Journal articles on the topic 'Educational evaluation Victoria'

This is the second of two articles examining the establishment of Family Decision Making in Victoria. The first ‘Family Group Conferences – Part One: Australia's first Project in Child Protection’ was presented in the previous edition of Children Australia. This article builds upon the first by presenting an overview of the evaluation of the Victorian Family Decision Making Project, and pointing to practice and other implications of the development of this Project for child welfare services generally.

This article examines the educational issues in ongoing professional education for spiritual care practitioners. A meta-evaluation of registration and evaluation data over four years (between 2013 and 2016) of one such monthly program conducted by Spiritual Health Victoria (Australia) will be examined. Recommendations are made to support healthcare managers and spiritual care educators in designing and developing continuing education programs for spiritual care practitioners in a variety of other professional health and care contexts.

Evaluation of educational interventions is often focused on immediate and/or short-term metrics associated with knowledge and/or skills acquisition. We developed an educational intervention to support international medical graduates working in rural Victoria. We wanted an evaluation strategy that included participants??reactions and considered transfer of learning to the workplace and retention of learning. However, with participants in distributed locations and limited program resources, this was likely to prove challenging. Elsewhere, we have reported the outcomes of this evaluation. In this educational development report, we describe our evaluation strategy as a case study, its underpinning theoretical framework, the strategy, and its benefits and challenges. The strategy sought to address issues of program structure, process, and outcomes. We used a modified version of Kirkpatrick?占퐏 model as a framework to map our evaluation of participants??experiences, acquisition of knowledge and skills, and their application in the workplace. The predominant benefit was that most of the evaluation instruments allowed for personalization of the program. The baseline instruments provided a broad view of participants??expectations, needs, and current perspective on their role. Immediate evaluation instruments allowed ongoing tailoring of the program to meet learning needs. Intermediate evaluations facilitated insight on the transfer of learning. The principal challenge related to the resource intensive nature of the evaluation strategy. A dedicated program administrator was required to manage data collection. Although resource-intensive, we recommend baseline, immediate, and intermediate data collection points, with multi-source feedback being especially illuminating. We believe our experiences may be valuable to faculty involved in program evaluations.

ABSTRACTBackground: This paper describes the evaluation of the Memory Lane Café service in Victoria, Australia. The Alzheimer's Australia Vic Memory Lane Café model aims to provide a social and educational service to people living with dementia and their carers, family members or friends. Dementia is a serious health issue in Australia, with prevalence estimated at 6.5% of people over 65 years of age. Living with dementia has significant social and psychological ramifications, often negatively affecting quality of life. Social support groups can improve quality of life for people living with dementia.Methods: The evaluation included focus groups and surveys of people with dementia and their carers, staff consultation, service provider interviews, and researcher observation. The Melbourne Health Mental Health Human Research Ethics Committee approved the project. Participants included people with dementia (aged 60 to 93 years, previously enrolled in the Alzheimer's Australia Vic's six-week Living With Memory Loss Program), their carers, friends and/or family members, staff working in the Cafés, and service providers with links to the Cafés.Results: This evaluation found that Memory Lane Cafés promote social inclusion, prevent isolation, and improve the social and emotional well-being of attendees. However, Cafés did not meet the needs of all potential attendees.Conclusions: The evaluation recommended that existing Café services be continued and possibilities for extending the Cafés be explored. Based on evaluation outcomes, the Department of Health Victoria is funding four additional pilot programs in café style support services.

The Families First Pilot Program in the then Outer East metropolitan region of Melbourne began in mid-1991 as an intensive family preservation and reunification service for children on the verge of state care. The service offered was brief (4-6 week), intensive (up to 20 hours per week), home-based and flexible (24 hour a day, 7 day a week availability) and all members of the household or family were the focus of service even though the goals were clearly grounded in the protection of the child. This paper begins with some of the apprehension expressed both in the field and in Children Australia in 1993, and reports upon the now completed evaluation of the pilot, which covered the first 18 months of operation. The evaluation examined implementation and program development issues and considered the client population of the service against comparative data about those children at risk who were not included. The paper concludes that there is room for Families First in the Victorian system of protective and family services and points to several developmental issues.

Family decision making through Family Group Conferences has been trialled in a pilot project by the Mission of St James and St John, Victoria, for the past 16 months (as of February 1994) in a two year Project. This article, the first of a series of two, intends to briefly explain the technique and how the project was established in Victoria. The theoretical basis, or project assumptions, will be outlined, together with the obstacles which currently prevent the wider implementation of the practice. The project was independently evaluated from October 1992 up to 31 August 1993 (Swain, 1993a; 1993b). Key findings of that evaluation will be discussed in the second article in this series along with practice issues that need further exploration.

Health literacy courses for health professionals have emerged in response to health professionals’ perceived lack of understanding of health literacy issues, and their failure to routinely adopt health literacy practices. Since 2013 in Victoria, Australia, the Centre for Culture, Ethnicity and Health has delivered an annual health literacy demonstration training course that it developed. Course development and delivery partners included HealthWest Partnership and cohealth. The courses are designed to develop the health literacy knowledge, skills and organisational capacity of the health and community services sector in the western metropolitan region of Melbourne. This study presents key learnings from evaluation data from three health literacy courses using Wenger’s professional educational learning design framework. The framework has three educational learning architecture components (engagement, imagination and alignment) and four educational learning architecture dimensions (participation, emergent, local/global, identification). Participatory realist evaluation approaches and qualitative methods were used. The evaluations revealed that the health literacy courses are developing leadership in health literacy, building partnerships among course participants, developing health literacy workforce knowledge and skills, developing ways to use and apply health literacy resources and are serving as a catalyst for building organisational infrastructure. Although the courses were not explicitly developed or implemented using Wenger’s educational learning design pedagogic features, the course structure (i.e. facilitation role of course coordinators, providing safe learning environments, encouraging small group work amongst participants, requiring participants to conduct mini-projects and sponsor organisation buy-in) provided opportunities for engagement, imagination and alignment. Wenger’s educational learning design framework can inform the design of future key pedagogic features of health literacy courses. What is known about the topic? Health professionals are increasingly participating in health literacy professional development courses. What does this paper add? This paper provides key lessons for designing health literacy professional development courses by reflecting upon Wenger’s professional educational learning design framework. What are the implications for practitioners? To ensure health professionals are receiving evidence-informed health literacy professional education, we encourage future health literacy courses be designed, implemented and evaluated using existing professional educational learning design frameworks.

The study used a form of the International Association for the Evaluation of Educational Achievement (IEA) Preprimary Project which was adapted for the Australian context to investigate the patterns of usage and factors behind parental choices of early childhood services for four-year-old children in the year prior to formal education. Data were obtained from interviews with 175 parents, usually the mother, regarding where, with whom and how their children spent their day and week. The findings revealed that many children in Victoria spent time in a number of services each day. A substantial number also participated in extra-curricular activities and recreational activities. Data collected concerning parental selection of particular services revealed the complex early care and education arrangements that parents were required to make to meet the educational and social needs of their children as well as the work related needs which influenced parental choice.

While there is growing recognition that the physical needs of LTC residents have increased markedly in the 20 years, the palliative care needs of facility residents and their families are poorly understood. There also is a dearth of information on the educational and support needs of LTC facility staff vis-a-vis palliative care. Operating from the Juan de Fuca Hospital Society (a network of extended care facilities in Victoria), our Palliative Support Team (PST) was conceived in order to act as an educational resource to JdF staff as well as to provide expert consultation on palliative care issues. As part of the evaluation of this pilot program, a sample of 74 Juan de Fuca workers were interviewed to determine their perceptions of resident, family, and staff needs in relation to palliative care. In this paper, discussion is focused on the palliative care needs identified by professional caregivers. The ways in which a palliative care consultation team can address some of these needs are also discussed.

An evaluation of pre-hearing conferences in the Children's Court of Victoria was carried out during 1994 by five members of staff from the School of Social Work at the University of Melbourne. An interesting theme which emerged from this evaluation is the role of the convenor as pivotal to the process of the pre-hearing conference. The convenor has emerged as a critical figure in the success of the mediation process, and the knowledge, skills, and values they are equipped with are seen as essential to their effective operation. This article describes the role of convenors and the many responsibilities they must juggle in fulfilling their role, and the characteristics which make for an effective and successful conference. As conferences become a more frequent method of resolving conflict between individuals, families and society, it is hoped that the principles which emerge from this article will be applied to other conference proceedings. It is clear that we are moving away from conventional adversarial methods, to mediative and conciliative modes, and in doing so we need to become clear about the characteristics which are required for such processes. This is one exploratory study of a pilot project in Victoria which should be of interest to other conferencing and mediation mechanisms.

Recruiting caregivers for children with an intellectual disability who require out-of-home respite or longer-term care is a problem which has challenged service providers for many years. This paper summarises findings of a recent evaluation of Shared Family Care, a foster care program in Victoria for children with intellectual disabilities/developmental delay. Current recruiting is not succeeding in meeting the demand for either respite, short term or long term care. Findings of the evaluation suggest that factors such as use of appropriate media, and running effective recruitment campaigns is only part of the answer. It is also important at every stage to address caregiver satisfaction with the job and employ strategies to find potential caregivers in the community.

There is growing recognition that literacy learning takes place in the years prior to formal schooling and that young children develop literacy-like behaviours through exposure to interactions in shared contexts in which literacy is a component. Despite this, there are few assessments that measure the very early literacy skills that children develop before 36 months of age. This article reports on the design and validation of a new instrument – the Early Literacy Engagement Assessment (ELEA). This tool was developed to provide insights into the impact of Conversational Reading, a key pedagogical strategy implemented at Families as First Teachers playgroups, on young children’s early receptive and expressive vocabulary and literacy skills. The instrument was trialled with 104 children living in locations across Melbourne, Victoria, and 39 Aboriginal children living in remote communities in the Northern Territory. The trial process was undertaken in two phases: (1) a technical assessment to test item consistency, characteristics and placement and (2) concurrent validity testing against items from the Clinical Evaluation of Language Fundamentals Preschool-2 tool. The findings from the trial and validation process indicate that overall the ELEA discriminates well between children of high and low ability, and it is a useful tool in the authentic assessment of expressive and receptive vocabulary skills in young children.

This paper traces the history of child welfare in Victoria, from the formation of the Children's Welfare Department to the present time. It draws principally upon the Annual Reports of the responsible state government department, to illustrate trends in out-of-home placement for children and young people admitted to care. It describes substantial shifts in direction to the institutions in the 1960s, deinstitutionalisation of the 1980s, and the re-emergence of home-based care as a favoured, economical option.The paper traces the ebbs and flows in numbers, periods of overcrowding and the current reduced number of children and young people in care. It notes events impacting on evolving child welfare history in Victoria, the child migration program, building projects, the establishment of family group homes, regionalisation, external review, the Children and Young Persons Act (1989), and mandatory reporting legislation. Themes emerging include: early child welfare as a period of rescue and reform; the monitoring of standards and re-entry of the department to residential care; the building of institutions and rising numbers in care; redevelopment and the emergence of a community focus; the expansion of child protection; and the phasing out of old models and the search for cost efficient alternatives.A challenge for the 1990s is the need for deliberate and planned monitoring and evaluation as institutional and residential care give way to home-based care, and numbers of admissions decrease. The paper aims to provide useful, historical material for readers with an interest in child welfare work which would benefit from a descriptive review of the past.

ObjectivesThe aim of this study was to evaluate the implementation of the Practical Obstetric Multi-Professional Training (PROMPT) simulation using the Kirkpatrick’s framework. We explored participants’ acquisition of knowledge and skills, its impact on clinical outcomes and organisational change to integrate the PROMPT programme as a credentialing tool. We also aimed to assess participants’ perception of usefulness of PROMPT in their clinical practice.Study designMixed methods approach with a pre-test/post-test design.SettingHealthcare network providing obstetric care in Victoria, Australia.ParticipantsMedical and midwifery staff attending PROMPT between 2013 and 2015 (n=508); clinical outcomes were evaluated in two cohorts: 2011–2012 (n=15 361 births) and 2014–2015 (n=12 388 births).InterventionAttendance of the PROMPT programme, a simulation programme taught in multidisciplinary teams to facilitate teaching emergency obstetric skills.Main outcome measureClinical outcomes compared before and after embedding PROMPT in educational practice.Secondary outcome measureAssessment of knowledge gained by participants through a qualitative analysis and description of process of embedding PROMPT in educational practice.ResultsThere was a change in the management of postpartum haemorrhage by early recognition and intervention. The key learning themes described by participants were being prepared with a prior understanding of procedures and equipment, communication, leadership and learning in a safe, supportive environment. Participants reported a positive learning experience and increase in confidence in managing emergency obstetric situations through the PROMPT programme, which was perceived as a realistic demonstration of the emergencies.ConclusionParticipants reported an improvement of both clinical and non-technical skills highlighting principles of teamwork, communication, leadership and prioritisation in an emergency situation. An improvement was observed in management of postpartum haemorrhage, but no significant change was noted in clinical outcomes over a 2-year period after PROMPT. However, the skills acquired by medical and midwifery staff justify embedding PROMPT in educational programmes.

243 Background: Androgen deprivation therapy (ADT) is commonly prescribed for advanced prostate cancer (PCa) patients, but ADT has many side effects that can impair patients’ quality of life. In various Canadian cities, we are running an educational program to help PCa patients and their partners deal with the side effects of ADT, and maintain a strong relationship with each other while on ADT. Methods: Patients, who are about to start or have been on ADT, and their partners are invited to attend an educational program. Each patient is given a copy of the book Androgen Deprivation Therapy: An essential guide for men with prostate cancer and their partners (Wassersug et al., 2014) and attends a 1.5 hour educational class, where they learn strategies for managing ADT side effects and how to effectively make healthier lifestyle changes using goal-setting exercises. At the end of the class, participants are given the option to attend a monthly follow-up session. To evaluate the effectiveness of the program, participants are asked to complete questionnaire package before attending the class and again 2-3 months later. Results: As of August 2015, 179 patients and 113 partners have attended the ADT Educational Program at Victoria, Vancouver, and Calgary. About 40% of patients returned for the follow-up session. 62 attendees participated in the research evaluation portion of the program. Uniquely designed for this study, the questionnaire package assesses ADT side effect frequency, bother associated with side effects, use of management strategies, and self-efficacy regarding side effect management. An assessment of physical activity and relationship adjustment, and feedback about the class are also included. Conclusions: Patients and partners appreciate being informed about ADT side effects managements and how to make healthier lifestyle changes while on ADT. It remains to be seen how effective the program is in limiting the bother from ADT side effects and helping couples maintain a strong dyadic relationship in the fact of the challenges brought on by ADT. Good enrollment in the in-person program in the 3 cities has propelled the development of the program in Halifax and Toronto starting in fall 2015, and an online version to be available in early 2016.

Abstract:The graduates and students of the School of Health Information Science (HIS) at the University of Victoria (UVic) have pioneered the Canadian sphere in health informatics since 1982. After six years of growth this co-operative education program has matured and establishment of a research base and graduate school has become a recent focus. In this context an evaluation of the HIS curriculum and co-op work experience from the student perspective was undertaken. Eighty-five persons, including 50 upper level students were surveyed. Thirty-five graduates were tracked and queried regarding their present employment, job satisfaction, future goals and perception oftheir professional status. In particular, students were queried on the retrospective value and/or shortcomings of the HIS co-op program. Their perceptions on the training that they have had or that they observe as leading to successful careers is documented. The student view on the ascribed role of ´change agent´ and concerns regarding the lack of professional identity are noted. The implications ofthese findings on the future form ofthe Health Information Science curriculum and the direction of its educational model are subsequently discussed.

The outbreak of the COVID-19 pandemic has changed everything about the world we live in, in 2020. It is having obvious impacts on the way we teach and the way we learn. In Victoria, Monash Rural Health Bendigo is one of the few places that has managed to continue clinical health education and clinical placements throughout 2020 - albeit in modified forms. Monash Rural Health Bendigo provides clinical years education to a cohort of between 100 and 130 Third, Fourth- and Fifth-Year Monash Medical students in a rural setting. It is largely an 'apprentice based' model of learning where the students get access to rural clinical sites and rural health experts as well as a state-of-the-art clinical skills and simulation lab to undertake the clinical years of their medical degree. But what happens to this kind of model during a pandemic induced shut down such as was experienced in 2020? This paper explores the challenges but also opportunities for students pursuing a rural health pathway in the midst of a public health emergency. It examines the findings of the COVID-19 Educational Evaluation conducted in Bendigo throughout 2020 and reveals the advantages but also the unanticipated consequences of students choosing to study rurally in the midst of a global pandemic.

ABSTRACTBackground: In the next decades of the twenty-first century, the global aging of populations will challenge every nation's ability to provide leadership by qualified health professionals to reshape and improve health care delivery systems. The challenge for educators is to design and deliver courses that will give students the knowledge and skills they need to fill that leadership role confidently in dementia care services. This paper explores the ways in which a curriculum can develop graduates who are ready to become leaders in shaping their industry.Method: The Master of Health Science – Aged Services (MHSAS) program at Victoria University, Melbourne, Australia is applied as a case study to describe the process by which the concept of leadership is applied as the key driver in curriculum development, teaching practices and learning outcomes.Results: Evaluation instruments employed in a variety of purposes including teaching, curriculum planning and unit appraisal are discussed. Challenges for the future are proposed including the need for postgraduate programs in dementia to seek stronger national and international benchmarks and associations with other educational institutions to promote leadership and a vision of what is possible and desirable in dementia care provision.Conclusions: In the twenty-first century, effective service provision in the aged health care sector will require postgraduate curricula that equip students for dementia care leadership. The MHSAS program provides an established template for such curricula.

Introduction: Despite revolutionary changes in the medical education landscape, journal club (JC) continues to be a ubiquitous pedagogical tool and is a primary way that residency programs review new evidence and teach evidence-based medicine. JC is a community of practice among physicians, which may help translate research findings into practice. Program representatives state that JC should have a goal of translating novel research into changes in clinical care, but there has been minimal evaluation of the success of JC in achieving this goal. Specifically, emergency medicine resident perspectives on the utility of JC remain unknown. Methods: We designed a multi-centre qualitative study for three distinct academic environments at the University of British Columbia (Vancouver, Victoria and Kelowna). Pilot testing was performed to generate preliminary themes and to finalize the interview script. An exploratory, semi-structured focus group was performed, followed by multiple one-on-one interviews using snowball sampling. Iterative thematic analysis directed data collection until thematic sufficiency was achieved. Analysis was conducted using a constructivist Grounded Theory method with communities of practice as a theoretical lens. Themes were compared to the existing literature to corroborate or challenge existing educational theory. Results: Pilot testing has revealed the following primary themes: (1) Only select residents are able to increase their participation in JC over the course of residency and navigate the transition from peripheral participant to core member; (2) These residents use their increased clinical experience to perceive relevance in JC topics, and; (3) Residents who remain peripheral participants identify a lack time to prepare for journal club and a lack of staff physician attendance as barriers to resident engagement. We will further develop these themes during the focus group and interview phases of our study. Conclusion: JC is a potentially valuable educational resource for residents. JC works as a community of practice only for a select group of residents, and many remain peripheral participants for the duration of their residency. Incorporation of Free Open-Access Medical Education resources may also decrease preparation time for residents and staff physicians and increase buy-in. To augment clinical impact, the JC community of practice may need to expand beyond emergency medicine and include other specialties.

Abstract Introduction TikTok is a rapidly growing social media platform that allows users to develop and share short videos. We hypothesized that a library of videos developed through TikTok (TikToks) would support the recruitment of committed hematopoietic stem cell donors from needed demographic groups (i.e. young, male, from diverse ancestries). Methods Members of the community of practice (CoP) in stem cell donor recruitment in Canada (facebook.com/groups/stemcellclub) were activated to develop TikToks. Training was provided during e-meetings of the CoP (8/2020, 1/2021, 5/2021) and in a video published online (stemcellclub.ca/training), highlighting the principles of effective TikTok design. These principles included the use of engaging hooks, music, and calls to action; short duration (< 30s); high educational value; and appeal to diverse donors. The training also outlined how to: record content, adjust clip lengths, apply audiovisual effects, and share across social media platforms. A CoP TikTok committee was formed to develop and review TikToks prior to publication. Following launch, we evaluated stakeholder perspective on these TikToks and the impact 1) across social and traditional media and 2) on eligible donors' knowledge and attitudes towards donation. Results Between 9/2020-7/2021, a network of TikTok channels was launched by CoP members, including a national donor recruitment TikTok library (tiktok.com/@stemcellclub). A total of 217 TikToks were produced across these channels (median length 17s, range 4-52s), covering a range of educational topics, designed for use in specific recruitment campaigns, and featuring unique video effects (Fig. A). The TikToks accumulated over 234,000 Views, 42,000 Likes, 3,000 Comments, and 14,200 Shares on TikTok, were republished by Canadian media outlets (e.g. CBC [twitter.com/cbcnewsbc/status/1361511367426080773], CTV News [ctvnews.ca/health/meet-the-women-hoping-to-recruit-more-stem-cells-donors-from-black-communities-1.5314038, ctvnews.ca/health/pride-month-tiktok-drive-encourages-stem-cell-donations-from-gay-bi-men-1.5475113], Victoria News [vicnews.com/news/most-black-canadians-wont-find-a-stem-cell-donor-in-time-this-group-is-working-to-change-that]) and were highlighted by major medical organizations (e.g. Canadian Blood Services [blood.ca/en/stories/meet-stem-cell-club, blood.ca/en/stories/stem-cell-club-volunteers-aim-save-lives-pride-month-campaign], American Association of Blood Banks [aabb.org/news-resources/news/article/2021/02/01/twitter-tiktok-aabb-virtual-journal-club-assesses-use-of-multimedia-resources-for-donor-recruitment]). 33 CoP members from 6 provinces across Canada, with a median of 2 years of recruitment experience, completed a post-launch survey. The majority felt that TikToks promote donation in an attention-grabbing way (94%), engage younger donors (100%), and teach key points in a short time period (94%). The majority were confident in their ability to make TikToks (63%), but felt they would benefit from additional training (63%). 46 eligible stem cell donors (from 12 different non-Caucasian ancestral groups; living in 5 provinces across Canada) completed surveys evaluating the impact of TikToks on their knowledge and attitudes towards donation. No participants were registered as donors and only four had a personal connection to an individual who needed a stem cell transplant. After being shown a series of TikToks, mean scores on a 6-question stem cell donation knowledge test improved from 59% to 73% (p=0.0012) (Fig. B); mean scores on a modified Simmons Ambivalence Scale decreased from 52% to 30% (p<0.0001) (Fig. C); and participants were more willing to register as donors (70% vs. 39%, p=0.0011). Participants reported that viewing TikToks positively impacted on their decision to register (87%), helped them understand stem cell donation (89%), and would help them talk about stem cell donation with friends/family (78%). Conclusions We report the first published experience using TikToks in a donor recruitment context. Our TikToks achieved significant social and traditional impact in a short period of time, and supported recruitment of committed stem cell donors from needed demographic groups. Our work is relevant to recruitment organizations worldwide seeking to modernize their recruitment approaches. Figure 1 Figure 1. Disclosures No relevant conflicts of interest to declare.

Considerable interest has been shown in the teaching of decision-making skills to Australian adolescents during the past decade. Acceptable modes of teaching are currently being researched and refined. The experiences of one Victorian co-educational school as it grapples with this task are described. How the program is adapted and modified over a three-year period is detailed. Some encouraging findings in relation to teaching methodology, ‘at risk’ students and parent partnership are described, as well as future suggestions for program refinement. The value of multi-model evaluation is discussed as it relates to the various facets of the program.

Purpose – Women from culturally and linguistically diverse communities face barriers to accessing perinatal mental health care. Victorian Transcultural Mental Health (VTMH) is a state-wide service in Victoria, Australia, that supports specialist mental health service providers to improve cultural responsiveness. VTMH provided training for perinatal health professionals in cultural responsiveness. The paper aims to discuss these issues. Design/methodology/approach – A curriculum was specifically developed based on a literature review, consultation forum, and input from members of an industry-based reference group. An Evaluation Tool was designed to collect participants’ feedback regarding the perceived relevance of the training content and its impact on practice. Responses were analysed using quantitative techniques and thematic analysis. Findings – Nine face-to-face training sessions were provided, in metropolitan and rural regions. In all, 174 professionals of various backgrounds (including midwives, mental health professionals, and maternal child health nurses) attended. In all, 161 completed evaluations were received and responses indicated that the training was of high relevance to the target workforce, that the training would have implications for their practice, and support was given for further training to be delivered using online methods. Research limitations/implications – First, an assessment of the cultural competence of participants prior to enrolment in the course was not conducted, and no matched control group was available for comparison with the participants. Second, generalisability of these findings to other settings requires further investigation. Third, the sustainability of the project is an area for further study in the future. Fourth, other methods including direct interviews of focus groups with participants may have yielded more detailed qualitative feedback regarding the effectiveness of the programme. Practical implications – To facilitate the sustainability of the project, following the face-to-face training, an online training module and a resource portal were developed, offering links to relevant web sites and resources for health professionals working in this field. Originality/value – The training addressed a significant unmet need for cultural responsiveness training for a diverse range of practitioners in the field of perinatal mental health. Online training can be adapted from face-to-face training and it is anticipated that online training will facilitate the sustainability of this initiative.

Family Group Conferencing (FGC) in child protection is a method of involving families in planning. This paper reports on a study undertaken in the Victorian child protection system, which examined (1) the extent to which the Victorian FGC program actually involves families in the planning process, (2) the extent to which FGC develops case plans which are appropriate, and (3) the extent to which FGC develops case plans which are sustained over time. Researchers observed 28 conferences and phone interviews were conducted with more than 100 participants including family members, staff members and representatives of non-government agencies providing placement and support services. The results suggest that FGC is more successful in involving family members in case planning than more traditional planning processes. Family members believe that FGC leads to more appropriate case plans which are more likely to be sustained. Child protection workers on the other hand believe that more appropriate case plans are developed in traditional planning meetings, rather than FGCs, and that case plans developed in traditional meetings are more likely to be sustained over time. Possible explanations for these findings are discussed, in particular that FGCs may be used for more difficult cases.

PURPOSE: To design, implement, and evaluate a comprehensive educational Web site for medical oncology trainees. METHODS: The Web site was designed with three main areas (termed Journal Club, Key Papers, and Oncology Links) and compiled from articles presented at the Victorian Medical Oncology Trainees’ Group journal club from the preceding 3 years. The Key Papers section was then reviewed by 30 academic medical oncologists. The site was advertised by mail and at the Annual Meeting of the Medical Oncology Group of Australia. Evaluation was by mail survey. RESULTS: The Web site, which may be accessed at www.vmotg.org, comprises more than 170 pages and 30,000 words of text. Journal club sessions are summarized with presented articles linked to abstracts from PubMed. Key Papers lists from five to 25 pivotal articles in each of 35 categories. Oncology Links is an extensive list of links in 10 categories including organizations, journals, and practice guidelines. Twenty-six of 45 trainees and 82 of 190 oncologists responded to the survey. Eighty-one percent of these trainees and 28% of oncologists have used the Web site. Ninety-six percent consider the Web site easy to use and “a useful medical oncology resource.” All trainees rated the site good to excellent in terms of relevance and 94% considered the site beneficial to their education. CONCLUSION: The Web site www.vmotg.org is a relevant and useful educational resource for Australian medical oncology trainees and oncologists. As far as the authors are aware, this is the only educational site specifically for medical oncology trainees throughout the world. It may be a valuable oncology education resource for trainees in other countries, particularly those in isolated areas.

Purpose The purpose of this paper is to examine whether deeply rooted ethnic values persist in public administration in spite of strong foreign influence in education and administrative culture. Design/methodology/approach This paper presents the theories and concepts on ethnic values, in particular Chinese and Canadian administrative values in order to examine their differences. Victoria of Canada and Hong Kong of China, both former British colonies, have been selected as the study sites due to their similarity in British education and administrative culture. Comparable samples of human subjects were drawn from the public sectors of Hong Kong and Victoria, who were either students or graduates of a master of public administration program. A questionnaire containing questions on program evaluation and staff promotion was administered to participants. Findings The survey results show that, while organizations may have similar administrative systems and cultures, employees revert to their ethnic values for matters concerning their immediate well-being – staff promotion in this case. The findings also suggest that employees endorse good practices and reject bad ones more often than they believe their organizations do. Research limitations/implications The purpose of this study is to examine whether lengthy foreign influence can change deeply rooted ethnic culture. The research results are not aimed at and may not be relevant to explaining a current situation. Practical implications The research findings may help improve public administration, in particular regarding issues of human resources management. Social implications The research findings may provide a better understanding of social behavior in the work place. Originality/value This paper contains original data for a comparative analysis that appears to have never been done before. It provides empirical proof that deeply rooted ethnics values are very difficult to change in spite of a long history of foreign influence.

The ‘new’ American solution for abused and neglected children — Intensive Family Preservation Programs — are being heavily marketed to Australians. Victoria and New South Wales have enthusiastically embraced the idea with pilot programs based on American statistics proving its value in maintaining children with their families and improving their safety. No matter that the Americans themselves warned that evaluations showed that out of home placements rate was no higher for families that did not receive the program and that the programs came from a country whose own Advisory Board on Child Abuse and Neglect described the child protection system as a ‘national emergency’.

Purpose – Aboriginal communities in Australia must have mapping information and technology to effectively and independently administer their land holdings and to define, evidence and thus protect their community and cultural identity. The purpose of this paper is to report on a pilot project that developed a customisable education programme to support Indigenous communities in the uptake of spatial mapping technologies to protect and manage cultural heritage in Victoria, Australia. Design/methodology/approach – A training programme to support Wadawurrung capabilities in spatial mapping technologies was developed, delivered and evaluated. Concurrently, the system's database was indigenised by Wadawurrung cultural heritage workers. Types and numbers of culturally significant sites mapped using the technologies were collated. The impact of the training and technologies for students and the Wadawurrung community was gauged through participation levels and evaluations. The approach to indigenous spatial mapping projects is informed by postcolonial theories interrogating neo-colonialist cartographic practices. Findings – Indigenous communities need to be resourced in the uptake of spatial mapping technologies and if universities are going to be involved in co-developing positive learning experiences that encourage the uptake of the technologies, they must have appropriate and respectful relationships with Aboriginal communities. Training programmes need to accommodate learners with diverse educational experiences and technological wherewithal. Research limitations/implications – Findings from the training evaluations are based on a small number of participants; however, they seem to be supported by literature. Practical implications – The education model developed is customisable for any Indigenous community in Australia. Social implications – The social and political importance of spatial mapping technologies for Indigenous Australians is evident as is the need for educational providers to have appropriate and respectful relationships with Aboriginal communities to co-develop positive learning experiences that encourage the uptake of the technologies. Originality/value – The Wadawurrung Dya Baap Ngobeeyt Cultural Heritage Mapping and Management Project developed practical strategies to build community capacity in Aboriginal Cultural Heritage Management and Protection. The educational programme developed supported learners to use technologies in cultural heritage management. Data were collected using community-developed fields for inclusion and culturally appropriate encryption of data.

Background The early life gut microbiota are an important regulator of the biological pathways contributing toward the pathogenesis of noncommunicable disease. It is unclear whether improvements to perinatal diet quality could alter the infant gut microbiota. Objective The aim of this study is to assess the efficacy of a perinatal educational dietary intervention in influencing gut microbiota in mothers and infants 4 weeks after birth. Methods The Healthy Parents, Healthy Kids randomized controlled trial aimed to recruit 90 pregnant women from Melbourne, Victoria, Australia. At week 26 of gestation, women were randomized to receive dietary advice from their doctor (n=45), or additionally receive a dietary intervention (n=45). The intervention included an educational workshop and 2 support calls aiming to align participants’ diets with the Australian Dietary Guidelines and increase intakes of prebiotic and probiotic foods. The educational design focused on active learning and self-assessment. Behavior change techniques were used to support dietary adherence, and the target behavior was eating for the gut microbiota. Exclusion criteria were age under 18 years, diagnosed mental illnesses, obesity, diabetes mellitus, diagnosed bowel conditions, exclusion diets, illicit drug use, antibiotic use, prebiotic or probiotic supplementation, and those lacking dietary autonomy. The primary outcome measure is a between-group difference in alpha diversity in infant stool collected 4 weeks after birth. Secondary outcomes include evaluating the efficacy of the intervention in influencing infant and maternal stool microbial composition and short chain fatty acid concentrations, epigenetic profile, and markers of inflammation and stress, as well as changes in maternal dietary intake and well-being. The study and intervention feasibility and acceptance will also be evaluated as secondary outcomes. Results The study results are yet to be written. The first participant was enrolled on July 28, 2016, and the final follow-up assessment was completed on October 11, 2017. Conclusions Data from this study will provide new insights regarding the ability of interventions targeting the perinatal diet to alter the maternal and infant gut microbiota. If this intervention is proven, our findings will support larger studies aiming to guide the assembly of gut microbiota in early life. Trial Registration Australian Clinical Trials Registration Number ACTRN12616000936426; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=370939 International Registered Report Identifier (IRRID) DERR1-10.2196/14771

Abstract This study explored the views of participants who completed a 5-week, online, interactive, family-based, salt reduction education program (Digital Education to LImit Salt in the Home). A secondary aim was to explore the views of school staff on the delivery of food and nutrition education in schools. Children aged 7–10 years, their parents and principals/teachers from participating schools located in Victoria, Australia, completed a semi-structured evaluation interview. Audio-recordings of interviews were transcribed verbatim and analysed using NVivo. Twenty-eight interviews (13 children; 11 parents; 4 school staff) were included. Thematic analysis revealed that the program was well received by all groups. Children reported that the interactivity of the education sessions helped them to learn. Parents thought the program was interesting and important, and reported learning skills to reduce salt in the family diet. School staff supported the delivery of nutrition education in schools but indicated difficulties in sourcing well-packed nutrition resources aligned with the curriculum. It appears that there is support from parents and teachers in the delivery of innovative, engaging, nutrition education in schools, however such programs need to be of high quality, aligned with the school curriculum and readily available for incorporation within the school’s teaching program.

AbstractThis research was undertaken on the lands of the Wurundjeri people of the Kulin nation. We pay our respects to Elders of the past, present and emerging, and also acknowledge the generous contribution to this research made by women and their families and Victorian Aboriginal Child Care Agency (VACCA) staff. Aboriginal Cradle to Kinder (AC2K) is a home-visiting and advocacy programme focussed on promoting Aboriginal maternal and child health during both pre- and postnatal stages of parenthood which was delivered by VACCA, an Aboriginal Community Controlled Organisation. While there have been some feasibility assessments conducted on AC2K, no study to date has evaluated the impact of this programme from the perspective of neither the women nor the staff who deliver the programme. The aim of this study, therefore, was to evaluate how both the women and the staff evaluated the AC2K programme, namely the strengths, limitations and recommendations of the programme. Through consultation with VACCA, this study used a qualitative approach using interpretative phenomenological analysis to explore the processes underpinning the programme coupled with participants’ experiences of the programme. A co-design process was used in the development of interview questions, and a total of seven women and six workers participated in semi-structured interviews. The results revealed three superordinate themes across both participant groups: cultural connection (i.e. how well the programme facilitates cultural connection), system complexities (i.e. caseloads, staff turnover and child protection [CP] difficulties) and programme features (i.e. parenting enhancement and unique programme benefits). The processes, and the programme more broadly, were evaluated positively by both the women and staff who supported its delivery. Specifically, a greater connection to culture, increased parenting skills and unique programme benefits were reported. However, there were recommendations on how the programme could be further strengthened, including negotiable caseloads with the Department and improved partnership with CP. These changes can help to further improve the experiences of both the women and their workers when engaging in Aboriginal specific maternal health and well-being supports.

In the period of digital transformation of all spheres of life, including the educational and scientific sphere, the opportunity for scientific and pedagogical workers (SPW) to present their achievements on the Internet, including the results of scientific and pedagogical activities becomes important. The results of scientific and pedagogical activities of SPW are not only certificates of various activities (training, internships, participation in various activities), but also profiles in scientific and metric databases and the number of citations of relevant publications, information about achievements, list of publications, information about the teacher (education, scientific degree, academic title), range of interests, victories of students under the guidance of SPW, etc. That is why the purpose of the article is to consider the possibility of using the electronic portfolio as a means of reflecting the results of scientific and pedagogical activities of teachers of free economic zones. The following research methods were used in this study: analysis, generalization, systematization. These methods were used to analyze and summarize the existing experience on this issue, as well as to systematize existing approaches to creating an e-portfolio. Under the e-portfolio of the scientific and pedagogical worker, we will understand the information system, which will contain all the information about the achievements of the scientific and pedagogical worker, including scientific work, awards, etc. The components that the electronic portfolio should contain are singled out if it is considered as a means of reflecting the results of scientific and pedagogical activities of teachers of free economic education. According to the authors, such a portfolio should contain: general information about the SPW: surname, name, patronymic, academic degree, academic title, information about higher education (about all, if more than one), place of work, position, etc.; information on SPW achievements: awards, prizes, participation in events, victories in competitions, etc.; SPW profiles in scientific-metric databases: Scopus, Web of Science (Publons), DBLP, Index Copernicus, Google Scholar, etc., publications; certificates; additional useful links; contacts; abbreviated profile in English, information on inventions, patents, participation in international projects, intellectual property rights to the work. The electronic portfolio of the scientific and pedagogical worker plays the role of a means of reflecting the results of the scientific and pedagogical activity, and acts as a business card of the teacher. The availability of such a portfolio will ensure the availability of SPW data in open access on the Internet. Prospects for further research include the search for other means of reflecting the results of scientific and pedagogical activities, as well as their expert evaluation.

ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. 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Children's school readiness is important to discuss because learning loss is an obstacle in preparing early childhood to enter elementary school. This study aims to look at parents' perceptions of their children's readiness for school during and after the COVID-19 pandemic. This study uses a quantitative descriptive survey research design to collect measurable data for statistical analysis from a population sample. The results show that preparing children for school during and after the COVID-19 pandemic is very different from the usual practice. Parents are required to provide appropriate stimulation to children at home to replace the role of teachers at school and restore the motivation and willingness of children to enter elementary school. The perception of parents is certainly very influential on the stimulation that will be given to children. Keywords: early childhood education, parents’ perceptions, school readiness References: Alexander, K. L., Entwisle, D. R., & Olson, L. S. 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e5223072This text focuses on the adoption of innovative assessment practices in Higher Education. The study was carried out in two curricular components, Spanish and English Literacies, of an Additional Languages undergraduate program, offered in a public university in Brazil. It aims to contrast the use of a holistic e-rubric, adopted to assess both the process and the outcome of the students' performances during an academic semester in which an interdisciplinary project was promoted, based on the theme of Happiness. Throughout the semester, a set of mentoring sessions aimed at qualifying the actors' assessment literacy. At the end of the academic semester, it was proposed that both professors and students used the same holistic rubric created for both subjects. The data showed that there were no statistical differences between the scores assigned by the professors and the self-rated scores by the students. Also, the final performances were higher with the adoption of the implemented assessment proposal, compared to the semesters in which there was no assessment through rubrics nor did the integrated work between both disciplines. The experience brought reliability to the professors about the students' sincere and adequate self-perception concerning their knowledge, and it proved to be favorable for the expansion, diffusion, and adoption of similar proposals in other contexts.ResumoEste texto está centrado na adoção de práticas avaliativas inovadoras no Ensino Superior. O estudo foi realizado em dois componentes curriculares, Letramentos em Espanhol e Letramento em Inglês, de um curso de Letras - Línguas Adicionais ofertado em uma universidade pública brasileira, tendo como objetivo contrastar a utilização de uma e-rubrica holística adotada para a avaliação tanto do processo quanto dos resultados de desempenhos discentes durante um semestre letivo em que se promoveu um projeto integrado a partir da temática da Felicidade. Ao longo do semestre, foram realizadas um conjunto de mentorias voltadas a qualificar o letramento em avaliação dos atores envolvidos. Ao final do semestre letivo, foi proposto que tanto as docentes quanto os discentes lançassem mão de uma mesma rubrica holística criada para ambas as disciplinas. Os dados evidenciaram que não ocorreram diferenças estatísticas entre as pontuações atribuídas pelas docentes e as pontuações autoatribuídas pelos discentes. Além disso, os desempenhos finais foram mais altos com a adoção da proposta avaliativa implementada, em comparação aos semestres em que não havia a avaliação através de rubricas e tampouco o trabalho integrado entre ambas as disciplinas. A experiência trouxe confiabilidade para as docentes sobre a autopercepção sincera e adequada dos discentes em relação ao seu conhecimento e se mostrou favorável para ampliação, difusão e adoção de propostas similares em outros contextos.ResumenEste texto se centra en la adopción de prácticas evaluativas innovadoras en la educación superior. El estudio se llevó a cabo en dos asignaturas, Literacidad en Español y Literacidad en Inglés, de un curso de Letras - Lenguas Adicionales que se ofrece en una universidad pública brasileña, con el objetivo de contrastar el uso de una e-rúbrica holística adoptada tanto para la evaluación de los procesos como de los resultados de las actuaciones de los estudiantes durante un semestre académico en el que se impulsó un proyecto integrado, con base en la temática de la Felicidad. A lo largo del semestre, se llevó a cabo un conjunto de sesiones de mentorías orientadas a calificar la literacidad en evaluación de los actores involucrados. Al final del semestre académico, se propuso que tanto las profesoras como los estudiantes utilizaran la misma rúbrica holística creada para ambas asignaturas. Los datos demostraron que no hubo diferencia estadística entre los puntajes asignados por las profesoras y los puntajes de las autocalificaciones asignadas por los estudiantes. Además, los desempeños finales fueron superiores con la adopción de la propuesta de evaluación implementada, en comparación a los semestres en que no hubo evaluación a través de rúbricas ni tampoco el trabajo integrado entre ambas asignaturas. La experiencia brindó confiabilidad a las docentes sobre la autopercepción sincera y adecuada de los estudiantes con respecto a sus conocimientos y resultó favorable para la expansión, difusión y adopción de propuestas similares en otros contextos.Palavras-chave: Avaliação do Desempenho Discente, Ensino Superior, Educação para a Inovação, Curso de Licenciatura.Keywords: Student Performance Assessment, Higher Education, Education for Innovation, Undergraduate Teaching Course.Palabras clave: Evaluación de la Actuación Estudiantil, Enseñanza Superior, Educación para la Innovación, Carrera de Formación Docente.ReferencesAUBUSSON, Peter; SCHUCK, Sandy. Researching and Learning from our Practices. In: AUBUSSON, Peter; SCHUCK, Sandy. (Orgs.). 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Porto Alegre: Artmed, 2002.CORNEJO, José. El self-study de la práctica de los formadores de futuros profesores: bases teóricas, características y modalidades metodológicas. In: RUSSELL, Tom; FUENTEALBA, Rodrigo HIRMAS, Carolina (Orgs.). Formadores de formadores, descubriendo la propia voz a través del self-study. Santiago do Chile: OEI, 2016, p.25-64.DORNELLES, Clara. A gente não quer ser tradicional, mas...como é que faz, daí? A inovação curricular e o debate popularizado sobre língua portuguesa e ensino. 2008. 169p. Tese (Doutorado em Linguística Aplicada), Instituto de Estudos da Linguagem, Universidade Estadual de Campinas, Campinas, 2008.FIELD, Andy. Descobrindo a estatística usando o SPSS. Porto Alegre: Artmed, 2009.GIL FLORES, Javier; DE BESA GUTIÉRREZ, Manuel; GARZÓN UMERENKOVA, Angélica. ¿Por qué procrastina el alumnado universitario?Análisis de motivos y caracterización del alumnado con diferentes tipos de motivaciones. Revista de Investigación Educativa, v. 38, n. 1, p. 183-200, 2020.Disponível em: http://dx.doi.org/10.6018/rie.344781. Acesso em: 06 mai. 2020.HORN, Michael; STAKER, Heather. Blended: usando a inovação disruptiva para aprimorar a educação. Porto Alegre: Penso, 2015.IRALA, Valesca; DUARTE, Gabriela. E-rubrica holística para a área da linguagem com enquadre responsivo bifocal na adoção de Project-based learning. 2019. Disponível em: https://www.researchgate.net/publication/344565497_E-Rubrica_holistica_para_a_area_da_linguagem_com_enquadre_responsivo_bifocal_na_adocao_de_Project-based_learning. Acesso em: 29 jul. 2021. DOI: 10.13140/RG.2.2.13711.20641.IRALA, Valesca. Inovação na formação de professores de espanhol: a experiência em um curso de Letras/Línguas Adicionais. In: ERES FENÁNDEZ, Gretel; BAPTISTA, Lívia; SILVA, Antonio Messias. (Orgs.). Enseñanza y aprendizaje del español en Brasil: aspectos lingüísticos, discursivos e interculturales. Brasília: Consejería de Educación de la Embajada de España en Brasil/Ministerio de Educación, Cultura y Deporte de España, 2016, p. 171-184.JOHNSON, Cara; BERGMANN, Jon. Flipped 3.0. Flipped Mastery Learning. An Insanely Simple Guide. Irvine: FL Global Publishing, 2018.LEVIN, Jack; FOX, James; FORDE, David. Estatística para ciências humanas. 11 ed. São Paulo: Pearson, 2012.LIMA FILHO, Raimundo Nonato; BRUNI, Adriano Leal. Metacognição estimula características empreendedoras? Uma análise em profissionais de Administração. RACE - Revista de Administração, Contabilidade e Economia, v. 14, n. 2, p. 427-450, 12 ago. 2015.LÓPEZ-PASTOR, Víctor Manuel. Evaluación formativa y compartida: evaluar para aprender y la implicación del alumnado en los procesos de evaluación y aprendizaje. In: LÓPEZ-PASTOR Victor; PÉREZ-PUEYO, Ángel. (Orgs.). Evaluación formativa y compartida en Educación: experiencias de éxito en todas las etapas educativas. León: Universidad de León, 2017, p. 34-69.MARCHETI, Ana Paula do Carmo. Rubricas: um importante instrumento para correção de desempenho discente. Revista Eletrônica Científica Ensino Interdisciplinar. Mossoró, v. 6, n. 16, p. 58 – 76, 2020.MJELDE, Liv. Experiência e significado de mentoria: da abordagem socrática à nova ciência da aprendizagem. Boletim Técnico do Senac, v. 46, n. 2, 11 ago. 2020.MOROSINI, Marília et al. A qualidade da Educação Superior e o complexo exercício de propor indicadores. Revista Brasileira de Educação, v. 21, n.64, p.13-37, 2016.ORÉ, Fabio. Reflexiones para una evaluación constructivista. Horizonte de la Ciencia, v. 8, n. 14, p. 87-99. enero-junio 2018. Disponível em: http://revistas.uncp.edu.pe/index.php/horizontedelaciencia/article/view/294. Acesso em: 24 dez. 2020.PERRENOUD, P. Avaliação: da excelência à regulação das aprendizagens – entre duas lógicas. Porto Alegre: Artes Médicas, 1999.PIOVESAN, Armando; TEMPORINI, Edméa Rita. 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The article considers the strengthening of the Turkic factor in Egypt after the Mamluk Emirs, natives from the Khwarezm, Turkmen and Kipchak tribes, who came to power in the second half of the XIII century. The influence of the Turkic factor affected all aspects of life in Egypt. Under the leadership of the Turkic Emirs, the Egyptians defeated the crusaders who invaded Egypt in 1248. This defeat of the 7th crusade marked the beginning of the General collapse of the Crusades. Another crushing defeat of the Mamluks led by Sultan Kutuz caused the Mongols, stopping their victorious March through the Arab world. As a result of these brilliant victories, Egypt under the first Mamluk Sultans turned into a fairly strong state, which developed agriculture, irrigation, and foreign trade. The article also examines the factors contributing to the transformation of Egypt in the 13-14th centuries in the center of Muslim culture after the fall of the Abbasid Caliphate. Scientists from all over the Muslim world came to Egypt, educational institutions-madrassas were intensively built, and Muslim encyclopedias were created that absorbed the knowledge gained in various Sciences (geography, history, philology, astronomy, mathematics, etc.). Scholars from Khwarezm, the Golden Horde, Azerbaijan, and other Turkic-speaking regions along with Arab scholars taught hadith, logic, oratory, fiqh, and other Muslim Sciences in the famous madrassas of Egypt. In Mamluk Egypt, there was a great interest in the Turkic languages, especially the Oguz-Kipchak dialect. Arabic and Turkic philologists write special works on the vocabulary and grammar of the Turkic languages, and compile Arabic-Turkic dictionaries. In Egypt, a whole layer of artistic Turkic-language literature was created that has survived to the present day. The famous poet Saif Sarayi, who came from the lower reaches of the Syr Darya river in Mawaraunnahr was considered to be its founder. He wrote in Chigatai (old Uzbek) language and is recognized a poet who stands at the origins of Uzbek literature. In addition to his known the names of eight Turkish-speaking poets, most of whom have nisba “al-Khwarizmi”. Notable changes occurred in Arabic literature itself, especially after the decline of Palace Abbasid poetry. There is a convergence of literature with folk art, under the influence of which the poetic genres, such as “zazhal”, “mavval”, “muvashshah”, etc. emerge in the Egyptian poetry. In Mamluk Egypt, the genre of “adaba” is rapidly developing, aimed at bringing up and enlightening the good-natured Muslim in a popular scientific form. The works of “adaba” contained a large amount of poetic and folklore material from rivayats and hikayats, which makes it possible to have a more complete understanding of medieval Arabic literature in general. Unfortunately, the culture, including the fiction of the Mamluk period of Egypt, has been little studied, as well as the influence of the Turkic factor on the cultural and social life of the Egyptians. The Turkic influence is felt in the military and household vocabulary, the introduction of new rituals, court etiquette, changing the criteria for evaluating beauty, in food, clothing, etc. Natives of the Turkic regions, former slaves, historical figures such as the Sultan Shajarat ad-Durr, Mamluk sultans as Kutuz and Beybars became national heroes of the Egyptian people. Folk novels-Sirs were written about their deeds. And in modern times, their names are not forgotten. Prominent Egyptian writers have dedicated their historical novels to them, streets have been named after them, monuments have been erected to them, and series and TV shows dedicated to them are still shown on national television. This article for the first time examines some aspects of the influence of the Turkic factor on the cultural life of Mamluk Egypt and highlights some unknown pages of cultural relations between Egypt and Mawaraunnahr.

The present article is a research clipping whose general objective was to understand how the organizational structure of a public school made possible the work with students with disabilities for the realization of the truly inclusive education proposal. In this work we discuss the collaboration/partnership in a perspective that articulates the different segments of professionals of the school in the interlocution with the family, perspective that seeks to potentiate the learning of a student’s with disabilities. We present an experience developed with a student of Early Childhood education, in the context of a municipal school in the interior of the state of São Paulo, where the vice-director/researcher presents collaborative processes developed between teacher regent, a teacher of Specialized Educational Assistance (AEE) and an educational agent, subjects who were responsible for preparing and developing projects, activities and teaching materials for the referred student. The data produced for this work are: Teacher's Diary, student’s Individual Development Plan (PDI), evaluation record of the student’s mother, daily register of the vice-director and the reflective register of the teachers and educational agent about their experiences with the student with disabilities. The production of the data was analyzed from the indexing paradigm. Collaboration/partnership was made possible through the constitution of a group of individuals who support each other, experienced joint actions and had feelings of productive belonging, around the common goal of guaranteeing student’s learning. The participation of the family was paramount to the achievement of the objectives proposed with the student with disabilities.ResumoO presente artigo é um recorte de pesquisa que teve como objetivo geral compreender de que forma a estrutura organizativa de uma escola pública possibilitou o trabalho com os alunos público-alvo da educação especial (PAEE) para a efetivação da proposta de educação verdadeiramente inclusiva. Neste trabalho discutimos a colaboração/parceria numa perspectiva que articula os diferentes segmentos de profissionais da escola na interlocução com a família, perspectiva que almeja potencializar a aprendizagem do aluno PAEE. Apresentamos experiência desenvolvida com aluno da Educação Infantil, no contexto de uma escola municipal do interior do estado de São Paulo, em que a vice-diretora/pesquisadora apresenta processos colaborativos desenvolvidos entre professora regente, professora do Atendimento Educacional Especializado (AEE) e agente educacional, sujeitos que se responsabilizaram por elaborar e desenvolver projetos, atividades e materiais pedagógicos para o referido aluno. Os dados produzidos para este trabalho contemplam: Diário de Bordo das professoras, Plano de Desenvolvimento Individual (PDI) do aluno, registro avaliativo da mãe do aluno, caderno de registro cotidiano da vice-diretora e registro reflexivo das professoras e agente educacional sobre suas experiências junto ao aluno PAEE. A produção dos dados foi analisada a partir do paradigma indiciário. A colaboração/parceria foi possibilitada através da constituição de um grupo onde os sujeitos se apoiaram mutuamente, experimentaram ações conjuntas e tinham sentimentos de pertença produtiva, em torno do objetivo comum de garantir a aprendizagem do aluno PAEE. A participação da família foi primordial para o alcance dos objetivos propostos com o aluno PAEE.ResumenEl presente artículo es un recorte de una investigación que tuvo como objetivo general comprender de qué forma la estructura organizativa de una escuela pública posibilitó el trabajo con los alumnos con discapacidad para la realización de la propuesta educativa verdaderamente inclusiva. En este trabajo discutimos la colaboración/asociación en una perspectiva que articula los diferentes segmentos de profesionales de la escuela en la interlocución con la familia, perspectiva que pretende potencializar el aprendizaje del aluno con discapacidad. Presentamos la experiencia desarrollada con un alumno de la Educación Infantil, en el contexto de una escuela municipal del interior del estado de São Paulo, donde la vice-directora/investigadora presenta los procesos colaborativos desarrollados entre la profesora de la sala, la profesora del Atendimiento Educacional Especializados (AEE) e la agente educacional, sujetos que se responsabilizaron por elaborar y desarrollar proyectos, actividades e materiales pedagógicos para el alumno referido. Los datos producidos para este trabajo contemplan: Diario de Bordo de las profesoras, Plano de Desenvolvimiento Individual (PDI) del alumno, registro evaluativo de la madre del alumno, cuaderno de registro cotidiano de la vice-directora e registro reflexivo de las profesoras e agente educacional sobre sus experiencias con el alumno con discapacidad. La producción de los datos fue analizada a partir del paradigma indiciario. La colaboración/asociación fue posible a través de la constitución de un grupo en el cual los sujetos se apoyan mutuamente, experimentan acciones conjuntas y tuvieron sentimientos de pertenencia productiva, en torno al objetivo común de garantizar el aprendizaje del alumno con discapacidad. La participación de la familia fundamental para el logro de los objetivos propuestos con el alumno con discapacidad.Palavras-chave: Educação inclusiva, Aluno PAEE, Práticas colaborativas.Keywords: Inclusive education, Student with disabilities, Collaborative practices.Palavras clave: Educación inclusiva, Alumno com discapacidade, Prácticas inclusivas.ReferencesBETEGHELLI, Tagiane Giorgetti dos Santos. A professora coordenadora na educação infantil: na composição da organização do trabalho pedagógico e da formação dos educadores. 2018, 203p. Dissertação (Mestrado em Educação). Universidade Estadual Paulista. Instituto de Biociências. Rio Claro/SP: Unesp, 2018.BRASIL. Marcos Políticos-Legais da Educação Especial na Perspectiva da Educação Inclusiva. Ministério da Educação. Secretaria de Educação Especial. Brasília: Secretaria de Educação Especial, 2010.CAPELLINI, Vera Lúcia Messias Fialho (org.); ZANATA, Eliana Marques; PEREIRA, Verônica Aparecida. Práticas educativas: ensino colaborativo. Práticas em Educação Especial e Inclusiva na área da deficiência mental. Bauru/SP: MEC/FC/SEE, 2008.CAPELLINI, Vera Lúcia Messias Fialho. Formação Continuada por meio da Consultoria Colaborativa: compromisso com o ensino-aprendizagem de todos os alunos. In: MENDES, Enicéia Gonçalves; ALMEIDA, Maria Amélia (orgs.). A Pesquisa sobre inclusão escolar em suas múltiplas dimensões: teoria, política e formação. Marília: ABPEE, 2012.CHALUH, Laura Noemi. Do trabalho coletivo na escola: encontros na diferença. Pro-Posições. Campinas, vol. 21, nº 2 (62), maio/ago., 2010, pp. 207-223.FERNANDES, Carla Helena. Relatório Final de Estágio Pós-Doutoral. 2017, 300p. Universidade Estadual Paulista “Júlio de Mesquita Filho”. Rio Claro/SP: Unesp, 2017.GINZBURG, Carlo. Mitos, emblemas, sinais: morfologia e história. São Paulo: Companhia das Letras, 1989.JESUS, Denise Meirelles de; GONÇALVES, Agda Felipe Silva; VIEIRA, Alexandro Braga; EFFGEN, Ariadna Pereira Siqueira. As políticas públicas em ação no estado do Espírito Santo: o que dizem as superintendências e as secretarias municipais de educação. In: MENDES, Enicéia Gonçalves; ALMEIDA, Maria Amélia (orgs.). A pesquisa sobre inclusão escolar em suas múltiplas dimensões: teoria, política e formação. Marília: ABPEE, 2012.LIMA, M. E. C. C.; GERALDI, C. M. G.; GERALDI, J.W. O trabalho com narrativas na investigação em educação. Educação em Revista. Belo Horizonte, vol.31, nº.01, jan-mar., 2015, pp. 17-44.MAZZOTTA, Marcos José da Silveira. Educação Especial no Brasil: História e Políticas Públicas. 3ª ed. São Paulo: Cortez, 2001.MENDES, Enicéia Gonçalves; VILARONGA, Carla Ariela Rios; ZERBATO, Ana Paula. Ensino colaborativo como apoio à inclusão escolar: unindo esforços entre educação comum e especial. São Carlos: EdUFSCar, 2014.ORSATI, Fernanda T. Acomodações, modificações e práticas efetivas para a sala de aula inclusiva. Temas sobre Desenvolvimento, 19 (107). São Paulo: pp. 213-222, 2013.PRIMO, Dorian Regina B. S.; MOTTA JÚNIOR, Ademar Simões da. A influência da ludicidade na aquisição da aprendizagem de crianças com necessidades educativas especiais nas séries iniciais. In: CARVALHO, Edemir de; CARVALHO, Carmem Silvia B. F. (orgs.). Práticas Pedagógicas: entre as teorias e metodologias, as necessidades educativas especiais. Marília: Oficina Universitária. São Paulo: Cultura Acadêmica, 2012.RIO CLARO. Projeto Político Pedagógico da Escola Municipal Professor Victorino Machado. Rio Claro: Secretaria Municipal da Educação, 2015.RIO CLARO. Reorientação Curricular da Rede Municipal de Educação de RioClaro. 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Although there are several approaches and strategies for teaching foreign languages, the Total Physical Response (TPR) approach is the most suitable for young learners. TPR is a way of teaching language that is based on the synchronization of speech and behaviour, or in other words, teaching language through movement. This study aims to develop English learning media for children through the Total Physical Response (TPR) method. This study uses a Research and Development (R & D) approach. The development model used is the ADDIE development model (analysis, design, development, implementation, and evaluation). Data collection techniques in this study were based on the results of expert validation tests, media practicality tests, and media effectiveness tests on children aged 5-6 years in Kindergarten. The results showed that the validity test of developing interactive media for children's English learning through the TPR method by media expert was declared valid with the result of 93%. The validity test on the material aspect shows the result is 98%. In the language aspect, the language expert gave the results of the feasibility of the language used in the media with a value of 96%. Likewise, with the practicality test, the results showed that the media had an average value of practicality with a percentage of 94%. The most important result in media development is determined by the results of the effectiveness test, and this media gets an average percentage score of 77.8% on the media tested on children. Therefore, interactive media for children's English learning through the Total Physical Response method deserves to be used as interactive and quality learning media that is practical and effective for early childhood. Intervention in introducing how to develop interactive media for learning English to teachers can be carried out in further research. Keywords: Early Childhood, English Learning Media, Total Physical Response (TPR) method References: Amri, S. (2013). 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Background: Advance care planning (ACP) is important, however ethnic minorities have half the completion rates in the United States compared to Caucasian counterparts, and in Australia only 3.5% of advance directives were completed by those overseas-born.Educational intervention improves ACP knowledge and subsequent uptake. We evaluated immediate and longer-term outcomes of a co-designed ACP education toolkit in Chinese-speaking people in Victoria, Australia. Methods: We conducted a cross-sectional survey of Chinese-speaking community members who participated in a co-designed Chinese ACP educational workshop. A self-selected subgroup were subsequently contacted 6 months later to determine longer-term outcomes. Results: Of 519 attendees across 17 workshops, 325 (63%) completed the evaluation. The majority (63%;n = 206) were previously unaware of ACP. Perception of receipt of useful information positively correlated with motivation to undertake ACP ( r = 0.3486, p < 0.001). Of the 70 participants who consented to follow up, 36% (n = 26) agreed to participate in structured telephone interviews. English speakers were more likely to have undertaken ACP (n = 6 vs n = 3). ACP completion was not associated with being a carer or suffering from cancer or chronic illness. Conclusions: This first Australian study evaluating ACP co-design education implementation outcomes in Chinese-speaking people supports that motivation to undertake ACP is related to knowledge, albeit a modest ACP uptake in a small follow up sample. Clinicians should note that this assists with ACP uptake, with likely downstream improved health outcomes. This co-designed toolkit could be helpful in increasing ACP uptake. Future engagement by Chinese language societies to overcome further barriers to ACP is needed.

Abstract Introduction 'No Jab, No Play' and 'No Jab, No Pay' mandatory immunisation policies were introduced in the state of Victoria and Australia nationally in January 2016. They restrict access to childcare/kindergarten and family assistance payments respectively, for under-vaccinated children. We aimed to describe the proportion of attendees to immunisation services of a tertiary hospital, the Royal Children's Hospital Melbourne (RCH), who were motivated by the policies to discuss or catch up vaccination. We also explored the association between policy motivation, vaccine hesitancy (VH) and intent to seek medical exemption, with vaccine-uptake. Referrals to the Specialist Immunisation Clinic (SIC) were also reviewed. Methods Parents/Guardians and clinicians completed surveys October 2016-May 2017 from the nurse-led immunisation Drop in Centre (DIC) or physician-led SIC. Vaccine-uptake was measured using the Australian Immunisation Register at baseline, 1 and 7 months post-attendance. The association between vaccine-uptake, policy motivation and VH was explored by logistic regression. Results Of 607 children included, 393 (65%) were from the DIC and 214 (35%) SIC. 74 (12%) of parents were motivated by the policies to attend immunisation services and 19% were VH. Only 50% of VH parents planned to catch-up vaccination for enrolment to childcare/kindergarten. Fewer children were fully immunised at 7 months if their parents were VH (difference 18%; OR 0.24, CI 0.1-0.54,p&lt;0.001) or seeking medical exemption (difference 33%, OR 0.08, CI 0.01-0.6, p 0.015). Conclusions The 'No Jab' policies motivated attendance to a tertiary immunisation service but children of vaccine hesitant parents and those seeking medical exemption to immunisation were less likely to be fully immunised post attendance, compared to baseline. These data will be used to inform a comprehensive evaluation of the impact of the policies, particularly the educational impact from loss of early childhood education.

Abstract Background In a whole-of-system approach to evaluation of teaching across any degree, multiple sources of information can help develop an educators’ understanding of their teaching quality. In the health professions, student evaluations of clinical teaching are commonplace. However, self-evaluation of teaching is less common, and exploration of clinical educators’ self-efficacy even less so. The aim of the study was to evaluate how a clinical educator’s self-evaluation of teaching intersects with their self-efficacy, to ascertain if that matches student evaluation of their teaching. This information may assist in facilitating targeted professional development to improve teaching quality. Methods Clinical educators in the osteopathy program at Victoria University (VU) were invited to complete: a) self-evaluation version of the Osteopathy Clinical Teaching Questionnaire (OCTQ); and b) the Self-Efficacy in Clinical Teaching (SECT) questionnaire. Students in the VU program completed the OCTQ for each of the clinical educators they worked with during semester 2, 2017. Results Completed OCTQ and SECT were received from 37 clinical educators. These were matched with 308 student evaluations (mean of 6 student ratings per educator). Three possible educator cohorts were identified: a) high clinical eductor self-OCTQ with low student evaluation; b) low clinical educator self-evaluation and high student evaluations; and, c) no difference between self- and student evaulations. Clinical educators in the first cohort demonstrated significantly higher SECT subscale scores (effect size > 0.42) than their colleagues. Age, gender, teaching qualification, and years practicing or years as a clinical educator were not associated with clinical educator OCTQ scores or the SECT subscales. Conclusions Targeted professional development directed towards fostering self-efficacy may provide an avenue for engaging those clinical educators whose self-efficacy is low and/or those who did not receive high student evaluations. Given there is no gold standard measure of clinical teaching quality, educators should engage with multiple sources of feedback to benchmark their current performance level, and identify opportunities to improve. Student and self-evaluations using the OCTQ and evaluation of self-efficacy using the SECT, are useful tools for inclusion in a whole-of-system approach to evaluation of the clinical learning environment.

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Introduction The primary objective of this study was to evaluate the effectiveness of an autonomous oncology boot camp on Advanced Pharmacy Practice Experience (APPE) student knowledge. Secondary objectives included assessing student perception of the virtual learning experience and overall comfort level with the material. Methods APPE students rotating through our institution between November 2019 and March 2020 were voluntarily enrolled in a 4-hour oncology-focused boot camp, which included five PlayPosit (Denver, CO, USA) interactive video lectures embedded with case-based application questions followed by one comprehensive web-based Quandary (Victoria, BC, Canada) action-maze case. Student learning was measured by a pre- and post-intervention exam. A web survey tool (Qualtrics, Provo, UT, USA) collected student perceptions evaluating their comfort with oncology-specific drug knowledge and APPE rotations tasks. Results Fifty students enrolled in the oncology boot camp, with 100% completing the pre- and post-intervention assessments. Overall, pre-intervention exam scores (mean: 55.4%, SD: 21.8%) improved by 23.2% following the boot camp (mean: 78.6%, SD: 19.2%; p < 0.001). Students performed better on all 10 exam questions, with 6 questions showing a statistically significant improvement (p < 0.05). Forty-five students (90%) completed the perception surveys. Of those, 93% agreed that it effectively reinforced important oncology knowledge, 91% supported the autonomous design, and 82% would recommend the oncology boot camp for future students. Conclusion The boot camp proved to be a beneficial educational tool that enhanced student knowledge and confidence in navigating common oncology concepts. Students valued the ability to independently complete the activities and supported its continuation.

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IntroductionThe National School Chaplaincy and Student Welfare Program (NSCSWP) has been one of the most controversial Australian news topics in the past eight years. Newspaper representations of the NSCSWP have been prolific since the Program began in 2006/07. In my previous research into the NSCSWP, I found that initially the Program was well received. Following the High Court Challenge campaign, however, which began in late 2010, newspaper reports portrayed the NSCSWP in a predominantly negative light. These negative portrayals of the NSCSWP persisted in the lead up to the second High Court Challenge from 2013 until June 2014. During this time, newspaper representations portrayed the Program as an illegitimate form of counseling for state school students. However, I would argue that it was the newspaper representations of the NSCSWP that were in fact illegitimate. In this article, I contend that illegitimate representations of the NSCSWP became hegemonic because of a lack of evidence-based research conducted into the Program’s operation within state schools. Evidence-based research would have appropriately evaluated the Program’s progress and contributed to a legitimate and fair representation of chaplains in online newspapers. My analysis acknowledges the overwhelming prejudice against the NSCSWP. Whether chaplains were indeed a legitimate or illegitimate form of counseling is not my argument. My argument is that newspaper representations of the NSCSWP were illegitimate because news articles were presenting biased and incomplete information to the Australian community. Defining IllegitimacyIllegitimacy as a term has a long history dating back to early modern England, when it was commonly used to refer to children born out of wedlock (Pritchard 19). However, the definition of illegitimacy extends beyond this social phenomenon. Katie Pritchard states:The understanding of illegitimacy encompasses a kind of theoretical illegitimacy that is nothing to do with birth, referring to a kind of falseness or unsuitability that can be applied in many circumstances. (21)For this article, I will be using the term ‘illegitimate’ to describe how the newspaper representations of the NSCSWP were unsuitable because they were biased and lacked valuable information. Newspaper reports, which can be accessed online via the newspaper company’s website, include important authoritative voices. However, these voices expressed a certain opinion or concern, rather than delivering information that contributed to society’s understanding of the NSCSWP. Therefore, newspapers did not present legitimate facts, but instead a range of subjective opinions.The Illegitimacy of Newspaper ReportingThe ideological bias of newspapers has been recently examined regarding News Corp, the owner of national title The Australian, and many of the major Australian state newspapers: The Daily Telegraph; The Courier Mail, Herald Sun; The Advertiser; and Sunday Times. This organisation has recently been accused of showing bias in its newspaper articles (Meade). Meade quotes Mark Scott, the ABC Managing Director, who states:Given the aggressive editorial positioning of some of their mastheads and their willingness to adopt and pursue an editorial position, an ideological position and a market segmentation, you could argue that News Corporation newspapers have never been more assertive in exercising media power. (1)The market domination enjoyed by large organisations such as News Corp, and even Fairfax Media, leads to consistency in journalists’ writing on political, social, religious, and economic issues, which may predominate over the articles published by smaller newspapers. There is the concern that over time a particular point of view will be favoured. According to Mark Scott “a range of influential voices [is] essential to ensure a fair and open media” (Meade 1). Scott cites Rupert Murdoch who stated, back in 1967, that “freedom of the press mustn’t be one-sided just for a publisher to speak as he pleases, to try and bully the community” (Meade 1). Therefore, it has been acknowledged that a biased news article is illegitimate, and national news articles are to present facts, not the opinions of the newspaper.A Methodological Framework For this article I will utilise Norman Fairclough’s theory of Critical Discourse Analysis. Fairclough states:By ‘critical’ discourse analysis I mean discourse analysis which aims to systematically explore often opaque relationships of causality and determination between (a) discursive practices, events and texts and (b) wider social and cultural structures, relations and processes. (132-133)This method of analysis examines three assumptions: Existential, Propositional and Value. Existential assumptions make claims about what exists with regards to the problem, and refers to social phenomena such as globalisation or social cohesion (56). Propositional assumptions make predictions about what is or will be (55). Value assumptions simply evaluate things as good or bad, needed or not needed (57). These assumptions can be identified through analysis of the various direct quotes included within online newspaper articles.Direct quotations in newspaper articles available online often represent polarised views demonstrating whether people agree or disagree with the topic being discussed. The selection, or framing, of dominant voices within an article can be used to construct or re-present certain ideologies (Entman, 165). Entman explains that “we can define framing as the process of culling a few elements of perceived reality and assembling a narrative that highlights connections among them to promote a particular interpretation” (164). The framing of direct quotes within an article, therefore, assists the reader in identifying the article’s bias. The National School Chaplaincy and Student Welfare ProgramThe National School Chaplaincy Program was first established in 2006 by the Howard Government, and in 2011 Julia Gillard included secular youth workers, expanding it from 2012 to become the National School Chaplaincy and Student Welfare Program. According to the National School Chaplaincy and Student Welfare Guidelines, the Program aimed to “assist school communities to provide pastoral care and general spiritual, social and emotional comfort to all students, irrespective of their faith or beliefs” (6). Chaplaincy in Australia has been a predominantly Christian counseling service with Christianity being the most commonly practiced religion in Australia (Australian Bureau of Statistics). However, there have been chaplains representing other faiths such as Islam, Judaism and Buddhism (Australian Government 8). Chaplains were chosen by their respective schools and were partly funded by the Government to provide support to students and staff.State Newspaper Articles Online: Representations 2013-2014My sample of articles came from nine state newspapers with an online presence: The Sydney Morning Herald, Brisbane Courier Mail, Adelaide Advertiser, Melbourne Age, Northern Times, The Australian, The West Australian, The Daily Telegraph, and The Mercury. A total of 36 articles were collected, from the newspaper’s Website, for 2013 and 2014, and were divided into two categories.The two categories are Supportive (of the Program) and Unsupportive (of the Program). In 2013, two articles were supportive of the Program, whereas in 2014 there were four. In 2013 three articles were unsupportive of the Program, whereas in 2014 there were 27 unsupportive articles, representing the growing interest in the scheme in the final lead up to the High Court Challenge in 2014. An online newspaper article from 2013, which portrays the NSCSWP and in particular chaplains as illegitimate, is Call for Naked School Chaplain to Be Defrocked (Domjen). This article explains how an off-duty school chaplain was preaching naked in the main street of a country town in NSW. The NSW Teachers Federation President Maurie Mulheron, and Parents and Citizens Association publicity officer Rachael Sowden were quoted in this article. It is through their direct quotes that the illegitimacy of chaplaincy is framed. President Mulheron states:We believe the chaplaincy program is wrong and that money should be used for an increase in school-based counsellors. Obviously the right checks and balances are not in place. (1)When President Mulheron states “We” it is unclear to the reader as to whether he is referring to all NSW Teachers or the organisation’s administrators. The reader is left to make their own assumptions about whom he is referring to. The President also makes a value assumption that the money would be better spent on school-based counselors, thus expressing his own opinion that they are a better option. A propositional assumption is made when he claims that the “right checks and balances are not in place”, but is he basing his claim on this one incident or is there other research to support this assumption?Perhaps this naked chaplain appeared fine when the school hired him, perhaps he does not have a previous record of inappropriate behaviour, perhaps it was an isolated incident. The reader is not given any background information on this chaplain and is therefore meant to take the President’s assumptions as legitimate fact. Ms Sowden, representing the Parents’ and Citizens’ Association, also expresses the same assumptions and concerns. Ms Sowden states:We have great concerns about the chaplain scheme - many parents do. We are concerned about whether they go through the same processes as teachers in terms of working with children checks and their suitability to the position, and this case highlights that.Ms Sowden makes a propositional assumption that many parents and citizens are concerned about the Program. It would be interesting to know what the Parents and Citizens Association was doing about this, considering the choice to have a chaplain is a decision made by the school community? Ms Sowden also asks whether chaplains “go through the same processes as teachers in terms of working with children checks and their suitability to the position”. Chaplains do not go through the same process as teachers in their training as they have a different role in the school. However, chaplains do require a Certificate IV in Pastoral Care as well as a Working with Children Check because they are in close proximity to children, and are being paid for their school counseling service (Working with Children Check). Ms Sowden’s value assumption that chaplains are unsuitable for the position is based on her own limited understanding of their qualifications, which she admits to not knowing. In fact, to be appointed to represent parents and citizens and to even voice their concerns, but not know the qualifications of chaplains in her community, is an interesting area of ignorance.This article has been framed to evaluate the actions of all chaplains through the example of a publicly-naked chaplain, discussed without context in this article. The Program is portrayed as hiring unsuitable and thus illegitimate chaplains. However, the quotes are based on concerns and assumptions that are unfounded, and are fears presented as facts. Therefore the representation is illegitimate because it does not report any information that the public can use to better understand the NSCSWP, or even to understand the circumstances surrounding the chaplain who preached naked in the street. Another article from 2014, which represents chaplains as illegitimate, is Push to Divert Chaplain Cash to School Councillors (Paine). This article focuses on the comments of the Tasmanian Association of State School Organisations President Jenny Eddington, and the Australian Education Union President Angelo Gavrielatos. These dominant voices within the Tasmanian and Australian communities are chosen to express their opinion that the money once used for chaplains should now be used to fund psychologists in schools. AEU President Angelo Gavrielatos states: Apart from undermining our secular traditions, this additional funding should have been allocated to schools to better meet the educational needs of students with trained, specialist staff.Mr Gavrielatos makes a propositional assumption that chaplains are untrained staff and are thus illegitimate staff. However, chaplains are trained and specialise in providing counseling services. Thus, through his call for “trained, specialist staff” he aims to delegitimize the training of chaplains. Mr Gavrielatos also makes a value assumption when he claims that the funding put towards the NSCSWP undermines “our secular traditions”. “Secular traditions” is an existential assumption in positioning that Australians have secular traditions, and that these do not involve chaplaincy because the Australian Government is not supposed to support religion. The Australian Bureau of Statistics states:Enlightenment principles promoted a secular government, detached from the church, that encouraged tolerance and supported religious pluralism, including the right to practice no religion. By Federation, this diversity was enshrined in the Australian Constitution, which says that the Commonwealth shall not make any law for establishing any religion, or for imposing any religious observance, or for prohibiting the free exercise of any religion. (1)The funding of the Program was a contentious issue from the time of its inception; although it could be argued that it was the prerogative of the Government to support the practice of diverse cultural and religious beliefs by allowing schools to hire religious counselors of their choice. Given that not every student is Christian some would perhaps benefit from chaplains or counselors representing other faiths.These news articles have selected dominant voices to construct and promote an ideology of chaplains as an illegitimate resource for school communities. In these newspaper reports existential, propositional and value assumptions were expressed by dominant voices who expressed concern about the role and behaviour of chaplains in schools. However, research into the Program and its operation within each state may have avoided the representation of unfounded and illegitimate assumptions.Evidence-Based Research: Avoiding Illegitimacy Over the course of the Chaplaincy Program various resources, such as reports and journal articles attempted to provide evidence of how the NSCSWP was funded and operated within state schools.The Department of Education received frequent progress reports by state schools who hired chaplains, although this information was not made available to the public. However, in 2011 then Education Minister Peter Garrett released a discussion paper informing Australians about the current set up of the Program and how the community could have their say on the Program’s fulfillment from 2012-2014. The discussion paper was reported on by The Australian, which portrayed the Program as not catering to the needs of Australian youth because chaplains are predominantly Christian (Ferrari). The newspaper report focuses on the concerns of Australian communities regarding the funding, and qualifications of chaplains, and the cost of the Program. Thus, the Program appeared illegitimate and as though it could not cater to the Australian community’s expectations.Reports conducted by organisations external to the Education Department tried to examine schools communities’ expectations and experiences of the Program. One such report was written in 2009 by Dr Philip Hughes and Professor Margaret Sims from Edith Cowan University who aimed to examine how Australian schools evaluated the Program, and the role of chaplains, but their report excluded the state of NSW.Hughes and Sims state that chaplains’ “contribution was widely appreciated” by schools (6). This report attempted to provide a legitimate and independent account of the Program, however, the report was deemed biased by NSW Greens MLC, Dr John Kaye who remarked that the study was “deeply flawed” and lacked independence (Thielking & MacKenzie 1). According to critics, the study focussed on the positive benefits of chaplains, but the only benefit that was unique to them was that they were religious (The Greens). The study also neglected to report that Hughes was an employee of the Christian Research Association and that his background could impede his objectivity. In the same year, 2009, ACCESS ministries published a report titled: The value of chaplains in Victorian schools. The independent research conducted by Social Compass covers: “the value of chaplains; their social, spiritual and academic impacts; the difference made to the health, well being and quality of life of students; and the contributions made to strengthen communities” (2).This study promoted a positive view of chaplaincy within schools and tried to report on a portion of the community’s experiences with chaplains. However, it was limited in that it pertains only to Victorian schools and received very little media attention online. Even if this information were available online it would have only related to Victoria. Further research conducted into chaplaincy has been published in the Journal of Christian Education. This journal contains many articles on chaplaincy, but these are not easily available online as they require a subscription. The findings from these articles have not been published in newspaper articles online and have therefore not been made available to the general public. The Christian bias of the journal may have also contributed to its contents being neglected by news articles made available online, although they might have assisted in providing a more balanced representation of the NSCSWP.The extent of the research conducted into The National School Chaplaincy and Student Welfare Program has not been entirely delineated here, but these are some of the prominent resources. Nonetheless, the rigorous evaluation of the contribution of the NSCSWP was minimal, and the quality of its evaluation predominantly biased.Robert Slavin states that school program evaluations must “produce reliable, unbiased, and meaningful information on the strength of evidence behind each program” (1). Unfortunately, the research conducted into the Chaplaincy Program was not free from bias, consistent or properly designed in a way that legitimately evaluated the NSCSWP. According to Monica Thielking and David MacKenzie:The fact is that the provision of support services for students in Australian schools has never been subjected to serious research and evaluation, and any analysis is made more difficult by the fact that the various states and territories deploy somewhat different models. (1)Thus, the information on the Chaplaincy Program’s progress and the responsibilities of chaplains in schools was not comprehensive or accurate enough to be appropriately reported in newspapers available online. Therefore, newspaper articles used quotes and information based on a limited understanding of the Program, which in turn produced illegitimate representations of the NSCSWP.ConclusionNewspaper reports available online drew conclusions about the Program’s effectiveness, which had not been appropriately tested. If research had been made available to the public, or published within state-based media online, Australians would have had a more legitimate understanding of the Program’s operation within state education, even if that understanding could not have changed the High Court ruling.The Chaplaincy Program demonstrates how a lack of evidence-based research allows the media to construct illegitimate representations based on promoting the assumptions of dominant, and I would argue the loudest, voices, in society. The bias represented in a consistent approach adopted by newspapers owned by dominant media companies, is a factor in the re-presentation and promotion of certain ideologies. This was made evident by the fact that, in 2014, across nine state newspapers available online, 27 articles were unsupportive of the Program as opposed to only four articles that were supportive. Audiences need to be presented with facts rather than opinions, which are based on very little research. 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The Australian 12 Feb. 2011: 1.Hughes, Philip, and Margaret Sims. The Effectivess of Chaplaincy: As Provided by the National School Chaplaincy Association to Government Schools in Australia. Perth: Edith Cowan University, 2009.Meade, Amanda. "Mark Scott: News Corp Papers Never More Aggressive than Now." The Guardian 3 Oct. 2014: 1.Paine, Michelle. “Push to Divert Chaplain Cash to School Councillors.” The Mercury 21 Jun. 2014: 1.Pritchard, Katie. "Legitimacy, Illegitimacy and Sovereignty in Shakespeare’s British Plays." U of Manchester, 2011.Slavin, Robert. "Perspectives on Evidence-Based Research in Education: What Works? Issues in Synthesizing Educational Program Evaluations." Educational Researcher 37.1 (2008): 5-14. The Greens. "Chaplaincy Program Study 'Flawed and Biased': Conclusions Not Justified." n.d. Thielking, Monica, and David MacKenzie. “School Chaplains: Time to Look at the Evidence.” 2011. Working with Children Check. "Categories of Work." 2008.

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Introduction Children are beginning to use digital technologies at younger and younger ages. The emerging trend of very young children (babies, toddlers and pre-schoolers) using Internet connected devices, especially touch screen tablets and smartphones, has elicited polarising opinions from early childhood experts. At present there is little actual research about the risks or benefits of tablet and smartphone use by very young children. Current usage recommendations, based on research into passive television watching which claims that screen time is detrimental, is in conflict with advice from education experts and app developers who commend interactive screen time as engaging and educational. Guidelines from the health professions typically advise strict time limits on very young children’s screen-time. Based for the most part on policy developed by the American Academy of Paediatrics, it is usually recommended that children under two have no screen time at all (Brown), and children over this age have no more than two hours a day (Strasburger, et al.). On the other hand, early childhood education guidelines promote the development of digital literacy skills (Department of Education). Further, education-based research indicates that access to computers and the Internet in the preschool years is associated with overall educational achievement (Bittman et al.; Cavanaugh et al; Judge et al; Neumann). The US based National Association for Education of Young Children’s position statement on technology for zero to eight year-olds declares that “when used intentionally and appropriately, technology and interactive media are effective tools to support learning and development” (NAEYC). This article discusses the notion of Digitods—a name for those children born since the introduction of the iPhone in 2007 who have ready access to touchscreen technologies since birth. It reports on the limited availability of evidence-based research about these children’s ICT use concluding that current research and recommendations are not grounded in the everyday life of very young children and their families. The article then reports on the beginnings of a research project funded by the Australian Research Council entitled Toddlers and Tablets: exploring the risks and benefits 0-5s face online. This research project recognises that at this stage it is parents who “are the real experts in their toddlers’ use of screen technologies. Accordingly, the project’s methodological approach draws on parents, pre-schoolers and their families as communities of practice in the construction of social meaning around toddlers’ use of touch screen technology. Digitods In 2000 Bill Gates introduced the notion of Generation I to describe the first cohort of children raised with the Internet as a reality in their lives. They are those born after the 1990s and will, in most cases; have no memory of life without the Net. [...] Generation I will be able to conceive of the Internet’s possibilities far more profoundly than we can today. This new generation will become agents of change as the limits of the Internet expand to include educational, scientific, and business applications that we cannot even imagine. (Gates)Digitods, on the other hand, is a term that has been used in education literature (Leathers et al.) to describe those children born after the introduction of the iPhone in 2007. These children often begin their lives with ready access to the Internet via easily usable touch screen devices, which could have been designed with toddlers’ touch and swipe movements in mind. Not only are they the youngest group of children to actively engage with the Internet they are the first group to grow up with a range of mobile Internet devices (Leathers et al.). The difference between Digitods and Gates’s Generation I is that Digitods are the first pre-verbal, non-ambulant infants to have ready access to digital technologies. Somewhere around the age of 10 months to fourteen months a baby learns to point with his or her forefinger. At this stage the child is ready to swipe and tap a touch screen (Leathers et al.). This is in contrast to laptops and PCs given that very young children often need assistance to use a mouse or keyboard. The mobility of touch screen devices allows very young children to play at the kitchen table, in the bedroom or on a car trip. These mobile devices have, of course, a myriad of mobile apps to go with them. These apps create an immediacy of access for infants and pre-schoolers who do not need to open a web browser to find their favourite sites. In the lives of these children it seems that it has always been possible to touch and swipe their way into games, books and creative and communicative experiences (Holloway et al. 149). The interactivity of most pre-school apps, as opposed to more passive screen activities such as watching television shows or videos (both offline or online), requires toddlers and pre-schoolers to pay careful attention, think about things and act purposefully (Leathers et al.). It is this interactivity which is the main point of difference, one which holds the potential to engage and educate our youngest children. It should be noted within this discussion about Digitods that, while the trope Digital Natives tends to homogenise an entire generation, the authors do not assume that all children born today are Digitods by default. Many children do not have the same privileged opportunities as others, or the (parental) cultural capital, to enable access, ease of use and digital skill development. In addition to this it is not implied that Digitods will be more tech savvy than their older siblings. The term is used more to describe and distinguish those children who have digital access almost since birth—in order to differentiate or tease out everyday family practices around these children’s ICT use and the possible risks and benefits this access affords babies, toddlers and pre-schoolers. While the term Digital Native has also been criticised as being a white middle class phenomenon this is not necessarily the case with Digitods. In the Southeast Asia and the Pacific region developed countries like Japan, Korea, New Zealand and Singapore have extremely high rates of touchscreen use by very young children (Child Sciences; Jie; Goh; Unantenne). Other countries such as the Philippines and Indonesia have moved to a high smart phone usage by very young children while at the same time have only nascent ICT access and instruction within their education systems (Unantenne). The Digitod Parent Parents of Digitods are usually experienced Internet users themselves, and many are comfortable with their children using these child-friendly touch screen devices (Findahl). Digital technologies are integral to their everyday lives, often making daily life easier and improving communication with family and friends, even during the high pressure parenting years of raising toddlers and pre-schoolers. Even though many parents and caregivers are enabling very young children’s use of touch screen technologies, they are also concerned about the changes they are making. This is because very young children’s use of touch screen devices “has become another area where they fear possible criticism and in which their parental practices risk negative evaluation by others” (Holloway et al). The tensions between expert advice regarding young children’s screen-time and parents’ and caregivers’ own judgments are also being played out online. Parenting blogs, online magazines and discussion groups are all joining in the debate: On the one hand, parents want their children to swim expertly in the digital stream that they will have to navigate all their lives; on the other hand, they fear that too much digital media, too early, will sink them. Parents end up treating tablets like precision surgical instruments, gadgets that might perform miracles for their child’s IQ and help him win some nifty robotics competition—but only if they are used just so. (Rosin)Thus, with over 80 000 children’s apps marketed as educational in the Apple App Store alone, parents can find it difficult to choose apps that are worth purchasing (Yelland). Nonetheless, recent research regarding Australian children shows that three to five year olds who access touch screen devices will typically have five or more specific apps to choose from (5.23 on average) (Neumann). With little credible evidence or considered debate, parents have been left to make their own choices about the pros and cons of their young children’s access to touch screens. Nonetheless, one immediate benefit that comes to mind is toddlers and pre-schoolers video chatting with dispersed family member—due to increased globalisation, guest worker arrangements, FIFO (fly-in fly-out) workforces and family separation or divorce. Such clear benefits around sociability and youngsters’ connection with significant others make previous screen-related guidelines out of date and no longer contextually relevant. Little Research Attention Family ownership of tablet devices as well as touch screen phones has risen dramatically in the last five years. With very young children being loaned these technologies by mum or dad, and a tendency in Australia to rely on market-orientated research regarding ownership and usage, there is very little knowledge about touch screen usage rates for very young Australian children. UK and US usage figures indicate that over the last few years there has been a five-fold increase in tablet uptake by zero to eight year olds (Ofcom; Rideout). Although large scale, comparative Australian data is not available, previous research regarding older children indicates that Australia is similar to high use countries like some Scandinavian nations and the UK (Green et al.). In addition to this, two small research projects in Australia, with under 160 participant families each, indicate that two thirds of these children (0-5) use touchscreen devices (Neumann; Coenenna et. al.). Beyond usage figures, there is also very limited evidence-based research about very young children’s app use. Interactive technologies available via touch screen technologies have been available domestically for a very short time. Consequently, “valid scientific research has not been completed and replicated due to [the lack of] available time” (Leathers el al. 129) and longitudinal studies which rely on an intervention group (in this case exposure to children’s apps) and a control group (no exposure) are even fewer and more time-consuming. Interestingly, researchers have revisited the issue of passive screen viewing. A recent 2015 review of previous 2007 research, which linked babies watching videos with poor language development, has found that there was statistical and methodological issues with the 2007 study and that there are no strong inferences to be drawn between media exposure and language development (Ferguson and Donellan). Thus, there seems to be no conclusive evidence-based research on which to inform parents and educators about the possible downside or benefits of touch screen use. Nonetheless, early childhood experts have been quick to weigh in on the possible effects of screen usage, some providing restrictive guidelines and recommendations, with others advocating the use of interactive apps for very young children for their educational value. This knowledge-gap disguises what is actually happening in the lives of real Australian families. Due to the lack of local data, as well as worldwide research, it is essential that Australian researchers obtain a comprehensive understanding about actual behaviour around touch screen use in the lives of children aged between zero and five and their families. Beginning Research While research into very young children’s touch screen use is beginning to take place, few results have been published. When researching two to three year olds’ learning from interactive versus non-interactive videos Kirkorian, Choi and Pempek found that “toddlers may learn more from interactive media than from non-interactive video” (Kirkorian et al). This means that the use of interactive apps on touch screen devices may hold a greater potential for learning than passive video or television viewing for children in this age range. Another study considered the degree to which the young children could navigate to and use apps on touch screen devices by observing and analysing YouTube videos of infants and young children using touch screens (Hourcade et al.). It was found that between the ages of 12 months and 17 months the children filmed seemed to begin to “make meaningful use of the tablets [and] more than 90 per cent of children aged two [had] reached this level of ability” (1923). The kind of research mentioned above, usually the preserve of psychologists, paediatricians and some educators, does not, however, ground very young children’s use in their domestic context—in the spaces and with those people with whom most touch screen usage takes place. With funding from the Australian Research Council Australian, Irish and UK researchers are about to adopt a media studies (domestication) approach to comprehensively investigate digital media use in the everyday lives of very young children. This Australian-based research project positions very young children’s touch screen use within the family and will help provide an understanding of the everyday knowledge and strategies that this cohort of technology users (very young children and their parents) have already developed—in the knowledge vacuum left by the swift appropriation and incorporation of these new media technologies into the lives of families with very young children. Whilst using a conventional social constructionist perspective, the project will also adopt a co-creation of knowledge approach. The co-creation of knowledge approach (Fong) has links with the communities of practice literature (Wegner) and recognises that parents, care-givers and the children themselves are the current experts in this field in terms of the everyday uses of these technologies by very young children. Families’ everyday discourse and practices regarding their children’s touch screen use do not necessarily work through obvious power hierarchies (via expert opinions), but rather through a process of meaning making where they shape their own understandings and attitudes through experience and shared talk within their own everyday family communities of practice. This Toddlers and Tablets research is innovative in many ways. It seeks to capture the enthusiasm of young children’s digital interactions and to pioneer new ways of ‘beginnings’ researching with very young children, as well as with their parents. The researchers will work with parents and children in their broad domestic contexts (including in and out-of-home activities, and grandparental and wider-family involvement) to co-create knowledge about young children’s digital technologies and the social contexts in which these technologies are used. Aspects of these interactions, such as interviews and observations of everyday digital interactions will be recorded (audio and video respectively). In addition to this, data collected from media commentary, policy debates, research publications and learned articles from other disciplinary traditions will be interrogated to see if there are correlations, contrasts, trends or synergies between parents’ construction of meaning, public commentary and current research. Critical discourse tools and methods (Chouliaraki and Fairclough) will be used to analyse verbatim transcripts, video, and all written materials. Conclusion Very young children are uniquely dependent upon others for the basic necessities of life and for the tools they need, and will need to develop, to claim their place in the world. Given the ubiquitous role played by digital media in the lives of their parents and other caregivers it would be a distortion of everyday life for children to be excluded from the technologies that are routinely used to connect with other people and with information. In the same way that adults use digital media to renew and strengthen social and emotional bonds across distance, so young children delight in ‘Facetime’ and other technologies that connect them audio-visually with friends and family members who are not physically co-present. Similarly, a very short time spent in the company of toddlers using touch screens is sufficient to demonstrate the sheer delight that these young infants have in developing their sense of agency and autonomy (https://www.youtube.com/watch?v=aXV-yaFmQNk). Media, communications and cultural studies are beginning to claim a space for evidence based policy drawn from everyday activities in real life contexts. 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