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Humanitarian migrants are amongst the most marginalised population groups in countries within the Global North, including Australia. An important channel for these migrants to successfully settle into the host society and improve their socio-economic outcomes is participation in the local education system, particularly in higher-education options. However, we know surprisingly little about the socio-demographic factors that structure inequalities in humanitarian migrants' access to (higher) education, with evidence from robust quantitative studies being particularly scarce. The present study fills this important gap in knowledge by analysing Australian longitudinal survey data ("Building a New Life in Australia;" n = 2109 migrants and 8668 person-year observations) by means of random-effect panel regression models. Key results indicated that higher English-language proficiency and pre-arrival education levels are core factors fostering greater engagement with the Australian higher-education system amongst humanitarian migrants. Humanitarian-migrant women in our sample exhibited a greater adjusted likelihood of being a student than humanitarian-migrant men. Altogether, our findings confirmed inequalities in accessing the Australian higher-education system amongst humanitarian migrants, and that policy attention is required to redress this situation. However, they also stress that a 'one size fits all' policy strategy may be neither sufficient nor appropriate to boost their education prospects.

This music score was submitted for the Kaleidoscope 2020 Call for Scores, an open access collaboration with the UCLA Music Library.

Antenatal physical activity (PA) is associated with beneficial changes in placental growth and function; however, the effect of excessive sitting time is less clear. The aim of this study was to investigate whether feto-placental growth changes with maternal activity, and whether these associations differ in a sex-specific manner. This study included women enrolled in the Queensland Family Cohort study who self-reported PA and sitting time at 24 or 36 weeks of gestation. Placental growth factors and feto-placental growth parameters at delivery were analysed by PA volume and sitting time, as well as by fetal sex. Women who reported excessive sitting time during mid-pregnancy and had a female fetus showed higher placental PlGF (p = 0.031) and FLT1 (p = 0.032) mRNA expression with no difference in placental size at delivery. For the male, excessive sitting time during mid-pregnancy was associated with a lower placental weight (p = 0.001) and placental surface area (p = 0.012) and a higher birthweight to placental weight (BWPW) ratio (p = 0.042), with no change in placental growth factors. Moderate volume PA during mid-pregnancy was associated with lower VEGFA mRNA expression in the male placenta (p = 0.005) and a higher abdominal circumference in the female neonate (p = 0.042), with no overall difference in placental weight or birthweight for either sex. The results of this study suggest that mid-pregnancy may be an important timepoint for programming of feto-placental growth in relation to maternal activity. Our findings highlight the independent benefits of reducing sitting time during pregnancy, particularly for women carrying male fetuses. • Maternal physical activity and sitting time are associated with sex-specific differences in feto-placental growth parameters. • Mid-pregnancy is an important timepoint for the programming of placental growth in relation to maternal activity. • Excessive maternal sitting time appears to have a greater effect on the growth of the placenta than physical activity. [ABSTRACT FROM AUTHOR]

Research consistently shows that higher-education participation has positive impacts on individual outcomes. However, few studies explicitly consider differences in these impacts by socio-economic background (SEB), and those which do fail to examine graduate trajectories over the long run, non-labor outcomes and relative returns. We address these knowledge gaps by investigating the short- and long-term socio-economic trajectories of Australian university graduates from advantaged and disadvantaged backgrounds across multiple domains. We use high-quality longitudinal data from two sources: the "Australian Longitudinal Census Dataset and the Household," "Income and Labour Dynamics in Australia Survey." Low-SEB graduates experienced short-term post-graduation disadvantage in employment and occupational status, but not wages. They also experienced lower job and financial security up to 5 years post-graduation. Despite this, low-SEB graduates benefited more from higher education in relative terms--that is, university education improves the situation of low-SEB individuals to a greater extent than it does for high-SEB individuals.

In the years following the Second Sino-Japanese War (1937–1945), Chinese conceptions of children and childhood underwent a massive transformation. In particular, Communist educators in Northeast China and other parts of the country placed a new labor-oriented ideal of childhood at the center of the nation’s modernizing project. This article focuses on two issues related to this “remaking” of Chinese childhood in the mid-twentieth century. First, how did lower-elementary reading primers and other textbooks help create for children the idea of a Chinese nation, of which they were part and with which they were expected to identify above and beyond the domestic spheres of their natal families? Second, how did such textbooks teach children to think of themselves as laboring contributors to national causes? Following the physical and emotional devastation of war, Communist textbooks reordered the social world of children not by resubjugating them under traditional Confucian hierarchies but by elevating them to the position of national co-subject. Moreover, productive labor—framed through agriculture, industry, and military service—became one of the primary criteria for children’s inclusion into the nation. Through narrative, linguistic, and visual means, midcentury textbooks increasingly brought children into the fold of an imagined national community and, simultaneously, extended to society’s youngest members the importance of productivity as the primary condition of their inclusion. Keywords: Modern China, children, childhood, literacy, imagined communities, Guoyu, textbooks, labor, visuality, materiality, identity formation

This article describes the author's experience as President of the California Council on Teacher Education (CCTE) from 2004-2006, which began under difficult conditions due to her daughter's terminal illness. The author shares her story of how the organization supported her during this difficult time, which she feels is representative of the organization and the field of work that it embodies and champions. "No Child Left Behind" was in its heyday, and despite the pressure involved in the new focus on tests and preparation to meet new guidelines, CCTE continued to give priority to issues of equity and social justice, which necessarily includes attending to the whole child/person and their intellectual, social, and emotional well-being and development. Resolutions passed during her presidency are discussed. Highlights during the author's presidency include a conference when representatives from many organizations engaged in conversations that resulted in promises made for ongoing engagement, and membership and resource development advancements. The author offers encouragement to the CCTE for continued progress in greater educational equity and social justice for all children.

BACKGROUND: Evidence suggests that drug-coated balloons may benefit in-stent restenosis (ISR) treatment. However, the efficacy of new-generation sirolimus-coated balloon (SCB) compared with the latest generation drug-eluting stents (DESs) has not been studied in this setting. METHODS: All patients in the EASTBORNE (The All-Comers Sirolimus-Coated Balloon European Registry) and DEB-DRAGON (DEB vs Thin-DES in DES-ISR: Long Term Outcomes) registries undergoing percutaneous coronary intervention for DESISR were included in the study. The primary study end point was target lesion revascularization at 24 months. Secondary end points were major adverse cardiovascular events, all-cause death, myocardial infarction, and target vessel revascularization at 24 months. Our goal was to evaluate the efficacy and safety of SCB versus thin-struts DES in ISR at long-term follow-up. RESULTS: A total of 1545 patients with 1679 ISR lesions were included in the pooled analysis, of whom 621 (40.2%) patients with 621 lesions were treated with thin-strut DES and 924 (59.8%) patients with 1045 lesions were treated with SCB. The unmatched cohort showed no differences in the incidence of target lesion revascularization (10.8% versus 11.8%; P=0.568); however, there was a trend toward lower rates of myocardial infarction (7.4% versus 5.0%; P=0.062) and major adverse cardiovascular events (20.8% versus 17.1%; P=0.072) in the SCB group. After propensity score matching (n=335 patients per group), there were no significant differences in the rates of target lesion revascularization (11.6% versus 11.8%; P=0.329), target vessel revascularization (14.0% versus 13.1%; P=0.822), myocardial infarction (7.2% versus 4.5%; P=0.186), all-cause death (5.7% versus 4.2%; P=0.476), and major adverse cardiovascular event (21.5% versus 17.6%; P=0.242) between DES and SCB treatment. CONCLUSIONS: In patients with ISR, angioplasty with SCB compared with thin-struts DES is associated with comparable rates of target lesion revascularization, target vessel revascularization, myocardial infarction, all-cause death, and major adverse cardiovascular events at 2 years. GRAPHIC ABSTRACT: A graphic abstract is available for this article. [ABSTRACT FROM AUTHOR]

Antenatal exercise is associated with placental morphological alterations, however research in this area is limited. Given the emphasis on the beneficial effects of antenatal exercise, it is important to understand its effect on placental function and the relationship to foetal development. The aim of this study was to investigate the association between physical activity, sitting time, and placental outcomes measured during gestation. Prospective cohort study. Pregnant women in the Queensland Family Cohort study self-reported physical activity at 24 and 36 weeks of gestation (n = 203) and were categorised into physical activity volume groups of nil–low (0–<500 metabolic equivalent of task·minutes/week), moderate (500–<1000 metabolic equivalent of task·minutes/week), or high-volume activity (≥ 1000 metabolic equivalent of task·minutes/week). Participants reported average daily sitting time, whereby excessive sitting time was considered as ≥ 8 h/day. Placental stiffness, thickness, and uteroplacental blood flow resistance were measured by ultrasound imaging at each timepoint. Physical activity volume was not associated with changes to placental morphometrics or uteroplacental blood flow resistance at 24 or 36 weeks of gestation. Excessive sitting time at 36 weeks was associated with greater placental stiffness (p = 0.046), and a lower umbilical artery pulsatility index (p = 0.001). Placental tissue stiffness and umbilical artery resistance were altered in late gestation with higher maternal sitting time but not with physical activity volume. Overall, excessive sitting time may be a risk for suboptimal placental function and could be an important focus for antenatal care. [ABSTRACT FROM AUTHOR]

This article discusses principles involved in developing course materials for technology-mediated Chinese language learning, with examples from a new course designed to take into account the needs of distance and independent learners. Which learning environment is most efficient for a given learning activity needs to be carefully considered. It turns out that many of the activities involved in language learning can effectively be undertaken by learners working independently with printed materials, audio, video, computer software, and online teachers. Carefully designed audio drills can be useful as enabling devices to help learners attain the goal of communicative competence. Detailed advice should be provided on learning strategies and how to identify and work with native-speaking tutors. Though new technologies can enable learners and instructors to make more efficient use of time by moving certain language learning activities out of the classroom, it is important to design and implement a pedagogically valid curriculum.

The purpose of the study reported upon in this paper was to determine what graduates of a teacher education program designed to prepare teachers who will work toward goals of equity and social justice were encountering in their schools and how they felt they were doing with regard to these aims and why. Eleven graduates in their second, fourth or fifth year of teaching at a variety of grade levels and contexts were interviewed and surveyed. One of these new teachers responded to the interview questions in a more narrative mode. Her story is featured in the results not only because it is representative of the summarized findings from all interview transcripts, but also because it paints a more complete picture of her situation and her reaction to it. Thus it provides us with valuable information both about what new teachers prepared for equity education believe and value and about what in their contexts helps or hinders their efforts. Through her story we can feel and understand her deep caring for her students and her commitment to help them all reach rigorous and important standards and to be held accountable for it. Thus, we are helped to realize an idea fundamental to social justice education that is hard to make clear to new teachers, policy-makers or the public in more declarative terms--the goals of caring and rigor are complementary, not contradictory. Her despair with regard to the negative influences of high stakes standardized testing and the threats and punitive measures that accompany them, especially in poor schools like hers, are palpable and illuminating. (Contains 2 notes.)

Describes Mills College's graduate-level teacher credential program, addressing the appropriateness of student teaching placements in relation to the aims and ideology of the teacher education program and examining the four dimensions of fieldwork as a learning context (nested learning, blending principles, safety, and reflective focus). Implications for practice and further study include placement order and supervisor support. (SM)

Educational portfolios can happen, even within extremely incompatible organizational structures. When designed in accordance with four principles (opportunities for meaning-making, interactions with people who matter, assemblage over an extended period, and a supportive presentation context) these projects can be transformative and profoundly meaningful. (26 references) (MLH)

Responds to an article that examined 10 dichotomies in teacher education (SP 527 128), suggesting that too much time and energy are spent debating false dichotomies and addressing two specific dichotomies (preservice versus inservice and campus versus school site). Recommends that professional educators pool their energy and collaborate (rather than dividing their resources) to prepare qualified teachers for the 21st century. (SM)

Focuses on preservice teacher education by considering teacher reflectivity as an end rather than a means. The article provides a rationale for reflective teacher education in arguing the need to have teachers who are thoughtful, passionate, and principled educational decision makers. (GLR)