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Family violence is a significant social and public health problem. In 2015 a Royal Commission into Family Violence was established in Victoria, Australia, following a number of family violence deaths that received a high coverage in the media. The commission findings were released in 2016. These emphasised the significant physical and psychological harm that is caused by family violence, and that this has wide ranging community impacts. Among the Commission's 227 recommendations a number pertained specifically to improving the response of the healthcare system, with a whole-of-hospital model for responding to family violence recommend-ed for all public hospitals.

Royal Melbourne Hospital (RMH) received a state government grant as part of the SHRFV project. RMH was formally partnered with Tweddle Child and Family Health Service and Dental Health Services Victoria, and also worked with associated service NorthWestern Mental Health, as part of the project. This document outlines the RMH Family Violence Training Framework, a whole-of-hospital transformation change project designed to implement Recommendation 95 from the Royal Commission. All funded services were encouraged to adapt the SHRFV project model to suit the local environment of their health service. This document outlines the RMH approach. RMH specifically focused on using an evidence based research and evaluation framework with a focus on in-depth training, underpinned by a clinical champions network.

Background: Family violence (FV) is a significant problem that has a bidirectional link with mental health functioning. This research aimed to investigate family violence screening and response practices in a Victorian public adult mental health service, NorthWestern Mental Health, from the consumer perspective.

Methods: A prospective, cross-sectional, electronic consumer survey was created, utilising the Royal Melbourne Hospital Patient Survey FV screening and response tool. Data were collected over a two-month time period, via iPad. Clinicians invited all consumers (age range 18 to 64 years) attending the service to participate on data collection days, unless any of the exclusion criteria were present: a) clinical interaction occurring in a non-confidential environment; b) acute distress/crisis; c) clinician concerns about affecting rapport; and d) cognitive impairment, known disability or diminished capacity preventing them from reading or understanding the survey questions. Categorical and Likert type survey responses were explored descriptively. All variables collected in the survey were provided, specifically the percentage of responses in each category for each question. Free-text responses were analysed using qualitative description of the text-box response content.

Results: 35 consumers participated. 47% reported being screened for at least one family violence issue on at least one occasion. 26% reported disclosing FV concerns. All those disclosing felt mildly or very supported by the clinician’s response, and two-thirds received assistance they found helpful. 9% reported wanting to disclose FV concerns but not feeling comfortable to do so. Consumers indicated that FV should be spoken about more, that receiving assistance is helpful, but that responses varied in quality depending on the discipline of the clinician.

Conclusion: FV screening rates were found to be suboptimal as unmet needs were identified. Further training and services changes are required to improve screening rates, increase client comfort to disclosure, and optimise the clinical response to disclosures.

Previous studies of musical group performance have suggested the need for reliable and valid measures of success. This paper aims to investigate this issue.

Using Nunnally's methodology, this study developed 18 items that might indicate relative success of performing musical groups. These items were administered to 338 musical groups from Louisiana.

Significant correlations were found among most of the measures. Factor analysis yielded two distinct success scales, one objective and one subjective scale.

While this study sampled only Louisiana‐based musical groups, the formulated scales provide a needed basis for success measurement in research on performing groups, such as musical groups, theater companies, dance and other group performance companies.

A musical group could track their objective measures over time to determine the group's continual improvement. Subjective items could be gathered using a questionnaire given to the band members on a regular basis. Decreases in subjective ratings would indicate decreasing satisfaction among group members, and would alert the band that changes might need to be made.

Research on performing service groups, such as musical groups, is often limited because of lack of accepted measures for the dependent variable of success. This research study has developed two success scales that can help measure success in these groups. The authors suggest that future research could use these success scales and the criteria of the Malcolm Baldrige National Quality Awards Program to better research the marketing and management of performing service groups.

The success of implementing Deming's management method depends on the ability of managers to operationally define and measure Deming's 14 Points. Tamimi et al. developed a set of operational measures for these 14 Points. They tested the validity and reliability of their instrument using a sample of firms that were involved in implementing TQM practices from one to five years out from implementation. This paper aims to examine this issue.

In this study, which retested their measurement items, data were collected from over 100 manufacturing and service companies of all sizes across the USA and Canada. The data were analyzed using similar statistical analysis procedures and comparisons were made with the results of Tamimi et al.'s study.

The results replicated the study by Tamimi et al. and supported their operational definitions with two exceptions. The scales for “Eliminating slogans and targets”, and “Taking action to accomplish the transformation”, were not found to be reliable in either the original or the current study. These two scales need to be modified and new questions are suggested in the paper.

The response rate for this study was high. However, self‐selection to participate and self‐reported responses could lead to some bias in responses.

The resulting operational definitions should prove useful to organizations interested in adopting Deming's management method.

The purpose of this paper is to investigate the supply chain leagility proposing all supply chains are leagile with different magnitudes of leanness and agility. A new index, “Deviation from Leagility” (DFL), is introduced, aiming to optimise supply chain design and investigate the relationship between supply chain leagility and firm performance.

The partial least squares (PLS) method was employed to analyse data collected from 299 Australian firms by administering a structured questionnaire.

The results indicate that most companies adopt the leagile supply chain rather than the lean or pure agile design. Furthermore, better business performance is achievable when deviation from a balanced supply chain in which both aspects of leanness and agility are equally embedded is minimised.

The study is limited to a number of constraints that measure leagility; further research is needed to incorporate different aspects of agility.

The findings of this study could provide a guideline for supply chain executives to improve their company’s performance by designing a more balanced leagile supply chain.

This study is unique in its in-depth empirical investigation of modelling of leagile supply chain using a new index, and also addressing: first, the current mismatch between the well-known mutually exclusive strategies (lean/agile); and second, what has later been found when the proposed models were quantitatively tested.

This paper aims to investigate the potential for digital badges to support alternate learning and career pathways in formal and informal learning environments. Stakeholder groups in higher education and industry discussed how digital badges might transform current processes of admitting undergraduate students and hiring young professionals.

This research uses a thematic analysis of in-depth interviews with 30 stakeholders in higher education and the technology industry.

Interview participants expressed optimism about the potential for digital badges to make learning pathways visible to learners and external audiences and to promote equity in STEM (STEM: science, technology, engineering, and mathematics) education and careers. Participants noted several obstacles, largely focused on issues of credibility and logistics of working with badges across settings.

Though the research approach is limited in geographic scope, the findings have broad applicability and insight for the use of digital badges in general.

Education policymakers, employers and scholars will be able to use the insights from this investigation in their efforts to find innovative ways to expand and diversify the STEM workforce, as well as support a wider range of learners than is currently supported by initiatives aligned with the school-to-workforce pipeline metaphor.

This paper directly confronts issues of real-world applications of digital badges by discussing practical implications with college admissions officers and employers. The current study fills a need for research that investigates the use of digital badges across – as opposed to within – contexts.

Many of today’s information and technology systems and environments facilitate inquiry, learning, consciousness-raising and knowledge-building. Such platforms include e-learning systems which have learning, education and/or training as explicit goals or objectives. They also include search engines, social media platforms, video-sharing platforms, and knowledge sharing environments deployed for work, leisure, inquiry, and personal and professional productivity. The new journal, Information and Learning Sciences, aims to advance our understanding of human inquiry, learning and knowledge-building across such information, e-learning, and socio-technical system contexts.

This article introduces the journal at its launch under new editorship in January, 2019. The article, authored by the journal co-editors and all associate editors, explores the lineage of scholarly undertakings that have contributed to the journal's new scope and mission, which includes past and ongoing scholarship in the following arenas: Digital Youth, Constructionism, Mutually Constitutive Ties in Information and Learning Sciences, and Searching-as-Learning.

The article offers examples of ways in which the two fields stand to enrich each other towards a greater holistic advancement of scholarship. The article also summarizes the inaugural special issue contents from the following contributors: Caroline Haythornthwaite; Krista Glazewski and Cindy Hmelo-Silver; Stephanie Teasley; Gary Marchionini; Caroline R. Pitt; Adam Bell, Rose Strickman and Katie Davis; Denise Agosto; Nicole Cooke; and Victor Lee.

The article, this special issue, and the journal in full, are among the first formal and ongoing publication outlets to deliberately draw together and facilitate cross-disciplinary scholarship at this integral nexus. We enthusiastically and warmly invite continued engagement along these lines in the journal’s pages, and also welcome related, and wholly contrary points of view, and points of departure that may build upon or debate some of the themes we raise in the introduction and special issue contents.

This paper aims to examine librarians’ professional motivations and theoretical perspectives to attend to care and student voice, as they pursue open educational resource (OER) initiatives in higher education.

The authors examine OER initiatives that serve as models for their work at the University of Colorado Boulder (CU Boulder), describe how they have attended to care and student voice in their work to date and reflect on how they hope to continue to do so in their future OER initiatives.

The authors find connections between theoretical perspectives for care in education and the values and ethics of both the open education movement and librarianship. They propose that these connections provide a foundation for librarians to align their professional motivations and practices in support of learning. The authors provide examples of OER programming that attend to care and student voice and offer related strategies for practitioners to consider.

Librarians at many post-secondary institutions provide critical advocacy and support the adoption, adaptation and creation of OER in higher education. Theories of care, values and ethics in the open education movement and librarianship provide a foundation for librarians to attend to care and elevate student voice as they undertake OER advocacy and initiatives.

Computers and computer‐assisted instruction are being used with increasing frequency in the area of health science student education, yet students’ attitudes towards the use of e‐learning technology and computer‐assisted instruction have received limited attention to date. The purpose of this study was to investigate the significant predictors of health science students’ attitudes towards e‐learning and computer‐assisted instruction. All students enrolled in health science programmes (n=2885) at a large multi‐campus Australian university in 2006‐2007, were asked to complete a questionnaire. This included the Online Learning Environment Survey (OLES), the Computer Attitude Survey (CAS), and the Attitude Toward Computer‐Assisted Instruction Semantic Differential Scale (ATCAISDS). A multiple linear regression analysis was used to determine the significant predictors of health science students’ attitudes to e‐learning. The Attitude Toward Computers in General (CASg) and the Attitude Toward Computers in Education (CASe) subscales from the CAS were the dependent (criterion) variables for the regression analysis. A total of 822 usable questionnaires were returned, accounting for a 29.5 per cent response rate. Three significant predictors of CASg and five significant predictors of CASe were found. Respondents’ age and OLES Equity were found to be predictors on both CAS scales. Health science educators need to take the age of students and the extent to which students perceive that they are treated equally by a teacher/tutor/instructor (equity) into consideration when looking at determinants of students’ attitudes towards e‐learning and technology.