Academic literature on the topic 'Catholic education Victoria Aims and objectives Evaluation'

This paper aims to explain how to design Catholic religious education learning activities using the Hybrid Learning method. The importance of learning design is first to improve the quality of education and make it easier for students to learn. When you want to improve the quality of Catholic religious education, what needs to be considered is the quality of learning. During the COVID-19 pandemic situation, to overcome the learning loss dilemma that occurs at the education level, hybrid learning is one method that can be taken to carry out learning activities. Hybrid/mixed learning refers to a combination of online learning and conventional (face-to-face) learning. Innovations that can be made in Hybrid Learning combine several forms, for example, Flipped classroom, flex model, rotation model, enriched model, anchor model. This innovation needs to be done to learn. Catholic religious education is more fun to motivate and facilitate students in learning. Determine the form of hybrid learning can be done by following the steps of learning development with the ADDIE model. The development procedure goes through the steps of analysis, design, development, implementation, and evaluation. The development of hybrid learning using the ADDIE model is expected to be able to produce a hybrid learning design that is per the learning objectives and characteristics of the students.

BackgroundHumans are by nature a social species, with much of human experience spent in social interaction. Unsurprisingly, social functioning is crucial to well-being and quality of life across the lifespan. While early intervention for social problems appears promising, our ability to identify the specific impairments underlying their social problems (eg, social communication) is restricted by a dearth of accurate, ecologically valid and comprehensive child-direct assessment tools. Current tools are largely limited to parent and teacher ratings scales, which may identify social dysfunction, but not its underlying cause, or adult-based experimental tools, which lack age-appropriate norms. The present study describes the development and standardisation of Paediatric Evaluation of Emotions, Relationships, and Socialisation(PEERS®), an iPad-based social skills assessment tool.MethodsThe PEERS project is a cross-sectional study involving two groups: (1) a normative group, recruited from early childhood, primary and secondary schools across metropolitan and regional Victoria, Australia; and (2) a clinical group, ascertained from outpatient services at The Royal Children’s Hospital Melbourne (RCH). The project aims to establish normative data for PEERS®, a novel and comprehensive app-delivered child-direct measure of social skills for children and youth. The project involves recruiting and assessing 1000 children aged 4.0–17.11 years. Assessments consist of an intellectual screen, PEERS® subtests, and PEERS-Q, a self-report questionnaire of social skills. Parents and teachers also complete questionnaires relating to participants’ social skills. Main analyses will comprise regression-based continuous norming, factor analysis and psychometric analysis of PEERS® and PEERS-Q.Ethics and disseminationEthics approval has been obtained through the RCH Human Research Ethics Committee (34046), the Victorian Government Department of Education and Early Childhood Development (002318), and Catholic Education Melbourne (2166). Findings will be disseminated through international conferences and peer-reviewed journals. Following standardisation of PEERS®, the tool will be made commercially available.

Abstract Objectives Previous studies have proven that hypertension can be a major risk factor for cardiovascular diseases. Excessive sodium intake has been known to be a significant cause of hypertension, and studies have been conducted to develop effective methods that can assist in lowering dietary sodium intake. This study is an open-label intervention study that aims to assess the effect of the usage of a mobile application specifically designed to aid in lowering the dietary sodium intake of hypertensive patients. Methods Study participants will be divided into two groups, one being the mobile application group, and the other being the no application group. Recruitment and screening process is being conducted in 4 different research centers (Catholic University of Korea Eunpyeong St.Mary's Hospital, Myongji Hospital, Inje University Busan Paik Hospital, Hallym University Sacred Heart Hospital), with participants being distributed into each group randomly. Recruited participants receive a blood and urine sample test along with a measurement of their baseline systolic and diastolic blood pressure. They are then either provided with guidelines on how to use the mobile application, or a basic nutrition education session depending on which group they are positioned into. Participants are then instructed to visit their designated research centers 16 weeks after their first visit for follow-up, with the mobile application group being encouraged to use the mobile application during that time period. After the post-study follow up is finalized with every participant, blood pressure and biomarker changes between the two groups will be compared with t-test Using SAS 9.4. Results Result of the study applying this protocol will be provided after completion of the research. Conclusions Evaluation of the effectiveness of this new utility for reducing sodium intake for controlling blood pressure is expected through this study. Funding Sources The study protocol was approved by the institutional review boards of Sookmyung Women's University (SMWU-2103-HR-009). This research is funded by the Korea Centers for Disease Control and Prevention (2020ER630401).

Abstract Background Half of mental health disorders begin before the age of 14, highlighting the importance of prevention and early-intervention in childhood. Schools have been identified globally by policymakers as a platform to support good child mental health; however, the majority of the research is focused on secondary schools, with primary schools receiving very little attention by comparison. The limited available evidence on mental health initiatives in primary schools is hindered by a lack of rigorous evaluation. This quasi-experimental cluster study aims to examine the implementation and effectiveness of a Mental Health and Wellbeing Co-ordinator role designed to build mental health capacity within primary schools. Methods This is a primary (ages 5–12) school-based cluster quasi-experimental study in Victoria, Australia. Before baseline data collection, 16 schools selected by the state education department will be allocated to intervention, and another 16 matched schools will continue as ‘Business as Usual’. In intervention schools, a mental health and well-being coordinator will be recruited and trained, and three additional school staff will also be selected to receive components of the mental health training. Surveys will be completed by consenting staff (at 2-, 5-, 10- and 17-months post allocation) and by consenting parents/carers (at 3-, 10- and 17-months post allocation) in both intervention and business as usual schools. The primary objective is to assess the change in teacher’s confidence to support student mental health and wellbeing using the School Mental Health Self-Efficacy Teacher Survey. Secondary objectives are to assess the indirect impact on systemic factors (level of support, prioritisation of child mental health), parent and teachers’ mental health literacy (stigma, knowledge), care access (school engagement with community-based services), and student mental health outcomes. Implementation outcomes (feasibility, acceptability, and fidelity) and costs will also be evaluated. Discussion The current study will examine the implementation and effectiveness of having a trained Mental Health and Wellbeing Coordinator within primary schools. If the intervention increases teachers’ confidence to support student mental health and wellbeing and builds the capacity of primary schools it will improve student mental health provision and inform large-scale mental health service reform. Trial registration The trial was retrospectively registered in the Australian New Zealand Clinical Trials Registry (ANZCTR) on July 6, 2021. The registration number is ACTRN12621000873820.