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Enabling education programs in Australia assist students, who would otherwise have been excluded from higher education, to transition into undergraduate study. These programs emerged independently in response to the needs of individual universities and the varying cohorts of students they serve. The exclusion of these programs from the Australian Qualifications Framework (AQF) has meant they remain unregulated, with no national framework for standards. The development of academic standards is a dynamic, consensus driven process, and benchmarking provides a method through which academics from across institutions can work in partnership to reach shared understandings and improve and align practices. This practice report outlines the results of the first comprehensive cross-institutional benchmarking project involving nine Australian universities and demonstrates there is shared understanding of the standards of enabling programs between institutions. These findings will contribute to the establishment of national standards for enabling programs in Australia.

Students' level of engagement and approach to learning can significantly impact their overall success in a course. This study used the student course engagement questionnaire (SCEQ) to assess the engagement levels of first-year undergraduate students studying three different introductory units (chemistry, biology and nursing) at a regional Australian university. No significant differences in engagement were found between genders, or for students studying different units. One of the most notable factors influencing engagement was student age, with students under 20 years of age scoring significantly less than mature age students across nearly all measures of engagement. Tertiary educators could use several complementary approaches to improve engagement in younger students, including the use of interactive multimedia and social media to connect with students, making the unit content relatable and relevant to students' lives, providing authentic and engaging assessment items, and pursuing interactive approaches to lectures and tutorials. Given that many university students take an introductory science course during their first year, these results are likely to be relevant across a range of disciplines.

Publish or perish is the cautionary aphorism reminding academics to produce academic work for career longevity. For communities historically excluded from tertiary institutions, this aphorism can also signify a responsibility to ensure their voices are heard. Tertiary institutions recognise the importance of fostering productive writing opportunities; and writing retreats are a valuable approach. This article demonstrates the importance of writing retreats from the perspective of Indigenous postgraduate scholars in Australia. Two writing retreats were held off-campus in 2018-2019. To identify the impact of the writing retreats, we (the participants in the retreat) used an active participatory approach to explore our experiences using data collected from Yarning circles and written critical self-reflections. We identified three key themes: (1) writing retreats as supportive spaces for academic writing, (2) the development of an ongoing community of practice and (3) the importance of managing cultural risk in Indigenous programs. The findings demonstrate the importance of providing culturally grounded opportunities that support Indigenous scholarship.

Responding to calls for partnership among students and teachers in feedback and assessment, this study explores the question: "What do students and teaching staff talk about when they talk together about feedback and assessment?" We used reflexive thematic analysis to interpret 15 hours of conversation involving 14 students and 22 staff members as they collaborated to redesign feedback practices in eight courses by co-creating a plan for change. The results revealed that participants largely focused on the challenges of feedback and assessment, such as university policy, lack of time and student disengagement. However, when they dug deeper into challenges within their sphere of control, conversations opened spaces for students to actively participate and contribute their knowledge. Students displayed intellectual candour and expanded notions of what counts as feedback "to them," disentangling feedback from assessment to advance continuous feedback practices in supportive classroom environments. We argue that both student and teacher feedback literacy can be developed when teaching staff are willing to listen to students but that partnership processes that build and enhance feedback literacies are neither automatic nor straightforward. Further research to understand the conditions that enable partnership to build staff and student feedback literacy would advance collective knowledge.

This article details how and why we have developed a flexible and responsive process-based rubric exemplar for teaching, learning, and assessing critical and creative thinking. We hope to contribute to global discussions of and efforts toward instrumentalising the challenge of assessing, but not standardising, creativity in compulsory education. Here, we respond to the key ideas of the four interrelated elements in the critical and creative thinking general capability in the Australian Curriculum learning continuum: inquiring; generating ideas, possibilities, actions; reflecting on thinking processes; and analysing, synthesising and evaluating reasoning and procedures. The rubrics, radical because they privilege process over outcome, have been designed to be used alongside the current NAPLAN tests in Years 5, 7 and 9 to build an Australian-based national creativity measure. We do so to argue the need for local and global measures of creativity in education as the first round of testing and results of the PISA Assessment of Creative Thinking approach and to contribute to the recognition of creative thinking (and doing) as a core twenty-first century literacy alongside literacy and numeracy.

Postgraduate students are navigating a rapidly evolving landscape for their future careers. In this context, higher education providers are responsible for supporting and monitoring postgraduate (masters and doctoral) students' development for both education and employability contexts. This empirical research provides a rich analysis of feedback breakfasts, focus groups and interviews with 319 postgraduate student participants from 26 universities. Emergent themes highlight widespread lack of confidence in university-mediated student experiences, particularly in the context of employability, and pessimism regarding career outcomes. Students expressed a view that higher education providers need to direct further attention and relevant supports toward postgraduate education. Future career despondency was particularly prevalent among students with academic aspirations. The findings are discussed using the theoretical framework of eudemonia and flourishing as an approach to revitalising and improving both the process and outcomes of postgraduate education. The paper concludes with practical recommendations for universities to improve the postgraduate student experience in the context of employability.

Higher education has increasingly adopted online and blended models of teaching. Guided by institutional policy and digital competence frameworks, the integration of digital tools and competences is perceived as essential. The pivot to emergency remote teaching (ERT) in response to the COVID-19 pandemic increased the use of digital technologies and the need to deploy and support digital competences. Researchers captured a range of remote teaching practices in higher education across this period that highlight the adaptability of teachers despite a lack of preparation for such an event. This study reviewed empirical studies of ERT from the past 2 years to derive a conceptual frame for ERT digital competence, which was then applied as a lens to analyse teaching or digital competency frameworks from Australian universities. The findings of this paper demonstrate the pre-pandemic teaching and digital competency frameworks captured digital competencies relevant to ERT in varied ways. Practically, the findings provide a starting point for understanding digital competences needed for ERT to ensure future preparedness in responding to a crisis that disrupts educational provision. We also suggest universities can better support the development of teachers' digital competence through practical operationalisations that connect technical and pedagogical knowledge, make digital possibilities across modes of delivery explicit, and acknowledge the need to protect wellbeing of educators.

Within Australian universities, neoliberalism has transformed education into a marketplace and product, where academic employees are regulated and controlled through metrics, productivity, and pressure to maintain and increase 'value'. In this environment, disabled academics face increasing barriers to workplace participation and meaningful inclusion. To explore the lived experiences of disabled academics, this article draws upon qualitative survey and interview data collected from disabled academics to consider the ways that the academy excludes and disables them. Specifically, we argue that the way time is regulated and managed within the neoliberal university is ableist, and fails to account for the crip temporalities by which disabled academics live their lives. The concept of crip and cripping time in relation to disabled academics opens up new ways of thinking, doing, and being that are not constrained by normative (clock) time that marginalises disabled subjects. While we focus on an Australian context, the near-universalising 'logics' of normative time and neoliberal-ableism inherent to universities and societies more generally has implications for everyone. We argue that it is incumbent upon universities to rethink prevailing notions of time that currently elide the experiences and capacities of disabled academics.

While widening participation in higher education for regional, rural and remote (RRR) Australian communities has been a major policy focus in recent years, the pandemic and resulting lockdowns and closures of internal borders between Australian states and territories has impacted significantly upon RRR students who relocate to pursue tertiary education. In this article we draw on intersectional theory and in-depth interview data to understand the experiences, challenges faced by, and related choice-making processes of students during the height of the pandemic period. In the wake of the lockdown and implementation of a study from home university policy, the 27 students interviewed uncovered a new variation of the classic dilemma faced by young people living in rural areas: should I stay or should I go? Drawing on existing insights about student choice in higher education, we analyse mobility decision-making in relation to the participants' classed, gendered and locational identities. We find that although the pandemic impacted upon all of the participants, their experiences differed significantly and were stratified across existing lines of inequalities related particularly to their access to financial resources and practical assistance. We ultimately contend that while the pandemic and resulting public health measures provide an extraordinary context, they nevertheless highlight some of the key challenges and vulnerabilities faced by RRR students who are unable to quickly marshal financial, emotional and practical support when crises occur, providing insights whose utility persists beyond the pandemic.

This paper describes the process of engaging young people in a user centred, co-design strategy to define their perfect condom. Our aims were 1) to find a way to destigmatise discussions about sexuality and contraception and 2) to provide information about what characteristics a perfect condom might embody for adolescents. We used arts-based methods to introduce creativity and enjoyment into discussing sensitive topics related to sexual and reproductive health, which is often avoided in relation to youth and usually nuanced by themes of risk and danger. Using theories of objects becoming things through their sociality, we explored what a condom could be to young people through our method of embedding the condom design process into narratives of young people's lives and integration of these ideas into the development of a next-generation condom.

Creative practice is frequently being deployed in research by cultural geographers. This article explores one such deployment, centering on a participatory community art exhibition titled 'Wheelability'. The exhibition was organized by non-disabled geographers for people who use powered mobility devices in the Northern Rivers region of New South Wales, Australia. The article illustrates the distinctive contribution art can make to disability mobility justice. It uses the personal stories and mobile creative expressions of one co-researcher and their carer to explore how engaging in creative activities provides opportunities to understand the emotional aspects of everyday mobility challenges and what emotions can do. Thinking through the emotional geographies of a mobile form of creative practice allows us to illustrate how dominant social norms are confirmed, ruptured, and reconfigured by the co-researcher. In conclusion, we discuss the implications of creative practices for conducting geographical research that promotes justice for individuals with mobility disabilities. [ABSTRACT FROM AUTHOR]

Purpose: To explore complex system behavior and subsequent team performance in professional rugby union. Methods: Here, we present 2 studies. In the first, we used global positioning system technology to measure player clustering during stoppages in play in nearly 100 games of professional rugby union to explore team (complex system) behavior and performance. In the second, we measured stress hormones (cortisol and testosterone) prior to team meetings and analyzed these relative to amount of time and the frequency with which players looked at peer presenters, as well as subsequent training performance, to explain how stress may lead to behaviors observed in the first study and subsequent match performance. Results: No link between player clustering during stoppages of play and performance was observed. When players (complex system agents) demonstrated greater levels of stress (as indicated by greater cortisol-awakening response and a greater decline in testosterone-to-cortisol ratio across the morning), they tended to look at peer presenters more; however, training quality declined (P =.02). Correlational analysis also showed that training quality was related to testosterone-to-cortisol ratio (P =.04). Conclusions: Team behavior is complex and can be unpredictable. It is possible that under stress, complex system agents (ie, rugby union players) look at (and cluster toward) their teammates more; however, meaningful interaction may not necessarily occur. Furthermore, while complex system (team) analysis may be valuable strategically in rugby union in the context of describing behavior, without understanding "how" or "why" intrateam/interagent behaviors emerge it may have little meaning. [ABSTRACT FROM AUTHOR]

Kaggle is a data modeling competition service, where participants compete to build a model with lower predictive error than other participants. Several years ago they released a simplified service that is ideal for instructors to run competitions in a classroom setting. This article describes the results of an experiment to determine if participating in a predictive modeling competition enhances learning. The evidence suggests it does. In addition, students were surveyed to examine if the competition improved engagement and interest in the class. Supplementary materials for this article are available online.

This paper evaluates a short school-based intervention run by Australian Red Cross, designed to reduce children's prejudice towards asylum seekers. A total of 121 children aged between 10 to 12 in four schools in Perth, Western Australia, completed questionnaires at Time 1 (pre-intervention), Time 2 (immediately after the intervention), and Time 3 (8-9 months after the intervention). The intervention used a mixture of approaches: providing information, encouraging empathy, making positive social norms more explicit, and fostering imagined contact with asylum seekers. The intervention content was also reinforced by teachers throughout the school year. The study found that the intervention was effective in increasing the children's positivity towards asylum seekers, reducing prejudiced attitudes, and increasing intentions to interact with asylum seekers. It also found that the intervention increased the children's accuracy in defining 'asylum seeker' and 'refugee'. These results occurred both in the short-and long-term, although there was some regression over time.

Cross institutional benchmarking provides the opportunity to ensure comparability of standards by comparing learning outcomes and assessment practices, and acts as a catalyst for change and improved practice. The comparability of standards is crucial for the transparency and portability of qualifications as well as the assurance of quality student learning outcomes. In Australia there are 48 enabling programmes which provide non-award preparatory study for students who would otherwise be excluded from higher education. Given the diversity of programmes and offerings, this pilot study investigated whether it was possible to establish common learning outcomes and standards across three regional Australian enabling programmes that could set the stage for a national benchmarking framework. Three Australian enabling programmes benchmarked their learning outcomes, curriculum and assessment practices in three subjects: study skills preparation, academic communication and mathematics. The findings clearly indicated that despite differences in offerings and programme structure, there were common learning outcomes and standards, the assessments and assessment practices were comparable and rigorous, and that best practice could be shared and adapted to the benefit of students, staff and institutions.

Background: A range of factors may impact whether children access speech-language pathology (SLP) services, beyond their communication difficulties. For instance, co-occurring psychosocial difficulties may amplify children's observable difficulties, leading to greater access. It is important to examine such associations because they may reflect inherent differences between children with language difficulties who access services and those who do not, indicating under-servicing for subgroups in the community. Aims: The first aim was to examine possible differences in psychosocial difficulties between children with language difficulties who did versus did not access SLP services in the past 12 months. The second aim was to examine the unique contribution of psychosocial difficulties to service access, over and above language difficulties and other common predictors of service access. Methods & Procedures: Analyses were carried out on data gathered from 808 eleven-year-old children who took part in the Early Language in Victoria Study (ELVS). Children were categorized as having language difficulties based on their CELF-4 Core Language Score with a cut-point of > 1.25 SD below the mean. The primary outcome measure was access to SLP services in the past 12 months. Comparison and predictor variables included children's psychosocial difficulties, language skills, relevant demographic variables (gender, caregiver education) and prior SLP access. Outcomes & Results: A total of 42 children with language difficulties who had accessed SLP services had significantly greater psychosocial difficulties than those who had not (SDQ Total Difficulties, U = 53.00, z = -4.080, p < 0.001). Using binary logistic regression, a model examining child gender, caregiver education, psychosocial difficulties (internalizing and externalizing behaviours), language difficulties and prior SLP access (in earlier years) was significant ?[superscript 2] (8) = 137.285, p< 0.001, with increased externalizing difficulties (OR = 1.213, p < 0.001), increased communication difficulties (OR = 0.949, p < 0.001), and prior SLP access (OR = 7.430, p < 0.001) identified as unique predictors of service access. Conclusions & Implications: The results indicate that children with language difficulties who have comorbid psychosocial difficulties are more likely to access services than those who do not. Accordingly, children with language difficulties who access clinical services may require interdisciplinary support, while children without co-morbid psychosocial difficulties may be under-referred for SLP services.

Background: The study reported here investigated the views of staff who worked with adults with intellectual disability regarding the likely future of such adults. Method: Staff were provided with a short vignette portraying an adult with intellectual disability and asked to describe that individual's future in five years and then to indicate the likelihood of the individual's participation in aspects of adult life reflecting life as typically experienced by age peers in the general population. Results: Responses suggested that staff did not expect the adults with intellectual disability to have the same experiences as their peers, although responses to direct questions about participation were more positive than those to the vignette. Conclusions: While choice was seen to be an important determinant of future activity by some staff, others did not see the individual with intellectual disability having a great deal of agency in determining the direction of their life.

Problem-based learning (PBL) has a history of producing strong educational results in engineering; however, global society is challenged by highly complex environmental, socio-political and technical problems summarised in the UN Sustainable Development Goals (SDGs). This obliges us to explore educational approaches that address complexity. Yet, confronting complexity is sometimes constrained within PBL structures. This conceptual paper posits practice-based education (PBE) as a whole-of-education approach embracing complexity. We present a PBE framework with three elements: (1) the context of an authentic engineering practice, (2) supporting learners' agency in the process of becoming professionals, and (3) opportunities to work and learn simultaneously. We make the case for innovative engineering education through the implementation of PBE using the case of the Engineering Practice Academy at Swinburne University of Technology. We detail innovations in student experience as a process of becoming, curriculum and assessment, and provide advice on the application of PBE elsewhere.

Circumscription of the large genus Pultenaea Sm. has been contentious since shortly after description. We draw on recently generated phylogenomic data to provide a fully resolved phylogeny of Pultenaea and related genera based on near-complete species level sampling for the genus. Phylogenomic data divide Pultenaea sens. lat. into five independent lineages, corresponding to previously identified clades, that we recognise as distinct genera. Pultenaea sens. str. contains most of the currently recognised species and as circumscribed here, all of the species are endemic to eastern Australia except for P. tenuifolia R.Br. & Sims that extends across the Nullarbor into Western Australia. The genus Euchilus R.Br. is reinstated for eight species, all endemic to south-west Western Australia except for E. elachistus (F.Muell.) R.L.Barrett & Orthia that also occurs in South Australia. Three new genera are described, with all of the constituent species endemic to south-west Western Australia: Grievea R.L.Barrett, Clugston & Orthia, with two species, Jennata R.L.Barrett, Clugston & Orthia, with nine species and Loricobbia R.L.Barrett, Clugston & Orthia with six species. Pultenaea adunca Turcz. remains unplaced but we exclude this species from our concept of Pultenaea. Twenty-one new combinations are made: Euchilus aridus (E.Pritz.) R.L.Barrett & Orthia, E. calycinus subsp. proxenus (Orthia & Chappill) Orthia & R.L.Barrett, E. daena (Orthia & Chappill) Orthia & R.L.Barrett, E. elachistus (F.Muell.) R.L.Barrett & Orthia, Grievea brachytropis (Benth. ex Lindl.) R.L.Barrett & Orthia, G. craigiana (C.F.Wilkins, Orthia & Crisp) Orthia & R.L.Barrett, Jennata brachyphylla (Turcz.) R.L.Barrett & Clugston, J. empetrifolia (Meisn.) R.L.Barrett & Clugston, J. ericifolia (Benth.) R.L.Barrett & Clugston, J. indira (Orthia & Crisp) Orthia & R.L.Barrett, J. indira subsp. monstrosita (Orthia) Orthia & R.L.Barrett, J. indira subsp. pudoides (Orthia) Orthia & R.L.Barrett, J. radiata (H.B.Will.) R.L.Barrett & Clugston, J. strobilifera (Meisn.) R.L.Barrett & Clugston, J. verruculosa (Turcz.) R.L.Barrett & Clugston, Loricobbia aspalathoides (Meisn.) R.L.Barrett & T.D.Macfarl., L. ochreata (Meisn.) R.L.Barrett & T.D.Macfarl., L. pauciflora (M.B.Scott) R.L.Barrett & T.D.Macfarl., L. pinifolia (Meisn.) R.L.Barrett & T.D.Macfarl., L. reticulata (Sm.) R.L.Barrett & T.D.Macfarl. and L. skinneri (F.Muell.) R.L.Barrett & T.D.Macfarl. The bush-pea genus (Pultenaea) is one of the larger legume genera in Australia but has been difficult to define. We present a new classification of the group, recognising five genera instead of one using a large DNA based analysis of relationships. Three genera are newly described and one genus is reinstated, and these are almost entirely restricted to south-west Western Australia, with true Pultenaea being mostly restricted to eastern Australia. (Photograph by Russell Barrett.) This article belongs to the collection Genomics for Australian Plants. [ABSTRACT FROM AUTHOR]

Background: Individuals with opioid dependence often experience poor oral health, including dental decay, periodontal disease and mucosal infection, frequently exacerbated by factors such as smoking, alcohol consumption, inadequate oral hygiene and low utilisation of oral health services. This study aimed to assess oral health status and oral health-related quality of life (OHRQoL) among opioid-dependent individuals and explore their potential associations. Methods: Participants enrolled in an opioid treatment program (OTP) at three Australian urban clinics were assessed using the validated Oral Health Assessment Tool (OHAT) and Oral Health Impact Profile (OHIP-14). Results: The average age of the 75 participants was 44.7 years, with 45% receiving opioid treatment for over 5 years. Dental decay and inadequate oral hygiene were prevalent. Mean OHAT and OHIP-14 scores were 6.93 and 20.95 respectively, indicating moderate oral health severity and poor OHRQoL. Physical pain and psychological discomfort significantly impacted participants' quality of life, with the effects being particularly pronounced for those aged 30 and above. An exploratory analysis revealed a strong correlation between OHAT and OHIP-14 severity scores, with a one-point increase in OHAT associated with 1.85 times higher odds of a lower OHRQoL (odds ratio = 1.85, 95% confidence interval: 1.38–2.49, P = <0.001). Conclusions: These findings underscore the multifaceted impact of oral health on the well-being of OTP clients. Routine dental check-ups, education on oral hygiene practices and timely treatment for oral health problems are crucial recommendations based on this study. Such measures hold the potential to enhance the quality of life for individuals attending OTPs. Opioid-dependent individuals face substantial oral health challenges influenced by both opioid effects and lifestyle factors. This study investigated the oral health status and quality of life among opioid treatment program (OTP) clients, revealing prevalent dental caries and inadequate oral cleanliness, resulting in physical pain and psychological discomfort that impacted their quality of life. This identified correlation between oral health status and quality of life highlights the critical need for timely intervention to enhance the health and well-being of clients attending OTPs. [ABSTRACT FROM AUTHOR]

Background: Most people diagnosed with dementia live and die in community settings. This study aimed to: (i) describe the palliative care needs of patients with dementia at commencement of community palliative care; (ii) compare palliative care needs between patients with dementia and those with lung cancer and cardiovascular disease (CVD). Methods: This is a population-based descriptive study that involved 8,727, 7,539 and 25,279 patients who accessed community palliative care across Australia principally because of dementia, CVD and lung cancer. Patients' functional abilities, symptom burden and clinical condition were assessed at commencement of community alliative care using five validated instruments: Resource Utilisation Groups—Activities of Daily Living, Australia-modified Karnofsky Performance Status, Symptoms Assessment Scale, Palliative Care Problem Severity Score and Palliative Care Phase. We fitted ordinal logistic regression models to examine the differences in these assessments for dementia versus CVD and lung cancer, respectively. Results: Overall, patients with dementia generally had low levels of distress from symptoms but poor functional problems. Compared to the other two diagnostic groups, palliative care for dementia was often initiated later and with shorter contacts. Also, patients with dementia presented with poorer functional performance (adjusted OR (aOR) = 4.02, Confidence Interval (CI): 3.68 – 4.38 for dementia vs CVD; aOR = 17.59, CI: 15.92 – 19.44 for dementia vs lung cancer) and dependency (aOR = 5.68, CI: 5.28 – 6.12 for dementia vs CVD; aOR = 24.97, CI: 22.77 – 27.39 for dementia vs lung cancer), but experienced lower levels of distress and problem severity for the majority of symptoms. Conclusion: Community palliative care is often an ideal care option for many patients, particularly for those with dementia. We call for expansion of the palliative care workforce and options for home care support to optimize accessibility of community palliative care for dementia. [ABSTRACT FROM AUTHOR]

The shift in teacher education from face-to-face delivery to Distance Education mode means that the current landscape for the preparation of specialist and generalist Arts teachers is both complex and challenging, particularly since there is almost no guiding literature in the field of teacher education that attends specifically to this curriculum area. This paper takes as its case, one regional Australian School of Education that has translated face-to-face delivery into distance education modes in both secondary and primary arts education, through a suite of interactive programs and pedagogical engagements. Some of the approaches include re-designing curriculum, the provision of rich resources and relevant formative assessment, and perhaps most importantly, the establishment of caring, attentive relationships. The construction of communities of inquiry and in the case of the Arts, a community of practice, is essential to the success of these approaches.

The widely and internationally replicated socioeconomic status (SES) gradient of executive function (EF) implies that intervention approaches may do well to extrapolate conditions and practices from contexts that generate better child outcomes (in this case, higher SES circumstances) and translate these to contexts with comparatively poorer outcomes (often low-SES populations). Yet, can the reverse also be true? Using data from equivalent assessments of 1,092 pre-schoolers' EFs in South Africa and Australia, we evaluated: the SES gradient of EF within each sample; and whether this SES gradient extended cross-culturally. The oft-found EF-SES gradients were replicated in both samples. However, contrary to the inferences of EF-SES associations found nationally, the most highly disadvantaged South African subsample outperformed middle- and high-SES Australian pre-schoolers on two of three EFs. This suggests the possibility of EF-protective and -promotive practices within low- and middle-income countries that may aid understandings of the nature and promotion of EFs.

Prior research provides mixed findings on the prevalence of sleep problems and mental health difficulties experienced by gifted children, with findings largely based on studies of small clinical samples. In a large, prospective, longitudinal, community cohort, the current study aimed to examine parent report of child sleep problems at ages 1, 2, 3 and 11, and child mental health difficulties at ages 5, 7 and 11 years, in gifted (IQ [greater than or equal to] 120; n = 192) compared to non-gifted children (IQ < 120; n = 1015). Parents completed questionnaires about their child's sleep and mental health difficulties, and children's intelligence was assessed at age 7. There were no significant differences between gifted and non-gifted children on prevalence of sleep problems at any age. Gifted children had significantly fewer symptoms of mental health difficulties than non-gifted children at multiple time points and showed 66% reduced odds for having mental health difficulties in the clinical range at 11 years of age. This study found no evidence that gifted children experience more sleep problems or more mental health difficulties than their peers during childhood.

The purpose of this study was to examine the impact of the FRIENDS for Life program on students' and teachers' emotional outcomes in a school serving a high-poverty population. The focus of the intervention was to train/coach teachers with strategies to develop social and emotional skills for students. A single group, pre/post-test design was used to conduct a preliminary investigation of the intervention to improve participants' social and emotional outcomes. At the end of the intervention, students who were at risk showed significant decrease in their anxiety levels and teacher's demonstrated significant improvements on their emotional resilience.

The purpose of this article is to reflect upon our work as two insider teacher researchers using action research methodology with teacher colleagues, marginalised young people and community stakeholders to develop a sustainable and socially just senior secondary 'second chance' school for young people who had left schooling without credentials. Twelve years after our beginning developmental work, the Second Chance Community College (SCCC) continues with over 100 students enrolled in 2015. It has catered for over 1000 students since its development. Through pursuing critical forms of action research, enriched through active participation within a university led professional learning community, we became 'radical pragmatic' educators. This called us into collaborative, tactical and critical teacher work to navigate through constraining neoliberal logic with students and colleagues, reassembling our professional selves and radically changing the SCCC design from the design logics of conventional secondary schools. The research demonstrated that teachers can build a socially just school for marginalised young people and as a consequence make a significant difference to the lives of young people no longer involved in schooling. Through pursuing the research within community, engendering partnerships with young people and youth stakeholders, engaging in teacher activism and seeking methodological and tactical support from a university-led professional learning community, we made a small contribution to the lives of young people who without our work, would have continued to be disconnected from the educational project.

Recent extremes of flood and drought across Australia have raised questions about the recurrence of such rare events and highlighted the importance of understanding multi-decadal climate variability. However, instrumental records over the past century are too short to adequately characterise climate variability on multi-decadal and longer timescales or robustly determine extreme event frequencies and their duration. Palaeoclimate reconstructions can provide much-needed information to help address this problem. Here, we use the 600-year hydroclimate record captured in the eastern Australian and New Zealand Drought Atlas (ANZDA) to analyse drought and pluvial frequency trends for East Australian Natural Resource Management (NRM) clusters. This partitioning of the drought atlas grid points into recognised biophysical areas (i.e. NRM clusters) revealed their differences and similarities in drought intensity and pluvial events over time. We find sustained multi-decadal periods of a wet–dry geographic 'seesaw' between eastern to central and southern NRMs (e.g. 1550–1600 CE and 1700–1750 CE). In contrast, other periods reveal spatially consistent wetting (e.g. 1500–1550 CE) or drying (e.g. 1750–1800 CE). Emerging hot spot analysis further shows that some areas that appear naturally buffered from severe drought during the instrumental period have a greater exposure risk when the longer 600-year record is considered. These findings are particularly relevant to management plans when dealing with the impacts of climate extremes developed at regional scales. Our results demonstrate that integrating and extending instrumental records with palaeoclimate datasets will become increasingly important for developing robust and locally specific extreme event frequency information for managing water resources. [ABSTRACT FROM AUTHOR]

Social disruption caused by natural disasters often interrupts educational opportunities for children. However, little is known about children's learning in the following years. This study examined change in academic scores for children variably exposed to a major bushfire in Australia. Comparisons were made between children attending high, medium, and low disaster-affected primary schools 2-4 years after the disaster (n = 24,642; 9-12 years). The results showed that in reading and numeracy expected gains from Year 3 to Year 5 scores were reduced in schools with higher levels of bushfire impact. The findings highlight the extended period of academic impact and identify important opportunities for intervention in the education system to enable children to achieve their academic potential.

Graduate attributes refer to an amalgamation of cognitive, personal, interpersonal and social skills, abilities and qualities that students are expected to develop and apply during and after their degree programme. They have been widely adopted across higher education in Australia and internationally. In this article, I review some of the continuing problems of graduate attributes in the Australian higher education sector some twenty years after their introduction, including the concepts of employability and work readiness, the processes of mapping and resourcing and whether graduate attributes are generic. This examination foregrounds the ongoing pitfalls of graduate attributes in relation to their purpose, contextualisation and implementation. While there remains potential positive student and institutional outcomes from graduate attributes, the continuing problems of resourcing and the diversity of roles and purposes that universities serve for students and communities, are being overlooked.

AbstractIndexes are useful for summarizing multivariate information into single metrics for monitoring, communicating, and decision-making. While most work has focused on defining new indexes for specific purposes, more attention needs to be directed toward making it possible to understand index behavior in different data conditions, and to determine how their structure affects their values and the variability therein. Here we discuss a modular data pipeline recommendation to assemble indexes. It is universally applicable to index computation and allows investigation of index behavior as part of the development procedure. One can compute indexes with different parameter choices, adjust steps in the index definition by adding, removing, and swapping them to experiment with various index designs, calculate uncertainty measures, and assess indexes’ robustness. The article presents three examples to illustrate the usage of the pipeline framework: comparison of two different indexes designed to monitor the spatio-temporal distribution of drought in Queensland, Australia; the effect of dimension reduction choices on the Global Gender Gap Index (GGGI) on countries’ ranking; and how to calculate bootstrap confidence intervals for the Standardized Precipitation Index (SPI). The methods are supported by a new R package, called tidyindex. Supplemental materials for the article are available online. [ABSTRACT FROM AUTHOR]

Newspaper media plays a significant role in forming a public understanding of domestic violence. This article analyses 554 articles from 24 newspapers across Australian states and territories published between 2000 and 2020 that describe specific instances of domestic violence. It examines whether such violence is framed as a systemic issue or as a collection of individual events, as well as how such representations of perpetrators and victims displace both "blame" and "victimhood." Although positive aspects of reporting can be observed, the tendency within newspaper articles to blur distinctions between perpetrators and victims distorts the true scale of domestic violence in Australia. [ABSTRACT FROM AUTHOR]

How does the precarity of creative work iterate with the precarity of creative spaces? In answer, we examine Covid-19 pandemic experiences of workers across diverse creative sectors in Sydney, Australia, drawing upon qualitative mapping research. Our findings highlight divergent experiences of precarity before and during the pandemic: many suffered, others adapted, some even thrived, depending upon the nature of their work, access to socialisation and networking opportunities, plus whether livelihood precariousness was worsened and overlaid with additional geographic factors, including venue loss, tenure vulnerability, housing insecurity, and access to production spaces. Using conceptual insights from labour and feminist geography, we argue that for the creative sectors to flourish and support diverse, well-remunerated and satisfying work, there must also be discussions of the post-pandemic geography of creative work. Space and social relations within and beyond the work sphere are co-constitutive of precarity. [ABSTRACT FROM AUTHOR]

Zygaenoidea is a superfamily of lepidopterans containing many venomous species, including the Limacodidae (nettle caterpillars) and Megalopygidae (asp caterpillars). Venom proteomes have been recently documented for several species from each of these families, but further data are required to understand the evolution of venom in Zygaenoidea. In this study, we examined the 'electric' caterpillar from North-Eastern Australia, a limacodid caterpillar densely covered in venomous spines. We used DNA barcoding to identify this caterpillar as the larva of the moth Comana monomorpha (Turner, 1904). We report the clinical symptoms of C. monomorpha envenomation, which include acute pain, and erythema and oedema lasting for more than a week. Combining transcriptomics of venom spines with proteomics of venom harvested from the spine tips revealed a venom markedly different in composition from previously examined limacodid venoms that are rich in peptides. In contrast, the venom of C. monomorpha is rich in aerolysin-like proteins similar to those found in venoms of asp caterpillars (Megalopygidae). Consistent with this composition, the venom potently permeabilises sensory neurons and human neuroblastoma cells. This study highlights the diversity of venom composition in Limacodidae. [ABSTRACT FROM AUTHOR]

The US Environmental Protection Agency Food Recovery Hierarchy suggests methods for diverting food waste from landfill. Knowledge of how hospital foodservices implement food waste management strategies could help modernize food waste practices. The aim of this study was to explore hospital staff members' experiences of implementing a food waste management strategy to divert food waste from landfill in their hospital foodservice, including the journey, challenges, and facilitators of this practice change. A qualitative study was conducted in 2022-2023 using semi-structured interviews. Eighteen participants were staff members with knowledge of the food waste management strategy from 14 exemplar hospitals in United States, Spain, Scotland, and Australia using strategies to divert food waste from landfill within the last 10 years. Mapping and thematic analysis were undertaken to code and identify themes from the interviews that described staff members' experiences of the journey to implement the strategy. Six hospitals donated food, 1 transferred food waste for animal feed, 4 used an industrial solution, and 3 sent food waste for composting. A common journey pathway for successful implementation was identified from participants' experiences. It features the following 6 phases: idea, preparation, roll out, maintenance, established practice, and evolution. Facilitators included legislation, enthusiastic staff members, executive support, and "luck." Challenges were smells, occasions when food waste was not collected, equipment breakage, and funding depletion. This study identified a common journey pathway for implementing a food waste management strategy in hospital foodservices that can be used to anticipate and prepare for the steps in the implementation process. [ABSTRACT FROM AUTHOR]