School innovation in science: transformative initiatives in Victorian secondary schools

The School Innovation in Science intiative is operating in more than 300 schools in Victoria. It has achieved considerable success in transforming science teaching and learning in primary and secondary schools. This paper describes the core elements of SIS, and provides an overview of the different types of initiatives pursued by secondary schools arising out of an action planning process. case studies of initiatives illustrate the richness and range of innovation in schools. It is argued that the SIS model provides the conditions for deep seated change and innovation in schools' science programs.

Subjective quality of life and self-esteem in children: the role of primary and secondary control in coping with everyday stress

Two major predictors of subjective quality oflife (SQOL) in adults are known to beself-esteem and a sense of primary control.Moreover, secondary control is known to be animportant defence strategy when primary controlfails. This study aimed to determine whetherthese relationships also apply to children. Asample of 66 children aged from 5 to 12 yearswere compared on their use of primary andsecondary control and on their ratings of SQOLand self-esteem. SQOL was measured using theComprehensive Quality of Life Scale,self-esteem by using the CoopersmithSelf-Esteem Inventory, and primary andsecondary control were measured by codingchildren's responses to three short video clipsof children in stressful situations. It wasfound that younger children use more primarycontrol and less secondary control than olderchildren. However, five year olds were foundcapable of producing secondary controlstrategies. Contrary to expectation, primaryand secondary control did not predict eitherself-esteem or SQOL. However, self-esteempredicted SQOL as expected and no sexdifferences were found. These findingsemphasise important differences from the adultliterature and the reasons for this arediscussed.

Secondary students` perceptions of a constructivist-informed teaching and learning environment for geometric optics

This article describes an exploration of a class of secondary school students perceptions of a constructivist informed teaching and learning environment for geometric optics. The students perceived the environment as one where they could freely express their ideas and be involved in activities. What was also apparent in this exploration was the students' preference for a classroom that involved small group discussions to whole class discussions that reflected a need for time to think about issues. They also have a preference for relevant, practical work that tests their ideas and a preference to have fewer notes that they construct themselves rather than notes dictated by the teacher.

NT: Refereed article. Includes bibliographical references.

Knowledge, attitudes and self-care practices related to sun protection among secondary students in Australia

The aim of this research was to ascertain changes in sun-related knowledge, attitudes and self-care practices among Australian secondary school students between 1993 and 1996. Two cross-sectional surveys of sun-related attitudes, beliefs and behavior of young people aged 12–17 years of age, were conducted in 1993 and 1996. Over 80% of adolescents at both time periods knew about the issues related to skin cancer prevention, frequency of burning and burning on cloudy days. Adolescent attitudes had shifted positively in the areas of staying inside in 1996 [relative risk (RR): 1.13; 95% confidence interval (CI): 1.09–1.17] and staying under shade in 1996 (RR: 1.16; 95% CI: 1.13–1.18). Desire for a moderate or dark tan was lower in 1996 (45%) than in 1993 (50%). Respondents reported that they were less likely to wear brief clothing to get a suntan in 1996 (RR: 0.81; 95% CI: 0.78–0.84) and were significantly more likely to stay in the shade in 1996 (RR: 1.19; 95% CI: 1.16–1.23). We conclude that there has been a shift in attitudes towards use of shade and avoidance of unnecessary exposure, and away from use of sunscreens and sunglasses. The results suggest that adolescents may be more ready to accept structural changes that move desired activities out of the sun.

Primary and secondary mathematics practice: how different is it?

This paper describes the practices of ninety-nine teachers at the beginning of their involvement in a large-scale project investigating the influence of subject cultures on school and teacher change. Data collected from these teachers, using the IMYMS. Components of effective teaching and Learning mapping procedure, were analysed to investigate similarities and differences in primary and secondary teachers’ perceptions of their practice in mathematics. Results of the analysis show different patterns across a range of components of effective teaching and learning.

A first priority when working with teachers is to help them become aware of and make problematic aspects of their current practice …. Only then would they have reason to attempt to reform their instructional practices when working with us. (Yackel, 1994, p. 386)

Policy hysteria in action: teenage parents at secondary school in Australia

In this chapter we present an account of the policy paradox of establishing a Young Parents' Access Project (YPAP) for students at a senior secondary college in the state of Victoria, Australia. l Within a policy climate of endless reform and new policy initiatives, 90 per cent of all secondary school students in Victoria are expected to complete 13 years of formal education or training, and to be supported to make successful transitions from school to work or further education. Yet young people who are pregnant or parenting and who wish to complete their secondary schooling are invisible within the policies that construct the work of schools. In response to enquiries from teenage parents interested in returning to school and confronting the challenge of juggling home life, childcare and school work, Corio Bay Senior College (CBSC) decided to establish a multi-dimensional project that was underpinned by the provision of fully licensed on-site childcare.

The dietary, physical activity and sedentary behaviours of Victorian regional secondary school students

The aim of this study was to investigate the dietary, physical activity and sedentary behaviours of adolescents from four secondary schools in Warrnambool, regional Victoria. In 2004, a random sample of students (n=712), stratified by school year level, was generated from school enrolment databases and 443 students completed a lifestyle questionnaire. Twenty per cent of students were physically active for 60 minutes or more per day; 28 per cent used electronic media in free time for a maximum of two hours per day. Only seven per cent of students met these two Australian physical activity recommendations. Fruit, vegetables and dairy products were consumed every day by 39 per cent, 40 per cent and 71 per cent of students respectively; three serves per day of each of these foods are recommended for Australian adolescents. Compared with boys, girls were less physically active (p<0.001), consumed more fruit (p=0.011) and vegetables (p<0.001), but fewer dairy products (p<0.024). Seventeen per cent of students were overweight or obese; these students were less physically active than normal weight peers (p<0.018). The dietary, physical and sedentary behaviours of regional Victorian secondary school students in this study were inadequate when compared with Australian recommendations. Dietary and physical activity habits are still evolving in adolescence and unhealthy habits can still be changed.

Design of new oxazaphosphorine anticancer drugs

The oxazaphosphorines including cyclophosphamide (CPA, Cytoxan, or Neosar), ifosfamide (IFO, Ifex) and trofosfamide (Ixoten) represent an important group of therapeutic agents due to their substantial antitumor and immunomodulating activity. However, several intrinsic limitations have been uncounted during the clinical use of these oxazaphosphorines, including substantial pharmacokinetic variability, resistance and severe host toxicity. To circumvent these problems, new oxazaphosphorines derivatives have been designed and evaluated with an attempt to improve the selectivity and response with reduced host toxicity. These include mafosfamide (NSC 345842), glufosfamide (D19575, β-Dglucosylisophosphoramide mustard), S-(-)-bromofosfamide (CBM-11), NSC 612567 (aldophosphamide perhydrothiazine) and NSC 613060 (aldophosphamide thiazolidine). Mafosfamide is an oxazaphosphorine analog that is a chemically stable 4-thioethane sulfonic acid salt of 4-hydroxy-CPA. Glufosfamide is IFO derivative in which the isophosphoramide mustard, the alkylating metabolite of IFO, is glycosidically linked to a β-D-glucose molecule. Phase II studies of glufosfamide in the treatment of pancreatic cancer, non-small cell lung cancer (NCSLC), and recurrent glioblastoma multiform (GBM) have recently completed and Phase III trials are ongoing, while Phase I studies of intrathecal mafosfamide have recently completed for the treatment of meningeal malignancy secondary to leukemia, lymphoma, or solid tumors. S-(-)- bromofosfamide is a bromine-substituted IFO analog being evaluated in a few Phase I clinical trials. The synthesis and development of novel oxazaphosphorine analogs with favourable pharmacokinetic and pharmacodynamic properties still constitutes a great challenge for medicinal chemists and cancer pharmacologists.

Depression, anxiety and stress in women following acute coronary syndrome: implications for secondary prevention

Objective
To document incidence of depression, anxiety, and stress in women more than 6 months following an acute coronary syndrome.

Design
Participants were identified from a coronary care unit database. The Depression Anxiety Stress Scales 21 (DASS 21) was sent to potential participants via postal survey.

Setting
A metropolitan teaching hospital in Melbourne, Australia.

Participants
The cohort of women was aged between 55 and 70 years. They had been admitted to hospital with a diagnosis of acute coronary syndrome (ACS) between 6 and 14 months prior to participating in this study.

Main outcome measures
Scores on Depression, Anxiety, and Stress Scale (DASS 21).

Results
Of the 117 posted questionnaires, 39 women with a mean age of 63 (S.D. 4.97) responded to the survey, representing a response rate of 33.3%. Most participants scored within normal levels of depression (66.7%), anxiety (60.5%), and stress (70.3%), however, mild to extremely severe levels of each construct (33.4%, 39.6%, and 29.7%, respectively) were found.

Conclusions
The reporting of elevated levels of depression, anxiety and stress in a subset of women more than 6 months following an ACS event underscores the importance of ongoing screening for risk factors impacting on psychological well-being and the inclusion of this information in education and counseling strategies in both the inpatient and outpatient settings. Based on these pilot data, consideration of a screening system in the immediate post discharge period for women at risk and an education or support service are recommended.

Biology curriculum for the senior secondary level in Victoria, Australia

In Victoria, the Victorian Certificate of Education(VCE) is most common among certificates required to apply any tertiary institute in the Victoria State. Thus, the number of students who take the VCE course is larger than other courses in senior secondary schools. VCE Biology is one of the subjects in natural science area. The subject consists of 4 units: Unit 1 is ecology oriented, Unit 2 is cell biology oriented, Unit 3 is physiology and developmental biology oriented, and Unit 4 is systematics, genetics and evolution oriented. One of the distinctive features of the VCE Biology is its assignment. Three or four tasks are prepared in each unit of the subject. In order to complete the assignment, students should carry out some laboratory work, field studies and investigations to collect data and information from a number of sources. They also need to analyze data to write some reports. In Unit 3 and 4, Common Assessment Tasks(CATs), which include writing report and paper test, and prepared. Another distinctive feature of the curriculum is that there are some applied biological aspects in the contents of each unit.

Effects of dietary fat and conjugated linoleic acid on plasma metabolite concentrations and metabolic responses to homeostatic signals in pigs

Sixteen female cross-bred (Large White × Landrace) pigs (initial weight 65 kg) with venous catheters were randomly allocated to four treatment groups in a 2×2 factorial design. The respective factors were dietary fat (25 or 100 g/kg) and dietary conjugated linoleic acid (CLA; 0 or 10 g CLA-55/kg). Pigs were fed every 3 h (close to ad libitum digestible energy intake) for 8 d and were bled frequently. Plasma glucose and non-esterified fatty acid (NEFA) responses to insulin and adrenaline challenges were determined on day 8. Plasma concentrations of NEFA were significantly increased (10·5 and 5·4 % for low- and high-fat diets respectively, P=0·015) throughout the experiment, suggesting that there was a possible increase in fat mobilisation. The increase in lipolysis, an indicator of ß-adrenergic stimulated lipolysis, was also evident in the NEFA response to adrenaline. However, the increase in plasma triacylglycerol (11·0 and 7·1 % for low- and high-fat diets respectively, P=0·008) indicated that CLA could have reduced fat accretion via decreased adipose tissue triacylglycerol synthesis from preformed fatty acids, possibly through reduced lipoprotein lipase activity. Plasma glucose, the primary substrate for de novo lipid synthesis, and plasma insulin levels were unaffected by dietary CLA suggesting that de novo lipid synthesis was largely unaffected (P=0·24 and P=0·30 respectively). In addition, the dietary CLA had no effect upon the ability of insulin to stimulate glucose removal.

The utility of hypercoordination and secondary bonding for the synthesis of a binary organoelement oxo cluster

A strategy for the preparation of the otherwise difficult to obtain binary organometallic oxides containing two heavy main group elements is described and exemplified by the synthesis of [(p-MeOC₆H₄)₂Te(OSnt-Bu₂OH)₂]₂.