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Learner engagement, loosely defined as the extent of a student's cognitive and emotional investment in both academic and co-curricular activities, is argued to make a positive impact on both the student experience at university and student learning outcomes. Universities often implement co-curricular activities and programs to drive learner engagement, yet it continues to be the most lagging metric in nationwide student evaluations of higher education experience in Australia. This raises questions of how to design and deliver effective and engaging co-curricular programs, however, there is scant praxis-oriented knowledge available. This article draws on the experience of a team of academics in an Australian business school tasked with creating a co-curricular program to foster learner engagement amongst an undergraduate cohort. Drawing upon engagement data from 1 year of delivery, as well as a series of semi-structured long-form focus group discussions with participating students at varying stages of their learning journey, this article questions assumptions about learner engagement and co-curricular design and challenges the use of learner engagement as a metric for evaluating educators and educational institutions given the nature of students' relationship with their education.

An ongoing problem for teacher education institutions is bridging the gap between theory and practice and offering authentic experiences to challenge preservice teachers' pedagogical decision-making. Preservice practicums simulate teaching and can, at best, offer controlled experiences in familiar settings. This restricts the opportunities for preservice teachers to develop confidence in their own pedagogical decision-making and to adapt curriculum to meet unknown or unforeseen conditions. This paper describes, through a small-scale qualitative case study, a teaching experience in an unfamiliar setting, the persistent actions taken to respond to a specific context and the impact this had on preservice teacher knowledge and self-efficacy. The study found that preservice teacher self-efficacy can be scaffolded in real-world contexts provided sufficient planning, peer support and mentoring is available.

Lab orientation is a vital part of learning for new students entering the university, as it provides the students with all the necessary and important information about the lab. The current orientation is manual, tedious, suffers from logistical constraints, lacks engagement, and provides no way to assess that outcomes have been achieved. This is also supported by the results of a student survey which revealed students' dissatisfaction with current process of orientation. This study presents the design and development of a sample augmented reality mobile application, AR-LabOr, for the lab orientation that helps students in a quick and easy adaptation to the lab environment by familiarizing them with the lab equipment, staff, and safety rules in a fun and interactive manner. This application makes use of marker-less augmented reality technology and a blend of multimedia information such as sound, text, images, and videos that are superimposed on real-world contents. An experiment with 56 students showed that they found the novel method of orientation using the application more engaging than the traditional instructor-led method. Students also found the application to be more supportive, motivating, and that it helped them in better understanding the lab equipment.

Service-learning is used by universities to promote community engagement thatbenefits both the students and the recipient community; however, evidence largely demonstrates only the shortterm effects of such experiences. This paper presents ananalysis of the transformational learning of a group of Australian students who travelled to Fiji in an organised service-learing project. Using Kiely's model oftransformational learning, this case study describes the dissonance felt by a sub-groupof three (n = 3) students, from a cohort of thirteen (n = 13), who subsequently used this transformational learning to make major changes in their career and life goals. Rather than being adversely affected by the dissonance they experienced, these students used this learning as an opportunity for personal and professional growth. These findings support the notion that service-learning has the potential to provide students with challenging, life-changing opportunities that can have long-lasting effects.

The purpose of this study was to compare students' and teachers' perceptions of differentiated practices, student engagement, and the qualities of an effective teacher by fostering student voice. Participants included 802 students and 867 teachers from Northern Sydney government schools in Australia. The researcher used a convergent parallel mixed methods design, including online questionnaires and face-to-face interviews. Years 5 to 12 gifted students (n = 38) from four schools acted as co-researchers at the methodological level. The student co-researchers co-designed and disseminated the student survey, and interviewed their own teachers. Significant differences were found between the students' and the teachers' perceptions of differentiated practices, student engagement, and the qualities of an effective teacher. The study's findings highlight the need for a shared understanding of perspectives by both teachers and students to foster schoolwide optimal learning and teaching processes.

This study examined similarities and differences in the perceptions of principals and teachers about the use of differentiated strategies for gifted learners and studied principals' perceptions about schoolwide differentiation. Comparisons of these perceptions have been undocumented to date. Participants included 867 teachers and 120 principals from government schools in Sydney, Australia. A mixed methods approach was used, including online questionnaires and case studies of principals. Results revealed significant differences between the perceptions of principals and teachers about differentiated practices. The case studies demonstrate that exemplary principals continually enhance their understanding of differentiated learning and build their teachers' collective capacity for educating gifted learners. The findings indicate the need for stronger pedagogical congruence between principals and teachers in educating the gifted, ongoing professional education of principals and teachers in gifted education, and effective leadership actions for schoolwide differentiated learning.

Design and Technology has become an important part of the school curriculum. In Queensland, Australia, Technology (which encompasses Design) is one of the Key Learning Areas (KLAs) for students in the first ten years of schooling. This KLA adopts a student-centred, hands-on constructivist approach to teaching and learning. The ability to conceptualise and implement appropriate learning experiences, however, has been a challenge for some early career teachers. This paper describes how Design and Technology is being taught to pre-service primary teachers at an Australian University through their involvement in a range of authentic problem-solving activities supported by social learning tools such as wikis and blogs. An interview with a sample from this group (N=5) provides an insight into how these social software tools enhanced their knowledge and learning. This paper will describe how these social learning tools impact on the agency of learning. (Contains 4 figures.)

The creativity program, "imagination 'first': unleash the power of possibility," implemented in public primary and secondary schools in Northern Sydney, New South Wales, Australia, deals with the power of imagination in unleashing creativity among gifted students and teachers. Following an in-depth literature review on creativity for gifted students, a Learner-centered Framework of Creative Pedagogy was developed. The framework is guided by the key question: "How can creative development be enhanced among gifted learners in schools?" The framework proposes that creativity can be fostered through the interplay of three key dimensions: "creative practice," "creative learning," and "creative process." The program demonstrates that the role of imagination is at the heart of creative learning. Activities that foster creative thinking should challenge gifted learners to think laterally, be open-minded, inquire into possibilities, and kindle their imagination. Significantly, schools need to "promote creativity across all areas of the curriculum." Practical strategies for implementing the framework in schools are shared.

Information and Communication Technology (ICT) has become an integral part of societies across the globe. This study demonstrates how successful technology integration by 10 experienced teachers in an Australian high school was dependent on teacher-driven change and innovation that influenced the core business of teaching and learning. The teachers were subject specialists across a range of disciplines, engaging their Year Eight students (aged 12-14 years) in the Technology Rich Classrooms programme. Two classrooms were renovated to accommodate the newly acquired computer hardware. The first classroom adopted a one-to-one desktop model with all the computers with Internet access arranged in a front-facing pattern. The second classroom had computers arranged in small groups. The students also used Blackboard to access learning materials after school hours. Qualitative data were gathered from teachers mainly through structured and unstructured interviews and a range of other approaches to ascertain their perceptions of the new initiative. This investigation showed that ICT was impacting positively on the core business of teaching and learning. Through the support of the school leadership team, the built environment was enabling teachers to use ICT. This influenced their pedagogical approaches and the types of learning activities they designed and implemented. As a consequence, teachers felt that students were motivated and benefited through this experience.

This paper demonstrates, following Vygotsky, that language and tool use has a critical role in the collaborative problem-solving behaviour of school-age children. It reports original ethnographic classroom research examining the convergence of speech and practical activity in children's collaborative problem solving with robotics programming tasks. The researchers analysed children's interactions during a series of problem solving experiments in which Lego Mindstorms toolsets were used by teachers to create robotics design challenges among 24 students in a Year 4 Australian classroom (students aged 8.5-9.5 years). The design challenges were incrementally difficult, beginning with basic programming of straight line movement, and progressing to more complex challenges involving programming of the robots to raise Lego figures from conduit pipes using robots as pulleys with string and recycled materials. Data collection involved micro-genetic analysis of students' speech interactions with tools, peers, and other experts, teacher interviews, and student focus group data. Coding the repeated patterns in the transcripts, the authors outline the structure of the children's social speech in joint problem solving, demonstrating the patterns of speech and interaction that play an important role in the socialisation of the school-age child's practical intellect.

There is extensive uptake of ICT in the teaching of science but more evidence is needed on how ICT impacts on the learning practice and the learning outcomes at the classroom level. In this study, a physics website ("Getsmart") was developed using the cognitive apprenticeship framework for students at a high school in Australia. This website was designed to enhance students' knowledge of concepts in physics. Reflexive pedagogies were used in the delivery learning materials in a blended learning environment. The students in the treatment group accessed the website over a 10 week period. Pre and post-test results of the treatment (N = 48) and comparison group (N = 32) were compared. The MANCOVA analysis showed that the web-based learning experience benefitted the students in the treatment group. It not only impacted on the learning outcomes, but qualitative data from the students suggested that it had a positive impact on their attitudes towards studying physics in a blended environment. (Contains 1 figure and 6 tables.)

The enhanced accessibility, affordability and capability of the Internet has created enormous possibilities in terms of designing, developing and implementing innovative teaching methods in the classroom. As existing pedagogies are revamped and new ones are added, there is a need to assess the effectiveness of these approaches from the students' perspective. For more than three decades, proven qualitative and quantitative research methods associated with learning environments research have yielded productive results for educators. This article presents the findings of a study in which Getsmart, a teacher-designed website, was blended into science and physics lessons at an Australian high school. Students' perceptions of this environment were investigated, together with differences in the perceptions of students in junior and senior years of schooling. The article also explores the impact of teachers in such an environment. The investigation undertaken in this study also gave an indication of how effective Getsmart was as a teaching model in such environments.

A Markov chain is used to model the movement of undergraduates through the higher education system in Australia. Given the student's age on commencing a course of study, the model provides estimates of the probability of course completion, mean time for completion, and mean time spent in the higher education system. (Author/MSE)

Explains a model to analyze direct teaching cost per student at the class level in the final two years of secondary schooling in Victoria, Australia. The model provides predictions for class size and unit cost for each learning area for various enrollment levels. Cost predictions for foreign-language classes were twice that of English classes. Mathematics classes had the lowest cost. (12 references) (MLH)

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

Delays in treatment of aSAH appear to be common but the causes are not well understood. We explored facilitators and barriers to timely treatment of aSAH. We used a multiple case study with cases of aSAH surviving> 1 day identified prospectively. We conducted semi-structured interviews with the patient, their next-of-kin and health professionals involved in the case. Within-case analysis identified barriers and facilitators in 4 phases (pre-hospital, presentation, transfer, in-hospital) followed by thematic analysis across cases using a case-study matrix. Twenty-seven cases with 90 interviewees yielded five themes related to facilitators or barriers of timely treatment. "Early recognition" led to urgent response. "Accessibility to health care" depended on patient's location, transport, and environmental conditions. Good "Coordination" between and within health services was a key facilitator. "Complexity" of patient's condition affected time to treatment in multiple time periods. "Availability of resources" was identified most frequently during the diagnostic and treatment phases as both barrier and facilitator. The identified themes may be modifiable at the patient/health professional level and health system level and may improve timely treatment of aSAH through targeted interventions, subsequently contributing to improve morbidity and mortality of patients with aSAH. [ABSTRACT FROM AUTHOR]

Introduction: In September 2015, the South Western Sydney (SWS) Public Health Unit was notified of a cluster of Salmonella Typhimurium (STm) cases with a common multiple-locus variable-number tandem repeats analysis (MLVA) pattern. An investigation was conducted to identify a source and contain the outbreak. Methods: The cluster was initially identified through routine geographic information system cluster scanning applied to the New South Wales Notifiable Conditions Management System. Additional cases were identified through a complaint to local council about a bakery. The bakery was inspected and 48 environmental and food swabs were collected for analysis. Results: A total of 26 suspected cases were identified, of which 14 were interviewed. STm MLVA type 3-16-9-11-523 was identified in 19 of 26 case stool specimens. Most cases (12/14) consumed bread rolls containing pork or chicken with chicken liver pâté and raw egg mayonnaise filling. Five cases identified a common bakery exposure. Environmental and food samples from the bakery isolated STm with an identical MLVA pattern. Discussion: An STm cluster in SWS was investigated and found to be linked to Vietnamese bread rolls containing pork or chicken with chicken liver pâté and raw egg mayonnaise filling. Confirmation of a distinct MLVA pattern among STm isolates from clinical, food and environmental samples provided evidence to establish an epidemiological link between the cases and the implicated premises and informed public health action to contain the outbreak. [ABSTRACT FROM AUTHOR]

Fiji Islanders have emigrated to Australia, New Zealand, Canada and the United States of America since Fiji became independent in 1970. Emigration has continued since then with peaks during times of political crises, such as national elections. It has experienced troughs during periods of political stability and economic growth. The trends in Fiji suggest that deficits in human development, especially in relation to human security, underlie the emigration of Fiji citizens, particularly the Fiji Indians. The gender dimensions of emigration and its implications for human development are explored in this article. [ABSTRACT FROM AUTHOR]

Importance: Ophthalmology faces imperatives to improve sustainability, but there is uncertainty about how to respond., Background: We sought New Zealand ophthalmologists' opinions on climate change, sustainability and the role of ophthalmologists in responding to these issues, as well as information on the extent that ophthalmology practices are acting on sustainability., Design: Anonymous online survey of New Zealand fellows and trainees (178) of the Royal Australian and New Zealand College of Ophthalmologists (RANZCO) was conducted., Participants: Forty-seven respondents (response rate 26%) were included in the study., Methods: Respondents were asked their level of agreement with statements on climate, health and sustainability and invited to comment. Current sustainability activities were collected from clinical leaders and directors of hospital departments and private practices., Main Outcome Measure: Distribution of agreement scores was the main outcome measure., Results: Agreement with mainstream positions on climate change was as expected. A minority of up to 19% expressed the opinion that climate change was not due to human activity, and did not require mitigation. Younger ophthalmologists tended to have greater agreement with the need for broad-based political action on climate mitigation than those aged over 50 years. Most practices had room to improve on reducing waste, travel and carbon footprints., Conclusions and Relevance: The majority of New Zealand ophthalmologists are concerned about anthropogenic climate change. Currently, sustainability is not a performance indicator for New Zealand district health boards, so there is limited incentive to drive improvements. These data form a reference point to compare future opinions and ophthalmology carbon footprinting., (© 2020 Royal Australian and New Zealand College of Ophthalmologists.)

Background: Currently, invasive physiologic assessment such as fractional flow reserve is widely used worldwide with different adoption rates around the globe. Patient characteristics and physician preferences often differ in the Asia-Pacific (APAC) region with respect to treatment strategy, techniques, lesion complexity, access to coronary physiology and imaging devices, as well as patient management. Thus, there is a need to construct a consensus document on recommendations for use of physiology-guided percutaneous coronary intervention (PCI) in APAC populations. This document serves as an overview of recommendations describing the best practices for APAC populations to achieve more consistent and optimal clinical outcomes., Methods and Results: A comprehensive multiple-choice questionnaire was provided to 20 interven- tional cardiologists from 10 countries in the APAC region. Clinical evidence, tips and techniques, and clinical situations for the use of physiology-guided PCI in APAC were reviewed and used to propose key recommendations. There are suggestions to continue to develop evidence for lesion and patient types that will benefit from physiology, develop directions for future research in health economics and local data, develop appropriate use criteria in different countries, and emphasize the importance of education of all stakeholders. A consensus recommendation to enhance the penetration of invasive physiology-based therapy was to adopt the 5E approach: Evidence, Education, Expand hardware, Economics and Expert consensus., Conclusions: This consensus document and recommendations support interventional fellows and cardiologists, hospital administrators, patients, and medical device companies to build confidence and encourage wider implementation of invasive coronary physiology-guided therapy in the APAC region.