Focusing resource allocation-wellbeing as a tool for prioritizing interventions for communities at risk

Abstract Objective: This study examined whether a wellbeing approach to resilience and adaptation would provide practical insights for prioritizing support to communities experiencing environmental and socio-economic stressors. Methods: A cross-sectional survey, based on a purposive sample of 2,196 stakeholders (landholders, hobby farmers, town resident and change agents) from three irrigation-dependent communities in Australia’s Murray-Darling Basin. Respondents’ adaptive capacity and wellbeing (individual and collective adaptive capacity, subjective wellbeing, social support, community connectivity, community leadership, in the context of known life stressors) were examined using chi-square, comparison of mean scores, hierarchical regression and factor-cluster analysis. Results: Statistically significant correlations (p < 0.05) were observed between individual (0.331) and collective (0.318) adaptive capacity and wellbeing. Taking into account respondents’ self-assessed health and socio-economic circumstances, perceptions of individual (15%) and collective adaptive capacity (10%) as well as community connectivity (13%) were associated with wellbeing (R2 = 0.36; F (9, 2099) = 132.9; p < 0.001). Cluster analysis found that 11% of respondents were particularly vulnerable, reporting below average scores on all indicators, with 56% of these reporting below threshold scores on subjective wellbeing. Conclusions: Addressing the capacity of individuals to work with others and to adapt to change, serve as important strategies in maintaining wellbeing in communities under stress. The human impacts of exogenous stressors appear to manifest themselves in poorer health outcomes; addressing primary stressors may in turn aid wellbeing. Longitudinal studies are indicated to verify these findings. Wellbeing may serve as a useful and parsimonious proxy measure for resilience and adaptive capacity

Longitudinal analysis of ear infection and hearing impairment: findings from 6-year prospective cohorts of Australian children

BACKGROUND Middle ear infection is common in childhood. Despite its prevalence, there is little longitudinal evidence about the impact of ear infection, particularly its association to hearing loss. By using 6-year prospective data, we investigate the onset and impact over time of ear infection in Australian children. METHODS We analyse 4 waves of the Longitudinal Study of Australian Children (LSAC) survey collected in 2004, 2006, 2008, and 2010. There are two age cohorts in this study (B cohort aged 0/1 to 6/7 years N=4242 and K cohort aged 4/5 to 10/11 years N=4169). Exposure was parent-reported ear infection and outcome was parent-reported hearing problems. We modelled ear infection onset and subsequent impact on hearing using multivariate logistic regressions, reporting Adjusted Odds Ratios (AOR) and Confidence Intervals (95% CI). Separate analyses were reported for indigenous and non-indigenous children. RESULTS Associations of ear infections between waves were found to be very strong both among both indigenous and non-indigenous children in the two cohorts. Reported ear infections at earlier wave were also associated with hearing problems in subsequent wave. For example, reported ear infections at age 4/5 years among the K cohort were found to be predictors of hearing problems at age 8/9 years (AOR 4.0, 95% CI 2.2-7.3 among non-indigenous children and AOR 7.7 95% CI 1.0-59.4 among indigenous children). Number of repeated ear infections during the 6-year follow-up revealed strong dose-response relationships with subsequent hearing problems among non-indigenous children (AORs ranged from 4.4 to 31.7 in the B cohort and 4.4 to 51.0 in the K cohort) but not statistically significant among indigenous children partly due to small sample. CONCLUSIONS This study revealed the longitudinal impact of ear infections on hearing problems in both indigenous and non-indigenous children. These findings highlight the need for special attention and follow-up on children with repeated ear infections.This study is supported by an unconditional grant from the GlaxoSmithKline. We used confidentialised unit record from Growing Up in Australia – the Longitudinal Study of Australian Children (LSAC); a partnership between the Australian Government Department of Families, Housing, Community Services, and Indigenous Affairs (FaHCSIA), the Australian Institute of Family Studies (AIFS) and the Australian Bureau of Statistics (ABS). The findings and views reported in this paper are those of the authors and should not be attributed to FaHCSIA, AIFS or the ABS

The Molecular Transport and Intercalation of Guest Molecules into Hydrogen–Bonded Metal-Organic Frameworks (HMOFs)

The process of molecular transport and intercalation has been widely studied for many years, resulting in the discovery of molecular frameworks that are capable of hosting guest molecules or ions. Layered and porous metal-organic frameworks (MOFs) have been found to have applications in the field of catalysis, storage, separations, and ion-exchange. While MOFs are perhaps stronger materials, HMOFs have the advantage of being easily modifiable and more flexible. Because HMOFs have not been extensively studied for their ability to host molecules, and because their ability to withstand guest loss and guest exchange is essentially unknown, here we report the synthesis and molecular transport properties of both close-packed and porous HMOFs. Layered materials can mimic the behavior of naturally occurring clays, where guest molecules are absorbed and the layer will expand to accommodate the entering guest molecule. We have created a clay mimic composed of a metal pyridine-dicarboxylates and ammonium counterions (a layered HMOF), which is suitable for studying the ability of such materials to absorb guest molecules. We can control the distance of the interlayer region, as well as the chemical nature (hydrophobic or hydrophilic) by varying the organic amine. The metal complex contains axial water ligands that are replaceable, and such ligand exchange has precedence in coordination polymer (MOF) systems, and has been termed “coordinative intercalation”. Using the synthesized layered material we examined the process of intercalation, having chosen a variety of guest molecules ranging from alkyl to aryl molecules, each of which have substituents varying in size, shape and electronics. The products have been characterized by TGA, DSC, UV-Vis, and powder XRD. Further work was dedicated to examining porous materials, which were created using organic diamines, rather than simple primary amines, as starting materials. The resulting diammonium cations act as pillars, forming open channels. The stability of the pillared structure in the absence of guests is also reported, as well as the potential for the empty pillared structure to withstand guest re-insertion and removal

Cultivating Transformations through Learning Experiences: Priorities in Continuing Professional Development

In this contribution we would like review developments in the TL21professional development programme for teachers in the last few years. Learning Anew, the final report on the TL21 project, was published in January 2008. The last chapter contained not a set of recommendations but a collection of “ideas worth considering” by all of the main parties in Irish post-primary education: teachers, school leaders, students, managerial bodies, schools inspectors, policymakers. These ideas, seven in total, were based on priorities for teachers’ CPD that came to define the project’s work during its active phase. Some of these were envisaged from the start in the project’s main aims. Others emerged during the course of the project’s intensive research phase (2003-07). All of them however became central concerns in the project’s developmental initiatives, and in the ongoing TL21 Professional Development Programme that was inaugurated following the completion of the intensive research phase

Cultivating Transformations through Learning Experiences: Priorities in Continuing Professional Development

In this contribution we would like review developments in the TL21professional development programme for teachers in the last few years. Learning Anew, the final report on the TL21 project, was published in January 2008. The last chapter contained not a set of recommendations but a collection of “ideas worth considering” by all of the main parties in Irish post-primary education: teachers, school leaders, students, managerial bodies, schools inspectors, policymakers. These ideas, seven in total, were based on priorities for teachers’ CPD that came to define the project’s work during its active phase. Some of these were envisaged from the start in the project’s main aims. Others emerged during the course of the project’s intensive research phase (2003-07). All of them however became central concerns in the project’s developmental initiatives, and in the ongoing TL21 Professional Development Programme that was inaugurated following the completion of the intensive research phase

Longitudinal analysis of ear infection and hearing impairment: findings from 6-year prospective cohorts of Australian children

BACKGROUND: Middle ear infection is common in childhood. Despite its prevalence, there is little longitudinal evidence about the impact of ear infection, particularly its association to hearing loss. By using 6-year prospective data, we investigate the onset and impact over time of ear infection in Australian children. METHODS: We analyse 4 waves of the Longitudinal Study of Australian Children (LSAC) survey collected in 2004, 2006, 2008, and 2010. There are two age cohorts in this study (B cohort aged 0/1 to 6/7 years N=4242 and K cohort aged 4/5 to 10/11 years N=4169). Exposure was parent-reported ear infection and outcome was parent-reported hearing problems. We modelled ear infection onset and subsequent impact on hearing using multivariate logistic regressions, reporting Adjusted Odds Ratios (AOR) and Confidence Intervals (95% CI). Separate analyses were reported for indigenous and non-indigenous children. RESULTS: Associations of ear infections between waves were found to be very strong both among both indigenous and non-indigenous children in the two cohorts. Reported ear infections at earlier wave were also associated with hearing problems in subsequent wave. For example, reported ear infections at age 4/5 years among the K cohort were found to be predictors of hearing problems at age 8/9 years (AOR 4.0, 95% CI 2.2-7.3 among non-indigenous children and AOR 7.7 95% CI 1.0-59.4 among indigenous children). Number of repeated ear infections during the 6-year follow-up revealed strong dose–response relationships with subsequent hearing problems among non-indigenous children (AORs ranged from 4.4 to 31.7 in the B cohort and 4.4 to 51.0 in the K cohort) but not statistically significant among indigenous children partly due to small sample. CONCLUSIONS: This study revealed the longitudinal impact of ear infections on hearing problems in both indigenous and non-indigenous children. These findings highlight the need for special attention and follow-up on children with repeated ear infections

Psychosocial outcomes of children with ear infections and hearing problems:A longitudinal study

Background\ud \ud There is some evidence of a relationship between psychosocial health and the incidence of ear infections and hearing problems in young children. There is however little longitudinal evidence investigating this relationship. This paper used 6-year prospective longitudinal data to examine the impact of ear infection and hearing problems on psychosocial outcomes in two cohorts of children (one cohort recruited at 0/1 years and the other at 4/5 years).\ud \ud Methods\ud \ud Data from the Longitudinal Study of Australian Children (LSAC) were analysed to address the research aim. The LSAC follows two cohorts of children (infants aged 0/1 years – B cohort, n = 4242; and children aged 4/5 years – K cohort, n = 4169) collecting data in 2004, 2006, 2008 and 2010. In B cohort at baseline 3.7% (n = 189) of the sample were reported by their parent to have had an ear infection (excluding hearing problems) and 0.5% (n = 26) were reported by their parent to have hearing problems (excluding ear infections). 6.7% (n = 323) of the K cohort were identified as having had an ear infection and 2.0% (n = 93) to have hearing problems. Psychosocial outcomes were measured using the Strengths and Difficulties Questionnaire. Data were analysed using multivariate analysis of variance and logistic regression, reporting adjusted odds ratio and 95% confidence intervals of the association between reported ear infections (excluding hearing problems)/or hearing problems (excluding ear infections) and psychosocial outcomes.\ud \ud Results\ud \ud Children were more likely to have abnormal/borderline psychosocial outcomes at 10/11 years of age if they had been reported to have ongoing ear infections or hearing problems when they were 4/5 years old. When looking at the younger cohort however, poorer psychosocial outcomes were only documented at 6/7 years for children reported to have hearing problems at 0/1 years, not for those who were reported to have ongoing ear infections.\ud \ud Conclusion\ud \ud This study adds further evidence that a relationship may exist between repeated ear infections or hearing problems and the long-term psychosocial health of children and provides support for a more systematic investigation of these issues

Climate change and farmers' mental health: Risks and responses

Climate change is exacerbating climate variability, evident in more frequent and severe weather-related disasters, such as droughts, fires, and floods. Most of what is known about the possible effects of climate change on rural mental health relates to prolonged drought. But though drought is known to be a disproportionate and general stressor, evidence is mixed and inconclusive. Over time, like drought other weather-related disasters may erode the social and economic bases on which farming communities depend. Rural vulnerability to mental health problems is greatly increased by socioeconomic disadvantage. Related factors may compound this, such as reduced access to health services as communities decline and a “stoical” culture that inhibits help-seeking. Australia has the world’s most variable climate and is a major global agricultural producer. Yet despite Australia’s (and, especially, rural communities’) dependence on farmers’ well-being and success, there is very little—and inconclusive—quantitative evidence about farmers’ mental health. The aim of this review is to consider, with a view to informing other countries, how climate change and related factors may affect farmers’ mental health in Australia. That information is a prerequisite to identifying, selecting, and evaluating adaptive strategies, to lessen the risks of adverse mental health outcomes. The authors identify the need for a systematic epidemiology of the mental health of farmers facing increasing climate change— related weather adversity. </jats:p

Evidence and its consequences in educational research

We begin by arguing that the continuing dominance of ‘evidence-based’ thinking in educational policymaking does serious harm to the notion of evidence itself; also that it brings a loss of coherence to education as a practice that might wish to be regarded as a coherent and research-informed one. The second section of the article suggests that the invidious consequences of ‘evidence-based’ thinking are likely to continue unless energetically challenged by a vibrant and robust understanding of education as a practice in its own right. In elucidating such an understanding, we investigate closely the notions of practice and practitioner, and their intrinsic connections, drawing on landmark researches on practice by authors like Alasdair MacIntyre and Joseph Dunne. Building on the understanding of education as a practice in its own right, the third section argues that the Dewey-inspired notion of justified warrant, rather than proof or replicability, is more appropriate to research claims made in education. Here we focus in particular on action research, which has experienced recurring difficulties in having its research credentials recognise