Journal articles on the topic 'College students Australia'
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1
Selby Smith, Chris. "Health services management education in South Australia." Australian Health Review 18, no. 4 (1995): 15. http://dx.doi.org/10.1071/ah950015.
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In December 1994 the Australian College of Health Service Executives (SABranch) sought ?a needs analysis for health management training programs withinSouth Australia?. Although the college was interested in a range of matters, thecentral issue was whether the current Graduate Diploma in Health Administration(or a similar course) would continue to be provided in Adelaide. The college providedbackground material and discussions were held with students, the health industry,relevant professional associations and the universities. This commentary sets out someof the background factors and my conclusions, which have been accepted by the SouthAustralian authorities.
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Broadbent, Carolyn, and Jo Brady. "Leading Change in Teacher Education In Australia Through University-School Partnerships." European Journal of Social & Behavioural Sciences 4, no. 1 (January 1, 2013): 21–31. http://dx.doi.org/10.15405/ejsbs.2013.1.4.
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Recent government reviews of higher education in Australia have highlighted the need for comprehensive reform across the tertiary education and training sector. Teacher education has traditionally been offered in isolation from schools. Innovative partnerships between universities, schools, employing bodies, and other educational institutions are now encouraged. This study evaluates the impact and effectiveness of one university-school partnership between an Australian university and a large secondary college in Canberra, Australia. The partnership, titled the Down South initiative, embeds secondary teacher education within a College learning environment to bring together academics, secondary college students and teachers, and pre-service teachers for learning and research. The paper provides evidence of the effectiveness of the partnership in strengthening pre-service teachers’ professional identity, knowledge and practice and by contributing to mutually reciprocal outcomes for all.
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Clark-Burg, Karen. "Future Perioperative Registered Nurses: An Insight into a Perioperative Programme for Undergraduate Nursing Students." Journal of Perioperative Practice 18, no. 10 (October 2008): 432–35. http://dx.doi.org/10.1177/175045890801801001.
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An Australian College of Operating Room Nurses (ACORN) submission (ACORN 2002–2008) recently stated that the specialities that suffered significantly from the transition of hospital-based nursing training to university training were the perioperative specialty, critical care and emergency. The main reason for this was that perioperative nursing was not included in the undergraduate nursing curriculum. Less than a handful of universities in Australia offer the subject as a compulsory unit. The University of Notre Dame Australia (UNDA) is one of these universities. This paper will provide an insight into the perioperative nursing care unit embedded within the Bachelor of Nursing (BN) undergraduate curriculum.
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Corcoran, Tim, Julie White, Kitty te Riele, Alison Baker, and Philippa Moylan. "Psychosocial justice for students in custody." Journal of Psychosocial Studies 12, no. 1 (July 1, 2019): 41–56. http://dx.doi.org/10.1332/147867319x15608718110899.
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Availability to quality education is significantly beneficial to the life prospects of young people. In particular, for young people caught up in the justice system, it is argued that involvement in education reduces risk of further criminality and improves a person’s prospects for future community engagement. This paper overviews a recent study undertaken in the Australian state of Victoria. The study worked with project partner, Parkville College, the government school operating inside the state’s two detention centres, to examine what supports and hinders education for students in custody. Amongst other purposes, education should be about the pursuit of justice and if accepted as an ontological opportunity, education can invite the pursuit of a particular kind of justice ‐ psychosocial justice. Subsequently, psychosocial theory applied to educational practice in youth detention is inextricably linked to issues concerning justice, both for how theory is invoked and ways in which practice is enacted. The paper first introduces the concept of psychosocial justice then hears from staff connected to Parkville College regarding issues and concerns related to their work. As shown, education for incarcerated young people, not just in Australia but internationally, is enhanced by contributions from psychosocial studies providing a means to pursuing justice informed by a politics of psychosocialism.
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Twelves, Jim. "The Alphacrucis College clinical teaching model: An evaluation." International Journal of Christianity & Education 23, no. 3 (July 29, 2019): 327–48. http://dx.doi.org/10.1177/2056997119865565.
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Alphacrucis College, Australia, has developed a Clinical Teaching Model (CTM) as an option within the initial teacher-training awards. The Alphacrucis College model intentionally combines the pre-service teachers’ spiritual formation with their professional development. This article reports on an evaluation of the CTM students’ experience compared with that of students under the traditional approach. The key findings confirm an increased sense of self-discipline and confidence, and an overwhelming appreciation for the practical application without assessment. The students appreciated that in the CTM process, faith was being coupled with their calling to teach.
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Humanes-Humanes, María-Luisa, and Sergio Roses-Campos. "College students’ views about journalism education in Spain." Comunicar 21, no. 42 (January 1, 2014): 181–88. http://dx.doi.org/10.3916/c42-2014-18.
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The paper presents the results of a survey of 1,552 journalism students from five public universities in Spain during academic year 2011-12. The research addresses two objectives: how students evaluate journalism as a degree subject and whether they believe they need this qualification to be a journalist. The results indicate that most students believe the journalism courses are adequate, but almost 25% consider them unnecessary. Students acknowledge the quality of the training received at the specialist faculties but the percentage in Spain is lower than in other countries in the study. A multiple linear regression was used to discover the variables that explain this evaluation. The most influential variable is the course enrolled on, followed by the functions the respondents assign to the faculty. The paper has used data from the largest sample on this subject taken so far, which also includes all courses and data on graduates completing their first university course in journalism as part of the European Higher Education Area (EHEA). This study can be a valuable starting point for further research to inform decision-making on the subject. This research is part of the «Journalism Students Project» with participants from seven countries: Australia, Brazil, Chile, Mexico, Spain, Switzerland and the United States. El artículo presenta los resultados de una encuesta realizada a una muestra de 1.552 estudiantes de Periodismo de cinco universidades públicas durante el curso 2011-12. La investigación aborda dos objetivos: conocer la valoración de los estudiantes respecto a la titulación y averiguar si consideran necesarios los estudios de Periodismo para ejercer la profesión. Los resultados indican que los estudiantes creen apropiados los estudios de Periodismo, pero casi una cuarta parte los considera innecesarios. Los estudiantes valoran la calidad de la formación recibida en las facultades con un aprobado, por debajo de la opinión de la mayoría de los estudiantes de los otros países del estudio. Se ha realizado una regresión lineal múltiple para encontrar qué variables explican dicha valoración; la más influyente es el curso matriculado, seguida de las funciones que los encuestados otorgan a las facultades. El trabajo presenta la virtud de haber contado con datos a partir de la mayor muestra utilizada hasta el momento, que además incluye todos los cursos y datos para las primeras promociones de alumnos de Grado según el Espacio Europeo de En señanza Superior (EEES). Puede ser un punto de partida valioso para posteriores estudios que permitan tomar decisiones a los responsables académicos. El estudio forma parte del «Journalism Students Proyect» con estudiantes de Periodismo de Australia, Brasil, Chile, México, España, Suiza y Estados Unidos.
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Crawshaw, John, and Eric Hayward. "Hedland College Gives a Practical Lesson." Aboriginal Child at School 15, no. 4 (September 1987): 34–37. http://dx.doi.org/10.1017/s0310582200015030.
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Is there a teacher in Australia who hasn’t, at some time or other, had a class who were bored and uninterested? While the students might find the lessons tedious, it’s certainly no fun for the teacher to be confronted with students who are listless, restless and convinced that what you have to say isn’t worth listening to.In the Admission Studies course for Aborigines, the students were required to learn about meeting procedures. Very few of the students had ever been to a formal meeting and it is probably fair to say that they regarded the subject as dull, pointless and irrelevant. Eric Hayward was the Aboriginal lecturer who was trying to teach this subject in a formal manner. He wasn’t succeeding - both he and the students were frustrated and little progress was being made. As a consequence the lecturer gave a great deal of thought about how the teaching of meeting procedure might be made more relevant to the students. He wanted to provide the difficult terminology with practical meaning and set the learning in a real world context. While these goals were quite clear, it took some time to decide on the teaching methodology which should be employed. A method was needed which would make the lessons more interesting and relevant to the students. The method adopted had to ensure the students learnt about meetings and how they are formally conducted.
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Roche, Thomas, and Suzi Syme. "Enabling Future Directions: NAEEA Invited Panel." Student Success 9, no. 1 (February 1, 2018): 1–7. http://dx.doi.org/10.5204/ssj.v9i1.428.
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To bookend the 6th Biennial National Association of Enabling Educators of Australia (NAEEA) Conference, five invited speakers joined a panel on the future directions of enabling education locally and globally: David Bull, founding and outgoing Chair of the Association and also the Director of the University of Southern Queensland’s Open Access College, Australia; Professor Mike Osborne, Director of the Centre for Research and Chair of Adult and Lifelong Learning (CR&DALL) at the University of Glasgow, United Kingdom; Professor Karen Nelson Pro Vice-Chancellor (Students) at the University of the Sunshine Coast, Australia; Professor Norm Sheehan, a Wiradjuri man and Director of Gnibi College at Southern Cross University, Australia; Associate Professor Nick Zepke Massey University, New Zealand. The panel discussion was facilitated by Karen Seary, Associate Dean at CQUniversity and recently elected Chair of the NAEEA. The panellists encouraged NAEEA members to strengthen enabling practice through a robust approach to research and documenting their practice whilst focusing on students and their success. The following excerpts were taken from a transcription of the panel by the authors, who have made all attempts to ensure the accuracy of information presented.
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Lloyd, Andrew Raymond Gerard. "Walking the tightrope or constructing a bridge? A study into effective partnership practices between an interstate boarding school community and a very remote Aboriginal Community." Australian and International Journal of Rural Education 30, no. 2 (July 17, 2020): 1–15. http://dx.doi.org/10.47381/aijre.v30i2.256.
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Access to secondary education for very remote Northern Territory Indigenous students is limited. Although many students attend distant boarding schools, very few stay to complete Year 12 (the final year of secondary school in Australia). Few families and communities are fully engaged in the whole transition process. This paper describes a case study of one very remote Indigenous community and its partnership with an interstate boarding College. The partnership is attributed with students from community staying to complete Year 12 and then seeking local employment pathways afterward. The study on which this paper is based, investigated how the elements within this partnership function. Using a qualitative methodology with a phenomenological design, two adults from the remote Indigenous Community and six staff from a partner boarding College were interviewed. Interviews were transcribed verbatim, thematically coded and participants were deidentified. Limitations included small sample size not completely representative of the students, families, Elders and staff from either the community or the college.
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Appleby, Michael, and Judy Bourke. "Promoting Law Student Mental Health Literacy and Wellbeing: A Case Study from The College of Law, Australia." International Journal of Clinical Legal Education 20, no. 1 (July 8, 2014): 461. http://dx.doi.org/10.19164/ijcle.v20i1.18.
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<p>A number of studies have been undertaken about the mental health of law students and the reports as to the findings of those studies have all expressed concern about the high levels of psychological distress suffered by them. Australian studies indicate that while university students suffer from emotional distress at a rate greater than that of the general population and at a higher rate than their non-student (age group) peers, law students are more distressed than their university peers. This has led to many calls for action.</p><p><br />Most law students undertake their degree with a view to practising law. It is now also accepted that legal practitioners suffer depression or emotional distress at higher rates than other professionals, other workers more generally and the general population. Research shows that there is a strong correlation between high levels of emotional distress and the incidence of mental illness. Law students suffering high or very high distress levels are therefore at an increased risk of suffering a mental illness, most commonly anxiety and/or depression.</p><p>Faced with this problem, the question arises: how should legal education institutions respond? This article describes the approach taken by one legal education institution, The College of Law, Australia (the College), in answering this question. The College identified the value in improving students’ mental health literacy and stress management and now trains its lecturers to deliver an educational workshop (the workshop) in these areas. The workshop forms part of the core curriculum for the College’s practical legal training program (PLT).</p><p>Part 2 of the article reviews some of the literature about health promotion, health literacy, mental health literacy and promoting student wellbeing, providing the underpinnings for the intervention. Part 3 describes the development of the workshop for pre-admission graduate law students. Part 4 outlines the content of the workshop and delivery methods. Part 5 considers evaluations of the workshop, from both the student and teacher perspective and student learning outcomes, and Part 6 contains recommendations based on our experience in designing and delivering the workshop.</p>
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Melton, James, Robert Miller, and Michelle Salmona. "Online Social Networks." International Journal of Information Systems and Social Change 3, no. 2 (April 2012): 24–38. http://dx.doi.org/10.4018/ijissc.2012040102.
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Previous research has shown that many college students in the United States post content to social networking sites that they know would be considered inappropriate by employers and other authority figures. However, the phenomenon has not been extensively studied in cross-cultural context. To address this knowledge gap, a survey of college students in Australia, Denmark, the United Kingdom, and the United States was conducted. The study found a universal tendency among the four groups: students knew the content they were posting would be considered inappropriate by employers and other authority figures, but they chose to post it anyway. The article also reports on differences in the way this tendency was manifested and on related aspects of social networking across cultures, including decisions about privacy and information disclosure.
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Vogel, David L., Haley A. Strass, Patrick J. Heath, Fatima R. Al-Darmaki, Patrick I. Armstrong, Makilim N. Baptista, Rachel E. Brenner, et al. "Stigma of Seeking Psychological Services: Examining College Students Across Ten Countries/Regions." Counseling Psychologist 45, no. 2 (February 2017): 170–92. http://dx.doi.org/10.1177/0011000016671411.
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Stigma is an important barrier to seeking psychological services worldwide. Two types of stigma exist: public stigma and self-stigma. Scholars have argued that public stigma leads to self-stigma, and then self-stigma is the primary predictor of attitudes toward seeking psychological services. However, this assertion is largely limited to U.S. samples. The goal of this research was to provide a first step in understanding the relationship between public stigma, self-stigma, and attitudes toward seeking psychological services in international contexts ( N = 3,276; Australia, Brazil, Canada, Hong Kong, Portugal, Romania, Taiwan, Turkey, United Arab Emirates, and United States). Using structural equation modeling, we found that self-stigma mediated the relationship between public stigma and attitudes toward seeking services among college students in each country and region. However, differences in path strengths emphasize the need to pay attention to the role of public and self-stigma on attitudes toward seeking psychological services throughout the world.
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Fitriani, Suci, and Febria Sri Artika. "International Students’ Vocabulary Learning Strategies at the English Language Intensive Course for Overseas Students’ Program." Jurnal Educative: Journal of Educational Studies 5, no. 2 (December 31, 2020): 136. http://dx.doi.org/10.30983/educative.v5i2.3518.
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<p style="text-align: justify;">The purpose of this research is to investigate the Vocabulary Learning Strategies (VLS) employed by international students who are studying English as a second language at the English Language Intensive Course for Overseas Students Program (ELICOS) of the University of Canberra College English Language Centre (UCCELC) in Australia. A qualitative design was used to gather information from six international students from different countries including Indonesia, China, Philippine, and Japan by using interviews. The results from the interview were then analyzed and presented by using the qualitative research procedures including coding, grouping, argument construction, and drafting. The finding of this research revealed that students at the ELICOS program employ various VLS including cognitive, metacognitive, memory, and social strategies. Cognitive strategies are identified as the most popular strategies used by the students, followed by metacognitive and memory strategies respectively and social strategies are recognized as the least popular. These findings have important implications in improving the quality of language teaching and learning process and enriching the research repertoire in the field of VLS.</p><p> </p><p style="text-align: justify;"><em>Penelitian ini bertujuan untuk mengetahui strategi pembelajaran kosa kata yang digunakan oleh mahasiswa internasional yang sedang mempelajari bahasa Inggris sebagai bahasa kedua di English Language Intensive Course for Foreign Students Program (ELICOS) di University of Canberra College English Language Centre (UCCELC) di Australia. Desain kualitatif digunakan untuk mengumpulkan informasi kepada enam siswa internasional dari berbagai negara termasuk Indonesia, Cina, Filipina, dan Jepang dengan menggunakan wawancara. Hasil wawancara kemudian dianalisis dan disajikan dengan menggunakan prosedur penelitian kualitatif meliputi pengkodean, pengelompokan, penyusunan argumen dan penyusunan. Temuan penelitian ini mengungkapkan bahwa siswa pada program ELICOS menerapkan berbagai strategi pembelajaran kosakata termasuk strategi kognitif, metakognitif, memori dan sosial. Strategi kognitif diidentifikasi sebagai strategi paling populer diikuti oleh strategi metakognitif dan memori masing-masing dan strategi sosial diakui sebagai yang paling tidak populer. Temuan ini memiliki implikasi penting dalam meningkatkan kualitas proses belajar mengajar bahasa dan memperkaya khasanah penelitian di bidang strategi pembelajaran kosa kata. </em></p>
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Fitriani, Suci, and Febria Sri Artika. "International Students’ Vocabulary Learning Strategies at the English Language Intensive Course for Overseas Students’ Program." Jurnal Educative: Journal of Educational Studies 5, no. 2 (December 31, 2020): 136. http://dx.doi.org/10.30983/educative.v5i2.3518.
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<p style="text-align: justify;">The purpose of this research is to investigate the Vocabulary Learning Strategies (VLS) employed by international students who are studying English as a second language at the English Language Intensive Course for Overseas Students Program (ELICOS) of the University of Canberra College English Language Centre (UCCELC) in Australia. A qualitative design was used to gather information from six international students from different countries including Indonesia, China, Philippine, and Japan by using interviews. The results from the interview were then analyzed and presented by using the qualitative research procedures including coding, grouping, argument construction, and drafting. The finding of this research revealed that students at the ELICOS program employ various VLS including cognitive, metacognitive, memory, and social strategies. Cognitive strategies are identified as the most popular strategies used by the students, followed by metacognitive and memory strategies respectively and social strategies are recognized as the least popular. These findings have important implications in improving the quality of language teaching and learning process and enriching the research repertoire in the field of VLS.</p><p> </p><p style="text-align: justify;"><em>Penelitian ini bertujuan untuk mengetahui strategi pembelajaran kosa kata yang digunakan oleh mahasiswa internasional yang sedang mempelajari bahasa Inggris sebagai bahasa kedua di English Language Intensive Course for Foreign Students Program (ELICOS) di University of Canberra College English Language Centre (UCCELC) di Australia. Desain kualitatif digunakan untuk mengumpulkan informasi kepada enam siswa internasional dari berbagai negara termasuk Indonesia, Cina, Filipina, dan Jepang dengan menggunakan wawancara. Hasil wawancara kemudian dianalisis dan disajikan dengan menggunakan prosedur penelitian kualitatif meliputi pengkodean, pengelompokan, penyusunan argumen dan penyusunan. Temuan penelitian ini mengungkapkan bahwa siswa pada program ELICOS menerapkan berbagai strategi pembelajaran kosakata termasuk strategi kognitif, metakognitif, memori dan sosial. Strategi kognitif diidentifikasi sebagai strategi paling populer diikuti oleh strategi metakognitif dan memori masing-masing dan strategi sosial diakui sebagai yang paling tidak populer. Temuan ini memiliki implikasi penting dalam meningkatkan kualitas proses belajar mengajar bahasa dan memperkaya khasanah penelitian di bidang strategi pembelajaran kosa kata. </em></p>
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Tran, David Minh, and Malcolm P. Forbes. "Addressing cost of unwarranted medical care in the medical curriculum." Australian Health Review 41, no. 2 (2017): 151. http://dx.doi.org/10.1071/ah15172.
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Within the past decade, there has been a significant increase in Australia’s health expenditure, with a concurrent rise in overdiagnosis. Australia has introduced the Choosing Wisely campaign in a bid to identify and reduce commonly used investigations, treatments and procedures that add little benefit to patient care. By catalysing a discussion regarding evidence-based use of medications and medical testing, the Choosing Wisely campaign can minimise risk of harm to patients, as well as reduce expenditure. Internationally, several institutions are considering introducing training regarding cost-effective medical investigations into medical school curricula. The American College of Radiology has found positive results when conducting small-group teaching sessions with medical students regarding appropriate imaging modalities. These results are reflected in a US study that used an educational intervention to improve students’ understanding of investigation costs. In addition, the Academy of Clinical Laboratory Physicians and Scientists has developed a proposed curriculum to further medical students’ training in appropriate ordering of laboratory investigations. Australian medical educators must consider whether introducing evidence-based testing into Australian medical curricula should be part of a wider strategy to prevent unnecessary testing and health expenditure now and into the future.
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Goriss-Hunter, Anitra, Peter Sellings, Karen Lenk, and Melinda Scash. "A fine romance? Developing a Transformational School-University Partnership." Educational Practice and Theory 43, no. 1 (May 1, 2021): 57–76. http://dx.doi.org/10.7459/ept/43.1.05.
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This paper investigates the complexities involved in a school-university partnership between a secondary school, Highview College and Federation University, both located in Australia. The authors argue that Federation University and Highview College have worked together to develop a transformational partnership in a Community of Practice (CoP) that has benefits for both parties. The authors report the findings through the analogy of a relationship unfolding.Using a qualitative methodology, it was found that through the development of a transformational partnership, a number of benefits had eventuated. These benefits include authentic learning experiences and the raising of university aspirations for school students.
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Spence, Jenny, Charmaine Davis, Jonathan H. Green, Orie Green, Marcus Harmes, and Celeste Sherwood. "Community, Engagement and Connectedness: Reflections on Pathway Programs at a Regional Australian University." Student Success 13, no. 3 (November 29, 2022): 11–19. http://dx.doi.org/10.5204/ssj.2441.
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The progressive democratisation of Australian higher education has numerous causes including the increase in the number of universities and therefore university places across the later 20th and into the 21st century, as well as initiatives by governments of different ideological hues to increase the total percentage of the population with a university degree. This latter impulse, in particular, has increased significantly the number of students entering university via pathway programs, meaning programs which provide the opportunity to undertake study to inculcate university-standard skills and enable matriculation into university for people who are otherwise ineligible. The students in pathway programs are sometimes disengaged from learning, coming from so-called non-traditional pathways that may signify a disconnect between them and their institutions of learning. This practice report, therefore, examines efforts to address “connectedness” in pathway programs at a regional university in Australia. The pathway programs at UniSQ College are underpinned by an inclusive and holistic teaching philosophy that supports students’ access to higher education. Through the lenses of social, emotional, cognitive, behavioural, and collaborative engagement, practitioners examined and reflected on ways in which this philosophy was embedded in the day-to-day work of UniSQ College through deliberate efforts to promote and maintain connectedness. By reflecting on and articulating these connections, we have provided a base for developing a future evaluative framework that will critically examine the extent to which our practices, through student engagement, foster connectedness.
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Su, Mengwei, and Laura M. Harrison. "Being Wholesaled: An Investigation of Chinese International Students’ Higher Education Experiences." Journal of International Students 6, no. 4 (October 1, 2016): 905–19. http://dx.doi.org/10.32674/jis.v6i4.325.
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Using academic capitalism as a theoretical foundation, this phenomenological study examined the new study abroad experiences of Chinese college students in six popular English-speaking study destination countries—the U.S., the U.K., Australia, Canada, the Netherlands, and Singapore. Qualitative data collected from 20 interviews indicate some hosting higher education institutions prioritize enrollment growth and neglect recruitment process and student development. Three main findings are 1) delegating recruitment to overseas agencies causes mismatches between host institutions and the Chinese students, 2) Chinese students having insufficient language skills are prone to have a dissatisfied study abroad experience, and 3) high density of student population from one country impedes Chinese students’ integration on campus. Implications for higher educational professionals, students, and faculty are presented.
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Coe, Sandra, Annette Marlow, and Carey Mather. "Whole of Community Facilitators: An Exemplar for Supporting Rural Health Workforce Recruitment through Students’ Professional Experience Placements." International Journal of Environmental Research and Public Health 18, no. 14 (July 19, 2021): 7675. http://dx.doi.org/10.3390/ijerph18147675.
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The Whole of Community Facilitator model provides support for healthcare students’ professional experience placements (PEP) in rural regions in Tasmania. In Tasmania, rural PEP is challenged as healthcare facilities are often small and have limited capacity for staff to devote considerable time to supervising students during PEP. Recruitment and retention of the rural health workforce in Tasmania is sometimes difficult because the island State is geographically distant from mainland Australia, and predominantly classified as a regional, rural, or remote area. The University of Tasmania, College of Health and Medicine (the College) explored various initiatives to support rural workforce sustainability, and the project discussed addresses this issue by promoting rural healthcare facilities as potential employment destinations for students upon completion of their course. The model supports the delivery of high-quality supervision to students whilst undertaking rural PEP, to foster positive experiences and potentially influence their future career choices. A successful exemplar was trialled in 2012 and implemented statewide in 2017 using a Whole of Community Facilitation (WOCF) model. The initiative supports host facilities, supervisors, host staff, and students and promotes positive placement experiences. The initiative was designed in consideration of Tasmania’s rurality, and uses a flexible and responsive framework.
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Latner, Janet D., Tess Knight, and Kaye Illingworth. "Body Image and Self-Esteem Among Asian, Pacific Islander, and White College Students in Hawaii and Australia." Eating Disorders 19, no. 4 (July 2011): 355–68. http://dx.doi.org/10.1080/10640266.2011.584813.
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Kuzmenko, Taras, Tetiana Tsoi, Iuliana Goncharenko, Liudmyla Zhvania, and Nataliia Kvitko. "Social communications of students in the modern intercultural space." LAPLAGE EM REVISTA 7, Extra-C (June 19, 2021): 303–14. http://dx.doi.org/10.24115/s2446-622020217extra-c1015p.303-314.
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The aim of this article is to study the influence of social communications on the formation of relations between students in the intercultural space on the example of the State Higher Educational Institution "Vasyl Stefanyk Precarpathian National University" and Kyiv University named after Borys Hrinchenko. Methods: analysis, synthesis, abstraction, modeling, description, observation, comparison, tabular and graphical representation, questionnaires and generalizations. Results: It is determined that countries such as Australia, Canada, Great Britain, New Zealand, France and the Netherlands have the highest rates of attracting foreign students to study in higher education institutions. The most international universities in the world are the University of Hong Kong, ETH Zurich, Chinese University of Hong Kong, University of Oxford and Imperial College London, which occupy the first five positions in the World University Rankings 2021. It was found that most often social communication between students belonging to different socio-cultural groups occurs using social media.
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Cooper, Rhys. "Connecting embedded and stand-alone peer mentoring models to enhance student engagement." Student Success 9, no. 2 (March 25, 2018): 87–93. http://dx.doi.org/10.5204/ssj.v9i2.406.
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This paper outlines the Trident Student Mentoring Program that runs in the College of Engineering at Victoria University, Melbourne, Australia. The program offers both embedded and stand-alone models of peer mentoring services to the same cohort of first-year students. It shows that by forming strong links between these two types of peer mentoring models, the inherent challenges of both, such as low attendance rates in stand-alone models and short periods of peer to peer time in embedded models, are mitigated.
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Bradfield, Zoe, Karen Wynter, Yvonne Hauck, Linda Sweet, Alyce N. Wilson, Rebecca A. Szabo, Vidanka Vasilevski, Lesley Kuliukas, and Caroline S. E. Homer. "COVID-19 vaccination perceptions and intentions of maternity care consumers and providers in Australia." PLOS ONE 16, no. 11 (November 15, 2021): e0260049. http://dx.doi.org/10.1371/journal.pone.0260049.
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Introduction Vaccination against COVID-19 is a key global public health strategy. Health professionals including midwives and doctors support and influence vaccination uptake by childbearing women. There is currently no evidence regarding the COVID-19 vaccination perceptions and intentions of those who receive or provide maternity care in Australia. The aim of this study was to address this gap in knowledge and explore the perceptions and intentions regarding COVID-19 vaccination from consumers and providers of maternity care in Australia. Methods A national cross-sectional online study conducted in early 2021 in Australia, a country that has had a very low number of COVID-19 cases and deaths. Recruitment was undertaken through parenting and health professional social media sites and professional college distribution lists. A total of 853 completed responses, from women (n = 326), maternity care providers including doctors (n = 58), midwives (n = 391) and midwifery students (n = 78). Findings Personal intention to be vaccinated ranged from 48–89% with doctors most likely and women least likely. Doctors and midwifery students were significantly more likely to recommend the vaccine to pregnant women in their care than midwives (p<0.001). Fewer doctors (2%) felt that women should wait until breastfeeding had concluded before being vaccinated compared with 24% of midwives and 21% of midwifery students (p<0.001). More than half of the midwives (53%) had concerns about the COVID-19 vaccine for the women in their care compared with 35% of doctors and 46% of midwifery students. Despite national guidelines recommending vaccination of breastfeeding women, 54% of practitioners were unlikely to recommend vaccination for this group. Conclusion This is the first study to explore the perceptions and intentions regarding COVID-19 vaccination from the perspective of those who receive and provide maternity care in Australia. Findings have utility to support targeted public health messaging for these and other cohorts.
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Malecka-Massalska, Teresa, Agata Smolen, Elzbieta Madro, and Wojciech Surtel. "Bioimpedance Vector Pattern in Taiwanese and Polish College Students Detected by Bioelectric Impedance Vector Analysis: Preliminary Observations." Scientific World Journal 2012 (2012): 1–5. http://dx.doi.org/10.1100/2012/684865.
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Background and Objectives. The study was conducted to evaluate soft tissue hydration and mass through pattern analysis of vector plots as height, normalized resistance, and reactance measurements by bioelectric impedance vector analysis in Taiwanese and Polish college students.Methods. Whole-body measurements were made with ImpediMed bioimpedance analysis SFB7 BioImp v1.55 (Pinkenba Qld 4008, Australia) in 16 Taiwanese and Polish men and 16 Taiwanese and Polish women.Results. Mean vectors of Taiwanese men and women groups versus the Polish men and women groups were characterized by almost the same normalized resistance component with reactance component (separate 95% confidence limits, ) indicating that there were no differences of soft tissue hydration and mass.Interpretation and Conclusion. The evaluation of soft tissue hydration and mass through pattern analysis of vector plots as height, normalized resistance, and reactance measurements by bioelectric impedance vector analysis in Taiwanese and Polish college students did not differ between these two diverse ethnic groups. Further observational research investigating these properties in larger groups would be welcomed to elucidate and/or confirm these findings.
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Muhammad Hidayat and M. Nurul Ikhsan Saleh. "Feedback in The Learning Process on Indonesian Master’s Degree Experience Studying Abroad." JTP - Jurnal Teknologi Pendidikan 24, no. 2 (August 23, 2022): 158–70. http://dx.doi.org/10.21009/jtp.v24i2.25856.
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Studies on the perception of Indonesian master’s degree students from various universities abroad on satisfaction with feedback in the learning process are still limited. This study aims to explore the perceptions of college students related to feedback and how the feedback enables students to sharpen and improve practical skills in the learning process. Researchers in this study uses a case study method included in qualitative research. Researchers interviewed 32 participants who were selected using the snowball sampling technique which consisted of master degree students from four countries: Indonesia, the United Kingdom, the United States of America, and Australia. The questions in this study focused on responses to various types of feedback based on the question and delivery, student expectations, and how feedback affects academic performance. This study found four major themes, namely the importance of being explicit in providing feedback, variations in giving feedback, comprehensive feedback students expect for lecturers in Indonesia, and using feedback to improve students’ academic performance.
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Ashton, Jean, and Roslyn Elliott. "Study, Work, Rest and Play." Australasian Journal of Early Childhood 32, no. 2 (June 2007): 15–22. http://dx.doi.org/10.1177/183693910703200204.
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THE INCREASING COSTS ASSOCIATED with tertiary study in Australia coupled with limited government assistance for education have had a significant impact on the preparation of students for the early childhood sector. Increasing costs have meant that a greater number of students than ever before need to undertake full- or part-time employment (Kember, 1999), which, paired with family responsibilities, challenges the more traditional university experience enjoyed by students in the past. Today's students are less likely to enrol in university programs straight from school. Rather, by means of a range of pathways following college training at Diploma level, employment for several years, marriage and families, they enter university with very different skills and very different expectations regarding study from those of previous generations of students. This article examines some of the changing structures and competing priorities in students' lives, as part of a larger investigation around the use of alternate pedagogies in teacher-education programs. It notes how one university is modifying its early childhood teacher-education programs to provide more equitable but still workable solutions for students challenged by their multiple life-roles.
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Taufiq, Wahyu. "A case study of an ESL Student learning English in an English Speaking Country." PEDAGOGIA: Jurnal Pendidikan 5, no. 2 (September 17, 2016): 287. http://dx.doi.org/10.21070/pedagogia.v5i2.262.
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Different students who learn English as the second language has various problems and strategies to overcome. A case study on an international student who learns English as a second language in an English speaking country raised some problems he had and offered some strategies he used during the process of learning. The progress of learning from the first time coming and studying at a college in Australia was mainly the core data collected on this study. The data copes from his formal academic learning experience and also from informal situation that he met at his everyday life. This study applied qualitative research method and use interview and recording as the instruments. The data were analized through three stages: data reduction, data display, and conclusion drawing. The results of the study show that the learner experiences a range of English learning problems which happened after his coming to Australia and some strategies he used to overcome.
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MOFFATT, C. R. M., A. GREIG, M. VALCANIS, W. GAO, T. SEEMANN, B. P. HOWDEN, and M. D. KIRK. "A large outbreak ofCampylobacter jejuniinfection in a university college caused by chicken liver pâté, Australia, 2013." Epidemiology and Infection 144, no. 14 (June 16, 2016): 2971–78. http://dx.doi.org/10.1017/s0950268816001187.
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SUMMARYIn October 2013, public health authorities were notified of a suspected outbreak of gastroenteritis in students and guests following a catered function at a university residential college. A retrospective cohort study was undertaken to examine whether foods served at the function caused illness. A total of 56 cases of gastroenteritis, including seven laboratory-confirmed cases ofCampylobacter jejuniinfection, were identified in 235 eligible respondents. Univariate analysis showed a significant association with a chicken liver pâté entrée [relative risk (RR) 3·64, 95% confidence interval (CI) 2·03–6·52,P< 0·001], which retained significance after adjustment for confounding via multivariable analysis (adjusted RR 2·80, 95% CI 1·26–6·19,P= 0·01).C. jejuniandC. coliwere also isolated in chicken liver pâté recovered from the college's kitchen. Subsequent whole genome multilocus sequence typing (wgMLST) of clinical and food-derivedC. jejuniisolates showed three genetically distinct sequence types (STs) comprising ST528, ST535 (both clinically derived) and ST991 (food derived). The study demonstrates the value of utilizing complementary sources of evidence, including genomic data, to support public health investigations. The use of wgMLST highlights the potential for significantC. jejunidiversity in epidemiologically related human and food isolates recovered during outbreaks linked to poultry liver.
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Little, Craig B., Larissa Titarenko, and Mira Bergelson. "Creating a Successful International Distance-Learning Classroom." Teaching Sociology 33, no. 4 (October 2005): 355–70. http://dx.doi.org/10.1177/0092055x0503300402.
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As the global economy becomes more integrated, incorporating international experiences into college curricula becomes increasingly desirable for American students and their counterparts abroad. This paper describes one model for creating an international, Web-based, distance-learning classroom that can be used as a guide for those who might wish to pursue similar endeavors. Our replicated experiences teaching a sociology course on social control, twice under slightly different conditions, provide the basis for identifying the conditions and practices that optimize the goals of providing a forum for international education and enhancing reading and writing skills. A content analysis of the online Student-Led Discussions provides evidence that cross-national knowledge and understanding can be enhanced in this learning environment. Enrolling students from the United States, Belarus, Russia, and Australia, our course demonstrates how instructors can create a successful virtual classroom that truly encircles the globe.
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Mohd. Elmagzoub Eltahir, Najeh Rajeh Alsalhi, Geraldine Torrisi-Steele, and Sami Sulieman Al-Qatawneh. "The Implementation of Online Learning in Conventional Higher Education Institutions During the Spread of COVID-19: A Comparative Study." International Journal of Emerging Technologies in Learning (iJET) 18, no. 01 (January 10, 2023): 68–99. http://dx.doi.org/10.3991/ijet.v18i01.36005.
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The purpose of this study is to investigate and explore the degree of success of the implementation of online learning in conventional higher education institutions instead of face-to-face learning during the spread of the Covid-19 Pandemic during the 2019/2020 academic year, via exploring the undergraduate students' perceptions of the application of the online learning system at Ajman University in UAE, and Griffith University in Australia. In the study, the descriptive approach was used. A questionnaire consisting of 40 items was designed and distributed to 630 students from Ajman University and 675 students from Griffith University, who were randomly selected from different faculties of the two universities during the 2019/2020 academic year during the COVID-19 pandemic. The results of the study revealed that students' a moderate satisfaction with the University's readiness, training, and technical support for online learning and the university's teaching and learning process during the COVID-19 pandemic, with female students finding them more satisfaction than male students. Disciplines and computer skills also showed an impact on such satisfaction, with Pharmacy & Health Science College students at Ajman University and Architecture, Art, and Design discipline students at Griffith University, and those with excellent computer skills in both Universities. In addition, the results showed positive attitudes of students towards the use of online learning at the two universities during the COVID-19 pandemic.
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Sproston, Carlyn. "When students negotiate: an action research case study of a Year 8 English class in a secondary college in Victoria, Australia." Educational Action Research 16, no. 2 (June 2008): 187–208. http://dx.doi.org/10.1080/09650790802011718.
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Madura Ward-Steinman, Patrice. "Vocal Improvisation and Creative Thinking by Australian and American University Jazz Singers A Factor Analytic Study." Journal of Research in Music Education 56, no. 1 (April 2008): 5–17. http://dx.doi.org/10.1177/0022429408322458.
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In this study, the author investigated factors underlying vocal improvisation achievement and relationships with the singers' musical background. Participants were 102 college students in Australia and the United States who performed 3 jazz improvisations and 1 free improvisation. Jazz improvisations were rated on rhythmic, tonal, and creative thinking criteria; free improvisations were rated only on creativity criteria. The results are as follows: (a) A significant difference was found between jazz and free improvisation achievement; (b) extensive jazz experience, especially study and listening, was found to be significantly correlated with vocal improvisation achievement; (c) 3 factors were found to underlie jazz improvisation: jazz syntax, vocal creativity, and tonal musicianship; and (d) 3 factors were found to underlie free improvisation: musical syntax, vocal creativity, and scat syllable creativity.
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Fernandez, Migual, and John Holsgrove. "An evaluation of a paired reading program at a high school." Journal of Psychologists and Counsellors in Schools 8 (November 1998): 91–103. http://dx.doi.org/10.1017/s1037291100003782.
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This paper describes a one year evaluation of a Paired Reading project with 14 (6 girls and 8 boys) Year 8 remedial students at La Salle College in Western Australia. While Paired Reading is well researched with the beginning reader, there is a dearth of information on high school readers. The evaluation study focused on three main areas, (a) the rationale and provided the background of the study, (b) the implementation of the program, (c) it attempted to identify the intended and unintended program outcomes. The mixture of statistical analyses and participant/staff interviews documented not only the success of the program, but also, through the interviews, attempted to link the differing components of the Paired Reading program towards that success.
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Robinson, Gary, Bernard Leckning, Richard Midford, Helen Harper, Sven Silburn, Jess Gannaway, Kylie Dolan, Tim Delphine, and Craig Hayes. "Developing a school-based preventive life skills program for youth in a remote Indigenous community in North Australia." Health Education 116, no. 5 (August 1, 2016): 510–23. http://dx.doi.org/10.1108/he-09-2015-0026.
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Purpose – The purpose of this paper is to describe the process of development and the pilot implementation of a preventive life skills curriculum for Indigenous middle school students in a very remote community college in the West Arnhem region of North Australia. The curriculum integrates proven educational and psychological techniques with culturally informed notions of relatedness and was developed as a contribution to efforts to prevent alarming rates of suicide among remote Indigenous youth. In this paper, the term, Indigenous refers to Australians of Aboriginal or Torres Strait Islander descent. Design/methodology/approach – Based on reviews of research literature on school-based suicide prevention and social and emotional learning in both general and Indigenous populations, and following detailed community consultations, a 12 week curriculum was drafted and implemented in two middle school classes (combined years 7-9). Lessons were videotaped and later analyzed and detailed commentary was sought from participating school staff. Findings – The pilot program has yielded important insights into requirements of a curriculum for young people with low English literacy levels and with variable school attendance patterns. It confirmed the need to adjust both pedagogical approach and curriculum content for the program to have resonance with students from this linguistic and cultural background and with varying levels of exposure to multiple stressors in disadvantaged community settings. Practical implications – The project has identified and resolved key questions for sustainable implementation of a preventive curriculum in challenging community circumstances. Originality/value – There are to date no examples of the systematic adaptation and design of a universal preventive intervention specifically for remote Australian Indigenous youth. The project is the first step toward the formal evaluation of the efficacy of a classroom-based approach to suicide prevention in remote community schools.
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McGill, Megann, Christina Turrietta, and Aparna Lal. "Teaching health science students during COVID-19: Cross-hemisphere reflections." Journal of University Teaching and Learning Practice 18, no. 5 (December 1, 2021): 35–51. http://dx.doi.org/10.53761/1.18.5.3.
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Efforts to mitigate the spread of the COVID-19 virus based on recommendations from government agencies across the world, such as physical distancing requirements, propelled university and college training programs into virtual learning environments in 2020. This unprecedented and largely unplanned shift to online/remote learning has led to novel pedagogical experiences for instructors, particularly those teaching in the field of health sciences, which typically rely on in-person and hands-on training to prepare students for their careers. Our manuscript aims to answer the research question, “What are the crosscultural experiences of university instructors teaching students studying health sciences during a global pandemic?” The three authors of this manuscript are lecturers in higher education who teach in the health science programmes in different parts of the world (i.e., Australia, Pacific Northwest USA, Southwest USA). A reflective scholarship of teaching and learning method, collective autoethnographies, was used to examine the online/remote teaching experiences of the authors. Four shared themes emerged from our qualitative coding and reflective discussions, with our experiences highlighting the importance of human connection and comparisons to pre-pandemic teaching practice. Our reflections have implications for pedagogy and course design and highlight the limited support available for educators teaching during stressful times as we continue remote learning. These cross-cultural teaching experiences in health sciences provide important insights into cross-hemisphere discussions about teaching in a post-COVID world.
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Miller, Robin Elizabeth. "Graduate Students May Need Information Literacy Instruction as Much as Undergraduates." Evidence Based Library and Information Practice 9, no. 3 (September 9, 2014): 104. http://dx.doi.org/10.18438/b8bg7b.
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A Review of:
Conway, Kate. (2011). How prepared are students for postgraduate study? A comparison of the information literacy skills of commencing undergraduate and postgraduate studies students at Curtin University. Australian Academic & Research Libraries, 42(2), 121-135.
Abstract
Objective – To determine whether there is a difference in the information literacy skills of postgraduate and undergraduate students beginning an information studies program, and to examine the influence of demographic characteristics on information literacy skills.
Design – Online, multiple choice questionnaire to test basic information literacy skills.
Setting – Information studies program at a large university in Western Australia.
Subjects – 64 information studies students who responded to an email invitation to participate in an online questionnaire, a 44% response rate. Of those responding, 23 were undergraduates and 41 were postgraduates.
Methods – Over the course of two semesters, an online survey was administered. In order to measure student performance against established standards, 25 test questions were aligned with the Australian and New Zealand Information Literacy Framework (ANZIIL) (Bundy, 2004), an adapted version of the ACRL Information Literacy Standards for Higher Education (Association of College & Research Libraries, 2000). In the first semester that the survey was administered, 9 demographic questions were asked and 11 in the second semester. Participants were invited to respond voluntarily to the questionnaire via email. Results were presented as descriptive statistics, comparing undergraduate and postgraduate student performance. The results were not tested for statistical significance and the author did not control for confounding variables.
Main Results – Postgraduate respondents scored an average of 77% on the test questionnaire, while undergraduates scored an average of 69%. The 25% of respondents who had previous work experience in a library achieved average scores of 79%, in contrast to 69% among those who had not worked in a library. Average scores for undergraduates in the 20-30 age group were 81%, while those in the 30-40 age group averaged 65%. Among both undergraduate and postgraduate students, scores may indicate deficiencies in information literacy skills in several areas, including parsing citations, strategies for locating specific content, and defining an information need.
Conclusion – The study concludes that postgraduate students’ information literacy skills may be marginally better than the skills of undergraduates. Age was found to be associated with higher performance among undergraduate students, and a variety of “basic” information literacy skills may elude many respondents. These findings might prompt librarians and instructors to look closely at gaps in information literacy knowledge among students at both the undergraduate and postgraduate level.
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Hurst, Allison, Tery Griffin, and Alfred Vitale. "Organizing Working-Class Academics: A Collective History." Journal of Working-Class Studies 2, no. 2 (December 1, 2017): 168–78. http://dx.doi.org/10.13001/jwcs.v2i2.6103.
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In 2008, the Association of Working-Class Academics was founded in upstate New York by three former members of the Working-Class/Poverty-Class Academics Listserv. The Association had three goals: advocate for WCAs, build organizations on campuses that would support both working-class college students and WCAs, and support scholarship on issues relevant to class and higher education. The Association grew from a small handful to more than 200 members located in the US, UK, Australia, Canada, and Germany. In 2015, it was formally merged with the Working-Class Studies Association, and continues there as a special section for WCSA members. This is our collective account of the organization, told through responses to four key questions. We hope this history will provide insight and lessons for anyone interested in building similar organizations.
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Lee, Sarah Dawn, Mahitab Hanbazaza, Geoff D. C. Ball, Anna Farmer, Katerina Maximova, and Noreen D. Willows. "Food insecurity among postsecondary students in developed countries." British Food Journal 120, no. 11 (November 5, 2018): 2660–80. http://dx.doi.org/10.1108/bfj-08-2017-0450.
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Purpose The purpose of this paper is to conduct a narrative review of the food insecurity literature pertaining to university and college students studying in Very High Human Development Index countries. It aims to document food insecurity prevalence, risk factors for and consequences of food insecurity and food insecurity coping strategies among students. Design/methodology/approach English articles published between January 2000 and November 2017 were identified using electronic databases. Quality Assessment Tool for Quantitative Studies assessed the study quality of quantitative research. Findings A total of 37 quantitative, three mixed-methods and three qualitative studies were included from 80,914 students from the USA (n=30 studies), Australia (n=4), Canada (n=8) and Poland (n=1). Prevalence estimates of food insecurity were 9–89 percent. All quantitative studies were rated weak based on the quality assessment. Risk factors for food insecurity included being low income, living away from home or being an ethnic minority. Negative consequences of food insecurity were reported, including reduced academic performance and poor diet quality. Strategies to mitigate food insecurity were numerous, including accessing food charities, buying cheaper food and borrowing resources from friends or relatives. Research limitations/implications Given the heterogeneity across studies, a precise estimate of the prevalence of food insecurity in postsecondary students is unknown. Practical implications For many students studying in wealthy countries, obtaining a postsecondary education might mean enduring years of food insecurity and consequently, suffering a range of negative academic, nutritional and health outcomes. There is a need to quantify the magnitude of food insecurity in postsecondary students, to inform the development, implementation and evaluation of strategies to reduce the impact of food insecurity on campus. Originality/value This review brings together the existing literature on food insecurity among postsecondary students studying in wealthy countries to allow a better understanding of the condition in this understudied group.
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L., J. F. "HOW VALUABLE IS THE S.A.T.?" Pediatrics 83, no. 4 (April 1, 1989): A56. http://dx.doi.org/10.1542/peds.83.4.a56.
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Most societies have some sort of rite of passage from childhood to adulthood. The aborigine in Australia send adolescents into the wilderness on a "walkabout." German noblemen prove their maturity by acquiring dueling scars. Americans have one in which their young people spend three high-pressured hours filling in little boxes. Anthropologists call it "Taking the Scholastic Aptitude Test." What do they measure? To anyone with lingering faith in Santa Claus, the Easter Bunny and truth-in-packaging, the answer is obvious: The Scholastic Aptitude Test measures scholastic aptitude. For that answer score zero. The test was created in 1926, when people still believed that there was something called intelligence that experts could measure and put a number on. Scholastic aptitude was its academic counterpart. Today no one believes that intelligence is that simple, and developers of the aptitude test have backed away from claiming to measure aptitude. What does the test tell colleges? The College Board says the examination predicts college grades in the freshman year. The technical term is predictive validity, which is measured on a scale of zero to one. Zero means that the result would be as random as using a zip code. A perfect 1.0 means that everyone with high test scores will get high grades, everyone with low scores will get low grades and so forth. Testmakers' research shows that college freshmen grades can be predicted with a validity of 0.42 based on the aptitude test, 0.48 based on high school grades and 0.55 if both are used. Since colleges already have students' grades, the incremental advantage of having the test scores is 0.07. Do test scores change admissions decisions? In a new book, "The Case Against the S.A.T.," James Crouse and Dale Trushei.m of the University of Delaware argue that the test is "valid but redundant." They conducted their own studies and concluded that by using high school grades alone, they could come to the same conclusion as admissions directors in all but 3 percent of cases-not enough, in their opinion, to justify the whole enterprise.
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Percy, Alisa, and Jo-Anne Kelder. "JUTLP Editorial Issue 15.5." Journal of University Teaching and Learning Practice 15, no. 5 (December 1, 2018): 2–4. http://dx.doi.org/10.53761/1.15.5.1.
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Welcome to the final issue for the Journal of University Teaching and Learning Practice for 2018. In this issue, we have papers from Australia, the US, and Ireland, covering topics related to information and academic literacy, self-efficacy, the flipped classroom, student engagement and their perceptions of group work. Of the first two papers related to information and academic literacy, Hostetler, Luo and Stefaniak present findings from a systematic literature review exploring approaches to the assessment of students’ metacognition and its potential application in library and information science. Conducted in response to changes in an information literacy competencies framework prepared by the Association of College and Research Libraries (ACRL) in the US, the authors advocate for the incorporation of metacognitive tools, including self-reflection and self-assessment, in the assessment strategies of libraries to encourage higher order thinking.
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Heslop, Jim. "A Personal Story of School Development In a Remote Community." Australian Journal of Indigenous Education 24, no. 2 (1996): 12–14. http://dx.doi.org/10.1017/s1326011100002404.
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Between 1978 and 1979 I taught in a number of small newly established schools in some of the communities of what was then referred to as the Central Reserve (now called the Ngaanyatjarra Lands) in Western Australia. I had recently graduated from college and was very uncertain about the content and methodology required to be an effective teacher of Aboriginal students. This general lack of confidence was compounded by my lack of experience in interacting with Aboriginal people, especially those who spoke little English. Moreover, there was no support service from the regional education office in Kalgoorlie (about 1000 kms to the south) and I generally taught in one-teacher situations with little opportunity to share with other colleagues. In general, I found my professional life in the Central Reserve to be quite dissatisfying and disillusioning.
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Burgess, Stephen, Scott Bingley, and David A Banks. "Blending Audience Response Systems into an Information Systems Professional Course." Issues in Informing Science and Information Technology 13 (2016): 245–67. http://dx.doi.org/10.28945/3488.
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Many higher education institutions are moving towards blended learning environments that seek to move towards a student-centred ethos, where students are stakeholders in the learning process. This often involves multi-modal learner-support technologies capable of operating in a range of time and place settings. This article considers the impact of an Audience Response System (ARS) upon the ongoing development of an Information Systems Professional course at the Masters level in the College of Business at Victoria University in Melbourne, Australia. The course allows students to consider ethical issues faced by an Information Systems Professional. Given the sensitivity of some of the topics explored within this area, an ARS offers an ideal vehicle for allowing students to respond to potentially contentious questions without revealing their identity to the rest of the group. The paper reports the findings of a pilot scheme designed to explore the efficacy of the technology. Use of a blended learning framework to frame the discussion allowed the authors to consider the readiness of institution, lecturers, and students to use ARS. From a usage viewpoint, multiple choice questions lead to further discussion of student responses related to important issues in the unit. From an impact viewpoint the use of ARS in the class appeared to be successful, but some limitations were reported.
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Howse, Eloise, Catherine Hankey, Margaret Allman-Farinelli, Adrian Bauman, and Becky Freeman. "‘Buying Salad Is a Lot More Expensive than Going to McDonalds’: Young Adults’ Views about What Influences Their Food Choices." Nutrients 10, no. 8 (July 30, 2018): 996. http://dx.doi.org/10.3390/nu10080996.
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Young adults (18–30 years of age) are an ‘at-risk’ group for poor dietary behaviours and less healthy food choices. Previous research with young adults has looked at the barriers and enablers driving their food choices, focusing primarily on university and college students. However, there is less research using qualitative methods with young adults as a broader population group. This study aimed to explore the experiences of young adults in two different yet similar settings: Sydney, Australia and Glasgow, Scotland. Eight focus groups of young adult participants, ranging in size from 2–6 participants, were held in Sydney, Australia (n = 14) and Glasgow, Scotland (n = 16) to discuss, explore and compare the determinants and influences of their food choices. Focus group transcripts were coded thematically based on a process of narrative analysis. Three major narratives were identified across both locations: value of food; appeal of food; and emotional connections with food. These narratives were underpinned by a broader narrative of ‘performing adulthood.’ This narrative reflected a belief amongst participants that they should make rational, informed choices about food despite this conflicting with their broader food environment. Future research could examine which environment-level or policy-based interventions are most acceptable to young adults in terms of influencing their food choices and dietary behaviours.
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Moore, Clive. "Greg Weir." Queensland Review 14, no. 2 (July 2007): 56. http://dx.doi.org/10.1017/s1321816600006620.
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How do political activists begin? What is their motivation? For quiet Greg Weir, just graduated as a trainee school teacher from Kelvin Grove College of Advanced Education in 1976, it was being refused employment by the Queensland government because he was a spokesperson for a gay student support group. Minister for Education Val Bird said in Parliament that ‘student teachers who participated in homosexual and lesbian groups should not assume they would be employed by the Education Department on graduation’. With his future as a teacher destroyed, Greg became one of Queensland's best-known political activists. His cause was taken up by the Australian Union of Students and he became a catalyst in developing awareness of gay and lesbian issues all over Australia. Greg was then employed as a staff member in the office of Senator George Georges and later Senator Bryant Burns, and became a Labor Party activist, influential in the peace, anti-nuclear, education and civil liberties movements in the 1970s and 1980s. He also helped set up HIV/AIDS awareness groups in the 1980s, and went on to become one of the central organisers of the campaign for gay law reform in 1989–90, which culminated in the decriminalisation of male homosexuality in 1990. In 1991 Greg was involved in campaigns to include homosexuality as a category in new antidiscrimination legislation.
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Papier, Joy. "Table of Contents." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (October 22, 2020): 1. http://dx.doi.org/10.14426/jovacet.v3i1.114.
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page iv. Editorial team
page v. Acknowledgements
page vi. Editorial - Joy Papier
page 1. Incorporating principles of expansive learning and activity theory in curriculum design to bridge work and education contexts for vocational teachers - James Garraway and Christine Winberg
page 22. Developing a WIL curriculum for post-school lecturer qualifications - André van der Bijl and Vanessa Taylor
page 43. Teacher industry placement in Australia: Voices from vocational education and training managers - Annamarie Schüller and Roberto Bergami
page 67. Motivating styles in dual, initial vocational education and training: Apprentices’ perceptions of autonomy support and control - Valentin Gross, Jean-Louis Berger, Matilde Wenger and Florinda Sauli
page 89. Factors that influence the employability of National Certificate (Vocational) graduates: The case of a rural TVET college in the Eastern Cape province, South Africa - Nduvazi Obert Mabunda and Liezel Frick
page 109. Experiences of women students in Engineering studies at a TVET college in South Africa - Sophia Matenda
page 126. Growing the TVET knowledge base in the south: South African postgraduate output, 2008–2018 - Joy Papier and Simon McGrath
page 143. Interview with Adrienne Bird - Johann Maree
page 153. Contributor biographies
page 156. Editorial policy
page 158. Call for papers: JOVACET 4(1), 2021
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Taylor, Mark, Robyn M. Gillies, and Adrian F. Ashman. "Cognitive Training, Conflict Resolution and Exercise: Effects on Young Adolescents' Wellbeing." Australian Journal of Guidance and Counselling 19, no. 2 (December 1, 2009): 131–49. http://dx.doi.org/10.1375/ajgc.19.2.131.
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AbstractBackground: This study builds on previous studies reporting that depressive symptoms among adolescents are reduced and personal satisfactions with one's achievements and competence with peers are enhanced when students are taught strategies for engaging in more optimistic thinking (explanatory style) (Gillham, Reivich, & Freres et al., 2006) and social problem-solving (Ingoldsby, Kohl, McMahon, & Lengua, 2006). Additionally, engaging in regular exercise has also been found to be useful in reducing depressive symptoms in this age group (Bodin & Martinsen, 2004). Aim: The study investigated the effects of three interventions — explanatory style (cognitive training), conflict resolution, and exercise — known to help adolescents develop a strong sense of wellbeing. It involved 31students aged 11 to 13 years and their parents, and six class teachers from a large, metropolitan, private boys' college in Brisbane, Australia. Methods: Twenty-five boys participated in the three interventions, while six boys acted as a comparison group. A counterbalanced, multiple baseline design was implemented so that students participated in the three interventions in a different order. Results: The results showed that students in the intervention group experienced a reduction of internalising behaviours such as withdrawal and depressive symptoms following all three interventions. Collectively, the interventions were successful in reducing depressive symptoms; individually, they also significantly reduced depressive symptoms. Conclusions: The results showed that explanatory style, conflict resolution, and exercise interventions are effective in reducing depressive symptoms in adolescents.
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Macallan, Brian. "The Openseminary Methodology: Practical Theology as Personal, Local and Transformative." Religions 12, no. 8 (August 17, 2021): 652. http://dx.doi.org/10.3390/rel12080652.
Full textAbstract:
Theological education continues to be subject to rapid social and technological change, which is further exacerbated by the recent global pandemic. Practical theology as a discipline continues to grow, being well placed methodologically to engage with diverse contexts and these global realities. The task for theological education is whether it can meet these challenges and be part of the transformation required. Openseminary as a methodology and program was developed in the early 2000s by Wynand De Kock to enable students to both learn practical theology as a methodology, as well as reflect theologically in their own context. Over the last two decades, it has run in South Africa, at Tabor College in Australia, as well as Palmer Seminary in the United States. In what follows, the methodology and program are explored in terms of their genesis, history, and current articulation. It is argued that it is a practical theological methodology well suited to the personal, local, and transformative goals of theological education today.
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Leontini, Rose, Toni Schofield, Rebecca Brown, and Julie Hepworth. "“Drinking Cultures” in University Residential Colleges." Contemporary Drug Problems 44, no. 1 (December 20, 2016): 32–48. http://dx.doi.org/10.1177/0091450916684593.
Full textAbstract:
Young people’s heavy alcohol use has been widely linked to their “drinking cultures.” Recent scholarly commentary, however, suggests that prevailing conceptualizations of drinking culture, including those in “public health-oriented” research, tend to oversimplify the complexities involved. This article contributes to the conceptual clarification and development of young people’s “drinking cultures.” We provide a case study of a highly publicized example—that of Australian university residential college students. The case study focuses on the role of residential college policy and management in students’ alcohol use, examining how they represent, understand, and address it. Adopting a qualitative approach, we identify and analyze key themes from college policy documents and minimally structured interviews with college management related to students’ alcohol use. Our analysis is informed by two key existing works on the subject. The first is a sociological framework theorizing young people’s heavy drinking as a “culture of intoxication,” which is embedded in and shaped by broader social forces, especially those linked to a “neoliberal social order.” The second draws on findings from a previously published study on student drinking in university residential colleges that identified the significant role of institutional “micro-processes” for shaping alcohol use in university residential colleges. In understanding the specific character of students’ drinking in Australian university residential colleges, however, we also draw on sociological—specifically neo-institutionalist—approaches to organizations, proposing that Australian college policy and management related to students’ drinking do not operate simply as regulatory influences. Rather, they are organizational processes integral to residential college students’ drinking cultures and their making. Accordingly, college alcohol policy and management of students’ drinking, as they have prevailed in this Australian context, offer limited opportunities for minimizing harmful drinking.
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van Beek, Harris. "Building long-term community partnerships in sensitive remote environments." APPEA Journal 54, no. 1 (2014): 201. http://dx.doi.org/10.1071/aj13021.
Full textAbstract:
Local communities can challenge the successful development of onshore oil and gas operations; for this reason, it is important to develop meaningful relationships with communities, where possible. As oil and gas companies establish more onshore operations it is necessary to find ways to build and sustain effective community relations. Rio Tinto-Alcan (RTA) Weipa and Energy Resources Australia (ERA) are two significant resources operations in Australia that operate in sensitive remote environments. Positive, enduring and collaborative community relations are essential for the success of both operations. A partnership between each company and the schools within their respective local operating environment has created positive student outcomes and increased workforce stability, resulting in overall success for education and industry in the region. This paper describes the long-term community partnership strategy that has been implemented to achieve mutually beneficial arrangements. It identifies how this experience can be used as a model to guide the oil and gas industry to establish sustained community relationships with its onshore operations, including CSG activities, in the future. RTA and ERA have worked with Nous to create partnerships between the operations and their respective local schools. RTA and Western Cape College have partnered since 2005, and ERA has partnered with West Arnhem College since 2009. The starting point was identification of the school education and workforce needs of each partner, then aligning them through a partnership based around achieving mutual goals. Nous found RTA and ERA’s needs were to: attract and retain staff;recruit local staff;improve Indigenous education and employment; and,support communities for a bright future and healthy young people. The schools needed to ensure: graduates have life choices and the capability to make decisions themselves;post-school pathways exist for students;students have diversified learning opportunities (both in the classroom and on the job); and,strong Indigenous communities are maintained, supported by leaders and young people. Quality local school education is important to achieve these goals. The partnerships have established a broad program of activities to encourage young people to complete their schooling and forge pathways post-school. The development and maintenance of collaborative arrangements requires planning, action, leadership, coordination, and sustained commitment to achieve successful outcomes. This paper describes the approach, program initiatives and outcomes achieved, and how the approach can be adapted for onshore oil and gas operations.
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Rai Utama, I. Gusti Bagus, and Ni Luh Christine Prawita Sari Suyasa. "THE VISITOR SEGMENTATION OF JATILUWIH BALI." International Journal of Applied Sciences in Tourism and Events 3, no. 2 (December 13, 2019): 131. http://dx.doi.org/10.31940/ijaste.v3i2.1339.
Full textAbstract:
Jatiluwih is listed as World Cultural Heritage by UNESCO on June 29, 2012. To increase the contribution of Jatiluwih as tourism attraction to local people, the research is needed to descript visitor profile, visitor purpose, and visitor's expectation after visiting Jatiluwih Tourism Attraction. These findings can be considered for local communities to conduct small businesses such as the recreational services, culinary, agribusiness, and business-related tourism services. This research is quantitative descriptive method which sample is chosen based on purposive sampling technique, foreign and also domestic tourists who visit at time total 107 respondents. The results show more female visitors than men, age groups between 21 to 30 years old, students or college students and dominant are educated undergraduate degree. Tourists who visit Jatiluwih dominant are domestic, followed by number of Australia, UK, and other countries. Tourists are motivated by the natural beauty of Jatiluwih, they are dominant repeaters, gather information from various sources of information, most of them spend time between one to two hours, they buy entry ticket directly at the counter, the amount of money spent between 50 thousand to 100 thousand rupiah, and the spending power of tourists between 500 thousand to one million rupiah per day.