Australian 15-year-old students living in an integrated world

Global competence is defined in the Programme for International Student Assessment (PISA) as a multidimensional capacity that encompasses the ability to examine issues of local, global and cultural significance; understand and appreciate the perspectives and worldviews of others; engage in open, appropriate and effective interactions across cultures; and take action for collective well-being and sustainable development (OECD, 2020). This report focuses on aspects of the global competence module in the PISA 2018 Student Questionnaire and the School Questionnaire. It examines aspects of data collected from student and principal self-reports from the Australian perspective. This report focuses on the similarities between students in Australia and a number of participating countries and economies, referred to as comparison countries, and similarly differences between principals in Australia and comparison countries. It also focuses on differences between students and in Australian states and territories, and between students from different demographic groups, regarding their attitudes, learning opportunities at school. The report also covers aspects of global competence from the perspective of schools and how schools promote global competence

PISA 2015 : a first look at Australia’s results

The Programme for International Student Assessment (PISA) is an international comparative study of student achievement directed by the Organisation for Economic Co-operation and Development (OECD). PISA 2015 represents the sixth such study since PISA was first conducted in 2000. Seventy-two OECD countries or partner economies participated in PISA 2015. In Australia, PISA is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of PISA is to measure how well 15-year-olds, who are nearing the end of their compulsory schooling in most participating educational systems, are prepared to use the knowledge and skills in particular areas to meet real-life opportunities and challenges. It also provides comparative perspectives on trends in achievement in the context of different education systems, school organisational approaches and instructional practices; to enable this, PISA collects a rich array of background data from students, schools and teachers. This report is a first look at the results from PISA 2015. This report focuses on the achievement results in scientific, reading and mathematical literacy, and was followed by the full Australian National Report (2017), which examined achievement more fully, and incorporated descriptive and analytical findings based upon the background and demographic data

PISA 2022. Reporting Australia’s results. Volume I: Student performance and equity in education

The Programme for International Student Assessment (PISA) is an international comparative study of student performance directed by the Organisation for Economic Co-operation and Development (OECD). PISA measures 3 core domains of reading literacy, mathematical literacy, and scientific literacy. The assessment focuses on young people’s ability to apply their knowledge and skills to real-world problems and situations. The term ‘literacy’ reflects a focus on broader skills. As a concept, literacy is more than simply being able to read and write. Eighty-one countries or economies, involving around 690,000 students, participated in PISA 2022. In Australia, 743 schools and a total of 13,437 students (representing the full population of around 265,000 15-year-old students) completed the assessment. In Australia, PISA is managed by the Australian Council for Educational Research and is jointly funded by the Australian Government and all state and territory governments. PISA is a key part of Australia’s National Assessment Program. This report presents the results for Australia as a whole, for the Australian states and territories and for the other groups in PISA 2022. The results can be viewed in an international context, and student performance can be monitored over time. The results also allow for nationally comparable reports of student outcomes against the Alice Springs (Mparntwe) education declaration (Education Council, 2019)

PISA in Brief 2022: Student performance and equity in education

The Programme for International Student Assessment (PISA) is an assessment that measures the knowledge and skills of 15-year-old students, an age at which they have nearly completed compulsory schooling. PISA assesses young adults’ ability to apply their knowledge and skills to real-life problems and situations rather than how well they have learned a specific curriculum. This PISA in Brief report provides a summary of student performance in the PISA 2022 assessment and tells us about their capacity to apply knowledge and skills in the domains of reading, mathematical, and scientific literacy

PISA 2018: Reporting Australia’s Results. Volume I Student Performance

The Programme for International Student Assessment (PISA) is an international comparative study of student performance directed by the Organisation for Economic Co-operation and Development (OECD). PISA measures the cumulative outcomes of education by assessing how well 15-year-olds, who are nearing the end of their compulsory schooling in most participating educational systems, are prepared to use the knowledge and skills in particular areas to meet real-life opportunities and challenges. The term literacy is attached to the assessment domains of reading, mathematics and science to reflect the focus on these broader skills and as a concept it is used in a much broader sense than simply being able to read and write. The OECD considers that mathematics and science are so pervasive in modern life that it is important for students to be literate in these areas as well. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in PISA 2018, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time

2016-2017 Lynn University Wind Ensemble - The Wind Concerto: Movement 1

Program Concerto for Trombone and Military Band / Nikolai Rimsky-Korsakov Concertstück for Clarinet and Military Band / Nikolai Rimsky-Korsakov Variations on a Theme of Glinka for Oboe and Military Band / Nikolai Rimsky-Korsakov Concerto for Flute and Wind Symphony Orchestra / Henk Badingshttps://spiral.lynn.edu/conservatory_windensemble/1000/thumbnail.jp

Whole-genome sequencing for national surveillance of Shiga toxin–producing Escherichia coli O157

Background. National surveillance of gastrointestinal pathogens, such as Shiga toxin–producing Escherichia coli O157 (STEC O157), is key to rapidly identifying linked cases in the distributed food network to facilitate public health interventions. In this study, we used whole-genome sequencing (WGS) as a tool to inform national surveillance of STEC O157 in terms of identifying linked cases and clusters and guiding epidemiological investigation. Methods. We retrospectively analyzed 334 isolates randomly sampled from 1002 strains of STEC O157 received by the Gastrointestinal Bacteria Reference Unit at Public Health England, Colindale, in 2012. The genetic distance between each isolate, as estimated by WGS, was calculated and phylogenetic methods were used to place strains in an evolutionary context. Results. Estimates of linked clusters representing STEC O157 outbreaks in England and Wales increased by 2-fold when WGS was used instead of traditional typing techniques. The previously unidentified clusters were often widely geographically distributed and small in size. Phylogenetic analysis facilitated identification of temporally distinct cases sharing common exposures and delineating those that shared epidemiological and temporal links. Comparison with multi locus variable number tandem repeat analysis (MLVA) showed that although MLVA is as sensitive as WGS, WGS provides a more timely resolution to outbreak clustering. Conclusions. WGS has come of age as a molecular typing tool to inform national surveillance of STEC O157; it can be used in real time to provide the highest strain-level resolution for outbreak investigation. WGS allows linked cases to be identified with unprecedented specificity and sensitivity that will facilitate targeted and appropriate public health investigations

Suicidal behavior in individuals accused or convicted of child sex abuse or indecent image offenses: systematic review of prevalence and risk factors

Objective An emerging body of research indicates that child sex abuse (CSA) offenders are at high risk of suicide when their offenses come to light and that those accused of accessing indecent images of children (IIOC) are at particular risk. Methods We conducted a systematic review and narrative synthesis on suicide rates and risk factors in this population of offenders. A keyword search of bibliographic databases (PsycINFO, Ovid, MEDLINE, Embase, PILOTS, SCIE, the Cochrane Central Register of Controlled Trials [CENTRAL] and CINAHL) was conducted. Results Eighteen articles were included in the review, with eleven studies meeting criteria for quality assessment. The risk of suicide in perpetrators of CSA and IIOC might be over 100 times that of the general population, although estimates vary widely between studies. Several complex, interlinking factors were identified as associated with risk, including shame, unique demographic characteristics of the offenders, absence of prior criminal contact, and the impact of a criminal investigation. Conclusions The review identified factors that may have practical, clinical, and operational implications in the prevention of suicide in CSA and IIOC perpetrators. Exploring the impact of the investigation itself on suicide risk, including potential operational strategies and clinical input to reduce risk, should be a priority