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In an increasingly data-driven world, statistical literacy is a necessity yet statistical learning is often inhibited by statistics anxiety. Using the Auzmendi Scale to Measure Attitude toward Statistics (ASMAS), this study examines how statistics anxiety in university students is related to other dimensions of their attitudes toward statistics and how statistics anxiety and other dimensions change following introductory statistics instruction. Based on data collected from Spain, Canada, and Australia, this study finds that anxiety is negatively related to security--confidence, pleasantness, and motivation. The structure of these relationships is consistent across countries and disciplines and remains in place after statistics instruction. Further, by the end of an introductory statistics course, students report higher security--confidence and pleasantness but lower anxiety. Results thus suggest where efforts to improve students' experience with statistics might need to be directed, and the paper concludes with a discussion of the implications of these results for statistics instruction.

Higher education teaching abruptly changed during the COVID-19 pandemic to remote, on-line learning and teaching. The use of on-line communication software to teach became the norm and remains at many institutions. This software contains features, such as the chat, that offer teaching and learning advantages; however, potential benefits can be challenging to realise for academics used to traditional modes of lecture delivery. In most cases a solo-taught lecture designed for a physical room does not transition well to the on-line space. Co-teaching, which involves two or more academics teaching the same class, is a pedagogy that can improve engagement and satisfaction for students and academics alike. However, how co-teaching can transition to the on-line space and take full benefit of the communication software features is not well known. We recognised that some aspects of sports announcing (commentating) align with desirable qualities of co-teaching on-line. In this paper we use these features to develop a practical framework for co-teaching in the on-line space and evaluate the model in a second-year university science subject. Using data from student surveys, we found that the co-teaching model helped integrate the chat functionality into the main lecture and led to improved engagement and enjoyment of on-line classes. The model also assisted students in identifying key learning outcomes. Using the framework as a practical guide for how to incorporate co-teaching into on-line classes helps realise the benefits of contemporary communication software.

In recent decades, the aims and objectives of education -- and therefore public discourse on the appropriate skills and attributes of mathematics teachers -- have been rapidly shifting due to forces from outside the teaching profession. The forces driving change in mathematics are as diverse as the emergence of "Industry 4.0" and "STEM," new directions in transnational education policy making, and the COVID-19 pandemic. This paper contributes to a growing literature seeking to empower teachers to respond to the complexity of such multifaceted change expansively rather than defensively. It does so through the refinement and application of practical theories of educational change and approaches to building actionable practice knowledge. Specifically, this paper will argue for the use of the "epistemic object" as a practical focus for changes to practice chosen by the profession. This argument will be made within the framework of "practice architectures" offered by Kemmis and others. The paper first considers the impact of some recent disruptions on teaching and then provides a "worked example" of using mathematical proficiencies as an epistemic object able to practically support teachers to develop actionable knowledge grounded in the specifics of their own professional context.

Mathematics Anxiety (MA) is an increasing challenge for mathematics educators and is a barrier to mathematical learning. Through reflection on the implementation of a lesson sequence designed to elicit regular use of explicit metacognitive questions (EMQ's), this paper explores the impact of the incorporation of self-regulated learning (SRL) strategies on MA within a Year 7 classroom in Australia. Findings have shown that when students become 'stuck,' the use of the explicit metacognitive questions can help overcome a range of challenges including the reduction of MA. The use of EMQ's within this paper explores an example of the kind of lesson design that lends itself to the explicit metacognitive questioning strategy.

This paper contributes to southern theorization of multilingualisms. Noting the predominance of northern-generated academic debates, we discuss perspectives from close engagement with southern socio-historical and political contexts, and through prioritizing community and teacher outlooks on multilingualism. Our account is illustrated with examples of linguistic citizenship that highlight local agency and dialogue in border-crossing across multiple linguistic and institutional regimes. Drawing on examples from our research in Brazil, South Africa and Australia, we focus on four agentic multilingual moves that illustrate linguistic citizenship and challenge coloniality. Each of these moves (contestation, transgression, negotiation, and conversation) implies that teachers must situate their work within relationships of reciprocity, and 'from below.'

Spatial reasoning has been shown to be an important, trainable cognitive skillset for developing successful engagement in science, technology, engineering and mathematics (STEM), but little empirical work has been conducted in the context of digitally mediated pedagogies. This paper reports on a study into the effectiveness of a technologically enhanced STEM program on the spatial reasoning of a cohort of year 7 students (n = 107). The students undertook five digitally based activities over the period of a week and were assessed on their spatial reasoning development and attitudes towards STEM prior and subsequent to the intervention. Results indicate that the week of learning activities had an impact on attitudes towards STEM and had a positive impact on overall spatial skills. However, no statistically significant improvements were found within the spatial sub-skills or in relation to specific activities.

Technology is omnipresent in our rapidly changing digital world. Capitalising on these technologies is paramount for education systems to support a modern workforce. This study presents a review of 10 countries, highlighting how different public education systems have integrated digital technologies for teaching and learning. These education systems were selected based on their high performance and continuous improvement in international assessments. Four main themes emerged as key areas of focus from our analysis: improved and enhanced teaching and learning; digital maturation, including tackling the first and second digital divide; data-driven decision making and evidence-based education; and AI in education. Our findings will help benchmark current approaches and uses of digital teaching and learning, including perceived challenges and opportunities that can be used to inform the development and implementation of digital education policies.

The articles in this themed issue explore global educational experiences that embrace various cultures, traditions, religions and identities. Collectively this work offers valuable insights into unexplored areas of research, illuminating issues that intersect across race, ethnicity and gender. The significance of these studies lies in the solutions, centred on social justice, that reflect resistance, activism and innovation harnessed in response to the problems discussed. This collection helps to bridge the divide between north and south in the academic world, demonstrating that answers to educational inequalities can be found in models for transformation both within and beyond the western hemisphere.

Self-regulated learning has been shown to have a positive and long-lasting impact on students' academic development, employability and career progression. Emotions, motivation and metacognition play an important role in students' ability to monitor and regulate their learning, particularly when studying and engaging with Science, Technology, Engineering and Mathematics content. In this study, we investigated motivational, emotional and cognitive factors involved in self-regulated learning and their role in mathematics learning. Specifically, we analysed the impact of mathematics anxiety and self-regulated learning on mathematical literacy using the Australian subset of Programme for International Student Assessment 2012. Mathematics anxiety is a barrier to mathematical learning and is thought to hinder students' engagement and the efficiency of their metacognitive processes. Using structural equation modelling, we showed that instrumental motivation and self-concept affect mathematics anxiety, which in turn negatively impacts mathematical literacy by affecting perseverance and self-efficacy. We consider the practical implications of our results and discuss how interventions to reduce students' mathematics anxiety will allow for the development and/or improvement of self-regulated learning skills in mathematics.

The authors explore how collaborative assessment design is an often overlooked but valid opportunity for professional learning. The article examines how student feedback and a well-designed assessment can reveal potential improvements to the teaching and learning of fractions.

This paper explores the global impacts of climate change and pollution across diverse regions, highlighting unique challenges and innovative initiatives. From rising temperatures and severe droughts in Africa and Australia to melting glaciers in the Arctic and pollution in Asia, each continent faces significant environmental threats. Despite these challenges, countries are making strides in renewable energy, conservation, and community-based actions. International agreements and local indigenous practices play vital roles in these efforts. The paper concludes with a call for continued global cooperation and local action, emphasizing the potential for a sustainable future through collective innovation and resilience-building. Through this comprehensive analysis, the paper underscores the urgency and possibility of addressing global warming and pollution for a healthier planet. [ABSTRACT FROM AUTHOR]

Sinusoidal obstruction syndrome/veno‐occlusive disease (SOS/VOD) is a life‐threatening complication which can develop after haemopoietic stem cell transplantation (HSCT) and some antibody–drug conjugates. Several SOS/VOD diagnostic and management guidelines exist, with the most recent and refined being the European Society for Blood and Marrow Transplantation adult and paediatric guidelines. Timely diagnosis and effective management (including the availability of therapeutic options) significantly contribute to improved patient outcomes. In Australia and New Zealand, there is variability in clinical practice and access to SOS/VOD therapies. This review aims to summarise the current evidence for SOS/VOD diagnosis, prevention and treatment and to provide recommendations for SOS/VOD in the context of contemporary Australasian HSCT clinical practice. [ABSTRACT FROM AUTHOR]

There is a growing body of work on the field of what is now known as 'cultural literacy', but little has been written about its application, and even less on how to teach it in the context of higher education. This article discusses 'destabilisation' as an approach to teaching cultural literacy in higher education in the context of the global challenges that universities face today. It defines the characteristics of destabilisation and highlights its advantages in relation to other teaching approaches that have a similar focus on developing cultural competence in students. The article also situates 'destabilisation' as a pedagogical term within a spectrum of experiential learning methods and techniques that are focused on developing cultural competence.

Ethnic minorities experience disparities in prevention and treatment of burn injury. Research focused on burn injuries in Indigenous populations is limited. This review summarizes literature on burn injuries in Indigenous populations to be considered to inform new research. A search was conducted in CINAHL, Ovid MEDLINE, PSYCinfo and SocINDEX. for "burn OR scars OR scald OR deformity OR disfigurement" and "Aboriginal OR Indigenous OR First Nation OR American Indian OR Maori OR Native OR Torres Strait Islander OR Amerindian OR Inuit OR Metis OR Pacific Islander". Inclusion 1) peer reviewed studies of burns in Indigenous persons 2) in English. Exclusion 1) no data specific to Indigenous burns 2) not peer reviewed 3) not in full text 4) protocol publications. The search identified 1091 studies with 51 for review. Sixteen were excluded. The 35 included publications were published between 1987 and 2022. Findings indicated higher incidence of injury and poorer outcomes amongst Indigenous people. Indigenous people suffered more flame and inhalation burns, had longer lengths of stay, and more complications including hypertrophic scarring. Australian Indigenous patients struggle with a lack of culturally safe communication and support for aftercare. Racial disparities exist in burn injury incidence and outcome for Indigenous persons. Qualitative research in this area will help providers better understand the experiences of Indigenous burn patients to develop more culturally competent care. We are currently developing a study using qualitative hermeneutic methodology to learn about the experiences of Indigenous burn survivors' injuries, recovery, and social reintegration. • There are disparities in both injury incidence and outcomes for Indigenous populations. • Indigenous populations suffer more flame and inhalation injuries. • Indigenous burn population in Australia are underserved by current aftercare practices. • There is little research in North America addressing burn injuries in Indigenous populations. [ABSTRACT FROM AUTHOR]

Mathematics competency is fast becoming an essential requirement in ever greater parts of day-to-day work and life. Thus, creating strategies for improving mathematics learning in students is a major goal of education research. However, doing so requires an ability to look at many aspects of mathematics learning, such as demographics and psychological dispositions, in an integrated way as part of the same system. Large-scale assessments such as the Programme for International Student Assessment (PISA) provide an accessible and large volume of coherent data, and this gives researchers the opportunity to employ data-driven approaches to gain an overview of the system. For these reasons, we have used machine learning to explore the relationships between psychological dispositions and mathematical literacy in Australian 15-year-olds using the PISA 2012 data set. Our results from this strongly data-driven approach re-affirm the primacy of mathematics self-efficacy and highlight novel complex interactions between mathematics self-efficacy, mathematics anxiety and socio-economic status. In this paper, we demonstrate how education researchers can usefully employ data-driven modelling techniques to find complex non-linear relationships and novel interactions in a multidimensional data set.

Tertiary students from non-English speaking backgrounds are often required to undertake preparatory language courses. Whilst these programs help them achieve an operational level of academic English, their curricula do not explicitly promote the development of essential 21st century visual literacy skills. Understandings of visual literacy in adult English language teaching seem to overly simplify it as using images to complement written texts, generally through the use of technologies. This article examines intersections between classroom practices, visual literacy and the use of digital technologies in English language courses for higher education. Employing a case study methodology, the research comprised interviews with seven teachers in three university-based English language centres in Melbourne, Australia. Findings indicate that whilst these educators routinely access, select and share still and moving images through digital technologies, these practices are not aimed at honing their learners' visual literacy skills. Furthermore, pressure on teachers to achieve institution-driven objectives -- which focus on reading, writing and speaking skills -- limits students' opportunities for communication through visual texts. This article exposes limitations on research on the role of visual literacy in English language teaching, specifically in the higher education context, and argues the need for streamlined changes in curriculum and pedagogies.

Adolescence is a period of heightened risk-taking. Therefore it is important to investigate positive settings that can facilitate healthy adolescent development and reduce risk-taking behaviour. This study investigated the relations between non-sporting extracurricular activity participation intensity and risky behaviour. Adolescents' coping efficacy was tested as a moderator between extracurricular activity participation and risk-taking among adolescents at different levels of contextual risk. Adolescents (N = 1,599) across Western Australia were surveyed. Results for moderately at-risk youth indicated a significant interaction, such that greater activity intensity was associated with less risk-taking for adolescents with higher coping efficacy. However, higher intensity activity participation predicted more risk-taking for adolescents with low coping efficacy.

Reading and creating stories is a longstanding pedagogical approach to literacy learning in elementary school classrooms because stories offer personal and human experiences to which students can relate and respond. Stories, including digital forms such as short films, offer accounts of what it is to belong to a community and its worldviews and practices. Opportunities to identify, challenge, and respond to these views in the creation of their own texts develop in students broadened understandings of themselves and others. This teaching tip reports on Australian grade 6 students responding to messages they identified in a short film. The students used iPads to plan, create, and share stories that convey alternative perspectives on the messages they identified.

Purpose: To identify key components and variations in family-centered care practices. Methods: A cross-sectional study, conducted across ESICM members. Participating ICUs completed a questionnaire covering general ICU characteristics, visitation policies, team-family interactions, and end-of-life decision-making. The primary outcome, self-rated family-centeredness, was assessed using a visual analog scale. Additionally, respondents completed the Maslach Burnout Inventory and the Ethical Decision Making Climate Questionnaire to capture burnout dimensions and assess the ethical decision-making climate. Results: The response rate was 53% (respondents from 359/683 invited ICUs who actually open the email); participating healthcare professionals (HCPs) were from Europe (62%), Asia (9%), South America (6%), North America (5%), Middle East (4%), and Australia/New Zealand (4%). The importance of family-centeredness was ranked high, median 7 (IQR 6–8) of 10 on VAS. Significant differences were observed across quartiles of family centeredness, including in visitation policies availability of a waiting rooms, family rooms, family information leaflet, visiting hours, night visits, sleep in the ICU, and in team-family interactions, including daily information, routine day-3 conference, and willingness to empower nurses and relatives. Higher family centeredness correlated with family involvement in rounds, participation in patient care and end-of-life practices. Burnout symptoms (41% of respondents) were negatively associated with family-centeredness. Ethical climate and willingness to empower nurses were independent predictors of family centeredness. Conclusions: This study emphasizes the need to prioritize healthcare providers' mental health for enhanced family-centered care. Further research is warranted to assess the impact of improving the ethical climate on family-centeredness. [ABSTRACT FROM AUTHOR]

Introduction: Prohibited drugs in unregulated markets may be adulterated, resulting in increased risks for people who use drugs. This study investigated levels of drug adulteration and substitution of drugs purchased in Australia from cryptomarkets. Methods: Data were collected from a darknet forum called Test4Pay from 1 September 2022 to 23 August 2023. Posts were included if they reported the results of drug samples submitted by post to the Vancouver‐based Get Your Drugs Tested service, which uses Fourier‐transform infrared spectroscopy with immunoassay strip tests (fentanyl and benzodiazepines). Results: Of 103 samples, 65% contained only the advertised substance, 14% contained the advertised substance in combination with other psychoactive and/or potentially harmful substances and for 21%, the advertised substance was absent. Substances sold as MDMA, methamphetamine or heroin were consistently found to contain only the advertised substance, while substances sold as 2C‐B, alprazolam or ketamine were the most likely to be completely substituted. Only 4 samples sold as cocaine contained solely the advertised substance, with 13 containing cocaine with adulterants like lidocaine, creatine, levamisole and boric acid (n = 19). No fentanyl contamination was detected. Novel dissociatives and novel benzodiazepines were detected, as well as a nitazene compound. Discussion and Conclusions: Drug markets under prohibition continue to contain numerous unexpected substances, some of which can elevate risk of harm. Cryptomarkets are not immune to this problem, despite review systems, which should, in theory, make vendors more accountable for the quality of their stock. These findings demonstrate a need for expansion of local drug checking services in Australia. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to evaluate whether the lung ultrasound (LUS) scores applied to an international cohort of patients presenting to the emergency department (ED) with suspected COVID‐19, and subsequently admitted with proven disease, could prognosticate clinical outcomes. Methods: This was an international, multicentre, prospective, observational cohort study of patients who received LUS and were followed for the composite primary outcome of intubation, intensive care unit (ICU) admission or death. LUS scores were later applied including two 12‐zone protocols ('de Alencar score' and 'CLUE score'), a 12‐zone protocol with lung and pleural findings ('Ji score') and an 11‐zone protocol ('Tung‐Chen score'). The primary analysis comprised logistic regression modelling of the composite primary outcome, with the LUS scores analysed individually as predictor variables. Results: Between April 2020 to April 2022, 129 patients with COVID‐19 had LUS performed according to the protocol and 24 (18.6%) met the composite primary endpoint. No association was seen between the LUS score and the composite primary end point for the de Alencar score [odds ratio (OR) = 1.04; 95% confidence interval (CI): 0.97–1.11; P = 0.29], the CLUE score (OR = 1.03; 95% CI: 0.96–1.10; P = 0.40), the Ji score (OR = 1.02; 95% CI: 0.97–1.07; P = 0.40) or the Tung‐Chen score (OR = 1.02; 95% CI: 0.97–1.08). Discussion: Compared to these earlier studies performed at the start of the pandemic, the negative outcome of our study could reflect the changing scenario of the COVID‐19 pandemic, including patient, disease, and system factors. The analysis suggests that the study may have been underpowered to detect a weaker association between a LUS score and the primary outcome. Conclusion: In an international cohort of adult patients presenting to the ED with suspected COVID‐19 disease who had LUS performed and were subsequently admitted to hospital, LUS severity scores did not prognosticate the need for invasive ventilation, ICU admission or death. [ABSTRACT FROM AUTHOR]

Background: Anxiety and depressive disorders typically emerge in adolescence and can be chronic and disabling if not identified and treated early. School-based universal mental health screening may identify young people in need of mental health support and facilitate access to treatment. However, few studies have assessed the potential harms of this approach. This paper examines some of the potential mental health-related harms associated with the universal screening of anxiety and depression administered in Australian secondary schools. Methods: A total of 1802 adolescent students from 22 secondary schools in New South Wales, Australia, were cluster randomised (at the school level) to receive either an intensive screening procedure (intervention) or a light touch screening procedure (control). Participants in the intensive screening condition received supervised self-report web-based screening questionnaires for anxiety, depression and suicidality with the follow-up care matched to their symptom severity. Participants in the light touch condition received unsupervised web-based screening for anxiety and depression only, followed by generalised advice on help-seeking. No other care was provided in this condition. Study outcomes included the increased risk of anxiety, depression, psychological distress, decreased risk of help-seeking, increased risk of mental health stigma, determined from measures assessed at baseline, 6 weeks post-baseline, and 12 weeks post-baseline. Differences between groups were analysed using mixed effect models. Results: Participants in the intensive screening group were not adversely affected when compared to the light touch screening condition across a range of potential harms. Rather, participants in the intensive screening group were found to have a decreased risk of inhibited help-seeking behaviour compared to the light touch screening condition. Conclusions: The intensive screening procedure did not appear to adversely impact adolescents' mental health relative to the light touch procedure. Future studies should examine other school-based approaches that may be more effective and efficient than universal screening for reducing mental health burden among students. Trial registration Australian and New Zealand Clinical Trials Registry (ACTRN12618001539224) https://anzctr.org.au/Trial/Registration/TrialReview.aspx?id=375821. [ABSTRACT FROM AUTHOR]

Resolution of systematic associations and species boundaries is vital for developing conservation priorities for threatened taxa. A complex of Fontainea (Euphorbiaceae) populations, endemic to rainforest communities in central-eastern Australia, comprises several taxonomically challenging species. Fontainea oraria is Critically Endangered, with only one natural population of 10 mature individuals, with the closely related species F. australis being listed as Vulnerable. A recently discovered Fontainea population (currently nominated as F. sp. Coffs Harbour) with taxonomic similarities to F. oraria has been provisionally listed as Critically Endangered, with fewer than 40 individuals. This study employed an integrative approach, combining genetic data and morphometrics to determine species boundaries for three threatened Fontainea population groups as a model system for an integrative approach to delimiting cryptic species. Although our results suggest the potential subdivision of the population groups into three taxa, caution is warranted because this hypothesis remains inconclusive. Taxonomic challenges demand a careful approach, acknowledging the possibility of alternative interpretations. Contrary to supporting distinct species, our morphological and genetic data may also be interpreted as indicative of a single species with geographic variation, a phenomenon observed in genetically linked populations experiencing isolation by distance. Overall, we highlight the need for further research to establish species limits to guide conservation actions. [ABSTRACT FROM AUTHOR]

Estimating groundwater recharge rates is important to understand and manage groundwater. Numerous studies have used collated recharge datasets to understand and project regional- or global-scale groundwater recharge rates. However, recharge estimation methods all have distinct assumptions, quantify different recharge components and operate over different temporal scales. We use over 200 000 groundwater chloride measurements to estimate groundwater recharge rates using an improved chloride mass balance (CMB) method across Australia. Groundwater recharge rates were produced stochastically using gridded chloride deposition, runoff and precipitation datasets. After filtering out groundwater recharge rates where the assumptions of the method may have been compromised, 98 568 estimates of recharge were produced. The resulting groundwater recharge rates and 17 spatial datasets were integrated into a random forest regression algorithm, generating a high-resolution (0.05°) model of groundwater recharge rates across Australia. The regression reveals that climate-related variables, including precipitation, rainfall seasonality and potential evapotranspiration, exert the most significant influence on groundwater recharge rates, with vegetation (the normalised difference vegetation index or NDVI) also contributing significantly. Importantly, the mean values of both the recharge point dataset (43.5 mm yr -1) and the spatial recharge model (22.7 mm yr -1) are notably lower than those reported in previous studies, underscoring the prolonged timescale of the CMB method, the potential disparities arising from distinct recharge estimation methodologies and limited averaging across climate zones. This study presents a robust and automated approach to estimate recharge using the CMB method, offering a unified model based on a single estimation method. The resulting datasets, the Python script for recharge rate calculation and the spatial recharge models collectively provide valuable insights for water resource management across the Australian continent, and similar approaches can be applied globally. [ABSTRACT FROM AUTHOR]

Introduction: In this article we seek to understand the changing social position of alcohol use for young people in Australia by identifying how alcohol has become framed as posing a significant risk to their bodies and futures. Methods: Forty interviews were conducted with young people aged 18–21 years from Melbourne, Australia, who had previously identified as light drinkers or abstainers. Drawing on insights from contemporary sociologies of risk, we explored how risk was discussed as a governing concept that shaped young people's views of alcohol, and how it encouraged or necessitated risk‐avoidance in daily life. Results: Participants drew on a range of risk discourses in framing their abstention or moderate drinking along the lines of health, wellness, wisdom and productivity. They reiterated social constructions of heavy or regular alcohol use as irresponsible, threatening and potentially addictive. The focus on personal responsibility was striking in most accounts. Participants seemed to have routinised ways of practicing risk avoidance and coordinated drinking practices with other practices in their everyday life, with alcohol therefore 'competing for time'. Discussion and Conclusions: Our findings endorse the idea that discourses of risk and individual responsibility shape the contemporary socio‐cultural value of alcohol for young people. Risk avoidance has become routine and is manifested through the practice of restraint and control. This appears particular to high‐income countries like Australia, where concerns about young people's futures and economic security are increasing, and where neoliberal politics are the foundations of governmental ideology. [ABSTRACT FROM AUTHOR]

Rapid reviews of research are a key way in which policy makers use research. This paper examines 74 rapid reviews commissioned by health policy agencies through the Sax Institute's Evidence Check programme. We examine what prompted policy makers to commission rapid reviews, their purpose, how and when they intended to use them, and how this varied by agency. Policy makers commissioned rapid reviews primarily as part of planned policy processes and to identify alternative solutions to problems. Government departments responsible for multiple policy domains were more likely to commission rapid reviews for agenda setting and to test new ideas.

Higher Education institutions face specific challenges preparing graduates to live and work in transdisciplinary and transcultural environments. It is imperative for these institutions to provide their students with the skill sets that will give them the mobility and flexibility to be able to operate efficiently in different cultural and professional contexts. This position paper proposes that developing proficiency in Cultural Literacy will allow graduates of Higher Education institutions to transcend such cultural and disciplinary boundaries. In this paper we define Cultural Literacy in Higher Education as a modus operandi and a threshold concept, following Meyer and Land's understanding of the term. We also propose "Destabilisation" and "Reflection" as two strategies for teaching Cultural Literacy, and examine three case studies where these strategies were successfully embedded into teaching and learning spaces.

Objective: Orthostatic hypotension (OH) is associated with increased morbidity and there is limited research on the prevalence in the Australian ED population. The aim was to determine the prevalence of OH in an Australian ED population. Secondary outcomes included any associations of OH with symptoms, presenting complaints, patient demographics, or hospital admission, and the timing of OH findings. Methods: Patients presenting to a regional Australasian ED underwent orthostatic measurements at 1, 3 and 5 min of standing following 5 min of supine bed rest. OH was defined as a drop in systolic and/or diastolic blood pressure by ≥20 and ≥10 mmHg, respectively. Results: Of the 312 patients who were enrolled in the study, 69 (22.1%, 95% confidence interval 17.7–27.2%) had OH and 76.8% of cases were detected after 3 min of standing. There was evidence of difference in the prevalence of OH with age (P < 0.001). Similarly, there was evidence of a difference in supine systolic and diastolic blood pressure measurements (P = 0.012 and P < 0.001, respectively) between orthostatic and normotensive subjects. No association was found with OH and hospital admission, presenting complaints or comorbid medical illnesses. Conclusions: In this single Australian ED population, there was a high prevalence of OH (22.1%) with most cases detected within 3 min of standing. A higher‐powered study across multiple sites would better substantiate these findings. [ABSTRACT FROM AUTHOR]

Site history is widely recognized as one of the key determinants of the nature and scale of contamination that is likely to be present at a location. While there is vast anecdotal and empirical evidence on the relationship between site history and risk of exposure to pollution, few attempts have been made to systematically collate data across sites to rigorously identify such trends. This study presents an analysis of human health risk metrics extracted from all 1732 contaminated land environmental audits published in Victoria, Australia between 2006 and 2018. The contaminating activities found to be most likely associated with elevated risks to human health were service stations, fuel depots, dry cleaners, gasworks, mechanical parts manufacturers, imported fill and unknown offsite sources generating regional groundwater pollution (usually polluted with trichloroethene). The ten chemical contaminants most frequently assessed in human health risk assessment reports included (in order): benzene, C>10-16 petroleum hydrocarbons, naphthalene, C6-10 petroleum hydrocarbons, xylenes, trichloroethene, toluene, ethylbenzene, benzo(a)pyrene, and tetrachloroethene. The findings of this report include recommendations to develop regulatory guideline values in Australia for trimethylbenzenes, heavy fraction petroleum hydrocarbons (C>16), and trans-1,2-dicholoethene, and to strengthen the evidence base informing risks associated with light fraction petroleum hydrocarbons (C6-16) and trichloroethene. To the author's knowledge, this study is the first to extract risk metrics from environmental audit reports and provides a strong evidence base to help regulators, academics and commercial practitioners rank and prioritize sites based on their site history and associated risks. [ABSTRACT FROM AUTHOR]

Aim: Australian woodlands have been intensively cleared since European settlement and, in parallel, many species of birds inhabiting this habitat type have experienced a marked decline. Conversely, some species such as noisy miner Manorina melanocephala respond positively to habitat disturbance and due to their hyper‐aggressiveness can end up driving away specialized and fragmentation‐sensitive species. Recent studies have suggested that the negative impact of miners is exacerbated by means of synergistic interactions between these and other aggressive species, including nest predators. However, it is not clear if these positive associations arise through similar habitat requirements or due to potential mutual benefits ('facilitation effects'), which should predominate in harsh environments as the stress‐gradient hypothesis (SGH) predicts. Location: Eastern Australia. Methods: We combined a multi‐season community N‐mixture model and joint species distribution models within the Hierarchical Modelling of Species Communities framework to examine species co‐occurrence patterns after accounting for imperfect detection and the influence of environmental variables. We then explored how the balance between positive and negative associations varied along an abiotic stress gradient and whether species‐to‐species associations were non‐randomly distributed with respect to species traits. Results: No significant associations were detected; we only found tentative associations (posterior probability 85%) in a low proportion of species pairs (~4%). Although most non‐random (tentative) associations were negative, these were weaker and less consistent across models than the positive ones. Five medium‐sized species of swooping birds including the noisy miner monopolized virtually all positive associations. Communities from low‐productivity environments tended to show a lower degree of overall (community‐level) competitiveness than those located in less stressful (more productive) environments, which supports the SGH. There was no significant relationship between species trait dissimilarity and species‐to‐species association's strength. Main Conclusions: Our results suggest that aggressive species like miners, kookaburras, lorikeets, magpies and butcherbirds can form potential synergies with each other that may intensify the direct negative influence of each species on small‐sized songbirds. Since these species thrive in anthropized landscapes and have drastically increased their numbers in some regions, their associative potential should be considered in conservation actions. [ABSTRACT FROM AUTHOR]

In response to an increase in the number of burglaries in the Australian Capital Territory (ACT) from 2014 to 2020, the ACT government funded the development of a home-based Burglary prevention program. The aim of the program is to improve household security particularly for those properties at heightened risk of victimisation and re-victimisation. The program consisted of security assessments of properties and, based on assessments, installation of security devices for eligible program clients. Results from the evaluation reveal that the program produces positive benefits overall in terms of enhanced security, reduced risk of re-victimisation, improvement in perceived sense of personal security, and positive economic return on investment. [ABSTRACT FROM AUTHOR]

The development of definitions is an integral part of the research process but is often poorly described. This paper details the iterative development of five definitions: Policy, Health policy-maker, Health policy agency, Policy documents, and Research findings. We describe the challenges of developing definitions in a large multidisciplinary team and the important methodological repercussions. We identify four factors that were most helpful in this process: (1) An emphasis on fit-for-purpose functionality, (2) Consultation with in-context experts, (3) Our willingness to amend terms as well as definitions, and to revisit some methods and goals as a consequence, and (4) Agreement that we would satisfice: accept 'good enough' solutions rather than struggle for optimality and consensus.