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Living with a long-term medical condition is associated with heightened risk for mental health and psychosocial difficulties, but further research is required on this risk for children and adolescents with a rare disease in the educational setting. The aim of this study is to describe parents' perceptions of the psychosocial impact of rare diseases on their school-aged children in Western Australia. A cross-sectional survey of 41 parents of school-aged children and adolescents diagnosed with a rare disease completed an online questionnaire. Questions related to their perceptions of health-related stigma, bullying, social competencies and mental health difficulties faced by their child. Results showed that stigmatisation was experienced by 75.6% of participants, and almost half (46.4%) reported their child was bullied. In this sample, parents reported high sensory (vision and hearing) abilities, but low to moderate self-care competence in relation to social activities and peer relations. Almost half of the respondents (43.9%) reported mental health difficulties among their children. Children and adolescents with a rare disease have unique psychological and social issues. These findings highlight the need for greater efforts to meet the diverse psychosocial, physical and emotional needs of children diagnosed with a rare disease who attend mainstream schools in Western Australia.

Although people diagnosed with autism spectrum disorder (ASD) are not more likely to commit crimes, they are overrepresented in the criminal justice system as reported by Howlin (Autism and Asperger syndrome: Preparing for adulthood, Routledge, 2004). This may, in part, be due to unfavourable interactions with the criminal judiciary. Evidence suggests the autistic population are perceived unfavourably in adjudicative proceedings resulting in harsher penalties. The present study explores whether ASD offenders (ASD-O) receive longer sentences compared to national sentencing data. Sentencing data from the Australian Bureau of Statistics (ABS) were used to compare ASD-O with similar offences. ASD-O attracted longer sentences across all offence classifications. Inferential analyses indicated sexual assault sentences were significantly higher in the ASD-O sample. No significant differences were found for murder, manslaughter, and assault.

Functional plans in early childhood intervention need to include contextualized, meaningful, and measurable goals and include timelines and criteria for generalization. In addition, they must address children's and families' needs and priorities. The Routines-Based Interview has had a positive impact on the functionality of goals identified in the child's individualized plan. In Australia, where Noah's Ark Inc. is implementing the Routines-Based Interview and developing functional and participation-based goals, families' perceptions of child performance on functional issues and their satisfaction with the performance were measured. We analyzed (a) the functionality of goals, (b) changes in parents' perceptions of child performance and satisfaction after 6 months of intervention, and (c) the moderating effect of family goals. We found acceptable overall goal functionality, although measurement criteria are still a component that needs attention. Noteworthy changes in performance and satisfaction scores were found after the intervention, and the percentage of family goals moderated the influence of the context and meaningfulness of intervention goals on parents' perceptions of child's difference in performance. This effect was greater with more family goals on a plan.

Sufficient and state-of-the-art research equipment is one component required to maintain the research competitiveness of a R&D organisation. This paper describes an approach to inform more optimal allocation of equipment expenditure levels in a large and diverse R&D organisation, such as CSIRO. CSIRO is Australia's national science agency, is comprised of individual research units and conducts R&D across many disciplines. CSIRO's research equipment expenditure allocations have been to some extent based on both previous years' expenditures and current operating performance. In an effort to refine this process, a method was developed to consider the difference in expenditure profiles across research areas and calculate a benchmark (or expected level) for research units within CSIRO. The approach also allowed CSIRO to compare its actual equipment expenditure levels to benchmark (or expected) levels derived from expenditure data from US academic institutions. This comparison found that CSIRO's overall level of expenditure was below the benchmark levels and assisted in guiding the allocation of available funds more fairly across research units with different equipment needs. Several datasets were used for this analysis. R&D equipment expenditure patterns across disciplines are available for USA academic institutions and the differences in levels between disciplines was calculated. For example, in the Biological Sciences equipment expenditure is 3% of total R&D expenditure, whereas in Physics it is 3-fold greater. Using research publication subject classifications, discipline profiles were constructed for the entire CSIRO and each of its units. Publication subject categories were also mapped to the research fields used by the USA source. These datasets were combined to determine an overall benchmark value for CSIRO and each unit. The value varied by a factor of 2.2 fold across individual CSIRO units. Actual equipment expenditure for CSIRO was determined using internal finance records. This was compared to the benchmark levels and some units were below the calculated benchmark values and a few were close to or above. The results of this study were considered by CSIRO managers when deciding equipment expenditure allocations and the implications of the findings for the organisation are discussed. Furthermore, it was found that there are very few studies on research equipment expenditure readily available and it is hoped that this study will encourage further discussion and research on this topic.

This investigation concerns school leaders' perceptions regarding the efficacy of a leadership development initiative implemented across schools in the North Coast region of New South Wales, Australia. Based on an Alberta school improvement process, the North Coast Initiative for School Improvement sought to achieve leadership development and improved learning outcomes through use of the processes of collaborative inquiry and generative dialogue. Five schools were selected for an exploration of experiences within the Initiative. Accounts provided by the interviewees pointed strongly to the achievement of positive outcomes. The participants referred particularly to benefits in the form of increased leadership confidence and capability. Success factors underpinning the Initiative include: the twinning of collaborative inquiry as a process for improving professional practice with the process of generative dialogue to achieve more effective conversations, and; the nature of the Initiative, itself, where, facilitated by a visiting leadership team, professional colleagues meet monthly for deep discussion about professional issues they share.

As a collective, we reflect on how COVID-19 has impacted Indigenous students at a personal, institutional and national level in Aotearoa/New Zealand, Australia and the Pacific.

An increase in the number of Indigenous health professionals is one way to help reduce the poor health outcomes of Australia's Indigenous people. However, while Indigenous students are enrolling in Australian tertiary undergraduate nursing courses in increasing numbers, their completion rates remain lower than non-Indigenous students and many barriers hinder course completion. This critical interpretive qualitative study explores academic staff perceptions of factors enabling successful course completions by Indigenous nursing students from universities in Queensland, Australia. Content analysis of data revealed five themes: (a) Individual student characteristics; (b) Institutional structures, systems, and processes; (c) Relationships, connections, and partnerships; (d) Family and community knowledge, awareness, and understanding; and (e) Academics' knowledge, awareness, and understanding. To increase the number of Indigenous nurses, strategies such as appointing Indigenous nursing academics; partnerships between nursing schools and Indigenous Education Support Units, and the implementation of tailored cross-cultural awareness programs for nurse academics are proposed.

A science teacher has the advantage of hooking learners with all their senses: flashes, bangs and smells. The science labs are something that many learners at the start of secondary school (high school) are eager to explore, and when there is an open day at school it feels unfair that the mathematics department has to try to compete for excitement with the liquid nitrogen and explosions on display in the science area. The author argues that there is nothing wrong with being a science teacher, but school science teaching is full of restrictions. On the contrary, mathematics teachers are lucky because they do not have to be a control freak in the classroom. What the author loves about teaching mathematics is that learners can explore without permission--no teacher needs to impede their thinking by fencing off areas and telling them they are too young or too inexperienced or too clumsy to go there. The author loves the way that learners of mathematics can take control and come to conclusions that they "know" are right, not because someone tells them so but because they have reasoned it out for themselves. (Contains 4 figures.)

This article discusses a recent Australian study that examines the relationship between teachers' beliefs in inclusive education and their levels of teaching self-efficacy, which previous research finds is correlated with more effective teaching practices. Whereas inclusion in the United States usually refers to placing students with disabilities in general education classrooms, in Australia, inclusion is a more holistic approach that recognizes a broader diversity of student strengths and needs and applies to all. This broad definition can result in variations in implementation at the school and classroom levels, resulting in a lack of clarity for teachers and concerns about their ability and efficacy to implement inclusive practices. Given this variation, the researchers sought to understand the extent to which teachers' beliefs about the effectiveness of teaching all students in an inclusive classroom and their beliefs about their own ability to teach all students contribute to their teaching practices. These beliefs impact teachers' planning, lesson design, formative assessments, and responses to challenges in the classroom.

Background: Communication partners (CPs) find it challenging to communicate with people with communication disorders post-stroke. Stroke communication partner training (CPT) can enhance CPs' ability to support the communication and participation of people post-stroke. While evidence for the efficacy of aphasia-based CPT is strong, implementation in healthcare settings is unclear. Aims: To investigate Australian speech pathologists' current stroke CPT practices, factors influencing the implementation of CPT and how reported practice compares with the research evidence. Methods & Procedures: Speech pathologists in Australia who had worked with people post-stroke were invited to complete a 99-item online survey. The survey was informed by a comprehensive review of the literature review, the Template for Intervention Description and Replication (TIDieR) intervention taxonomy, and the theoretical domains framework. data were analyzed using descriptive statistics and content analysis. Outcomes & Results: A total of 122 clinicians were surveyed. Most participants reported providing CPT to treat a range of post-stroke communication disorders. While 98.3% reported training familiar CPs, only 66.1% reported training unfamiliar CPs. Current stroke CPT practice is characterized by one to two < 1 h sessions of informal face-to-face education and skills training. Only 13.3% and 10.0% of participants used evidence-based published programmes with unfamiliar and familiar CPs respectively. The main barriers included the perceived lack of behavioural regulation, skills, reinforcement, beliefs about consequences, positive social influences and resources. The main facilitators included clinicians' intentions to provide CPT, perception of CPT as part of their role and perceived compatibility of CPT with clinical practice. Conclusion & Implications: A significant evidence-practice gap exists. Research exploring the implementation of stroke CPT in healthcare settings, expanding evidence to support CPT for the range of post-stroke communication disorders, developing freely accessible step-by-step CPT programmes that consider restrictions in current practice and providing explicit instructions of CPT best practice are warranted. A supportive workplace culture and freely accessible formal training opportunities are also needed.

The present study compared the course of parent-report and actigraphy-derived sleep profiles over a 1-year period, in school-age children with autism spectrum disorder and typically developing children. The Children's Sleep Habits Questionnaire and 14 nights of actigraphy were used to assess sleep profiles. Parents also completed the Spence Children's Anxiety Scale, the Social Worries Questionnaire and the Bedtime Routines Questionnaire. Between-group differences in parent-reported sleep problems were less pronounced at follow-up compared to baseline. The course of objective sleep was comparable between groups, with a significant reduction in sleep duration over time in both groups. Children with autism spectrum disorder were further characterised by significantly more night-to-night variability in sleep quality, across both time points. Reductions over time in parent-reported sleep problems were significantly associated with reduced anxiety. Reductions in actigraphy-derived sleep efficiency were associated with an increased frequency of maladaptive activities in the hour before bedtime, in both children with and without autism spectrum disorder.

Over the last 3 years, the "Climate Change and Me" project has mapped children and young people's affective, creative, and ontological relationships with climate change through an emergent and child-framed research methodology. The project has involved working with 135 children and young people from across Northern NSW, Australia, as coresearchers responding to the rapidly changing material conditions of the Anthropocene epoch. In this article, we position speculative fiction as a mode of creative research that enabled the young researchers to inhabit possible climate change futures. This node of the "Climate Change and Me" research was initiated by coauthor Jasmyne, who at the time was a year 7 student at a local high school. Through an ongoing series of visual and textual posts on the project web site, Jasmyne created an alternate world in which children develop mutant forces and bodily augmentations that enable them to resist social and environmental injustices. Drawing on these visual and textual entries in dialogue with Deleuze and Guattari's geophilosophy, we consider ways that speculative fiction might offer new conceptual tools for a viral strain of climate change education that proliferates through aesthetic modes of expression.

This paper reports on a preliminary Australian adoption and adaptation, in the North Coast region of New South Wales, Australia, of the Townsend and Adams' model of leadership growth for school improvement in Alberta. The Australian adaptation of this Alberta model has been named the North Coast Initiative for School Improvement (NCISI). The participants comprise nine university academics and almost one hundred regional school leaders. Leadership is developed through continuing and regular collaborative-inquiry and generative-dialogue meetings between the academics and school leaders. The aim is to improve school leadership with the primary purpose of improving student outcomes. Provisional evaluation records significant positive changes in school leadership across the region. Convergence and divergence of the Australian and Canadian models are explored. The Australian adaptation requires some modification to suit local education processes and context. In particular, there has been the development of some divergence in approaches, especially in working in individual schools or clusters of schools. While the program has only been running for a comparatively short time, and therefore formal program evaluation is only commencing, preliminary evidence suggests significant traction and success in the Australian context. The paper concludes with some tentative implications for the future development of this model in the Australian context: how can the model be conceptualised and delivered to a wider audience in the years ahead.

Background: An evidence-practice gap has been identified in current acute aphasia management practice, with the provision of services to people with aphasia in the acute hospital widely considered in the literature to be inconsistent with best-practice recommendations. The reasons for this evidence-practice gap are unclear; however, speech pathologists practising in this setting have articulated a sense of dissonance regarding their limited service provision to this population. A clearer understanding of why this evidence-practice gap exists is essential in order to support and promote evidence-based approaches to the care of people with aphasia in acute care settings. Aims: To provide an understanding of speech pathologists' conceptualization of evidence-based practice for acute post-stroke aphasia, and its implementation. Methods & Procedures: This study adopted a phenomenological approach, underpinned by a social constructivist paradigm. In-depth interviews were conducted with 14 Australian speech pathologists, recruited using a purposive sampling technique. An inductive thematic analysis of the data was undertaken. Outcomes & Results: A single, overarching theme emerged from the data. Speech pathologists demonstrated a sense of disempowerment as a result of their relationship with evidence-based practice for acute aphasia management. Three subthemes contributed to this theme. The first described a restricted conceptualization of evidence-based practice. The second revealed speech pathologists' strained relationships with the research literature. The third elucidated a sense of professional unease over their perceived inability to enact evidence-based clinical recommendations, despite their desire to do so. Conclusions & Implications: Speech pathologists identified a current knowledge-practice gap in their management of aphasia in acute hospital settings. Speech pathologists place significant emphasis on the research evidence; however, their engagement with the research is limited, in part because it is perceived to lack clinical utility. A sense of professional dissonance arises from the conflict between a desire to provide best practice and the perceived barriers to implementing evidence-based recommendations clinically, resulting in evidence-based practice becoming a disempowering concept for some.

Background: The aim of the study was to investigate prospective associations between dietary patterns and cognitive performance during adolescence. Methods: Participants were sourced from the Western Australian Pregnancy Cohort (Raine) Study that includes 2868 children born between 1989 and 1992 in Perth, Western Australia. When the children were 17 years old (2006-2009), cognitive performance was assessed using a computerized cognitive battery of tests (CogState) that included six tasks. Using a food frequency questionnaire administered when the children were 14 years old (2003-2006), "Healthy" and "Western" dietary patterns were identified by factor analysis. Associations between dietary patterns at 14 years of age and cognitive performance at 17 years of age were assessed prospectively using multivariate regression models. Results: Dietary and cognitive performance data were available for 602 participants. Following adjustment for the "Healthy" dietary pattern, total energy intake, maternal education, family income, father's presence in the family, family functioning and gender, we found that a longer reaction time in the detection task (ß = 0.016; 95% CI: 0.004; 0.028; p = 0.009) and a higher number of total errors in the Groton Maze LeRecall Test--delayed recall task (ß = 0.060; 95% CI: 0.006; 0.114; p = 0.029) were significantly associated with higher scores on the "Western" dietary pattern. The "Western" dietary pattern was characterized by high intakes of take-away food, red and processed meat, soft drink, fried and refined food. We also found that within the dietary patterns, high intake of fried potato, crisps and red meat had negative associations, while increased fruit and leafy green vegetable intake had positive associations with some aspects of cognitive performance. Conclusion: Higher dietary intake of the "Western" dietary pattern at age 14 is associated with diminished cognitive performance 3 years later, at 17 years.

Private hospitals in Australia manage 11% of acute and 48% of rehabilitation stroke admissions, yet little is known about implementation of stroke clinical guidelines in this setting. Clinical guidelines recommend that acute stroke patients be co-located in a stroke unit in a geographically defined area, rather than dispersed across the hospital. To investigate post-intervention adherence to clinical guidelines for stroke management, and to explore staff barriers and facilitators to guideline implementation. Observational study before-and-after local implementation of Australian stroke clinical guidelines. The primary outcome was a change in the proportion of patients who were physically co-located in an acute stroke unit. Secondary outcomes included changes in adherence to additional acute and rehabilitation guideline criteria, and staff identification of barriers and facilitators to guide implementation. Data were collected from medical record audits, health service information and staff surveys. Co-location in an acute stroke unit did not change significantly after guideline implementation (49% adherence pre-intervention and 54% post-intervention). Across acute and rehabilitation wards, 15% (11/72) of guideline criteria improved (p <.05). These related to assessments of swallowing and neglect, presence of a stroke care co-ordinator and occupational therapist, post-discharge care plan, provision of patient education and return to driving. Facilitators to guideline implementation included staff education, collaboration, and dissemination of user-friendly stroke policies. Stroke clinical guideline implementation led to a favorable uptake of some criteria, yet not all. Implementation was assisted by staff education, user-friendly stroke policies and multidisciplinary team collaboration. ANZCTR: registration number ACTRN12616000646448 (). [ABSTRACT FROM AUTHOR]

In July 2010, the faculties of Law, Business and Economics, and Medicine at Monash University, Australia commenced placing law, finance, and social work students in a multidisciplinary clinic at a community legal service operated by the University. Students from the three disciplines began seeing legal service clients at the same time as a team. Clients who agreed to participate were interviewed by the team of students made up of the three disciplines in order to address client issues holistically. This article canvasses some of the perceived learning benefits of this project for students and their supervisors. It investigates how and why supervision within this clinic is a unique experience for students and supervisors alike. It raises the issues of dealing with the different ethical and professional guidelines of the three disciplines. Ultimately, we conclude that multidisciplinary training may have a wide range of advantages for all parties. (Contains 2 footnotes.)

This article explores some of the distinctive challenges in Chinese language education in schools and discusses how the development of the "Australian Curriculum: Chinese" has responded to these challenges. It details how the curriculum framework outlined in the "Shape of the Australian Curriculum: Languages" (ACARA, 2011) (hereafter the Shape paper), was applied firstly in addressing the characteristics of the Chinese language itself, secondly in meeting the needs of learners of diverse language background and experience, and finally in developing a curriculum for Chinese in the primary years that responds to the needs of learners in these early years of language learning.

International students, who are also often from non-English language speaking backgrounds (NESB students), are an important source of revenue for Australian universities. Yet little large-scale evidence exists about their performance once they arrive. Do these students perform worse than other students in Australian undergraduate classrooms? What happens to other students' performance when these students are added to classrooms? I provide new empirical evidence on these questions using recent administrative panel data from the business schools of two Australian Technology Network universities. Results show strong and highly statistically significant main effects and spillover effects, raising concerns about the integration of international NESB students into the Australian tertiary environment. (Contains 8 tables and 6 figures.)

Tertiary education is now accessible even to those who appear unlikely "ex ante" to succeed in jobs requiring post-high school education. Institutions that have broadened access to their programs must rely on two things to protect the quality of the degrees they award: selection mechanisms operating during students' tenure, and effective teaching. This paper explores the relative strength of these two forces in a broad-spectrum, first-year undergraduate course. Using detailed data from the University of South Australia on student background, tutors, performance, and enrollment across 15 weeks in a first-year core course, I explore the extent to which teachers impact upon the success of their students directly (through effective teaching) and indirectly (through facilitating the dropping out of more poorly-prepared students). Results indicate that teachers vary widely in their influence on attrition and performance, and that none is robustly effective in facilitating "both" the disproportionate out-selection of students with poor initial preparation, "and" the disproportionate achievement of this group. Performance at neither of these tasks is predictable based on teachers' formal university affiliation.

The delivery of pre-registration Bachelor of Nursing courses in Australia has primarily been through the traditional on-campus mode. The development and implementation of an external course mode necessitates pedagogical reflection on a number of delivery, design, implementation, and consequently evaluation, processes. This paper discusses one aspect of the course evaluation process of a pre-registration nursing course offered by the School of Nursing, Midwifery and Nutrition at James Cook University in regional Australia. Course feedback was obtained from 26 respondents through an exit survey which used both quantitative and qualitative questions. While the majority of students were satisfied with the content of subjects, written course material, the use of email and Web-based delivery of subjects, a number of respondents were less satisfied with access to staff and experienced difficulties with the financial costs of the course. Generally, however, respondents indicated they had gained a number of personal, academic and professional benefits through completing the course. (Contains 6 figures.)

Over the past thirty years, independent lines of research in the fields of classroom environment and student attitudes toward Christianity have been conducted. This research brought these two fields together by investigating the relationship between student perceptions of religion classroom environment and their attitudes toward Christianity. A Personal Form of the Catholic School Classroom Environment Questionnaire, which assesses seven classroom environment dimensions and four Attitude to Christianity scales, were administered to a sample of 1,317 students in Australian Catholic secondary school. Simple, multiple, and canonical correlation analyses revealed statistically significant relationships between dimensions of the classroom environment and the four attitude to Christianity measures. This study provided evidence that positive classroom environments enhance student's attitudes toward Christianity. (Contains 8 tables.)

Examines curriculum and assessment policy in Australian vocational education and training, enacted through demand-side market-oriented policies since the 1990s. In contrast to this rational, positivist, and managerial approach, advocates an alternative coherentist view that favors pragmatic, problem-solving approaches to curriculum and assessment policy. (Contains 63 references.) (MLH)

The ecosystem services concept has been slow to integrate into written law and policy in Australia. We sought to examine whether the concept has permeated deeper into practice, focusing on the coastal wetland protection, management and restoration context. We conducted a Delphi study involving 16 key informants. Over two rounds of interviews we found confirmation that the ecosystem services concept is not a central part of practice, and a strong consensus support for integrating and mainstreaming ecosystem services into law and policy through law reform. Our informants also provided additional new insights on how reform should proceed: (1) integration may occur through consolidated or interconnected law and policy instruments, (2) decision-maker discretion should be retained but subject to constraints, especially regarding (3) trade-offs between different ecosystem services and ecosystem services and other land uses. Our informants also called for (4) more effective and targeted policy to facilitate restoration projects, (5) incentivised protection and restoration across land tenure types, especially on privately-owned land and (6) caution in dealing with trade-offs and financial valuations of ecosystem services. The insights provided through this Delphi study will be instructive for law and policy reform in Australia and other jurisdictions grappling with fragmented management, protection and restoration of coastal wetlands. • Practice shows that the ecosystem services concept is not central to law, policy or decision-making about coastal wetlands. • There is strong consensus support for incorporating the ecosystem services concept into law and policy. • However care should be taken when dealing with trade-offs and financial valuations of ecosystem services. [ABSTRACT FROM AUTHOR]

Attempts to achieve educational equality for girls are examined critically, and reform issues are discussed, including the public/private dichotomy within education and efforts to increase female access to and participation in male-dominated subject areas. These issues are then related to the Australian gender-inclusive curriculum design and to current educational proposals. (Author/MSE)

Differences in educational practice and culture of a British distance university and Australian traditional university are the basis for analysis of curriculum development methods. It is proposed that, although generally individual faculty design new courses, there are good reasons (efficiency, cohesiveness, professional development, academic enrichment) for using a team approach. (Author/MSE)

Everyday discrimination is a deeply personal experience, which is influenced by the wider community, as well as complex social and historical contexts. In Australia, the most recent national data for Aboriginal and Torres Strait Islander peoples reports the highest prevalence of everyday discrimination among those living in remote regions compared with urban and regional areas. Given the diversity in settlement types in remote Australia, a place-based analysis can inform the extent of discrimination experienced and the impact on communities. This study used a mixed method approach to identify Indigenous community member understandings of discrimination and quantify everyday discrimination in Central Australia by settlement. Drawing on workshop data from community members, we defined two research questions: Do experiences of everyday discrimination vary according to where people live? What role does community cohesion have on experiences of discrimination? We used data from the Mayi Kuwayu Study to explore these questions. The studyfound a high prevalence of everyday discrimination, with 70.6% (n/N = 369/523) of Mayi Kuwayu participants in Central Australia experiencing any discrimination which triangulated with people's experience of overt racism. Discrimination varied by settlement type, with higher prevalence of experiencing any discrimination among participants in Town Camps (unadjusted PR 1.33, 95%CI 1.18–1.50) and suburbs (1.19, 1.05–1.35) compared to participants from remote communities. High community cohesion attenuates the prevalence of the discrimination (0.87, 0.77–0.97). If health and social outcomes are to improve among Aboriginal people in remote areas, societal responses must acknowledge the high prevalence of discrimination in places where race and social inequalities are stark, act to confront interpersonal and systemic prejudices, and build cohesive communities. • Indigenous make up 3.3% of Australian population, but are 45% of the remote population. • Experiences of everyday discrimination for Aboriginal and Torres Strait Islander peoples are highest in remote areas in Australia. • A place-based analysis of Central Australia shows everyday discrimination is most prevalent among people living in town rather than remote communities. • Strong community cohesion attenuates experiences of everyday discrimination and is an important strategy for Town Camps and remote communities. [ABSTRACT FROM AUTHOR]

This article considers how Australian photography from the late 1930s to the early 1950s encouraged public engagement with the aims and policies of post-war reconstruction. It examines how the nation's first photo-magazine, Pix, covered the build up to and early months of the war and emphasised its reach into the domestic sphere. It examines photography's role in making housing a core social and political issue, considers Australia's efforts to house its returning service personnel, and the innovative responses of the public and private sectors to shortages of materials and manpower. It analyses how photography established the modern home as the emblem of a new beginning and how it shifted the consumer's perspective from exterior views of the house to a focus on interiors and the imagined experience of habitation. Appraising Wolfgang Sievers' popularisation of modern home design, the article will conclude by examining photography's role in capturing the epic scale of post-war reconstruction's greatest engineering triumph – the Snowy Mountain Hydro Electric Scheme. [ABSTRACT FROM AUTHOR]

Background: Preterm infants routinely require enteral feeding via nasogastric or orogastric tubes as an alternative to oral feeding to meet their nutritional needs. Anecdotal evidence suggests variations in practice related to correct tube placement and assessment of feed intolerance.Purpose: To determine the current practices of enteral feeding tube placement confirmation and gastric residual (GR) aspiration of neonatal clinicians in Australia.Methods: A cross-sectional online survey comprising 24 questions was distributed to nursing and medical health professionals working in Australian neonatal care units through 2 e-mail listservs made available by professional organizations.Findings: The survey was completed by 129 clinicians. A single method was practiced by 50% of the clinicians in confirming tube placement, and most common practice was assessing the pH of GR aspirate. The majority of respondents (96%) reported that they relied on GR aspiration and clinical signs to determine feeding tolerance and subsequent decisions such as ceasing or decreasing feeds. However, the frequency of aspiration, the amount and color of aspirate considered to be normal/abnormal, and decisions on whether to replace gastric aspirate or whether aspiration should be performed during continuous tube feeding varied.Implication For Practice: This study demonstrated considerable variability in clinical practice for enteral feeding tube placement confirmation and GR aspiration despite most respondents reporting using a unit-based clinical practice guideline. Our study findings highlight the need for not only developing evidence-based practice guidelines for safe and consistent clinical practice but also ensuring that these guidelines are followed by all clinicians.Implication For Research: Further research is needed to establish evidence-based methods both for enteral feeding tube placement confirmation and for the assessment of feeding intolerance during tube feeding. In addition, the reasons why evidence-based methods are not followed must be investigated. [ABSTRACT FROM AUTHOR]

• Natural views could be vital for apartment residents during COVID-19 restrictions. • Apartment residents (n = 192) completed surveys before and after the national lockdown. • Self-report view components were examined against the change in mental wellbeing. • Views comprising ≥ 25 % natural features were associated with higher wellbeing scores. • A minimum level of visible nature appears to protect against declines in wellbeing. Australia's capital cities have experienced a rapid increase in apartment development over the past decade. The mental wellbeing of apartment residents could be more vulnerable to COVID-19 restrictions due to the unique constraints of apartment buildings and limited access to nature. We examined the relationship between residents' self-reported view components and wellbeing after Australia's national six-week lockdown. Residents' (n = 192) wellbeing, measured using the Warwick-Edinburgh Mental Wellbeing Scale, deteriorated between baseline and follow-up (p < 0.001); however, views of nature appeared to be protective. Residents with views comprising ≥ 25 % of natural features had significantly higher wellbeing scores than those with views below 25 % (p = 0.016). Results support the notion that a minimum level of visible nature is necessary to promote mental wellbeing in apartment residents. However, relatively few participants lived in apartments where ≥ 25 % of the view comprised natural elements, highlighting the need for interventions that better balance density with nature in urban environments. [ABSTRACT FROM AUTHOR]

Examines the issues and controversies related to immigration in Australia, the acceptance of the "multicultural Australia" concept, and the educational system's structure. Argues that while there has been a manifest transition from migrant to multicultural education, forces favoring the status quo have created a latent, de facto ethnic education stream. (AYC)