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Background: Since 1982 many student-centred physical education teaching approaches have been proposed as viable alternatives to the traditional teacher-centred methodology. However, research indicates that their uptake by physical education practitioners has been limited. This is concerning, particularly given the prominence of alternative approaches within many PETE courses worldwide. For PETE students, implementing an alternative teaching approach on their school professional experience has proven to be very challenging, particularly due to a lack of knowledge and understanding of the pedagogical principles of the alternative approach and its underpinning learning theory. To address this deficiency researchers have suggested that PETE programmes provide students with an authentic and supportive teaching experience that bridges the gap between university peer teaching experiences and the unpredictable school professional experience. One widely suggested approach is to provide preservice teachers with an opportunity to work together in small groups in collaboration with a pedagogical expert to explore the implementation of an alternative pedagogy with school children in an authentic physical education context. Purpose: The study sought to investigate how effectively this proposed authentic and supportive teaching experience facilitates PETE students' knowledge and understanding of the pedagogical principles of an alternative pedagogy as well as its underpinning learning theoretical constructs. Participants and Setting: The participants for this study were 40 fourth year undergraduate PETE students undertaking a compulsory physical education pedagogy unit at an Australian university. The unit involved PETE students exploring the implementation of the constraints-led approach (CLA) with cohorts of children from a local school and reflecting upon their experiences and observations in terms of its key pedagogical principles and associated motor learning concepts. To develop their understanding of the CLA, a collaborative professional development model was adopted that allowed groups of teachers to work together in collaboration with a pedagogical expert in a community of practice. Data collection and analysis: To provide an accurate account of PETE students' experiences, two qualitative sources, written reflections and semi-structured focus group interviews, were used to collect data. Data from both sources were combined and analysed collectively using thematic analysis to identify repeated patterns of meaning within the data. Results: The authentic and supportive teaching environment, based on a collaborative professional development model, allowed PETE students to develop a thorough knowledge and understanding of the CLA pedagogical principles of representative learning design, task simplification, and constraints manipulation, and the motor learning theory that informs them. This knowledge and understanding enabled PETE students to successfully design and implement learning experiences that authentically represented the CLA, and which were successful in developing school students' technical and tactical ability for transfer to the performance environment. Conclusion: This research study has provided robust evidence of the effectiveness of an authentic and collaborative professional development model on enhancing the quality of PETE students' teaching and subsequent student learning. This model could be used to inform the design and delivery of preservice and in-service professional development programmes aimed at improving teaching quality. The findings have enormous potential for enhancing student learning outcomes in schools.

The article on which this paper reflects ["Exploring a Cross-Institutional Research Collaboration and Innovation: Deploying Social Software and Web 2.0 Technologies to Investigate Online Learning Designs and Interactions in Two Australian Universities"] presented elements of a research project investigating learning interactions in online courses at two Australian universities. This paper revisits that earlier account of researching "classrooms without walls" by distilling and updating the authors' propositions and by examining these propositions' potential wider applicability. The twin foci of this examination relate to effective online learning designs and innovative cross-institutional research collaborations. [For "Exploring a Cross-Institutional Research Collaboration and Innovation: Deploying Social Software and Web 2.0 Technologies to Investigate Online Learning Designs and Interactions in Two Australian Universities," see EJ1001776.]

It is apparent that the dimensions of health within and under the auspices of schooling are open to contributions by other providers that exist outside of school systems. We acknowledge schools often resort to outside providers for a number of reasons; for example, to broaden the curriculum experiences for children, or to compensate for the absence of expertise within a school. The central focus for this paper is to try to understand these phenomena with particular reference to the Stephanie Alexander Kitchen Garden initiative. through the theoretical work of Basil Bernstein. Specifically, we were interested in the source of particular kinds of health knowledge for the purposes of acquisition by children, what journey does such knowledge travel to arrive in school classrooms and in the process, how and in what ways is it pedagogised under the conditions of outsourcing?

This paper explores the rise of philanthropy and the influence corporate partnerships have on the practice of public schooling. We do this by focusing on one public school in Australia and its partnership with one global commercial actor. The paper proceeds by outlining new philanthropy in public schooling and in particular, how commercial organisations are now sponsoring or making donations to local public schools as part of their focus on Corporate Social Responsibility. We then analyse the participation of one commercial actor -- McDonald's -- in what we are conceptually referring to as the commercial school heterarchy. Our data demonstrates how McDonald's used different kinds of power to market its brand, gain entry into the school and diversify its field of influence from that of 'sponsor' of a sports team to that of a 'business partner'. In our discussion we consider the implications of this partnership for principled positions in public schooling.

Young people's health and welfare is an enduring, and sometimes contested, underpinning rationale for compulsory schooling. However, a contemporary culture of austerity and accountability has challenged the capacity of schools to address health-related agendas. This article reports on how four Australian teachers negotiate the network of partnerships within and beyond the school when attempting to solve their students' particular health and welfare needs. Drawing on interview data collected as part of a larger government-funded project, we reveal the labour-intensive, typically risky and often emotionally charged nature of this work. To better understand this 'health work' we drew on the idea of 'teacher as boundary spanner' to get a clearer sense of the type of work undertaken within an education sector that operates under the conditions of what Fraser calls progressive neoliberalism. We conclude that there is a compelling need to better support those particular teachers who are, to all intents and purposes, human safety nets called upon to care for some of the most vulnerable children in our schools.

One significant manifestation of the proposition of a "classroom without walls" is the online learning environments evident in most contemporary Australian universities. A key element of the effectiveness of those environments is the quality of the interactions that they foster. Planning and implementing rigorous research into that quality is crucial if these particular "classrooms without walls" are to deliver enhanced and sustained learning outcomes. This article explores selected aspects of a cross-institutional collaboration linking two Australian universities researching the quality of learning interactions in their online courses. In particular, the authors analyse the utility of the social software and Web 2.0 technologies that have been deployed to facilitate their collaborative research. Despite the constraints and tensions attendant on within- and cross-organisational learning, teaching and research activities, the article records evidence of a developing innovation in investigating both the online learning designs and the research project developed to evaluate the effectiveness and impact of those designs. (Contains 2 figures.)

Sarcoptic mange, caused by epidermal infection with Sarcoptes scabiei, negatively impacts the health, welfare, and local abundance of bare-nosed wombats (Vombatus ursinus) in Australia. Improved understanding of the host immune response to disease and its contribution to pathophysiology could be used to inform management actions for this species in and ex situ. To evaluate the immune response of bare-nosed wombats to sarcoptic mange, we validated three assays (haptoglobin, agarose gel electrophoresis, and micro-erythrocyte sedimentation rate) measuring non-specific markers of inflammation using serum samples from free-living wombats from Tasmania (n = 33). We then analysed correlations between the assay results for each non-specific marker of inflammation and wombat's sarcoptic mange scores, and performed histopathological examinations to investigate association of the acute phase response with systemic amyloidosis. We present evidence that haptoglobin and erythrocyte sedimentation rate increased, and albumin decreased, in association with sarcoptic mange scores. This research demonstrates links between the acute phase response and sarcoptic mange severity in bare-nosed wombats, highlighting the utility of non-specific markers of inflammation for aiding assessment of the systemic effects of mange. Showing the value of agarose gel electrophoresis, we also identified specific acute phase proteins warranting future evaluation and found evidence of an immunoglobulin response in mange-affected wombats, revealed by increasing γ-globulins in association with apparent disease severity. Meanwhile, owing to its relatively low resource requirements and rapidity, the erythrocyte sedimentation rate assay may be useful as a point-of-care test to support therapeutic decisions in the field. Our methods and findings are likely to be applicable to a range of other clinical and population health scenarios in captive and free-living wombats, and species impacted by sarcoptic mange globally. [ABSTRACT FROM AUTHOR]

Cut-off lows (COLs) exhibit diverse structures and lifecycles, ranging from confined upper-tropospheric systems to deep, multi-level vortex structures. While COL climatologies are well documented, the mechanisms driving their deepening remain unclear. To bridge this gap, a novel track matching algorithm applied to ERA-Interim reanalysis investigates the vertical extent of Southern Hemisphere COLs. Composite analysis based on structure and eddy kinetic energy budget differentiates four COL categories: shallow, deep, weak, and strong, revealing similarities and disparities. Deep, strong COLs concentrate around Australia and the southwestern Pacific, peaking in autumn and spring, while shallow, weak COLs are more common in summer and closer to the Equator. Despite their differences, both contrasting types evolve energetically via anticyclonic Rossby wave breaking. The distinct roles of jet streams in affecting COL types are addressed: intense polar front jets correlate with more deep COLs, whereas stronger subtropical jets relate to fewer shallow COLs. The COL deepening typically occurs in the presence of a robust upstream polar front jet, which enhances ageostrophic flux convergence and baroclinic processes. The subtropical jet positively correlates with COL intensity but weakens when considering the seasonality, suggesting uncertainties in this relationship. Additionally, we highlight the significance of diabatic processes in COL deepening, addressing their misrepresentation in reanalysis and emphasizing the need for more observational and modelling studies to refine the energetic framework. [ABSTRACT FROM AUTHOR]

Children's health and wellbeing are crucial to a prosperous Australia and are at the centre of health-related policy-making. Schools are considered as ideal sites to promote health and wellbeing and thus some of the responsibility of children's health and wellbeing has been assumed by schools beyond the obligations of the health and Physical Education (PE) curriculum. Notwithstanding the importance attached to schooling as a key mechanism for enhancing and maintaining positive health and wellbeing, there is little research exploring the extent to which primary PE specialists (such as in Queensland) currently undertake health work. This paper is to provide an insight into the health work currently undertaken by Queensland primary school PE specialists. Utilising a grounded theory approach, this study examines PE specialists' roles as health workers and their engagement in the explicit/implicit delivery of health education in primary schools. The study adds to the evidence of the public health role played by PE teachers beyond simple motor skill development and exercise. Four categories of health work were identified from the data, these are: curriculum work, curriculum-related work, policy work, and health-related caring teaching. This research was undertaken as part of a higher degree by research program.

Little is known about beginning teachers' political positioning experiences of the staffroom. This paper employs Bourdieu's conceptual tools of field, habitus and capital to explore beginning health and physical education teachers' positioning experiences and learning in staffrooms, the place in which teachers spend the majority of their non-teaching school time. From an Australian context, we present beginning (or emerging) teachers' stories from one rural general staffroom and one urban departmental staffroom. Using the narratives we reflect upon how their positioning in the politics of the staffroom as beginning teachers presented significant challenges including negotiating the professional micropolitics, negotiating capital and negotiating opportunities and risks for reflection and change in contrasting social spaces.

Sport has been demonstrably linked to health particularly through community-based education and development programmes. However, research continues to identify low participation rates of people with a disability in sport. Programmes to address the participation of people with a disability in sport can be challenging, particularly in locations in the Pacific region. The primary aim of this project was to determine the activity levels of people with a disability during a cricket programme delivered in Fiji by Cricket Fiji with support from the International Cricket Council based in Melbourne Australia. A secondary aim was to investigate the relationship between levels of physical activity in the programme and self-esteem and indicators of general adaptive functioning. Results showed that means for self-description scales were high. Step count analysis showed a wide range of steps taken during the programme but similar steps between males and females. Correlations between self-description items and steps showed moderate relationships for self-esteem and confidence. This study showed that the programme was able to effectively provide physical activity opportunities for people with a disability and provides context to the development of longitudinal programmes that should aim to improve physical activity participation and health literacy in this population long term.

Learning analytics is an emerging field in which sophisticated analytic tools are used to inform and improve learning and teaching. Researchers within a regional university in Australia identified an association between interaction and student success in online courses and subsequently developed a learning analytics system aimed at informing learning and teaching practices. Contemporary literature draws attention to ethical considerations and moral tensions in the implementation of learning analytics. This paper presents a case study of the ethical implications of a learning analytics implementation at CQUniversity, a regional Australian university. There was an institutional assumption that student data, consensually gathered at enrollment could be analyzed beyond the scope of the original consent. Further, academics were using the data in a manner not intended by the designers of the learning analytic system, and academics interpreted the student's individualized data to label students based on their estimate of success. The learning analytics system is still being used and the ethical findings from this paper have implications for CQUniversity, academics and students. In order to resolve the ethical dilemmas the university could increase transparency of the process to students and obtain consent at multiple levels throughout the student journey.

With increasing cross-sectoral relationships and partnerships and the blurring of the boundaries of the various service sectors, the membrane that is assumed to separate education and health in terms of young people's wellbeing looks thinner than ever. In this project we are concerned to know what teachers do in terms of young people's health, how much time they spend doing it and to what extent this work might be considered as "health work"? The paper is informed by a Likert style survey and semi-structured interview data collected from a large cohort of teachers employed in different school sectors across Queensland, Australia and is framed by ideas concerning field, practice and doxa. The data suggest that teachers, often with a minimum of training, undertake work that might be categorised as health work and do so with a high degree of commitment and with a growing sense of urgency but with concerns related to their competence. We consider it important to understand the reasons why and the extent to which teachers engage in work that might be more readily associated with public health and to ask "are teachers health workers?"

Background and purpose: This paper focuses on the learning culture within the high-performance levels of rowing. In doing so, we explore the case of an individual's learning as he moves across athletic, coaching and administrative functions. This exploration draws on a cultural learning framework and complementary theorisings related to reflexivity. Method: This study makes use of an intellectually, morally and collaboratively challenging approach whereby one member of the research team was also the sole participant of this study. The participant's career as a high-performance athlete, coach and administrator, coupled with his experience in conducting empirical research presented a rare opportunity to engage in collaborative research (involving degrees of insider and outsider status for each of the research team). We acknowledge that others have looked to combine roles of coach/athlete/administrator with that of researcher; however, few (if any) have attempted to combine them all in one project. Moreover, coupled with the approach to reflexivity adopted in this study and the authorship contributions, we consider this scholarly direction uncommon. Data comprised recorded research conversations, a subsequently constructed learning narrative, reflections on the narrative, a stimulated reflective piece from the participant and the final (re)construction of the participant's story. Accordingly, data were integrated through an iterative process of thematic analysis. Results: The cultural (i.e. the ways things get done) and structural (e.g. the rules and regulations) properties of high-performance rowing were found to shape the opportunities both to be present (e.g. secure a place in the crew) and to learn (e.g. learn the skills required to perform at the Olympic level). However, the individual's personal properties were brought to bear on reshaping the constraints such that many limitations could be overcome. In keeping with the theory of learning cultures, the culture of rowing was found to position individuals (a coxswain in this case) differentially. In a similar manner, a range of structural features were found to be important in shaping the cultural and personal elements in performance contexts. Finally, the cultural and structural elements in rowing appeared to be activated by the participant's personal elements, most notably his orientation towards quality performance. Conclusion: The participant in this study was found to be driven by the project that he cares about most and at each turn he has bent his understanding of his sport back on itself to see if he can find opportunities to learn and subsequently explore ways to improve performance. The story here emphasises the importance of learner agency, and this is an aspect that has often been missing in recent theorising about learning. In this study, we find an agent using his "personal emergent powers" to activate the resources in the culture and structure of his sport in an attempt to improve performance. We conclude from this account that this particular high-performance rowing culture is one that provided support but nonetheless encouraged those involved, to "figure things out" for themselves--be it as athletes, coaches and/or administrators.

Background and Purpose: Given the turbulent and highly contested environment in which professional coaches work, a prime concern to coach developers is how coaches learn their craft. Understanding the learning and development of senior coaches (SCs) and assistant coaches (ACs) in the Australian Football League (AFL--the peak organisation for Australian Rules Football) is important to better develop the next generation of performance coaches. Hence the focus of this research was to examine the learning of SC and AC in the AFL. Fundamental to this research was an understanding that the AFL and each club within the league be regarded as learning organisations and workplaces with their own learning cultures where learning takes place. The purpose of this paper was to examine the learning culture for AFL coaches. Method: Five SCs, 6 ACs, and 5 administrators (4 of whom were former coaches) at 11 of the 16 AFL clubs were recruited for the research project. First, demographic data were collected for each participant (e.g. age, playing and coaching experience, development and coach development activities). Second, all participants were involved in one semi-structured interview of between 45 and 90 minutes duration. An interpretative (hierarchical content) analysis of the interview data was conducted to identify key emergent themes. Results: Learning was central to AFL coaches becoming a SC. Nevertheless, coaches reported a sense of isolation and a lack of support in developing their craft within their particular learning culture. These coaches developed a unique "dynamic social network" (DSN) that involved episodic contact with a number of respected confidantes often from diverse fields (used here in the Bourdieuian sense) in developing their coaching craft. Although there were some opportunities in their workplace, much of their learning was unmediated by others, underscoring the importance of their agentic engagement in limited workplace affordances. Conclusion: The variety of people accessed for the purposes of learning (often beyond the immediate workplace) and the long time taken to establish networks of supporters meant that a new way of describing the social networks of AFL coaches was needed; DSN. However, despite the acknowledged utility of learning from others, all coaches reported some sense of isolation in their learning. The sense of isolation brought about by professional volatility in high-performance Australian Football offers an alternative view on Hodkinson, Biesta and James' attempt in overcoming dualisms in learning.

In this article, we draw on current research to explore notions of socially just health and physical education (HPE) programs, in light of claims that a neoliberal globalization promotes markets over the states and a new individualism that privileges self-interest over the collective good. We also invite readers to consider the UN Educational, Scientific, and Cultural Organization's ambition for physical education in light of preliminary findings from an Australian-led research project exploring national and international patterns of outsourcing HPE curricula. Data were sourced from this international research project through a mixed-methods approach. Each external provider engaged in 4 phases of research activity: (a) Web audits, (b) interviews with external providers, (c) network diagrams, and (d) school partner interviews and observations. We then used these data to pose what we believe to be three emerging lines of inquiry and challenge for a socially just school HPE in neoliberal times. In particular, our data indicate that the marketization of school HPE is strengthening an emphasis on individual responsibility for personal health, thereby elevating expectations that schools and teachers will "fill the welfare gap" and, finally, influencing the nature and purchase of educative HPE programs in schools. The apparent proliferation of external providers of health work and HPE resources and services reflects the rise and pervasiveness of neoliberalism in education. We conclude that this global HPE landscape warrants attention to investigate the extent to which external providers' resources are compatible with schooling's educative and inclusive mandates.

Central Queensland University (CQU) is progressing toward a policy whereby all course materials will only be available online from 2013. The assumption by decision-makers within CQU is that current and potential students are comfortable enough with the use of technology that they will accept all their course materials being delivered online. This paper reports on a study which investigated university students' and potential university students' expectations of online learning. Analysis of the responses determined that there is a disconnect between the expectations of current and potential students and the policy direction that CQU has decided to embrace with respect to moving all course materials online. Pedagogical issues are examined and suggestions are provided on how to address those issues. Given the desire to match policy and reality this study outlines some of the new roles for instructors and learners that are needed to reduce the transactional distance in an increasingly online higher education environment.

Cone‐beam computed tomography (CBCT) is an increasingly used imaging modality. This study aimed to identify the factors that predict its usage amongst endodontists in Australia and New Zealand and describe usage characteristics. Data were collected via an online questionnaire, with analysis including descriptive statistics, cross‐tabulation and multifactorial modelling. Ninety‐four endodontists completed the questionnaire who were using CBCT for 7 years (median), over half had a CBCT unit in practice, with most prescribing up to 10 scans/month and 55 using a small field of view. Sixty‐eight participated in >5 h of CBCT education/year and a third received a specialist‐prepared report. The number of prescriptions/month was significantly associated with on‐site CBCT units (Exp B: 8.53; 95% CI: 1.46–49.86, p < 0.05) and the number of years of CBCT usage by participants (Exp B: 1.46; 95% CI: 1.17–1.84, p = 0.001). CBCT imaging in endodontics is a useful diagnostic aid to decision making and treatment planning, with widespread acceptance and usage. [ABSTRACT FROM AUTHOR]

Questions about the practicum within teacher education tend to focus on the amount of time allocated to it in programs. In this research, we were interested in the quality of the experience rather than assuming "more is better". To understand "what is going on" and "where", this study focussed on the school and especially the departmental office or room as a site for workplace learning. Using qualitative methods we constructed narratives from the data provided by a cohort of four-year bachelor degree pre-service teachers during and following their final major (10 week) practicum experience. Using theories of spatiality to make sense of the data, we found that the narratives revealed stories of spaces where compliance, disappointment were the key features of the practicum, and where resistance through absence (from the departmental office) was an important strategy to manage the experience. This research challenges the "more is better" argument. (Contains 4 notes.)

Exercise science is now an integral part of the allied health framework in Australia and graduates from accredited programmes are equipped with skills recognised as being important in the prevention and management of lifestyle-related diseases. This pilot study sought to determine the experiences of 11 final-year exercise science students in their major practicum and identify skills learned and developed while on placement. Analysis of the interview data established that the students worked with clients from a broad range of sociocultural and socioeconomic backgrounds, both within and between practicum sites; the students' experiences and their preparedness to engage with clients from different backgrounds varied as a result. Although the students generally reported being technically skilled for their major placement, many reported being underprepared to deal with people from different backgrounds. However, all participants held that their interpersonal skills greatly improved in response to their placement and several remarked that they developed their problem-solving skills through watching and assisting their supervisors work with clients. The present study confirms the practicum as a critical learning site for improving communication and problem-solving skills with exercise science and exercise physiology students.

Background: Teamwork sits comfortably within the vocabularies of most physical education teachers. It is used to both describe and prescribe student behaviour in a variety of physical and sport-related activities. Yet while supporters of sport and PE have readily employed the term, remarkably few pedagogues have taken the time to consider what teamwork refers to, let alone what it means to teach it. Focus of study: In this paper, we examine practitioners' constructions of teamwork. Participants and setting: Data were generated with seven physical education teachers (four male and three female) at a state-funded secondary school near Brisbane, Australia. The teachers ranged in experience from three months to more than 30 years. Research design: The investigation was a case study of one physical education department at a secondary school. Data collection: Three interviews were conducted with each of the teachers. The first was biographical in nature and covered themes such as education and sporting experiences. During the second interviews, teachers produced examples and statements on the topic of teamwork as it occurs within their lessons. The material from the second set of interviews was explored in the final set where the teachers were invited to elaborate on and explain comments from their previous interviews. Analysis: Data were considered from a discursive-constructionist perspective and attention was given to linguistic and grammatical features of the teachers' commentary as well as the cultural relevance of the utterances. The notion of "interpretive repertoires"--essentially cultural explanations bounded by particular socio-linguistic features--provided the central unit of analysis. Findings: The teachers in the project made use of an array of discursive resources to make sense of teamwork. These constructions often bore little resemblance to one another or to existing theories of teamwork. In some cases, the teachers offered vague descriptions or drew on alternative concepts to make sense of teamwork. Conclusions: Without a certain level of agreement in their everyday usage, teachers' constructions of teamwork fail to be convincing or useful. We maintain that a more substantive conceptualisation of teamwork is needed in the field of sport pedagogy and offer suggestions on how this might be accomplished. (Contains 1 note.)

Understanding the ways in which teachers make sense of what they do and why is critical to a broader understanding of pedagogy. Historically, teachers have been understood through the thematic and content analysis of their beliefs or philosophies. In this paper, we argue that discourse analysis (DA) involves a much finer-grained analysis of the "lifeworlds" of teachers and, in our view, provides a more detailed canvas from which inferences can be made. Our argument is structured in four parts. We begin by locating DA within the physical education (PE) literature and discuss what others have referred to as its relatively modest use. Following our location of DA, we outline a conceptual framework that we regard as useful, which contains six interrelated principles. We then introduce the idea of interpretive repertoires, which we consider to have particular explanatory power as well as being a sophisticated way to represent the subjectivities of PE teachers. Finally, we discuss the methodological strengths of interpretive repertoires. The paper concludes with a discussion on the theoretical and practical merits of adopting DA to analyse problems within PE. (Contains 1 table.)

This paper argues that the staffroom is an important professional learning space where beginning teachers interact to understand who they are and the nature of their professional work. The authors highlight the theoretical importance of space and place in the construction and negotiation of beginning teacher subjectivities. To illustrate the staffroom as a particular place where important professional learning could occur the authors use two narratives based on the lived experiences of two beginning teachers, one in a primary context, the other secondary. The authors conclude by calling for greater research attention to the significance of the staffroom and its interaction with teacher subjectivities. At the level of practice we also call for the teaching profession to recognise staffrooms as important sites of professional learning and places that should support induction and mentoring of beginning teachers. Such recognition could enhance the retention, satisfaction, and effectiveness of new and experienced teachers alike. (Contains 2 notes.)

Much of physical education curriculum in the developed world and specifically in Australia tends to be guided in principle by syllabus documents that represent, in varying degrees, some form of government education priorities. Through the use of critical discourse analysis we analyze one such syllabus example (an official syllabus document of one of the Australian States) to explore the relationships between the emancipatory/social justice expectations presented in the rubric of and introduction to the official syllabus document, and the language details of learning outcomes that indicate how the expectations might be satisfied. Given the complexity and multilevel pathways of message systems/ideologies we question the efficacy of such documents oriented around social justice principles to genuinely deliver more radical agendas which promote social change and encourage a preparedness to engage in social action leading to a betterment of society. (Contains 2 tables.)

Initial teacher education (ITE) students participate in various workplaces within schools and in doing so, form understandings about the numerous, and at times competing, expectations of teachers' work. Through these experiences they form understandings about themselves as health and physical education (HPE) teachers. This paper examines the ways communities of practice within HPE subject department offices function as sites of workplace learning for student teachers. In particular this research focused on how ITE students negotiate tacit and contradictory expectations as well as social tasks during the practicum and the ways in which their understandings are mediated through participation in the workspace. Qualitative methods of survey and semi-structured interview were used to collect data on a cohort of student teachers during and following their major (10 week) practicum experience. Analysis was informed by theories of communities of practice (Wenger, 1998), workplace learning (Billett, 2001), and social task systems (Doyle, 1977). It was evident that considerable effort, attention, and energy was expended on various interrelated social tasks aimed at building positive relationships with their supervisor and other HPE teachers at the school. The social dynamics were highly nuanced and required a game-like approach. In our view the complexity that student teachers must negotiate in striving for an excellent evaluation warrants specific attention in physical education teacher education (PETE) programs. This study raises questions regarding our responsibilities in sending student teachers into contexts that might even be described as toxic. We offer some suggestions for how PETE might better support students going into practicum contexts that might be regarded as problematic workplaces. (Contains 4 notes.)

Background: A paradigm shift in educational policy to create problem solvers and critical thinkers produced the games concept approach (GCA) in Singapore's Revised Syllabus for Physical Education (1999). A pilot study (2001) conducted on 11 primary school student teachers (STs) using this approach identified time management and questioning as two of the major challenges faced by novice teachers. Purpose: To examine the GCA from three perspectives: structure--lesson form in terms of teacher-time and pupil-time; product--how STs used those time fractions; and process--the nature of their questioning (type, timing, and target). Participants and setting: Forty-nine STs from three different PETE cohorts (two-year diploma, four-year degree, two-year post-graduate diploma) volunteered to participate in the study conducted during the penultimate week of their final practicum in public primary and secondary schools. Intervention: Based on the findings of the pilot study, PETE increased the emphasis on GCA content specific knowledge and pedagogical procedures. To further support STs learning to actualise the GCA, authentic micro-teaching experiences that were closely monitored by faculty were provided in schools nearby. Research design: This is a descriptive study of time-management and questioning strategies implemented by STs on practicum. Each lesson was segmented into a number of sub-categories of teacher-time (organisation, demonstration and closure) and pupil-time (practice time and game time). Questions were categorised as knowledge, technical, tactical or affective. Data collection: Each ST was video-taped teaching a GCA lesson towards the end of their final practicum. The STs individually determined the timing of the data collection and the lesson to be observed.Data analysis: Each lesson was segmented into a number of sub-categories of both teacher- and pupil-time. Duration recording using Noldus software (Observer 4.0) segmented the time management of different lesson components. Questioning was coded in terms of type, timing and target. Separate MANOVAs were used to measure the difference between programmes and levels (primary and secondary) in relation to time-management procedures and questioning strategies. Findings: No differences emerged between the programmes or levels in their time-management or questioning strategies. Using the GCA, STs generated more pupil time (53%) than teacher time (47%). STs at the primary level provided more technical practice, and those in secondary schools more small-sided game play. Most questions (58%) were asked during play or practice but were substantially low-order involving knowledge or recall (76%) and only 6.7% were open-ended or divergent and capable of developing tactical awareness. Conclusions: Although STs are delivering more pupil time (practice and game) than teacher-time, the lesson structure requires further fine-tuning to extend the practice task beyond technical drills. Many questions are being asked to generate knowledge about games but lack sufficient quality to enhance critical thinking and tactical awareness, as the GCA intends. (Contains 4 tables and 2 notes.)

This paper reports on a qualitative case study undertaken in a remote part of Queensland, Australia. While there is some modest agreement about the capacity of contemporary information technologies to overcome the problems of schooling in areas of extreme remoteness, generally, children educated in such contexts are considered to be disadvantaged. The experiential areas of the curriculum, which often require specific teaching expertise, present the greatest challenge to teachers, and of these, physical education is perhaps the most problematic. This research reports on a case study of three remote Queensland multi-age primary (elementary) schools that come together to form a community of practice to overcome the problems of teaching physical education in such difficult circumstances. Physical education is constructed in these contexts by blurring the school and community boundaries, by contextualizing the subject content to make it relevant, and by adjusting the school day to accommodate potential physical education experiences. Each community gathers its collective experience to ensure the widest possible experiences are made available for the children. In doing so, the children develop a range of competencies that enable seamless transition to boarding high schools. (Contains 1 footnote.)

It is generally accepted that to live and work in the remote regions of Australia requires specific skills and expertise to accommodate the shifting demands of outback life. For professionals assigned to such areas by employing bodies, this is particularly the case, and teachers are no exception. In addition to such personal attributes, professionals such as teachers must maintain currency in their professional practice both to serve their students appropriately and to ensure that they become eligible for future promotions and transfers possibilities. This study investigated whether teachers in rural and remote regions are disadvantaged in ways that could potentially affect their teaching careers in negative ways, in particular in terms of professional development and career advancement opportunities. Such opportunities are crucial if teachers are to provide an education of high relevance to rural and remote children who are already considered to be significantly disadvantaged in terms of educational provision. The data are presented in the form of a single teacher narrative, a composite tale aimed at telling the story of rural and remote teachers, professional development provision and career advancement opportunities. It was apparent that teachers in these contexts face serious challenges in terms of their professional and career development.

A new monotypic Australian genus in the orb-weaving spider family Araneidae Clerck, 1757 is described, Venomius gen. nov., with V. tomhardyi sp. nov. as type species. Somatically, Venomius gen. nov. is similar to the typical leaf-curling orb-weaving spiders, such as Phonognatha Simon, 1894 or Leviana Framenau & Kuntner, 2022, due to a similar elongate cylindrical abdomen and colouration; however, the genital morphology of the new genus is very different. Most unusual are the presence of two strong macrosetae on the male pedipalp tibia. Male pedipalp sclerites are complex, with diagnostic characters including the tibial macrosetae and a keeled median and a rounded basal process on the stipes. The epigyne of females is wholly covered by the scape that has a short median process. Venomius tomhardyi gen. nov. et sp. nov. has been collected in southern Australia, from Tasmania to Western Australia, where it builds a circular, vertical orb-web. Spiders often hide in silk-lined hollows in branches of trees when disturbed during the day. [ABSTRACT FROM AUTHOR]

This paper reports on research in progress in Melbourne secondary schools in which a community language is taught to students from a range of backgrounds. The programmes are described and contextualised. The project is developing models and strategies to enable schools to cater for the needs of secondary schools of students with and without home backgrounds in the target language and from different degrees of background in a community language which they are learning at school. The paper presents a typology of student background and explores how community resources can be utilised, for the benefit of students with and without a home background in the target language.

A study of rural Queensland (Australia) parents' views of their children's involvement in physical activity interviewed parents who taught their children at home using distance education. Physical activity was encouraged, but not formally taught; health was linked more to nutrition than exercise; and lack of participation in team games was perceived to inhibit development of social skills. (TD)

This multiple‐case study examines the adoption of a case management system (CMS) across two community organisations in Australia using organizational routines as a theoretical lens. Both the adopters and the vendor were interviewed to explore how the CMS was instituted in the adopting organisations. Many of the concerns or problems associated with a CMS as reported in the literature were not supported in this study. Although the two cases differed significantly in terms of size and resources, the findings show that the adoption of CMS led to new ostensive and performative routines around data collection and service delivery in both organisations. This had implications for accountability and organisational learning. In particular, better access to data improved visibility and reporting on the provision of services and subsequently supported fundraising. This study also highlights some of the situational factors that facilitate or impede the transition to a CMS such as the critical role of the CMS administrator and the way the change is managed in adopting organisations. Overall, this study contributes to the discourse on CMS by providing some evidence to support a more nuanced view of CMS including as 'systems of accountability' or even a 'necessity' of the digital age rather than merely as 'instruments of neoliberal policy' and enablers of bureaucratisation of social work. [ABSTRACT FROM AUTHOR]

Context: Adrenal gland imaging is recommended by the current guidelines for the workup of primary aldosteronism (PA). However, its diagnostic performance has not been established in large, multiethnic cohorts of patients who undergo adrenal vein sampling (AVS) and adrenalectomy.Objective: This work aims to assess the diagnostic accuracy of cross-sectional adrenal imaging.Methods: This international multicenter study took place in tertiary referral centers. A total of 1625 PA patients seeking surgical cure were enrolled in an international study involving 19 centers in North America, Europe, Asia, and Australia. Of these, 1311 (81%) had imaging data available and 369 (23%), who received a final diagnosis of surgically cured unilateral PA, were examined. Patients underwent AVS and imaging by computed tomography and/or magnetic resonance imaging. The accuracy of detection of unilateral PA at imaging was estimated by the area under the receiver operator characteristics curve using cure (biochemical and/or full clinical success) as the reference at follow-up after unilateral adrenalectomy.Results: In the cohort of 1311 patients with imaging data available, 34% and 7% of cases showed no detectable or bilateral nodules, respectively. Imaging did not detect the culprit adrenal in 28% of the surgically cured unilateral PA patients. Moreover, the clinical outcome did not differ significantly between the imaging-positive and imaging-negative patients.Conclusion: Cross-sectional imaging did not identify a lateralized cause of disease in around 40% of PA patients and failed to identify the culprit adrenal in more than one-fourth of patients with unilateral PA. [ABSTRACT FROM AUTHOR]

Australia is one of a handful of countries offering permanent settlement to refugees. It also has some of the harshest border-controlling measures. Drawing on Derrida's writing on hospitality, and related work on hospitality's affective and spatial dimensions, we examine the micropolitics of hospitality towards forced migrants in an Australian city (Brisbane). Our interest is in the affordances of affective hospitality to interrupt practices of differential inclusion in the city. The first part of the paper examines practices of embedded activism in health and education encounters, while the second part explores affect's influence on the protest sensibility in urban movements against mandatory detention. The paper furthers understandings of the embodied and affective dimensions of hospitality in social justice work performed in urban spaces. [ABSTRACT FROM AUTHOR]

Aim and Objective: To delineate contemporary practice of registered nurses working in rural and remote areas of Australia. Background: Despite the implementation of strategies to address challenges reported by rural and remote nurses, concern remains over safety and quality of care, the well‐being of nurses and retention of the nursing workforce. Twenty years on, geographically dispersed nurses still experience scarce human and material resources. Design: A multiple case study design was implemented. Methods: Nurses were recruited from 240 sites. The study comprised three phases of data collection. First, a content analysis of 42 documents relating to the context of nursing, specifically rural and remote nursing; second, a content analysis of an online questionnaire (n = 75); and third, a thematic analysis of semi‐structured interviews (n = 20). COREQ reporting guidelines were used. Results: Each phase of data collection informed subsequent data collection and analysis within the study. Following triangulation of data from each phase of the study, the major themes reported are "a medley of preparation for rural and remote work"; "being held accountable"; "alone, with or without someone"; and "spiralling well‐being." Conclusions: Regardless of strategies, challenges of nursing in rural and remote areas persist. Issues of isolation, stress, burnout and a lack of organisational commitment to employees affect the retention of rural and remote nurses. While useful, professional development courses and graduate certificates are yet to make an impact on reducing these issues. Relevance to clinical practice: Registered nurses argue for more experience rather than more education to facilitate transition into this nursing area. The finding that experience is perceived as more valuable than education suggests the need for innovative ways to gain experience to practice in rural and remote nursing. Lack of organisational commitment requires attention to promote the well‐being of nurses and patient safety. [ABSTRACT FROM AUTHOR]

Background/aim: There is a scarcity of data regarding paediatric traumatic dental injuries (TDI) in tertiary teaching hospitals. Therefore, the aim of this study was to review the TDI presenting to the Women's and Children's Hospital in Adelaide (Australia) on an emergency basis and to identify the characteristics of the presenting patient cohort, their accident, injuries and management.Methods: Medical health records of 337 paediatric patients attending the Paediatric Emergency Department (PED) for the management of TDI over 18 months were prospectively reviewed.Results: TDI were more frequent in children under 5 years of age (56.1%) with a predominance of injuries sustained by males (63.8%). The accident characteristics included weekend occurrence (35.6%), the most common aetiology was falls (64.4%) and many incidents occurred at home (48.5%). Overall, 654 teeth were injured with the majority affecting deciduous teeth (58.4%) and the maxillary central incisors (69.9%). The most frequent injury was lateral luxation (27.5%). The majority of patients were referred to the Paediatric Dentistry Department (60.8%). However, almost half of presenting patients did not require further management locally and were subsequently discharged to their dental practitioners (39.2%). Most patients receiving treatment were managed under general anaesthetic (36.9%), and there was often a delay of 3-12 hours before treatment commenced (49.1%). Similarly, more severe injuries in the permanent dentition (avulsion, extrusion, root fracture, intrusion, alveolar fracture) were more frequently managed between 3 and 12 hours following the accident.Conclusion: The patient, accident, injury and management characteristics are comparable to what has previously been reported in other studies in paediatric populations. Injuries affecting the permanent dentition are more likely to be managed within 3 and 12 hours in an outpatient setting, whereas injuries affecting the deciduous dentition had a delay in management between 12 and 24 hours under general anaesthetic. [ABSTRACT FROM AUTHOR]

This paper reports findings from five recent studies related to gender and sexuality in Australian sport. It offers a challenge to widespread claims that exclusionary practices such as homo/bi/transphobia have been reduced or eliminated within sport settings. We suggest there remains much to be done towards 'inclusion', and that the concept itself is perhaps an illusion. Drawing on 'diversity work' theory we suggest inclusion is yet to be fully realised in sport-based research circles, and we argue that claims about the advanced progress in inclusion for LGBT+ people are problematic. Structures of language, institutional organisation and misaligned practices act as blocks to inclusion and fuel discrimination. We conclude by offering suggestions about where these can be addressed in sport and in research. [ABSTRACT FROM AUTHOR]

Adams Stein notes patternmakers' disdain for Klippel, seeing his appropriation of their labor and skill as an "affront" (p. 216). This includes an interview with the only fully qualified female engineering patternmaker Adams Stein has come across in Australia, Debra Schuckar. Adams Stein explores how several patternmakers have gone on to pursue art practice, either following retirement or as a side activity. [Extracted from the article]

These revised guidelines for contemporary endodontic education in Australia and New Zealand (version 2021) propose the minimum criteria for the training of dentistry students. The document contains a definition of endodontics and a description of the scope of endodontics. It proposes a general outline for education programmes in endodontics as part of general dental practice. [ABSTRACT FROM AUTHOR]