A significant contention underpinning the commentary around STEM / STEAM is the evidence of discipline hierarchies, and inherent binary perspectives and/or biases that lend themselves to privileging one or more disciplines over another in an interdisciplinary education context. The current focus on increasing engagement with STEM in Australian schools provides opportunities to explore how the creative and liberal arts, and arts‐based approaches to teaching and learning are being adopted to significantly enhance teaching and learning outcomes in and for STEM education. This article examines how design for a STEAM education programme evolves and is adopted in an Australian context. Tasmania represents one of the most vibrant creative communities in Australia. At the same time it has one of the lowest levels of educational attainment. Entrenched teaching habits and disciplinary hierarchies often create significant barriers to the implementation of STEAM despite genuine goodwill and enthusiasm for STEAM among teachers and within schools. This article argues that, despite the contrasting dynamics extant in the Tasmanian educational context, it is here that some of the nation’s most curious and exciting examples of STEAM teaching and learning have emerged. It offers an example of an innovative learning project and proposes the means by which these disciplinary strands have been effectively entwined.

Summary We synthesise the findings from 10 years of ecological restoration in the Midlands of Tasmania, Australia, captured in the series of 14 papers in this special issue of Ecological Management and Restoration. The papers illustrate how expertise from disciplines as diverse as law, economics, social sciences, the arts, education, zoology, botany, genetics, climate modelling, agriculture, spatial sciences and fire ecology are necessary to address the complex social, ecological and financial questions that underpin restoration ecology. We highlight the complexity of the task, the multi‐disciplinary and collaborative approach needed, the importance of science to inform restoration practice and the problem of achieving functional connectivity. We also outline steps that need to be taken in the next 10 years. Together, the outcomes and recommendations from these studies provide a template for restoration in similar highly cleared and degraded agricultural landscapes affected by climate change in Australia and internationally.

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This article provides an overview of myeloproliferative neoplasms for nurses who do not specialise in haematology. Diagnosis, management and treatment of patients with these conditions is discussed, as well as long-term nursing implications.

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