Learning from clinical placement experience : Analysing nursing students' final reflections in a digital storytelling activity
- Authors: Paliadelis, Penny , Wood, Pamela
- Date: 2016
- Type: Text , Journal article
- Relation: Nurse Education in Practice Vol. 20, no. (2016), p. 39-44
- Full Text:
- Reviewed:
- Description: This paper reports on the learning potential of a reflective activity undertaken by final year nursing students, in which they were asked to recount two meaningful events that occurred during their clinical placements over the duration of their 3-year nursing degree program and reflect on how these events contributed to their learning to become beginning level Registered Nurses (RNs). This descriptive qualitative study gathered narratives from 92 students as individual postings in an online forum created within the University's learning management system. An analysis of the students' reflections are the focus of this paper particularly in relation to the value of reflecting on the identified events. Four themes emerged that clearly highlight the way in which these students interpreted and learned from both positive and negative clinical experiences, their strong desire to fit into their new role and their ability to re-imagine how they might respond to clinical events when they become Registered Nurses. The findings of this study may contribute to developing nursing curricula that better prepares final year students for the realities of practice. © 2016 Elsevier Ltd.
A student-centred approach : the english language support service for international students
- Authors: Pantelich, Melania
- Date: 2021
- Type: Text , Journal article
- Relation: Journal of Academic Language and Learning Vol. 15, no. 1 (2021), p. 72-84
- Full Text:
- Reviewed:
- Description: This article outlines the purpose, development and delivery of the English Language Support Service (ELSS), which is offered to international students in their first year of study at a medium-sized university in regional Victoria, Australia. Additionally, this article explains how the support provided is contextualised, timely and appropriate to student needs, allowing students to take on new concepts with meaning and immediate application, in conjunction with their degree coursework. ELSS has been specifically designed to aid international students with their initial exposure and transition to studying in an Australian context. It aims to help international students become more assured in their place at university, and acclimatise to the Australian academic language, culture and landscape enough in order to subsequently engage confidently with their assignments and the remainder of their degree.
Providing a flexible learning environment: are on-line lectures the answer?
- Authors: Panther, Barbara , Wright, Wendy , Mosse, Jennifer
- Date: 2012
- Type: Text , Journal article
- Relation: International Journal of Innovation in Science and Mathematics Education in participatory sensing systems Vol. 20, no. 1 (2012), p. 71-82
- Full Text:
- Reviewed:
- Description: As universities embrace new technologies to enhance students’ learning experiences and increase flexibility for student learning, tertiary students are increasingly presented with a wider range of learning resources to support their studies. This study investigates ways in which a diverse group of undergraduate science students use the resources that are provided to them. The majority of these students favoured face-to-face lectures due to the ability to interact with lecturers and other students and the ability to ask questions in real time. Recorded lectures were seen to be useful for clarification and revision, largely because they can be paused and rewound, facilitating review of difficult material. Text-based resources such as study guides remain highly valued and highly used, especially for students working in off-campus mode. On-line discussion forums are not seen as a substitute for face to face interaction; a need for active facilitation of such forums is highlighted.
Developing a case-based experiential learning model at a program level in a regional university : reflections on the developmental process
- Authors: Patil, Tejaswini , Hunt, Michelle , Cooper, Kimberlea , Townsend, Rob
- Date: 2020
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 60, no. 2 (2020), p. 225-244
- Full Text:
- Reviewed:
- Description: This article reflects on the developmental process of a case-based experiential learning model: the Federation University model, in an undergraduate community and human services program at a regional university. There is abundant literature that addresses the use and need for introducing experiential learning at the subject/unit level in community and human services/social work content. However, despite the expansion of research on experiential learning, there is limited literature that bridges the gap between course/program level teaching philosophy and using experiential learning activities in individual subjects. The article will demonstrate how Kolb’s four stage cycle (Kolb, 1984) and case-based experiential learning were integrated to develop curriculum at a program level. It will also demonstrate how a move to experiential learning facilitated better alignment with face-to-face and online learning. As a way of argument, we suggest that case-based experiential learning is very relevant and useful to human services/ social work education because of its emphasis on bridging the theory and praxis nexus and providing graduates with an opportunity to work effectively in a complex, fluid and ever-changing sector. © 2020, Adult Learning Australia. All rights reserved.
Caution regarding exergames : A skill acquisition perspective
- Authors: Pedersen, Scott , Cooley, Dean , Cruickshank, Vaughan
- Date: 2017
- Type: Text , Journal article
- Relation: Physical Education and Sport Pedagogy Vol. 22, no. 3 (2017), p. 246-256
- Full Text:
- Reviewed:
- Description: Background: The advent of technology use in physical education is upon us. But the implications of using exergames as a substitute for traditional physical education instruction for some students raise questions. Although exergames have the potential to increase energy expenditure and motivation in some children, it is less clear whether they can provide skill acquisition benefits that are similar to those found in traditional physical education.Purpose: In a previous experiment from our laboratory, we found that deliberate practice can significantly reduce the planning time required for lateral arm movements. The purpose of this study was to determine if exergames can produce a similar effect, by reducing the processing time required for children to initiate arm movements to the contralateral and ipsilateral space.Participants and setting: Thirty children (boys=15, girls=15), between the ages of 7 and 12 years, participated in a pre- and post-test each taking 30min and one 30min treatment session in a university laboratory.Research design: A repeated measures design was employed to test the effects of deliberate laterality practice on processing speed. Children were randomly assigned (n=10) to either a Nintendo Wii tennis contralateral movement experimental group, Nintendo Wii bowling ipsilateral movement experimental group, or handheld video-game control group. Each child participated in one 30min treatment session.Data collection: Upper extremity choice reaction time (RT) was measured through 27 goal-directed aiming movements for each arm separately, during the pre-test and post-test. The stimulus-response trials occurred in three randomly presented directions (ipsilateral, contralateral, and midline).Data analysis: A 3 (treatment group)x2 (age group)x2 (test)x3 (direction) mixed design analysis of variance with repeated measures on the last two factors was used to test for significant differences, with an alpha level set at 0.05.Findings: There were no significant treatment effects on RT across all groups indicating that a short bout of exergame training was unsuccessful in improving lateral movement processing.Conclusions: Deliberate laterality practice using exergames did not improve the motor processing speed of lateral arm movements in the same manner of traditional physical education as indicated by our previous research. Explanations as to why exergames do not exhibit the same positive transfer for skill acquisition as traditional physical education instruction are discussed within this paper.
Different version, similar result? A critical analysis of the multiplicity of shortened versions of the zimbardo time perspective inventory
- Authors: Perry, John , Temple, Elizabeth , Worrell, Frank , Zivkovic, Urska , Mello, Zena
- Date: 2020
- Type: Text , Journal article
- Relation: Sage Open Vol. 10, no. 2 (APR 2020), p.
- Full Text:
- Reviewed:
- Description: The Zimbardo Time Perspective Inventory (ZTPI) has been extensively used, with more than 1,400 citations in Scopus alone. After identifying psychometric problems however, several authors have attempted to overcome limitations by shortening the scale. As such, there now exist multiple. shortened versions of the ZTPI, all using some of the original 56 items. Although each shorter version reports various broadly acceptable validity parameters using the group with which it was developed, these are often sample specific and at the cost of reliability, generalizability, and ability to detect individual differences in the construct. To examine this more closely, we reviewed the psychometric properties of the ZTPI and some of its derivatives, and found that data-driven approaches to creating these shortened versions of the scale prioritized improved model fit over internal reliability and sensitivity. In conclusion, we suggest that it is time for a new collaborative strategy to address conceptual and measurement concerns with the ZTPI, and discourage data-driven and sample-specific solutions to the psychometric concerns of the scale's scores. More broadly, we recommend that researchers consider the impact on reliability, generalizability, and ability to detect individual differences when developing short psychometric scales. **Please note that there are multiple authors for this article therefore only the name of the first 5 including Federation University Australia affiliate “Elizabeth Temple” is provided in this record**
A scale for monitoring students' attitudes to learning mathematics with technology
- Authors: Pierce, Robyn , Stacey, Kaye , Barkatsas, Anastasios
- Date: 2007
- Type: Text , Journal article
- Relation: Computers and Education Vol. 48, no. 2 (2007), p. 285-300
- Full Text:
- Reviewed:
- Description: The Mathematics and Technology Attitudes Scale (MTAS) is a simple scale for middle secondary years students that monitors five affective variables relevant to learning mathematics with technology. The subscales measure mathematics confidence, confidence with technology, attitude to learning mathematics with technology and two aspects of engagement in learning mathematics. The paper presents a model of how technology use can enhance mathematics achievement, a review of other instruments and a psychometric analysis of the MTAS. It also reports the responses of 350 students from 6 schools to demonstrate the power of the MTAS to provide useful insights for teachers and researchers. 'Attitude to learning mathematics with technology' had a wider range of scores than other variables studied. For boys, this attitude is correlated only with confidence in using technology, but for girls the only relationship found was a negative correlation with mathematics confidence. These differences need to be taken into account when planning instruction. © 2005 Elsevier Ltd. All rights reserved.
- Description: C1
- Description: 2003004898
Monitoring progress in algebra in a CAS active context: Symbol sense, algebraic insight and algebraic expectation
- Authors: Pierce, Robyn , Stacey, Kaye
- Date: 2004
- Type: Text , Journal article
- Relation: The International Journal for Technology in Mathematics Education Vol. 11, no. 1 (2004), p. 1-11
- Full Text:
- Reviewed:
- Description: The purpose of this paper is to provide researchers with a shared framework, terminology and tool to improve the coherence of research into learning mathematics with CAS and to assist its findings to accumulate into a significant body of knowledge. Experience with calculators in arithmetic led to a framework for number sense. There is an obvious parallel for algebra, where the development of algebraic insight to monitor symbolic work will assume high importance. We present a framework for algebraic insight then explore one aspect, algebraic expectation, in detail. Just as estimation is a valued skill for monitoring arithmetic calculations, we suggest that expectation should be a focus in teaching algebra, especially when symbolic technology is available. Through typical examples, we demonstrate the value of the algebraic insight framework for monitoring students’ work with CAS.
- Description: C1
- Description: 2003000924
Gaming across cultures: experimenting with alternate pedagogies
- Authors: Pillay, Soma , James, Reynold
- Date: 2013
- Type: Text , Journal article
- Relation: Education and Training Vol. 55, no. 11 (2013), p. 7-233
- Full Text:
- Reviewed:
- Description: Purpose – Higher education is influenced, to an increasing extent, by changing student demographics. This requires educators to design and deliver learning systems which will enhance students’ learning experience with innovative, real world and engaging resources. The authors predict that transformations in the learning systems will increase as higher learning institutions seek to add educational value. The authors maintain that current pedagogies in cross-cultural education are insufficiently adapted to student learning-style needs. This problem is particularly noticeable in one cross-cultural setting. This study aims to explore games, as an alternate pedagogy, to enhance learning systems. Design/methodology/approach – Students’ feedback formed the primary qualitative data for this study. The paper develops a conceptual model which provides an organised framework to manage intercultural differences, using games. The Mapping, Bridging, Integrating (MBI) model creates an opportunity for students to appreciate differences and understand the model's implications for their careers in international management. Findings – Participants’ responses to the games were overwhelmingly positive. Participants’ responses indicated games as a preferred method for developing the intercultural competence, team work, decision making and self awareness skills essential for business and entrepreneurship. Practical implications – There is a growing need to consider and align the relationship between education, the increasing cultural diversity in student populations, and the learning and teaching styles of a changing student population in order to enhance the extent of expected knowledge transfer. Originality/value – In this study, the authors adopted a qualitative approach to trialling the use of games in a cross-cultural context with the view to reducing international cross-cultural barriers and developing skills in intercultural competence, self awareness, collaborative working and decision making. This study shows the need for alternative, more integrative models of education comprising elements of complexity that fit with an increasingly complex world.
Examining intercultural competency through social exchange theory
- Authors: Pillay, Soma , James, Reynold
- Date: 2015
- Type: Text , Journal article
- Relation: International Journal of Teaching and Learning in Higher Education Vol. 27, no. 3 (2015), p. 320-329
- Full Text:
- Reviewed:
- Description: Intercultural competency (ICC) has been an extensively researched area within the past decade, given the broad consensus that this trait constitutes one of the key competencies of the 21st century manager. However, somewhat under-explored are aspects including the implications and effects that pedagogies such as blended learning have on the inculcation of ICC traits, specifically within the context of multicultural, multi-ethnic university level student groups in Australia, within which this research has been conducted. Drawing on social psychology, this exploratory study examines perceptual data on blended learning experiences within a cross-cultural higher education setting. Results suggest that intercultural competency is best learned through social exchanges, such as faceto-face rather than blended learning. Our findings provide support for the importance of context, which is significantly related to cross-cultural studies and curriculum development and design.
Emergency resuscitation team roles: What constitutes a team and who's looking after the family
- Authors: Porter, Joanne , Cooper, Simon J. , Taylor, Beverley
- Date: 2014
- Type: Text , Journal article
- Relation: Journal of Nursing Education and Practice Vol. 4, no. 3 (2014), p. 124
- Full Text:
- Reviewed:
- Description: Aim of study: This study aimed to investigate the attitudes of personnel working in emergency departments on the constitution of a resuscitation team in particular the perceptions of the family liaison role. Methods: A paper base survey on family presence during resuscitation was distributed to emergency personnel working in 18 public departments in the state of Victoria, Australia. Results: A combination of nurses (n = 282) and doctors (n = 65) working in rural and metropolitan emergency departments, identified seven unique resuscitation team roles. Resuscitation teams were identified as comprising of three doctors, three nurses and one other which could be either. Respondents identified seven unique roles as consisting of a team leader, airway doctor, airway nurse, procedure doctor and procedure nurse, drugs nurse and a scribe. The respondents identified the following components as key to discussions with family members; emergency personnel, reassurance, diagnosis, regular updates, intervention, and prognosis (ER-DRIP). Conclusion: The acronym ER-DRIP can be used as a reminder to emergency staff when speaking with family members during resuscitation events ensuring they receive all the necessary information and support.
The pedagogic moment : enskilment as another way of being in outdoor education
- Authors: Prins, Alex , Wattchow, Brian
- Date: 2020
- Type: Text , Journal article
- Relation: Journal of Adventure Education and Outdoor Learning Vol. 20, no. 1 (2020), p. 81-91
- Full Text:
- Reviewed:
- Description: This theoretical paper aims to contribute to the debate about a perceived activity-environment tension in outdoor education. Tim Ingold’s extensive writings on enskilment are used to explore what it means to be skilful in outdoor activities and how this can contribute to dwelling in outdoor places. Four ‘threads’ of enskilment—taskscape, guided attention, storytelling and wayfinding—are each discussed in terms of how they contribute to the way that leaners learn to become enskiled. Discussions of Ingold’s ideas are coupled with van Manen’s insights into the pedagogic moment to describe what is required of the educator to teach for enskilment. The authors’ draw examples from their teaching experiences on coastal outdoor education programmes and conclude by suggesting some practices that favour an enskilment approach. © 2019, © 2019 Institute for Outdoor Learning.
Accountability and oversight of state functions : use of volunteers to monitor equality and diversity in prisons in England and Wales
- Authors: Roffee, James
- Date: 2017
- Type: Text , Journal article
- Relation: SAGE Open Vol. 7, no. 1 (2017), p.
- Full Text:
- Reviewed:
- Description: This article offers an evaluation of the use of volunteers in providing accountability of state detention in the prison system of England and Wales through a review of their efforts to monitor the humane and just treatment of those held in custody. A content and dialogical analysis was conducted on 280 reports submitted to the Secretary of State to analyze their practice of reporting and monitoring of equality and diversity. The article argues that the use of volunteers is appropriate to performing monitoring functions that act to enhance intelligent accountability, but volunteers are ineffective for the purposes of improving technical accountability. Evidence suggests some role confusion and use of volunteers for the achievement of both intelligent and technical accountability. The use of volunteers for the latter may result in poor quality repetition of other reporting mechanisms. In addition, it is argued that members require better training, and clearer communications concerning expectations from their reporting functions, which in turn is linked to the quality of their monitoring. The volunteers’ monitoring and surveillance of the detention estate can be more than symbolic and may act as a crucial antidote to technical accountability, furthering the humane and just treatment of some of the state’s most vulnerable citizens. © The Author(s) 2017.
University students' perceptions of social networking sites (SNSs) in their educational experiences at a regional Australian university
- Authors: Sadowski, Christina , Pediaditis, Mika , Townsend, Robert
- Date: 2017
- Type: Text , Journal article
- Relation: Australasian Journal of Educational Technology Vol. 33, no. 5 (2017), p. 77-90
- Full Text:
- Reviewed:
- Description: Higher education institutions, and the way education is delivered and supported, are being transformed by digital technologies. Internationally, institutions are increasingly incorporating online technologies into delivery frameworks and administration – both through internal learning management systems (LMS) and external social networking sites (SNSs). This study aims to explore how higher education students in a regional Australian dual-sector institute use and manage SNSs for personal and study-related activities and their perceptions of how this impacts their educational experiences. This mixed-methods study involved a quantitative and qualitative survey of 355 vocational training and higher education students and in-depth focus groups with ten higher education students. Four key themes were identified through thematic analysis: SNSs as a tool for fostering peer connectedness with fellow students; deliberate and distinct variation between personal and educational use of SNSs; resistance to external SNSs within education settings; and, need for a balance between digital and face-to-face learning and connectedness. Implications for curriculum design and delivery, and development of support for students in diverse learning contexts, are considered.
Nordic walking for overweight and obese people : a systematic review and meta-analysis
- Authors: Sanchez-Lastra, Miguel , Miller, Kyle , Martínez-Lemos, Rodolfo , Giráldez, Antón , Ayán, Carlos
- Date: 2020
- Type: Text , Journal article
- Relation: Journal of Physical Activity and Health Vol. 17, no. 7 (2020), p. 762-772
- Full Text:
- Reviewed:
- Description: Background: Nordic walking (NW) is a potentially beneficial exercise strategy for overweight and obese people. To date, no reviews have synthesized the existing scientific evidence regarding the effects of NW on this population. This systematic review and meta-analysis aimed to identify the characteristics, methodological quality, and results of the investigations that have studied the effects of NW in overweight and obese individuals. Methods: Six electronic databases were searched up to June 2019 for studies that examined the effects of NW on people with a body mass index ≥ 25 kg/m2. The methodological quality of the included randomized controlled trials was retrieved from the physiotherapy evidence database or evaluated using the physiotherapy evidence database scale. Results: Twelve studies were included in the review. The investigations were mostly good-to-fair methodological quality. NW groups had a significant improvement on parameters such as fasting plasma glucose, abdominal adiposity, and body fat compared with the baseline, but no significant improvements were found when compared with control groups. Conclusions: NW can potentially lead to improvements in parameters related to major health outcomes in overweight and obese people. The lack of control for confounding variables in the analyzed studies prevents further elaboration on its potential benefits. © 2020 Human Kinetics, Inc.
Work experiences of nurse academics : a qualitative study
- Authors: Singh, Charanjit , Jackson, Debra , Munro, Ian , Cross, Wendy
- Date: 2021
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 106, no. (2021), p.
- Full Text:
- Reviewed:
- Description: Background: The evidence suggests that heavy workloads, pressure to publish, lack of recognition and job insecurity has led to increased job stress among nurse academics. Lack of proper mentoring, reorientation and transition into an academic role are contributory factors towards the lack of retention and recruitment among nurse academics. Internationally, the sustainability of the nurse academic workforce is an area of great concern. The experiences of nurse academics have not been extensively investigated. Objectives: To explore the work experiences of nurse academics. Design: Qualitative Exploratory study. Data were analysed using thematic analysis. Participants: A purposive sample of nurse academics (n = 19), recruited from all states and territories of Australia, lecturer to professor level and work experiences from 2 to 30 years. Methods: Data were collected using semi-structured face to face and telephone interviews. Data were transcribed verbatim and thematically analysed based upon Braun & Clark's model. The study is reported in accordance with the COREQ guidelines. Ethical approval was granted by the relevant University Human Research Ethics Committee. Results: Four main themes were identified (a) Helping students achieve, finding satisfaction through student engagement, (b) working with challenging students, (c) increased workloads, lack of support and resources and (d) difficulty with retention of newly appointed staff. Conclusions: Although the findings highlighted the interactions with nursing students were a positive experience, many of the participants raised great concern about the challenging, difficult, academically weak, rude, and manipulative students. The growing workload increased non-academic administrative work, and the inability to sustain newly appointed staff were areas of great concern. Doing more with less and not being recognized were pertinent factors that needed to be addressed. © 2021
How can the expansion of the apprenticeship system in India create conditions for greater equity and social justice?
- Authors: Smith, Erica , Kemmis, Ros Brennan , Comyn, Paul
- Date: 2014
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 54, no. 3 (2014), p.
- Full Text:
- Reviewed:
- Description: This paper reports on aspects of a recent project carried out for the International Labour Organization (ILO) and the World Bank, which was designed to feed into the process of updating and expanding India’s apprenticeship system. The apprenticeship system in India is extremely small for the country’s population, even taking into account the high proportion of jobs that are in the informal economy, and is subject to very rigid regulation. Expansion of the system has been seen as vital in order to improve the supply of skills to the rapidly expanding economy, and also to address issues of disparity in labour market participation and equity for certain groups in Indian society. The paper firstly explains how findings about apprenticeship systems from ten other countries, together with analysis of the Indian situation, were used to present options for consideration by the Indian government. It then analyses these options for their social justice and equity implications.
The expansion and contraction of the apprenticeship system in Australia, 1985-2020
- Authors: Smith, Erica
- Date: 2021
- Type: Text , Journal article
- Relation: Journal of Vocational Education and Training Vol. 73, no. 2 (2021), p. 336-365
- Full Text:
- Reviewed:
- Description: This paper chronicles and analyses the expansion and contraction of the Australian apprenticeship system from 1985 to 2020. The system expanded from a small number of occupations, mainly in craft and manufacturing areas, to include many other occupations, notably in the different types of service sectors. The expansion was achieved primarily through a new type of apprenticeship, known as a traineeship, to augment the existing more traditional apprenticeships. Since 2012, the system has contracted considerably, and the participation rate of women has been affected disproportionately. The period of expansion of the system was book-ended by two major government-instigated documents, in 1985 and 2011. In 1985 a Parliamentary Committee of Inquiry into Labour Market Programs proposed the introduction of traineeships, and in 2011 an Expert Panel on Apprenticeships sought to reduce numbers through the application of specific criteria for government support, which primarily affected the occupations served by traineeships. Two sources of evidence are used to examine the expansion and contraction of the apprenticeship system: data from the national apprenticeship statistics collection maintained by the National Centre for Vocational Education Research (NCVER) and key government reports over the 35 years. A brief overview of COVID-19-related developments in 2020 is included. © 2021 The Vocational Aspect of Education Ltd.
Pedagogy, school culture and teacher learning : Towards more durable and resistant approaches to secondary school literacy
- Authors: Smyth, John
- Date: 2007
- Type: Text , Journal article
- Relation: Language and Education Vol. 21, no. 5 (2007), p. 406-419
- Full Text:
- Reviewed:
- Description: The relational, cultural and contextual view of literacy discussed in this paper has profound and widespread implications for the way teachers think about their students, their families, backgrounds and experiences and the aspirations students hold for the future. Focussing on the theoretical construct of teacher identity, the paper discusses the ways teachers worked and what happened to the culture of their schools when a structured literacy intervention enabled them to develop some agency as educational professionals, when provided with some 'social space' in respect of their literacy practices. The paper concludes that the teachers were involved to varying degrees in embracing changes that represented a move in the direction of a socially just pedagogy - the paper explains why. © 2007 J. Smyth.
- Description: C1
- Description: 2003005585
Literacy research methodology that is up to the challenge
- Authors: Smyth, John , Whitehead, David
- Date: 2007
- Type: Text , Journal article
- Relation: Language and Education Vol. 21, no. 5 (2007), p. 377-386
- Full Text:
- Reviewed:
- Description: This paper outlines the methodological dimensions of the secondary literacy research evaluation that is the focus of this special issue - the New Zealand-based Secondary Schools' Literacy Initiative (SSLI). We argue that these methodological dimensions are an example of the type of contextualised and critical research that might be usefully applied in exploring literacy across the curriculum in other national contexts. A particular concern addressed in the paper is the need to develop a contextualised, rich description of literacy practices in schools, while also addressing a wider policy climate, which is often preoccupied with issues of literacy achievement and, particularly, often-entrenched differential achievement for students across class and ethnicity lines. To achieve this, the researchers adopted a quasi-ethnographic, multi-locale, mixed-methods approach intended to enhance the robustness of the research design and the validity of the results. © 2007 J. Smyth & D. Whitehead.
- Description: C1
- Description: 2003005588