Purpose: The purpose of this research is to examine the impact of several factors beyond the professor's control and their unique impact on Student Teaching Evaluations (STEs). The present research pulls together a substantial amount of data to statistically analyze several academic historical legends about just how vulnerable STEs are to the effects of: class size, course type, professor gender, and course grades.Design/methodology/approach: This research is utilizes over 30,000 individual student evaluations of 255 professors, spanning six semesters, during a three year time period to test six hypotheses. The final sample represents 1057 classes ranging in size between 10 and 190 students. Each hypothesis is statistically analyzed, with either analysis of variance or a Regression model. Findings:This study finds support for 5 out of 6 hypotheses. Specifically, these data suggest STEs are likely to be closest to "5" (using a 1-5 scale with 5 being highest) in small elective classes, and lowest in large required classes taught by females. As well we find support for the notion that higher expected course grades may lead to higher STEs. Practical implications:The practical significance of this research is important. First this research utilized a large data set spanning several years and hundreds of professors and thousands of students and rigorous statistical analysis to assert several important findings. Indeed STEs are impacted significantly by class type, class size, the gender of the professor and the expected course grade. With these findings we suggest a more comprehensive mechanism is in order for evaluation of teaching effectiveness. Social implications:This research could have great social implications if widely read across academic circles. Indeed the tail is wagging the dog; or the student is influencing teaching across America's universities. It is time to examine teaching effectiveness through a different lens, because using teaching evaluations to determine promotion and tenure, sparse bonus allocation, and teaching awards may be short sighted. Research limitations:While this research is statistically accurate, it is limited by the notion that the data was collected from one large area. As such, care should be taken in generalizing these results to other areas that may have different demographic composition, funding etc. Originality/value:To the best of the authors' knowledge this research is the first of its kind to statistically analyze such a large body of data and provide a useful guide to help evaluate professors utilizing what information is available.

provided fully accurate and comprehensive information on chlamydia. Conclusion The marked variation in content, quality and accuracy of available smartphone apps combined with the relatively high proportion that contain harmful information, significantly risks undermining the potential health benefits of an e-health approach to sexual health promotion and information. Disclosure of interest statement Nothing to declare. Results Two additional studies were identified. One for HPV strengthened the evidence base for external genital warts (EGW) as a marker of CSA, reporting 50% of children sexually abused. The evidence base is "a significant proportion (31-58%) have been abused and a revised recommendation to refer children <13 yrs for child protection assessment. One study was for Neisseria gonorrheae also supported the previous evidence statement (sexual abuse reported in 36-83%). The evidence has not changed significantly; GC, CT, and TV are most likely sexually transmitted and for children with HPV a significant number are sexually transmitted. Referral to child protection services is advised for all under 13 yr olds with GC, CT, TV, EGW; and for syphilis, HIV/Hepatitis B/C/Herpes genitalis sexual abuse should always be considered if other modalities have been excluded; infection in the mother does not exclude CSA. Conclusion Children under 13 yrs presenting with an STIs should have CSA considered and be referred for a child protection assessment unless (rarely) evidence to the contrary. Introduction Chlamydia is the most common notifiable sexually transmitted infection (STI) in Australia, mostly affecting people aged 29 years and under. Offering testing in an outreach setting is an effective strategy for engaging young people and reducing the number of undiagnosed infections. Our service developed a model for Aboriginal Health Education Officers (HEOs) and Health Promotion Officers (HPOs) to offer urine chlamydia and gonorrhoea testing at community events. To enhance knowledge, confidence and skills, the Clinical Nurse Consultant and other specialist clinicians developed a comprehensive training package. The package includes an operations manual, lesson plan, presentation, role play scenarios, checklists, knowledge quiz and competency assessment. Topics include confidentiality, assessing risk and specimen collection procedures. Ongoing support from the clinical service is provided. Methods Participants completed a pre and post training survey to measure knowledge and confidence in undertaking urine chlamydia and gonorrhoea testing in an outreach setting. The survey asked for responses to six statements on a scale of 1 (not at all) to 5 (completely). The average scores for each statement pre and post were calculated. Results A total of nine staff completed the training between August 2014 and January 2015. The staff were from varying disciplines including Aboriginal HEO, HPOs, social work and student nursing. Eight pre and post surveys were completed. For all statements there was an increase in the average scor...