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This is a longitudinal study to investigate whether there is a correlation between the methods for completion of homework and the incentive levels with academic achievement. The method adopted in this study is the t-test statistical analysis to assess the relationship between the use of compulsory homework on achievement and the influence of intervening and moderating variables. The findings are as follows -- Cohort 1 which completed homework in the traditional pen and paper style (with a mean of 13.278) performed better than the Cohort 2 which completed homework online They also performed better than Cohort 2 which completed homework online (with a mean of 11.851). Cohort 3 that had no incentive and subsequently no compulsion to do the homework (with a mean of 11.851) performed better than Cohort 2 which completed homework online (with a mean of 9.658).

The aim of the present study is to reconcile previous findings (a) that testing mode has no effect on test outcomes or cognitive load (Comput Hum Behav 77:1-10, 2017) and (b) that younger learners' working memory processes are more sensitive to computer-based test formats (J Psychoeduc Assess 37(3):382-394, 2019). We addressed key methodological limitations in past cognitive load research by employing a repeated measures design with 263, year 9 (aged 13-14) science students in Western Australia. Question difficulty (intrinsic cognitive load) and test mode (extraneous cognitive load) were manipulated to measure changes in test performance, cognitive load and scratch paper use on equivalent paper and computer-based versions of an Ohm's Law revision quiz. Hierarchical linear modelling indicated significantly higher paper-based test performance on difficult questions in addition to greater cognitive load and scratch paper use for all paper questions. Testing mode effects on test score, as well as both measures of cognitive load, were not significant when controlling for working memory capacity, although the testing mode*question difficulty interaction remained significant. Together, these results contradict previous findings that computer-based testing can be implemented without consequence for all learners. With the increased use of computer-based testing in national and international-level assessments, these findings warrant further research into the effect of different testing modes on school-aged students.

The increasing inclusion of students with disabilities in regular classes still leads to debate and many advocate for full inclusion of all students. Arguments for full inclusion are generally rights-based, but proponents also claim research supports the effectiveness of full inclusion over specialist provision for all students with disabilities. In this article, we analyse and critique the use of the research literature in an Australian advocacy paper as an example of the broad claims made concerning full inclusion. We examine the extent to which the sources used provide conclusive evidence about the merits of full inclusion. We find the advocacy paper relies heavily on opinion and non-peer-reviewed literature, with little use of quantitative research that compares outcomes for students in different settings. We suggest that policymakers should treat the conclusions drawn in this paper cautiously and give due consideration to the literature that is not supportive of full inclusion.

Martin Davies' paper seeks to vindicate the efforts of the Ramsay Centre to fund courses in 'Western Civilisation' at selected Australian universities. He begins by lamenting the rejection of vast amounts of philanthropic money for the humanities, and all too quickly dismisses the stated grounds for the Australian National University's decision to decline a deal with the Ramsay Centre: 'The issue of academic autonomy has been raised as a reason, but this is, at best, ostensible', Davies writes. He then goes on to defend the concept of courses in Western civilisation more generally. This article will briefly address a number of relevant points in reaction to Martin Davie's paper: (1) the concept 'Western Civilisation' has its own, comparatively recent, history, and needs to be viewed in its own historical context; (2) the term 'civilisation' has relatively little utility as a unit of scholarly analysis; (3) proponents of an academic program on (or for) 'Western Civilisation' are operating with a reified and artificially unified concept that breaks up under closer examination; and (4) that some of the advocacy for a 'Western Civilisation' program betrays an animus against the modern, secular, public university. [For "Three Cheers for the Ramsay Centre," by Martin Davies, see EJ1228236.]

• Water retention curves (WRCs) of municipal solid wastes (MSWs) • Hysteresis of WRCs of MSWs with decomposition. • Effects of decomposition and paper content on the WRCs. • Unsaturated hydraulic and gas conductivity of MSWs. This paper investigates the drying and wetting water retention curves (WRCs) of municipal solid wastes (MSWs) with different paper contents, dry unit weights and degrees of biodegradation (DOBs). Fresh synthetic samples were prepared based on the field composition of the MSWs at Mugga Lane Landfill, the Australian Capital Territory (ACT), Australia. The degraded samples were prepared in simulators with MSWs of different initial dry unit weights and decomposition periods with leachate recirculation. The water retention curves (WRCs) of the MSWs were determined using pressure plate tests, in both drying and wetting phases. The outflow from MSWs was analysed using Gardner's method to obtain the unsaturated hydraulic conductivity. The results indicate that the WRCs of the MSWs are greatly affected by the DOB, paper content and dry unit weight. When DOB < 30 %, as DOB increases, the air-entry pressure of MSWs with paper increases, and the residual moisture content decreases regardless of paper content. With DOB > 30 %, the air entry pressure and residual water content depend on the balance between organic matter and highly decomposed organic constituents. The paper content affects the WRCs of MSWs due to its water retention capacity and change in the particle size distribution with decomposition. The increase in the dry unit weight of MSWs significantly increases the air entry pressure and residual moisture content, similar to the borehole samples with combined effects of biodegradation and increase in stress level from literature. Hysteresis effects have been observed during the drying and wetting of MSWs. The hysteresis of WRCs increases with the paper content and DOB. [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.

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]

The purpose of this article is to describe a couple of challenging mathematical problems that involve paper folding. These problem solving tasks can be used to foster geometric and algebraic thinking among students. The context of paper folding makes some of the abstract mathematical ideas involved relatively concrete. When implemented appropriately these activities have the potential to address many of the mathematical proficiencies, as delineated by Australian Curriculum and Assessment Reporting Authority (ACARA, 2014). [This paper was first published in the "Australian Senior Mathematics Journal," in 2014 (EJ1093386).]

Several researchers have noted how children's whole number schemes can interfere with their efforts to learn fractions. An Australian study found that children who were successful with the solution of rational number tasks exhibited greater whole number knowledge and more flexible solution strategies. Behr and Post (1988) indicated that children needed to be competent in the four operations of whole numbers, along with an understanding of measurement, for them to understand rational numbers. This paper describes a "hands on" approach developed by researchers that focuses on the use of paper folding, fraction walls and number lines to develop an understanding of fractions using a measurement model. (Contains 8 figures.)

Introduction: We report an investigation on collaboration practices in research papers published in the most prestigious English-medium astrophysics journals. Method: We propose an evaluation method based on three numerical indicators to study and compare, in absolute terms, three different types of collaboration (international, national and local) and authors' mobility on the basis of co-authorship. Analysis: We analysed 300 randomly selected research papers in three different time periods and used the student's t-test to determine whether the paired two-sample differences observed were statistically significant or not. Results: International collaboration is more common than national and local collaboration. International, national and local authors' mobility and intra-national collaboration do not seriously affect the indicators of the principal levels of collaboration. International collaboration and authors' mobility are more relevant for authors publishing in European journals, whereas national and intra-national collaboration and national mobility are more important for authors publishing in US journals. Conclusions: We explain the observed differences and patterns in terms of the specific scope of each journal and the socio-economic and political situation in both geographic contexts (Europe and the USA). Our study provides a global picture of collaboration practices in astrophysics and its possible application to many other sciences and fields would undoubtedly help bring into focus the really big issues for overall research management and policy.

The "National Mathematics Curriculum Framing Paper" has been released for consultation until 28 February 2009 (see www.ncb.org.au). Professional associations, teachers, teacher educators and others are taking the opportunity to organise meetings and forums to consider the views presented in the paper and to provide critical feedback and commentary on the proposed broad directions. The University of Sydney held a National Curriculum Symposium in December to bring together teachers, school system personnel, academics and representatives from the National Curriculum Board to have a "robust and broad ranging discussion" about the four framing papers released by the NCB: English, Mathematics, History and the Sciences. The program for the symposium began with a presentation by Professor Kerry Kennedy about his reflections on national curriculum in Australia over the last 30 years. This was followed by brief presentations by each of the authors of the framing papers. Discussion groups for each of the disciplines considered key questions about the papers with feedback from each group. Finally Rob Randall, the acting Director of the NCB commented on the challenges identified by the discussion groups. In this paper, the author summarises the comments and discussion about curriculum development in general and the "National Mathematics Curriculum Framing Paper" in particular.

The Australian Science Teachers Association offers an innovative international professional development program for science teachers called the Science Teachers Exchange -- Japan. The program offers Australian and Japanese teachers an opportunity to travel to the corresponding country, allowing the teachers to grow in their knowledge of the culture and teaching practices of that country and potentially develop national and international networks. The article herein was written by Takeshi Tsuji, an elementary teacher from Tokyo, who participated in the 2017 Exchange program to Australia. As part of this program, Tsuji visited Mudgeeraba Creek State School on the Gold Coast, where he observed a fifth grade STEM lesson taught by STEM science teacher Megan Hayes, and later taught a lesson to the same class. On entering Hayes' classroom, Tsuji immediately noticed a large poster with the word 'FAIL' on it; an acronym standing for 'First Attempt In Learning'. It translates to "failure = first step in learning," meaning that learning starts from failure. This [unedited] translation of the article -- taken from a Japanese equivalent to "Teaching Science" -- takes on the theme of how students face failure and how teachers can deepen classroom learning with this acronym in mind.

Panic buying of toilet rolls in Australia began in early March 2020. This was related to the realisation that the novel coronavirus was spreading across the country. To the general population the impact of the virus was unknown. Gradually the federal government started closing the country's borders. The panic buying of toilet rolls was not unique to Australia. It happened across all societies that used toilet paper rather than water to clean after defecation and urination. However, research suggests that the panic buying was most extreme in Australia. This article argues that the panic buying was closely linked to everyday notions of Western civilisation. Pedestal toilets and toilet paper are key aspects of civilisation and the fear of the loss of toilet paper is connected to anxiety about social breakdown, the loss of civilisation. This is the fear manifested in the perceived threat posed by the virus. [ABSTRACT FROM AUTHOR]

Touch screen tablets are being increasingly used in schools for learning and assessment. However, the validity and reliability of assessments delivered via tablets are largely unknown. The present study tested the psychometric properties of a tablet-based app designed to measure early literacy skills. Tablet-based tests were also compared with traditional paper-based tests. Children aged 2-6 years (N = 99) completed receptive tests delivered via a tablet for letter, word, and numeral skills. The same skills were tested with a traditional paper-based test that used an expressive response format. Children (n = 35) were post-tested 8 weeks later to examine the stability of test scores over time. The tablet test scores showed high internal consistency (all a's > 0.94), acceptable test-retest reliability (ICC range = 0.39-0.89), and were correlated with child age, family SES, and home literacy teaching to indicate good predictive validity. The agreement between scores for the tablet and traditional tests was high (ICC range = 0.81-0.94). The tablet tests provides valid and reliable measures of children's early literacy skills. The strong psychometric properties and ease of use suggests that tablet-based tests of literacy skills have the potential to improve assessment practices for research purposes and classroom use.

Institutional graduate capabilities and discipline threshold learning outcomes require science students to demonstrate ethical conduct and social responsibility. However, the teaching and assessment of these concepts are not straightforward. Australian chemistry academics participated in a workshop in 2013 to discuss and develop teaching and assessment in these areas, and this paper reports on the outcomes of the workshop. Controversial issues include: How broad is the mandate of the teacher, how should the boundaries between personal values and ethics be drawn, and who determines what constitutes social responsibility? In this position paper I argue for a deep engagement with ethics and social justice, achieved through case studies and assessed against criteria that require discussion and debate. Strategies to effectively assess science students' understanding of ethics and social responsibility are detailed.

Like the vast majority of Australian universities, Flinders University (Flinders) collects feedback from students on the quality of teaching and learning through unit of study (topic) or classroom evaluations. Prior to 2009, survey instruments at Flinders were delivered via paper mode and in person to students in the classroom. In a drive for an improvement to administrative efficiency, the adoption of a new system in 2009 created the option of two modes of delivery. Instruments can now be delivered via either paper mode in class, identical in most aspects to the previous system, or online mode, where students fill out the survey instrument, typically outside of class, using the World Wide Web. The choice of delivery mode is at the discretion of the academic. Students have no choice; they receive the survey either via paper or online. This article examines a number of aspects of this change in process at Flinders. Some general aspects of managing the implementation of the new process are discussed. Take-up rates of paper mode versus online mode show that the overwhelming majority of surveys were conducted online in 2009. A dramatic increase in the volume of surveying was noted. Response rates fell by approximately 20% overall and some evidence of a change in the level of response was apparent (cause unknown). Findings at the institution and faculty level are presented where applicable. [This paper was first presented at the Annual Conference of the Australasian Association for Institutional Research, "Turning water into wine: Institutional Research as an essential ingredient in strategic decision making for tertiary education" held in Adelaide, 11-13 November 2009.]

The National Career Development Strategy Green Paper is a discussion paper issued by the Department of Employment, Education and Workplace Relations. It is aimed at the formulation of a coherent and structured career development strategy throughout Australia. The Green Paper seeks to lay the foundation for policy change through establishing the importance of career development for Australia. It outlines some priorities for implementation and was released for comment in June 2012. This article presents the author's comment to the Green Paper. The author outlines challenges faced by the Green Paper, and provides some historical background and a personal reflection. The comments that are made are subjective and based on involvement in vocational guidance and research since 1976 and private practice since 1989. Naturally the comments are limited by the time and resources available. No claim is made that the analysis is complete. (Contains 2 tables.)

Mothers play a key role in scaffolding children's writing using traditional tools, such as paper and pencil. However, little is known about how mothers scaffold young children's writing using touch-screen tablets (e.g., iPads) and the associations between maternal scaffolding and emergent literacy. Mother-child dyads (N = 47; M child age = 3.43 years) were video recorded as they wrote words using an iPad and a paper and pencil. Maternal print and grapho-phonemic mediation behaviors were measured. Children were assessed on letter name and letter-sound knowledge, letter writing and name writing, and print concepts. No significant differences were found in the level of maternal mediation provided in the tablet or paper-pencil condition. Maternal print mediation was positively associated with letter name and letter-sound knowledge and emergent writing in the tablet and paper-pencil conditions. Grapho-phonemic mediation was significantly related to children's understanding of letter-sound correspondence and print concepts in the paper-pencil condition, but not the tablet condition. Supporting parents in using grapho-phonemic mediation during tablet use to foster early literacy learning should be considered in future research.

Sixteen articles discuss the implications of Australia's Green Paper, a public policy statement recommending substantial changes in the higher education system to improve access. The issues discussed include labor force development, educational equity, women's education, and the financing of higher education. (MSE)

The prevalence of plagiarism, cheating, and other acts of academic dishonesty may be as high as 80% in populations of high school and post-secondary students. Various educational interventions have been developed and implemented in an effort to educate students about academic integrity and to prevent academic misconduct. We reviewed the peer-reviewed research literature describing face-to-face workshops, e-learning tutorials, or blended approaches for promoting academic integrity and the effectiveness of these approaches. In general, the educational interventions were described as effective in terms of satisfaction with the intervention, and changes in students' attitudes and knowledge of academic integrity. Few studies provided evidence that the educational interventions changed student behaviour or outcomes outside the context of the intervention. Future research should explore how participation in educational interventions to promote academic integrity are linked to long-term student outcomes, such as graduate school admission, alumni career success, service to society, and personal stability.

This paper presents a theoretical discussion of recent policy efforts to raise the qualification levels of the Australian early childhood workforce. Pierre Bourdieu's theoretical tools enable the early childhood profession to be conceptualised as a dynamic "field" in which particular forms of "symbolic" and "cultural capital" are valued, with consequences for the relative position of educators at different qualification levels. The paper briefly considers the historical and structural forces that have shaped the relative position of differently qualified educators in Australia. It then applies Bourdieu's theories to the policy proposition that these positions can be improved through the acquisition of higher qualifications; a proposition that not all educators have embraced. It concludes by considering implications for practice arising from this theoretical approach; both in raising awareness of the different positions of educators in the professionalisation agenda, and in creating opportunities for diverse forms of "capital" to be recognised and valued.

Problem-solving is a key engineering skill, yet is an area in which engineering graduates underperform. This paper investigates the potential of using web-based tools to teach students problem-solving techniques without the need to make use of class time. An idea generation experiment involving 90 students was designed. Students were surveyed about their study habits and reported they use electronic-based materials more than paper-based materials while studying, suggesting students may engage with web-based tools. Students then generated solutions to a problem task using either a paper-based template or an equivalent web interface. Students who used the web-based approach performed as well as students who used the paper-based approach, suggesting the technique can be successfully adopted and taught online. Web-based tools may therefore be adopted as supplementary material in a range of engineering courses as a way to increase students' options for enhancing problem-solving skills.

Portfolios are used in midwifery education to provide students with a central place to store their accumulative evidence of clinical experience for initial registration in Australia. Portfolio formats can be paper-based or electronic. Anecdotal discussion between midwifery students in Queensland debated the best format to document the requirements for the Australian Nursing and Midwifery Accreditation Council (ANMAC) standard 8.11. Midwifery students using paper-based portfolios envisioned that an ePortfolio would be streamline, simple, safe to use, and able to be used anywhere with WIFI, while some students using an ePortfolio expressed a desire to have a paper-based portfolio as a hard copy. This situation called for evidence of a comparison to resolve the debate. The aim of this study was to investigate midwifery students' experiences of the benefits and challenges between paper-based and ePortfolios when compiling evidence to meet the requirements for initial registration as a midwife in Australia (ANMAC, 2014). • Each type of portfolio had challenges and benefits. • Portfolio completion is time consuming, and stressful due to the need for verification of evidence. • Students require early and regular feedback on portfolio development. • National standards are required for consistency in documentation across universities. [ABSTRACT FROM AUTHOR]

First-year university students (n = 199) completed an online questionnaire that queried their purchase of paper books and eBooks for university study and personal interest. The questionnaire also required students to rate their learning characteristics including reading strategies, study self-regulation, learning control beliefs and achievement motivation. Self-reported student learning characteristic scores were associated with self-reported book purchases. For example, as student extrinsic motivation scores increased, number of paper books purchased for university study tended to increase. As student learning control belief scores increased, purchase of eBooks for university study tended to increase. Collectively, such results lend support to the conclusion that education students who embrace emerging technologies such as eBooks and who read for leisure perceive themselves as more able learners than students who do not embrace emerging technologies such as eBooks and who do not read for leisure.

This discussion paper highlights the importance of Australian nursing and midwifery students' lack of exposure to electronic medical records during their undergraduate programs. There is pressure on universities offering nursing and midwifery programs to provide students with opportunities to learn to use patient electronic medical records. This will provide authentic rehearsal with the digital technology prior to clinical placements and increase graduate work readiness. Informed by contemporary literature, we describe the benefits of implementing electronic medical records (eMR) in health organisations and identify the challenges and barriers to implementing and integrating the education of electronic records into undergraduate nursing and midwifery programs. Undergraduate students who had not experienced eMR as part of on-campus learning felt unprepared and lacked confidence when commencing clinical practice. Some international nursing and midwifery programs have found that student's skills improve in decision-making and documenting patient observations when eMR is integrated into their university education program. Successful integration of an eMR program should consider academic/teaching staff skills and confidence in technology use, initial and ongoing costs and technical support required to deliver the program. In conclusion, Australian universities need to embed eMR learning experiences into the nursing and midwifery undergraduate curricula to increase students work-readiness with a focus on patient safety. [ABSTRACT FROM AUTHOR]

Objectives: To analyze Australia's high-cited papers (HCPs) receiving ≥100 citations in pharmacology during 2002–2021 and examine the research characteristics, study performance of the top 30 leading participating organizations and authors, and identification of top 30 journals publishing in this area and sub-fields of their research. Materials and Methods: Australia's HCPs on pharmacology research from the top 30 most productive organizations were identified and extracted from the Scopus database from 2002 to 2021 on 21 September 2022 using a search strategy. Select bibliometric measures were utilized to evaluate the publication productivity of important players in this area. The network analysis was performed to evaluate the collaborative interactions amongst the countries, organizations, authors, and keywords. Results: Of the 19,418 Australia's publications (articles) in pharmacology from the top 30 most productive organizations during 2002–2022, only 685 (3.53%) were HCPs, which together received 1,14,623 citations, averaging 164.4 citations per paper (CPP) and the citations ranged from 100 to 1,230. Two papers had more than 1,000 citations and 16 papers had 500 citations. Of the 685 HCPs, 40.58% (278) and 11.39% (78) received external funding support and were international collaboratives. The most productive organizations were Monash University (n = 155), the University of Queensland (n = 111) and the University of Melbourne (n = 97). The most impactful organizations in terms of CPP and relative citation index (RCI) were James Cook University (203.22 and 1.21), Australian National University (196.67 and 1.18) and Queensland University of Technology (193.45 and 1.16). The most productive authors were J. Li (n = 24), C. J. H. Porter (n = 24) and R. L. Nation (n = 23) (Monash University, Melbourne); and the most impactful authors in terms of CPP were A. Christopoulos (Monash Institute of Pharmaceutical Sciences, Melbourne) (288.21), C.W. Pouton (Monash University, Melbourne) (241.50), and D.L. Peterson (University of Queensland, Brisbane) (225.58). The most productive journals were Antimicrobial Agents and Chemotherapy (n = 59), Environmental Pollution (n = 43) and Journal of Medicinal Chemistry (n = 42). The most impactful journals in terms of CPP were Nature Reviews Drug Discovery (371.8), Antiviral Research (286.86) and European Journal of Pharmaceutical Sciences (253.0). The most important keywords with their frequency of appearances were Animal Experiments (108), Metabolism (76), Drug Effects (67), Animal Models (65), Protein Expression (64), Anti-Bacterial Agents (62), Drug Delivery Systems (54), Drug Formulation (44), Signal Transduction (42), and so on. Conclusion: There is an urgent need to increase national funding and expand international collaboration in priority areas, which will help to increase and diversify research output and improve research impact. [ABSTRACT FROM AUTHOR]

Discusses the extent to which the Australian language policy "White Paper" meets the real needs of the Australian people, and the quality of Australia's on-going performance in and commitment to well-articulated language and language education policymaking relating to languages other than English. (GLR)

Digital reading technologies may be intuitively appealing. They offer many possibilities, including great potential for interactivity around books, portability of whole libraries in one small reading unit, and almost instant satisfaction of demand for a particular book. Though there is limited research exploring the appeal of digital reading for contemporary adolescents, some schools in the US and Australia have already purged their stock of paper books, exclusively carrying digital books, on the assumption that digital books are more attractive to this demographic, and that transitioning to a purely digital format is progressive. In this paper data from the West Australian Study in Adolescent Book Reading (WASABR) are drawn upon to explore the current level of adolescent engagement in digital reading. Findings suggest that adolescents do not necessarily find eBook reading more appealing than reading paper books.

The purpose of this article is to describe a couple of challenging mathematical problems that involve paper folding. These problem-solving tasks can be used to foster geometric and algebraic thinking among students. The context of paper folding makes some of the abstract mathematical ideas involved relatively concrete. When implemented appropriately these activities have the potential to address many of the mathematical proficiencies, as delineated by Australian Curriculum and Assessment Reporting Authority (ACARA 2014).

The National Career Development Strategy Green Paper paper proposes a strategy that is committed to these principles: (1) quality through Career Industry Council of Australia (CICA) benchmarking, quality frameworks and processes and as a risk management strategy; (2) lifetime access to career development services; (3) development of career self-management skills and opportunity awareness; (4) integration through the establishment of a national career services, well marketed to achieve wide public appeal. The Career Industry Council of Australia is the national peak body for the career industry and has a vital interest in a successful outcome of an effective national strategy that results in a stronger national career development system that is good for individuals of all ages and good for the country. The Green Paper provides a useful summary of many of the issues that have been evident since the completion of the OECD review of career policy and programs more than a decade ago. The timing of this paper is particularly important because commitment to career development by the Australian Commonwealth Government has reached a low point, particularly since its location under the umbrella of the National Partnership on Youth Attainment and Transition. This article talks about the Career Industry Council of Australia and presents comments on key priorities and proposed direction for the National Career Development Strategy as proposed in the Green Paper.

Describes a two-part study involving 14- to 15-year-old high school students in New South Wales (Australia) that compared two modes of responding to free response examination questions: by computer and by pen and paper. Discusses results of analysis of variance. (Author/LRW)

The purpose of this paper is to provide discourse regarding awareness of institutional racism, from a non-Indigenous, Australian nursing student's perspective. The discussion has a focus on the presence of institutional racism in the Australian healthcare system, its impact on the health of First Nation Peoples and a commitment to ensuring culturally safe practice. It will be argued that institutional racism is pervasive in healthcare as a consequence of three factors: exclusion of First Nations Peoples from governance roles, inherent racism impacting on socio-cultural treatment bias, and institutional racism influencing key relationships in healthcare delivery. [ABSTRACT FROM AUTHOR]

By examining seemingly contradictory reactions to the COVID-19 pandemic and relating these to the basic income debate in Australia, this article explores the potential that the socio-economic crisis provoked by COVID-19 presen ts for a transformation of welfare systems. Drawing on ethnographic observation, the article describes the emergence of grassroots forms of solidarity in response to the pandemic. Within the context of the increasing hardship experienced by Australians, ongoing failures of existing welfare systems, and inadequate government responses to COVID-19, the groundswell of solidarity may coalesce with increasing support for a basic income, creating a conjunctural movement that propels radical social transformation. [ABSTRACT FROM AUTHOR]

The persistent failure of contemporary policies to improve school retention rates and close the achievement gap between students from low and high socio-economic (SES) backgrounds should be a matter of grave concern. In this article, we set out to show what it means to be educated in a context of disadvantage from the perspectives of young people attending a senior secondary public school in regional Australia. Acknowledging that youth are experts in their own lives, we draw extensively on student narratives of the funds of knowledge and opportunity structures that support and/or constrain education and employment opportunities in low-income neighbourhoods. Although young peoples' stories of hope and agency go some way to undermining the deficit thinking about these students and their families, we argue that the realisation of their aspirations requires institutional support and policies that address the systemic causes of educational disadvantage.

This article details an investigation into the onscreen marking (OSM) of Liberal Studies (LS) in Hong Kong--where paper-based marking (PBM) of public examinations is being phased out and wholly superseded by OSM. The study involved 14 markers who had previously rated Liberal Studies scripts on screen in the 2009 Hong Kong Advanced Level examination. In the study, the 14 markers re-marked, on paper, a number of the scripts they had marked on screen in the 2009 examination. Using multi-faceted Rasch analysis, a five-faceted design was employed, modeling markers, test takers, input questions, rating scales, and the marking medium. Results showed that all factors generally exhibited good data fit. With the major facet for investigation being the method of marking, logit values centred at zero emerged. The hypothesis that the method of marking does not intrude on scores awarded to test takers when scripts are marked on screen or on paper was therefore accepted. Since all public examinations in Hong Kong will be marked solely on screen in 2012, it is vital for professional and public confidence that the scores returned from the OSM marking system can be considered as reliable as those obtained from paper-based marking. Results from the current study suggest that this is so. Given that many countries and jurisdictions globally are considering the implementation of OSM technology--albeit not in the all-embracing manner of Hong Kong--the current study provides further validation for the worldwide adoption of such technology. (Contains 3 footnotes, 6 tables, and 1 figure.)

Purpose: This paper aims to detail the design of a campus climate change strategy, transport strategy and paper reduction strategy at the University of Technology, Sydney (Australia). Design/methodology/approach: The approach to strategy development used desktop research and staff/student consultation to inform the development of objectives, targets and actions for each strategy. The strengths and weaknesses of the governance structures for strategy design and implementation are also discussed. Findings: A selection of targets are given here, with further details of objectives and actions in the main text. Climate change: reduce emissions by 11 percent by 2012/2013, 30 percent by 2020. Transport: double the proportion of staff/student commuting trips by walking and cycling to 35 percent by 2011. Paper reduction: by 2011, decrease paper purchased by 20 percent and increasing recycled paper use to 30 percent. The momentum generated by the strategy development shows that it can play a significant role in creating a more sustainable university. Practical implications: Practical guidance for universities and organisations undergoing organisational change for sustainability is given with a focus on: how to engage with staff and students to develop shared aspirations and reflect these in tangible objectives, targets and actions; and, how to evolve organisational structures to implement strategies and create a sustainable higher education institution. Originality/value: The value of this work lies in the frank reflections on the processes used to engage stakeholders and develop the strategies as well as with the tangible targets and actions presented which will be of interest for other universities seeking to benchmark their own activities. (Contains 1 note and 3 figures.)

The residual performance of two pyrethroid-neonicotinoid mixture formulations: Temprid SC (10.5% beta-cyfluthrin and 21% imidacloprid) and Tandem (3.5% lambda-cyhalothrin and 11.6% thiamethoxam) on two substrates (glass and filter paper) against eight pyrethroid-resistant strains (BM-MY, BP-MY, CH-MY, GL-MY, KL-MY, SAJ-MY, TT-MY, and QLD-AU) of the tropical bed bug, Cimex hemipterus (F.) (Hemiptera: Cimicidae) collected from Malaysia, and Australia were evaluated. The aging effect of treatment residues on glass was also investigated. A susceptible C. lectularius L. strain (Monheim) was used for comparison. Temprid SC showed varying levels of performance against all C. hemipterus strains: TT-MY (PR50 = 6.5-fold, high performance), BM-MY, GL-MY, SAJ-MY, and QLD-AU (12.8–21.6-fold, moderate performance), BP-MY, and KL-MY (48.2–49-fold, poor performance), CH-MY (128.2-fold, very poor performance). On the other hand, Tandem displayed high performance against all C. hemipterus strains (1.8–8.3-fold). Tandem caused faster mortality than Temprid SC for all strains. Temprid SC and Tandem residues killed C. hemipterus significantly faster on glass than filter paper. Compared with fresh residues, the efficacy of Temprid SC residues significantly declined after one week of aging, while the effectiveness of Tandem residues declined after two weeks of aging. Further investigations using the topical assay method with a diagnostic dose of imidacloprid found two strains (CH-MY and GL-MY) resistant to imidacloprid. The six other strains (BM-MY, BP-MY, KL-MY, SAJ-MY, TT-MY, and QLD-AU) were susceptible. [ABSTRACT FROM AUTHOR]

The authors classified citations included in papers presented at 10 International Society for Music Education (ISME) biennial International Research Commission Seminars across an 18-year period (1988-2006) based on the six world regions as specified by the ISME Research Commission. Citations (N = 4,535) were examined from 238 papers presented at the 12th through 21st seminars. There were 2,250 citations from 407 journals, the most prevalent sources. Twenty-eight papers from this sample were multinational in nature, with 79% (n = 22) of these by U.S. researchers as either sole or senior authors. The main result of this study is that the researchers from around the world who were presenters at these seminars primarily cited sources within their own geographical regions. Additionally, the "Journal of Research in Music Education" was by far the most referenced journal throughout the entire sample. (Contains 2 tables.)

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]

In 2005 the Australian Council for Computers in Education (ACCE) was successful in obtaining a grant from National Centre of Science, Information and Communication Technology and Mathematics Education for Rural and Regional Australia (SiMERR) to undertake the Computing Studies Teachers Network Rural and Regional Focus Project. The project had five components: (1) Computer Education Group (CEG) Rural and Regional Projects; (2) National Portal; (3) Exploration of New Technologies; (4) National Computing Studies Survey; and (5) National Summit. The goals of the Summit were: (1) increased awareness and understanding of how to ensure equity of learning outcomes for students of computing studies regardless of school or location; and (2) the publication of a discussion paper and recommendations for the future in relation to the issues around the use of technologies and appropriate pedagogies to deliver quality computing studies program to all students, particularly in rural and regional Australia. The goals were achieved by scoping the existing territory in relation to open/distance learning, sharing existing teacher exemplary practice, exploring relevant online delivery systems and appropriate pedagogies to support open/distance learning, showcasing possibilities for the future and, identifying and sharing resources. An integral part of the program was the opportunity for participants in small groups and at the plenary session to discuss issues raised by speakers and to share ideas and possible actions. An underlying current of the Summit was a concern for falling student participation rates in computing studies and how this may be addressed. This paper presents a summary of the major issues and possible actions that emerged during the Summit. They are grouped under the broad areas of Curriculum, Pedagogy and Curriculum Delivery, Resources, Teacher Professional Learning, Links to Industry and Tertiary Sector, and The Technology.

The Career Development Association of Australia (CDAA) congratulates the Commonwealth Government on the development of the National Career Development Strategy Green Paper. This is a timely and important document that provides a framework to demonstrate the central contribution that career development services play in supporting individuals, building skilled and dynamic workforces, and improving the opportunities for all Australians. The CDAA is Australia's largest and only national cross-sectoral association of career development professionals. CDAA supports the development of effective policy and its successful translation into practice in key sectors including education and employment. This article presents a summary of CDAA suggestions and recommendations. It also describes key priorities and the proposed direction for the National Career Development Strategy. Possible direction for the commonwealth government and ongoing and future role for the state and territory governments are discussed.

Examines physical deterioration of library collections as result of acidic content of books published since mid-nineteenth century. Dimensions of problem, solutions being developed by libraries, and professional challenges posed by preservation (collection management, organizational structures, technical processes, educational programs) are explored. Response to problem in Australia is indicated. (35 references) (EJS)

This paper provides an overview of the career development industry in Australia, noting the achievements in the industry since the 1999 Symposium, and linking the current Australian situation to the 2006 Symposium themes of human capital, labour supply, employability skills, career development services for workforce development, older workers, and the information base for public policy making. The paper highlights the progress made in career development since the 1999 Symposium, with productive and collaborative partnerships between policymakers and practitioners, facilitated by the development of the practitioners' representative body, the Career Industry Council of Australia. The paper concludes that a firm foundation has been established on which to base the work still needing to be done in the field.

This study assessed the degree of equivalence between paper and Internet administration of three measures of panic and agoraphobia-related cognition and behavior: Body Sensations Questionnaire (BSQ), Agoraphobic Cognitions Questionnaire (ACQ), and Mobility Inventory (MI). Participants were 110 people with panic disorder who had registered for an Internet-based treatment program in Sweden (n = 54) or Australia (n = 56). Participants were randomly assigned to complete the questionnaires via the differing administration formats in a counterbalanced order. Results showed broadly equivalent psychometric properties across administrations, with strong significant intraclass correlations between them, and comparable Cronbach's alpha coefficients. A significant mean difference between administration formats was found for the BSQ only. In contrast to previous research, Internet administration did not generate higher scores than paper administration. No effect was found for order of administration. The findings suggest that each questionnaire can be validly administered via the Internet and used with confidence.

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//:www.cmyi.net.au/ResearchandPolicy. Accessed 21 June 2010, 2007; 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. http://www.latrobe.edu.au/larrc/documents-larrc/reports/report-good-starts.pdf. Accessed 4 June 2011, 2009; Sidhu and Taylor in: "Educational provision for refugee youth in Australia: Left to chance?" "Journal of Sociology," 43(3), 283-300, 2007). 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).

In this paper, I examine the provenance of distance education or "teledidactics" in Australia. I take as my case studies the New South Wales Correspondence School and the School of the Air and suggest that their emergence was underpinned by a desire on the part of educational and broadcasting bureaucrats to increase the equity of school provision by addressing the problem of educating remote populations. I argue that this problem was ultimately solved by drawing on elements of the medial ecology (as theorised by Friedrich Kittler) that emerged circa 1900 and that the machines associated with this ecology underpinned the realisation of educating such populations. (Contains 1 figure and 14 notes.)