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Page 1 of 2

  • Chapter 4 - Approaches to historical thinking and learning
  • from Part 2 - Planning for history teaching
  • Heather Sharp, University of Newcastle, New South Wales, Jonathon Dallimore, University of New South Wales, Sydney, Alison Bedford, University of Southern Queensland, Martin Kerby, University of Southern Queensland, James Goulding, University of Sydney, Treesa Clare Heath, University of Newcastle, New South Wales, Darius von Güttner, University of Melbourne, Louise Zarmati, University of Tasmania
  • Book: Teaching Secondary History
  • Published online: 15 October 2021
  • Print publication: 22 November 2021, pp 79-99
  • View extract

    Summary

    Classroom teaching has changed dramatically over the last 100 years. If you were to ask your grandparents what they remember about learning history in school, there is a good chance they will describe a scene where emphasis was placed on memorising facts, figures and dates, and not the student-centred, collaborative approaches, such as inquiry or source analysis, that are common in twenty-first-century classrooms. It would seem we have come a long way in our thinking about what makes for good teaching and learning in history, but why is that? Using educational psychology as a lens, this chapter shows how changing ideas about learning led to changing practices in history teaching, and examines how constructivism, social constructivism, developmental models and even neuroscience have influenced the teaching of history. It will be shown that we are best served by not relying overly on one approach alone, but that we should be utilising the best of all that came before, diversifying our teaching to meet diverse student needs.

Teaching Secondary History
  • Teaching Secondary History
  • Heather Sharp, Jonathon Dallimore, Alison Bedford, Martin Kerby, James Goulding, Treesa Clare Heath, Darius von Güttner, Louise Zarmati
  • Published online: 15 October 2021
  • Print publication: 22 November 2021
  • View description
    Teaching Secondary History provides a comprehensive introduction to the theory and practice of teaching History to years 7–12 in Australian schools. Engaging directly with the Australian Curriculum, this text introduces pre-service teachers to the discipline of History. It builds on students' historical knowledge, thinking and skills and offers practical guidance on how to construct well-rounded History lessons for students. From inquiry strategies and teacher- and student-centred practice, to embedding the cross-curriculum priorities in planning and assessment, this text supports the learning and development of pre-service History teachers by connecting the 'big ideas' of teaching with the nuance of History content. Each chapter features short-answer and Pause and think questions to enhance understanding of key concepts, Bringing it together review questions to consolidate learning, classroom scenarios, examples of classroom work and a range of information boxes to connect students to additional material.
  • Offload zones to mitigate emergency medical services (EMS) offload delay in the emergency department: a process map and hazard analysis
  • Alix J.E. Carter, James B. Gould, Peter Vanberkel, Jan L. Jensen, Jolene Cook, Steven Carrigan, Mark R. Wheatley, Andrew H. Travers
  • Journal: Canadian Journal of Emergency Medicine / Volume 17 / Issue 6 / November 2015
  • Published online by Cambridge University Press: 21 May 2015, pp. 670-678
  • Print publication: November 2015
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    Introduction

    Offload delay is a prolonged interval between ambulance arrival in the emergency department (ED) and transfer of patient care, typically occurring when EDs are crowded. The offload zone (OZ), which manages ambulance patients waiting for an ED bed, has been implemented to mitigate the impact of ED crowding on ambulance availability. Little is known about the safety or efficiency. The study objectives were to process map the OZ and conduct a hazard analysis to identify steps that could compromise patient safety or process efficiency.

    Methods

    A Health Care Failure Mode and Effect Analysis was conducted. Failure modes (FM) were identified. For each FM, a probability to occur and severity of impact on patient safety and process efficiency was determined, and a hazard score (probability X severity) was calculated. For any hazard score considered high risk, root causes were identified, and mitigations were sought.

    Results

    The OZ consists of six major processes: 1) patient transported by ambulance, 2) arrival to the ED, 3) transfer of patient care, 4) patient assessment in OZ, 5) patient care in OZ, and 6) patient transfer out of OZ; 78 FM were identified, of which 28 (35.9%) were deemed high risk and classified as impact on patient safety (n=7/28, 25.0%), process efficiency (n=10/28, 35.7%), or both (n=11/28, 39.3%). Seventeen mitigations were suggested.

    Conclusion

    This process map and hazard analysis is a first step in understanding the safety and efficiency of the OZ. The results from this study will inform current policy and practice, and future work to reduce offload delay.

  • COVERS FOR S-ACTS AND CONDITION (A) FOR A MONOID S
  • ALEX BAILEY, VICTORIA GOULD, MIKLÓS HARTMANN, JAMES RENSHAW, LUBNA SHAHEEN
  • Journal: Glasgow Mathematical Journal / Volume 57 / Issue 2 / May 2015
  • Published online by Cambridge University Press: 19 December 2014, pp. 323-341
  • Print publication: May 2015
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    A monoid S satisfies Condition (A) if every locally cyclic left S-act is cyclic. This condition first arose in Isbell's work on left perfect monoids, that is, monoids such that every left S-act has a projective cover. Isbell showed that S is left perfect if and only if every cyclic left S-act has a projective cover and Condition (A) holds. Fountain built on Isbell's work to show that S is left perfect if and only if it satisfies Condition (A) together with the descending chain condition on principal right ideals, MR. We note that a ring is left perfect (with an analogous definition) if and only if it satisfies MR. The appearance of Condition (A) in this context is, therefore, monoid specific. Condition (A) has a number of alternative characterisations, in particular, it is equivalent to the ascending chain condition on cyclic subacts of any left S-act. In spite of this, it remains somewhat esoteric. The first aim of this paper is to investigate the preservation of Condition (A) under basic semigroup-theoretic constructions. Recently, Khosravi, Ershad and Sedaghatjoo have shown that every left S-act has a strongly flat or Condition (P) cover if and only if every cyclic left S-act has such a cover and Condition (A) holds. Here we find a range of classes of S-acts $\mathcal{C}$ such that every left S-act has a cover from $\mathcal{C}$ if and only if every cyclic left S-act does and Condition (A) holds. In doing so we find a further characterisation of Condition (A) purely in terms of the existence of covers of a certain kind. Finally, we make some observations concerning left perfect monoids and investigate a class of monoids close to being left perfect, which we name left$\mathcal{IP}$a-perfect.

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