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Recognition that schools should be responsive to children who are impacted by adversity and trauma is burgeoning internationally. However, consensus regarding the necessary components of a trauma-informed school is lacking. This research developed expert-informed and internationally relevant best-practice trauma-informed principles for schools. A four-phase methodology included (i) identification of school-relevant trauma-informed practice programs, (ii) inductive thematic analysis of the main concepts underlying programs, (iii) phrasing of draft Principles and (iv) Principle revision and finalisation via a two-round Delphi survey with international experts. Excellent agreement by experts on the importance of all Principles was achieved (round 1 [greater than or equal to] 86.4%, 2 [greater than or equal to] 92.3%). The final 'International Trauma-Informed Practice Principles for Schools' (ITIPPS) include four Overarching (A-D) and 10 Practice Principles (1-10). Summarised, these include that the school: (A) is student focussed; (B) models compassion and generosity; (C) is understanding and responsive; (D) incorporates recognition of their First Nations peoples in the school's ethos: (1) prioritises safety and wellbeing; (2) models positive relationships; (3) provides a positive culture and connects; (4) consults and collaborates; (5) supports vulnerable students; (6) teaches social and emotional learning; (7) provides trauma-informed practice training; (8) is predictable yet flexible; (9) identifies and nurtures strengths and (10) reflects, changes and grows. The ITIPPS provide clear guidance for education sectors, schools and other settings about appropriate learning environments for children and young people impacted by trauma. Research is now underway in Western Australian schools to pilot test the feasibility and impact of using the ITIPPS within a framework (thoughtfulschools.org.au) to establish trauma-informed schools.

Students with disabilities continue to experience barriers to accessing tertiary (i.e., postsecondary) education in Australia. Using the principles of Universal Design for Learning (UDL) may help educators proactively address barriers through the design of more accessible and inclusive educational experiences. However, at present, references to UDL appear in only a small number of Australian educational policies and tertiary institute websites, and few tertiary educators use UDL in practice. In this article, we describe how a team of educators, learning designers, accessibility advocates, and people with disabilities from multiple institutions across Australia collaborated to co-create a free, accessible eLearning program to build workforce knowledge and skill in UDL. We first describe how the advisory group was established, how the Knowledge to Action cycle was used to guide the activities of the advisory group, and the evaluation framework that was used to assess the outcomes of the eLearning program. We share potential future activities to raise awareness of UDL and influence policy and practice in local contexts and propose directions for future work in this area.

Fertility information is an important component of comprehensive sexuality education, but the extent to which adolescents are taught or informed about fertility is unknown in Australia. This study examined knowledge of fertility using an anonymous, online survey of > 2,600 adolescents aged 15-18 across Australia. Respondents represented diverse backgrounds, including sexuality and gender diversity (>60% identifying other than heterosexual, 17% gender identity other than man/woman). Average knowledge of fertility was significantly poorer compared to average knowledge of reproductive and sexual health content linked to the national curriculum (p < 0.001). Linear regression and LASSO variable selection modelling identified significant, but small associations between some sociodemographic factors and knowledge about fertility or overall reproductive and sexual health. Over 80% of respondents considered their sexual health education insufficient, which was associated with poorer knowledge on all outcomes measured in linear regression models. These findings suggest that including fertility content explicitly within the Australian national curriculum will likely increase adolescent understanding of fertility. The strong participation of the adolescent LGBTQ+ community in the survey demonstrates their interest in contributing to reproductive and sexual health education reform. Inclusivity, particularly of sexuality and gender should be a key consideration in reproductive and sexual health education delivery in Australia.

Teacher education programmes struggle to attract, develop, and retain potential teachers in Science and Mathematics. The development of both academic and non-academic attributes (e.g. adaptability, empathy) during a programme can influence not only retention but the profession-readiness of graduates. This is especially important in underserved schools where high attrition rates are more likely with Science and Mathematics teachers in their first few years of teaching. Yet most programmes lack intentional opportunities for non-academic development. Using a qualitative case study approach with an established think-aloud protocol, nine pre-service teachers (Science or Mathematics) were presented with situational judgment test items. A three-step analytical strategy revealed participants' reasoning with a range of motivational beliefs and values. Results point to four broad reasoning profiles (solution, consequence, student, and value-focused). By exploring the implicit and explicit beliefs and values that contribute to prospective teachers' reasoning processes, we offer implications for professional development and future research.

Background: As a curriculum learning area, physical education (PE) has continually struggled to gain status within an increasingly crowded curriculum. This frequently leads to a reduction in available time within the curriculum for PE. In Australia and internationally, this may be explained by a focus on standardised testing, though questions are also raised about the capacity of PE to contribute to broader learning outcomes within the school context. Whilst the links between physical activity (PA) more broadly and cognitive performance, brain development and executive function (EF) have been recognised, the specific role physical education (PE) has on student's academic achievement (AA) is less well established. Consequently, researchers have sought to evidence the 'value-add' of PE in order to justify its relevance and importance in the curriculum. Purpose: This literature review sought to explore the association between physical education (PE) and academic achievement (AA) in other curriculum learning areas. It was guided by the research question, "does physical education have measurable educative benefits/impact on student academic achievement in other curriculum learning areas?" Data analysis: Six databases/database platforms were searched: Informit, Scopus, Web of Science, SPORTDiscus, ERIC and Ovid (including AMED, DARE, Cochrane CCTR and CDSR and PsycINFO) for articles published in English between 2004 and 2020. A total of 5,599 unique articles were returned from the searches and alerts after duplicates were removed. Articles were then screened against inclusion and exclusion criteria with 88 articles identified for full text review. This literature review reports on the final 48 peer-reviewed research articles to meet the inclusion criteria. Findings: The review of the literature suggests mixed findings regarding the association between PE and AA in other curriculum learning areas; the findings are reported as having 'effect', 'no effect' or 'inconclusive effect'. Collectively, the 'effect' studies indicate that relationships exist between PE, AA and EF. This conclusion is consistent across school settings, study methodology and intervention design. However, the 'no effect' studies indicate that there is no relationship between PE, AA and EF. Whilst, the 'inconclusive effect' studies collectively indicate an array of inconclusive relationships between a variety of indices associated with PE, PA, AA and/or EF. The 'no effect' and 'inconclusive effect' conclusions are irrespective of methodology or intervention design, regardless of the approach used and measurement tools, the findings were the same. Studies that increased the amount of PA students were undertaking by the increasing time dedicated to PE did not report any negative impact of student achievement and grades. Conclusion: In regards to the research question, the evidence is highly mixed as to the potential impact PE can have on AA in other learning areas. What is certain from the studies reviewed is that participation in PE does not have any negative impact on student AA. The review highlights a number of limitations with existing literature.

There is an increased focus on schools and school systems to develop teaching teams to improve school teaching and learning practices. As such, effectual school leadership has become synonymous with creating the conditions for teachers to work collaboratively to improve school teaching and learning. Middle leaders, teachers who are formally appointed to a leadership role, operate between senior leaders and teachers, are often responsible for leading teacher teams and facilitating the communicative space so that collaboration leads to positive outcomes for teacher practice and student learning. However, there is a lack of conceptual understanding of the micro-processes middle leaders enact when facilitating teacher teams and how facilitation impacts new or different teaching and collaborative practices. Drawing on the theory of practice architecture, we interrogate data from interviews, observations, and artefacts in three case study schools in Australia, to understand facilitation through the modes of action (doings), forms of understandings (sayings), and ways in which participants relate to one another and the world (relatings). Analysis of data revealed middle leader facilitation is consequential to how teacher team operate and that six ecologies of facilitation practices are typically enacted by middle leaders: procedural management, regulating interactions, expert guidance, purposeful dialogue, decision-making, and social-emotional support.

Amidst ongoing calls for teaching improvement, there has been growing interest in the work of middle leaders in leading school-based curriculum and professional development. Research and policy initiatives have acknowledged that these leaders in schools are well placed to successfully drive educational change that leads to improved educational outcomes for students. This has led to an increase in development programmes for middle leaders, but there appears to be a distinctive disconnect between the research and theory that should inform these, initiatives. This article reports findings gathered from a questionnaire completed by almost 200 middle leaders from across Australia, conducted as part of a larger national mixed method research studying middle leader practices. The instrument was designed to investigate the practices of middle leaders who were responsible for leading school-based development, based on three domains of middle leading practices: leading and teaching, managing and facilitating, and communicating and collaborating. Multivariate analysis techniques were used to analyse the data, and there were statistically significant differences in the practices of middle leaders based on school type and their professional accreditation levels. Participant responses related to highlighted high administration workload potentially impacted ML practices related to leading teaching and learning.

Challenging the embedded mythologies that surround Anzac, especially as the centenary of First World War played out over the 2014 to 2018 commemoration period, can be confronting for tertiary students as well as a difficult space for tutors to navigate. This is especially the case for teacher education students who form the majority cohort taking a first-year course in Australian History as part of their teaching education degree programs at a large New South Wales university outside Sydney. Experiences of student disruptions, confrontations and occasional anger prompted tutors to question whether the topic of Anzac should be covered at all. An alternative was sought, where careful interrogation of teaching practices was undertaken. Three pedagogical approaches were examined; the traditional lecture format, using documentary film to glimpse at deeper historiographical problems within lectures and tutorials that allowed for more intense critical thinking and analysis of historical resources via focused questions. The efficacy of these pedagogical approaches was systematically assessed through surveying students in the Australian History course prior and post teaching about Anzac. This paper examines the background of teaching Anzac in the tertiary space, the use of specific pedagogical approaches and the results of the survey. Students' main preference for teaching methods about Anzac was through documentaries in both surveys. However, the second most preferred method was the lecture format more generally and this preference increased in the post survey. There was also evidence of less resistance to the contested nature of Anzac mythologies.

The purpose of this study was to elaborate the knowledge of the supervising teacher as enacted through mentor-mentee conversations that occur during practicum. An interpretivist framework using Clarke et al.'s (2014) Categories of Participation was used to consider how supervising teacher knowledge manifests in mentoring conversations with the preservice teacher. Case study methods captured conversations "in situ" when dyad pairs (n = 5) discussed a particular lesson developed and taught by the preservice teacher. The results illustrate three Categories of Participation as most frequent, providing insight into supervising teachers' knowledge base. An important finding from this study is the value of mentoring conversations for 'making visible' classroom teacher practices and knowledge to the preservice teacher during the practicum, which has implications for the professional development of supervising teachers.

This study explores supervising teachers' judgements about pre-service teachers during a practicum experience. Making judgements is a complex, subjective process with judgements being conscious and intuitive, influenced by individual beliefs, contextual expectations and personal learning biographies. This research draws on Social Judgement Theory to guide the analysis of data collected from interviews with experienced supervising teachers. Analysis indicated that the supervisors placed most emphasis on 'personal qualities' of pre-service teachers. This has implications for the selection of candidates for teaching, the importance of non-academic capabilities in teaching and the development of pre-service teachers' personal qualities within initial teacher education programs.

Objectives: To gain insight into children's health-related knowledge and understanding of Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV2) and COVID-19, and measures adopted to mitigate transmission. Design: A child-centred qualitative creative element embedded in an online mixed-methods survey of children aged 7-12years. Setting: Children participated in the study in six countries -- the UK, Australia, Sweden, Brazil, Spain and Canada. Method: A qualitative creative component, embedded in an online survey, prompted children to draw and label a picture. Children were recruited via their parents using the researchers' professional social media accounts, through known contacts, media and websites from health organisations within each country. Analysis of the form and content of the children's pictures took place. Results: A total of 128 children (mean age 9.2 years) submitted either a hand-drawn (n = 111) or digitally created (n = 17) picture. Four main themes were identified which related to children's health-related knowledge of (1) COVID-19 and how it is transmitted; (2) measures and actions to mitigate transmission; (3) places of safety during the pandemic; and (4) children's role in mitigating COVID-19 transmission. Conclusion: Children's pictures indicated a good understanding of the virus, how it spreads and how to mitigate transmission. Children depicted their actions during the pandemic as protecting themselves, their families and wider society.

This paper explores the work of "becoming exceptional" amongst a group of preservice teachers taking part in the National Exceptional Teaching for Disadvantaged Schools program (NETDS). The NETDS program is directed towards mentoring and supporting outstanding preservice teachers to transition into the schools where they can make a significant difference. For us, as teacher educators leading the teaching of our University's NETDS program, the most important questions became ones of self and transformation for the participating preservice teachers. To begin these explorations we make use of concepts provided by Deleuze and Guattari, and expanded upon by Braidotti; the notions of "becoming" and "collective assemblages". These concepts help us explore the work of becoming exceptional within the collective assemblage and space of the NETDS program.

All teachers in Australia must now achieve and maintain certification through mandatory accreditation processes that include specified professional learning hours. While key policies that outline teacher professional learning in Australia and New South Wales make no specific reference to a role for universities, this discussion paper proposes that the new teacher accreditation landscape provides opportunities for universities to work collaboratively with education systems to co-design and deliver contextually relevant teacher professional learning, support teachers-as-researchers and support schools to become learning communities. This collaboration would advance the policy agenda inherent in the accreditation processes by developing the intended culture of professional learning among teachers, education systems and universities that goes beyond mandated professional learning hours. We review the Australian policy context from a systems-thinking perspective and argue that university Schools and Faculties of Education (called SOE throughout this paper) work across multiple levels in education systems and are thus uniquely positioned to co-design and deliver relevant and contextually significant learning opportunities that foster teacher professional learning and school improvement.

Fertility information is an important component of comprehensive sexuality education, but the extent to which adolescents are taught or informed about fertility is unknown in Australia. This study examined knowledge of fertility using an anonymous, online survey of > 2,600 adolescents aged 15–18 across Australia. Respondents represented diverse backgrounds, including sexuality and gender diversity (>60% identifying other than heterosexual, 17% gender identity other than man/woman). Average knowledge of fertility was significantly poorer compared to average knowledge of reproductive and sexual health content linked to the national curriculum (p <.001). Linear regression and LASSO variable selection modelling identified significant, but small associations between some sociodemographic factors and knowledge about fertility or overall reproductive and sexual health. Over 80% of respondents considered their sexual health education insufficient, which was associated with poorer knowledge on all outcomes measured in linear regression models. These findings suggest that including fertility content explicitly within the Australian national curriculum will likely increase adolescent understanding of fertility. The strong participation of the adolescent LGBTQ+ community in the survey demonstrates their interest in contributing to reproductive and sexual health education reform. Inclusivity, particularly of sexuality and gender should be a key consideration in reproductive and sexual health education delivery in Australia. [ABSTRACT FROM AUTHOR]

Reflective practice is a key skill in many professions and is considered an essential attribute of healthcare practitioners. Healthcare students are often expected to develop reflection skills through their assignments, and this is frequently expected to occur with little explicit instruction, practice or guidance about how to reflect. Currently, there is limited guidance in the literature on how teachers can help students develop these reflective skills effectively. In this study, we describe a process for embedding reflective skills into a transition program for new healthcare students about to enter university. By allowing students to explore reflection through a method of self-discovery supported by peer discussion, we found that students were likely to recognize and value reflection as a learning tool (a concept we term "reflection for learning"). Additionally, these students were more likely to continue to practice reflection in their studies than students who had not participated in the training. In summary, this paper demonstrates that students are able to make meaningful deductions about reflective practice and their own learning through use of a basic framework in which to self-reflect, from the very start of their tertiary studies.

Increasingly, educational systems are appreciating the importance of middle leaders leading educational improvement in schools. Schools depend on middle leaders to lead site-based educational development in areas including curriculum development, teacher professional learning and student learning improvement. Middle leaders are in a unique but complex position where they influence both executive leadership and teachers within the school organisation. Adopting case study methodology to investigate the practices and influence of middle leaders leading a school-based educational development project, three semi-structured interviews and artefacts from two middle leaders were collected over eight months. The theory of practice architectures afforded an examination of data to explain the conditions and arrangements enabling and constraining the middle leaders' practices of influence. The findings showed middle leaders' influence was dependent on executive leadership support, time, formal role descriptions and trusting relationship. Furthermore, the results reveal middle leaders can influence educational development at the school level through advocating for, collaborating with, and empowering colleagues to support teacher ownership of site-based projects. Of interest, this study showed influence can be reciprocal, between middle leaders and colleagues, and between middle leaders and executive leadership.

In Australia, there is a national education agenda for school improvement with an increasing focus on how school leaders can fulfil this agenda. As school principals are arguably faced with increasing demands, the importance of school middle leaders is increasing. This article presents the initial findings from a larger project on middle leadership in Australian schools, the first phase of which is a documentary analysis of significant texts including policy documents, websites and reports. The purpose of the document analysis was to examine expectations placed on, and support provided for, school middle leaders in Australian schools to make explicit the potential implications for policymakers, leaders and researchers investigating this field. We argue there is a lack of clarity about the role of middle leadership across Australia, with unclear policies, and variations in expectations, titles and levels of support. What is evident is that middle leaders play a pivotal role as they lead teaching, learning, and pastoral care. They carry out these roles in subject areas, key stages and classrooms, and among teachers. While there are a range of professional development provisions for middle leaders across different states, middle leadership needs to be an area of increased focus across Australia.

Across Australia and around the world, school-university partnerships have been advocated by researchers and policymakers as a means of bridging the perceived theory-practice divide for which teacher education programs have been criticised. A range of literature exists that explores school-university partnerships either from a theoretical perspective, or grounded in specific examples. As these pieces of research typically provide an overview of school-university partnerships in general, or rely on findings from one or two partnerships, a broad understanding of partnerships and the research gaps that remain can be difficult to ascertain. This paper presents a systematic literature review to provide collective evidence on the implementation of Australian school-university partnerships for the purpose of developing pre-service teachers. The review reports on 59 sources, providing insights into the range of school-university partnerships in existence. It also highlights the benefits and challenges encountered through partnership implementation and proposes opportunities for future research.

This paper uses a trial audit of history programs undertaken in 2011-­2012 to explore issues surrounding the attainment of Threshold Learning Outcomes (TLOs) in an emerging Australian national standards environment for the discipline of history. The audit sought to ascertain whether an accreditation process managed by the discipline under the auspices of the Australian Historical Association (AHA) could be based on a limited-­intervention, "light-­touch" approach to assessing attainment of the TLOs. The results of the audit show that successful proof of TLO attainment would only be possible with more active intervention into existing history majors and courses. Assessments across all levels of history teaching would have to be designed, undertaken, and marked using a rubric matched to the TLOs. It proved unrealistic to expect students to demonstrate acquisition of the TLOs from existing teaching and assessment practices. The failure of the "light-touch" audit process indicates that demonstrating student attainment under a national standards regime would require fundamental redevelopment of the curriculum. With standards-based approaches to teaching and learning emerging as international phenomena, this case study resonates beyond Australia and the discipline under investigation.

This article focuses on leadership by women in Indigenous research in the higher education sector of Australia. The research that provided the context for this exploration of Indigenous women's leadership involved archiving ceremonial cultural knowledge from the Daly and Wagait regions of the Northern Territory. The article introduces the concept of Aboriginal corporeality and the struggle within colonial Australia and through to the present to prevent its erasure from Australia's history. This struggle is referenced in the paradigm shifts underway in Indigenist research. The article acknowledges the past commitments of powerful Aboriginal women to the advancement of their clans' people under the new circumstances that they had to confront from the 1880s. It is argued that the cultural agenda of these women prepared the ground for the advances in Indigenist research reported in this article. The article concludes with an example of the close, culturally significant partnership that was forged by the research project across two Aboriginal communities of the Northern Territory.

This qualitative study sought to understand the reasoning of pre-service teachers through think-aloud interviews with teacher education students at the beginning of their postgraduate degree (six elementary and six secondary). Interviews focused on contextualised and challenging teaching scenarios with a range of response options previously confirmed through the use of situational judgement test (SJT) methodology. The authors' three-step analysis revealed seven concepts that highlighted the motivations and beliefs underlying the reasoning of pre-service teachers. Practical implications include professional development around decision-making during teacher education programs. Future research will explore the use of SJTs in developing key non-academic attributes for effective teaching.

To track the quality of instruction delivered at the University of Western Australia, the university surveys all units using its Students' Unit Reflective Feedback (SURF) metrics, and faculties use these metrics to benchmark student satisfaction. Consequently, teaching staff are actively encouraged to adopt teaching practices that will increase the average levels of these metrics. Using a 'before-after' approach, we compared these metrics before and after the implementation of improved teaching practices that addressed specific weaknesses identified through student responses for two undergraduate units. Despite the implementation of improved teaching practices, SURF scores did not increase significantly for the two units assessed, due possibly to the components of the academic programme covered by the SURF questions, the field-based nature of the units, and the difficulty in measuring an increase in the SURF scores of units which already score highly. This poor sensitivity of the SURF metrics to the implementation of improved teaching practices could have implications for their use for performance assessment by the university.

Precise and prompt predictions of crop yields are crucial for optimising farm management, post-harvest operations, and marketing strategies within the agricultural sector. While various machine learning approaches have been employed to forecast crop yield, their application to grain quality, particularly head rice yield (HRY), is less explored. This research collated crop-level HRY data across four seasons (2017/18–2020/21) from Australia's rice-growing region. Models were developed using the XGBoost algorithm trained at varying time steps up to 16 weeks pre-harvest. The study compared the accuracy of models trained on datasets with climate data alone or paired with vegetative indices using two- and four-week aggregations. The results suggest that model accuracy increases as the harvest date approaches. The dataset combining climate and vegetative indices aggregated over two weeks surpassed industry benchmarks early in the season, achieving the highest accuracy two weeks before harvest (LCCC = 0.65; RMSE = 6.43). The analysis revealed that HRY correlates strongly with agroclimatic conditions nearer harvest, with the significance of vegetative indices-based features increasing as the season progresses. These features, indicative of crop and grain maturity, could aid growers in determining optimal harvest timing. This investigation offers valuable insights into grain quality forecasting, presenting a model adaptable to other regions with accessible climate and satellite data, consequently enhancing farm- and industry-level decision-making. [ABSTRACT FROM AUTHOR]

Partnerships in marine monitoring combining Traditional Ecological Knowledge and western science are developing globally to improve our understanding of temporal changes in ecological communities that better inform coastal management practices. A fuller communication between scientists and Indigenous partners about the limitations of monitoring results to identify change is essential to the impact of monitoring datasets on decision-making. Here we present a 5-year co-developed case study from a fish monitoring partnership in northwest Australia showing how uncertainty estimated by Bayesian models can be incorporated into monitoring management indicators. Our simulation approach revealed there was high uncertainty in detecting immediate change over the following monitoring year when translated to health performance indicators. Incorporating credibility estimates into health assessments added substantial information to monitoring trends, provided a deeper understanding of monitoring limitations and highlighted the importance of carefully selecting the way we evaluate management performance indicators. [ABSTRACT FROM AUTHOR]

School systems in Australia, and internationally, are focused on improving classroom teaching and learning to enhance student outcomes. Middle leaders (MLs) are increasingly required to lead school-based development initiatives to improve classroom practices. Informed by previous research on middle-leading and the theory of practice architectures, a survey instrument was created to understand who Australian school MLs are (n = 199) and ascertain their perceptions of the practices central to leading teaching and learning in their school sites. Through descriptive, exploratory, and confirmatory factor analyses, this paper reports on the reported practices of Australian MLs, and, through the analysis, a revised ML practice model is proposed. The results confirm that ML practices are orientated to the people they lead in their school site, who they support, collaborate with, and advocate for, with practising leading upwards to the school principal identified as an important ML practice. [ABSTRACT FROM AUTHOR]

Aims Spontaneous coronary artery dissection (SCAD) is an under-recognized cause of myocardial infarction. We aimed to investigate SCAD survivors' perceptions of their quality-of-care and its relationship to quality-of-life. Methods and results An anonymous survey was distributed online to SCAD survivors involved in Australian SCAD support groups, with 172 (95.3% female, mean age 52.6 ± 9.2 years) participants in the study. The survey involved assessment of quality-of-life using a standardized questionnaire (EQ-5DTM-3L). Respondents rated the quality-of-care received during their hospital admission for SCAD with a median of 8/10 [interquartile range (IQR) 7–10]. Respondents ≤ 50 years vs. >50 years were more likely to perceive that their symptoms were not treated seriously as a myocardial infarction (χ2 = 4.127, df = 1, P < 0.05). Participants rated clinician's knowledge of SCAD with a median of 4/10 (IQR 2–8) and 7/10 (IQR 3–9) for Emergency and Cardiology clinicians, respectively (P < 0.05). The internet was the most selected source (45.4%) of useful SCAD information. The mean EQ-5DTM summary index was 0.79 (population norm 0.87). A total of 47.2% of respondents reported a mental health condition diagnosis, with 36% of these diagnosed after their admission with SCAD. Quality-of-life was significantly associated with perceived quality-of-care: EQ-5DTM index/(1-EQ-5DTM index) increased by 13% for each unit increase in quality-of-care after adjusting for age and comorbidities (P < 0.001). Conclusion While SCAD survivors rated their overall hospital care highly, healthcare providers' knowledge of SCAD was perceived to be poor, and the most common source of SCAD information was the internet. Mental health conditions were common, and a significant association was observed between perceived quality-of-care and SCAD survivors' quality-of-life. [ABSTRACT FROM AUTHOR]

Objective: This study investigated how self‐reliance and denial influence the relationship between help‐seeking attitudes and behaviour. Method: Australian university students (N = 406) completed an online survey and females with elevated eating disorder (ED) concerns and high impairment were included in the study (N = 137). Participants completed measures of help‐seeking attitudes, perceived barriers, and actual help‐seeking behaviour. Via moderated logistic regression, we examined self‐reliance and denial as perceived barriers to help‐seeking. Results: Of the total sample, over 33.7% of university students reported substantial ED concerns and impairment of whom 65.0% believed they needed help. While a majority reported that help‐seeking would be useful (85.4%), only a minority of participants had sought professional help for their concerns (38.7%). Self‐reliance and denial were frequently endorsed barriers and moderated the relationship between help‐seeking attitudes and behaviours. Conclusion: ED concerns are common among university students and perceived barriers play a moderating role between attitudes and help‐seeking. Future prevention and early intervention programs should address students' denial, while the importance of reaching out for professional help (rather than relying on themselves) could be highlighted with peer support. Key Points: Over one‐third of female university students experience substantial eating disorder (ED) symptoms and impairment.While 65% of those with ED symptoms believe they needed help, less than 39% had sought professional help.The belief that they should solve their own problems (self‐reliance; >91%) and denial (>75%) are frequently endorsed barriers towards help‐seeking for ED symptoms.Both self‐reliance and denial moderate the relationship between help‐seeking attitudes and help‐seeking behaviours. [ABSTRACT FROM AUTHOR]

Phylogeographic studies of continental clades, especially when combined with palaeoclimate modelling, provide powerful insight into how environment drives speciation across climatic contexts. Australia, a continent characterized by disparate modern biomes and dynamic climate change, provides diverse opportunity to reconstruct the impact of past and present environments on diversification. Here, we use genomic‐scale data (1310 exons and whole mitogenomes from 111 samples) to investigate Pleistocene diversification, cryptic diversity, and secondary contact in the Australian delicate mice (Hydromyini: Pseudomys), a recent radiation spanning almost all Australian environments. Across northern Australia, we find no evidence for introgression between cryptic lineages within Pseudomys delicatulus sensu lato, with palaeoclimate models supporting contraction and expansion of suitable habitat since the last glacial maximum. Despite multiple contact zones, we also find little evidence of introgression at a continental scale, with the exception of a potential hybrid zone in the mesic biome. In the arid zone, combined insights from genetic data and palaeomodels support a recent expansion in the arid specialist P. hermannsburgensis and contraction in the semi‐arid P. bolami. In the face of repeated secondary contact, differences in sperm morphology and chromosomal rearrangements are potential mechanisms that maintain species boundaries in these recently diverged species. Additionally, we describe the western delicate mouse as a new species and recommend taxonomic reinstatement of the eastern delicate mouse. Overall, we show that speciation in an evolutionarily young and widespread clade has been driven by environmental change, and potentially maintained by divergence in reproductive morphology and chromosome rearrangements. [ABSTRACT FROM AUTHOR]

Commercial papaya varieties grown in Australia vary greatly in taste and aroma. Previous profiling has identified undesirable 'off tastes' in existing varieties, discouraging a portion of the population from consuming papayas. Our focus on enhancing preferred flavours led to an exploration of the genetic mechanisms and biosynthesis pathways that underlie these desired taste profiles. To identify genes associated with consumer-preferred flavours, we conducted whole RNA sequencing and de novo genome assembly on papaya varieties RB1 (known for its sweet flavour and floral aroma) and 1B (less favoured due to its bitter taste and musty aroma) at both ripe and unripe stages. In total, 180,368 transcripts were generated, and 118 transcripts related to flavours were differentially expressed between the two varieties at the ripe stage. Five genes (cpBGH3B, cpPFP, cpSUS, cpGES and cpLIS) were validated through qPCR and significantly differentially expressed. These genes are suggested to play key roles in sucrose metabolism and aromatic compound production pathways, holding promise for future selective breeding strategies. Further exploration will involve assessing their potential across broader germplasm and various growth environments. [ABSTRACT FROM AUTHOR]

Research into second language anxiety (SLA) has largely focused on second language learners rather than immigrants. However, living in an environment where the target language (TL) is the language of everyday communication may constitute a significant source of anxiety that generalises beyond the language classroom [Pappamihiel, N. E. 2001. "Moving from the ESL Classroom into the Mainstream: An Investigation of English Language Anxiety in Mexican Girls." "Bilingual Research Journal" 25: 31-39. doi:10.1080/15235882.2001.10162783; Rose, Glenda. 2008. "Language Acculturation Anxiety in Spanish Apeaking Adult Immigrants Learning English in the United States." PhD diss., University of Texas. Available from ProQuest Dissertations and Theses database (UMI No. 3315370); Woodrow, L. 2006. "Anxiety and Speaking English as a Second Language." "RELC Journal" 37: 308-328. doi:10.1177/0033688206071315]. This study explored SLA across different social contexts in a sample of 190 adult immigrants from Latin America to Australia who spoke Spanish as their first language (L1) and English as their second language (L2). The aims were to (a) investigate the presence and severity of SLA among L2 long-term immigrants, and (b) examine sources of individual differences in SLA. Results indicated that SLA exists among L2 immigrants at moderate, high and very high levels, and that levels of anxiety vary significantly across social contexts. Self-perceived L2 proficiency was found to be the strongest predictor of SLA followed by extroversion and age, with higher scores on all three variables associated with lower SLA. Gender, education level, duration of residency in Australia, and emotional stability did not predict SLA in any of the contexts. These findings suggest that SLA is a significant problem for adult immigrants, permeating most aspects of their everyday lives. Practical implications and recommendations for future research are discussed.