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Work-integrated learning WIL provides an opportunity for integrating Indigenous and Western learning pedagogies and facilitate a meaningful pathway for authentic learning through developing partnerships between Indigenous and non-Indigenous stakeholders. However, research in developing WIL with Indigenous communities and appropriate learning pedagogies is limited. This paper discusses how WIL can inculcate Indigenous and non-Indigenous learning pedagogies to facilitate authentic, culturally enhanced learning. The proposed theoretical framework was constructed using the concepts relating to '8 Ways of Knowing Indigenous Learning' framework, Studio Based Learning, Co-design, and WIL. The research method draws on autoethnographic approaches to reflect and critically analyze academic observations and reflections across two case studies. The findings propose a WIL pedagogical approach integrating Indigenous and non-Indigenous learning pedagogies to enable authentic learning by co-generating emergent knowledge in complex socio-cultural contexts. Moreover this approach enables training architecture students to represent cultures and values of the Indigenous communities in the mainstream Anglo Australian architecture.

Extensive work has been undertaken in North America on effective practices in early childhood education, early childhood special education, and autism-specific interventions. Much of this work, however, has not been disseminated in teacher-friendly ways nor has it been translated into useable formats that support teacher uptake and incorporation into everyday classroom practice. The research presented here drew on practice literature from North America and a Design-Based Research approach to produce a Model of Practice (MoP) for Australian classroom teachers working with students on the autism spectrum in their first year of primary school. This practice model aims to support pedagogical decision making in relation to the effective and inclusive education of this student cohort. Iterative cycles of design involving generation of educational practices from the literature, content validation by experts, and social validation by classroom teachers were undertaken. These cycles were guided by MoP design principles and resulted in a prototype Early Years Model of Practice (EY-MoP) comprising 29 empirically-supported practices, which were highly endorsed by Australian teachers. The field testing of the EY-MoP should provide preliminary evidence of the applicability of this tool in Australian early years classrooms.

Purpose: Children who are Deaf and Hard of Hearing (DHH), their parents, Teachers of the Deaf, and other community stakeholders were involved in co-designing a web-based resource to support students' social-emotional well-being. The resource was designed to provide families and teachers with strategies to enhance the social and emotional well-being of Grade 4-6 students who are DHH. This study reports outcomes of a pilot study of the web-based resource intervention. Method: A pre-post pilot study was conducted to quantitatively examine reported anxiety, well-being, social relationships, school experience, student-teacher relationship, and parent and teacher self-efficacy. A total of 37 students, their parents (n = 37), and their classroom teachers (n = 40) participated in the intervention program and were provided access to the resource. Results: In total, 19 students, 22 parents, and 17 teachers completed both pre-and post-survey measures. Paired t tests revealed that there was a statistically significant increase in parents' self-efficacy scores from pre- to post-test. Multivariate analysis of covariance revealed a significant association between parent use of the website and student-reported improved peer support and reduced school loneliness. No other statistically significant differences were found. Conclusions: The use of a web-based resource codeveloped with students who are DHH, their parents, and teachers could potentially be beneficial for the well-being of students who are DHH as well as parents' self-efficacy. Further research is needed to confirm the benefits.

The increasing number of children on the autism spectrum entering mainstream schools requires classroom teachers with the knowledge and skills to create supportive and inclusive environments in which these students can thrive. This paper reports the perspectives offered by 33 teachers who volunteered to trial an Early Years Model of Practice (EY-MoP) designed to provide information and guidance on foundational practices supportive of students on the spectrum. All teachers worked in Australian primary schools and had at least one student on the spectrum in their early years classrooms. In pre-and post-trial interviews, teachers shared their impressions of, and experiences with, the EY-MoP. In general, they endorsed the model as a resource outlining foundational practices for working with students on the spectrum. Insights shared pointed to the positive impact that this kind of comprehensive, foundational resource can have on teaching practice both in everyday planning and as a reflective tool. Responses also indicated that the model enhanced teachers' knowledge and confidence in supporting students on the spectrum. Taken together, these teacher data provide preliminary evidence for the viability of the EY-MoP as a resource to support both beginning and experienced teachers in their work with young children on the spectrum.

Positive experiences of teamwork in design contexts significantly improve students' satisfaction with teaching and their attitudes towards future teamwork. Thus, an understanding of the factors leading to negative and positive team experiences can inform strategies to support effective teamwork. This paper examines design students' perceptions and experiences of teamwork. Three sources of qualitative data were analysed: a pilot survey completed by 198 design students in four institutions; five focus groups with 23 students; and a national survey completed by 417 students from 18 Australian universities. Students were from a range of design disciplines, with the majority studying architecture. The findings provide insights into issues and challenges of learning how to design in teamwork contexts, in particular the importance of adopting strategies to promote individual accountability within a team and ensuring fair assessment that acknowledges levels of individual contributions. The paper concludes with recommendations for teachers.

The extent to which academic research informs both student learning and practice has been repeatedly debated in the accounting and broader academic literature. However, despite its supposed symbiotic relationship, the nexus between research and teaching, as well as research and practice, has rarely been investigated within the confines of a single study. In this research, we compare and contrast the perceptions of Executive Master of Business Administration (EMBA) students studying accounting in two Australian universities in relation to the perceived usefulness of published academic research embedded in an accounting curriculum in (i) explaining, clarifying and learning accounting principles; and (ii) informing current and future practitioners. Our findings indicate that although EMBA students readily embrace the use of accounting research in the classroom, there is a need for educators to explicitly demonstrate the credibility of academic research if the findings of such research are to be adopted in practice.

This paper sets out to consider the relationship between design education, architects' colour knowledge, colour orientations and colour use in design practice. Specifically, a survey of 274 architects, architectural academics and postgraduates in Australia and Iran addressed the questions--is design education informing colour knowledge, and does colour education and knowledge inform an architect's colour use in their designs? The findings suggest colour use in architecture has two chief influences: (1) Colour Orientation (architects' general attitudes and prejudices towards colour use); and (2) Contextual Variables (the cultural and physical context of designs). The study shows that while the amount of colour education that architects receive has little role in informing their colourfulness orientations (i.e., how colourful they believe architecture in general should be), the greater an architect's colour knowledge the more colourful their designs will be. The study suggests that the colourfulness of contemporary buildings is likely influenced more by levels of architects' theoretical colour knowledge and by their personal preferences rather than by contextual influences such as the cultural and physical context of a design, the building function, or client directives.

Students returning from an international business study tour program were interviewed about their experiences and perceptions of the professional and personal impact of the program. When interviews were conducted within 3-4 months of the students' return, mixed responses were received, with some students highly positive about their experiences, but other students highly distressed about the level of independence required of them. When students were consulted two to six years after the completion of the program, including re-interviewing the initial study participants, students appeared more able to appreciate the benefits of the program. This was evident in their responses that highlighted an improvement in discipline-based knowledge, a better understanding of personal and intercultural issues, and the further development of their generic academic skills. Negative emotions had all but disappeared from students' responses. While these findings are from small sample sizes and are not conclusive, the results raise important questions about the timing of critical program evaluations.

While there are many environmental education programs for children, few studies have used an appropriately developed scale for evaluating how such education might have on impact on children's environmental orientations. The research presented in this article adapted the NEP (New Ecological Paradigm) for Children scale to develop a new instrument for measuring children's environmental attitudes: the NEP (Children@School). The NEP (Children@School) has been developed by analysing the impact of the design of physical learning spaces on children's environmental attitudes. Factor analysis indicated that NEP (Children@School) has three dimensions: Children's Environmental Attitudes towards Human Intervention, Children's Environmental Attitudes via ESD at School, and Children's Environmental Attitudes towards Eco-Rights. We argue that NEP (Children@School) can meaningfully measure the impact of learning spaces on children's environmental attitudes. While the instrument was developed for use in Australia, it has been designed for global applicability.

This paper reviews the current status and focus of Australian Architecture programs with respect to Indigenous Knowledge and the extent to which these tertiary programs currently address reconciliation and respect to Indigenous Australians in relation to their professional institutions and accreditation policies. The paper draws upon the findings of a recently completed investigation of current teaching: "Re-Casting terra nullius blindness: Empowering Indigenous Protocols and Knowledge in Australian University Built Environment Education." Three data sets from this investigation are analysed: a desktop survey of Australian Built Environment curricula; workshops with tertiary providers and students, professional practitioners and representatives of three Built Environment professional institutes; and an online survey of Australian Built Environment students (of which their discipline could be isolated) ascertaining what is currently being taught and learned and what changes would be feasible within the constraints of courses from their perspective. Detailed descriptions are also provided of pedagogic improvements informed by the project findings. The findings suggest minimal current exposure of Architecture students to Indigenous Knowledge content beyond voluntary engagement in self-chosen thesis projects and elective (including studio) subjects led by passionate but largely unsupported teachers championing Indigenous issues; a paucity of teaching echoed by practitioners and accreditors who acknowledge lack of expertise in this area across the profession. This paper discusses ways in which Indigenous Knowledge might be better acknowledged, respected and introduced to Australian Architecture students' education. Also discussed are teaching strategies with global relevance.

This study explored longitudinal associations between early shared reading at 2 to 3 years of age and children's later academic achievement. It examined the mediating role of children's vocabulary and early academic skills, and the moderating effects of family's socioeconomic status. Data were drawn from the Longitudinal Study of Australian Children (n = 4,768). Academic achievement was assessed at 8 to 9 years of age via standardized national test scores of literacy and mathematics achievement. Results indicated that early shared reading was associated with children's academic achievement directly and indirectly through receptive vocabulary and early academic skills. Also, the frequency of early shared reading predicted the outcome measures, over and above other home learning activities. Associations were stronger among low and middle socioeconomic status groups compared to the high socioeconomic status group. We conclude that shared reading offers unique opportunities for adults to teach young children new words and concepts.

Background: Many emotional and behavioral problems first emerge in primary school and are the forerunners of mental health problems occurring in adolescence. However, the extent that these problems may be associated with academic failure has been explored less. We aimed to quantify the association between emotional and behavioral problems with academic performance. Methods: A stratified random sample of 8- to 9-year-olds (N = 1239) were recruited from schools in Australia. Data linkage was performed with a national assessment of academic performance to assess reading and numeracy. Parent report assessed emotional and behavioral problems with students dichotomized into "borderline/abnormal" and "normal" categories. Results: One in 5 grade 3 students fell in the "borderline/abnormal" category. Boys with total difficulties (ß = -47.8, 95% CI: -62.8 to -32.8), conduct problems, and peer problems scored lower on reading. Numeracy scores were lower in boys with total difficulties (ß = -37.7, 95% CI: -53.9 to -21.5) and emotional symptoms. Children with hyperactivity/inattention scored lower in numeracy. Girls with peer problems scored lower in numeracy. Conclusions: Boys with emotional and behavioral problems in mid-primary school were 12 months behind their peers. Children with emotional and behavioral problems are at high risk for academic failure, and this risk is evident in mid-primary school.

One of the foundational subjects comprising most Master of Business Administration (MBA) programs is an introductory accounting course, in which students are exposed to the study of financial and management accounting at a basic level. For many students accounting is arguably the most feared subject in the MBA program. Although some students embrace the challenge and opportunity to develop an appreciation of accounting, the part it plays in organisations, and its role in management decision-making, for others the prospect of entering the world of accounting is one fraught with apprehension. Frequently described as "the language of business," for students with limited experience or prior instruction in accounting, engaging with this language is formidable, and the demystification of the accounting lexicon represents a major challenge to accounting educators. This paper advocates the use of analogies, metaphors, and similes in helping MBA students understand accounting principles and engage with the conceptual underpinnings of the discipline.

This study aims to determine if primary school children's environmental attitudes can be predicted by whether their school had been designed or adapted for sustainability. A New Ecological Paradigm ("NEP") scale for children was adopted to measure attitudes, with supplementary questions added to align this scale to the Australian context of the study. In addition, the original adult "NEP" scale was used to determine relationships between children's environmental attitudes, their "School Design" and their "Parents'" and "Teachers' Environmental Attitudes." Data collected from grade 4, 5 and 6 primary school children, their parents and teachers were analysed via three multiple regressions. The results indicate that sustainable design in schools improves the environmental attitudes of children towards perceptibly green building features, such as solar panels, the use of recycled water, natural daylighting and outdoor classrooms including food-producing gardens.

Purpose: The paper aims to disseminate solutions to common problems in student evaluation processes. It proposes that student evaluation can be applied to quality assurance and improving learning and teaching. The paper presents solutions in the areas of: presenting outcomes as performance indicators, constructing appropriate surveys, improving response rates, reporting student feedback to students and student engagement as a feature of university quality assurance. Design/methodology/approach: The research approach of this paper is comparative case study, allowing in-depth exploration of multiple perspectives and practices at seven Australian universities. Process and outcome data were rigorously collected, analysed, compared and contrasted. Findings: The paper provides empirical evidence for student evaluation as an instrument of learning and teaching data analysis for quality improvement. It suggests that collecting data about student engagement and the student experience will yield more useful data about student learning. Furthermore, findings indicate that students benefit from more authentic inclusion in the evaluation process and outcomes. Research limitations/implications: Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to test the proposed propositions further and apply to their own university contexts. Practical implications: The paper includes recommendations at the institution- and sector-wide levels to effectively use student evaluation as a university performance indicator and as a tool of change. Originality/value: This paper fulfils an identified need to examine student evaluation processes across institutions and focuses on the role of student evaluation in quality assurance.

Student comments are routinely collected in university evaluation surveys for the purpose of improving teaching and learning. Whilst student comments provide valuable insights into their experiences, there is limited published research reporting the extent to which student comments are offensive and professional. The aim of this study was to investigate the number of student comments that were identified as being offensive or unprofessional in an online unit evaluation survey collected in a semester in 2010 from an Australian university. One person read 30,684 comments taken from 17,855 surveys and identified comments considered to be abusive or unprofessional. Comments were categorised as either abusive or unprofessional and by the intended target (that is, teacher, unit, resource). Thirteen abusive comments (0.04% of the sample) were identified. Five abusive comments were directed at the teacher and eight were targeted at teaching and learning experiences. Forty-six comments (0.15% of the sample) were identified as unprofessional. Of these, seven comments were directed at the teacher and 34 were about units. This suggests that the vast majority of students do not abuse the privilege of giving anonymous feedback. Strategies identified in this paper to educate students and give appropriate feedback can be adopted by universities to minimise offensive comments. Universities can educate students and teachers in appropriate and professional ways of working together, in providing professional feedback to improve the student experience in teaching and learning and to support and mentor teachers in their academic careers.

Stephen Tucker presents a fractions game that addresses a range of fraction concepts including equivalence and computation. The REFractions game also improves students' fluency with representing, comparing and adding fractions.

This paper considers the relationship between architecture and construction management students' overall academic abilities (as measured by Weighted Average Marks [WAMs]), their peer ratings for contributions to team design assignments (as measured by an online Self-and-Peer-Assessment [SAPA] tool), and their specific abilities as building designers (as measured by grades in individual design assignments). The research was conducted to determine whether a student's prior academic achievements might indicate how well they will work in teams. The research demonstrates a statistically significant relationship between WAMs and SAPA ratings indicating that academically successful students more often than not make good teammates. However, the study also highlights that when peers are assessing contributions to teamwork they are assessing skills and qualities in their teammates other than overall academic ability or the ability to design well. Whilst this study is largely located within the field of design, the findings are relevant to any group work where teachers aim to design assessment that unravels group and individual contribution.

Universities have been collecting student feedback on their experiences in teaching and learning for decades. Their voice is usually captured in surveys, and quantitative and qualitative data are used for quality improvement. Quantitative data are often used to monitor the student experience and used as a key performance measure in universities. This paper describes key drivers influencing the implementation of student evaluation systems in Australia. The case of one university's approach is used to describe how the student voice, in addition to those of other key stakeholders, is used to analyse and improve the student experience in teaching and learning.

The term "flexible education" is now firmly entrenched within Australian higher education discourse, yet the term is a contested one imbued with a multiplicity of meanings. This paper describes a process designed to elucidate how the idea of flexible education can be translated into teaching models that are informed by the specific demands of disciplinary contexts. The process uses a flexible learning "matching" tool to articulate the understandings and preferences of students and academics of the Built Environment to bridge the gap between student expectations of flexibility and their teacher's willingness and ability to provide that flexibility within the limits of the pedagogical context and teaching resources. The findings suggest an informed starting point for educators in the Built Environment and other creative disciplines from which to traverse the complexities inherent in negotiating flexibility in an increasingly digital world. (Contains 2 figures and 4 tables.)

This paper describes a process for negotiating aspects of flexible learning through the consideration of flexibility from student, teacher and institutional perspectives. The process aimed to reconcile, in an Australian school of architecture, the competing demands of learner's increasing flexibility demands, teacher's attributes and pedagogical objectives and the structural limitations that militate against the delivery, resourcing and maintenance of flexibility. Results indicated that the only categories of flexibility (out of time, content, access/entry requirements, pedagogy and delivery) that were demanded by students were pedagogy (but only in the choice of working in groups) and delivery; whereas teachers were merely willing to offer flexibility in delivery. Thus, what students desired of teaching, and what teachers were able to provide, were multiple mediums of knowledge delivery that allowed students flexibility in when and where they could learn. These findings, it is suggested, have relevance for course redesign throughout the creative/visual arts.

Master's degree by coursework students have been identified as a "forgotten" cohort by the Queensland University of Technology (QUT) Careers and Employment service. Traditionally, these students have been included in undergraduate career development activities. Master's degree students are arguably a specialised group due to the advanced learning implicit in many of their degrees. A brief survey was designed to better understand how to assist QUT master's degree students with career development activities. Students were emailed an invitation to complete a brief online survey, asking for their assistance in planning appropriate career development activities for their cohort. Questions included reasons for undertaking a master's degree and preferred topics and times for career development activities. A total of 615 students completed the survey. This brief report presents the results of the survey and highlights suggestions for career development practitioners and services. (Contains 3 tables.)

This paper investigates the relationship between learning style, as determined by Kolb's Learning Style Inventory, age and one measure of academic performance in design assignments for two cohorts of first- and third-year architecture students. The paper focuses on the results of a cross-curriculum learning style survey conducted as part of a project aimed at resolving the learning difficulties of students collaborating in multi-disciplinary and multi-cultural team assignments. The research was conducted to determine how learning style differences in heterogeneous teams might be addressed through pedagogy. In light of evidence in student cohorts of learning style changes towards the learning styles of design teachers as students progress through their studies, this paper demonstrates how these changes reflect a statistically significant relationship between learning styles and academic performance in design assignments. (Contains 3 figures.)

In the current climate in Australian higher education, quality assurance in university teaching is a priority. In particular, the introduction of the Learning and Teaching Performance Fund (LTPF) has refocused attention on universities' internal student evaluation survey instruments. This paper reports the development, validation and implementation of a new unit survey instrument which prompts students to reflect on what helps their achievement of unit learning outcomes, and to report their levels of motivation, engagement and overall satisfaction with a semester-long course or unit of study. The instrument (eVALUate) was created from precepts reported in the research literature, current practices in evaluating teaching, and sound quality assurance practices appropriate to a university outcomes-focused education paradigm.

This paper reports the use of an online student evaluation system, Course Experience on the Web (CEW), in a physiotherapy program to improve their Course Experience Questionnaire (CEQ) results. CEW comprises a course survey instrument modeled on the CEQ and a tailored unit survey instrument. Closure of the feedback loop is integral in the CEW system. Analysis of the data shows that the students' evaluation in their final year of the program is closely correlated with their CEQ results. Increases in the CEQ scores from 2001-04 included an increase in the Good Teaching Scale (27.5), Generic Skills Scale (10.3) and Overall Satisfaction Index (29.3). By using CEW, academics at the School of Physiotherapy were able to determine students' perceptions during the course, make changes to teaching and learning, where appropriate, in a timely manner and, as a result, the CEQ scores were improved markedly. (Contains 2 tables and 4 figures.)

This ethnographic study tested the hypothesis that positive social interactions in sport will contribute positively to the Aboriginal identity of urban, Australian Aboriginal children. Nine male and female children aged 11-12 years were observed and interviewed. Significant responses were extracted and meanings were identified and grouped into various themes (Colaizzi, 1978). Interactions between Aboriginal participants were different from interactions with non-Aboriginal children and each provided different sources of information toward children's Aboriginal identity. The hypothesis was supported because the outcomes of interactions in sport among Aboriginal children enabled them to positively express their Aboriginal identity together in a group, speak an Aboriginal language and interact with each other in ways that further affirmed their Aboriginal identity. In comparison, non-Aboriginal peers contributed positively to Aboriginal student's self-esteem because of the positive feedback they provided in school sport. Furthermore, non-Aboriginal students' social interactions with Aboriginal peers were purposeful for making friends, acceptance and respect between each other.

The School of Physiotherapy at Curtin University of Technology in Perth, Western Australia, recognizes that learning is influenced by many variables. Therefore, evaluation of teaching and learning should focus on changes in knowledge, skills, attitudes, and behavior. In 1999, physiotherapy faculty at Curtin University developed Course Evaluation on the Web (CEW, pronounced "cue"), a Web-based system that broadened the possibilities for effective evaluation within a learning community. CEW was initially piloted in one class with one hundred students. Since that time, CEW has been developed and used annually in sixty entry-level courses and twenty postgraduate courses. Five hundred students, fifty teachers, and ten program managers have participated in the CEW process. The School of Physiotherapy uses CEW for student reflection on learning, instructor reflection on teaching, and administrator response to student feedback to improve programs. CEW is used to monitor student satisfaction with a variety of aspects of their educational experience. CEW is part of a process of continuous quality improvement that involves the entire learning community in order to enhance the quality of teaching and learning. This article describes the development of CEW and the benefits of using it for evaluations. (Contains 3 figures.)

A study of 57 Australian children (ages 6-7) found that children who experienced a recurrent event were more accurate about details that remained constant across events in comparison with children who experienced the event only once. They also produced more responses to both free recall and to general questions. (CR)

Abstract The management of stranded whale carcasses is a logistical, environmental and economic challenge concerning a number of different stakeholders. In this paper, we review the current carcass disposal methods, stakeholders involved, and identify research needs and gaps. Examples of carcass disposals from all over the world are presented with Australia used as an example of current governance procedures and related challenges. Current management options include (1) leaving a carcass to decompose in situ , (2) beach burial, (3) oceanic tow, and (4) transport to waste management facility or rendering plant. Leaving a carcass to decompose in situ is the most cost effective and natural method, but raises issues of sight, smell, changes in sediment and groundwater chemistry, and shark attraction. Beach burials remove the sight and smell of a carcass and are relatively cost effective, but the extent to which carcass burial alters beach groundwater and attracts sharks to the surf due to leachate transported via submarine groundwater discharge is unknown. Oceanic tows are a simple disposal method, but carcasses can become boating hazards and may return ashore. Transporting carcasses to a waste management or rendering plant is costly, but effectively removes most social and environmental issues associated with a carcass stranding. The management of stranded carcasses involves a number of stakeholders with differing missions and priorities, from government agencies to conservation groups. Differences in priorities often cause tensions between groups increasing the complexity of carcass disposals. This review identifies key challenges and potential issues to guide decisions that are often made at a local scale. We recommend that clear legislation and organisational responsibilities are needed to prevent ambiguity when managing carcass disposal. Graphical abstract Image 1 Highlights • Whale carcass strandings on beaches are increasing as populations recover. • We review the benefits, issues, and uncertainties of carcass management methods. • Many stakeholders involved in whale carcass management create ambiguity. • Clear legislation and protocols around whale carcass management are needed. • Research on implications of whale carcass disposal is needed to inform managers. [ABSTRACT FROM AUTHOR]

This paper asks whether physical built environment characteristics or social factors have the greatest impacts on residents’ satisfaction with low-density suburban neighbourhoods. Quantitative analyses of a survey of 247 residents living in three Australian suburbs was conducted to measure residential satisfaction. While the majority of research focuses only on one of three dimensions of residential satisfaction – satisfaction with dwelling or neighbourhood or neighbours – here we explore residential satisfaction in relation to all three dimensions. First, it was found that four scales used in the survey to measure satisfaction could be reduced in the context of suburban Australia to three more powerful factors – Neighbourhood Contentment , Active Socialising and Accessibility . Multiple regression examined the extent to which five groups of physical characteristics impacted Neighbourhood Contentment. Results indicated that Neighbourhood Contentment is significantly predicted by physical design characteristics, even allowing for the interaction of sociodemographic variables. Neighbourhood characteristics such as street type, tree coverage, and provision of sidewalks, shared open space and community spaces were found to be the most important predictors of Neighbourhood Contentment; indicating that well planned neighbourhoods are more satisfying places to live for residents. The findings suggest that planners and urban designers need to consider the provision of such neighbourhood characteristics when designing for communities in contemporary suburban contexts. [ABSTRACT FROM AUTHOR]

This study examines the relationship between neighbourhood attachment and five groups of physical characteristics of low-density suburbs: (1) street layout, (2) pedestrian environment, (3) neighbourhood connectivity, (4) public space provision, and (5) dwelling form. Although much research has investigated whether neighbourhood attachment is influenced by the urban design characteristics of high density contexts, there is little evidence of the impact of such characteristics in suburban environments with lower population densities, such as the types of low-density suburbs that ring Australian cities. Surveys were conducted in Victoria, Australia, to examine how these five groups of characteristics might impact residents’ neighbourhood attachment in three suburbs with equivalent socioeconomic profiles. Questionnaires were delivered to eight streets of different layout in each suburb, and via on-street face-to-face surveys in public spaces adjacent to neighbourhood libraries. The results of five separate regression models indicated that all five groups of physical neighbourhood characteristics significantly predicted neighbourhood attachment. Home ownership, length of residence and age were also found to have strong correlation with neighbourhood attachment. When length of residency is controlled for, it was found that five physical variables were the best predictors of neighbourhood attachment: provision of open spaces, street type, trees coverage, sidewalk provision and number of community spaces. Only the provision of open spaces had greater impact on attachment than length of residency. Hence, the study findings suggest that both social and physical factors should be considered in the planning of suburban neighbourhoods. [ABSTRACT FROM AUTHOR]

Abstract: A liquid chromatography-tandem mass spectrometry (LC-MS/MS) method was developed for the simultaneous analysis of 6 ectoparasiticides – 2 synthetic pyrethroids (deltamethrin, cypermethrin) and 4 macrocyclic lactones (abamectin, doramectin, ivermectin and eprinomectin) in biosolids. The method was used to investigate the occurrence of these ectoparasiticides in beef cattle feedlot wastes in Australia from 5 commercial feedlot operations which employ varying waste management practices. Deltamethrin and cypermethrin were not detected in any of the samples while abamectin, ivermectin, doramectin and eprinomectin were detected in some of the samples with concentrations ranging from 1 to 36 μg/kg dry weight (d.w.) freeze dried feedlot waste. Levels of macrocyclic lactones detected in the feedlot wastes varied and were dependent on sample type. The effect of seasonal variations and waste management practices were also investigated in this study. [Copyright &y& Elsevier]

Summary: Background: The duel problems of obesity and the aging of society are likely to produce substantially increased demand on health services in the future. We examine the projected burden which four obesity-related conditions potentially can place on the hospital system in Australia: diabetes, obstructive sleep apnoea (OSA), knee replacements, and bariatric surgery. Methods: Separations for each condition were obtained from the Australian Institute of Health and Welfare (AIHW) data from 1990 to 2005. Projections of age specific rates for each condition/procedure to 2020 by sex and 5-year age groups developed using double exponential smoothing were applied to population projections to estimate numbers of separations or procedures. Results: Large, significant increases in rates per 100,000 population for each condition/procedure occurred from 1990 to 2005 for each gender and across all adult age groups. Numbers of separations for diabetes are estimated to increase from 50,258 in 2005 to 180,057 in 2020 and for OSA from 32,262 to 83,535. Procedures for total knee replacements are projected to increase from 28,490 in 2005 to 67,619 in 2020 and for bariatric surgery from 32,262 to 83,535. Conclusion: The combined effects of demographic change with a rapidly aging population along with a high and increasing prevalence of obesity will continue to drive the four conditions/procedures studied and this will have a considerable effect on health resources. The consequences of not acting, or acting ineffectively, are high and constitute a serious threat to future public health. [Copyright &y& Elsevier]

The article focuses on the role of mass media in Australia to the phenomenon of Sallyane Atkinson as a superstar in politics during her term as lord mayor of Brisbane. It states that journalists were instrumental in the popularity of Atkinson because of the media coverage of the Olympic bid. However, it was also the mass media that contributed to her demise when people from Brisbane, Queensland believed that the position is being used as a launch pad for Atkinson's career.