Transcutaneous immunisation with antigens derived from tetanus toxin

Transcutaneous immunisation (TCI) is a novel needle-free method of vaccine delivery, which involves the application of soluble antigens onto the surface of intact skin. In this thesis, the immunogenicity and neutralising potency of tetanus neurotoxin (TeNT) fragments were compared to that of tetanus toxoid (TTxd) following TCI. In addition, to understand the mechanisms of induction of immune response by TCI, in vitro and in vivo interaction of tetanus proteins with skin immune cells was also investigated. The 50kDa recombinant carboxyl-terminal fragment of tetanus toxin (HCWT) and a 50kDa HC mutant (HCM115) which is devoid of neuronal binding properties, were expressed and purified by affinity chromatography, and excess endotoxin removed by size exclusion chromatography. Mice immunized with HCWT, in the absence of adjuvant, induced the highest anti-toxoid and anti-HCWT antibody titers, with significant increases in the toxin neutralising antibody response when compared with TTxd. In vitro studies demonstrated that both HC fragments and TTxd were capable of up regulating the surface expression of activation marker ICAM-1 on murine bone-marrow derived dendritic cells (DC), but not on the human keratinocyte cell line HaCaT. Real-time reverse transcriptase-PCR (Realtime RT-PCR) analysis showed that TNF-α expression was up regulated in vivo as early as 10 minutes following TCI, and this was caused by shaving rather than by tetanus proteins themselves. Immunohistochemistry staining to monitor the translocation of HCWT fragment and TTxd through the skin following TCI showed that HCWT protein could be detected in both the epidermis and dermis within four hours post-application. However, TTxd translocation appeared to be much slower in comparison. Collectively, the results presented in this thesis suggest that TCI may provide an opportunity for effective delivery of toxin-like antigens, which harbor protective epitopes and that traditional toxoid proteins may not be optimal antigens for skin immunisation

Establishing factors that enable or inhibit student access to academic support office services

With the increasing diversity of students entering higher education there is a greater need and obligation to assist in creating an even playing field to ensure the academic success of all students. Learning support has received much attention in the last decade with the introduction of a more diverse population. Consequently, now more than ever, universities must ensure best practices are implemented for enhancing academic skills of students. This qualitative case study, undertaken at one university in Sydney, examined the factors that enabled or inhibited students from accessing Academic Support Office services. A survey and interviews were used to collect data to address the research questions. Transition Pedagogy theoretical framework was used in the design of the study and for data analysis. Key enablers were the Objects of the University, commitment of staff and current transition support strategies. Inhibitors were perceived stigma, ineffective dissemination practices and time constraints

Preventing ‘Pushing for Privileged Passage’: A study of a charter school working to step back from tracking

One charter school’s path to tracking and pushing for privileged passage is examined. The school as it increased in size began to track students first by grade level and then by ability. Realizing that moving mathematics out of the main school program compromised the teaching ideals of the school and potentially student learning. The school has embarked on a program to create a place-based, integrated curriculum developed around mathematics so that mathematics can be reintroduced to multi-age classrooms. Examining the data in terms of trust, size and the behaviors of administrators, teachers and parents at this school in this process are highlighted

Preventing ‘Pushing for Privileged Passage’: A study of a charter school working to step back from tracking

One charter school’s path to tracking and pushing for privileged passage is examined. The school as it increased in size began to track students first by grade level and then by ability. Realizing that moving mathematics out of the main school program compromised the teaching ideals of the school and potentially student learning. The school has embarked on a program to create a place-based, integrated curriculum developed around mathematics so that mathematics can be reintroduced to multi-age classrooms. Examining the data in terms of trust, size and the behaviors of administrators, teachers and parents at this school in this process are highlighted

Understandings and experiences of dementia in Fiji

Karen Johnston investigated the experiences of dementia in Fiji from the perspectives of multiple stakeholders. She constructed a grounded theory about processes that caregivers use to manage dementia care, 'letting it be'. Positive change centres on the integration and promotion of community understandings and cultural values with service provision

How the Learning Story Framework can be Enhanced to Provide Better Assessment Information to Support Planning for Children’s Further Learning: A Critique of the Reliability and Formative Validity of Learning Stories in Aotearoa New Zealand

Learning stories are the predominant method of assessment in the Aotearoa/New Zealand early childhood education sector. In the present paper, we argue that, while learning stories appropriately emphasise what children can already do, also describing their challenges in learning stories could contribute to planning, independent learning, motivation and self-assessment. Drawing on the first author’s professional experience as an early childhood teacher, a critique of the three components of learning stories’ practice – notice, recognise, and respond – is used to put forward a case for effective strategies to enhance the validity and reliability of these assessments. These components are deployed sequentially in the learning stories assessment process to serve the formative purpose of the approach. The notice component includes a familiar observer, informal sharing of observations and watchful listening to achieve descriptive validity, and the use of children’s own words to achieve interpretative validity. The ‘recognise’ component involves peer review, multiple perspectives, and child plus parental feedback to achieve construct validity. The ‘respond’ component draws attention to multiple perspectives input to achieve accuracy as a property of validity. The application of each strategy also improves the reliability of learning story assessments.&nbsp

How the Learning Story Framework can be Enhanced to Provide Better Assessment Information to Support Planning for Children’s Further Learning: A Critique of the Reliability and Formative Validity of Learning Stories in Aotearoa New Zealand

Learning stories are the predominant method of assessment in the Aotearoa/New Zealand early childhood education sector. In the present paper, we argue that, while learning stories appropriately emphasise what children can already do, also describing their challenges in learning stories could contribute to planning, independent learning, motivation and self-assessment. Drawing on the first author’s professional experience as an early childhood teacher, a critique of the three components of learning stories’ practice – notice, recognise, and respond – is used to put forward a case for effective strategies to enhance the validity and reliability of these assessments. These components are deployed sequentially in the learning stories assessment process to serve the formative purpose of the approach. The notice component includes a familiar observer, informal sharing of observations and watchful listening to achieve descriptive validity, and the use of children’s own words to achieve interpretative validity. The ‘recognise’ component involves peer review, multiple perspectives, and child plus parental feedback to achieve construct validity. The ‘respond’ component draws attention to multiple perspectives input to achieve accuracy as a property of validity. The application of each strategy also improves the reliability of learning story assessments.&nbsp

Emotion processing and social participation following stroke : study protocol

Peer reviewedPublisher PD

Health profession education in remote or geographically isolated settings: a scoping review

Remote health has been differentiated from rural health in Australia and defined as isolated, with poor service access and a relatively high proportion of Indigenous residents, necessitating different models of care. Educational strategies for remote health practice are often needs driven and the characteristics of remote health may be used to categorise remote health professional education. This scoping review aims to identify the purpose of health professional education for remote settings, the type of educational strategies implemented and the reported outcomes. A broad search of published literature available in online bibliographic databases was conducted. A total of 33 articles met the review inclusion criteria. A further 7 articles were identified for inclusion in the review through citation searches and the authors’ networks giving a total of 40 articles. Six primary themes were established based on the educational purpose: (1) cultural competency; (2) social accountability; (3) rural and remote skill development for the general workforce; (4) remote specialisation; (5) specialist skills required for a remote workforce; and (6) remote teaching. These themes also reflect the philosophical change over time recognising remote health as a separate discipline and its value as a distinctive and efficacious learning environment. The concept of education for remote practice is proposed to describe this unique leaning environment which encompasses critical pedagogy to develop a sense of agency and social accountability, embedding the delivery of primary health care through service learning and developing relationships in a context which is transformative

Puppy love in the time of Corona: dog ownership protects against loneliness for those living alone during the COVID-19 lockdown

Background: The COVID-19 pandemic has resulted in many countries enforcing a ‘lockdown’, whereby people are instructed to stay at home. Aim: The aim of this study was to capture the experience of such a lockdown in Australians living alone, with and without a dog or a cat. Method: Three hundred and eighty-four participants completed an online survey evaluating their levels of loneliness, mindfulness and mood. For participants who owned a dog or a cat, a measure of dog/cat interactions was also administered as well as two open-ended questions about how being a pet owner affected their experience of COVID-19 and how COVID-19 affected their pet. Results: Contrary to expectations, cat owners were found to be less mindful than non-owners and pet interactions did not account for levels of loneliness or levels of mindfulness. In line with our expectations, however, stress and depression positively predicted loneliness, while mindfulness and being a dog owner were protective against it. Insights from qualitative responses suggest that this might be due to the fact that dogs encourage a routine which involves getting out of the house and walking, which itself offers opportunities to socialise with other people doing the same thing. Conclusion: These findings add to the emerging literature on mental well-being during a lockdown and the unique role that pets play in their owners’ experiences