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The higher education participation and success rates of students in low socio-economic status (SES), regional, rural, remote, and isolated areas -- who often attend university later in life -- is a persistent concern in Australia and beyond. This article focuses on mature-aged students in low SES, regional and remote areas in Tasmania, Australia, proposing that universities harness local belonging when providing learning opportunities. It draws on a thematic analysis of 19 semi-structured interviews with current and prospective university students, and community stakeholders. The study identifies time and place-based barriers to studying on campus: students' commitments outside of university; and geographical, cultural, and financial challenges. However, existing local infrastructure, such as libraries, create opportunities for face-to-face interactions and learning support for students who study online in their regional or remote communities, provided by staff and local volunteers. These barriers and solutions are discussed using the concept of 'belonging', framed spatially and culturally. Current literature on regional and remote higher education students tends to emphasise 'not belonging' in relation to distant urban or metropolitan spaces. We argue that 'belonging' can be fostered in local spaces with local people. Utilising 'untapped' local learning support and existing physical spaces mitigates geographical, cultural, and financial challenges, and provides academic and emotional support. We propose a coordinated network of physical study places and local people, including: regional 'satellite' campuses; regional study hubs; local public libraries; and schools, where online students can be supported, connected, and engaged in their studies whilst located in regional and remote communities.

Recent scholarship on universities explores how academics' families and partners restrict their careers and how academic labour limits these relationships, both in highly gendered ways. Such research less often considers how people's close relations might unevenly support them in continuously relocating; dedicating unpaid time to 'career development'; or taking on or influencing them to remain in short-term, poorly paid precarious roles. This paper explores precariously employed post-PhDs in Australia, investigating their gendered careers and personal lives. Drawing on interviews at three public universities, it shows how women with children and partners in particular raise concerns over how their relationships and work interact. Here, certain kinds of workers -- men and single women, unencumbered by family responsibilities and restrictions on travel, and with access to financial resources -- appear better able to navigate moves to more secure work. This paper argues that support from close relations is productive and restrictive for precarious academics' careers.

In recent years, research on higher education has increasingly examined the realities of internationalisation, with a particular focus on international students' experiences and internationalisation at home programs. These studies have explored the friendships of international students, including their relationships with both locals and internationals from other countries. However, local students' perspectives and experiences of friendship are largely absent from this literature. The few accounts examining local students' lives explicitly focus on improving their cross-cultural knowledge and engagement, or on rare cases of local-international student friendships. The overriding assumption in this literature is that the understandings and social practises of local students are major barriers to their relationships with internationals. This paper addresses this gap by exploring local students' perspectives on the absence of friendships with their international peers. We utilise findings from a research project on internationalisation at home, involving interviews and focus groups with local and international students and staff at an Australian university. Focusing on locals' discussions of potential friendships with internationals, we propose that these missing friendships are an important area of study. We find that these friendships are missing for several interrelated reasons: local-international friendships are considered "unnecessary" and are therefore "unimagined" by locals, who tend to assume that "similarity" and "affinity" naturally lead to friendships, and the "structures" and "spaces" that might facilitate friendships are absent. Ultimately, uncovering "why" these friendships are missing sheds fuller light on how relationships might be facilitated, potentially informing and improving universities' internationalisation initiatives.

Study-abroad and international-student programs are commonly understood to transform their participants into "global citizens" possessing "cross-cultural competencies." Similar benefits are anticipated from "internationalization at home"--defined as any on-campus, internationally related activity--whereby international students engage with and thus enrich the lives of domestic students. In this article, we reflect on a research project tied to two coursework units, in which largely domestic undergraduate students undertake qualitative research with or about international students. When developing the project, we postulated that the researcher--informant engagement that characterizes qualitative research mirrors that required for effective domestic--international student engagement. In describing "engagement", we utilize research on experiential learning, which suggests that experiences can become knowledge only through reflection, analysis, and synthesis. We examine the ways that cross-cultural engagement and experiential learning gained through students' qualitative research might lead to the realization of the anticipated benefits of internationalization at home.

Objectives The purpose of this qualitative study was to explore the infant safe sleep beliefs and occupational practices of lactation consultants and to determine if lactation consultants give advice to clients that is consistent with the American Academy of Pediatrics' recommendations on this topic. Methods Focus groups were conducted with certified lactation consultants in two cities in Ohio. Participants discussed the role of lactation consultants, the infant sleep advice they provide to women, their views on the American Academy of Pediatrics' infant safe sleep recommendations and related policies, and perceived benefits and barriers associated with providing infant safe sleep education as part of their work. A member-checking session was held to ensure the credibility of the findings. Results Four focus groups were conducted with 22 certified lactation consultants between September and November 2015. Major themes that emerged included: lactation consultants' beliefs regarding the importance of bedsharing for supporting breastfeeding success; their disagreement with the infant safe sleep recommendations of the American Academy of Pediatrics; their frustration with policies that restrict consultants' ability to discuss bedsharing; and the impact of infant safe sleep policies on their work and the advice they provide. Conclusions for Practice Lactation consultants interact with mothers of newborns at a critical time for infant safe sleep decision-making and may influence a woman's choices related to this topic. Women may not be receiving messages from lactation consultants that are consistent with the infant safe sleep recommendations of the American Academy of Pediatrics., Author(s): Nichole L. Michaels [sup.1] , Lara B. McKenzie [sup.1] [sup.2] [sup.3] , Sarah E. Anderson [sup.3] , Mira L. Katz [sup.3] Author Affiliations: (1) 0000 0004 0392 3476, grid.240344.5, [...]

Australian governments have used vaccine mandates to drive high uptake of routine childhood vaccines and adult Coronavirus Disease 2019 (COVID‐19) and influenza vaccines. We sought to understand the attitudes of Western Australian parents regarding mandating COVID‐19 vaccines for children, interviewing 44 parents of children aged up to 18 years between May and December 2021. Transcripts were analysed to ascertain parents' attitudes and sources of reasoning. Over half of the parents supported COVID‐19 vaccine mandates for children, while the rest had opposing, nuanced or indifferent views. Participants invoked community and health‐related reasoning; policy and government‐related reasoning; and concerns based on practical implementation. There was a high degree of consistency in parents' attitudes toward COVID‐19 vaccines and whether they supported mandating them for children, although some who planned to delay vaccination nevertheless supported the idea of mandates. Some participants reported that a mandate would prompt them to vaccinate, but others were willing to accept the consequences of keeping their children unvaccinated, or said that a mandate would not affect them as they would vaccinate regardless. Understanding how parents think and feel about mandating COVID‐19 vaccines with educational exclusions or financial penalties is critical to inform policymakers, who may consider these strategies for future pandemic vaccines. [ABSTRACT FROM AUTHOR]

Background: Participation in martial arts has been increasing for several years, with millions of children and adolescents engaging in the sport annually. Yet, the most comprehensive examination of martial arts–related injuries was completed almost 2 decades ago. Purpose: To describe the epidemiology of martial arts–related injuries presenting to US emergency departments (EDs) among pediatric patients. Study Design: Descriptive epidemiological study. Methods: Data were obtained from the National Electronic Injury Surveillance System for patients aged 3 to 17 years who were treated in US EDs from 2004 through 2021. Results: A total of 5656 cases were included in the analysis. An estimated 176,947 children (95% CI, 128,172-225,722) were treated for martial arts–related injuries in US EDs. The rate of martial arts–related injuries per 10,000 children increased from 1.43 in 2004 to 2.07 in 2013 (slope = 0.07; P =.005) and then decreased to 1.44 in 2021 (slope = −0.10; P =.02). The mean injury rates were 2.22 per 10,000 children aged 12-17 years and 1.15 per 10,000 children aged 3-11 years. The most common injuries occurred in children aged 6 to 11 years (39.3%), were strains/sprains (28.4%), and were associated with falling (26.9%). The mechanism of injury differed by the style of martial arts. Compared with other activity types (formal class, horseplay, and unspecified), competition carried a 2.56 times greater risk of head/neck injuries and a 2.70 times greater risk of traumatic brain injuries. Conclusion: Martial arts are a significant source of injuries for children aged 3 to 17 years. To continue decreasing the injury rate, the creation and implementation of standardized risk-mitigation rules and regulations that could be applied to all martial arts styles are recommended. [ABSTRACT FROM AUTHOR]