Academic literature on the topic 'Children in art Social aspects Australia'
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Journal articles on the topic "Children in art Social aspects Australia"
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Forster, Melanie. "Ethical position of medical practitioners who refuse to treat unvaccinated children." Journal of Medical Ethics 45, no. 8 (June 27, 2019): 552–55. http://dx.doi.org/10.1136/medethics-2019-105379.
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Recent reports in Australia have suggested that some medical practitioners are refusing to treat children who have not been vaccinated, a practice that has been observed in the USA and parts of Europe for some years. This behaviour, if it is indeed occurring in Australia, has not been supported by the Australian Medical Association, although there is broad support for medical practitioners in general having the right to conscientious objection. This paper examines the ethical underpinnings of conscientious objection and whether the right to conscientious objection can be applied to the refusal to treat unvaccinated children. The implications of such a decision will also be discussed, to assess whether refusal to treat unvaccinated children is ethically justifiable. The best interests of both existing and new patients are crucially important in a doctor’s practice, and the tension between these two groups of patients are contemplated in the arguments below. It is argued that on balance, the refusal to treat unvaccinated children constitutes unjustified discrimination.
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McDougall, Rosalind J., Lynn Gillam, Clare Delany, and Yasmin Jayasinghe. "Ethics of fertility preservation for prepubertal children: should clinicians offer procedures where efficacy is largely unproven?" Journal of Medical Ethics 44, no. 1 (October 30, 2017): 27–31. http://dx.doi.org/10.1136/medethics-2016-104042.
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Young children with cancer are treated with interventions that can have a high risk of compromising their reproductive potential. ‘Fertility preservation’ for children who have not yet reached puberty involves surgically removing and cryopreserving reproductive tissue prior to treatment in the expectation that strategies for the use of this tissue will be developed in the future. Fertility preservation for prepubertal children is ethically complex because the techniques largely lack proven efficacy for this age group. There is professional difference of opinion about whether it is ethical to offer such ‘experimental’ procedures. The question addressed in this paper is: when, if ever, is it ethically justifiable to offer fertility preservation surgery to prepubertal children? We present the ethical concerns about prepubertal fertility preservation, drawing both on existing literature and our experience discussing this issue with clinicians in clinical ethics case consultations. We argue that offering the procedure is ethically justifiable in certain circumstances. For many children, the balance of benefits and burdens is such that the procedure is ethically permissible but not ethically required; when the procedure is medically safe, it is the parents’ decision to make, with appropriate information and guidance from the treating clinicians. We suggest that clinical ethics support processes are necessary to assist clinicians to engage with the ethical complexity of prepubertal fertility preservation and describe the framework that has been integrated into the pathway of care for patients and families attending the Royal Children’s Hospital in Melbourne, Australia.
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Cebula, Katie R., Ai Keow Lim, Joanne M. Williams, and Dagmara Annaz. "Cross-Cultural Variations in Naïve Psychology among 2-year-olds: A Comparison of Children in the United Kingdom and Singapore." Journal of Cognition and Culture 10, no. 3-4 (2010): 221–51. http://dx.doi.org/10.1163/156853710x531177.
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AbstractChildren’s understanding of naïve psychology is the main focus of this study. Research evidence suggests that 2- and 3-year-olds understand some aspects of naïve psychology. By 4 years, they develop internal representations of mental states. Previous studies have also reported cross-cultural variations in naïve psychology development. The majority of this research has focused on Western individualistic societies such as Australia, Europe and North America, and Eastern collectivism societies such as China and Japan. Singapore with its blend of Eastern and Western values represents a unique case for comparison with Western societies. This paper reports a cross-cultural study of young children’s developing understanding of naïve psychology in Edinburgh, UK and Singapore. It addresses three main questions: (a) Are there cross-cultural differences in the development of naïve psychology?; (b) What are children’s performance sequences on naïve psychology tasks?; and (c) Are naïve psychology concepts coherent? The participants were 87 children from the UK (n=43, mean age 2 years 4 months) and Singapore (n=44, mean age 2 years 5 months). This study incorporated several established tasks of pretence, desires, emotions, perceptions, appearance-reality and false-beliefs to investigate children’s understanding of non-representational and representational mental states. The results showed no gross cross-cultural differences. However, significant cultural differences in performance on two tasks and differences in the coherence of naïve psychology concepts were identified. The results highlight the importance of considering subtle cultural influences on children’s developing understanding of various aspects of naïve psychology.
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Poulsen, Angelika. "Corporal punishment of children in the home in Australia: a review of the research reveals the need for data and knowledge." Children Australia 44, no. 03 (June 17, 2019): 110–20. http://dx.doi.org/10.1017/cha.2019.17.
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AbstractA growing body of literature indicates that corporal punishment (CP) has the potential to adversely affect the mental and physical wellbeing of children in childhood as well as into adulthood. Corporal punishment of children in the home is legal in all states and territories in Australia, but not much is known about this type of family violence in the Australian context. This article presents a review of the literature currently available on the prevalence of CP of children in the home in Australia, covering online surveys, academic research, government data and grey literature. The role of online surveys is examined, and the lack of data available from government studies concerned with the wellbeing of children is also explored. There is found to be an overall lack of consistent data available on CP of children in the home in Australia, and this article calls on researchers and policymakers to further research and act on this aspect of family violence.
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Ognerubov, N. A. "Head and neck tumors and assisted reproductive technologies: social and legal aspects." Head and Neck Tumors (HNT) 10, no. 3 (November 16, 2020): 90–96. http://dx.doi.org/10.17650/2222-1468-2020-10-3-90-96.
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Background. Currently, the proportion of pregnancies obtained by assisted reproductive technologies (ARTs) reaches 1.7–4.0 %. Short-term and long-term results of ART implementation require public and, most importantly, legal assessment. Some publications suggest higher risks of congenital deformities and head and neck cancers in children conceived by ART.Objective: to review publications analyzing the problem of head and neck cancers in children conceived by ART and legal protection of the embryo.Materials and methods. We performed retrospective analysis of 42 articles published in 1995–2019, including 33 foreign and 9 Russian articles.Results. Earlier studies have demonstrated that children conceived by ART have an increased risk of cancers, including head and neck cancers, such as central nervous system tumors and retinoblastoma. Recent publications have shown no significant differences in the prevalence of malignant tumors between children born after ART and children conceived naturally. Nevertheless, the risk of developing head and neck tumors is higher in children after ART. The analysis of Russian and international legislation has demonstrated that the legal status of an embryo differs depending on whether it develops in vivo or in vitro.Conclusion. Children conceived by ART are at higher risk of malignant head and neck tumors, primarily central nervous system tumors and retinoblastoma. The legal status of an embryo depends on whether it develops in vivo or in vitro.
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Archer, Catherine, and Kai-Ti Kao. "Mother, baby and Facebook makes three: does social media provide social support for new mothers?" Media International Australia 168, no. 1 (June 27, 2018): 122–39. http://dx.doi.org/10.1177/1329878x18783016.
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Many mothers can find themselves increasingly isolated and overwhelmed after giving birth to a new baby. This period can be a source of extreme stress, anxiety and depression, which can not only have an economic impact on national health services, but can also have long-term effects on the development of the child. At the same time, social media use among most new mothers has become ubiquitous. This research investigates the role of social media, potentially as a mechanism for social support, among Australian mothers of young children aged from birth to 4 years. The findings indicate that participants had mixed responses to their social media use. While social support was deemed a benefit, there were also some negative aspects to social media use identified. The findings highlight the need to critically interrogate social media’s ability to act as a source of social support for new mothers.
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Bhugun, Dharam. "Intercultural Parenting in Australia." Family Journal 25, no. 2 (April 2017): 187–95. http://dx.doi.org/10.1177/1066480717697688.
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This study employed a qualitative and social constructionist approach to examine cultural differences in intercultural parenting and how parents negotiated cultural differences. Semistructured, in-depth interviews were conducted with 14 intercultural couples/parents. Thematic analysis was used to analyze data and understand the meanings of participants’ experiences. The findings revealed that while intercultural couples experienced several similar aspects of parenting experienced by monocultural couples, their experiences were exacerbated because of the cultural differences. The most common descriptions of differences and uniqueness in parenting were identified as (a) discipline, (b) sleep patterns, (c) cultural taboos refood and traditional medical practices, (d) children’s socialization process, (e) education, (f) language and communication, (g) role of children, and (h) the role of extended families. Five major conflict resolution strategies were identified: (a) communication, (b) compromise, (c) sphere of rule, (d) asymmetrical decision-making, and (e) individual traits. Practical implications for therapists and counsellors working with intercultural parents/couples are discussed.
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May, Sally K., Luke Taylor, Catherine Frieman, Paul S. C. Taçon, Daryl Wesley, Tristen Jones, Joakim Goldhahn, and Charlie Mungulda. "Survival, Social Cohesion and Rock Art: The Painted Hands of Western Arnhem Land, Australia." Cambridge Archaeological Journal 30, no. 3 (May 1, 2020): 491–510. http://dx.doi.org/10.1017/s0959774320000104.
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This paper explores the complex story of a particular style of rock art in western Arnhem Land known as ‘Painted Hands’. Using new evidence from recent fieldwork, we present a definition for their style, distribution and place in the stylistic chronologies of this region. We argue these motifs played an important cultural role in Aboriginal society during the period of European settlement in the region. We explore the complex messages embedded in the design features of the Painted Hands, arguing that they are more than simply hand stencils or markers of individuality. We suggest that these figures represent stylized and intensely encoded motifs with the power to communicate a high level of personal, clan and ceremonial identity at a time when all aspects of Aboriginal cultural identity were under threat.
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Devedzic, Mirjana. "Development of reprogenetics and its demographic aspects." Stanovnistvo 42, no. 1-4 (2004): 45–65. http://dx.doi.org/10.2298/stnv0404045d.
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The development of reprogenetics during the last two decades of the XX century has brought a new age of reproduction. The paper surveys different types of reprogenetics in a wider sense, i.e. different assisted reproductive technologies (ART) that include manipulation of female reproductive cell out of a woman's womb. Development of reprogenetics is documented by available quantitative indicators of the number and success of ART procedures in developed countries at the beginning of the XXI century. Since 1978, when the first baby was born from in vitro fertilization, the number of children born that way has reached 1% of all children, and in some countries even over 3%. Moreover, existing documentation is incomplete and does not include all forms of assisted reproduction - in reality, the importance of assisted reproduction is even higher and becomes demographically significant. Hence the paper indicates existing and potential effects of the ART development on the demographic development i.e. on specific demographic aspects of this phenomenon. It also points out the effects on the level of fertility, on the changes of direct fertility determinants, and on the levels of mortality and infant mortality, as well as a new understanding of birth control, the possibility of affecting biological structures, and the changes of the fundaments of marriage and family. Development perspectives of reprogenetics are also being raised in the context of bioethical discussions and indicate ethical dilemmas related to assisted reproduction. Solutions to the dilemmas define the scope of applying new reproductive technologies in the future.
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Lebedeva, Liudmila. "Animated treatment: the method of art therapy used with children having communication problems." Social welfare : interdisciplinary approach 2, no. 1 (June 29, 2012): 123–30. http://dx.doi.org/10.15388/sw.2012.28289.
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This article considers the author’s original technique of studying positive and negative aspects of social communication of children having selective communication problems. The art-technique presented in this article can be referred to as ‘expressive projective arttherapy’. The author’s specialized art-technique, utilizing self-made “finger-puppets” as the basis in a creative art-therapeutic session, are called “doll-therapeutic” sessions.
Dissertations / Theses on the topic "Children in art Social aspects Australia"
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Strange, Cecily. "The relationship of psycho-social factors to swimming competency and attendance at swimming programs among year seven students." University of Western Australia. School of Human Movement and Exercise Science, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0041.
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Children in upper primary school who have not made progress along the Swimming and Water Safety Continuum may be at a greater risk in an aquatic environment because they have not developed the swimming competency, endurance and skills needed for survival in threatening aquatic situations. Three groups representing different socio-economic and geographical areas were selected to explore the relationships between psycho-social factors and the development of swimming ability among year seven students. Two groups from lower socio-economic areas were chosen. The first group was directly on the coast with easy access to the beach, while the second group was inland in the foothills of Perth. As higher socio-economic areas in Perth are generally not far from the coast only one group from a higher socio-economic coastal area was chosen. The participants were 540 year seven students, 282 of whom were males and 258 of whom were females. The primary variable of interest was the current swimming stage of year seven participants, and the differences between genders and/or locality groups. The primary research questions investigated differences between locality groups and/or genders for; a) perceived athletic competence and global self-worth, b) perceived swimming competency, confidence in deep water and importance placed on learning to swim well. c) perceived social support for sport and swimming activities and d) attendance at Interm, Vacswim and other swimming programs and aquatic venue experience. Relationships between swimming stage and the above variables were analysed. The secondary research questions investigated the most frequent reasons given by the students for not attending or discontinuing participation inVacswim, and whether there were differences between locality groups or genders. Findings indicated that the lower socio-economic groups had a significantly lower swimming stage and lower perceived self-worth than the higher socioeconomic group. Students from the lower socio-economic inland area had the lowest mean swimming stage as well as lower perceived social support for sport and swimming than either of the other two groups in the study. The two lower socioeconomic groups also attended less swimming instruction and placed less emphasis on the importance of learning to swim well than the higher socio-economic group. Despite these findings, the lower socio-economic groups did not view themselves as any less able in terms of athletic and swimming competence. However, as the two lower socio-economic groups have not progressed along the Swimming and Water Safety Continuum to the 'desirable standards' of the RLSSA (1999), these groups could be viewed as at-risk in an aquatic environment. At the same time, there was evidence that attendance at Interm along with attendance at another swimming program enabled participants to reach the 'desirable standards' of the RLSSA (1999). Girls generally had a higher swimming stage than boys in the lower socio-economic areas, attended year seven Interm and Vacswim more than boys, reported more social support for sport and swimming, and placed more emphasis on the importance of learning to swim well than boys. While many of these relationships between swimming stage and psycho-social factors have been intuitively accepted within the swimming teaching industry, we now have a better understanding of the strength and direction of these relationships.
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au, Zsuzsanna Millei@newcastle edu, and Zsuzsa Millei. "A genealogical study of the child as the subject of pre-compulsory education in Western Australia." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081002.80627.
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The study produces a genealogy of the child as the shifting subject constituted by the confluence of discourses that are utilized by, and surround, Western Australian precompulsory education. The analysis is approached as a genealogy of governmentality building on the work of Foucault and Rose, which enables the consideration of the research question that guides this study: How has the child come to be constituted as a subject of regimes of practices of pre-compulsory education in Western Australia?
This study does not explore how the historical discourses changed in relation to the child as a universal subject of early education, but it examines the multiple ways the child was constituted by these discourses as the subject at which government is to be aimed, and whose characteristics government must harness and instrumentalize. Besides addressing the research question, the study also develops a set of intertwining arguments. In these the author contends that the child is invented through historically contingent ideas about the individual and that the way in which the child is constituted in pre-compulsory education shifts in concert with the changing problematizations about the government of the population and individuals. Further, the study demonstrates the necessity to understand the provision of pre-compulsory education as a political practice.
Looking at pre-compulsory education as a political practice de-stabilizes the takenfor-granted constitutions of the child embedded in present theories, practices and research with children in the field of early childhood education. It also enables the de- and reconstruction of the notions of childrens participation, empowerment and citizenship. The continuous de- and reconstruction of these notions and the destabilization of the constitutions of the child creates a framework in which improvement is possible, rather than a utopian, wholesale and, thus revolutionary, transformation in early education (Branson & Miller, 1991, p. 187). This study also contributes to the critiques of classroom discipline approaches by reconceptualizing them as technologies of government in order to reveal the power relations they silently wield.
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Moloney, Lawrence, and l. moloney@latrobe edu au. "JUDGEMENTS AS SOCIAL NARRATIVE: AN EMPIRICAL INVESTIGATION OF APPEAL JUDGEMENTS IN CLOSELY CONTESTED PARENTING DISPUTES IN THE FAMILY COURT OF AUSTRALIA 1988 � 1999." La Trobe University. Institute for Education, 2002. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20070411.144416.
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The thesis is divided into two sections. Section 1 explores the psycho-social and legal constructions of family, parenting and children that have influenced judicial decision-making in parenting disputes following separation and divorce. Particular attention is paid, first, to the circumstances surrounding the shift from paternal to maternally-based presumptions about the parenting of children; and second, to the more recent and somewhat puzzling shift to a presumption of gender neutrality. The extent to which fault has continued as a less overt decision-making criterion is also considered.
In Section 2, judgements in recent closely contested parenting cases in the Family Court of Australia are analysed as contemporary socio-legal narratives. A systematic, in-depth examination of a heterogeneous sample of publicly accessible cases revealed that gender-based assumptions continue to dominate judicial thinking about parenting and family structure. In particular, it was found that outcomes that favoured mothers correlated with perceived evidence of conformity to a maternal stereotype of self-sacrifice on behalf of the child(ren). Outcomes favouring fathers usually resulted from situations in which mothers were judged to fall short of these stereotyped expectations. Fathers� roles, even in cases in which their applications were successful, generally continued to be equated with breadwinning and support. Their capacities as nurturers to their children were either not mentioned or treated with scepticism.
In the light of the findings, tensions between continuing gender-based roles in families, public attitudes to parenting and preferred family structure, and recent changes in our scientific knowledge base regarding gender and parenting are reviewed. Implications of the persistence of the breadwinning/nurturing dichotomy both within the Australian culture and family court judgements are discussed. Particular attention is drawn to the impact of the confused circumstances in which gender-neutral parenting principles came about in the 1970s.
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Kendall, Garth Edward. "Children in families in communities : a modified conceptual framework and an analytic strategy for identifying patterns of factors associated with developmental health outcomes in childhood." University of Western Australia. School of Paediatrics and Child Health, 2003. http://theses.library.uwa.edu.au/adt-WU2004.0006.
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Mental health reflects an array of causal influences that span biological, psychological, and social circumstances, with resultant underlying causal pathways to poor mental health outcomes in childhood that are complex. Key features of this complexity are reciprocal interactions between person and environment that take place over time. The core of this thesis seeks to attend to the complexity of development to move the field of developmental health forward toward greater explanation, and more successful prediction and prevention. The focal point of the thesis is the psychosocial determinants of childhood mental health, the resource domain of the developing child, and the interplay between characteristics of the individual child, the family, and the community. The eventual goal is to better understand why and how socioeconomic circumstances impact on developmental health. One component of this thesis focuses on the expansion of extant developmental theory. The other component focuses on the development of an analytic strategy that more appropriately reflects the intricacies of this theoretical expansion. In the process, data are analysed, principally as a heuristic strategy, to illustrate the analytical approach needed to support the theoretical framework. The specification of a bioecological conceptual framework suitable to guide research and policy in developmental health is the first principal objective of the thesis. A critical examination of the resource framework proposed by Brooks-Gunn, Brown, Duncan, and Anderson Moore (1995) reveals it to be centred on family and community resources, but otherwise silent with respect to the physical and psychological resources of the child. The quintessential point of this thesis is that theory in developmental health must be able to account for the contribution individuals make to their own development. A modified resource framework is proposed that acknowledges financial, physical, human, and social capital, within the domains of the individual child, the family, and the community. The second principal objective of the thesis, the development of analytical methods that focus on the individual child and the complexity of data generated by this theoretical approach, is then introduced. Theory and method are thus integrated when comprehensive measures of characteristics in multiple domains across developmental periods are modeled using longitudinal data from the Western Australian Pregnancy Cohort (Raine) Study (Newnham, Evans, Michael, Stanley, & Landau, 1993). The mothers of 2,860 children were enrolled at 18 weeks in pregnancy and the children have been followed at birth, one, two, three, five, and eight years of age. Eighty-nine per cent (2,537 /2,860) of families were available for follow-up at eight and 74 per cent (2,126/2,860) of families responded. Extensive demographic, psychological, and developmental data were available for the children and their families and a limited amount of data were available for the communities in which they reside. A measure of mental health morbidity, the Child Behaviour Checklist (Achenbach, 1991), was available for the children at two, five, and eight years of age. In the first instance, dichotomous summary variables are derived for the demographic, psychological, and developmental variables of interest. Variables are then selected for inclusion in one of several explanatory models. To create a mathematical representation of resource characteristics, the information for each child is concatenated as a series of binary strings. Frequency tabulation is then used to aggregate the data and odds ratios are calculated to determine the degree of risk associated with each string of code, or pattern of factors relative to a nominated mental health outcome. The results provided a scaffold from which this theoretical and analytical approach is compared and contrasted with the reviewed literature. Two principal themes of investigation are pursued. The first theme to be examined is the interplay between characteristics of the child, family, and community and the contribution children make to their own development. The specific approach models the interaction between selected characteristics of the child, family and community in each of four developmentally significant time periods. The theoretical position adopted in the present study suggests that the effect of any personal or contextual factor on later development, if a relationship does truly exist, is most likely to be differential. That is, it is a combination of influences that determines developmental outcomes for children, not any single factor acting independently. The modelling process demonstrates that, for the children involved, personal and contextual factors impact mental health differentially depending on various other individual, family and/or community characteristics. The modelling process identifies patterns of factors that impact relatively small, but significant, numbers of children because the models focus on the effect for individual children rather than the effect for the group. For example, one model suggests that the effect of intra-uterine growth restriction for the group as a whole may be minimal, but the impact for some children could be critical depending on the combination of family and community influences, such as the mothers level of education, the family’s experience of significant life stress, and residence in a relatively disadvantaged community. The second theme to be examined is the possibility that the accumulation of resource deficits or risk characteristics, over time, amplifies the likelihood of mental health problems in childhood. The approach models selected characteristics of the child in each of the four periods of development collectively, and it also models selected characteristics spanning each of the four time periods discretely. The results suggest that latency, pathway, and recency effects may operate simultaneously, and that timing and accumulated burden may both be important determinants of risk. For example, with regard to children whose family experienced life stress, these three effects operated in a systematic way to increase the degree of risk of a mental health problem. In summary, the aggregation of data at the individual level is a productive approach in seeking to explain population level social phenomena. While seemingly paradoxical, the identification of the joint, interactive effects between individual, family, and community characteristics, better allows for the quantification of family and community characteristics operating through multiple causal pathways.
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Honeywill, Greer 1945. "Colours of the kitchen cabinet : a studio exploration of memory, place, and ritual arising from the domestic kitchen." Monash University, Dept. of Fine Arts, 2003. http://arrow.monash.edu.au/hdl/1959.1/5621.
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Kickett-Tucker, Cheryl S. "Urban Aboriginal children in sport: Experiences, perceptions and sense of self." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1258.
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The purpose of this study was to describe the sense of self for a group of urban Western Australian Aboriginal children through analysing their perspectives and experiences in school sport and physical education. A symbolic interaction inquiry paradigm complemented with qualitative data collection methods was utilised. Informal conversational interviews and nonparticipant observations were employed. Interviews were conducted with participants and those whom they reported as their significant others. Participants were also observed in the school sport setting during physical education classes and intra and inter school sport competitions. Eight Western Australian Aboriginal children who resided in an urban suburb of Perth, Western Australia and attended a coeducational state school were the participants. Upper primary students, aged 11 to 12 years were included with an equal representation of both males and females. Data were analysed in accordance with Colaizzi’s (1978) procedure. Significant participant responses were extracted and meanings were identified in order to group the meanings into various themes. It was found that Aboriginal students mostly experienced positive interactions with others in the school sport setting. They demonstrated above average sport skills and were consistently rewarded with praise from their fellow peers and teachers. Aboriginal students did not enjoy physical education since it limited their participation, social interaction with others and their enjoyment. Team sports were preferred, but females reported that they disliked coeducational sport competition. Aboriginal students reported that participating in sport (particularly team sports) made them feel happy about themselves since it provided an opportunity for them to feel proud of identifying as an Aboriginal. Opportunities for equality and acceptance from others were more accessible in the school sport domain, since feedback for performances was constant and contained positive information. Feedback was often supplied immediately after a performance and was directed to the student concerned. For some though, sport participation could also result in students experiencing shame. This occurred when a mistake was performed or when significant "others" were present and observed their participation. In all, school sport provided the opportunities for Aboriginal students to develop positive and favourable self-perceptions, particularly with regard to their Aboriginal identity.
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Howard, Susan M., of Western Sydney Hawkesbury University, and of Health Humanities and Social Ecology Faculty. "An Investigation into children's perceptions of the reality of television." THESIS_FHHSE_xxx_Howard_S.xml, 1997. http://handle.uws.edu.au:8081/1959.7/60.
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This thesis occupies an uneasy space: not within or even at the leading edge of any one tradition, but in the anomalous and almost unoccupied space in which three traditions fail to connect. In keeping with this standpoint, it employs a range of approaches from a cross-paradigm perspective. It draws the main hypothesis that it tests from the cognitive developmental paradigm and develops its main methodological tools from methods of discourse analysis, supplemented by a variety of other instruments, quantitative as well as qualitative. This thesis makes five main claims: (1). Modality judgements, issues and perceptions in relation to television programme content are significant elements in a complex, active and creative process of learning for children in the contemporary world. (2). Children's modality judgements and processes of understanding are significantly different from those of adults in important respects. (3). A further significant developmentally-related phenomenon that emerges from the data is the importance of moments of rupture in developing modality schema and strategies. (4). Children's programme preferences, as refracted through modality structures and strategies typical of different ages, reflect a coherent learning context in which children tackle modality experiences, problems and dilemmas that are well suited to their needs at that point in their development. (5). Children's talk about issues of modality is also a species of social action, in and through which children position and reposition themselves in a variety of social contexts, constructing not only maps and versions of the world, but versions of their selves and tactics to maintain their specific interests. Many of the generalisations in this thesis are still tentative, in need of further development. Some of them, however, are more solidly grounded and would be able to contribute to current debates in education and public life on the role and functions of television in the lives of children.Doctor of Philosophy (PhD)
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Weier, Katrina. "Lessons from an interactive exhibition: Defining conditions to support high quality experiences for young children." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36628/1/36628_Digitised%20Thesis.pdf.
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During their early years, young children are exposed to a range of learning settings, both formal and informal. This study focused on young children's engagement and reflection in an informal museum context. Using qualitative research methodology, a three-week community art project, The Art of Eric Carle, was examined. This setting combined an interactive art exhibition and an art studio workshop, to resemble the informal learning context characteristic of popular, contemporary, interactive museum venues of all kinds. Through a descriptive interpretative analysis, the study aimed to document the experiences and abilities of young children (aged birth to eight years) as artists and art appreciators within this environment. A broader aim of the study was to identify a range of conditions that support high quality experiences for young children in informal learning settings in general. A detailed set of ideal criteria, encompassing the physical, programming and social components of the learning setting was developed and applied to The Art of Eric Carle project.
The findings of the study clearly demonstrated that certain conditions enhance young children's engagement and reflection in informal learning settings. While physical, programming and social factors all play a role in forming young visitors' experiences, it is the social component of the learning environment, specifically children's interactions with adults, that determines the quality of their encounters. Social exchanges assist children to interpret the museum environment and its exhibits and to successfully take part in the learning experiences offered. A synergistic relationship exists between physical, programming and social factors, and with equal attention given to each of these aspects of the informal learning setting, high quality experiences can be provided for young children.
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Chiro, Giancarlo. "The activation and evaluation of Italian language and culture in a group of tertiary students of Italian ancestry in Australia /." Title page, abstract and table of contents only, 1998. http://web4.library.adelaide.edu.au/theses/09PH/09phc541.pdf.
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Haig, Yvonne G. "Teacher perceptions of student speech." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1030.
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Although language variation is widespread and natural,it is subject to judgement. Where a standard language has developed, other varieties tend to be judged against its "standards". While a number of overseas studies have found that this type of linguistic bias occurs in education and negatively impacts on dialect speakers, there has been little research in Australia. The research reported in this thesis investigates how teachers perceive the speech of school-aged students and whether the socio-economic status or level of schooling of the students influence these perceptions. Further, it examines the relationships between the teachers' background, the way they define Standard Australian English, their attitude to language variation and the way they perceive student speech. The research was undertaken as three separate but related studies. Thirty six teachers from twelve different schools were involved - three teachers from four different schools (n=l2) participating in each of the three studies. In Study One, the teachers kept observational notes on the problems they identified in their students' speech for a period of a week. In Study Two, the teachers participated in school-based focus groups to discuss those features they deemed to be problematic in their students' speech. In Study Three, the teachers ranked tape-recorded samples of speech from students who were not known to them. All the teachers provided background information, wrote their own definition of Standard Australian English and completed a questionnaire about their attitude to language variation in general and to the use of particular variants of English. The teachers in the three studies identified aspects of pronunciation, vocabulary, grammar and language use as problematic in student speech. The teachers' judgement of what was problematic and their perception of what caused these problems differed according to the socio-economic status of the students. Many of the features teachers identified as problematic were variants of Australian English. The teachers of low SES students tended to see this variation as evidence of their students' language deficiency and to be the result of their "restricted" backgrounds. The teachers of high SES students identified fewer problems in their students' speech and tended to view variation as developmental, inappropriately informal use of language or the result of deterioration in "standards". The teachers' perceptions of speech also varied according to the year level they were teaching. These perceptions reflected the teachers' own backgrounds, their personal definitions of Standard Australian English, their own "idealised" speech and their view of the relative status of Australian accents. The written form of the language also greatly influenced the teachers' perceptions of student speech. The results of this research have important implications for pedagogy, particularly in relation to equity and social justice. In an education system which increasingly relies on teacher judgements to assess the progress of students, the often negative influence of factors related to a student's background should be of serious concern. A failure to recognise the impact of non-standard features in speech on the educational opportunities and achievements of students would compromise their basic rights and limit the social and economic contributions they would otherwise be able to make.
Books on the topic "Children in art Social aspects Australia"
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Shards of glass: Children reading and writing beyond gendered identities. Cresskill, N.J: Hampton Press, 1993.
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Davies, Bronwyn. Shards of glass: Children reading and writing beyond gendered identities. Cresskill, NJ: Hampton Press, 2002.
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Shards of glass: Children reading and writing beyond gendered identities. St. Leonards, N.S.W., Australia: Allen & Unwin, 1993.
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Christine, Dixon, and National Gallery of Australia, eds. 1968. Canberra, ACT: National Gallery of Australia, 1995.
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Seeking the centre: The Australian Desert in literature, art and film. Cambridge, UK: Cambridge University Press, 1998.
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Fairy Tales and the Art of Subversion. London: Taylor and Francis, 2006.
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Fairy tales and the art of subversion: The classical genre for children and the process of civilization. New York: Routledge, 1991.
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Zipes, Jack David. Fairy tales and the art of subversion: The classical genre for children and the process of civilization. New York: Routledge, 1991.
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Zipes, Jack David. Fairy tales and the art of subversion: The classical genre for children and the process of civilization. New York: Methuen, 1988.
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Fairy tales and the art of subversion: The classical genre for children and the process of civilization. New York: Methuen, 1988.
Find full textBook chapters on the topic "Children in art Social aspects Australia"
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Baumann, Ros, and Henriette van Rensburg. "Inclusivity and the Education of Children of Defence Forces Personnel." In Advances in Early Childhood and K-12 Education, 35–53. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2901-0.ch003.
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Australian Defence Force (ADF) members' children present as a unique subpopulation of students. These students often experience schooling interruption as a result of posting (relocation) mobility inherent within the service requirements of their ADF parents. This chapter explores the impact of such mobility and interrupted schooling on educational achievement. Educational achievement consists of two key aspects: Social-emotional outcomes and Academic outcomes. Social-emotional outcomes are currently supported through the Defence Support Mentor (DSM) program. Academic outcomes are examined through the lens of Reading/Literacy testing results and Mathematics testing results. Academic achievement for ADF children impacted by mobility and schooling interruption remains largely unexplored within the Australian context. A conceptual framework is presented, which identifies potential causes of negative impacts upon ADF students' academic achievement.
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Baumann, Ros, and Henriette van Rensburg. "Inclusivity and the Education of Children of Defence Forces Personnel." In Research Anthology on Military and Defense Applications, Utilization, Education, and Ethics, 106–24. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9029-4.ch007.
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Australian Defence Force (ADF) members' children present as a unique subpopulation of students. These students often experience schooling interruption as a result of posting (relocation) mobility inherent within the service requirements of their ADF parents. This chapter explores the impact of such mobility and interrupted schooling on educational achievement. Educational achievement consists of two key aspects: Social-emotional outcomes and Academic outcomes. Social-emotional outcomes are currently supported through the Defence Support Mentor (DSM) program. Academic outcomes are examined through the lens of Reading/Literacy testing results and Mathematics testing results. Academic achievement for ADF children impacted by mobility and schooling interruption remains largely unexplored within the Australian context. A conceptual framework is presented, which identifies potential causes of negative impacts upon ADF students' academic achievement.
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Saydi, Maryam, and Ian D. Bishop. "Residential Resource Consumption." In New Approaches, Methods, and Tools in Urban E-Planning, 251–87. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5999-3.ch009.
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Residential energy and water consumption depend on dwelling structure and the behaviour of residents. Aspects of residential behaviour can be derived from census data. Dwelling information is harder to obtain. Using both aerial and street-level views from Google mapping products, exterior dwelling characteristics were captured in each of 40 postal areas in and around Melbourne, Australia. This approach saved the time and cost of travelling to the widely spread suburbs and provided data not otherwise available. The census and dwelling data were compared with resource usage statistics in linear regression models. It was found that energy and water use are highly correlated, with socio-economic variables better explaining water consumption and dwelling structure factors better explaining energy consumption. Nevertheless, the proportions of households that include a couple with children and have a swimming pool provided useful models of variations in both energy and water use. Applications to planning through spatially explicit scenario testing were developed in ArcGIS ModelBuilder.
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Malloy, Judy. "Arts Wire: The Nonprofit Arts Online." In Social Media Archeology and Poetics. The MIT Press, 2016. http://dx.doi.org/10.7551/mitpress/9780262034654.003.0023.
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Beginning in 1992, Arts Wire, a program of the New York Foundation for the Arts, was a social media platform and Internet presence provider, that provided access to news, information, and dialogue on the social, economic, philosophical, intellectual, and political conditions affecting the arts and artists. Initially led by Anne Focke and then by poet, Joe Matuzak, Arts Wire participants included individual artists, arts administrators, arts organizations and funders. This chapter focuses on Arts Wire's social media aspects, such as discussion and projects, including among others: AIDSwire, an online AIDS information resource; the online component of the Fourth National Black Writers Conference; the Native Arts Network Association; ProjectArtNet that brought children from immigrant neighborhoods online to create a community history; NewMusNet, a virtual place for experimental music; and Interactive, an online laboratory for interactive art. It also documents the history of the e-newsletter, Arts Wire Current (later NYFA Current).
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Hamburg, David A., and Beatrix A. Hamburg. "Media as an Educational System: Can the Media Help?" In Learning to Live Together. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780195157796.003.0018.
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The media, even in democratic societies, have been faulted for glorifying violence, especially in the entertainment industry. And we have seen how the harsh use of hateful propaganda through the media, by nationalist and sectarian leaders, can inflame conflicts in many parts of the world. The international community can support media that portray accurate information on current events, show constructive relations between different groups, and report instances in which violence has been prevented. Foundations, commissions, and universities can work with broadcasters to help provide responsible, insightful coverage of serious conflicts. For example, through constructive interactions with the Carnegie Commission on Preventing Deadly Conflict, CNN International moved to balance coverage of violence and strategies for peaceful conflict resolution. Social action for prosocial media may become an effective function of nongovernmental organizations, similar to their achievements in human rights. Research findings have established a causal link between children’s television viewing and their subsequent behavior in the United States and a variety of other countries (e.g., Australia, Finland, Israel, the Netherlands, Poland). Both aggressive and prosocial behaviors can be evoked, depending on the content of programs. There is no reason to assume that the impact of movies is substantially different. As early as age 2, children imitate behaviors (including violent behaviors) seen on television, and the effects may last into their teen years. Must violent content predominate forever? How can the media help to prevent deadly conflicts in the future? The proliferation of media in all forms constitutes an important aspect of globalization. Films, television, print, radio, and the Internet have immense power to reach people with powerful messages, for better and worse. At present, the United States is largely responsible for the output of film and television content seen by people worldwide. But advances in technology are making it increasingly feasible for media to be produced in all parts of the world—all too often with messages of hate, and they may become even more dangerous than the excessive violence in U.S. television and movies. Films have great, unused potential for encouraging peace and for nonviolent problem solving. They entertain, educate, and constitute a widely shared experience.
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Snow, Pamela. "Foreword." In Systematic synthetic phonics: case studies from Sounds-Write practitioners, xv—xvi. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1353.
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In the third decade of the 21st century, it is difficult to think of an aspect of children’s education in industrialised, first-world nations that is more important, yet sadly, more contested, than reading instruction. Ironically, reading and how to teach it, is also one of the most widely researched aspects of child development. A number of branches of psychology, such as cognitive, experimental, educational, and developmental neuropsychology have devoted hundreds of thousands of hours to outputs in academic journals and research theses, conference presentations, blogs, social media posts, and private and public debates. The publication of three national inquiries (the US in 2000, Australia in 2005, and England in 2006) heralded something of a false dawn in putting the major debates to rest, unanimously highlighting the importance of an early focus on explicitly and systematically teaching children (as readers and writers) how the English writing system works, alongside supporting their development in phonemic awareness, vocabulary, fluency, and comprehension.
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Good, Judith. "Novice Programming Environments." In Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom, 94–126. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2411-7.ch006.
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In 2011, the author published an article that looked at the state of the art in novice programming environments. At the time, there had been an increase in the number of programming environments that were freely available for use by novice programmers, particularly children and young people. What was interesting was that they offered a relatively sophisticated set of development and support features within motivating and engaging environments, where programming could be seen as a means to a creative end, rather than an end in itself. Furthermore, these environments incorporated support for the social and collaborative aspects of learning. The article considered five environments—Scratch, Alice, Looking Glass, Greenfoot, and Flip—examining their characteristics and investigating the opportunities they might offer to educators and learners alike. It also considered the broader implications of such environments for both teaching and research. In this chapter, the author revisits the same five environments, looking at how they have changed in the intervening years. She considers their evolution in relation to changes in the field more broadly (e.g., an increased focus on “programming for all”) and reflects on the implications for teaching, as well as research and further development.
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Geiger, Christophe, and Luc Desaunettes-Barbero. "The Revitalisation of the Object and Purpose of the TRIPS Agreement." In Global Intellectual Property Protection and New Constitutionalism, 267–94. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198863168.003.0012.
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The limited role the objectives and principles of the Agreement on Trade-Related Aspects of Intellectual Property Rights (TRIPS Agreement) (Arts 7 and 8) have played so far in the interpretation and implementation of its substantive provisions has often been criticised. The WTO Panel and Appellate Body Reports in the ‘Australia—Plain Packaging’ dispute are likely to change this situation for the future as, for the first time, the World Trade Organization (WTO) dispute settlement bodies fully engaged with Arts 7 and 8 to interpret Art 20 relative to the use of trade marks. Reliance on these provisions led the Panel and the Appellate Body to conclude that there are legitimate reasons for which Members may encumber trade mark use. The awakening of these two long dormant provisions could have a fundamental impact in offering the possibility of a more flexible reading of TRIPS. It could indeed secure the adaptability of intellectual property rights to the evolution of economic, technological and social circumstances by guaranteeing a more balanced interpretation of the limitations and exceptions included in the Agreement, for example, as advocated several years ago by a group of international IP scholars in the ‘Declaration on a balanced interpretation of the three-step test’. Furthermore, the use of these two provisions could serve as a gateway for the taking into account of ethical imperatives, supported by international human rights in the interpretation of the TRIPS norms, such as, for example, public health imperatives, crucial in the context of pandemics. Such a reading has been advocated in the past and the ‘Plain Packaging’ reports might lead to a more frequent and welcome reliance on human rights arguments in the context of international trade law.
Conference papers on the topic "Children in art Social aspects Australia"
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Wai Michael Siu, Kin, Kwok Yin Angelina Lo, Yi Lin Wong, and Chi Hang Lo. "Playful Public Design by Children." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002044.
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The design of public space and facilities in a country park aims to serve a wide scope of people with diverse needs and interests. Research on human factors should include users of different ages and capabilities. Children are often a forgotten category of users for collecting views and preferences in public design. Their voices and ideas are seldom heard and heeded. It is crucial to involve children in the design process to optimise outdoor recreational and educational experience in a country park. Playful Public Design by Children is a design research project which involved 1,023 children aged 3 to 18. They were guided to use a human factors (or ergonomics) approach to identify and solve problems in the real-life setting of Shing Mun Country Park in Hong Kong. The design research, spanning from 2019 to 2020, was conceived and co-led by a public design lab of a university and a group of art and design studios for children and teenagers. This paper reports an investigation of children’s perception of, observations on and concerns about the country park and the values underlying these concerns. Different phases engaged children in site research and visual-based design projects. For clarity and more in-depth discussion, this paper focuses specifically on children aged 8 -12. The projects allowed children to participate in observing the inadequacies of current park features such as space and facilities design. Research findings reveal children’s ability to embrace complexity in different design situations as they adopted the role as researcher, designer and change-maker. The common problem-solving strategies among their proposed design ideas reflect their concern for fun, fulfilment, adventure, action and harmony of different users (animals included) in the shared outdoor environment. Their proposed design solutions go beyond existing park design that covers only functional and physical aspects. Children’s perspective addresses other human factors such as psychological, emotional and social needs of different users resulting in an array of whimsical designs, such as zoomorphic gazebos, tree houses and observation towers for star-gazing, bird-watching, daydreaming and quiet reading. The significance of the research project is in the pedagogical practice that reveals children’s inherent creativity, design ability and potential as contributing citizens. The project changes urban children’s perception of nature, design and problem-solving strategies, and parents’ perception of design education in children’s creative development. Through the lens of children, designers can find a more well-rounded view inclusive of different human factors that can optimise users' interaction with the country park environment.