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Cities can host significant biological diversity. Yet, urbanisation leads to the loss of habitats, species, and functional groups. Understanding how multiple taxa respond to urbanisation globally is essential to promote and conserve biodiversity in cities. Using a dataset encompassing six terrestrial faunal taxa (amphibians, bats, bees, birds, carabid beetles and reptiles) across 379 cities on 6 continents, we show that urbanisation produces taxon-specific changes in trait composition, with traits related to reproductive strategy showing the strongest response. Our findings suggest that urbanisation results in four trait syndromes (mobile generalists, site specialists, central place foragers, and mobile specialists), with resources associated with reproduction and diet likely driving patterns in traits associated with mobility and body size. Functional diversity measures showed varied responses, leading to shifts in trait space likely driven by critical resource distribution and abundance, and taxon-specific trait syndromes. Maximising opportunities to support taxa with different urban trait syndromes should be pivotal in conservation and management programmes within and among cities. This will reduce the likelihood of biotic homogenisation and helps ensure that urban environments have the capacity to respond to future challenges. These actions are critical to reframe the role of cities in global biodiversity loss.

Nature-based play and learning is of increasing interest to primary schools. However, few studies have investigated primary school staffs' views. Therefore, this study aimed to survey school staff about the barriers and benefits of nature-based play and learning. The online cross-sectional survey was completed by 50 respondents each representing a South Australian public primary school. Participants were mostly female (92%), educators (68%), in metropolitan schools (56%). The benefits of nature-based play and learning included 'mental health' (reported by 98% of participants), 'spending time outdoors,' 'connection to nature,' 'cognitive development' and 'risk-taking' (all reported by 96% of participants). The barriers included 'teacher knowledge and/or confidence' (68%) and 'crowded curriculum' (64%). No significant associations were identified between school characteristics and benefits and barriers of nature-based play and learning. The findings suggest that while nature-based play and learning within primary schools offers promise, barriers to uptake exist. Thus, enabling strategies should underpin implementation.

Identifying and describing children's play behaviours is an important component of evaluating child development. The Behaviour Mapping Schedule is a direct observational tool which aims to describe and quantify children's play behaviours but is yet to undergo reliability testing. This study aimed to determine the intra- and inter-rater reliability of the Behaviour Mapping Schedule. Twelve children aged 3-5 years were each video recorded for one 20-minute playtime period at a purposively selected Community Children's Centre in Adelaide, South Australia. The video recordings were coded independently by two raters against 23 behaviour codes. Intraclass correlation coefficients (ICCs) were calculated. Intra-rater ICCs for nearly 70% of the behaviour codes were considered 'excellent'; likewise, for inter-rater ICCs on more than 50% of the behaviour codes. Overall, the Behaviour Mapping Schedule is a reliable tool for observing children's play behaviour; however, additional training resources may be useful to further strengthen inter-rater reliability.

The time children spend in nature has severely decreased. While nature-based learning at school is considered an important strategy in addressing this, numerous knowledge gaps continue to remain. To address these, a systematic review was undertaken. Nine commonly used health and education databases were searched from inception to January 2019. To be included, study participants were required to be children aged 4 to 12 without health or developmental conditions with a focus on nature-based learning. The methodological quality of the included studies was assessed, followed by a descriptive synthesis. Out of 4703 results, 20 quantitative studies were included. There was a lack of universal definition of nature-based learning. This resulted in heterogeneity in how interventions were delivered, and outcomes measured. Overall, nature-based learning had varying levels of positive impacts across a range of outcomes. Despite these positive findings, the evidence base is constrained by some methodological issues.

Research on urban insect pollinators is changing views on the biological value and ecological importance of cities. The abundance and diversity of native bee species in urban landscapes that are absent in nearby rural lands evidence the biological value and ecological importance of cities and have implications for biodiversity conservation. Lagging behind this revised image of the city are urban conservation programs that historically have invested in education and outreach rather than programs designed to achieve high-priority species conservation results. We synthesized research on urban bee species diversity and abundance to determine how urban conservation could be repositioned to better align with new views on the ecological importance of urban landscapes. Due to insect pollinators' relatively small functional requirements-habitat range, life cycle, and nesting behavior-relative to larger mammals, we argue that pollinators put high-priority and high-impact urban conservation within reach. In a rapidly urbanizing world, transforming how environmental managers view the city can improve citizen engagement and contribute to the development of more sustainable urbanization.

Background. Pollinators, which provide the agriculturally and ecologically essential service of pollination, are under threat at a global scale. Habitat loss and homogenisation, pesticides, parasites and pathogens, invasive species, and climate change have been identified as past and current threats to pollinators. Actions to mitigate these threats, e.g., agri-environment schemes and pesticide-use moratoriums, exist, but have largely been applied post-hoc. However, future sustainability of pollinators and the service they provide requires anticipation of potential threats and opportunities before they occur, enabling timely implementation of policy and practice to prevent, rather than mitigate, further pollinator declines. Methods.Using a horizon scanning approach we identified issues that are likely to impact pollinators, either positively or negatively, over the coming three decades. Results.Our analysis highlights six high priority, and nine secondary issues. High priorities are: (1) corporate control of global agriculture, (2) novel systemic pesticides, (3) novel RNA viruses, (4) the development of new managed pollinators, (5) more frequent heatwaves and drought under climate change, and (6) the potential positive impact of reduced chemical use on pollinators in non-agricultural settings. Discussion. While current pollinator management approaches are largely driven by mitigating past impacts, we present opportunities for pre-emptive practice, legislation, and policy to sustainably manage pollinators for future generations.

Various factors such as regulatory body mandates, graduate employability challenges, decreasing student engagement and increasing academic misconduct in higher education have motivated universities to explore alternative approaches to teach and assess. Accordingly, the oral assessment has taken precedence in many contexts as a popular form of assessment. Although literature highlights the strengths of oral assessments, there are also reservations among some scholars as it is found to contribute to issues pertaining to validity and reliability. This paper reports on a systematic review undertaken in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to explore the extent of oral assessment validity, reliability and capacity to address academic misconduct in higher education. A total of 2,657 journal articles from ERIC, Web of Science, Scopus and A+ Education databases were imported into Covidence for screening of titles, abstracts and full texts. Seventeen studies were deemed suitable for inclusion in this systematic review. The analysis identified that the validity, reliability and capacity of the oral assessment to reduce academic integrity breaches were dependent on whether it has been designed, scaffolded, and implemented well. [ABSTRACT FROM AUTHOR]

Objectives and importance of study: For public policy to respond effectively to social, economic, and health challenges, there is an urgent need for research-policy collaboration to advance evidence-informed policy. Many organisations seek to promote these engagement activities, but little is known about how this is experienced by researchers and policy actors. This study aimed to understand how policy actors and researchers in Australia experience collaboration and the impediments and enablers they encounter. Study type and methods: An online survey was developed, and using convenience sampling, self-identified Australian policy actors and researchers were invited to participate. Results: In total, 170 responses were analysed, comprising 58% policy actors and 42% researchers. Respondents reported the primary purpose for collaboration was evidence-informed policy making. Policy actors reported that the most common barrier to collaboration with academics was 'budget constraints' while academics reported 'budget, 'political risk' and 'structural barriers'. Reported enablers were 'leadership' and 'connections'. Conclusions: Our findings build upon existing evidence that highlights the importance of collaboration for facilitating evidence-informed policy. Structural deficits in both policy agencies and research funding systems and environments continue to present challenges to policy-research partnerships. Future initiatives could use these findings to implement preferred collaboration methods, alongside rigorous evaluation, to explore 'what works' in promoting engagement for evidence-informed policy. [ABSTRACT FROM AUTHOR]

How do we make judgements about the quality of online courses? Checklists and rubrics are commonplace in higher education for establishing and measuring design features of online courses. They are created and used by institutions, academics and educational designers to standardise measures for quality online course design. Despite an intensifying spotlight on quality learning and teaching in higher education, no large-scale review of course quality instruments has occurred. This scoping review aimed to ascertain the conceptions of quality being promoted by course quality evaluation instruments and the capability-building resources that underpin these instruments. Seventy-five instruments used to measure quality in online course design in higher education were identified via a systematic search. These instruments were charted and coded. This paper reports on findings that summarise the key attributes of the course quality evaluation instruments, conceptualises a shared definition of course quality and proposes specific core criteria for measuring course quality under the domains of learning design, assessment and evaluation, usability and accessibility, social interaction and technology. The findings indicate that course quality instruments and their support resources have capability-building potential; yet, mostly this potential is not fully realised. We recommend shifting the capability-building potential of these tools from checking compliance to enabling skills development. [ABSTRACT FROM AUTHOR]

Abstract: Pollen beetles (Nitidulidae: Meligethinae) are among the most abundant flower-visiting insects in Europe. While some species damage millions of hectares of crops annually, the biology of many species is [...]