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Self-regulated learning (SRL) is associated with university student academic success outcomes, however students often need support to develop these skills. Technology-mediated feedback is one strategy that may aid educators in supporting students' SRL development. This study aims to explore whether a technology-mediated feedback strategy targeting tutorial preparation for flipped classrooms enhances first-year students' self-report SRL and observed implementation of the strategy. Self-report SRL was measured using the Motivated Strategies for Learning Questionnaire (MSLQ); strategy implementation profiles were based on lecture video access patterns. First-year psychology students (n = 99) were sent technology-mediated feedback emails aimed at developing their SRL. Paired-samples t-tests revealed significant increases in post-intervention self-reported motivational SRL subscales; self-reported and observed learning strategies implementation did not improve. Future research could build upon this exploratory work to form a multi-pronged strategy to increase understanding of the role of technology-mediated feedback in first-year students' SRL development for flipped classroom learning.

Research is often communicated in ways that fail to reach young people. This participatory study explored young people's recommendations for making COVID-19 research communication accessible, engaging, and relevant for young people in Australia. We held eight online Zoom workshops with nine young people (18-21 years). Participants recommended researchers share their findings on platforms young people already use, particularly social media. Young people were more likely to engage with research communicated by trusted sources, particularly medical professionals. To keep young people engaged, researchers needed to clearly communicate one main message and simplify evidence using audio-visual formats. To make research communication more relevant, young people recommended sharing findings that related to their experiences throughout the pandemic and providing young people with opportunities to shape research communication and provide feedback. Findings suggest there are opportunities to make COVID-19 research communication more accessible, engaging, and relevant for young people by incorporating their ideas.

Students in East Asian locations often obtain high academic results in international high-stakes testing, but lower results on affective aspects of their schooling, such as sense of belonging. These findings indicate the need for more holistic research into children's lifeworlds, including their experiences of school. In this article, we draw on a survey with 627 Year 4 students in three global cities in the Asia Pacific (Hong Kong, Singapore, and Melbourne), exploring dimensions of their perceptions of school. Responses from students were generally positive in terms of sense of school belonging and student identity. Students who responded positively in terms of belonging and student identity were more likely to want academic activities to occur more often. The article adds to the existing literature by offering an exploratory consideration of the relationships between sense of belonging, student identity, and school activity preferences of Year 4 students in Hong Kong, Singapore and Melbourne. It is argued that all of these are essential factors that need to be considered and incorporated in policy planning and curriculum development.

Emotional intelligence (EI) refers to a set of competencies to process, understand, and reason with affective information. Recent studies suggest ability measures of experiential and strategic EI differentially predict performance on non-emotional and emotionally laden tasks. To explore cognitive processes underlying these abilities further, we varied the affective context of a traditional letter-based "n"-back working-memory task. In study 1, participants completed 0-, 2-, and 3-back tasks with flanking distractors that were either emotional (fearful or happy faces) or non-emotional (shapes or letters stimuli). Strategic EI, but not experiential EI, significantly influenced participants' accuracy across all n-back levels, irrespective of flanker type. In Study 2, participants completed 1-, 2-, and 3-back levels. Experiential EI was positively associated with response times for emotional flankers at the 1-back level but not other levels or flanker types, suggesting those higher in experiential EI reacted slower on low-load trials with affective context. In Study 3, flankers were asynchronously presented either 300 ms or 1000 ms before probes. Results mirrored Study 1 for accuracy rates and Study 2 for response times. Our findings (a) provide experimental evidence for the distinctness of experiential and strategic EI and (b) suggest that each are related to different aspects of cognitive processes underlying working memory.

As universities offer more flexible delivery options there are parallel concerns about increasing levels of engagement. Withdrawal and disconnection from study is most common during the first year of university as students experience social, cultural and financial adjustments and attempt to understand the nuances of academic learning. This article reports on the impact of a technology-enabled support system delivering timely, personalised and actionable feedback on online activity and support emails at critical periods in two courses. Learning analytics data was used to identify appropriate engagement metrics for personalising feedback to students with results indicating an improvement in course grades. While the learning analytics approach provides a technology-mediated means for scaling personalised feedback and communicating with large cohorts of learners, the qualitative results indicated that students felt they were noticed as individual learners, were more willing to contact educators for support, and more motivated to engage with the online course learning materials.

The Reading the Mind in the Eyes Test (RMET) is a purported theory of mind measure and one that reliably differentiates autistic and non-autistic individuals. However, concerns have been raised about the validity of the measure, with some researchers suggesting that the multiple-choice format of the RMET makes it susceptible to the undue influence of compensatory strategies and verbal ability. We compared the performance of autistic (N = 70) and non-autistic (N = 71) adults on the 10-item multiple-choice RMET to that of a free-report version of the RMET. Both the autistic and non-autistic groups performed much better on the multiple-choice than the free-report RMET, suggesting that the multiple-choice format enables the use of additional strategies. Although verbal IQ was correlated with both multiple-choice and free-report RMET performance, controlling for verbal IQ did not undermine the ability of either version to discriminate autistic and non-autistic participants. Both RMET formats also demonstrated convergent validity with a well-validated adult measure of theory of mind. The multiple-choice RMET is, however, much simpler to administer and score.

As artificial intelligence (AI) continues to evolve, its impact on academic environments, especially in postgraduate research supervision, becomes increasingly significant. This study explored the impact of ChatGPT, an advanced AI conversational model, on five dimensions of research supervision: functional, enculturation, critical thinking, emancipation and relationship development. Using a qualitative approach, we examined the practices and perspectives of 20 postgraduate research students with at least 4 months' experience of using ChatGPT in research activities in Australia. The study revealed several areas of impact, including accelerated research progress, enhanced research quality, improved scholarly development and professional skills, enhanced critical thinking, increased student confidence and autonomy, and a deeper supervisory relationship. The findings suggest a shift in the roles and responsibilities of supervisors and students: the former provides strategic direction and high-level guidance, while the latter transits from apprentices to autonomous researchers due to the independence fostered by ChatGPT. This shift suggests an evolving model of postgraduate research supervision, with educational technology acting as epistemic tools to enhance the supervisory process. The study also considers the ethical implications of AI-enabled support.

As we enter a world of blended learning in higher education, an increased need for adaptation of teaching strategies to enhance engagement has been recognised to amplify learning outcomes online. Gamification has been identified as a creative tool to engage the current cohort of learners who are also characteristically tech-savvy. To this end, escape room games have gained considerable traction in medical and pharmacy education to promote learning, critical thinking and teamwork. In this pilot study we describe the implementation of a 60-minute, web-based hepatitis-themed escape room game within a Year 3 Pharmacotherapy unit at Monash University. A total of 418 students participated in this activity. Students' knowledge gain on the topic was assessed through a pre- and post-intervention assessment, whereby a statistically significant improvement was seen in the knowledge score following implementation of the gaming activity (58.66% pre-intervention vs. 72.05% post-intervention, p < 0.05). The innovative learning activity was also well perceived by the students. Virtual escape room game is a viable pedagogical approach to teach and reinforce clinical concepts among pharmacy students. With the evolving landscape of education and learner demographics, investment in technology- enhanced game-based learning is a promising trajectory to support students' growth in a learner-centered environment. A comparison between virtual escape room game and traditional teaching will further inform effectiveness of the gamification on long term knowledge retention.

Generalizability of the value of methods based on learning analytics remains one of the big challenges in the field of learning analytics. One approach to testing generalizability of a method is to apply it consistently in different learning contexts. This study extends a previously published work by examining the generalizability of a learning analytics method proposed for detecting learning tactics and strategies from trace data. The method was applied to the datasets collected in three different course designs and delivery modalities, including flipped classroom, blended learning, and massive open online course. The proposed method combines process mining and sequence analysis. The detected learning strategies are explored in terms of their association with academic performance. The results indicate the applicability of the proposed method across different learning contexts. Moreover, the findings contribute to the understanding of the learning tactics and strategies identified in the trace data: learning tactics proved to be responsive to the course design, whereas learning strategies were found to be more sensitive to the delivery modalities than to the course design. These findings, well aligned with self-regulated learning theory, highlight the association of learning contexts with the choice of learning tactics and strategies.

Research evidence suggests children experiencing adversity are at risk of language disparities in early childhood. This puts these children at risk of poor language outcomes, perpetuating disadvantage in later development and academic life. This study aimed to investigate associations between Early Childhood Education and Care (ECEC) attendance, hours of attendance and quality in a cohort of 2-year-old children experiencing adversity with their language outcomes at age five. Pregnant women experiencing adversity, based on women meeting two or more of 10 factors on a brief risk factor survey, were recruited from maternity hospitals in Victoria and Tasmania, Australia. At age 2 years, ECEC data was collected via survey, including ECEC attendance, amount of time spent and ECEC quality (using the Australian government's national measure of quality, the National Quality Standard assessment) (n = 161). At age 5 years, child language outcomes were measured using a standardised language assessment. This data was analysed using logistic regressions and the non-parametric Kruskal-Wallis test to identify associations. After adjusting for potential confounders, we found language scores at age five were higher, on average, for children who attended ECEC at age two compared to those who did not attend. However, hours of attendance and ECEC quality, was not found to be associated with language outcomes. Findings suggest ECEC attendance in the early developmental years (birth to age 3 years) may be a protective factor against social disadvantage factors and contribute to positive language development for children experiencing adversity. This information is important for the ECEC sector, policymakers and families to advocate, enable and ensure high-quality ECEC is accessible, particularly for children experiencing adversity.

This paper investigates quality assurance as boundary-making practices that establish and re-establish boundaries of a transnational education (TNE) partnership between an Australian and a Malaysian higher education institution. Drawing on practice theory we offer a conception of boundaries as enacted, shifting and performed by the multiple actors involved in the partnership. We employ a relational, practice-based approach and a participatory action research methodology to investigate how quality assurance could be re-configured to enhance relationships and collaboration, and support on-going dialogue, co-developed curriculum and context--sensitive quality measures. This paper re-casts boundaries and borders as collective performances, offering an expanded conception of boundaries from the dualistic "home-host," pre-given conceptions common in the TNE literature. Our case study demonstrates how participatory action learning (PAL) is useful for expanding and re-shaping the boundaries in TNE in ways that support the creation of transnational teaching teams and intercultural communities of practice. We show how stretching the boundaries from a dyadic relationship between quality assurer and subject coordinator to include sessional academics and enacting PAL projects using communal media generates the conditions of possibility for developing teaching teams that are transnational in practice as well as in name. The move towards joint responsibility for the development of curriculum, teaching and learning contributes to more equitable partnership approaches and creates possibilities for intercultural engagement between academics and students in different geographical and cultural contexts.

This paper explores the relationship between workforce competence, migration, and quality improvement in the Asia-Pacific through analysis of Early Childhood Education (ECE) policy texts from three East Asia Summit countries. Content (word level) analysis of salient policy texts was undertaken to address two questions: How are culture and diversity "conceptualized" in these texts? How are diverse educators "positioned" in these texts? We show that, despite differing historical trajectories of ECE, policy frameworks in all three countries fail to sufficiently acknowledge the potential contribution of migrant educators to quality improvement initiatives. We conclude by calling for greater attention to workforce mobility and diversity in ECE policies, and for further research into the untapped competence of migrant educators.

Restrictions on movement during the COVID-19 pandemic led to assessment being conducted online, which gave students opportunities to use internet search engines during examinations. We found that in some cases internet searches resulted in characteristic incorrect responses, and around one third of students entered these answers to examination questions in a foundation chemistry unit. Classification of those students allowed us to analyse their performance on other assessment tasks and we found that students who used an internet search and input incorrect results performed worse across all assessment tasks. Use of online proctoring and an academic honesty module in subsequent semesters reduced the percentage of students entering incorrect answers found though internet searches. We explored the relationship between students' prior knowledge, investment in content and self-efficacy with the use of internet searches during their examination. We found significant correlations with prior knowledge and investment, but not with self-efficacy. Our data calls for better authentication of online assessment, because in most cases internet searches give correct responses and so it is impossible to be sure that a student has generated the response. We propose guidelines to reduce the use of search engines during examinations.

Policymakers are considering initiatives to reduce potential harms of pornography, including educational and legislative approaches. In determining the appropriateness of policies, however, it is important to consider community attitudes. We conducted an online survey with a convenience sample of 1272 young people aged 15-29 in Australia, recruited via social media. Seventy-four per cent reported having watched pornography in the past year. Participants were asked whether they believed that pornography was harmful, and whether they supported or opposed five different kinds of initiatives. Most (65%) believed that pornography was 'harmful for some people but not everyone', 11% believed it was 'harmful for everyone', 7% harmful for children only, and 17% believed it was not harmful. Eighty-five per cent supported school-based pornography education, 57% supported national education campaigns about pornography, 22% supported a national filter to block all access to pornography, 63% supported requiring condom use in all pornography, and 66% supported banning violence in pornography. Extended responses demonstrated that despite general support for policies, many participants were concerned about how these would be implemented, for example, with respect to the content of education and definitions of violence. Participants wanted initiatives to be implemented in a way that did not introduce harm or shame pornography users.

There has been much discussion about the high performance of East Asian students in international high stakes testing, but little attention has been paid to their lifeworlds beyond school. In this article we explore findings from a survey of 627 Year 4 children (nine and ten years old) in three global cities (Hong Kong, Singapore, and Melbourne), focusing on their out-of-school activities as one aspect of their lifeworlds. The findings indicate that the most common activities in each location were comparable. Since the activities in the three locations were largely similar, the findings problematise East/West binaries which have been a feature of research and discussions in this area.

Research and development in learning analytics has established viable solutions for scaling personalised feedback to all students. However, questions remain regarding how such feedback is perceived, interpreted and acted upon by stakeholders. The present study reports on the analysis of focus group data from four courses to understand students' sensemaking of personalised, learning analytics-based feedback. Deductive analysis and epistemic network analysis were carried out to identify students' perceptions and associated emotional responses to the feedback. The results demonstrate that students mostly held positive perceptions of their feedback -- especially in regard to quality, task-focus and instructor care. While emotions to feedback were often negative, students also noted this increased their motivation to invest more effort in the learning tasks. The results of the study provide further evidence of the interpersonal communication variables influencing students' proactive recipience of feedback. Importantly, the findings show that students were mostly actively engaged with their personalised feedback, and that the instructor-mediated approach to feedback based on learning analytics is aligned to the principles of effective feedback.

Purpose: Third-party arrangements where a university offers its degrees in collaboration with another institution are not a new phenomenon, particularly when the third-party arrangements occur in the form of a cross-border education (or widely known as transnational education). Drawing on a critical review of the literature available on quality assurance of domestic third-party arrangements and through the use of interviews with the sessional teaching staff, the paper offers theoretical as well as practical views on the domestic third-party arrangement and seeks to inform key stakeholders in the academic management of such collaboration. Design/methodology/approach: The study was undertaken with 40 sessional academics who are involved in teaching postgraduate courses at several third-party education providers and universities with metropolitan campuses in Australia. Focus group interviews were conducted with 8-10 participants in each group. The qualitative study included seven open-ended questions. Each focus group interview was between 45- 60 minutes. Findings: The study found 11 universities in Australia offering courses in third-party arrangement with a focus on international students. Online third-party arrangement is also gaining momentum. The study found the following areas that require attention: induction and professional development, quality assurance arrangements, maintenance of standards, adequacy of resources and infrastructure and risk related to academic quality. Research limitations/implications: Limited study has been conducted on third-party arrangements where a university, usually located far from the city vicinity, works in a collaborative mode with another institution, primarily a private institution, to offer degrees at metropolitan city areas in the same country. Further research is needed with a large number of participants. Originality/value: The study is undertaken for the first time in Australia. No research has been undertaken on the growth and quality assurance of a third-party arrangement in Australia and other developed countries. The study involves the engagement of the sessional academic staff.

With, Sonography, celebrating its 10th birthday, it is timely to reflect on the changes in ultrasound and the role of the sonographer, across the same period. This paper will present the significant changes that have occurred across the last 10 years in a large public hospital network in Australia across a diversity of themes. In the areas where challenges have emerged, the way these were navigated will be described. Documenting this change in ultrasound provision may be valuable to future planning for all key stakeholders. [ABSTRACT FROM AUTHOR]

Optional (non-assessed) learning activities are a learning tool that may help students achieve their desired grade, or help students with lower levels of previous experience in the topic. This study examines the implementation of, and outcomes from, two optional activities, one online and one paper-based. The activities complemented the lectures and practical (laboratory) classes and were designed to give students additional practice with the key concepts. It was predominantly the most ambitious students who engaged with the activities. Those students who engaged with the activities achieved a higher mark relative to their mark in a comparable prerequisite class. The students strongly preferred the paper activities, and although they would like both online and paper options to be available, they would not be willing to pay a small fee for the online activity.

Through innovative use of technology, we propose a pedagogical framework to improve the achievement of the threshold learning outcomes defined for Australian curriculum in environmental science. The proposed framework is grounded in the theory of disciplinary intuitions. It aims to improve understanding of the local environment through assessment of microclimates, thereby developing increased understanding of complex environmental issues, and promote systemic change in environmental science education by engaging students in novel and authentic tasks. The proposed framework seeks to make environmental factors immediately relevant to students through study of their local environment. Students can develop an understanding of complex environmental issues through learning activities which interrogate the local environment datasets.

Evidence suggests that parental mind-mindedness is important for children's social-emotional development; however, almost all research exploring mind-mindedness has been conducted with families from Western backgrounds. The current study explored cross-cultural differences in mind-mindedness based on observed real-time interactions between urban Australian (N = 50, M[subscript age] = 30.34 years, SD = 3.14) and urban mainland Chinese (N = 50, M[subscript age] = 29.18 years, SD = 4.14) mothers and their toddlers (Australian: M[subscript age] = 18.98 months, SD = 0.87; Chinese: M[subscript age] = 18.50 months, SD = 2.25). Controlling for education, the Australian mothers used a higher proportion of appropriate mind-related comments and were less likely to use non-attuned mind-related comments than their Chinese counterparts, adjusting for total number of comments. Transcript analysis showed that the Australian mothers used more mental state terms referring to desires and preferences than Chinese mothers. Findings are discussed in relation to cultural influences in child-rearing goals, beliefs, and values and the need for cross-cultural validation of the mind-mindedness construct.

Although technological advances have brought about new opportunities for scaling feedback to students, there remain challenges in how such feedback is presented and interpreted. There is a need to better understand how students make sense of such feedback to adapt self-regulated learning processes. This study examined students' sense-making of learning analytics--based personalised feedback across four courses. Results from a combination of thematic analysis and epistemic network analysis show an association between student perceptions of their personalised feedback and how these map to subsequent self-described self-regulated learning processes. Most notably, the results indicate that personalised feedback, elaborated by personal messages from course instructors, helps students refine or strengthen important forethought processes of goal-setting, as well as to reduce procrastination. The results highlight the need for instructors to increase the dialogic element in personalised feedback in order to reduce defensive reactions from students who hold to their own learning strategies. This approach may prompt reflection on the suitability of students' current learning strategies and achievement of associated learning goals. Implications for practice or policy: (1) Personalised feedback based on learning analytics should be informed by an understanding of students' self-regulated learning; (2) Instructors implementing personalised feedback should align this closely with the course curriculum; (3) Instructors implementing personalised feedback in their courses should consider the relational element of feedback by using a positive tone; and (4) Personalised feedback can be further enhanced by increasing the dialogic element and by including more information about learning strategies.

Aim: To assess infection prevention and control programs in residential aged care facilities. Methods: A cross‐sectional survey and structured interviews from 10 residential aged care facilities in Victoria, Australia, were used. Infection prevention and control nurse leads from each facility completed a purpose‐built survey based on best practice infection prevention control program core components, including staff training, policies and procedures, governance, and surveillance. Follow‐up interviews with residential aged care staff, residents and family visitors were carried out to elaborate and verify survey data. Results: Surveys from all 10 facilities were received and 75 interviews carried out. All facilities had an infection prevention and control lead nurse who had undergone additional training, and 60% of facilities had an infection prevention and control lead position description. All facilities had a committee to oversee their infection prevention and control program, and all had policies and procedures for standard and transmission‐based precautions. One facility did not have a policy on healthcare‐associated infection surveillance, and two facilities did not have an antimicrobial stewardship policy. All facilities provided staff training in hand hygiene and personal protective equipment use, but not all routinely assessed competency in these. Conclusions: The residential aged care facilities' infection prevention and control programs were generally in a strong position, although there were some areas that require improvement. Further assessment of the quality of infection prevention and control program components, such as content of education and training, and policies and procedures, and ongoing evaluation of programs is recommended. Geriatr Gerontol Int 2024; 24: 358–363. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the current knowledge and experiences of consumers in Australia on adverse drug reaction (ADR) reporting and their reasons for reporting or not reporting ADRs, with a focus on the use of digital tools for ADR reporting. Methods: A cross-sectional online survey was conducted among adults who had taken medicine in Australia. A structured questionnaire with multiple choice or Likert scale responses with an option for participants to provide free-text responses and pretested for face validity was used. Consumer characteristics, knowledge, and ADR reporting practices were analyzed using descriptive statistics and the chi-square test or Fisher's exact test. Results: A total of 544 survey responses were included in the analysis. The majority of respondents were women (68%), and 22% were aged between 65 and 74 years. Fifty-eight percent (n = 317) of respondents knew that they could report ADRs to either the Therapeutic Goods Administration (TGA), state or territory government health department, or healthcare professionals. Three-quarters (n = 405) of respondents stated that they had experienced an ADR; of these, 36% reported an ADR to either the TGA, state or territory government health department, or healthcare professionals. Among those who reported ADRs, 58% were unaware that they could use digital tools to report ADRs. The main reason for not reporting was that they did not think the ADR was serious enough to report (39%). Conclusion: Over half of consumers knew that they could report ADR; however, improved consumer awareness about using digital tools for ADR reporting and increased ADR reporting is needed. [ABSTRACT FROM AUTHOR]

The Advancing Science and Engineering through Laboratory Learning (ASELL) for Schools program has been instrumental in getting schools across Australia to reconsider the effectiveness of the laboratory learning activity (LLA) in science education. In Victoria, the ASELL for Schools project has collaborated with another nationally funded program, the Reconceptualising Maths and Science Pre-service Teacher Education Program (ReMSTEP), to integrate contemporary science and industry links into the redesign of LLAs. In this paper, we present some of the ideas that are used to re-craft an LLA, along with four case studies.

Background: General anaesthesia (GA) remains a vital modality to facilitate dental treatment for patients with special needs but there is limited literature to describe the types of patients requiring this form of care and the treatment they receive. Method: A cross-sectional clinical audit was conducted of patients treated under GA at the Day Surgery Unit of the Royal Dental Hospital of Melbourne during August 2015. Results: The majority of patients had an intellectual disability and were referred due to their inability to tolerate conventional dental treatment. These patients demonstrated high levels of treatment need requiring an average of two fillings and six extractions. Conclusions: Although these results demonstrate the value of GA in treating patients with intellectual disabilities, the level of treatment need identified raises concerns about current approaches to oral health for this cohort. Greater efforts are required towards preventive oral care for patients with special needs.

In 1993, the first study of outcomes of auditory-verbal graduates was published in the Journal of the American Academy of Audiology (JAAA). The stated purpose of the research at that time "was to document the status of graduates of one aural habilitation option; auditory-verbal" (p. 190, Goldberg & Flexer). A follow-up study was published in 2001, also in JAAA, and findings of both studies revealed that the majority of the participants were integrated into regular/typical learning and living environments. The latter study suggested that the early fitting of sensory aids and cochlear implant technology, coupled with family-focused early intervention emphasizing auditory learning, helped to provide for even greater independence and community participation of these later graduates. Now, over 25 years after the initial auditory-verbal graduate study, this current research project replicates and provides an update of graduates of auditory-verbal teaching from around the world. (Participants in the earlier studies were solely from the United States and Canada.) Results from over 200 graduates continue to reinforce the positive outcomes reported in the earlier studies.

Cosmetic injectables, such as botulinum toxin injections and skin fillers, are widely popular in Australia, with the market projected to grow substantially in the coming years. Regulatory bodies in Australia have issued guidelines to ensure patient safety and practitioner competence to mitigate risks associated with these procedures. [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]

Simple Summary: Microsatellite instability (MSI) is a hallmark of colorectal cancer (CRC) that is present in 10–15% of all patients with this condition. MSI results from the inactivation of the mismatch repair (MMR) pathway in tumors due to germline MMR mutations, known as Lynch syndrome or sporadic epigenetic gene silencing, leading to an increased mutation rate and genomic instability. In this study, we assessed the utility of the polymerase chain reaction (PCR)-based molecular method as an alternative to immunohistochemistry for determining MSI status in formalin-fixed paraffin-embedded tissues and investigated the clinicopathological significance and prognostic value of MSI in CRC. We found that patients with MSI-high (i.e., high MSI) had better overall and disease-free survival than those with microsatellite stability, and this result was significant in patients with right-sided CRC. Our results demonstrate that PCR-based MSI detection may serve as a useful prognostic predictor in patients with CRC and may have clinical value in the management of these patients. Given the crucial predictive implications of microsatellite instability (MSI) in colorectal cancer (CRC), MSI screening is commonly performed in those with and at risk for CRC. Here, we compared results from immunohistochemistry (IHC) and the droplet digital PCR (ddPCR) MSI assay on formalin-fixed paraffin-embedded tumor samples from 48 patients who underwent surgery for colon and rectal cancer by calculating Cohen's kappa measurement (k), revealing high agreement between the methods (k = 0.915). We performed Kaplan–Meier survival analyses and univariate and multivariate Cox regression to assess the prognostic significance of ddPCR-based MSI and to identify clinicopathological features associated with CRC outcome. Patients with MSI-high had better overall survival (OS; p = 0.038) and disease-free survival (DFS; p = 0.049) than those with microsatellite stability (MSS). When stratified by primary tumor location, right-sided CRC patients with MSI-high showed improved DFS, relative to those with MSS (p < 0.001), but left-sided CRC patients did not. In multivariate analyses, MSI-high was associated with improved OS (hazard ratio (HR) = 0.221, 95% confidence interval (CI): 0.026–0.870, p = 0.042), whereas the loss of DNA mismatch repair protein MutL homolog 1 (MLH1) expression was associated with worse OS (HR = 0.133, 95% CI: 0.001–1.152, p = 0.049). Our results suggest ddPCR is a promising tool for MSI detection. Given the opposing effects of MSI-high and MLH1 loss on OS, both ddPCR and IHC may be complementary for the prognostic assessment of CRC. [ABSTRACT FROM AUTHOR]

Introduction: Although there is a large proportion of people from culturally and linguistically diverse backgrounds within Australia, their rate of access to disability services is disproportionately low. This review aims to understand the service needs of people from culturally and linguistically diverse backgrounds with disability to facilitate engagement in meaningful occupations. Methods: Arksey and O'Malley's scoping review framework was employed. Ten databases were searched for Australian studies. A deductive content analysis framework was applied in the synthesis. Results: Fourteen papers were included. Themes that emerged include language and cultural needs and considerations, which highlights the need for information sharing to take account of intergenerational, intercultural and sociolinguistic differences. It also identified the need for improved training and skills of existing interpreters. Culturally competent and responsive services was another theme identified, which emphasised the need to enhance the workforces' understanding of cultural practices. There is also a strong call for a more culturally diverse workforce to reduce the use of some interpreters and to build a more culturally competent workforce. The last theme was responsive service delivery, which requires the governance to support the development of a nurturing trusting therapeutic relationship. Conclusions: Service providers should be trained on the inequities and intersectionality of this population. Further research is required to explore current disability policy in Australia with an intersectionality lens to ensure recommendations can be made to address barriers and ensure this population receives services in a manner that enhances their ability to engage in occupations meaningfully. [ABSTRACT FROM AUTHOR]

Australia prohibits the sale of nicotine-vaping products unless prescribed by medical practitioners. Significant policy reforms were announced on the 28th of November 2023 including a ban on single-use disposable vapes with and without nicotine, and the removal of the personal importation scheme. Despite stringent regulations, loopholes exist such that e-cigarette vendors are getting around it, and online markets provide a route to do so. We discuss strategies used by vendors to covertly market e-cigarettes online through social media. In this perspective, we highlight three proposed policies to strengthen social media regulations that may be feasible to implement. Our proposed strategies to regulate e-cigarette product listings on social media involve implementing robust age verification measures, enhancing the system for flagging and reporting prohibited content, and developing a more effective system to identify and flag content related to e-cigarettes. [ABSTRACT FROM AUTHOR]