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Thematische Bibliographien / Education South Australia History / Dissertationen

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Dissertationen zum Thema „Education South Australia History“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 31. Januar 2023

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1

Wigman, Albertus. „Childhood and compulsory education in South Australia : a cultural-political analysis“. Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09phw659.pdf.

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2

O'Connor, Brian Edward. „History of Queen's College North Adelaide 1883-1949“. Title page, contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09EDM/09edmo183.pdf.

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3

Trethewey, Lynne. „A history of age grading in South Australian primary schools, 1875-1990 /“. Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09pht817.pdf.

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4

Vick, Malcolm John. „Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria /“. Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phv636.pdf.

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5

Pettingell, Judith Ann. „Panics and Principles: A History of Drug Education Policy in New South Wales 1965-1999“. University of Sydney, 2008. http://hdl.handle.net/2123/4150.

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PhD
When the problem of young people using illegal drugs for recreation emerged in New South Wales in the 1960s drug education was promoted by governments and experts as a humane alternative to policing. It developed during the 1970s and 1980s as the main hope for preventing drug problems amongst young people in the future. By the 1990s drug policy experts, like their temperance forbears, had become disillusioned with drug education, turning to legislative action for the prevention of alcohol and other drug problems. However, politicians and the community still believed that education was the best solution. Education Departments, reluctant to expose schools to public controversy, met minimal requirements. This thesis examines the ideas about drugs, education and youth that influenced the construction and implementation of policies about drug education in New South Wales between 1965 and 1999. It also explores the processes that resulted in the defining of drug problems and beliefs about solutions, identifying their contribution to policy and the way in which this policy was implemented. The thesis argues that the development of drug education over the last fifty years has been marked by three main cycles of moral panic about youth drug use. It finds that each panic was triggered by the discovery of the use of a new illegal substance by a youth subculture. Panics continued, however, because of the tension between two competing notions of young people’s drug use. In the traditional dominant view ‘drug’ meant illegal drugs, young people’s recreational drug use was considered to be qualitatively different to that of adults, and illegal drugs were the most serious and concerning problem. In the newer alternative ‘public health’ view which began developing in the 1960s, illicit drug use was constructed as part of normal experimentation, alcohol, tobacco and prescribed medicines were all drugs, and those who developed problems with their use were sick, not bad. These public health principles were formulated in policy documents on many occasions. The cycles of drug panic were often an expression of anxiety about the new approach and they had the effect of reasserting the dominant view. The thesis also finds that the most significant difference between the two discourses lies in the way that alcohol is defined, either as a relatively harmless beverage or as a drug that is a major cause of harm. Public health experts have concluded that alcohol poses a much greater threat to the health and safety of young people than illegal drugs. However, parents, many politicians and members of the general community have believed for the last fifty years that alcohol is relatively safe. Successive governments have been influenced by the economic power of the alcohol industry to support the latter view. Thus the role of alcohol and its importance to the economy in Australian society is a significant hindrance in reconciling opposing views of the drug problem and developing effective drug education. The thesis concludes that well justified drug education programs have not been implemented fully because the rational approaches to drug education developed by experts have not been supported by the dominant discourse about the drug problem. Politicians have used drug education as a populist strategy to placate fear but the actual programs that have been developed attempt to inform young people and the community about the harms and benefits of all drugs. When young people take up the use of a new mood altering drug, the rational approach developed by public health experts provokes intense anxiety in the community and the idea that legal substances such as alcohol, tobacco and prescribed drugs can cause serious harm to young people is rejected in favour of an approach that emphasizes the danger of illegal drug use.

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6

Reid, Helen M. J. „Age of transition : a study of South Australian private girls' schools 1875-1925 /“. Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phr3545.pdf.

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7

Jose, Jim. „Sexing the subject : the politics of sex education in South Australian State Schools, 1900-1990 /“. Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phj828.pdf.

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8

Wicks, Keren. „"Teaching the art of living" : the development of special education services in South Australia, 1915-1975 /“. Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phw6367.pdf.

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9

Jarrett, Jennifer Ann. „Catholic bodies a history of the training and daily life of three religious teaching orders in New South Wales, 1860 to 1930 /“. Connect to full text, 2003. http://hdl.handle.net/2123/5673.

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10

Kay, Stewart C. „Springfield, South Australia : a developmental history /“. Title page, contents and introduction only, 1991. http://web4.library.adelaide.edu.au/theses/09AR/09ark23.pdf.

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11

Oakshott, Stephen Craig School of Information Library &amp Archives Studies UNSW. „The Association of Libarians in colleges of advanced education and the committee of Australian university librarians: The evolution of two higher education library groups, 1958-1997“. Awarded by:University of New South Wales. School of Information, Library and Archives Studies, 1998. http://handle.unsw.edu.au/1959.4/18238.

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This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of each group underwent a reversal over time as ALCAE's effectiveness began to diminish as a result of changes to the CAE sector and as member interest was transferred to other groups and organisations. Conversely, CAUL gradually became a more active group during the 1980s and early 1990s as a result of changes to higher education, the efforts of some university librarians, and changes in membership. This study is based principally on primary source material, with the story of ALCAE and CAUL being told through the use of a combination of original documentation (including minutes of meetings and correspondence) and interviews with members of each group and other key figures.

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12

Krisjansen, Ivan A. „A genealogy of unemployment : press representations in South Australia 1890's and 1930's /“. Title page, table of contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phk9262.pdf.

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13

Rutland, Suzanne D. „The Jewish Community In New South Wales 1914-1939“. University of Sydney, 1990. http://hdl.handle.net/2123/6536.

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14

Bullock, Michelle. „Holocene sediments and geological history, Woolley Lake, near Beachport, South Australia /“. Adelaide : Thesis (B. Sc.(Hons)) -- University of Adelaide, Dept. of Geology and Geophysics, 1994. http://web4.library.adelaide.edu.au/theses/09SB/09sbb938.pdf.

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15

Round, Kerrie. „Celebrating the past : the growth of amateur history in South Australia /“. Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phr859.pdf.

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16

Elliott, Jane E. „The colonies clothed : a survey of consumer interests in New South Wales and Victoria, 1787-1887 /“. Title page, contents and introduction only, 1988. http://web4.library.adelaide.edu.au/theses/09PH/09phe462.pdf.

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17

Whitehead, Kay. „Women's 'life-work' : teachers in South Australia, 1836-1906 /“. Title page, abstract and contents only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phw592.pdf.

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18

Clark, Anna. „Teaching the nation : politics and pedagogy in Australian history /“. Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00000860.

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19

Hidaka, Tomoko. „International students from Japan in higher education in South Australia /“. Title page, contents and introduction only, 2002. http://web4.library.adelaide.edu.au/theses/09AR/09arh6321.pdf.

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20

Radbone, Ian. „A history of land transport regulation in South Australia : the relevance of public choice theory“. Title page, contents and summary only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09phr124.pdf.

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21

Bates, Ian George Bindon. „"Necessity's inventions" : a research project into South Australian inventors and their inventions from 1836 to 1886“. Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09ARM/09armb3924.pdf.

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"August 2000" Includes bibliographical references (leaves 115-118) and index of inventors 1. Introduction, overview of years 1836-1886 -- 2. The Patent Act, no. 18, of 1859 -- 3. The Provisional Registration of Patents Act, no. 3, of 1875 -- 4. The Patent Act, no. 78, of 1877 -- 5. Numerical list of inventions

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22

Miller, Ian Matthew. „Roots and Branches: Woodland Institutions in South China, 800-1600“. Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467396.

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In this dissertation I trace the evolution of the institutions governing woodland in South China over the longue durée. I claim that after a high point of state forestry the imperial government lost both the interest and the ability to manage woodland effectively. Forestry was largely taken over by lineages - kin groups organized around the worship of shared ancestors. I tie this transition in woodland governance to two interrelated trends: growth in the power and independence of lineage organizations, and of long-distance trade in wood products. First, I show changes in local state capacities for tax collection and dispute resolution, the growing organizational capacity of lineages. Second, I argue that the growth of trade in woodland products affected state and lineage differently. On the one hand, government bureaus had increasing difficulty governing wood land while finding it increasingly convenient to obtain wood products on the market. On the other hand, lineages were well-equipped for the business of managing local landscapes, and saw substantial profits to be made from the export of timber and other forest commodities. Finally, I argue that the rise of lineage influence shaped the terms in which woodland was claimed for private use. Over hundreds of years, claims to woodland shifted from the formal legal discourse specified by the imperial state to focus on the specialized language of fengshui. By the sixteenth and seventeenth centuries, claims no longer trumpeted the productive capacity of forests or their role in paying the taxes important to the state; they now focused on the physical and metaphysical powers of the wooded landscape and its role in protecting the graves important to lineages. Contrary to existing scholarship, I claim that the decline of state forestry did not necessarily lead to the decline of the woods themselves; lineage oversight was highly effective at managing forests for both production and protection, and areas of strong lineage control remained well-forested into the modern era.
East Asian Languages and Civilizations

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23

Southcott, Jane Elizabeth, und mikewood@deakin edu au. „Music in state-supported schooling in South Australia to 1920“. Deakin University, 1997. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050915.104134.

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This thesis is a study of the establishment of the music curriculum in state-supported schools in South Australia from the beginnings of such schooling until 1920. There will be a discussion of issues to be explored and the method by which this investigation will proceed. A literature survey of relevant research will be included, after which there will be a sketch of the development of state-supported schooling in South Australia. Several broad themes have been chosen as the means of organising the historical material: the rationales offered for the inclusion of music in schooling, the methodologies, syllabi and materials of such music instruction, the provisions for teacher training in music, both preservice and as professional development for established teachers, and the place and function of music in schooling. Each of these themes will form the framework for a chronological narrative. Comparisons will be made with three neighbouring colonies/States concerning each of these themes and conclusions will be drawn. Finally, overall conclusions will be made concerning the initial contentions raised in this chapter in the light of the data presented. Although this study is principally concerned with the establishment of music in state-supported schooling, there will be a brief consideration of the colony of South Australia from its proclamation in 1836. The music pedagogical context that prevailed at that time will be discussed and this will, of necessity, include developments that occurred before 1836. The period under consideration will close in 1920, by which time the music curriculum for South Australia was established, and the second of the influential figures in music education was at his zenith. At this time there was a new school curriculum in place which remained essentially unchanged for several decades. As well as the broad themes identified, this thesis will investigate several contentions as it attempts to chronicle and interpret the establishment and development of music in state-supported schooling in South Australia up to 1920. The first contention of this thesis is that music in state-supported schooling, once established, did not change significantly from its inception throughout the period under consideration. In seeking a discussion of the existence and importance of the notion of an absence of change or stasis, the theory of punctuated equilibria, which identifies stasis as the norm in the evolutionary growth of species, will be employed as an insightful analogy. It should be recognised that stasis exists, should be expected and may well be the prevailing norm. The second contention of this thesis is that advocates were and continue to be crucial to the establishment and continued existence of music in state-supported schooling. For change to occur there must be pressure through such agencies as motivated individuals holding positions of authority, and thus able to influence the educational system and its provisions. The pedagogical method introduced into an educational system is often that espoused by the acknowledged advocate. During the period under consideration there were two significant advocates for music in state-supported schools. The third contention of this thesis is that music was used in South Australia, as in the other colonies/States, as an agent of social reform, through the selection of repertoire and the way in which music was employed in state-supported schooling. Music was considered inherently uplifting. During the nineteenth and early twentieth centuries, the music selected for school singing carried texts with messages deemed significant by those who controlled the education system. The repertoire was not that of the receiving class but came from a middle class tradition of fully notated art music in which correct performance and notational reading were emphasised. A sweet, pure vocal tone was desired, as strident, harsh, speaking tones were perceived as a symptom of incipient larrikinism which was not desired in schooling. Music was seen as a contributor to good order and discipline in schooling.

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24

Smithson, Alan. „Control of state school curriculum in South Australia : issues arising from the vesting of authority in the Director-General, and with particular reference to the period 1970-1985“. Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phs6643.pdf.

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Bibliography: leaves 387-404. South Australia is unique amongst Australian States insofar as s82(1) of the Education Act 1972 vests the director-General of Education, rather than the minister of Education, with de jure control of State school curriculum. This locus of control is at odds with the well-established democratic convention that Ministers control the directive policy components of their portfolios. This thesis describes how this mode of curriculum control came about, its nature and implications, and mounts a challenge to its legitimacy. (abstract)

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25

Pollard, Susan J. „An investigation of the Catholic Leadership Education Programme in South Australia /“. Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09EDM/09edmp772.pdf.

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Thesis (M. Ed.)--University of Adelaide, Dept. of Education, 1992.
Analyses the Catholic Leadership Education Programme in the archdiocese of Adelaide in terms of the work of Paulo Freire and Carl Jung. Spine title: The Catholic Leadership Education Programme. Includes bibliographical references (leaves 255-260).

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26

Jayawickrema, Jacintha, University of Western Sydney, of Science Technology and Environment College und School of Environment and Agriculture. „A reconstruction of the ecological history of Longneck Lagoon New South Wales, Australia“. THESIS_CSTE_EAG_Jayawickrema_J.xml, 2000. http://handle.uws.edu.au:8081/1959.7/702.

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The environmental history of Longneck Lagoon was reconstructed by analysing 15 sediment cores collected between 22 April, 1992 and 29 August, 1995. Longneck Lagoon is a shallow, man-modified lake situated in the north-western part of Sydney in New South Wales, Australia, in the Hawkesbury River floodplain. It has undergone a considerable change over recent years and at the end of the study was reported to have turbid water and no floating leaved plants or submerged aquatic plants. The hypothesis of this study was that vertical patterns in sediment characteristics can be related to biological, physical or chemical changes that have taken place within Longneck Lagoon and its catchment area. Assessment of inter-core variation within one area of the lagoon and between different areas was carried out and is highly recommended to others who may wish to conduct similar studies elsewhere. Restoration/regeneration of the previous diverse aquatic plant flora, associated with variable water depth in the pre-weir condition, would require the removal/modification of the weir, possibly reduction in the nutrient income to the lake, and, potentially, addressing mobilisation and internal cycling of accumulated nutrients which have accreted within the system.
Doctor of Philosophy (PhD)

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27

Meredith, Kirsten. „Geological history of the Waukarie Creek Canyon complex, southern Flinders Ranges, South Australia /“. Title page and contents only, 1997. http://web4.library.adelaide.edu.au/theses/09SB/09sbm559.pdf.

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Thesis (B. Sc.(Hons.))--University of Adelaide, Dept. of Geology and Geophysics, 1998.
National Grid reference Port Augusta SI 53-4 Orroroo SI 54-1. Includes bibliographical references (leaves 41-43).

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28

Jayawickrema, Jacintha. „A reconstruction of the ecological history of Longneck Lagoon New South Wales, Australia /“. View thesis, 2000. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050720.135957/index.html.

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29

McGuire, Anthony. „Pupil teachers and junior teachers in South Australian schools 1873-1965 : an historical and humanistic sociological analysis /“. Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phm148.pdf.

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30

Wilson, Philip. „Neither freedom nor authority : State comprehensive secondary education and the child-centred curriculum in South Australia 1969-79“. Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09EDM/09edmw752.pdf.

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Bibliography: leaves 113-135. This thesis investigates change in secondary schools in South Australia during the 1970s. Public concern about the purposes and organization of schools, and about education in general led to the establishment of a government enquiry in 1969, chaired by Peter Karmel. Its report, Education in South Australia, ushered in a period of rapid change. High schools and technical high schools were reshaped into comprehensive secondary schools. A significant element in this reform was the human capitalist idea that education is an investment in the development of the individual resulting in social and economic progress. This thesis examines the human capitalist basis of the reforms, the way in which child-centred open ideas were used in the reform of the curriculum and the impact of these on the schools.

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31

Vick, Malcolm John. „Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria / Malcolm John Vick“. Thesis, 1991. http://hdl.handle.net/2440/19413.

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32

Young, Marisa. „Presentation counts : promotional techniques, the entrepreneurial spirit and enterprise in South Australian primary and secondary education, 1836-c.1880“. 2005. http://arrow.unisa.edu.au/vital/access/manager/Repository/unisa:37046.

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From brochures in garden letterboxes to internet homepages, Australian schools now seek to attract enrolments through an array of positive representations of school life. Educational promotion is not a new phenomenon, even though some comments in the media may suggest otherwise. Australian educators to date know relatively little about the early development of educational promotion, despite historians? use of printed school advertisements as sources for information. The research questions posed here asks how entrepreneurial educators promoted the development of primary and secondary education in colonial South Australia.

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33

Calvert, John D. „History of the Adelaide Bible Institute (ABI) 1924-1962 with special reference to the development of its theological education“. 2000. http://arrow.unisa.edu.au:8081/1959.8/25004.

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This research breaks new ground by examining the history and theological education of the Adelaide Bible Institute (ABI) between the years 1924 and 1962. ABI is now known as the Bible College of South Australia (BCSA). The College is an interdenominational evangelical Protestant bible training institute in Adelaide, South Australia, and was commenced in 1924 for the purpose of training young people for missionary service. This study was undertaken to research the history and theological education of ABI, its place in the international bible college movement and its contribution to the evangelical world of interdenominational missions.
thesis (MA)--University of South Australia, 2000

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34

Reid, Helen M. J. „Age of transition : a study of South Australian private girls' schools 1875-1925 / by Helen M. J. Reid“. Thesis, 1996. http://hdl.handle.net/2440/18753.

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35

Aeuckens, Annely. „The people's university : a study of the relationship between the South Australian School of Mines and Industry/South Australian Institute of Technology and the University of Adelaide (with reference to the relationship between the School/Institute and the South Australian Department of Education) 1987-1977“. 1989. http://web4.library.adelaide.edu.au/theses/09ARM/09arma255.pdf.

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36

Jose, Jim. „Sexing the subject : the politics of sex education in South Australian State Schools, 1900-1990 / Jim Jose“. Thesis, 1995. http://hdl.handle.net/2440/18644.

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37

Bennett, Brett Michael. „Locality and empire : networks of forestry in Australia, India, and South Africa, 1843-1948“. Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-12-2267.

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This dissertation draws from national and regional archives to argue that many important aspects of forestry science, education, and culture in colonial Australia, India, and South Africa developed according to unique local environmental, political, social, and cultural influences. Local environmental constraints, combined with unique cultures of experimentation, encouraged the innovation of new scientific methods for forming timber plantations that differed from existing European and British methods. Debates over how to create forestry schools to train foresters in each region emphasized local problems and contexts rather than focusing primarily on continental European precedents or methods. The culture of foresters in each region corresponded to local cultures and social conditions as much as to a larger imperial ethos inculcated by training in continental European or British forestry schools.
text

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38

Campbell, Craig 1949. „The rise of mass secondary schooling and modern adolescence : a social history of youth in southern Adelaide, 1901-1965 / Craig Campbell“. 1994. http://hdl.handle.net/2440/21487.

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Bibliography : leaves 420-435.
viii, 435 leaves : ill. ; 30 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 1994

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39

Campbell, Craig 1949. „The rise of mass secondary schooling and modern adolescence : a social history of youth in southern Adelaide, 1901-1965 / Craig Campbell“. Thesis, 1994. http://hdl.handle.net/2440/21487.

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40

Scott, Margaret (Margaret Mary). „Engendering loyalties: the construction of masculinities, feminities and national identities in South Australian secondary schools, 1880-1919 : a thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy / Margaret Scott“. 2000. http://hdl.handle.net/2440/19740.

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Bibliography: leaves 369-398.
xiv, 398, [19] leaves : ill., maps, ports ; 30 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
A comparative study of a selection of South Australian secondary schools during the period 1880-1919. The ideals of gender and national identity of the various schools are investigated through an analysis of archival records relating to their rhetoric, organisation and curricula.
Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 2000

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41

Scott, Margaret. „Engendering loyalties: the construction of masculinities, feminities and national identities in South Australian secondary schools, 1880-1919“. Thesis, 2000. http://hdl.handle.net/2440/19740.

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Bibliography: leaves 369-398.
xiv, 398, [19] leaves : ill., maps, ports ; 30 cm.
A comparative study of a selection of South Australian secondary schools during the period 1880-1919. The ideals of gender and national identity of the various schools are investigated through an analysis of archival records relating to their rhetoric, organisation and curricula.
Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 2000

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42

Simpson, Donald 1927. „The Adelaide medical school, 1885-1914 : a study of Anglo-Australian synergies in medical education / by Donald Simpson“. 2000. http://hdl.handle.net/2440/38422.

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Erratum pasted onto front end paper.
Bibliography: leaves 248-260.
xii, 260, 9 leaves :
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Examines the establishment and early history of the Adelaide medical school, which was influenced by reforms of medical education in Great Britain. Finds that the content of the Adelaide medical course conformed with British standards, and gave adequate teaching by the standards of the day. Undergraduate teaching and postgraduate opportunities can be seen as Anglo-Australian synergies made possible by formal and informal linkages with the British empire in its last century.
Thesis (M.D.)--University of Adelaide, Depts. of Surgery and History, 2000

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43

Simpson, Donald 1927. „The Adelaide medical school, 1885-1914 : a study of Anglo-Australian synergies in medical education / by Donald Simpson“. Thesis, 2000. http://hdl.handle.net/2440/38422.

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Erratum pasted onto front end paper.
Bibliography: leaves 248-260.
xii, 260, 9 leaves :
Examines the establishment and early history of the Adelaide medical school, which was influenced by reforms of medical education in Great Britain. Finds that the content of the Adelaide medical course conformed with British standards, and gave adequate teaching by the standards of the day. Undergraduate teaching and postgraduate opportunities can be seen as Anglo-Australian synergies made possible by formal and informal linkages with the British empire in its last century.
Thesis (M.D.)--University of Adelaide, Depts. of Surgery and History, 2000

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44

Lion-Cachet, Susan. „Physical education and school sport within the post-apartheid educational dispensation of South Africa“. Thesis, 1997. http://hdl.handle.net/10500/17219.

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This study theoretically presupposes that the individual is an integral entity, therefore, education should take place according to the harmonious development of all the facets of a child's being. Even in antiquity, physical education and sport were seen to be important for a balanced education. Every society implements physical education and sport according to own needs and requirements, according certain values to sport, which values are reviewed in this study. A literature study corroborates that the intellectual, physical and social development of the child undoubtedly forms part of the total environment of the educative process. Exclusion of any facet could cause an imbalance in the development of the child. Incorporation of physical education and sport in the post-apartheid educational dispensation of South Africa forms the later part of the investigation. Various factors in South Africa have an influence on the role and place of physical education and sport within the curriculum. Government involvement in sport can determine the place of sport in society and in the curriculum. The readmittance of South Africa into international participation and changes in the political policy also play a role. These factors pose the challenge and facilitate the possibility to reinstate physical education and sport at schools. The structure of South African sport is undergoing a total change and the role players in the sports fraternity are now faced with numerous challenges and opportunities. Reinstating physical education and sport in the school curriculum serves a vital role in the reconstruction and development of a healthy and well-balanced society. Furthermore, reinstatement could reverse the consequences of social and economic injustices. Research undertaken in Australia, also provides some answers to problems for the South African situation. It proposes new initiatives that could be of help to the relevant role players in the planning of physical education and school sport in the post apartheid educational dispensation of South Africa.
Educational Studies
D. Ed. (Comparative Education)

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Crickmore, Barbara Lee. „An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s“. Thesis, 2000. http://hdl.handle.net/1959.13/24905.

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This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes.
PhD Doctorate

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Crickmore, Barbara Lee. „An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s“. 2000. http://hdl.handle.net/1959.13/24905.

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This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes.
PhD Doctorate

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47

Krisjansen, Ivan A. „A genealogy of unemployment : press representations in South Australia 1890's and 1930's / Ivan A. Krisjansen“. Thesis, 1997. http://hdl.handle.net/2440/19121.

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Bibliography: leaves 247-256.
x, 256 leaves ; 30 cm.
Investigates, through the conceptual apparatus of Foucauldian analysis, poverty and unemployment in South Australia during the economic downturns of the 1890's and 1930's. That there is a direct parallel with the pattern of events in England is investigated through press representations in periods of severe economic contraction.
Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 1997

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Smith, Avis Carol. „Changing fortunes: the history of China Painting in South Australia“. 2009. http://hdl.handle.net/2440/59391.

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This thesis addresses a gap in research regarding South Australian china painting. Although china painting has been practised in Australia for the last 120 years and is held in major Australian collections, it has been little researched and then in a minor role associated with ceramics and studio potters, or as women’s art/craft. The china painters too, have been little researched. My research identifies the three ‘highs’ of the changing fortunes of china painting, and how the practice survived in between. I argue that it was first taught in the city’s School of Design, Painting and Technical Art in 1894 as a skill for possible industrial employment, due to the initiative of School Principal, Harry Pelling Gill. However china painting classes were discontinued by 1897 due to an economic depression and the fact that the anticipated industry did not eventuate. In 1906 china painting classes were reinstituted in the (re-named) Adelaide School of Art and teacher Laurence Howie was pivotal in that revival. China painting classes ceased during the First World War while Howie served overseas in the Australian Forces, but resumed in 1923 after his return and appointment as Principal of the (renamed) School of Arts and Crafts. The resulting change in the fortunes of china painting was the outcome of the School’s appropriate training in art and design, and I argue this enabled emerging professional female artists to confidently exhibit china painting alongside their fine art. I will devote a chapter to the important role of the South Australian Society of Arts in facilitating this important public exposure of china painting. The Second World War marked a decline in popularity of china painting. Chapter 5 traces its survival till it burst into popularity again in 1965. Further chapters describe china painting’s following meteoric rise in fortune and the role played by the South Australian teachers of the art/craft, few of whom had received formal art training. I argue that china painting became a conservative social craft, but nonetheless a serious hobby, pursued by married, middle-class women who strongly believed their work was art, not craft. I will point out how they were visited and influenced by entrepreneurial American teachers, politically active in the art/craft debate in the United States of America. Chapter 8 will chart the steps taken by Australian teachers in the 1980s to break from the American influence and regain an Australian identity in teachers’ organisations and iconography. I will describe the debates that ensued following experimental work exhibited by avant-garde Australian teachers to resolve the art/craft debate regarding china painting in Australia, and the difficulties of maintaining china painting momentum as the majority of practitioners became elderly women. This thesis identifies education of the practitioners as a key factor throughout South Australian china painting history as a way of better understanding the place of china painting within the decorative arts. China painting is currently in decline; nevertheless, as I will point out in my conclusion, there are several future pathways it could take. Only within recent decades have curators and writers shown an increased interest in women’s decorative arts, including china painting. It is timely to undertake research before existing documentation of china painting is lost.
http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1374281
Thesis (Ph.D.) -- University of Adelaide, School of History and Politics, 2009

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Booth, Jean. „Rethinking South Australia 1829-1841 : aspects of governance and empire“. 2004. http://arrow.unisa.edu.au:8081/1959.8/45970.

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This thesis re-examines the foundation of South Australia influenced by Foucauldian theories of governance and set within the framework of contemporary thinking on colonisation and empire in the early decades of the nineteenth century. Informed also by postcolonial theory it seeks to incorporate the Aboriginal inhabitants within the story of settlement, in a way which has previously not been attempted. The influence of utopian thought on governance and society in early nineteenth century Britain is explored. These combined approaches, which do not always sit easily together, may provide a new lens through which to view the complexities and ambiguities of the State's beginnings.

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Peters, Margaret P. (Margaret Patricia). „Children's culture and the state : South Australia, 1890s-1930s / by Margaret P. Peters“. 1991. http://hdl.handle.net/2440/19755.

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Bibliography: leaves 517-534
iv, 534 leaves : ill ; 31 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 1991

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