Health-related quality of life is low in secondary school children in Fiji

The health and wellbeing of children in lower-income countries is the focus of much international effort, yet there has been very little direct measurement of this. Objective. The current objective was to study the health-related quality of life (HRQoL) in a general population of secondary school children in Fiji, a low middle-income country in the Pacific. Methods. Self-reported HRQoL was measured by the Pediatric Quality of Life Inventory 4.0 in 8947 school children (aged 12–18 years) from 18 secondary schools on Viti Levu, the main island of Fiji. HRQoL in Fiji was compared to that of school-aged children in 13 high- and upper middle-income countries. Results. The school children in Fiji had lower HRQoL than the children in the 13 comparison countries, with consistently lower physical, emotional, social, and school functioning and wellbeing. HRQoL was particularly low amongst girls and Indigenous Fijians. Conclusions. These findings raise concerns about the general functioning and wellbeing of school children in Fiji. The consistently low HRQoL across all core domains suggests pervasive underlying determinants. Investigation of the potential determinants in Fiji and validation of the current results in Fiji and other lower-income countries are important avenues for future research.

Evaluation of delivery of the switched on secondary science professional learning (SOSSPL) program

The Switched On Secondary Science Professional Learning (SOSSPL) program consisted of three days professional learning. Days 1 and 2 were undertaken consecutively, with Day 3 following a break of several weeks. The break allowed sufficient time for teachers to undertake a small classroom-based project within one of the topics teachers will be teaching at the time. The program was designed to build teacher capacity to improve learning outcomes in secondary science.

Evaluation of delivery of the switched on secondary science professional learning (SOSSPL) program (2011-12)

The Switched On Secondary Science Professional Learning (SOSSPL) program consisted of three days professional learning for Victorian DEECD secondary science teachers. Days 1 and 2 were undertaken consecutively, with Day 3 following a break of several weeks. The break allowed sufficient time for teachers to undertake a small classroom-based project within one of the topics they were teaching at the time. The program was designed to build teacher capacity to improve student learning outcomes in secondary science.

The program supported teachers to plan and implement classroom sequences that focused on student construction and interpretation of different representations of the science concepts and processes that are described by the Victorian Essential Learning Standards (VELS): Science and the Science Continuum P-10. The Deakin University team in collaboration with the Department of Education and Early Childhood Development (DEECD) produced curriculum resources for the program that encapsulated a representational focus to the teaching and learning of science. The program explored and linked to core DEECD resources such as the e5 Instructional Model and the Science Continuum P-10.
The SOSSPL program was delivered in all Victorian DEECD regions in 2010-11 and was evaluated (Hubber et al, 2011). The program was delivered again in all Victorian DEECD regions in 2011-12. The evaluation of the 2011-12 program is reported here with some comparisons made to the findings from the previously delivered program.
This evaluation of the SOSSPL program involved an online survey, daily workshop evaluations, focus group and presentations data of the participating teachers’ classroom-based projects. The aim of the evaluation was to make a judgement about the effectiveness of the SOSSPL program in terms of building teacher capacity to improve student learning outcomes in secondary science.

Characterising secondary school teacher imperatives as subject (signature) pedagogies : a pedagogy of support in maths and a pedagogy of engagement in science

The ideas of Lee Shulman have played a major role in reconceptualising pedagogical description. In 2005, Shulman described a construct called “signature pedagogies” in order to describe recognisable and distinctive pedagogies used to prepare future practitioners for their profession. As a broader application of Shulman’s ideas, this paper asks, what is the efficacy of describing pedagogies that have become entrenched in secondary school subjects as signature pedagogies? Approached from a cultural perspective these questions are examined by comparing the subject cultures of junior school maths and science as experienced by, and represented in the classrooms of, a small number of teachers from two secondary schools in Victoria, Australia. In this research, subject culture is underpinned by shared basic assumptions that govern the dominance of certain “subject paradigms” (what should be taught) and “subject pedagogies” (how this should be taught) (Ball & Lacey, 1980). In this secondary school setting, the term signature pedagogies can be equated to the term subject pedagogies on the basis that both aim to characterise practice across the subject, or discipline, based on what was perceived as central to the task of teaching and learning. The paper draws on classroom observation and teacher interview data to show how six teachers positioned two aspects of their teaching in relation to what they believed was central in shaping their maths and science teaching: the effect of the arrangement of curriculum content on teachers’ conceptualisations of the teaching task; and a pedagogical imperative to engage students through activity-based learning experiences. The cultural expectations surrounding these two aspects of teaching appear to have a strong influence on practice, and in some senses teachers’ pedagogical responses were clear. These common responses are what I am calling “subject pedagogies” (see Ball & Lacey, 1980) because there was general agreement about what was central to the teaching task. Two subject pedagogies were seen to represent strong discourses occurring in both subjects: a “Pedagogy of Support” in maths, and “Pedagogy of Engagement” in science. Their established and shared character resembled Shulman’s posited “signature pedagogies” (Shulman, 2005). The data shows that by evaluating cultural practices that teachers have in common, and assumptions underpinning these, there is potential for highlighting imbalances, strengths and weaknesses, and connections and disconnections, associated with prevailing subject pedagogies.

Perceptions of engineering from female secondary college students in regional Victoria

Survey and focus group interviews with female students in regional Victoria resulted in identification of four perceived barriers that influence them to exclude engineering as a career choice. These barriers were identified as a lack of interest in the perceived image, a lack of knowledge, a traditionally maledominated industry, and limited recognisable role models. This paper reports on what Year 10 females are saying about the barriers and, consequently, how engineering can be promoted to overcome these barriers.

Reading the local and global: teaching literature in secondary schools in Australia

Recently Australia has witnessed a revival of concern about the place of Australian literature within the school curriculum. This has occurred within  a policy environment where there is increasing emphasis on Australia’s place  in a world economy, and on the need to encourage young people to think of  themselves in a global context. These dimensions are reflected in the  recently published Australian Curriculum: English, which requires students to read texts of ‘enduring artistic and cultural value’ that are drawn from  'world and Australian literature’. No indication, however, is given as to how the reading and literary interpretation that students do might meaningfully be framed by such categories. This essay asks: what saliences do the categories of the ‘local’, the ‘national’ and the ‘global’ have when  young people engage with literary texts? How does this impact on teachers’  and students’ interpretative approaches to literature? What place does a  ‘literary’ education, whether conceived in ‘local’, 'national’ or ‘global’  terms, have in the twenty-first century?

Comparison of fouling mechanisms in low-pressure membrane (MF/UF) filtration of secondary effluent

Membrane filtration in municipal wastewater treatment is being increasingly used to improve the quality of water and increase the productivity of existing plants. However, membrane fouling encountered in reclamation of municipal wastewater represents serious design and operational concern. There are several fouling models which are being developed and used as a powerful tool to increase the understanding of the fouling mechanisms and its key characteristics that influence the design of optimal process and operating conditions. This study investigates and compares the fouling mechanisms of three different types of polymeric and ceramic ultrafiltration (UF) and microfiltration (MF) membranes in the recovery of water from secondary effluent. The result demonstrated that ceramic UF membrane produced very high quality of water compared to polymeric UF and ceramic MF membranes. Out of four fouling models used to fit the experimental flux data, cake filtration and pore narrowing and complete pore blocking models predicted the initial fluxes of polymeric UF membrane more accurately. On the other hand, the cake filtration and pore narrowing models predicted the performance of ceramic UF membrane. Whereas, pore narrowing model predicted the performance of ceramic MF membrane more precisely compared to other three models. Further, the application of unified membrane fouling index (UMFI) was used to assess the fouling potential of the membranes. Good agreement between UMFI and other models was found. © 2013 Copyright Balaban Desalination Publications.

Comparison of the performance of ceramic microfiltration and ultrafiltration membranes in the reclamation and reuse of secondary wastewater

Advanced treatment of secondary wastewater generally has been achieved using polymeric microfiltration and ultrafiltration membranes. Newly developed ceramic membranes offer distinctive advantages over the currently employed membranes and were recently introduced for the purpose. This paper presents results of a pilot study designed to investigate the application of ceramic microfiltration (MF) and ultrafiltration (UF) membranes in the recovery of water from secondary wastewater. Synthetic wastewater similar to the quality of secondary treated wastewater was fed to ceramic MF and UF system in a cross-flow mode. The filtration experiments revealed that the flux recovery through tubular ceramic MF membrane was more sensitive to the variation in TMP compared with the tubular ceramic UF membrane over the range of TMP studied. The resistance in series model was used for the evaluation of the resistance to the permeate flux. The results revealed that for ceramic UF membrane, the contribution to the total resistance of fouling was higher than the inherent of the clean membrane resistance. However, both the clean membrane resistance and the fouling resistance contribute equally in the case of MF membrane. Various wastewater indices were measured to evaluate the effectiveness of the filtration treatment. The ceramic UF membrane consistently met water quality in the permeate in terms of colour, turbidity, chemical oxygen demand and absorbance, suggesting that the permeate water could be made to be reused or recycled for suitable purposes. However, MF membrane appeared to be incompetent with respect to the removal of colour. The unified membrane fouling index (UMFI) was used to measure the fouling potential of both the membranes. The result showed that for UF membrane, the value of UMFI is one order of magnitude higher than MF membrane. The overall results suggest that there were significant differences in the performance of both the ceramic UF and MF membranes that are likely to impact on the operation and maintenance of the membrane system.

Profiling of secondary metabolites in blue lupin inoculated with Phytophthora cinnamomi following phosphite treatment

In order to discover phytochemicals that are potentially bioactive against Phytophthora cinnamomi, (a soil-borne plant pathogen) a metabolite profiling protocol for investigation of metabolic changes in Lupinus angustifolius L. plant roots in response to pathogen challenge has been established. Analysis of the metabolic profiles from healthy and P. cinnamomi-inoculated root tissue with high resolution mass spectrometry and nuclear magnetic resonance spectroscopy confirmed that although susceptible, L. angustifolius upregulated a defence associated genistein and 2′-hydroxygenistein-based isoflavonoid and a soyasapogenol saponin at 12h post inoculation which increased in concentration at 72h post inoculation. In contrast to the typical susceptible interaction, the application of a phosphorous-based treatment to L. angustifolius foliage 48h before P. cinnamomi challenge negated the ability of the pathogen to colonise the root tissue and cause disease. Importantly, although the root profiles of water-treated and phosphite-treated plants post pathogen inoculation contained the same secondary metabolites, concentration variations were observed. Accumulation of secondary metabolites within the P. cinnamomi-inoculated plants confirms that pathogen ingress of the root interstitially occurs in phosphite-treated plants, confirming a direct mode of action against the pathogen upon breaching the root cells.

Relationship between overweight and health-related quality of life in secondary school children in Fiji: results from a cross-sectional population-based study

Objective
To investigate the relationship between excess weight (overweight and obesity) and health-related quality of life (HRQoL) in a sample of secondary school children in Fiji, by gender, age and ethnicity.

Methods
The study comprised 8947 children from forms 3–6 (age 12–18 years) in 18 secondary schools on Viti Levu, the main island of Fiji. Body mass index (BMI) was calculated from measured height and weight, and weight status was classified according to the International Obesity Task Force recommendations. HRQoL was measured by the self-report version of the Pediatric Quality of Life Inventory 4.0.

Results
HRQoL was similar in children with obesity and normal weight. Generally, this was replicated when analyzed separately by gender and ethnicity, but age stratification revealed disparities. In 12–14-year-old children, obesity was associated with better HRQoL, owing to better social and school functioning and well-being, and in 15–18-year olds with poorer HRQoL, owing to worse physical, emotional and social functioning and well-being (Cohen’s d 0.2–0.3). Children with a BMI in the overweight range also reported a slightly lower HRQoL than children with a BMI in the normal weight range, but although statistically significant, the size of this difference was trivial (Cohen’s d <0.2).

Discussion
The results suggest that, overall there is no meaningful negative association between excess weight and HRQoL in secondary school children in Fiji. This is in contradiction to the negative relationship between excess weight and HRQoL shown in studies from other countries and cultures. The assumption that a large body size is associated with a lower quality of life cannot be held universally. Although a generally low HRQoL among children in Fiji may be masking or overriding the potential effect of excess weight on HRQoL, socio-economic and/or socio-cultural factors, may help to explain these relationships.