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Background: People with an acquired brain injury (ABI) find it challenging to use social media due to changes in their cognition and communication skills. Using social media can provide opportunities for positive connection, but there is a lack of interventions specifically designed to support safe and successful social media use after ABI. Aims: To investigate the outcomes of completing a social media skills intervention and identify barriers and facilitators for future implementation. Methods & Procedures: The study used a mixed‐methods, pre‐post‐intervention design. A total of 17 adults with an ABI were recruited. Participants completed an intervention that included a short self‐guided course about social media skills (social‐ABI‐lity course), and then participated in a private, moderated Facebook group over a 12‐week period (social‐ABI‐lity Facebook group). Data were collected over this period through observation of group activity and weekly surveys. They were also collected on social media use and quality of life at pre‐intervention, post‐intervention and after 3 months. Participants provided feedback on the experience of participating in the programme via a post‐intervention interview. Outcomes & Results: At post‐intervention, there were significant improvements in confidence in using Facebook (p = 0.002) and enjoyment of using Facebook to connect with others (p = 0.013). There was no significant change in reported quality of life, although participants described the multiple benefits of connection they perceived from involvement in the group. Observational data and feedback interviews were informative about the feasibility and acceptability of the intervention. Conclusions & Implications: This pilot study provided preliminary evidence that an intervention comprising a short, self‐guided training course and a private, moderated Facebook group improved outcomes for people with ABI. Key recommendations for future implementation include embedding active peer moderators within groups and taking an individualized approach to delivery of the intervention. WHAT THIS PAPER ADDS: What is already known on the subject: Research has documented the challenges that people with ABI experience in using social media, and the difficulty for rehabilitation clinicians in providing appropriate support in this field. What this paper adds to existing knowledge: This pilot study reports the outcomes of people with ABI completing a short, self‐guided social media skills course and participating in a private, moderated Facebook group. After the intervention, participants reported significantly increased confidence and enjoyment in using Facebook, described the benefits of connection found in the groups, and suggested potential improvements for future implementation. What are the potential or actual clinical implications of this work?: With the growing use of social media for connection and participation, there is a professional obligation to address social media communication skills in cognitive–communication rehabilitation for people with ABI. The findings of this study will inform interventions and future research to assist people with ABI to build their social media skills for communication, social support and a sense of connection. [ABSTRACT FROM AUTHOR]

Aim: To explore the satisfaction and experiences of women and staff with the BSOTS in an Australian hospital. Design: Cross‐sectional descriptive survey. Methods: Surveys were distributed to women and staff between February and May 2022. Survey questions reflected satisfaction with triage and provision of care under the BSOTS system (for women) and confidence in using the BSOTS system and its impact on triage‐related care (for staff). Survey data were summarized using descriptive statistics, and qualitative responses were analysed using content analysis. Results: There were 50 women and 40 staff (midwives and doctors) survey respondents. Most women were satisfied with triage wait times, the verbal information they received and the time it took for them to receive care. Nearly all midwife participants indicated they had high knowledge and confidence in using the BSOTS. Most staff indicated that the BSOTS supported the accurate assessment of women and had benefits for women, staff and the hospital. Conclusion: The findings showed that women and staff were satisfied with receiving and providing care in a maternity triage setting under the BSOTS system. Implications for the Profession and/or Patient Care: Implementing standardized maternity triage approaches such as the BSOTS in health settings delivering care to pregnant women is recommended for improving flow of care and perceptions of care quality by women. Impact: Quality of maternity triage processes is likely to impact the satisfaction of women attending services and the staff providing care. The BSOTS was shown to improve maternity triage processes and was associated with satisfaction of women and staff. Maternity settings can benefit from implementing triage approaches such as the BSOTS as it standardizes and justifies the care provided to women. This is likely to result in satisfaction of women and staff engaged in maternity triage and improve the birth outcomes of women and babies. Reporting Method: The reporting of this paper has followed SQUIRE guidelines. Patient or Public Contribution: Women engaged with maternity services were participants in the study but did not contribute to the design, conduct or publication of the study. [ABSTRACT FROM AUTHOR]

This paper examines the usage of "race" in high school physical education textbooks in Australia. In particular, it examines the concept of biological "race" in connection with human performance in sport. DNA studies do not indicate that separate classifiable subspecies (races) exist within modern humans. A content analysis of physical education textbooks in Australia suggests that they are sites that continue to perpetuate myths of "race" and the "science" related to it. As such the utilization of biological "race" as a variable for athletic performance naturalizes embedded biases, is anti-scientific and is potentially indicative of other racist practices within education. Further this commonsense understanding of biological "race" continues to develop uncritically and unchecked. University students in the fields of exercise science and physical education generally develop from students who excelled in high school physical education (PE). The power of curriculum and pedagogy result in the reproduction of biological "race" that has become reified in the field of physical education. (Contains 1 table.)

The purpose of this paper is to examine the talk of older athletes, with particular focus on how the context of sport helps them negotiate the ageing process. It draws on personal stories provided by 44 World Masters Games competitors (23 women; 21 men; aged 56-90 years; "M" = 72). Four themes emerged: "There's no such thing as old" (a story of avoiding old age); "Keep moving" (a story of fighting the ageing process); "Fun, fitness, friendship... [and] competing" (a story of redefining self and "old age") and; "Making the most of your life... with the capabilities that you still have" (a story of adaptation and acceptance). Together, the four themes show how through sports participation older individuals can simultaneously resist, redefine and accept the ageing process. These stories of a "sporting later life" allow for alternative meanings to the dominant "declining body" narrative of ageing. Therefore, these narratives present the possibility for personal, pedagogical and social transformation.

Purpose: The purpose of this article is to identify the offering and nature (scope) of sustainability accounting courses at universities that have signed the Talloires Declaration and also at universities with prominent sustainability accounting researchers' affiliations. For this purpose a university web sites content analysis for sustainability accounting courses was conducted. This study can be replicated in order to evaluate web sites disclosures by universities across disciplines in relation to sustainability education. It can also be replicated to assess the theoretical versus implemented scope of sustainability education, and to determine the impact of prominent researchers in the area of sustainability education. Design/methodology/approach: Talloires Declaration signatories' universities' web sites were searched for information regarding sustainability accounting subjects. A search was also conducted for the Curriculum Vitae and profile of prominent sustainability accounting researchers to collect data on involvement in sustainability accounting education by these researchers. The findings regarding the offering of a sustainability accounting course and its nature and scope (if found on the web sites) are presented in this article. Findings: It is found that less than 30 per cent of the Talloires Declaration universities' web sites in Canada, USA, United Kingdom and Australia have information on sustainability accounting education in various forms including stand alone subjects (all electives) and sustainability accounting embedded in other accounting and non accounting courses, with limited scope. This percentage was found to be substantially lower or non-existent at universities from other countries. The probability of sustainability accounting education being offered at the post-graduate level (specifically as a PhD programme) is much higher at universities that have a prominent research profile in the area. It is also found that sustainability accounting education is not offered in majority of the cases, at the undergraduate level at universities where prominent sustainability accounting researchers are based. The focus is on post-graduate and research education rather than on undergraduate and course work education. Research limitations/implications: A limitation of this study was the limited information available in English on universities' web sites from countries where English is not the primary language. Other technical limitations such as the absence of a search function on the university's web site were also found as a hindrance to data collection. Originality/value: This paper addresses the existence and scope of sustainability accounting education, the gap between universities' expected comprehensive (including all disciplines) commitment to sustainability and the actual implementation of this commitment. It also addresses the absence of sustainability education involvement by prominent sustainability researchers and academics at the under graduate level. (Contains 1 table.)

Purpose: The purpose of this qualitative research study was to explore the requirements of leading in a global environment as perceived by the leaders participating in this study as well as the way these leaders learn and develop their global mindset. Design/methodology/approach: The research methodology informed by social constructivism included in-depth interviews with 24 global leaders that were analyzed using constant comparative and content analysis. The findings presented in this paper are part of a larger study on the meaning of global leadership and mindset. The framework for this research was guided by the Global Leadership Mindset (GLM) model developed by the authors and their colleagues. Findings: Transcendence, plasticity of the mind (flexibility, thinking differently, rebalancing, openness, having multiple frames of reference), mindfulness, curiosity, and humility emerged as requirements of leading in the global environment. The global leaders' learning journeys were characterized by informal learning during everyday work and life experiences including learning from mistakes, and from and with others. Self-reflection leading to the "self-awareness of otherness" as well as reflection with others were at the core of learning and developing the global mindset of these leaders. Practical implications: The findings of this study highlight the role of human resource development (HRD) professionals in facilitating self-reflection and reflection with others--core processes for the learning and development of global mindset. HRD professionals are called to address both the "you don't know what you don't know" phenomenon by offering cross-cultural training programs and experiential learning opportunities and the "you know what you don't know" daily challenges of global leaders and their team members. Initiatives that will incorporate self-reflective and reflective processes will allow the participants to make meaning of their learning. Originality/value: This is an initial attempt to explore the development of a global leadership mindset as informed by the GLM model with a focus on its learning component. The findings of this study could inform leaders preparing to work in global environments and HRD professionals called to develop learning environments and a learning culture in global workplaces. (Contains 1 figure.)

Virtual worlds are highly immersive, engaging and popular computer mediated environments being explored by children and adults. Why then aren't more teachers using virtual worlds in the classroom with primary and secondary school students? Reasons often cited are the learning required to master the technology, low-end graphics cards, poor connectivity and the firewall. A solution to one of these barriers is to use a virtual world that can operate inside the firewall locally on school computers. The virtual world Sim-on-a-Stick provides a four region virtual world on a USB flash drive that is free and fully functional without accessing a network. Sim-on-a-Stick was used in a public primary school in regional Australia during term one 2012. This paper presents a case study outlining the implementation and integration of virtual worlds by a pre-service teacher, classroom teacher and her class. (Contains 4 figures and 2 tables.)

In a world where governments increasingly attempt to impose regulation on all professional activities, this paper advocates that professional standards for teachers be developed "by the profession for the profession". Foucauldian archaeology is applied to two teacher standards documents recently published in Australia, one developed at national governmental level and the other by geography teachers through their professional associations. The excavation reveals that both students and geography teachers themselves are better served when teachers assert their own definition of professionalism and thus reclaim their professional territory, rather than being compliant with generic governmental agendas. Whilst we use Australia as an illustrative example, our findings are applicable to all other countries where governments attempt to impose external professional standards on the teaching profession.

This paper presents research exploring teachers' experiences of using blended learning in vocational education. Teachers involved in designing and teaching using blended learning from a major Australian vocational education provider participated in the study. They received open-ended questionnaires asking to describe their conceptions of blended learning and their approaches to teaching and design for blended learning environments. Teachers' responses were content-analysed from a phenomenographic perspective. Their descriptions illustrate a relatively wide spectrum of ideas about the nature of blended learning, suggesting that teachers tend to have qualitatively different conceptions about blended learning, and tend to adopt qualitatively different approaches to both teaching and design for blended learning. Quantitative analyses investigating possible relationships between teachers' conceptions and approaches were also conducted. Implications of the findings for further research and practice are discussed.

The practicum is an integral component of teacher education courses, but culturally and linguistically diverse pre-service teachers can face particular struggles in meeting assessment requirements on the practicum in early childhood settings. This paper reports from a small, exploratory study of early childhood practicum handbooks from four Australian universities, interviews with early childhood pre-service teachers whose home language is not English, and interviews with early childhood educators who had supervised pre-service teachers from diverse backgrounds. Analysis of the data suggests that, while the universities aim to produce graduates who are sensitive to the diversity of the children they teach, similar considerations are not evident in the experiences of some diverse pre-service teachers. We illustrate this claim by describing the case of Sue, a Singaporean Chinese student, who struggled to pass a final-year practicum. (Contains 1 table.)

Purpose: The purpose of this paper is to provide an overview of what the author believes to be his major contributions to the field of Educational Administration. Design/methodology/approach: The approach taken is a personal review and reflection based on research. For purposes of structuring the article three themes have been selected--complexity, development, and being close to and providing an empirical base for policy and practice. In addition, three areas are discussed that the author regrets having not taken further--the relationship between a school and its system from the school's perspective, the role of quality evidence, particularly the provision of valid and reliable surveys for use by practitioners, and public attitudes to education, including re-examining the purposes of schools and their enactment. Findings: The studies reviewed stress the importance of the interrelationship between the individual, organisational and contextual in effective teaching of educational administration, organisational development in schools, leadership for organisational learning and student outcomes, and successful school principalship. These studies promote a "tinkering towards Utopia". "Tinkering" in the sense of improvement from the inside out rather than from outside schools and from the top down, and being about small scale and developmental rather than wholesale and/or continuous change. "Utopian" in the sense of focusing on complexity and heterogeneity rather than simplicity and homogeneity in both purposes and processes. "Utopia" is about learning for all, especially through facilitating schools as communities of professional learners. However, there continues to be a need for researchers in the field to provide a stronger empirical base for policy and practice, including providing quality, culturally specific evidence. Research limitations/implications: While clarity is provided on the links between leadership and student outcomes in schools and areas for further research are identified, the article is limited by its heavy reliance on the author's Australian research findings. Originality/value: The article has value in that the links are clarified between leadership and a breadth of student outcomes. It broadens what counts for good schooling and school leadership and provides clear evidence for improvements in policy and practice. (Contains 3 figures and 8 notes.)

This paper discusses the findings of a research study that used semi-structured interviews to explore the views of primary school principals on inclusive education in New South Wales, Australia. Content analysis of the transcript data indicates that principals' attitudes towards inclusive education and their success in engineering inclusive practices within their school are significantly affected by their own conception of what "inclusion" means, as well as the characteristics of the school community, and the attitudes and capacity of staff. In what follows, we present two parallel conversations that arose from the interview data to illustrate the main conceptual divisions existing between our participants' conceptions of inclusion. First, we discuss the act of "being inclusive," which was perceived mainly as an issue of culture and pedagogy. Second, we consider the mechanics of "including," which reflected a more instrumentalist position based on perceptions of individual student deficit, the level of support they may require and the amount of funding they can attract. (Contains 8 notes.)

This paper examines pre-service teachers' reflection on teaching after participating in an online course using videos of micro-skills coupled with self reflection and group blogs. Data sources included 137 online blog entries collected from 26 participants as well as semi-structured interviews with the participants at the end of the course. Larrivee's (2008) four levels of reflection (pre, surface, pedagogical and critical) were used to code the online reflections and content analysis of the participants' views of teaching was carried out with the interview transcripts. Analysis of online reflections showed that 67% of the reflection by pre-service teachers' falls in the pedagogical category and 2% in the critical category. These findings show that these pre-service teachers are capable of engaging in reflection beyond a surface level even with limited classroom experience. The resources that these pre-service teachers used to make sense of teaching are (1) their knowledge of learning theories; (2) their ideas of teachers' roles and responsibilities; and (3) their existing ideas of what makes good teaching. The pre-service teachers' reflection upon their learning showed evidence of willingness to incorporate the learnt ideas of good teaching in their future classrooms teaching. The use of micro-skills videos and reflection allowed them to restructure their pedagogical knowledge through identification, comparison, modification and synthesising. (Contains 1 table.)

Language is an important way of presenting an identity, either individual or group. This paper explores the language used in the presentation of the identity of academic development. The study is based on an analysis of websites from academic development centres in the UK and Australia and outlines the public ways in which academic developers present their work and the meanings that are attached to this presentation. It uses frame theory to analyse the language of academic development websites in order to explore some of the assumptions underpinning the public face of academic development. It explores the ways in which language is used to frame and persuade in order to establish the credibility of academic development as an expert and scholarly field.

Contemporary commentary notes that students are frequently ahead of their teachers in their ability to manipulate and be creative with the internet, digital programs, and mobile technology. In this context it is important to ask, "What knowledge do teachers need to teach in the contemporary context where texts are elaborately multimodal, constructed not just of print but of image, sound, and movement?" This paper proposes some signposts to assist teachers with navigating in this environment. Using teachers' and researchers' reflections on practices in a diverse range of settings, both primary and secondary, the analysis explicates the challenges that teachers face in this multimodal context and elucidates some ways they can effectively operate within it. In particular, it argues that it is teachers' expertise as analysts and critics of texts that needs to guide their planning and teaching in this "new" text world. (Contains 1 table.)

The achievement of greater gender equity within Australian universities is a significant issue for both the quality and the strength of Australian higher education. This paper contributes to our knowledge of academic workloads, observing individual workloads in business faculties. A multiple case study method was employed to observe individual academic workloads. Two regional universities were selected for this research on the basis of their senior staff profiles. Multiple sources of evidence were used to gather teaching and research workload data for all faculty members. Differences in workloads were not always evident between genders. Our results suggest that universities that are over-represented with females in senior academic positions when compared to the national average achieve equity in workload. Universities that are underrepresented with females in senior academic positions do not achieve workload equity with male academics producing more research and coordinating more teaching. (Contains 1 figure and 5 tables.)

Australian higher education increasingly relies on flexible modes of delivery as a means of attracting and retaining students in a highly competitive global education market. While education is among those disciplines that have been most actively involved in the shift from face-to-face to online learning and teaching, the transition for many teacher educators is fraught with tensions and contradictions. For some, teaching online is seen as primarily a cost-cutting exercise on the part of universities, and has little to do with improving the quality of student learning. For others, the online environment offers multiple pedagogic possibilities that have yet to be fully explored. Yet others consider online environments as problematic, posing challenges to pedagogic and peer relationships that are generally seen as integral to "good" teaching. This paper draws on an empirical study of teacher education faculties in five Australian universities, and analyses excerpts from interviews about learning and teaching with teacher educators, educational designers and faculty management. We argue that understanding how teacher educators constitute learner and teacher subjectivities through their beliefs about and approaches to pedagogy is crucial to the future of online tertiary education. In particular, we consider how teacher educators' attitudes toward and approaches to online learning and teaching are predicated on their perceived subject positions as either "stimulating" or "simulating" particular kinds of learning interactions.

This paper reports on a study investigating the empirical substance of Evans' proposed social construction of ability. Data were collected through text analysis of a Senior physical education (PE) syllabus, semi-structured interviews and participant observations of students and teachers in two senior secondary school contexts (one school situated in a low socioeconomic area; and the other school, an "elite" co-educational private school) across 20 weeks of the school year at key junctures in the schools' PE curriculum plans. The data and analysis support Evans' social construction of ability proposition. Students' abilities were observable as a complex construction dependent on the constitution of the field of practice and the students' possession of physical, cultural and social capital operational in and through habitus. Within this construction process high-ability students were privileged in terms of achievement possibilities while low-ability students were marginalised in terms of access to contexts in which capital may be acquired and/or displayed, resulting in their enduring low-ability identification. The findings offer an alternative perspective to prevailing notions of ability and challenge educators to reconsider how the potential of students in and beyond PE is viewed. (Contains 1 table.)

This paper reports on a qualitative interview study with eleven pre-service primary teachers in Queensland about their career plans, exploring whether, and how, a global imagination motivates this next generation of teachers. The study is framed within sociological theory of globalisation, with regard to the growing possibilities for international mobility for work purposes, and the new life circumstances that make this imaginable. Teaching as a profession has changed and teachers are no longer as entangled with specific systems or geographical locations anymore. International recruitment campaigns are shown to pursue pre-service teachers during their university preparation. The analysis of the interview data reveals the kind of impact these possibilities make on how pre-service teachers imagine their career, and what other considerations enhance or limit their global imagination. The findings are used to reflect on the highly localised governance of pre-service teacher preparation and the limited State-bound imaginaries to which these pre-service teachers are unnecessarily confined in their preparation. (Contains 1 note.)

Teachers using interactive whiteboards (IWB) effectively can engage and motivate students with a range of digital resources to explore science's role in making sense of our world and to construct knowledge of key scientific concepts. The case study research described in this paper illustrates how interactive pedagogies in the IWB classroom were used to support whole class substantive discourse about science. A sociocultural framework structured the exploration of the discourse surrounding four teachers and their students' use of IWB technology in their primary science classrooms. Action research methods and a professional learning intervention were used for both exploring and developing teachers' understanding of the interactive technology and its impact on the nature of classroom talk. Comparing video captured lessons with and without the use of the IWB provided some initial evidence of an increase in students' participation in substantive science conversations and exploratory talk. The preliminary analysis of the data summary across the four case studies suggested that the teachers were using more open questions, greater wait time and required greater participation from students. This research suggests that teachers' effective IWB pedagogy impacts positively on the way students talk about science. Seven principles of effective interactive pedagogy focused on enhancing discourse emerged from the action research. It is recommended that these principles be used with IWB technology to scaffold deep substantial science discourse, which is essential in developing students' scientific literacy. (Contains 5 tables and 1 figure.)

This paper explores the way that learning technologies frame teaching practice in higher education using both autoethnography and discourse analysis (interpretative repertoires). The analysis juxtaposes our own experience in the form of data from two interviews, with teaching and learning policy documents from the group of five Australian Technology Network universities, as a means of investigating the centrality of these technologies in the reconfiguring of teaching practice in higher education for the networked university. The data yielded three distinct discourses: technology as a bridge to globalised opportunity; technology as delivery of learning; and technology as communication and building relationships for learning. The first repertoire provides a utopian vision which glosses over the complex practice of implementation. The second repertoire also omits details of implementation, presenting learning technology unproblematically. The third repertoire, not present in the policy documents, but central to the autoethnographic accounts, focusses on both the possibilities and challenges of learning technologies in practice, and points to the potential for a complementary approach which foregrounds the student-teacher relationship. How these discourses can be reconciled is a central issue for academic teaching practice in higher education. (Contains 4 tables.)

This paper examines the nature and extent of gender stereotyping, both linguistic and pictorial, in a set of 10 Australian English-language textbooks for intermediate learners. In order to determine how accurately the books reflect the status of women in contemporary Australian society a content and linguistic analysis was conducted, focusing on, amongst other things, the ratio of male to female characters, the portrayal of women and men in social and domestic settings, the use of gender-inclusive expressions, and the ordering of items in female/male symmetrical constructions. Despite the generally high level of sensitivity to gender issues displayed by most of the writers, the findings suggest that the ideal of a truly balanced treatment of men and women has yet to be achieved. (Contains 7 tables.)

The recognition of prior learning (RPL) is a cornerstone of the lifelong learning policies of most developed nations. Yet the scholarly view in Australia has been that, unlike other post-compulsory education sectors, universities have erected barriers to limit the development of RPL. This paper re-examines the current policy environment and finds evidence that universities are now more active in developing and promoting RPL, as evidenced by the rich detail of information contained in recent policies, as well as the accessibility of this information on the web. Recognition of prior learning policies are examined in detail to shed light further on the state of play of RPL in the Australian higher education sector.

This paper is a reading of early twentieth-century government high school culture as it was expressed through a twenty-year run of one Australian high school's student-authored magazines. From its first issue the editors of "The Parramatta High School Magazine" were keen to promote its role in the making of a community. The idea that high school people belonged to a special and exclusive group was reiterated in a number of ways. Writing in the magazines described the features of a shared culture--whiteness, literacy, good taste, rational behaviour--and implicitly defined high school students as different from other categories of people, including non-English speaking foreigners and "the uneducated". Central to the process of classification and identification were statements of "who we are" and "who we are not" which were grounded in the language of meritocracy, and encompassed particular contemporary understandings of social class, race and gender. (Contains 50 footnotes.)

Positions vacant advertisements discursively construct employment sectors, employers and employees. This paper uses content analysis, systemic functional linguistics and critical discourse analysis to investigate the discursive construction of environmental education and education for sustainable development through positions vacant advertisements placed with Australian online recruitment agencies. The results suggest a disturbing stratification between environmental education and education for sustainable development with respect to the terms and conditions, and the power dynamics operating in each sector. (Contains 2 tables, 2 figures and 2 notes.)

The documentary text, a relative newcomer to the textual armoury of subject English, has received remarkably limited theoretical discussion. It therefore provides an interesting opportunity for the contemporary researcher concerned with the reading/viewing practices that constitute modern textual study. This paper first presents an historical overview of the teaching of documentary texts in Western Australian secondary English classrooms. It is then argued that an alternative mode of study--drawn from existing research in the adjacent field of film studies--caters for a more balanced means of textual inquiry, unscrambling the documentary lesson to more evenly distribute attention across the three practices of the English curriculum; rhetorical instruction, ethical training and aesthetic cultivation. (Contains 3 notes.)

This paper describes a novel qualitative study that identified the concerns of young people about sex through a talk-back segment from 2002 to 2004 on an Australian national radio popular music programme targeting 15-24 year olds. Two hundred and thirty-one unsolicited callers (150 female and 81 male) went to air over the study period, and 212 (92%) of these asked questions relating to sexuality and sexual health. Content analysis was used to categorise the verbatim data. Four categories were identified: sexual development; sexual and reproductive health, sexual relationship issues and sexual practices. The findings suggest that young people have a wide range of concerns, many of which are very explicit. An important finding was the high proportion of questions related to concerns over relationships. The overall implication for health educators and professionals is that a broader approach to sex education is warranted. (Contains 1 table.)

In this paper the author provides an overview of a rhizomatic methodology using illustrations from her doctoral thesis, where she used Deleuze and Guattari's (1987) thinking about rhizomes in three different ways. First, using the figuration of a rhizome allowed her to construct her thesis as non-linear with self-conscious attention paid to the writing of the text. Second, she understood the texts under analysis as rhizomatic, which enabled her to produce an account of the linkages and connections between various discursive plateaus. Third, she applied a method of rhizo-textual analysis that mapped the connections between the texts under analysis and stories about teaching told by herself, the research participants, and popular and academic texts on teachers and teaching. (Contains 1 note.)

A number of authors have observed a pronounced discrepancy between the problem-solving and action-oriented goals associated with the contemporary philosophy of environmental education and an emphasis on the acquisition of environmental knowledge and awareness in school programs. Content analyses have revealed that curriculum materials commonly used for environmental education in Australia and the United States of America deviate from the rhetoric in a similar way. In this article, the author argues that this rhetoric-reality gap is to be expected given the traditional purpose and structure of schooling. A discussion of its historical development sets the contemporary concept of environmental education in the context of the political activism of the environmental movement. The socially critical and political action goals of environmental education are contrasted, first, with nature study and conservation education, and then with the uncritical role of schooling in maintaining the present social order. The need for students to engage in ideological and critical inquiry is indicated by an examination of the different ideologies which underlie proposals for environmental reform. According to Stevenson, such educational ideals, however, conflict with the dominant practices in schools, which emphasise the passive assimilation and reproduction of simplistic factual knowledge and an unproblematic "truth". These practices are then explained by examining the structural organisation of schools, the primacy of demands on teachers to maintain order and control, and teachers' presuppositions about knowledge and teaching. (Contains 2 notes.) [This article is reprinted from I. Robottom (Ed.) (1987) "Environmental Education: Practice and Possibility" (Geelong, Victoria, Deakin University Press.]

This paper reports the findings of an exploratory study of position vacant announcements appropriate for library and information studies (LIS) graduates appearing in the "Sydney Morning Herald" over a four week period in each of the following years: 2004, 1994, 1984 and 1974. The period studied witnessed change-demanding developments in information technologies as well as changes in workplace conditions and client expectations. The study collected data on the demands of employers as expressed through job advertisements that included data on work status (full-time, part-time, contract, casual), qualifications and the experience required of the information professional during the periods selected. To investigate similarities and differences between periods a content analysis and co-word analysis of the job advertisements was undertaken. The advertisements indicated a movement from simple advertisements in 1974 inviting applications for reference or technical services librarians, to complex and specialised positions being advertised in 2004 where the most called for attributes were interpersonal skills and behavioural characteristics. (Contains 8 tables, 4 figures and 41 notes.)

Over the past decade, a growing number of complaints have been made against Australian education authorities over the language of instruction used to teach deaf children. The complaints, made under the "Disability Discrimination Act", were lodged with the Human Rights and Equal Opportunity Commission for investigation and possible conciliation. When conciliation failed, two of these cases continued to the Federal Court of Australia. An analysis of court transcripts and the determinations made by the Federal Court is presented in this paper. The focus of analysis is the way in which researchers who appeared as expert witnesses in these cases were positioned by counsels for the respondents. Foremost among the findings was the way in which researchers, whose work challenged the approach taken by the education authorities, were represented as being political.

As the global economy becomes more integrated, incorporating international experiences into college curricula becomes increasingly desirable for American students and their counterparts abroad. This paper describes one model for creating an international, Web-based, distance-learning classroom that can be used as a guide for those who might wish to pursue similar endeavors. Our replicated experiences teaching a sociology course on social control, twice under slightly different conditions, provide the basis for identifying the conditions and practices that optimize the goals of providing a forum for international education and enhancing reading and writing skills. A content analysis of the online Student-Led Discussions provides evidence that cross-national knowledge and understanding can be enhanced in this learning environment. Enrolling students from the United States, Belarus, Russia, and Australia, our course demonstrates how instructors can create a successful virtual classroom that truly encircles the globe.

This paper explores student teachers' understandings of child sexual abuse and strategies to deal with it that are appropriate for the primary school classroom. Evidence of surface and deep learning were obtained from a content analysis of student teachers' responses to an essay-type exam question, using Bloom's taxonomy of educational objectives. The results show that participants were most likely to be rated as having achieved at intermediate levels, and less likely to be at either the lowest or highest levels. The data suggest that greater provision should be made for addressing child sexual abuse during the training of such professionals to enhance their deeper thinking about child sexual abuse and strategies to deal with it. Since pre-service teacher education plays a significant role in enhancing the quality of future teachers, it is important that they are helped to achieve the highest levels associated with understanding universals, principles, generalizations and abstractions. The implications of these results for teaching in primary schools strongly suggest the importance of comprehensive, enhanced, longer, and on-going programmes on child sexual abuse across pre-service education. (Contains 3 figures.)

Background: Pregnancy, birth, and early parenthood are significant life experiences impacting women and their families. Growing evidence suggests models of maternity care impact clinical outcomes and birth experiences. The aim of this study was to explore the strengths and limitations of different maternity models of care accessed by women in Australia who had given birth in the past 5 years. Methods: The data analysed and presented in this paper is from the Australian Birth Experience Study (BESt), an online national survey of 133 questions that received 8,804 completed responses. There were 2,909 open-ended comments in response to the question on health care provider/s. The data was analysed using content analysis and descriptive statistics. Results: In models of fragmented care, including standard public hospital care (SC), high-risk care (HRC), and GP Shared care (GPS), women reported feelings of frustration in being unknown and unheard by their health care providers (HCP) that included themes of exhaustion in having to repeat personal history and the difficulty in navigating conflicting medical advice. Women in continuity of care (CoC) models, including Midwifery Group Practice (MGP), Private Obstetric (POB), and Privately Practising Midwifery (PPM), reported positive experiences of healing past birth trauma and care extending for multiple births. Compared across models of care in private and public settings, comments in HRC contained the lowest percentage of strengths (11.94%) and the highest percentage of limitations (88.06%) while comments in PPM revealed the highest percentage of strengths (95.93%) and the lowest percentage of limitations (4.07%). Conclusions: Women across models of care in public and private settings desire relational maternity care founded on their unique needs, wishes, and values. The strengths of continuity of care, specifically private midwifery, should be recognised and the limitations for women in high risk maternity care investigated and prioritised by policy makers and managers in health services. Trial registration: The study is part of a larger project that has been retrospectively registered with OSF Registries Registration DOI https://doi.org/10.17605/OSF.IO/4KQXP. [ABSTRACT FROM AUTHOR]

Background: Speech and language therapists (SLTs) use videofluoroscopic swallow study (VFSS) results to manage dysphagia. Yet, in some services only doctors can directly request a VFSS, potentially creating workflow inefficiencies and delaying patient access to VFSS. An alternative model, where SLTs directly refer patients for VFSS, is used in many services in the UK and Australia. However, processes for implementing and sustaining this model have not been reported. Aims: To evaluate the implementation of an SLT‐led inpatient VFSS referring model using the Consolidated Framework for Implementation Research (CFIR) to ascertain implementation barriers, facilitators and critical sustainability factors. Methods & Procedures: This implementation evaluation examined stakeholder perceptions of implementing the SLT‐led VFSS referring model via interviews of (1) SLTs who treat and refer inpatients for VFSS; (2) doctors who manage and refer inpatients for VFSS; (3) radiologists; and (4) trained VFSS referring SLTs. The CFIR was used to prospectively guide implementation planning, evaluation and outcome reporting, regarding barriers, facilitators and sustainability factors. Outcomes & Results: Implementation facilitators were (1) the advantage of SLT‐led VFSS referring over the standard model (doctors referring), in promoting high‐quality VFSS referrals; (2) compatibility of the model with the SLT skill set; (3) supportive communication networks between staff groups; and (4) engaging stakeholders throughout implementation. Adequate availability of trained VFSS referring SLTs was both a barrier and a facilitator of implementation. It was also a critical sustainability factor, along with ongoing staff education and outcome monitoring. Conclusions & Implications: The CFIR supported systematic evaluation of implementation facilitators and barriers, and adjustment of factors critical for implementing and sustaining the new model. Findings may assist other organizations to establish the SLT‐led VFSS referring model. What this paper adds: What is already known on the subject: Models where SLTs directly refer patients for VFSS have been described in the literature, with evidence of appropriate referrals and adherence to radiation safety standards. However, the process for establishing and sustaining this referring model has not been published. What this paper adds to existing knowledge: This study describes the process and outcomes of implementing an SLT‐led VFSS referring model, using the CFIR. A key advantage of the new model that facilitated implementation was the improved quality of VFSS referrals compared with the standard referring model. Important facilitating factors in the environment were the compatibility of the model with SLTs' skillset and supportive communication network between doctors and SLTs. Initially, an implementation barrier was the inadequate availability of trained SLT referrers. Using proactive implementation strategies, more referrers were trained (which was a facilitating factor for implementing and sustaining the model). What are the potential or actual clinical implications of this work?: This study highlights that successful implementation requires more than just an effective model. Features of the environment require consideration to minimize barriers and optimize facilitating factors, supported by proactive implementation strategies. Planning and evaluating implementation processes and outcomes using a standardized implementation framework such as CFIR aided understanding of barriers and facilitators for introducing the SLT‐led VFSS referring model. This process may assist other services to implement the model. [ABSTRACT FROM AUTHOR]

Objective: Healthcare delivery in Australia is managed at state and territory levels. This paper aims to compare the content and structure of publicly accessible Australian maternity service state and territory frameworks which guide the delivery of maternity care. Methods: A scoping review was conducted to identify publicly accessible Australian state and territory maternity service frameworks. A comparative content analysis was undertaken. Results: Six of the potential eight states and territories had locatable frameworks. Differences in both structure and content were found between frameworks. Variation exists between standalone maternity service frameworks and comprehensive clinical frameworks. Several jurisdictions align policy and ministerial directives in their frameworks outlining service delivery and guidance relating to maternal and/or neonatal transfer. Language referring to the assessment of maternity services and service risk varied. Conclusion: Consistency in structure, language, and a clear communication strategy embedded into each maternity service framework may improve the functioning and consistency of Australian maternity services at each level of the healthcare system. What is known about this topic? Limited evidence or analysis exists of the content of different maternity service framework documents in each Australian state and territory, despite a body of discourse and critical review regarding the previous national maternity service framework. What this paper adds? Similarities and differences in Australian maternity service frameworks are examined, providing insights into maternity operations and prioritised policy across differing jurisdictions. What are the implications for practitioners? Analysis of Australian maternity service frameworks highlights opportunities where jurisdictional governance documents can be strengthened or unified in the absence of an agreed national maternity service framework. [ABSTRACT FROM AUTHOR]

Barriers and facilitators affecting the social activities of people with congenital physical and communication disabilities are well documented. However, little is known of their experiences of developing sexual and intimate relationships. This study conducted a systematic review of the literature to address this gap in knowledge. Ten online databases were searched for relevant papers between 1990 and 2014. In addition, hand searches of Augmentative and Alternative Communication Journal and the Sexuality and Disability Journal were conducted. Fifteen papers were identified and appraised. The thematic coding approach identified six principal themes. However, the content analysis revealed that the majority of the literature focused on the social needs of people with physical and communication disabilities. Despite evidence that people with disabilities are sexually active, there is little focus on the experiences of people with disabilities developing intimacy and expressing sexuality. The few references to sexuality in the relevant literature focused on protection from abuse, though some researchers called for improved counseling on sexuality and relationships, and improved access to sexual health services. Further research is required to focus on practical and theoretical outcomes to enhance social relationships and sexuality, and offer lovers who use AAC real advice in their search for intimacy. [ABSTRACT FROM AUTHOR]

The problem of regulatory accumulation has increasingly been recognised as a policy problem in its own right. Governments have then devised and implemented regulatory reform policies that directly seek to ameliorate the burdens of regulatory accumulation (e.g. red tape reduction targets). In this paper we examine regulatory reform approaches in Australia through the lens of policy innovation. Our contributions are twofold. We first examine the evolutionary discovery process of regulatory reform policies in Australia (at the federal, intergovernmental, and state levels). This demonstrates a process of policy innovation in regulatory mechanisms and measurements. We then analyse a new measurement of regulatory burden based on text analytics, RegData: Australia. RegData: Australia uses textual analysis to count 'restrictiveness clauses' in regulation – such as 'must', 'cannot' and 'shall' – thereby developing a new database (RDAU1.0). We place this 'restrictiveness clauses' measurement within the context of regulatory policy innovation, and examine the potential for further innovation in regulatory reform mechanisms. This paper examines the political economy of regulatory reform in Australia. We analyse regulatory reduction mechanisms and measurements as a process of policy innovation. We introduce RegData: Australia – a new project aimed at quantifying regulation using textual analytics – as an input into further regulatory reform innovation. [ABSTRACT FROM AUTHOR]

Introduction: Osteoporosis remains unrecognised and untreated in patients with fragility fractures, which leads to higher mortality rate, increasing social and economic burden related to subsequent fractures. However, the presence of a coordinated and centralised care pathway for fragility fractures is lacking. The purpose of this paper is to explore the perspectives of health professionals regarding the current management for distal radius fragility fractures, how the care pathway can be optimised for patients with distal radius fragility fractures, and where occupational therapists can contribute. Methods: This paper uses a phenomenological qualitative methodology with selective and purposeful sampling, consisting of health professionals from an Australian Health Service (N = 20). Online surveys (N = 18) and semi-structured interviews (N = 16) were conducted. Content analysis was applied, followed by thematic analysis to identify emerging themes. Results: Eighteen health professionals participated in the presurvey of which 16 were interviewed. The identified themes presented the gaps in the knowledge and awareness of fragility fractures and osteoporosis, as well as a lack of coordination in the system, especially the referral process. Discussion: These findings are consistent with previous studies which also highlight the importance of communication, coordination, collaboration, cooperation, responsibility, and a population approach in achieving integrated care. This study contributes to the global call for a centralised and coordinated care pathway for fragility fractures. The study explores personal experiences of health professionals who expressed interest in fragility fractures management. Exploring patients' perspectives on their journey of fragility fractures management provides opportunity for future research. [ABSTRACT FROM AUTHOR]

Objective: Falls in hospital are a significant public health issue and patients with communication disability have unique risk factors that have the potential to contribute to falls. The aim of this study is to determine how the content of hospital falls policies relate to patients with communication disability and to identify gaps in policy that need to be addressed. Methods: A scoping review and content analysis of (a) policies and related documents, from a target health service in Victoria, Australia, and all relevant Australian state and territory health departments, and (b) national guidelines was performed. Data were analysed for content relating to inclusion of patients with communication disability. Results: Communication disability is not captured as a risk factor for a fall in assessment tools. When included, aspects of communication disability were often conflated with cognitive impairments. There was little guidance for staff on adapting falls prevention education to suit the needs of patients with communication disability and limited identified role for speech pathologists. Conclusion: This study suggests that a patient's communication disability is not visible in hospital falls policies and guidelines. What is known about the topic? Falls prevention is an important part of the national health policy agenda and there is extensive literature informing hospital policy and guidelines. What does the paper add? This study provides insights into how hospital falls policies and guidelines relate to the assessment of risk, and prevention of falls in people with communication disability. What are the implications for practitioners? The results suggest that a patient's communication disability is not considered in falls risk assessment, or prevention plans. Communication disability should not be a barrier to engaging patients in this process. [ABSTRACT FROM AUTHOR]

Introduction: Although there is a large proportion of people from culturally and linguistically diverse backgrounds within Australia, their rate of access to disability services is disproportionately low. This review aims to understand the service needs of people from culturally and linguistically diverse backgrounds with disability to facilitate engagement in meaningful occupations. Methods: Arksey and O'Malley's scoping review framework was employed. Ten databases were searched for Australian studies. A deductive content analysis framework was applied in the synthesis. Results: Fourteen papers were included. Themes that emerged include language and cultural needs and considerations, which highlights the need for information sharing to take account of intergenerational, intercultural and sociolinguistic differences. It also identified the need for improved training and skills of existing interpreters. Culturally competent and responsive services was another theme identified, which emphasised the need to enhance the workforces' understanding of cultural practices. There is also a strong call for a more culturally diverse workforce to reduce the use of some interpreters and to build a more culturally competent workforce. The last theme was responsive service delivery, which requires the governance to support the development of a nurturing trusting therapeutic relationship. Conclusions: Service providers should be trained on the inequities and intersectionality of this population. Further research is required to explore current disability policy in Australia with an intersectionality lens to ensure recommendations can be made to address barriers and ensure this population receives services in a manner that enhances their ability to engage in occupations meaningfully. [ABSTRACT FROM AUTHOR]

Background: There is limited research into how midwives use social media within their professional role. Small pilot studies have explored the introduction of social media into maternity practice and teaching but there is little evidence around how midwives use social media professionally. This is important as 89% of pregnant women turn to social media for advice during pregnancy, and how midwives use social media could be influencing women, their perception of birth and their decision making. Methods: Aim: To analyse how popular midwives portray birth on the social media platform Instagram. This is an observational mixed methods study using content analysis. Five 'popular' midwives from each country (UK, New Zealand, USA and Australia) were identified and their posts about birth collated from a one-year period (2020–21). Images/videos were then coded. Descriptive statistics enabled comparison of the posts by country. Categorisation was used to analyse and understand the content. Results: The study identified 917 posts from the 20 midwives' accounts, containing 1216 images/videos, with most coming from USA (n = 466), and UK (n = 239), Australia (n = 205) and New Zealand (n = 7) respectively. Images/videos were categorised into 'Birth Positivity', 'Humour', 'Education', 'Birth Story' and 'Advertisement'. Midwives' portrayals of birth represented a greater proportion of vaginal births, waterbirths and homebirths than known national birth statistics. The most popular midwives identified mainly had private businesses (n = 17). Both the midwives and women portrayed in images were primarily white, demonstrating a disproportionate representation. Conclusion: There is a small midwifery presence on Instagram that is not representative of the broader profession, or the current picture of midwifery care. This paper is the first study to explore how midwives are using the popular social media platform Instagram to portray birth. It provides insight into how midwives post an un-medicalised, low risk representation of birth. Further research is recommended to explore midwives' motivation behind their posts, and how pregnant and postnatal women engage with social media. [ABSTRACT FROM AUTHOR]

Aim: Comorbid drug and alcohol and mental health disorders are highly prevalent. Significant gaps in service provision make this problem particularly difficult to address in regional Australia. The Pathways to Comorbidity Care (PCC) program was designed to improve management of comorbidity by outpatient drug and alcohol clinicians in New South Wales, Australia. This paper uses the Consolidated Framework for Implementation Research (CFIR) to evaluate variations in implementation outcomes across geographically diverse services. Methods: Twenty clinicians across three drug and alcohol services from metropolitan, outer metropolitan and regional geographic locations were engaged at multiple levels of influence (directors, managers, clinicians) during the implementation of the multimodal PCC training package. The CFIR guided the development of self-report measures and semi-structured interviews evaluating implementation of the PCC training, and disparities in implementation barriers and facilitators were determined. Results: Metropolitan clinicians identified less barriers than regional clinicians on several intervention characteristics (adaptability, complexity, design quality and packaging), as well as outer setting (peer pressure), inner setting (implementation climate, staff incentives, leadership engagement, available resources) and process (planning, opinion leaders, executing) domains. Regional clinicians evaluated the networks and communications construct more favourably. Conclusions: Specific barriers identified more strongly by regional clinicians included the importance of communication with local clinicians and leadership about the practicalities of incorporating the approach into routine practice (allocation of time, increased accessibility of implementation team). Metropolitan clinicians provided more favourable evaluations of the package design, implementation climate and specific implementation processes such as a clear and informative implementation plan. [ABSTRACT FROM AUTHOR]

Background: Health librarians should keep up-to-date in a dynamic environment and accept the importance of continuing personal development (CPD) and growth in their critical reflection and creative thinking skills. They also need to acknowledge the potential value of research activity and the challenges of ongoing improvement and development. Conference programmes may prove a useful source of stimulation, especially if supplemented by creativity techniques, action research and the ideal of 'finding flow'. Objectives: The article analyses the themes and papers presented at the 10th International Conference on International Medical Librarianship (ICML) to identify opportunities for further research, literature reviews, assessment of practices and services, etc. Methods: Content analysis approach to conference papers and suggestions for further action including supplementing with techniques of creativity and group input. Results: A fairly extensive list of further actions (although not intended to be exhaustive) is suggested for the sixteen conference themes. Although subjective, the list might help to stimulate growth in research on health librarianship and demonstrate how one source of stimulation - conference programmes (regularly presented to medical library communities) - can be used. Conclusions: Content analysis has proven a constructive means of generating research questions from a conference programme. Content analysis and other methods aimed at stimulating creative and progressive thinking, including brainstorming, force field analysis, De Bono's 6 hats, creative swiping and creative visualisation, may prove equally useful and require further investigation. To ensure an ongoing cycle, these can be linked to action research. [ABSTRACT FROM AUTHOR]

In an arts integrated interdisciplinary study set to investigate ways to improve social accountability (SA) in medical education, our research team has established a renewed understanding of compassion in the current SA movement. This paper explores the co-evolution of compassion and SA. The study used an arts integrated approach to investigate people's perceptions of SA in four medical schools across Australia, Canada, and the USA. Each school engaged approximately 25 participants who partook in workshops and in-depth interviews. We began with a study of SA and the topic of compassion emerged out of our qualitative data and biweekly meetings within the research team. Content analysis of the data and pedagogical discussion brought us to realize the importance of compassion in the practice of SA. The cultivation of compassion needs to play a significant role in a socially accountable medical educational system. Medical schools as educational institutions may operate themselves with compassion as a driving force in engaging partnership with students and communities. Social accountability without compassion is not SA; compassion humanizes institutional policy by engaging sympathy and care. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic continues to exert a significant toll on the Australian primary healthcare system. Although wellbeing challenges faced by hospital-based healthcare workers are widely discussed, less is known about the experiences of general practitioners (GPs) during the initial phases of the pandemic. This paper reports qualitative survey data from Australian GPs, examining their workplace and psychosocial experiences during the initial months of the pandemic. Methods: An Australia-wide, cross-sectional, online survey of frontline healthcare workers was conducted in 2020. A qualitative approach using content analysis was utilised to examine responses to four free-text questions from GPs. Results: A total of 299 GPs provided 888 free-text responses. The findings reveal that general practice was overlooked and undervalued within the pandemic response, resulting in negative impacts on GP wellbeing. Four themes were identified: (1) marginalisation of GPs; (2) uncertainty, undersupported and undervalued in the workplace; (3) isolation and disrupted personal lives; and (4) strategies to support GPs during times of crises. Key concerns included poor access to personal protective equipment, occupational burnout and poor wellbeing, insufficient workplace support, and conflicting or confusing medical guidelines. Conclusions: Primary healthcare constitutes an essential pillar of the Australian healthcare system. This study presents the many factors that impacted on GP wellbeing during the COVID-19 pandemic. Enabling GP voices to be heard and including GPs in decision-making in preparation for future crises will enhance the delivery of primary care, reducing the burden on hospital services, and help sustain a safe and effective health workforce long term. The COVID-19 pandemic caused significant challenges and wellbeing issues for healthcare workers such as general practitioners (GPs), especially during the initial months in 2020. A large nationwide survey of Australian healthcare workers was undertaken in 2020 to understand their experiences, from which 299 GPs provided free-text survey responses for qualitative analysis. This analysis showed GPs felt marginalised, undervalued and under-supported while working in risky work conditions, pointing to a need for GP voices to be heard to safeguard their wellbeing. [ABSTRACT FROM AUTHOR]

The production of sociological knowledge in Australian universities is explored through an empirical study of research papers published in a selection of academic outlets between 1960 and 2011. Drawing on theories concerning scholarly practices, institutional formation and the sociology of knowledge, questions are posed about the factors that shape and structure the production of sociological knowledge about health and medicine. The concept of intellectual schools is examined, with evidence sought for the presence of these 'knowledge networks' in the Australian context. The study suggests the formation and maintenance of schools are subject to structural factors within the university sector, specifically the relative wealth and prestige of the university and the dictates of the higher education market. [ABSTRACT FROM AUTHOR]