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Considering Cultural Responsiveness in the Creation of the International Competences for Undergraduate Psychology (ICUP) Model: What Can Psychology Learn?
Get PDFThis article aims to describe the development of foundational competencies relevant to cultural responsiveness (CR), within the context of the International Competences for Undergraduate Psychology (ICUP) model (Nolan et al., 2025). The underlying premise of the ICUP model is that the acquisition of undergraduate-level foundational psychology competences can and should have high value in personal, work, and community contexts—regardless of graduate career destination. A targeted background on CR is given, followed by brief descriptions of the International Collaboration on Undergraduate Psychology Outcomes (ICUPO) project (which created the ICUP model; International Collaboration on Undergraduate Psychology Outcomes, n.d.) and of the CR competences themselves. Then, procedural aspects of the ICUPO project relevant to CR are described, followed by quantitative and qualitative approaches to exploring the CR of the diverse ICUPO Committee members. The findings are discussed in terms of implications for (a) psychology educators—in particular, they need to possess the capacity to be culturally responsive in order to be able to support students in acquiring or improving their own CR; (b) psychology education leaders undertaking undergraduate curricular renewal; and (c) the sustainable future of the discipline of psychology. © 2025 American Psychological Associatio
Effects of desulfurized gypsum on shrinkage behavior of alkali-activated slag (AAS) and hybrid alkali-activated cement (HAC)
Get PDFThis study reports the use of desulfurized gypsum (DSG) to mitigate the shrinkage problem of two typical alkali-activated materials (AAMs), i.e. alkali-activated slag (AAS) and hybrid alkali-activated cement (HAC). The effects of DSG type and content on the hydration kinetics, mechanical properties, autogenous/drying shrinkage, and microstructure evolution of the AAMs were investigated. Results indicate that DSG can retard the hydration process and reduce the formation of gel products. Incorporating DSG into AAM mortar leads to a reduction in both autogenous and drying shrinkage, showing better efficiency than normal gypsum. An insights into the mechanisms underlying shrinkage for the DSG-AAM systems was gained through MIP, 1H NMR,XRD,TG-DTG, and SEM-EDS analyses. It was discovered that the higher Ca/Si of gel (amorphous C-A-S-H) phase and the higher crystalline/gel phases ratio in the DSG-AAM systems contributed to mitigating drying shrinkage. In addition, the shift of gel pore and capillary pore size and distribution contribute the reduced shrinkage
The lived experience of active surveillance for prostate cancer: a systematic review and meta-synthesis
No full textPurpose
Prostate cancer is one of the most prevalent cancers worldwide. Active surveillance is a widely accepted treatment option for some localised prostate cancers. However, concerns have been raised about the experiences of men on this treatment given that almost 40% will discontinue without clinical indications. The objective of this review was to identify the lived experience of men on active surveillance.
Methods
A systematic review and meta-synthesis, according to PRISMA guidelines. Studies were included if they reported qualitative data exploring the experiences of men undertaking active surveillance. Thomas and Harden’s approach was undertaken for data synthesis.
Results
Five databases were searched identifying 3226 articles, and 13 studies met the inclusion criteria. Two overarching analytical themes were identified: (i) men on active surveillance live with a lack of certainty; and (ii) re-establishing agency drives resilience and facilitates confidence in active surveillance. Lack of certainty on active surveillance is derived from men feeling a loss of control over their health and/or lives. This induces a stress response of ongoing worry and anxiety and loss of agency, further driving the stress cycle. Re-establishing agency alleviates the stress response, promotes resilience, and facilitates confidence in active surveillance.
Conclusions
The experience of active surveillance is underpinned by ongoing lack of certainty diminishing agency and driving cyclical stress.
Implications for Cancer Survivors
It is essential that health professionals better support men to establish and maintain confidence in active surveillance. Further research into men’s perspectives of interventions and strategies that best facilitate agency and effectively support them is warranted
Explainable deep learning hybrid modeling framework for total suspended particles concentrations prediction
No full textTotal Suspended Particles (\u1d447\u1d446\u1d443 ) is an important indicator of air quality, yet traditional prediction models lack comprehensive consideration of spatio-temporal interactions of different meteorological and air pollution phenomena. To address these limitations, this study introduces an explainable (X) deep hybrid (H) network, integrating Convolutional Neural Networks (CNN) and Bidirectional Gated Recurrent Units (BGRU), for hourly \u1d447\u1d446\u1d443 concentration prediction. The model was trained and evaluated using meteorological and air quality data from Canon Hill, Australia. By combining CNN’s spatial feature extraction capabilities with BGRU’s temporal dependencies, the model effectively captures complex spatial–temporal patterns in the data. The X-HCBGRU model outperforms fifteen competing benchmark models such as deep neural network, extreme learning machine, multilayer perceptron, support vector regression, random forest regression, light gradient boosting, gradient boosting regression, long short-term memory network, as well as their hybrid CNN counterparts in terms of the accuracy evidenced by a lower Root Mean Square Error (\u1d445\u1d440\u1d446\u1d438 ≈ 6.302 μg∕m3 ) and higher Correlation Coefficient (\u1d45f ≈ 0.91) compared to other models. Moreover, the model demonstrates strong probabilistic performance with a high Prediction Interval Coverage Probability (\u1d443 \u1d43c\u1d436\u1d443 ≈ 0.98) and low Prediction Interval Normalized Average Width (\u1d443 \u1d43c\u1d441\u1d434\u1d44a ≈ 0.18), indicating its reliable prediction intervals. To enhance model interpretability, Shapley Additive Explanations (SHAP) and Local Interpretable ModelAgnostic Explanations (LIME) methods were employed, revealing \u1d443\u1d44010 concentration, relative humidity, air temperature, and wind speed as key predictors of \u1d447\u1d446\u1d443 concentrations. The Diebold–Mariano statistical test further confirmed the model’s superior performance. This study contributes towards advancing \u1d447\u1d446\u1d443 prediction by providing a robust, accurate, and interpretable model which has particular importance in locations such as mining regions. The X-H-CBGRU model holds potential for improving public health protection and informing air pollution mitigation strategies
Australian Law in Context Social, Political Global Perspectives, 2nd edition
No full textThe book addresses four major themes: the liberal foundations of Australian law, the hurdles generally encountered by law in its endeavour to lead to positive social change, the impact of social divisions such as class, gender or race on the application of the law, including its resulting failures for the marginalised, and the influences of globalisation on the shape and operation of Australian law
Clonostachys Genus as a Source of Metabolites for Agricultural Applications
No full textThe book chapter delves into the multifaceted world of Clonostachys, a group of free-living saprophytic ascomycete fungi that pervade diverse natural habitats, from soil to decomposing organic matter. With their remarkable potential as biocontrol agents against seed and soil-borne pathogens, Clonostachys species has reaped significant attention. These fungi exhibit fascinating parasitic and symbiotic relationships with both plants and animals, making them ubiquitous inhabitants of terrestrial and aquatic environments, while also offering a wide array of applications in agriculture. A distinguishing feature of Clonostachys species is their capacity to produce a diverse range of secondary metabolites, boasting potent antifungal, antibacterial, entomopathogenic, and nematicidal properties that can combat a multitude of plant pathogens and insects. In this chapter, we provide a comprehensive overview of the biology, phylogeny, diversity, biocontrol activities, and metabolites of Clonostachys species, shedding light on their significant contributions to the fields of agriculture
Australian Association for Research in Education (AARE) 2025 Annual Conference
No full textThe rapid integration of artificial intelligence (AI) tools into education is reshaping the nature of teachers’ work, particularly in the domain of assessment. Promoted as a solution to intensifying workload and the need for rapid feedback cycles, AI promises efficiency and personalisation. Yet, for teachers and teacher educators, this technological shift raises complex questions about judgement, professionalism, trust, and emotional labour.
This conceptual paper explores the tensions and possibilities of AI-supported assessment through the lens of teacher wellbeing and ethical professional practice. Drawing on curriculum theory, the ethics of care, and sociological understandings of teachers’ work, the paper argues that dominant approaches to AI risk reproducing managerialist logics of automation, standardisation, and performativity—positioning teachers as data processors rather than relational professionals. This framing not only undermines professional judgement but may intensify emotional and cognitive strain, particularly when AI systems are introduced without pedagogical transparency or educator agency.
In response, the paper proposes a model of ethical augmentation: an approach to AI integration that supports rather than supplants professional expertise. Ethical augmentation positions AI as a pedagogical partner capable of streamlining routine feedback, supporting moderation, and scaffolding assessment design—within frameworks that foreground relational trust, contextual nuance, and cognitive clarity. Teacher judgement is framed not as a risk to be managed, but as an ethical and affective form of knowledge vital to sustaining teacher wellbeing in a digital age.
This paper draws on findings from a PRISMA-aligned systematic literature review of empirical studies on AI-supported assessment published between 2015 and 2025. Insights from this review inform the conceptual framework and illustrate the competing discourses surrounding automation, autonomy, and wellbeing.
This work contributes to the Teachers’ Work and Lives SIG by reimagining how digital technologies intersect with the realities of teacher labour. In a sector increasingly urged to “work smarter,” it offers a critical alternative to technosolutionist narratives—inviting a more deliberate, values-led direction for research, practice, and policy. Rather than resisting AI outright, the paper advocates for its responsible use in ways that enhance, rather than erode, the human heart of teaching
Lines of Enchantment: Mary Shepard's Visual Interpretation of Mary Poppins
No full textAlthough P. L. Travers, the author of Mary Poppins, is quite well known, Mary Shepard, the illustrator of the original series of books, has not received the same attention. This article seeks to provide important insights into Mary Shepard’s visual interpretation of the character of Mary Poppins and the impact of her relationship with P. L. Travers across the original series of eight books published between 1934 and 1988. Her commitment to the character of Mary Poppins remained constant throughout her 54-year professional relationship with P. L. Travers. Shepard’s artistic ability was evident in the way she visually interpreted the stories written by Travers, particularly in relation to the complex metaphysical aspects associated with the character of Mary Poppins. The four stages of group formation, Forming, Storming, Norming, and Performing, proposed by Tuckman (1965) and a final stage, Adjourning, after modification of the model (Tuckman & Jensen, 1977) provided an analytical lens to explore this partnership
Making and breaking the Australian family: family, diversity, and parent–school engagement policy
No full textThis paper interrogates Australian parent–school engagement policy and argues that extant policy assumes a normative, nuclear conception of “the family”. This assumption reinforces heteronormative ideals, places unequal childcare labour borne on women, and limits recognition of family diversity. Drawing on Carol Bacchi’s ‘What’s the Problem Represented to Be?’ (WPR) framework, we critically analyse ten national and state policy documents (2018–2024) and undertake thematic synthesis to surface how “parent” and “family” are constructed and with what effects. Across the corpus, parent engagement is usually positioned within neoliberal rationalities that render families responsible for initiating and sustaining engagement, while often implicitly defining legitimate participation through an idealised two-parent, heterosexual model. Policies routinely collapse heterogeneous caregiving arrangements into homogenised categories, obscuring gendered expectations that mothers perform the emotional and administrative labour of schooling, and discounting the distinct experiences of separated parents, step-parents, kinship carers, and First Nations families. Largely, diversity provisions can be seen as symbolic anti-racism that privileges cultural visibility while remaining silent on family formation, shared care arrangements, and intersectional inequities. We contend that these problem representations enact policy silences that normalise White heteropatriarchal nuclear families and risk misrecognising non-normative family configurations, with material consequences for equity and participation in schooling. We propose an intersectional, anti-essentialist reorientation of engagement policy coupled with context-specific guidance, to align policy with how Australian families actually live, and to support socially just parent–school partnerships