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With a focus on Culturally and Linguistically Diverse (CaLD) women, this article will discuss the underlying gender inequalities and stereotypes these women experience in Australian tertiary institutions through reflections of translingual discrimination. Translingual discrimination refers to the ideologies and practices that produce unequal linguistic power relationships between CaLD communities and dominant communities of the host society, focusing on the central role that language plays in the enduring relevance of discrimination disparity. Because of CaLD women's translingual identities, these groups experience such aspects of translingual discrimination as accentism, naming practices, linguistic subordination, deskilling, and stereotyping, which eventually affect their well-being and economic security. CaLD women need a linguistically and culturally "safe space" where they will be supported and appreciated based on their capabilities and skills and not subjected to objectification, femininity evaluations, and derogatory actions. Opportunities for women should persist because, unfortunately, in men-dominated fields, these opportunities are still necessary to support and include women.

The COVID-19 pandemic forced universities worldwide to move their teaching online within an unprecedentedly short timeframe. Whilst the move online learning has increased the reach of tertiary educational delivery it has also raised significant issues of equity, accessibility and student engagement. This includes concerns around access to technology and reliable internet connectivity, academic and digital literacy, and other factors such as mental health and work-life balance. This paper examines two studies of student engagement with online learning during 2020 when then pandemic began. One study was conducted in South Africa the other in a small regional university in South-Eastern Australia. A mixed method approach was used in both studies and then student responses were analysed using the student engagement framework presented by Kahu and Nelson (2018). A key focus in this analysis is the critical importance the educational interface and shared mutually formative experience of learning between students and universities. Findings show that despite the two different contexts, student concerns around digital literacy and engagement in an online learning environment share many similarities.

The COVID-19 pandemic brought global disruptions to the way universities operate. Online learning abruptly took priority, as the physical campuses in Australian universities became deserted. Staff had to instantly adapt to major changes in work practices, whilst continuing to support students' engagement and maintain quality teaching and learning. This article discusses how change fatigue during the pandemic impacted the wellbeing of staff working in the enabling education sector. As staff and student wellbeing is interdependent, gaining a better understanding of the influences on staff wellbeing in the post-pandemic era is worth exploring in the context of discussions around student wellbeing and success. Autoethnographical reflections of eight practitioners at six Australian universities working in teaching, leadership and professional practice in enabling education, were thematically analysed. Emergent data reveals the superordinate theme of change fatigue and sub-themes of time, online fatigue, and emotional labour. This article highlights the impact of workload intensification and change fatigue in educators. Our findings demonstrated that practitioners prioritise their workload and students, to the detriment of their own wellbeing. These findings hold relevance for institutions as they look to address student wellbeing and success, and highlights the value of embedding cultures of care and compassion across all levels of the university.

School inclusion of students with disabilities relies on reasonable adjustments to curriculum and class activities. The Reasonable Adjustments for Inclusive Education (RAIE) was designed to elicit reasonable adjustments from stakeholders in mainstream school inclusion for three contrived students with varied learning needs. We evaluated a scale for rating the quality of elicited reasonable adjustments across five dimensions: Agency, Authenticity, Real Learning, Strengths Based, and Inclusion. A trial (n = 5 participants) led to refinement of the scale, which was tested for inter-rater reliability with data from a randomized controlled trial (RCT) of an intervention to improve the quality of reasonable adjustments. RCT participants (10 parents, 10 educators, nine allied health professionals) provided 596 reasonable adjustments, rated for each dimension by two independent raters (n = 2980 ratings). Overall agreement was 75.3%; intraclass correlation (ICC) was 0.778. ICCs were moderate-good (0.612-0.816). Further refinement and testing with multiple raters are recommended.

Children with cerebral palsy frequently experience challenges and barriers to inclusion in early childhood education and care. However, there is limited research exploring the experiences of children with cerebral palsy and their families. Understanding family perspectives on their experience is likely to provide insights for professionals to improve inclusive practices. Using Bronfenbrenner's bioecological theory, this study evaluates online survey responses of factors that parents believed facilitated -- or created barriers towards -- inclusive early childhood education. Ninety-eight parents shared their levels of satisfaction and perspectives regarding the importance of inclusion practices involving their child in Australian settings. Parents reported overall high levels of satisfaction, highlighting the importance of positive educator attitudes, communication between home and settings and partnerships between home, allied health practitioners and early childhood education and care settings. Concerns related to children's psychological wellbeing were raised, particularly regarding children's experiences and challenges with anxiety including separation anxiety.

Scholarship on feedback format tends to demonstrate that students prefer video feedback; however, the characteristics of study participants are often absent. This study builds on the scholarship of feedback practice mediated by technology and feedback literacy in intercultural contexts. A mixed methods approach examined international postgraduate students' experience of, preferences for and attitudes towards three feedback formats: text, audio and video. Eighty-four participants in an Australian university completed a survey, and twelve participated in semi-structured phone interviews. The participants were mainly women from India, aged between 25 and 34 years old and declared English as a second language. Participants scored their experience with video, audio and written feedback. Written feedback was ranked first, followed by video and audio feedback. Participants reported that written feedback allows students to easily locate areas that need improvement. The role of the disciplinary traditions and respondents' educational background is discussed to make sense of the results.

With recent massification policies and reforms, Australia's widening participation agenda has been instrumental in increasing participation of marginalised students in higher education. This paper considers how a sense of belonging can be instilled in marginalised students, improving retention and success and ultimately widening participation in higher education. It is recognised that one of the most important contributors to student engagement is the educator. Unfortunately, in academia today, educators are increasingly time-poor for several reasons including the neo-liberal nature of higher education, the COVID-19 pandemic and an emergency move to remote teaching. This article applies Bandura's concept of self-efficacy to highlight how, when nurtured effectively, the student-educator relationship can contribute to improving students' self-efficacy and their sense of belonging. Self-efficacy has been shown to affect aspirations, behavioural choices, maintenance of effort and affective reactions (Bandura, 1997), all of which can contribute to, or inhibit, students' academic success. Self-efficacy can be increased via four sources: mastery experiences, verbal persuasion, vicarious experiences, and emotional and physiological states (Bandura, 1997). Central to this discussion is the value of vicarious experiences as a conduit between the educator and student in developing a student's self-efficacy. This article provides practical advice for educators so they may focus their efforts and build strong student relationships in the most effective manner.

This paper investigates the communication strategies of schools to engage linguistically diverse parents through enrollment information on their websites. The importance of the study is due to the known educational disadvantage experienced by migrant children as well as the known positive influence of parental engagement on educational achievement. Against this background, we ask whether English-speaking and non-English-speaking parents have equal opportunities to support the education of their children through accessible high-quality enrollment information provided by their local school. To this end, we analyze language choice, multilingual information architecture, and references to linguistic diversity on the websites of 30 highly linguistically diverse Australian primary schools. English was found to be the exclusive medium of communication, even in schools where up to 98% of students speak another language at home. Where automated translation options or hyperlinks to external translated information are available, these follow a monolingual logic and are listed by language names in English rather than targeting the specific languages of the school community. References to linguistic diversity are rare but serve to normalize monolingual practices while regulating and otherizing linguistic diversity. The study thus demonstrates that accessible enrollment information in languages other than English is virtually non-existent. We close with implications for more inclusive design and professional development to foster greater parental engagement in linguistically diverse societies.

Student and teacher perceptions of feedback practices, preferences and awareness of feedback needs may differ and detract from learning. This article explores alignment or misalignment in higher education to argue alignment suggests needs are being met on these issues via technology-enabled feedback on writing. Within the context of academic training, we take a broad view of writing supervision along a continuum that comprises digital feedback on writing assessments at an Australian university. We used a survey comparison of teachers' and students' self-reported data to answer the following questions: (1) What digital feedback and assessment practices are reported by teachers and students in Australian higher education? (2) What e-feedback needs are self-declared through teachers' and students' self-awareness of assessment practices in that context? (3) What e-feedback preferences are reported by teachers and students? Students and teachers from different academic programmes and levels from social science self-reported their experiences of digital feedback on writing assessments. The quantitative and open-ended responses covered technology-enabled feedback experiences up to PhD supervision. The results on alignment and misalignment of participants' needs and preferences suggest a need to increase dialogue and incorporate student agency into feedback processes. We discuss further implications for feedback experiences in this context.

Training key stakeholders in the design of reasonable adjustments for students with disabilities could promote collaboration and inclusion. We tested the feasibility of a randomized controlled trial to evaluate the effectiveness of online education (intervention) in designing reasonable adjustments by Victorian (Australian) parents and professionals (n = 31). Participants suggested reasonable adjustments for contrived students with varied needs to support their participation in described classroom activities. Data collected pre- and post-intervention, and, at follow-up, were rated across five dimensions: Authenticity, Agency, Real Learning, Strengths Based, and Inclusion. Analyses from 15 intervention and 14 control participants (10 parents, 10 teaching staff, and 9 allied health professionals) showed higher scores for Inclusion post-intervention for the intervention group. This difference was maintained at follow-up, generalized to a new contrived student scenario, and mostly attributable to parents. Online education may improve parents' contribution in the design of reasonable adjustments that promote inclusion. A larger study is warranted.

Purpose: This study aims to explore barriers and pathways to a whole-institution governance of sustainability within the working structures of universities. Design/methodology/approach: This paper draws on multi-year interviews and hierarchical structure analysis of ten universities in Canada, the USA, Australia, Hong Kong, South Africa, Brazil, the UK and The Netherlands. The paper addresses existing literature that championed further integration between the two organizational sides of universities (academic and operations) and suggests approaches for better embedding sustainability into four primary domains of activity (education, research, campus operations and community engagement). Findings: This research found that effective sustainability governance needs to recognise and reconcile distinct cultures, diverging accountability structures and contrasting manifestations of central-coordination and distributed-agency approaches characteristic of the university's operational and academic activities. The positionality of actors appointed to lead institution-wide embedding influenced which domain received most attention. The paper concludes that a whole-institution approach would require significant tailoring and adjustments on both the operational and academic sides to be successful. Originality/value: Based on a review of sustainability activities at ten universities around the world, this paper provides a detailed analysis of the governance implications of integrating sustainability into the four domains of university activity. It discusses how best to work across the operational/academic divide and suggests principles for adopting a whole institution approach to sustainability.

Translingual identity, as a part of the trans-paradigm, refers to linguistic, sociocultural, ethno-racial, and religious practices, which are negotiable, fluid, and in motion, transcending mainstream boundaries. This paper expands the translingual literature from the perspective of sociolinguistic disparities of culturally and linguistically diverse Eastern-European immigrant women in Australia, as they become victims of the perpetual foreigner stereotype in their host communities. Using the linguistic ethnography methods, such as open ethnographic observation and semi-structured interview, the study reveals that due to biographical accent, name, and the country of origin, as aspects of translingual identity -- "Australian-by-passport," those women become the victim of the perpetual foreigner stereotypes, such as 'perceived as different' and 'Russian bride,' which led to their feelings of inferiority and social inequality. By expanding the scope of the translingual identity and how it is perceived in Australia, this study provides a necessary contribution to the translingual literature, while simultaneously advocating for the quality of life and justice for translingual immigrants in their new home.

While its importance for promoting learning is well-documented, feedback can only promote learning to the extent that it is acted on by learners. However, there is evidence that students often have difficulty understanding feedback or with knowing how to act on it and/or are not necessarily receptive to the feedback provided. These kinds of problems underscore the importance of including the learner perspective in any consideration of feedback practices. This paper describes an intervention which used the 'reflective feedback conversation' and educational technologies to provide written feedback to students in University level Spanish language classes. The aim of the study was to improve learner uptake of feedback, develop student agency and self-regulation, increase alignment between teacher and student goals and expectations, and encourage learners to take a more active role in feedback processes as well as reduce teacher workload. Participants were 50 students enrolled in their third semester (pre-intermediate) of a university-level Spanish program. Data included student questionnaires, interviews with the teacher and students (n=9) and documentation of feedback and responses to feedback across a 12-week semester. Questionnaire data were analysed using descriptive and inferential statistics while interview and documentation data were analysed using thematic content analysis. Despite issues with the technology, the findings demonstrate the potential of this approach for making feedback processes more efficient as well as for improving learning.

Purpose: While cochlea is adult size at birth, etiologies and bone density may differ between children and adults. Differences in neural response thresholds (tNRT) and the spread of excitation (SOE) width may impact the use of artificial intelligence algorithms in speech processor fitting. Aim: To identify whether neural response telemetry threshold and spread of excitation width are similar in adults and children. Methods: Retrospective cross-sectional study approved by the Ethical Board. Intraoperative tNRT and SOE recordings of consecutive cochlear implant surgeries in adults and children implanted with Cochlear devices (Cochlear™, Australia) were selected. SOE was recorded on electrode 11 (or adjacent, corresponding to the medial region of the cochlea) through the standard forward-masking technique in Custom Sound EP software, which provides SOE width in millimeters. Statistical comparison between adults and children was performed using the Mann–Whitney test (p ≤ 0.05). Results: Of 1282 recordings of intraoperative evaluations, 414 measurements were selected from children and adults. Despite the tNRT being similar between adults and children, SOE width was significantly different, with lower values in children with perimodiolar arrays. Besides, it was observed that there is a difference in the electrode where the SOE function peak occurred, more frequently shifted to electrode 12 in adults implanted. In straight arrays, there was no difference in any of the parameters analyzed on electrode 11. Conclusion: Although eCAP thresholds are similar, SOE measurements differ between adults and children in perimodiolar electrodes. [ABSTRACT FROM AUTHOR]

In Peer Assisted Learning (PAL) programmes, students provide academic and social support to fellow students. Recent PAL iterations include drop-in programmes to improve higher education students' general academic literacy in an open, non-judgemental, learning environment led by experienced students. The majority of the PAL literature, however, focuses on curricular programmes, with limited understandings on processes enabling positive outcomes for students. This study contributes to the PAL literature through the investigation of factors and mentoring strategies underpinning effective peer learning in drop-in PAL programmes. Participants were students attending an academic drop-in PAL programme, and the peer mentors employed by the programme. Results suggest that students' expectations about the type of support provided by PAL mentors may jeopardise the learning objectives of the programme. The analysis of PAL mentors' experiences reveals how the use of strategies to enhance social and cognitive congruence between peers supports the development of effective peer learning partnerships. Mentors' approachability alongside their ability to provide practical strategies and academic examples tailored to students' learning needs characterised peer learning interactions between students. Mentors also encouraged students to engage in active help-seeking behaviours. This paper examines strategies to enhance peer learning interactions that support the development of independent and transferable academic skills in students seeking peer support.

The ability to collaborate effectively face-to-face and online represents a critical skill for university graduates. However, there are still challenges regarding how to accurately assess this skill through traditional student learning measures. To better understand the nature of effective collaboration of university students in blended courses, the current study drew on the student approaches to learning framework and social network analysis techniques. We examined how student approaches to inquiry, approaches to online learning technologies, perceptions of the blended learning environment, different learning outcomes and configurations of collaboration are related. The methodologies commonly used in student approaches to learning research identified deep and surface approaches to inquiry and technologies, positive and negative perceptions of the integration of the learning environment, and of online workload, which also showed logical alignment with relatively better and poorer academic achievement in the course. Based on approaches, perceptions, and learning outcomes, students were divided into groups orientated towards understanding versus reproducing learning. The social network analysis techniques revealed features of different configurations of collaborations by different groups of students and their choices as to whether and with whom to collaborate during the learning process. Nuanced differences were found amongst different configurations of collaborations.

The 'Sit-Stand e-Guide' e-training program, designed to promote appropriate use of sit-stand workstations (SSWs), was evaluated for usability, acceptability and impact on various outcomes among SSW users. Participants from a large municipal organisation (25% male; mean age 45 [SD = 10.6] years) completed questionnaires pre-training (T0, n = 57), immediately post-training (T1, n = 50), and four weeks (T2, n = 46: primary endpoint) and twelve months later (T3, n = 30). High usability, acceptability and usefulness scores were reported at T1. Median [IQR] knowledge (4.4/5 [0.9]) and confidence (4.6/5 [1.0]) significantly increased at T1 compared to baseline (2.8 [1.2]; 3.3 [1.4]) and maintained at T2 and T3. At T2, mean [SD] sitting time (5.3 [1.2] h/workday) and low back discomfort (2.4 [2.3]) significantly decreased compared to baseline (6.1 [1.3] h; 3.4 [2.5] discomfort), SSW usage increased (1.4 [1.4]–2.8 [1.7] transitions), with no significant changes in work performance. Some behavioural changes were sustained at T3. The Sit-Stand e-Guide was acceptable and effective; evaluation across diverse workplaces and workers is now needed. PRACTITIONER SUMMARY: This study evaluated a novel, evidence-based e-training program to support the appropriate use of sit-stand workstations. The Sit-Stand e-Guide showed high usability, acceptability and effectiveness in enhancing workers' knowledge and awareness of sedentary behaviour and the use of their sit-stand workstation. It also improved sit/stand behaviour and low back discomfort. However, for long-term benefits, yearly refresher training is recommended. [ABSTRACT FROM AUTHOR]

Community playgroups, which are one type of playgroup and early childhood service, operate on a weekly basis under the leadership of volunteer caregivers (including parents, kinship members, family-day carers and other adults in children's lives). Caregivers and children voluntarily attend and participate in community playgroups. Although community playgroups operate throughout Australia and similar models exist internationally, little is known about the benefits and/or otherwise of community playgroup participation for children, families and communities. A review of the research into community playgroup participation, specifically research investigating children and families' participation in community playgroups published between 2000 and 2018, is reported in this paper. The findings from the five peer-reviewed papers identified through the search provide directions for further research needed to build the evidence base for community playgroup participation.

Online education often struggles to maintain a consistent, high quality academic experience. High attrition rates and low student satisfaction continue to challenge higher education providers. We present an innovative public-private partnership that delivers a resources-sufficient model of fully online postgraduate education with high levels of academic student support in an unbundled approach. The partnership overcomes the challenges that plague online education by leveraging learning analytics to provide highly responsive student support, 7 days a week and in the evenings. The success of this model is its ability to ameliorate problems inherent in online education. This includes the lack of ongoing staff training and support to successfully teach online, staff availability when students need support and insufficient staff-student ratios. As the sector moves towards a digitally integrated future, our model of online education illustrates how a public-private partnership can provide online learning that is effective as measured by high rates of student retention and transition, satisfaction, and academic success. We argue our resources-sufficient model provides a transformational roadmap for scaled online learning that creatively reimagines supported, personalised, engaged and student-centred digital learning as the sector moves towards a digitally integrated future.

This paper discusses characteristics of converged play for early childhood education. The characteristics were derived from a four-year study of teachers' interpretation and use of 'web-mapping' as an explicit conceptual tool, designed to mediate teaching practices and learning outcomes according to a definition of pedagogy as the relationship between teaching and learning. Three characteristics of converged play were identified via detailed analysis of ten core converged play 'episodes' drawn from teacher exemplar cases. The characteristics were 'multi-modal', 'global-local', and 'traditional-digital'. The characteristics of converged play presented can help teachers understand teaching and learning in the digital age, providing a starting point for an early childhood pedagogy in which children and teachers can engage in well-established opportunities for play-based learning alongside multi-modal, global-local, and traditional-digital activities in early childhood education and care settings.

Librarians are expected to be expert searchers, and developing information literacy skills to navigate the vast world of information is a focus of most library and information science (LIS) programs. It is important to understand the information literacy and behaviors of LIS students to see if they are employing the skills they will need to assist and educate their future patrons, yet there is relatively little research into the information literacy and behaviors of librarians and library students. Using a survey on information behaviors, this study addresses this gap in the literature by examining how LIS students in 18 countries search for, evaluate, and use information in various contexts, and on whom they rely for help. The results of this study demonstrate library science students' information literacy skills within an international context. Faculty in LIS programs will be interested to see how their students approach information problems, and might use this understanding to develop or strengthen courses and inform curricular decisions.

This paper reports on a systematic review of the literature conducted to inform Early Childhood Australia (ECA) in the development of a national Statement on Young Children and Digital Technologies. The review examines empirical studies published between 2012 and 2017 identified through systematic screening to advise adults on appropriate digital technology use 'by and with' young children aged birth to eight years. Four themes are canvassed in this review: (1) healthy practices; (2) relationships; (3) pedagogy and (4) digital play. Findings from the themes suggest advice for adults working in the early childhood education and care (ECEC) sector about appropriate digital technology use 'by and with' young children.

In this article, we conduct a systematic review of the extant literature on the risk and protective factors that impact the healthy resettlement of refugee children around the world. We identify acculturative stress as a main risk factor to consider for assessment and intervention given that is often overlooked in the literature for refugee children, but has been found to strongly impact their socio-emotional development. In addition, we discuss ecologically framed/culturally responsive interventions and assessment practices that could aid in the successful resettlement of refugee children. We also discuss the limitations of the extant research on refugee children and make recommendations for future research directions.

Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal of Research in Science Teaching, 51, 65-83). The purpose of this large-scale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning six continents including 2,634 students participated in the study. The participating countries/regions were: Australia, Brazil, Chile, Egypt, England, Finland, France, Germany, Israel, Mainland China, New Zealand, Nigeria, South Africa, Spain, Sweden, Taiwan, Turkey, and the United States. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally was not humanly possible, and it was also not possible to collect data from every region of each country. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country.

As online learning technologies are becoming an integral part of the learning experience at university, the quality of student learning is increasingly shaped by their experience of using these new artefacts. In many cases, the research frameworks investigating the contribution of online learning technologies to quality outcomes are yet to have explicitly identified their role and contribution. Adopting a Student Approaches to Learning perspective, the study described in this article analyses how online learning technologies are qualitatively situated in relation to inquiry by investigating associations among approaches to online learning technologies, perceptions of the learning context, and academic achievement. The findings indicate that there are consistent and distinct patterns of associations between the different aspects of the learning experience that reveal the role of online learning technologies in the student experience of learning. The findings suggest that qualitative differences in how students use online learning technologies and differences in how they perceive online learning technologies are logically related to the quality of outcomes. The discussion highlights an appropriate role and location of online learning technologies in the Student Approaches to Learning framework in order to help researchers, students, teachers and university leaders better understand their contribution to qualitatively different experiences of learning. It suggests principles for a more effective design of learning tasks based on the results which indicated deeper engagement both online and in-class.

This review explores predictors and consequences of students' growth goals and growth mindset in school with particular emphasis on how correlational statistical methods can be applied to illuminate key issues and implications. Study 1 used cross-sectional data and employed structural equation modelling (SEM) to investigate the role of growth goals in mediating the link between interpersonal relationships and academic engagement. Study 2 conducted multi-group path analysis to investigate the role of growth goals in the academic outcomes of two groups of students (ADHD and non-ADHD). Study 3 used longitudinal data and SEM to test a cross-lagged panel design to investigate reciprocal links between growth goals and growth mindset. Study 4 conducted multi-level SEM where the effects of a growth orientation on engagement and achievement were investigated at the student-level (level 1) and the classroom-level (level 2). Taking these four studies together, we aim to show how correlational data and multivariate correlational analyses have been effective in answering research questions in a way that have practical and theoretical implications for students' academic growth. We also position this review as a substantive-methodological synergy -- an approach recently recommended in response to concerns about the increasing polarization of substantive and methodological research and researchers.

This study investigates the relationship between performances on the speaking component of the TOEFL iBTTM with performances on academic oral assessment tasks. For the academic tasks, we recorded and transcribed the performances of five local and five high-achieving international undergraduate students on oral assessment tasks in core first-year subjects in three faculties, a total of thirty students. For the TOEFL speaking tasks, we transcribed the performances of six high scoring students from mixed language backgrounds on the two independent and four integrated speaking tasks of the TOEFL iBTTM. On the basis of an analysis of the rhetorical moves characteristic of the two speaking contexts, we conclude that while the moves characteristic of the TOEFL tasks are largely represented in the academic tasks, there are also some differences across the two contexts. These findings both support and challenge the domain definition inference of the TOEFL iBTTM validity argument.

Intervention: Electroconvulsive therapy (ECT) is a commonly used treatment for severe psychiatric illness in older adults, including in the 'older old' population aged 80 years and above. However, there can sometimes be a reluctance to treat the 80+ year old age group with ECT due to medical comorbidities, frailty, and concerns about cognition. Objective, Design, Setting, and Participants: This multi‐site, longitudinal Australian study aimed to investigate the effectiveness and safety of ECT in older old people compared with younger age groups. Data from 310 people receiving ECT for depression at three participating hospitals was collected in a naturalistic setting, between 2015 and 2022. Measurements: Clinical ratings were conducted pre‐ECT and end‐acute ECT using the Montgomery–Åsberg Depression Rating Scale (MADRS). Cognitive outcomes were assessed using the Montreal Cognitive Assessment (MoCA). Results: Older old adults demonstrated a significant reduction MADRS scores at post‐treatment. They were more likely to meet remission criteria compared with the younger age groups. Older old adults were also less likely to show clinically significant cognitive decline post‐ECT, and were more likely to show clinically significant cognitive improvement post‐ECT compared with younger age groups. Conclusions: ECT is highly effective in treating severe psychiatric illness in older old adults. Relative to the younger age groups, the older old group were more likely to remit with ECT and a greater proportion showed cognitive improvement post‐ECT. These findings suggest that ECT should be considered as a valuable and safe treatment option for older old individuals with depression. [ABSTRACT FROM AUTHOR]

Introduction: In this research, we examine how intragroup fragmentation, which is the division of a group into smaller subgroups, interacts with different forms of action against gender inequality. We focused on two types of action: actions that promote social change and actions that encourage retribution. Methods: We investigated these processes within the #MeToo social movement using data collected in Australia (N = 363) and Romania (N = 135). In both samples, we measured antecedents of 'group consciousness' (previous experience with discrimination, empathic concern, and perspective taking) and its indicators (social identification, perceived group efficacy beliefs, and group emotions such as anger and contempt). As indicators of intragroup fragmentation, we measured endorsement of different categories of group behaviors such as pro-social change action versus pro-retribution action. To assess the predictive power of motivations for joining the movement (antecedents of group consciousness) and of group consciousness for either pro-social or retributive actions, we tested several structural equation models (SEMs). Results: Our results indicate that the motivations for joining such social movements were more complex than anticipated, with perspective-taking emerging as a significant differentiator. Our analyses further show that different dimensions of group consciousness could predict support for either pro-social or retributive actions. Discussion: These findings highlight the complexity of the intragroup processes in newly emerging, modern social movements such as #MeToo. Our findings have implications for the study of membership dynamics in social movements and suggest that strategies to mobilise support should be tailored to these complexities. Overall, this research contributes to the current understanding of intragroup dynamics in contemporary social movements, thereby providing insights that could inform both grassroots mobilisation strategies and policy interventions aiming to increase gender equality. [ABSTRACT FROM AUTHOR]

Activation of receptor‐interacting protein kinase 1 (RIPK1), a broadly expressed serine/threonine protein kinase, by pro‐inflammatory cytokines and pathogens can result in apoptosis, necroptosis, or inflammation. RIPK1 inhibition has been shown to reduce inflammation and cell damage in preclinical studies and may have therapeutic potential for degenerative and inflammatory diseases. SIR2446 is a potent and selective novel small molecule RIPK1 kinase inhibitor. This phase I, randomized, double‐blind, placebo‐controlled study in Australia (ACTRN12621001621808) evaluated the safety (primary objective), pharmacokinetics, and pharmacodynamics of single (3–600 mg) and multiple (5–400 mg for 10 days) ascending oral doses of SIR2446M (SIR2446 magnesium salt form) in healthy adults from Nov 24, 2021, until May 01, 2023. All treatment‐emergent adverse events (TEAEs) were mild/moderate. The most reported TEAEs were vascular access site pain, headache, and rash morbilliform. SIR2446M plasma half‐lives ranged from 11 to 19 h and there were no major deviations from dose proportionality for maximum concentration and area under the curve across doses. Renal excretion of unchanged SIR2446 was minimal. No marked accumulation was observed (mean accumulation ratio, 1.2–1.6) after multiple daily doses. A high‐fat meal mildly reduced the exposure but was not considered clinically significant. SIR2446M had a rapid and sustained inhibitory effect on the activity of RIPK1, with an overall 90% target engagement at repeated doses ranging from 30 to 400 mg in peripheral blood mononuclear cells ex vivo stimulated to undergo necroptosis. The favorable safety, pharmacokinetic, and pharmacodynamic profile of SIR2446M in healthy participants supports its further clinical development in patients with degenerative and inflammatory diseases. [ABSTRACT FROM AUTHOR]

Drawing on ethnographic interview analysis of Aboriginal participants in Australia, this study seeks to expand the critical discussions in Applied Linguistics by understanding the concept of translanguaging in relation to its "mundanity" (or ordinariness). Our data shows that rather than perceiving translanguaging as extraordinary, for Aboriginal speakers it is more likely to be considered normal, unremarkable, mundane, and as a long-existing phenomenon. The concept of the mundanity of translanguaging is thereby expanded through three main discussions in this article: 1) negotiating identity and resisting racism, where the Aboriginal speakers choose to translanguage using their full linguistic repertoires, but with appropriate communicative adjustments made for their interlocutor; 2) a display of respect towards their land, heritage and language; and 3) as an inherent and mundane everyday practice where they constantly negotiate between heritage languages, English, Kriol, and Aboriginal English varieties. The significance of this study lies in the normalisation of translanguaging as a mundane disinvention strategy, as this urges us to perceive linguistic separateness as a colonial ideological construct that is used to exhibit control over diverse peoples and to maintain uniformity and stability of nation-states. [ABSTRACT FROM AUTHOR]

Young children aged 4-5 years are online in rapidly increasing numbers. This is due to the accessibility of the internet afforded young children via touchscreen technologies. In Australian, the United Kingdom and United States of America, calls have been made for cyber-safety education to be provided for young children in their early childhood settings. However, little knowledge exists regarding the pedagogical provision of this education. This paper reports on study conducted with three Australian early childhood teachers focussed on the development of cyber-safety education for young children.

The current study sought to explore the psychological and social needs of parents within the same family unit raising a child with autism spectrum disorder (ASD). Mothers (N = 10) and fathers (N = 9) of children with ASD attending an early intervention centre completed a semi-structured interview investigating their experiences of raising a child with ASD. Both genders reported adopting problem-focused coping strategies, engaging in 'me time' activities, and disengaging from a stressor in an effort to cope. More mothers reported engaging in emotion-focused strategies and accessing social support for emotional and practical support. The presence of traditional gender roles emerged as a potentially significant factor in understanding how mothers and fathers adopt different types of coping strategies.

Despite being a landmark of 20th century biology, the "classical molecular gene concept," according to which a gene is a stretch of DNA encoding a functional product, which may be a single polypeptide or RNA molecule, has been recently challenged by a series of findings (e.g., split genes, alternative splicing, overlapping and nested genes, mRNA edition, etc). The debates about the gene concept have important implications on biology teaching, and, thus, it is important to investigate whether and how these are addressed in this context. In this paper, we report results of an investigation relating to the treatment of genes in higher education cell and molecular biology textbooks. These results indicate that, despite several findings challenging time-honored ideas about genes, these ideas continue to be widely used in textbooks, even though the textbooks themselves discuss part of those findings. Textbooks also harbor a proliferation of meanings about genes that may make the concept look vague and confused, and even lead to ideas that are at odds with our current knowledge about genomes. (Contains 7 figures.)

Introduction: This study examines the complex link between regular maintenance procedures and the effectiveness of business-related assets in Australia. Commercial buildings are essential to the country's economy, and the variables affecting their worth must be carefully analysed. Methods: This study evaluates the relationship between asset value and maintenance frequency, examines how maintenance practices affect building performance, and considers industry perspectives on improperly versus correctly maintained assets. Results: The study's findings highlight the significance of renovations, along with adaptive reuse, in raising asset value; however, despite various maintenance techniques available, the Australian commercial building industry has challenges. Budgetary constraints, for instance, pose a significant hurdle, with many companies struggling to allocate sufficient funds for comprehensive maintenance plans. The findings of this research highlight the positive shift towards technology-driven maintenance procedures in business establishments in Australia. The adoption of computerised Maintenance Management Systems (CMMS) and Building Management Systems (BMS) is rising, automating repetitive tasks, improving maintenance procedures, and enabling data-driven decisions. Discussion: This study thoroughly explains the complex processes influencing the value and usefulness of commercial architecture resources in the Australian setting by addressing the differing perspectives within the real estate industry. Future research on this topic should focus on recognising the psychological components of decision-making concerning maintenance practices. Investigating how psychological prejudices, perceptions of danger, and organisational culture affect the choices made by property owners, facility administration, and others can help us better understand why some maintenance methods are preferred over others. [ABSTRACT FROM AUTHOR]

Information on how the trophic ecology of predators shapes their movement patterns and space-use is fundamental to understanding ecological processes across organisational levels. Despite this, studies combining spatial and trophic ecology to determine how prey preference and/or resource availability shape space use are lacking in marine predators as these can occur at low density and are often difficult to track over extended periods. Furthermore, many exhibit behavioural variability within species and among closely related, sympatric species adding further complexity. We applied a context-focused, multimethod approach to the understudied great hammerhead shark (Sphyrna mokarran) to test if movement and home ranges relate to prey preference and availability. Movement data from satellite and acoustic telemetry in Queensland, Australia, were combined with stable-isotope analysis, drone surveys, and videos of hunting behaviour. Limited dispersal, and small home ranges in S. mokarran were linked to trophic specialisation on stingray prey. Drone surveys and videos showed predation events on stingrays and demonstrated high, year-round availability of this prey in shallow, inshore habitats, which may allow the majority of S. mokarran to remain resident. This affinity for inshore habitats suggests that critical life-history requirements are performed over local or regional scales, although some larger movements were evident. These results were interpreted in comparison to the well-studied bull shark (Carcharhinus leucas), which showed reliance on pelagic food webs. Carcharhinus leucas had high individual variability in movement, with both large-scale migrations and residency. This could indicate that only some individuals are locally sustained on dynamic, pelagic food webs, while others undergo large-scale excursions over distant habitats. The specialised foraging of S. mokarran indicates they play an apex predator role in shallow, inshore habitats, potentially shaping space-use, and foraging behaviour of batoids. As inshore habitats are disproportionately affected by anthropogenic stressors, S. mokarran's trophic specialisation and limited demographic connectivity may make the species particularly vulnerable to anthropogenic threats. [ABSTRACT FROM AUTHOR]

Understanding how habitat attributes (e.g., patch area and sizes, connectivity) control recruitment and how this is modified by processes operating at larger spatial scales is fundamental to understanding population sustainability and developing successful long‐term restoration strategies for marine foundation species—including for globally threatened reef‐forming oysters. In two experiments, we assessed the recruitment and energy reserves of oyster recruits onto remnant reefs of the oyster Saccostrea glomerata in estuaries spanning 550 km of coastline in southeastern Australia. In the first experiment, we determined whether recruitment of oysters to settlement plates in three estuaries was correlated with reef attributes within patches (distances to patch edges and surface elevation), whole‐patch attributes (shape and size of patches), and landscape attributes (connectivity). We also determined whether environmental factors (e.g., sedimentation and water temperature) explained the differences among recruitment plates. We also tested whether differences in energy reserves of recruits could explain the differences between two of the estuaries (one high‐ and one low‐sedimentation estuary). In the second experiment, across six estuaries (three with nominally high and three with nominally low sedimentation rates), we tested the hypothesis that, at the estuary scale, recruitment and survival were negatively correlated to sedimentation. Overall, total oyster recruitment varied mostly at the scale of estuaries rather than with reef attributes and was negatively correlated with sedimentation. Percentage recruit survival was, however, similar among estuaries, although energy reserves and condition of recruits were lower at a high‐ compared to a low‐sediment estuary. Within each estuary, total oyster recruitment increased with patch area and decreased with increasing tidal height. Our results showed that differences among estuaries have the largest influence on oyster recruitment and recruit health and this may be explained by environmental processes operating at the same scale. While survival was high across all estuaries, growth and reproduction of oysters on remnant reefs may be affected by sublethal effects on the health of recruits in high‐sediment estuaries. Thus, restoration programs should consider lethal and sublethal effects of whole‐estuary environmental processes when selecting sites and include environmental mitigation actions to maximize recruitment success. [ABSTRACT FROM AUTHOR]

Self-harm presents significant risk for individuals with borderline personality disorder (BPD). Both self-harm and BPD are associated with deficits in mindfulness and emotion dysregulation. Previous research suggests that thought suppression and emotional inexpressivity may underpin self-harm in people with BPD, suggesting potential links to self-harm functions common for those with BPD. More research is needed to strengthen our understanding of this relationship. This study examines how BPD symptoms, mindfulness, emotion dysregulation and self-harm functions are related. Australian community outpatients diagnosed with BPD (N = 110) completed measures of mindfulness, emotion dysregulation and self-harm functions. Serial mediation analyses were conducted to examine relationships between variables. BPD symptoms, chronic emptiness, mindfulness skills, describing and non-reacting, emotion dysregulation areas of emotion regulation strategies and poor emotional clarity were associated with recent self-harm. Various combinations of describing, strategies and clarity mediated the path between emptiness and self-harm functions more likely to be endorsed by individuals with a diagnosis of BPD. Describing was associated with all but anti-suicide function, while strategies was associated with all but anti-dissociation. The study highlights how individuals with BPD experiencing chronic emptiness may benefit from treatment targeting describing skills and adaptive emotion regulation strategies. [ABSTRACT FROM AUTHOR]