 2006, making way for a new tiered list of academic journals, which is currently under review in the Australian tertiary education sector (see discussion of this development in the Redden and Mitchell articles in this issue). In the interim, some university faculties created their own rankings of journals, but not the Faculty of Creative Industries at the Queensland University of Technology (QUT) where I am studying for my PhD by Published Papers. Although QUT does not have a list of ranked journals for a candidate to submit papers to, it is otherwise quite strict in its requirements. The QUT University Regulations state, “Papers submitted as a PhD thesis must be closely related in terms of subject matter and form a cohesive research narrative” (QUT PhD regulation 14.1.2). Thus there is the requirement at QUT that apart from the usual introduction, methodology and literature review, an argument must be made as to how the papers present a sustained research project via “an overarching discussion of the main features linking the publications” (14.2.12). It is also therein stated that it should be an “account of research progress linking the research papers” (4.2.6). In other words, a unifying essay must make an argument for consideration of the sometimes diversely published papers as a cohesive body of work, undertaken in a deliberate journey of research. In my own case, an aural auteur analysis of sound in the films of Rolf de Heer, I argue that my published papers (eight in total) represent a journey from genre analysis (one paper) to standard auteur analysis (three papers) to an argument that sound should be considered in auteur analysis (one paper) to the major innovation of the thesis, aural auteur analysis (three papers). It should also be noted that unlike Bond, GU or SUT, the QUT regulations for the standard PhD still apply: a Confirmation Seminar, Final Seminar and a minimum two years of full-time enrolment (with a minimum of three months residency in Brisbane) are all compulsory. Such milestones and sine qua non ensure the candidate’s academic progress and intellectual development such that she or he is able to confidently engage in meaningful quodlibets regarding the thesis’s topic. Another interesting and significant feature of the QUT guidelines for this type of degree is the edict that papers submitted must be “published, accepted or submitted during the period of candidature” (14.1.1). Similarly, the University of Canberra (UC) states “The articles or other published material must be prepared during the period of candidature” (10). Likewise, Edith Cowan University (ECU) will confer its PhD by Publications to those candidates whose thesis consists of “only papers published in refereed scholarly media during the period of enrolment” (2). In other words, one cannot simply front up to ECU, QUT, or UC with a résumé of articles or films published over a lifetime of writing or film-making and ask for a PhD by Published Papers. Publications of the candidate prepared prior to commencement of candidature are simply not acceptable at these institutions and such PhDs by Published Papers from QUT, UC and ECU are entirely different to those offered by Bond, GU and SUT. Furthermore, without a requirement for a substantial period of enrolment and residency, recipients of PhDs by Published Papers from Bond, GU, or SUT are unlikely to have participated significantly in the research environment of their relevant faculty and peers. Such newly minted doctors may be as unfamiliar with the campus and its research activities as the recipient of an honorary doctorate usually is, as he or she poses for the media’s cameras en route to the glamorous awards ceremony. Much of my argument in this paper is built upon the assumption that the process of refereeing a paper (or for that matter, a film) guarantees a high level of academic rigour, but I confess that this premise is patently naïve, if not actually flawed. Refereeing can result in the rejection of new ideas that conflict with the established opinions of the referees. Interdisciplinary collaboration can be impeded and the lack of referee’s accountability is a potential problem, too. It can also be no less nail-biting a process than the examination of a finished thesis, given that some journals take over a year to complete the refereeing process, and some journal’s editorial committees have recognised this shortcoming. Despite being a mainstay of its editorial approach since 1869, the prestigious science journal, Nature, which only publishes about 7% of its submissions, has led the way with regard to varying the procedure of refereeing, implementing in 2006 a four-month trial period of ‘Open Peer Review’. Their website states, Authors could choose to have their submissions posted on a preprint server for open comments, in parallel with the conventional peer review process. Anyone in the field could then post comments, provided they were prepared to identify themselves. Once the usual confidential peer review process is complete, the public ‘open peer review’ process was closed and the editors made their decision about publication with the help of all reports and comments (Campbell). Unfortunately, the experiment was unpopular with both authors and online peer reviewers. What the Nature experiment does demonstrate, however, is that the traditional process of blind refereeing is not yet perfected and can possibly evolve into something less problematic in the future. Until then, refereeing continues to be the best system there is for applying structured academic scrutiny to submitted papers. With the reforms of the higher education sector, including forced mergers of universities and colleges of advanced education and the re-introduction of university fees (carried out under the aegis of John Dawkins, Minister for Employment, Education and Training from 1987 to 1991), and the subsequent rationing of monies according to research dividends (calculated according to numbers of research degree conferrals and publications), there has been a veritable explosion in the number of institutions offering PhDs in Australia. But the general public may not always be capable of differentiating between legitimately accredited programs and diploma mills, given that the requirements for the first differ substantially. From relatively easily obtainable PhDs by Published Papers at Bond, GU and SUT to more rigorous requirements at ECU, QUT and UC, there is undoubtedly a huge range in the demands of degrees that recognise a candidate’s published body of work. The cynical reader may assume that with this paper I am simply trying to shore up my own forthcoming graduation with a PhD by Published papers from potential criticisms that it is on par with a ‘purchased’ doctorate. Perhaps they are right, for this is a new degree in QUT’s Creative Industries faculty and has only been awarded to one other candidate (Dr Marcus Foth for his 2006 thesis entitled Towards a Design Methodology to Support Social Networks of Residents in Inner-City Apartment Buildings). But I believe QUT is setting a benchmark, along with ECU and UC, to which other universities should aspire. In conclusion, I believe further efforts should be undertaken to heighten the differences in status between PhDs by Published Papers generated during enrolment, PhDs by Published Papers generated before enrolment and honorary doctorates awarded for non-academic published work. Failure to do so courts cynical comparison of all PhD by Published Papers with unearnt doctorates bought from Internet shysters. References Brown, George. “Protecting Australia’s Higher Education System: A Proactive Versus Reactive Approach in Review (1999–2004).” Proceedings of the Australian Universities Quality Forum 2004. Australian Universities Quality Agency, 2004. 11 June 2008 ‹http://www.auqa.edu.au/auqf/2004/program/papers/Brown.pdf>. Campbell, Philip. “Nature Peer Review Trial and Debate.” Nature: International Weekly Journal of Science. December 2006. 11 June 2008 ‹http://www.nature.com/nature/peerreview/> Crisp, Jane, Kay Ferres, and Gillian Swanson, eds. Deciphering Culture: Ordinary Curiosities and Subjective Narratives. London: Routledge, 2000. Department of Education, Science and Training (DEST). “Closed—Register of Refereed Journals.” Higher Education Research Data Collection, 2008. 11 June 2008 ‹http://www.dest.gov.au/sectors/research_sector/online_forms_services/ higher_education_research_data_ collection.htm>. Edith Cowan University. “Policy Content.” Postgraduate Research: Thesis by Publication, 2003. 11 June 2008 ‹http://www.ecu.edu.au/GPPS/policies_db/tmp/ac063.pdf>. Gledhill, Christine, and Gillian Swanson, eds. Nationalising Femininity: Culture, Sexuality and Cinema in Britain in World War Two. Manchester: Manchester UP, 1996. Griffith Law School, Griffith University. Handbook for Research Higher Degree Students. 24 March 2004. 11 June 2008 ‹http://www.griffith.edu.au/centre/slrc/pdf/rhdhandbook.pdf>. Jeffries, Stuart. “I’m a celebrity, get me an honorary degree!” The Guardian 6 July 2006. 11 June 2008 ‹http://education.guardian.co.uk/higher/comment/story/0,,1813525,00.html>. Kermit the Frog. “Kermit’s Commencement Address at Southampton Graduate Campus.” Long Island University News 19 May 1996. 11 June 2008 ‹http://www.southampton.liu.edu/news/commence/1996/kermit.htm>. McNamara, Eileen. “Honorary senselessness.” The Boston Globe 7 May 2006. ‹http://www. boston.com/news/local/articles/2006/05/07/honorary_senselessness/>. O’Loughlin, Shaunnagh. “Doctor Cave.” Monash Magazine 21 (May 2008). 13 Aug. 2008 ‹http://www.monash.edu.au/pubs/monmag/issue21-2008/alumni/cave.html>. Queensland University of Technology. “Presentation of PhD Theses by Published Papers.” Queensland University of Technology Doctor of Philosophy Regulations (IF49). 12 Oct. 2007. 11 June 2008 ‹http://www.mopp.qut.edu.au/Appendix/appendix09.jsp#14%20Presentation %20of%20PhD%20Theses>. Swinburne University of Technology. Research Higher Degrees and Policies. 14 Nov. 2007. 11 June 2008 ‹http://www.swinburne.edu.au/corporate/registrar/ppd/docs/RHDpolicy& procedure.pdf>. University of Canberra. 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This paper seeks to explore environmental, social and governance issues arising from investment in special economic zones (SEZs) in the mainland Southeast Asian region through a mixture of thick analytical description and multiple case study approach. All the states studied here have embraced the SEZ approach as it offers rapid economic development without any implications for the political settlement, which is considered beneficial by current administrations. Particular emphasis is placed on environmental, social and governance issues in the region covered and some complex issues that have emerged. It is shown that the situation is complex and continually evolving and that there are limited constraints on the actions of corporations. Consequently, there is an opportunity for investors to set precedents and protocols on a progressive basis. 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