Relevant bibliographies by topics / Adult education Victoria Management

Academic literature on the topic 'Adult education Victoria Management'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Adult education Victoria Management"

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Slattery, Deirdre. "Adult Environmental Education and Ecology." Australian Journal of Environmental Education 15 (1999): 85–93. http://dx.doi.org/10.1017/s0814062600002640.

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AbstractLand management is often a three-way partnership between management agencies, scientists and community members. Co-operation between these three sectors in working for better environmental outcomes has a long history in Victoria, and nature conservation has often previously been achieved through successful adult environmental education. The recent development of an ecology course on the Box and Ironbark forests continues this tradition. It was organised by the Department of Natural Resources and Environment (DNRE) for community interest groups and was taught by scientists.This article presents the results of qualitative research into some participants' view of their learning on the course. It suggests significant directions for adult learning in environmental education. An intensive experience of field-based scientific inquiry appeared to prompt not only ecological learning but also development of aesthetic, moral and action dimensions for the interviewees. The article suggests that environmental education needs to embrace fruitful elements of various learning methods for adults, including scientific learning about ecology. The process of enabling people to extend their knowledge of natural settings and processes can also enhance their relationship with and commitment to these places.
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Cartwright, Patricia, Judith Chapman, Judith Chapman, Jacqueline McGilp, Malcolm Skilbeck, Ron Toomey, Marian de Souza, Janet Gaff, and Irene Williams. "Lifelong learning, adult and community education in rural Victoria, Australia." Development and Learning in Organizations: An International Journal 18, no. 5 (October 2004): 17–19. http://dx.doi.org/10.1108/14777280410554960.

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MWANGA, J. R., P. MAGNUSSEN, THE LATE C. L. MUGASHE, THE LATE R. M. GABONE, and J. AAGAARD-HANSEN. "SCHISTOSOMIASIS-RELATED PERCEPTIONS, ATTITUDES AND TREATMENT-SEEKING PRACTICES IN MAGU DISTRICT, TANZANIA: PUBLIC HEALTH IMPLICATIONS." Journal of Biosocial Science 36, no. 1 (January 2004): 63–81. http://dx.doi.org/10.1017/s0021932003006114.

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A study on perceptions, attitudes and treatment-seeking practices related to schistosomiasis was conducted among the Wasukuma in the rural Magu district of Tanzania at the shore of Lake Victoria where Schistosoma haematobium and mansoni infections are endemic. The study applied in-depth interviews, focus group discussions and a questionnaire survey among adults and primary school children. The perceived symptoms and causes were incongruous with the biomedical perspective and a number of respondents found schistosomiasis to be a shameful disease. Lack of diagnostic and curative services at the government health care facilities was common, but there was a willingness from the biomedical health care services to collaborate with the traditional healers. Recommendations to the District Health Management Team were: that collaboration between biomedical and traditional health care providers should be strengthened and that the government facilities’ diagnostic and curative capacity with regard to schistosomiasis should be upgraded. Culturally compatible health education programmes should be developed in collaboration with the local community.
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Hallinan, Christine M., and Kelsey L. Hegarty. "Advanced training for primary care and general practice nurses: enablers and outcomes of postgraduate education." Australian Journal of Primary Health 22, no. 2 (2016): 113. http://dx.doi.org/10.1071/py14072.

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The aims of the present study were to understand enablers to participation in postgraduate education for primary care nurses (PCNs), and to explore how postgraduate education has advanced their nursing practice. Cross-sectional questionnaires were mailed out in April 2012 to current and past students undertaking postgraduate studies in primary care nursing at The University of Melbourne, Victoria, Australia. Questionnaires were returned by 100 out of 243 nurses (response rate 41%). Ninety-one per cent (91/100) of the respondents were first registered as nurses in Australia. Fifty-seven per cent were hospital trained and 43% were university educated to attain their initial nurse qualification. The respondents reported opportunities to expand scope of practice (99%; 97/98), improve clinical practice (98%; 97/99), increase work satisfaction (93%; 91/98) and increase practice autonomy (92%; 89/97) as factors that most influenced participation in postgraduate education in primary care nursing. Major enablers for postgraduate studies were scholarship access (75%; 71/95) and access to distance education (74%; 72/98). Many respondents reported an increased scope of practice (98%; 95/97) and increased job satisfaction (71%; 70/98) as an education outcome. Only 29% (28/97) cited an increase in pay-rate as an outcome. Of the 73 PCNs currently working in general practice, many anticipated an increase in time spent on the preparation of chronic disease management plans (63%; 45/72), multidisciplinary care plans (56%; 40/72) and adult health checks (56%; 40/72) in the preceding 12 months. Recommendations emerging from findings include: (1) increased access to scholarships for nurses undertaking postgraduate education in primary care nursing is imperative; (2) alternative modes of course delivery need to be embedded in primary care nursing education; (3) the development of Australian primary care policy, including policy on funding models, needs to more accurately reflect the educational level of PCNs, PCN role expansion and the extent of interprofessional collaboration that is evident from research undertaken to date. Nurses with postgraduate education have the potential to increase their scope of practice, take on a greater teaching role and provide more preventive and chronic disease services in primary care. Policies aimed at increasing access to education for nurses working in primary care would strengthen the primary care nursing profession, and enhance the delivery of primary health care services in Australia.
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Chu, Si Dung, and Tan Sin Khong. "Measuring healthcare service quality in a private hospital in a developing country by tools of Victorian patient satisfaction monitor." Journal of Hospital Administration 7, no. 5 (June 20, 2018): 1. http://dx.doi.org/10.5430/jha.v7n5p1.

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Objective: A survey was conducted for patient satisfaction (PS) in a private hospital in Hanoi, Vietnam using the Tools of Victorian Patient Satisfaction Monitor (VPSM) 2012.Methods: The study obtained feedbacks from patients from December 2013 to Jan 2014. After patients finished their outpatient care at the hospital, they were asked 25 questions following the VPSM. Each question can score from 1-5.Results: In total, 420 patients were interviewed and 396 patients completed the survey. Levels of customer satisfaction about service quality (SQ) were influenced by the VPSM with 6 items (25 score) and Cronbach alpha coefficient’s 0.938, including: (1) Access and Admission, (2) General Patient Information, (3) Treatment and Related Information, (4) Complaints Management, (5) Physical Environment, and (6) Discharge And Follow, with highly Corrected Item-Total Correlation of six constructs of PS (from 0.749 to 0.885). Overall, the level of highly PS in the hospital was explained almost 77.347% what could be achieved. There is no difference in the assessment of the SQ for medical examination under the “Gender” and the “level of education”, but there is a difference in the assessment of the SQ between the “monthly income level” with the model of research.Conclusions: Adjusted research model for the hospital has six constructs of levels of customer satisfaction about SQ is influenced by the VPSM with 6 items (25 score). The VPSM provides feedback on the SQ for medical examination of a private hospital experience from the adult outpatient’s perspective at the developing nation as Vietnam country.
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Kriewaldt, Jeana. "Geography and Geographical Education in Victoria." International Research in Geographical and Environmental Education 15, no. 2 (February 15, 2006): 159–65. http://dx.doi.org/10.2167/irgee192b.0.

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Mullen, P., and J. Ogloff. "Providing mental health services to adult offenders in Victoria, Australia: Overcoming barriers." European Psychiatry 24, no. 6 (September 2009): 395–400. http://dx.doi.org/10.1016/j.eurpsy.2009.07.003.

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AbstractPurposeTo illustrate the development of the interface between general and forensic mental health services in Victoria, Australia.MethodDeveloping effective cooperation between the general and forensic mental health services requires overcoming a number of barriers. The attitude of general services that antisocial behaviour was none of their business was tackled through ongoing workshops and education days over several years. The resistance to providing care to those disabled by severe personality disorders or substance abuse was reduced by presenting and promoting models of care developed in forensic community and inpatient services which prioritised these areas. The reluctance of general services to accept offenders was reduced by involving general services in court liaison clinics and in prisoner release plans. Cooperation was enhanced by the provision of risk assessments, the sharing of responsibility for troublesome patients, and a problem behaviours clinic to support general services in coping with stalkers, sex offenders and threateners.ConclusionsActive engagement with general services was promoted at the level of providing education, specialised assessments and a referral source for difficult patients. This generated a positive interface between forensic and general mental health services, which improved the quality of care delivered to mentally abnormal offenders.
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A. McCarthy, Michael, Alan Webster, Richard H. Loyn, and Kim W. Lowe. "Uncertainty in assessing the viability of the Powerful Owl Ninox strenua in Victoria, Australia." Pacific Conservation Biology 5, no. 2 (1999): 144. http://dx.doi.org/10.1071/pc990144.

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A model of the metapopulation dynamics of Powerful Owls Ninox strenua in Victoria, Australia is described, and its parameters were derived from available data. Sensitivity analysis indicates that the survival rate of adult owls is the most important parameter in the model. Because estimates of this parameter are uncertain, the predictions of the model are uncertain and unreliable. Using the best estimates of the parameters, the predicted risk of decline across Victoria is low, and local populations larger than 100 pairs have a low risk of extinction. If the lower estimates of adult and sub-adult survival are used, the abundance of Powerful Owls across Victoria is predicted to decline exponentially and faces extinction from deterministic forces. A prohibitively large field programme involving monitoring of individuallyrecognizable owls would be required to obtain an improved estimate of adult survival, and so further use of population viability analysis to assess the adequacy of particular management strategies is unlikely to be useful for this species. An alternative is to establish a long-term monitoring programme to document changes in abundance of the species in logged and unlogged landscapes.
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Arghode, Vishal. "Management of adult education organisations in Africa." International Review of Education 57, no. 5-6 (November 4, 2011): 771–72. http://dx.doi.org/10.1007/s11159-011-9243-7.

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McNair, Stephen. "An Adult Higher Education." Education + Training 36, no. 8 (December 1994): 3–7. http://dx.doi.org/10.1108/00400919410073787.

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Dissertations / Theses on the topic "Adult education Victoria Management"

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Curlewis, Margaret Judith, and meg curlewis@gmail com. "The Values that you hold: Encountering Change in an Adult Community Education Program in Victoria." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080207.142645.

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This thesis research reports on the Adult Community Education (ACE) sector in the Australian State of Victoria. Although it concentrates on Moreland Adult Education Assoc. (MAE) as a case study, it places MAE in the wider context of ACE in the local area of the Northern Metropolitan region of Melbourne. Although periodically referred to as the 'fourth educational sector' and funded by the same government departments as mainstream post-secondary sectors, ACE has always had a low profile and quasi-educational status due to the extreme variety of its venues, courses and locations, making it difficult to define and market as an entity. This study uses a range of qualitative methodologies suited to historical, educational research to provide a framework based around the initial guiding questions: 'Is ACE becoming TAFE?' and 'Who uses ACE and Why?' MAE was used as a case study because it was created by its local community in 1982 after which it expanded and developed from one-to-one pairs of volunteer tutors and literacy students to being a nationally Registered Training Organisation delivering accredited courses up to Diploma level. This expansion placed great strain on the infrastructure and personnel of the organisation, particularly during the main period of this research (1994 to 2004). Beginning with a review of the ACE sector, the thesis then describes the northern region of the Melbourne suburbs by using the data gained from a survey questionnaire. Further narrowing the research focus, the thesis analyses the development of the organisation over the ten year study period. The second half of the thesis emphasises the people of MAE through 18 interviews by analysing their opinions, life-experiences and perceptions of change to create a sense of their connectedness to the local community and MAE. The primary aims of this thesis are to document an example of the development of an ACE centre and how it managed change during a ten year period. It records a sense of how and why people engaged in the sector and some of their lived-experiences and their responses to changes. Data analysis results in three sets of findings and propositions in the categories of sectoral, organisational and personal. These key findings involve a range of externally applied pressures being brought to bear on both ACE and MAE. This is counteracted by individual resistance to change, creating a tension which threatens MAE's long-term sustainability.
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Seale, Jane Katherine. "Microcomputers in adult special education : the management of an innovation." Thesis, Keele University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317601.

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McMahon, Amanda Davies. "The job of managing in adult education : team approaches." Thesis, Sheffield Hallam University, 1989. http://shura.shu.ac.uk/20046/.

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Effectiveness is found a useful sensitising concept for managersevaluating their own work, for which basic methods ate suggested. The relationship of these managerial investigations to practitioner and participatory research is explored, and suggestions for enhancing objectivity when participant observation is used as a research method are made. The relationship of effectiveness indicators to each other -- termed "quantum" effectiveness -- is suggested for research by managers into managerial and organisational effectiveness to aid managerial and organisational development.
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Howard, Rosalyn. "Aging well adult day care center." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1596976.

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Aging Well Day Care Center is a start-up company designed to offer an affordable alternative care for seniors living alone. The services offered will be equally beneficial for families caring for their aging parents. Recent legislation has emphasized the importance of developing daycare centers to handle the rapidly growing population of elder Americans that relies upon the federal insurance programs to help manage their long-lasting medical conditions which can be treated but not cured. The objective of this business plan is to illustrate the need for adult day care services within this region and that adequate resource are available to build and maintain a financially solvent organization.

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Brathwaite, Mark Anthony. "The effect of student anxiety, student engagement, and student performance on retention at a proprietary institution." Thesis, Argosy University/Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3738587.

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The purpose of this quantitative study was to determine the relationship of student anxiety, student engagement, and student performance to the retention of students at a proprietary institution. Student anxiety, engagement, performance, and retention have been discussed in previous education literature; however, no such relationship has been investigated when linked to the proprietary institution. The study used the Noel-Levitz College Student Inventory TM online survey containing 74 closed-ended questions to measure a planned sample off 100 enrolled students' academic motivation, general coping, receptivity to intuitional services, and educational plans at the proprietary institution. The Statistical Package for the Social Sciences (SPSS 22.0) was used to code and tabulate scores collected from the survey. Inferential statistics were used to draw conclusions from the sample tested. Multiple regression analysis was used to evaluate the four research hypotheses. The findings of the study revealed that students' engagement and anxiety was not significantly related to students' retention; however, students' performance was significantly and positively related to retention. Further study is recommended for the research by using a larger sample, qualitative and mixed method formats to ensure true record of opinion from the sample, and results from the study should be compared with surveys to find correlation in students' satisfaction.

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Brown, Lisa Ann. "Instructor Usage of Learning Management Systems Utilizing a Technology Acceptance Model." Thesis, Montana State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10682891.

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Limited research exists on the factors that influence an instructor’s choice to use a learning management system. The purpose of the current study is to explore how task technology fit constructs relate to the other constructs that comprise Davis’ Technology Acceptance mode. The technology acceptance model is widely used as an indicator of actual use of a technology system. A sample of 284 instructors completed a survey consisting of demographic questions, open ended questions about their reasons for choosing to choose to utilize a learning management system, and Likert scale questions about six constructs of the research model including task technology fit, ease of use, usefulness, attitude, intent to use, and actual use. The relationships between TAM model constructs and Task Technology Fit were analyzed using a partial least squares structural equation model method with SMART- PLS. The relationship between task technology fit and actual use was mediated by ease of use, usefulness, attitude, and intent to use. To evaluate the constructs in the model, an exploratory factor analysis was conducted and the factor structure for online and face-to-face instructors were different. Two models were developed, one for face-to-face instructors, and one for online instructors to account for this difference. The research models were evaluated for face-to-face instructors and online instructors. The study found significant relationships between all the TAM constructs and Task Technology Fit for face-to-face instructors. The relationship between attitude and intent to use was not significant for online instructors. This research supports the need for more research into the differences between online and face-to-face instructor’s perceptions of technology use. The differing instructional needs of face-to-face and online instructors have implications on the training and support an institution should provide to increase usage of learning management systems.

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Bothel, Richard Thomas. "Computer competencies for adult basic education administrators : a national perspective based on the judgment of the state directors of adult education." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/861386.

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The purpose of this study was to enlarge the information base that can be used by practitioners in the field of adult education to determine important computer competencies for individual development, training, and staff development programs for administrators of adult basic education programs. The final result of this study was a listing of computer competencies ranked as to their relative importance to each other based on the judgment of State Directors of Adult Education throughout the United States. The study results are presented to not be a rigid listing of prioritized competencies, but instead, to be general and current trends in ABE administrator computer competency needs as determined by State Directors of Adult Education.The general research question that was investigated by this study was: What computer competencies are needed by administrators of adult basic education programs to meet the educational requirements of adults in the twenty-first century? There are two specific research questions that were answered: 1) What are the computer competencies that experts in technology and/or adult basic education judge are important to the successful educational administrator? and 2) How do State Directors of Adult Education rank the importance of these competencies in terms of the needs of local adult basic education administrators in their respective states?These questions are answered by exploring, describing, and comparing information using both the analytical and survey approach to determining competencies. The analytical approach consisted of a review of literature and interview of experts in adult education and/or technology to establish a listing of 77 potential computer competencies for administrators of adult basic education programs. The democratic approach consisted of a national survey of State Directors of Adult Education throughout the United States and including Washington D.C.Eighty percent of the State Directors of Adult Education responded providing their judgment as to the importance of each of the 77 computer competencies. The outcome of the study is a rank-ordered list of important computer competencies for adult basic education administrators along with the survey write-in comments provided by State Directors of Adult Education.
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Boccia, Mark. "Restaurants as Learning Organizations| A Multiple-site Case Study of U.S. Non-chain Restaurants." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140349.

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This study investigated the construct of the learning organization in the restaurant industry. Descriptive accounts of learning were gleaned from face-to-face interviews, focus groups, observations, document analysis, and data from the Dimensions of the Learning Organization Questionnaire (DLOQ) from 52 participants employed in three US non-national chain restaurants in the Suburban Maryland / Washington D.C. area. This multiple-site case study extends the conversation of the learning organization by focusing on an industry that was not previously explored and offers new insight by providing a qualitative picture of how learning occurs in restaurants.

Five overall themes emerged from the data. Participants cobble together learning experiences from pre-shift meetings, formal training, learning from mistakes, and being thrown into the fire. Participants learn from customers through conversation and through trial and error as they adapt their service behaviors. Managers at each restaurant served as a learning champion by promoting dialog and prompting questions often in conjunction with food and beverage tastings. Informal and incidental learning was ever-present as participants naturally shared bits of knowledge through everyday interactions. Learning also took place off-the-clock as participants discussed their personal learning pursuits, such as accessing mobile apps or websites related to food and beverage, going to wineries, breweries, and specialty food markets, as well as reading cookbooks and magazines. Lastly, job rotation is a frequent learning practice during new hire training to expose individuals to the various roles within the restaurant. Cooks often rotate through different stations as they acquire and build up their technical skills.

In consideration of the evidence gathered, three conclusions are offered: (1) collaborative, informal learning practices are well pronounced learning strategies in restaurants; (2) leaders encouraging the development of new products (e.g., beverage / food) facilitate learning and experimentation in restaurants; and (3) a climate of consistent learning practices and procedures exist in restaurants. Overall, Watkins and Marsick’s (1993; 2003) learning organization model did not fully depict the learning culture in restaurants. Future learning organization research is needed to better capture the unique workplace realities of high employee turnover, tip-based compensation, and more narrowly defined jobs (e.g., bartender, cook, server) that comprise the occupational culture of restaurant workers.

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Grissom, Charles Michael. "Behavior modeling : the evaluation of a program to develop conflict management skills." W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539618482.

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The purpose of this study was to determine if the behavior modeling approach to training could be used effectively to teach managers conflict management skills. The researcher explored whether behavior modeling training made a significant difference in the participants' conflict management behaviors and whether videotaped feedback to participants enhanced their gain scores.;Forty-eight managers from an industrial organization in central Virginia were the subjects for this study. The managers were invited to participate following a needs assessment identifying conflict management as a skill deficit.;The design used for this study was a combination of the pretest-posttest control group design and the posttest only control group design. Subjects were randomly assigned to one of the two experimental treatment groups: Group I--behavior modeling training/no video feedback (N = 24) and Group II--behavior modeling training/video feedback (N = 24). Each group was broken into two sub-groups (N = 12). One received a pretest and posttest, the other received a posttest only. The eight dependent variables Describe the Problem, Ask for Reasons and Listen Attentively, Define Needs, Generate Alternatives, Evaluate Alternatives, Select an Alternative, Follow-up, and Overall Rating, were collected using assessment center methodology.;It was hypothesized that (1) behavior modeling would be an effective approach for training managers in conflict management skills, and (2) that videotaping participants' role plays for use as feedback would produce greater gains than behavior modeling without videotaped feedback.;It was concluded that behavior modeling training significantly improved scores on the eight dependent measures. However, behavior modeling training with videotaped feedback had no additional effect on the dependent measures.
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Kelly, Maureen Grace. "Government sponsored adult vocational training in Scotland and the state of Victoria, Australia : a comparative study with special reference to management training." Thesis, University of Edinburgh, 1996. http://hdl.handle.net/1842/21332.

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This thesis is a comparative study of management and small business training initiatives in Scotland and the State of Victoria, Australia. The underlying objective of the research was to identify the advantages and disadvantages of devolving responsibility for vocational training to a sub-national level of government. In Scotland the study encompassed the period from 1981, when the New Training initiative was launched, until 1988 when development work began in preparation for the establishment of Scottish Enterprise. In Victoria the study tracked developments from 1985, when the formative Kirby Report was published, until 1992 when Prime Minister Keating announced plans for the vocational training system in Australia. Vocational training systems are inter-organisational by definition. The focus of this study, therefore, was on the processes through which the systems studied translated policy intent into action. In particular, it sought to relate the structural characteristics of the implementation networks to levels of centralisation and to the efficiency and effectiveness of the systems. The study used a mixed methodology which included postal survey, personal interviews and document search. The findings suggest that behavioural processes were the key to the maintenance of the balance of power in the decentralised Victorian system. Formal inter-governmental forums also played a part, but this was secondary to the use of informal diplomacy and collaborative behaviours by officials within the system. Overall the study concludes that Scotland may have a great deal to learn from federal systems in terms of establishing itself within the European Union.
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Books on the topic "Adult education Victoria Management"

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Thompson, J. D. Perspectives on adult education: Issues in adult education, community education, and management. Freetown, Sierra Leone: Institute of Adult Education and Extra-Mural Studies, Fourah Bay College, 1990.

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McConnell, Suzanne. A report of the training needs of adult literacy and basic education teachers in Victoria. [Burwood, Victoria?]: Victoria College, 1991.

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Ministerial Review of Adult Education in Victoria. Focus on adults: Towards a productive learning culture (the Edgar report) : the report of the Ministerial Review of Adult Education in Victoria. Melbourne: Ministry of Education, Victoria, 1988.

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Arnfield, R. V. Supporting Restart?: Guidance on the management of Restart courses. (London): Further Education Unit, 1987.

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Storrie, T. C. Institutional twinning as an aid to college management. London: Further Education Unit, 1988.

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Cuthbert, Robert E. DIY: A manual for locally based college management development. (York): Longman for FEU Publications, 1987.

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Dyer, Alice. Instructional classroom management system. [Albany]: University at Albany, State University of New York, Two-Year College Development Center, in cooperation with Office of Occupational & Continuing Education, State Education Dept., 1989.

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Best, Graham. Coming to terms with further education: A study of the implications and effects of a four-term year on further education establishments. York: York College of Arts and Technology, 1988.

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Chʻoe, Un-sil. Pʻyŏngsaeng kyoyuk kigwan siltʻae punsŏk yŏnʼgu =: A study on institutional conditions of lifelong education in Korea. Sŏul-si: Hanʼguk Kyoyuk Kaebarwŏn, 2005.

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Lebel, Pierre. La pédagogie, outil de management. Paris: Editions d'organisation, 1985.

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Book chapters on the topic "Adult education Victoria Management"

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Segall, Avner, and Brenda Trofanenko. "The Victoria and Albert Museum." In Adult Education, Museums and Art Galleries, 53–63. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-687-3_5.

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Vardanega, Tullio, and Monica Fedeli. "Linking Active Learning and Capstone Projects in Higher Education." In Connecting Adult Learning and Knowledge Management, 85–103. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29872-2_5.

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Tatnall, Chris. "School Management Software in a Primary School in Victoria, Use of." In Encyclopedia of Education and Information Technologies, 1455–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_130.

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Tatnall, Chris. "School Management Software in a Primary School in Victoria, Use of." In Encyclopedia of Education and Information Technologies, 1–8. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_130-1.

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Magon, Arianna, Deena Barber, and Theresa Faulkner. "Patient Education to Self-Management." In Guide for Advanced Nursing Care of the Adult with Congenital Heart Disease, 263–85. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07598-8_17.

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Bolisani, Ettore. "Knowledge Management for Adult and Higher Education: Mapping the Recent Literature." In Connecting Adult Learning and Knowledge Management, 175–96. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29872-2_10.

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Corcoran, Niall, and Aidan Duane. "Using Social Networks and Communities of Practice to Promote Staff Collaboration in Higher Education." In Connecting Adult Learning and Knowledge Management, 157–74. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29872-2_9.

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Haynes, James W., and Erika V. Barger. "National Cholesterol Education Program: Adult Treatment Panel III Guidelines and the 2004 Update." In Hyperlipidemia Management for Primary Care, 15–38. New York, NY: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-76606-5_2.

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Obiozor, Williams Emeka, and Vivian Ngozi Nwogbo. "Management and Policy Process in Adult Education: Leadership Implications to Corporate Social Responsibility in Higher Institutions." In CSR, Sustainability, Ethics & Governance, 265–75. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40975-2_15.

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Li, Guolin, Zhimei Xue, Yulian Zhu, Qiang Li, and Jiping Liu. "Design and Implementation on Teaching Information Management System of Adult Education Based on Service-oriented Architecture." In Lecture Notes in Electrical Engineering, 1167–75. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-2386-6_154.

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Conference papers on the topic "Adult education Victoria Management"

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Liu, Jian-quan, Xiang Li, Yi Liu, and Zhi-bing Zhong. "Review of Adult Attachment." In 2020 4th International Seminar on Education, Management and Social Sciences (ISEMSS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200826.234.

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Wu, Mingxin, and Ewei Chu. "Interaction Design on Model of Adult Education and Network Remote Education." In International Conference on Education, Management and Information Technology. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemit-15.2015.100.

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"Analysis on Lifelong Education Idea and Adult Education Management Mechanism Innovation." In 2018 3rd International Social Sciences and Education Conference. Francis Academic Press, 2018. http://dx.doi.org/10.25236/issec.2018.081.

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Wang, Xinjia. "Study on the Innovation of Contemporary Adult Education Management." In 2016 International Conference on Education, Sports, Arts and Management Engineering. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icesame-16.2016.57.

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Zhang, Zhanbo. "Research on Adult Education Management Mode of Local Universities." In 2015 International Conference on Education Technology, Management and Humanities Science (ETMHS 2015). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/etmhs-15.2015.242.

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Cao, Kun. "Construction of Adult Education Teaching Management System in Harmonious Society." In 2016 International Conference on Management Science and Innovative Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msie-16.2016.47.

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Wang, Xiaoping. "SWOT Study on the Development of Chinese Adult Education." In 2014 International Conference on Education Reform and Modern Management (ERMM-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/ermm-14.2014.32.

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Pratama, Andika, Nike Kamarubiani, Yanti Shantini, and Nunu Heryanto. "Community Empowerment in Waste Management." In First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.015.

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Liashenko, Oleksandrа. "THE ADULT EDUCATION AS A REINFORCE OF ECONOMIC SECURITY." In 2nd International Conference on Relationship between public administration and business entities management. Scientific Center of Innovative Researches OÜ, 2022. http://dx.doi.org/10.36690/rpabm-2022-165.

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Wu, Mingxin, and Ewei Chu. "Construction of Cooperative Learning Network Mode under Adult Higher Education." In International Conference on Education, Management and Computing Technology (ICEMCT-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.245.

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Reports on the topic "Adult education Victoria Management"

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Carney, Nancy, Tamara Cheney, Annette M. Totten, Rebecca Jungbauer, Matthew R. Neth, Chandler Weeks, Cynthia Davis-O'Reilly, et al. Prehospital Airway Management: A Systematic Review. Agency for Healthcare Research and Quality (AHRQ), June 2021. http://dx.doi.org/10.23970/ahrqepccer243.

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Abstract:
Objective. To assess the comparative benefits and harms across three airway management approaches (bag valve mask [BVM], supraglottic airway [SGA], and endotracheal intubation [ETI]) by emergency medical services in the prehospital setting, and how the benefits and harms differ based on patient characteristics, techniques, and devices. Data sources. We searched electronic citation databases (Ovid® MEDLINE®, CINAHL®, the Cochrane Central Register of Controlled Trials, the Cochrane Database of Systematic Reviews, and Scopus®) from 1990 to September 2020 and reference lists, and posted a Federal Register notice request for data. Review methods. Review methods followed Agency for Healthcare Research and Quality Evidence-based Practice Center Program methods guidance. Using pre-established criteria, studies were selected and dual reviewed, data were abstracted, and studies were evaluated for risk of bias. Meta-analyses using profile-likelihood random effects models were conducted when data were available from studies reporting on similar outcomes, with analyses stratified by study design, emergency type, and age. We qualitatively synthesized results when meta-analysis was not indicated. Strength of evidence (SOE) was assessed for primary outcomes (survival, neurological function, return of spontaneous circulation [ROSC], and successful advanced airway insertion [for SGA and ETI only]). Results. We included 99 studies (22 randomized controlled trials and 77 observational studies) involving 630,397 patients. Overall, we found few differences in primary outcomes when airway management approaches were compared. • For survival, there was moderate SOE for findings of no difference for BVM versus ETI in adult and mixed-age cardiac arrest patients. There was low SOE for no difference in these patients for BVM versus SGA and SGA versus ETI. There was low SOE for all three comparisons in pediatric cardiac arrest patients, and low SOE in adult trauma patients when BVM was compared with ETI. • For neurological function, there was moderate SOE for no difference for BVM compared with ETI in adults with cardiac arrest. There was low SOE for no difference in pediatric cardiac arrest for BVM versus ETI and SGA versus ETI. In adults with cardiac arrest, neurological function was better for BVM and ETI compared with SGA (both low SOE). • ROSC was applicable only in cardiac arrest. For adults, there was low SOE that ROSC was more frequent with SGA compared with ETI, and no difference for BVM versus SGA or BVM versus ETI. In pediatric patients there was low SOE of no difference for BVM versus ETI and SGA versus ETI. • For successful advanced airway insertion, low SOE supported better first-pass success with SGA in adult and pediatric cardiac arrest patients and adult patients in studies that mixed emergency types. Low SOE also supported no difference for first-pass success in adult medical patients. For overall success, there was moderate SOE of no difference for adults with cardiac arrest, medical, and mixed emergency types. • While harms were not always measured or reported, moderate SOE supported all available findings. There were no differences in harms for BVM versus SGA or ETI. When SGA was compared with ETI, there were no differences for aspiration, oral/airway trauma, and regurgitation; SGA was better for multiple insertion attempts; and ETI was better for inadequate ventilation. Conclusions. The most common findings, across emergency types and age groups, were of no differences in primary outcomes when prehospital airway management approaches were compared. As most of the included studies were observational, these findings may reflect study design and methodological limitations. Due to the dynamic nature of the prehospital environment, the results are susceptible to indication and survival biases as well as confounding; however, the current evidence does not favor more invasive airway approaches. No conclusion was supported by high SOE for any comparison and patient group. This supports the need for high-quality randomized controlled trials designed to account for the variability and dynamic nature of prehospital airway management to advance and inform clinical practice as well as emergency medical services education and policy, and to improve patient-centered outcomes.
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