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This study investigated how the school experiences and personal characteristics of youth with Intellectual Disabilities (ID) contribute to their longitudinal trajectories of anxiety. To this end, we relied on a sample of 390 youth with mild (48.2%) to moderate (51.8%) levels of ID, aged from 11 to 22 (M = 15.70), and recruited in Canada (n = 140) and Australia (n = 250). Across three yearly time points, all participants completed self-report measures of anxiety, school climate, and victimization. Our results revealed a slight normative decrease in anxiety over time and showed that experiences of school victimization were associated with higher levels of anxiety (initially and momentarily) and increases in victimization were accompanied by increases in anxiety over time. Perceptions of attending a school that fosters security and promotes learning also tended to be accompanied by lower levels of anxiety (initially and momentarily). Momentary increases in perceptions of attending a school that fosters positive peer interactions were associated with momentary decreases in anxiety, whereas momentary increases in perceptions of attending a school characterized by positive teacher-student relationships and an equitable treatment of all students both led to small momentary increases in anxiety once all other components of student school experiences were considered. The theoretical and practical implications of these results are discussed.

In primary science education, we face an ongoing concern of helping classroom teachers overcome negative associations with science content, teaching and learning. These associations can often impact how they view the value of science in their classroom teaching and impede the development of innovative teaching practice. This research effort investigated in-service teachers' perceptions, reflections and considerations that resulted from their direct involvement within a science-focused school university partnership. Utilizing a multiple case study design, this research effort analyzed partnership efforts across five established science-focused partnership programs in the Australian states of Victoria and Tasmania. Analysis of interview data with 80 in-service teachers from across partner sites indicated an increased valuing of science, where teachers viewed working with pre-service teachers as a professional development opportunity, resulting in additional time spent on developing and teaching through inquiry-based science practices.

Using a Design Thinking (DT) approach, the ChallenGE Project in South Australia (SA) was an innovative professional learning (PL) program that was developed, implemented, and researched by three Senior Educational Consultants from the Association of Independent Schools of South Australia (AISSA) and one academic from Flinders University over three years. The aim was to support participating schools (n = 27) to improve outcomes for their highly able learners (HALs). The ChallenGE Design-Based Research (DBR) project developed principles and a framework for contextualised PL in gifted education through an inductive qualitative manual coding analysis of participants' self-reported learning. This paper, applying the format for reporting DBR studies recommended by Jen et al. (2015) explains the goals and elements of the innovation, the setting within which it was implemented, a description of each phase, the outcomes, and the lessons learned. This research study contributes to an expanded view of effective PL in gifted education using insights gained from a DT approach.

The challenge of mothering while pursuing an academic career is the most significant obstacle to women's success. However, there is a lack of research examining how being a woman who intensively mothers co-exist with her autonomous subjectivity as an academic. In this qualitative study, academic mothers adhere both to an intensive mothering ideology and the ideal worker construct reified in neo-liberalised academic culture. We argue that these women negotiate the co-existence of these subjectivities from within a 'new' maternal subjectivity. These academic women are not victims of the patriarchal norms of the academy or the ideological constraints of intensive mothering. Instead, they actively negotiate institutional and ideological constraints in a way that incorporates their autonomous subjectivity and their maternal subjectivity.

This research effort investigates principal perceptions regarding the impact of science-focused school university partnership programs in primary school contexts. Utilizing a multiple case study design, this research effort analyzed the nature and structure of the partnership efforts across five established science-focused partnership programs in the Australian states of Victoria and Tasmania. Analysis of interview data from principals across twelve separate school partner sites indicated that principals depicted that partnership arrangements increased their staffs valuing of science and was a mechanism for teachers to reflect on their practices. Consequently, principals often viewed partnerships as an additional level of professional development. Most importantly, principals articulated that the partnership programs were an important aspect of the school-based culture and they harbored strong desires to continue the partnerships well into the future. Implications for partnership development and key elements of trust, mutuality and reciprocity are discussed.

Working in an Institute that centres Indigenous epistemologies and ontologies provides a challenge for the ongoing development of our understandings of Indigeneity and how we embed and embody these understandings. It also creates the opportunity for reflection and development both of pedagogical principles, as well as construction. Trends within the Institute to move to a new degree offering, led the University of Newcastle and the Wollotuka Institute to revisit questions of how to have these conversations together, how to create shared ideas about appropriate approaches and how to translate these shared understandings into real-time outcomes for students studying our courses. These processes are observed here with some examples provided to illuminate the challenging processes taken by experts involved with embodying Indigenous ontologies and epistemologies in this area through all processes of an indigenous centred unit in an Australian university.

This paper reports on the STEPS project which addressed international concerns about primary teachers' lack of confidence to teach science, and on-going questions about the effectiveness of teacher education. The five universities involved had each independently established a science education program incorporating school-based partnerships between the university and local schools to enable primary pre-service teachers (PSTs) to teach science. The diversity of the programs enabled an examination of the relevant literature underpinning the approaches and comparison of data from participants to identify key features and success factors for establishing and maintaining working relationships with schools. This preliminary analysis of learning from STEPS uses case studies and feedback from PSTs who participated. These findings indicate that authentic teaching experiences build the confidence of PSTs to teach science. Ultimately, the project will develop an Interpretive Framework which will articulate the characteristics of partnerships to be validated through feedback from other science educators from Australia and overseas.

Purpose: Graduate employability represents a fundamental outcome of higher education. The purpose of this paper is to explore and compare students' perceptions of their employability through their experience of a simulated or real-life project. The context of the project is a capstone course, implemented in an Australian university, which was designed to enhance employability and foster transferable graduate attributes, including professional communication, interpersonal and leadership skills. Design/methodology/approach: The authors designed and conducted quantitative research to capture and measure students' perceptions of their employability at the conclusion of a capstone course over three consecutive years from 2015 to 2017. Findings: The results of this paper show that students undertaking a real-life project which makes a social contribution reported a significantly stronger development of work-ready skills in managing projects than students undertaking a simulation project. Specifically, interaction with industry and leadership were reported to be more developed. Originality/value: The study contributes to knowledge of the relationship between capstone learning and students' perceptions of employability. It advances the understanding of capstone course design and pedagogy which strengthens the link between learning and work.

This paper identifies the ways in which the Productive Pedagogies framework has been refined as a research tool for evaluating classroom practice within a current study into issues of school reform in Queensland. Initially emerging from the landmark Queensland School Reform Longitudinal Study (1998-2001), the Productive Pedagogies has been taken up widely in Australia and internationally as both a research tool and metalanguage to support teachers to critically reflect on their practice. In this paper, following a brief description of the model's four dimensions, we detail how we have addressed some methodological concerns in using and modifying the framework for the present study. In response to critiques by other researchers and debates within our own research team, we justify our use of the framework. To these ends, we present a refined methodology that addresses the importance of pedagogical process, substantiates the inclusion of particular items within the framework, supports a critical approach to issues of difference, includes students' perspectives and recognises the significance of content knowledge in the assessment of quality pedagogy. (Contains 2 endnotes.)

Despite nearly three decades of the use of new technologies in education, schools seem to have remained impervious to significant change. Heritage curriculum and traditional pedagogies persist and, indeed, are dominant in school contexts, which seem to be embedded in the past, rather than preparing children for their future lives. Pockets of innovation illustrate that transformation is possible and comes with the added benefits of renewed student enthusiasm and engagement in learning. Yet, systemic changes are limited in a global context that is dominated by high stakes testing and the neo-liberal agenda. This article explores the potential for change. Focusing on the early years, which are the foundation of schooling, we report on data from a study using iPads for learning with kindergarten children in Australia (4 and 5 years of age). The data support the contention that new technologies offer the possibility for new learning by enabling young children to embark on investigations and explorations that were not possible in previous eras. In this article, we focus on transformations and explore the potential of the iPads to encourage playful explorations for investigating, reflecting, making meaning, knowledge building, and communicating ideas to a shared audience.

The Wollotuka Institute, University of Newcastle, New South Wales, is the first university or organisation to enter into the accreditation process with the World Indigenous Higher Education Consortium (WINHEC). Part of that process includes identifying the local cultural standards and protocols that drive and shape our work as a cultural entity. As a result of successfully completing these processes, the course "Working with Aboriginal Communities", consciously underwent a process of affirmation recognising and embedding where missing, these cultural protocols within our pedagogy and curriculum. Each intake sees students from all disciplines enrol and all benefit greatly from their cultural learning experiences. In this paper, we discuss how these cultural protocols shaped the course material that both online and face-to-face tertiary students experienced, as well, noting the outcomes of this process. Both authors are long-term educators in higher education and have had our teaching invigorated by this experience of critique and reflection. This paper serves to both be a reflective and documentary process for ourselves as well as an opportunity to share our experiences with our colleagues involved in higher education.

Developing students' skills to pose and respond to questions and actively engage in inquiry behaviours enables students to problem solve and critically engage with learning and society. The aim of this study was to analyse the impact of providing teachers with an intervention in inquiry pedagogy alongside inquiry science curriculum in comparison to an intervention in non-inquiry pedagogy alongside inquiry science curriculum on student questioning and other inquiry behaviours. Teacher participants in the comparison condition received training in four inquiry-based science units and in collaborative strategic reading. The experimental group, the community of inquiry (COI) condition, received training in facilitating a COI in addition to training in the same four inquiry-based science units. This study involved 227 students and 18 teachers in 9 primary schools across Brisbane, Australia. The teachers were randomly allocated by school to one of the two conditions. The study followed the students across years 6 and 7 and students' discourse during small group activities was recorded, transcribed and coded for verbal inquiry behaviours. In the second year of the study, students in the COI condition demonstrated a significantly higher frequency of procedural and substantive higher-order thinking questions and other inquiry behaviours than those in the comparison condition. Implementing a COI within an inquiry science curriculum develops students' questioning and science inquiry behaviours and allows teachers to foster inquiry skills predicated by the Australian Science Curriculum. Provision of inquiry science curriculum resources alone is not sufficient to promote the questioning and other verbal inquiry behaviours predicated by the Australian Science Curriculum.

Purpose: The purpose of this paper is to present an alternate approach to entrepreneurship pedagogy development through an iterative journey of co-ownership between students, industry partners and academic course teams to enhance student satisfaction and learning outcomes. Design/methodology/approach: Utilising design thinking, the pedagogy evolved over a three-year period (2013-2015) through iterative innovation in the delivery model and assessments, underpinned by notions of classroom community, constructivism, justice and equity, humour and role-play. Findings: The findings strongly validate the integration of notions of justice and equity, constructivism, humour and role-play as learning principles and delivery elements in entrepreneurship pedagogy to enhance student satisfaction and learning outcomes. A critical outcome of this design and delivery process is the reduction of barriers between students and teachers and the impact this has on creating a shared learning journey; a journey that in this case has resulted in meaningful outcomes for all involved. Research limitations/implications: Further research with longitudinal data is needed to validate the link between design-led entrepreneurship pedagogy and enhanced student learning outcomes as well as implications relating to graduate employability. In global settings, further data collection could also validate whether the findings are culturally neutral or culturally sensitive. Practical implications: Entrepreneurship educators will benefit from this pedagogical approach in seeking to meet the needs of business start-ups, intrapreneurial capacity-building and potentially, enhancement of graduate employability. The model also offers promise for other learning contexts. Originality/value: Design thinking has received scant attention in entrepreneurship pedagogy. This case study demonstrates how design thinking can enhance student satisfaction and learning outcomes by integrating notions of constructivism, justice and equity, humour and role-play in entrepreneurship curricula.

One approach to address preservice teachers' (PSTs) often negative associations with science is through the promotion of wonder. This study investigated the impacts that engagement with science wonderings had on PSTs at a large Australian metropolitan university. Evidence from this case study indicated that engagement with wonder cultivated a culture of inquisitiveness within the PST university classroom. In particular, this approach fostered a learning culture characterised by peer discussions of scientific issues, questions and engagement in the sciences. The investigation built upon Stolberg's typologies of wonder and builds additional categories to consider when working with PSTs. Survey and classroom data provided insights for participant perceptions with regard to wonder, which had direct implications for its use as a pedagogical tool.

This study explored the impact of facilitating collaborative philosophical inquiry (CPI), in the tradition of "Philosophy for Children," on connectedness pedagogies. The study employed an experimental design that included 59 primary teachers in 2 groups. The experimental group received an intervention that comprised training in CPI and the comparison group received training in Thinking Tools (graphic organisers), a subset of the CPI training. Lessons were coded on four variables of connectedness pedagogies, across the two groups, at three time-points. Teacher interviews were conducted to gather participants' perspectives. Between-groups analysis of variance (ANOVA) on particular measures of pedagogy revealed that CPI significantly broadened teachers' pedagogical repertoires, in ways that included drawing on students' background knowledge and preparing a problem-based curriculum which connects students to the world beyond the classroom.

Purpose: Based on an in-depth comparison of 20 multicultural university curricula, this article aims to provide practical and implementable suggestions about how to improve such curricula in order to ensure highest and globally compatible academic quality. The recently founded developmental Master's curriculum "Global Studies" (GS) at the University of Graz, Austria serves as a case study. Design/methodology/approach: Through an academic web-based process of authoring and reviewing, over a dozen students and practitioners in Global Studies have compiled this analysis. Such an approach shows that education technologies significantly enhance peer-oriented scientific culture. Further networking among universities from every continent, and their students, is also facilitated. Findings: Analyses conducted by over 50 contributors during 2010-2013 show first that the Graz-based curriculum has achieved international quality standards by spanning multiple faculties, disciplines, professional roles, and perspectives regarding globalisation. Secondly, suggestions for improvements pertaining to nine aggregated issues are provided: partner universities, semester abroad, interdisciplinarity, didactics & lectures, practicals, languages, electives, admission of students, and exams. Practical implications: The present specific recommendations serve as valuable evidence-based and authentic input for quality assessment procedures at Graz University, and similarly for other academic curricula elsewhere. Social implications: Peer-oriented higher education profits greatly from student input that has undergone an academic peer review procedure. Such quality assurance is favourably implemented via collaborative education technologies such as web platforms with discussion fora. Originality/value: Students as the core target group in higher education institutions express their own opinion and are valued as experts and stakeholders in a genuinely democratic procedure. (Contains 2 figures.)

The "community of inquiry" as formulated by C. S. Peirce is grounded in the notion of communities of discipline-based inquiry engaged in the construction of knowledge. The phrase "transforming the classroom into a community of inquiry" is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application. Integral to the method of the community of inquiry is the ability of the classroom teacher to actively engage in the theories and practices of discipline-based communities of inquiry so as to become informed by the norms of the disciplines, not only to aspire to competence within the disciplines, but also to develop habits of self-correction for reconstructing those same norms when faced with novel problems and solutions, including those in the classroom. This has implications for science education and the role of educational philosophy in developing students' ability to think scientifically. But it also has broader implications for thinking critically within all key learning areas. Here we concentrate on science education. We present the parallels between philosophical inquiry and scientific inquiry that need to be realised to promote and engage with scientific inquiry in the classroom. We also discuss the conflicts between philosophical inquiry and the way inquiry science in the classroom is portrayed in the education literature. Based on philosophical and historical perceptions of science as inquiry, a practical approach to implementation of scientific inquiry in the science classroom is presented.

Background: Aphasia affects family members in addition to the individuals with the communication disorder. In order to develop appropriate services for the relatives of people with aphasia post-stroke, their rehabilitation goals need to be identified. Aim: The aim of the current investigation was to identify the rehabilitation goals that family members of individuals with aphasia have for themselves. Methods & Procedures: Forty-eight family members of adults with aphasia post-stroke participated in in-depth semi-structured interviews to identify the rehabilitation goals they had for themselves. All the interviews were transcribed verbatim and analysed using qualitative content analysis. Outcomes & Results: Analysis revealed seven categories of goals that the family members had for themselves: to be included in rehabilitation, to be provided with hope and positivity, to be able to communicate and maintain their relationship with the person with aphasia, to be given information, to be given support, to look after their own well-being, and to be able to cope with new responsibilities. A few participants reported that, at certain times during the rehabilitation process, they did not have any goals for themselves. Conclusions & Implications: This study highlights that family members of individuals with aphasia have a number of aphasia-related rehabilitation goals for themselves. In order to provide a family-centred approach to rehabilitation, health professionals, including speech-language pathologists, need systematically to identify and address family members' goals in light of the categories revealed in this investigation. (Contains 2 tables.)

Purpose: The purpose of this paper is to examine the notion of designing and developing applied, industry-engaged learning environments that embrace ambiguity and uncertainty in overcoming pedagogical inertia in educating young entrepreneurs and innovators. The research reported on proposes a solution to the dual expectations of producing entrepreneurship graduates who can either hit the ground running in driving innovation for employers, or create, launch and sustain their own ventures. Design/methodology/approach: The research is longitudinal in nature, employing a mixed methods approach using both quantitative and qualitative instruments in measuring outcomes, along with development and validation of the proposed Create-Substantiate-Activate (CSA) scale. Findings: Significant triangulated evidence is provided that validates the proposed dynamic, industry-engaged learning model. The skill and capability development of the entrepreneurship students, as well as the positive impacts upon self-confidence and self-efficacy, support the approach adopted in moving beyond the business planning paradigm into rapid innovation prototyping. Research limitations/implications: The paper reports on one program within an undergraduate Entrepreneurship degree at one Australian university. Therefore, the suitability for adoption of the proposed model will be subject to factors germane to particular contexts. Practical implications: The research provides direction for designing and managing collaborative industry-engaged learning programs for students of Entrepreneurship and Innovation. Critical elements of the learning process are identified that foster contexts for producing Entrepreneurship graduates that are both highly valued by employers and capable of launching and sustaining innovative new businesses. Originality/value: The Innovation Fastrack Program reported on in this paper is ground-breaking in the way it engages industry, promotes rapid and deep learning contextualised by creativity, curiousity, uncertainty and volatility and in the way it fosters social interaction in dealing with real-world problems and opportunities. (Contains 1 figure, 2 tables and 1 note.)

Successful curriculum development in any school subject requires a clear and established set of elements: agreed and widely appreciated goals; effective criteria for the selection of important knowledge content; and an explicit and well-integrated explanatory base for authentic problem-solving related to the subject goals. The article shows that the history discipline faces particular challenges in meeting these requirements. The diversity of approaches to history complicates the task of establishing consensus around a clear set of goals. Its association in popular discourse with facts and narrative predisposes history to a descriptive approach, and is not helpful in clarifying the foundational ideas on which historical explanation is based. The article considers each of these issues and the extent to which they are resolved in the development of the Australian history curriculum. It concludes that these issues remain a challenge that could put at risk high-quality curriculum outcomes in history.

In this article we examine the financial, cultural and governmental structures that frame international education as an important part of Appudurai's ethnoscapes of globalization. Developing the idea of affective eduscapes we analyse the lived experiences of Indian students. Drawing on interview material, we deconstruct the idea of "the Indian student", and any singular experience of international higher education. (Contains 5 notes.)

Effective criterion referenced assessment requires grade descriptors to clarify to students what skills are required to gain higher grades. But do students and staff actually have the same perception of the grading system, and if so, do they perform better than those whose perceptions are less accurately aligned with those of staff? Since students' learning is influenced by their perception of the skills required to obtain high marks, it is important to learn what students think is being tested. The aims were thus to: (1) compare the student and staff perceptions of the grade descriptors associated with multiple-choice questions (MCQs) and the factors that may underlie these student perceptions; and (2) ascertain if students perform better when their perceptions of the grade descriptors are well-aligned with staff judgements. Students studying biochemistry or physics were provided with appropriate online MCQs and were asked to indicate the correct content answers and their perception of the level of difficulty (as indicated by the appropriate grade descriptor) for each question. Detailed feedback on understanding of content and level of difficulty for each question was later provided online. A key finding is that student and staff agreement on perception of question difficulty is only about 50%, for either topic. The differences were significantly correlated with prior knowledge, entry level and exam mark for physics. The implications of these findings to the wider tertiary education community are discussed. (Contains 5 tables and 6 figures.)

Interviews visitors at the Australian National Science and Technology Center. Reports that when using an exhibit, visitors experience a reminder of a similar experience that forms the basis for interpreting the exhibit. Proposes a model for "personal awareness of science and technology" (PAST) which is used to interpret learning results from interaction with such exhibits. (Contains 30 references.) (Author/YDS)

Using Queensland as an example, demonstrates how students are channelled towards different versions of English literacy in the senior secondary school, and how literacy curricula become complicit in the hierarchical sorting and streaming of young adult learners. Argues that post-compulsory students need access to a literacy repertoire that extends beyond such simple differentiation. (EV)

Examines issues associated with boys and literacy based on Australian research documenting gender differences in literacy performance. Argues that literacy, as it is constructed in school, becomes a domain of knowledge and a set of technologies that run counter to various dominant constructions of masculinity. A corrective approach is offered that works with the social constructions of masculinity. (GR)

The social, institutional, and policy agenda for Australia's higher education system will be set largely in arenas outside the universities themselves. Institutions must respond to these needs with greater attention to morale, positive orientation to change, strategic planning, and adoption of strategic objectives. (MSE)

Background: There has been a rapid shift toward the adoption of virtual health care services in Australia. It is unknown how widely virtual care has been implemented or evaluated for the care of older adults in Australia. Objective: We aimed to review the literature evaluating virtual care initiatives for older adults across a wide range of health conditions and modalities and identify key challenges and opportunities for wider adoption at both patient and system levels in Australia. Methods: A scoping review of the literature was conducted. We searched MEDLINE, Embase, PsycINFO, CINAHL, AgeLine, and gray literature (January 1, 2011, to March 8, 2021) to identify virtual care initiatives for older Australians (aged ≥65 years). The results were reported according to the World Health Organization's digital health evaluation framework. Results: Among the 6296 documents in the search results, we identified 94 that reported 80 unique virtual care initiatives. Most (69/80, 89%) were at the pilot stage and targeted community-dwelling older adults (64/79, 81%) with chronic diseases (52/80, 65%). The modes of delivery included videoconference, telephone, apps, device or monitoring systems, and web-based technologies. Most initiatives showed either similar or better health and behavioral outcomes compared with in-person care. The key barriers for wider adoption were physical, cognitive, or sensory impairment in older adults and staffing issues, legislative issues, and a lack of motivation among providers. Conclusions: Virtual care is a viable model of care to address a wide range of health conditions among older adults in Australia. More embedded and integrative evaluations are needed to ensure that virtually enabled care can be used more widely by older Australians and health care providers. [ABSTRACT FROM AUTHOR]

The issue of medical errors, or adverse events caused within a health care context or by a health care provider, is largely under-researched. While the experience and perspective of health care professionals regarding medical errors have been explored, little attention is paid to the health care consumers regarding their perceptions and experiences. Therefore, there is a need to better understand the public's views on medical errors to enhance patient safety and quality care. The current study sought to examine Australian public perceptions and experiences, especially concerning what errors had occurred, the perceived sources of the errors, and if the errors had been reported. This paper reports the qualitative findings of an online survey for Australian residents who have accessed or received medical services at any time in Australia. Responses from 304 surveys were analyzed and discussed, including demographic information and key themes about medical errors, which were categorized into engagement and patients' voices being heard, the quality of care being provided, and the system's accountability. Based on the findings, the study highlights the importance of effective health professional–patient communication, enhanced capacity to deliver high quality care, and improved mechanism for error reporting and resolution where patients feel safe and confident about positive changes being made. [ABSTRACT FROM AUTHOR]

The risk of healthcare-acquired infection increases during outbreaks of novel infectious diseases. Emergency department (ED) clinicians are at high risk of exposure to both these and common communicable diseases. Personal protective equipment (PPE) is recommended to protect clinicians from acquiring, or becoming vectors of, infection, yet compliance is typically sub-optimal. Little is known about factors that influence use of PPE—specifically gloves and masks—during routine care in the ED. This was an ethnographic study, incorporating documentation review, field observations and interviews. The theoretical domains framework (TDF) was used to aid thematic analysis and identify relevant enablers of and barriers to optimal PPE use. Thirty-one behavioural themes were identified that influenced participants' use of masks and gloves. There were significant differences, namely: more reported enablers of glove use vs more barriers to mask use. Reasons included more positive unit culture towards glove use, and lower perception of risk via facial contamination. Emerging infectious diseases, spread (among other routes) by respiratory droplets, have caused global outbreaks. Emergency clinicians should ensure that, as with gloves, the use of masks is incorporated into routine cares where appropriate. Further research which examines items of PPE independently is warranted. [ABSTRACT FROM AUTHOR]

Describes the decision-making processes in an Australian multicultural curriculum development project that portrayed the life styles of ethnic groups from the Indian Ocean region. Describes four issues that emerged during the project and the complex process through which these issues were resolved. Includes references. (MD)

This article reveals the nature of the images of society in traditional approaches to geographical education and explores the implications of these in terms of the ideology involved. The data include student interviews, geography textbooks, and geography curriculum writings. (Author/JDH)

Describes the collection of historic primary source material in supplementing history study in New South Wales. Types of illustrative and literary materials collected are listed. (RAO)

Objective - This research aimed to examine the characteristics of the current health library professional workforce in Australia. The study also sought to explore the areas of health library competency domains and job functions that may reflect progress toward a specialized digital health information capability. Methods - Health librarians' responses to the May 2018 Australian Health Information Workforce Census were analysed and compared with results obtained in earlier census counts. The health librarian characteristics were also compared with other health information occupations included in the Census. Results - There were 238 usable health librarian responses. These indicate that the health librarian workforce continues to be a comparatively mature population, with substantial experience, increasing involvement in data- and technology-intensive functions, high levels of professional association membership, and participation in continuing education activities. Notably there are emerging role titles and job functions which point to a greater digital health focus in the changing work realm. Conclusion - The health librarian workforce has adapted its skills, in line with the increased digital emphasis in health information work. However, as with other health information occupational groups, it is possible that health system planners and funders are not aware of librarians' current functions and skills. This mature workforce may undergo significant attrition and consequent loss of expertise in the next decade. Continued advocacy and strategic planning around these factors with workforce, healthcare quality, and educational organizations will be required. [ABSTRACT FROM AUTHOR]

Examining the history and current state of defining what is an Aborigine in the landscape of Australian political affairs is a chronicle which is long and complex. The interests of Australia's original peoples in these discussions are also complex and it is proposed here, shaped by notions of strategic essentialisms and exclusion from the modernity project. To understand some of these complexities, it is critical to identify why and by whom definitions of Aboriginality are generated. Placing definition-making within a context of settler-state motivations, a racial analytic and the requirement for testing a legislated 'Aboriginality' being placed onto Aboriginal Australian communities themselves, must also be central. Two major arguments are posited here: first, that a legal Aboriginality exists solely for the management of Indigenous populations to their end of Wolfe's 'territoriality' and Razack's 'disposability'; and second, that Indigenous Australians – like other Indigenous peoples around the world – are continually forced to speak to legal Aboriginalities which represent almost none of the interests or challenges they face in their struggle for physical and cultural survival. [ABSTRACT FROM AUTHOR]

Objectives: To describe the epidemiology of mumps and examine potential factors underlying the recent increase in the incidence of mumps in Australia.Design, Setting and Participants: Analytical descriptive study, for all Australian states and territories, of mumps notifications (1994-2007); hospitalisations for mumps (1994-2005); and mumps seroprevalence in a nationally representative sample of 2787 subjects (1997).Main Outcome Measures: Incidence of notifications and hospitalisations for mumps; seropositivity by birth cohort.Results: Notified mumps cases increased from 60 in 2002 to 231 in 2005 and 512 in 2007. Between 1994 and 2005, there were 605 hospitalisations for mumps. Mumps seropositivity in all states and territories in 1997 was high (range, 87.1%-94.3%). The predominant age group affected by mumps shifted to adults over time: between 2005 and 2007, 41% of cases occurred among people aged 20-29 years. Cases were concentrated among the birth cohort of 1978 to 1982, who had higher rates of notifications and hospitalisations for mumps and a lower seropositivity rate (92% [95% CI, 89%-94%]) than other birth cohorts.Conclusions: The birth cohort of 1978 to 1982 was too old to reliably receive a second dose of measles-mumps-rubella (MMR) vaccine in the 1998 Australian Measles Control Campaign and too young to have had mumps infection. Renewed efforts to maximise two-dose MMR coverage are important for prevention of mumps and measles in young adults. [ABSTRACT FROM AUTHOR]

Plastic pollution is a significant problem in all oceans of the world and accounts for up to 90% of marine debris. Ingestion of plastic by seabirds and its effects are well documented, particularly in the Northern Hemisphere. However, fewer data exist for levels of plastic in seabird and coastal bird species in Australian waters or the southwestern Pacific. In this study, the stomach contents of a variety of seabirds and coastal birds (migratory and resident) were analysed for plastic. Nine (30%) of the birds sampled contained plastic. The median mass of plastic per bird was 41.7 mg and median number of pieces was 3.0. Shearwaters Puffinus spp. had significantly higher plastic mass and number of pieces than other species, and the most common type of plastic was manufactured. However, industrial pellets also contributed substantially. Plastics were primarily dark in colour. No clear indication of the influence of plastic ingestion on body condition could be found, however, internal physical damage and intestinal blockage was noted. Further assessment of the incidence and the effects of plastic ingestion in seabird and coastal bird species in Australian waters is required. [ABSTRACT FROM AUTHOR]

Objectives: Despite high pertussis vaccination coverage, Australia experienced a prolonged epidemic in 2008-2012. The predominant Bordetella pertussis genotype harboured pertussis toxin promoter allele, ptxP3, and pertactin gene allele, prn2. The emergence and expansion of prn non-expressing isolates (Prn negative), were also observed. We aimed to investigate the microevolution and genomic diversity of epidemic B. pertussis isolates.Methods: We sequenced 22 B. pertussis isolates collected in 2008-2012 from two states of Australia which are geographically widely separated. Ten of the 22 were Prn negative isolates with three different modes of silencing of prn (prn::IS481F, prn::IS481R and prn::IS1002). Five pre-epidemic isolates were also sequenced for comparison.Results: Five single nucleotide polymorphisms were common in the epidemic isolates and differentiated them from pre-epidemic isolates. The Australian epidemic isolates can be divided into five lineages (EL1-EL5) with EL1 containing only Prn negative isolates. Comparison with global isolates showed that three lineages remained geographically and temporally distinct whereas two lineages mixed with isolates from 2012 UK outbreak.Conclusion: Our results suggest significant diversification and the microevolution of B. pertussis within the 2008-2012 Australian epidemic. [ABSTRACT FROM AUTHOR]

Abstract: This paper presents a 3D geomechanical modelling study of the Iona gas storage facility in the state of Victoria, Australia. The results provide important information pertaining to gas storage, which can then be used to understand certain geomechanical aspects of CO2 storage. A key finding in this paper is that significant changes to the horizontal stress magnitudes are imparted by changes to the fluid pressure due to gas injection or withdrawal. This effect, known as the reservoir stress path, significantly influences fault stability by counteracting the changes to effective stress. In the case of Iona, pressurisation of the field results in a stress path which is parallel to the failure criterion rather than towards it, as would be expected in a classical treatment which does not incorporate complex poro-elastic effects. Another output of interest relates to reservoir deformation, which would be manifested at the ground surface as heave or subsidence. During periods of peak gas withdrawal and injection, surface ground movement is predicted to be on the order of −9mm and +2.5mm, respectively. These numbers are similar to the surface deformation observed at the In Salah CO2 injection project, but much smaller than the subsidence observed in some producing hydrocarbon fields. [Copyright &y& Elsevier]

Abstract: A geomechanical assessment of the Naylor Field, Otway Basin, Australia has been undertaken to investigate the possible geomechanical effects of CO2 injection and storage. The study aims to evaluate the geomechanical behaviour of the caprock/reservoir system and to estimate the risk of fault reactivation. The stress regime in the onshore Victorian Otway Basin is inferred to be strike–slip if the maximum horizontal stress is calculated using frictional limits and DITF (drilling induced tensile fracture) occurrence, or normal if maximum horizontal stress is based on analysis of dipole sonic log data. The NW–SE maximum horizontal stress orientation (142°N) determined from a resistivity image log is broadly consistent with previous estimates and confirms a NW–SE maximum horizontal stress orientation for the Otway Basin. An analytical geomechanical solution is used to describe stress changes in the subsurface of the Naylor Field. The computed reservoir stress path for the Naylor Field is then incorporated into fault reactivation analysis to estimate the minimum pore pressure increase required to cause fault reactivation (ΔP p). The highest reactivation propensity (for critically-oriented faults) ranges from an estimated pore pressure increase (ΔP p) of 1MPa to 15.7MPa (estimated pore pressure of 18.5–33.2MPa) depending on assumptions made about maximum horizontal stress magnitude, fault strength, reservoir stress path and Biot''s coefficient. The critical pore pressure changes for known faults at Naylor Field range from an estimated pore pressure increase (ΔP p) of 2MPa to 17MPa (estimated pore pressure of 19.5–34.5MPa). [Copyright &y& Elsevier]

The article presents a study which aimed to find out if collaborative medication reviews can improve results for patients with heart failure. The study specifically looked into the impact of the provision of a Home Medicines Review (HMR) for Australian war veterans and widows with heart failure on the time to next hospitalization for the disorder. Kaplan-Meier analyses and Cox proportional hazard models were used in comparing the effects on patients who received the HMR with those who did not.

Popular discourses about 'boys' education'-both in Australia and internationally-have often been drawn from oppositional storylines that construct 'boys' at school as a new disadvantaged group. This paper rejects such a construction, arguing that it fails to take account of the economic and social advantages that boys, as a single group, still experience in the post-schooling years; that it fails to differentiate within the category of 'boy', to examine how particular groups of boys fare far less well than do other groups of boys; and that it neglects the impact of constructs of masculinity upon boys' lives at school. The paper considers four issues of significance for boys at school: narrow and stereotypical subject choice; unruly and risk-taking behaviours; poor literacy achievement; and low school retention rates. However, it demonstrates that these issues predominantly affect boys who are unprotected by economic and social privilege. [ABSTRACT FROM AUTHOR]

The article reviews The Crossing Place exhibition of The Albury Library Museum in Albury, New South Wales, focusing on its depiction of Australian history as of 2013.