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This paper reports on the development and use of a "Blueprint for Rural Mathematics" (herein referred to as the "Blueprint") in a study of middle-primary mathematics teaching. The study presented a counter-narrative to the deficit discourse around rural education outcomes through an emic perspective of middle-primary mathematics on Yorke Peninsula, a rural district in southern Australia. This study defined 'rural' as being both a sociological and a geographical phenomenon. It takes a sociological stance acknowledging the situatedness of the rural, and the social and cultural uniqueness of the people and their communities. Geographically, the rural locations in this study were those distanced from, and outside the commuting zone of, large urban areas and major cities. This study claimed that rural schools of Yorke Peninsula are unresearched, under-theorised and underestimated in their teaching of mathematics. Hence, very little was known about the experiences of the Yorke Peninsula teachers, or the pedagogical practices they employ in their teaching of mathematics. Yorke Peninsula people have an identity of deficit imposed on them with no opportunity to negotiate it. In understanding and addressing the accuracy of this pervasive negative framing, this study involved investigating Yorke Peninsula teachers of mathematics, and concluded that the rural social space, the identity of its members, and teacher pedagogy are essential considerations in the teaching of mathematics. The "Blueprint" provides a framework with which to explore these key components of rural education.

Feedback can be powerful, but its effects are dependent on what students do. There has been intensive research in recent years under the banner of 'feedback literacy' to understand how to help students make the most of feedback. Although there are instruments to measure feedback literacy, they largely measure perceptions and orientations rather than what learners actually do. This paper documents the development and validation of the Feedback Literacy Behaviour Scale (FLBS), which is a self-report instrument intended to measure students' feedback behaviours. A framework for feedback literacy was constructed with five factors: Seek Feedback information (SF), Make Sense of information (MS), Use Feedback information (UF), Provide Feedback information (PF), and Manage Affect (MA). An initial set of 45 questions were reviewed in an iterative process by feedback experts, resulting in 39 questions that were trialled with 350 student participants from four countries. Our final survey of 24 questions was generally supported by confirmatory factor and Rasch analyses, and has acceptable test-retest reliability. The FLBS provides a more robust way for educators and researchers to capture behavioural indicators of feedback literacy and the impact of interventions to improve it.

Background: Negative attitudes remain a major barrier to the equality of people with disability, especially when coupled with the lack of autonomy imposed on many people. This paper analyses how disability self-advocacy groups seek to change community attitudes and work towards systemic change by mobilising knowledge from their lived experience. Methods: The paper applies a cycle of praxis community development approach (a cycle of experience, learning and reflection, synthesis and planning, and implementation and review) to conceptualise and analyse their activities. The methods were a desktop document search, focus groups and reflective analysis with members of two self-advocacy groups. Findings: A synthesised data analysis found that applying the four-part community development framework was useful to understand the practice and the purpose of work by self-advocacy groups to change attitudes. The analysis also demonstrates the benefits for advocates and codesigned activities to intentionally apply the cycle of praxis model to guide their future efforts to change attitudes. Conclusions: The research provides evidence that self-advocacy groups achieve sustained impacts on attitudes in the community, beyond the direct benefit to their members. Government investment in self-advocacy has potential to leverage wider system change in attitudes to achieve policy goals for the rights of people with disability. Methodologically, the research also has implications for the benefit of inclusive roles in reflective analysis to understand the lived experience of how practices contribute to system change. The design is an opportunity for inclusive researchers to intentionally incorporate reflective analysis into research processes.

Teachers, pre-service teachers and teacher educators in Australia are predominately European Australian with a small minority of First Nations people. Those with limited first-hand understanding of First Nations ways of knowing can find it difficult to embed these knowledges across learning areas. This is particularly complex for pre-service teachers. We argue that all teacher educators have a responsibility to engage First Nations ways of knowing across learning areas as an ethical and professional commitment to preparing pre-service teachers for negotiating the complexities of Australian histories and living cultures. This paper reports on interventions implemented with final year primary/middle pre-service teachers with an expertise in science and mathematics. Firstly, we discuss pre-service teachers' confidence (self) ratings in integrating their understanding of Aboriginal and Torres Strait Islander histories and cultures across the curriculum. Secondly, we present an in-depth exploration of two pre-service teachers' transdisciplinary units of work which embed Aboriginal and Torres Strait Islander knowledges and practices. This study challenges all science and mathematics teacher educators to consider ways a transdisciplinary, culturally responsive approach prepares students to transition into confident and competent early career teachers.

This paper reports on a transdisciplinary approach to science with a Year 4/5 class incorporating citizen science through the Birds in Backyards project. This transdisciplinary approach created opportunities for student engagement through science, mathematics, design and technology, humanities and social sciences (HASS), arts and English, while also creating meaningful connections to nature and the local environment.

As a form of assessment, examinations are designed to determine whether students have met learning outcomes. However, students with disabilities report avoiding examinations, selecting units of study where the assessments align with their strengths. To ensure examinations do not contribute to the systematic exclusion of students with disabilities, it is important to explore their experiences. In this paper, we use a sociomaterial frame to analyse how examination arrangements construct inclusion in examinations. Interviews with 40 students were conducted across two universities. Inclusion or exclusion was variably constituted for students through emergent combinations of social and material arrangements. COVID-19 pandemic related social distancing related changes such as shifting examinations online, using technology, increasing time limits and moving to open-book examinations contributed to increased inclusion for most students, who were able to use familiar equipment in spaces they had adapted to their own needs. Staff acceptance and implementation of access requirements and assessment flexibility also contributed. While the attitudes and actions of staff involved in examinations can facilitate inclusion, reducing the need for adjustments through assessment design is important. This requires consideration of how time, technology, equipment and materials contribute to inclusion or exclusion, which may have benefits for many students.

Cognition research has demonstrated that babies, from birth, can detect numerical correspondences and abstract properties of objects and events. However, this limited existing research is often distant from educational practice, and thus, this information may be inaccessible to early childhood educators; most of whom hold pre-Bachelor level qualifications. This quantitative study reports on a survey of 466 Australian early childhood educators to examine what relationships may exist between educators' qualifications and experience in the profession, and their beliefs about mathematics education for babies and toddlers. Findings show that although most educators have strong, positive beliefs about mathematics education for very young children, there are significant differences in beliefs about when mathematical ideas develop in children found between educators without Bachelor level qualifications and those with Bachelor and post-graduate qualifications. Our findings lend support to Australia's sustained quality improvement agenda for the early childhood educator sector and point to the benefits of Bachelor level teaching qualifications for establishing strong foundations in mathematics education.

Public education is not just a way to organise and fund education. It is also the expression of a particular ideal about education and of a particular way to conceive of the relationship between education and society. The ideal of public education sees education as an important dimension of the common good and as an important institution in securing the common good. The common good is never what individuals or particular groups want or desire, but always reaches beyond such particular desires towards that which societies as a whole should consider as desirable. This does, of course, put the common good in tension with the desires of individuals and groups. Neo-liberal modes of governance have, over the past decades, put this particular educational set up under pressure and have, according to some, eroded the very idea of the common good. This set of contributions reflects on this state of affairs, partly through an exploration of the idea of publicness itself -- how it can be rearticulated and regained -- and partly through reflections on the current state of education in the 'north' and the 'south.'

Feedback can occur before and after assessment submission, but needs to be useful in order for students to improve their subsequent performance. Arguably, undergraduate students, and particularly international, online and new students, are especially in need of feedback to effectively engage in academic and disciplinary expectations. Therefore, this article draws on survey data from students, disaggregated by mode of study, citizenship of enrolment and year of study, to explore their experiences of feedback usefulness both before and after assessment submission. Overall, undergraduate students were positive; however, this perception decreased according to their year level. Comparisons between online and international students also revealed key differences. A conclusion is that undergraduate students cannot be treated homogeneously, and educators need to attend to the feedback experiences of different student groups as they progress through their programme.

Since the development of the term numeracy in the mid-fifties in the United Kingdom, the concept of what numeracy is and how it is defined has undergone many changes. The Australian education community continues to explore the concept of numeracy, consider the place and definition of numeracy in the curriculum and consider its relationship with mathematics. Currently, the Australian curriculum incorporates mathematics as one of seven learning areas and numeracy as one of seven general capabilities. Numeracy is defined as the capacity, confidence and disposition to use mathematics. Other general capabilities include critical and creative thinking, ethical behaviour, personal and social competence and intercultural understanding. This paper explores numeracy from an Australian Curriculum perspective and extends this view to consider the potential of "critical numeracy". Using the lens of Freire's critical pedagogy, this paper discusses a perspective of critical pedagogy for mathematics and numeracy that challenges teachers to address student lifeworlds, their community and social issues.

Introduction: Inadequate caregiving conditions interfere with successful health and development outcomes. Access to appropriate information can result in improved health and development outcomes in children. Health promotion text messaging, a primary mHealth strategy, has been implemented in various countries to reach communities where the majority of the population may be living in poverty and lacks access to information and health services. This systematic review investigated what effect the provision of information regarding health and development in young children, using text messages, has on caregiver behaviour and child outcomes. Method: The review was conducted according to the PRISMA-P (Preferred Reporting Items for Systematic review and Meta-Analysis Protocols) guidelines. Studies were retrieved from Scopus, MEDLINE, PubMed, Web of Science Core Collection and Cochrane library using primary search phrases. The search was not limited to a specific period. Thematic analysis was used to organise and synthesise the information extracted from selected studies into main and sub-themes. Results: In total, 19 studies were identified, including randomised controlled trials (RCTs) (n = 13, 68.42%), observational studies (n = 3, 15.79%) and non-RCTs (n = 3, 15.79%). Message content included educational information regarding health and development (89.47%), reminders (36.84%) and caregiver support (52.63%). The majority of studies (n = 17; 89.47%) found statistically significant positive effects of text message intervention on caregiver behaviour. Text messages also affected child outcomes, with 15.79% (n = 3) of studies reporting a positive effect. Conclusion: Text messaging is an effective tool to influence caregiver behaviour and child outcomes in health. There is however limited evidence regarding text message intervention effectiveness on child development, both in quality and in quantity. More research, especially in low- and middle-income countries, is necessary.

Slowmation is a twenty-first century digital literacy educational tool. This teaching and learning tool has been incorporated as an assessment strategy in the curriculum area of science and mathematics with pre-service teachers (PSTs). This paper explores two themes: developing twenty-first century digital literacy skills and modelling best practice assessment tools. In the growing debate about the impact of multi-model representations, researchers such as Hoban and Nielsen, and Brown, Murcia and Hackling emphasise the development of conceptual understandings and semiotics. This paper focuses on PSTs' experiences of and reflections on Slowmation as an educational tool. Data was collected from a cohort of final year PSTs who created, presented and reflected on their Slowmation process.

The Australian Professional Standards for Teachers identify a range of supposedly demonstrable capabilities for graduate teachers. Elaborations privilege the realization of Standards through mentoring, and feedback from senior colleagues. As manifestations of the logic of neo-liberalism they operate as audit technologies for pre-service teachers and their learning. In this paper, we argue for the preparation of graduate teachers who can engage in critical inquiry as means for expanding professional learning, developing pedagogical practices and improving student learning. We report on the preparation of 4th year pre-service teachers to undertake critical inquiry into an aspect of pedagogic practice during their final practicum placement. We first address instrumental framings of teacher preparation. A case is then made for critical practitioner inquiry as an alternative. Empirical data is drawn from the 'practice architectures' of an Australian teacher education program as these relate to developing pre-service teacher inquiry designs. We present inquiry questions, abstracts and reflections developed by pre-service teachers over a seven-year period in two discipline groupings, Health and Physical Education and Mathematics and Science, as evidence of possibilities for preparing graduates for a critical inquiry workforce. We conclude in arguing that these possibilities are vital in times framed by a narrowing technical and standardized educational environment.

Science as a Human Endeavour (SHE) is an innovative strand of the most recent Australian Curriculum: Science. The introduction of SHE is welcome and comes at a time when Science, Technology, Engineering and Mathematics (STEM) education is under increasing scrutiny both in Australia and across the world, with some commentators identifying a possible "crisis". Such an adventurous addition to the curriculum, however well-intentioned, was always going to provoke significant challenges to the repertoires and pedagogical approaches of many teachers, and particularly early career teachers. This project aimed to link three important elements of science education: pedagogy related to SHE, concepts of critical pedagogy and the professional learning of teachers through practitioner inquiry. We document how three early career teachers of science, all teaching in low socio-economic schools in challenging circumstances, found ways to engage with the demands of the Australian Curriculum and redesign pedagogy for incorporating the SHE strand into their practice. These early career teachers participated in a year-long action research study into the effectiveness of their own pedagogical practices. The paper examines the challenge these teachers faced as they incorporated SHE into their teaching.

Among educators there is no clear definition for STEM (Science, Technology, Engineering and Mathematics). This complicates its conception and application in schools. Thus, it is critical when working with students that we develop a common understanding of STEM, or at least understand and value the different perspectives that others may have. This paper draws on a partnership project that brings together a university school of education, three local schools, and local industry to provide a suite of targeted, structured interventions aimed at encouraging Year 8 and 9 female students to study STEM-related subjects. Here we report on an aspect of this, where we used artefacts with teachers, as an innovative way to develop an understanding of the complexity of the meaning of STEM among the project leaders. While the artefact task presented various challenges, it also provided a useful platform that enabled discussion about the degree of diversity around what STEM is and the various ways this is unpacked and actioned in schools.

Since the early 2010s the literature has shifted to view feedback as a process that students do where they make sense of information about work they have done, and use it to improve the quality of their subsequent work. In this view, effective feedback needs to demonstrate effects. However, it is unclear if educators and students share this understanding of feedback. This paper reports a qualitative investigation of what educators and students think the purpose of feedback is, and what they think makes feedback effective. We administered a survey on feedback that was completed by 406 staff and 4514 students from two Australian universities. Inductive thematic analysis was conducted on data from a sample of 323 staff with assessment responsibilities and 400 students. Staff and students largely thought the purpose of feedback was improvement. With respect to what makes feedback effective, staff mostly discussed feedback design matters like timing, modalities and connected tasks. In contrast, students mostly wrote that high-quality feedback comments make feedback effective--especially comments that are usable, detailed, considerate of affect and personalised to the student's own work. This study may assist researchers, educators and academic developers in refocusing their efforts in improving feedback.

Despite an increasing focus on assessment feedback, educators continue to find that simply replicating an effective feedback practice from one context does not guarantee success in the next. There is a growing recognition that the contextual factors surrounding successful practices need to be considered. This article reports on a large-scale mixed methods project and proposes 12 conditions that enable successful feedback in higher education. The conditions were distilled from seven rich case studies through multiple stages of thematic analysis, case comparison and reliability checking. The conditions were also evaluated by surveying senior leaders of Australian universities. These conditions highlight the importance of carefully designing feedback processes, along with the need for addressing capacity and culture for feedback. This helps to explain why there are such variances in effective feedback across contexts, and offers insight into how it may be achieved.

Background: Rectal neuroendocrine tumours (rNETs) are rare but are increasing in incidence. Current management and surveillance recommendations are based on low‐grade evidence. Follow‐up practices are often inconsistent and costly. This retrospective study analyses a single‐centre's experience with rNETs to assess incidence, management practices, outcomes, and guideline adherence. Methods: This is a single‐centre retrospective study from Queensland Australia, spanning from 2012 to 2023. Twenty‐eight rNET cases met inclusion criteria. Examined parameters included incidence, management, outcomes and adherence to European Neuroendocrine Tumour Society (ENETS) guidelines. R1 resection rate was analysed for associations with resection technique and lesion recognition and recurrence rate was assessed in all patients. Results: This study shows an increasing incidence of rNETs during the study period, reflecting a global trend. R1 resection rate at initial endoscopy was 75%. There was a general lack of advanced endoscopic techniques utilized and poor lesion recognition, however a statistically significant correlation was not established between these factors and an R1 result (P < 0.05). Most patients with an R1 result had subsequent re‐resection to render the result R0, however five patients (33%) underwent surveillance with no reports of recurrence on follow‐up. Overall, follow‐up practices in our cohort were inconsistent and did not adhere to guidelines. Conclusion: rNETs are increasing in incidence, emphasizing the need for standardized management and surveillance. Further training is required for rNET recognition and advanced endoscopic resection techniques. Further research is required to assess long‐term outcomes in surveilled R1 cases, understand optimal endoscopic resection techniques and further develop local surveillance guidelines. [ABSTRACT FROM AUTHOR]

Within the Australian context, research into schooling experiences of refugee and migrant-background students has tended to focus on developing English language proficiency with little attention given to initiatives that contribute more broadly to students' social and educational resources. Whilst not denying the significance of English language acquisition, this paper explores strategies, implemented at one school, designed to enhance social, cultural and educational outcomes for refugee and migrant-background students. We draw on a relational view of space informed by Foucault and Lefebvre, and Fraser's theorisation of justice, to explore the school context, connections to students' life-worlds, moving beyond trauma and teachers as knowledge producers. Findings suggest that contextualised forms of knowing and practices can work to build connections and educational resources for refugee and migrant-background students. Where human spatiality, including as this relates to schools, produces advantages and disadvantages, we conclude in arguing for further research that incorporates the perspectives and voices of refugee and migrant-background students and their teachers.

What pedagogical strategies support students from a refugee background connecting to the natural world? What would these strategies look like for fifteen students participating in a language intensive New Arrivals Program (NAP)? These questions were the focus of a small collaborative project set up to investigate the impact of pedagogical initiatives on building educational and cultural connections, and enhancing educational achievement in science in refugee students. This article focuses on the events and outcomes of an interdisciplinary unit of work based around a newly established school garden. Science, mathematics, English and visual arts are the key learning areas covered. The study involves one gardener, a volunteer community artist and three science and mathematics teacher education academics.

Curriculum integration and working in teams are two key characteristics of middle schooling in Australia today. As part of a new primary/middle teacher education program an interdisciplinary team of academics has developed a course that aims to teach pre service teachers how to plan for and teach an integrated curriculum unit in an authentic context: their 6 week school placement. This paper will describe the first cycle of an action research project detailing the issues for the third year pre service teachers and for the staff involved in teaching the course as they come to grips with new ways of working. This is an action research project and the data includes course materials, staff notes and journals and student assignments. A number of key issues have emerged from this trial including pre services teachers' knowledge of how curriculum is constructed at this stage of their career and the difficulties of modeling this approach.

Aim: To explore the nutritional content of meal kits from two main Australian companies over a 6‐week period against healthy eating guidelines for pregnancy. Method: Across the 6‐week period, weekly meal kits from both Provider 1 and Provider 2 were purchased, 36 individual meals were assessed. All data were analysed for the development of a macronutrient and micronutrient profile of meals. Extracted data were macronutrient, vitamin, and mineral composition, which were compared against the healthy eating guidelines for pregnant women in Australia and New Zealand. Results: Meal kits include higher levels of sodium, and lower levels of dietary fibre, calcium, magnesium, zinc, iron, thiamin, riboflavin, grains, and dairy when compared against the guidelines for healthy eating for pregnant women in Australia and New Zealand. Conclusions and implications: Meal kits may increase meals prepared and consumed in the home, and thanks to the clear instructions and pre‐portioned ingredients, may reduce stress related to food preparation. They have the potential to provide nutritionally adequate meals to pregnant women as a way to mitigate food insecurity or hunger during pregnancy and may provide some nutritional benefits and have the potential to remove some of the challenges with maintaining an adequate diet when pregnant. [ABSTRACT FROM AUTHOR]

Introduction: Evidence of associations between the Mediterranean Diet Score (MDS) and Dietary Approaches to Stop Hypertension (DASH) score and gestational diabetes mellitus (GDM) in pregnant women is limited. This study examined changes in MDS and DASH and dietary patterns in Australian pregnant women between early and late pregnancy and their associations with GDM. Methods: The data from n = 284 participants were analysed. Diet quality indices and empirical dietary patterns were determined in early (15 ± 3 weeks gestation) and late pregnancy (35 ± 2 weeks gestation). Paired t‐tests were used to examine changes in scores for diet quality indices and dietary patterns from early to late pregnancy. Logistic regression analysis was used to examine associations between GDM, diet quality indices and dietary patterns. Results: Three major dietary patterns were identified at early pregnancy. The first and second dietary patterns included unhealthier and healthier food groups, respectively, and the third comprised mixed food groups. Although diet quality scores did not change over time, consumption of the first dietary pattern increased (p = 0.01), and consumption of the second dietary pattern decreased by late pregnancy in women without GDM (p < 0.001). Conclusion: No associations between DASH score, MDS and GDM were found; however an inverse association was observed between the first dietary pattern and GDM in late pregnancy (p = 0.023). Longitudinal studies are needed to examine diet quality and dietary patterns at early and late pregnancy to inform the development of tailored dietary advice for GDM. Key points: This study examined associations between diet quality and dietary patterns and gestational diabetes mellitus (GDM) in Australian pregnant women.No significant associations were found between the Mediterranean Diet Score and Dietary Approaches to Stop Hypertension score and GDM.There was an inverse link between the unhealthier dietary patterns and GDM. [ABSTRACT FROM AUTHOR]

Educating for sustainability has been a key principle underpinning the primary/middle undergraduate teacher education programme at an Australian University for the past decade. Educating for sustainability seeks to provide knowledge and understanding of the physical, biological, and human world, and involves students making decisions about a range of ethical, social, environmental and economic issues, and acting upon them. This study (a part of the ongoing evaluation of our courses) focuses on pre-service teachers (PSTs) who have selected a minor in science and mathematics. Participatory and inclusive learning processes, transdisciplinary collaborations, experiential learning, and the use of local environment and community as learning resources as outlined by Sterling (2001) have formed the basis of much of our practice to develop PSTs' confidence and competence to teach science. This paper explores one pedagogical practice, environmental pledges which the preservice teachers undertook for 15 weeks. The focus is on the impact that undertaking an environmental pledge has had on the personal and professional lives of two groups, first, four cohorts of final-year science and mathematics pathway PSTs, and second, a small group of early-career teachers who had completed the course in previous years. Data have been collected from final-year science and mathematics students and early-career teachers using ethnographic methods to provide insight into their experiences of using the pledge.

Background: Food insecurity exists when accessibility and availability of nutritious food is restricted, increasing the risk of adverse health outcomes. Pregnant women are especially vulnerable to food insecurity, which is concerning as optimal nutrition to support both their own health and the health and growth of their unborn child is critical. Antenatal healthcare providers (AHPs) are central to provision of pregnancy care. We aimed to assess AHPs' knowledge, attitudes and management of food insecurity. Methods: Semi‐structured interviews were conducted face‐to‐face, via telephone or online via Webex with 16 AHPs at the Royal Women's Hospital located in Melbourne, Australia. Interviews were thematically analysed according to Charmaz's constructivist grounded theory approach to ascertain AHPs' knowledge, attitudes and practices regarding food insecurity during pregnancy. Results: AHPs had limited knowledge and awareness of food insecurity in pregnancy. Lack of experience in managing food insecurity and time constraints limit their capacity to support and deliver care to food‐insecure women. There was a reported lack of structure and clarity surrounding referral pathways for effective management of food insecurity during pregnancy, as well as a lack of clarity regarding practitioner responsibility in managing this issue. Conclusions: Current assessment and management of food insecurity during pregnancy in the antenatal setting is suboptimal. Professional development strategies targeted to AHPs are urgently needed to assist optimal care of women who are food insecure during pregnancy to assist with supporting best maternal and child health. Key points/Highlights: Management of food insecurity during pregnancy is key to providing optimal nutrition support for women, but it is fragmented and urgently needs to be addressed. Clinicians working in antenatal settings are central to effective management of food insecurity. Further work with clinicians and maternity hospitals is needed to ensure adequate nutrition for best maternal and child health outcomes. [ABSTRACT FROM AUTHOR]

Rates of biological invasion are increasing globally, with associated negative effects on native biodiversity and ecosystem services. Among other genetic processes, hybridisation can facilitate invasion by producing new combinations of genetic variation that increase adaptive potential and associated population fitness. Yet the role of hybridisation (and resulting gene flow) in biological invasion in invertebrate species is under‐studied. Calliphora hilli and Calliphora stygia are blowflies proposed to have invaded New Zealand separately from Australia between 1779 and 1841, and are now widespread throughout the country. Here, we analysed genome‐wide single nucleotide polymorphisms (SNPs), generating genotyping‐by‐sequencing data for 154 individuals collected from 24 populations across New Zealand and Australia to assess the extent of gene flow and hybridisation occurring within and between these blowflies and to better understand their overall population structure. We found that New Zealand populations of both species had weak genetic structure, suggesting high gene flow and an absence of dispersal limitations across the country. We also found evidence that interspecific hybridisation is occurring in the wild between C. hilli and C. stygia in both the native and invasive ranges, and that intraspecific admixture is occurring among populations at appreciable rates. Collectively, these findings provide new insights into the population structure of these two invasive invertebrates and highlight the potential importance of hybridisation and gene flow in biological invasion. [ABSTRACT FROM AUTHOR]

Introduction: Using case law, the aims of this study were to document the methods for trafficking of performance and image‐enhancing drugs (PIED) into Australia, and the characteristics of individuals and groups involved. Methods: Data was collected from judges' sentencing comments. Searches were conducted using the Australasian Legal Information Institute database across all states in Australia, for the period of January 2010 to December 2021. After removing duplicates and cases which did not meet the inclusion criteria, 31 cases were included in the analysis. Results: Across the 31 cases, 37 individuals were named as being involved in the supply and/or trafficking of PIEDs, with three cases involving an unknown number of individuals. One case named four actors involved in the supply and/or trafficking of PIEDs, three cases involved three actors, four cases involved two actors and 17 cases involved one actor. In 20 of the 31 cases, individuals operated alone. Over half (19 of the 37) of the individuals were health professionals. The majority (n = 17) of cases involved prescription as the method of acquisition, while seven cases involved the importation of PIEDs. Discussion and Conclusion: The small number of cases identified, with the majority involving only a single actor, and half of the cases involving those in the medical profession. The findings suggest that discrete occurrences of trafficking involves individuals or small groups that do not appear to be linked to large‐scale networks or networks involving the supply and trafficking of other illicit substances. [ABSTRACT FROM AUTHOR]

Ocean warming has been driving mortality events across the world's coral reef ecosystems and is resulting in multifaceted ecosystem restructuring. With the rapid shifts occurring across ecosystems, questions arise of which species, in which locations, have the capacity to persevere under climate change. Environmental generalism refers to species with the biological traits that support environmental flexibility, enabling the organism to occupy a broad range of environmental conditions. Some Scleractinia have been categorised as environmental generalists and proposed as likely winners under changing climate conditions, as environmental generalists have been considered less susceptible to environmental disturbance than specialist species. Given the complexity of the holobiont structure of corals, which includes photoendosymbiosis and diverse microbial consortia, understanding the complexity of the coral holobiont-environment interaction for the generalist corals will be an important factor in accurately predicting the success of these species into the future. Here we conduct a literature search to compile topics and concepts of environmental generalism for Australia's warming coral reef ecosystems and the breadth of holobiont responses to ecosystem restructuring. We synthesise these findings in the context of the latitudinal expanse of Australia's coral reefs to highlight how it is necessary to understand the biological underpinnings of generalist corals. [ABSTRACT FROM AUTHOR]

Objective: Clinical decision aids (CDAs) can help clinicians with patient risk assessment. However, there is little data on CDA calculation, interpretation and documentation in real‐world ED settings. The ABCD2 score (range 0–7) is a CDA used for patients with transient ischaemic attack (TIA) and assesses risk of stroke, with a score of 0–3 being low risk. The aim of this study was to describe ABCD2 score documentation in patients with an ED diagnosis of TIA. Methods: Retrospective observational study of patients with a working diagnosis of a TIA in two Australian EDs. Data were gathered using routinely collected data from health informatics sources and medical records reviewed by a trained data abstractor. ABCD2 scores were calculated and compared with what was documented by the treating clinician. Data were presented using descriptive analysis and scatter plots. Results: Among the 367 patients with an ED diagnosis of TIA, clinicians documented an ABCD2 score in 45% (95% CI 40–50%, n = 165). Overall, there was very good agreement between calculated and documented scores (Cohen's kappa 0.90). The mean documented and calculated ABCD2 score were similar (3.8, SD = 1.5, n = 165 vs 3.7, SD = 1.8, n = 367). Documented scores on the threshold of low and high risk were more likely to be discordant with calculated scores. Conclusions: The ABCD2 score was documented in less than half of eligible patients. When documented, clinicians were generally accurate with their calculation and application of the ABCD2. No independent predictors of ABCD2 documentation were identified. [ABSTRACT FROM AUTHOR]

An invitation to be part of a small research project with science teacher educators focusing on the Australian Curriculum--Science as a Human Endeavour strand provided an opportunity for professional learning in science for an early career teacher working with Year 1-2 students. This article explores how the use of students' photography of local water catchments helped to develop questioning and inquiry skills over the PrimaryConnections unit of "Water works" (Academy of Science, 2012). Through the use of a class science journal the photographs provided a differentiated and inclusive means to engage and build students' interest in water as an important resource as students developed conceptual understandings about where water comes from and how science helps people manage resources.

This paper reports on an action research-based professional learning programme (PLP) in which early career teachers volunteered to identify and then research an aspect of their science teaching practice. The PLP was facilitated by academics from the School of Education and the Barbara Hardy Institute at the University of South Australia. The teachers, who worked in low socio-economic areas of Adelaide's northern suburbs, participated in the programme in order to enhance their pedagogical content knowledge about science. They also shared an interest in connecting their students to the natural world through citizen science. The PLP utilised collaborative practices and engagement within a socio-constructivist pedagogical framework. As a result of their participation, the teachers reported increased confidence to plan and teach units of work that moved away from textbook-orientated approaches to science. Teachers were interviewed at key points during the PLP, and transcripts were analysed against Tytler's ("Re-imagining science education: Engaging students in science for Australia's future." Camberwell, Victoria: ACER Press, 2007) proposed curriculum framework for science. This case study identified teacher learning, and the strengths and limitations of the PLP, thus enabling the facilitators to reflect on the programme.

Background: Gestational diabetes mellitus (GDM) is a significant public health burden in Australia. Subsequent strain on healthcare systems is widespread and current models of care may not be adequate to provide optimal healthcare delivery. This study aimed to assess a current model of dietetic care with maternal and neonatal outcomes. Methods: Hospital medical record data from The Women's Hospital, Melbourne, for women with GDM (n = 1,185) (July 2105-May 2017) was retrospectively analysed. Adjusted linear and logistic regression were used to analyse associations between the number of dietitian consultations and maternal and neonatal health outcomes. Results: Half of all women (50%) received two consultations with a dietitian. 19% of women received three or more consultations and of these women, almost twice as many were managed by medical nutrition therapy (MNT) and pharmacotherapy (66%) compared with MNT alone (34%). Higher odds of any maternal complication among women receiving 3 + consultations compared to those receiving zero (OR = 2.33 [95% CI: 1.23, 4.41], p = 0.009), one (OR = 1.80 [95% CI: 1.09, 2.98], p = 0.02), or two (OR = 1.65 [95% CI: 1.04, 2.60], p = 0.03) consultations were observed. Lower odds of infant admission to the Neonatal Intensive Care Unit (NICU) were observed among women receiving one (OR = 0.38 [95% CI: 0.18, 0.78], p = 0.008), two (OR = 0.37 [95% CI: 15 0.19, 0.71], p = 0.003), or three + consultations (OR = 0.43 [95% CI: 0.21, 0.88], p = 0.02), compared to no consultations. Conclusion: The optimal schedule of dietitian consultations for women with GDM in Australia remains largely unclear. Alternate delivery of education for women with GDM such as telehealth and utilisation of digital platforms may assist relieving pressures on the healthcare system and ensure optimal care for women during pregnancy. [ABSTRACT FROM AUTHOR]

Increasingly, children today are becoming disconnected from the natural environments resulting in a diminished sense of self, place and community. In an attempt to find out their perceptions, attitudes and values about the natural world, twenty-five Year 6 and 7 students from a northern Adelaide primary school participated in a nature-play case study. The research revealed a number of issues which impact on the quality of nature interactions and experiences during their free-time activities. The key findings indicate that students need to have increased opportunity to access wild nature through a range of first-hand experiences in order to develop realistic concepts about where animals and plants are found in nature.

Summary: This article reviews the risk equations recommended for use in international cardiovascular disease (CVD) primary prevention guidelines and assesses their suitability for use in Australia against a set of a priori defined selection criteria.The review and assessment were commissioned by the National Heart Foundation of Australia on behalf of the Australian Chronic Disease Prevention Alliance to inform recommendations on CVD risk estimation as part of the 2023 update of the Australian CVD risk assessment and management guidelines.Selected international risk equations were assessed against eight selection criteria: development using contemporary data; inclusion of established cardiovascular risk factors; inclusion of ethnicity and deprivation measures; prediction of a broad selection of fatal and non‐fatal CVD outcomes; population representativeness; model performance; external validation in an Australian dataset; and the ability to be recalibrated or modified.Of the ten risk prediction equations reviewed, the New Zealand PREDICT equation met seven of the eight selection criteria, and met additional usability criteria aimed at assessing the ability to apply the risk equation in practice in Australia. [ABSTRACT FROM AUTHOR]

Background: Patient perceptions of iron deficiency and efficacy of iron therapy may differ from the interpretations of doctors. Qualitative investigation at an individual level related may help define patient expectations and therapeutic targets. Therefore, we aimed to explore this concept in exercising females of reproductive age.Methods: Exercising females (n = 403) who either (a) were currently experiencing iron deficiency, or (b) have experienced iron deficiency in the past were included. A survey comprising open-ended text response questions explored three 'domains': (1) the impact of iron deficiency, (2) the impact of iron tablet supplementation (where applicable), and (3) the impact of iron infusion treatment (where applicable). Questions were asked about training, performance, and recovery from exercise. Survey responses were coded according to their content, and sentiment analysis was conducted to assess responses as positive, negative, or neutral.Results: Exercising females showed negative sentiment toward iron deficiency symptoms (mean range = − 0.94 to − 0.81), with perception that fatigue significantly impacts performance and recovery. Iron therapies were perceived to improve energy, performance, and recovery time. Participants displayed a strong positive sentiment (mean range = 0.74 to 0.79) toward iron infusion compared to a moderately positive sentiment toward oral iron supplementation (mean range = 0.44 to 0.47), with many participants perceiving that oral iron supplementation had no effect.Conclusion: In Australia, women prefer an iron infusion in treatment of iron deficiency compared to oral iron. [ABSTRACT FROM AUTHOR]

This paper reports on a year-long citizen science project that focused on improving learning for students identified as most at risk of not succeeding at school. This project was one element of a broader university-based aspirations Initiative which aimed to engage students from low socio-economic schools in rigorous learning in order to increase their capability and aspiration to complete school and go on to university. With this objective, the university-based citizen science team worked collaboratively with four teachers from two schools who planned and implemented sequential lessons based on a citizen science topic on spiders. As part of their unit, the classes also participated in a science day visit to the university. In this article, the four teachers provided insights into one aspect of their changed practice. (Contains 2 tables and 2 pictures.)