As part of an on-going study of radio transients in Epoch 1 (2017–2019) of the Very Large Array Sky Survey (VLASS), we have discovered a sample of 0.2 < z < 3.2 active galactic nuclei (AGN) selected in the optical/infrared that have recently brightened dramatically in the radio. These sources would have previously been classified as radio-quiet based on upper limits from the Faint Images of the Radio Sky at Twenty-centimeters (FIRST; 1993-2011) survey; however, they are now consistent with radio-loud quasars. We present a quasi-simultaneous, multi-band (1–18 GHz) VLA follow-up campaign of our sample of AGN with extreme radio variability. We conclude that the radio properties are most consistent with AGN that have recently launched jets within the past few decades, potentially making them among the youngest radio AGN known.

The Internet has revolutionised communication around the globe, and Australia is no exception (Goodheart & Crawford, 1995). At this stage, only a few school guidance counsellors are fortunate enough to be able to “surf the Net”, although this is rapidly changing, with some Australian schools already connected and others about to join up shortly. The pace of change is rapid indeed, with developments like EdNA and OpenNet offering further possibilities. Those who do “get wired” will know just how deep a source of riches this can be. The purpose of this article is to outline some of the relevant discussion groups of interest to counsellors.

This article reviews the relatively scanty literature on students' perception of transition from primary to secondary school. Students at one particular nonmetropolitan Queensland secondary school were surveyed for their reactions to an induction program, modelled on the Queensland Inter-year Program (McQuade, 1987). Specific aspects taken from the program included preparatory discussions led by the primary school class teacher, contact visits by staff and students both from and to the high school, and the consequent program. Recollected anxieties or concerns are explored in the light of students' perceptions six months after transition. Unanticipated problems from the students' perspective are also reviewed, as are the major support sources as perceived by students. Some suggestions are made for such programs in the light of this survey and the literature.

This paper examines and critically evaluates the concept of mastery learning, ranging from its early development by such writers as Bloom and Keller, through to its various applications from preschool to tertiary levels of education, concluding with some speculation about future developments.

The fourth edition of the Stanford-Binet lntelligence Scale is now available for sale and use in this country, from the Australian Council of Educational Research. Many of the individual items appear culturally suspect. Use of the test is not recommended until some clear guidelines on this important issue are established. Comment on the many individual items of concern is included as a first step towards the establishment of such guidelines.