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A new species, Ficotarsonemus bancroftisp. nov., is described from female and male mites from within the syconium of the sandpaper fig Ficus coronata Spin collected from southeast Queensland, Australia. We summarize records of fig mites (Tarsonemidae: Tarsonemellini) to date and provide a key to genera and species. Paper LSID: Species LSID: [ABSTRACT FROM AUTHOR]

Children in socioeconomically disadvantaged communities often do not access follow-up eye care services when referred from vision screenings; whether this is due to lack of availability is not known. This paper highlights the need for vision and eye care for vulnerable children with practicing clinical optometrists well placed to provide vision care. Vision impairments develop from a young age and may inhibit learning experiences and impact life outcomes. Vision screening to detect and refer vision abnormalities supports children in their education and prevents minor vision impairments from worsening. This research describes outcomes from a vision screening programme for 4– to 5-year-olds delivered in Queensland, Australia. The programme involved all prep children from participating schools in Queensland. Vision screening was conducted with the Parr 4 m Visual Acuity Test and Welch Allyn Spot Vision Screener. A cross-sectional study design was adopted. Descriptive data analyses explored the frequency of vision screening and referral outcomes. Inferential analyses examined associations between vision screening and referral outcomes with socio-economic indexes for areas (SEIFA) scores. Of 71,003 prep students screened, 4,855 (6.8%) received a referral recommendation. A higher proportion of children who received a referral recommendation was from more disadvantaged locations (?2 = 109.16, p < 0.001). Of the students referred, 3,017 were seen by an eye health professional. Further vision assessment of students by an eye health professional revealed that 43.3% of the referred children were diagnosed with a vision abnormality, 18.9% had no vision abnormality and 37.7% had an 'undetermined' diagnosis. A higher proportion of children confirmed with a vision abnormality were from more disadvantaged locations (?2 = 52.27, p < 0.001). It is important that vision screening programmes target disadvantaged populations and support families of children who require further health assessment to access health services. [ABSTRACT FROM AUTHOR]

Intergenerational programs that bring the young and old together are known to facilitate social connections. However, benefits of intergenerational programs cannot be achieved by simply bringing the two generations together. We need to understand the factors which enhance intergenerational engagement. This paper specifically explores barriers and enablers for improving engagement of older people in an intergenerational program conducted within four research sites in South East Queensland and New South Wales, Australia. Video ethnography was used to examine the intergenerational environment and observe patterns of engagement between older people and children. Findings reveal the type of activity, group structure and length of activity to increase engagement of older people in an intergenerational program. [ABSTRACT FROM AUTHOR]

Teachers play a critical role in the implementation of inclusive education in their schools. In this paper, we report on a study that investigated teacher perceptions of their capabilities to implement effective inclusive practices in their classrooms at an urban, primary (elementary) school in south-east Queensland, Australia. Participating teachers (n = 48) responded to an online survey that contained two open-ended questions that focused on understandings and beliefs about inclusive practices, together with the Teacher Efficacy for Inclusive Practices (TEIP) scale Sharma, Loreman, and Forlin [2012. "Measuring Teacher Efficacy to Implement Inclusive Practices." Journal of Research in Special Educational Needs 12 (1): 12–21]. Responses to the open-ended questions revealed that teachers were positively disposed towards the enactment of inclusive practices in their school. Teachers also reported high levels of efficacy across items on the TEIP scale, indicating that they were mainly confident in implementing inclusive practices in their classrooms. They showed highest levels of uncertainty for items related to involving parents in school activities and informing others about inclusion legislation and policies. Implications for targeted teacher professional learning at school and systemic levels are outlined. [ABSTRACT FROM AUTHOR]

Sharing personal teaching stories provides opportunities for enhanced wellbeing and learning for both experienced and pre-service teachers. This paper shares the results of a qualitative pilot study that used narrative inquiry to collect and share teacher stories. The research was conducted in two phases. The first phase collected humorous stories from experienced teachers recalled from the first years of their teaching career. Thematic data analysis investigated the wellbeing and learning impact on those teachers when sharing their stories. The second phase invited pre-service teachers to read and evaluate the impact of humorous stories when preparing for their first school placements. Thematic data analysis investigated the wellbeing and learning impact on pre-service teachers reading these stories. The analysis from both phases demonstrated recurring themes regarding the importance of teacher-student relationships for teacher wellbeing. The results also showed that the sharing and reading of stories had beneficial outcomes such as enhanced wellbeing and enhanced learning for both the teacher storytellers and the pre-service teacher readers. This study provides evidence that the inclusion of real-life stories offers a valuable addition to Initial Teacher Education programs as a way of developing professional and reflective practice. [ABSTRACT FROM AUTHOR]

This paper presents a longitudinal study of domestic travel by residents of Southeast Queensland, Australia. It is framed within the distance decay concept. Two major findings emerged from the study. First, people who were most likely to forsake travel as a result of COVID-19 generally did not value it very highly, while those who continued to travel saw it as an important part of their lifestyles. Second, applying the distance decay concept revealed no change in destination choice in intra-destination movements over time, although the volume of tourists was substantially lower as a result of COVID-19. This findings suggests a degree of habit persistence prevails even in times of crisis. [ABSTRACT FROM AUTHOR]

This paper documents Indigenous Traditional Owners' water values, rights, and interests from the Mitchell catchment in North Queensland. It is the first analysis of the catchment that links Indigenous water values, rights and interests with specific water resource assessment and development considerations. The paper highlights how relational and reciprocal values frame Traditional Owner responsibilities and obligations through water across generations, across geography, to places, and with the non-human and spiritual entities living on their traditional lands. This ethos of relatedness shapes the way Indigenous peoples want to be engaged in water assessments and planning processes – such processes must focus first on local and regional relationships, where Indigenous actors are central to the coordination of a wider multi-interest governance process. Relatedness relies on building trust, continuous learning, and communication to encompass different values amongst people who are inter-dependent in their use of and relationship with water. Traditional Owners are seeking new platforms that bring multiple knowledges to water resource assessments and planning processes – where Indigenous ways of knowing are included with science, policy, industry, conservation, and community knowledges into an adaptive process focused on long-term sustainability. [ABSTRACT FROM AUTHOR]

The rising number of students in schools identified as being on the autism spectrum has placed pressure on school leaders and staff to gain knowledge and take on new practice. A school-wide autism competency (SAC) approach utilises the research on elements of effective practice to build the capacity of school leaders and staff to create inclusive school cultures, implement evidence-based strategies, and improve outcomes for students on the autism spectrum. This paper reports on the experiences of three schools as they implemented the SAC approach in Queensland, Australia. A multiple case study design was utilised to examine the factors that influenced the implementation process and outcomes achieved at each school. Factors that influenced each school's ability to transform their practice for students on the autism spectrum included engagement of leaders, support from an external coach, involvement of parents, realignment of resources and staff, and the ability to manage change and competing priorities. Findings revealed that although all three schools increased staff's knowledge of students on the autism spectrum, the engagement and actions of leaders and the underlying culture of the school influenced the degree to which changes were implemented and outcomes were realised for students on the autism spectrum. [ABSTRACT FROM AUTHOR]

This paper seeks to explore the lived experiences of teacher educators working in the midst of the current tumultuous and highly regulatory policy landscape. The paper will briefly outline the politics and policies that have profoundly shaped teacher educators' work in Australia over the past 10 years. We write from our own experiences, as three actively-teaching teacher educators, working with a diverse and nontraditional student population in regional Queensland. We seek to illuminate these experiences through a series of narrative (re)presentations, drawing attention to what we see as important questions regarding the enactment of policy reforms, paying particular attention the impacts on teacher educators and preservice teachers. [ABSTRACT FROM AUTHOR]

The Cavendish banana is Australia's most popular fruit and marketed as emblematic of Australian nationalisms. In July 2017, the disease-causing fungus Fusarium oxysporum f. sp. cubense was confirmed present on Australia's largest Cavendish banana farm, in the worst disease incursion that Northern Queensland Cavendish monocrop plantations have yet faced. Confronted with the potential collapse of the industry, banana growers and Biosecurity Queensland officials have deployed a biosecurity response centred on measures of border control and containment. This paper examines the othering of the disease vector Panama Tropical Race 4, revealing biosecurity attempts as embroiled in cultural preoccupations with invasion. In so doing, this paper establishes that the biosecurity concerns regarding Northern Queensland bananas are not just with the economic and biological productivity of nature, but entangled in post-colonial anxieties over who belongs within the landscape. Following the entangled relations between the disease and Cavendish bananas reveals cultural nuances and multispecies relations. These shape and are shaped by industry and government efforts as experts attempt to maintain governance over entities as they appear to slip from human control. This paper finds that the anxieties and narratives of Australian post-colonial politics are deeply imbricated with the logics of ecological protection, agricultural productivity and the banality of everyday nationalisms. [ABSTRACT FROM AUTHOR]

School absenteeism has been concerning educators in the Global North (including Australia) as research suggests a relationship between school attendance, academic achievement and subsequent life chances. This paper focuses on the perspectives of 50 school leaders in Queensland, Australia about approaches to improving attendance. Strategies reflected the cultural, economic and social diversity of their school communities. In general, quality curricula and pedagogies were considered important, but were not explicitly linked to attendance. This suggests the need for schools to develop strategies to enhance student engagement in meaningful learning through quality curricula and pedagogies within a positive school environment. [ABSTRACT FROM AUTHOR]

Political processes are shaped by the gendered ways in which women and men are selected to run for political office. This paper examines the increase in women entering the parliamentary arena and employs a feminist historical institutionalism approach to understand how and why change in female representation occurs. We examine the interplay between formal rules and informal practices on candidate selection through the case of Queensland, Australia. Drawing on policy developments and analysis of election reports, we explore the difficulties in changing the gendered nature of political parties, the formal and informal processes, the pace of change and the political struggles and opportunities along the way. Factors supporting increased representation included leadership, sanctions, placement mandates, as well as vacancies and a 'glass cliff' political environment. Support for formal rules and quotas – despite resistance at the informal level – has gradually improved opportunities for women in one political party in this jurisdiction and achieved very positive outcomes. In contrast, the other major party has opposed quotas relying instead on informal practices and rules, which result in less positive outcomes for women. [ABSTRACT FROM AUTHOR]

Dwellings become home through the social, emotional and psychological meanings that dwellers attach to them. These meanings often revolve around home as a haven, a site of autonomy and a vehicle for the expression of social status. Yet, homes can also be unmade, not only through external acts of 'domicide', but also through networks of local social relations in which homes are embedded, such as those with neighbours. This paper explores the role of "unneighbourliness" in home unmaking as recounted by clients of neighbourhood mediation services in Queensland, Australia. It shows that disputes with neighbours can undermine one's sense of home as haven, autonomy and status. But it also reveals how home (un)making occurs as a dialectic in the context of physical proximity and shared boundaries between residential dwellings where the homemaking practices of one neighbour spill over into, and impede, the sense of home of another. [ABSTRACT FROM AUTHOR]

Installation of essential infrastructure can challenge not only its specialized supply professionals but also property developers and homeowners. This article investigates these stakeholders' appraisal of high voltage overhead transmission lines (HVOTLs) in Queensland, Australia. It first assesses risk surrounding developers' operations and then relays the chief perceptual models applying to the public at large. Investigated next are the two subject groups' outlook on HVOTLs, their orientation to several categories of infrastructure, and developers' tolerances when prospecting for sites near electricity facilities. Planning pointers permeate the analysis and discussion of results, leading to the summary and conclusions to the paper. [ABSTRACT FROM AUTHOR]

This paper examines the perceptions of police who work in Queensland's discrete Indigenous communities. Given the strong relationship between policing practices and the environments in which police work, we examine how 'place' and 'space' – particularly the environmental context of Queensland's discrete Indigenous communities – can inform policing. Interviews with fifteen police officers who work in Indigenous communities across Queensland found that police felt like strangers in Indigenous communities; they were acutely aware of their status as a (predominantly) white minority in a (predominantly) non-white space, which had implications for their policing practices. This also contributed to their perceptions of discrete Indigenous communities as strange lands – spaces in which their own (settler) social norms did not necessarily apply, and within which the work of policing had to be adjusted and reshaped. Overall, police found it difficult to reconcile their experiences of policing in discrete Indigenous communities with their experiences of policing elsewhere in Australia. In many ways, they were not trained nor prepared for policing in these distinct contexts. [ABSTRACT FROM AUTHOR]

This paper examines the impact of retirement on police officers. Using semi-structured in-depth interviews with 20 police retirees from Queensland, Australia, we explore the impacts of retirement on police officers' sense of wellbeing as well as the coping strategies utilised by retirees in the transition from paid employment to retirement. We found experiences of retirement varied amongst participants depending on the role they had whilst policing, the type of social interactions they had pre and post retirement and their financial position. Common themes include conflicting emotions, relevance deficit, anger and disappointment, financial issues and the loss of social networks. Coping mechanisms involved psychological counselling, expanding external social networks and seeking out other interests and hobbies in the lead up to/upon retirement. We suggest these findings can enable policing organisations to provide improved support for police officers leading up to retirement. [ABSTRACT FROM AUTHOR]

In a recent paper, community-held archival material was used to evaluate the palaeo-biology of dinosaur track-makers from the 'fireclay caverns' of Mount Morgan. With the ensuing interest, community members disclosed additional photographic documentation of Mount Morgan dinosaur tracks. The described theropodan and ornithischian tracks are consistent with the known Mount Morgan ichnofaunal record, while evidence of Anomoepus track-makers walking with the atypical plantigrade pedal posture has not been previously documented in Australia. [ABSTRACT FROM AUTHOR]

This paper reports on mixed methods research that was part of a larger investigation into the impact of an inclusive, physical activity intervention programme on a broad range of variables including children's enjoyment of, and participation in physical activity, self-perceptions, physical self-efficacy and how this influenced their overall social–emotional health and well-being. A six-month intervention programme based on Traditional Indigenous Games (TIG) was conducted in a total of five schools with 235 children and their seven teachers, in Queensland, Australia. Student reflective surveys used a four-point Likert scale to collect quantitative data relating to enjoyment and inclusion, perceptions of ability and physical self-efficacy. Qualitative data were also obtained through teachers' anecdotal notes and post-intervention semi-structured interviews. Statistically significant differences across time were found for student enjoyment, inclusion, perceptions and physical self-efficacy and were supported by the teacher's qualitative data. Improvements in students' physical self-efficacy through inclusive physical activity occurred as a result of the positive experiences created by the TIG intervention programme. This study demonstrates the huge potential for the inclusive and cooperative approach foregrounded in TIG, to support the development of inclusive physical activity in schools which enhances physical self-efficacy and promotes the social–emotional health and well-being of children. [ABSTRACT FROM AUTHOR]

This paper examines collaborative researcher-practitioner knowledge work around assessment data in culturally diverse, low socio-economic school communities in Queensland, Australia. Specifically, the paper draws on interview accounts about the work of a cohort of school-based researchers who acted as mediators bridging knowledge flows between a local university and a cluster of schools. We draw on the concept of recontextualisation to explore the processes of knowledge mediation in dialogues around student assessment data to design instructional innovations. We argue that critical policy studies need to explore the complex ways in which neoliberal education policies are enacted in local sites. Moreover, we suggest that an analysis of collaborative knowledge work designed to improve student learning outcomes in low socio-economic school communities necessitates attention to the principles regulating knowledge flows across boundaries. In addition, it necessitates attention to the ways in which mediators navigate dilemmatic spaces, anxieties and affects/feelings in order to generate innovative learning designs in the current global context of high-stakes national testing and accountability regimes. [ABSTRACT FROM PUBLISHER]

This paper explores the role of interstitial space and everyday housing practices at the domestic scale. Interstitial space is often framed as “empty” or “in-between” space located in the shadows of conventional built form and everyday practices. In this paper, we focus on interstitial space as a site of often undervalued or taken-for-granted housing possibility. We begin the paper by outlining the contours of interstitial space as a theoretical concept before highlighting two cross-cultural examples of domestic housing storage practices within the Australian context: (1) “under the house” in the Queensland vernacular and (2) “close to the wind-break” in a remote Aboriginal community in the centre of Australia. We conclude by drawing attention to the importance of interstitial spatial practices for housing theory and practice and offer suggestions for further research. [ABSTRACT FROM AUTHOR]

This paper explores the impact of a Teaching and Learning Audit of all government schools in Queensland, Australia. This audit has a concern with the extent to which schools ‘differentiate classroom learning’. We note that in England, since September 2012, one of the standards that teachers have been expected to demonstrate is an ability to ‘differentiate appropriately’, and thus the lessons of how this particular audit was implemented in Queensland have relevance outside of Australia. The paper draws on data collected from Red Point High School, one of the State’s 1257 schools and education centres audited in 2010. We suggest that this requirement to differentiate classroom learning was implemented without appropriate clarity or support, and that it increased teacher surveillance in this school. However, we also argue that some spaces were opened up by this audit, and its concern with differentiation, to articulate a social justice agenda within the school. We conclude that differentiation is a complex concept which is not easy to shift from a policy to a classroom context, and requires more careful explication at policy level and more support for teachers to enact. [ABSTRACT FROM PUBLISHER]

This paper examines the differences in school (NAPLAN) outcomes between New South Wales and Queensland. It shows that there are pronounced differences in Year 3 NAPLAN results between these states, though these dissipate when later class years are considered. The reasons for these state effects in school outcomes are explored using an empirical framework grounded in the regression discontinuity literature. There is no systematic evidence of school-specific unobservables that are linearly related to the distance of schools from the New South Wales–Queensland border that account for this state effect. In other words, the lower outcomes of schools in Queensland relative to schools in New South Wales appear to be a pure institutional phenomenon. This conclusion carries over to the various sensitivity tests undertaken based on the partition of the sample by school sector and by distance from the border. Accordingly, the border effects are expected to be eroded by the recent reforms to the school starting age in Queensland and by the national curriculum currently proposed for implementation in Australia. [ABSTRACT FROM PUBLISHER]