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The COVID-19 pandemic of 2019 meant higher education was forced to delivering education online. For most, the transition to emergency remote teaching was a natural next step to support continuity of education. However, there were some examples where education remained on campus. Where after taking all COVID-19 safety measures of social distancing, hand hygiene measures and other health protocols, institutions decided to continue to deliver face-to-face on-campus offerings with limited capacity. The COVID-19 and higher education literature have focused primarily on rapid digitalisation. This manuscript adds value to the literature by focusing on three case studies of on-campus delivery for face-to-face teaching in the classroom and practical lessons during the pandemic in Australia, the United Kingdom, and Pakistan. The changes to the learning process affected students' interactions with the lecturer, other students, and the equipment they were learning to use. Also, it affected interactions with each other in practical activities due to limited numbers of participants, motivation in learning and achieving learning outcomes. Not only the students, but the lecturer's capability in delivering the course was affected by fatigue due to spending more time teaching within a 'COVID-19 safe' environment. This study will provide important documentation on the effect of COVID-19 on on-campus delivery, as well as opportunities to support greater student engagement in class environments through the sharing of learning equipment, fostering positive motivation, managing learning outcomes, and self-monitoring of lecturer capability in more highly stressful teaching and learning environments practical training affected.

We interrogated a students as partners (SaP), co-curricular program that focuses on supporting student learning. To center power and equity in SaP, the program was grounded in social design-based experiment methodology. We considered the manifestation of power and equity beyond higher education, to that of broader socio-political contexts. Collaborative autoethnography (CAE) was used to garner a richer understanding of student-staff experiences of the program. Through CAE, "power" emerged as central to our collective experiences, and a recognition that power asymmetry in students as partners programs is complex and multi-layered. We found that to address power imbalances in these programs requires considered strategies and intentional designs. Further, CAE, in and of itself, can be a powerful way to foster self-awareness, mutual trust, respect, and the acknowledgement of others in student-staff partnerships. We conclude by recommending the importance of deliberate design for equity and power towards consequential learning and transformational change.

The development and evaluation of valid assessments of scientific reasoning are an integral part of research in science education. In the present study, we used the linear logistic test model (LLTM) to analyze how item features related to text complexity and the presence of visual representations influence the overall item difficulty of an established, multiple-choice, scientific reasoning competencies assessment instrument. This study used data from n = 243 pre-service science teachers from Australia, Canada, and the UK. The findings revealed that text complexity and the presence of visual representations increased item difficulty and, in total, contributed to 32% of the variance in item difficulty. These findings suggest that the multiple-choice items contain the following cognitive demands: encoding, processing, and combining of textually presented information from different parts of the items and encoding, processing, and combining information that is presented in both the text and images. The present study adds to our knowledge of which cognitive demands are imposed upon by multiple-choice assessment instruments and whether these demands are relevant for the construct under investigation--in this case, scientific reasoning competencies. The findings are discussed and related to the relevant science education literature.

This rapid systematic review aims to examine emerging evidence on the effects of COVID-19 on educational institutions and assess the prevalence of e-learning changes in the sector. This paper reviews literature on learning, teaching, and assessment approaches adopted since the COVID-19 outbreak, and assesses the impact on the sector, staff, and students, summarizing findings from peer-reviewed articles. It categorizes these into five key themes: (1) digital learning; (2) e-learning challenges; (3) digital transition to emergency virtual assessment (EVA); (4) psychological impact of COVID-19; and (5) creating collaborative cultures. This represents the first systematic review of COVID-19's impact on education, clarifying current themes being investigated. The author suggests that the term 'emergency virtual assessment' (EVA) is now added for future research discussion. Finally, the paper identifies research gaps, including researching the impact on lesser developed countries, the psychological impact of transition, and the important role of leadership and leadership styles during the transition and handling of the pandemic.

One of the major factors affecting student learning is feedback. Although the importance of feedback has been recognized in educational institutions, dramatic changes--such as bigger class sizes and a more diverse student population--challenged the provision of effective feedback. In light of these changes, educators have increasingly been using new digital tools to provide student feedback, given the broader adoption and availability of these new technologies. However, despite these efforts, most educators have limited insight into the recipience of their feedback and wonder which students engage with feedback. This problem is referred to as the "feedback gap," which is the difference between the potential and actual use of feedback, preventing educators and instructional designers from understanding feedback recipience among students. In this study, a set of trackable call-to-action (CTA) links were embedded in feedback messages focused on learning processes and self-regulation of learning in one fully online marketing course and one blended bioscience course. These links helped us examine the association between feedback engagement and course success. We also conducted two focus groups with students from one of the courses to further examine student perceptions of feedback messages. Our results across both courses revealed that early engagement with feedback is positively associated with passing the course and that most students considered feedback messages helpful in their learning. Our study also found some interesting demographic differences between students regarding their engagement with the feedback messages. Such insight enables instructors to ask "why" questions, support students' learning, improve feedback processes, and narrow the gap between potential and actual use of feedback. The practical implications of our findings are further discussed.

With the use of social media for academic purposes gaining in popularity, the underlying motivation for this study was to seek a detailed understanding of its impact on students' academic performance. A survey of 334 first-year students in accounting courses at five Australian higher education institutions was undertaken to evaluate the different types of academic engagement through social media and impacts on students' academic performance. Using the Connectivist theory, the study aimed to relate social media use to different types of academic engagement and students' academic performance. Our key finding is to identify the establishment of self-initiated mentor--mentee relationships through social media use for academic purposes. To the best of our knowledge, this is the first academic article that has applied the four Principles of Connectivism to understand the use of social media for academic networking amongst students in Australia.

Mathematics is traditionally considered necessary for engineering courses. Over the last three decades, the mathematics requirements for entry into engineering programmes has steadily weakened in Australia. Further, the mathematics component of engineering programmes has progressively decreased. This research aims to investigate the following two questions. First, is mathematics a barrier for students to complete an engineering programme? And second, is performance in mathematics associated with performance in engineering? We identified the significant factors associated with weighted average mark and the completion status of engineering studies at both an undergraduate level and a Masters level. Of particular interest was the students' mathematical background. Furthermore, a survey of students enrolled in engineering at the University of Western Australia was conducted to obtain more in depth views of student attitudes and perceptions towards how mathematics has affected their engineering studies. Binary logistic models were fitted to the survey data. Additionally, focus group interviews were conducted to gain insight on student perspectives regarding the effectiveness of mathematics teaching in engineering. The results are discussed in relation to the importance of mathematics and statistics for the engineering curriculum.

Leadership strategies of principals in educational institutes is considered an important factor in order to increase support and rewards. Universities in Pakistan suffer from the problems of low support and rewards, due to which most of the teachers and management staff members remain dissatisfied with their principals. This study investigated whether transformational or transactional leadership is better for providing support and rewards to teachers and management staff, along with evaluation of principles' leadership qualities. For that, 5-point Likert scale questionnaire was utilised to assess the performance of principals by investigating 75 management and 75 teachers of 3 universities of Pakistan. Critical review approach was used for comparison between Pakistan and Australia. It was found that transformational leadership is much better as compared to transactional leadership, because it improves interaction and support, as observed in Australia. However, teachers and management staff members in Pakistan reported dissatisfaction, when asked about leadership role of their principals. They said that their principals never motivate them, support them nor reward them in contrast to leadership approaches in Australia.

We examine the effect of an innovation in an educational context, a class of 500 + first-year economics students at a well-known Australian university. We study whether introducing content in the form of a multimedia presentation has a detectable effect on specific categories of student knowledge. The multimedia presentation has a narrator presenting concepts with images, words, and worked examples. Our key outcome measure is the probability of answering questions correctly on a mid-term test. A quasi-experimental design is followed to offer a causal interpretation of the results. We find that the multimedia presentation markedly increases students' academic outcomes on the test compared to those that did not view the presentation, especially in regards to procedural and evaluative knowledge. An additional survey reveals gains in students' metacognitive knowledge. These findings suggest that multimedia presentations contribute to improved student learning outcomes and offer valuable options at a time of increased online course delivery. The findings also highlight the relevance of investing in education and resources to develop the necessary design skills among academics and staff.

Purpose: Work-integrated learning (WIL) is an integral part of hospitality curriculums in Australia. Experiencing stress during WIL is expected, as students try to balance work and other responsibilities. Previous studies have usually examined the negative impact of stress on individuals. By referring to relevant theories, this paper argues the positive impact of stress and reports on a study which aimed to investigate whether stress -- experienced by students during WIL -- leads to resilience and well-being. Design/methodology/approach: Hospitality students from different backgrounds enrolled at a tertiary institution completed an online survey. This study uses structural equation modelling (SEM), to test the proposed links between stress, resilience and well-being. Findings: The study results show that "academic pressure" (mean score = 3.57) is the most common stressor identified by hospitality students. This was followed by stress caused by "time pressure" (mean score = 3.01). Model testing reveals that experiencing "career development concerns" has a statistically significant association with resilience. Moreover, there is a strong link ([Beta] = 0.624) between resilience and well-being. Originality/value: This study makes a contribution by proposing positive outcomes related to stress during WIL. A handful of studies have looked at similar concepts. However, this paper uses statistical techniques to measure and analyse relationships between different variables. By running an SEM, the authors were able to test a linear causal relationship which identifies stressors leading to a significant impact on resilience. Similarly, the strength of relationship between resilience and well-being is also empirically tested.

As with other Pacific Island nations, the scientific efforts of the Kingdom of Tonga have been hampered through a lack of local scientists and science graduates. As observed globally, the region appears to face a steady decline in student interest and achievement in science, resulting in reduced uptake of science subjects in schools and universities. This study aims to provide insight into the attitudes of Tongan senior secondary students toward science, using the validated Test of Scientific Related Attitudes (TOSRA) instrument. The sample population comprised 2636 students of approximately 15-18 years of age, from 26 schools across Tonga. Overall, the mean attitudes of Tongan senior secondary students toward science were lower than that previously observed for Australian secondary students (Grades 7-10) and Fijian senior secondary students. A significant reduction in attitude was found between forms 5 and 6 for female students from rural areas, but not those from urban areas. No significant changes across different form levels were found for male students. The greatest difference between students' perspectives was found for the normality of scientists, which may be indicative of cultural views toward this topic. Combined with the similar results of previous research in Fijian students, this may point toward broader differences in the attitudes toward science between students in Pacific Island countries more generally.

The flipped classroom aims to improve learning by engaging students in educational activities outside of traditional lessons. Flipped classrooms have steadily gained popularity in the last decade and are a topic of discussion in teaching and learning forums. However, its adoption in mathematics and statistics has been subdued. Most higher education mathematics and statistics are still delivered through traditional lectures where students are passive participants. In this study, experiences of flipping a large first-level statistics class are presented. The implementation included a combination of peer learning and tutor-assistance in lectures. Student performance, in the form of final examination and overall marks over four semesters (two with traditional delivery and two flipped), were analysed for differences with respect to the two teaching modes after adjusting for demographic differences. In addition, student survey data were analysed with a view to revealing any relationship between attitude towards a flipped classroom and performance. The results showed that students' performance improved and an increased understanding of concepts was achieved through the flipped classroom approach. Evidence also indicated an increase in learner engagement. Student feedback indicated a higher preference for a flipped mode overall and in particular for ages 20 and below.

Tertiary educators may seek innovative ways to meet the needs of their learners. However, due to the conservative environment of most universities, innovative tertiary teachers often find themselves facing dilemmas: situations in which they must decide between apparently contradictory objectives. This paper reports findings from thematic analysis conducted as part of a study investigating the dilemmas faced by innovative tertiary educators. Semi-structured interviews were conducted with 30 successful innovative tertiary teachers. Initial analysis had identified eleven dilemmas directly related to the process of innovation. Thematic analysis of interview data revealed four themes: empathy for students; the need for persistence and resilience; love and hate responses from students; and, passion and enthusiasm aid in selling and diffusing innovation. These themes suggest that innovative teachers face a dilemma between emotional engagement and emotional neutrality. The dilemma shapes decisions made throughout their innovation process.

A barrier to using head mounted display (HMD) virtual reality (VR) in education is access to hardware for large classes. This paper compares students' learning when engaging with an HMD VR simulation as the operator and as the observer, to evaluate whether benefits of HMD VR can be achieved without requiring all students to operate the equipment. Postgraduate engineering students (N = 117) completed a safety hazard identification exercise in a workshop. The performance of students who operated and observed was compared. Results showed that students performed similarly in the exercise that followed the simulation whether they operated HMD VR (n = 33) or observed (n = 84). The finding suggests that educators may be able to use HMD VR simulations in classes with a large enrolment, by reducing the need for investment and management of a large number of sets of HMD VR equipment. Implications for practice or policy: (1) Engineering educators can use HMD VR simulations to teach students about safety in design; (2) Engineering students are able to identify safety hazards in a HMD VR simulation effectively whether they are operating the equipment or observing another student in their group operating the VR equipment; (3) One HMD VR set per student group is sufficient; and (4) HMD VR simulations can be used inclusively, even when some students are unable or unwilling to wear the headset.

Background: Australia hosts over 680,000 international students, contributing $47.8 billion to the Australian economy in 2023, and Chinese students rank first among all nationalities. However, despite their considerable numbers, research focusing on their access to healthcare services is scant. This study aimed to explore barriers and supports regarding the utilisation of healthcare services among Chinese international students studying in Australia. Methods: Semi-structured interviews were conducted in Chinese between October and December 2023 with 25 Chinese international students (age range, 19–30; female/male, n = 18/7; undergraduate/postgraduate/doctoral, n = 1/18/6) enrolled in three Australian universities to understand the healthcare challenges they encountered and the coping strategies they recommended. These interviews were recorded, and thematic analysis was applied to the interview data. An adapted social-ecological model was used to identify barriers and pragmatic strategies to deal with the challenges at different levels. Results: Chinese international students in Australia faced healthcare barriers at different levels. Individual barriers included language and cultural disparities, lack of knowledge about the healthcare system, and reluctance to seek help. Institutional barriers involved high costs, difficulties regarding appointments, and procedures related to the referral system. Policy barriers included insurance coverage and reimbursement issues. The students interviewed for this study proposed individual-level strategies, such as trying various methods to reduce language barriers, seeking information online, and using online resources and consultations. A central appointment platform and multilingual medical service were recommended from students to medical institutions, while medical service guidance and psychological support were suggested to education institutions. Higher-level strategies were also reported, which were mainly pertaining to insurance terms and coverage for overseas students and improving the accessibility of medical information. Conclusions: Our study identifies barriers to healthcare access for Chinese international students in Australia, including culture-specific challenges. To mitigate these issues, we recommend self-directed health promotion, targeted support by education institutions, enhanced cross-cultural communication and expanded telemedicine by hospitals, and attention to insurance coverage. Future research should explore optimising these approaches to improve support systems and policy frameworks. [ABSTRACT FROM AUTHOR]

The energy consumption of buildings, particularly for space heating and cooling, is a major global concern. It accounts for a substantial portion of household energy use and varies based on environmental factors and climate conditions. Environmental factors highly influence energy-saving strategies of buildings in different climate areas. Addressing this challenge necessitates innovative approaches to building design and materials. This study aims to explore the energy performance of different walling materials in varying climates, including desert, subtropical, and tropical regions. Using transient systems simulation program multi-zone software, simulations were conducted on five room models with ten different walling materials. Notably, autoclaved aerated concrete and cellular lightweight concrete consistently demonstrated better performance in both Kuwait and Australia, resulting in reduced cooling and heating demands. The study emphasizes the significance of selecting building materials based on local climate conditions. It highlights the potential for future exploration of advanced materials like phase change materials and cool roofs. By considering local climate conditions, energy-efficient buildings can be constructed. Future research should focus on advanced materials to further enhance energy efficiency. [ABSTRACT FROM AUTHOR]

This article explores public debates about credibility in media discourse regarding a Somali refugee who was raped on Nauru. Given the pseudonym "Abyan", she was living on Nauru as a result of Australian refugee policy and was brought to Australia for medical assistance. Her treatment by the Australian authorities became the subject of debate and was widely discussed in the Australian media. Analyzing a corpus of media articles reporting and commenting on this debate, this article explores how the media's representations of the key actors shape their credibility. Reflecting existing research, this article finds that Abyan's experience is used to support broader policy arguments. Further, the discourse presents Abyan as a key speaker, despite her limited ability to defend her credibility. The article concludes that credibility remains an important theme in discourse on refugees and that power asymmetries hidden within this discourse create obstacles for those wishing to challenge it.

This article is a follow-up to an earlier paper on the mathematics support learning tutorial programme (SLT), an intervention programme at The University of Queensland that targets students considered to be at risk of failing Calculus and Linear Algebra I, the first tertiary level mathematics subject at The University of Queensland. The first paper (Hillock, P., Jennings, M., Roberts, A., & Scharaschkin, V. (2013). "A mathematics support programme for first-year engineering students. International Journal of Mathematical Education in Science and Technology," 44(7), 1030-1044) reported on the inaugural programme implemented in 2012. This article provides an update of the progress of the SLT since 2012. We provide statistics for the subsequent 12 semesters to Semester 2, 2018 and describe the evolution of the SLT since its implementation. Statistical analysis of the additional data and student feedback indicate that the SLT continues to have a positive impact on student learning, with weak students making significant gains from attending the programme.

This article presents the results of a study, undertaken from a phenomenographic perspective that examines teachers' conceptions of Information and Communication Technology (ICT) in the workplace. Twenty-three teachers from three Technical and Further Education institutions in Australia participated in semistructured in-depth interviews where they discussed their experiences regarding how ICT is being used in the professional workplaces for which they prepare their students. Interviews were analyzed using an iterative process. The outcomes revealed that ICT in the workplace is conceived in three qualitatively different ways: using ICT for various regular work-related tasks; helping accomplish a job more effectively; and using ICT as an essential tool in professional activities. Three dimensions of variation--accessing and receiving information, communication, and professional development--were identified and explored to establish relationships among the categories of description. These findings provide useful knowledge for minimizing the gap between teaching in vocational institutions and workplace practices. They inform ICT integration in vocational education programs and Technical and Further Education teachers' professional development.

Simple Summary: This study focused on the trends of Head and Neck Cancers (HNC) in the First Nations people of Australia. There is an underwhelming amount of literature holistically analysing the trend of HNC among the First Nations people. This study comprehensively analysed incidence, mortality, and survival rates in the First Nations people, and compared these trends with the non-Indigenous Australian population. This emphasized the need to investigate the underlying causes and barriers for differences in the HNC burden between First Nations people and non-Indigenous Australians. Collaborative efforts, spanning from local to national levels, are required to address the HNC burden in Australia, particularly, in First Nations communities. Background: We aim to assess and compare the HNC trends between the First Nations and non-Indigenous population. Methods: HNC incidence (1998–2013) and mortality (1998–2015) data in First Nations people and non-Indigenous Australians were utilised from the Australian Cancer Database. The age-standardised incidence and mortality trends along with annual percentage changes were analysed using Joinpoint models. Age-standardised incidence and mortality rates according to remoteness, states, and five-year survival rates among First Nations people and non-Indigenous Australians were presented as graphs. Results: First Nations people had over twice the age-standardised incidence (2013; 29.8/100,000 vs. 14.7/100,000) and over 3.5 times the age-standardised mortality rates (2015; 14.2/100,000 vs. 4.1/100,000) than their non-Indigenous counterparts. Both populations saw a decline in mortality, but the decline was only statistically significant in non-Indigenous Australians (17.1% decline, 1998: 4.8/100,000, 2015: 4.1/100,000; p < 0.05). Across all remoteness levels and states, First Nations people consistently had higher age-standardised incidence and mortality rates. Furthermore, the five-year survival rate was lower by 25% in First Nations people. Conclusion: First Nations people continue to shoulder a disproportionate HNC burden compared to non-Indigenous Australians. [ABSTRACT FROM AUTHOR]

This study reports on the physicochemical and sensory attributes, total phenolic content, and antioxidant activity of 36 honey samples produced by two different stingless bee species (Tetragonula carbonaria and Tetragonula hockingsi) from Australia. The findings reveal moisture content across all samples ranges from 24.9% to 30.8% (w/w), electrical conductivity from 1.02 to 2.15 mS/cm, pH levels between 3.57 and 6.54, soluble solids from 69.2 to 75.1 °Brix, trehalulose concentrations from 6.20 to 38.2 g/100 g, fructose levels from 7.79 to 33.4 g/100 g, and glucose content from 3.36 to 26.8 g/100 g. Sucrose was undetectable in all investigated samples. In a sensory analysis involving 30 participants, Australian stingless bee honey was perceived as having a more pronounced sourness compared with New Zealand Manuka honey. The study reveals considerable variability in the composition of Australian stingless bee honey, influenced by factors such as floral availability, geographical origin, and time of harvest. It also demonstrates the presence of phenolic compounds and antioxidant activity in stingless bee honey, underlining their potential as a natural source of antioxidants. All investigated samples contain trehalulose, which supports the findings of other recent studies that propose this unusual disaccharide as a marker compound of stingless bee honey. [ABSTRACT FROM AUTHOR]

Although many young people demonstrate resilience and strength, research and clinical evidence highlight an upward trend in mental health concerns among those aged 12 to 25 years. Youth-specific digital mental health interventions (DMHIs) aim to address this trend by providing timely access to mental health support for young people (12–25 years). However, there is a considerable gap in understanding young people user experiences with digital interventions. This review, co-designed with Australia's leading mental health organization Beyond Blue, utilizes a systematic methodology to synthesize evidence on user experience in youth-oriented digital mental health interventions that are fully or partially guided. Five relevant online databases were searched for articles published from 2018 to 2023, yielding 22,482 articles for screening and 22 studies were included in the present analysis. User experience outcomes relating to satisfaction and engagement were assessed for each included intervention, with experience indicators relating to usefulness, usability, value, credibility, and desirability being examined. Elements associated with positive/negative outcomes were extracted. Elements shown to positively influence user experience included peer engagement, modern app-based delivery, asynchronous support, and personalized content. In contrast, users disliked static content, homework/log-keeping, the requirement for multiple devices, and social media integration. Asynchronous interventions showed high satisfaction but faced engagement issues, with combined asynchronous/synchronous interventions reporting better completion rates. DMHIs offer a promising platform for youth mental health support and has the potential to dramatically increase the reach of interventions through the adoption of technological and user experience best practices. While young people respond positively to many aspects of intervention modernization, such as interactive, app-based design, other concepts, such as social media integration, they need to be adopted by the field more cautiously to ensure trust and engagement. Trial Registration CRD42023405812 [ABSTRACT FROM AUTHOR]

The accuracy of photovoltaic (PV) power forecasting techniques relies not only on high-quality spatiotemporal data but also on an efficient feature-mining methodology. In this study, a spatiotemporal power forecasting model based on the broad learning system (BLS) and the improved backtracking search optimization algorithm (IBSOA) is proposed. The objective is to enhance the accuracy of PV power predictions while reducing the time-intensive training process associated with an extensive set of broad learning system parameters. The spatiotemporal attributes of historical data from multiple PV sites are clustered using a self-organizing map. The clustering analysis explores the spatiotemporal correlation among five photovoltaic (PV) power stations for each season between 2017 and 2018. Subsequently, the IBSOA is employed to optimize the hyperparameters of the BLS model, particularly the mapping and enhancement nodes. By utilizing hyperparameter optimization, a BSOA-based broad learning model is introduced to achieve superior accuracy. The results are assessed using the proposed method in comparison with three popular optimization algorithms: 1) genetic algorithm (GA), 2) bird swarm algorithm (BSA), and 3) backtracking search optimization algorithm (BSOA). All scenarios are validated and compared using PV plant data from the DKA center in Australia. The root-mean-square error (RMSE) indicators of the proposed prediction method are consistently lower than the worst-case scenario in each season, decreasing by 3.2283 kW in spring, 3.9159 kW in summer, 1.3425 kW in autumn, and 1.4058 kW in winter. Similarly, the mean absolute percentage error (MAPE) exhibits a reduction compared to the worst case, with a decreases of 0.882% in spring, 1.2399% in summer, 1.803% in autumn, and 1.087% in winter. The comprehensive results affirm that the proposed method surpasses alternative optimization techniques, delivering high-quality power forecasts for the given case study. [ABSTRACT FROM AUTHOR]

The Australian Bureau of Meteorology has developed a national hydrological projections (NHP) service for Australia. The NHP aimed to provide nationally consistent hydrological projections across jurisdictional boundaries to support planning of water-dependent industries. NHP is complementary to those previously produced by federal and state governments, universities, and other organisations for limited geographical domains. The projections comprise an ensemble of application-ready bias-corrected climate model data, derived hydrological projections at daily temporal and 0.05° × 0.05° spatial resolution for the period 1960–2099, and two emission scenarios (Representative Concentration Pathway (RCP) 4.5 and RCP8.5). The spatial resolution of the projections matches that of gridded historical reference data used to perform the bias correction and the Bureau of Meteorology's operational gridded hydrological model. Three bias correction techniques were applied to four CMIP5 global climate models (GCMs), and one method was applied to a regional climate model (RCM) forced by the same four GCMs, resulting in a 16-member ensemble of bias-corrected GCM data for each emission scenario. The bias correction was applied to fields of precipitation, minimum and maximum temperature, downwelling shortwave radiation, and surface winds. These variables are required inputs to the Bureau of Meteorology's landscape water balance hydrological model (AWRA-L), which was forced using the bias-corrected GCM and RCM data to produce a 16-member ensemble of hydrological output. The hydrological output variables include root zone soil moisture (moisture in the top 1 m soil layer), potential evapotranspiration, and runoff. Here we present an overview of the production of the hydrological projections, including GCM selection, bias correction methods and their evaluation, technical aspects of their implementation, and examples of analysis performed to construct the NHP service. The data are publicly available on the National Computing Infrastructure (10.25914/6130680dc5a51, Bureau of Meteorology, 2021), and a user interface is accessible at https://awo.bom.gov.au/products/projection/ (last access: 24 November 2023). [ABSTRACT FROM AUTHOR]

Background: The 'PenCS Flu Topbar' app was deployed in Central Queensland (CQ), Australia, medical practices through a pilot programme in March 2021. Methods: We evaluated the app's user experience and examined whether the introduction of 'PenCS Flu Topbar' in medical practices could improve the coverage of NIP‐funded influenza vaccinations. We conducted a mixed‐method study including a qualitative analysis of in‐depth interviews with key end‐users and a quantitative analysis of influenza vaccine administrative data. Results: 'PenCS Flu Topbar' app users reported positive experiences identifying patients eligible for NIP‐funded seasonal influenza vaccination. A total of 3606 NIP‐funded influenza vaccinations was administered in the eight intervention practices, 14% higher than the eight control practices. NIP‐funded vaccination coverage within practices was significantly higher in the intervention practices (31.2%) than in the control practices (27.3%) (absolute difference: 3.9%; 95% CI: 2.9%–5.0%; p < 0.001). The coverage was substantially higher in Aboriginal and Torres Strait Islander people aged more than 6 months, pregnant women and children aged 6 months to less than 5 years for the practices where the app was introduced when compared to control practices: incidence rate ratio (IRR) 2.4 (95% CI: 1.8–3.2), IRR 2.7 (95% CI: 1.8–4.2) and IRR 2.3 (1.8–2.9) times higher, respectively. Conclusions: Our evaluation indicated that the 'PenCS Flu Topbar' app is useful for identifying the patients eligible for NIP‐funded influenza vaccination and is likely to increase NIP‐funded influenza vaccine coverage in the eligible populations. Future impact evaluation including a greater number of practices and a wider geographical area is essential. [ABSTRACT FROM AUTHOR]

Catchment classification plays an important role in many applications associated with water resources and environment. In recent years, several studies have applied the concepts of nonlinear dynamics and chaos for catchment classification, mainly using dimensionality measures. The present study explores prediction as a measure for catchment classification, through application of a nonlinear local approximation prediction method. The method uses the concept of phase-space reconstruction of a time series to represent the underlying system dynamics and identifies nearest neighbors in the phase space for system evolution and prediction. The prediction accuracy measures, as well as the optimum values of the parameters involved in the method (e.g., phase space or embedding dimension, number of neighbors), are used for classification. For implementation, the method is applied to daily streamflow data from 218 catchments in Australia, and predictions are made for different embedding dimensions and number of neighbors. The prediction results suggest that phase-space reconstruction using streamflow alone can provide good predictions. The results also indicate that better predictions are achieved for lower embedding dimensions and smaller numbers of neighbors, suggesting possible low dimensionality of the streamflow dynamics. The classification results based on prediction accuracy are found to be useful for identification of regions/stations with higher predictability, which has important implications for interpolation or extrapolation of streamflow data. [ABSTRACT FROM AUTHOR]

This study investigates the influence of renewable energy rebates on the quality of the environment in Australia, with a specific emphasis on premium feed-in tariffs and renewable energy target policy. Using econometric modelling, this study demonstrates that premium feed-in tariffs have a notable long-term impact on reducing carbon emissions, albeit there are difficulties in the short run. On the contrary, the renewable energy target policy regularly demonstrates efficacy in both the short and long run. In addition, external factors, including the China-Australia trade dispute and COVID-19 disruptions, introduce heterogeneity in the outcomes of these policies by influencing supply chains and international collaborations related to renewable energy technologies. The aforementioned findings provide valuable insights for policymakers, underscoring the importance of developing well-thought-out policies that strike a balance between short-term advantages and long-term environmental advantages. This study highlights the significant contribution of effectively designed rebates for renewable energy in Australia's pursuit of a more environmentally conscious future, emphasising the importance of such incentives in promoting ecological integrity and ensuring enduring viability. [ABSTRACT FROM AUTHOR]

Australia is a unique continent, surrounded by the ocean, and the majority of its catchments flow to the coast. Some of these catchments are gauged and others are ungauged. There are 405 gauged catchments covering 2,549,000 km2 across the coastal regions of 12 drainage divisions in Australia, whereas there are 771 catchments conceptualised as ungauged covering additional 835,000 km2. The spatial and temporal distribution of mean annual rainfall and potential evaporation (PET) vary significantly from one drainage division to another. We developed a continuous daily streamflow time series of all gauged and ungauged catchments from 1993 onwards. We applied the daily GR4J lumped conceptual model to these catchments. The performance of gauged catchments was analysed through (i) visual inspection of daily hydrographs, flow duration curves, and daily scatter plots; and (ii) performance metrics, including NSE and PBias. Based on the NSE and PBias, performance ratings of 80% and 96% of the models, respectively, were found to be 'good'. There was no relationship found between the catchment area and the model performance. The ungauged catchments were divided into four categories based on distance from potential donor catchments, where observed data are available for GR4J model calibration, and Köppen climate zone. The total ungauged catchments represent 24.7% of the total drainage division areas. The streamflow from ungauged catchments was estimated using the GR4J model based on the parameters of their donor catchments. Overall, runoff ratios from ungauged catchments were found to be higher compared to their donor-gauged catchments, likely driven by their higher rainfall and less PET. This tendency was particularly evident in two drainage divisions—the Carpentaria Coast (CC) and the Tanami–Timor Sea Coast (TTS)—where ungauged areas comprised 51% and 43%, respectively. The mean gauged annual streamflow varied significantly across drainage divisions—230 gigalitres (GL) from the South Australian Gulf (SAG) to 146,150 GL in TTS. The streamflow from all ungauged catchments was estimated at 232,200 GL per year. Overall, the average streamflow from all drainage divisions, including gauged and ungauged areas, across the coastal regions of Australia was estimated at 419,950 GL per year. This nationwide estimate of streamflow dataset could potentially enhance our understanding of coastal processes and lead to improvements in marine modelling systems and tools. [ABSTRACT FROM AUTHOR]

Introduction: This study developed a proposed set of person‐centred quality indicators (PC‐QIs) for services that assess older adults' care and support needs to determine their eligibility to receive government‐funded aged care services in Australia. Individual proposed PC‐QIs amenability for change within current organizational structures were explored. Barriers and opportunities to adapt service elements of the aged care assessment service to better align with the intent of the proposed PC‐QIs were identified. Methods: A mixed methods study was conducted over five phases. A scoping review identified domains of quality for aged care services as perceived by older adults. Service elements of an aged care assessment service were mapped alongside quality domains informing key attributes of each quality domain. Self‐determination theory was used to formulate each proposed PC‐QI to align with key attributes and quality domains. Consultation with a consumer group enabled revision of the proposed PC‐QIs. A focus group with clinicians evaluated the amenability of each proposed PC‐QI for change and identified barriers and opportunities to better align service elements with older adults' perceptions of quality. Results were informed by qualitative and quantitative data from a structured focus group. Focus group discussions were audio recorded and subsequently transcribed verbatim. Qualitative data were analyzed using a deductive thematic approach by two independent researchers. Results: Twenty‐four proposed PC‐QIs were developed. Refinement to descriptors of the proposed PC‐QIs were made by the consumer group (n = 18) and all were affirmed as being amenable to change by aged care assessors. Barriers in meeting the intent of the proposed PC‐QIs were identified across five domains including: health care staff knowledge (18.7%; n = 3); clear communication (31%; n = 5); person‐centred approach (18.7%; n = 3); respect for client (18.7%; n = 3); and collaborative partnership with client (12%; n = 2). Participants made 21 recommendations. Of the five service elements in delivering an aged care assessment service, barriers in meeting the intent of the proposed PC‐QIs were identified at the intake and booking of an assessment and during the assessment. Conclusions: Recommendations identified provide assessment services guidance on ways to adapt service elements to better align with older adults' perceptions of quality. Patient and Public Contribution: Patients and carers were involved as collaborators in this project at the protocol stage which included participating in discussions regarding the refining and modification of the protocol, refinement of the proposed PC‐QIs, data collection forms and supplementary information for participants. [ABSTRACT FROM AUTHOR]

This paper presents the results of a study undertaken from a phenomenographic perspective, which examines teachers' approaches to information communication technology (ICT)-enhanced teaching in vocational tertiary education. Twenty-three teachers from three Australian Technical and Further Education (TAFE) institutions participated in semi-structured in-depth interviews about their ways of experiencing the use of ICT in various vocational courses. The findings revealed two strategies with five main orientations to ICT-enhanced teaching distributed along a continuum from teacher-focused approaches: comprising information-oriented, feedback-oriented and practice-oriented to student-focused approaches: consisting of activity-oriented and industry-oriented teaching. The identified strategies and orientations extend the frameworks of teachers' approaches to ICT-enhanced teaching revealed in the previous phenomenographic studies in tertiary education. The paper discusses theoretical and practical implications of these findings for TAFE sector and tertiary education in general.

In this paper, we discuss how a university lecturer (pseudonym: James) drew on his technological pedagogical and content knowledge (TPACK) when planning to integrate technology in teaching. The main purpose of the study was to use real-life planning observations to understand James's TPACK. The data were obtained through think-aloud sessions in which James planned a course that is offered to undergraduate initial teacher education (ITE) students in a research-intensive Australian university. Chi's (1997) verbal analysis method was used to analyse verbal qualitative data. The results indicate that a different set of knowledge domains underpinned James's decisions in each different episode of his planning sessions giving his TPACK a dynamic and context-sensitive nature. We suggest observations of teachers when making actual planning decisions as one of the preferred methods to understand the nature of their TPACK. The study introduces a new approach in understanding how this teacher's TPACK looks when he drew on various domains of knowledge, by visually presenting the combinations made among knowledge domains.

Theories of language policy increasingly emphasise focusing on the specific contexts in which language management occurs. In government settings, policy seeks to shape how individuals interact with officials. Australian asylum procedure is an area where policy aims at tight control. I examine how communication is managed in this setting, in which successful outcomes are so important. After reviewing the relevant policy documents, I explore the experiences of individual refugees and migration agents through a series of qualitative interviews. I consider the relationship between language management, beliefs and practice in this context and find that individual experiences in this setting can differ. This article demonstrates the impact of several agents in the co-construction of the refugee narrative, noting that while standardisation is institutionally valued, variation is inevitable. The findings suggest that outcomes depend on much more than just official policy.

The annual National Assessment Program--Literacy and Numeracy (NAPLAN) measures the literacy and numeracy skills of primary and secondary students in Australia. Under the three Smarter Schools National Partnership, additional funding is provided to the independent schools with the expectation of improving student performance. Using multilevel modelling to account for within-school variables and demographics, we analyse NAPLAN data from the 2008-2011 tests for a sample of independent schools to estimate the effect of the National Partnerships on student performance. The results indicated that on average male students performed higher in the numeracy test but scored lower in each of the literacy tests. Aboriginal and Torres Strait Islander students scored lower in numeracy, reading, writing, and grammar and punctuation. Students from low socioeconomic status schools performed lower in writing.

Background: Population-based studies have found that early language delays are associated with poorer long-term outcomes in adolescence and adulthood. Few studies have explored the influence of change in language ability over time on adult outcomes. Aim: To examine the educational, vocational and mental health outcomes for adults accounting for different vocabulary developmental profiles over a 16-year period. Methods & Procedures: A total of 1914 participants of the Mater-University of Queensland Study of Pregnancy (MUSP) were categorized into four groups based on their vocabulary skills at 5 and 21 years: (1) persistently good (n = 1679), (2) persistently poor (n = 33), (3) improved (n = 160), and (4) deteriorated (n = 42). The associations between vocabulary group and educational, vocational, and mental health outcomes at 21 years were investigated. Outcomes & Results: Adults with deteriorated and persistently poor vocabulary skills were less likely to have completed secondary school; with the improved, deteriorated and persistently poor groups being less likely to be engaged in education, employment or training at the 21-year follow-up, compared with the persistently good group. Adults with deteriorated performance were at an increased risk of affective disorders, as well as substance and alcohol abuse/misuse. Conclusions & Implications: These findings provide evidence that impaired vocabulary skills in adulthood, regardless of whether the deficit was acquired early or later, are associated with adverse outcomes. Clinicians and educators need to be aware of these adversities and ensure they are supporting children and adolescents in whom language difficulties exist or emerge so as to prevent poor long-term outcomes from occurring.