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PurposeTechnical education in the twentieth century played an important role in the cultural life of Australia in ways are that routinely overlooked or forgotten. As all education is central to the cultural life of any nation this article traces the relationship between technical education and the national social imaginary. Specifically, the article focuses on the connection between art and technical education and does so by considering changing cultural representations of Australia.Design/methodology/approachDrawing upon materials, that include school archives, an unpublished autobiography monograph, art catalogues and documentary film, the article details the lives and works of two artists, from different eras of twentieth century Australia. Utilising social memory as theorised by Connerton (1989, 2009, 2011), the article reflects on the lives of two Australian artists as examples of, and a way into appreciating, the enduring relationship between technical education and art.FindingsThe two artists, William Wallace Anderson and Carol Jerrems both products of, and teachers in, technical schools produced their own art that offered different insights into changes in Australia's national imaginary. By exploring their lives and work, the connections between technical education and art represent a social memory made material in the works of the artists and their representations of Australia's changing national imaginary.Originality/valueThis article features two artist teachers from technical schools as examples of the centrality of art to technical education. Through the teacher-artists lives and works the article highlights a shift in the Australian cultural imaginary at the same time as remembering the centrality of art to technical education. Through the twentieth century the relationship between art and technical education persisted, revealing the sensibilities of the times.

Since colonisation, schooling in Australia has developed from patterns of partial and elite provision. These patterns were initially made available at an elementary level and have today grown to levels of mass participation in both primary and secondary schooling. By drawing on distinctive institutional and policy shifts in the historical emergence of mass schooling, this article puts forward an historical materialist explanation that is both retrospective as well as prospective. The intention is to critically appreciate the changing patterns and forms of schooling in ways that reveal their class character. This is done by focusing on the theorisation of the mental and manual division of labour in Marx's historical materialist theory. [Author introduction, ed]

Purpose – The purpose of this paper is to trace the restructure of the Victorian Education Department in Australia during the years 1980-1992. It examines how the restructuring of the department resulted in a generational reorganization of secondary schooling. This reorganization culminated in the closure of secondary technical schools that today continues to have enduring effects on access and equity to different types of secondary schooling. Design/methodology/approach – The history is based on documentary and archival research and draws on publications from the State government of Victoria, Education Department/Ministry of Education Annual Reports and Ministerial Statements and Reviews, Teacher Union Archives, Parliamentary Debates and unpublished theses and published works. Findings – As an outcome the restructuring of the Victorian Education Department, schools and the reorganization of secondary schooling, a dual system of secondary schools was abolished. The introduction of a secondary colleges occurred through a process of rationalization of schools and what secondary schooling would entail. Originality/value – This study traces how, over a decade, eight ministers of education set about to reform education by dismantling and undoing the historical development of Victoria’s distinctive secondary schools system.

Education has long been identified as a social institution that both constructs classed differences and can ameliorate their effects. So what is the relationship between social class and education today? This thesis examines the way schooling and its distinctive configurations of knowledge and labour mediate class formation at the start of the 21st century.I report on interview-based research that investigated teachers’ work in VCAL, a form of schooling that uses an applied learning approach to support young people to complete their final years of secondary schooling. Drawing on secondary sources, I show that VCAL is a particular contemporary form of working class schooling in a longer history through which technical education in Australia was mobilised in ways that formed working class identities. I use interview data to highlight the different approaches to schooling developed in VCAL learning spaces and document the way VCAL teachers engage students in processes of applied learning. These different learning spaces reveal how VCAL teachers’ progress educational approaches enabling young people to participate in and transition from school to work and further learning.I argue that VCAL is a contemporary form of working class schooling and, like earlier forms, has contradictory effects on young peoples’ educational opportunities and life chances. Through the thesis it is revealed that VCAL teachers’ labour is connected to the repurposing of schooling where schooling others differently at once challenges and affirms hierarchies in knowing in schooling where the academic is normatively valued as the dominant and superior pattern of schooling.

Since colonisation, schooling in Australia has developed from patterns of partial and elite provision. These patterns were initially made available at an elementary level and have today grown to levels of mass participation in both primary and secondary schooling. By drawing on distinctive institutional and policy shifts in the historical emergence of mass schooling, this article puts forward an historical materialist explanation that is both retrospective as well as prospective. The intention is to critically appreciate the changing patterns and forms of schooling in ways that reveal their class character. This is done by focusing on the theorisation of the mental and manual division of labour in Marx's historical materialist theory.

Since colonisation, schooling in Australia has developed from patterns of partial and elite provision. These patterns were initially made available at an elementary level and have today grown to levels of mass participation in both primary and secondary schooling. By drawing on distinctive institutional and policy shifts in the historical emergence of mass schooling, this article puts forward an historical materialist explanation that is both retrospective as well as prospective. The intention is to critically appreciate the changing patterns and forms of schooling in ways that reveal their class character. This is done by focusing on the theorisation of the mental and manual division of labour in Marx's historical materialist theory.

With the restructuring of the Australian economy in the 1990s, the role of education in preparing people for employment has shifted. Employment in services has now outpaced manufacturing as Australia has moved away from protectionism in response to new global economic arrangements. New production practices such as out-sourcing, off-shoring, privatisation and contracted labour hire reshaped Australian industries and employment has now become more precarious. With these far-reaching economic changes, the connections between learning and employment are being reconfigured.

Cryptosporidium is a leading cause of severe diarrhea and diarrheal-related death in children worldwide. As an obligate intracellular parasite, Cryptosporidium relies on intestinal epithelial cells to provide a niche for its growth and survival, but little is known about the contributions that the infected cell makes to this relationship. Here we conducted a genome wide CRISPR/Cas9 knockout screen to discover host genes that influence Cryptosporidium parvum infection and/or host cell survival. Gene enrichment analysis indicated that the host interferon response, glycosaminoglycan (GAG) and glycosylphosphatidylinositol (GPI) anchor biosynthesis are important determinants of susceptibility to C . parvum infection and impact on the viability of host cells in the context of parasite infection. Several of these pathways are linked to parasite attachment and invasion and C-type lectins on the surface of the parasite. Evaluation of transcript and protein induction of innate interferons revealed a pronounced type III interferon response to Cryptosporidium in human cells as well as in mice. Treatment of mice with IFNλ reduced infection burden and protected immunocompromised mice from severe outcomes including death, with effects that required STAT1 signaling in the enterocyte. Initiation of this type III interferon response was dependent on sustained intracellular growth and mediated by the pattern recognition receptor TLR3. We conclude that host cell intrinsic recognition of Cryptosporidium results in IFNλ production critical to early protection against this infection.

We sought the extent to which arm morbidity could be reduced by using sentinel-lymph-node-based management in women with clinically node-negative early breast cancer. One thousand eighty-eight women were randomly allocated to sentinel-lymph-node biopsy followed by axillary clearance if the sentinel node was positive or not detected (SNBM) or routine axillary clearance (RAC, sentinel-lymph-node biopsy followed immediately by axillary clearance). Sentinel nodes were located using blue dye, alone or with technetium-labeled antimony sulfide colloid. The primary endpoint was increase in arm volume from baseline to the average of measurements at 6 and 12 months. Secondary endpoints were the proportions of women with at least 15% increase in arm volume or early axillary morbidity, and average scores for arm symptoms, dysfunctions, and disabilities assessed at 6 and 12 months by patients with the SNAC Study-Specific Scales and other quality-of-life instruments. Sensitivity, false-negative rates, and negative predictive values for sentinel-lymph-node biopsy were estimated in the RAC group. The average increase in arm volume was 2.8% in the SNBM group and 4.2% in the RAC group ( P  = 0.002). Patients in the SNBM group gave lower ratings for arm swelling ( P  < 0.001), symptoms ( P  < 0.001), and dysfunctions ( P  = 0.02), but not disabilities ( P  = 0.5). Sentinel nodes were found in 95% of the SNBM group (29% positive) and 93% of the RAC group (25% positive). SNB had sensitivity 94.5%, false-negative rate 5.5%, and negative predictive value 98%. SNBM was successfully undertaken in a wide range of surgical centers and caused significantly less morbidity than RAC.