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Parramatta Marist High School is a school in Western Sydney, New South Wales, that has over 14 years of experience in project-based learning in Stages 4 and 5 (Years 7-10). Over this period, projects have been constantly developed, redeveloped and improved by teachers based on their experience and feedback from their colleagues and their students. Growing out of this feedback cycle, GeoSTEM (an integration of geography and STEM) was formed to utilise complementary skills and concepts from both subjects in order to develop projects that better engage and reflect student learning in the 21st Century. In 2019, the first GeoSTEM project titled "The Urban Mess" was delivered to Year 9. This project focused on issues of urbanisation, sustainability and design within a local context, through the lens of the Stage 5 Changing Places unit. Through computer-aided design and fabrication, local geographical issues were exposed and resolutions proposed with the final products utilising laser-cut overlay maps to represent the various solutions.

Health and wellness influencers are often criticised as dubious and unqualified sources of health education, presenting highly curated, commercialised lifestyles via social media platforms such as Instagram. While these critiques are important, they also present a narrow reading of complex digital cultures. In this paper, we examine a digital ethnographic case study of Australian entrepreneur and health influencer, Ashy Bines. We argue that Bines' pedagogical expertise is made possible through her seemingly contradictory media practices and messages, whereby she cultivates an 'authentic' personal experience for her followers. We frame these productive tensions in her social media practices as a form of 'influencer pedagogy' -- the indirect, mediated processes of education produced through relatable interactions between influencers and their followers on social media platforms. We do not assess whether influencer pedagogy is 'good' or 'appropriate' but instead explore how influencers like Bines cultivate authenticity and expertise, and thus pedagogical potential.

Rapid technological and social changes have prompted a strong focus on teaching practices in higher education. Among the assortment of programs and approaches aimed at developing teaching practices, peer review and observation of teaching remain widespread for their efficiency and potential to be transformative. Though such programs are well described in the literature, whether or how they affect practices remains under researched. This study reports on the accounts of past participants -- with respect to changes in their teaching practices -- in a peer review and observation of teaching program run in the Faculty of Science at a large, research-intensive university. Results from a questionnaire and interviews from several years' cohorts indicate that participants overwhelmingly believed that the program enhanced their teaching practice and that they continued to practice specific teaching strategies developed during their participation in the program. Particular features of the program were associated with its success, such as the role and experience of the 'reviewer' and the review cycle. The program was thought to have changed the perspective of participants in the way they think about teaching.

This school-based study explored the role of collective and proxy efficacy beliefs in the performances of project-based learning teams comprising friends and acquaintances. Participants were 162 male students in Grade 8 who attended a Catholic high school, located in Sydney, Australia. Students were organized into 20 acquaintance groups and 21 friendship groups. Each group comprised 4 students who were completing project-based learning assignments in Geography, Religious Studies, and English. Data were self-reports and teacher-assessed group performance scores. Data collection occurred three times over a five-week period. Multilevel modeling was used to examine relationships between variables in the study. Statistically significant interactions involving group type, collective efficacy, and proxy efficacy were identified in Geography and Religious Studies. Implications are that it may be advantageous for teachers to assign students to friendship groups, provided they nurture collective efficacy, and that proxy efficacy may negatively affect group performance, depending on the context.

Assessment is an important element of university curricula for both teachers and students. It provides evidence that students have learned what their teachers expected them to learn. There is good evidence that teachers' use of exemplars in a dedicated marking class held before an assessment task helps students understand what is expected of them in regards to standards of work; the level of students' assessment task performance is consequently enhanced. However it is unclear whether students' process of marking exemplars, or a teacher's explanation of the quality of exemplars, contributes more to students' understanding of expectations. In this small-scale mixed methods study involving exam answer exemplars, we found that undergraduate and postgraduate Nutrition students value both marking and the teacher's explanation for different reasons, and overall perceive the teacher's explanation as being most beneficial for their learning. An important factor to also consider is students' emotional reactions to the marking class and the potential implications of this on learning and exam preparation. We recommend that teachers be supported in implementing an interactive exemplar-based approach to help students learn about what is expected of them in assessment tasks, including exams.

Peer observation of teaching is seen as a supportive and developmental process for improving the quality of teaching in universities. Evidence is emerging that the process of observing is just as if not more valuable than being observed and given feedback. In this study lecturers completing a Foundations program in university learning and teaching were interviewed about their experience of participating in a reciprocal peer observation exercise. The benefits for observers include learning about a new strategy and enhancing their confidence to try this strategy in their own teaching. Receiving feedback was also perceived to be useful but not more beneficial than watching a peer teach. We discuss implications of our results for units and institutions planning to implement peer observation as part of a strategic approach to improve the quality of learning and teaching.

Young adults, aged 18-30 years, are disproportionally mentioned in sexually transmissible infection surveillance data both in Australia and internationally. This contributes to categorising young adults as an 'at risk' group in health policy. How young adults are framed in policy, and what informs this, have direct implications for policy priorities and responses, including the development of health promotion programmes. In this paper, we provide a case study of Australia's "National Strategies for Blood Borne Viruses and Sexually Transmissible Infections" from 2005 to 2017. We identify how 'young adults' as a population are masked by, and subsumed within, the broader category of 'young people' within these strategies. As a result, young adults become framed by default as a 'risk category' that requires education to correct its deficits, regardless of personal experience. For health promotion to advocate, mediate and enable better sexual health outcomes, a policy environment is needed that reflects the changing social and cultural contexts and sexual independence that young adults experience. Sexual health policies should reflect the complexity and opportunities of young adulthood if we are to offer an enabling policy environment for innovative and nuanced health promotion strategies, including adult appropriate health education.

Good teaching that supports final year students' learning in clinical placements is critical for students' successful transition from an academic environment to professional practice. Final year internship programmes are designed to encourage student-centred approaches to teaching and deep approaches to learning, but the extent to which clinical supervisors adopt a student-centred teaching approach is unknown. Survey data (n = 117) from veterinary supervisors were analysed using phenomenography. The results revealed qualitative differences in supervisors' conceptions of and approaches to supervision. Quantitative statistical analysis was used to investigate relationships between supervisors' conceptions and approaches. These analyses identified the types of supervisor experiences more likely to encourage students to participate in clinical practice in ways that will help them transition successfully to independent professional practice. The results have value for clinical educators and administrators seeking to improve the quality of placement supervision in a range of professional education programmes.

The aim of this paper is to provide an overview of the introduction, implementation, evolution, hybridization, and initial research into the constructivist instructional models deployed within a secondary (high) school in Australia. A concomitant aim is to relate some of the consequences of whole school pedagogical change, which have included the implementation of project- and problem-based learning, the flipped classroom, and a derivative hybridized form, referred to here as "flipped PBL." Moreover, after a decade of using constructivist approaches, we initiated educational research to better understand some of the effects of these changes and to explore the reasons behind the successful implementation of the models. While still in its infancy, the nature of this research and some of the preliminary findings are detailed here.

We know from research across all levels of education that feedback and interactive teaching have the greatest positive effect on students' achievement. However, in higher education, teachers' constructive feedback often logistically cannot be delivered in time for all students to apply to future tasks. In this article, we report on a study of an interactive teaching approach using assignment exemplars to provide students with before-task "feedback" or feedforward. We evaluated the effectiveness of the approach through a questionnaire and analysis of students' grades. Our results show that while the teacher's explanation of the exemplars was an important positive factor in students' achievement, some students did not improve their performance although they understood the quality of work expected. We discuss implications for teachers in teaching discipline-writing skills as part of an exemplar-based approach to providing feedforward.

Previous research on professional learning has identified that face-to-face consultation is an effective approach to support academics' learning from student feedback. However, this approach is labour and time intensive, and does not necessarily provide all academics with just-in-time support. In this article, we describe an alternative approach, which involves the creation of "Ask Charlie," a mobile website that visually represents results from student evaluation of teaching (SET), and provides academics with personalised recommendations for teaching resources. "Ask Charlie" was developed and evaluated by drawing on design-based research methods with the aim to support professional learning within higher education. A semester-long evaluation of the website led to recommendations for improving the effectiveness and value of online, personalised, and interactive resources for academics. While "Ask Charlie" offered access to a valuable teaching resource portal, it was crucial that its design took into account time as well as timing in terms of supporting professional learning. Our findings suggest that future development of the website could include additional features to encourage reflection and communication as well as promote alignment with existing professional development strategies across the university.

This article reports on a study of academics who observed their colleagues' teaching at a large research-intensive university in Australia. These academics had completed peer observation as part of a foundations programme designed for those new to teaching or new to the university. Survey responses and interview transcripts form the basis of an investigation of academics' experience of observation, and whether the experience led academics to change their teaching practice. The results provide evidence for reconsidering how academics learn about teaching from observing peers. There is support for the premise that academics learn from observing teaching, an approach distinct from those more common in higher education, such as being observed, or observing with the aim of providing feedback for colleagues. Recommendations for those interested in developing the teaching of academics through peer observation are discussed.

Contact visits, or family time, enable children in out-of-home care to sustain relationships with their birth families. In Australia, direct contact including face-to-face visits is typical for children on long-term orders, including guardianship and open adoption. Caseworkers are charged with supporting relationships between children's birth family members and carers and ensuring contact is safe and child-centred. This article describes how people with lived experience of family time in out-of-home care have collaborated with researchers to co-design practical resources, in the context of an action research study aimed at changing caseworker practice. These resources include a book for young children and a book for older children and adolescents, which both use trauma-informed language and empower their audiences to know their rights and ask for what they need. Additional resources include co-designed tip sheets for family members and carers. People who have personally experienced the care system have unique insights into the experience of family time in out-of-home care and how it can be improved. In partnership, researchers and people with lived experience can identify the gaps in knowledge and practice resources, and co-design resources that integrate lived experience and research findings, underpinned by theory. [ABSTRACT FROM AUTHOR]

Many universities are moving to greater use of standards-based assessment to support effective student learning. Implementing a standards-based approach includes involving academic staff in writing descriptions of standards for assessment tasks both to guide the marking process and clarify staff expectations for students. However, recent research shows many students find written descriptions of standards difficult to understand unless they are helped to engage with assignment exemplars. Teacher-led marking and discussion of exemplars in class result in increased student understanding of standards and higher achievement. This mixed-methods study explores students' perceptions of the usefulness of exemplars, and the effects of different teacher styles in leading in-class marking of exemplars. An interactive style in which the teacher provides a balanced explanation of the standards embedded in exemplars is associated with higher student achievement. A minimal institutional approach to implementing standards-based assessment, in which staff simply construct and distribute written grade descriptors to students to support effective learning may have little or no overall benefit, particularly for students transitioning to their first year at university. Staff development activities may need to focus on helping teachers expand their conceptions of the role of assessment for learning while also supporting their development of written assessment standards.

Criteria and standards-based assessment models are increasingly being adopted by universities as effective practice. However the promise of these models of assessment may not be realised unless teachers can find ways of making criteria and standards understandable to students. Exemplars or examples of previous students' work of high and low quality can make criteria and standards concrete. Recent research has focussed on the use of exemplars to help students understand criteria and standards, and less emphasis has been given to exemplars simply as guides for students. This mixed methods study explores students' perceptions of the usefulness of exemplars and different types of feedback for guiding them in completing assessments. A combination of engaging in marking and discussing exemplars, and receiving individualised and standards-based feedback provides the most helpful guidance for students' effective learning. (Contains 1 table.)

For many years, medical students at the University of Sydney undertook their clinical clerkships in traditional metropolitan teaching hospitals, which were regarded as the "gold standard" for clinical training. In 2001 the university established a rural clinical school at which increasing numbers of students now complete a significant proportion of their medical education. The aim of the study reported here is to examine students' perceptions of what facilitates their learning in clinical settings and to compare their perceptions across rural and metropolitan settings. Focus groups were conducted to collect students' views on their experiences of learning in clinical settings. The findings were used to generate a questionnaire with items designed directly from focus-group data ensuring content validity. The questionnaire was sent to all students in the 2004 cohort. Exploratory factor analysis was used to provide evidence of construct validity. The internal consistency reliability of the questionnaire was assessed using Cronbach's alpha. Factor scores were computed to compare students' perceptions across the two settings. Four factors were extracted: (1) clinical teachers' orientation to teaching; (2) opportunities to develop clinical skills; (3) supportiveness of the clinical setting; and (4) student confidence and sense of self-efficacy. Students rated the rural experience more highly and positively than the metropolitan hospital experience with regard to all four factors. This study highlights the positive role that rural attachments can play in providing an educationally sound learning experience. The findings are important in the context of both the drive, among medical programs worldwide, to seek out additional and alternative settings for clinical education and the national agenda to foster student interest in rural careers through positive rural training experiences. (Contains 3 tables and 1 figure.)

The study aims to characterise the species identification and antimicrobial susceptibility testing (AST) results of Nocardial isolates from adult patients across major public hospitals in Queensland, Australia, over a 15-year period. A multi-centre retrospective observational study of Nocardia sp. isolates was conducted from 7 major public hospitals in Queensland, Australia, over a 15-year period. Clinical samples from patients aged ≥ 18 years that isolated Nocardia sp. were included. Demographic and clinical data were collected, along with species identification and AST results. Overall, 484 Nocardia sp. were isolated. Most patients were male (297, 61%) with a mean (IQR) age of 60 (51–75) and a median (IQR) Charlson Comorbidity Index of 4 (2–6). Of these, 239 (49%) patients were immunosuppressed. Organisms were most frequently isolated from sputum (174, 36%), and superficial swabs (102, 21%). Patients presented with pulmonary infections (165, 35%) and superficial skin and soft tissue infections (87, 18%) most commonly. One hundred (21%) isolates were deemed pulmonary colonisation and were not treated. Of the speciated organisms, N. nova complex was the most common (93, 19%), followed by N. farcinica complex (79, 16%). Organisms were reliably susceptible to linezolid (240/245, 98%), amikacin (455/470, 97%), and trimethoprim/sulfamethoxazole (459/476, 96%), but less so to imipenem (243/472, 51%) and ceftriaxone (261/448, 58%). This is the largest Australian description of Nocardia sp. to date. Given antimicrobials are often commenced prior to AST results and sometimes even speciation, characterisation of local species and antibiogram data is important to guide empiric choices and local guidelines. [ABSTRACT FROM AUTHOR]

• The timing of different forms of efficacy are important in group performance. • Proxy efficacy for group roles is important at the developing stages of a project. • Collective efficacy for group performance is important at the end stage of a project. • Coordinator and communicator roles are important in the performance of groups. • There are distinct process and performance domains for collective efficacy. Project-based learning (PjBL) is used in classrooms around the world. During PjBL projects, students develop shared beliefs about the capabilities of their groups (collective efficacy) and fellow group members (proxy efficacy). Currently, knowledge about how these shared beliefs are associated with the performances of PjBL groups is limited. The central question addressed in this study concerns what role do collective efficacy and proxy efficacy beliefs have in the performances of PjBL groups completing science projects in school settings? Participants were 252 (46 female, 206 male) Grade 8 science students at two Catholic high schools in Sydney, Australia, randomly assigned to one of 63 project groups. Within each group, students were randomly assigned to one of 4 roles – coordinator, fixer, checker, or communicator. Data were self-reports and teacher summative assessments. Data collection occurred three times over a five-week period. Multilevel modelling was used to examine relationships between the study variables. This study found that proxy efficacy beliefs regarding the coordinator and communicator at the project midpoint had statistically significant associations with the performance of PjBL groups. It was also found that collective efficacy for group performance at Time 3 was associated with the performance of PjBL groups on the summative task. These findings provide novel insights into the role of efficacy beliefs in the performance of PjBL groups. A key takeaway is that beliefs about group members' capabilities to fulfill their roles are important in the developing stages of projects, with shared beliefs about the group's capabilities for high achievement becoming important in the latter stages of projects. As such, these findings should provide educators with information about when they should nurture certain types of efficacy beliefs over the duration of PjBL projects. [ABSTRACT FROM AUTHOR]

The diversity and abundance of native invertebrates is declining globally, which could have significant consequences for ecosystem functioning. Declines are likely to be at least as severe as those observed for vertebrates, although often are difficult to quantify due to a lack of historic baseline data and limited monitoring effort. The Lepidoptera are well studied in Australia compared with other invertebrates, so we know that some species are imperilled or declining. Despite this, few butterfly taxa are explicitly listed for protection by legislation. Here we aim to identify the butterfly taxa that would most benefit from listing by determining the Australian butterflies at most immediate risk of extinction. We also identify the research and management actions needed to retain them. For 26 taxa identified by experts and various conservation schedules, we used structured expert elicitation to estimate the probability of extinction within 20 years (i.e. by 2040) and to identify key threatening processes, priority research and management needs. Collation and analysis of expert opinion indicated that one taxon, the laced fritillary (Argynnis hyperbius inconstans), is particularly imperilled, and that four taxa (Jalmenus eubulus, Jalmenus aridus, Hypochrysops piceatus and Oreisplanus munionga larana) have a moderate–high (>30%) risk of extinction by 2040. Mapped distributions of the 26 butterflies revealed that most are endemic to a single state or territory, and that many occupy narrow ranges. Inappropriate fire regimes, habitat loss and fragmentation (through agricultural practices), invasive species (mostly through habitat degradation caused by weeds and rabbits) and climate change were the most prevalent threats affecting the taxa considered. Increased resourcing and management intervention will be required to prevent these extinctions. We provide specific recommendations for averting such losses. [ABSTRACT FROM AUTHOR]

There are limited long-term data on seroprevalence of neutralising antibody (nAb) to the three poliovirus serotypes following the switch from oral polio vaccine (OPV) to inactivated polio vaccine (IPV). In Australia, combination vaccines containing IPV replaced OPV in late 2005. Using serum and plasma specimens collected during 2012 and 2013, we compared prevalence of nAb to poliovirus type 1 (PV1), type 2 (PV2) and type 3 (PV3) in birth cohorts with differing IPV and OPV eligibility from an Australian population-based sample. In the total sample of 1673 persons aged 12 months to 99 years, 85% had nAb against PV1, 83% PV2 and 67% PV3. In the cohort 12 to <18 years (eligible for 4 OPV doses, last dose 8–14 years prior), a significantly lower proportion had nAb than in the 7 to <12 year cohort (eligible for 3 OPV doses and an IPV booster, last dose 3–8 years prior) for all poliovirus types: [PV1: 87.1% vs. 95.9% (P = 0.01), PV2: 80.4% vs. 92.9% (P = 0.003) and PV3: 38.1% vs. 84.0% (P < 0.0001)]. These data suggest individual-level immunity may be better maintained when an OPV primary schedule is boosted by IPV, and support inclusion of an IPV booster in travel recommendations for young adults who previously received only OPV. [ABSTRACT FROM AUTHOR]

Young adults, aged 18-30 years, are disproportionally mentioned in sexually transmissible infection surveillance data both in Australia and internationally. This contributes to categorising young adults as an ‘at risk’ group in health policy. How young adults are framed in policy, and what informs this, have direct implications for policy priorities and responses, including the development of health promotion programmes. In this paper, we provide a case study of Australia’s National Strategies for Blood Borne Viruses and Sexually Transmissible Infections from 2005 to 2017. We identify how ‘young adults’ as a population are masked by, and subsumed within, the broader category of ‘young people’ within these strategies. As a result, young adults become framed by default as a ‘risk category’ that requires education to correct its deficits, regardless of personal experience. For health promotion to advocate, mediate and enable better sexual health outcomes, a policy environment is needed that reflects the changing social and cultural contexts and sexual independence that young adults experience. Sexual health policies should reflect the complexity and opportunities of young adulthood if we are to offer an enabling policy environment for innovative and nuanced health promotion strategies, including adult appropriate health education. [ABSTRACT FROM AUTHOR]

Background Young adults, aged 18-30 years, comprise the largest proportion of sexually transmissible infection (STI) notifications in Australia compared with other age groups. Understanding the influence of partner and friendship networks on their STI testing practices may enhance health promotion efforts to increase testing for this group.Method: Participants aged 21-30 years, living in Australia for ≥3 years, were recruited within nightlife precincts in Melbourne, Australia. They completed a survey on demographic items, sexual health attitudes, sexual health knowledge and STI testing experiences and perceptions. Responses to items related to talking to partners and friends about STI testing were allocated partner and friend communication scores. Analyses included χ2 tests of independence and independent sample t-tests.Results: Overall, 36.5% (61/167) of participants had tested for STIs in the previous 12 months. Of those who had tested for STIs, most had significantly higher numbers of sexual partners in the same period (P<0.05), and were significantly more likely to have felt at risk of STI acquisition (P<0.05). Significantly greater mean partner and friend communication scores were associated with higher numbers of sexual partners, feeling at risk of STIs, and testing for STIs in the previous 12 months (all P<0.05). There were no significant differences when participants were stratified by gender or age.Conclusion: Talking to partners and friends about STI testing is associated with testing rates for young adults. Feeling at risk and increased numbers of sexual partners may be associated with the promotion of STI testing among friends and partners. [ABSTRACT FROM AUTHOR]

Background: In Australia, there is limited evidence on the impact of antenatal depression on perinatal outcomes. This study investigates the association between maternal depressive symptoms during pregnancy and key perinatal outcomes, including birth weight, gestational age at birth, breastfeeding indicators and postnatal depressive symptoms. Method: A retrospective cohort of mothers (N = 17,564) of all infants born in public health facilities within South Western Sydney Local Health District and Sydney Local Health District in 2014, in the state of New South Wales (NSW), Australia, was enumerated from routinely collected antenatal data to investigate the risk of adverse perinatal outcomes associated with maternal depressive symptoms during pregnancy. Antenatal depressive symptoms were measured using the Edinburgh Postnatal Depression Scale (EPDS). Logistic regression models that adjusted for confounders were conducted to determine associations between antenatal depressive symptoms and low birth weight, early gestational age at birth (<37 weeks), breast feeding indicators and postnatal depressive symptoms. Results: The prevalence of maternal depressive symptoms during pregnancy was 7.0% in the cohort, and was significantly associated with postnatal depressive symptoms [Adjusted Odd Ratios (AOR) = 6.4, 95% CI: 4.8–8.7, P<0.001]. Antenatal depressive symptoms was associated with a higher odds of low birth weight [AOR = 1.7, 95% CI: 1.2–2.3, P = 0.003] and a gestational age at birth of <37 weeks [AOR = 1.3, 95% CI: 1.1–1.7, P = 0.018] compared to women who reported lower EPDS scores in antenatal period. Antenatal depressive symptoms were not strongly associated with non-exclusive breast feeding in the early postnatal period. Conclusion: Maternal depressive symptoms in the antenatal period are strongly associated with postnatal depressive symptoms and adverse perinatal outcomes in Australian infants. Early identification of antenatal and postnatal depressive symptoms, and referral for appropriate management could benefit not only the mother’s mental health, but also the infant’s health and development. [ABSTRACT FROM AUTHOR]

We know from research across all levels of education that feedback and interactive teaching have the greatest positive effect on students’ achievement. However, in higher education, teachers’ constructive feedback often logistically cannot be delivered in time for all students to apply to future tasks. In this article, we report on a study of an interactive teaching approach using assignment exemplars to provide students with before-task ‘feedback’ or feedforward. We evaluated the effectiveness of the approach through a questionnaire and analysis of students’ grades. Our results show that while the teacher’s explanation of the exemplars was an important positive factor in students’ achievement, some students did not improve their performance although they understood the quality of work expected. We discuss implications for teachers in teaching discipline-writing skills as part of an exemplar-based approach to providing feedforward. [ABSTRACT FROM AUTHOR]

In higher education effective teaching includes making learning goals and standards clear to students. In architecture and design education in particular, goals and standards around assessment are often not well articulated. There is good evidence that when teachers engage students before an assessment in marking exemplars, and explain why the exemplars received the grades they did, students' performance in their written assessment is consequently enhanced. However some teachers are concerned that exemplars may discourage students from being creative; this concern is particularly important in design education. In this small-scale mixed methods study we explore interaction design students' perceptions of the effect of an exemplar-based teaching approach on their work in a design task. Our quantitative and qualitative results show that students developed their understanding of task criteria and standards; far from discouraging their creativity, most students perceived that their experience of the approach enhanced their awareness of the need to produce an original design. The exemplar-based approach used in this study complements the studio-based teaching approach in design education, and helps to make clear the design goals and standards that teachers expect their students to strive for. [ABSTRACT FROM AUTHOR]

Context: An accession of the annual legume Trigonella balansae Boiss. & Reuter. has been selected for commercial release in Australia. Aims: As part of a duty-of-care assessment, we tested the hypothesis that sheep grazing the trigonella accession will have liveweight, condition scores and wool production similar to those of sheep grazing two widely adopted annual legumes, subterranean clover (subclover, Trifolium subterraneum L. cv. Dalkeith) and French serradella (Ornithopus sativus Brot. cv. Erica). We also hypothesised that sheep grazing the three legumes will have similar meat quality and health, as indicated by blood plasma panel analysis. Methods: Wethers (n = 6) grazed plots (n = 4) of three pasture species. Liveweight, condition scores and wool growth were measured, and a subset of animals were subject to blood sampling to assess health. Consumer sensory taste analysis was used to assess meat eating quality from two sheep per plot. Forage biomass, dry-matter digestibility, crude protein, fibre, mineral content and isoflavones were measured across the plant's lifecycle. Key results: There were no significant differences in liveweight, wool growth, wool yield or condition score that were associated with pasture species during the grazing period. There were differences in dry-matter digestibility, minerals and crude protein content of the pastures over time. As trigonella matured, it did not meet the minimum sulfur, phosphorus, manganese, molybdenum and copper requirements for mature sheep. We found some differences in indications of animal health; however, there were no significant systematic detrimental differences between sheep grazing trigonella and the other two species. In total, 2 of 24 individual sheep grazing trigonella had more than two plasma indicators of liver damage. There were no differences in meat tenderness, juiciness, flavour and overall consumer acceptability. Conclusions: The data supported the hypotheses. Under the conditions of this experiment, the pasture legumes had the same relative feeding value. Some care must be taken in interpreting the outcome as the trigonellacomprised only 18% of the dry matter on offer at the termination of grazing. Implications: Results of this study will be considered during the commercialisation process for T. balansae. Trigonella balansae is a novel species that is being domesticated for use in Australian pasture systems. As part of a duty of care experiment, we compared productivity, health and meat quality of sheep grazing the novel Trigonella accession with sheep grazing French serradella and subterranean clover. While there were some differences in pasture composition, plant nutritional value and animal health, Trigonella did not vary significantly from other species in terms of feeding value. [ABSTRACT FROM AUTHOR]

Abstract: There is growing interest in optimising biogenic coal seam methane generation; however, relatively little is known about the microbiology of coal. To begin to address this deficiency, the biodiversity of a microbial community within a deep coal gas reservoir was investigated using the Amplified Ribosomal DNA Restriction Analyses (ARDRA) method. Additionally, a cultured subset of organisms from this community was examined for the ability to produce methane. ARDRA revealed that this community included both bacterial and archaeal lineages. The bacterial community was dominated by proteobacterial and Firmicutes taxa, though one actinobacterial taxa was also detected. This study is the first report of methanogenic archaea in an Australian coal seam gas reservoir. Cultures derived from the microbial community in the groundwater were able to produce methane from yeast extract and H2/CO2, but did not produce methane from coal. The ecological and physiological implications of these data are discussed. [Copyright &y& Elsevier]

The article discusses the reported poor development of emergency medicine (EM) in Sub-Saharan Africa (SSA) according to the authors. Topics covered include the advantages off implementing EM systems to provide adequate emergency care, the recognized compassion fatigue amongst EM providers in high-income countries (HICs) and SSA, and the diverse spectrum of EM across SSA. It also discusses the determined protective factors against compassion fatigue.

Abstract: Isotopic data indicate that coalbed methane (CBM) in many Australian reservoirs comprise secondary biogenic gas, however, little is known of the microbes active in these reservoirs. Therefore, for the first time in Australia, a preliminary culture-independent survey of the prokaryotic microbial composition of some of these reservoirs was undertaken to provide a basis for an understanding of the origin of the observed biogenic gas. Four water and three coal samples from the east coast of Australia were examined for their prokaryotic diversity by 16S rDNA analysis. DNA was extracted from the samples and amplified using bacterial- and archaeal-selective primers, and the resulting amplicons were cloned and sequenced. DNA amplicons derived from Gram-negative bacteria predominated; relatively few archaeal and Gram-positive bacterial sequences were amplified from the original samples. By-and-large coal samples yielded almost exclusively archaeal and α-proteobacterial amplicons, whereas the water samples contained amplicons derived from the remaining proteobacteria (β-ε) and bacteroidetes. Amplicons from three genera of archaea were observed, none of which were genuine methanogens, although the dominant genus, Archaeoglobus, is reported to have some weak methanogenic activity. Further integrated studies of microbiology, hydrochemistry, gas geochemistry and geology of CBM reservoirs are continuing in order to better understand the parameters for methane production in eastern Australian basins. [Copyright &y& Elsevier]

This paper draws on findings from an on-going prospective cohort study, with a quantitative and a qualitative arm, to monitor the implementation of non-occupational post-exposure prophylaxis (PEP) in Australia. The aim of the qualitative arm was to explore in-depth details of exposures to HIV and participants’ understanding of ‘risk’. Of the 328 patients who were enrolled in the study from March 1999 to July 2001, 88 (27%) participated in the qualitative arm. Interviews were conducted in a semi-structured style and explored the event that precipitated the request for PEP, participants’ understanding of safe sex, their physical and psychological experience of the treatment and the impact that the availability of PEP may have on their sexual practices in the future. One theme running through the interviews was a determination to either maintain existing high levels of safe sex or to increase safe sex practices in those men who perceived PEP as ‘a wake up call’. This determination was motivated by the experience of taking combination therapies and reflection on a potentially HIV-positive future. However, there were also tensions and ambivalences in the narratives. PEP was promoted as an adjunct to safe sex, not as an alternative. This is how PEP was understood by the men in this study. [ABSTRACT FROM AUTHOR]

This paper draws on findings from a study to monitor the implementation of non-occupational post-exposure prophylaxis (PEP) in Australia. It focuses on the study's qualitative arm, which explores in-depth details of possible exposures to HIV, participants' understanding of risk and their physical and psychosocial experience of the treatment. Results indicate that, in addition to taking antiretroviral treatment after unsafe sex, PEP requires the negotiation of a multitude of social relations in order to reduce the possibility of HIV infection. For the participants this meant: assessing the risk; engaging their social networks in the search for possible prophylaxis; negotiating with health professionals when deciding whether to take PEP; and negotiating disclosure of PEP and the sexual risk which necessitated it, to people in their social networks. For the participants in this study, PEP did not undermine safe sex messages. It was used as an additional line of defence when condoms and other risk reduction strategies had failed. Participants presented themselves in their narratives in accordance with the public health discourse of safe sex, which foregrounds agency and rational decision making, in relation to all aspects of PEP: sexual practices, treatment decision and disclosure. [ABSTRACT FROM AUTHOR]

This paper draws on findings from an ongoing prospective cohort study with a quantitative and a qualitative arm to monitor the implementation of guidelines for non-occupational post-exposure prophylaxis in Australia. The aim of the qualitative arm was to explore in-depth details of exposures and participants' understanding of 'risk'. This paper documents the physical, social and emotional contexts in which unsafe sex leading to post-exposure prophylaxis occurred. It will be argued that unsafe sex happened in spite of participants' knowledge about safe sex and as a consequence of a temporary absence of control. Five themes characterising the social contexts of unsafe sex can be identified in the narratives: issues relating to past, current and potential future relationships, drugs and alcohol, public and private social spaces, stress, and adventure. These contextual categories are not always neatly separated but interact with each other in various ways. Findings suggest that disseminating knowledge of safe sex practices based on condom use alone is not enough. Safe sex messages need to be contextualised to make links between sexual practices and the everyday experiences of those for whom they are intended. [ABSTRACT FROM AUTHOR]

The growth of e–Universities and flexible delivery in higher education may also lead to increased use of electronic course evaluation methods. The effectiveness and methodology of electronic surveys are discussed. In the graduate–entry, problem–based University of Sydney Medical Program extensive use is made of web technologies for curriculum delivery and evaluation. The design and response rates for web–based “End of Year” student evaluation surveys in the medical program are reported for the period 1997–2001. To be used successfully in course evaluation, online surveys should be infrequent, short, simply designed and free from password access, and de–identified results should be displayed to students on their completion of a survey. [ABSTRACT FROM AUTHOR]

Recorded influenza vaccine uptake Since 2007, the number of influenza vaccine doses distributed and the recorded population coverage have increased in Australia, but with fluctuating uptake in children. Source: National Centre for Immunisation Research and Surveillance.5 Influenza vaccine effectiveness Influenza vaccine effectiveness is usually measured against either all laboratory-confirmed influenza (using disease notification data) or influenza-associated hospitalisation (a proxy for severe disease) and varies each year. Keywords: Influenza; Vaccination; Health policy; Childhood diseases EN Influenza Vaccination Health policy Childhood diseases 64 64 1 07/29/21 20210715 NES 210715 Influenza vaccine uptake in children has grown in response to increased awareness and progressive expansion of funding Over the past decade, multiple initiatives have been implemented to strengthen influenza vaccination programs in Australia, with an increasing focus on children. [Extracted from the article]

Discusses the aspects of treatment of space and the allocation of open land for public use surrounding all Canberra's urban components. Competition for the design of Canberra; Description of the physical conditions and political setting; Development review of the area; Strategies for open space planning; Development of local strategies in water conservation; Study of the urban, rural and national park roads.

After contradictory findings from a number of previous studies, behavioral risk factors for Kaposi's sarcoma were examined in a case-control study of 202 people diagnosed with acquired immunodeficiency syndrome (AIDS) in 1991–1993 in Sydney, Australia. Cases comprised 67 men who developed Kaposi's sarcoma at or after a diagnosis of acquired immunodeficiency syndrome, and controls were 135 people who did not have Kaposi's sarcoma at the time of diagnosis of acquired immunodeficiency syndrome or during follow-up until 1995. Men who developed Kaposi's sarcoma were more likely to report having a history of sexually transmissible diseases and having engaged more frequently than controls in a number of sexual practices with casual partners in the period before they became aware of their human immunodeficiency virus (HIV) infection. However, the only sexual practice reported significantly more often by cases at the 0.05 significance level was insertive oroanal contact with casual partners (odds ratio = 2.6, 95 percent confidence interval 1.3–5.3). This association was not present for insertive oroanal contact with regular partners or for insertive oroanal contact after subjects became aware of their HIV infection. The relation was present both in men who had Kaposi's sarcoma at the time of interview and in those who developed it later. The relation was not affected by adjustment for time of HIV infection and diagnosis or for other sexual practices. These results can be interpreted as supporting the hypothesis that Kaposi's sarcoma in people with HIV is caused by an infectious agent transmitted by oral contact with feces. Am J Epidemiol 1997; 145: 673–9. [ABSTRACT FROM PUBLISHER]

Background: The Central Coast Integrated Care Program CCICP is one of three integrated care demonstrator projects within NSW Australia funded for three years to challenge existing service fragmentation within and between health and social care sectors. The district-wide complex intervention focused on vulnerable youth, vulnerable older persons and people with chronic and complex conditions. As part of the formative evaluation of the CCICP, the Project Integrate Framework was used to map integrated care progress. This Framework provides an evidence-based understanding of the key dimensions and items of integrated care associated with successful implementation. Methods: Based upon the Project Integrate dimensions, an online survey of key stakeholders was undertaken. The survey results underpinned a workshop to assist CCICP team reflection and assessment of progress. This exercise enabled future program priorities and strategies to be set. Key stakeholder interviews were mapped to the Project Integrate dimensions for additional perspective. Results: The research results indicated where progress had been achieved, where learnings had been embedded in service delivery and aided the determination of priorities for action. Learnings about the suitability of Project Integrate dimensions and their use in online, interview and workshop formats will enable its use in other Australian and international settings. Discussion: The Project Integrate Framework aims to provide a conceptual basis for reflecting on the design and implementation of integrated care programs/projects. Our research found the survey tool alone was inadequate to assess integrated care progress, with many answers reflecting uncertainty Neither Disagree nor Agree. The data was reviewed in a workshop with the CCICP team to contextualise the uncertainty, particularly given the formative assessment stage. This greatly enhanced the understanding of progress in care integration on the Central Coast. This finding is congruent with the recommendation for the use of the Framework outlined in the original research. The Project Integrate Framework was identified by the CCICP team as a key communication tool, enabling a consistent terminology for integrated care. However, certain terminologies were not always understandable or meaningful to everyone. Group discussions were important to generate collective understanding of the meaning and importance of the dimensions. As with international case examples, progress towards system integration was regarded as poor, with substantial structural barriers beyond the control of the CCICP team. The intervention appears to be tracking more favourably in the dimensions of person-centred care, clinical and professional integration which was linked to sustained efforts to build relationships and enable a shared understanding of what the CCICP was seeking to achieve normative integration. Conclusion: Use of the Project Integrate framework supported by appreciative dialogue has enabled the CCICP team to reflect on progress and spread of integrated care within the Central Coast Local Health District and on what should be their next steps for spreading and building sustainability. The research findings are being used to refine the Project Integrate Framework as a means to support on-line assessments of integrated care to enable programs to have meaningful group discussions on design and implementation, and as a means to facilitate comparative research. [ABSTRACT FROM AUTHOR]

Profiles Adrian R. Pagan, Distinguished Fellow of the Econometric Society of Australia for 1999. Educational background; Career highlights; Research into specification and diagnostic tests; International reputation; Appointments to several boards.

Background: Depression is a leading source of morbidity and health loss in Australian women. This study investigates the determinants of antenatal depressive symptoms and postnatal depressive symptoms in an Australian population, including people from culturally and linguistically diverse (CALD) backgrounds. Method: The study used a retrospective cohort of mothers of all live births in public health facilities in 2014 (N = 17,564) within South Western Sydney Local Health District and Sydney Local Health District in New South Wales, Australia. Prevalence of antenatal and postnatal depressive symptoms were estimated for the cohort. Multivariate logistic regression models were conducted to investigate the sociodemographic, psychological and health service determinants of antenatal and postnatal depressive symptoms, measured using the Edinburgh Postnatal Depression Scale (EPDS). Results: The prevalence of antenatal and postnatal depressive symptoms was 6.2% and 3.3% of the cohort, respectively. Significant risk factors for maternal depressive symptoms during pregnancy were, a lack of partner support, history of intimate partner violence, being from the CALD population and low socioeconomic status. Self-reported antenatal depressive symptoms were strongly associated with postnatal depressive symptoms. Risk factors for postnatal depressive symptoms were similar to those for antenatal depressive symptoms, as well as assisted delivery. Conclusion: Factors relating to demographic and psychosocial disadvantage were associated with subsequent antenatal and postnatal depressive symptoms in New South Wales, Australia. Our study suggests that screening for probable depression and timely referral for expert assessment of at-risk mothers may be an effective strategy to improve maternal mental health outcomes. [ABSTRACT FROM AUTHOR]