bluuebunny/crossref_metadata_2025_split huggingface dataset:
From paradise to beyond: Geographical constructs and how they shape education in the 'bush'.
Authors: Guenther John , Halsey John , Osborne Sam 
Published: December 2022

Schools in Australia are sometimes described, categorised and defined by their locations. These statistical geographical categorisations help to determine how funding is allocated. They help to determine the types of teachers that are recruited, what kinds of teachers are attracted, how they much they are paid. Geographical categories can create perceptions that sometimes end up as stereotypes in the minds of parents and students. At times remote geographical locations are associated with disadvantage.
These kinds of categorisations tend to treat schools in binary terms, or on a linear continuum, which may also be associated with value judgements that can be misleading. For example, rural schools are often thought of as disadvantaged, while city schools are therefore advantaged.
In this paper the authors argue that the categorisations described above are unhelpful, limiting, misrepresent and are often unwarranted. In this paper they draw from the descriptions offered by schools for the public that are presented on the My School website. They draw a line that starts in the Adelaide suburb of Paradise and runs through to the far north of South Australia. Along the line there is a mix of metropolitan, provincial and remote schools. In analysing this data from My School, they challenge the binaries and continuums associated with geographical labels and propose instead, based on geographical concepts associated with space and place, that schools could be better described in terms of socio-cultural and geographic diversity.
The experience is in the journey: An appreciative case-study investigating early career teachers employment in rural schools
Authors: McCallum Faye , Hazel Sarah 
Published: December 2022

Based on a sample of over 3000 primary and secondary school students located in regional and rural schools in Tasmania (Australia) this research had three aims: (1) to identify studentsâ€™ self-perceptions of schooling with a focus on high school completion (referred to as school retention); (2) to determine if gender, socio-economic factors, level of school absenteeism, and school setting (primary or secondary) influenced the studentsâ€™ responses; and (3) to identify which factors had the greatest influence on the studentsâ€™ aspirations to continue their schooling.Â A 42-item survey produced eight factors: (1) Teacher Support, (2) Aspirations, (3) School Organisation, (4) English Ability, (5) Maths Ability, (6) Friends, (7) Other Activities, and (8) Career Goals. Higher levels of absenteeism, lower socio-economic status, and transitioning to secondary school reduced scores on the factors.Â Girls had higher scores for three factors: (1) Teacher Support, (2) English Ability, and (3) Aspirations. Regression analysis identified Friends, English and Mathematics Ability, Other Activities, and Teacher Support as the â€˜best predictorsâ€™ of studentsâ€™ aspiration to continue schooling. The implications of the significant findings for school practice are discussed with recommendations for interventions.Â
Transitioning from university to teaching in schools located in rural and remote settings
Authors: Haynes John Ewen See , Miller Judith Anne 
Published: December 2022

This paper reports the findings of research which focused on fourth year pre-service teachersâ€™ perceptions of the issue of their transition from pre-service university student to in-service teaching, specifically in rural and remote settings. The results of a survey which focused on studentsâ€™ perceived levels of readiness and comfort when considering teaching in a rural or remote school as a first posting are presented. Background data were collected revealing that the majority of the pre-service teachers (n=39) identified their hometown as rural and/or as a small city within a 400 km radius from the regional University.Â Analysis of data indicated 32 of the participants wanted to teach in a rural school, two wanted to move closer to the coast and five were unsure. Â Leximancer text-mining software was employed to examine the responses to five questions including: how they would describe themselves as a teacher; what differences existed between rural and urban teaching; what their ideas were regarding what constituted good rural teaching; and what may be the difficulties in rural teaching. The last section of the results provides a profile of the number of preservice teachers (PSTs) intending to teach in rural settings.Â The findings confirmed previous research that suggested that many teachers in rural settings originate from small rural and remote communities. The concepts and themes emerging from the analysis of the open ended survey data are presented as the major findings.Â Implications of the research include recommendations that pre-service teacher education programs could be more responsive to student needs, resulting in greater preparation for teachers entering the teaching profession in rural and remote settings.
Rural education practice and policy in marginalised communities:Teaching and learning on the edge
Authors: Reid Jo-Anne 
Published: December 2022

In this paper I focus on the problems that face (teacher) education policy and practice in meeting the challenge of â€˜persistent and entrenched locational disadvantageâ€™ in marginal communities.Â In Dropping off the Edge 2015, Tony Vinson and colleagues (2015) clearly demonstrate that complex and entrenched disadvantage has continued to characterise a number of Australian communities, with few signs of improvement in the past 15 years. A very high proportion of these disadvantaged localities are in rural areas, and they pose an enormous challenge to policy makers and service providers, as well as to the people who live in the communities themselves.Â In such contexts, education is both crucially important and inexorably difficult.Â Agreeing with Vinson, Rawshtorne, Beavis and Ericson, that we need to understand locational disadvantage as a wicked problem for a social equity agenda (2015), I argue that the concept of Rural Social Space (Reid et al., 2010) provides a useful and coherent theoretical resource for understanding and addressing this problem, and rethinking the idea of community in ways that are necessary for change to occur. Using an exemplary case of one locality identified by Vinson as threatened with â€˜dropping off the edgeâ€™, I examine what a wicked problem looks like for social equity in this particular rural social space, and how it calls into question some of our most cherished assumptions about rural communities and rural schooling.Â The example allows consideration of the kind of policy and practice responses that may be necessary if the problem of educational disadvantage in rural locations is to be adequately addressed.
Supervision Of Nursing Students In Rural Environments: Engaging Learning By Teaching The Teachers
Authors: Marlow Annette , Mather Carey A 
Published: December 2022

Â The health profession workforce is challenged by the increased numbers of undergraduate students requiring supervised experiences in environments where service delivery is the primary goal. Given the increased need to recruit and retain suitably qualified and educationally prepared staff into these sometimes under resourced locations, guidance of health profession students, in particular students of nursing, in rural areas of Tasmania is a topical issue.Â This situation was acknowledged in 2010 when the Commonwealth Governmentâ€™s Department of Health and Ageing sponsored a local project to increase the number of opportunities for students to undertake professional experience within non-traditional and rural healthcare settings. The project goals included identifying and acknowledging those healthcare professionals who supervised learners; providing guidance, mentorship and resources; and building capability and capacity in environments to host students. On project completion, further Commonwealth funding became available through Health Workforce Australia to continue the project aims.Â Over six years, an educational process focusing on the needs of rural healthcare professionals related to supervision and support of undergraduate nursing students was established. An evaluative approach enabled the use of Weimerâ€™s personal accounts of change methodology to analyse and critique the application of developed learning and teaching resources. Initially resource development focused on current knowledge, skills and understandings of supervision of learners by health professionals in practice. From the findings, the scope of support broadened to include development and delivery of workshops to enable the supervisors of students to develop a pedagogical understanding of learning and teaching in healthcare settings. Evaluation suggested supervisors require guidance and mentorship related to the â€˜howâ€™ of learning and teaching. More specifically they wanted synchronous and asynchronous access to consistent and contemporary learning and teaching information in a timely manner. Given their geographic isolation, this educational support was delivered in a variety of innovative ways, including digital resources, online programs, videoconferencing and face-to-face learning opportunities. This paper outlines the processes and outcomes of developing a collaborative approach to increasing the capability and capacity of health professionals, in particular registered nurses, who choose to supervise undergraduate students during their rural workplace-based professional experience. Â
Preparing Rural And Regional Students For The Future World Of Work: Developing Authentic Career Focussed Curriculum Through A Collaborative Partnership Model
Authors: Woodroffe Jessica , Kilpatrick Sue , Williams Brett , Jago Matthew 
Published: December 2022

Small places are not devoid of opportunities nor of successful programs to equip them for the future, despite perception to the contrary (West, 2013). This paper considers career education in the context of rural places in the modern globalised world. Â The paper introduces the Pathways to Success project, involving more than eighty initiatives mapped to the Australian curriculum showcasing further education, training and careers in local industries to more than 8000 learners and their schools and teachers in Tasmania. It outlines how a partnership model among schools, industry, technical and vocational, and higher education sectors can be used to move from a sole dependency model to a partnership model of career education. Drawing on the projectâ€™s mixed method evaluation results, the paper considers the key opportunities and challenges for preparing rural and regional Tasmanian students for the future world of work. It focuses on how collaborative partnerships can better equip educators with information and networks they need to positively impact on how young rural and regional Tasmanian students consider education pathways and career options to get to â€˜whatâ€™s nextâ€™ in their lives. It showcases how rural and regional communities and resources can be used to develop new and innovative place based career and curriculum learning.
Disrupting Perception: Mapping An Understanding Of Educational Attainment
Authors: Sutton Georgia , Mcleod Catriona , Fraser Sharon , Corbett Michael 
Published: December 2022

Educational attainment is widely recognised as a â€˜wickedâ€™ problem in Australia for which a range of interventions have been developed. The North West of Tasmania is a rural and regional community, which has been a focus for such interventions due to its relatively low rates of retention to Year 12 and low tertiary participation rates. This paper seeks to move beyond narratives of deficit through a project aimed at exploring and representing the scope and range of activities undertaken in the region to address and support educational attainment. We begin with the question: â€˜How can communities, perceived to be deficit models, be provided with evidence of activities aimed at impacting educational attainment in a meaningful way?â€™Â We used concept mapping to re-present the variety, type and audience of activities in the region.Â Concept mapping provided a means of processing a dynamic assemblage of data to represent existing work and to explore possibilities. This process disrupts deficit discourses and enhances stakeholdersâ€™ knowledge of educational attainment in the region and invites future mapping and more complex understandings of ongoing cultural change.
Equity, Access & Quality Education in Rural Australia
Authors: Downes Natalie , Fuqua Melyssa 
Published: December 2022

In 2017, SPERA members and supporters were surveyed on their views of rural education. Forty-two participants responded to the online survey through targeted and snowball recruitment. Participants shared their opinions of the main issues in rural education, the challenges facing rural communities and schools, and what they would like to see change to improve the futures of rural youth. There were two consistent themes: concern about access to quality education for all learners and the survival of rural communities. This included worries about isolation, the attraction and retention of teachers, the availability of opportunities for different types of learners and knowledge, insufficient infrastructure, and post-school options for youth. It is noted that these findings are similar to those in other key reports such as the recent Independent Review into Regional, Rural and Remote Education, 2000 Human Rights and Equal Opportunity Commission (HREOC) Report and the 1987 Schooling in Rural Australia Report, with their persistence a disappointing concern for education in Australia.
Promoting Positive Self-Identity in Aboriginal Students: Case Studies of Clontarf Academy Youth Living A Rural Community
Authors: Oliver Rhonda , Exell Mike 
Published: December 2022

Aboriginal school students, especially those living in rural and remote areas, continue to achieve below the national standard in oral language, literacy and numeracy. On leaving school their unemployment rate is three times that of non-Aboriginal people. At the same time we know academic and career success is closely tied to oneâ€™s self-identity. Therefore, the aim of this research is twofold: firstly, within the context of living in a rural community, explore which factors contribute to a positive self-identity amongst Aboriginal youth; and secondly, examine how this relates to their educational experience and transition into the workplace. The participants were five Aboriginal males aged between 16 â€“ 18 years at the commencement of the study who attended the local high school and were supported by Clontarf Academy staff who were located at this school. The data were collected over an 18 month period using observation, formal and informal interviews (i.e., yarning). This was done from an 'inside' perspective as one of the researchers had a long term mentoring relationship with all the participants. This rich and thick data was used to formulate in-depth, ethnographic case studies which were further interrogated to identify themes to address the research aims. The findings show that 'family' play a key role in the maintenance of both language and culture, that style of communication continues to be strong marker of Aboriginality, and their location in the rural area and particularly as part of the Academy served to support and sustain strong Aboriginal identities.
Translingual and translocal perspectives on writing
Authors: Kuteeva Maria , Saarinen Taina 
Published: December 2022

This special issue has been inspired by presentations and discussions which took place during the first workshop of our NOS-HS research network ‘The Politics and Ideologies of Multilingual Writing’ (Stockholm University, 27-28 May 2021). In this issue, we explore translingual and translocal perspectives, zooming in on various aspects of writing, from its legitimacy to its localities. Our focus is on writing for publication by authors with multilingual repertoires and/or working in multilingual settings. Unlike previous research, which focused on academic, journalistic, and creative writing as separate domains, we aim to bring together researchers working in different subfields of linguistics, literary studies, and education, giving ways to new understandings of translingual and translocal dimensions in our writing.
Kişisel Anlatı Örneği Olarak Podcast: Yayıncılar ve Dinleyicilerin Görüşleri Çerçevesinden Bir İnceleme
Authors: BULUT Serkan 
Published: December 2022

Bugünün bireylerinin yayıncılık alanından talepleri, beklentileri ve tercihleri gittikçe artan bir oranda çeşitlilik kazanmaktadır. Buna bağlı olarak dijital medya ortamında hedef kitlesine görünür olma gayretinde olan medya oluşumlarının çeşitliliğinde de benzer bir artış söz konusudur. Podcast mecraları da bahsedilen bu çeşitlilik içerisinde bir alt tür olarak karşımıza çıkmıştır. Bu mecrada standart habercilik ve iletişim faaliyetlerinden farklı olarak ‘kişisel anlatı’ların ve sese dayalı anlatımın önemi artmıştır.
Bu çalışma nitel araştırma yöntemi desenlerinden biri olan olgubilim deseni çerçevesinde gerçekleştirilmiş, podcast yayınlarının üreticisi ve tüketicisi konumundaki bireylerle birebir, derinlikli ve yapılandırılmamış görüşmeler gerçekleştirilmiştir. Bu sayede podcast yayıncılığının günümüz yayıncıları ve dinleyicileri açısından neler ifade ettiğinin incelenmesi amaçlamıştır. Görüşmelerden elde edilen veriler MaxQda nitel araştırma ve analiz programı aracılığı ile kodlanmış ve görselleştirilmiştir. Araştırma bulguları göstermektedir ki medya profesyonelleri ve podcast dinleyicileri sese dayalı olma, dilde sadelik, samimiyet ve konuya odaklı bir yayıncılık anlayışını tercih etmektedir. Ancak bu yayıncılık türünün hem mesleki anlamda hem de dinleyici hedef kitlesi için kendi doğasından da kaynaklanan bir takım olanaklar ve olumsuzluklar getirdiği tartışması bu çalışmanın temel sorunsalıdır. Bu bağlamda bu araştırmanın amacı podcast yayıncılığında olası fırsatlar ve tehditlerin anlaşılmasına katkı sunmaktır.
Empatia, imersão e prototipação no desenvolvimento de projetos de tecnologia assistiva: um estudo de caso
Authors: Paulo Irandir Izaquiel , Muniz Erika Danielly Florêncio Pereira , Barbosa Josefa Laricia Ferreira , Fialho Francisco Antonio Pereira , Merino Giselle Schmidt Alves Díaz , Merino Eugenio Andrés Díaz 
Published: December 2022

Esse artigo tem como objetivo identificar a aplicação e contribuição dos aspectos do Design Thinking, especificamente a empatia, imersão e prototipação, a partir de um estudo de caso. Trata-se de uma pesquisa de natureza aplicada, objetivo exploratório-descritivo e abordagem qualitativa. Quanto aos procedimentos técnicos foi dividida em duas fases, sendo: Fase 1 – TEÓRICA por meio de pesquisa bibliográfica e revisão narrativa e a Fase 2 – APLICADA por meio de um Estudo de Caso que teve como finalidade desenvolver um dispositivo de Tecnologia Assistiva (TA) para facilitar a transferência de uma usuária de cadeira de rodas durante sua rotina diária, para tal utilizou-se como metodologia de projeto o Guia de Orientação para o Desenvolvimento de Projetos (GODP). Assim, foi verificado que a aplicação do Design Thinking, empatia, imersão e prototipação, é essencial para o desenvolvimento de projetos de Tecnologias Assistivas, contribuindo desde o momento inspiração até o momento de implementação. Permitindo a identificação de problemas e necessidades da PcD, organização e análise das ideias (mapas, matriz de decisão, blocos de referência) e desenvolvimento de possíveis soluções com o auxílio de protótipos. Com isso, espera-se reduzir o número de abandono dos dispositivos de Tecnologias Assistivas.
Long Term Follow up of CT Angiography in Low to Intermediate Risk Patients of Suspected Acute Coronary Syndrome (ACS)
Authors: Rahman Fahd Ur , Saif Mohsin , Siddiqiue Bilal , Safi Shoaib Iqbal , Abbas Mutahir , Khan Sikandar Azam , Aziz Zohair , Azad Naseem , Sarfraz Sana , Anwar Maida 
Published: December 2022

Objective: To assess long term outcomes of CT Angiography in low to intermediate risk patients of suspected ACS and to assess if CT-angiography is a safe modality to discharge patients with clinically non-significant coronary artery disease.
Study Design: Descriptive cross-sectional study Place and Duration of Study: Tertiary Cardiac Center in Rawalpindi, from Dec 2021 to Apr, 2022.
Methodology: A total of (n=600) patients who presented with ischemic sounding chest pain and suspicion of acute coronary syndrome (ACS) were selected via consecutive sampling technique and were followed up to 5-months. Patients' demographics, CT-Angiography findings and their outcomes were noted on data collection sheet. Data was analyzed by SPSS version-23. Descriptive statistics were run to present categorical data in frequencies and percentages. Chi-square and Fisher Exact Test was applied to find the association between study variables at 95% CI and 5% margin of error (α=5%).
Results: Out of (n=600) suspected cases of acute coronary syndrome (ACS), n=352 (58.7%) were males and n=248 (42.3%) were females. As a result of follow-up of the ptaients, cases that represented in emergency department, readmission cases and revascularized cases were (n=10,4, 1;1.7%, 0.7%, & 0.2%) respectively. Frequency of ACS and STEMI patient was 0.0%. Mortality rate was 0.0%. There was significant association of comorbids with CT-angiography findings and the findings with outcome variables (p<0.05) except revascularization (p>0.05).
Conclusion: In low to intermediate risk patients of suspected ACS, discharge decision from emergency department based on CT-angiography findings is safe and shows excellent long-term outcomes with no major adverse cardiac event (MACE) on long-term follow-up.
Prevalence of Brain and Neck Neoplasms among Interventional Cardiologists; A Multicenter Study
Authors: Tariq Muhammad Naeem , Samore Naseer Ahmed , Rashid Muhammad Humayoun , Tuyyab Farhan , Ali Jahanzab , Ahmed Iftikhar , Khan Muhammad Nadir , Noeman Ahmad , Chaudhery Ghoza , Farhan Shaheer 
Published: December 2022

Objective: To determine the prevalence of brain and neck neoplasms among Interventional Cardiologists.
Study Design: Analytical Cross-sectional study.
Place and Duration of Study: Department of Cardiology/Interventional Cardiology of two Tertiary Cardiac Care Centers of Rawalpindi and Lahore Pakistan from Mar 2021 to Apr2022.
Methodology: By using the non-probability, consecutive sampling technique, fifty Interventional Cardiologists’ (n=50) of both genders between 35-75 years of age, working in the cardiac catheterization labs for more than 10-years are enrolled after their informed consents. The data was collected from the interviews of Interventional cardiologists, from the shared medical records and also from the family members and colleagues. The Interventional cardiologists were enquired about any neurological signs and symptoms particularly in relation to the head and neck malignancy and also asked about undergoing any CT/MRI or PET scan of head and neck region in the past or recent time. Descriptive statistics for data was computed byusing the SPSS version-25.
Results: The mean age of the Interventional Cardiologists of tertiary cardiac care center of Rawalpindi was 50.40±7.77years while of Lahore was 49.16±8.89 years. There were 47(94.0%) males and 03(6.0%) females, from both the Institutes. The mean duration of working in cardiac catheterization labs was 17.92±4.57 years. The head and neck neoplasm’s among Interventional Cardiologists was observed in 01(2%) case.
Conclusion: The research study concluded that the prevalence of head and neck neoplasms among Interventional Cardiologists is very low (2%). But still it is the need of hour to be more careful about radiation exposure among the Interventional Cardiologists working for long hours in the cardiac catheterization labs, to lessen down the chances of head and neck malignancy.