Search

The authors compare pretend play and executive function both in preschool children with an acquired brain injury and in neurotypical preschool children. They find the ability to produce logical, sequenced pretend play actions and object substitutions in play correlates strongly with executive function ability in both groups, and working memory emerges in their study as the most reliable predictor of pretend play in both groups of children. Their investigation highlights the need to include pretend play in rehabilitating children with brain injuries and the importance of pretend play for developing executive function in all children.

This paper aims to explore the impacts of a Learn to Play programme in specialist schools for children with multiple developmental issues. Specialist schools are schools dedicated to children with IQs below 70 and who may also have other developmental issues. The Learn to Play programme focusses on facilitating children's enjoyment and ability to self-initiate pretend play. Staff views were sought on the importance of pretend play for children with developmental delay and disability within a special school, and their views on the impacts of the Learn to Play programme and its implementation in specialist schools. Participants included 14 staff members across four schools for children with developmental disabilities and delay located across Victoria, Australia. The 14 staff members included six teachers, one assistant principal, two speech pathologists, one occupational therapist and four integration aide staff members. Data were collected through focus groups and Thematic Analysis was used to analyse the data. Five themes emerged which included: 'schools create successful programs', 'Learn to Play has created shifts in children's development', 'assessing pretend play is really important', 'structuring Learn to Play to allow for the challenge of play with children with developmental delay and disability' and 'communicating with parents about play'.

Strong oral language skills are foundational for literacy development and begin before a child enters formal schooling. Oral language development has been related to pretend play abilities in children. Children, particularly those from disadvantaged areas, who enter school with low pretend play levels and oral language abilities, are at risk for learning. This quantitative study investigated the pretend play and oral language abilities of a group of 30 children from a disadvantaged area in Victoria, Australia, in their first year of school. Standardised play and language assessments were administered by researchers independent of each other. Results showed that, as a group, the children were entering school with play and oral language abilities below expected range for their age. Object substitution, the ability to symbolise and use an object as something else, was found to be a predictor of a child's expressive and receptive language ability. Applying a socio-cultural lens enabled further exploration of the findings in relation to children's lives. Implications for practice that are mindful of the policy context in which teachers work are noted.

It is important for assessments used by occupational therapists to have documented evidence of their validity. This adds to the knowledge about what specific factors assessments measure and inform their utility for use in clinical practice by occupational therapists. The convergent validity between the Children's Assessment of Participation and Enjoyment & Preferences for Activities of Children (CAPE/PAC), Kid Play Profile (KiPP), and Pediatric Activity Card Sort (PACS) was investigated. This will address gaps in the current body of psychometric evidence related to these three participation-focused, child self-reported measures of children's play and activity interests. Fifty Australian children without disabilities ([x-bar] age 8.54 ± 2.04 years; 64% female) completed the CAPE/PAC, KiPP, and PACS. Data were analyzed using Spearman Rho correlations with bootstrapping. Several significant low to moderate level correlations (r[subscript s] = 0.280, p < 0.05 to r[subscript s] = 0.552, p < 0.01) were found between the scale domains of the CAPE, PAC, KiPP, and PACS. Evidence of the convergent validity between the CAPE/PAC, KiPP, and PACS was established. This indicates that the three measures appear to measure several similar play and activity interest factors. Given the differences between the CAPE/PAC, KiPP, and PACS in the mode of administration, time needed to complete, purchase costs and profile of score results obtained, the convergent evidence provides additional information for occupational therapists toward making informed decisions about the most appropriate assessment(s) to potentially use. Further validity research is recommended.

In Australia, children with developmental delay and disability, who have an IQ less than 70, are eligible to attend a specialist school. These schools are called special schools or special developmental schools. Teachers, occupational therapists, and speech pathologists work in these schools together with integration aids. Children with developmental delay and disability require support when they enter school due to difficulties in play, language and social interaction. Play is important to a child's functioning with pretend play strongly linked to language acquisition and social competence. In many specialist schools in Victoria Australia, occupational therapists have implemented play programs. This study aimed to explore staff experiences of play-based programs within specialist schools in order to inform occupational therapy practice for children with developmental delay and disability in a specialist school setting. There were 20 participants. Of these, 11 were teachers, 4 were therapists, 3 were integration aides, and two were assistant principals. Data were collected through focus groups. Thematic Analysis was used to analyze the qualitative (focus group) data. Five themes emerged from the data. These were: 'We value play', 'Child led play is a challenge', 'Confidence to be a co-player with children with diverse play skills', 'We need parents to understand' and 'Barriers to play programs'. Staff valued play in the curriculum for these children, as staff understood play was a foundational ability. Staff described the challenges of play programs within a school in terms of a change in their role, being a co-player, balancing structure with child-initiated play, resources, and assessment of play. Schools that had access to an occupational therapist were more confident in play assessment, selection of play activities for the program, and encouraging self-initiated play. The findings of the study inform the role of occupational therapy in specialist schools.

Importance: Play is the primary occupation in childhood and fundamental to occupational therapy practice. Objective: To evaluate a play intervention in special school settings. Design: Pre- and postinvolvement of a 7-mo play program. Setting: Four special schools in Victoria, Australia, for children with IQs < 70. Participants: Thirty-eight children with diagnoses including intellectual disability, autism, and global developmental delay, 7 teachers, 2 speech pathologists, and 2 occupational therapists. Intervention: Learn to Play Therapy for 1 hr per week over a 7-mo period. Outcomes and Measures: Pre–post outcome measures included children's pretend play skills, language, social skills, emotional regulation, and academic competence. Results: Mean age of 38 children (15 girls and 23 boys) at baseline was 5 yr 7 mo (SD = 0.46 yr). Results showed significant changes in children's pretend play (p =.03), ability to recall sentences (p =.02), social skills (p =.022), and academic competence (p =.012). Learn to Play had a large effect on children's narrative skills (d = 2.72). At follow-up, object substitution at baseline influenced expressive language (p <.001), narrative mean language utterance (MLU; p =.015), social skills (p <.001), and academic competence (p <.001); elaborate play at baseline plus time influenced social skills (p <.001); and elaborate play at baseline influenced narrative MLU (p =. 016), sentence recall (p =.009), and academic competence (p =.001). Conclusions and Relevance: Embedding pretend play within practice positively influenced children's language, narrative, social, and academic skills. Plain-Language Summary: This study adds to the limited research on play-based therapy programs in special school settings for children with an IQ of less than 70. Children participated in Learn to Play Therapy, during which an occupational therapist, who has observed and assessed the child's play and understands the child's play abilities, played beside the child. Learn to Play Therapy is a child-centered therapy that is used to increase a child's ability to self-initiate and enjoy pretend play. The positive impacts of supporting the children's pretend play ability were highlighted by increases in their pretend play, language, social skills, academic competence, and narrative language after participating in Learn to Play Therapy in their special schools. This study adds to the limited research on play-based therapy programs in special school settings for children with an IQ of less than 70. [ABSTRACT FROM AUTHOR]

The current study investigated the influence of a play-based curriculum on the development of pretend play skills and oral language in children attending their first year of formal schooling. In this quasi-experimental design, two groups of children were followed longitudinally across the first 6 months of their first year at school. The children in the experimental group were attending a school with a play-based curriculum; the children in the control group were attending schools following a traditional curriculum. A total of 54 children (Time 1 M[subscript age] = 5;6, range: 4;10-6;2 years) completed standardised measures of pretend play and narrative language skills upon school entry and again 6 months later. The results showed that the children in the play-based group significantly improved on all measures, whereas the children in the traditional group did not. A subset of the sample of children (N = 28, Time 1 M[subscript age] = 5;7, range: 5;2-6;1) also completed additional measures of vocabulary and grammar knowledge, and a test of non-verbal IQ. The results suggested that, in addition to improving play skills and narrative language ability, the play-based curriculum also had a positive influence on the acquisition of grammar.

It is an accepted fact that resilience is a multifaceted phenomenon which has been proven to affect the learning, growth and development of individuals. A child's formative years are a time when resilience needs to be promoted so they can cope with the challenges of life. This paper reports some of the findings of an Australian Research Council-funded longitudinal study which investigated resilience in the context of significant transitions in the lives of children and young adults. This study explored the conditions and characteristics of resilience, looking at the educational, health, work-related or leisure interventions that support and foster resilience. Outlined in this paper are findings from the early years cohort of the study involving teachers' pedagogy informing the practical approaches and strategies that promote and protect resilience in young children. It is argued that teachers working with young children need to be mindful of using enabling strategies in which their practice works purposively with the school environment and the building of relationships.

Early childhood is an important time for the development of resilience. A recently completed study has followed three cohorts of resilient children and young people living in disadvantaged areas in Victoria, Australia, through different transitions in their educational careers. This paper focuses on the early childhood cohort, where we have followed children from kindergarten/preschool into primary school. Using data gathered primarily through interviews with parents (mothers in each case), this paper presents a qualitative naturalistic sub-study that used deductive thematic analysis to explore the different strategies used by families to support their child's resilience. Our findings highlight that resilience was a salient concept for all of the mothers in the study and each mother articulated a range of strategies they used within the family to try and support their child's development and resilience. These strategies were constrained by the settings in which the families lived.

There is a need to maximise rural clinical fieldwork placement to build health workforce capacity. This study investigated allied health professionals' (AHPs) experience of supervising students as part of work-integrated learning in public and private rural health settings. An anonymous postal questionnaire with 30 questions was used to collect quantitative and qualitative data about the barriers and enablers that AHPs encounter when supervising students in their clinical setting. A total of 113 public and private AHPs from Southwest Victoria, Australia, returned the questionnaire. The AHPs were trained in the disciplines of occupational therapy, physiotherapy, speech pathology, dietetics, podiatry or psychology. The majority of respondents (75%) had previously supervised students. Most respondents had only provided fieldwork education in the public sector. Allied health professionals working in public and private sectors had positive experiences with clinical fieldwork education and often had increased job satisfaction while supervising students. They experienced similar enablers to involvement in clinical fieldwork education programs, however the barriers they encountered were different. The findings highlight the differing issues between rural public and private settings that need to be addressed for successful clinical fieldwork education and work-integrated learning. Strategies to address the identified barriers need to be specific to the work conditions of each setting. (Contains 7 tables, 5 figures, and 1 note.)

Introduction: Students who are enrolled in professional education programs such as occupational therapy may have inherent attitudes towards the future clients they work with. These attitudes may be influenced by the level of their professional education as well as cultural values of their country of origin. Purpose: The purpose of the study was to examine occupational therapy students' attitudes towards individuals with disabilities from an international, cross-cultural perspective and to investigate the possible impact of professional education on students' attitudes. Method: 485 occupational therapy students from 11 university programs (3 from Australia, 3 from the United Kingdom, 3 from the United States, and 2 from Taiwan) completed the "Interactions with Disabled Person's" (IDP) scale. Results: Significant differences were found between occupational therapy students from Australia, Taiwan, the United States, and the United Kingdom on the following IDP variables: overall attitude towards individuals with disabilities, "discomfort", "sympathy", "uncertainty", "coping", "fear", and "vulnerability". Significant differences between first year students as a total group and final year students as a total group were found on their overall attitudes towards individuals with disabilities, "discomfort", and "uncertainty". Conclusion/implications: The attitudes towards individuals with disabilities among first year and final year occupational therapy students varies between countries and the students' year level also impacts on their attitudes towards individuals with a disability. (Contains 3 tables.)

Introduction: Many children in Aotearoa (New Zealand) and Australia experience complex trauma and its developmental impacts. Internationally, occupational therapists work with complex trauma and use sensory‐based, integrative, and functional approaches. The practices of occupational therapists in Aotearoa and Australia with children experiencing complex trauma have not previously been described. Methods: This article reports the quantitative results of a mixed‐methods study which profiled occupational therapists' practice in Aotearoa and Australia with children aged 0 to 12 years old who experienced complex trauma. Twenty‐five participants completed the survey. The average age of participants was 43 years (SD = 10.65), all were female (n = 25), and most identified as New Zealand European (n = 11) or Australian European (n = 9). A survey was distributed via Occupational Therapy New Zealand – Whakaora Ngangahau Aotearoa and Occupational Therapy Australia. Results: The majority of participants had a bachelor's degree (64%) and worked in community settings (76%). Fourteen participants (56%) used sensory approaches. The most common assessments used were those of sensory processing (n = 12, 48%) and observation (n = 12, 48%). The Sensory Profile was the most popular standardised assessment (n = 8, 32%). The most common interventions used with children experiencing complex trauma were sensory (n = 13, 52%) and play based (n = 13, 52%). Most participants reported not adapting their practices for Māori or Aboriginal children. Most participants felt somewhat prepared (n = 15) for working with complex trauma, with most reporting a lack of experience in this area (n = 10). Supervision was suggested by 92% (n = 23) of the participants. Conclusion: Sensory‐based practices were most common among occupational therapists in Aotearoa and Australia who worked with children experiencing complex trauma. The participants suggested supervision, social support, and practical training when working with complex trauma. Advocacy and research are required within this subspecialty, and further professional engagement in the application of culturally safe practice. [ABSTRACT FROM AUTHOR]

Introduction: Screen‐time has become a regular occupation for young children at home and school, with little evidence of its impact on children's developmental skills. This study explored the association between children's screen‐time, fine motor, in‐hand manipulation (IHM), visual‐motor integration (VMI), sensory processing (SP) and parent‐reported play skills. Method: The fine motor, IHM, VMI, SP and play skills of a sample of 25 Australian children without disabilities (M age = 6.2 years, SD = 1.03; 64% girls) were assessed using the Bruininks–Oseretsky Test of Motor Proficiency—Second Edition, Test of In‐Hand Manipulation—Revised, Berry Buktenica Developmental Test of Visual‐Motor Integration Sixth Edition, Sensory Processing Measure—Home Form and Pretend Play Enjoyment Developmental Checklist (PPEDC). Parents completed a week‐long log of their child's screen‐time. Spearman's rho correlations and linear regressions with bootstrapping were used for data analysis. Results: Statistically significant moderate level negative correlations were found between Total Screen‐Time (TST) and VMI skills (r = −.67, p <.01); Interactive Screen‐Time and IHM abilities (r = −.46, p <.05) and TST and bilateral coordination skills (r = −.42, p <.05). There were significant negative correlations between SP ability and both TST (r = −.53, p <.01) and Watching Screen‐Time (r = −.66, p <.01). When the PPEDC Object Substitution variable was entered into a regression model as a co‐variate of hand function, it appeared to lessen the impact of TST as an independent predictor variable of children's VMI and bilateral coordination skills (p <.23 and p <.61). Conclusion: Playing with toys and using object substitution in play (e.g. a child uses an object for something else other than its intended use when playing with it) potentially appear to be a moderating factor of the impact of children's screen‐time on their bilateral coordination and VMI skills. Clinicians can encourage children's active and dynamic involvement in games and play pursuits to counteract the potential impact of increased use of devices that involve screen‐time. [ABSTRACT FROM AUTHOR]

Introduction: This study describes the self-initiated pretend play abilities of children who had sustained an acquired brain injury. Method: A non-experimental study was conducted with 26 children with acquired brain injury (15 females, mean age 5.08 years, SD 1.58 years), who were out of post-traumatic amnesia, able to sit independently and engage in a play session. The children were assessed individually on one occasion using the Child-Initiated Pretend Play Assessment. Findings: All children in the study presented with pretend play deficits, particularly in symbolic play. Inattention, distractibility and limited concentration were common behaviours of the children. Three quarters of the sample (76.48%) were unable to complete the time of the assessment. For many of the children the cessation of their play was sudden and abrupt, even for those who showed complex play ability. Conclusion: Cognitive fatigue is argued to have impacted on the children's play ability due to the considerable amount of cognitive effort required to engage in pretend play. Implications for intervention are to offer short sessions for children with acquired brain injury and pay particular attention to a child's symbolic play within pretend play ability. [ABSTRACT FROM AUTHOR]

Background/aim The Better Access to Mental Health program has enabled eligible occupational therapists to provide services to people with a mental health condition. No studies have yet reported the influence of occupational therapy under this scheme. The aim of this study was to investigate whether attending an occupational therapist under this initiative influences change in psychological distress of clients as measured by the Kessler Psychological Distress Scale (K10). Method A quasi-experimental pretest-posttest design, using pre-existing data collected in the process of regular treatment was used. Data from a total of 31 clients (mean = 17.13 years, SD = 3.603) were accessed for this study. Pre- and post-intervention scores on the K10 were used to determine if psychological distress had changed over the course of intervention. Results Highly significant improvements ( P < 0.001) were found between the K10 pre-intervention score (mean = 25.68, SD = 9.944) and the K10 post-intervention score (mean = 21.00, SD = 9.212). Male K10 post-intervention scores (mean = 17.64, SD = 5.3) significantly improved ( P = 0.05), whereas results for females were not statistically significant. Medication use, diagnosis, age, number of sessions and prior contact with health services did not influence the results. Results from specific evidence-based interventions were not able to be considered in this study. Conclusion The results of this study demonstrate effectiveness of occupational therapy services for adolescents and provide support for the ongoing participation of occupational therapists in this scheme. [ABSTRACT FROM AUTHOR]

Objective: This exploratory study aimed to describe the self-initiated pretend play of three children who had sustained an acquired brain injury (ABI). No previous research was found. Methods: Three children aged 3.0-6.0 years were recruited through purposive sampling. Pretend play ability was assessed using the Child-Initiated Pretend Play Assessment. Results: Two of the three children scored below the range expected for children their age and one child scored above the range, indicating a wide range of pretend play ability for the children. None of the children could sustain their engagement in pretend play to complete the time of the assessment. Conclusion: Complex pretend play ability is a functional assessment of cognitive ability involving sequential planning, problem-solving, language and social understanding. Cognitive fatigue is argued to explain the children's limited ability to engage in play for the time expected for their ages. More research is required. [ABSTRACT FROM AUTHOR]

Copyright of Interface - Comunicação, Saúde, Educação is the property of Fundacao UNI 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.)

It is important for therapists to be knowledgeable about the impact of the environment on children's participation patterns and activity preferences. This study investigated the activity preference and participation among school-age children living in urban and rural locations. The participation patterns and preferences for activities of 58 typically developing children (32 males and 26 females; response rate of 38.7%%) aged 8-12 years were assessed across both urban ( n == 24) and rural ( n == 34) regions of southwest Victoria, Australia. The participation patterns and preferences for activities were assessed using the Children's Assessment of Participation and Enjoyment and Preferences for Activities of Children (CAPE/PAC). An independent samples t-test was used to determine whether significant differences existed for the CAPE/PAC scores for urban and rurally based children as well as boys and girls. Significant differences were found between the scores of children living in urban and rural areas on the following subscales: CAPE Diversity, CAPE Intensity, CAPE Whom, CAPE Where, PAC Physical Preference, and PAC Social Preference. A significant difference for rural and urban groups was found on the following CAPE activity types: Recreation Diversity, Recreation Intensity, Social Diversity, Social Intensity, Self-Improvement Diversity, and Self-Improvement Intensity. Rurally based children were engaged in a broader range of activities and did so more frequently than urban children. Differences in gender were identified with girls preferring to participate in social and skill-based activities and being more likely to participate with friends or people outside their home. However, there were no significant differences in the participation patterns of boys and girls. Physical, social, and structural aspects of the location where a child lives impact the frequency, type of activities, and whom a child participates with most frequently in out-of-school activities. The activity participation of boys and girls in Australia has become quite similar. [ABSTRACT FROM AUTHOR]

This international, cross-cultural study investigated the attitudes of occupational therapy students from Australia, United Kingdom, United States and Taiwan towards inclusive education for students with disabilities. The possible impact of professional education on students' attitudes was also explored. A total of 485 students from 11 entry-level occupational therapy education programmes from Australia, the United Kingdom, the United Sates and Taiwan participated in the study. Among them, 264 were freshmen (first-year students) and 221 were seniors (final-year students). Data collected from a custom-designed questionnaire were analysed both quantitatively and qualitatively. In general, the occupational therapy students reported having positive attitudes towards inclusion. Considerable differences, however, existed among the student groups from the four countries. Professional education appeared to have a significant impact on students' attitudes towards inclusion from first year to senior year. Although students were in favour of inclusion, they also cautioned that their support for inclusive practices depended on various factors such as adequate preparation, support and assistance to students with disabilities. Limitations of the study included the small, convenience sample and different degree structures of the participating programmes. Future research studies need to compare occupational therapy students' attitudes with students from other health care professions. A longitudinal study on the impact of the professional education programme on students' attitudes towards inclusive education is warranted. Copyright © 2009 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Problems with visual perceptual skills have been shown to have a negative impact on the daily living skills of individuals and are, therefore, commonly assessed by occupational therapists. The purpose of this study was to examine two types of reliability (internal consistency and test-retest reliability) of three newly revised or developed adult visual perception tests. The participants were 50 healthy adults, aged 18 to 55 years, from Melbourne, Victoria, Australia. The participants completed the Developmental Test of Visual Perception - Adolescent and Adult (DTVP-A), the Motor-Free Visual Perception Test - Third Edition (MVPT-3) and the Test of Visual Perceptual Skills (non-motor) - Third Edition (TVPS-3). Internal consistency was examined using Cronbach's alpha calculations and test-retest reliability was analysed using Spearman rho non-parametric correlation coefficients. The results indicated that the DTVP-A, the MVPT-3 and the TVPS-3 had total scale internal consistency correlation scores of 0.60 or higher (0.60, 0.69 and 0.63 respectively). The majority of the subscales of each test had lower correlation coefficients than the overall scores (ranging from 0.22 to 0.49). For the DTVP-A, MVPT-3 and TVPS-3 total scale scores, the test-retest reliability correlation coefficients were statistically significant (rho = 0.46, p<0.05; rho = 0.62, <0.01; and rho = 0.59, p<0.01, respectively). Overall, the three visual perceptual tests exhibited low to moderate levels of internal consistency and test-retest reliability. [ABSTRACT FROM AUTHOR]

Aim: This paper documents a study that aimed to discover the meaning of leisure experiences for an ageing Italian community in a large regional centre in Victoria, Australia. Methods: This qualitative investigation used a phenomenological study design, and data were collected through semistructured interviews with 10 well-elderly Australian Italians. Results: Participants engaged in numerous leisure occupations that were meaningful to them and directly impacted on positive subjective experiences and health outcomes. Conclusion: This paper adds to an understanding of how leisure impacts on the health of well-elderly Australians and how occupational therapists can use leisure effectively in interventions for successful ageing. [ABSTRACT FROM AUTHOR]

Allied health professionals require continuing education (CE) to maintain and improve competencies and standards of care. Research suggests that professional access to CE in rural areas can be difficult. This article uses an action research framework to describe the development and implementation of a CE programme for allied health professionals in a rural area in Australia, and its subsequent evolution into a state-wide programme. To evaluate programme relevance, attendance and perceived clinical relevance, physiotherapists (n = 75) in southwest Victoria were surveyed 1 year after commencement of a CE programme. A secondary outcome was the perceived effect on clinical practice. More than two-thirds (68.6%) of physiotherapists attended at least one workshop, 57.2% attended four or more sessions and 22.9% attended at least one of the two conducted courses over the period. In addition, 20% of the physiotherapists perceived that attending the programme had a large positive effect on their therapeutic skills, whereas 68.6% reported some effect. From a regional CE programme for physiotherapists the programme evolved into a state-wide programme for 22 allied health professions. [ABSTRACT FROM AUTHOR]

In water repellent soil, Cr, Pb and Cu showed higher adsorption intensities than Zn, Cd and Ni did. Soil water repellency is much more widespread than formerly thought. In order to promote fertility and productivity, the irrigation of recycled water onto water repellent soil may be an applied technology to be used in some areas of Southern Australia. Therefore, heavy metals in recycled water potentially enter into the soil. The competitive sorption and retention capacity of heavy metals in soil are important to be determined, especially considering the special geochemical origin of water repellent soil that was caused by waxes on or between the soil particles. Batch equilibrium sorption experiments on Cd, Cr, Cu, Ni, Pb and Zn in their typical proportion in recycled water were conducted in water repellent soil. The sorption intensity, sorption isotherm in the experiments together showed that Cr, Pb and Cu have higher sorption intensity than those of Zn, Ni and Cd in the competitive system. The risk assessment for the application of recycled water onto water repellent soil is definitely necessary, especially for the metal cations with relatively weak sorption. [ABSTRACT FROM AUTHOR]

Abstract: The concentrations of heavy metals in the edible tissue of commonly fished species of the Victorian coast of Australia are reported. The metals studied were As, Cd, Cu, Hg, Pb, Se, and Zn and the fish species examined were snapper (Pagruss auratus), flathead (Platycephalus bassenssis and Neoplatycephalus richardsoni), lobster (Jasus edwardsii), and abalone (Haliotis rubra). None of the fish species studied had average concentrations exceeding the maximum levels specified for As, Cd, Hg, and Pb by the Food Standards Australia and New Zealand Food Standards code. Additionally, the concentrations of Cu, Se, and Zn were close to or below the median values generally expected in these species. Essential trace elements Se and Zn were found to be well regulated by all fish species. Although also essential, Cu was not so well regulated, especially in abalone. Nonessential metals As, Cd, and Hg are not regulated in the studied fish and their concentrations in the fish tissue are dependent on size and fishing zone. Metal concentrations were not largely affected by sex. Surprisingly, the concentrations of metals in fish in Port Phillip Bay, a zone, which includes the major cities of Melbourne and Geelong and is known to have high concentrations of metals in the water and sediment, were not consistently higher than those in other less-populated fishing zones. [Copyright &y& Elsevier]

Continuing professional development (CPD) activities for allied health professionals are becoming mandatory as a means for professionals to maintain accreditation or skills. To access CPD activities, rural allied health professionals have the added costs of travel, accommodation and information technology access. It is assumed that health professionals in rural areas vi/ant access to training and CPD. In 2003, a survey of allied health professionals was carried out in Southwest Victoria, Australia, with the aim of identifying access and attitudes to CPD. Results showed that allied health professionals in Southwest Victoria were highly qualified, wished to access CPD more than four times a year and were prepared to spend a mean rate of $1000 (€300) per annum on CPD activities. [ABSTRACT FROM AUTHOR]

Background: In 2014, a large metropolitan mental health service in Australia developed a senior role (Lead Research Occupational Therapist) to address an identified need for greater research and knowledge translation, and associated capacity building. The aim of this study was to evaluate the impact, in the first 2.5 years, of this role across a range of variables.Methods: Multiple methods were used to gather a comprehensive range of data. Workforce surveys were completed both online and in hard copy in early 2014 (n = 42) and late 2016 (n = 44). Research key performance indicators (academic, research production and cultural) were also identified for measurement over time. The data from these surveys were analysed using descriptive and inductive analysis, and also with social network analysis.Results: This role has demonstrated positive outcomes across a range of variables. There was a medium effect on the quantity of participation in quality assurance and knowledge translation activities by the workforce. Most knowledge translation behaviours were occurring regularly, although several were absent. An improving trend in attitudes towards evidence-based practice was recorded, and perceptions of the knowledge translation role were generally positive. The Lead Research Occupational Therapist moved from the periphery to the centre of the evidence based practice social network. Improved awareness of other clinicians deploying evidence based practice was observed, and the frequency of interaction between clinicians increased. The role has met all key performance indicators, across the academic, research production and cultural domains.Conclusions: The shift in focus of this role from research to knowledge translation has produced tangible outcomes for the occupational therapy workforce. These achievements have had a positive impact on the sustainability of the role, which will be continued for at least another two years. An ongoing challenge is to directly measure the impact of this role on outcomes for people with mental illness and their carers. [ABSTRACT FROM AUTHOR]

To better understand the movement of water and solutes in soils, and the risk of groundwater contamination, we need water and solute flux observations distributed in space and time. We designed a new variable-suction multicompartment percolation sampler that can be buried below an undisturbed soil volume in the field. The instrument collects percolate from 100 cells within a 32.5- by 32.5-cm area. Drop counters record the number of drops falling into the sample collectors of all cells. The cells are covered by a porous material to which suction is applied in accordance with nearby tensiometer readings. The collected water can be repeatedly extracted in situ, allowing the breakthrough curve of each cell to be measured. This temporal and spatial resolution greatly helps to quantify heterogeneous flow at scales between that of the individual sampling cell and the entire sampler. Three prototypes were tested in different laboratory (under a soil monolith) and field experiments (buried in situ) in Australia and the Netherlands. One sampler was covered with a nylon mesh, another with sintered porous stainless steel plates, and a third with a polyamide membrane. Water was uniformly applied at the soil surface by irrigation (laboratory) or natural rainfall (field). Suction could be controlled once the covers were saturated, blocking the inflow of air. The instruments operated continuously for several months. The membrane and metal covers worked best. The wealth of data obtained from a single experiment provides considerable insight in water and solute transport processes in undisturbed soils. [ABSTRACT FROM AUTHOR]

Abstract: This study describes the use of landscape transition analysis as a means for effective basin management. Land cover transitions from 1995 to 2002 were analyzed using a cross-tabulation matrix for an important economic zone in south-west Victoria, Australia. Specifically, the matrix was used to determine whether the transitions were random or systematic. Random landscape transitions occur when a land cover replaces other land covers in proportion to their availability. Systematic landscape transitions occur when there are deviations from random patterns, and land use types ‘target’ other land use types for replacement. The analysis was conducted with 11 land cover categories and showed that dryland pastures have been systematically losing area to dryland crops and blue gum (Eucalyptus globulus) plantations. Dryland crops have systematically expanded in the north-east of the catchment, an area where increasing in-stream salinization has occurred concurrently with this transition. The systematic expansion of the blue gum plantations has been predominantly in the south-west of the catchment and has the potential to reduce stream flows and groundwater recharge in an already water-stressed region, as blue gums use more water than the dryland pastures they are replacing. All other transitions were largely random. These findings have implications for land use planning in the study area for regional water balance and revegetation strategies. Landscape transition analysis is a cost-effective means of contributing to the management of water resources at a regional scale, and is highly recommended for future basin planning. [Copyright &y& Elsevier]

Abstract: Estimation of nutrient load production based on multi-temporal remotely sensed land use data for the Glenelg–Hopkins region in south-west Victoria, Australia, is discussed. Changes in land use were mapped using archived Landsat data and computerised classification techniques. Land use change has been rapid in recent history with 16% of the region transformed in the last 22 years. Total nitrogen and phosphorus loads were estimated using an export coefficient model. The analysis demonstrates an increase in modelled nitrogen and phosphorus loadings from 1980 to 2002. Whilst such increases were suspected from past anecdotal and ad-hoc evidence, our modelling estimated the magnitude of such increases and thus demonstrated the enormous potential of using remote sensing and GIS for monitoring regional scale environmental processes. [Copyright &y& Elsevier]