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The purpose of this paper is to examine the role of the University of New South Wales (UNSW) in the establishment of the Faculty of Military Studies (FMS) at the Royal Military College (RMC) at Duntroon between 1965 and 1968. And, in so doing, detail the academic culture and structure of the FMS at its inception in 1968.

Given the small body of literature on the subject, the chronology of events was developed primarily through archival research and interview transcripts, supplemented by correspondence and formal interviews with former academic staff of the FMS (UNSW HREAP A-12-44).

This paper reveals the motivations for, issues encountered, and means by which UNSW’s administration under Sir Philip Baxter were willing and able to work with the Army to establish the FMS. In so doing, it reveals the FMS as a “compromise institution” in which the role of UNSW and the academic staff was to deliver a professional education subordinate to the imperatives of the RMC’s socialization and military training regime.

Primary materials were restricted to archived documentation comprised of correspondence and meeting minutes as well as a limited group of witnesses – both willing and able – to provide insight into UNSW and RMC in the mid-1960s.

This paper presents an original account of the establishment of the FMS and the role of Sir Philip Baxter and the UNSW administration in pioneering the institutional forbearer of the Australian Defence Force Academy.

When properly designed and implemented, prison-to-community transition programs targeting older prisoners could potentially save resources, reduce reoffending rates and contribute to improved public protection and safety. However, older prisoners transitioning to community are often neglected and overlooked, and thus, interventions targeted to address their needs are limited. The purpose of this study was to identify barriers and enablers to health and social services for older prisoners transitioning to community.

A qualitative study was conducted using focus group discussions with corrections officers, community corrections officers and parole officers (n = 32) in four correctional centres, two community corrections offices (CCOs) and one parole unit in New South Wales (NSW) in 2019. The authors used thematic analysis to analyse the findings.

The study identified three main themes relating to barriers and enablers: organisational, social and economic and individual and family and seven sub-themes: planning the transition, communication, assisting prisoners, transition programs, officers’ knowledge and scope of work, social and economic issues and offenders’ conditions

The processes required to ensure effective prison-to-community transition of older prisoners are not well-developed suggesting the need for more systemic and organised mechanisms. Implications of the barriers and enablers for policy, research and practice are discussed.

This study identified a composite of barriers and enablers to health and social services for older prisoners in NSW prisons and CCOs.

In 1939, an English artist, designer and teacher named Ann Gillmore Rees arrived in New South Wales. Over the next nine years Rees taught design and craft to adults in Sydney, working for the Children’s Library and Craft Movement (later to become the Creative Leisure Movement), the Australian Red Cross, and the Society of Arts and Crafts of New South Wales. Although the period from 1939 until 1948 represents only a short period in what was a long and diverse career, Rees’ students included some notable figures, among them Margaret Oppen who went on to establish the Embroiderers Guild of NSW, Ysobel Irvine, later a popular teacher at the Workshop Art Centre in Willoughby, and the noted interior designer Marion Hall Best. Despite her active participation in the cultural life of Sydney, Rees is curiously absent from most of the histories of craft and design in Australia and very little has been written about her work as a teacher. This article outlines Ann Gillmore Rees’ teaching activities in Sydney, with particular focus on the Craft Training School and Correspondence Courses in Colour and Design and Fabric Printing that she developed for the Society of Arts and Crafts of New South Wales. It also analyses the role these classes played at a time of limited access to formal educational programmes in craft and design and consider how, in these classes, Rees combined elements of vocational, recreational and informational adult education so as to appeal to a wide audience.

Suggests that educators in Australia are displaying a growing interest in graduate instruction in educational administration. Examines issues that are central to making courses relevant, stimulating and appealing for educational administrators today using the review of one Master′s degree course as an illustration. Discusses the need to review courses, then considers decisions about the primary instructional focus, the educational clientele, neglected content areas, experiential components and flexible modes of attendance. Proposes teaching arrangements that add diversity and relevance to curricula, including the design of subjects in conjunction with local education authorities, lecturing by expert managers, and reliance on part‐time and visiting appointments. Presents continuing education as a further responsibility of educational administration departments. Advocates course promotion and ongoing contact with the profession and advances some strategies. Cautions, however, against innovations designed only to capture additional enrolments and funding.

A distinction must be drawn between a dismissal on the one hand, and on the other a repudiation of a contract of employment as a result of a breach of a fundamental term of that contract. When such a repudiation has been accepted by the innocent party then a termination of employment takes place. Such termination does not constitute dismissal (see London v. James Laidlaw & Sons Ltd (1974) IRLR 136 and Gannon v. J. C. Firth (1976) IRLR 415 EAT).

The centralization of power in the state and federal legislatures and in their associated professional bureaucracies is a notable feature of both educational and general political decision making in Australia. In this paper “governance” refers to the process of exercising authoritative control, “politics” to public policy making and its resolution. Formal public participation in Australian educational decision making is shown to be minimal, being limited to representation by elected members in the state and federal legislatures. There is no local governmental structure or tax for education. The existing structures and their origins are explained. Two hypotheses derived from the work of Iannaccone are tested. The first states that the longer educational issues remain unsolved in the extra‐legal social networks and lower level legal areas the more likely it is that decisions on these questions will be made by central government departments and agencies. The second states that the more that questions of educational policy are resolved by central departments and agencies the more likely it is that educational policies will become undifferentiated from other kinds of politics or from politics as relating to other policy areas of government. An examination of political developments in the nineteenth and twentieth centuries supports both hypotheses.

By deconstructing centres and peripheries in Australian history curricula, the purpose of this paper is to establish in what ways these documents blended local, state‐specific concepts of major civilisations with trans‐local, and even global cultural assumptions about centre and periphery in world history.

The paper identifies a specific idea of centres in the 2009 Shape of the Australian Curriculum published by the National Curriculum Board. It demanded that “[s]tudents should have an appreciation of the major civilisations of Europe, Asia, Africa, America and Australia”. The idea of five groups of “major civilisations” is used to frame an analysis of history curricula from Western Australia and New South Wales. Syllabi from these States are used as examples because they demonstrate oppositional positions, geographically and in their approach to history teaching. Only senior secondary syllabi exhibit a continuous development of the subject history in most Australian states and territories. Hence, the paper deconstructs history syllabi for Years 11 and 12 and discusses in what ways a discourse between centre and periphery can be identified.

The author proposes a concept of a global centre in history curricula, which is found in multifaceted expressions at the peripheries.

Fully acknowledging that syllabi emerge from a web of local influences, which include state‐specific social, political, economic, and administrative factors, the paper adds a global perspective to the understanding of Australian history curricula which draws on the idea of cultural power.

There are ongoing concerns that asylum seekers who have been tortured and who suffer trauma‐related mental disorders are being refused protection by countries in which they seek asylum. The study described here assessed a consecutive sample of recently arrived asylum seekers attending immigration agents in Sydney, Australia, using a series of structured measures. Participants were followed up to assess the outcomes of their refugee applications. The 73 participants, who had resided in Australia for an average of 4.3 months, reported high rates of torture (51%), and that group was at highest risk of suffering a combination of post‐traumatic stress disorder (PTSD) and major depression, a response pattern associated with substantial levels of psychosocial disability. Neither past torture nor current psychiatric disorder influenced the outcomes of refugee applications. The study raises further concerns that tortured asylum seekers and others with trauma‐related mental disorder may be at risk of repatriation to their countries of origin.

People in prison are at a higher risk of preventable mortality from infectious disease such as human immunodeficiency virus (HIV)/acquired immunodeficiency syndrome (AIDS), hepatitis B (HBV), hepatitis C (HCV) and tuberculosis (TB) than those in the community. The extent of infectious disease-related mortality within the prison setting remains unclear. The purpose of this paper was to collate available information on infectious disease-related mortality, including the number of deaths and calculate the person-time death rate.

The authors searched databases between 1 January 2000 and 18 November 2020 for studies reporting HIV, HBV, HCV, TB and/or HIV/TB-related deaths among people in prison.

The authors identified 78 publications drawn from seven Joint United Nations Programme on HIV/AIDS’ regions encompassing 33 countries and reporting on 6,568 deaths in prison over a 20-year period. HIV/AIDS (n = 3,305) was associated with the highest number of deaths, followed by TB (n = 2,892), HCV (n = 189), HIV/TB (n = 173) and HBV (n = 9). Due to the limitations of the available published data, it was not possible to meta-analyse or in any other way synthesise the available evidence.

To inform targeted efforts to reduce mortality, there is a need for more, better quality data to understand infectious disease-related mortality in custodial settings. Increased investment in the prevention and management of infectious diseases in custodial settings, and in documenting infectious disease-related deaths in prison, is warranted and will yield public health benefits.

To the authors’ best knowledge, this is the first scoping review focussed on deaths due to these infections among people in prison internationally. The gaps identified form recommendations to improve the future collection and reporting of prison mortality data.