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This paper aims to adopt a comparative method using case law, statutes and secondary literature across both jurisdictions. This paper also draws on various theories of property ownership.

This paper conceptualises the legal relations embedded within condominium housing and the various theories of property ownership to ascertain how children’s interest fit within this framework. The laws of two jurisdictions, New South Wales and Singapore, are examined to determine how their strata law responds when children’s safety is at stake.

Drawing on pluralist moral theories of property law, the thesis advanced is that children’s issues within condominiums should not be subject to majoritarian rule especially when their safety is at stake. The paramount guiding value should be ensuring their safety within multi-owned housing communities. Using the law of two jurisdictions, New South Wales and Singapore, the central argument of this paper is that the law in these jurisdictions has rightfully adopted a protective approach towards children in multi-owned properties where their safety is at stake.

The literature on the law of multi-owned housing has largely focused on governance issues such as mediating between the majority owners’ interest with that of the minority owners’ interest. Children in multi-owned developments remain an under investigated area as children’s interests do not fit within the paradigm of majority versus minority interests. The paper advances the argument that children’s interest should be viewed through either a rights-based theory or pluralists’ theories of property law. Lessons from the New South Wales and Singapore experience are also drawn which might prove useful to other jurisdictions.

Rates of self-harm are elevated in prison, and there is limited evidence to support the efficacy of brief risk screening at reception to predict and prevent self-harm. This study aims to examine the predictive validity of the self-harm/suicide screening items embedded in a prison mental health screening tool from two key domains strongly associated with risk: previous suicidal/self-harm behaviour, and recent ideation.

A sample of men and women were screened on entry to prison, with eight screening items covering the two key domains of risk. Follow-up data on self-harm incidents were collected for 12 months post-screening. The predictive validity of individual screening items, item combinations and cumulative screening score was examined for the overall sample and for men and women separately.

Individual screening items across the two domains were all strongly associated with self-harm in the follow-up period, with odds ratios varying from 2.34 to 9.24. The predictive validity of both individual items, item scores and item combinations demonstrated high specificity but low to moderate sensitivity, and modest area under the curves (AUCs). Predictive validity was generally better for men than women; however, differences were not statistically significant.

Identifying those at risk of self-harm in prisons remains challenging and brief universal screening at prison entry should be only one component of a broader prison risk assessment and management strategy.

To the best of the authors’ knowledge, this study is one of very few to prospectively examine self-harm behaviour following risk screening. Predictive validity was examined in a representative sample of individuals in custody, and for men and women separately.

In New South Wales the bitter religious differences of the early nineteenth century combined with the Influence of Liberalism willed for the establishment of a national educational system which provided a compromise between the interests of warring pressure groups. The adoption of the Irish National System and its administration by the authoritarian William Wilkins ensured that the local management of schools should not develop. In contrast to England, New South Wales developed a highly centralized school system in which local initiative was severely discouraged.

Bentham’s penal theory persuaded him that convict transportation was inherently inferior to imprisonment as a punishment for serious crime. The transportation of convicts to New South Wales also threatened his plans to build a panopticon penitentiary. This penitentiary, he thought, would demonstrate the superiority of a prison run for profit by a private contractor over alternative schemes of convict management. In the process, it would also make him a fortune. His repeated attempts to persuade the British Government to abandon the New South Wales penal colony and to honour its commitment to his panopticon project, however, came to nothing. Neither the Government’s acceptance of Bentham’s key theoretical arguments nor its avowed support for his penitentiary scheme was sufficient to prompt it to act. Bentham found that winning the main theoretical argument was not enough. He was continually forced to concentrate on side issues and on particular and largely incidental matters of fact. As it turned out, the particular and the incidental combined to carry the day against his panopticon.

Public external examinations were woven into the fabric of the education system of New South Wales (NSW) during the first three decades of the 20th century. By the late 1920s examination results had become the fetish and goal of most teachers and pupils in the state. In the early 1930s a reaction to this state of affairs developed; examination reform became a lively issue of debate. Central to the debate was the issue of the examination which marked the close of general adolescent education: the Intermediate Certificate (IC) examination. The agitation for IC modification began in the 1930s and did not cease until the 1960s. It began in the dissatisfaction of the 1930s, developed through the 1940s when opinion crystallized, survived the stagnation in educational reform of the late 1940s and early 1950s, quickly revived during the professional and public discussion surrounding the hearing and deliberations of the Committee Appointed to Survey Secondary Education in New South Wales (Wyndham Committee) and finally ceased with its abolition in the mid 1960s.

The purpose of this paper is to explore and compare the asset management policies and practices of six Australian states – New South Wales, Victoria, Queensland, South Australia, Western Australia and Tasmania – to improve understanding of the policy context to best shape policy focus and guidelines. Australian state-wide asset management policies and guidelines are an emergent policy domain, generating a substantial body of knowledge. However, these documents are spread across the layers of government and are therefore largely fragmented and lack coherency.

The comparative study is based on the thematic mapping technique using the Leximancer software.

Asset management policies and guidelines of New South Wales and Victoria have more interconnected themes as compared to other states in Australia. Moreover, based on the findings, New South Wales has covered most of the key concepts in relation to asset management; the remaining five states are yet to develop a comprehensive and integrated approach to asset management policies and guidelines.

This review and its findings have provided a number of directions on which government policies can now be better constructed and assessed. In doing so, the paper contributes to a coherent way forward to satisfy national emergent and ongoing asset management challenges. This paper outlines a rigorous analytical methodology to inform specific policy changes.

This paper provides a basis for further research focused on analyzing the context and processes of asset management guidelines and policies.

This paper provides a critical interpretative analysis of the first secondary English syllabus for schools in New South Wales (NSW), Australia, contained within the Courses for Study for High Schools (New South Wales Department of Public Instruction, 1911). The purpose of the paper is to examine the “continuities that link English curriculum discourses and practices with previous discourses and practices” in the rhetorical curriculum. The analysis identifies those aspects of the 1911 English syllabus that have since become normative and challenges the appropriateness of certain enduring orthodoxies in a twenty-first century context.

Focussing on a landmark historical curriculum document from 1911, this paper draws on methods of historical comparative and documentary analysis. It sits within the tradition of historical curriculum research that critiques curriculum documents as a primary source for understanding continuities of discourses and practices. A social constructionist approach informs the analysis.

The conceptualisation of subject English evident in the structure, content and emphases of the 1911 English syllabus encodes a range of “discourses and practices” that have in some form endured or been “reconstituted and remade” (Cormack, 2008, p. 275) over the course of a century. The analysis draws attention to those aspects of the subject that have remained unproblematised and taken-for-granted, and the implications of this for universal student participation and attainment.

This paper reorients critical attention to a significant historical curriculum document that has not, to date, been explored against the backdrop twenty-first century senior secondary English curriculum. In doing so, it presents extended insights into a range of now normative structures, beliefs, ideas, assumptions and practices and questions the potential impact of these on student learning, access and achievement in senior secondary English in NSW in the twenty-first century.

This paper aims to examine student exercise physiologists (EPs) and student dietitians’ confidence regarding working with people with severe mental illness (SMI) pre- and post-practicum in a mental health service.

This single-arm, quality improvement project included students completing practicum within a lifestyle programme embedded in mental health services. Student EPs completed 100 h of practicum across 15 weeks as part requirement for their Bachelor of Exercise Physiology degree and student dietitians completed six weeks full-time (40 h/week) for the part requirement of their Master of Nutrition and Dietetics. Students completed the Dietetic Confidence Scale (terminology was adapted for student EPs) pre- and post-practicum.

In total, 27 student EPs and 13 student dietitians completed placement and returned pre- and post-practicum questionnaires. Pre-practicum confidence scores were 90.8 ± 17.1 and 86.9 ± 18.9 out of a possible 140 points for student EPs and student dietitians, respectively. Confidence scores increased substantially post-practicum for both student EPs [mean difference (MD) = 29.3 ± 18.8, p < 0.001, d = 1.56] and dietitian students (MD = 26.1 ± 15.9, p = 0.002, d = 1.64). There were significant improvements in confidence across all domains of the confidence questionnaire for both EPs and dietitian students.

There is a research gap in understanding the confidence levels of student EPs’ and student dietitians’ when working with people with mental illness and the impact that undertaking a practicum in a mental health setting may play. To the best of the authors’ knowledge, this is the first study to explore student EP and student dietitian confidence in working with people with SMI pre- and post-practicum in a mental health setting.

By 1901 in New South Wales the blueprint for the relationship between Aborigines and Europeans had been established: Aborigines were ‘in a far better condition when living in small communities comparatively isolated and removed from intimate contact with Europeans’. This article provides a study of the Purfleet School on the Aboriginal Reserve near Taree township in the Manning Valley until the implementation of the assimilation policy by the Aboriginal Welfare Board. The key questions asked are: what schooling for children was provided? How were they equipped for adulthood? How did they suffer from being isolated from the mainstream of public education? The Biripi Aboriginal people remain a strong community in the region today.