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This article studies the morpho-phonetic instability of interactives through the example of Gorwaa interjections. The analysis of 91 constructions demonstrates that, in Gorwaa, interjections are highly unstable: the number of idiolectal interjections is much larger than that of shared interjections, and the interjections of both sets form clusters – spaces composed of constructions connected through the family resemblance of a formal and functional type. The formal modifications are achieved through prolongation, replication, alternation (of phones/features), and concatenation, and are related to changes in meaning and the polysemy inherent to interjections. Overall, the interjective category is modeled as a dynamic/fuzzy network of related (formally/functionally) constructions. The grammatical profiles of shared and idiolectal interjections are identical and corroborate the validity of the prototype of interjections. The refinements proposed include a preference for [j] over [w], a tendency toward (extra-)high tones and decreasing tonal patterns, the use of gutturals and clicks as the most common extra-systematic sounds and that of clicks as genuine consonants in non-click languages, the iconic foundation of some interjections and their relationship to babytalk, as well as the close relationship of interjections with the |A| place of articulation.

The vocational experiences and skills of young adolescents could be infused into formal education by identifying career competencies to be taught within the academic curriculum. Such curriculum practices that embed educational and career pathways must also include the perspectives of students and the community, particularly those from marginalised groups. Drawing on data from 111 teachers, principals, carers and students, this paper presents research undertaken to co-design career education lesson plans within an infused model of the curriculum for early Middle Year students from regional, rural, and remote Australia. The lesson plans and activities were designed to allow for meaningful self-reflection and goal-setting that could be seamlessly infused into the formal curriculum and help embed early-stage career education. The paper concludes by projecting opportunities and challenges for seamless curriculum integration, while pertinent to the Australian context, can also be read with broader relevance to other educational systems and schools.

As Australian higher education grapples with its colonial history, there has been significant attention to recruiting Indigenous students. However, while we have seen increases in Indigenous participation, males lag significantly behind. Very few Indigenous males enter university and even fewer enter the upper echelons of the stratified higher education sector. In this paper, we investigate the experiences of four Indigenous young men who attended an elite Australian higher education institution. Central to our analysis is how their identities are realised in relation to their sense of Indigeneity and Western ways of knowing, being and doing. In capturing the complex identity work of young Indigenous men, we report on three themes present in the data: feelings of alienation and isolation; identification with their Indigenous identity; and how they view higher education in shaping their futures. How these young men navigate selective institutions speaks to debates regarding non-traditional and historically excluded student populations in elite spaces as well as the decolonisation of higher education.

Supporting higher education participation across equity groups has long been a directed effort in global higher education practice and policy. However, to date, there has been little improvement in the rates of Australian higher education participation by equity groups such as regional/remote, low socioeconomic, and Indigenous Australian students. In this study, we visited four outer-regional communities in Victoria, Australia to utilise participatory design methods as an approach to explore participants' ideas on the optimal nature of early-stage higher education outreach interventions and how future resources or programmes can be designed. Our case study of four schools showcases how participatory design with students (Year 7 and 8), school staff, and carers (e.g. family, community leaders) (n = 101) helped to elicit participant feedback and ideas as well as support the subsequent co-design of future resources and outputs. Key findings included the need to address information gaps on the daily life of university students and the importance of context-specific advice and interventions.

The revolution in low-cost consumer photography and computation provides fertile opportunity for a disruptive reduction in the cost of biomedical imaging. Conventional approaches to low-cost microscopy are fundamentally restricted, however, to modest field of view (FOV) and/or resolution. We report a low-cost microscopy technique, implemented with a Raspberry Pi single-board computer and color camera combined with Fourier ptychography (FP), to computationally construct 25-megapixel images with sub-micron resolution. New image-construction techniques were developed to enable the use of the low-cost Bayer color sensor, to compensate for the highly aberrated re-used camera lens and to compensate for misalignments associated with the 3D-printed microscope structure. This high ratio of performance to cost is of particular interest to high-throughput microscopy applications, ranging from drug discovery and digital pathology to health screening in low-income countries. 3D models and assembly instructions of our microscope are made available for open source use.

Higher education institutions are increasingly focussed on improving the capacity and potential of their graduates to gain employment. Attempts to develop employability skills through both mainstream and extra-curricular activities create new demands and expectations for students. Despite these demands, little attention has been given to student voice and influence in the employability sphere. Furthermore, the specific role of student unions in improving employability has been marginalised in Australian research. The research reported in this paper involved conducting a national survey of student groups and a comprehensive desktop review to capture student perspectives and investigate strategies to improve employability. From the research five broad student-centred approaches were identified: providing input into university employability strategies; placing students in positions of leadership and responsibility; delivering careers services; managing clubs and societies; and advocating for students from equity groups who have relatively poor completion rates and/or graduate outcomes. The findings are discussed and recommendations targeted to higher education institutions and student unions are provided.

Research on intercultural interactions in higher education focuses on measuring student attitudes and degrees of cosmopolitanism, but there is little theoretically and empirically informed effort to understand 1) the nature of these campus interactions as ordinary, embodied, and routine, and 2) the cultural and social impact of campus intercultural interactions. Based on a qualitative study of ethnically diverse, newer migrant university students' experiences in Australia, our research examines ways intercultural interactions occur in everyday routines of higher education and how they reinforce ethnically-based relations of power. We employ and revise the concept "convivialities" -- the everyday, routine, and embodied nature of intercultural interactions that are not directly about ethnicity or ethnic difference -- to offer a nuanced perspective on everyday campus interculturality. We argue ordinary cross-cultural campus interactions can reinforce relations of dominance and subordinance through constituting symbolic boundaries for belonging.

THE RETURN OF THE GREY PARTRIDGE Restoring nature on the South Downs ROGER MORGAN-GRENVILLE AND EDWARD NORFOLK 244pp. Profile. 20 [pounds sterling]. The grey partridge (Perdix perdix) was once the [...]

This paper examines the achievement levels of students undertaking the Tertiary Enabling Program (TEP) at La Trobe University. The TEP is an alternative pathway program that traverses multiple institutions, campuses, and disciplinary areas, and is designed to prepare a diverse student cohort for tertiary study. The Program integrates several sources of support, including tutorials, mentoring, and counselling. We found high overall achievement levels, indicating success in teaching and supporting students with variant needs. Nevertheless, there was substantial variation in achievement between subjects, campuses, and student groups. Variable achievement is likely to reflect differing levels of prior educational attainment and preparedness among students. However, results also highlight the complexity in managing a Program across multiple sites, subjects, and institutions. We suggest further comparative research into curriculum and teaching practice of enabling programs nationwide to enable more effective benchmarking and expansion of these pathways.

This paper explores the experiences of new migrants in Australian higher education, based on interviews conducted across two regional university campuses in 2017. New migrants, particularly from refugee backgrounds, often have limited university access and face specific challenges throughout and beyond their university experiences. Under-representation has led to a focus on what new migrants lack, in particular their putative paucity of cultural capital required to navigate and succeed in higher education. It is institutions, however, which frequently lack the willingness or capacity to recognise various strengths and forms of capital possessed by ethnically diverse students. Adopting a critical race theory lens enables identification of those forms of student capital, along with the barriers that may prevent capital from being widely recognised within the academy and/or being fully realised for students in their navigation of work, study, and life. Specifically, this article examines the value of resistant, familial and linguistic capital. New migrant students face specific challenges when their cultural strengths meet institutional and broader structural barriers. It is critical for institutions that the diverse and complex perspectives of under-represented students be harnessed to increase the quality of learning for all students. Compositional diversity on campus is necessary but insufficient to promote deep learning and a positive student experience.

Out‐of‐home care is associated with a range of negative social outcomes for the young people who experience it. The most promising path to improved life chances for care‐experienced young people is arguably through education, especially post‐secondary education. Currently, no national data are collected on the post‐secondary education participation of care‐experienced young people. However, the evidence that exists suggests their participation rate is likely very low. Historically, one reason for post‐secondary participation gaps has been the fact that care ended abruptly at 18 years, forcing care‐experienced young people into independence much faster and earlier than the vast majority of their same‐age peers. The recent extension to care to 21 years for most young people in care across all Australian jurisdictions has changed the out‐of‐home care landscape considerably. A central question is whether the extension of care will, in itself, result in increased post‐secondary education access and success for care‐experienced young people. We address this question through an examination of the current out‐of‐home care and education landscape, including state and territory legislation, Australian Government policy and current post‐secondary settings and outcomes. [ABSTRACT FROM AUTHOR]