The experience of education: the impacts of high stakes testing on school students and their families

This study lays bare Australian educator’s perspectives of NAPLAN testing and its unintended effects on schooling and student well-being. The report draws on the experience of over 8,300 teachers and principals across the country, surveyed at the time of the NAPLAN testing in mid-May, 2012. It probes the impact of NAPLAN on testing, pedagogy and curriculum practice as well as the more difficult (and largely ignored) question of the impact on students’ health and well-being. &nbsp

A comparison of homonym meaning frequency estimates derived from movie and television subtitles, free association, and explicit ratings

First Online: 10 September 2018Most words are ambiguous, with interpretation dependent on context. Advancing theories of ambiguity resolution is important for any general theory of language processing, and for resolving inconsistencies in observed ambiguity effects across experimental tasks. Focusing on homonyms (words such as bank with unrelated meanings EDGE OF A RIVER vs. FINANCIAL INSTITUTION), the present work advances theories and methods for estimating the relative frequency of their meanings, a factor that shapes observed ambiguity effects. We develop a new method for estimating meaning frequency based on the meaning of a homonym evoked in lines of movie and television subtitles according to human raters. We also replicate and extend a measure of meaning frequency derived from the classification of free associates. We evaluate the internal consistency of these measures, compare them to published estimates based on explicit ratings of each meaning’s frequency, and compare each set of norms in predicting performance in lexical and semantic decision mega-studies. All measures have high internal consistency and show agreement, but each is also associated with unique variance, which may be explained by integrating cognitive theories of memory with the demands of different experimental methodologies. To derive frequency estimates, we collected manual classifications of 533 homonyms over 50,000 lines of subtitles, and of 357 homonyms across over 5000 homonym–associate pairs. This database—publicly available at: www.blairarmstrong.net/homonymnorms/—constitutes a novel resource for computational cognitive modeling and computational linguistics, and we offer suggestions around good practices for its use in training and testing models on labeled data

Ensuring quality in career guidance: a critical review

In rapidly changing employment markets, career guidance has a vital role to play in supporting people in navigating transitions between education and employment across the lifespan. In this article, the issue of quality and quality assurance in career guidance is explored. Although there is no clear agreed international understanding of what quality career guidance looks like, through a review of current approaches we identify six main areas which may be quality assured and propose a new typology of approaches to assuring quality. The article concludes by considering critically some of the issues that quality assurance approaches in career guidance generate, highlighting the need for caution so that the pursuit of quality does not undermine the goals it seeks to achieve.This work was supported by Melbourne Graduate School of Education [grant number Seed funding grant]

Fibroblast growth factor 10 is a negative regulator of postnatal neurogenesis in the mouse hypothalamus

New neurons are generated in the postnatal rodent hypothalamus, with a subset of tanycytes in the third ventricular (3V) wall serving as neural stem/progenitor cells. However, the precise stem cell niche organization, the intermediate steps and the endogenous regulators of postnatal hypothalamic neurogenesis remain elusive. Quantitative lineage-tracing in vivo revealed that conditional deletion of fibroblast growth factor 10 (Fgf10) from Fgf10-expressing beta-tanycytes at postnatal days (P)4-5 results in the generation of significantly more parenchymal cells by P28, composed mostly of ventromedial and dorsomedial neurons and some glial cells, which persist into adulthood. A closer scrutiny in vivo and ex vivo revealed that the 3V wall is not static and is amenable to cell movements. Furthermore, normally beta-tanycytes give rise to parenchymal cells via an intermediate population of alpha-tanycytes with transient amplifying cell characteristics. Loss of Fgf10 temporarily attenuates the amplification of beta-tanycytes but also appears to delay the exit of their alpha-tanycyte descendants from the germinal 3V wall. Our findings suggest that transience of cells through the alpha-tanycyte domain is a key feature, and Fgf10 is a negative regulator of postnatal hypothalamic neurogenesis.Peer reviewe

Feasibility and practicality of a simulated placement: an exploratory pilot of a novel training method for postgraduate psychology students in the wake of COVID-19

Objective:In 2020, COVID-19 caused a drastic interruption to face-to-face postgraduate psychology placements in Australia, prompting the development of a simulated placement. This pilot project represents a preliminary evaluation of the program by exploring the feasibility of a simulated placement as a novel training modality for competence development in postgraduate psychology training. Method:Students enrolled in a simulated postgraduate psychology placement in 2021 completed an online survey at the end of the placement. Acceptability, perceived competency and experience of the placement were assessed. Chi-square goodness of fit tests were used to evaluate the difference between rates of completion and the length of time it took to complete placement requirements between students enrolled in face-to-face placements in 2019 and 2020, and the simulated placement in 2021. Results:The results showed an increase in proportion of students who completed the simulated placement than previous face-to-face placements and that students were able to complete training and meet competence in shorter time frames. Students reported increased psychological competency and confidence to practice at the completion of the simulated placement. Conclusions:A simulated psychology placement is a novel teaching modality that may be feasible in the development of perceived psychological competence and confidence in postgraduate psychology students

Commentary: An Extension of the Australian Postgraduate Psychology Education Simulation Working Group Guidelines: Simulated Learning Activities Within Professional Psychology Placements

A Commentary on The use of simulated patients in medical education: AMEE Guide No 42 by Cleland, J. A., Abe, K., and Rethans, J. J. (2009). Med. Teach. 31, 477–486. doi: 10.1080/01421590903002821 Simulation based education by Cleland, J. A. (2017). Psychologist 30, 36–40. Building Academic Staff Capacity for Using eSimulations in Professional Education for Experience Transfer by Cybulski, J., Holt, D., Segrave, S., O'Brien, D., Munro, J., Corbitt, B., et al. (2010). Sydney, NSW: Australian Learning and Teaching Council. Student and staff views of psychology OSCEs by Sheen, J., McGillivray, J., Gurtman, C. and Boyd, L. (2015). Aust. Psychol. 50, 51–59. doi: 10.1111/ap.12086 The Australian Postgraduate Psychology Education Simulation Working Group (APPESWG) recently published guidelines titled "A new reality: The role of simulated learning activities in postgraduate psychology training programs" (Paparo et al., 2021). The document was developed in the context of COVID 19-related disruption to practica within professional psychology training. As a consequence, many training providers adopted simulated training activities as a way to support course progression during the pandemic. Paparo and colleagues' stated aims were to provide comprehensive guidance for the use of simulation as a competency-based training tool and in the interests of public and student safety, both during and after COVID 19. The guidelines included nine criteria for best practice in simulated learning activities in training, for example, that activities should be competency-based, should mirror real-life practice situations and should provide opportunities for active participation and trainee reflection (see Paparo et al. for detail). The document provided helpful guidance on the use of simulated learning activities (SLA) as part of course content within an Australian professional psychology training context, however the guidelines did not cover simulated placement experiences. Considerations especially around supervision and the development of professional and ethical practice within a simulated learning environment need to be made to effectively apply the APPESWG Guidelines within a placement context. Here, we extend these guidelines for provision of simulated professional psychology placements based on our successful development and implementation of large-scale simulated placements at an Australian University (2020-current). Previously, all professional psychology placements in Australia were limited to in-vivo options, however the latest version of the Accreditation Standards for Psychology Programs (Australian Psychology Accreditation Council, 2019) now make provision for simulated learning within required placement experiences at Level 3, Professional Competencies. This extension of the Paparo et al. (2021) article provides guidelines specifically for the use of simulation with professional psychology placements, with a focus on the Australian context

Asymmetric triplex metallohelices with high and selective activity against cancer cells

Small cationic amphiphilic α-helical peptides are emerging as agents for the treatment of cancer and infection, but they are costly and display unfavourable pharmacokinetics. Helical coordination complexes may offer a three-dimensional scaffold for the synthesis of mimetic architectures. However, the high symmetry and modest functionality of current systems offer little scope to tailor the structure to interact with specific biomolecular targets, or to create libraries for phenotypic screens. Here, we report the highly stereoselective asymmetric self-assembly of very stable, functionalized metallohelices. Their anti-parallel head-to-head-to-tail ‘triplex’ strand arrangement creates an amphipathic functional topology akin to that of the active sub-units of, for example, host-defence peptides and ​p53. The metallohelices display high, structure-dependent toxicity to the human colon carcinoma cell-line HCT116 ​p53++, causing dramatic changes in the cell cycle without DNA damage. They have lower toxicity to human breast adenocarcinoma cells (MDA-MB-468) and, most remarkably, they show no significant toxicity to the bacteria methicillin-resistant Staphylococcus aureus and Escherichia coli. At a glanc

Nursing Home Residents and Enterobacteriaceae Resistant to Third-Generation Cephalosporins

Limited data identify the risk factors for infection with Enterobacteriaceae resistant to third-generation cephalosporins among residents of long-term-care facilities. Using a nested case-control study design, nursing home residents with clinical isolates of Enterobacteriaceae resistant to third-generation cephalosporins were compared to residents with isolates of Enterobacteriaceae susceptible to third-generation cephalosporins. Data were collected on antimicrobial drug exposure 10 weeks before detection of the isolates, facility-level demographics, hygiene facilities, and staffing levels. Logistic regression models were built to adjust for confounding variables. Twenty-seven case-residents were identified and compared to 85 controls. Exposure to any cephalosporin (adjusted odds ratio [OR] 4.0, 95% confidence interval [CI] 1.2 to13.6) and log percentage of residents using gastrostomy tubes within the nursing home (adjusted OR 3.9, 95% CI 1.3 to 12.0) were associated with having a clinical isolate resistant to third-generation cephalosporins