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Thematische Bibliographien / South Australia Languages

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Auswahl der wissenschaftlichen Literatur zum Thema „South Australia Languages“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 28. Januar 2023

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Zeitschriftenartikel zum Thema "South Australia Languages"

1

Smolicz, J. J. „National Policy on Languages: A Community Language Perspective“. Australian Journal of Education 30, Nr. 1 (April 1986): 45–65. http://dx.doi.org/10.1177/000494418603000103.

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A brief historical review of language policies in Australia up to the publication of the Senate Standing Committee's Report on a National Language Policy in 1984 is given. The recommendations of the Report are discussed in the light of the ethno-cultural or core value significance that community languages have for many minority ethnic groups in Australia. Recent research findings on such languages are presented and their implications for a national language policy considered. It is postulated that the linguistic pluralism generated by the presence of community languages needs to be viewed in the context of a framework of values that includes English as the shared language for all Australians. From this perspective, it is argued that the stress that the Senate Committee Report places upon the centrality of English in Australia should be balanced by greater recognition of the linguistic rights of minorities and their implications for bilingual education. It is pointed out that both these aspects of language policy have been given prominence in recent statements and guidelines released by the Ministers of Education in Victoria and South Australia. The paper concludes by pointing to the growing interest in the teaching of languages other than English to all children in Australian schools.

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Bułat-Silva, Zuzanna. „Śpiące języki, czyli słów kilka o sytuacji językowej rdzennych mieszkańców Australii na przykładzie języka gamilaraay z Nowej Południowej Walii“. Język a Kultura 26 (22.02.2017): 337–46. http://dx.doi.org/10.19195/1232-9657.26.27.

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Sleeping languages, afew remarks on the linguistic situation of Aboriginal people in Australia through the specific case of Gamilaraay, an Aboriginal language of New South WalesThe main aim of this article is to investigate revival linguistics, anew branch of linguistics as yet little known in Poland, through the specific case of the recent revival of Gamilaraay, an Aboriginal language of New South Wales, Australia. After discussing the classification of the world’s languages according to their vitality, the author presents the language situation in Australia and offers adefinition of revival linguistics, justifying its relevance to the revitalization of Aboriginal languages, including some that have been extinct for up to two hundred years.

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Fesl, E. „Language Death and Language Maintenance: Action Needed to Save Aboriginal Languages“. Australian Journal of Indigenous Education 13, Nr. 5 (November 1985): 45–50. http://dx.doi.org/10.1017/s0310582200014061.

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Language death can occur naturally, and in different ways, or it can be caused by deliberate policy. This is how deliberate practices and policies brought it about in Australia. •Diverse linguistic groups of Aborigines were forced into small missions or reserves to live together; consequently languages that were numerically stronger squeezed the others out of use.•Anxious to ‘Christianise’ the Aborigines, missionaries enforced harsh penalties on users of Aboriginal languages, even to the point of snatching babies from their mothers and institutionalising them, so they would not hear their parental languages.•Aboriginal religious ceremonies were banned; initiations did not take place, and so liturgical, ceremonial and secret languages were unable to be passed on. As old people died, their languages died with them.•Assimilationist/integrationist policies were enforced which required Aborigines to attend schools where English-only was the medium of instruction.•Finally, denigration of the Aboriginal languages set the seal on their fate in Victoria (within forty years of white settlement, all Gippsland languages had become extinct), most of New South Wales, South Australia and Queensland. Labelling the languages “rubbish”, “heathen jargon”, “primitive jibberish”, and so on, made Aboriginal people reluctant to use their normal means of communication.

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Gale, Mary-Anne. „Rekindling warm embers“. Australian Review of Applied Linguistics 34, Nr. 3 (01.01.2011): 280–96. http://dx.doi.org/10.1075/aral.34.3.02gal.

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This paper reviews the teaching of Aboriginal languages in the tertiary sector of Australia, looking at the stronger languages taught in the university sector versus those languages under revival that tend to be taught in the TAFE sector. The paper summarises the status of courses offered state by state, and sets the scene with some historical background. The metaphor of ‘rekindling warm embers’ is used to describe revival programs, with a focus on the Ngarrindjeri experience in South Australia. The point is made that language teaching programs require the involvement and support of Elders, whether taught in the TAFE or university sector.

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Clements, J. Clancy. „PROCESSES OF LANGUAGE CONTACT: STUDIES FROM AUSTRALIA AND THE SOUTH PACIFIC. Jeff Siegel (Ed.). Saint-Laurent, Canada: Fides, 2000. Pp. xvi + 320. $34.95 paper.“ Studies in Second Language Acquisition 25, Nr. 3 (04.08.2003): 461–62. http://dx.doi.org/10.1017/s0272263103240195.

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The present volume highlights studies of languages created by contact-induced language change in Australia and the Pacific. Editor Jeff Siegel identifies six processes involved in the formation of pidgins, creoles, and other such language contact varieties: reanalysis, simplification, leveling, diffusion, language shift, and depidginization/decreolization. The process of reanalysis is the focus of four chapters: “The Role of Australian Aboriginal Language in the Formation of Australian Pidgin Grammar: Transitive Verbs and Adjectives” by Koch; “‘Predicate Marking' in Bislama” by Crowley; “Predicting Substrate Influence: Tense-Modality-Aspect Marking in Tayo” by Siegel, Sandeman, and Corne; “My Nephew Is My Aunt: Features and Transformation of Kinship Terminology in Solomon Islands Pijin” by Jourdan; and “Na pa kekan, na person: The Evolution of Tayo Negatives” by Corne.

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Breen, Gavan, und Veronica Dobson. „Central Arrernte“. Journal of the International Phonetic Association 35, Nr. 2 (Dezember 2005): 249–54. http://dx.doi.org/10.1017/s0025100305002185.

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Central Arrernte is the language of an area centred on the present-day town of Alice Springs, in Central Australia. It is one of a group of dialects or closely-related languages spoken or formerly spoken over most of the southeast quarter of the Northern Territory and extending on the east side into the far-western part of Queensland; a slightly less closely-related language extends south into the north-central part of South Australia. They include varieties using the names Anmatyerr, Alyawarr and Antekerrepenh as well as several varieties using the name Arrernte with (nowadays) English geographical qualifiers. The major surviving varieties, Eastern, Central and Western Arrernte, Eastern and Western Anmatyerr, Southern and Northern Alyawarr each have several hundred to a thousand speakers, and are still being learned by many of the children, who grow up bilingual (in English) or multilingual. Breen (2001) is a brief introduction to the phonology of these languages.

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Fenton-Smith, Ben, und Ian Walkinshaw. „Research in the School of Languages and Linguistics at Griffith University“. Language Teaching 47, Nr. 3 (03.06.2014): 404–8. http://dx.doi.org/10.1017/s026144481400010x.

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Griffith University is set across five campuses in south-east Queensland, Australia, and has a student population of 43,000. The School of Languages and Linguistics (LAL) offers programs in linguistics, international English, Chinese, Italian, Japanese and Spanish, as well as English language enhancement courses. Research strands reflect the staff's varied scholarly interests, which include academic language and learning, sociolinguistics, second language learning/acquisition and teaching, computer assisted language learning (CALL) and language corpora. This report offers a summary of research recently published or currently underway within LAL.

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Salimova, Nargiz. „British and American English and the Position of Slang in These Languages“. Studies in Media and Communication 10, Nr. 3 (17.11.2022): 177. http://dx.doi.org/10.11114/smc.v10i3.5849.

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The meaning of the term “slang” in English is different from other languages. The main reason for this is the migration of the English-speaking population to other continents (North America, Australia, Asia) from the beginning of the 17th century, the fact that their languages became the dominant language by suppressing local languages, and due to the use of English by representatives of other nations who migrated to these places. Therefore, English is spoken in the Australian, Indian, South African and American varieties. These varieties are also called “slangs” of the English language. Therefore, there is still no single view on the concept of “slang”. In English lexicology, slangs include the most diverse words and word combinations, from jargons to neologisms. In American English, slangs are pronounced more obvious. Especially after American Revolutionary War, English became important in the United States, and now there are those who consider it an independent language. The American English was enriched by a variety of sources and adapted to the use of people who migrated to these areas. The article compares the British and American English at different levels and determines their different points.

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Iredale, Robyn, und Christine Fox. „The Impact of Immigration on School Education in New South Wales, Australia“. International Migration Review 31, Nr. 3 (September 1997): 655–69. http://dx.doi.org/10.1177/019791839703100306.

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Australia's immigration policies have had a dramatic effect on school populations, especially in the state of New South Wales which receives about 40 percent of the intake. This article is based on a study that was carried out for the Bureau of Immigration, Multicultural and Population Research and the NSW Ministry of Education. The study revealed that many non-English-speaking background pupils miss out on English as a second language instruction, community languages are allowed to lapse, and aspects of the school environment, such as relations between different groups, are not given the attention that they deserve.

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Tabain, Marija, und Anthony Jukes. „Makasar“. Journal of the International Phonetic Association 46, Nr. 1 (05.02.2016): 99–111. http://dx.doi.org/10.1017/s002510031500033x.

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Makasar is an Austronesian language belonging to the South Sulawesi subgroup within the large Western-Malayo Polynesian family. It is spoken by about two million people in the province of South Sulawesi in Indonesia, and is the second largest language on the island of Sulawesi (behind Bugis, with about three million speakers). The phonology is notable for the large number of geminate and pre-glottalised consonant sequences, while the morphology is characterised by highly productive affixation and pervasive encliticisation of pronominal and aspectual elements. The language has a literary tradition including detailed local histories (Cummings 2002), and over the centuries has been represented orthographically in many ways: with two indigenous Indic or aksara-based scripts, a system based on Arabic script, and a variety of Romanised conventions. From at least the early 18th century Macassan sailors travelled regularly to northern Australia to collect and process trepang or sea cucumber (Macknight 1976), and many loanwords passed into Aboriginal languages of the northern part of Australia (Evans 1992, 1997).

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Dissertationen zum Thema "South Australia Languages"

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Debela, Nega Worku. „Minority language education with special reference to the cultural adaption of the Ethiopian community in South Australia /“. Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phd2858.pdf.

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Monaghan, Paul. „Laying down the country : Norman B. Tindale and the linguistic construction of the North-West of South Australia“. Title page, contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phm734.pdf.

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"June 2003" 2 maps in pocket on back cover. Bibliography: leaves 285-308. This thesis critically examines the processes involved in the construction of the linguistic historical record for the north-west region of South Australia. Focussing on the work of Norman B. Tindale, the thesis looks at the construction of Tindale's Pitjantjatjara, Yankunytjatjara and Antikirinya representations. It argues that Tindale effectively reduced a diversity of indigenous practices to ordered categories more reflective of Western and colonial concepts than indigenous views. Tindale did not consider linguistic criteria in depth, had few informants, worked within arbitary tribal boundaries, was biased towards the category 'Pitjantjatjara' and was informed by notions of racial/linguistic purity. These factors which shaped the linguistic record must be taken into account when interpreting records for use as historical and native Title evidence.

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Sapinski, Tania H. „Language use and language attitudes in a rural South Australian community /“. Title page, table of contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09ARM/09arms241.pdf.

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Steele, Jeremy Macdonald. „The aboriginal language of Sydney a partial reconstruction of the indigenous language of Sydney based on the notebooks of William Dawes of 1790-91, informed by other records of the Sydney and surrounding languages to c.1905 /“. Master's thesis, Electronic version, 2005. http://hdl.handle.net/1959.14/738.

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Thesis (MA)--Macquarie University (Division of Society, Culture, Media & Philosophy. Warawara - Dept. of Indigenous Studies), 2005.
Bibliography: p. 327-333.
Introduction -- Sources and literature -- The notebooks -- Manuscripts and databases -- Neighbouring languages -- Phonology -- Pronouns -- Verbs -- Nouns -- Other word classes -- Retrospect and prospect.
'Wara wara!" - 'go away' - the first indigenous words heard by Europeans at the time of the social upheaval that began in 1788, were part of the language spoken by the inhabitants around the shores of Port Jackson from time immemorial. Traces of this language, funtionally lost in two generations, remain in words such as 'dingo' and 'woomera' that entered the English language, and in placenames such as 'Cammeray' and 'Parramatta'. Various First Fleeters, and others, compiled limited wordlists in the vicinity of the harbour and further afield, and in the early 1900s the surveyor R.H. Mathews documented the remnants of the Dharug language. Only as recently as 1972 were the language notebooks of William Dawes, who was noted by Watkin Tench as having advanced his studies 'beyond the reach of competition', uncovered in a London university library. The jottings made by Dawes, who was learning as he went along, are incomplete and parts defy analysis. Nevertheless much of his work has been confirmed, clarified and corrected by reference to records of the surrounding languages, which have similar grammatical forms and substantial cognate vocabulary, and his verbatim sentences and model verbs have permitted a limited attempt at reconstructing the grammar.
Mode of access: World Wide Web.
xxi, 333 p. ill. (some col.), maps (some col.), ports

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Mrowa, Colette. „Communication, discourse, interaction in language classes. /“. Title page, contents and summary only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phm939.pdf.

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Thesis (Ph. D.)--University of Adelaide, Dept. of Linguistics, 1997.
Amendments and errata are in pocket on front end paper together with covering letter. Includes bibliographical references (leaves 168-185).

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Chan, Jean L. Y. „The Chinese community and the Chinese language schools in South Australia /“. Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09EDM/09edmc454.pdf.

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Milosh, Richard. „The cultural adaptation of Armenians in South Australia, with special reference to Armenian language“. Title page, table of contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09EDM/09edmm661.pdf.

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Sawyer, Wayne, University of Western Sydney, of Arts Education and Social Sciences College und School of Education and Early Childhood Studies. „Simply growth? : a study of selected episodes in the history of Years 7-10 English in New South Wales“. THESIS_CAESS_EEC_Sawyer_W.xml, 2002. http://handle.uws.edu.au:8081/1959.7/379.

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Calls for increased attention to subject-specific histories have been somewhat insistent in the last two decades. An important emphasis in these calls has been for attention to the history of the 'preactive curriculum' as represented, for example, in Syllabus documents. English has been a particular case in these arguments- a case which often revolves around defining the subject itself. Others have argued further that subject-specific history is usually centred in detailed local, historical studies of the recent past. In attempting to address these issues, this study sets out to answer the questions: 1/. How was Years 7-10 English defined from the early 1970s to the early 1990s in NSW? 2/. What was the relationship between the concepts 'English' and 'literacy' in NSW in the given period? The study focuses specifically on constructions of English in Syllabus documents, professional journals, textbooks and examinations. The particular methodology used to address the study questions is an in-depth study of two selected years during, viz. 1977 and 1992, accompanied by detailed discussion of contextual aspects of these years.
Doctor of Philosophy (PhD)

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Suliman, Rosemary, University of Western Sydney, of Arts Education and Social Sciences College und School of Psychology. „The motivational and linguistic context of the school achievement of Lebanese-background students in high schools in South-western Sydney“. THESIS_CAESS_PSY_Suliman_R.xml, 2001. http://handle.uws.edu.au:8081/1959.7/94.

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The purpose of this thesis is to examine the educational outcomes of Lebanese-background students in high schools in South-western Sydney, and to investigate some of the factors contributing to their pattern of achievement. The main thrust of this study is to empirically examine in detail two factors which are strong contributors to school achievement. The first is the motivational goals of these students. The second is the Language proficiency of Lebanese-background students in their first language (Arabic) and their second lanaguage (English). The study involves quantitative analyses of two sets of questionnaires administered to all the Year 9 students in three South-western metropolitan Sydney high schools. The Year 10 School Certificate results of this same group of students was then used to measure their level of achievement. Four groups were established for comparison: the non-Lebanese-, English-, Chinese- and Vietnamese- background groups. This study is contextualized within a discussion of some of the family factors which contribute to the achievement of migrant children in schools. Of particular relevance to Lebanese-background students are the socio-economic and educational background of parents, and the historical and social context of the Lebanese in Australia. The thesis concludes by putting forth some recommendations which involve the collaborative efforts of the home, the school and the community, suggesting that part of the solution lies in this collaborative effort. Boundaries can be crossed and stereotypes changed only through a concerted effort by the three sides
Doctor of Philosophy (PhD)

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Sapinski, Tania Helen. „Language use and language attitudes in a rural South Australian community / presented by Tania H. Sapinski“. Thesis, 1998. http://hdl.handle.net/2440/108270.

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Argues the importance of considering non-linguistic factors in understanding the community situation, the most important of these non-linguistic factors being the role of peoples attitudes. Outlines the situation in the target community. Discusses language attitude research and compares attitudes to language varieties around the world. Illustrates Australian Governmental attitudes through their past and present policies in dealing with Indigenous Australians.
Thesis (M.A.) -- University of Adelaide, Dept. of European Studies, 1999?

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Bücher zum Thema "South Australia Languages"

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A grammar of the Arabana-Wangkangurru language, Lake Eyre Basin, South Australia. Canberra, Australia: Dept. of Linguistics, Research School of Pacific and Asian Studies, Australian National University, 1994.

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Foster, Robert. Early forms of Aboriginal English in South Australia, 1840s-1920s. Canberra: Pacific Linguistics, Research School of Pacific and Asian Studies, the Australian National University, 2003.

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Peter, Bindon, und Chadwick Ross, Hrsg. A Nyoongar wordlist from the south west of Western Australia. Perth, W.A: Anthropology Dept., Western Australian Museum, 1992.

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Bindon, Peter, und Ross Chadwick. A Nyoongar wordlist from the south-west of Western Australia. Welshpool, Western Australia: Western Australian Museum, 2011.

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Jauncey, Dorothy. Bardi grubs and frog cakes: South Australian words. South Melbourne, Vic: Oxford University Press, 2004.

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Brandenstein, C. G. von. Nyungar anew: Phonology, text samples, and etymological and historical 1500-word vocabulary of an artificially re-created Aboriginal language in the south-west of Australia. Canberra: Dept. of Linguistics, Research School of Pacific Studies, Australian National University, 1988.

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Indigenous Languages Conference (1st 2007 Adelaide, S. Aust.). Warra wiltaniappendi =: Strengthening languages : proceedings of the inaugural Indigenous Languages Conference (ILC) 2007, 24-27 September 2007, University of Adelaide, South Australia. Herausgegeben von Amery Rob 1954-, Nash Joshua und University of Adelaide. Discipline of Linguistics. Adelaide: Discipline of Linguistics, University of Adelaide, 2008.

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1958-, Lissarrague Amanda, Hrsg. A handbook of Aboriginal languages of New South Wales and the Australian Capital Territory. Nambucca Heads, N.S.W: Muurrbay Aboriginal Language & Culture Co-operative, 2008.

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1943-, Baldauf Richard B., und Luke Allan, Hrsg. Language planning and education in Australasia and the South Pacific. Clevedon, Avon, England: Multilingual Matters, 1990.

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Ryan, John Julian. The land of Ulitarra: Early records of the aborigines of the mid-north coast of New South Wales. Lismore: New South Wales Dept. of Education North Coast Regional Office, 1988.

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Buchteile zum Thema "South Australia Languages"

1

Meakins, Felicity. „Australia and the South West Pacific“. In The Routledge Handbook of Pidgin and Creole Languages, 88–105. Other titles: Handbook of Pidgin and Creole languages Description: New York: Routledge, 2020. | Series: Routledge handbooks in linguistics: Routledge, 2020. http://dx.doi.org/10.4324/9781003107224-7.

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Gale, Mary-Anne. „Square Peg in a Round Hole: Reflections on Teaching Aboriginal Languages Through the TAFE Sector in South Australia“. In Language Policy, 455–71. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50925-5_28.

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Foster, Kevin. „Re-visioning Australia’s Second World War: Race Hatred, Strategic Marginalisation, and the Visual Language of the South West Pacific Campaign“. In Expressions of War in Australia and the Pacific, 127–59. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23890-2_7.

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Gale, Mary-Anne. „Code-Mixing as a Means of Sustaining an Aboriginal Language: The Case of Ngarrindjeri in the Lower Murray Region of South Australia“. In Stephen Harris—Writer, Educator, Anthropologist, 143–56. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8648-1_14.

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Austin, Peter K. „Going, Going, Gone? The Ideologies and Politics of Gamilaraay-Yuwaalaraay Endangerment and Revitalization“. In Endangered Languages. British Academy, 2014. http://dx.doi.org/10.5871/bacad/9780197265765.003.0006.

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The history of indigenous Aboriginal languages in eastern Australia for the 200 years following first European settlement in 1788 has been one of loss and extinction. By 1988 it appears that none of the approximately 70 languages originally spoken in what is now New South Wales and Victoria had fully fluent speakers who had acquired them as a first language as children. However, the last 25 years have seen the development of language revitalization projects in a number of communities across this region that have achieved remarkable outcomes, and have introduced Aboriginal languages into schools and other domains. This chapter is an exploration of the social, cultural, political, and attitudinal factors that relate to these developments, drawing on a case study of Gamilaraay-Yuwaalaraay from north-west New South Wales. The importance of local, regional, and national politics is also explored.

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Ash, Anna. „Placenames in Yuwaalaraay, Yuwaaliyaay and Gamilaraay Languages of North-West New South Wales“. In The Land is a Map: Placenames of Indigenous Origin in Australia. ANU Press, 2009. http://dx.doi.org/10.22459/lm.03.2009.13.

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Urwin, Chris, Lynette Russell und Lily Yulianti Farid. „Cross-Cultural Interaction across the Arafura and Timor Seas“. In The Oxford Handbook of the Archaeology of Indigenous Australia and New Guinea, C51.S1—C51.N8. Oxford University Press, 2023. http://dx.doi.org/10.1093/oxfordhb/9780190095611.013.51.

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Abstract Prior to sustained contact with Europeans, Aboriginal people in parts of northern Australia—coastal regions of the Kimberley, Arnhem Land, and the Gulf of Carpentaria—interacted with people from South Sulawesi and other parts of eastern Indonesia, especially Makassar. The visitors (often called ‘Macassans’) arrived on Australian shores annually in sailing ships (praus) to harvest trepang (also called sea cucumber, bêche-de-mer) and to exchange things and ideas with Aboriginal people. Within Australia, evidence for these interactions can be seen in Macassan trepang processing sites (often associated with introduced tamarind trees); the inclusion of Indonesian borrow words in local Aboriginal languages; paintings of praus in Aboriginal rock art sites; and Aboriginal archaeological deposits containing Asian pottery, metal, and glass. More broadly, the histories of these interactions are found within oral traditions from either side of the Arafura and Timor Seas. Archaeology has begun to show that Aboriginal people selectively engaged in exchange with Indonesian people, using traded items to sustain customary exchange and new maritime technology to transform how they engaged with coast and sea. Macassan trepanging visits to northern Australia date from the eighteenth century to c. CE 1907, though some archaeological and oral historical evidence suggests that initial encounters occurred before CE 1664. Yet key questions remain regarding the nature of Macassan-Aboriginal interactions, and, fundamentally, the chronology of cross-cultural contact in northern Australia.

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Docrat, Zakeera, Russell H. Kaschula und Monwabisi K. Ralarala. „Insights from International Case Studies on Language and Law: Australia, Belgium, Canada and India“. In A handbook on Legal Languages and the quest for linguistic equality in South Africa and beyond, 53–96. African Sun Media, 2021. http://dx.doi.org/10.52779/9781991201270/03.

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Eddie Ronowicz und Colin Yallop. „Australia – the Great South Land“. In English One Language, Different Cultures. Continuum, 2007. http://dx.doi.org/10.5040/9781350934061.ch-004.

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Khatun, Samia. „The Book of Books“. In Australianama, 1–26. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190922603.003.0001.

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Examining past ‘misreadings’ of a copy of Kasasol Ambia in the Australian mining town of Broken Hill that has long been mislabeled a Quran in Australian history books, this chapter challenges one of the central problems of English language historiography today: The systematic subjugation of colonised knowledges to produce dead objects and artifacts. Examining the Indian Ocean geography that the Kasasol Ambia circulated I piece together the contours of colonial-modern historical storytelling in South Asia and Australia. Placing Australia within histories of the Indian Ocean world, I approach this arena as a key terrain of Anglo empires and a site of ongoing epistemic struggle. Showing that the Kasasol Ambia can offer clues for how to use colonised people’s knowledge traditions to think, theorise and understand the Indian Ocean world, this chapter develops a framework for producing anti-colonial knowledes about the region.

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Konferenzberichte zum Thema "South Australia Languages"

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Johnstone, Penelope. „Accommodating Diversity of the 21st CenturyLanguage learner in primary Languages Education inNew South Wales, Australia.“ In 6th Annual International Conference on Language, Literature and Linguistics (L3 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2251-3566_l317.138.

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Butcher, Andrew R., und John C. McEntee. „Obstruent and rhotic contrasts in Adnyamathanha, a language of South Australia“. In 176th Meeting of Acoustical Society of America 2018 Acoustics Week in Canada. Acoustical Society of America, 2018. http://dx.doi.org/10.1121/2.0000988.

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Nurkholifa, Ferda Fibi Tyas, Eti Poncorini Pamungkasari und Hanung Prasetya. „Effect of Secondary Education on Exclusive Breastfeeding: Meta-Analysis“. In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.131.

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ABSTRACT Background: Many studies reported the importance of exclusive breastfeeding for infants. However, there are many obstacles faced by lactating mothers to provide exclusive breastfeeding for their children. This study aimed to investigate the effect of secondary education on exclusive breastfeeding using a meta-analysis. Subjects and Method: Meta-analysis and systematic review were conducted by collecting articles from PubMed, Science Direct, and Google Scholar databases. Keywords used exclusive breastfeeding” AND “secondary education” OR “education for breastfeeding” AND “cross sectional” AND “adjusted odd ratio”. The study population was postpartum mothers. Intervention was secondary education with comparison primary education. The study outcome was exclusive breastfeeding. The inclusion criteria were full text, using English or Indonesian language, and reporting adjusted odds ratio. The articles were selected by PRISMA flow chart. The quantitative data were analyzed using random effect model run on Revman 5.3. Results: 7 studies from Peru, China, Nigeria, Korea, Ireland, Sub-Sahara, and South Australia were met the inclusion criteria. There was high heterogeneity between groups (I2= 94%; p<0.001). This study reported that secondary education reduced exclusive breastfeeding, but it was statistically non-significant (aOR= 0.86; 95% CI= 0.60 to 1.24; p= 0.430). Conclusion: Secondary education reduced exclusive breastfeeding, but it was statistically non-significant. Keywords: exclusive breastfeeding, secondary education, postpartum Correspondence: Ferda Fibi Tyas Nurkholifa. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: ferdafibi13@gmail.com. Mobile: +6285655778863. DOI: https://doi.org/10.26911/the7thicph.03.131

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Uzra, Mehbuba Tune, und Peter Scrivener. „Designing Post-colonial Domesticity: Positions and Polarities in the Feminine Reception of New Residential Patterns in Modernising East Pakistan and Bangladesh“. In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online: SAHANZ, 2022. http://dx.doi.org/10.55939/a4027pcwf6.

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When Paul Rudolph was commissioned to design a new university campus for East Pakistan in the mid-1960s, the project was among the first to introduce the expressionist brutalist lexicon of late-modernism into the changing architectural language of postcolonial South and Southeast Asia. Beyond the formal and tectonic ruptures with established colonial-modern norms that these designs represented, they also introduced equally radical challenges to established patterns of domestic space-use. Principles of open-planning and functional zoning employed by Rudolf in the design of academic staff accommodation, for example, evidently reflected a socially progressive approach – in light of the contemporary civil rights movement back in America – to the accommodation of domestic servants within the household of the modern nuclear family. As subsequent residents would recount, however, these same planning principles could have very different and even opposite implications for the privacy and sense of security of Bangladeshi academics and their families. The paper explores and interprets the post-occupancy experience of living in such novel ‘ultra-modern’ patterns of a new domesticity in postcolonial Bangladesh, and their reception and adaptation into the evolving norms of everyday residential development over the decades since. Specifically, it examines the reception of and responses to these radically new residential patterns by female members of the evolving modern Bengali Muslim middle class who were becoming progressively more liberal in their outlook and lifestyles, whilst retaining consciousness and respect for the abiding significance in their personal and family lives of traditional cultural practices and religious affinities. Drawing from the case material and methods of an on-going PhD study, the paper will offer a contrapuntal analysis of architectural and ethnological evidence of how the modern Bengali woman negotiates, adapts to and calibrates these received architectural patterns of domesticity whilst simultaneously crafting a reembraced cultural concept of femininity, in a fluid dialogical process of refashioning both space and self.

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Pratami, Yustika Rahmawati, und Nurul Kurniati. „Sex Education Strategy for Adolescents: A Scoping Review“. In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.27.

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Background: Comprehensive Sexuality Education (CSE) plays an important role in preparing safe and productive lives of adolescents through understanding about HIV/ AIDS, sexually transmitted infections, unintended pregnancy, gender-based violence, and gender disparity. This scoping review aimed to investigate the appropriate method of sex education and information for adolescents. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The research question was identified using population, exposure, and outcome(s) (PEOS) framework. The search included PubMed, ScienceDirect, Wiley Online Library, ProQuest, and EBSCO databases. The inclusion criteria were English-language and full-text articles published between 2009 and 2019. A total of 460 articles was obtained from the searched database. After the review process, twenty articles were eligible for this review. The data were reported by the PRISMA flow chart. Results: Eleven articles from developing countries (Nigeria, Thailand, Iran, California, Vietnam, Spain, South Africa, Indonesia) and nine articles from developed countries (USA, England, Australia) met the inclusion criteria with quantitative (cross-sectional, quasi-experiments, cohort, RCT) and qualitative design studies. The findings discussed available sources of sex education for adolescents including peers, school, media, and other adults. Digital media (internet and TV) contributed as preferable sources for adolescents. The parents and teacher’s involvement in providing sex education remained inadequate. Inappropriate sources of sex education like invalid information from the internet and other adults caused negative consequences on the sexual and reproductive health of children and adolescents. Conclusion: Parents-school partnership strategies play an important role in delivering appropriate information about sex education for children and adolescents. Keywords: digital media, sex education, parents, schools, adolescents Correspondence: Yustika Rahmawati Pratami. Jl. Siliwangi No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: yustikarahmawati068@gmail.com. Mobile: +6282198915596. DOI: https://doi.org/10.26911/the7thicph.02.27

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