Evidence suggests that poor mental health literacy is a key barrier to help‐seeking for mental health difficulties in adolescence. Educational programs have shown positive effects on literacy, however, the evidence base remains limited and available studies have many methodological limitations. Using cluster Randomised Control Trial (RCT) methodology, the current study examines the impact of ‘HeadStrong’, a school‐based educational intervention, on mental health literacy, stigma, help‐seeking, psychological distress and suicidal ideation. A total of 380 students in 22 classes (clusters) from 10 non‐government secondary schools was randomised to receive either HeadStrong or Personal Development, Health and Physical Education (PDHPE) classes. Participants were assessed pre‐ and post‐intervention, and at 6‐month follow‐up. Literacy improved and stigma reduced in both groups at post‐intervention and follow‐up, relative to baseline. However, these effects were significantly greater in the HeadStrong condition. The study demonstrates the potential of HeadStrong to improve mental health literacy and reduce stigma.

As initial teacher education students transition to the profession, the experiences offered by the university and partner institutions require intentional, careful, and strategic planning, to ensure positive relational, organisational, and pedagogical experiences for all stakeholders (Lynch & Smith, 2012; Moss, 2008). To minimise the tensions between the theoretical positioning of the university and the practicality of the classroom, respectful and collaborative partnerships need to be central to the design and facilitation of professional experience programmes (Lynch & Smith, 2012). The ‘Hub’ is a longitudinal research and practice partnership between a NSW regional university with Initial Teacher Education (ITE) programmes, and a local, multi-campus secondary College. This paper describes the outcomes of one collaboratively designed initiative of the project: evaluating a team teaching approach in the Bachelor of Education degree. Survey and interview data were gathered from all key stakeholders regarding the efficacy of the ‘teaming’ of academics and teachers to facilitate workshops in professional experience subjects. Survey data were statistically analysed, while thematic analysis was applied to qualitative artefacts. Results of the initial pilot indicate significant value-adding to the professional experience subjects, particularly flagging students increased readiness for employability. Reciprocally, the school teachers indicated their increased understandings of the preparedness of ITE students to engage in professional experience, their heightened capacity to reflect on practice, and enhancement of their leadership and mentoring skills.

The aim of the study was to examine sleep characteristics, scheduling of activities, perceived stress and coping strategies between periods of perceived high and low scheduling commitments in adolescent athletes. Twenty adolescents (10 male and 10 female) wore an Actiwatch during two 14‐day testing periods, one in in January (JAN), which was deemed to be a period of low school and sport commitments, and one in March (MAR), during which there was a high volume of school and sport commitments. Actiwatches and sleep diaries assessed sleep quantity and quality, a daily schedule of all activities in 30‐min increments was recorded and questionnaires related to perceived stress and coping strategies were administered. Time in bed and asleep, latency, efficiency and number of awakenings were not different between JAN and MAR (p > 0.05). Sleep durations were lower than their age‐related recommendations (JAN 449 ± 47 min versus MAR 437 ± 31 min). Examination of differences between sexes showed shorter latency and higher sleep efficiency in female participants compared with male participants. Participants spent more time at school, completing homework, and travelling to and competing in sport, with reduced time spent on resting, social activities, physical activity and meal times during MAR compared with JAN (p < 0.05). Finally, stress levels were significantly increased during MAR compared with JAN, with no difference between sexes (p < 0.05). Adolescent athletes not attaining sufficient sleep quantity or quality during periods of low and high school and sport commitments, are experiencing increased perceived stress during these busy times but are using a wider range of coping strategies during this time.

As the pace of global warming accelerates, scholars in different disciplines work together to identify climate changes in the preindustrial past. Historians and anthropologists have argued that these changes repeatedly influenced the fortunes of sprawling empires and hunter-gatherer communities alike. As this "climate history" grows in popularity and legitimacy, teachers and professors have sought to incorporate it within high school and introductory college courses. Yet many quickly found that the field's most important publications are either too technical, too dense, too narrowly focused, too expensive, or too dated for junior students. What they lacked was a slim survey that synthesized in plain language the most cutting-edge scholarship of humanity's experience with climate change throughout history.Enter Climate Change in Human History, a collaboration between Lieberman, a wide-ranging twentieth-century historian, and Gordon, a geoscientist. In just 193 pages, Lieberman and Gordon take students from the end of the great Ice Ages to the manufactured controversies that surround present-day climate change. They draw exclusively on secondary sources, although the voices of historical actors struggling with climate change in literate societies occasionally add some color.After a brief introduction that lightly touches on a selection of key concepts in climate history, the book proceeds chronologically. Its first chapter explains how climate changes on the grandest scales shaped the evolution and migration of Homo sapiens. The second chapter traces the consequences of the frigid Younger Dryas 12,000 years ago and then describes how warming set the stage for the emergence of agriculture. The chapter explains how regional and, at times, global climatic fluctuations influenced the emergence of complex societies and the heyday of the Roman and Han Empires. The fourth chapter traces the European benefits of the warm Medieval Climate Anomaly, and the complex global repercussions of precipitation changes, from antiquity to the fourteenth century. The fifth chapter focuses on decline and disaster in the cooler Little Ice Age, ending with the calamitous explosion of Mount Tambora in 1815. The sixth chapter explains how industrialization and the energy revolution freed a growing share of humanity from the constraints of climate. The seventh chapter surveys the worldwide consequences of anthropogenic global warming, and the eighth briefly describes climate models, projections, controversies, and international agreements.At its best, Climate Change in Human History provides clear, succinct, and remarkably nuanced summaries of case studies that draw from diverse, multidisciplinary scholarship. For example, its treatment of the disappearance of Norse settlements in Greenland-a classic story of collapse amid the onset of the Little Ice Age-outlines the subsistence and economic strategies of the Greenlandic Norse, describes the regional consequences of climatic cooling, surveys Norse adaptation strategies, and contrasts differen...

The need for University graduates to be industry-ready on completion of a tertiary degree is a topic which is being examined with increasing interest (Frawley & Litchfield, 2009). There is concern that Australia is facing a shortage of professional, qualified talent in the advertising industry (Corlette, 2010;Ma, 2012; Hayes Quarterly Report, 2013), thus placing an increasing demand on universities to produce industry-ready graduates who can fulfil advertising jobs and make an immediate and meaningful contribution to their employers. In an effort to successfully prepare graduates to make a meaningful initial workplace contribution, Charles Sturt University (CSU) is adopting strategies that aim to close the gap between the lecture hall and the workplace. One such strategy enables Advertising students at Charles Sturt University to spend their final year in the on-campus student advertising agency, Kajulu Communications. To transition easily into full time employment, students must apply best industry knowledge, practice and skills to a range of authentic situations to develop the abilities employers require of them in order to enter the workforce industryready. Whilst much has been written about graduate employability and the skills and attributes students need (Andrews & Higson, 2010;Boden & Nedeva, 2010;Bridgstock, 2009;Lowden, Hall, Elliott & Lewin 2011;Mason, Williams & Cranmer, 2009;Thomson, 2013), this paper examines the students' perceptions of being industry-ready and identifies the key attributes relevant for course design.