Belonging and the uses of difference: young people in Australian urban multiculture

This paper examines how young people of migrant background in Australia make meaning of cultural, ethnic and racial difference to work out belonging in times of super-diversity. It asks what functions difference still has for a generation growing up within conditions of proliferating diversity that demand and accommodate competing constructions of cultural identities. It suggests that young people's narratives about difference depend on the space of belonging, and explores how young people use difference differently depending on whether they are articulating membership in the local community, the nation or youth culture.

Rethinking difference in the iWorld: possibilities, challenges and ‘unexpected consequences’ of digital tools in literacy education

Within contemporary literacy classrooms, mobile touchscreen devices are occupying a more prominent place. For children who have disabilities or learning differences, such devices can offer increased participation and access and may also provide social capital to users. We share examples of how iPads and iPods were successfully used in classrooms by children who might be categorized as experiencing various challenges, as well as autobiographical examples we have experienced as parents of children with disabilities. Through these illustrations, we examine the possibilities of ‘new tools’ as well as challenges encountered in changing existing literacy practices.

Gender difference in treatment and mortality of patients with ST-segment elevation myocardial infarction admitted to Victorian public hospitals: A retrospective database study.

BACKGROUND: Death from acute coronary syndrome (ACS) is avoidable with early reperfusion therapy, however, evidence suggests inequity in women's ACS treatment within a number of international healthcare systems, when compared to men's. Research indicates mortality rates are higher in some age groups of women when compared to men for the sub-group of ACS known as ST-segment elevation myocardial infarction (STEMI). OBJECTIVE: To determine whether patient sex was associated with patterns of reperfusion treatment variation or increased inhospital mortality in patients with STEMI. METHODS: We undertook retrospective analyses on a government database for patients admitted to Victorian public hospitals with STEMI. Patients were categorised into two age groups: 18-64 and 65-84 years (inclusive), to determine whether patient sex and these age groups influenced treatment from 2005 to 2008 and mortality from 2005 to 2010. RESULTS: Both younger and older women received less frequent angioplasty with stent and more often received no reperfusion treatment than men in corresponding younger and older age groups (p=0.006 and p<0.001, respectively). Overall, women in both age groups were more likely to die inhospital than men from equivalent age groups with STEMI (p<0.001, both groups). CONCLUSIONS: Proportionately, both younger and older women received less interventional reperfusion therapy for STEMI than their male cohorts, and died more often during admission than men. Further research needs to be undertaken to verify the findings and causes, and guide future research to ensure application of evidence to treatment in patients with STEMI.

Gender difference in the use of coronary interventions for patients with acute coronary syndrome: experience from a major metropolitan hospital in Melbourne, Australia

BACKGROUND: Literature suggests an ongoing gender disparity in the use of coronary angiography and subsequent interventions among patients with acute coronary syndrome (ACS). OBJECTIVES: The study aimed to examine gender differences in the use of coronary interventions amongst patients with acute coronary syndrome (ACS) admitted to a major metropolitan hospital in Melbourne during the period 2009-2012. METHODS: We undertook a retrospective analysis of a hospital database of 2096 ACS patients. ACS included unstable angina (UA), ST-segment-elevation myocardial infarction (STEMI) and non-STEMI (NSTEMI). RESULTS: The mean age of the patients was 64.3 years and 624 (30%) were women. Half of them were diagnosed as NSTEMI, 23% as STEMI and 25% as UA. Compared to men, women were older at admission, less likely to be diagnosed with STEMI and less likely to smoke. No gender difference was observed for severe co-morbidities or use of coronary angiography. Women diagnosed with STEMI were 39% less likely to receive an angioplasty stent (adjusted odds ratio 0.61, 95% confidence intervals 0.39-0.96) and 66% less likely to receive grafts (adjusted OR 0.34, 95% CIs 0.13-0.93). Women diagnosed with NSTEMI were 44% less likely to receive grafts (adjusted OR 0.56, 95% CIs 0.37-0.83). Younger women aged 35-49 years were less likely to receive an angioplasty stent, and older women >50 years were less likely to receive grafts. CONCLUSIONS: Adherence to guideline based treatment will help to ensure knowledge translation from guideline to practice. Further research investigating symptom presentation, use of non-invasive tests and medical management of ACS by gender may further explain gender difference for coronary interventions.

Figured worlds of citizenship: examining differences made in “making a difference” in an elementary school classroom

This article explores how two elementary school students responded to their teacher’s invitation in a civic classroom to make a difference to the world. We consider how the teacher framed the construct of civic efficacy and how the students refracted these ideas in their navigation of a civic education project. Closely analyzing these students’ experiences and responses, we question what differences are made when students are encouraged to think of themselves as citizens who can make a difference. Noting dissonances and ambivalences in the students’ responses, the conceptual resources of “figured worlds” enable an analysis of the interplay of discourses, interactions, sensory experiences, and material artifacts as civic identities are constituted. The two students’ differing responses are analyzed in relation to other figured worlds that students and teachers daily negotiate: of compliant citizenship, productive citizenship, and consumer citizenship. The overlaps, dissonances, and/or divergences in discourses and artifacts from various figured worlds of citizenship render some students more recognizable as civically “engaged” and “efficacious” than others.

Book review. becoming two in love: Kierkegaard, Irigaray, and the ethics of sexual difference

Book review of Roland J. De Vries, Becoming Two in Love: Kierkegaard, Irigaray, and the Ethics of Sexual Difference. Eugene, Oregon: Pickwick Publications, 2013 (ISBN 978-1-61097-517-9)

Quality teaching in Australian and German primary science classrooms: characterising difference to help identify quality

This chapter reports on results of an international research project across Australia, Taiwan and Germany, titled: Exploring quality primary education in different cultures: A cross-national study of teaching and learning in primary science classrooms (EQUALPRIME).1 Its aim is to explore through video capture the practice of expert teachers of science in Taiwan, Germany and Australia. This chapter explores the pedagogical practices in two cases – fi rstly a Grade 4 Australian school with a specialist science teacher, Bob (pseudonym), and secondly, a mixed-age (Grade 4–6) German classroom being co-taught by a pair of teachers, Mr Arnold and Mrs Lennard. In both cases the students were studying the topic of force. The project is not determining what quality teaching is in any essentialised sense; this could be contentious in that quality practice might be considered to varywithin classrooms from the same country, let alone across countries and across cultures. Rather, given cases in which quality teaching is reported to be occurring, the project aims to describe these examples and identify features of quality science teaching practices as judged by peers in varied cultural settings. Data from these two cases in which quality teaching of science occurs, are used to address the research question: What can quality teaching and learning look like in a science classroom?

Diversity and difference in young children’s academic experience : an issue for globalization

One view of early childhood education concerns the preparation of young children for their future lives. It is arguedin this paper that issues of preparing young children for future should be addressed in terms of living in the contextof increasing globalization. The paper is based on the academic experiences of young children in China, Americaand New Zealand. The idea is to identify congruence and differences in academic experiences of young children inthese countries and set them in the context of globalization. Drawing on the perspective of transworld experience inglobalization, the paper places diverse learning experiences of young children in an interconnected world.Contemporary early childhood education needs to change in ways that capture contemporary realties.The papertakes the view that a more globally interconnected approach to learning of young children is a contemporary realityin early childhood education. This has implications for attempts to bring out into the open diverse ways ofchildren’s learning and development. These attempts constitute an essential basis on which to provoke thinkingabout the significance of shifting early childhood education from a local orientation to a more encompassing viewof global practice.

Teachers talking difference: teacher education and the poetics of anti-racism

This paper reports on a case study which explores the experiences of two teachers of ethnic difference working in secondary schools in rural Australia. In seeking an alternative way of telling their stories, transcript poems have been constructed from data obtained through semi-structured interviews with the teachers. The poems highlight the teachers' experiences of marginalisation and racism and their responses to their positioning in mainly white Anglo-Australian school communities. The study raises particular concerns about the effects of professional and cultural isolation on young and inexperienced teachers of ethnic difference as well as the need to view teacher education as an important site for the development of greater cultural awareness in "mainstream" teacher education students.

Making difference count: a demographic study of overseas born teachers

This article reports on the findings of a demographic study which is part of an Australian Research Council funded case study. It seeks to better understand the experiences and challenges facing teachers who are overseas born and educated non-native speakers of English. The investigation has been carried out in Victorian government metropolitan, regional city and rural secondary schools. A statewide survey has provided data about this previously `invisible' population of teachers, their demographic location, their qualifications, backgrounds and the nature of their teaching experiences. The findings raise a number of concerns in relation to overseas born teachers of ethnic difference in rural schools where cultural and professional isolation may be of particular concern. We explore some of the implications for teacher education in the light of increasing numbers of overseas born students entering teacher education courses.

Permutations with a distinct difference property

The topic of this paper arose out of a consideration of Costas sequences, which are used in sonar and radar applications. These sequences have the defining property that all differences of elements the same distance apart, are different. Several infinite families of Costas sequences are known; but there are many existence questions for length greater-or-equal to 32. In this article, we restrict ourselves to sequences with the weaker property that all adjacent differences are different. We give a recursive construction for these, as well as building several infinite families.

Reconciling difference: art as reparation and healing

This paper demonstrates the way shamanism and psychoanalysis are deeply related as first signalled by Claude Lévi-Strauss. It then creates a context in which the question of body and mind, creativity and healing is discoursed in an interdisciplinary manner. An exposition of thinkers emerging from disparate disciplines will be used to show how aesthetic experience (both the production and the reception of art) results in reparation and healing. This relationship is not only relevant in therapeutic terms, but can also be extended to aesthetic practices which involve possible reconciliation of inner and outer conflict. The therapeutic involves an understanding of ways in which aesthetic practices recast western notions of the relationship between body and mind.

Reporting and the politics of difference : (non) disclosure on ethnic minorities

This article is based on two related research questions. First, what is the level of disclosure on ethnic minorities in the two sectors of the U.K. economy that historically have employed the most ethnic minorities: the banking and retail sectors? And secondly, what influences the (non)disclosure? It specifically investigates the level of disclosures from 1935 to 1998 and situates them within the changing social, political and economic context of this period. It is contended that the changing pattern of disclosure during this period can be understood with reference to changes in the political strategies for managing the threat of racism adopted by successive governments. The article provides some tentative theoretical reflections on the nature of the racism problematic and the way in which power may be seen to operate through (non)disclosure in this particular instance.

Economic freedom and economic growth: Does specification make a difference?

In this paper we apply meta-analytic techniques to the literature on the impact of economic freedom on economic growth and find an overall positive direct association between economic freedom and economic growth. A positive indirect effect of economic freedom on economic growth through the stimulation of physical capital is also identified. However, the literature is affected by specification bias with respect to controls for physical capital. The omission of physical capital results in larger estimates of the economic freedom–economic growth association. Further, the use of panel data leads to smaller estimates of the impact of economic freedom on economic growth. The meta-analysis is confirmed by primary cross-sectional and panel data analysis of 82 countries for the period 1970–1999.