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Purpose: The aim of this study is to establish which specific cognitive abilities are phenotypically related to reading skill in adolescence and determine whether this phenotypic correlation is explained by polygenetic overlap. Method: In an Australian population sample of twins and non-twin siblings of European ancestry (734 [less than or equal to] N [less than or equal to] 1542 [50.7% < F < 66%], mean age = 16.7, range = 11-28 years) from the Brisbane Adolescent Twin Study, mixed-effects models were used to test the association between a dyslexia polygenic score (based on genome-wide association results from a study of 51,800 dyslexics versus >1 million controls) and quantitative cognitive measures. The variance in the cognitive measure explained by the polygenic score was compared to that explained by a reading difficulties phenotype (scores that were lower than 1.5 SD below the mean reading skill) to derive the proportion of the association due to genetic influences. Results: The strongest phenotypic correlations were between poor reading and verbal tests R[superscript 2] up to 6.2%); visuo-spatial working memory was the only measure that did not show association with poor reading. Dyslexia polygenic scores could completely explain the phenotypic covariance between poor reading and most working memory tasks and were most predictive of performance on a test of arithmetic (R[superscript 2] = 2.9%). Conclusion: Shared genetic pathways are thus highlighted for the commonly found association between reading and mathematics abilities, and for the verbal short-term/working memory deficits often observed in dyslexia.

Whether the use of lecture capture technology helps improve student performance is a contested area of research. In most cases, the answer relies on the degree to which online recordings supplement or substitute for live or live-streamed lecture delivery. We present a parameter, the technical rate of substitution, which captures this information holding student performance constant. We introduce a method to estimate this measure, which we applied to a pilot sample of students in a first-year quantitative methods class. We find imperfect substitutability: live lectures are, in the context of our sample, a less resource-intensive technology than the corresponding online recording to produce a set exam score. Our main contribution is the proposed parameter and the method to derive it. Its calculation significantly facilitates comparison and consolidation of previous research and provides valuable insights on the relative effectiveness of different learning platforms to inform instructor best practice and higher education policy.

Background: The construct of physical literacy is gaining traction internationally and yet measurement of physical literacy is in its infancy. This paper describes the development of a pictorial child report scale of perceived physical literacy based on the comprehensive Australian Physical Literacy Framework, which includes 30 elements within four domains (physical, psychological, cognitive and social). Methods: An expert reference committee with academic and industry representatives from physical education, sport and education was formed to provide input to each stage of the process. Qualitative research methods were used to (a) determine a character that was gender neutral, not representative of a particular race or ethnicity and appealing to children, and (b) the content (i.e. relationship between item images, wording and format with the intended construct) and response processes (i.e. interpretation of items) of the Physical Literacy in Children Questionnaire (PL-C Quest). A total of 17 children aged 4-12 years were interviewed as part of the study. Results: A 'bunny' character was preferred by children. Overall, children interpreted most images as intended by the researchers, and, in many cases, without having to hear the words that went with the images. Some of the image scenarios were amended and redrawn according to the suggestions received from children and the expert reference group. Discussion: This study has provided qualitative evidence based on the content of the PL-C Quest elements and domains, on the ways respondents understand, and interpret the items. This is the first step towards the development and testing of a pictorial instrument to comprehensively measure children's self-perceived physical literacy.

Building on a methodology of Cooperative Inquiry, the outcomes of five interconnected place-based learning projects from Australia are synthesised and elaborated in this paper. The methodology can facilitate the everyday living and sharing of an Earth-based consciousness: one that enriches Transformative Sustainability Education (TSE) through recognising meanings and stories in landscape, and celebrates Indigenous ways of knowing, being and doing. Indigenous-led environmental education is shown to link with one of the longest continuous environmental education systems in the world and it is contended that because of its ongoing history, environmental education carries a cultural obligation. In Australia, every landscape is Indigenous and storied, and all Australians have an inherent right to learn that joy in place, along with the responsibility to care for it. Teaching and learning a relationship with place as family, is one way that environmental education can lead that campaign. This place-based methodology is a lifetime commitment involving everyday actions for change, a whole-of-education dedication.

Australian policy relating to knowledge exchange has never been well articulated, notwithstanding that the nexus between knowledge, engagement and higher education in Australia has been on the national agenda for several decades (Grattan Institute, 2013). In universities, this policy deficit is reflected in a lack of project management and collaboration skills, and limited motivation of researchers to engage in collaborative knowledge exchange processes. Taken together, poor policy and inadequate practice constrain the effective use of knowledge in socioeconomic development and national innovation. This paper primarily focuses on the knowledge exchange policy-practice nexus in Australia. We adopt the term "knowledge exchange" while acknowledging many other related concepts, such as knowledge transfer, university community engagement, integrative applied research and engaged scholarship. We draw attention to international contexts in which universities, governments, industry and funding agencies are now explicitly supporting and facilitating collaborative knowledge exchange activities. Our review suggests that Australia needs a clearly articulated national knowledge exchange policy, along with enhanced university capacity to implement knowledge exchange initiatives.

Educators have struggled to incorporate authentic team-based learning (TBL) into the business curriculum despite increasing evidence that collaborative learning can enhance learning outcomes. We investigate the use of online business simulations as a platform for fostering authentic TBL for undergraduate and postgraduate business students studying at seven institutions in Australia and Hong Kong. Quantitative analysis of 365 surveys is supported by focus groups with 14 students. Structural equation modeling (SEM) is used to model the relationships between teamwork, learning outcomes, and satisfaction. Qualitative results support the statistical modeling and are presented to add further insights and conceptual richness. The findings support our proposition that online business simulations provide an authentic TBL environment, which contributes to learner satisfaction by supporting the development of management-related learning outcomes through socially constructed meaning. This conceptual contribution highlights further avenues for research and leads to some practical implications for educators using simulation-based pedagogies.

While shadowing as a method has been analysed and discussed, these discussions have often been focused on (business) management research as opposed to school leadership research. Additionally, little attention has so far been paid to the parameters of shadowing. Without knowledge of these matters, the validity, merits and difficulties of shadowing and data collected through shadowing are impossible to assess. This contribution aims at tackling these issues. First, it attempts to offer an overview of shadowing. Next, studies on school principals making use of shadowing are analysed, guided by the following research questions:What are the aims of the studies?How is shadowing defined by the author(s)?What are the parameters of the shadowing activities (duration, observers, observed persons)?What are the categories of observation?In conjunction with what other -- if any -- methods is shadowing used?What -- if any -- merits or pitfalls of shadowing are discussed? What are the aims of the studies? How is shadowing defined by the author(s)? What are the parameters of the shadowing activities (duration, observers, observed persons)? What are the categories of observation? In conjunction with what other -- if any -- methods is shadowing used? What -- if any -- merits or pitfalls of shadowing are discussed? Finally, implications of the current use of shadowing are discussed and suggestions are offered to address desiderata uncovered during the analysis as well as to further develop the method.

This paper compares four work-integrated learning (WIL) streams embedded in a professional Development course for tourism, hospitality and event management students. Leximancer was used to analyze key themes emerging from reflective portfolios completed by the 137 students in the course. Results highlight that student learning outcomes and experiences differed depending on the WIL stream chosen. Aristotle's notions of episteme, techne and phronesis are used as a broad framework for situating the key themes that emerge from students' reflections.

In Europe, there is a growing interest in honors education, not only in the bachelor's but also in the master's degree. The Dutch government, for instance, is actively promoting excellence in both bachelor's and master's degrees through honors programs (Siriusteam). Most Dutch universities have honors programs at the bachelor's level or are developing them. Some universities have also recently introduced honors into their master's programs, stimulated by recent publications (van Eijl, Wolfensberger & Pilot). Because honors master's programs are a new phenomenon in higher education and are still exceptional in the United States of America, the authors have undertaken a research project to study them (van Ginkel & van Eijl). For this exploratory project, a mixed method approach was used (Creswell & Plano-Clark; van Ginkel & van Eijl) in a study that was carried out at the start of the academic year 2009-2010. First, an Internet search identified Dutch and non-Dutch honors master's programs. Second, a literature review facilitated a comparison between Dutch honors master's programs and Dutch honors bachelor's programs. Third, staff members provided insights into the honors master's within the discipline of law at the University of Utrecht. Interviews with teachers revealed specific information about a representative example of Dutch honors master's courses. Fourth, in line with the interviews, a small quantitative survey yielded an impression of the interest of students in supplemental activities included in the master's stage of their study. Thirty-seven master's students from different disciplines completed the survey. The study revealed the existence of different kinds of honors master's programs not only in The Netherlands but also in the U.S., Canada, Australia, Germany, Italy, and Ireland. These honors master's programs are found in the humanities, social sciences, hard sciences, and professional schools. The programs are diverse with respect to content, focus, and scheduling, and they are, as far as the authors could trace, very new. It is concluded that the emergence of honors master's programs shows a new focus on promoting excellence in university teaching and learning not only among undergraduates but now also at the master's level.

Every day, almost one billion children around the world experience violent punishment. Eliminating all violence against children is a key target of the United Nations' 2030 Agenda for Sustainable Development. This is a monumental challenge due to the diversity of cultural, economic and social contexts in which children live. Violence-prevention programs developed in wealthy countries cannot be assumed to be transferable to low- and middle-income countries. We assessed the relevance of Positive Discipline in Everyday Parenting (PDEP) to 525 parents living in countries with high (n = 201), medium (n = 166), or low (n = 158) Inequality-Adjusted Human Development Indices. The outcome measures were parents' satisfaction with the program and their perceptions of its impact on their parenting. Across IHDI categories, almost all parents were "mostly" or "very satisfied" with the overall program (98.4%), the PDEP parent book (97.9%), and the program activities (97.8%). Parent satisfaction scores were higher in the Low IHDI category than in the High IHDI category. Across IHDI categories, large majorities of parents perceived PDEP as having positive impacts on their parenting. While parents in the Medium IHDI category had the strongest perceptions of PDEP's positive impact, more than 90% of parents in the Low IHDI category believed that the program will help them to understand their children's development and feelings, communicate better with their children, control their anger, and build stronger relationships with their children. PDEP is a promising tool for preventing punitive violence against children across human development contexts.

The objective of the paper is to assess the resilience of the economy of Australia following the Covid‐19 pandemic that hit the global economy in Q4 2019, in years 2020, 2021 and 2022. Quarterly growth rates (annualised) of the Real GDP of Australia and Canada are forecasted between Q2 2022 and Q4 2050. Two sets of forecasts are generated: forecasts using historical data including the pandemic (from Q1 1961 to Q1 2022) and excluding the pandemic (from Q1 1961 to Q3 2019). The computation of the difference of their averages is an indicator of the resilience of the economies during the pandemic, the greater the difference the greater the resilience. Used as a benchmark, Canada's economy shows a slightly lower resilience to the Covid‐19 pandemic (+0.37%) than Australia's economy (+0.39%) based on Q2 2022–2050 forecasts. However, driven by stronger growth than Canada, the average estimate of the Q2 2022–Q4 2050 quarterly (annualised) growth rate forecasts of Australia is expected to be +2.09% with the Q1 1961–Q1 2022 historical data while it should be +1.61% for Canada. Supported by higher growth, Australia's Real GDP is expected to overtake Canada's in Q1 2040. [ABSTRACT FROM AUTHOR]

Background: Corneal perforation is an ophthalmic emergency. The conventional management of corneal perforation can be associated with severe complications especially in patients with ocular surface disease. Endothelial keratoplasty has been suggested as an alternative surgical technique for the management of corneal perforations. We present a case series of nine patients with corneal perforation and ocular surface disease managed with secondary patch endothelial keratoplasty. Methods: This is a retrospective case series of nine patch endothelial keratoplasties performed between 2016 and 2022 at a quaternary eye hospital in Australia. The surgical technique is similar to conventional endothelial keratoplasty except descemetorhexis was not performed. Results: A total of 9 cases were treated during the review period. Eight of the nine cases had an improvement in visual acuity. One case failed to achieve corneal tectonic objective. Conclusion: Patch endothelial keratoplasty is a safe secondary procedure for the management of corneal perforations in patients with ocular surface disease. [ABSTRACT FROM AUTHOR]

This perspective paper provides industry leaders, researchers and policy developers strategic approaches to ensure that the welfare of dairy cattle is protected at the same time as the industry increases its resilience to climate change. Farm systems and practices will evolve in response to the direct impacts of climate change and/or from responses to climate change, such as mitigation strategies to reduce dairy's greenhouse-gas (GHG) emissions. The five domains framework (nutrition, physical environment, health, behaviour, mental state) was used to assess the potential impacts on animal welfare and strategies to minimise these impacts are outlined. Given that the future climate cannot be certain these approaches can be applied under a range of emissions pathways to (1) ensure that the effects of GHG mitigations on animal welfare are considered during their development, (2) engage with end users and the public to ensure solutions to the effects of climate change and weather variability are accepted by consumers and communities, (3) identify and measure the areas where improved animal health can contribute to reducing GHG emissions from dairy production, (4) ensure those supporting farmers to develop and manage their farm systems understand what constitutes a good quality of life for dairy cattle, (5) ensure effective surveillance of animal disease and monitoring of welfare outcomes and farm-system performance in response to climate change and GHG mitigations. Overall, these strategies require a multidisciplinary co-development approach to ensure that the welfare of dairy cattle is protected at the same time as the industry increases its resilience to the wider impacts of a changing climate. [ABSTRACT FROM AUTHOR]

No randomized controlled trial has evaluated the effect of long-term alcohol interventions on mortality. Results reported in existing observational studies may be subject to selection bias and time-varying confounding. Using data from the Australian Longitudinal Study on Women's Health 1946–1951 birth cohort, collected regularly from 1996–2016, we estimated all-cause and cancer mortality had women been assigned various alcohol interventions (in categories ranging from 0 to >30 g/day ethanol, or reduced to ≤20 g/day if higher) at baseline, and had they maintained these levels of consumption. The cumulative risks for all-cause and cancer mortality were 5.6% (10,118 women followed for 20 years) and 2.9% (18 years), respectively. For all-cause and cancer mortality, baseline ethanol up to 30 g/day showed lower risk and >30 g/day showed higher risk relative to abstention. Had women sustainedly followed the interventions, a similar relationship was observed for all-cause mortality. However, the negative association observed for intakes ≤30 g/day and positive association for intakes >30 g/day was not evident for cancer mortality. Our findings suggest that all-cause mortality could have been lower than observed if this cohort of women had consumed some alcohol (no more than 30 g/day) rather than no consumption, but cancer mortality might not. [ABSTRACT FROM AUTHOR]

Analyses of attempts to prevent the worsening of environmental problems on Earth often identify two key lines of critique about contemporary school curriculum: first, its role in entrenching anthropocentrism as the dominant paradigm for people-environment relations, and then, also compounding this, their combined role in furthering a loss of connection with nature. However, those who advance such critiques do not always acknowledge that teachers perceive and enact curriculum in a variety of ways, including resisting these possible outcomes or rejecting such conceptions, be that in relation to schooling in general, or environmental sustainability as a particular focus for curriculum policy and activities. In light of this, our paper focuses on the substance and significance of teachers' conceptions of anthropocentrism and related constructs to curriculum, drawing on a range of theoretically- and empirically-based insights. First, we consider the literatures of environmental ethics and eco-philosophy to examine why dominant readings of nature and anthropocentrism are contested, and how this plays out in education, including for curriculum making. Then, within this context, we present results of a quantitative study of 201 inservice and preservice teachers in Australia, drawing on responses to selected items from the "BIOHEAD-Citizen" questionnaire. Our findings illustrate a range of anthropocentric and non-anthropocentric conceptions of the environment, illuminating their relation to both consistent and contrasting findings on related concepts of anthropomorphism, and attitudes towards nature and environment. As our analysis shows, the teachers' responses cluster into four "groups" of conceptions, which illustrate a range of anthropocentric possibilities, typically related to negative attitudes to nature and environment, and non-anthropocentric ones, usually related to positive attitudes to nature and environment, particularly when combined with anthropomorphism. Given the links between non-anthropocentrism and pro-environmental behaviours, and the significance of educators' ecoliteracy for advancing action on unsustainability via curriculum (re)development established in previous research, we conclude our paper discussing the value and challenges of (i) fostering ecocentrism and (ii) facilitating nature experiences, via contemporary preservice teacher education.

Purpose: Academic approaches to the challenge of enhancing sustainability in research in university contexts illustrate that universities are affected by the very same values and socio-ecological issues they set out to address, making transformation difficult at every level. A theoretical and practical framework designed to facilitate cultural transformation is therefore necessary for conceptualising the problem and delineating possible strategies to enhance sustainability in research. Organisational change is also required, possibly on a university-by-university basis, where cross-institutional learning may be possible with personal behaviours that enhance collaboration across disciplinary and administrative divides. Design/methodology/approach: This paper contends that action research, in particular, community action research (CAR), offers the best approach to this task because it focusses on learning and change, and these are both essential to cultural transformation. A case study from a university in Western Australia is used to demonstrate this approach. Findings: The case study analysis shows some evidence for the presence of knowledge for organisational transformation, and that future monitoring cycles will be needed to detect the extent of the change. Originality/value: The paper introduces CAR as an approach to advance the change for sustainability in higher education and discusses some of the implications for universities who are looking to incorporate sustainability as a major part of their culture.

This work analyses the answers to a questionnaire from 8,285 in-service and pre-service teachers from 23 countries, elaborated by the Biohead-Citizen research project, to investigate teachers' conceptions related to the genetic determinism of human behaviour. A principal components analysis is used to assess the main trends in all the interviewed teachers' conceptions. This illustrates that innatism is present in two distinct ways: in relation to individuals (e.g. genetic determinism to justify intellectual likeness between individuals such as twins) or in relation to groups of humans (e.g. genetic determinism to justify gender differences or the superiority of some human ethnic groups). A between-factor analysis discriminates between countries, showing very significant differences. There is more innatism among teachers' conceptions in African countries and Lebanon than in European countries, Brazil and Australia. Among the other controlled parameters, only two are significantly independent of the country: the level of training and the level of knowledge of biology. A co-inertia analysis shows a strong correlation between non-citizen attitudes towards and innatist conceptions of genetic determinism regarding human groups. We discuss these findings and their implications for education.

Epilepsy and Mental Retardation limited to Females (EFMR) which links to Xq22 has been reported in only one family. We aimed to determine if there was a distinctive phenotype that would enhance recognition of this disorder. We ascertained four unrelated families (two Australian, two Israeli) where seizures in females were transmitted through carrier males. Detailed clinical assessment was performed on 58 individuals, using a validated seizure questionnaire, neurological examination and review of EEG and imaging studies. Gene localization was examined using Xq22 microsatellite markers. Twenty-seven affected females had a mean seizure onset of 14 months (range 6-36) typically presenting with convulsions. All had convulsive attacks at some stage, associated with fever in 17 out of 27 (63%). Multiple seizure types occurred including tonic-clonic (26), tonic (4), partial (11), absence (5), atonic (3) and myoclonic (4). Seizures ceased at mean 12 years. Developmental progress varied from normal (7), to always delayed (4) to normal followed by regression (12). Intellect ranged from normal to severe intellectual disability (ID), with 67% of females having ID or being of borderline intellect. Autistic (6), obsessive (9) and aggressive (7) features were prominent. EEGs showed generalized and focal epileptiform abnormalities. Five obligate male carriers had obsessional tendencies. Linkage to Xq22 was confirmed (maximum lod 3.5 at [theta] = 0). We conclude that EFMR is a distinctive, under-recognized familial syndrome where girls present with convulsions in infancy, often associated with intellectual impairment and autistic features. The unique inheritance pattern with transmission by males is perplexing. Clinical recognition is straightforward in multiplex families due to the unique inheritance pattern; however, this disorder should be considered in smaller families where females alone have seizures beginning in infancy, particularly in the setting of developmental delay. In single cases, diagnosis will depend on identification of the molecular basis.

Background: Large-scale coach education programs have been developed in many countries around the world to help prepare coaches for their important role. Coaches have said that they also learn to coach from experience, starting from when they were young athletes until their current coaching positions. Finally, in the last decade, Internet resources have begun to be promoted as valuable tools for learning. Most of the studies on coaches' development have focused on only one of these three ways of learning how to coach. Purpose: To explore the different learning situations in which youth ice hockey coaches learn to coach. Participants: 35 volunteer youth ice hockey coaches from five minor hockey associations in the province of Ontario, Canada. Data collection: Coaches were interviewed individually using a semi-structured interview guide. The questions asked to coaches were about their learning through formal large-scale coach education programs, their learning experiences outside of these programs starting when they were young athletes until their actual head coaching positions, and their use of the Internet. Data analysis: The first part of the interview consisted of specific questions regarding the number of years coaches had played and/or coached hockey and their level of coaching certification. The answers to these questions were entered directly on a form and entered later into Microsoft Excel to perform descriptive statistical tests. The second part of the interview involved more in-depth questions regarding what learning opportunities contributed to their development as a coach. Finally, questions were asked regarding how they use the Internet in their coaching. The content of this second part of the interview was transcribed verbatim into Microsoft Word rich text format for further data analysis using Nvivo software (Qualitative Solution Research, 2002). Findings: The results revealed seven different learning situations including (a) large-scale coach education programs, (b) coaching clinics/seminars, (c) formal mentoring, (d) books/videotapes, (e) personal experiences related to sport, family, and work, (f) face-to-face interactions with other coaches, and (g) the Internet. Conclusion: Considering that coaches learn to coach through many learning situations, it would be inappropriate to discriminate against any of these situations, since each situation seems to have a unique role in the development of a coach. Therefore, it may be concluded that coach education should include a combination of all seven learning situations, instead of focusing on one. Future research should concentrate on investigating the complementary potential of these situations and what can be done to make each of these situations more appealing to coaches. (Contains 1 table.)

In Western Australia the East Wanneroo horticultural area is reliant on a superficial aquifer, the Gnangara Groundwater Mound, for irrigation. The area is affected by social and political change as the sprawling city of Perth expands, as well as by ecological changes resulting from a decline in groundwater levels. Horticulturalists face increasing competition for water allocation particularly with the drier conditions which are the consequence of two decades of reduced rainfall. This study provides a rationale for an educational intervention; explores the social, political, and ecological context of the East Wanneroo agricultural area; identifies gaps in current knowledge and understanding of the irrigation community and linkages between this community and their context which require further investigation and clarification; and outlines a theoretical framework which can be applied to develop a customized educational strategy aimed at improving irrigation practices and promoting sustainable communities and water usage. (Contains 1 table.)

Backgrounds: Surgery remains mainstay management for colon cancer. Post‐operative anastomotic leak (AL) carries significant morbidity and mortality. Rates of, and risk factors associated with AL following right hemicolectomy remain poorly documented across Australia and New Zealand. This study examines the Bowel Cancer Outcomes Registry (BCOR) to address this. Methods: A retrospective cohort study was undertaken of consecutive BCOR‐registered right hemicolectomy patients undergoing resection for colon cancer (2007–2021). The primary outcome measure was AL incidence. Clinicopathological data were extracted from the BCOR. Factors associated with AL and primary anastomosis were identified using logistic regression. AL‐rate trends were assessed by linear regression. Results: Of 13 512 patients who had a right hemicolectomy (45.2% male, mean age 72.5 years, SD 12.1), 258 (2.0%) had an AL. On multivariate analysis, male sex (OR 1.33; 95% CI 1.03–1.71) and emergency surgery (OR 1.41; 95% CI 1.04–1.92) were associated with AL. Private health insurance status (OR 0.66; 95% CI 0.50–0.88) and minimally‐invasive surgery (OR 0.61; 95% CI 0.47–0.79) were protective for AL. Anastomotic technique (handsewn versus stapled) was not associated with AL (P = 0.84). Patients with higher ASA status (OR 0.47; 95% CI 0.39–0.58), advanced tumour stage (OR 0.56; 95% CI 0.50–0.63), and emergency surgery (OR 0.16; 95% CI 0.13–0.20) were less likely to have a primary anastomosis. AL‐rate and year of surgery showed no association (P = 0.521). Conclusion: The AL rate in Australia and New Zealand following right hemicolectomy is consistent with the published literature and was stable throughout the study period. Sex, emergency surgery, insurance status, and minimally invasive surgery are associated with AL incidence. [ABSTRACT FROM AUTHOR]

Background: Although inflammatory bowel disease (IBD) is associated with major morbidity and mortality, few studies have evaluated its associated burden of critical illness. Aims: To examine the epidemiology and outcome of intensive care unit (ICU) admission among patients with IBD in North Brisbane, Australia. Methods: A population‐based cohort design was used. All admissions to ICU serving the Metro North Hospital and Health Service among adult residents during 2017–2019 were included. Data were obtained from ICU clinical information systems with linkages to statewide admissions and death registries. Results: Among 9011 ICU admissions, 101 (1.1%) were among patients with IBD, of which 57 (0.6%) and 44 (0.5%) had ulcerative colitis (UC) and Crohn disease (CD) respectively. The incidence of ICU admission was 379, 1336, 1514 and 1429 per 100 000 annually among those without IBD, CD, UC and IBD respectively. Patients with IBD were at excess risk for admission across all age groups, with women aged <50 years at highest risk and men thereafter. The all‐cause 90‐day case‐fatality rates following ICU admission were not significantly different among patient groups and were 18%, 12%, 15% and 12% for CD, UC, IBD and non‐IBD respectively. However, as compared with non‐IBD patients, those with CD (151.8 vs 39.4 per 100 000; relative risk (RR) 3.85; 95% confidence interval (CI) 1.25–9.02; P = 0.013), UC (159.4 vs 39.4 per 100 000; RR 4.05; 95% CI 1.48–8.84; P = 0.005) and IBD (155.6 vs 39.4 per 100 000; RR 3.95; 95% CI 1.96–7.10; P = 0.002) were at significantly higher risk for mortality. Conclusions: Patients with IBD suffer a major burden of critical illness. [ABSTRACT FROM AUTHOR]

Interpretations of integrated water cycle management (IWCM) differ across jurisdictions. This paper discusses 10 interpretations of the IWCM concept globally, in Australia and in jurisdictions similar to Australia. Five interpretations of many IWCM versions in Australia are reviewed. This strategic concept aims to address the internal challenges of managing water demand and supply, achieving appropriate disposal and/or wastewater recycling for re-use and distribution networks and providing services at an affordable rate, per changing community needs. The IWCM concept is also recognised as a resource planning tool to address external challenges, such as the uncertainties of climate change, the circular economy and resilience. All 10 IWCM concepts reviewed in this paper acknowledge governance and stakeholders to be of primary importance: governance to drive the conceptual interpretation and stakeholders to develop, drive, implement and promote IWCM as adept at addressing local challenges. The two global interpretations place primary importance on governance, stakeholder engagement and natural resource management, whereas the local interpretations place equally high importance on water critical infrastructure and water economy. Technology, which is changing at an unprecedented pace, is considered, but not as an immediate or primary challenge. These differences are mainly attributed to the organisations' responsibilities and constraints, which drive IWCM concept design. [ABSTRACT FROM AUTHOR]

We aim to clarify Matthew Lipman's definition of critical thinking. The research project was conducted during a complete school year among eight groups of pupils from three cultural contexts: Australia, Mexico and Quebec. We worked in an inductive manner, inspired by the grounded theory approach, and analysed transcripts of the pupils' exchanges while they used a philosophical approach adapted to mathematics. Analysis of the transcripts was performed according to the characteristics of a grid that we developed elsewhere, which represented the manifestations of "dialogical critical thinking" in pupils aged 10 to 12. From the analysis, the Lipmanian criteria (sensitivity to context, thinking governed by criteria and self-correction) do not seem representative of dialogical critical thinking, although the modalities of thinking that he formulates did manifest themselves in pupils engaged in the research project. (Contains 3 notes.)

A day hospital program for the treatment of patients with long-term anorexia nervosa (AN) is described. This program forms part of a comprehensive system of day programs that reflect and incorporate patients' varying degrees of readiness for change and attempt to match patients' readiness for change to the interventions offered in treatment. Preliminary outcome data are presented, showing clinically valuable changes of motivation in this group. (Contains 1 table.)

Introduction: Traditional face-to-face family member visits in the intensive care unit (ICU) are challenged during the coronavirus disease pandemic with time-critical visiting of the ICU patient being impossible. Objective: This study aimed to explore reported experiences and satisfaction surrounding the use of technology for virtual visits and virtual family meetings in the ICU setting. Two groups were surveyed: (1) family members of critically ill patients in the ICU and (2) health care workers caring for these patients. Design: The study, conducted in the 36-bed ICU of a speciality metropolitan acute care facility in Australia, used a pragmatic post-test survey design. Data were analyzed descriptively. Results: Of health care worker subjects, 106 completed the survey and the majority of communication episodes favored virtual visits (79.2%, n = 84). Of family member subjects, 69 completed the survey, with the majority participating in virtual family meetings (40.6%, n = 28). Both groups indicated satisfaction with virtual communication. Conclusions: We found virtual communication was positively received. [ABSTRACT FROM AUTHOR]

The management of atrial fibrillation (AF), the most common sustained arrhythmia, impacts healthcare resource utilization (HCRU). This study aims to estimate global resource use in AF patients, using the GARFIELD-AF registry. A prospective cohort study was conducted to characterize HCRU in AF patients enrolled in sequential cohorts from 2012 to 2016 in 35 countries. Components of HCRU studied were hospital admissions, outpatient care visits, and diagnostic and interventional procedures occurring during follow-up. AF-related HCRU was reported as the percentage of patients demonstrating at least one event and was quantified as rate-per-patient-per-year (PPPY) over time. A total of 49,574 patients was analyzed, having an overall median follow-up of 719 days. Almost all patients (99.5%) had at least one outpatient care visit, while hospital admissions were the second most frequent medical contact, with similar proportions in North America (37.5%) and Europe (37.2%), and slightly higher in the other GARFIELD-AF countries (42.0%; namely Australia, Egypt, and South Africa). Asia and Latin America showed lower percentages of hospitalizations, outpatient care visits, and diagnostic and interventional procedures. Analyses of GARFIELD-AF highlighted the vast AF-related HCRU, underlying significant geographical differences in the type, quantity, and frequency of AF-related HCRU. These differences were likely attributable to health service availability and differing models of care. [ABSTRACT FROM AUTHOR]

Background: Health emergencies disproportionally affect vulnerable populations. Digital tools can help primary care providers find, and reach, the right patients. Aim: To evaluate whether digital interventions delivered directly to GPs' clinical software were more effective at promoting primary care appointments during the COVID-19 pandemic than interventions delivered by post. Design and setting: Real-world, non-randomised, interventional study involving GP practices in all Australian states. Method: Intervention material was developed to promote care coordination for vulnerable older veterans during the COVID-19 pandemic, and sent to GPs either digitally to the clinical practice software system or in the post. The intervention material included patient-specific information sent to GPs to support care coordination, and education material sent via post to veterans identified in the administrative claims database. To evaluate the impact of intervention delivery modalities on outcomes, the time to first appointment with the primary GP was measured; a Cox proportional hazards model was used, adjusting for differences and accounting for pre-intervention appointment numbers. Results: The intervention took place in April 2020, during the first weeks of COVID-19 social distancing restrictions in Australia. GPs received digital messaging for 51 052 veterans and postal messaging for 26 859 veterans. The digital group was associated with earlier appointments (adjusted hazard ratio 1.38 [1.34 to 1.41]). Conclusion: Data-driven digital solutions can promote care coordination at scale during national emergencies, opening up new perspectives for precision public-health initiatives. [ABSTRACT FROM AUTHOR]