Purpose -The purpose of this paper is to examine post-graduate health promotion students' self-perceptions of information literacy skills prior to, and after completing PILOT, an online information literacy tutorial. Design/methodology/approach -Post-graduate students at Queensland University of Technology enrolled in PUP038 New Developments in Health Promotion completed a pre-and post-self-assessment questionnaire. From 2008-2011 students were required to rate their academic writing and research skills before and after completing the PILOT online information literacy tutorial. Quantitative trends and qualitative themes were analysed to establish students' self-assessment and the effectiveness of the PILOT tutorial. Findings -The results from four years of post-graduate students' self-assessment questionnaires provide evidence of perceived improvements in information literacy skills after completing PILOT. Some students continued to have trouble with locating quality information and analysis as well as issues surrounding referencing and plagiarism. Feedback was generally positive and students' responses indicated they found the tutorial highly beneficial in improving their research skills. Originality/value -This paper is original because it describes post-graduate health promotion students' self-assessment of information literacy skills over a period of four years. The literature is limited in the health promotion domain and self-assessment of post-graduate students' information literacy skills.
The nature of science (NOS) is a foundational framework for understanding scientific ideas and concepts. This framework includes scientific methodology, the process of revising and interpreting data, and the ways in which science is a social endeavor. Nature of science literature treats science as a way of knowing that is based on observable phenomenon. While discipline-specific coursework teaches the factual information of science, it may fall short on teaching scientific literacy, a key component of which is understanding NOS. We have designed an English course that features nonfiction narratives describing the early days of epidemiology, hygiene awareness, and the current controversy surrounding vaccination. Using a validated assessment of student understanding of NOS, the Student Understanding of Science and Scientific Inquiry (SUSSI), we have determined that this science-themed English composition course was effective in teaching NOS. Student understanding of NOS increased between the beginning and the end of the course in eight of the nine parameters of NOS measured, with the greatest gains in understanding the role of revision and of creativity in science. Our data imply that the course helped students develop a slightly less naïve understanding of the nature of science and its importance in the development and dissemination of scientific ideas and concepts.
Learning communities are defined as linked courses that encourage integration of the curriculum, help students establish academic and social support networks, and bring the faculty together to collaborate in meaningful ways. The purpose of this article is to describe a learning community based on two linked courses with an African American popular culture theme. The design, function, and process of this learning community are described, and results of focus group evaluations are delineated. In addition, the learning community concept’s application to African American students is considered. Specifically this learning community focused on race, hip-hop, and sport. The high visibility of African American athletes and entertainers has spawned a phenomenon in the African American community, the United States, and the world that merit careful study.
The convergence of cellular and IP technologies has pushed the integration of 3G and WLAN networks to the forefront. Gaining secure access to 3G services from 802.11 WLANs is a primary challenge for this new integrated wireless technology. Successful execution of 3G security algorithms can be limited to a specified area by encrypting a user's authentication challenge with spatial data defining his visited WLAN.With limited capacity to determine a user's location only to within a current cell and restrictions on accessing users' location due to privacy, 3G operators must rely on spatial data sent from visited WLANs to implement spatial authentication control. A potential risk is presented to 3G operators since no prior relationship or trust may exist with a WLAN owner. Algorithms to quantify the trust between all parties of 3G-WLAN integrated networks are presented to further secure user authentication. Ad-hoc serving networks and the trust relationships established between mobile users are explored to define stronger algorithms for 3G -WLAN user authentication
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