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In early childhood education and care policy, there are two dominant discourses: 'investment and outcomes' and 'children's rights'. There is little research on how these discourses play out in educators' accounts. In this article, the authors examine the case of discourse pertaining to children's relaxation in early childhood education and care. They demonstrate that Australian relaxation policy for children in early childhood education and care constructs children as passive and incompetent subjects. Some educators reproduce early childhood education and care policy tensions by vacillating between investment-outcomes and children's rights discourse in their accounts, while other educators deviate from the policy constructions and adopt children's rights discourse.

A set of core concepts ("big ideas") integral to the discipline of physiology are important for students to understand and demonstrate their capacity to apply. We found poor alignment of learning outcomes in programs with physiology majors (or equivalent) from 17 Australian universities and the 15 core concepts developed by a team in the United States. The objective of this project was to reach Australia-wide consensus on a set of core concepts for physiology, which can be embedded in curricula across Australian universities. A four-phase Delphi method was employed, starting with the assembling of a Task Force of physiology educators with extensive teaching and curriculum development expertise from 25 Australian universities. After two online meetings and a survey, the Task Force reached agreement on seven core concepts of physiology and their descriptors, which were then sent out to the physiology educator community across Australia for agreement. The seven core concepts and their associated descriptions were endorsed through this process (n = 138). In addition, embedding the core concepts across the curriculum was supported by both Task Force members (85.7%) and educators (82.1%). The seven adopted core concepts of human physiology were Cell Membrane, Cell-Cell Communication, Movement of Substances, Structure and Function, Homeostasis, Integration, and Physiological Adaptation. The core concepts were subsequently unpacked into themes and subthemes. If adopted, these core concepts will result in consistency across curricula in undergraduate physiology programs and allow for future benchmarking.

An Australia-wide consensus was reached on seven core concepts of physiology, one of which was "structure and function" with the descriptor "Structure and function are intrinsically related to all levels of the organism. In all physiological systems, the structure from a microscopic level to an organ level dictates its function." As a framework for the structure and function core concept, the renal system was unpacked by a team of 5 Australian Physiology educators from different universities with extensive teaching experience into hierarchical levels, with 5 themes and 25 subthemes up to 3 levels deep. Within "theme 1," the structures that comprise the renal system were unpacked. Within "theme 2," the physiological processes within the nephron such as filtration, reabsorption, and secretion were unpacked. Within "theme 3," the processes involved in micturition were unpacked. In "theme 4," the structures and processes involved in regulating renal blood flow and glomerular filtration were unpacked; and within "theme 5," the role of the kidney in red blood cell production was unpacked. Twenty-one academics rated the difficulty and importance of each theme/subtheme, and results were analyzed using a one-way ANOVA. All identified themes were validated as "essential" to "important"/"moderately important" and rated between "difficult" to "not difficult." A similar framework consisting of structure, physiological processes, physical processes, and regulation can be used to unpack other body systems. Unpacking of the body systems will provide a list of what students should be taught in curricula across Australian universities and inform assessment and learning activities. [This article was written with Task Force.]

Theory strengthens the methodological and interpretive stance of a research study and is most fruitful when theoretical understandings are shared within collaborative research teams. This paper describes an approach to engaging productively with a theory, specifically the theory of practice architectures. Such engagement enabled the use of the theory for data gathering and analysis within an Australian mixed-methods research study -- Exemplary Early Childhood Educators at Work. Within the study, the theory offered a substantive lens for exploring exemplary educator practices and the organisational arrangements within early childhood education (ECE) sites that made those practices possible. The 'unpacking' of the theory of practice architectures led to the development of a suite of resource materials. This paper acts as an invitation to interact with and think on a practice theory and provides insight into the positive transformation of educational practices for the benefit of individuals and society.

Anatomy and Physiology at the University of Canberra, Australia, as in many institutions, is taught to large cohorts at the foundational level. There is a requirement for students to not only retain information regarding physiological systems and their associated anatomy, but also the integration and relationship between systems. Furthermore, students are often employed in clinical settings post-graduation and the need for real-world understanding is paramount. Assessing this type of understanding is challenging and academics must move beyond tradition exam models. Using case studies as the basis for exam questions is an exciting format for eliciting student understanding of physiological systems which, at the University of Canberra, has resulted in 7% higher grades compared to traditional short answer exams. The benefits go beyond grades, with students appearing more confident in answering questions and better able to integrate information.

Qualitative researchers can discard data that are unsaturated or unrelated to research questions, but what do we do when these data affect us, or 'haunt' us, 'long after collecting "it"' (Taylor 2013, 691)? In this paper, we draw upon Sara Ahmed to guide our engagement with 'discarded data': young children's gendered accounts of violence that unexpectedly arose during interviews about rest-time and relaxation in childcare. We show what it feels like to be affected by children's accounts throughout the non-linear and zig-zagged 'data analysis' processes. Applying Ahmed's conceptualisation of power as 'directionality', we critique the power of qualitative research conventions to define our focus as researchers and pay attention to what children raise: how they are directed towards gendered futures. We find that, in children's accounts of violence, boys have more agency than girls as they participate in -- and respond to -- violence.

The participation of educators in research contributes to understanding and developing high-quality early childhood education. Consequently, increasing educator participation in research is beneficial. To increase educator research participation, it is important to understand educators' experiences of research. This article draws on findings from a qualitative multisite case study that explored educators risk-taking in early childhood education. Data were collected by observing and interviewing 55 educators from three Australian early childhood education sites. Findings discussed in this article show that for educators in the study, participation in the research felt both beneficial and risky. Educators found research participation beneficial for learning and professional development, and some educators found participation risky because of uncertainty and fear associated with participation in the research. Based on these findings, two strategies are suggested to increase educator research participation: 1) Reviewing the conditions for educator research participation and 2) The normalisation of educator research participation. Findings provide useful insight for the early childhood education community in strengthening educator participation in research. Insights have implications for both researchers and those delivering teacher education programs.

The international quality-improvement agenda for Early Childhood Education (ECE) directs attention to maximising children's learning experiences. Yet routines, and particularly those relating to sleep-rest provision, are not well conceptualised as learning opportunities. Often children who no longer sleep in the daytime are required to lie down without alternative activity. Educator discourse frames these practices as 'teaching self-regulation', yet these experiences afford little opportunity for child-directed learning, and both observational and cortisol studies suggest the potential for negative learning experiences. Prior studies have examined children's emotional response and identified sleep-rest time as disliked, but have not examined children's accounts of learning. In this study, we analyse accounts of learning from 54 children (mean age = 56 months). Collectively, the children identified three learnings. Most children learned that adults regulate sleep-rest opportunities through instruction, reward, punishment and privilege. Some children reported learning coping strategies including imagination and subversion. A rare few identified learning to self-regulate. The findings identify a discrepancy between policy aspiration and educator intent, that foreground self-regulation and the "de facto" lessons children draw from their sleep-rest experiences. Our findings identify standard sleep-rest provision as sub-optimal and the imperative to view care routines, such as sleep-rest, as opportunities for learning.

The theory of practice architectures is a useful theoretical, methodological and analytical tool for educational research. The use of the theory is emerging as germane in early childhood education research. This article explores concepts from the theory as applied in an early childhood education research project. The article focuses on the concept of "stirring in," a view of learning advanced by the theory of practice architectures. To describe and analyse the process of stirring in, the article draws on the experiences of the first author, a doctoral candidate, researching in early childhood education, her field of professional experience. Using key elements of the theory of practice architectures, this article discusses how both the experiences of being a doctoral candidate and researching her own profession were catalysts for being stirred in to the practices of a researcher. Coming to the research as an experienced early childhood educator, the doctoral candidate experienced tension between the practices of a researcher and her ingrained practices as an educator. This tension, combined with the 'doing' of data collection, contributed towards the doctoral candidate's stirring in to data collection practices. Authors of the theory of practice architectures argue that in the process of being stirred in to new practices, participants in the practices can experience a change akin to a transformation, what we describe as a sense of "becoming." In this article, we show how the doctoral candidate learned to put aside practices associated with her role as an early childhood educator and began to embrace practices associated with the role of researcher, initiating her sense of becoming a researcher. The purpose of the article is to build on previous work to demonstrate how the theory of practice architectures can be used to examine the process of being stirred in to new practices.

Quality early care and education (ECE) presents an unparalleled opportunity to avert disadvantage and promote children's development. Mealtimes are essential daily routines, yet are often overlooked in research on ECE quality. This paper crystallises a composite case study of ECE mealtimes in highly disadvantaged communities by combining Departing Radically in Academic Writing (DRAW) methodology with parent surveys, scorings of educator‐child interactions (inCLASS), and field notes. Poverty is perpetuated in these centres: children do not have enough food, and educator‐dictated feeding practices restrict children's opportunities to exercise their agency and learn. Systemic policy action is needed to address poverty in ECE. [ABSTRACT FROM AUTHOR]

The five Starra iron oxide copper–gold (IOCG) deposits, which are located in the Cloncurry district of the Mount Isa Inlier, NW Queensland, are hosted in a N-trending zone of deformed iron-rich metasedimentary rocks that are underlain by two mineralogically distinct mafic–intermediate meta-igneous rocks. Copper–Au mineralisation is subdivided into two stages—an early main stage that transitioned from a magnetite-dominated Cu substage comprising chalcopyrite, pyrite, biotite and chlorite, to a hematite–muscovite-bearing Cu–Au substage with chalcopyrite, bornite and rare chalcocite, as well as Au–Ag-tellurides and native Au. This second stage was followed by a subordinate but nonetheless important carbonate–quartz–barite vein stage with minor but locally high-grade Cu–Au mineralisation characterised by abundant chalcocite and bornite, minor native bismuth and wittichenite (Cu3BiS3), together with minor Au–Ag telluride minerals. Bornite in these carbonate–quartz–barite veins contains considerable amounts of Au (>10 ppm), which appears to be deported either as lattice substitution in the bornite crystal structure or as homogeneously distributed Au0 nanoparticles. An earlier, coarse-grained mafic intrusion was affected by early Na–Ca alteration, whereas a second mafic intrusion lacks evidence of Na–Ca alteration but was exposed to K–Fe alteration and subsequent mineralisation at Starra 222. Mushketovite (magnetite after specular hematite) is only observed in ironstone lodes proximal to the mafic–intermediate rocks. The close spatial and mineralogical associations of the mafic–intermediate bodies and the ironstone lodes point to a stronger link between magmatic activity and IOCG mineralisation than has previously been recognised at Starra. Remobilisation of gold by late-stage hydrothermal fluids aided by the relatively low fluid temperatures during the main pulse of Cu–Au mineralisation refined gold grades at Starra, making it a relatively gold-rich IOCG deposit. We show that the Cu–Au deposits of the Starra trend feature mineralogical and geochemical elements common to both Cloncurry IOCG deposits (e.g. abundant magnetite) and IOCG deposits of the Tennant Creek district (e.g. Au–Cu–Bi mineralisation; hematite–bornite–chalcocite assemblages), making them a unique and important member of this complex family of deposits. Mafic–intermediate sills below Starra ore deposits indicate a potential link between magmatic activity and IOCG mineralisation. Mushketovite associated with chalcopyrite mineralisation indicates that the mineralising fluid was initially reduced. Different radiogenic Pb isotope compositions in Cu sulfides, hematite and calcite require multiple Pb sources, which is consistent with distinct fluids. [ABSTRACT FROM AUTHOR]

Children's risk-taking is increasingly acknowledged as an important part of early childhood education. Previous research has predominantly focussed on children's engagement with, and educators' perspectives on, children's risk-taking in outdoor physical play. However, little attention has been paid to how educators conceptualise children's risk-taking more broadly. Our study addresses this research gap. A three-site case study, the research gathered data from educators in high quality early childhood services through observations and interviews. Findings show that educators predominantly framed children's risk-taking as taking place in physical and outdoor play. However, with minimal provocation, educators extended their conceptualisations of risk to encompass a broader range of children's experiences. Data suggests that participation in the research provoked many participants to think more broadly about children's risk-taking.

The push to ensure pre-service teachers are numerate, on face value, is appropriate. However, the way in which numeracy is described is of great importance as it will determine what is assessed and how it is assessed. The way numeracy is described will also impact on how teacher educators assist pre-service teachers to develop their numeracy. This paper proposes that numeracy incorporates mathematical skills and disposition towards mathematics. A discussion of what disposition towards mathematics is and how it may be measured is provided, together with the proposition that addressing pre-service teacher disposition towards mathematics may help pre-service teachers to develop their numeracy-numeracy that reflects willingness to actually use mathematics in the real world. Suggestions on how this may be achieved are outlined.

Background: More than 80 countries, including Australia, have made commitments to deliver climate-resilient and low carbon healthcare. Understanding how healthcare workers view their own and their organization's efforts to achieve sustainable and climate-resilient healthcare practice is vital to inform strategies to accelerate that transition. Methods: We conducted an online staff survey in a large state government hospital-and-health-service organisation in Queensland, Australia, to ascertain attitudes and practices towards environmentally sustainable, climate-resilient healthcare, and views about the organizational support necessary to achieve these goals in their workplace. Results: From 301 participants showed staff strongly support implementing sustainable and climate-resilient healthcare but require significantly more organizational support. Participants identified three categories of organizational support as necessary for the transition to environmentally sustainable and climate-resilient health services and systems: (1) practical support to make sustainability easier in the workplace (e.g. waste, energy, water, procurement, food, transport etc.); (2) training and education to equip them for 21st century planetary health challenges; and (3) embedding sustainability as 'business as usual' in healthcare culture and systems. Conclusions: The research provides new insight into health workforce views on how organizations should support them to realize climate and sustainability goals. This research has implications for those planning, managing, implementing, and educating for, the transition to environmentally sustainable and climate-resilient health services and systems in Queensland, Australia, and in similar health systems internationally. [ABSTRACT FROM AUTHOR]

Holocaust museums around the world are distinctive in their emphasis on educational missions premised on the idea of "never again", a deep belief that increasing public awareness of the history and contemporary significance of the Holocaust – the mass murder of six million European Jews by the Nazi regime during World War Two – can prevent the future recurrence of such events. In the Australian context, tens of thousands of school students visit Holocaust museums every year to participate in learning programs designed to impart powerful historical and moral lessons about the Holocaust, its antecedent conditions, and its ongoing relevance. The aspirations attached to these programs and the scale at which they are delivered stand in stark contrast to the lack of empirical evidence to support their efficacy. This research protocol describes an extensive four-year research study designed to evaluate the presumed linear relationship between Holocaust education programs and ethical, moral, and affective learning that leads to durable attitudinal and behavioural change. Funded through the Australian Research Council's Linkage Projects scheme, the study will assess the impact of Holocaust museums' education programs on high school students from diverse demographics, including the extent to which participation influences the views and actions of young people in relation to racial and identity-based discrimination. The research design is longitudinal and transdisciplinary, integrating qualitative, quantitative, and participatory techniques across three case studies. By strategically employing rapid ethnographic assessment procedures, archival research, analysis of museum representational practices, surveys, and visual research methods, we will examine both the educational intent behind Holocaust education programs and their actual impacts on a large sample of Australian Year 10 students. We expect the results of the research to be used by our project partners to develop Holocaust education programs that effectively engage students on cognitive and affective levels. [ABSTRACT FROM AUTHOR]

This article examines the political consequences of environmental nongovernment organization (ENGO) involvement in protected area conservation in Australia. Rapid growth of a nongovernment protected area (NGPA) estate this century has involved a range of individuals, communities, First Nations, and ENGOs, and has been closely tied to government policy and private finance. Although NGPA conservation achievements have been profound, there has been limited examination of what expanded nongovernment involvement, responsibility, and leadership mean for the practice and governance of nature conservation. Thematic analysis of twenty-four key informant interviews and selective gray literature identifies how financing, accountability, and partisan politics are emerging as key domains in shaping an NGPA estate that reflects a closer alignment with capital and market forces. ENGOs are playing a key role in crafting new political conditions for protected area conservation, where their role in neoliberal governance is not just service delivery, but statecraft and agenda setting. ENGOs are increasingly casting protected area conservation as apolitical, and thereby a bipartisan activity, driven by a "pragmatic" agenda that seeks to secure private financing for land ownership and management obligations. Frameworks of accountability to donors shape ENGO practices and conceptions of conservation through exposure to novel market mechanisms. As a result, ENGO operation permits limited space for plural, ideological, and structural debate about protected area conservation, the public interest, and the root causes of ecological crises to which it responds. The embrace of conservation led by nongovernment actors marks a substantive shift from the formative politics of ENGOs in Australia. [ABSTRACT FROM AUTHOR]

This article is underpinned by the hypothesis that if Australia is to reassess and improve its relationship to and use of rivers and river systems, then more holistic ways of understanding rivers, and strategies for representing and communicating this understanding, must be developed and brought together. Held over two days in August 2019 at the Lismore campus of Southern Cross University, 'Speaking With the River' was an interdisciplinary symposium exploring the capacities of creative research practice to develop new understandings of rivers and river systems as simultaneously environmental, cultural, historical and economic phenomena. In this article, we bring together the voices and disciplinary insights from the symposium and the rivers of Northern New South Wales, and we reflect on the way that riverine language ran throughout our discussions and ideas, providing a connective model of confluences and conjunctions for the interdisciplinary enterprise we were engaged in. This article presents perspectives on rivers and river systems from law, history, art and science, exploring common ground and common purposes. Developing a legal framework for recognising the rights and 'voices' of rivers, that is informed by Indigenous knowledges, historical contexts, and scientific understanding, and that employs artistic innovation in representation and translation, is to us the ultimate goal of such an enquiry. While this paper does not undertake the formal steps of developing this framework, it provides the necessary background and instantiates its elements and working methods within the context of the Richmond River in Northern New South Wales. [ABSTRACT FROM AUTHOR]

The successful rehabilitation and release of raptor chicks can be challenging, especially when the chicks are still in the post‐fledging dependency period. Here, we report on a recently fledged powerful owl chick that was held in care for 33 days before being successfully reunited with its parents. We document the steps undertaken during the entire process from collection from the wild to post‐release monitoring and recommend clinical procedures for treatment of raptors entering veterinary facilities. Success of this rehabilitation was facilitated by early care and treatment for potential rodenticide poisoning, as well as the integration of citizen scientists monitoring the family unit in the field while the chick was in care and during the post‐release period. Given the emerging evidence of widespread rodenticide poisoning in raptors both in Australia and globally, it is critical to suspect all raptors may have been exposed to anticoagulant rodenticides and commence treatment with vitamin K immediately. Routine treatment for rodenticides early increases the probability of successful recovery post‐trauma as well as reducing the time in treatment as much as possible. [ABSTRACT FROM AUTHOR]