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This practice report highlights changes made to a first-year unit in an Urban and Regional Planning degree, designed to enhance students' levels of cultural competency. We briefly discuss the history of cultural competency highlighting a lack of application in the field of urban planning. We report on a practical case study where six strategies were developed to enhance students' cultural competency. We reflect on the experience of designing and delivering a unit called Diversity and Cultural Planning. The results from 38 students who completed a cultural competency survey at the start and at the end of term, revealed an increase in overall self-assessment scores of around 12%. As cities become more diverse, this practical case study highlights the need and benefits of enhancing the cultural competency of those who both teach and learn about urban planning.

Confronting the existential threat of climate and ecological crises in undergraduate teaching presents complex challenges. Educators in environmental and climate change studies rightly communicate the scale and urgency of these unfolding crises, yet at times fail to take into account the emotional and mental health impacts upon students acquiring this knowledge. This article examines the affective dimensions of learning in 'crisis subjects'. It draws insights from case study research on the experience of Australian university teachers and students in a subject called Environmental Communication, delivered during a period of intersecting crises: climate-change driven drought, catastrophic bushfires, and the emergence of COVID-19. The psychoanalytic concept of 'difficult knowledge' (Britzman, 1998; 2004) is taken up to shed light on the inherent challenges of teaching and learning in this context. Many students in the study were deeply affected by their learning experience, and recognise its importance, but also struggle to integrate it with anticipated future roles. The authors argue that students and educators need new knowledge, capacities and resources to address the affective dimension of teaching and learning and to grapple with the collective social trauma of the climate crisis.

Purpose: The purpose of this paper is to investigate the ending of fee-free higher education in Australia for overseas students in the 1980s, and the ways in which the government managed the diplomatic relationships that were affected by this policy shift. The introduction of fee-free higher education in Australia in 1974 was incredibly popular, and the end of the program in the late 1980s created difficulties for individuals, families and diplomatic relationships. Design/methodology/approach: Using a mix of secondary sources and archival documents, this paper has a historiographical element, and an element of analysis. Findings: This research finds that the ending of fee-free education created significant diplomatic issues with a number of Australia's regional neighbours. It also created issues for individual students and families. The solution to these problems was, in large part, a scholarship scheme called the Equity and Merit Scholarship Scheme (EMSS). The EMSS was designed, in part, to address the issues created by the end of the fee-free program. However, the design of the scholarship scheme also created its own diplomatic issues with a different cohort of nation states. Originality/value: There is limited scholarly research into the history of international education policy in Australia. This research draws on the work of some scholars of international scholarships, as well as historians of universities and education more broadly. This research adds to a growing body of work in the field of Australian international education history.

This paper describes the research protocol for the Educational and Developmental Gains in Early Childhood (EDGE) Study, which will examine the implementation of two years of funded kindergarten prior to the first year of school in Victoria, Australia. EDGE will examine whether children's language, cognitive, social-emotional, and behavioural outcomes are improved after two years of kindergarten compared to one year. The experiences of (and impacts on) teachers, service leaders, and families will also be examined. The study includes a cross-sectional cohort of 95 early childhood education and care (ECEC) services, and an embedded longitudinal observational cohort of children attending these services. Case studies of 15-20 ECEC services will also be collected, in addition to interviews with policy stakeholders.

With the Australian international borders closed to international students due to the Coronavirus disease (COVID-19), Australian universities have experienced unanticipated financial losses. At the same time, many international students who would have chosen to study in Australia instead chose to enrol in universities in the US, UK and other countries where the borders opened earlier. The long-term effects of this are unknown, but with borders finally now open again, Australia will need to re-establish itself as a destination of choice for international students. An opportunity to establish a prestigious international scholarship program may be created by the recent sale of the universities' collective investment in IDP Education Pty Ltd. The income generated by this sale could create a source of funding for an international scholarship program which would create goodwill and help to diminish the reputation of Australian international education as predominantly revenue-driven.

Blackboard Collaborate (BC), a synchronous, multimodal platform, has been incorporated into Open University Australia (OUA) students' online learning experiences. This study sought to investigate the perspectives of 134 interdisciplinary OUA students via an online survey and follow-up interviews. Findings revealed students' positive perceptions about BC as an engaging, real-time medium for feedback exchange, knowledge sharing, and virtual community building. Despite appreciating lecturers' telepresence, some students preferred not to show faces or use voice chat and queried the expediency of the BC technology and the timing of lecturer feedback, however. This investigation highlighted the pedagogical implications of synchronous teaching in distance education.

Purpose: Food insecurity and poor access to healthy food is known to compromise tertiary studies in university students, and food choices are linked to student perceptions of the campus food environment. The purpose of this study is to describe the prevalence, demographic and education characteristics associated with food insecurity in a sample of Australian university students and their satisfaction with on-campus food choices. Design/methodology/approach: An online, cross-sectional survey conducted as part of the bi-annual sustainability themed survey was conducted at the University of Tasmania in March 2020. A single-item measure was used to assess food insecurity in addition to six demographic and education characteristics and four questions about the availability of food, affordable food, sustainable food and local food on campus. Findings: Survey data (n = 1,858) were analysed using bivariate analyses and multivariate binary logistic regression. A total of 38% of respondents (70% female; 80% domestic student; 42% aged 18-24 years) were food insecure. Overall, 41% of students were satisfied with the food available on campus. Nearly, half (47%) of food insecure students were dissatisfied or very dissatisfied with the availability of affordable food on campus. A minority of students were satisfied with the availability of sustainable food (37%) and local food (33%) on campus. Originality/value: These findings demonstrate a high prevalence of food insecurity and deficits in the university food environment, which can inform the development of strategies to improve the food available on campus, including affordable, sustainable and local options.

Peer-mediated interventions (PMIs) are often used to support children with autism spectrum disorder (ASD) to develop social skills. However, more investigation is needed to better understand the role of peers as both intervention recipients and models. Sixty-five typically developing peers who participated in a PMI for children with ASD were investigated using a randomised control trial. Play sessions of the dyads were scored using the Test of Playfulness. Results showed a significant moderate intervention effect for the peers from pre- to post-intervention; outcomes for children with ASD were not influenced by peer characteristics; and, the children demonstrated a similar pattern of play interaction. Implications for practice are discussed.

This article shares qualitative analysis of online discussion threads between student teachers in seven countries. The student teachers engaged together online to share intercultural perspectives and experiences on a range of topics of relevance to education systems, policy, teacher education, and childhood. In 2017, participating countries were: Australia, Bulgaria, Germany, Japan, Spain, Sweden, and the USA. Through the process of discussing and documenting diverse cultural and educational practices -- for example the age children start school, the involvement of parents in education, uniforms, daily routines, inclusion, and technology -- student teachers reflected on values, beliefs, traditions and aspirations. Findings relate to intercultural communication and intercultural praxis. Thematic analysis of 675 posts identified a range of open and closed discourses, and three intercultural positions. The conclusion of the study is that online engagement provides a sustainable and accessible strategy to enrich interculturality in teacher education.

Australian tertiary institutions offer online units to provide flexibility for students unable to attend classes on campus due to the constraints of distance and scheduling. While lecture materials and discussions can be accessed asynchronously, a synchronous element allows lecturers and students to interact in real time. Blackboard Collaborate, featuring videoconferencing, text, voice chat and interactive whiteboard, is a synchronous tool which can encourage a collaborative learning environment. This study explored seven lecturers' perceptions of, and experiences with Blackboard Collaborate in an Australian university setting. Quantitative data was collected and statistically analysed from responses to closed-ended items in an online survey. Qualitative data was gathered and thematically analysed from open-ended item responses and semi-structured interviews. Lecturers found that the use of Blackboard Collaborate motivated students, helped them to share knowledge, facilitated timely responses to student queries, enhanced interaction via multimodality and built virtual learning and teaching communities. Negative aspects were also noted, however, and included lecturers having to cope with technical glitches, a lack of face-to-face co-presence, delayed turn-taking in live sessions and difficulties with engagement due to suitable session scheduling.

This paper presents a co-teaching mentor model, which improved the teaching of academics and enhanced student satisfaction and retention. Two research-focused lecturers responsible for first-year units were partnered with a co-teaching mentor to offer guidance on how the content (urban and regional planning) could be delivered more effectively with an emphasis on student engagement and motivation. These two case studies are discussed and the findings demonstrate the effective transfer of teaching awareness and skills through this process. Five key educational theories underpin the substantive changes made to the way that classes were delivered. The applied relevance and transfer of these ideas can be demonstrated in the reflections from the participating staff through a pedagogical analysis of the before and after changes in their teaching practices, and in the improved student evaluation and retention results.

This article reports on a study into students with disabilities and their experiences of eLearning at Curtin University in Australia. The results are compared to an earlier study of students at Open Universities Australia (OUA) (Kent 2016). The results confirm the earlier study's findings that these students are drawn to eLearning. The prevalence of mental illness and medical disabilities as the two most frequent impairment types amongst students with disabilities in Australia was confirmed, along with a need to rethink universal design for eLearning to better accommodate these students. It also finds that the students had difficulty accessing online platforms and notably those provided directly by the university. This survey confirmed that students at Curtin University were more aware than their OUA counterparts of accommodations that could be made to help with their studies. It also showed that, when used, those accommodations were more successful. However, the study also reported that Curtin University students were more likely to not disclose their disability as part of their studies.

This article provides a case for the benefits of captioning recorded lecture content in the Australian higher education sector. While online lecture captioning has traditionally been provided on a case-by-case basis to help students who are deaf or hard of hearing, this paper argues for a mainstream approach in order to benefit a range of student groups both with and without disability. It begins with some background on the regulation and technology context for captioning in higher education and online learning in Australia. This is followed by a review of the current literature on the benefits of captioning to a wide range of students both disabled and non-disabled, the perceived barriers to captioning, and how the increasing internationalisation of the university context effects captioning options, both culturally and commercially. The paper concludes by suggesting that it may be inevitable that all recorded lecture content will need to be captioned in the future and highlights the potential benefits to Australian universities to move quickly to embrace this existing technology.

Background: We examined the body mass index (BMI) of students attending Seventh-day Adventist (Adventist) schools in Australia in 2001 and 2012. Methods: A total of 3069 students attending Adventist schools in Australia responded to a health and lifestyle survey in 2001 (N = 1335) and 2012 (N = 1734). The survey captured self-reported height and weight, demographics (age, sex, year level, religion), and select health behaviors. Results: Compared with national norms, lower rates of overweight and obesity were observed in the study cohort, but higher rates of underweight. There was no change in the mean BMI of the students attending Adventist schools in Australia from 2001 to 2012. Regression analyses indicated that a lower BMI was associated with age, sex, more regularly eating breakfast, consuming less soft drink, and having a regular exercise program. The students reported a high consumption of fruits, vegetables, and whole grains compared with Australian national norms, and 29% claimed to be vegetarian. Conclusions: Students attending Adventist schools appear to have a lower prevalence of overweight and obesity than the secular population, but a higher prevalence of underweight. The mechanisms through which Adventist schools may influence student's BMI warrants further investigation.

Medical records from three veterinary referral centres and a university veterinary teaching hospital in Australia and the USA were reviewed to identify dogs with a diagnosis of distal gastrocnemius musculotendinous junction rupture (DGMJR) that were treated without surgery between 2007 and 2020. All dogs (n = 11) presented with unilateral, pelvic limb lameness and bruising, swelling or pain on palpation at the distal musculotendinous junction. The diagnosis was confirmed with ultrasound or MRI in six dogs; radiographs were used to excluded stifle and tarsus pathology in four dogs; and five dogs were diagnosed on physical examination findings. All dogs were managed conservatively, either with complete confinement alone (n = 10; median 9 weeks), external coaptation alone (n = 1), or a combination of both (n = 4). Sporting dogs (n = 7) were completely confined (median 22 weeks) for longer periods than companion dogs (n = 3; median 5 weeks). A good to excellent outcome was achieved for all cases in this cohort. The seven sporting dogs achieved an excellent outcome; returning to their previous level of sport, with complete resolution of lameness and recovery of a normal tibiotarsal stance. The four companion dogs achieved a good outcome; returning to their previous level of activity but with persistently increased tibiotarsal standing angle compared to the contralateral limb. Conservative treatment represents a viable treatment option for dogs with a rupture of the gastrocnemius muscle at its distal musculotendinous junction. [ABSTRACT FROM AUTHOR]

Research indicates that when interactive whiteboards are used well they can increase student engagement and learning (Glover, Miller, Averis & Door, 2007; Schuck & Kearney, 2007, 2008). This means it is important to educate future teachers in how to use interactive whiteboards and how to incorporate them successfully into their teaching. Current research indicates that a teacher's pedagogy or "how they teach" has a major influence on the quality of student learning outcomes. Thus "how teachers use ICT" has a great effect on student outcomes. A range of pedagogical models concerned with the concept of authentic pedagogies are commonly used within Australian classrooms. Training designed for pre-service teachers dealing with the pedagogical application of interactive whiteboards is designed to guide and assess the implementation according to these pre-existing and widespread pedagogical models. This paper examines examples of how IWBs can be used in teacher education as well as how to integrate their use across courses that pre-service teachers undertake.

This study examined the extent to which disappointment with God influenced the psychological and spiritual well-being of 160 churchgoers, and the potential mediating influences of relationship quality (spiritual maturity and relationship commitment) and dispositional forgiveness. Disappointment with God was positively related to depression and stress and negatively related to spiritual well-being, dispositional forgiveness, spiritual maturity, and relationship commitment. The latter 3 were negatively related to depression and stress and positively associated with spiritual well-being. The results suggest an explanation for why religious individuals disappointed with God tend to experience reduced well-being outcomes. Counseling implications are discussed. (Contains 3 tables.)

Over the past three years, Richardson Primary School has transformed its entire educational program based around the widespread introduction of interactive whiteboards (IWBs) into the school. A review of this initiative states that "Richardson is the first school in the ACT, and probably Australia, where the total school community, the students, staff and parents, has embraced a new approach to the use of ICT, which enhances the holistic education of the students... The Richardson effort represents a near revolution in the use of ICT in schools". Early in 2005, Richardson Primary School was awarded one of the Federal Government's National Awards for Quality Schooling for Outstanding School Improvement based on the results achieved using interactive whiteboards. This article describes the new style of pedagogy that was developed to take advantage of this technology with particular reference to the teaching of mathematics. (Contains 3 figures.)

Vocational education and training (VET) is often considered the enigma of education. For those that work in or research sustainable education within the schools and higher education sections, VET appears somewhat like the mysterious second cousin: often difficult to access and difficult to understand. VET differs quite markedly from the other education sectors. Its industry, skill and competency foci have been established through a distinct range of national and international drivers. Both the limited understanding of how VET operates and its institutional characteristics has bound the integration of sustainable education practices within the sector. This paper provides a brief overview of the VET sector within Australia and provides some insight into how sustainable education practices are being developed in VET. The recognition of elements of common ground between VET and sustainable education are proposed as an entree into the sector that can influence the adoption of sustainable practices by industry. (Contains 22 endnotes.)

Blackboard Collaborate (BC), a synchronous, multimodal platform, has been incorporated into Open University Australia (OUA) students' online learning experiences. This study sought to investigate the perspectives of 134 interdisciplinary OUA students via an online survey and follow-up interviews. Findings revealed students' positive perceptions about BC as an engaging, real-time medium for feedback exchange, knowledge sharing, and virtual community building. Despite appreciating lecturers' telepresence, some students preferred not to show faces or use voice chat and queried the expediency of the BC technology and the timing of lecturer feedback, however. This investigation highlighted the pedagogical implications of synchronous teaching in distance education. [ABSTRACT FROM AUTHOR]

The Commonwealth and State governments exercise the royal prerogative all the time. They enter treaties, deal with wastelands and pardon offenders. Usually the prerogative fits with modern constitutional arrangements and is not given a second thought. However, the curious example of the prerogative to swans does give pause for thought. The medieval origins of the prerogative highlight the authoritarian foundation of all prerogatives; it arose as an arbitrary confiscation of valuable property when the King was a despot. That the Queen still asserts a prerogative to swans today, long since swans ceased to be valuable as a commodity, shows that the prerogative can persist on its own steam, even though the original reasons for the prerogative have fallen away. Yet a prerogative to black swans has never been asserted, revealing there is a limit to the prerogative's inertia. In the end, the prerogative remains a means to exert power. [ABSTRACT FROM AUTHOR]

Tire places where we live out our daily lives have a pivotal role in facilitating our physical and mental health. This is supported by an international body of research evidence. To combat the epidemic of chronic diseases associated with sedentary and busy urban lifestyles, the built environment needs to be planned and managed to enable people to be physically active, socially connected and to have ready access to affordable, fresh and nutritious food. Our paper is set against this backdrop, which contextualizes the pressing urgency for Australian urban planners to create a health supportive environment. Following a brief historical overview of healthy planning in Australia, the focus shifts to how different levels of government, together with the not-for-profit and private sectors, are embracing healthy planning across the nation. The paper concludes with a consideration of the future for healthy planning so that it becomes accepted 'core business' in Australian planning policy and practice. [ABSTRACT FROM AUTHOR]

Summary Background Emergency nurses have a key role in managing the large numbers of patients that attend Australian emergency departments (EDs) annually, and require adequate educational preparation to deliver safe and quality patient care. This paper provides a detailed profile of nursing resources in Australian EDs, including ED locations, annual patient attendances, nurse staffing including level of education, and educational resources. Methods Data were collected via online surveys of emergency Nurse Unit Managers and Nurse Educators and the MyHospitals website. Data were analysed by hospital peer group and state or territory. Comparisons were made using the Kruskal–Wallis Test and Spearman Rank Order Correlation. Results In 2011–2012, there were a median of 36,274 patient attendances to each of the 118 EDs sampled (IQR 28,279–46,288). Most of the nurses working in EDs were Registered Nurses (95.2%). Organisations provided educational resources including Clinical Nurse Educators (80.6%), learning packages (86%) and facilitation of postgraduate study (98%), but resources, both human and educational varied substantially between states and territories. One-third of emergency nurses held a relevant postgraduate qualification (30%). Conclusion There are important variations in the emergency nursing resources available between Australian states and territories. The high percentage of RNs in Australian EDs is a positive finding, however strategies to increase the percentage of nurses with relevant postgraduate qualifications are required. [ABSTRACT FROM AUTHOR]

This article identifies comparative scholarship as a promising way to understand the causes of and remedies for wrongful convictions. Although there are many functional similarities among the causes of wrongful convictions, attention should also be paid to expressive differences related to legal and political cultures. The article starts by suggesting that a string of high-profile DNA exonerations and public inquiries examining their systemic causes have led to Canadian judges and prosecutors accepting the reality of wrongful convictions more readily than most of their Australian counterparts. In Australia, there has only been one recognised DNA exoneration and inquiries have focused on individual fault, making Australian officials somewhat defensive about wrongful convictions. The next part of this article suggests that Australian legislatures have been more active than the Canadian Parliament in regulating police and prosecutorial behavior that contributes to wrongful convictions. In turn, the Canadian judiciary has been more creative in responding to the causes of wrongful convictions than the Australian judiciary. This theme is carried over to the next part which examines Australian legislative innovations such as second appeals based on fresh and compelling evidence and mechanisms for courts to conduct their own inquiries. Except for some 2002 reforms to the petition procedure, most reforms in Canada have come from the courts. They include the Supreme Court of Canada hearing fresh evidence or remitting cases toCourts of Appeal to do so and the granting of bail pending petition decisions by the executive and judicial review of such decisions. Australia and Canada can learn from each other in order to ensure that both legislatures and courts respond to wrongful convictions and that, where appropriate, there be both systemic and individual accountability for wrongful convictions. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics including wrongful convictions, the jurisprudence and scholarship in Australia, and forensic science.

Summary Background To date, emergency nursing Transition to Specialty Practice Program (TSPP) evaluations have been single-site observational studies. The aim of this paper was to examine the professional development, recruitment and retention outcomes of Australian emergency nursing TSPPs. Methods An explanatory sequential design was used. Data were collected via online surveys and interviews of emergency Nurse Unit Managers and Nurse Educators. Survey data from EDs with TSPPs and EDs without TSPPs were compared. Qualitative data were analysed using content analysis. Results Data were collected from 118 EDs, and 13 interviews. TSPPs were offered in 72.1% of EDs. EDs with TSPPs had higher proportions of nurses with postgraduate qualifications ( Mdn 28.3% vs. 22.1%, p = 0.45) and Clinical Specialists ( Mdn 16.4% vs. 6.3%, p = 0.04). The median proportion of currently rostered nurses with TSPP completion was 34.2% in EDs with TSPPs introduced in 2000–2005 indicating ED high levels of retention. Conclusion Emergency nursing TSPPs have had a positive effect on nursing professional development, recruitment and retention. To ensure consistency in outcomes and optimise reliability of emergency nursing skills and knowledge, a national emergency nursing TSPP framework is needed. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Cultic Studies is the property of Cultic Studies Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article discusses the litigation in the domestic courts of Australia, Canada, and Great Britain which are close allies of the U.S. It examines the substitute justice litigation in Australian courts by two former detainees of Guantanamo detention center including David Hicks and Mamdouh Habib. It also mentions a Guantanamo prisoner, Omar Khadr who was treated by the Canadian litigation, resulting in two separate decisions by the Supreme Court of Canada.

Abstract: In Australia, the 1890s depression was associated with a banking system collapse, whereas financial problems during the 1930s depression were far less severe. While the behaviour of the financial sector was obviously pro-cyclical during the 1890s episode, there were signs of more prudent behaviour and stronger financial institutions leading up to the 1930s depression. This change was aided by a change in the competitive environment and by the experience of the preceding financial crisis. The lessons from Australia''s depression experiences are of relevance to debates about the causes of the current global financial crisis and required regulatory reforms. [Copyright &y& Elsevier]

Biomass energy has huge potential in helping to achieve a renewable energy target to combat climate change. Many countries like Australia have huge potential for biomass energy supply from second generation biomass resources, however, the limited knowledge on the potential of these biomass resources could be a barrier to its uptake. This study developed a geographical information system based fuzzy multi criteria analysis (GIS based Fuzzy-MCA) to identify and prioritise the suitability of biomass energy plant sites for the sustainable use of biomass. The analysis was carried out in Queensland, Australia as a case study, demonstrating the potential of multiple biomass types for multiple products (thermal energy and bioelectricity supply). Using local sustainability constraints and criteria, the study identified potential biomass energy plant (57) sites in the East, South-East and North-West regions of the state where there are vacant lands and required infrastructure. Moreover, the high-resolution assessment of sustainably available biomass can have a significant impact on suitability of the location and the plant capacity. The potential biomass energy plants could generate electricity satisfying a substantial portion of Australian bioelectricity goals and mandates. The methodology could further be used in national-scale assessment, considering biomass incentive programs and government policies to maximise public benefit and private investment. • A GIS tool for locating biomass energy plant sites using sustainability criteria. • A high-resolution biomass assessment for identifying biomass supply areas. • 57 potentially suitable sites for thermal energy and bioelectricity generation. • Potential plants can meet more than half of national bioelectricity targets in 2020. [ABSTRACT FROM AUTHOR]

This paper offers insight into and analysis of the disparate and diverse experiences of Australians with disability, at the intersections of technology and geography during the COVID-19 pandemic. Drawing on interviews with the blind and low vision community we identify a significant cross-generational uptake of smartphones. Participants demonstrate a reflexive and creative use of these devices when faced with reduced accessibility, and the significance of geography – not simply the distinctions between countries, but between urban and regional residents. These interviews are contextualised within a broader discussion of how Australians with disability responded to the pandemic via analysis of blogs, articles and social media. We focus on the voices and perspectives of disabled people, and that community's emphasis on individuality and intradisability diversity. Lastly, we present an overview of the discussions being held around the role of contact tracing and apps, privacy, validity and vulnerability. This discourse is important for ensuring support for the disability community pre and post global health emergencies, but also a valuable exemplar for understanding the relationship between digital inclusion and social equality more broadly. [ABSTRACT FROM AUTHOR]

Conflicts of ideas occur in the literature regarding the necessity and best approach in integrating computers into accounting courses in institutions of higher learning. This paper presents a report of a survey of the use of computer assisted learning in accounting curriculum in Australian universities and colleges, academics commitment to computer assisted learning and obstacles to further applications of computer assisted learning in accounting courses. The survey found that computer assisted learning has occurred mostly at an introductory level in the areas of worksheets and special purpose journals. Academics want to increase computer assisted learning in their accounting courses but are hindered by lack of financial resources, staff time, staff expertise and educationally suitable software. [ABSTRACT FROM AUTHOR]

As television moves beyond digital broadcast modes of distribution towards online modes of delivery, this paper considers the opportunities and challenges for people with disabilities. With accessibility relying on a complex mix of regulation, legislation and industry innovation, the paper questions whether predictions of improved accessibility are an automatic outcome of new television technologies. The paper asks 'where to next?' for disability and the Internet through an emphasis on the importance of television in an accessible new media environment. The paper draws on government policies, the activist intervention of a number of people with disabilities as documented online, and primary research into Australian television audiences with disabilities that took place in 2013 and 2014. [ABSTRACT FROM AUTHOR]