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Studies which examine how educational leadership in faith-based schools is understood and practised are few and far between in the research literature. This is surprising given the important role faith-based schools play within the Australian school system and the controversy that has often surrounded them. Taking into consideration the gap in the research and the debates surrounding these types of schools it seemed timely to examine faith-based school leaders' perspectives on educational leadership. This article describes an interpretive study which sought to uncover how members of faith-based schools' management teams understood and practised leadership. Three different faith-based schools were selected for the study; a Catholic, Islamic and Greek Orthodox school. Four different qualitative data collection methods were used, comprising semi-structured interviews, concept mapping, document analysis and non-participant observation. Using a grounded theory approach for the data analysis it was found that the ways in which these faith-based school leaders understand educational leadership are underpinned by values which often had a faith dimension. In addition, it was found that the school leaders used this framework of faith-based values to guide their practice. It is further argued that the ways in which the school leaders' values and spirituality influenced their perspectives demonstrate the influence of context on leadership perspectives.

This study investigated both negative and positive staff perspectives of service user involvement on two clinical psychology training courses as part of an ongoing process of service evaluation. Ten clinical psychology staff from two training courses were interviewed over the telephone by a current trainee clinical psychologist using a semi-structured interview method. Data were coded into textual units of meaning and then analysed using content analysis. The categories most cited by participants regarding the positives of service user involvement were that service user involvement "develops trainees learning" and "challenges power differences". For opportunities of service user involvement to provide benefits to the training courses, most participants cited "meaningful versus tokenistic involvement", followed by "strategic involvement". Regarding negatives and barriers, those most cited were "differences of opinion or agendas" and "lack of resources". Whilst the findings suggested that the service user involvement initiatives on both courses have been well received, research is needed into how service users also experience the process. Interventions that facilitate staff reflection and processing of multiple perspectives were also recommended, particularly with regards to negative experiences of service user involvement.

Short-range ordering in cation-disordered cathodes can have a significant effect on their electrochemical properties. Here, we characterise the cation short-range order in the antiperovskite cathode material Li2FeSO, using density functional theory, Monte Carlo simulations, and synchrotron X-ray pair-distribution-function data. We predict partial short-range cation-ordering, characterised by favourable OLi4Fe2 oxygen coordination with a preference for polar cis-OLi4Fe2 over non-polar trans-OLi4Fe2 configurations. This preference for polar cation configurations produces long-range disorder, in agreement with experimental data. The predicted short-range-order preference contrasts with that for a simple point-charge model, which instead predicts preferential trans-OLi4Fe2 oxygen coordination and corresponding long-range crystallographic order. The absence of long-range order in Li2FeSO can therefore be attributed to the relative stability of cis-OLi4Fe2 and other non-OLi4Fe2 oxygen-coordination motifs. We show that this effect is associated with the polarisation of oxide and sulfide anions in polar coordination environments, which stabilises these polar short-range cation orderings. We propose that similar anion-polarisation-directed short-range-ordering may be present in other heterocationic materials that contain cations with different formal charges. Our analysis illustrates the limitations of using simple point-charge models to predict the structure of cation-disordered materials, where other factors, such as anion polarisation, may play a critical role in directing both short- and long-range structural correlations. [ABSTRACT FROM AUTHOR]

Background: Appendicitis remains a common surgical emergency in children. Empirical antibacterial treatment is indicated to reduce infective complications. We investigate the bacterial pathogens identified intra-operatively during appendectomies in children to guide empirical surgical antimicrobial prophylaxis options. Methods: A retrospective analysis of patients (< 18 years old) undergoing an appendectomy across a multisite London hospital (Nov 2019–March 2022) was undertaken. Patient-related outcomes including length of hospital stay (LOS), days of antibacterial therapy (DOT), intra-operative microbiology and post-operative radiology reports were interrogated. Results: 304 patients underwent an appendectomy during this period; 39.1% of patients had intraoperative samples cultured. Bacterial pathogens were found in 73/119 (61.3%) cases; the most common isolates being Escherichia coli (42.0%), Pseudomonas aeruginosa (21.0%), milleri Streptococcus spp. (14.3%) and Bacteroides fragilis (5.9%). Polymicrobial infection was common (32/73). Isolation of Pseudomonas spp. from intra-operative sampling was associated with a greater LOS (7.0 vs. 5.0 days; p = 0.011) but nil effect on the incidence of postoperative collections. Presence of milleri Streptococcus spp. was associated with longer LOS (7.0 vs. 5.0 day; p = 0.007), DOT (12.0 vs. 8.5 day; p = 0.007) but had no observed outcome on postoperative collections (29.4% vs. 18.6%; p = 0.330). 48% of E. coli positive cultures were co-amoxiclav resistant and prolonged LOS compared to the non-resistant group (7.0 vs. 5.0 days; p = 0.040) but had no difference in post-operative collections (29.2% vs. 17.9%; p = 0.260). Conclusion: A high proportion of children with appendicitis have Pseudomonas spp. isolated, leading to a prolonged LOS. Evolving Enterobacterales resistance and the presence of Pseudomonas spp. necessitate extended antibacterial coverage for paediatric appendectomies with evidence of peritonitis. [ABSTRACT FROM AUTHOR]

Background: Eating disorders (ED), especially Anorexia Nervosa (AN), are internationally reported to have amongst the highest mortality and suicide rates in mental health. With limited evidence for current pharmacological and/or psychological treatments, there is a grave responsibility within health research to better understand outcomes for people with a lived experience of ED, factors and interventions that may reduce the detrimental impact of illness and to optimise recovery. This paper aims to synthesise the literature on outcomes for people with ED, including rates of remission, recovery and relapse, diagnostic crossover, and mortality. Methods: This paper forms part of a Rapid Review series scoping the evidence for the field of ED, conducted to inform the Australian National Eating Disorders Research and Translation Strategy 2021–2031, funded and released by the Australian Government. ScienceDirect, PubMed and Ovid/MEDLINE were searched for studies published between 2009 and 2022 in English. High-level evidence such as meta-analyses, large population studies and Randomised Controlled Trials were prioritised through purposive sampling. Data from selected studies relating to outcomes for people with ED were synthesised and are disseminated in the current review. Results: Of the over 1320 studies included in the Rapid Review, the proportion of articles focused on outcomes in ED was relatively small, under 9%. Most evidence was focused on the diagnostic categories of AN, Bulimia Nervosa and Binge Eating Disorder, with limited outcome studies in other ED diagnostic groups. Factors such as age at presentation, gender, quality of life, the presence of co-occurring psychiatric and/or medical conditions, engagement in treatment and access to relapse prevention programs were associated with outcomes across diagnoses, including mortality rates. Conclusion: Results are difficult to interpret due to inconsistent study definitions of remission, recovery and relapse, lack of longer-term follow-up and the potential for diagnostic crossover. Overall, there is evidence of low rates of remission and high risk of mortality, despite evidence-based treatments, especially for AN. It is strongly recommended that research in long-term outcomes, and the factors that influence better outcomes, using more consistent variables and methodologies, is prioritised for people with ED. Plain English summary: Eating disorders are complex psychiatric conditions that can seriously impact a person's physical health. Whilst they are consistently associated with high mortality rates and significant psychosocial difficulties, lack of agreement on definitions of recovery, remission and relapse, as well as variations in methodology used to assess for standardised mortality and disability burden, means clear outcomes can be difficult to report. The current review is part of a larger Rapid Review series conducted to inform the development of Australia's National Eating Disorders Research and Translation Strategy 2021–2031. A Rapid Review is designed to comprehensively summarise a body of literature in a short timeframe to guide policymaking and address urgent health concerns. This Rapid Review synthesises the current evidence-base for outcomes for people with eating disorders and identifies gaps in research and treatment to guide decision making and future clinical research. A critical overview of the scientific literature relating to outcomes in Western healthcare systems that may inform health policy and research in an Australian context is provided in this paper. This includes remission, recovery and relapse rates, diagnostic cross-over, the impact of relapse prevention programs, factors associated with outcomes, and findings related to mortality. [ABSTRACT FROM AUTHOR]

This article examines compulsory vaccination from the perspective of Nozick's theory of rights. It argues that the unvaccinated are a threat, even if unintended, to the rights of others. The reasons Nozick provides for when such threats may be forcibly prevented, such as the identifiability of the rights violator, general fear of the risky activity, probability of harm, and the general benefits of the activity, are examined, and it is argued that those reasons weigh in favour of prohibition of the threat and hence in favour of compulsory vaccination. It is also argued that anyone opposed to compulsory vaccination on Nozickian grounds faces a dilemma: if they reject compulsory vaccination, they also risk rejecting the very foundations of the legitimacy of the state. [ABSTRACT FROM AUTHOR]

This article presents a case study of one very small school in a remote location of Western Australia. The study is part of a larger programme, International Study of Principal Preparation, investigating the challenges facing novice principals in the first 3 years of appointment and the extent to which they felt they were adequately prepared to deal with the challenges they faced. The international study, of which this is part, involves cross-cultural comparisons of the experiences of novice principals in 13 different countries. The research described in this article addresses the question: What are the distinctive challenges facing leaders of small schools in bringing about changes to school cultures to improve student learning achievements? Two theoretical constructs were used as the lens through which to examine the culture of this small and isolated school: a culture of acceptance and a culture of inquiry. Using an interpretivist approach, data from interviews and observations were constructed into narrative accounts. These accounts demonstrate how the culture of this small remote school can be characterised as having low expectations of student learning low; staffing profiles that were likely to limit the potential of students to achieve at an national age-equivalent level; fragmented parent engagement with student learning and little evidence of innovative practice to challenge the culture of acceptance of low student achievement. The study indicates that close attention to processes devoted to the professional formation of school leaders is vital to promoting a culture of inquiry rather than one of acceptance for informing school improvement.

There is a robust body of work highlighting distinctive challenges encountered by leaders of small schools in pursuit of school improvement but this work has focused on the school as the unit of change and neglects the role of the district. As the district potentially influences what principals know and how they use their knowledge, this article examines how districts provide professional support for principals of small schools in rural or remote environments. The article identifies from the literature features of effective districts in supporting change and improvement in their schools. A case study is then presented of one district in Western Australia. This district's magnitude and remoteness yield rich insights into strategies assisting principals to enhance performance and vitality of rural or remote schools and their communities. Finally, suggestions are made for strengthening these strategies referring to the new model of supporting schools on the cusp of its implementation in Western Australia.

Purpose: This paper aims to highlight what principals consider their most severe challenges in the first three years of appointment and the extent to which they believe they were adequately prepared to meet these challenges. Design/methodology/approach: The paper reports on the initial Western Australian findings of a survey developed for Phase Three of the International Study of Principal Preparation (ISPP). The survey was designed as a common instrument across international contexts to investigate those aspects of principals' work perceived to be most challenging in the early years in the position and the extent to which principals believe they were prepared for these challenges. The survey was administered to 45 novice principals in Western Australia. Findings: The preliminary results of the survey have yielded some insights that draw attention to what principals regard as their main challenges and the extent to which they felt prepared to deal with them. Research limitations/implications: The sample size is a little small for some of the analyses and results need to be treated with caution. Practical implications: The insights derived from responses to the survey have clear implications for the efficacy of role preparation and development. Originality/value: The paper helps to clarify those aspects of the work of novice primary principals which they find most problematic, relative to other aspects and the extent to which they felt prepared to deal with them. (Contains 4 tables and 3 figures.)