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This paper explores the context within which experimental, pedagogically progressive schools were established in Australia during the first decades of the 20th century.

The paper presents a case study of the establishment of Rosbercon Girls’ Grammar School. It draws on educator accounts, archival documents and contemporary literature to provide a brief narrative of the events leading to the opening of the school; to sketch the family of educators who were pivotal in making it a reality; and to identify key aspects of the social and legislative context that made such an initiative possible.

Rosbercon was established at a time when a modest school could be established relatively easily by a small group of educators with a shared vision. The early 20th century was a moment of national optimism in Australia, where an appetite for new educational ideas created a climate in which innovative educators found fertile soil for their pedagogical experiments and adaptation of emerging ideas from around the world. Their efforts were facilitated by an emerging global network of personal interactions, professional learning, professional associations and educational literature.

This paper addresses the relative lack of scholarly examination of the origins of Rosbercon Girls’ Grammar School, an institution that previous authors have identified as Australia’s oldest experimental school. The case study also contributes to a broader appreciation of the trajectory of progressive education during the early 20th century.

The population of internationally forcibly displaced people, which includes refugees and asylum seekers, is large and heterogeneous. To determine the varying reasons for and experiences during the migration journey, including exposure to violence and health- and integration-related needs, there is an urgent need to involve children with refugee backgrounds in research and development activities. This chapter describes a model for the child participatory approach developed at Barnafrid, a national competence centre on violence against children at Linköping University in Sweden. The model has been tested in the Long Journey to Shelter study, which investigated exposure to violence and its consequences on mental health and functional ability among forcibly displaced children and young adults. As part of this project, we conducted workshops with children (n = 36, aged 13–18 years) to design a questionnaire on exposure to community violence in the country of resettlement. Experiences recounted during the child participatory workshops indicated no problems involving newly arrived children with refugee backgrounds and Swedish-born adolescents in research activities. However, attention should be paid to proper preparatory work and the need for adjustments. We discuss the results in light of other studies on refugee child participation, the United Nations Convention on the Rights of a Child and diversity considerations.

Evidence-based practice is pivotal to effective patient care. However, its translation into practice remains limited. Given the central role of primary care in many healthcare systems, it is important to identify strategies that bolster clinician-capacity to promote evidence-based care. The purpose of this paper is to identify strategies to increase Practice Nurse capacity to promote evidence-based sexual healthcare within general practice.

A survey of 217 Practice Nurses in an Australian state and ten respondent-interviews regarding two resources to promote evidence-based sexual healthcare – namely, a clinical aide and online training.

The perceived impact of both resources was determined by views on relevance and design – particularly for the clinical aide. Resource-use was influenced by role and responsibilities within the workplace, accessibility, and support from patients and colleagues.

This is the first Australian study to reveal strategies to promote evidence-based sexual healthcare among Practice Nurses. The findings provide a platform for future research on knowledge translation processes, particularly among clinicians who might be disengaged from sexual healthcare.

Given the benefits of evidence-based practices, it is important that managers recognize their role, and the role of their services, in promoting these. Without explicit support for evidence-based care and recognition of the Practice Nurse role in such care, knowledge translation is likely to be limited.

Knowledge translation among Practice Nurses can be facilitated by: resources-deemed informative, relevant, and user-friendly, as well as support from patients, colleagues, and their workplace.

Two research studies, conducted in 1984 and 1992 respectively, examined the position of women in management within the Australian private sector to determine if women had made occupational progress or, like some other groups, had regressed or just maintained a status quo position. The results revealed that women had not improved their position in management over the nine‐year period. While there were more women in supervisory positions, there were fewer women in all levels of management. Some shifts had been made by the women in their management functional areas‐that is a movement out of “soft” management areas and into more mainstream areas, while women were also being given more opportunities to attend both internal and external training programmes sponsored by their organizations. However, women managers had still not achieved pay parity, while fewer women were receiving promotion to management or within management compared with 1984. Nor were any major improvements seen in the numbers of women being sent on “élite” management training programmes. The research concluded that women′s progress in management was “stalled” within these Australian companies. Women had two options, if they wished to achieve the ultimate in their careers. They could leave and open their own business, but risk further marginalization owing to the nature of their self‐employment. Or they could stay and attempt to change the organizational culture by enlisting the support of other managerial women as well as policy makers. A “renaissance” in both policy and strategy is needed, if Australian managerial women are going to achieve their full potential within the Australian commercial and corporate sector.

The purpose of this study is to generate an understanding of becoming an assistant practitioner (AP) through a work-based learning programme so that work-based learning programmes are designed and delivered to enable practitioners to develop the knowledge, skills and attitudes to undertake new roles from within.

The study, based on the lived experience of developing from a health-care assistant to an AP, was based on the philosophical assumption of understanding an experience at a particular time. Constructivism (Denzin and Lincoln, 2008) provided the conceptual framework and phenomenology of the theoretical perspective. Experiential learning, action, reflection and professional knowledge framed the literature review to inform understanding at the commencement of the study. Eight participants were selected, through purposive sampling, from one acute NHS Trust in South East England. Their matron and mentor were interviewed for contextualisation. Interviews occurred at 3 stages, 4 months after commencing the foundation degree (FD), 16 months after commencing the FD and 6 months after completing the FD. Each transcript was considered before moving to the next transcript, this allowed super-ordinate themes to be considered within groups before ascertaining similarities and differences across groups. The emergent and super-ordinate themes were synthesised to inform three over-arching super-ordinate themes.

The following over-arching super-ordinate themes emerged from the analysis of the participants’ transcripts from the three phases of the study: recognising the transition; the transition was not linear but was complex and influenced by the individuals’ behaviour, their ability to reflect and take action and to demonstrate professional knowledge. Supporting the journey; the workplace culture needed to support experiential learning and provide time and space to facilitate reflection. Being an AP; a change in professional knowledge and behaviour resulted in enhanced confidence and self-belief and the ability to be an AP.

This study, based on the lived experience of developing from a health-care assistant to the AP, where participants remained in their place of work rather than undertake placements which is a requirement of regulated programmes, demonstrated that individuals need to recognise the consequences of the behaviours, engage in experiential learning, take action and demonstrate a change in professional knowledge.

The purpose of this study is to assess the validity and predictability of insights from the investment model (IM) in the context of strategic manufacturer–industrial supplier relationships. IM is a theoretical model in social psychology pertaining to interpersonal relationship discontinuity. This formal empirical test of IM in a different context supports vertical theory borrowing and minimizes the risk of committing atomistic fallacy.

Data collected from 256 sourcing professionals participating in a scenario-based role-playing experiment were analyzed via structural equation modeling. The authors also performed bootstrapping to assess indirect effects.

The IM is generally applicable to the context of interfirm relationship dissolution. Relative to the original context of interpersonal relationship dissolution, three nuances are detected: investment size as an antecedent has lowered prominence in influencing commitment; satisfaction level, quality of alternatives and investment size have non-orthogonal effects on commitment; and satisfaction level influences relationship continuity through and beyond commitment.

The empirical findings broaden boundary conditions for IM insights. Beyond interpersonal relationship dissolution, the IM appears to also describe, explain and predict interfirm relationship dissolution.

Keeping the manufacturer satisfied is critical. Moreover, suppliers should be cautious when entering joint product development agreements.

This study appears to be among the first to formally validate the applicability of IM insights as they pertain to the dissolution of strategic manufacturer–industrial supplier relationships.