R. Clerehan

Current discussions of plagiarism in the university have taken something of a criminological turn. At the same time, there is a tendency to focus on technological solutions. Against these trends, we argue that plagiarism remains, fundamentally, a philosophical and pedagogical issue for universities, related to understanding the meaning of originality and using sources for different disciplines. Toward this goal we place the notion of originality in its historical and disciplinary contexts, and question the view that it is a natural and universal quality of good writing. The practice of assessing undergraduate students on their ability to produce ‘original’ texts depends on a notion of originality that is unstable and uncertain. We examine a sample of statements about originality given to students and explore the nature of the demands placed on student writers in the internationalised university.

The goal of the Outcome Measures in Rheumatology (OMERACT) 12 (2014) equity working group was to determine whether and how comprehensibility of patient-reported outcome measures (PROM) should be assessed, to ensure suitability for people with low literacy and differing cultures. The English, Dutch, French, and Turkish Health Assessment Questionnaires and English and French Osteoarthritis Knee and Hip Quality of Life questionnaires were evaluated by applying 3 readability formulas: Flesch Reading Ease, Flesch-Kincaid grade level, and Simple Measure of Gobbledygook; and a new tool, the Evaluative Linguistic Framework for Questionnaires, developed to assess text quality of questionnaires. We also considered a study assessing cross-cultural adaptation with/without back-translation and/or expert committee. The results of this preconference work were presented to the equity working group participants to gain their perspectives on the importance of comprehensibility and cross-cultural adap...

... Example 1 Boger et al (1974) claim that for viscoelastic fluids, the behaviour of the time-dependent stresses in the transient shear flows is ... Ask a question Phone +61 3 9905 5054 or use our enquiry services ask.monash for Monash students and staff | ask.monash for visitors and ...

... Discourse Processes, 19(2), 301-328. Franklin, S. & Peat, M. (1998) Online learning: The first year Biology way. In Proceedings of the ASCILITE Conference. Jonassen, D. (1998) Computers in the Classroom: Mindtools for Critical Thinking. Prentice-Hall: New Jersey ...

... expectations. Roslyn's essay. Roslyn's essay and what her lecturer thought. Ben's assignment: Lecturer's expectations. Ben's essay. Ben's essay and what his lecturer thought. Ben's comments. Chloe's assignment: Lecturer's expectations. ...

... expectations. Roslyn's essay. Roslyn's essay and what her lecturer thought. Ben's assignment: Lecturer's expectations. Ben's essay. Ben's essay and what his lecturer thought. Ben's comments. Chloe's assignment: Lecturer's expectations. ...

... expectations. Roslyn's essay. Roslyn's essay and what her lecturer thought. Ben's assignment: Lecturer's expectations. Ben's essay. Ben's essay and what his lecturer thought. Ben's comments. Chloe's assignment: Lecturer's expectations. ...

... expectations. Roslyn's essay. Roslyn's essay and what her lecturer thought. Ben's assignment: Lecturer's expectations. Ben's essay. Ben's essay and what his lecturer thought. Ben's comments. Chloe's assignment: Lecturer's expectations. ...

... expectations. Roslyn's essay. Roslyn's essay and what her lecturer thought. Ben's assignment: Lecturer's expectations. Ben's essay. Ben's essay and what his lecturer thought. Ben's comments. Chloe's assignment: Lecturer's expectations. ...

The ‘successful’ Arts student of the new millennium in Australia is likely to be female and studying full-time, having justcompleted her final year of schooling. Increasing numbers of students, however, are mature-age, are working long hours in paid employment, ormay be the first in their family to attend university. A significant proportion of this heterogeneous population may appear on campus

Maintenance of academic standards, assessment and monitoring are key tasks for tertiary education, as the system attempts to meet government targets for universal participation. Tertiary education therefore demands more attention to the measurement of outcomes. ...

Health consumers increasingly want access to accurate, evidence-based information about their medications. Currently, education about medications (that is, information that is designed to achieve health or illness related learning) is provided predominantly via spoken communication between the health provider and consumer, sometimes supplemented with written materials. There is evidence, however, that current educational methods are not meeting consumer needs. Multimedia educational programs offer many potential advantages over traditional forms of education delivery. To assess the effects of multimedia patient education interventions about prescribed and over-the-counter medications in people of all ages, including children and carers. We searched the Cochrane Central Register of Controlled Trials (CENTRAL, The Cochrane Library 2011, Issue 6), MEDLINE (1950 to June 2011), EMBASE (1974 to June 2011), CINAHL (1982 to June 2011), PsycINFO (1967 to June 2011), ERIC (1966 to June 2011), ProQuest Dissertation & Theses Database (to June 2011) and reference lists of articles. Randomised controlled trials (RCTs) and quasi-RCTs of multimedia-based patient education about prescribed or over-the-counter medications in people of all ages, including children and carers, if the intervention had been targeted for their use. Two review authors independently extracted data and assessed the risk of bias of included studies. Where possible, we contacted study authors to obtain missing information. We identified 24 studies that enrolled a total of 8112 participants. However, there was significant heterogeneity in the comparators used and the outcomes measured, which limited the ability to pool data. Many of the studies did not report sufficient information in their methods to allow judgment of their risk of bias. From the information that was reported, three of the studies had a high risk of selection bias and one was at high risk of bias due to lack of blinding of the outcome assessors. None of the included studies reported the minimum clinically important difference for the outcomes that were measured. We have therefore reported results from the studies but have been unable to interpret whether differences were of clinical importance.The main findings of the review are as follows.Knowledge: There is low quality evidence that multimedia education was more effective than usual care (non-standardised education provided as part of usual clinical care) or no education (standardised mean difference (SMD) 1.04, 95% confidence interval (CI) 0.49 to 1.58, six studies with 817 participants). There was considerable statistical heterogeneity (I(2) = 89%), however, all but one of the studies favoured the multimedia group. There is moderate quality evidence that multimedia education was not more effective at improving knowledge than control multimedia interventions (i.e. multimedia programs that do not provide information about the medication) (mean difference (MD) of knowledge scores 2.78%, 95% CI -1.48 to 7.0, two studies with 568 participants). There is moderate quality evidence that multimedia education was more effective when added to a co-intervention (written information or brief standardised instructions provided by a health professional) compared with the co-intervention alone (MD of knowledge scores 24.59%, 95% CI 22.34 to 26.83, two studies with 381 participants).Skill acquisition: There is moderate quality evidence that multimedia education was more effective than usual care or no education (MD of inhaler technique score 18.32%, 95% CI 11.92 to 24.73, two studies with 94 participants) and written education (risk ratio (RR) of improved inhaler technique 2.14, 95% CI 1.33 to 3.44, two studies with 164 participants). There is very low quality evidence that multimedia education was equally effective as education by a health professional (MD of inhaler technique score -1.01%, 95% CI -15.75 to 13.72, three studies with 130 participants).Compliance with medications: There is moderate quality evidence that there was no difference between multimedia education and usual care or no education (RR of complying 1.02, 95% CI 0.96 to 1.08, two studies with 4552 participants).We could not determine the effect of multimedia education on other outcomes, including patient satisfaction, self-efficacy and health outcomes, due to an inadequate number of studies from which to draw conclusions. This review provides evidence that multimedia education about medications is more effective than usual care (non-standardised education provided by health professionals as part of usual clinical care) or no education, in improving both knowledge and skill acquisition. It also suggests that multimedia education is at least equivalent to other forms of education, including written…

While clinicians may routinely use patient information leaflets about drug therapy, a poorly conceived leaflet has the potential to do harm. We previously developed a novel approach to analysing leaflets about a rheumatoid arthritis drug, using an analytic approach based on systemic functional linguistics. The aim of the present study was to verify the validity of the linguistic framework by applying it to two further arthritis drug leaflets. The findings confirmed the applicability of the framework and were used to refine it. A new stage or 'move' in the genre was identified. While the function of many of the moves appeared to be 'to instruct' the patient, the instruction was often unclear. The role relationships expressed in the text were critical to the meaning. As with our previous study, judged on their lexical density, the leaflets resembled academic text. The framework can provide specific tools to assess and produce medication information leaflets to support readers in taking medication. Future work could utilize the framework to evaluate information on other treatments and procedures or on healthcare information more widely.