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Introduction Roll-your-own (RYO) tobacco is a popular choice in Australia, with some people who smoke finding these products more attractive than factory-made cigarettes (FMC). Differences in visual and tactile properties and in the feel and taste of the smoke may contribute to this attractiveness. These differences may be driven by variation in tobacco constituents and wrapping paper permeability. However, to date, there has been no comparison of RYO and FMC products on the Australian market. Aims and Methods Chemical constituents, pH, flavorants, and paper permeability were compared in unburned RYO tobacco and tobacco from FMC. RYO and FMC products from matched brands were compared, as were products from the most popular FMC and RYO brands on the Australian market in 2018. Results RYO tobacco had higher moisture and humectant content (glycerol and propylene glycol) than FMC tobacco. RYO tobacco also had higher amounts of total and reducing sugars and lower nicotine when comparing the most popular brands. RYO papers were less permeable than FMC papers. Both RYO and FMC tobacco contained many chemicals identified as flavorants, including fourteen with known potential health risks. For most measured constituents and flavorants, RYO tobaccos had more in common with other RYO than FMC, with the commonalities remaining even when matched brands were compared. Conclusions Higher levels of moisture, humectants, and sugars in Australian RYO tobacco compared to FMC may be increasing attractiveness of RYO by reducing the harsh taste of the smoke and increasing the moist feel of the tobacco. Implications While price is the main factor driving the use of RYO tobacco, some people who smoke find these products more attractive. This study has shown that Australian RYO tobacco contains higher amounts of glycerol, propylene glycol, and sugars than FMC. These chemicals may be improving the taste of the tobacco, as well as creating a moist feel that is falsely perceived as indicating that the tobacco is "fresh" and "less chemically." Ironically, it may be that higher amounts of some added chemicals in RYO contribute to false perceptions of a more natural and less harmful product. [ABSTRACT FROM AUTHOR]

As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

Learning statistics can be challenging for many students, due to their inability to engage in statistical reasoning and application of techniques. This challenge becomes compounded in online learning contexts where students are spatially and temporally separated from the teacher. This paper describes and explains a case of theory-driven interventions designed to enhance the learning experiences of students enrolled in two similar business statistics units, one for undergraduate and the other for postgraduate programs. The paper based its claims primarily on the analysis of data from a student evaluation of teaching survey. This study affirmed the importance of a pedagogy-first approach. It argued that the interventions, which were effective in enhancing the student learning experience, were underpinned by a robust pedagogical analysis of the teaching and learning issues using both constructive alignment and transactional distance theory lenses.

University degrees are usually delivered in defined sessions--by term, semester, or in week-based blocks--whereby students are required to complete their studies by the due date. Term or session-based schedules that require students to complete the study within set timeframes are, however, potentially restrictive. Temporal challenges associated with work and life can impede progress and add to the specific problem of student attrition in online learning. As universities seek to deliver innovative options for their students, increased attention is being paid to alternate models of delivery. This paper reports on the development of a hyperflexible online Master of Business Administration (MBA) course by a regional university in Australia, which has grown to more than 1,000 students since its launch in 2017. Delivered entirely online, the degree was specifically designed to address an inequity; MBA programs are traditionally expensive, and in Australia, the requirement for students to travel to attend residential schools and examinations adds significant cost to already expensive tuition fees. This paper analyzed enrollment data, course analytics over a two-year period, and student surveys conducted at the end of the second year of delivery (n = 98) to evaluate the development and implementation of the course as a hyperflexible course whereby students have almost complete control over their study at the postgraduate tertiary level. Results highlight the potential for the model to enable student success through flexibility.

The rapid spread of the COVID-19 pandemic in the first half of 2020 disrupted and changed higher education across the world, and into the future. Campuses were shut down, almost overnight. International and State borders were closed and business models that relied heavily on high-paying international students collapsed. University leaders and academics were forced to find new ways of attracting, engaging with, and retaining students. This paper describes a project that was undertaken in Australia in 2021 which investigated the implications of, and scope for online assessment in this "new virtual world" of learning and teaching in higher education. After extensive research and consultation, the project developed a Digital Assessment Framework dubbed DASH C21, which stands for Digital Assessment Stretching Horizons for the 21st Century. The Framework is based on a set of underpinning principles and values; the Inputs. The Inputs feed into four Dimensions. These Dimensions are Practices and Pedagogies, Strategies, Emerging Technologies and Stretching Horizons. The Outputs are a series of authentic, innovative, experiential and forward looking, digital assessments, reinforced by academic integrity values. This paper will be of particular interest to higher education senior managers, academics, learning and teaching specialists, staff professional developers and curriculum designers.

Before the COVID-19 outbreak, universities were already exploring the potential of online education. Colleges and universities throughout the world became more reliant on online learning management systems (LMSs) and videoconferencing tools like "Zoom" and "Microsoft Teams" during the 2020-2021 campus' lockdowns. The transition from traditional face-to-face teaching to online learning presented significant difficulties for universities, particularly those that depended heavily on international students. The project reported in this paper was undertaken in Australia in 2021 at the request of a private higher education institution. A new student-centric version of the Moodle learning management system (LMS) was created to maximise the platform's pedagogical, communicative, and informational capabilities. The purpose of this article is to demonstrate how online learning platforms that are flexible, utilise embedded interactive features and resources, and are freely available can enhance and support the delivery of quality online education. The paper discusses how well-designed learning management systems have the capacity to motivate, engage and retain students in online learning. Academics, at both the undergraduate and graduate levels, as well as those working in curriculum development and information technology at institutions of higher learning, may find this article to be of interest and value.

Increasingly, there are expectations internationally that schools will use research to inform their improvement initiatives. Within this context, this paper brings together findings from two large-scale Australian studies - the Monash Q Project and the University of Newcastle's Quality Teaching Rounds Project - to explore educators' patterns of engagement with research. The combination of these studies provides data from a larger and more diverse sample (n = 774) than other recent Australian studies, and integrates insights from direct and indirect approaches to investigating educators' research engagement. The analysis highlights several common themes associated with educators' research use including: the perceived credibility of different sources; the relevance and usability of research; and affordances of access to research and time to use it well in practice. Newer and more nuanced insights include: the interrelationships between collaborative and directed research use; the need for research to be convenient in terms of access and usability; the role of trusted colleagues in helping to bridge gaps between research and practice; and educators' distrust of research itself. The paper argues that these insights provide important cues as to how systems and school leaders can help educators to increase and improve their use of research in practice.

There are both educational and cultural benefits to first language (L1) instruction, particularly in the early years of school, but in Australia, few Indigenous language-speaking students are taught in their own languages. Teaching mathematics in Indigenous languages requires both linguistically capable Indigenous educators and the identification and development of suitable mathematics terminology. This paper reports on the collaborative development of a program reintroducing mathematics lessons in Mawng language at Warruwi Community School. This project developed the capacity of an Indigenous educator to take on more responsibility for the content of the class teaching. Lessons focussing on spatifal sequencing terminology were developed to extend students' use of core Mawng grammatical features while also reinforcing important local cultural knowledge. A collaboration between a non-Indigenous researcher and a Mawng educator, the paper concludes with factors contributing to the sustainability of the project.

Thermal cameras have shown to have utility in secondary school classrooms and undergraduate courses. In this paper, the author argues for their potential in the primary school classroom and presents a range of activities that can be undertaken with thermal cameras (or supplied images). With limited access in mind, the activities in this paper have been designed to be practiced in 'demonstration mode' with only one thermal camera or even by using a bank of existing photographs made available to teachers and students. Activities can be modified for individual use or for use in small groups if students have one-to-one access to the cameras.