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Career development is an essential component of graduate employability, particularly for students undertaking degree programs that are not aligned to a specific vocational outcome. For undergraduate career development to be effective, it should be embedded into the curriculum and involve the academic teaching staff. This approach enhances the relationships between academics and students, and improves student course engagement. Thus, it is imperative that we understand academics' perceptions and current teaching practices associated with their students' career development as we strategize how to better prepare graduates for work. This research explored the views of academics on supporting their students' career development in three non-vocational undergraduate health science degree programs (Biomedical Science, Nutritional Science and Psychology) at an Australian university. A constructionist qualitative inquiry framework was utilised, with semi-structured focus groups. Framework thematic analysis was utilised for the focus group transcripts. Three major themes (attitudes and beliefs, teaching and learning approaches, and challenges), and ten sub-themes were identified. Similar views identified across academics included that students' careers education should be the responsibility of all university staff as well as the students, that academics have limited knowledge of the employment outcomes of their graduates, and that employability skills development should be embedded into the curriculum. There were divergent views on the expertise of academics to provide careers advice, with academics in two degree programs lacking confidence with careers advising as they had limited employment experience beyond research and teaching. This research provides insight into academics' views and attitudes about supporting their students' career development and has broader implications for curricular development and academic roles.

Teachers' attitudes have been identified as being vital to the success of inclusive education (IE). With pre-school student populations becoming increasingly diverse, and many children experiencing this as their first involvement in formal education, the attitudes towards IE of pre-school teachers are more important than ever. This study investigated pre-service pre-school teachers in an attempt to identify the factors that contribute to the formation of positive attitudes towards IE in this population. Participants were 139 undergraduate and postgraduate early education students studying at a metropolitan university in Australia. Results indicated that participants generally held positive attitudes towards IE, despite having concerns regarding their ability to implement the construct. Attitudes did not significantly vary through years of study of the undergraduate degree; however, postgraduate participants reported significantly lower attitudes. While those who completed a tertiary-level unit on IE were significantly more likely to display positive attitudes, neither personal experience with persons with special needs nor practical classroom experience significantly influenced attitudes. Experience, however, was found to significantly increase perceptions of self-efficacy. Findings imply the presence of unique factors associated with the attitudes of pre-service pre-school teachers. Implications for the structure of pre-service pre-school education programmes and directions for future research are discussed.

This paper is a practical and personal perspective on the challenges faced by special collections in an increasingly digital environment, and the strategies employed to promote their unique resources to the academic and wider communities, including the value of promoting heritage through reconstructing collections and the place of expertise in the provision of a high level of service to users. Special collections within research institutions provide enduring value.

Purpose: To update the international consensus on palliative radiotherapy endpoints for future clinical trials in bone metastases by surveying international experts regarding previous uncertainties within the 2002 consensus, changes that may be necessary based on practice pattern changes and research findings since that time., Methods and Materials: A two-phase survey was used to determine revisions and new additions to the 2002 consensus. A total of 49 experts from the American Society for Radiation Oncology, the European Society for Therapeutic Radiology and Oncology, the Faculty of Radiation Oncology of the Royal Australian and New Zealand College of Radiologists, and the Canadian Association of Radiation Oncology who are directly involved in the care of patients with bone metastases participated in this survey., Results: Consensus was established in areas involving response definitions, eligibility criteria for future trials, reirradiation, changes in systemic therapy, radiation techniques, parameters at follow-up, and timing of assessments., Conclusion: An outline for trials in bone metastases was updated based on survey and consensus. Investigators leading trials in bone metastases are encouraged to adopt the revised guideline to promote consistent reporting. Areas for future research were identified. It is intended for the consensus to be re-examined in the future on a regular basis., (Copyright © 2012 Elsevier Inc. All rights reserved.)

The objective of this study was to examine the agreement between health care professionals' (HCPs) and patients' evaluation of health-related quality of life (HRQOL) issues for cancer patients with bone metastases. A total of 413 patients and 152 HCPs were interviewed across five centres worldwide. Mean scores were almost always higher for HCPs than for patients. Patients and HCPs agreed that four issues affect HRQOL of bone metastases patients profoundly: 'long-term (chronic) pain', 'difficulty in carrying out usual daily tasks', 'able to perform self-care' and 'able to perform role functioning'. A substantial difference was found with respect to the perceived importance of psychosocial and somatic issues. Patients emphasised psychosocial issues with a particular focus on 'worry' about loss of mobility, dependence on others and disease progression, HCPs however rated 'symptom' issues as more important, specifically those related to 'pain'. In conclusion, patients and HCPs agreed that pain and physical/role functioning are important to the HRQOL of cancer patients with bone metastases, but patients also emphasized the importance of psychosocial issues to HRQOL. This information has been an important component in the development of a health-related quality of life questionnaire for patients with bone metastases (EORTC QLQ-BM 22).