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Perth, Australia

Edith Cowan University is an Australian public university located in Perth, Western Australia. It was named after the first woman to be elected to an Australian Parliament, Edith Cowan, and is the only Australian university named after a woman.ECU is situated in Western Australia, with approximately 20,000 students at undergraduate and postgraduate level, approximately 4000 of whom are international students originating from over 90 countries outside Australia.ECU was granted university status in 1991 and was formed from an amalgamation of teachers' colleges with a history dating back to 1902 when the Claremont Teachers College was established; making ECU the modern descendant of the first institution of higher education in Western Australia.The university offers more than 400 courses across two metropolitan campuses, in Mount Lawley and Joondalup, and a regional campus in the South West, Bunbury, 200 km south of Perth; with some courses also offered for study off-campus . Additionally, the university has partnerships with several education institutions to conduct courses and programs offshore.Divisions of note include the Western Australian Academy of Performing Arts , recognised as one of Australia's prestigious performing arts training academies; the School of Nursing, Midwifery and Postgraduate Medicine which offers the largest undergraduate nursing program in WA; and the School of Education which offers the widest range of secondary teaching specialisations within WA. The university is the largest provider of Psychology and Community Studies courses in Western Australia. ECU is also home to the WA Screen Academy. Wikipedia.

The purpose of this investigation was to observe changes in maximal upper body strength and power across a 10-year period in professional athletes who were experienced resistance trainers. Six professional rugby league players were observed with test data reported according to 2 important training stages in their professional careers. The first stage (1996-1998) monitored the changes as the subjects strived to establish themselves as elite professionals in their sport. The remaining test data are from the latter stage (2000-2006), which is characterized by a longer competition schedule and shorter periods devoted to improving physical preparation. The changes in upper body strength, assessed by the 1 repetition maximum bench press and mean maximum power during bench press throws with various barbell resistances of 40-80 kg, were assessed by effect size (ES) and smallest worthwhile change (SWC) statistics. Large increases in strength and power of approximately 22-23% were reported across the 10-year period, however, only small changes (as determined by ES) in strength or power occurred after year 2000 till 2006. This result of only small changes in strength or power despite ± years of intense resistance training was attributed to × main factors. Key among them are the possible existence of a "strength ceiling" for experienced resistance trainers, the Long-term Athlete Development model, and possibly an inappropriate volume of strength-endurance training from 2004 to 2005. The fact that an SWC in strength and power occurred in the year after the cessation of strength-endurance training suggests that training program manipulation is still an influencing factor in continuing strength and power gains in experienced resistance trainers. © 2013 National Strength and Conditioning Association. Source

There is increasing concern about the availability of water supplies in developing countries to provide clean drinking water and sanitation as well as providing for irrigation for food security. This has led to hydrologically led investigation to establish the feasibility and storage capacity of potentially new dam sites. This task has become more difficult for hydrologists and others with the uncertainties created by climate change and the measurement of the hydrological, geographical and ecological footprint of new dams. The questions asked by hydrologists are increasingly likely to be required to be cast in terms of the four pillars of sustainability; environmental, economic, social and institutional. Similarly, regional planners have to be more cognisant of the social outcomes of dam development while understanding the wider hydrological context at a watershed and basin level. The paper defines the concept of sustainability assessment in the context of resettlement and analyses its implications for the Bakun Hydro-electric project in Sarawak, Malaysia. Specifically it attempts to address the question of what social sustainability would really mean in the context of communities affected by dam projects, and their catchments using hermeneutics, tradeoffs and offsets. The findings of this question were presented at a hydrological conference held in Santiago in October 2010, based on the outcome of specific questionnaire responses received from indigenous peoples affected by the Bakun Dam hydroelectric project. The paper also offers some insights pertaining to the social sustainability assessment aspects of dams and their catchments. © 2011 Elsevier B.V. Source

Dowling R.K.,Edith Cowan University

Geotourism is essentially 'geological tourism'. The geological element focuses on geology and landscape and includes both 'form', such as landforms, rock outcrops, rock types, sediments, soils and crystals, and 'process', such as volcanism, erosion, glaciation etc. The tourism element of geotourism includes tourists visiting, learning from, appreciating and engaging in geosites. Geotourism is an integral part of UNESCO's geoparks and is essential to their development. Geotourism adds to ecotourism's principal focus on plants (flora) and animals (fauna) by adding a third dimension of the abiotic environment. Thus it is growing around the world through the growth of geoparks as well as independently in many natural and urban areas where tourism's focus in on the geological environment. © 2010 Springer-Verlag. Source

Aim: Substance use by young people has long been a concern of western society, but opinion is mixed as to which prevention approach offers the greatest benefit, and whether indeed there is any benefit at all. This paper reviews the nature of prevention programmes, the research evidence that underpins these programmes and the prevention objectives against which effectiveness is measured. The aim of this is to create better understanding of the elements that maximize programme effectiveness, what can be achieved by prevention programmes and how programmes can be improved. Findings: There is a range of prevention approaches for which there is evidence of effectiveness. Some are classroom-based; some focus upon parenting; some have substantial whole-of-school and community elements; and some target risk and protective factors in early childhood. All, however, are based substantially on the social influence model. In an attempt to improve practice lists of effective programmes have been developed, but there are concerns about the science behind selection. On balance, there is consistent evidence that social influence prevention programmes do have a small, positive effect on drug use, but this then raises the question as to whether harm, rather than use, would be the more worthwhile target for prevention. Prevention that seeks to reduce harm has been demonstrably effective, but has found little support in some jurisdictions. Conclusion: Research has created a progressively better understanding of how to optimize programme effectiveness and what can be achieved realistically by even the most effective programmes. However, further research is required to identify which, if any, particular approach offers greater promise. The effectiveness of harm reduction should be compared with more traditional abstinence and the additional effects of whole of school, parent and community elements need to be measured more accurately. Contemporary social influence prevention programmes are flawed, but the approach is still the best way of influencing drug use behaviour in young people as a whole. Evidence-based refinement is the best option for greater benefit. © 2010 Society for the Study of Addiction. Source

Newhouse C.P.,Edith Cowan University
Computers and Education

An applied Information Technology (IT) course that is assessed using pen and paper may sound incongruous but it is symptomatic of the state of high-stakes assessment in jurisdictions such as Western Australia. Whereas technology has permeated most aspects of modern life, including schooling, and more has been demanded of education systems in terms of outcomes and participation, methods of summative assessment have changed little and are seriously out of alignment with curriculum, pedagogy and the needs of individuals and society. This paper reports on an analysis of some of the data from a component of a study into the feasibility of using digital technologies to achieve greater authenticity in summative performance assessment in the Applied Information Technology (AIT) course in Western Australian secondary schools. In the first phase of the study a sample of 115 students completed a digital portfolio and a computer-based exam that were both externally assessed using online tools and by two methods of marking, with the results analysed using Rasch modelling software. A traditional analytical method and a comparative pairs method of marking were investigated. The study found that both the digital portfolio and computer-based exam were implemented without significant technical difficulty and were well accepted by the students and teachers. The work output in digital form was readily accessed from an online repository by external markers using a standard web browser. The two methods of marking provided highly reliable scores, with those from the comparative pairs method being the more reliable. A number of questions of validity and manageability were raised and the strengths and weaknesses of the two forms of assessment revealed. It was concluded that it was feasible to implement either form of assessment for high-stakes purposes, with a resulting improvement in alignment and authenticity. © 2010 Elsevier Ltd. All rights reserved. Source

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