The Royal College of Paediatrics and Child Health (RCPCH) Science and Research Department was commissioned by the Department of Health to develop national care pathways for children with allergies. ...The pathways focus on defining the competences to deliver the highest standard of care for such children. By defining competences rather than criteria for onward referral, the authors have sought to create flexibility in delivery of care which will be responsive to regional variations in knowledge, skills and service.
All pathways were developed by multidisciplinary working groups, based on a comprehensive review of evidence. The pathways were reviewed by a broad group of stakeholders and approved by the Allergy Care Pathways Project Board and the RCPCH Clinical Standards Committee.
The results for all pathways are presented in two sections: a pathway algorithm and the competences. The entry points for each pathway are defined at the point where symptoms first occur and the ideal management is described from self-care through complete diagnosis to monitoring of progress. From the evidence review the working groups were able to make research recommendations.
The authors present eight national care pathways for allergic conditions based on evidence review, expert consensus and stakeholder input. They provide a guide for training and development of services to facilitate improvements in delivery as close to the patient's home as possible. The authors recommend that these pathways are implemented locally by a multidisciplinary team with a focus on creating networks between primary, secondary and tertiary care to improve services for children with allergic conditions.
In investigating ways to reduce community vulnerability to environmental hazards it is essential to recognize the interaction between indigenous and scientific knowledge bases. Indigenous and ...scientific knowledge bases are dynamic entities. Using a Process Framework to identify how indigenous and scientific knowledge bases may be integrated, three communities impacted upon by environmental hazards in Papua New Guinea, a Small Island Developing State, have established how their vulnerability to environmental hazards may be reduced. This article explores the application of the framework within the communities of Kumalu, Singas and Baliau, and how this could impact upon the future management of environmental hazards within indigenous communities in Small Island Developing States.
COVID‐19 has radically changed the higher education sector in Australia and beyond. Restrictions on student movement (especially for international students) and on gatherings (which limited on‐campus ...sessions) saw universities transition to fully online teaching modes almost overnight. In this commentary, we reflect on this transition and consider the implications for teaching the disciplines of geography and planning. Reflecting on experiences at the Department of Geography and Planning at Macquarie University, we explore a series of challenges, responses and opportunities for teaching core disciplinary skills and knowledge across three COVID‐19 moments: transition, advocacy, and hybridity. Our focus is on the teaching of core disciplinary skills and knowledge and specifically on geographical theory, methods, and fieldwork and professional practice skills. In drawing on this case from Macquarie University, we offer insights for the future of teaching geography and planning in universities more broadly.
In this article, we discuss how human and more-than-human agencies, experienced and interpreted through emotions and sensory experiences, actively shape and enable transformative learning for ...tourists. We examine the narratives of two visitors to Bawaka Cultural Enterprises, an Indigenous-run tourism venture in North East Arnhem Land, northern Australia. We attend particularly to the more-than-human place of Bawaka and the ways the visitors are drawn into what is known as Bawaka Country. Indeed, transformation occurs as the visitors co-become with Country, become part of its ongoing co-constitution. We also examine the limits to transformations forged through such immersive tourism experiences. Ultimately, we suggest that for these visitors, more-than-human agencies create transformative learning experiences which build emotional and affective connections with people, places and causes. We argue that even though these connections may become diluted over time and distance, embodied and remembered experiences remain meaningful, having the potential to unsettle, connect and transform.
The State of Service-Learning in Australia Patrick, Carol-Joy; Valencia-Forrester, Faith; Backhaus, Bridget ...
Journal of higher education outreach and engagement.,
2019, Volume:
23, Issue:
3
Journal Article
Peer reviewed
Open access
This article provides an overview of the present status of service-learning in Australia. It explores the evidence for service-learning in Australia through published literature and a desktop audit ...that identified service-learning units/courses publicly available on university websites. Authorship of the article has provided a wider perspective to ensure the accuracy of its substance and conclusions. Service-learning is a relatively new curriculum approach in Australia in all but small pockets within universities and in faith-based institutions. However, in recent years, interest in civic learning outcomes for students has been behind efforts to include it more broadly in higher education approaches to engendering citizenship and social awareness as well as to expand the range of approaches to work-integrated learning. To capture this growing interest, an Australian service-learning network and summit is planned for November 2019.
Recognition of the degraded state of rivers across the world has prompted the development of management programmes which promote river repair through rehabilitation practices. Efforts to date have ...emphasised concerns for biophysical attributes of rivers to the relative exclusion of socio-cultural values. Ultimately, the process of river repair must move beyond this technical focus and incorporate collective societal engagement, participation and ownership. However, the inherent complexities of informing and managing this process limit the prospects that engagement will be translated into an effective and sustained practice. This qualitative case study research analyses the community’s knowledge, views and opinions regarding geomorphic river change and river works projects undertaken in the Upper Hunter catchment, New South Wales, Australia. The responses and views expressed by the participants highlight how ineffective communication and limited understanding of past river work practices has inhibited the connection and ownership between the people and their river. Essentially, historical river management was viewed as a technical process that failed to incorporate social values and aspirations, and which gave inadequate consideration to local knowledge and experience. Participants identified the need to address both diversity and commonality in vision-building and the need for greater confidence and transparency in river science and management. In light of these responses, this paper argues for the adoption of a geo-social, transdisciplinary approach to river rehabilitation.
Co-becoming Bawaka Bawaka, Country; Wright, Sarah; Suchet-Pearson Sandie ...
Progress in human geography,
08/2016, Volume:
40, Issue:
4
Journal Article
Peer reviewed
We invite readers to dig for ganguri (yams) at and with Bawaka, an Indigenous Homeland in northern Australia, and, in doing so, consider an Indigenous-led understanding of relational space/place. We ...draw on the concept of gurrutu to illustrate the limits of western ontologies, open up possibilities for other ways of thinking and theorizing, and give detail and depth to the notion of space/place as emergent co-becoming. With Bawaka as lead author, we look to Country for what it can teach us about how all views of space are situated, and for the insights it offers about co-becoming in a relational world.
This paper engages with Indigenous peoples' conceptualisations of borders, arguing that these unsettle dominant Eurocentric constructs of the border as terrestrial, linear, bound and defined through ...western legal frameworks. It does this by drawing on one aspect of the many storytelling experiences offered by members of the Indigenous-owned Yolngu tourism business Bawaka Cultural Experiences in northern Australia. We argue that stories told to visitors about multiple and diverse connections between Yolngu and Makassan people from Sulawesi, Indonesia, are intentional constructions which challenge dominant conceptions of Australia as an isolated island-nation. The stories redefine the border as a dynamic and active space and as a site of complex encounters. The border itself is continuously recreated through stories in ways that emphasise the continuity and richness of land and sea-scapes and are based on non-linear conceptions of time. The stories invite non-Indigenous people to engage with different kinds of realities that exist in the north and to re-imagine Australia's north as a place of crossings and connections.
In this piece, we share about gapu, water. Gapu gives life for a person and the land. Gapu nurtures and holds connection; it is knowledge and power, belonging and boundaries. We share as an ...Indigenous and non-Indigenous more-than-human collective, the Bawaka Collective, led by Bawaka Country and senior Yolŋu sisters Laklak Burarrwanga, Ritjilili Ganambarr, Merrkiyawuy Ganambarr-Stubbs and Banbapuy Ganambarr, who speak from our place, our Country, our homeland, Rorruwuy, Dätiwuy land and Bawaka, Gumatj land, in Northeast Arnhem Land, Australia. Our piece follows the Songspiral Wukun, Gathering of the Clouds, and shares that water has many meanings, much knowledge and Law that must be respected. People and water co-become together. There is not one water but many, that hold balance. If we come together, waters, knowledges, peoples, acknowledging and respecting our differences, we can make rain.
Community participation is becoming increasingly popular within the field of disaster management. International disaster policies, frameworks and charters embrace the notion that communities should ...play an active role in initiatives to identify vulnerabilities and risks and to mitigate those dangers, and, in the event of a disaster, that they should play a proactive part in response and recovery (see, for example, UNISDR, 1994; The Sphere Project, 2004; United Nations, 2005). A number of studies have investigated the participation of communities in disaster preparedness and mitigation efforts (see, for instance, Scott‐Villiers, 2000; Andharia, 2002; Godschalk, Brody and Burby, 2003), There is, however, limited reflection on the challenges to ensuring participation in the operational context of disaster response. This paper draws on a study of the policy and practice of participatory damage assessment in Fiji to identify and discuss the barriers to formal implementation of community participation in a post‐disaster context.
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