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Objective: The aims of the study were: (1) to clarify the definitions of "migrant" used in occupational health research; (2) to summarize migrant workers' industry sectors, occupations and employment conditions; (3) to identify the occupational health and safety services available to migrant workers; (4) to summarize work-related health problems found among migrant workers; (5) to identify the methodological challenges to research into occupational health of migrant workers; and (6) to recommend improvements in migrant occupational health research. Methods: This position paper was prepared by researchers from several European countries and Australia, working within the EU COST Action OMEGA-NET. The paper drew on two recent systematic reviews on the occupational health of international migrant workers and other literature, and also identified uncertainties and gaps in the research literature. Migrants may, for example, be temporary or permanent, moving for specific jobs migrants or other reasons. Their ethnicity and language capabilities will affect their work opportunities. Results: The occupational health literature seldom adequately identifies the heterogeneity or characteristics of the migrant group being studied. Migrants tend to work in more physically and mentally demanding environments with higher exposures than native workers. Migrants tend to have an increased risk of physical and mental ill health, but less access to health care services. This has been demonstrated recently by high rates of COVID-19 and less access to health care. There have been a number of cross-sectional studies of migrant health but few long-term cohort studies were identified. Other study designs, such as registry-based studies, surveys and qualitative studies may complement cross-sectional studies. Mixed-methodology studies would be valuable in research on migrants' occupational health. Language and lack of trust are barriers to migrant research participation. Conclusion: Targeted research, especially longitudinal, identifying how these economically important but often-vulnerable workers can be best assisted is needed. Researchers should identify the characteristics of the migrant workers that they are studying including visa/migration circumstances (temporary, permanent, undocumented), racial and ethnic characteristics, existing skills and language abilities. [ABSTRACT FROM AUTHOR]

This paper examines the personal and professional experiences of the five arts leaders who co-wrote the foundation document for Australia's first national curriculum in the Arts. Their personal and professional backgrounds, which were explored during in depth interviews, drove the complex collaborative process that informed the first iteration of the Australian Curriculum: The Arts. Though each couched their responses in the context of their background and arts discipline, they shared an awareness of the important role of the Arts in providing the analytical tools for children and young people to identify and subsequently challenge social injustice. The findings, which are presented as a group narrative using a Narrative Inquiry approach, reveal how the five arts leaders' individual lived experience, disciplinary experience and expertise, and commitment to collaborative leadership informed their approach. It was one driven by their shared belief that all Australian students, regardless of their background, are entitled to a quality arts education. [ABSTRACT FROM AUTHOR]

There is an obvious mismatch between the high reported rates of use of traditional and complementary medicines (T&CM) by Australian cancer patients and cancer survivors and the low numbers of Australian cancer services integrating T&CM. An estimated 65% of Australian cancer patients use at least one form of T&CM. Over half use T&CM in conjunction with conventional cancer therapy. Yet, less than 20% of Australian hospital cancer care facilities provide access to T&CM. This compares to around 70% of UK cancer care facilities offering at least one T&CM therapy. Barriers to developing integrative oncology services include determining an appropriate service model and revenue structure; concerns with ethical and legal issues such as regulations and credentialing; and inadequate high-quality scientific evidence demonstrating safety and effectiveness, including concerns about the possibility of adversely affecting chemotherapy or radiotherapy treatment. This paper aims to provide general guidance and practical strategies for those seeking to develop integrative oncology services in Australian cancer care facilities. [ABSTRACT FROM AUTHOR]

Despite the growing intersection between sustainability and organisational learning, current empirical research offers limited understanding of specific ways in which an industry learns to be sustainable. This paper explores industry sustainability from an organisational learning perspective in the Eyre Peninsula's fishing industry in Australia. Drawing on organisational learning literature, it argues that a better understanding of how an industry pursues sustainability is necessary if we explore the specific ways in which they learn. The findings from our analysis of data from interviews with 54 participants support and underscore the importance of learning through social networks and interactions, observation, experimentation, experiences and formal education in order to adopt socially, economically and environmentally sustainable practices. To develop a sustainable industry, managers and stakeholders should explore the specific ways in which they learn. This paper advances current studies that seek to understand industry commitment towards sustainability from an organisational learning perspective. [ABSTRACT FROM AUTHOR]

Introduction: In recent years, tenecteplase has been competing with alteplase as a treatment for acute ischemic stroke given its ease of administration, lower dosage, cost-effectiveness, and better safety data. This paper seeks to analyze academic literature regarding the burgeoning usage of tenecteplase as a treatment for acute ischemic stroke across the world. Method: The Web of Science database was used to collect the data from articles containing the keywords "Tenecteplase" and "Stroke" published from 1999 to 2023. The search resulted in 576 journal articles. This study analyzed metadata related to the country, institution, keywords, and date published for each article in the database pertaining to tenecteplase use for stroke. Results: The United States led in publications (260, 39.93%), followed by Australia (101, 15.51%), and a tie for third place between Canada and China (77, 11.83% each). The three most prevalent keywords were tenecteplase (N = 324), alteplase (N = 284), and thrombolysis (N = 244). The University of Melbourne and the University of Calgary were the leading institutions publishing on the use of tenecteplase as a treatment for stroke. In 2023, the number of publications on the usage of tenecteplase for stroke was the greatest, making up 24.3% of all papers on the topic. Conclusion: The surge in academic papers regarding tenecteplase in stroke in 2023 could be a good indicator of the drug's increasing prevalence as a treatment for stroke. Despite this finding, tenecteplase is currently not an FDA-approved therapy in the US as Genentech, the drug's manufacturer, has yet to file for federal approval for acute ischemic stroke treatment. [ABSTRACT FROM AUTHOR]

This special issue presents a collection of recent papers drawing on qualitative research in and about schooling in Australia and the ways in which gender-related issues in the broadest sense continue to shape people's educational experiences. These papers from the present are positioned in relation to the long histories of policy and research attention to gender equity in Australian education. We set the context for work in the present by scanning the past, noting the ambitions, the gaps and the failures of earlier policies, and drawing attention to the quality and volume of research that has previously been undertaken in this area. We explore the current policy vacuum regarding gender to consider some of the pressures and complexities that have led to the erasure or avoidance of gender-related issues. Each of the papers that form this special issue demonstrate—despite different methods, theoretical frameworks, settings and participant cohorts—how stereotypes and limitations circulate in everyday life in schools and beyond them, and how these impact on people. They each explore from a different starting point how gender injustices are perpetuated and produced, in often subtle and nuanced ways that require concerted effort to unpack. They simultaneously offer insights into the critical and creative ways that young people and those around them are reconfiguring gender and seeking more hopeful and more equitable educational experiences and outcomes. Collectively, the papers that form this special issue advocate for policies and practices that embrace the complexities of young people's lives and are oriented towards inclusive and equitable educational environments. [ABSTRACT FROM AUTHOR]

This paper situates the context of the Aboriginal Voices: The state of Aboriginal student experiences in Australian secondary school project special issue of The Australian Educational Researcher in the wider context of First Nations educational research. It outlines the contribution to scholarship that each of the papers within the special issue makes towards developing a more nuanced, research-informed, and deeper understanding about the current state of Aboriginal education in Australia from the voices of those at the coalface. In doing so, this editorial overview highlights that while racism is still rampant across the education sector, and Aboriginal Peoples continue to face deficit discourses about their being and academic capabilities, a new era of sovereign activism is being mobilised by Aboriginal Peoples, and their allies, to drive educational change. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of the study reported in this paper was to explore the role of animals in buffering against cisgenderist violence experienced by trans young people. Method: Interviews were conducted with 17 Australian trans young people and one of their parents who spoke with us about their relationships with their animals living in the home, including in terms of animals providing a protective function against the negative effects of cisgenderism. The transcribed interviews were analyzed thematically. Results: Thematic analysis resulted in the development of three themes. First, at the psychological level, animals helped young people to combat feelings of dysphoria, wrought by the violent effects of social norms about gender. Second, at the interpersonal level, animals helped to soothe young people when they were faced with less than supportive or indeed hostile responses from family members and other people in their lives. Third, at the community level, the companionship provided by animals offered a buffer against feelings of marginalization premised on cisgenderist social norms. Conclusions: All three themes speak to the importance of conceptualizing violence in family contexts as more than just the obvious: as encompassing more subtle forms of marginalization that in their net effect may constitute forms of violence or microaggressions. As a counter to these subtle forms of violence, animals are thus perceived as playing an important role as confidantes, as offering a place of non-judgemental safety, and as a touchstone to the more-than-human. [ABSTRACT FROM AUTHOR]

Schools are often the first point of contact for young refugees resettling in Australia and play a significant role in establishing meaningful connections to Australian society and a sense of belonging in Australia (Olliff in Settling in: How do refugee young people fair within Australia's settlement system? Centre for Multicultural Youth Issues, Melbourne. http//:. Accessed 21 June 2010, ; Gifford et al. in: Good Starts for recently arrived youth with refugee backgrounds: Promoting wellbeing in the first three years of settlement in Melbourne, Australia. Melbourne: La Trobe Refugee Research Centre. . Accessed 4 June 2011, ; Sidhu and Taylor in: Educational provision for refugee youth in Australia: Left to chance? Journal of Sociology, 43(3), 283-300, ). However, too little is known of how refugee youth encounter school in their new country. This article draws upon individual narratives of young former refugee's experiences of high schools. It explores the stories told by the young people of being identified as different and of negotiating ways of belonging in schools both academically and socially. It argues that it is how the school positions the newly arrived refugee students within mainstream school culture that opens up or restricts opportunities for inclusion in all aspects of school (in culture and pedagogy). [ABSTRACT FROM AUTHOR]

The Commonwealth Government should move to the funding of undergraduate courses for Australian students through the students rather than by way of direct grants to institutions. An independent coordinating body should be re-established to report on the higher education sector, advise the Commonwealth and administer Commonwealth higher education programs. Public funding of undergraduate education and research training should be decentralised through a system of scholarships. Undergraduate scholarship holders should pay charges determined by universities under HECS (Higher Education Contribution Scheme) arrangements. HECS arrangements also should apply to full fee paying undergraduates and PELS (Postgraduate Education Loan Scheme) arrangements to full fee paying research students. Institutional research funding should be on a disciplinary basis, taking account of the volume and quality of outputs. [ABSTRACT FROM AUTHOR]

Researchers have raised concerns about mental health in elite athletes, including problem gambling, where research hitherto is scarce. While gambling has been assessed in the younger student-athlete population, neither gambling nor the recently recognized behavioral addiction of gaming disorder has been sufficiently addressed in the elite athlete population. The present systematic literature review aimed to summarize research knowledge on the prevalence and correlates of problem gambling and problem gaming in elite athletes. Research papers were searched systematically using the Scopus, PsycINFO, and PubMed/MEDLINE databases and evaluated following a PRISMA paradigm. For the elite athlete population, eight reports on problem gambling and one report on problem gaming were found. While at least five papers indicated an increased risk of problem gambling in elite athletes compared to the general population, one study from Australia indicated the opposite. Problem gambling was generally more common in male athletes. Knowledge of problem gaming prevalence is thus far limited. It is concluded that increased research in problem gambling and problem gaming in elite athletes is warranted. [ABSTRACT FROM AUTHOR]

This paper examines how accounting can both entrench and challenge an inhumane and costly neoliberal policy—namely, the Australian government's offshore detention of asylum seekers. Drawing on Bruff, Rethinking Marxism 26:113–129 (2014) and Smith, Competition & Change 23:192–217 (2019), we acknowledge that the neoliberalism underpinning immigration policies and the practices related to asylum seekers takes an authoritarian tone. Through the securitisation and militarisation of the border, the Australian state politicises and silences marginalised social groups such as asylum-seekers. Studies have exposed accounting as a technology that upholds neoliberalism by representing policy as objective and factual. Curiously, there has been a wilful intention by successive Australian governments to silence the accounting for offshore detention. We seek to demystify this unaccounting and unaccountability by exploring counter-accounts produced by meso-level organisations that support asylum seekers. We apply a close-reading method in analysing limited governmental accounts and various counter-accounts to demonstrate how counter-accounts give visibility to practices that an authoritarian neoliberal regime has obfuscated. We also reflect on the potential for counter-accounting to foster broader social change by holding the Australian government accountable to moral and ethical standards of care for human life. This paper considers the intersections between accounting and authoritarian neoliberalism and presents counter-accounts as mechanisms that can challenge these neoliberal norms. [ABSTRACT FROM AUTHOR]

In many countries, rental housing is associated with insecure occupant rights and limited control for residents and homeownership is linked with ontological security. In the literature on homemaking, ontological security comprises a set of attributes, i.e., secure occupancy, autonomy and control, but these are often bundled, or treated jointly. In this paper we draw on the lived experiences of residents in Rental Housing Cooperatives (RHC) in Honduras and Australia, and ask how the experience of ontological security in RHC is shaped by its distinct characteristics? We argue that, if the experience of ontological security can be 'unbundled', wellbeing in rental housing, particularly for population groups increasingly locked out of homeownerships, can be advanced through housing policy innovation that enhances these, or specific, attributes of ontological security. Methodologically the paper draws on relational thinking, interview data (n = 15) and qualitative analysis of homemaking practices within RHC in Honduras and Australia. The paper utilises a four-quadrant qualitative assessment framework for evaluating occupants' sense of security and autonomy/control, relative to their sense of home and simply being housed. Our results suggest that secure occupancy more fundamentally underpins a sense of home, than autonomy/control. Implications for rental policy and research are considered. [ABSTRACT FROM AUTHOR]

Introduction: Lesbian, gay, bisexual, trans, queer or asexual (LGBTQA+) young people are at heightened risk of suicidality and psychological distress. Interventions in various forms are required to address this issue, which should be informed by the strengths, capacity and insight of LGBTQA+ young people. Methods: An online survey was promoted to LGBTQA+ young people (aged 14–21) via targeted social media advertising and community organisation dissemination, in late 2019. In addition to a range of health and wellbeing questions, all participants were asked, 'What makes you feel good about yourself?' The open-text responses were subject to a detailed, inductive thematic analysis. Results: In total, 4751 young people provided a short answer response to the question of what makes them feel good about themselves. The length of responses ranged from a few words to several paragraphs. Six key themes were identified. These included LGBTQA+ young people finding value in connection with significant others and finding affirmation for their gender and sexuality through their presentation and engagement with the world. In addition, participants talked about how they liked to engage with people they identified with or saw as role models, and how their creative outlets or making a positive difference in the world (e.g., through volunteering) helped them feel good about themselves. Conclusions: While ensuring that young LGBTQA+ people have access to mental health services and social/support programs is important, it is also essential that we acknowledge young people's agency and the significance of everyday, informal acts which support young LGBTQA+ people to achieve desires for connection, acceptance, contribution, belonging and self-expression. Policy Implications: Findings reported in this paper offer some valuable insights for policy and programming, particularly in acknowledging and centring young people's agency and capacity to make decisions and take action to express themselves, to find community and affirm their identity. [ABSTRACT FROM AUTHOR]

The transformation of cities into smarter and more efficient environments relies on proactive and timely detection and maintenance of city-wide infrastructure, including roadside infrastructure such as road signs and the cleaning of illegally dumped rubbish. Currently, these maintenance tasks rely predominantly on citizen reports or on-site checks by council staff. However, this approach has been shown to be time-consuming and highly costly, resulting in significant delays that negatively impact communities. This paper presents AIoT-CitySense, an AI and IoT-driven city-scale sensing framework, developed and piloted in collaboration with a local government in Australia. AIoT-CitySense has been designed to address the unique requirements of roadside infrastructure maintenance within the local government municipality. A tailored solution of AIoT-CitySense has been deployed on existing waste service trucks that cover a road network of approximately 100 kms in the municipality. Our analysis shows that proactive detection for roadside infrastructure maintenance using our solution reached an impressive 85%, surpassing the timeframes associated with manual reporting processes. AIoT-CitySense can potentially transform various domains, such as efficient detection of potholes and precise line marking for pedestrians. This paper exemplifies the power of leveraging city-wide data using AI and IoT technologies to drive tangible changes and improve the quality of city life. [ABSTRACT FROM AUTHOR]

The introduction of statistical concepts into school curricula in Australia and New Zealand in the early 1990s initiated an ongoing research program into the learning and teaching of statistics and probability in both countries. This paper reviews the contribution of Australian and New Zealand researchers to building statistical literacy at school, alongside international developments. From recognising how students develop understanding of specific statistical and probabilistic concepts, through teacher knowledge and beliefs for teaching statistics, to intervention studies and targeted teaching, the field of statistics education has grown and changed. Statistics and probability are now well established as part of the mathematics curriculum. The importance of linking statistical literacy and statistical understanding across the curriculum, as well as in STEM, has also begun to receive attention as other subjects have recognised the importance of data in their fields. Following a comprehensive review of the field in Australia and New Zealand, this paper then considers emerging areas of interest, such as new approaches to data visualisation, and suggests future research. [ABSTRACT FROM AUTHOR]

This paper considers the practical and intellectual challenges that attend efforts to integrate the social and natural sciences in environmental research, and the broader political, social and economic context in which this takes place. Based on the experiences of researchers in Australia—but with obvious relevance for researchers in many countries—it is the outcome of an interdisciplinary workshop which brought together social and natural scientists involved in environmental management. This event and the wider discussions that followed were initiated to enable researchers to exchange ideas about the obstacles to interdisciplinary collaboration, and to discuss ways to overcome these. The paper provides a summary of the issues and proposes some guidelines for interdisciplinary collaboration. These may be summarised as follows: [ABSTRACT FROM AUTHOR]

Although visual arts pedagogies are considered central within early childhood education programs, teacher self-efficacy has a direct impact on the quality and delivery of visual arts curricula. Until recently, the visual arts self-efficacy, pedagogical knowledge, and practice of in-service early childhood teachers have remained largely unexplored. The authors of this paper present a qualitative, iterative re-analysis of their three PhD studies which broadly focussed on early childhood visual arts praxis and specifically examined the visual arts beliefs and pedagogy of early childhood teachers in Australia and New Zealand. A thematic analysis of the intersecting self-efficacy findings raised in the three studies identifies the powerful influence of self-efficacy on teaching practice in the visual arts domain and offers new understandings about visual arts self-efficacy amongst early childhood teachers. The combined findings reveal several factors that restrain or enhance teachers' visual arts self-efficacy across time, including the impact of childhood experiences, pre-service training and epistemological beliefs. The paper also identifies several enabling conditions that appear to support teachers to develop and maintain positive visual arts self-efficacy beliefs, including practical engagement with materials, sustained professional learning, relational trust and intentional leadership. These enabling conditions offer practical strategies and research recommendations in service of positive visual arts self-efficacy to enhance quality visual arts teaching in early childhood contexts. [ABSTRACT FROM AUTHOR]

In Australia coeducation dominates government schooling, with single-sex institutions usually being the preserve of selective government schools and private, often elite, institutions. For marginalised young people who 'drop out' or are forced to leave the coeducational mainstream system, flexible and/or non-traditional schools provide alternative pathways. Such schools are primarily coeducational. This paper draws upon data from two flexible/non-traditional schools in Australia that attempted to address the issues of educational disengagement via the provision of single-sex schooling: Fernvale Education Centre and Lorem School. The data are insightful with regard to these two very different gender and education paradigms and to their associated discourses about masculinity and femininity. The paper will identify the ways in which these schools both reproduce and challenge dominant constructions of gender within the context of responding to disenfranchised/disengaged young people. [ABSTRACT FROM AUTHOR]

Research on violence in schools has been dominated by 'bullying' discourse and methodologies that place individualised pathos at the centre of problematic behaviours. This focus has resulted in the neglect of broader structures of power such as gender, sexuality, race, ethnicity, and class in the violence enacted and encountered by young people. As a result, institutional solutions to school violence have often failed to acknowledge and respond to the ways that gender and sexuality might operate in the lives of young people, instead offering simplistic strategies to reduce ubiquitous forms of 'bullying'. Simultaneously, political discourses and research challenges further prohibit young people from contributing to targeted and critical interventions into the socio-cultural practices of gender- and sexuality-making in schools. As outsiders to these nuanced, complex, and dynamic spaces, university-based researchers often lack vocabulary and literacy, especially in relation to always-shifting meanings around gender and sexuality. In this paper, I argue for the need to actively include young people in research praxis to co-investigate school cultures of gender and sexuality using a Community-Led Research (CLR) approach. Reporting on work with ten student co-researchers that formed two groups in two schools in Australia, the paper details some of the ways that they impacted and benefitted the early phases of a three-year project, including through impacting methods, participant engagement, data analysis and the implementation of new strategies to improve school cultures of gender and sexuality. This article also illustrates some of the challenges and opportunities that CLR methodologies produce when working in less structured settings, including ethical and social challenges that emerge in iterative research praxis. Findings argue for the rights of young people to exert their hopes for their school cultures that relate to gender and sexuality, particularly through research-based empowerment. While often slower and more difficult, co-researching with young people can produce opportunities for transformation and change not only of research processes, but also of researchers and their communities. [ABSTRACT FROM AUTHOR]

A 7-month mathematics proficiency program was conducted in a primary Australian Indigenous community school. This paper focuses on outlining the specific methodologies employed to explore how students' mathematical proficiency changed throughout the implementation of the program in Years 2 to 4 (~ 7 to 9 years old). A mixed methods research design was utilised, and findings will be presented to evidence how the combination of standardised tests, diagnostic tests, and Newman interviews were useful in capturing and making visible young Indigenous student's mathematical proficiency. Whilst standardised tests provided a useful and comparable measure of student achievement, diagnostic tests and Newman interviews gave space for Indigenous student voice and demonstrated their strengths and areas for improvement in relation to their conceptual understanding, procedural fluency, and strategic competence. From these findings, recommendations concerning the adjustment of data collection procedures for young students in this setting are presented. The findings question the accuracy of standardised tests in revealing young students' proficiency, and this has implications for the extent to which standardised tests are relied upon to inform educational reform particularly for Indigenous students. Striving for equitable educational outcomes is an important endeavour in Australia, and such undertakings must be driven by meaningful and accurate evidence of students' proficiency in mathematics. [ABSTRACT FROM AUTHOR]

Debates about subject English in Australia are often conducted through the senior years curriculum. In light of the anticipated interest in the new Victorian Certificate of Education (VCE) English study design released in 2022 to be implemented in 2023, this paper outlines the current state of research on the VCE English subject by mapping areas of interest, types of evidence and gaps in research. The authors utilise a hybrid approach of narrative scoping review to identify methodological and thematic trends in the scholarly literature, and intersecting professional and media discourse on VCE English from 1990 to 2021. Finding that the student experience and the enacted curriculum have been largely elided, the paper identifies fresh lines of inquiry into VCE English and advocates for new discussions around scholarly interest and approaches to senior secondary English in Australia. [ABSTRACT FROM AUTHOR]

Legal attendance requirements and national declarations establish a social contract between the State and its citizens for the provision of schooling. Any shortage of teachers compromises the ability of the State to meet its contractable obligations. The sovereignty of the social contract is complex as no single body has ultimate responsibility for housing the teaching workforce, but everyone has a stake in it. Empirically focused on the largest school system in the southern hemisphere, the New South Wales public education system (Australia), this paper demonstrates that 90.8% of teaching positions, over 50,000 full-time equivalent posts, are in Local Government Areas where the median rent and house sales price are severely unaffordable on a top-of-the-scale teacher salary. With the system requiring additional teachers to meet increasing enrolments, and housing costs outstripping salaries, many schools not traditionally considered difficult to staff are becoming, if not already, inaccessible for teachers. [ABSTRACT FROM AUTHOR]

Acknowledging Australian Indigenous cultural diversity involves respecting local Indigenous knowledge and perspectives. This can be difficult for teachers who do not know about Indigenous people and their knowledge. The Differentiated Indigenous Pedagogies project evaluated digitally available information describing Indigenous in this paper, 'Indigenous' will be used when referring to First Nations and Aboriginal and Torres Strait Islander peoples, pedagogies, policies, and institutional contexts in Australia apart from references used which use other terminology. The authors acknowledge the contested nature of terminology and use the term 'Indigenous' as it is consistent with the title of the research project on which this article is based pedagogies in the Northern Territory. The purpose was to consolidate findings to increase positive intercultural actions in the wider education community. An important aspect of the project is addressing gaps in western, non-Indigenous teacher knowledge pertinent to the diversity within Indigenous language groups and regions. Through searching for available Indigenous pedagogies as a teacher might, we found information differs in description and levels of relationality. Pedagogies are presented in numerous ways which complicates teachers' cultural understandings. Common themes from search results and Indigenist educational research are used to define ways teachers can actively engage in more respectful, relational, and reconciliatory ways to develop a differentiated approach for themselves to use when working with Indigenous pedagogies. [ABSTRACT FROM AUTHOR]

In this journal, Sciffer et al. (Large-scale Assessments in Education 10:1–22, 2022), hereafter SP&M, conclude that school socioeconomic compositional (SEC) or school socioeconomic status (school-SES) effects in Australia are substantial and substantively important for research and policy. This paper demonstrates that these claims are unwarranted. Their SEC estimates are much larger than estimates from comparable studies and a metastudy. Despite plausible theoretical reasons and empirical evidence, SP&M do not consider that school academic composition is a significant predictor of student achievement independent of SEC. SEC effects are confounded by academic composition and are typically trivial when considering academic composition. The second part of this paper compares SP&M's estimates with analysis of the same data, from the Australian National Assessments in Performance—Literacy and Numeracy (NAPLAN). In a model corresponding to SP&M analyses comprising demographics, SES, school-SES, and student-level prior achievement, the effects of school-SES are small, with standardized effects mostly less than 0.10. With the addition of academic composition measured by school-level prior achievement, school-SES effects are effectively zero. In contrast, academic composition has significant, albeit small, impacts on student achievement. Therefore, contrary to SP&M's (2022) conclusion, school-SES effects on student achievement in NAPLAN are negligible, whereas school-level prior achievement has small effects. That is not to say that school-SES is always irrelevant, but any assessment of its importance must consider both student- and school-level prior achievement. [ABSTRACT FROM AUTHOR]

Home renovation is a global phenomenon, where households seek to remodel, reconfigure, and retrofit their home. While often a response to the material conditions of a dwelling, such as decay and damage, renovation also as emerges as a practice central to identity creation, sense of home, and leisure. Importantly, improving household sustainability is increasingly driving renovation activities, as governments and households seek to reduce the environmental impact of residential dwellings. Drawing on data collected from a national survey developed by the authors, this paper explores sustainable renovation practices in Australia. The paper provides a three-level analysis of home renovators. First, the paper profiles recent renovators. Second, the extent to which sustainability was considered by recent renovators during the renovation process is investigated. Third, the relationship between personal values placed on household sustainability and the sustainable renovation practices are explored. The analysis reveals that sustainability is an important renovation driver. However, sustainable renovation practices differ between groups of homeowners, with educated and wealthy homeowners most likely to undertake sustainable renovation. Further, those with a stronger commitment to household sustainability are the most likely to include expensive sustainability technologies as part of their renovations. However, it is younger households, who are less committed to the principles of household sustainability, that are most likely to access government subsidies to support the inclusion of these technologies as part of their renovation. The different profiles and actions of these renovator groups reveal a series of challenges and opportunities for governments seeking to promote household sustainability. [ABSTRACT FROM AUTHOR]

Learning to live in a superdiverse world might be heralded as one of the great social challenges of our time. In the last decade, intercultural education has been posed as one way to foster intercultural capabilities in young people that can contribute towards learning to live well with cultural difference. As the diaspora in Australia—and elsewhere—expands, developing intercultural understanding is seen as a priority. Despite the directives of official policy and curriculum, enacting intercultural education in meaningful ways is complex and fraught. This paper reports on an Australian ethnography at a predominantly 'white' school that examined the way productions of cultural difference across school spaces complicate teachers' intercultural work. This paper considers how intercultural understanding might move beyond celebrations of multiculturalism, arguing that 'coming-to-terms with our routes' necessarily prefigures intercultural understanding and provides opportunity for an intercultural education beyond a celebration of multiculturalism. [ABSTRACT FROM AUTHOR]

Previous research has highlighted the positive impact of parents on their adult children's fertility plans through childcare, but the association between parental health and fertility expectations remains unclear. Thus, this paper offers a novel perspective on the issue of family support by investigating how caregiving responsibilities toward elderly parents affect adult children's decision to have a child. Using a long panel dataset for Australia, we examine whether adult children changed their fertility expectations after becoming care providers to their parents. To address issues of unobserved heterogeneity and selection into parenthood and caregiving, we employ generalized difference-in-differences models. Results show a 7% decrease in fertility expectations within two years of becoming a parental caregiver, with a stronger effect over time, consistent across genders and more pronounced for respondents with one child. These findings suggest that interventions aimed at reducing the caregiver burden could provide an opportunity to positively influence fertility levels. [ABSTRACT FROM AUTHOR]

Assessing future demand for a wide range of services requires good quality population forecasts. Unfortunately, many past forecasts of the Aboriginal and Torres Strait Islander (Indigenous) population of Australia have proved highly inaccurate. This is due to poor data quality, missing data, and demographers' incomplete understanding of Indigenous population change. In addition, because Indigenous population estimates are published only every 5 years and long after the reference date, forecasts are often used as preliminary population estimates. These form the denominators of various metrics used to monitor programmes aimed at improving health and social outcomes. The aim of this paper is to present an evaluation of alternative forecasting models and forecasts of the Indigenous population of Australia's States and Territories by age and sex. Four models, differing substantially in complexity, were evaluated: (1) the simple Hamilton–Perry method, (2) the synthetic migration cohort-component model, (3) a uniregional cohort-component model with net migration, and (4) a bi-regional cohort-component model. The population forecasting methods were evaluated against several criteria, including forecast accuracy over the 2016–21 period, input data requirements, conceptual adequacy, output detail, time required to prepare, ability to create scenarios and select alternative assumptions, and ease of implementation. The Hamilton–Perry and synthetic migration cohort-component models provided greater forecast accuracy and scored well against the evaluation criteria. In the challenging data environment for modelling Indigenous populations, simpler forecasting methods offer several practical advantages and are likely to produce more accurate forecasts than more data-intensive models. [ABSTRACT FROM AUTHOR]

While research into PhD programs and doctoral students' experiences has increased in recent years, fieldwork is overlooked as a source of learning and support. In education, the focus of this paper, fieldwork remains laced with notions of the anthropologist gathering data in a place that is not their own, which narrowly construct the role of the novice and their expectations around 'doing' research. To demonstrate the relevance of these issues and key ethical tensions that they underpin, we explored our recent PhD fieldwork experiences within classrooms in Australian and Zimbabwean schools. By analysing fieldnotes from our lived experiences, we identified similarities between conducting fieldwork 'out there' (in Zimbabwe) and 'at home' (in Australia). These similarities highlighted a multitude of roles and dynamics associated with the researcher presence, as well as the importance of balancing complex needs during fieldwork. Our analyses also revealed how daily in situ interactions with participants—and others—were crucial to the development of our identities and data gathering practices. We argue that ongoing efforts to demystify fieldwork experiences are critical for understanding that 'the field' is not simply 'out there' and offer practical suggestions for current and future doctoral students to consider. [ABSTRACT FROM AUTHOR]

This paper presents a critical exploration of a reported decline in student achievement in Australia (2000–2020). Declining student achievement is framed as symptomatic of broader dysfunction within the education system. The context of declining student achievement is articulated through a Bourdieusian being critical sociology of education. This is achieved using the concepts of illusio and educationalisation as they intersect with Australian schools, in which classroom teachers are given responsibility for solving social and economic ills. As such, due consideration of the goals and commitments to action in the Melbourne Declaration (Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA, 2008), and the Alice Springs (Mparntwe) Education Declaration (Education Council, 2019) is provided. Drawing from these formative documents, the 'stakes' that matter are examined highlighting the potential misalignment between equality of opportunity in ameliorating educational disadvantage and the priorities of modern educational discourse. [ABSTRACT FROM AUTHOR]

This paper provides a snapshot of Indigenous Early Career Researchers in Australia derived from demographic information collected in the first stage of the 'Developing Indigenous Early Career Researchers' project. Analysis of the data to date has evidenced much diversity across this cohort. However, one commonality across all Indigenous Early Career Researchers was a commitment to the value and validity of Indigenous Ways of Knowing in the higher education sector. With the use of Tribal Critical Race Theory this paper explores the ways in which Indigenous Early Career Researchers disrupt Western-based academies and schools of thought and proposes that Indigenous Early Carer Researchers grow 'pearls' of experience and knowledge within the higher education sector that are essential to the development of a richer academy and stronger Indigenous communities. [ABSTRACT FROM AUTHOR]

In this paper panel data is used to estimate the relationship between geographic reference income and subjective wellbeing in Australia. Recent cross-sectional US-based studies suggest that the income of other people in a neighbourhood—geographic reference income—impacts on individual wellbeing but is mediated by geographic scale. On controlling for a household's own income, subjective wellbeing is raised by neighbourhood income and lowered by region-wide income. However, these findings could be driven by the self-selection of innately happy or unhappy individuals into higher-income areas. This study's methodology takes advantage of panel-data modelling to show that unobserved individual heterogeneity is in fact correlated with reference income, but on curbing its impacts through the inclusion of fixed-effects we find that there is still a positive relationship between reference income and subjective wellbeing at the neighbourhood level. However, we detect no relationship at the region-wide level. Additionally, the subjective wellbeing relationship is the same no matter an individual's rank in the distribution of incomes within an area. The neighbourhood wellbeing relationship has implications for policies addressing residential segregation and social mixing. [ABSTRACT FROM AUTHOR]

Climate change and associated processes can increase the occurrence of some natural hazards and threaten business operations. Therefore, it is widely recommended businesses respond to climate change and implement climate change adaptation. Worldwide, businesses make efforts towards climate change adaptation, but investigation on such efforts is still required. To partially fill this research gap, the paper explores businesses adaptation efforts in the Hunter Valley, Australia. The paper collects primary data from open-ended interviews to 10 representatives of local businesses and supporting organizations. The paper reveals that businesses interpret climate change in different ways. While some businesses are sceptical about climate change, others are aware of it and its impacts on everyday operations. Businesses therefore implement adaptation by integrating climate change into everyday operations and continuity planning. The paper also shows diverse interactions occurring between businesses and other local stakeholders such as governments and communities. Usually, higher government levels offer vague and limited support to businesses and inhibit their adaptive efforts. Meanwhile, interactions between businesses and City Councils can be both collaborative and fragmented. Some businesses also interact with local communities by disclosing information about their operations and response to climate change. The paper discusses these findings and provides conclusions under the form of recommendations for policy and research on Australian businesses and climate change adaptation. [ABSTRACT FROM AUTHOR]

In Disaster Management (DM), reusing knowledge of best practices from past experiences is envisaged as the best approach for dealing with future disasters. But analysing and modelling processes involved in those experiences is a well-known challenge. But the efficient storage of those processes to allow reuse by others in future DM endeavours is even more challenging and less discussed. Without an efficient process in place, DM knowledge reuse becomes even more remote as the effort incurred gets construed as a hindrance to more pressing activities during the execution of disaster activities. Efficiency has to also be pursued without compromising the effectiveness of the knowledge analysis and reuse. It is important to ensure that knowledge remains meaningful and relevant after it is transformed. This paper presents and validates a DM knowledge analysis framework (DMKAF 2.0) that caters for efficient transformation of DM knowledge intended for reuse. The paper demonstrates that undertaking knowledge transformation and storage in the context of its use is crucial in DM for both, effectiveness and efficiency of the transformation process. Design Science Research methodology guides the research undertaken, by informing enhancements and how the framework is evaluated. A real case study of flood DM from the State Emergency Service of Victoria State Australia is successfully used to validate these enhancements. [ABSTRACT FROM AUTHOR]

Presents a list of papers presented at the Australian Biophysical Society Annual Meeting in November 2000, published in the March 2002 issue of 'European Biophysical Journal.'

Oral language is the primary means through which a child controls, describes, organises, and evaluates their life experiences and their ability to use oral language which effectively impacts their future literacy development. Currently, the world is awash with dynamic change and constant disruption. These include natural disasters such as the ongoing Australian floods and bush fires, droughts, the global COVID-19 pandemic, the pervasive use of digital technologies, continuing global unrest, and impacts on economic and social adversity. Many of these disruptions are having a negative impact on the development of children's oral language and ongoing communication capacities. This is interesting given the prioritisation in many western nations, including Australia, of learning to read and write over learning to talk and communicate. This paper serves as an example of what makes good classroom literacy research. It outlines the elements of robust research including a research proposal structure. In this instance, our research investigates educator perceptions of children's developing oral language and communication skills and practices in birth to 8-year-old education contexts within the current backdrop of extreme disruption. The paper includes a literature review, our proposed research methodology which includes interviews from participants in birth to 8-year-old education settings, in both national and global contexts sourced via snowball sampling. The data analysis uses Fairclough's Critical Discourse Analysis (CDA) of the contextualised interview responses from educators within a socio-cultural global malaise of disruption and power. We outline future plans and funding sources, including publications and potential school resources in the spirit of collegial cooperation to support excellence in literacy classroom research. [ABSTRACT FROM AUTHOR]

This study examines a child's personal experiences with peer relationship building in the classroom and is guided by Vygotsky's cultural historical concepts of the social situation of development and cultural tools and Hedegaard's (2012) model for learning and development. Hedegaard's (2012) dialectical—interactive approach was adopted to analyse the data for this study which was gathered using digital video observations of a grade one classroom within the western suburbs of Melbourne, Victoria, Australia over a five week period. This paper explores the strategies used by children that enables them to balance their desire for peer relationships while remaining within what is considered acceptable behaviours by their teachers within the classroom. It is argued that it is important for schools to continue to strive to find the balance between institutional demands while creating social situations that foster peer relationships. [ABSTRACT FROM AUTHOR]

This paper explores young people's understandings of gender and investigates their gender-based experiences in high schools in Australia. The discussion is based on qualitative research including focus groups and interviews with 47 recent high school leavers from diverse linguistic, socioeconomic, religious, ethnic, gender and sexuality backgrounds, who attended a broad range of high school types in New South Wales (NSW). We found that young people are critically engaging in gender issues and are often challenging binary gender and associated inequitable practices in schools and beyond. They are taking a leading role in educating adults about gender—that is, they are 'teaching up', as young people conceptualised it, to their families and teachers about gender, gender-related issues and doing gender differently in contemporary times. Their views on gender are often in contrast to those institutional views that currently prevail in NSW schools, which often still reflect stereotypes that perpetuate gender inequalities. [ABSTRACT FROM AUTHOR]

School uniforms are proliferating as a staple in figurations created of successful students around the world. In Australia the uniform as compulsory formal school wear is a growing phenomenon in both public and private education sectors. School uniforms have often been adopted as unproblematic, by schools, parents, policymakers, and students themselves. It remains unclear from the previous limited and often contradictory research, precisely how uniforms materially affect student academic and social outcomes. Research that considers how students themselves not just perceive but feel about their uniforms is scarce. I focus on the affective response of students to their school uniforms at one government co-educational selective science high school. A PhEmaterialist approach deprivileges human agency, accounting for matter as dynamic, affective and of consequence in activities, performances, and events. The school uniform as matter is explored as a dynamic and powerful affective force in education and is situated as an integral part of a school's iteration of binary gender differentiations. Uniforms matter twofold, as a conception that materializes what matters and the differential affect on the bodies that wear them. Bodies respond affectively to the uniform with a sense of comfort or discomfort, consciously and unconsciously. Bodies that do not fit easily with the required uniform hurt as students undergo everyday activities at school. This paper considers the affect of the uniform, with a filmic response from one high achieving 'smart' girl through a fine-grain analysis of her feelings of belonging and dis/comfort with and through her school uniform. [ABSTRACT FROM AUTHOR]

Scholars in critical masculinities studies argue that we need men involved and engaged in gender equity movements for gender justice to be realised. Yet we need to know more about how different groups of men are understanding gender equity and what the barriers might be. Amidst significant media interest in elite private boys' schooling and its possible (re)production of sexist cultures, this paper explores how 13 men who attended such schools in Australia between the 1970s and the 2000s understand gender justice, revealing a diversity of positions and practices across the different generational groups. We argue the men's engagements with gender justice are shaped by a broad 'curriculum of privilege' including school and non-school based experiences that mediates their lives. Further research with both elite boys' schools and their alumni is needed to better understand generational change in their engagements with gender justice. [ABSTRACT FROM AUTHOR]

Many nineteenth-century Chinese migrants to Pacific Rim countries died far from their home villages. Diverse approaches were adopted to mark graves, possibly anticipating the subsequent, culturally important, repatriation of their bones. This paper evaluates the morphology of grave markers from eight northeast Australian sites and considers reasons for the variations. Physical appraisal of each site was undertaken and, where they exist, cemetery records and allied documentation examined. In an unusual departure from the norm the inscriptions on most identified grave markers rarely indicate date of death. The seemingly meticulous attention to grave identification in some areas contrasts with others where markers are absent. This study indicates divergent approaches to identification and recording of individual graves over time and place. Rather than indicating full-fledged ethnogenesis, wherein Australian Chinese developed new cultural practices, these behaviors suggest that ca.1870–1930 was a transitional period, during which extant cultural processes were adapted to meet immediate needs. [ABSTRACT FROM AUTHOR]

Increasing the adoption of energy-efficiency measures (EEM) by households is one of the practical strategies to increase energy efficiency and reduce greenhouse gas emissions. For the 3.24 million low-income households in Australia, partly due to their potentially disproportionately large waste of usable energy, there is a gap between the potential for energy efficiency through existing EEM and the actual energy-efficiency level. Many measures increase energy efficiency in buildings; however, barriers persist for such households to adopt these measures, of which limited research has yet to be conducted. In response, this study examines the relationships involved by a questionnaire survey of 212 low-income households in Australia, showing that financial barriers have the greatest influence followed by split incentive barriers, with the provision of information having no significant role to play. This paper contributes to filling the gap of limited energy-efficiency research involving low-income households, revealing the effect of energy-efficiency barriers on their adoption of EEM. [ABSTRACT FROM AUTHOR]

Group testing is an important element of biosecurity operations, designed to efficiently reduce the risk of introducing exotic pests and pathogens with imported agricultural products. Groups of units, such as seeds, are selected from a consignment and tested for contamination, with a positive or negative test returned for each group. These schemes are usually designed such that the probability of detecting contamination is high assuming random mixing and a somewhat arbitrary design prevalence. We propose supplementing this approach with an assessment of the distribution of the number of contaminated units conditional on testing results. We develop beta-binomial models that allow for between-consignment variability in contamination levels, as well as including beta random effects to allow for possible clustering within the groups for testing. The latent beta distributions can be considered as priors and chosen based on expert judgement, or estimated from historical test results. We show that the parameter representing within-group clustering is, unsurprisingly, effectively non-identifiable. Sensitivity analysis can be conducted by investigating the consequences of assuming different values of this parameter. We also demonstrate theoretically and empirically that the estimated probability of a consignment containing contamination and evading detection is almost perfectly robust to mis-specification of the clustering parameter. We apply the new models to large cucurbit seed lots imported into Australia where they provide important new insights on the level of undetected contamination. Supplementary materials accompanying this paper appear on-line. [ABSTRACT FROM AUTHOR]

This paper examines the implicit healthy life expectancy used for actuarial calculations in some selected biometric data sets from the US, Australia and China. We are interested in checking the demographic/epidemiological coherence of these data sets because this health indicator is rarely presented when authors build their biometric data sets, nor when they are used to calculate long-term care insurance (LTCI) and life care annuity (LCAs) premiums, nor when they are employed in research articles to estimate the future demand for LTC services. We follow a methodology based on multistate life table methods that enables us to obtain a life expectancy matrix for individuals on the basis of their initial health state. We also present some additional indicators of longevity, mortality and morbidity, these being the median age at death, the interquartile range, the weighted modal age at death, the mortality ratio and the implicit LTC prevalence rates broken down by health state. We find several weaknesses that highlight the difficulty involved in building the biometric data sets needed to make an actuarially fair valuation of the premiums for LTCI and LCAs. We also verify the existence of the so-called "male–female health-survival paradox". From the perspective of a potential purchaser of this type of insurance products, disclosing and explaining the summary measures of health and longevity would make it easier for them to understand the need to protect themselves against the cost of possible LTC services and also make the computation of the premiums more transparent. [ABSTRACT FROM AUTHOR]

Globally, technology is now a vital element of the school curriculum. Technology has changed the way children learn, and when teachers integrate technology into pedagogical practices, resources, and assessment it expands the way teachers teach. This paper explores how initial teacher education (ITE) programs across Australia position the Technologies Curriculum. It uses data provided at a symposium of teacher educators who deliver ITE in the use of technologies. The paper maps data from 32 universities, including primary, secondary, undergraduate and postgraduate programs. It also investigates the naming conventions of courses in these programs and exemplifies the student experience by providing three vignettes from three programs in three different states. The findings suggest that Technologies education in Australia is offered in many ways to pre-service teachers, thus the landscape of this teaching area is diverse. This paper contributes to the field in being the first research to explore how Australian universities teach Technologies within their ITE programs. It offers a snapshot of how technologies are positioned in Australian ITE programs. [ABSTRACT FROM AUTHOR]

This paper examines the ethics of the Australian business community's responses to the phenomenon of modern slavery. Engaging a critical discourse approach, we draw upon a data set of submissions by businesses and business representatives to the Australian government's Joint Standing Committee on Foreign Affairs, Defence and Trade 'Parliamentary Inquiry into Establishing a Modern Slavery Act in Australia'—which preceded the signing into law of Australia's Modern Slavery Act 2018—to examine the business community's discursive construction in their submissions of the ethical–political concept of freedom. The paper shows how the concept of freedom was employed by Australian business in a manner that privileged their own subject status and advocated for legislation with minimal burden. Relating this contemporary case to a longer historical context, we show how Australian business responses towards modern slavery map onto liberal and neoliberal ethics in which the freedom of the propertied takes precedent over that of the property-less. Further, we show discursive similarities in the arguments presented by modern Australian businesses and certain historical efforts by members of the business community to privilege commercial freedoms in responses to 18th and 19th Century abolitionist movements. Overall, our research makes two important contributions: first, it highlights the value of a critical discourse lens in business ethics research to show how business and other stakeholders in the field construct and shape their own and other's ethically-laden understanding of reality; and second, it presents a case for considerable scepticism about the motivation of (Australian) business to employ the freedoms made available to it under neo/liberal discourse to confront a key human rights challenge. [ABSTRACT FROM AUTHOR]

Assessment policy internationally places significant importance on the use of assessment criteria across all subject areas. However, in order to ensure effective use of criteria, it is critical for teachers to develop an in-depth understanding of them. This paper reports on a study of a range of Australian Science teachers' views and uses of criteria in practical work. Six Science teachers working in secondary schools across Sydney were interviewed, their classroom activities were observed, and the data obtained were analysed using a qualitative constant comparative method. The findings indicate that despite the emphasis on Assessment for Learning (AfL) in assessment policy in Australia, teachers generally consider criteria as a marking tool, for Assessment of Learning (AoL), rather than a learning instrument. Consequently, they use criteria exclusively as a framework for assigning grades. This paper argues that teachers need to consider the use of criteria from a learning perspective in addition to its other multipurpose functions. [ABSTRACT FROM AUTHOR]

Ideas and practices associated with inclusive education have featured prominently in the policies and reforms of successive Australian federal governments since the 1990s, yet there are limited historical analyses of these developments. This paper analyses federal and national inclusive education policies in Australia spanning from 1992 to the present. Drawing upon the concept of 'political rationality', the paper examines how the modes of reason underpinning inclusive education policies have evolved over time. Three distinct phases of policy development are identified, which we suggest are characterised by three dominant rationalities: (1) standardisation, (2) the neo-social and (3) personalisation. We argue that examining these rationalities reveals fundamental shifts in ways of thinking about and reasoning inclusive education in policy. We conclude by considering the implications of the different rationalities and single out the potential tensions emerging between rationalities of standardisation and personalisation as an area for future investigation. [ABSTRACT FROM AUTHOR]