We Don't Need No Education: Adolescence and the School in Contemporary Australian Teen TV

postcolonialTelevision remains the number one leisure pursuit of Australian teenagers, yet teenagers occupy a number of complicated, sometimes contradictory, spaces on contemporary Australian television. Non-fictional teen representations range from the routinely apocalyptic (such as the ‘street kids’ and ‘drug addicts’ of news media), to the conventionally 'beautiful' (on reality programmes such as "Search for a Supermodel" and "Popstars"). Alongside these images are a variety of fictional teen images dominated by soap operas such as "Home and Away" and "Neighbours", which have successfully targeted teen and young adult demographics for a number of years. Since the mid-1990s, there has also been a (relatively unsuccessful) shift in Australia towards 'quality teen television drama' — programmes fundamentally for and about youth. In this chapter we focus on "Heartbreak High", arguably the most significant Australian 'quality teen television drama' of the 1990s. We explore how the programme’s diegesis negotiates and maps identities for contemporary Australian teenagers. More specifically, we examine constructions of teenage identities in contemporary Australian ‘quality teen television drama’ (hereafter referred to as ‘teen TV’) via representations of ‘the school’ and ‘post-school’ options within the programme. We investigate how "Heartbreak High" has responded to (whether by conforming to, or exceeding) the available cultural spaces for narrating adolescent experiences, but also to the broader social relationship between adolescents and schools. How does this programme represent the accord and tension between teens and schools? Do these representations offer diverse or uniform outcomes for their teen characters in relation to educational and post-school options, and what are the implications for Australian teen identities more broadly? We overview "Heartbreak High" and its reception, but also make comparative references to other Australian programmes that feature teens prominently

Co-creative media: theorising digital storytelling as a platform for researching and developing participatory culture

This paper considers the question, 'what is co-creative media, and why is it a useful idea in social media research'? The term 'co-creative media' is now used by Creative Industries researchers at QUT to theoretically frame their use of digital storytelling as an action research platform for investigating participatory new media culture. Digital storytelling is a set of collaborative digital media production techniques that have been used to facilitate social participation in numerous Australian and international contexts. Digital storytelling has been adapted by Creative Industries researchers at QUT as a platform for researching the potential of vernacular creativity in a variety of contexts, including social inclusion of marginalized and disadvantaged groups; inclusion in public histories of narratives that might be overlooked; and articulation of voices that otherwise remain silent in the formulation of social and economic development strategies. The adaption of digital storytelling to different contexts has been shaped by the reflexive, recursive, and pragmatic requirements of action research. Amongst other things, this activity draws attention to the agency of researchers in facilitating these kinds of participatory media processes and outcomes. This discussion serves to problematise concepts of participatory media by introducing the term 'co-creative media' and differentiating these from other social media production practices

Digital storytelling around the world

‘Digital storytelling’ is a workshop-based practice in which ‘ordinary’ people are taught to use digital media to create short audio-video stories, usually about their own lives. The idea is that this puts the universal human delight in narrative and self expression into the hands of everyone in the digital age; and potentially brings individual experience, ideas, creativity and imagination to the attention of the whole world. It gives a voice to the myriad tales of everyday life as experienced by ordinary people in their own terms. Despite its use of the latest technologies, its purpose is simple and human

Co-creative media: Theorising digital storytelling as a platform for researching and developing participatory culture

This paper considers the question, ‘what is co-creative media, and why is it a useful idea in social media research’? The term ‘co-creative media’ is now used by Creative Industries researchers at QUT to describe their digital storytelling practices. Digital storytelling is a set of collaborative digital media production techniques that have been used to facilitate social participation in numerous Australian and international contexts. Digital storytelling has been adapted by Creative Industries researchers at QUT as a platform for researching the potential of vernacular creativity in a variety of contexts, including social inclusion of marginalized and disadvantaged groups; inclusion in public histories of narratives that might be overlooked; and articulation of voices that otherwise remain silent in the formulation of social and economic development strategies. The adaption of digital storytelling to different contexts has been shaped by the reflexive, recursive, and pragmatic requirements of action research. Amongst other things, this activity draws attention to the agency of researchers in facilitating these kinds of participatory media processes and outcomes. This discussion serves to problematise concepts of participatory media by introducing the term ‘co-creative media’ and differentiating these from other social media production practices

The complex interplay between kidney injury and inflammation

Abstract Acute kidney injury (AKI) has gained significant attention following patient safety alerts about the increased risk of harm to patients, including increased mortality and hospitalization. Common causes of AKI include hypovolaemia, nephrotoxic medications, ischaemia and acute glomerulonephritis, although in reality it may be undetermined or multifactorial. A period of inflammation either as a contributor to the kidney injury or resulting from the injury is almost universally seen. This article was compiled following a workshop exploring the interplay between injury and inflammation. AKI is characterized by some degree of renal cell death through either apoptosis or necrosis, together with a strong inflammatory response. Studies interrogating the resolution of renal inflammation identify a whole range of molecules that are upregulated and confirm that the kidneys are able to intrinsically regenerate after an episode of AKI, provided the threshold of damage is not too high. Kidneys are unable to generate new nephrons, and dysfunctional or repeated episodes will lead to further nephron loss that is ultimately associated with the development of renal fibrosis and chronic kidney disease (CKD). The AKI to CKD transition is a complex process mainly facilitated by maladaptive repair mechanisms. Early biomarkers mapping out this process would allow a personalized approach to identifying patients with AKI who are at high risk of developing fibrosis and subsequent CKD. This review article highlights this process and explains how laboratory models of renal inflammation and injury assist with understanding the underlying disease process and allow interrogation of medications aimed at targeting the mechanistic interplay.</jats:p

Evolving the theory and praxis of knowledge translation through social interaction: a social phenomenological study

Background: As an inherently human process fraught with subjectivity, dynamic interaction, and change, social interaction knowledge translation (KT) invites implementation scientists to explore what might be learned from adopting the academic tradition of social constructivism and an interpretive research approach. This paper presents phenomenological investigation of the second cycle of a participatory action KT intervention in the home care sector to answer the question: What is the nature of the process of implementing KT through social interaction? Methods: Social phenomenology was selected to capture how the social processes of the KT intervention were experienced, with the aim of representing these as typical socially-constituted patterns. Participants (n = 203), including service providers, case managers, administrators, and researchers organized into nine geographically-determined multi-disciplinary action groups, purposefully selected and audiotaped three meetings per group to capture their enactment of the KT process at early, middle, and end-of-cycle timeframes. Data, comprised of 36 hours of transcribed audiotapes augmented by researchers\u27 field notes, were analyzed using social phenomenology strategies and authenticated through member checking and peer review. Results: Four patterns of social interaction representing organization, team, and individual interests were identified: overcoming barriers and optimizing facilitators; integrating \u27science push\u27 and \u27demand pull\u27 approaches within the social interaction process; synthesizing the research evidence with tacit professional craft and experiential knowledge; and integrating knowledge creation, transfer, and uptake throughout everyday work. Achieved through relational transformative leadership constituted simultaneously by both structure and agency, in keeping with social phenomenology analysis approaches, these four patterns are represented holistically in a typical construction, specifically, a participatory action KT (PAKT) model. Conclusion: Study findings suggest the relevance of principles and foci from the field of process evaluation related to intervention implementation, further illuminating KT as a structuration process facilitated by evolving transformative leadership in an active and integrated context. The model provides guidance for proactively constructing a \u27fit\u27 between content, context, and facilitation in the translation of evidence informing professional craft knowledge

OSCE best practice guidelines—applicability for nursing simulations

Background: Objective structured clinical examinations (OSCEs) have been used for many years within healthcare programmes as a measure of students’ and clinicians’ clinical performance. OSCEs are a form of simulation and are often summative but may be formative. This educational approach requires robust design based on sound pedagogy to assure practice and assessment of holistic nursing care. As part of a project testing seven OSCE best practice guidelines (BPGs) across three sites, the BPGs were applied to an existing simulation activity. The aim of this study was to determine the applicability and value of the OSCE BPGs in an existing formative simulation. Methods: A mixed methods approach was used to address the research question: in what ways do OSCE BPGs align with simulations. The BPGs were aligned and compared with all aspects of an existing simulation activity offered to first-year nursing students at a large city-based university, prior to their first clinical placement in an Australian healthcare setting. Survey questions, comprised of Likert scales and free-text responses, used at other sites were slightly modified for reference to simulation. Students’ opinions about the refined simulation activity were collected via electronic survey immediately following the simulation and from focus groups. Template analysis, using the BPGs as existing or a priori thematic codes, enabled interpretation and illumination of the data from both sources.Results: Few changes were made to the existing simulation plan and format. Students’ responses from surveys (n = 367) and four focus groups indicated that all seven BPGs were applicable for simulations in guiding their learning, particularly in the affective domain, and assisting their perceived needs in preparing for upcoming clinical practice. Discussion: Similarities were found in the intent of simulation and OSCEs informed by the BPGs to enable feedback to students about holistic practice across affective, cognitive and psychomotor domains. The similarities in this study are consistent with findings from exploring the applicability of the BPGs for OSCEs in other nursing education settings, contexts, universities and jurisdictions. The BPGs also aligned with other frameworks and standards often used to develop and deliver simulations. Conclusions: Findings from this study provide further evidence of the applicability of the seven OSCE BPGs to inform the development and delivery of, in this context, simulation activities for nurses. The manner in which simulation is offered to large cohorts requires further consideration to meet students’ needs in rehearsing the registered nurse role

OSCE Best Practice Guidelines – applicability for nursing simulations

Background: Objective structured clinical examinations (OSCEs) have been used for many years within healthcare programmes as a measure of students’ and clinicians’ clinical performance. OSCEs are a form of simulation and are often summative but may be formative. This educational approach requires robust design based on sound pedagogy to assure practice and assessment of holistic nursing care. As part of a project testing seven OSCE best practice guidelines (BPGs) across three sites, the BPGs were applied to an existing simulation activity. The aim of this study was to determine the applicability and value of the OSCE BPGs in an existing formative simulation. Methods: A mixed methods approach was used to address the research question: in what ways do OSCE BPGs align with simulations. The BPGs were aligned and compared with all aspects of an existing simulation activity offered to first-year nursing students at a large city-based university, prior to their first clinical placement in an Australian healthcare setting. Survey questions, comprised of Likert scales and free-text responses, used at other sites were slightly modified for reference to simulation. Students’ opinions about the refined simulation activity were collected via electronic survey immediately following the simulation and from focus groups. Template analysis, using the BPGs as existing or a priori thematic codes, enabled interpretation and illumination of the data from both sources.Results: Few changes were made to the existing simulation plan and format. Students’ responses from surveys (n = 367) and four focus groups indicated that all seven BPGs were applicable for simulations in guiding their learning, particularly in the affective domain, and assisting their perceived needs in preparing for upcoming clinical practice. Discussion: Similarities were found in the intent of simulation and OSCEs informed by the BPGs to enable feedback to students about holistic practice across affective, cognitive and psychomotor domains. The similarities in this study are consistent with findings from exploring the applicability of the BPGs for OSCEs in other nursing education settings, contexts, universities and jurisdictions. The BPGs also aligned with other frameworks and standards often used to develop and deliver simulations. Conclusions: Findings from this study provide further evidence of the applicability of the seven OSCE BPGs to inform the development and delivery of, in this context, simulation activities for nurses. The manner in which simulation is offered to large cohorts requires further consideration to meet students’ needs in rehearsing the registered nurse role

Short-lived Nuclei in the Early Solar System: Possible AGB Sources

(Abridged) We review abundances of short-lived nuclides in the early solar system (ESS) and the methods used to determine them. We compare them to the inventory for a uniform galactic production model. Within a factor of two, observed abundances of several isotopes are compatible with this model. I-129 is an exception, with an ESS inventory much lower than expected. The isotopes Pd-107, Fe-60, Ca-41, Cl-36, Al-26, and Be-10 require late addition to the solar nebula. Be-10 is the product of particle irradiation of the solar system as probably is Cl-36. Late injection by a supernova (SN) cannot be responsible for most short-lived nuclei without excessively producing Mn-53; it can be the source of Mn-53 and maybe Fe-60. If a late SN is responsible for these two nuclei, it still cannot make Pd-107 and other isotopes. We emphasize an AGB star as a source of nuclei, including Fe-60 and explore this possibility with new stellar models. A dilution factor of about 4e-3 gives reasonable amounts of many nuclei. We discuss the role of irradiation for Al-26, Cl-36 and Ca-41. Conflict between scenarios is emphasized as well as the absence of a global interpretation for the existing data. Abundances of actinides indicate a quiescent interval of about 1e8 years for actinide group production in order to explain the data on Pu-244 and new bounds on Cm-247. This interval is not compatible with Hf-182 data, so a separate type of r-process is needed for at least the actinides, distinct from the two types previously identified. The apparent coincidence of the I-129 and trans-actinide time scales suggests that the last actinide contribution was from an r-process that produced actinides without fission recycling so that the yields at Ba and below were governed by fission.Comment: 92 pages, 14 figure files, in press at Nuclear Physics

Wet, wild and convivial : past, present and future contributions of Australia’s ocean pools to surf, beach, pool and body cultures and recreational coasts

I investigated the past, present and possible futures of Australia’s ocean pools, over a hundred public seawater pools sited on rocky surfcoasts, so that waves wash over their walls. My interdisciplinary analysis informed by actor-­‐network theory explored their contributions to surf, beach, pool and body cultures and recreational coasts. Ocean pools have since the nineteenth century been far more significant in the surf, beach, pool and body cultures of Australia and South Africa, than in those of Britain and the United States. Most of Australia’s ocean pools lie within state of New South Wales, and my work strengthens the case for recognising Australian and NSW ocean pools as having distinct collective identities and affinities with their South African counterparts. Ocean pools are sites of social and environmental learning that challenge efforts to establish human mastery over wild natures and depictions of coastal environments as mere stages for enacting human activities unconstrained by non-­‐human nature. They also challenge the notion that people prefer to swim and bathe at patrolled beaches or in private or public pools far less wild than an ocean pool. They are evidence that supervision by suitably trained and equipped lifeguards or lifesavers is not the only or the most satisfactory way to adequately safeguard bathers and swimmers from the dangers of the sea. Australia’s ocean pools demonstrate that regardless of race, class, gender, age or ability, people can and do make themselves at home in pools shared convivially with wild nature and well-­‐suited for sustained, unsupervised recreation and sport on rocky surfcoast. Ocean pools serve as places of refuge, therapeutic and restorative environments, adventure playgrounds, convivial public spaces, visually appealing cultural landscapes, brands, icons and symbols. Australia’s ocean pools are unified by their sites, their affordances and core actor-­‐ networks linked to their fundamental and enduring identity as ‘wild but safe enough surfside pools’. Rocky shores and coastal waters characterised by surf, sharks and rips are among the most persistent macro-­‐actors in these networks that include bathers, swimmers, tourism and transport networks, news media, local councils and progress associations. Australian ocean pools that gained a further identity as ‘public pools for competition and carnivals’ acquired additional actor-­‐networks strongly linked since the late nineteenth century to amateur swimming clubs and schools, and since the twentieth century to surf lifesaving clubs and winter swimming clubs. Those ocean pools nevertheless, remained predominately recreational facilities. As other types of public pools became more affordable, Australia’s ocean pools remained popular despite gaining new identities as an ‘unusually hazardous type of public pool’ and ‘a type of facility no longer created’. The growing threats to ocean pools and their actor-­‐networks are a further unifying factor. As sport and recreation venues cultivating healthy, convivial relationships with wild nature and possessing unrealised potential as centres for community engagement, learning and research, ocean pools are worth emulating on other rocky shores and in other public places. My work strengthens efforts to sustain and create ocean pools and supports further studies on seawater pools and their actor-­‐networks