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This paper was part of a larger study to examine one primary and one secondary teacher's classroom. The study analysed the classroom discourse to describe the types of interaction and illustrate how the teachers used talk moves to mediate talk for learning science around visual representations (VRs). The study employed ethnographic approaches to collect and analyse classroom data as "snapshots of practice" in two Singapore classrooms. The findings identified that both teachers featured interactive/authoritative discourse, with the primary teacher using talk moves to unpack science terms through eliciting student observations of diagrams followed by talk moves for students to make connections to the meanings represented in the associated graph. The secondary teacher featured an interactive/dialogic approach, using talk moves around student-generated VRs for students to predict, reason and revise their representations. The findings highlighted the value of examining talk from dialogic and authoritative approaches to better understand how teachers provide opportunities for students to learn science through talk around VRs.

Literacy studies approaches have tended to adopt a position which enables ethnographic explorations of a wide range of "literacies". An important issue arising is the new challenge required for researchers to capture, manage, and analyse data that highlight the unique character of practices around texts in digital environments. Such inquiries, we argue, require multiple elements of data to be captured and analysed as part of effective literacy ethnographies. These include such things as the unfolding of digital texts, the activities around them, and features of the surrounding social and material environment. This paper addresses these methodological issues drawing from three educationally focused studies, and reporting their experiences and insights within uniquely different contexts. We deal with the issue of adopting new digital methods for literacy research through the notion of a "deep dive" to explore educational tasks in classrooms. Through a discussion of how we approached the capture and analysis of our data, we present methods to better understand digital literacies in education. We then outline challenges posed by our methods, how they can be used more broadly for researching interaction in digital environments, and how they augment transdisciplinary debates and trends in research methods.

Objectives:: To evaluate the therapeutic security characteristics of the secure forensic mental health inpatient units in New South Wales, Australia.Methods:: This study evaluated all eight secure inpatient units in New South Wales using a validated tool, the Security Needs Assessment Profile.Results:: A pattern of decreasing therapeutic security across the secure units was found, consistent with their intended security levels, from high security through to open security. However, important inconsistencies across and between levels of security were highlighted.Conclusions:: This study clarifies the therapeutic security structure of the New South Wales forensic mental health service, which is an essential first step in service development and reform. [ABSTRACT FROM AUTHOR]

The article discusses a study on the predictive accuracy of the Dynamic Appraisal of Situational Aggression (DASA) measure in assessing the risk of imminent aggression in young offenders with a mental illness. Topics covered include the youth-specific behaviors that can be evaluated using the DASA measure including the sensitivity to perceived provocation and irritability, and the benefits of the DASA measure to psychiatric clinicians assessing mentally ill youth.

Background and Aim of the Study: Discrepancies in mean transvalvular gradient have been observed between Doppler echocardiography and catheter-based techniques in the assessment of aortic stenosis (AS). The Reynolds number (RE) has been shown to influence Doppler-derived gradients, and may be useful in resolving Doppler- and catheter-based gradient discrepancies in AS. The study aim was to assess the influence of the RE on such discrepancies., Methods: A pulsatile in-vitro heart model using a bioprosthetic aortic valve with leaflets sutured together was used to simulate AS. Simultaneous gradients were measured using Doppler echocardiography and high-fidelity catheters while the RE was varied, by testing solutions of different density and viscosity across a range of cardiac outputs., Results: The echocardiographic and catheter-derived mean gradient (MG) values were correlated (r = 0.89; p < 0.0001); however, significant differences in the MG were observed across hemodynamic states. A direct linear relationship was identified between RE and the absolute difference in MG measured using the two techniques (r = 0.94, p < 0.0001). Relative to catheter-based measurements, the MG was underestimated by Doppler (range: 13-16 mmHg) at low RE (median 6,999) and overestimated (7-33 mmHg) at high RE (median 34,268). However, agreement between catheter- and Doppler-derived gradients was within 5 mmHg at intermediate RE (median 17,284) (p < 0.0001)., Conclusion: The underestimation of Doppler-derived MGs at low RE relative to catheter-based measurements may be due to an exclusion of viscous friction from the simplified Bernoulli equation, while the overestimation of Doppler-derived MGs at high RE may be due to a pressure recovery effect. However, within an intermediate range of RE, where the effects of viscous and inertial forces are balanced, the agreement between catheter- and Doppler-derived gradients was excellent.