A qualitative study of Australian GPs' attitudes and practices in the diagnosis and management of attention-deficit/hyperactivity disorder (ADHD)

Background. The importance of general practice involvement in the care of attention-deficit/hyperactivity disorder (ADHD) is increasing due to the rising numbers of patients who present with the disorder. It has been suggested by consensus bodies that GPs should be identifying and referring patients at the severe end of the ADHD spectrum and managing those with less severe symptoms. However, GPs' views of their role in ADHD care are unknown. Objective. Our aim was to explore the attitudes and practices of Australian GPs towards the diagnosis and management of ADHD. Methods. We conducted a series of focus groups to explore GPs' beliefs regarding the causes of ADHD, their perceived role in ADHD diagnosis and management and their views on the role of behaviour therapies and pharmacotherapies in ADHD management. The subjects were 28 GPs in six focus groups. Results. GPs in this study did not want to be the primary providers of care for patients with ADHD. Participants indicated a preference to refer the patient to medical specialists for diagnosis and treatment of ADHD, and expressed low levels of interest in becoming highly involved in ADHD care. Concerns about overdiagnosis and misdiagnosis of the disorder, diagnostic complexity, time constraints, insufficient education and training about the disorder, and concerns regarding misuse and diversion of stimulant medications were the reasons cited for their lack of willingness. Conclusions. The Australian GPs in this study identify a role for themselves in ADHD care which is largely supportive in nature, and involves close liaison with specialist services.

Survey of countertrade practices in Australia

This empirical exploratory study is part of a larger comprehensive study of countertrade practices in the Asia-Pacific region. A mail survey of 600 Australian international trading firms reveals that a positive attitude toward countertrade exists among both countertraders and non-countertraders in Australia. Further the study reveals the major motivating factors, the benefits derived difficulties faced and reasons for not countertrading by Australian firms. In addition, the study identifies the forms of countertrade used, the countries sewed, and the product and service categories countertraded. The results are compared to earlier studies of UK and Canadian firms, and the implications for international marketing managers are discussed. (C) Elsevier Science Inc., 1997.

Genetic and environmental contributions to educational attainment in Australia

The genetic and environmental contributions to educational attainment in Australia are examined using a multiple regression model drawn from the medical research literature. Data from a large sample of Australian twins are analysed. The findings indicate that at least as much as 50 percent and perhaps as much as 65 percent of the variance in educational attainments can be attributed to genetic endowments. It is suggested that only around 25 percent of the variance in educational attainments may be due to environmental factors, though this contribution is shown to be around 40 percent when adjustments for measurement error and assortative mating are made. The high fraction of the observed variation in educational attainments due to genetic differences is consistent with results reported by Heath et al. (Heath, A.C., Berg, K., Eaves, L.J., Solaas, M.H., Corey, L.A., Sundet, J., Magnus, P., Nance, W.E., 1985. Education policy and the heritability of educational attainment. Nature 314(6013), 734-736.), Tambs et al. (Tambs, K., Sundet, J.M., Magnus, P., Berg, K., 1989. Genetic and environmental contributions to the covariance between occupational status, educational attainment and IQ: a study of twins. Behavior Genetics 19(2), 209-222.), Vogler and Fulker (Vogler, G.P., Fulker, D.W., 1983. Familial resemblance for educational attainment. Behavior Generics 13(4), 341-354.) and Behrman and Taubman (Behrman, J., Taubman, P., 1989. Is schooling mostly in the genes? Nature-nurture decomposition using data on relatives. Journal of Political Economy 97(6), 1425-1446.), suggesting that the finding is robust. (C) 2001 Elsevier Science Ltd. All rights reserved.

Promoting physical activity in Australian general practices: a randomised trial of health promotion advice versus hypertension management

A randomised controlled trial was conducted to determine if physicians' advice to promote physical activity to patients was more effective if the advice was tailored to the management of hypertension, compared with more general health promotion advice. Participants included inactive 40- to 70-year-old patients visiting the physicians' during study recruitment period. Physicians provided verbal physical activity advice and written materials, both tailored to either general health promotion messages or specifically as a means for treating or managing hypertension. Seventy-five physicians and 98% (767/780) of screened eligible patients participated in the study. Differences between intervention and control groups self-reported physical activity were assessed over 6 months. Follow-up response rates were 92 and 84% at the 2- and 6-month assessments. There were no consistent, significant differences between groups at the 2- or 6-month assessments. Thus, neither intervention strategy resulted in significant changes in patients self-reported physical activity, regardless of the whether the advice was tailored to hypertension management or general health promotion advice. (c) 2004 Elsevier Ireland Ltd. All rights reserved.

A sociocultural analysis of language learning: New forms of literacy practices in a language and culture awareness programme

This paper reports on a sociocultural study conducted in a Catholic primary school in the Australian outback and provides insights into how policy related to Languages Other Than English (LOTE) programmes is implemented in a specific location and interwoven within the literacy practices of children, parents and teachers. A case study that tracked a Year Four student's learning and development during a Language and Culture Awareness Programme is discussed within a discourse of cultural and linguistic practices. Significant aspects of the student's learning related to a phenomenon called multi-tiered scaffolding temporarily disrupted the established literacy practices in the school community. Implications of the research for second-language teaching and learning in Australian primary schools are elaborated.

Communicative practices in online communication: A case of agreeing to disagree

Online communities have evolved beyond the realm of social phenomenon to become important knowledge-sharing media with real economic consequences. However, the sharing of knowledge and the communication of meaning through Internet technology presents many difficulties. This is particularly so for online finance forums where market-sensitive information and disinformation about exchange-traded stocks is regularly disseminated. The development of trust and the effect of misinformation in this environment are important in the growth of this communication medium. Forum administrators need to better understand and handle the development of trust. In this article, we analyze and discuss the communicative practices of a group of investors and members of an online community of interest. We found that conflict as a driver of knowledge sharing is an important consideration for forum administrators and designers.

Highlighting hybridity: A critical discourse analysis of teacher talk in science classrooms

There is evidence that alienation from science is linked to the dominant discourse practices of science classrooms (cf. Lemke, J. L. (1990). Talking Science: Language, Learning, and Values. Norwood, NJ: Ablex). Yet, in secondary science education it is particularly hard to find evidence of curriculum reform that includes explicit changes in pedagogic discourses to accommodate the needs of students from a wide range of backgrounds. However, such evidence does exist and needs to be highlighted wherever it is found to help address social justice concerns in science education. In this article, I show how critical discourse analysis can be used to explore a way of challenging the dominant discourse in teacher-student interactions in science classrooms. My findings suggest a new way of moving toward more socially just science curricula in middle years and secondary classrooms by using hybrid discourses that can serve emancipatory purposes. © 2005 Wiley Periodicals. Inc.