Associate Professor Ruth Reynolds

The Australian Curriculum (ACARA 2017) was born out of the Melbourne Declaration of 2008 which urged the need to teach ¿active and informed¿ citizens. However, in the primary school area of the curriculum, examples of active citizenship, and especially active citizenship in a global world, are not easily found. This article exposes some of the complexities of espousing active global citizenship, and then interrogates the primary school Australian Curriculum documents in Humanities and Social Sciences (HASS), English, and Science to find instances of guidance for teachers in promoting these ideas. It was found that learning ¿about¿ active citizenship was an opportunity explored in the curriculum documents much more often than learning ¿to be¿ active citizens. If our younger citizens are indeed seen as requiring an active globally oriented citizenship education in our schools, surely our key curriculum documents should lead this focus by providing real opportunities for teachers to engage in it.

This study compared pre-service teachers¿ perceptions of their professional competencies at two campuses of a large regional teacher education university, where one campus provided students 22% more hours of professional placement in schools and related educational settings. Students who had experienced more hours in schools and such settings were more positive about their, ability to apply their knowledge of students and how they learn, classroom management, professional knowledge and practice, and community engagement; however, when students felt well supported during professional experience, such differences diminished. Additional hours were not associated with pre-service teachers¿ perceptions of their ability to apply subject content and teaching; plan, assess and report; and effective student communication. Researchers argued that this pointed to the crucial role of good classroom mentors in teacher professional experience but also the value of students¿ tertiary teacher education in preparing them for classroom teaching.

In an era of international multimedia exposure and a global economy, there is no question that global education (GE) must be part of the school curriculum. Effective delivery of GE is reliant on adequate teacher preparation. A group of teacher educators at one University sought to raise the profile of GE with pre-service teachers through the integration of global perspectives in various courses. This paper explores pre-service teacher perceptions of the importance of GE and their learning as a result of this emphasis. Additionally, pre-service teacher preferences for further learning about GE are examined. It is apparent that pre-service teachers are interested in GE, especially in terms of how they can incorporate it in their teaching and, with exposure over a number of semesters student understandings develop, creating better prepared teachers of GE. Not surprisingly, these students were primarily focused on their future classroom practices rather than their role in the world more generally. Additionally, it was clearly evident that unique GE approaches were linked to specific teaching disciplines, an indication that GE continues to be a difficult concept to incorporate without explicit guidance for integration, something not always easy in a university setting. © 2014 Taylor and Francis.

This paper describes the development and evaluation of web-based museum trails for university-level design students to access on handheld devices in the Victoria and Albert Museum (V&A) in London. The trails offered students a range of ways of exploring the museum environment and collections, some encouraging students to interpret objects and museum spaces in lateral and imaginative ways, others more straightforwardly providing context and extra information. In a three-stage qualitative evaluation programme, student feedback showed that overall the trails enhanced students' knowledge of, interest in, and closeness to the objects. However, the trails were only partially successful from a technological standpoint due to device and network problems. Broader findings suggest that technology has a key role to play in helping to maintain the museum as a learning space which complements that of universities as well as schools. © 2010 Elsevier Ltd. All rights reserved.

Background and Objectives: Human plasma is the source of a wide variety of therapeutic proteins, yet it is also a potential source of viral contamination. Recent outbreaks of emergent viral pathogens, such as West Nile virus, and the use of live vaccinia virus as a vaccine have prompted a reassessment of the viral safety of plasma-derived products. The purpose of this study was to evaluate the efficacy of current viral inactivation methods for West Nile and vaccinia viruses and to reassess the use of model viruses to predict inactivation of similar viral pathogens. Materials and Methods: Virus-spiked product intermediates were processed using a downscaled representation of various manufacturing procedures. Virus infectivity was measured before and after processing to determine virus inactivation. Results: The results demonstrated effective inactivation of West Nile virus, vaccinia virus and a model virus, bovine viral diarrhoea virus, during pasteurization, solvent/detergent treatment and caprylate treatment. Caprylate provided rapid and effective inactivation of West Nile virus, vaccinia virus, duck hepatitis B virus and Sindbis virus. Inactivation of West Nile virus was similar to that of bovine viral diarrhoea virus. Conclusions: This study demonstrates that procedures used to inactivate enveloped viruses in manufacturing processes can achieve inactivation of West Nile virus and vaccinia virus. In addition, the data support the use of model viruses to predict the inactivation of similar emergent viral pathogens.