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Sertoli-Leydig cell tumors (SLCTs) are rare sex cord-stromal tumors, representing <0.5% of all ovarian tumors. We sought to describe prognostic factors, treatment and outcomes for individuals with ovarian SLCT. Individuals with SLCT were enrolled in the International Pleuropulmonary Blastoma/ DICER1 Registry and/or the International Ovarian and Testicular Stromal Tumor Registry. Medical records were systematically abstracted, and pathology was centrally reviewed when available. In total, 191 participants with ovarian SLCT enrolled, with most (92%, 175/191) presenting with FIGO stage I disease. Germline DICER1 results were available for 156 patients; of these 58% had a pathogenic or likely pathogenic germline variant. Somatic (tumor) DICER1 testing showed RNase IIIb hotspot variants in 97% (88/91) of intermediately and poorly differentiated tumors. Adjuvant chemotherapy was administered in 40% (77/191) of cases, and among these, nearly all patients received platinum-based regimens (95%, 73/77), and 30% (23/77) received regimens that included an alkylating agent. Three-year recurrence-free survival for patients with stage IA tumors was 93.6% (95% CI: 88.2–99.3%) compared to 67.1% (95% CI: 55.2–81.6%) for all stage IC and 60.6% (95% CI: 40.3–91.0%) for stage II-IV (p <.001) tumors. Among patients with FIGO stage I tumors, those with mesenchymal heterologous elements treated with surgery alone were at higher risk for recurrence (HR: 74.18, 95% CI: 17.99–305.85). Most individuals with SLCT fare well, though specific risk factors such as mesenchymal heterologous elements are associated with poor prognosis. We also highlight the role of DICER1 surveillance in early detection of SLCT, facilitating stage IA resection. • Most (92%, 175/191) ovarian Sertoli-Leydig cell tumors (SLCTs) present as FIGO stage I disease with a favorable prognosis. • FIGO stage I tumors with mesenchymal heterologous elements are at higher risk for recurrence when not receiving chemotherapy. • Somatic (tumor) DICER1 RNase IIIb hotspot variants were found in 97% of intermediately and poorly differentiated SLCTs. • More than half (58%, 91/156) of individuals were found to have a germline DICER1 pathogenic/likely pathogenic variant. • DICER1 surveillance recommendations facilitated detection of asymptomatic ovarian SLCT with nearly all resected as stage IA. [ABSTRACT FROM AUTHOR]

Background: Pleuropulmonary blastoma (PPB) is the most common lung cancer of infancy and early childhood. Type I PPB is a purely cystic lesion that has a microscopic population of primitive small cells with or without rhabdomyoblastic features and may progress to type II or III PPB, whereas type Ir lacks primitive small cells. Methods: Children with suspected PPB were enrolled in the International PPB/DICER1 Registry. Pathology was centrally reviewed, and follow‐up was ascertained annually. Results: Between 2006 and 2022, 205 children had centrally reviewed type I or Ir PPB; 39% of children with type I and 5% of children with type Ir PPB received chemotherapy. Outcomes were favorable, although 11 children (nine with type I and two with type Ir PPB) experienced progression to type II/III (n = 8) or regrowth of type I PPB at the surgical site (n = 3), none of whom received chemotherapy before progression. Age and cyst size in combination were more suitable than either factor alone in predicting whether a particular lesion was type I or Ir PPB. Conclusions: For young children with type I PPB, outcomes are favorable, but complete resection is indicated because of the risk for progression. Chemotherapy may be useful in a subset of children at increased risk for recurrence/progression. Efforts to risk stratify children with type I PPB to optimize outcomes while reducing treatment‐related side effects are underway. Outcomes for children with type I and Ir pleuropulmonary blastoma (PPB) are favorable, although progression to advanced disease is noted in some children. Chemotherapy may be useful in a subset of children with type I PPB who are at increased risk for recurrence/progression. [ABSTRACT FROM AUTHOR]

Objectives: Assessing the impact of interdisciplinary training programs is highly desirable and needed. However, there are currently no established methods to prospectively assess long-term outcomes of trainees compared to individuals who did not receive training. Our objective was to test the feasibility of a longitudinal, prospective cohort design to evaluate training outcomes, and to use this method to evaluate Leadership Education in Neurodevelopmental Disabilities and Related Disorders (LEND) training outcomes. Methods: LEND trainees were matched to comparison peers and followed annually for up to five years using a pre-existing outcomes survey. We assessed study feasibility using recruitment and retention data over five years. We then looked at preliminary efficacy of LEND training in LEND trainees compared to comparison peers using the pre-existing outcomes survey. Results: Overall, 68.3% of eligible trainees participated in the Outcomes Study across five years, and 66.0% were matched to comparison peers. On average, 84.4% of LEND trainees and 79.9% of comparison peers completed the outcomes survey annually. Attrition was low at 0.9% for LEND trainees and 2.6% for comparison peers over five years. LEND training demonstrated preliminary efficacy in promoting leadership development: LEND trainees began their careers engaged in more leadership activities than comparison peers, and the rate of growth in their participation in leadership activities was greater. Conclusions: The design used to assess outcomes is a feasible approach that can be widely used to assess training program outcomes. Analyses suggest that LEND training is efficacious in increasing involvement in leadership activities over time after graduation. [ABSTRACT FROM AUTHOR]

This essay uses several of the prompts from the Massive::Microscopic experiment as a jumping off point for considering how affect theory and critical autoethnography offer us a framework for understanding, creating, and acting together in the time of COVID. Through stories of cloud-watching, mindfulness meditation, and other encounters with atmospheres and movements, we connect individual experiences of the pandemic to Buddhist understandings of a universal "we." As a research practice committed to joining microscopic with macro lived experience, critical autoethnography offers a speculative method for collective reckoning with our infinitesimal selves in relation to the infinite of a pandemic. [ABSTRACT FROM AUTHOR]

The idea of doing a self-guided series of prompts for a largescale project in the midst of a global pandemic emerged as a solution to the twin problems of distance and distraction. The goal of a "21-day autoethnography challenge" set of self-guided prompts was to build embodied sensibilities toward the material we study, practice autoethnographic forms of writing and analysis, and transform personal experiences through this COVID-19 moment into critical understanding of scale, sensemaking, and relationality of humans, nonhumans, and the planet. This article showcases the prompts to illustrate the method and flexible adaptation required for the project. [ABSTRACT FROM AUTHOR]

How does this pandemic moment help us to think about the relationships between self and other, or between humans and the planet? How are people making sense of COVID-19 in their everyday lives, both as a local and intimate occurrence with microscopic properties, and a planetary-scale event with potentially massive outcomes? In this paper we describe our approach to a large-scale, still-ongoing experiment involving more than 150 people from 26 countries. Grounded in autoethnography practice and critical pedagogy, we offered 21 days of self guided prompts to for us and the other participants to explore their own lived experience. Our project illustrates the power of applying a feminist perspective and an ethic of care to engage in open ended collaboration during times of globally-felt trauma. [ABSTRACT FROM AUTHOR]

The power of theatre and performance lies in its ability to address something beyond the form itself, and this editorial contextualises and introduces this themed issue which is concerned not only with the practicalities of theatre and performance, but that demonstrate how theorising performance is a socially engaged and affective practice. The work collected here (drawn from five different national contexts in both the global north and south) represents a range of diverse engagements with affect and performance that, taken together, constitute an ecology of ways of engaging with performance scholarship through multiple interpretations of affect theory. [ABSTRACT FROM AUTHOR]

This essay considers what viewing performance as an affective encounter—an embodied experience of sensations and intensities—might mean for applied theatre. Using auto-theory, which joins personal narrative with theories of affect, new materialism and post-humanism, we write an affective encounter that catches up people and objects in relations of resonance. Specifically, we write how a caravan in visual artist Patricia Piccinini's work The Couple resonates through our experiences of caravan as children. Here, performance is an event that activates new ways of perceiving the complex and multi-dimensional patterns of daily life and within them, the capacity to be moved. [ABSTRACT FROM AUTHOR]

Background Ovarian sex cord-stromal tumors (OSCST) include juvenile granulosa cell tumors (JGCT), Sertoli-Leydig cell tumor (SLCT) and gynandroblastoma (GAB) among others. These ovarian sex cord-stromal tumors as well as other tumors including pleuropulmonary blastoma (PPB) may be associated with DICER1 mutations. We sought to describe the clinical and genetic findings from the first 107 individuals enrolled in the International Ovarian and Testicular Stromal Tumor Registry. Methods Medical and family history were obtained for individuals consecutively enrolled in the International Ovarian and Testicular Stromal Tumor Registry. Pathology was centrally reviewed. DICER1 sequencing was performed on blood and tumor tissue. Results Of the 107 participants, 49 had SLCT, 25 had JGCT and 5 had GAB. Nearly all (36/37) SLCTs and 4/4 GAB tested had a DICER1 mutation in an RNase IIIb domain hotspot; approximately half of these individuals had a predisposing germline DICER1 mutation. Metachronous SLCTs were seen in 3 individuals with germline DICER1 mutations. Other DICER1 -associated conditions were seen in 19% of patients with SLCT or GAB. Three children of women with SLCT were diagnosed with PPB based on genetic testing and clinical screening during the course of this study. All were diagnosed with PPB in its earliest and most curable form (Type I), were treated with surgery alone, and are alive without evidence of disease. Conclusions Recognition of the distinct genetic basis for a group of these tumors improves precise classification in difficult cases and promotes mutation-based screening and early detection. [ABSTRACT FROM AUTHOR]

Objectives: Measuring the value-added impact of Leadership Education in Neurodevelopmental Disabilities and Related Disorders (LEND) training on trainees' leadership and career trajectories is necessary to understand program efficacy. In the current study, we leveraged an existing ex post facto design to develop and test a new measure of LEND competencies and compare outcomes of LEND trainees and comparison peers. Methods: We developed the LEND Outcomes Follow-Up Survey using a multi-step, mixed methods process. A series of focus groups and consultations with key stakeholders identified eight important LEND leadership outcomes: (1) interdisciplinary work; (2) advocacy; (3) intersectional approach; (4) systems perspective; (5) life course perspective; (6) leadership; (7) engagement with maternal and child health populations; and (8) research experience. We developed and piloted this novel survey to measure these LEND leadership outcomes. We used data collected from this novel measure and an existing survey that is used nationally by LEND, to compare the outcomes of 43 LEND trainees and 30 comparison peers at two years post completion of LEND training. Results: We found that, compared to comparison peers, LEND trainees: (1) worked with a greater number of disciplines; (2) were more likely to be engaged in advocacy; (3) were more likely to utilize a systems perspective in their work; (4) were more likely to work with maternal and child health populations; and (5) were more likely to have experience conducting research. Conclusions: Our findings suggested that LEND training improves LEND leadership outcomes at two years post-completion of LEND training. Significance: As federally funded training programs, LEND programs must provide rigorous evidence for program efficacy. This study leveraged an existing, multi-site study design to develop and test a novel survey designed to assess group differences in knowledge, attitudes, and skills related to LEND core competencies in a cohort of LEND trainees and matched comparison peers. Findings suggest that LEND trainees had significantly better leadership outcomes than comparison peers. This study adds to the body of literature that suggests that LEND training is efficacious and that our design can be successfully leveraged to test outcomes two years after completion of LEND training. [ABSTRACT FROM AUTHOR]

This essay considers what we are calling queer terror, an affective condition not limited to LGBT (lesbian, gay, bisexual, and transgender) or other minoritarian subjects, and its relationship to fear, hate, and factionalism (or isolationism). That is, queer terror is both terror against queer subjects and a queering of terror culture itself. We ask whether, through the act and its viral media representations, queer terror creates minoritarian public sphere that can be shared by queer people of color (QPOC) and allies alike. This affectively queer allyship begins with a racially and queerly attentive politics and seeks community both in response to and as a refusal of the kinds of terror that made Orlando possible. [ABSTRACT FROM AUTHOR]

Quality early childhood education programs have a responsibility to provide enriched educational services to preschool students paired with parent support, education, and outreach. Pearl Buck Preschool, a non-profit organization devoted to the delivery of preschool services for children of parents with intellectual disabilities or learning difficulties, created a unique parent program titled Family Fun Night. This six-session series was developed with a strengths-based, collaborative framework and was connected to the Program-wide Positive Behavioral Interventions and Supports implementation in the preschool. The following paper discusses the development, facilitation, implementation, logistics, and assessment of the Family Fun Night series. Barriers to implementation are also discussed. [ABSTRACT FROM AUTHOR]

This autoethnographic performance uses the lyrics, mode, and performative stylistic of Barbra Streisand’s famous song as a provocation for exploring the ways in which young adoptees sometimes idealize an imaginary love that is not limited to parent–child but rather floats out like a lyrical overture into the broader landscape of “misty watercolor memories” of a wish for the way things might have been. When Barbra asks Can it be that it was all so simple then?, the adoptee answers no, and lives the need in families that What’s too painful to remember, we simply choose to forget. Adoptee consciousness, like Braidotti’s nomad, abandons any “nostalgia for fixity” and in so doing is able to cultivate an “intense desire to go on trespassing, transgressing” for survival and “thrival.” In this way, Streisand’s song represents a critical moment of letting go within my own developing nomadic queer and adoptee consciousness—a letting go of an idealized “way we were” and a redirection toward a future-looking nomadic subject. Through this queer lens, Barbra’s nostalgic lyrics might be considered a “queer retrosexuality” for a time, place, and kind of love and belonging that has never existed and is increasingly culturally crippling. [ABSTRACT FROM AUTHOR]

This brief essay considers what new materialist thought and affect theory in particular might bring to activist politics, particularly the need to sustain the energy and power of public assembly in the form of political marches into a movement that persists in and through time. We consider the site of both terrorist and activist acts not only as a public space—or stage—upon which both acts occur, but instead as public body that keeps the movement moving. [ABSTRACT FROM AUTHOR]

Ovarian sex cord-stromal tumors are clinically significant heterogeneous tumors that include several pathologic types. These tumors are often found in adolescents and young adults and can present with hormonal manifestations as well as signs and symptoms of a pelvic mass. Serum tumor markers may assist in preoperative diagnosis and surveillance. Several subtypes are associated with genetic predisposition, including those observed in patients with Peutz-Jegher syndrome. Recent studies have elucidated the relationship between Sertoli-Leydig cell tumors and DICER1 mutations. When classified as International Federation of Gynecology and Obstetrics stage Ia, most subtypes may be treated with surgery alone. Higher stage or recurrent tumors have variable prognoses that range from a usually rapid course in poorly differentiated Sertoli-Leydig cell tumor to an often prolonged course in adult granulosa cell tumors. New understanding of the molecular pathogenesis of these tumors may pave the way for novel therapeutics. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics including the culturally constitutive roles of sexuality and creativity, the creation of public space for marginalized people in contributing toward social change, and queer theory.

In this essay, we return to the queer potential of the monstrous and extend it to the ‘invisibility’ and unintelligibility of non-binary trans* gender subjectivities and femme sexuality. In a text that moves between performative and expository prose – between two voices who speak to the rage, pride, and pleasure of monstrously queer gender identifications and sexualities – we write the power of being seen but not understood, of passing unnoticed, of subverting sexual and gender fixities. Like Mary Shelley’sFrankenstein,the monstrous is both a construction, a figure who signifies selves and ways of living the world cannot ‘bear to see’, and a narrative ‘form of unleashing’, a way of writing ourselves out of the ‘bind’ of gender binaries, heteronormative desires and traditional forms of kinship. [ABSTRACT FROM PUBLISHER]

This article problematises the uptake and use of digital technologies by migrant and refugee-background young people, through the lens of a site-based arts pedagogy program, Culture Shack (CS), in Melbourne, Australia. It argues that online pedagogies including animation, Facebook, photoshop, mobile phones and Youtube can be used effectively for bridging cultural, gender and educational gaps, if the ways in which they are applied engage with communication preferences and discourses of culture, ethnicity and digital media technology – including issues related to technological determinism. Drawing on Dimitriadis’ attention to the power of public pedagogies and cyberculture theorists such as Leung and Nakamura, this article frames creative ICT use as not merely a tool but a contested, negotiated space in which young participants shape educational transits of being and becoming, and arts-based digital learning as twenty-first century global pedagogies. [ABSTRACT FROM PUBLISHER]

Australian universities, through their graduate attributes, claim that graduates have the ability to communicate, an attribute encompassing, at the least, written and oral literacies. Despite this claim, Australian universities have been criticised over the past decade for their lack of rigour in assessing this attribute; a criticism generally linked to perceived weaknesses in graduates’ English language proficiency (ELP). Indeed, evidence suggests that programmes designed to develop students’ English language skills are invariably add-ons, despite ELP being a significant facet of the ability to communicate. This paper explores the development, over a six-year period, of wide-ranging ELP policy and strategies within one Australian university. Basing decisions on research pointing to good practice, evidence collected through various trials, dialogue with stakeholders, and ongoing evaluation of all actions, this paper illustrates key factors in moving towards the integration of ELP within courses. [ABSTRACT FROM PUBLISHER]

Lesbian, gay, bisexual, transgender and queer (LGBTQ) teachers are a marginalised group that historically have been absent from research on sexuality and schooling. Rather, much research in the field has focused upon the experiences of same sex attracted and increasingly, gender diverse young people in schools, as well as the delivery of sexuality education. Up until recently, very little research has been carried out that explicitly addresses the experiences of LGBTQ teachers, particularly within the Australian context. This article focuses upon key issues arising from the semi-structured interviews that the Out/In Front team carried out as part of a pilot study that took place between April and July 2013 in the state of Victoria, Australia. We interviewed nine current or former teachers working within primary and secondary education across the public, Catholic and private sectors. This paper focuses upon the notion that LGBTQ teachers exist within a ‘space of exclusion’ that is dominated by discursive mechanisms that (re)produce heteronormativity. We also argue that the Victorian policy context – as well as increasing socio-political tolerance for LGBTQ people within Australia – enables LGBT teachers to interrupt the discursive frameworks within which their professional lives are situated. [ABSTRACT FROM AUTHOR]

AUTHOR'S NOTE This talk was written specifically in response to an invitation from Game Changer for me to be a provocateur to the drama educators and researchers assembled for this conference, to present a TED-style talk that would ‘push boundaries, be a little (or a lot) controversial, be forward thinking and future focused, explore the taboo, and/or set the tone for some real game-changing conversation’ – and it is in this spirit that I wrote and performed the talk below. It is important to know this context when reading it, because the written word is a different beast than the performed and spoken word, as drama educators know so well. I am not offering this contextualisation as an equivocation of the views expressed below, but rather a meta-commentary on the need for us to remain both positive about creativity’s arrival into mainstream education, AND critical of our impulse toward a commodification of creativity in the present era. And while that standardising, commodifying, structuralist creative turn has many good and useful aspects to celebrate – aspects I myself am celebrating in my current research – I offer this talk as a cheeky but sincere critical troubling of that move toward bridling and taming creativity – in education and other spaces. [ABSTRACT FROM AUTHOR]

This paper draws on related research studies in two urban centres (Melbourne and Adelaide, Australia) with South Sudanese men and women engaged in varying degrees with higher education. The co-authors examine some gendered differences in the process and demands of resettlement, including within employment and education, and its implications for rapidly changing public versus private gender roles. We argue against essentialising discourses of the ‘liberatory’ nature of education in the west, versus constructions of ‘cultural knowledge’ as innate, burdensome, and less useful in western contexts. Drawing on Ahmed's critique of discourses of the ‘melancholy migrant’ which position western knowledges and gendered practices as progressive and therefore more desirable, the authors interrogate the possibility of multiple forms of knowledge and new migrants – especially South Sudanese – as enriched by their previous experiences and knowledges, rather than impoverished by them. [ABSTRACT FROM PUBLISHER]

This article argues that African women migrants in Australia are increasingly enrolling in and successfully completing tertiary study, usually at high emotional and financial cost. While this qualitative study has shown that both refugee-background and non-refugee African Australian women’s enrolment in higher education is enabling new forms of participation and belonging in resettlement, it continues to challenge the women’s more traditional cultural roles and identities. This article argues that these gendered negotiations are noted only cursorily (if at all) within education and health contexts, and, importantly, form a primary obstacle facing African Australian women in migration and refugee resettlement transition. [ABSTRACT FROM PUBLISHER]

Purpose Corticosteroids, which are a mainstay in the treatment of acute lymphoblastic leukemia (ALL), have a well-documented adverse effect on sleep. We sought to characterize the effects of dexamethasone on sleep over an entire 28-day treatment cycle using actigraphy, an objective measure of sleep. Methods The sleep of 25 children aged 2–9 years (mean 4.5 years) with ALL treated with dexamethasone were evaluated during maintenance chemotherapy using a within-subject experimental design, actigraphy, and standardized questionnaires to assess sleep, sleep problems, and fatigue. Results During the five days of dexamethasone treatment, sleep time increased during the night (535 vs. 498 min; p  = 0.004) and daytime napping increased the following day (14 vs. 0 min; p  = 0.002), and the number of wake episodes during the night was lower (14 vs. 20; p  =  ≤ 0.001). However, when assessed individually, sleep-onset time, efficiency, and wake after sleep onset during the night were unchanged during dexamethasone treatment; when the cumulative effect of all of these factors was assessed, there was a statistically and clinically significant increase in nighttime sleep duration during dexamethasone treatment. Conclusions During the five days of treatment with dexamethasone, an increase in nighttime sleep as well as daytime napping was observed in young children with ALL. The increases in sleep duration return to baseline one day after the discontinuation of dexamethasone. [ABSTRACT FROM AUTHOR]

The authors discuss the promotion and support of the development of maternal and child health (MCH) nutrition services and training of public health nutrition professionals. They examine the challenges in maintaining the services and addressing nutrition disorders. They explore the leadership opportunities and concerns for MCH nutrition.

This paper troubles the im/possibilities of exploring difference through queer popular culture within the teacher education classroom. This article locates such pedagogical practice as existing in opposition to dominant neoliberal discourses around the marketization of higher education as well as queerness in mainstream popular culture, and the expectation of students that all education coursework should be ‘relevant’ to mainstream marketplace classrooms. In response to previous research and our own empirical evidence that highlights the ways in which students’ (and teacher education courses’) conception of ‘relevance’ is not critically theorized in either pedagogical or curricular ways, this paper problematizes such notions of ‘relevance’ within a changing ecology of teacher education classrooms. Here we argue that the hopes for challenging normativity within teacher education spaces can be at odds with the possibilities that popular culture devices offer, as they are inevitably shaped, informed and foreclosed by governmental policy and social expectations. Such neoliberal influences do not necessarily align well with the high hopes held by critical educators for the use of popular culture as a tool for challenging notions of ‘difference’ within the teacher education classroom. [ABSTRACT FROM PUBLISHER]

The article discusses the chapel of Saint-Fiacre near the village Le Faouët in France, focusing on how the relationship between the natural and built environments that the site displays impact it as a sacred site. Other topics include the study of the natural materials sacred objects are made from, the religious representations of the water flowing in the fountain of Saint-Fiacre, and the religious aspects of the wood used to carve artwork into the chapel.

Through collaborative narrative writing, in this article, we redeploy the sense of refugeity present in our singular narratives to co-construct a shared space for creative scholarship that becomes a feminist space to belong. Drawing on feminist scholarship and performance theory, narrative collaborations awkwardly embrace our mutual and sometimes contradictory senses of self and identity performance. The co-constructed nature of this article reflects contemporary developments in qualitative research that employ creative arts practice-led methodologies and acknowledge researcher/writers as situated gendered, sexualized, and encultured subjects within particular global and local contexts. This unconventional structure is used here to foreground the intersubjectivity and spatiality from which research and the desire to research arise, and as an experiment in tracing the lines of flight between new identities and new spaces. [ABSTRACT FROM PUBLISHER]

The emerging methodology of ethnocinema fuses techniques from its ethnographic origins with its co-constitutive methods, and invites collaborators to creatively come together for mutual education and cultural transformation. Education as a site of the enactment and “politics of identity construction” continues to confront notions of authenticity/fallacy, hybridity/purity and a media-driven “fictive unity” in the ways we enact and teach culture (Souter, in Hall). Collaborative methods in educational practice, like ethnocinema, suggest that as notions of culture are changing so too must educational practices, both in classrooms and in research contexts. As global mobilities muddy the waters of articulable cultural values and identities, educational practices present an urgent imperative to engage in more dialogic teaching and learning – and more collaboratively generated research – to reduce alienation, generalisation and increase pedagogical border crossing. This article addresses the im/possibility and implications of moving beyond cultural identities in intercultural co-educational dialogue. [ABSTRACT FROM PUBLISHER]

Using collaborative performance ethnography in community- and school-based settings, sex education has the potential to challenge at-risk narratives for lesbian, gay, bisexual, transgender, intersex and queer (LGBTIQ) youth. This paper problematises the youth-led drama projectEpic Queerto test the ‘queer’ potential of youth-driven initiatives at the school and community level, and to reject the singularity of victimised and ‘at-risk’ narratives so pervasive in sex education internationally about queer youth. By drawing on theIt Gets Better Projectas an example of widespread but narrowing social media texts encouraging normativity, deferred pleasure and a happiness narrative, this paper argues for the potential of performance-based arts engagement for re-expanding queer youth subjectivities. [ABSTRACT FROM AUTHOR]

Using collaborative performance ethnography in community- and school-based settings, sex education has the potential to challenge at-risk narratives for lesbian, gay, bisexual, transgender, intersex and queer (LGBTIQ) youth. This paper problematises the youth-led drama projectEpic Queerto test the ‘queer’ potential of youth-driven initiatives at the school and community level, and to reject the singularity of victimised and ‘at-risk’ narratives so pervasive in sex education internationally about queer youth. By drawing on theIt Gets Better Projectas an example of widespread but narrowing social media texts encouraging normativity, deferred pleasure and a happiness narrative, this paper argues for the potential of performance-based arts engagement for re-expanding queer youth subjectivities. [ABSTRACT FROM PUBLISHER]

This paper throws a provocative light on marginalizing practices around race and religion within lesbian, gay, bisexual, transgender, intersex, queer and questioning communities, as explored and expressed through a community consultation and animation programme, Teaching Diversities, in Melbourne, Australia. Drawing on Kumashiro's (2001, [2004] 2009) urge to return queerness to social action, and Halberstam's (2011) identification of the queer possibility in failure, this paper argues that working at the intersection of race, sexualities and culture has never been more explosive, especially set against increasingly conservative educational and global flows. For sexualities researchers who are concerned with the nexus between cultural diversities and the religious/secular ideological divide, this article offers possibilities for recreating queer for the twenty-first century. [ABSTRACT FROM AUTHOR]

This article presents and problematizes a peered and tiered model of creative and educational knowledge transfer piloted in Culture Shack, a community-based arts education program in Melbourne, Australia. Drawing on Eisner and Sefton-Green and Soep, I argue the value of this approach as a potential new pedagogical strategy in both secondary learning and teacher education courses, refocused on collaborative and process learning rather than outcome-focused pedagogy and assessment. Because education is a key factor for successful integration of those from refugee-background and emerging communities, self-reliance and creative problem-solving can be enhanced through arts programs such as Culture Shack that increase participation in continuing, collaborative educational pathways. In this paper I argue that this peered and tiered collaborative learning model offers possibilities for working cross-sectorally, interdisciplinarily, and interculturally for effective pedagogical outcomes and for the value of arts-based action research-as-pedagogy. [ABSTRACT FROM AUTHOR]

The performative identities of both Black and queer characters in film have been noted by academics in “Black queer diasporic theory” (Rinaldo Walcott) and artists such as Cheryl Dunye and Isaac Julien, with particular focus on the ways in which these identities have been constructed from both within and outside of their respective communities. Australian Indigenous and lesbian filmmaker Sonja Dare took the discourse one step further, however, in her 2007 release Destiny in Alice, a twenty-seven-minute mockumentary film which parodies a David Attenborough-style search for the rare “desert lesbian” of Alice Springs in Australia's outback. Her film actively pursues the intersection of cultural and sexual expressiveness and suppression, interrogates notions of belonging and exclusion within these communities, and challenges marginalisations of all subaltern identities in the evolving criticality of performing race, sex and gender in modernity. [ABSTRACT FROM AUTHOR]

Research in the areas of lesbian, gay, bisexual, trans and queer (LGBTQ) issues in education has been growing steadily over the past 10 years with the help of Fine and Weis (Silenced voices and extraordinary conversations: re-imagining schools, ), Rasmussen (Becoming subjects: sexualities and secondary schooling, ), Tolman (Dilemmas of Desire: Teenage girls talk about sexuality, ) and others. Simultaneously, LGBT figures in popular media such as Ellen DeGeneres have influenced the rhizomatic growth of communities of difference (Fine et al. Harvard Educational Review, 67(2):247-285, ), significantly influencing classroom intersubjectivities in both spoken and unspoken ways. Creative arts industries and classrooms offer new possibilities for expression of alternate positionalities and new vistas of difference (including similarity), and this article argues the value of holding these difficult conversations toward liberatory pedagogies. The classroom encounter described in this article stresses the urgent need for continuing sexualities diversity dialogue in schools, highlighting its compatibilities with antiracist, anticlassist and antipatriarchal narratives. [ABSTRACT FROM AUTHOR]

Harris, A.M. & Rye, B.L. A re-assessment of the varieties recognised in Verticordia plumosa (Myrtaceae: Chamelaucieae). Nuytsia 23: 163-170 (2013). The seven varieties of Verticordia plumosa (Desf.) Druce are re-assessed in the light of recent collections. Verticordia plumosa var. pleiobotrya A.S.George is reduced to a synonym of V. plumosa var. brachyphylla (Diels) A.S.George. A key and distribution maps are provided for the six remaining varieties, two of which have conservation priority. [ABSTRACT FROM AUTHOR]

Taking Butler’s notion of embodied performativity in relation to education and global flow, this article uses one example of Samoan cultural dance within a community arts education programme to argue the need for localised, context- and culture-specific arts pedagogies which incorporate diversity in all its expressions, suggest an emerging ‘critical race pedagogy’, and celebrate the power of difference rather than marketplace uniformity. Though this can be confronting especially for educators, it points to a new possibility in what might be considered a new ‘pedagogical imaginary’, which extends the notion of ‘a new research imaginary’ and in which cultural dance and other forms of creative cultural expression are productive pedagogical portals for both academic and intercultural learning. Drawing on both Australian and international trends in cultural and arts education policy, the author highlights the power of space and place-based learning that draws productively on cultural, gender and creative interventions. [ABSTRACT FROM AUTHOR]

In the film fragment Smart B**ch, two women—a black Sudanese-Australian and a white American-Australian—share what it means to be diasporic travellers and explore their similarities and differences within evolving feminist discourses which have in some ways abandoned the subaltern for the subdivided. No longer content to criticise the ways in which we speak for and to each other, and to accommodate hierarchies of class, race and sexuality, this ethnocinematic dialogue prefers these film personae to speak with each other and their audience using Conquergood and Denzin as performance ethnography guides, while challenging hegemonic notions of diaspora to include such diversities as adoptees, queers, and others. [ABSTRACT FROM AUTHOR]

This paper offers a performative autoethnography in order to make transparent-in-context relationships and research data arising from an ethnocinematic doctoral study entitled: ‘Cross-marked: Sudanese Australian Young Women Talk Education’. The performative structure of this paper reflects contemporary developments in qualitative and education research that acknowledge researchers/educators as gendered, sexualized, and racialized. From these subjectivities we engage in communities of practice in ways that are both intercultural and intergenerational and, as such, experimental performative narratives are increasingly considered to be both ‘reliable’ data while simultaneously troubling notions of reliability. This paper explores these productive contradictions as they appeared to the educator-author at a Sudanese beauty pageant in Melbourne, Australia, and the implications for her own sense of race, refugeity and sexual identity that this scene evoked. This and other texts that are created to be spoken aloud are ‘performance ethnographies about self and society’, and as such they blend layers of past and present in provocative ways. [ABSTRACT FROM PUBLISHER]

This article examines the ethnocinematic research project Cross-Marked: Sudanese Australian Young Women Talk Education, and its relationship to the evolving notion of public pedagogies. The project explores the potential of alternative pedagogies, which include popular culture, especially audiovisual forms, to engage teachers and learners with one another in collaborative pedagogical methods. The author's collaborative work with students from refugee backgrounds involves what Giroux calls a ‘spectrum of social practices’ utilising a variety of media platforms. This article draws from the lived experiences of one particular co-participant, Achol Baroch, and her 15 Sudanese Australian co-participants. Their experiences of secondary education are traced through this arts-based participatory project using the emerging practice of ethnocinema, a type of ethnographic documentary film which is generative, interculturally collaborative and aligned with the transformative goals of critical pedagogy. [ABSTRACT FROM PUBLISHER]

This article examines the ways in which Sudanese Australian students from refugee backgrounds are often perceived in their high schools as transgressive, and how this transgression—perceived or real—may become for them a liberatory invitation for both students and teachers, and a means to a reconstruction of self, educational contexts, and freedom (hooks). Through discussion of the ethnocinematic research project Cross-Marked: Sudanese Australian Young Women Talk Education, the author comments on the complexities of the performance of identity for teachers, researchers, and coparticipants across differences of age, race, sexuality, geography, and class. [ABSTRACT FROM PUBLISHER]

This article examines the research project Cross-Marked: Sudanese-Australian Young Women Talk Education, which draws on the varying knowledge of Sudanese students from refugee backgrounds and the principles and practices of ethnocinema which prioritize relationship and mutuality in intercultural collaborations. The seven documentary films which comprise Cross-Marked comment on the complexities of the performance of liminal identities for both researcher and co-participants; and this article explores the visibility and invisibility of Sudanese diasporic women in popular media. Gender, age, race, class and ethnicity intersect as a range of intercultural meetings, where these films both influence and are influenced by an emerging ethnocinema. This article draws from the literature on contemporary ethnographic documentary, including Ruby [(1975)2000], Rouch [2003] and Heider [2006], and seeks to offer new methods for those engaged in 21st-century intercultural collaboration in video, both inside and outside the classroom. [ABSTRACT FROM AUTHOR]

Drawing on performative public pedagogies, Sudanese young women have co-created ethno-cinematic films in order to reflect on their prior schooling, ongoing resettlement in the West, representations in the media, and offer advice to newly arriving African young women and the education system itself. [ABSTRACT FROM AUTHOR]

This article introduces Cross-Marked: Sudanese Australian Young Women Talk Education, a series of seven short films made collaboratively with Sudanese young women from refugee backgrounds, examining their education experiences in Australia. The author frames this research through the emerging practice of ethnocinema and its relationship with ethnographic documentary. The coparticipants examine the prevailing social conditions for connectedness/disconnectedness in the context of a sometimes-hostile contemporary educational climate, as does the author/researcher through autoethnographic reflections on practice. The films use a “performative ethnography” to disrupt the folds and pleats of conventional stories told of and about the pedagogies of belonging and becoming. The films draw on the informants’ social practices of self to trouble teleological narratives of identity, and they offer a territory of possibilities for learning to “see more critically, think at a more critical level, and to recognise the forces that subtly shape their lives” (Kincheloe & McLaren) [ABSTRACT FROM PUBLISHER]

Environmental legislation is becoming an increasing challenge to manufacturers around the world. New legislation are continually replacing old ones. The dilemma facing manufacturers is how to treat this environmental obligation. Many consider it as a growing burden of legislation that constrains their business while others embrace the change as an opportunity to innovate and gain business advantage. Compliance can positively influence market perception and revenues, however, most important and critical is the risk of non-compliance leading to significant damages of a well-established brand. The key thing for manufacturers to remember is that there are opportunities inherent with change. [ABSTRACT FROM AUTHOR]

Focuses on the need for Western manufacturers to have a sustainable strategy. Product strategy of manufacturing in Great Britain; Main source of foreign investments; Role of government in manufacturing.

The article discusses how agile thinking can help enhance industrial productivity. The calls for lean thinking have become the mantra for improving productivity amongst manufactures. But to meet customer requirement manufacturers are discovering that being lean is not enough--they need to be agile as well. In the dynamic modern manufacturing landscape, it is easy to support a position that to thrive one needs to be equally lean and agile, most importantly in one's supply chain strategy. Agile supply chains are market sensitive--very close to the market and can read what is going almost in real-time. They also tend to be network based, using specialist providers of specific services--not trying to do everything within their own operation.

Describes three levels of nutrition service provision with focus on pediatric assessment. Identification of children who require nutrition service; Components of pediatric nutrition; Importance of nutrition services.