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The influenza pandemic of 1918-19 was the most devastating pandemic of the 20th century. It killed an estimated 50–100 million people worldwide. In late 1918, when the severity of the disease was apparent, the Australian Quarantine Service was established. Vessels returning from overseas and inter-state were intercepted, and people were examined for signs of illness and quarantined. Some of these vessels carried the infection throughout their voyage and cases were prevalent by the time the ship arrived at a Quarantine Station. We study four outbreaks that took place on board the Medic, Boonah, Devon, and Manuka in late 1918. These ships had returned from overseas and some of them were carrying troops that served in the First World War. By analysing these outbreaks under a stochastic Bayesian hierarchical modeling framework, we estimate the transmission rates among crew and passengers aboard these ships. Furthermore, we ask whether the removal of infectious, convalescent, and healthy individuals after arriving at a Quarantine Station in Australia was an effective public health response. Author summary: The influenza pandemic of 1918–19 was one of the deadliest pandemics in history. In Australia, when it was apparent that the virus was severe, a quarantine service was established to intercept and quarantine ships that returned from overseas and travelled interstate. In this study, we look at the records of outbreaks on board the Medic, Boonah, Devon, and Manuka. Some of the ships carried surviving troops from the First World War, and infections were prevalent when they arrived at a quarantine station. Infectious, convalescent, and healthy individuals on board were moved to the quarantine station for treatment or isolation. We model the outbreaks on the four ships using stochastic epidemic models and estimate the model parameters within a hierarchical framework. Furthermore, we investigate whether the removal of individuals with various disease states was an effective intervention measure from a public health perspective. [ABSTRACT FROM AUTHOR]

Universities are under no less pressure to adopt risk management strategies than other public and private organisations. The risk management of doctoral education is a particularly important issue given that a doctorate is the highest academic qualification a university offers and stakes are high in terms of assuring its quality. However, intense risk management can interfere with the intellectual and pedagogical work which are essentially part of doctoral education. This paper seeks to understand how the culture of risk meets the culture of doctoral education and with what effect. The authors draw on sociological understandings of risk in the work of Anthony Giddens (2002) and Ulrich Beck (1992), the anthropological focus on liminality in the work of Mary Douglas (1990), and the psychological theorising of human error in the work of James Reason (1990). The paper concludes that risk consciousness brings its own risks--in particular, the potential transformation of a culture based on intellect into a culture based on compliance. (Contains 4 tables, 1 figure and 3 notes.)

This article investigates how certain doctoral practices come to count as scandalous and with what effects on universities. To do so, it engages with a number of recent media allegations that relate to doctoral practice in Australia and elsewhere. The analysis of these allegations is developed in terms of three broad categories, namely allegations of silliness in relation to thesis content, allegations of softness in relation to entry, rigour and assessment, and allegations of suspect conduct and/or credentials. The impact of such allegations on university governance is then addressed. (Contains 3 notes.)

Describes some examples of recent developments in new information technology learning environments that have been enhanced by the contributions of educational developers at several Australian universities. Proposes pedagogically informed principles to guide the development of on-campus teaching and learning environments that may feature the use of communication and information technologies. (SLD)

A study of college faculty, academic managers, and general staff in two Australian universities showed how these different "tribes" view flexible learning differently. Teachers work under rules of professionalization, managers under administrative rules. The view of flexible learning as a panacea or problem entrenches these differences. (SK)

The emerging knowledge-based society is transforming pedagogical practices in the post-compulsory education sector. One feature of this transformation is the substantial investment in new learning environments (NLEs), characterised by decreasing use of face-to-face teaching and a corresponding increase in use of information and communication technologies. While the rapid evolution of NLEs has been driven by economic/commercial forces and technological advances, and advocates claim enhanced learning outcomes, there is little critical understanding of how this is achieved or manifested. This paper reports empirically-based research that is seeking to develop a grounded understanding, from the learners' perspective, of the effects of participation in NLEs. The research site is an Australian purpose-built flexible learning mode university campus where web-based resources augment on-campus face-to-face activities. The research design involves a three-year longitudinal study of students, tracking their developmental patterns in perceptions, attitudes and beliefs. Data collection involves annual measures of learning approaches, perceptions of learning environments and epistemological reflections, along with biannual group interviews. Outcomes of aspects of the first year data are reported, highlighting patterns in students' reactions not evident in previous literature and which have potentially significant pedagogical implications. [ABSTRACT FROM AUTHOR]

The report of the Dearing Committee (NCIHE, 1997) identifies a rapid and ongoing increase in use of information and communication technologies (ICTs) to support teaching and learning in higher education. This rapid expansion involves practices that are changing the traditional roles of both staff and students. The need to orient staff to the unfamiliar roles associated with student-centred learning and ICT-augmented teaching is well recognized. This paper argues that students also need to be prepared for their new roles. The paper provides a rationale for student development to prepare students for the transition to learning environments that include extensive use of ICTs as learning technologies. The argument is that both staff and student development are necessary and that these are complementary foci. The discussion then provides a detailed overview of successful student-development strategies that have been developed to support students starting studies at a purpose-built flexible learning campus. [ABSTRACT FROM AUTHOR]

Discusses how universities in Australia, and individual members of staff, have responded to external challenges for higher education. Increased use of communication and information technologies (CITs) to augment more traditional teaching and learning environments; Move to a more student/client-centered approach; Role of `lone rangers' in the use of CITs.

The author discusses the problem of hospital occupancy in Australia based on a study of the emergency department (ED) at the Royal Melbourne Hospital. He points to the lack of available beds and claims that 100% occupancy brings about difficulties. He cites the relationship between the arrival and service processes with the number of beds in measuring the performance of hospitals. He concludes that the capacity of a hospital should be flexible in dealing with demands and suggests an arbitrary figure of 85% as a safe figure for hospital occupancy.