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This paper provides an overview of the policies of school autonomy in Australian public education from the Karmel report in 1973 to the present day. The key focus is on the social justice implications of this reform. It tracks the tensions between policy moves to both grant schools greater autonomy and rein in this autonomy with the increasing instatement of external forms of regulation. Utilising Nancy Fraser's concepts of dis-embedding and re-embedding markets, we track key policy moments in three Australian states (Victoria, Western Australia and New South Wales) along with federal interventions. We draw attention to the redistributive and representative justice implications arising from these policy moments as occurring within a consistent trajectory towards a market agenda and argue that future policy needs to consider the effect of past policy. [ABSTRACT FROM AUTHOR]

In many countries, concerns have been raised regarding the lack of participation of students in mathematics at the university level due to a dearth of skilled professionals to meet the needs of an increasingly technological, and thus mathematical, world. In this article, we report findings from a study in which we compared the experiences of first-year and final-year undergraduate students studying in the mathematics departments at two Australian universities. We focus on the participants' conceptions of the supports and challenges that they experienced in the mathematics departments, using a multimodal data collection method, photovoice. We found key differences between first-year and final-year participants' perceptions of the learning environment when considering gender-related differences, such as an increasingly lower participation of women in mathematics and differential treatment by gender. Participants reported feeling supported by peers, at both year levels, and faculty members, particularly in first year. Participants from both year levels valued the collaborative learning environment of the classes and technological learning supports (e.g. lecture recordings) but raised concerns about the format and weighting of assessments. Although there were some year level differences, there were also commonalities to the participants' experiences, which indicates that some issues may be systemic. The knowledge that is gained from this research is crucial in understanding students' lived experiences and thus making suggestions to address university mathematics pipeline issues. [ABSTRACT FROM AUTHOR]

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This paper examines the approaches of cultural and religious inclusion at one small state-funded primary school situated in suburban Australia. The school community is experiencing high levels of racialised, gendered and religious conflict. Through case study data from leaders and teachers, we illustrate the potential and limitations of these approaches and consider their location within the notions of secularity and Christian privilege that characterise Australia's public education system. The paper is situated within the context of current anxieties around social conflict and unrest especially in relation to religious racism or Islamophobia and amid calls for the introduction of a multi-faith education in Australian public schools. Against this backdrop, we highlight key tensions and difficulties confronting schools in their efforts to be inclusive towards creating a climate of social cohesion. [ABSTRACT FROM AUTHOR]

While seconded and contracted teachers make a significant contribution to education faculties there is limited research regarding their experiences, needs and supports. Accordingly, interviews were conducted with five seconded and three contracted teachers in an Australian regional university and interpreted within a qualitative, interpretative framework. Themes that emerge from the study highlight the contrast between university and school cultures, issues around identity, the ways in which teaching is viewed, research activity for second/contracted teachers, positives and negatives around secondment, and the phases through which seconded and contract teachers move during their employment at university. Recommendations regarding the role and expectations of seconded and contracted teachers conclude the paper. [ABSTRACT FROM AUTHOR]

This paper explores the ways in which senior female academics' leadership practices are informed and negotiated in relation to a multiplicity of fields. As part of the shift in the logics of practice underpinning the Australian academic terrain, there has been a movement from the implementation of equity policies to that of diversity in relation to the employment of academic staff, characterised by neoliberal discourses of new public management which favour the production of the individualistic, entrepreneurial academic identity as opposed to notions of collectivity and the public good. However, diversity policies are not the sole texts that inform the ways in which many women leaders operate, nor the most important in guiding the practices they produce. Drawing on a larger study of representations of women's leadership in the media and academia, this paper examines how two leading female academics drew upon a range of logics of practices within the different fields of academia, feminism and Indigenous rights to inform their leadership practices. In so doing, the women contested the emergent logic of practice underpinning the contemporary Australian academic field. Such contestation can be considered one of the 'subaltern' consequences of policy regimes and forms an integral part of policy fields. [ABSTRACT FROM AUTHOR]

X-linked lymphoproliferative syndrome (XLP or Duncan disease) is characterized by extreme sensitivity to Epstein-Barr virus (EBV), resulting in a complex phenotype manifested by severe or fatal infectious mononucleosis, acquired hypogammaglobulinemia and malignant lymphoma. We have identified a gene, SH2D1A, that is mutated in XLP patients and encodes a novel protein composed of a single SH2 domain. SH2D1A is expressed in many tissues involved in the immune system. The identification of SH2D1A will allow the determination of its mechanism of action as a possible regulator of the EBV-induced immune response. [ABSTRACT FROM AUTHOR]

In gene delivery, non-viral vectors have become the preferred carrier system for DNA delivery. They can overcome major viral issues such as immunogenicity and mutagenicity. Cationic lipid-mediated gene transfer is one of the most commonly used non-viral vectors, which have been shown to be a safe and effective carrier. However, their use in gene delivery often exhibits low transfection efficiency and stability. The aim of this study was to examine the effectiveness of novel non-viral gene delivery systems. This study has investigated the encapsulation and transfection efficiency of cationic liposomes prepared from DOTAP and carboxymethyl-β-cyclodextrin (CD). The encapsulation efficiency of the CD-lipoplex complexes were also studied with and without the addition of Pluronic-F127, using both microfluidic and thin film hydration methods. In vitro transfection efficiencies of these complexes were determined in COS7 and SH-SY5Y cell lines. Formulation stability was evaluated using liposomes size, zeta potential and polydispersity index. In addition, the external morphology was studied using transmission electron microcopy (TEM). Results revealed that formulations produced by microfluidic method had smaller, more uniform and homogenious size and zeta-potential as well as higher encapsulation efficiency when compared with liposomes manufactured by thin film hydration method. Overall, the results of this study show that carboxymethyl-β-cyclodextrin increased lipoplexes' encapsulation efficiency using both NanoAssemblr and rotary evaporator manufacturing processes. However, this increase was reduced slightly following the addition of Pluronic-F127. The addition of carboxymethyl-β-cyclodextrin to cationic liposomes resulted in an increase in transfection efficiency in mammalian cell lines. However, this increase appeared to be cell line specific, COS7 showed higher transfection efficiency compared to SH-SY5Y. [ABSTRACT FROM AUTHOR]