Search

From a tradition of fieldwork-based teaching in geography, we consider the intersections of fieldwork sites and their social and spatial relationships for implications for non-placement work integrated learning (NPWIL). As the skills agenda gathers pace in universities it is critical to understand forms of NPWIL and their development. As a form of NPWIL in geography and related disciplines, fieldwork generates a range of personal, professional and academic skills for students. Through a case study of site-based fieldwork for cultural heritage teaching, we examine how such teaching can expand our understanding of this form of NPWIL. In contrast to ideas of university work including WIL as characterized and bounded by temporal linearity, we argue for seeing WIL in terms of non-linear temporality and slow "innovation flow". We link this analysis of WIL with understandings of cultural heritage and heritage sites as also non-linear and emergent in both time and space. We reflect on a detailed case study of heritage management teaching that draws on fieldtrip and a long-term relationship with a heritage site that is an historic coal mine. Over time the evolution of the field trip shows that the site itself is a key agent in this form of NPWIL. The site embodies and generates a range of changing social and spatial relationships with community, heritage managers, and other sites linked to the mine and its history. This networked perspective on fieldwork sites illustrates how supporting "slow innovation" in fieldwork based NPWIL can facilitate beneficial teaching and other outcomes.

Self-efficacy is a key factor in performance success, yet little is known about how music educators nurture students' self-belief within studio and class music lessons. This study explored teachers' perceptions of pedagogical priorities in the development of self-efficacy. The goal was to understand how teachers intuitively nurture students' performance self-efficacy and determine the optimal means by which positive self-perceptions and subsequent musical achievement could be most effectively fostered within music environments. Australian music educators (n = 304) responded to a questionnaire asking them to share their strategies for helping students cope with common performance scenarios (exam, first concert, negative experience, and sub-par performance) and key performance issues such as music performance anxiety and confidence. Qualitative analyses coded to the four self-efficacy sources revealed that teachers preferred to focus on mastery experiences and employ verbal persuasion. The development of vicarious experience or the psychological performance skills that would benefit physiological and affective states were given substantially lower priority. There were also some significant between-group findings in the way that studio and school classroom teachers employed verbal persuasion which may be a reflection of the different teaching environments. Efforts to enhance performance self-efficacy could focus on the less-utilized sources. Further recommendations and implications for music pedagogy are outlined.

Gender equity is an area of concern within STEM, where women are underrepresented in education and career roles. Increasing the representation of women in STEM and removing negative gender stereotypes are necessary actions, both of which can be fostered during formal education through employability initiatives and in the workplace. This study focused on the university setting and explores the perceived employability beliefs of students in STEM (including medicine), particularly their career identity and commitment, learning mindset, awareness of career and how their learning relates to their future career. The 12,708 student responses to an online questionnaire illustrate significant gendered differences in employability beliefs. Female students in STEM have significantly higher confidence in career identity and commitment, and relevance of learning compared to males, although they feel less confident in their reconsideration of career commitment and occupational mobility. In comparison to non-STEM students, women in STEM report higher confidence in career identity and commitment, reconsideration of career commitment, willingness and ability to learn, relevance of learning, career exploration and awareness and occupational mobility. Employability interventions are needed within the STEM educational context to promote long-term equal opportunities for all genders in the workplace.

This research applies sociocultural learning theory to describe the learning cultures that academics at a small Australian university cultivated during synchronous emergency remote teaching (ERT) at the start of the COVID-19 pandemic. We sought to understand how academics fostered learning when thrust into a new technological environment that required them to revise face-to-face teaching approaches while managing students' stress, anxiety, and expectations. The research combined a focus group with three small-group interviews. While the prospect of ERT initially concerned many participants, it generated growth in their teaching knowledge and ability. Our findings indicate that the assumptions of sociocultural learning theory provide helpful bases and practical ideas upon which academics can plan and deliver teaching to cultivate productive learning cultures during crises that require remote teaching.

Few would dispute the importance of equity, inclusion and belonging in early childhood education and care, yet translation into meaningful practice rarely centres the priorities of historically divested communities. The national learning framework for early childhood in Australia is the Early Years Learning Framework, positioning the child as a capable agent and describing inclusive, culturally competent practice. This article presents part of a larger study investigating educators' beliefs and practices when using culturally diverse literature to address the Early Years Learning Framework's diversity principles. A critical theoretical framework enables a robust examination of how the Early Years Learning Framework constructs, maintains, legitimises and/or disaffirms social inequities, implicitly probing how literacy education mediate/s messages children receive about their identity, cultures and roles in society. The findings suggest that instead of pursuing anti-racism and transformative justice, educators' pedagogical practices were likely to legitimise existing racist structures. The findings are discussed in relation to 20 recommendations published by a consortium of experts in the updating of the Early Years Learning Framework. The implementation of the updated Early Years Learning Framework must act on questions of justice for whom and according to whom. To move to ideologies, methodologies and pedagogies of potentiality, it is necessary to interrogate and reject oppressive and harmful practices, inaccurate and insensitive portrayals, and pedagogies damaging to Black, Indigenous, and other communities of Color which this study shows have been evident in the EYLF to date.

How are we preparing teachers to design and foster learning through making where disciplinary knowledge and skills are applied and developed? One approach that addresses this question can be found from the International Maker Educational Network (IMEN); an online professional learning community built upon shared interests in educational making. Members meet regularly to share their maker context and experiences and what can be gleaned to help support developing capacity to design and facilitate learning through making. In further studying their professional practice using a self-study methodology, four IMEN members shared their respective maker contexts, illustrating examples of making in formal and informal learning environments and what is being learned from their experiences. These cases provide examples of strategies and approaches that are being used to support learning through making and provide insight into developing and utilizing knowledge and skills in fostering learning through making in P-16 educational contexts. The article concludes with three recommendations for practice to support educators and teacher educators in fostering learning through making.

During the COVID-19 pandemic many students undertaking professional placements and internships had to leave their physical place of employment due to restrictions. Some students doing professional experiences lost their placement, while others entered work arrangements where they worked online remotely. This paper investigates the potential advantage from their experiences in terms of now being more capable in online work skills due to remote working, as the professional world potentially moves to a more flexible working arrangement that may include a remote working environment mixed with an office environment. It investigates, through a case study methodology analysing assessment content from student experiences, the type of new professional purpose that may evolve as a result of a changing workforce environment.

Employability has become an important focus for graduates and employers in Australia, as many universities contend with the notion of developing knowledgeable and problem-solving graduates who are workforce ready practitioners. This paper presents an example of how the higher education communication disciplines from across Victoria, Australia, have developed a forum that allows graduating students to engage directly with industry leaders to better prepare for the leap from higher education to professional employment in the communication and media sectors. This national award-winning education forum brings multi-institutional student groups, recent graduates, academics, and industry practitioners and leaders together in order to aid the development of student skills in areas such as: networking, job application, time management, and effective work habits.

LGBTIQ children and adolescents experience disproportionate levels of bullying. "Safe Schools," an Australian anti-bullying program, has recently been a site of public debate, with parents and their imagined concerns being central to the debate. This study investigated how parents construct gender, sexuality, and bullying, in relation to "Safe Schools." Utilising Critical Discourse Analysis, we analysed 11 parent interviews and identified four broad discursive themes: heterosexual anxiety, transhysteria, the contested ecology of bullying, and resistance. Many parents feared that children will be harmed mentally and sexually by exposure to the program, and that bullying is an isolated phenomenon. These attitudes serve a social function of maintaining heterosexual and cisgender hegemony, and a psychic function of disavowing the fluid nature of subjectivity. There was also evidence of resistance to these attitudes, with many contending that "Safe Schools" is necessary, due to bullying being viewed as a social phenomenon informed by homophobia and transphobia. Hostility towards transgender people was notable amongst parents. The discourses identified in this research highlight the strength of current anxieties around children and sexual subjectivity and how they function to undermine the lives of LGBTIQ people, including children who would benefit most from a meaningful implementation of "Safe Schools."

Medically compromised people with anorexia nervosa are cared for in inpatient settings where clinicians closely monitor health and safety. Clinicians are in a position of power, with the capacity to impose mandated weight gain to achieve medical stabilisation. Consumers are in a vulnerable position, compelled to temporarily relinquish autonomy and to accept coercive practices that often diminish the quality of the therapeutic relationship. Clinicians' position of power in mental healthcare has a dual potential for both healing and harm, and limited attention has been given to consumers' views of clinicians' power. The aim of this qualitative descriptive study was to investigate the consumer perspective of clinicians' power in the inpatient care of anorexia nervosa, establishing insight into the beneficence and maleficence of the power asymmetry. Ten women with anorexia nervosa in the community participated in semi‐structured interviews online. The COREQ checklist was used to ensure accuracy and completeness of reporting. Thematic analysis revealed that abuses of power were common in the course of inpatient AN care, however life‐saving measures were regarded as defensible. The perception of clinicians' power was determined by the strength of interpersonal relationships and clinicians' clinical competence. To mitigate the potential for harmful experiences, clinicians' use of power must be exercised with close consideration for consumer perspectives, with the integration of person‐centred care and trauma‐informed care principles. [ABSTRACT FROM AUTHOR]

Objectives: To provide guidance for the optimal administration of repetitive transcranial magnetic stimulation, based on scientific evidence and supplemented by expert clinical consensus. Methods: Articles and information were sourced from existing guidelines and published literature. The findings were then formulated into consensus-based recommendations and guidance by the authors. The guidelines were subjected to rigorous successive consultation within the RANZCP, involving the Section of ECT and Neurostimulation (SEN) Committee, its broader membership and expert committees. Results: The RANZCP professional practice guidelines (PPG) for the administration of rTMS provide up-to-date advice regarding the use of rTMS in clinical practice. The guidelines are intended for use by psychiatrists and non-psychiatrists engaged in the administration of rTMS to facilitate best practice to optimise outcomes for patients. The guidelines strive to find the appropriate balance between promoting best evidence-based practice and acknowledging that evidence for rTMS use is a continually evolving. Conclusion: The guidelines provide up-to-date advice for psychiatrists and non-psychiatrists to promote optimal standards of rTMS practice. [ABSTRACT FROM AUTHOR]

Key Points: Question: Do normotensive living kidney donors, compared with nondonors, have a higher risk of hypertension in the first 7 years following donation? Findings: In this 17-center prospective cohort study that included 924 living kidney donors and 396 nondonors, there were no significant between-group differences in the risk of hypertension and no significant between-group differences in mean blood pressure or the change in blood pressure during a median follow-up of 7.3 years. Meaning: After accounting for differences in baseline risk, living donors had a similar risk of hypertension as nondonors in the 7 years following donation and no significant difference in mean blood pressure. Importance: Recent guidelines call for better evidence on health outcomes after living kidney donation. Objective: To determine the risk of hypertension in normotensive adults who donated a kidney compared with nondonors of similar baseline health. Their rates of estimated glomerular filtration rate (eGFR) decline and risk of albuminuria were also compared. Design, Setting, and Participants: Prospective cohort study of 924 standard-criteria living kidney donors enrolled before surgery and a concurrent sample of 396 nondonors. Recruitment occurred from 2004 to 2014 from 17 transplant centers (12 in Canada and 5 in Australia); follow-up occurred until November 2021. Donors and nondonors had the same annual schedule of follow-up assessments. Inverse probability of treatment weighting on a propensity score was used to balance donors and nondonors on baseline characteristics. Exposure: Living kidney donation. Main Outcomes and Measures: Hypertension (systolic blood pressure [SBP] ≥140 mm Hg, diastolic blood pressure [DBP] ≥90 mm Hg, or antihypertensive medication), annualized change in eGFR (starting 12 months after donation/simulated donation date in nondonors), and albuminuria (albumin to creatinine ratio ≥3 mg/mmol [≥30 mg/g]). Results: Among the 924 donors, 66% were female; they had a mean age of 47 years and a mean eGFR of 100 mL/min/1.73 m2. Donors were more likely than nondonors to have a family history of kidney failure (464/922 [50%] vs 89/394 [23%], respectively). After statistical weighting, the sample of nondonors increased to 928 and baseline characteristics were similar between the 2 groups. During a median follow-up of 7.3 years (IQR, 6.0-9.0), in weighted analysis, hypertension occurred in 161 of 924 donors (17%) and 158 of 928 nondonors (17%) (weighted hazard ratio, 1.11 [95% CI, 0.75-1.66]). The longitudinal change in mean blood pressure was similar in donors and nondonors. After the initial drop in donors' eGFR after nephrectomy (mean, 32 mL/min/1.73 m2), donors had a 1.4-mL/min/1.73 m2 (95% CI, 1.2-1.5) per year lesser decline in eGFR than nondonors. However, more donors than nondonors had an eGFR between 30 and 60 mL/min/1.73 m2 at least once in follow-up (438/924 [47%] vs 49/928 [5%]). Albuminuria occurred in 132 of 905 donors (15%) and 95 of 904 nondonors (11%) (weighted hazard ratio, 1.46 [95% CI, 0.97-2.21]); the weighted between-group difference in the albumin to creatinine ratio was 1.02 (95% CI, 0.88-1.19). Conclusions and Relevance: In this cohort study of living kidney donors and nondonors with the same follow-up schedule, the risks of hypertension and albuminuria were not significantly different. After the initial drop in eGFR from nephrectomy, donors had a slower mean rate of eGFR decline than nondonors but were more likely to have an eGFR between 30 and 60 mL/min/1.73 m2 at least once in follow-up. Trial Registration: ClinicalTrials.gov Identifier: NCT00936078 This cohort study aims to determine the risk of hypertension in normotensive adults who donated a kidney compared with nondonors of similar baseline health. [ABSTRACT FROM AUTHOR]

This paper considers when and for what purposes Peer Assisted Study Session (PASS) Leaders at an English medium university use their first language (when that language is not the dominant language of instruction) to facilitate PASS sessions in an English speaking university. This small qualitative exploratory study examines the experiences of eight PASS Leaders who speak a language other than English. The paper explores how and for what purposes the PASS Leaders utilised their first language (referred to as L1) of Chinese or Vietnamese and their second language of English (referred to as L2). The research participants revealed complex and well-considered decision-making processes regarding the language(s) they used in their sessions as PASS Leaders. Broadly, the language they used depended on the linguistic backgrounds and preferences of the session attendees, the concepts covered in the sessions, and the importance PASS Leaders ascribed to learning English over learning the subject's content. We suggest that there may be room for languages other than English as a "medium of instruction" in PASS sessions. Our initial investigations warrant broader discussion and further research within the PASS/SI community about the role L1s can play in enhancing the student learning experience in PASS sessions, for both PASS Leaders and PASS attendees.

Research into Peer Assisted Study Sessions (PASS) in Higher Education has largely focused on the positive effects of PASS on student motivation, retention and engagement. Less attention has been given to the cognitive, affective and professional development of the PASS Student Mentors through their engagement with students and academic staff. At Victoria University, learning and development for Student Mentors begins at training and continues during the semester, supported by several methods of formative feedback: weekly reflective posts through an online platform, weekly development workshops, observations, progress interviews, and evaluations. Despite ongoing training and development throughout the semester, PASS supervisors have observed that some Student Mentors do not have a clear understanding of the role expectations. This paper describes the processes undertaken to develop a rubric that clarifies PASS facilitation objectives for Student Mentors and their PASS supervisors.

It is now well accepted that graduating teachers need the capacity to integrate Information and Communication Technologies (ICTs) in ways which harness their learning affordances and develop students' digital literacies. However, effective ICT integration in the classroom is challenging because it requires complex application of technological, pedagogical and content knowledge. A key challenge for teacher educators is the provision of learning experiences at university and on professional placement that will allow pre-service teachers to develop these capacities. Understanding the learning process of pre-service teachers in relation to ICT integration is essential if this teacher education challenge is to be addressed. This article reports on a study in which a group of 11 pre-service Primary school teachers were interviewed at stages through their program with a focus on their preparedness to use ICTs in their teaching. The study used a model developed by Taylor (2004), which defines three stages of teacher ICT capacity development (uncritical and accepting, beginning to problematise, and reflection and theorisation), as an analytic lens. Using this model, preservice teachers were positioned against the stages in the model at six points during their four year program, and factors contributing to their movement through the phases were identified.

While the importance of ethnographic research in developing new knowledge is widely recognised, there remains minimal detailed description and discussion of the actual practice and processes involved in completing ethnographic fieldwork. The first author's experiences and struggles as an ethnographer of a group of young men from two locations (a gymnasium in Melbourne, and a remote Australian fishing town) are presented and discussed as a means of informing research practice. Challenges faced by the author were often intrapersonal or interpersonal, but also included meeting institutional demands. The fieldwork process was full of negotiation and compromise between fieldwork dynamics and the restraints and realities of researching within a university. While this project was manageable in the end, it had profound personal impacts and gave rise to consideration of many research implications.

Background: Martial Arts (MA) have been touted as a beneficial psycho-social exercise and have been used in a number of training programmes and interventions. However, proving MA effectiveness through empirical research is hindered by difficulties defining exactly what students experience during MA training. As such, there is a need to define the essential components of the student experience, and to measure and quantify the learning associated with MA training. Purpose: This study aimed to explore what students are likely to experience during MA training. In particular, we give an insight into the thoughts and expectations of some of the MA most experienced practitioner-teachers. In identifying these facets of the student experience, future research may then be able to determine which facets are most effective in improving student self-regulation and wellbeing. Design: Four martial arts instructors from a broad range of disciplines, and (each) with over 30 years of teaching experience, were interviewed to gain insights into the typical student experience of martial arts training. Conclusions: Thematic analysis revealed ten components/ facets of the student experience of training. These components belonged to the three broader areas of physical experience, social expectations, and mindful training. These components if validated by future research may be used to form a quantitative survey measure of the MA student experience, and may ultimately allow researchers and practitioners to identify the more functional facets of MA training in relation to improving the student experience and students' self-regulation skills.

This study examined infant educators' beliefs about infant language development in the context of early childhood classrooms. Participants were 59 educators who were employed to work directly with under-two-year-old children. Educators were interviewed to determine their understandings of infant language development and Grounded Theory qualitative techniques were used to develop a conceptual model which illustrates their perceptions of the relationships between contextual, personal and teaching and learning components of their classroom contexts. The model provides a means of conceptualising 'insider' practitioner voices on how, as a dynamic system, contextual, individual and pedagogical components mutually interact to bring about the kinds of experiences and interactions that can shape language development. Findings have implications for understanding educators' perspectives on infant room quality, suggesting that issues related to educator-infant ratios, staff consistency, qualifications and professional knowledge about language development processes may impact efforts to provide intentional language development support.

The United Nations Subcommittee on the Prevention of Torture visits signatory nations to the Optional Protocol to the Convention against Torture and other Cruel, Inhuman or Degrading Treatment or Punishment (OPCAT). Its role is to monitor and support signatory nations in implementing and complying with the Convention against Torture and other Cruel, Inhuman or Degrading Treatment or Punishment (CAT). In October 2022, the United Nations Subcommittee on the Prevention of Torture visited Australia but was barred from visiting mental health wards in Queensland and all detention facilities in New South Wales leading to the termination of its visit. This breach of Australia's obligations under the OPCAT presents a significant setback for the rights of people with mental illness and other involuntarily detained populations. This piece sets out to demonstrate the relevance of OPCAT to the mental health system in Australia. Individuals who are detained for compulsory treatment in locked facilities such as acute psychiatric inpatient wards and forensic mental health facilities are deprived of their liberty, often out of public view. Thus, it highlights the ethical and professional obligations of all mental health professionals, especially psychiatrists, to safeguard the human rights of individuals being detained in mental health facilities as enshrined in Australia's international legal obligations under the OPCAT. Adhering to these obligations diminishes the risk of future human rights violations of people with mental illness. [ABSTRACT FROM AUTHOR]

The concept of 'peopled landscapes' is based on the notion that it is not possible, nor socially or politically desirable, to remove people from the environment in the era of the Anthropocene. As such, it is necessary to document and develop ways to coexist and flourish.This review examines emergent scholarship about peopled landscapes and biodiversity conservation by considering invasive plant management and rewilding as social processes. While invasive plant management and rewilding are often understood as separate, thinking through social scientific research and examples from Australia and the UK, we demonstrate how both forms of human action in landscapes can be more usefully understood as social relations with nature involving social change and social action.Drawing attention to agency, practices and capacity, we show how diverse forms of human and nonhuman actions are recognised, attributed or acknowledged in biodiversity conservation in peopled landscapes.In practice, centring the idea of peopled landscapes (rather than conceiving of the environment as where the impact of people is minimised) shows how invasive plant management and rewilding can be understood as related responses to environmental problems.Flourishing and coexistence in peopled landscapes require recognition of the diverse human and nonhuman agencies that shape the politics of acceptable action, and illustrate the inseparability of environmental and social justice. Read the free Plain Language Summary for this article on the Journal blog. Read the free Plain Language Summary for this article on the Journal blog. [ABSTRACT FROM AUTHOR]

Ten non-English-speaking-background students of Bond University were observed to identify the effects of drama on oral English. Over a period of twelve weeks (two hours per week), elements of their oral English communication were measured. The weeks were divided into four lots of three weeks each, with the first three weeks made up entirely of communicative non-drama-based (CNDB) lessons, weeks four to six comprising only communicative drama-based (CDB) methodology, weeks seven to nine reverting to CNDB methodology, and the final three weeks being made up of CDB strategies again. The hypothesis of this study was that all the participants would show improvement once CDB methodology was introduced and that, by the end of Week 12, their mean-scores would be higher than when they were first observed. The first part of the hypothesis was disproved for a majority of the participants, while the second part revealed positive findings for all ten.

While Facebook, the world's most popular Social Networking Site (SNS), has been warmly welcomed by many commentators and practitioners within the educational community, its effects, impacts and implications arguably remain insufficiently understood. Through the provision of an anecdotal and experiential account of the authors' attempt to introduce Facebook into an existing Peer Assisted Study Sessions (PASS) student peer mentoring program at Victoria University (VU) in Melbourne, this paper aims to explore and thereby explicate some of the issues inevitably arising in relation to the adoption and utilisation of social networking technologies in educational settings. While the authors' experiences of their own "Facebook experiment" were somewhat ambiguous and ambivalent, this paper is intended to contribute to the ever-expanding body of literature concerned with the use of Facebook in education and to thereby assist in improving educators' requisite understanding of both the potential positives and pitfalls involved. On the basis of the authors' experience, it is suggested that careful consideration as well as explicit and iterative articulation and negotiation surrounding issues of staff and student expectations, boundaries and identity management in an online environment comprise the minimum requirements for the successful implementation of social networking into student peer mentoring programs.

The current paper retrospectively evaluates the efficacy of implementing a large-scale music education program into a regional cluster of Victorian primary schools. The program's primary aim was to increase access and quality of music education for students in these rural schools. The methods utilized to evaluate the program and the discrepancies between intended and implemented program are first described. Thematic analyses from qualitative data from principals, music teachers, parents and students are then reported, revealing that while increased access to music education was indeed achieved, the quality of the program and its impact in schools was not as high as intended. An impact evaluation of the program revealed that the recipient needs and resources were not sufficiently incorporated into the program's goals, and as a result, the program design may not have been the best ft for this community. A set of recommendations for implementing future music education programs is provided, with an emphasis on optimizing sustainability in regional areas. (Contains 2 tables.)

Previous research has demonstrated a benefit of music training on a number of cognitive functions including verbal memory performance. The impact of school-based music programs on memory processes is however relatively unknown. The current study explored the effect of increasing frequency and intensity of classroom-based instrumental training program on verbal and visual memory across a two year period. Data from 142 participants were analysed: 82 (41 female (F), 41 male (M); mean age 8.62 years) allocated to the intensive strings music training program and 68 (37F, 31M; mean age 8.79 years) allocated to the control group (usual music classes). The Children's Memory Scale was used to test digit span, verbal learning and immediate and delayed verbal memory. Immediate visual recall was tested using the Benton Visual Designs test. Mixed model ANOVAs revealed that students receiving the intensive music training program exhibited significantly better learning and immediate recall for verbal information, after approximately one year, but not two years, after implementation of the program than did controls. No such benefit was observed following one year of a similarly novel juggling program in a sub-set of the sample. As anticipated, the intensive music training had no effect on visual memory, although an improvement in visual perceptual ability and digit span recall was observed in the first year also. The current findings have implications for educational programs (such as literacy training) which may benefit from transient improvements in verbal memory. (Contains 1 table and 1 figure.)

This study examined how teachers support kindergarten children's social and emotional development in everyday contexts. It used an ethnographic qualitative mode of enquiry, employing participant observations and semi-structured and structured interviews to examine the ways teachers optimize opportunities for supporting kindergarten children's social and emotional development. Data were analyzed through collating common themes and bundling ideas. The data from this study were taken from a larger study, and reports on three of the original eight case studies. These three case studies were chosen for this article to specifically and succinctly articulate the findings. The data are discussed in terms of guided participation which supports the notion that guidance can occur anywhere, and that guidance can be either desirable or undesirable. The study found that the three elements of environment, play, and relationships work in synergy to support children's social and emotional development. When one element does not exist, or is not well developed, the other two are affected, limiting the effectiveness of social and emotional supports for children. Those classrooms where all three elements are present are more likely to offer guided participation that is desirable and supportive of kindergarten children's social and emotional development.

The development of clinical skills and judgment is a key area of learning for undergraduate paramedic students but they typically find translating theory to practice a daunting prospect not least because they practice their developing clinical skills in front of others. This paper documents the rationale and outcomes of a peer mentoring program in which selected third year paramedic students took on the role of mentors within a second year clinical practice subject. The second year students reported that the program had resulted in positive changes, including an improvement in their clinical skills. Mentors reported benefits such as forming effective relationships with their mentees, enhanced positive relationship with the staff and support from their fellow mentors. Comments from staff and future directions are discussed.

Staff and students at small regional campuses often consider them to be a learning environment with many advantages. Students can benefit from the opportunities for enhanced access to staff provided by factors such as small classes and a compact campus. International students from non-English-speaking backgrounds are one group for whom these factors can be particularly helpful in their adjustment to a new society as well as in their continuing study program. This belief is tested in the study described in this paper. Factors identified by international students as influencing their learning at a small campus situated a considerable distance from the state capital indicate strengths to be built on and celebrated and areas that call for the development of strategies to improve the quality of that learning environment. Former international student graduates were surveyed concerning their perceptions of their regional Australian university experience and the professional preparation it provided. Other Australian higher education institutions, particularly those with regional campuses, can make use of the insights gained through the study: as well as having implications for the provision of a quality learning experience and environment for all students, not only international students, they also have a bearing on international marketing strategies.

Over recent years there has been widespread concern for masculinity and the education of boys in Australia. In the policy arena, this has involved a federal parliamentary inquiry into the education of boys ("Boys: Getting it Right: Report on the inquiry into the education of boys", October 2002) and a federal government response to this inquiry (June 2003). This was followed by a review of the current education policy directed at gender, the Gender Equity Framework, and the development of strategies to increase the number of men going into teacher training. The way in which "Getting it Right" and the federal government talk about boys and disadvantage is important. This paper argues that there is a particular understanding of disadvantage at work in this policy arena. It is an understanding of disadvantage extracted from a wider gendered power order. The paper argues that "Getting it Right's" particular understanding of disadvantage as outside of power differentials is achieved by two policy approaches. First, the Report compares some indicators of both girls' and boys' situations, but in a selective way. I call this a "selective comparative approach". Second, the Report emphasises the importance of focusing on the separate needs of boys and girls, just when the indicators of girls' position in society cannot be ignored. I call this a "mere difference approach". These policy approaches assume particular understandings of boys, girls and gender which, I argue, underpins a fundamental misdiagnosis of the problem with deleterious results for boys and girls. (Contains 7 endnotes.)

Recognition of the importance of the early childhood years in the development of numeracy is a significant characteristic of the New Zealand Numeracy Development Project, the Victorian Early Numeracy Research Project and the Count Me In Too program in New South Wales, Australia. This article outlines the background, key components and major impacts of these three innovative and successful professional development and research initiatives. Juxtaposing the three projects highlights important commonalities--research-based frameworks, diagnostic interviews, and whole-school approaches to professional development. Each program has been significant in rethinking what mathematics and how mathematics is taught to young children. (Contains 2 tables and 4 figures.)

Digital ecosystem (DE) is a dynamic configuration of informational organisms, individual and organisational actors, which interact in the digitally networked and federated environment. Traditional approaches are challenged by the need for handling information in complex DE where information flows beyond the boundary of a single actor. This article presents the informational organism-interaction centric digital ecosystem information (DEi) framework for information operations, management, and governance. The DEi framework emerged based on the insights obtained through the application of well-known thematic network analysis and abstraction, reflection and learning techniques to 15 action design research projects across nine different industry partners in Australia. The DEi framework includes 27 topics that are organised into nine key knowledge and three focus areas. The DEi framework can be used by researchers and practitioners as a resource for designing digital information capabilities as appropriate to their context. [ABSTRACT FROM AUTHOR]

Existing policy research has not comprehensively examined the processes by which young people experience social exclusion: that is, the relationships among different risk factors for exclusion, their actual experiences of exclusion, and outcomes that matter for their life chances. Drawing on data from a survey of Australian 13-14 year olds (N=3,535), this paper adapts the Bristol Social Exclusion Matrix to examine pathways from young people's personal and family resources, their experience of participation (school engagement; bullying victimization; teacher support), and their life satisfaction – a predictive indicator of wellbeing and mental health in adulthood. The effects of other characteristics or risk factors for young people's social exclusion (living with disability, being a young carer, identifying as Indigenous, and speaking a language other than English at home), are also examined. This paper shows that experience of exclusion mediates the relationship between young people's personal and family resources and life satisfaction. Controlling for characteristics or risk factors does not change this relationship, suggesting that processes of social exclusion, enacted in interpersonal encounters, are driven by overarching structural factors. These findings are relevant for policy in Australia, and in other countries with similar policy regimes. [ABSTRACT FROM AUTHOR]

Objective: To formulate clinical consensus recommendations on the presentation, assessment, and management of primary hyperparathyroidism (PHPT) in adults. Methods: Representatives from relevant Australian and New Zealand Societies used a systematic approach for adaptation of guidelines (ADAPTE) to derive an evidence‐informed position statement addressing nine key questions. Results: PHPT is a biochemical diagnosis. Serum calcium should be measured in patients with suggestive symptoms, reduced bone mineral density or minimal trauma fractures, and in those with renal stones. Other indications are detailed in the manuscript. In patients with hypercalcaemia, intact parathyroid hormone, 25‐hydroxy vitamin D, phosphate, and renal function should be measured. In established PHPT, assessment of bone mineral density, vertebral fractures, urinary tract calculi/nephrocalcinosis and quantification of urinary calcium excretion is warranted. Parathyroidectomy is the only definitive treatment and is warranted for all symptomatic patients and should be considered for asymptomatic patients without contraindications to surgery and with >10 years life expectancy. In patients who do not undergo surgery, we recommend annual evaluation for disease progression. Where the diagnosis is not clear or the risk‐benefit ratio is not obvious, multidisciplinary discussion and formulation of a consensus management plan is appropriate. Genetic testing for familial hyperparathyroidism is recommended in selected patients. Conclusions: These clinical consensus recommendations were developed to provide clinicians with contemporary guidance on the assessment and management of PHPT in adults. It is anticipated that improved health outcomes for individuals and the population will be achieved at a decreased cost to the community. [ABSTRACT FROM AUTHOR]