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Journal articles on the topic 'Community and school Victoria History'
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1
Darian-Smith, Kate, and Nikki Henningham. "Site, school, community." History of Education Review 43, no. 2 (September 30, 2014): 152–71. http://dx.doi.org/10.1108/her-03-2014-0018.
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Purpose – The purpose of this paper is to examine the development of vocational education for girls, focusing on how curriculum and pedagogy developed to accommodate changing expectations of the role of women in the workplace and the home in mid-twentieth century Australia. As well as describing how pedagogical changes were implemented through curriculum, it examines the way a modern approach to girls’ education was reflected in the built environment of the school site and through its interactions with its changing community. Design/methodology/approach – The paper takes a case study approach, focusing on the example of the J.H. Boyd Domestic College which functioned as a single-sex school for girls from 1932 until its closure in 1985. Oral history testimony, private archives, photographs and government school records provide the material from which an understanding of the school is reconstructed. Findings – This detailed examination of the history of J.H. Boyd Domestic College highlights the highly integrated nature of the school's environment with the surrounding community, which strengthened links between the girls and their community. It also demonstrates how important the school's buildings and facilities were to contemporary ideas about the teaching of girls in a vocational setting. Originality/value – This is the first history of J.H. Boyd Domestic College to examine the intersections of gendered, classed ideas about pedagogy with ideas about the appropriate built environment for the teaching of domestic science. The contextualized approach sheds new light on domestic science education in Victoria and the unusually high quality of the learning spaces available for girls’ education.
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Levine, Jill. "Approaches to Indigenous Community History: Mapping the Cemetery at Soowahlie First Nation." Graduate History Review 9, no. 1 (September 23, 2020): 1–19. http://dx.doi.org/10.18357/ghr91202019352.
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This paper is a result of my work at the Ethnohistory Field School at the University of Victoria in 2019. I partnered with Soowahlie First Nation who asked the Field School to produce an updated map of the cemetery on their reserve. The work outlines what I found to be the most useful and relevant practices for researching and mapping Stó:lō community cemeteries. The paper also includes a narrative history of the cemetery itself and its role in the community.
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Goad, Philip. "Designing Woodleigh School: educator and architects in context." History of Education Review 43, no. 2 (September 30, 2014): 190–206. http://dx.doi.org/10.1108/her-03-2014-0014.
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Purpose – The purpose of this paper is to examine the professional context of the educator and architects who designed and conceived Woodleigh School in Baxter, Victoria, Australia (1974-1979) and to identify common design threads in a series of schools designed by Daryl Jackson and Evan Walker in the 1970s. Design/methodology/approach – The research was derived from academic and professional publications, film footage, interviews, archival searches and site visits. Standard analytical methods in architectural research are employed, including formal, planning and morphological analysis, to read building designs for meaning and intent. Books, people and buildings were examined to piece together the design “biography” of Woodleigh School, the identification of which forms the basis of the paper's argument. Findings – Themes of loose fit, indeterminate planning, coupled with concepts of classroom as house, and school as town, and engagement with a landscape environment are drawn together under principal Michael Norman's favoured phrase that adolescents might experience “a slice of life”, preparing them for broader engagement with a world and a community outside school. The themes reflect changing aspirations for teenage education in the 1970s, indicating a free and experimental approach to the design of the school environment. Originality/value – The paper considers, for the first time, the interconnected role of educator and architect as key protagonists in envisioning connections between space and pedagogy in the 1970s alternative school.
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McLeod, Julie. "Experimenting with education: spaces of freedom and alternative schooling in the 1970s." History of Education Review 43, no. 2 (September 30, 2014): 172–89. http://dx.doi.org/10.1108/her-03-2014-0019.
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Purpose – The purpose of this paper is to explore philosophies of progressive education circulating in Australia in the period immediately following the expansion of secondary schools in the 1960s. It examines the rise of the alternative and community school movement of the 1970s, focusing on initiatives within the Victorian government school sector. It aims to better understand the realisation of progressive education in the design and spatial arrangements of schools, with specific reference to the re-making of school and community relations and new norms of the student-subject of alternative schooling. Design/methodology/approach – It combines historical analysis of educational ideas and reforms, focusing largely on the ideas of practitioners and networks of educators, and is guided by an interest in the importance of school space and place in mediating educational change and aspirations. It draws on published writings and reports from teachers and commentators in the 1970s, publications from the Victorian Department of Education, media discussions, internal and published documentation on specific schools and oral history interviews with former teachers and principals who worked at alternative schools. Findings – It shows the different realisation of radical aims in the set up of two schools, against a backdrop of wider innovations in state education, looking specifically at the imagined effects of re-arranging the physical and symbolic space of schooling. Originality/value – Its value lies in offering the beginnings of a history of 1970s educational progressivism. It brings forward a focus on the spatial dimensions of radical schooling, and moves from characterisation of a mood of change to illuminate the complexities of these ideas in the contrasting ambitions and design of two signature community schools.
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F. Preston, Lesley. "“How do we learn about sex?”." History of Education Review 43, no. 1 (May 27, 2014): 19–30. http://dx.doi.org/10.1108/her-11-2012-0037.
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Purpose – Using sex education at Shepparton South Technical School (South Tech) as a prism, the purpose of this paper is to analyse the Victorian Technical Schools Division policies and practices during the 1970-1980s. Design/methodology/approach – The paper draws on a documented history of South Tech by using a blended methodology consisting of interviews, media-centred debates and a range of documentary sources. Findings – The Technical Director, Edward “Ted” Jackson's 1970 policy empowered principals as educational leaders, in partnership with their community, to develop courses responding to student needs. This paper analyses a controversy concerning sex education in 1980 that brought such courses under the scrutiny of the Victorian public. Social implications – Identifying the policies and practices of a sex education course that proved successful in the past enhances the development of contemporary courses. Originality/value – Victoria's former secondary technical schools provide an important insight into current social and vocational problems.
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Cottrell-Boyce, Aidan. "Scandal in Somers town: conspiracism and Catholic schools in early Victorian England." British Catholic History 35, no. 4 (October 2021): 415–39. http://dx.doi.org/10.1017/bch.2021.17.
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The middle years of the nineteenth century are notable in the history of Catholicism in England for the development of the ‘papal aggression’ crisis. Catholic emancipation had been met with suspicion by Protestant groups and this suspicion grew into violent antipathy with the publication by Nicholas Wiseman of ‘Ex Porta Flaminia.’ At the same time that this crisis was emerging, Catholic charitable organizations were also attempting to garner support from the state for the building of Catholic schools. With a boom in the poor, urban population, fuelled by the arrival of Irish refugees, this assistance was urgently required. In the midst of this a small school in the heart of London became the focus of a cause célèbre. The belief that this school had been funded by lucre, defrauded from dying and vulnerable members of the Somers Town community by simonist priests, provided the source of a widespread conspiracy theory. The result of this conspiracy theory was a lawsuit, brought in 1851 by the relatives of a deceased benefactor of the school, against the newly enthroned Cardinal Wiseman. Metairie vs. Wiseman became one of the most celebrated and cited cases of the early Victorian era.
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Hooper, Carole. "Access and exclusivity in nineteenth-century Victorian schools." History of Education Review 45, no. 1 (June 6, 2016): 16–27. http://dx.doi.org/10.1108/her-02-2014-0010.
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Purpose – In the mid nineteenth-century Victorian government-aided schools were patronised by a broad spectrum of the community, many of whom sought a higher, or “middle-class”, education for their children. The various educational boards responsible for the administration of the public system, while not objecting to the provision of advanced tuition, were determined to ensure it was not offered on a socially selective basis. The purpose of this paper is to examine how accusations that some schools had engaged in socially selective practices led to the eventual removal of higher subjects from the curriculum. Design/methodology/approach – Documentary evidence, particularly the correspondence between the central educational boards and the local school committees, is examined to assess the validity of the claims and counter claims made by those involved. Findings – It appears that administrators used accusations of social exclusion to justify the removal of advanced subjects from the curriculum; with the result that it was not until state high schools were established early in the twentieth century that a higher education was again offered in the public sector. Originality/value – The paper looks at an area of educational provision that has attracted little attention from researchers.
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Yucel, Salih. "Sayyid İbrahim Dellal." Australian Journal of Islamic Studies 3, no. 3 (February 14, 2019): 135–46. http://dx.doi.org/10.55831/ajis.v3i3.139.
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İbrahim Dellal (1932-2018) was a community activist and played a pioneering role in establishing religious and educational institutions after his arrival in Melbourne in early 1950. As the grandson of a late Ottoman mufti, being educated at the American Academy, a Baptist missionary school in Cyprus, clashed at times with his traditional upbringing based on Islam, service and Ottoman patriotism. İbrahim’s parents, especially his mother, raised their son to be Osmanli Efendisi, an Ottoman gentleman. He was raised to be loyal to his faith and dedicated to his community. I met him in the late 80s in Sydney and discovered he was an important community leader, a ‘living history’, perhaps the most important figure in the Australian Muslim community since the mid-20th century. He was also one of the founders of Carlton and Preston mosques, which were the first places of worship in Victoria. I wrote his biography and published it in 2010. However, later I found he had more stories related to Australian Muslim heritage. First, this article will analyse İbrahim’s untold stories from his unrevealed archives that I collected. Second, İbrahim’s traditional upbringing, which was a combination of Western education and Ottoman Efendisi, will be critically evaluated. He successfully amalgamated Eurocentric education and Islamic way of life. Finally, his poetry, which reflects his thoughts, will be discussed.
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Healy, Sianan. "Race, citizenship and national identity in The School Paper, 1946-1968." History of Education Review 44, no. 1 (June 1, 2015): 5–22. http://dx.doi.org/10.1108/her-01-2015-0003.
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Purpose – The purpose of this paper is to explore representations of Aboriginal people, in particular children, in the Victorian government’s school reader The School Paper, from the end of the Second World War until its publication ceased in 1968. The author interrogates these representations within the framework of pedagogies of citizenship training and the development of national identity, to reveal the role Aboriginal people and their culture were accorded within the “imagined community” of Australian nationhood and its heritage and history. Design/methodology/approach – The paper draws on the rich material available in the Victorian Department of Education’s school reader, The School Paper, from 1946 to 1968 (when the publication ceased), and on the Department’s annual reports. These are read within the context of scholarship on race, education and citizenship formation in the post-war years. Findings – State government policies of assimilation following the Second World War tied in with pedagogies and curricula regarding citizenship and belonging, which became a key focus of education departments following the Second World War. The informal pedagogies of The School Paper’s representations of Aboriginal children and their families, the author argues, excluded Aboriginal communities from understandings of Australian nationhood, and from conceptions of the ideal Australian citizen-in-formation. Instead, representations of Aboriginal people relegated them to the outdoors in ways that racialised Australian spaces: Aboriginal cultures are portrayed as historical yet timeless, linked with the natural/native rather than civic/political environment. Originality/value – This paper builds on scholarship on the relationship between education, reading pedagogies and citizenship formation in Australia in the post-war years to develop our knowledge of how conceptions of the ideal Australian citizen of the future – that is, Australian students – were inherently racialised. It makes a new contribution to scholarship on the assimilation project in Australia, through revealing the relationship between government policies towards Aboriginal people and the racial and cultural qualities being taught in Australian schools.
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Kim, Dong-Won. "J. J. Thomson and the emergence of the Cavendish School, 1885–1990." British Journal for the History of Science 28, no. 2 (June 1995): 191–226. http://dx.doi.org/10.1017/s0007087400032969.
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The history of the Cavendish Laboratory is a fascinating subject to study, not just because this famous centre of experimental physics produced a large number of Nobel Laureates but also because it gives us an insight into the unique milieu of the Cambridge physics community. The evolution of the Cavendish Laboratory, however, was not as smooth as might be expected, and the prestige and reputation of its first directors – James Clerk Maxwell, Lord Rayleigh, Joseph John Thomson and Ernest Rutherford – did not automatically guarantee a rosy future. Like other British physics laboratories in the late nineteenth century, the Cavendish Laboratory was a new species to meet the pressure and demand from society. Since it propagated new values and modes of doing science, a struggle with old traditions could not be avoided, and the early history of the Cavendish Laboratory illustrates how the ‘old’ and ‘new’ values fought and negotiated each other in late Victorian Cambridge.
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Cuthbert, Denise, and Marian Quartly. "Adoption, fostering, permanent care and beyond Re-thinking policy and practice on out-of-home care for children in Australia." Children Australia 35, no. 2 (2010): 2–5. http://dx.doi.org/10.1017/s1035077200000985.
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The papers published in this special issue of Children Australia were originally presented at a two day symposium held in Melbourne on 26 and 27 November 2009. The symposium, Adoption, fostering, permanent care and beyond: Re-thinking policy and practice on out-of-home care for children in Australia, was jointly convened by the Department of Human Services (DHS), Victoria and the School of Political and Social Inquiry at Monash University in conjunction with the History of Adoption in Australia project (Monash University 2009).The event was a partnership between professionals working in this area and university researchers. Each group brought different perspectives and imperatives to the table. For DHS and the sector, the immediate frame of the symposium was the major policy statement Directions for out-of-home care, announced in May 2009 by the Victorian Minister for Community Services after consultation with community service organisations and young people living in care (DHS 2009a). It announces a framework for change which incorporates action on seven fronts or ‘reform directions’. These are to support children to remain at home with their families; to provide a better choice of care placement; to promote wellbeing; to prepare young people who are leaving care to make the transition into adult life; to improve the education of children in care; to develop effective and culturally appropriate responses to the high numbers of Aboriginal children in our care; and to create a child-focused system and processes (DHS 2009a). The driving principle informing the reforms is to ensure that policy and service provision are centred on the needs and interests of children and young people, and to ensure that young people are consulted as to what their needs are (rather than assumptions being made by adults as to their needs).
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Edmonds, Matthew C. "The Private School Pivot: The Shrouded Persistence of Massive Resistance in the Black Belt and Beyond." History of Education Quarterly 60, no. 4 (November 2020): 455–86. http://dx.doi.org/10.1017/heq.2020.45.
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In 1969, four years after passage of the Voting Rights Act, African Americans in Greene County, Alabama, reclaimed control of local government, becoming the first community in the South to do so since Reconstruction. A half century later, however, Greene County remains an impoverished and largely segregated area with poor educational outcomes, especially for Black children. This essay explores the history of Greene County from 1954 to the recent past, with a particular focus on Warrior Academy, a segregated private school (“segregation academy”) founded by Whites in 1965. As a case study of “school choice” in the context of the “long civil rights movement,” it complicates scholarly definitions of “massive resistance.” Furthermore, it demonstrates the ways in which an emerging “color-blind” conservatism premised on White concerns about “educational quality” thwarted Black efforts to achieve educational equality, even in places where African Americans achieved significant political victories.
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Anae, Nicole. "“Among the Boer Children”." History of Education Review 45, no. 1 (June 6, 2016): 28–53. http://dx.doi.org/10.1108/her-12-2014-0049.
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Purpose – There exists no detailed account of the 40 Australian women teachers employed within the “concentration camps” established by British forces in the Orange River and Transvaal colonies during the Boer War. The purpose of this paper is to critically respond to this dearth in historiography. Design/methodology/approach – A large corpus of newspaper accounts represents the richest, most accessible and relatively idiosyncratic source of data concerning this contingent of women. The research paper therefore interprets concomitant print-based media reports of the period as a resource for educational and historiographical data. Findings – Towards the end of the Boer War in South Africa (1899-1902) a total of 40 Australian female teachers – four from Queensland, six from South Australia, 14 from Victoria and 16 from New South Wales – successfully answered the imperial call conscripting educators for schools within “concentration camps” established by British forces in the Orange River and Transvaal colonies. Women’s exclusive participation in this initiative, while ostensibly to teach the Boer children detained within these camps, also exerted an influential effect on the popular consciousness in reimagining cultural ideals about female teachers’ professionalism in ideological terms. Research limitations/implications – One limitation of the study relates to the dearth in official records about Australian women teachers in concentration camps given that; not only are Boer War-related records generally difficult to source; but also that even the existent data is incomplete with many chapters missing completely from record. Therefore, while the data about these women is far from complete, the account in terms of newspaper reports relies on the existent accounts of them typically in cases where their school and community observe their contributions to this military campaign and thus credit them with media publicity. Originality/value – The paper’s originality lies in recovering the involvement of a previously underrepresented contingent of Australian women teachers while simultaneously offering a primary reading of the ideological work this involvement played in influencing the political narrative of Australia’s educational involvement in the Boer War.
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van der Wateren, Jan. "National Library Provision for Art in the United Kingdom: The Role of the National Art Library." Alexandria: The Journal of National and International Library and Information Issues 6, no. 3 (December 1994): 173–92. http://dx.doi.org/10.1177/095574909400600303.
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From its beginnings in 1836 as the library of the Government School of Design, the National Art Library (NAL) in the UK was intended to have an impact on design in the country. After the Great Exhibition of 1851 it former part of what was to become known as the Victoria and Albert Museum (V & A). By the 1850s it had already adopted the title of National Art Library, although it was called the V & A Museum Library between 1908 and 1985. By 1853 collections aimed to cover the arts and trades comprehensively, and by 1869 the NAL aimed also at comprehensive access to individual objects created in the course of history. By 1852, the library was open to all, although a charge was made at first. Various forms of subject indexing have been used; from 1877 to 1895 subject lists were prepared for internal use and sold to the public, and from 1869 to 1889 a remarkable Universal catalogue of books on art was produced. The present mission statement of the NAL focuses on collecting, documenting and making available information on the history and practice of art, craft and design, and the library aims its services at both the national and international community. However, its great 19th century contribution to published subject control of art materials has been almost completely absent in the 20th century. During 1994 the NAL will contribute records to the British Library (BL) Conspectus database, though there is little formal cooperation between the two libraries. As a specialist library it can organize its collections and index them in ways that are impossible for a comprehensive library such as the BL, and it therefore has an important part to play in the national library scene.
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Hameed, Fawad, Javeria Afzal, Ahmad Rafique, M. Khurram Jameel, Khurram Niaz, Humiara Alam, and Muhammad Shoaib. "The Importance of Clinical Data & Prevalence of Breast Tumors in South Punjab, Pakistan." Pakistan Journal of Medical and Health Sciences 16, no. 11 (December 1, 2022): 21–24. http://dx.doi.org/10.53350/pjmhs2022161121.
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Background: In Western countries, middle-aged women are more vulnerable to breast cancer. Globally, almost a million new cases were identified in 1998. One in 12 women in England and Wales will get the disease at some point.1 Even 5,000 years after it was first reported, the etiology of breast cancer is still unclear, and effective preventative measures are even further off. Aim: To characterize the varied ways in which breast cancer has presented itself among patients at Bahawal Victoria Hospital in Bahawalpur. Methods: This investigation employed a descriptive case series research design. This research was conducted at Bahawal Victoria Hospital's Surgery Department in Bahawalpur (Pakistan). From March 13th, 2020 through March 12th, 2021, the study was conducted (12 months). With their assent, 100 women with definite cases of breast cancer were enrolled in the study. Results: Cancer of the breast most commonly affected women between the ages of 31 and 50 (59%). Seventy-six patients arrived from the outlying rural areas of Bahawalpur and the neighboring districts. Only 18 patients had completed high school after 10 years and 5 patients were discovered to be college graduates. The single rate was 12%, with 12 patients. Eighty-one percent of patients reported having a breast lump. 56% of breast cancers involve the left breast, while 43% involve the right. One patient alone had breast cancer that had spread to both of her breasts. Illness duration varied from 1 month to 5 years. Stage III was the most prevalent presentation, with 46 instances, and Stage IV was the least common, with 16 patients. Practical implication Community based effective awareness and prompt screening programme will improve better outcomes in breast cancer management. Conclusion: Breast cancer is very common cancer in the females, and most commonly it presented as a lump in the breast, because of some social aspects, lack of awareness, poverty, no proper screening programs and above all the fear of diagnosis, females try to hide this problem and often it presented at late and more advance stage. Keywords: Breast, Nipple, Cancer, Lump, Surgery, Tumor
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Madaras, Larry, Richard A. Diem, Kenneth G. Alfers, Elizabeth J. Wilcoxson, Victoria L. Enders, Robert Kern, Gerald H. Davis, et al. "Book Reviews." Teaching History: A Journal of Methods 11, no. 2 (May 4, 1986): 80–96. http://dx.doi.org/10.33043/th.11.2.80-96.
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Ralph Lee Woodward, Jr., Central America: A Nation Divided. New York: Oxford University Press, 1985. Pp. 390. Cloth, $22.50; Paper $8.95. Second Edition. Review by Donald J. Mabry of Mississippi State University. Edward M. Anson. A Civilization Primer. San Diego: Harcourt Brace Jovanovich, 1985. Pp. 121. Spiral bound, $5.95. Review by Gordon R. Mork of Purdue University. Stephen J. Lee. Aspects of European History, 1494-1789. Second edition. London & New York: Methuen, 1984. Pp. viii, 312. Paper, $11.95. Review by Michael W. Howell of The School of the Ozarks. Roland N. Stromberg. European Intellectual History Since 1789. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1986. Fourth edition. Pp. x, 340. Paper, $18.95. Review by Irby C. Nichols, Jr. of North Texas State University. R. W. Southern. Medieval Humanism and Other Studies. New York: Basil Blackwell, 1985. Pp. 261. Cloth, $24.95; Paper, $10.95. Review by Benjamin F. Taggie of Central Michigan University. H. T. Dickinson. British Radicalism and the French Revolution, 1789-1815. New York: Basil Blackwell, 1985. Pp. 88. Paper, $6.95; F. D. Dow. Radicalism in the English Revolution, 1640-1660. New York: Basil Blackwell, 1985. Pp. 90. Paper, $6.95. Review by Harry E. Wade of East Texas State University. H. R. Kedward. Occupied France: Collaboration and Resistance 1940-1944. New York: Basil Blackwell, 1985. Pp. 88. $6.95; M. E. Chamberlain. Decolonization: The Fall of the European Empire. New York: Basil Blackwell, 1985. Pp. 86. $6.95. Review by Steven Philip Kramer of the University of New Mexico. Harriet Ward. World Powers in the Twentieth Century. London: British Broadcasting Corporation and the Heinemann Educational Books, 1985. Second edition. Pp. xvii, 333. Paper, $12.00. Review by Gerald H. Davis of Georgia State University. Paul Preston, ed. Revolution and War in Spain, 1931-1939. London and New York: Methuen, 1984. Pp. xi, 299. Cloth, $29.95: Paper, $12.95. Review by Robert Kern of the University of New Mexico. Glenn Blackburn. The West and the World Since 1945. New York: St. Martin's Press, 1985. Pp. vi, 152. Paper, $9.95. Review by Victoria L. Enders of Northern Arizona University. M. K. Dziewanowski. A History of Soviet Russia. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1985. Second edition. Pp. x, 406. Paper, $22.95. Review by Elizabeth J. Wilcoxson of Northern Essex Community College. Peter L. Steinberg. The Great "Red Menace": United States Prosecution of American Communists, 1947-1952. Westport, CT: Greenwood Press, 1984. Pp. xiv, 311. Cloth, $35.00. Review by Kenneth G. Alfers of Mountain View College. Winthrop D. Jordan, Leon F. Litwack, Richard Hoftstadter, William Miller, Daniel Aaron. The United States: Brief Edition. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1985. Second Edition. Pp. xiv, 513. Paper, $19.95. Review by Richard A. Diem of The University of Texas at San Antonio. Edwin J. Perkins and Gary M. Walton. A Prosperous People: The Growth of the American Economy. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1985. Pp. xiii, 240. Paper, $14.95. Review by Larry Madaras of Howard Community College.
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Lindsay, Robert, H. Roger Grant, Marsha L. Frey, John T. Reilly, James F. Marran, Victoria L. Enders, Benjamin Tate, et al. "Book Reviews." Teaching History: A Journal of Methods 14, no. 1 (May 5, 1989): 36–56. http://dx.doi.org/10.33043/th.14.1.36-56.
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Martin K. Sorge. The Other Price of Hitler's War. German Military and Civilian Losses Resulting from World War II. Westport, CT: Greenwood Press, 1986. Pp. xx, 175. Cloth, $32.95; M. K. Dziewanowski. War At Any Price: World War II in Europe, 1939-1945. Englewood Cliffs, NJ: Prentice-Hall, 1987. Pp. xiv, 386. Paper, $25.67. Review by Lawrence S. Rines of Quincy Community College. David Goldfield. Promised Land: The South Since 1945. Arlington Heights, IL: Harlan Davidson, Inc., 1987. Pp. xiii, 262. Cloth, $19.95, Paper, $9.95; Alexander P. Lamis. The Two Party South. New York: Oxford University Press, 1984. Pp. x, 317. Cloth, $25.00; Paper, $8.95. Review by Ann W. Ellis of Kennesaw College. Walter J. Fraser, Jr., R. Frank Saunders, Jr., and Jon L. Wakelyn, eds. The Web of Southern Social Relations: Women, Family, and Education. Athens: University of Georgia Press, 1985. Pp. XVII, 257. Paper, $12.95. Review by Thomas F. Armstrong of Georgia College. William H. Pease and Jane H. Pease. The Web of Progress: Private Values and Public Styles in Boston and Charleston, 1828-1842. New York and Oxford: Oxford University Press, 1985. Pp. xiv, 334. Paper, $12.95. Review by Peter Gregg Slater of Mercy College. Stephen J. Lee. The European Dictatorships, 1918-1945. London and New York: Methuen, 1987. Pp. xv, 343. Cloth, $47.50; Paper, $15.95. Review by Brian Boland of Lockport Central High School, Lockport, IL. Todd Gitlin. The Sixties: Days of Hope, Days of Rage. New York: Bantam, 1987. Pp. 483. Cloth, $19.95; Maurice Isserman. IF I HAD A HAMMER... : The Death of the Old Left and the Birth of the New Left. New York: Basic Books, 1987. Pp. xx, 244. Cloth, $18.95. Review by Charles T. Banner-Haley of Martin Luther King, Jr. Center for Nonviolent Social Change, Inc. Donald Alexander Downs. Nazis in Skokie: Freedom, Community, and the First Amendment. Notre Dame IN: Notre Dame Press, 1985. Pp. 227. Paper, $9.95. Review by Benjamin Tate of Macon Junior College. Paul Preston, The Triumph of Democracy in Spain. London and New York: Methuen, 1986. Pp. 227. Cloth, $32.00. Review by Victoria L. Enders of Northern Arizona University. Robert B. Downs. Images of America: Travelers from Abroad in the New World. Urbana and Chicago: University of Illinois Press, 1987. Pp. 232. Cloth, $24.95. Review by James F. Marran of New Trier Township High School, Winnetka, IL. Joel H. Silbey. The Partisan Imperative: The Dynamics of American Politics Before the Civil War. New York and Oxford: Oxford University Press, 1985. Pp. viii, 234. Paper, $8.95. Review by John T. Reilly of Mount Saint Mary College. Barbara J. Howe, Dolores A. Fleming, Emory L. Kemp, and Ruth Ann Overbeck. Houses and Homes: Exploring Their History. Nashville: The American Association for State and Local History, 1987. Pp. xii, 168. Paper, $13.95; $11.95 to AASLH members. Review by Marsha L. Frey of Kansas State University. Thomas C. Cochran. Challenges to American Values: Society, Business and Religion. New York and Oxford: Oxford University Press, 1987. Pp. 147. Paper, $6.95. Review by H. Roger Grant of University of Akron. M.S. Anderson. Europe in the Eighteenth Century, 1713-1783. London and New York: Longman, 1987. Third Edition. Pp. xii, 539. Cloth, $34.95. Review by Robert Lindsay of the University of Montana.
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Prior, Margot, Diana Smart, Ann Sanson, and Frank Oberklaid. "Longitudinal Predictors of Behavioural Adjustment in Pre-Adolescent Children." Australian & New Zealand Journal of Psychiatry 35, no. 3 (June 2001): 297–307. http://dx.doi.org/10.1046/j.1440-1614.2001.00903.x.
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Objectives: Longitudinal data from infancy onwards, from the Australian Temperament Project, a prospective study of the temperament and development of a large and representative sample of Victorian children, were examined to identify predictors of psychological disorder at 11–12 years of age. Method: Those children scoring in the at-risk range for psychological disorder according to parents, teachers and self-reports using the Child Behaviour Questionnaire were selected at 11–12 years of age for in-depth assessment and comparison with a group of children with no history of adjustment problems. Analyses of group differences using longitudinal data gathered from infancy to 12 years focused on parent and teacher reports on child temperament and behaviour, and various facets of home and school adjustment. Results: The strongest predictors of adjustment at 12 years were previous behaviour problems, along with some specific temperament factors involving self-regulation capacities and mother's overall rating of child difficulty. Results based on parallel teacher data including peer adjustment, and social and academic competence measures were consistent with parent data. Conclusions: Our research confirms the persistence of early appearing behaviour problems in a community sample and the longitudinal influence of temperament factors in childhood. The study supports the need for a focus on early intervention and prevention strategies in the child mental health field.
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Temple, Victoria. "Could you be a school governor?" ITNOW 63, no. 2 (June 1, 2021): 26–27. http://dx.doi.org/10.1093/itnow/bwab043.
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Abstract Getting more IT professionals involved with schools will play a vital role in encouraging the next generation of computing practitioners, writes Victoria Temple, Press and Community Engagement Officer at BCS.
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Preston, Lesley. "Voices from technical education: Shepparton South Technical School, Victoria, Australia." History of Education Review 37, no. 2 (October 14, 2008): 26–39. http://dx.doi.org/10.1108/08198691200800008.
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Nunn, John. "The Importance of the School to a Rural Town." Australian and International Journal of Rural Education 4, no. 1 (March 1, 1994): 1–7. http://dx.doi.org/10.47381/aijre.v4i1.380.
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The school has a number of roles in a rural community. This paper investigates just what those roles are in three rural high schools in the Wimmera District of Victoria. After summarising the roles provided by interviews in the three schools, four of the roles are examined in more detail. These are the community use of the school facilities, the expenditure of the staffs in the three communities, the involvement of the staff in community associations and organisations and the employment created by the three schools. The investigation shows that in those three communities, the schools are important. In addition, the paper refers to roles which are difficult to quantify such as tradition and community integrity. These roles are also of importance to the rural communities.
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Overberg, Henk. "Ethnic minority community life: Dutch clubs in Victoria." Journal of Intercultural Studies 7, no. 1 (January 1986): 5–19. http://dx.doi.org/10.1080/07256868.1986.9963289.
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Pfueller, Sharron L., Ian Innes-Wardell, Helen Skondras, Dianne Marshall, and Tarnya Kruger. "An Evaluation of Saltwatch: A School and Community Action Research Environmental Education Project." Australian Journal of Environmental Education 13 (1997): 61–68. http://dx.doi.org/10.1017/s0814062600002846.
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AbstractThe Saltwatch environmental education program aims to increase awareness and understanding of salinity and thereby to stimulate remedial and preventative action. An evaluation of the program in Victoria in 1995 revealed its wide use across school curricula, and subsequent practical environmental action in 53% of schools. Participation in Saltwatch and subsequent environmental activities were more restricted in community groups. The paper concludes with a discussion of Saltwatch's success and possible improvements.
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Armstrong, Patricia, Brian Sharpley, and Stephen Malcolm. "The Waste Wise Schools Program: Evidence of Educational, Environmental, Social and Economic Outcomes at the School and Community Level." Australian Journal of Environmental Education 20, no. 2 (2004): 1–11. http://dx.doi.org/10.1017/s0814062600002159.
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AbstractThe Waste Wise Schools Program was established by EcoRecycle Victoria to implement waste and litter education in Victorian schools. It is now operating in over 900 schools in Victoria and 300 schools in other Australian states / territories. This paper provides detailed case studies of two active schools in the Waste Wise Schools Program and considers for each school how the Program started, what it meant to the school, the environmental, educational, social and economic outcomes of the Program and the key success factors. It discusses evidence that the Program has changed the thinking and behaviour of many families at the schools, suggesting that the children may be acting as catalysts to influence their parent's waste wise behaviour, i.e. having an intergenerational influence. Guidelines for promoting this influence are proposed.
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Scaia, Margaret R., and Lynne Young. "Writing History: Case Study of the University of Victoria School of Nursing." International Journal of Nursing Education Scholarship 10, no. 1 (June 8, 2013): 19–26. http://dx.doi.org/10.1515/ijnes-2012-0015.
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AbstractA historical examination of a nursing curriculum is a bridge between past and present from which insights to guide curriculum development can be gleaned. In this paper, we use the case study method to examine how the University of Victoria School of Nursing (UVic SON), which was heavily influenced by the ideology of second wave feminism, contributed to a change in the direction of nursing education from task-orientation to a content and process orientation. This case study, informed by a feminist lens, enabled us to critically examine the introduction of a “revolutionary” caring curriculum at the UVic SON. Our research demonstrates the fault lines and current debates within which a feminist informed curriculum continues to struggle for legitimacy and cohesion. More work is needed to illuminate the historical basis of these debates and to understand more fully the complex landscape that has constructed the social and historical position of women and nursing in Canadian society today.
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Fisher, P., and D. Protti. "Health Informatics at the University of Victoria." Yearbook of Medical Informatics 05, no. 01 (August 1996): 135–39. http://dx.doi.org/10.1055/s-0038-1638056.
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AbstractThe University of Victoria has the only program in Canada offering a Bachelor of Science degree in Health Information Science. To meet the requirements of the degree, students must complete 60 units of course work (normally 40 courses) and 4 CO-OP work terms over 4.3 years. The School admits approximately 30 students each year. Seventy-five percent of the students come from British Columbia, ranging in age from 18 to 50 years with the average age being 26 years. In addition to recent high school graduates, over 40% have previous degrees or diplomas, and 65% have over 5 years of work experience. The School’s teaching team consists of 4 full-time faculty, 2 professional staff, 2 clerical staff, 7 adjunct faculty and a variable number of sessional teaching staff. The majority of the faculty have health backgrounds, totalling 150 person-years of health care experience. As of November 1995, the School had 168 graduates 75% of whom are employed in British Columbia, 17% in other parts of Canada and 8% outside the country. Sixty-five percent of the graduates work in government departments including community health agencies; 10% work in hospitals, 20% work for management consulting firms, software houses, or computer hardware firms, and 5% are otherwise employed. Almost 100% of the graduates are gainfully employed in professional positions in which their health information science degree is valued. They work as systems analysts, system designers/developers, consultants, research assistants, health-care planners, information system-support staff/trainers and client-account representatives. Some are already in senior management positions.
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Clyde, Margaret. "Catering for the needs of pre-school age children in rural areas: A case study." Australian and International Journal of Rural Education 1, no. 1 (March 5, 2019): 13–20. http://dx.doi.org/10.47381/aijre.v1i1.242.
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In 1985 the then Minister for Community Services (Victoria), the Hon. Caroline Hogg, announced a change of policy in relation to preschool services in Victoria; all children were to have a year of "kindergarten type experiences" in the year before school, and existing playgroups for two year olds were to be phased out, while two years of kindergarten for some children was to become the exception. This policy came about for two reasons; firstly, as a way of implementing the Cain Labor Government's policy of social justice and equity, and secondly as an attempt to be more financially accountable. While both these objectives, in hindsight, may have a somewhat hollow ring today, they brought great changes to the preschool programs of Victoria which had been established nearly a century before by voluntary organisations in response to inner city poverty and need. It meant that an effort would be made to ensure that children in isolated and/or rural pockets of Victoria were to be included in the sessional kindergarten program and that the traditional "four sessions of two and a half hours per week at a place called a kindergarten" might not be seen to be appropriate in terms of travelling distance involved for parents or children, or affordable in terms of the best use of a rapidly declining budget.
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KITLV, Redactie. "Book Reviews." Bijdragen tot de taal-, land- en volkenkunde / Journal of the Humanities and Social Sciences of Southeast Asia 158, no. 3 (2002): 535–92. http://dx.doi.org/10.1163/22134379-90003776.
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-Martin Baier, Han Knapen, Forests of fortune?; The environmental history of Southeast Borneo, 1600-1880. Leiden: The KITLV Press, 2001, xiv + 487 pp. [Verhandelingen 189] -Jean-Pascal Bassino, Per Ronnas ,Entrepreneurship in Vietnam; Transformations and dynamics. Copenhagen: Nordic Institute of Asian Studies (NIAS) and Singapore: Institute of Southeast Asian Studies, 2001, xii + 354 pp., Bhargavi Ramamurty (eds) -Adriaan Bedner, Renske Biezeveld, Between individualism and mutual help; Social security and natural resources in a Minangkabau village. Delft: Eburon, 2001, xi + 307 pp. -Linda Rae Bennett, Alison Murray, Pink fits; Sex, subcultures and discourses in the Asia-Pacific. Clayton, Victoria: Monash Asia Institute, 2001, xii + 198 pp. [Monash Papers on Southeast Asia 53.] -Peter Boomgaard, Laurence Monnais-Rousselot, Médecine et colonisation; L'aventure indochinoise 1860-1939. Paris: CNRS Editions, 1999, 489 pp. -Ian Coxhead, Yujiro Hayami ,A rice village saga; Three decades of Green revolution in the Philippines. Houndmills, Basingstoke: MacMillan, 2000, xviii + 274 pp., Masao Kikuchi (eds) -Robert Cribb, Frans Hüsken ,Violence and vengeance; Discontent and conflict in New Order Indonesia. Saarbrücken: Verlag für Entwicklungspolitik, 2002, 163 pp. [Nijmegen Studies in Development and Cultural Change 37.], Huub de Jonge (eds) -Frank Dhont, Michael Leifer, Asian nationalism. London: Routledge, 2000, x + 210 pp. -David van Duuren, Joseph Fischer ,The folk art of Bali; The narrative tradition. Kuala Lumpur: Oxford University Press, 1998, xx + 116 pp., Thomas Cooper (eds) -Cassandra Green, David J. Stuart-Fox, Pura Besakih; Temple, religion and society in Bali. Leiden: KITLV Press, xvii + 470 pp. [Verhandelingen 193.] -Hans Hägerdal, Vladimir I. Braginsky ,Images of Nusantara in Russian literature. Leiden: KITLV Press, 1999, xxvi + 516 pp., Elena M. Diakonova (eds) -Hans Hägerdal, David Chandler, A history of Cambodia (third edition). Boulder, Colorado: Westview, 2000, xvi + 296 pp. -Robert W. Hefner, Leo Howe, Hinduism and hierarchy in Bali. Oxford: James Currey, Santa Fe: School of American Research Press, 2001, xviii + 228 pp. -Russell Jones, Margaret Shennan, Out in the midday sun; The British in Malaya, 1880-1960. London: John Murray, 2000, xviii + 426 pp. -Russell Jones, T.N. Harper, The end of empire and the making of Malaya. Cambridge: Cambridge University Press, 1999, xviii + 417 pp. -Sirtjo Koolhof, Christian Pelras, The Bugis. Oxford: Blackwell, 1996, xvii + 386 pp. [The People of South-East Asia and the Pacific.] -Tania Li, Lily Zubaidah Rahim, The Singapore dilemma; The political and educational marginality of the Malay community. Kuala Lumpur: Oxford University Press, 1998, xviii + 302 pp. -Yasser Mattar, Vincent J.H. Houben ,Coolie labour in colonial Indonesia; A study of labour relations in the Outer Islands, c. 1900-1940. Wiesbaden: Harrassowitz, 1999, xvi + 268 pp., J. Thomas Lindblad et al. (eds) -Yasser Mattar, Zawawi Ibrahim, The Malay labourer; By the window of capitalism. Singapore: Institute of Southeast Asian Studies, 1998, xvi + 348 PP. -Kees Mesman Schultz, Leo J.T. van der Kamp, C.L.M. Penders, The West Guinea debacle; Dutch decolonisation and Indonesia 1945-1962. Leiden: KITLV Press, 2002, viii + 490 pp. -S. Morshidi, Beng-Lan Goh, Modern dreams; An inquiry into power, cultural production, and the cityscape in contemporary urban Penang, Malaysia. Ithaca, New York: Cornell University Southeast Asia Program, 2002, 224 pp. [Studies on Southeast Asia 31.] -Richard Scaglion, Gert-Jan Bartstra, Bird's Head approaches; Irian Jaya studies - a programme for interdisciplinary research. Rotterdam: Balkema, 1998, ix + 275 pp. [Modern Quarternary Research in Southeast Asia 15.] -Simon C. Smith, R.S. Milne ,Malaysian politics under Mahathir. London: Routledge, 1999, xix + 225 pp., Diane K. Mauzy (eds) -Reed L. Wadley, Christine Helliwell, 'Never stand alone'; A study of Borneo sociality. Phillips, Maine: Borneo Research Council, 2001, xiv + 279 pp. [BRC Monograph Series 5.] -Nicholas J. White, Francis Loh Kok Wah ,Democracy in Malaysia; Discourses and practices. Richmond, Surrey: Curzon Press, 2002, xiii + 274 pp. [Nordic Institute of Asian Studies Democracy in Asia Series 5.], Khoo Boo Teik (eds)
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Urrieta, Luis, and Sergio Martínez. "DIASPORIC COMMUNITY KNOWLEDGE AND SCHOOL ABSENTEEISM." Interventions 13, no. 2 (June 2011): 256–77. http://dx.doi.org/10.1080/1369801x.2011.573225.
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Marsden, Beth. "“The system of compulsory education is failing”." History of Education Review 47, no. 2 (October 1, 2018): 143–54. http://dx.doi.org/10.1108/her-11-2017-0024.
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Purpose The purpose of this paper is to examine the ways in which the mobility of indigenous people in Victoria during the 1960s enabled them to resist the policy of assimilation as evident in the structures of schooling. It argues that the ideology of assimilation was pervasive in the Education Department’s approach to Aboriginal education and inherent in the curriculum it produced for use in state schools. This is central to the construction of the state of Victoria as being devoid of Aboriginal people, which contributes to a particularly Victorian perspective of Australia’s national identity in relation to indigenous people and culture. Design/methodology/approach This paper utilises the state school records of the Victorian Department of Education, as well as the curriculum documentation and resources the department produced. It also examines the records of the Aborigines Welfare Board. Findings The Victorian Education Department’s curriculum constructed a narrative of learning and schools which denied the presence of Aboriginal children in classrooms, and in the state of Victoria itself. These representations reflect the Department and the Victorian Government’s determination to deny the presence of Aboriginal children, a view more salient in Victoria than elsewhere in the nation due to the particularities of how Aboriginality was understood. Yet the mobility of Aboriginal students – illustrated in this paper through a case study – challenged both the representations of Aboriginal Victorians, and the school system itself. Originality/value This paper is inspired by the growing scholarship on Indigenous mobility in settler-colonial studies and offers a new perspective on assimilation in Victoria. It interrogates how curriculum intersected with the position of Aboriginal students in Victorian state schools, and how their position – which was often highly mobile – was influenced by the practices of assimilation, and by Aboriginal resistance and responses to assimilationist practices in their lives. This paper contributes to histories of assimilation, Aboriginal history and education in Victoria.
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Atkinson, Sue, and Shurlee Swain. "A network of support: mothering across the Koorie community in Victoria, Australia." Women's History Review 8, no. 2 (June 1999): 219–30. http://dx.doi.org/10.1080/09612029900200208.
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Kleinberg, Jay. "A Network of Support: mothering across the Koorie community in Victoria, Australia." Women's History Review 8, no. 2 (June 1, 1999): 387–95. http://dx.doi.org/10.1080/09612029900200417.
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Slaughter, Yvette, and John Hajek. "Community languages and LOTE provision in Victorian primary schools." Australian Review of Applied Linguistics 30, no. 1 (January 1, 2007): 7.1–7.22. http://dx.doi.org/10.2104/aral0707.
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Primary school languages education continues to be a challenging issue for all states in Australia. In Victoria, LOTE study is provided at the primary level to address the needs of linguistically diverse communities, as well as to provide an enriching learning experience for monolingual speakers of English. The challenge remains to ensure that programs that are run are effective, address the needs of the community and are embraced as a valuable and enriching component of the school curriculum. This study looks at the provision of LOTE in 2003 in Victorian primary schools and in particular, through an analysis of the geographical location of community groups and primary LOTE programs, how effectively community needs are being met. We also analyse the nature of LOTE programs through an examination of teachers’ qualifications, time allotment and program type. Factors identified by some schools as impinging on LOTE study at the primary level, such as literacy concerns and multilingual diversity, will also be examined.
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Slaughter, Yvette, and John Hajek. "Community languages and Lote provision in Victorian Primary Schools." Australian Review of Applied Linguistics 30, no. 1 (2007): 7.1–7.22. http://dx.doi.org/10.1075/aral.30.1.05sla.
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Primary school languages education continues to be a challenging issue for all states in Australia. In Victoria, LOTE study is provided at the primary level to address the needs of linguistically diverse communities, as well as to provide an enriching learning experience for monolingual speakers of English. The challenge remains to ensure that programs that are run are effective, address the needs of the community and are embraced as a valuable and enriching component of the school curriculum. This study looks at the provision of LOTE in 2003 in Victorian primary schools and in particular, through an analysis of the geographical location of community groups and primary LOTE programs, how effectively community needs are being met. We also analyse the nature of LOTE programs through an examination of teachers’ qualifications, time allotment and program type. Factors identified by some schools as impinging on LOTE study at the primary level, such as literacy concerns and multilingual diversity, will also be examined.
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Stanley, Timothy J. "Bringing Anti-Racism into Historical Explanation: The Victoria Chinese Students’ Strike of 1922-3 Revisited." Journal of the Canadian Historical Association 13, no. 1 (February 9, 2006): 141–65. http://dx.doi.org/10.7202/031157ar.
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Abstract Anti-racist theory draws attention to the socially constructed and contested nature of racial categories. This paper applies anti-racist theory to a case study of the 1922-3 Chinese students' strike in Victoria, British Columbia, and argues that school segregation was less about which schools students would attend and more about whether racialized Chinese people were part of, or could be part of, the imagined community of Canada as nation. Racialized discourse not only fixed “the Chinese” as outsiders to the imagined community, it also enacted colonialism by naturalizing the Anglo-European occupation of the territory of British Columbia. But there was also a significant group of Canadian-born Chinese in Victoria who had used provincially controlled schools to assimilate to dominant values and gain sufficient cultural capital to directly challenge racialized binaries. This group claimed “Canadianness” in their own right and staunchly resisted segregation. The intervention of Anglo-European anti-racists in the dispute further underlines the socially constructed and contested nature of racial categories. Finally, the more powerful fixing of Chinese as alien in Canada through the 1923 Chinese Immigration Act helps to explain the manner in which the students' strike came to close at the beginning of the 1923-4 school year.
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Modell, John, and J. Trent Alexander. "High School in Transition: Community, School, and Peer Group in Abilene, Kansas, 1939." History of Education Quarterly 37, no. 1 (1997): 1. http://dx.doi.org/10.2307/369902.
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Lynch, Sarah B. "Marking Time, Making Community in Medieval Schools." History of Education Quarterly 61, no. 2 (April 27, 2021): 158–80. http://dx.doi.org/10.1017/heq.2021.7.
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AbstractThis article examines the nature of school days and school years in later medieval Western Europe and considers the societal functions of the temporal cultures that emerged. The forms of the school day and year in elementary and grammar schools—alongside school- and youth-centered festivals—were replete with meaning and possessed utility beyond simple responses to environmental factors such as seasonal and meteorological changes. School authorities—whether ecclesiastical or municipal—saw the temporal cultures of medieval schools as a means to socialize children and to create and maintain collective community identities. By exploring a range of different traditions and regional variations, it is clear that the experience of the passage of time was imbued with meaning and social significance for medieval schoolchildren and their communities.
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McIntosh, Jacqueline, Philippe Campays, and Adele Leah. "Empowerment through Collaboration." International Journal of Civic Engagement and Social Change 2, no. 3 (July 2015): 21–35. http://dx.doi.org/10.4018/ijcesc.2015070102.
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Since the 1970s, more than half of the Tokelau population has relocated to New Zealand due to limited natural resources and overcrowding of the 10km2 land area. In the Wellington region Tokelau groups have sought to maintain their cultural traditions and this paper discusses a collaboration between Te Umiumiga, a Tokelau Hutt Valley community, and the School of Architecture at Victoria University of Wellington, in the design and development of a sustainable, cultural community centre complex. Outcomes included a museum exhibition, which involved a further collaboration with Pataka Art + Museum and a project with the Tokelau youth. University staff and students were empowered to engage directly with the community, undertaking design work, the construction of furniture, an exploration of alternative energy sources and community garden initiatives.
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Hill, I. T. "Community Stories: A Curriculum for High School Students." OAH Magazine of History 18, no. 2 (January 1, 2004): 43–45. http://dx.doi.org/10.1093/maghis/18.2.43.
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Protti, D. J. "Health Information Science at the University of Victoria: The First Ten Years." Methods of Information in Medicine 33, no. 03 (1994): 268–72. http://dx.doi.org/10.1055/s-0038-1635025.
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Abstract:The University of Victoria has the only program in Canada offering a Bachelor of Science degree in Health Information Science. To meet the requirements of the degree, students must complete 40 courses and 4 CO-OP work terms over 4.3 years. The School admits 30 students each September of which 60% are normally female. Seventy-five percent of the students come from British Columbia, ranging in age from 18 to 42 with the average age being 26 years. In addition to recent high school graduates, over 40% have previous degrees or diplomas, and 65% have over 5 years of work experience. The School’s teaching team consists of 5 full-time faculty, 3 professional staff and 4 part-time faculty. The majority of the faculty have health backgrounds, totalling 135 person-years of practising health care experience. As of November 1992, the School had 113 graduates; 75% are employed in British Columbia, 18% are in other parts of Canada and 7% outside the country. Forty-five percent of the graduates work in government departments including community health agencies; 29% work in hospitals; 26% work in management consulting firms, software houses, or computer hardware firms. They work as systems/project analysts, systems consultants, research assistants, planning analysts, system-support staff, trainers/developers and client account representatives. Some are already in senior management positions.
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Pérez Guerrero, Javier. "Personalised education as a school community of friendship." Journal of Philosophy of Education 55, no. 2 (April 2021): 371–82. http://dx.doi.org/10.1111/1467-9752.12557.
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Abdizadeh, Hadis, Jane Southcott, and Maria Gindidis. "Attitudes of Iranian Community Parents in Australia towards their Children’s Language Maintenance." Heritage Language Journal 17, no. 3 (December 31, 2020): 310–31. http://dx.doi.org/10.46538/hlj.17.3.1.
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Issues of language shift (LS) and language maintenance (LM) are inevitable consequences of globalization and increased mobility of human populations. This qualitative case study investigated attitudes of migrant parents from Iran towards Persian community language maintenance (CLM) for their school-age children in Australia. Ten parents residing in Melbourne, Victoria were interviewed in two groups and demographic data were collected. The participants were seven female and three male parents who had at least one school-age child. In this qualitative case study, data were analyzed thematically. Three major themes concerning Persian CLM were identified: parents’ attitudes, strategies adopted for maintenance, and challenges for their children. The parents believed that CLM supported cultural identity, preserved family cohesion, and fostered bilingualism, all of which were considered valuable future skills for their children. Interviewees adopted diverse strategies including the establishment of family language use policies, sending their children to Iranian community language school, frequent contacts with extended family in Iran, and the use of Persian media and literature. The influential role of siblings and peers in their children’s language shift, and a lack of age-appropriate Persian books and visual materials were the main challenges to CLM mentioned by the parents in this research.
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Plata-Ramíez, José Miguel. "Moving Towards Legitimate Participation. A Venezuelan Girl Learning English in an Iowa City Elementary School." Revista Electrónica Educare 21, no. 3 (August 5, 2017): 1. http://dx.doi.org/10.15359/ree.21-3.1.
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This qualitative case study seeks to understand and describe, in depth, the different learning processes in which a nine-year old, Venezuelan girl (Victoria) engaged to reaffirm her identity as a language learner and become a legitimate member of a community of practice during the first six months in an Iowa City Elementary School. Data collection included observations in class and at home, field notes, interviews, oral and written artifacts and e-mails. Analysis was made through a constant comparison of the data to reflect on the potential categorizations of the artifacts considering mainly two theoretical constructs: “legitimate peripheral participation” (Lave & Wenger, 1991) and “collaborative relations of power” (Cummins, 1996). Results suggest that students engage more actively in activities, which are designed to construct meaning through social participation. Legitimate participation in school activities helped Victoria improve her English language ability and reaffirm her identity. The speed with which she learned English at school is mainly due to the solid community of practice she had the fortune to participate in and Mrs. Brown’s mediation. The more she interacted, the better she performed; and the better she performed, the more she interacted. This research offers alternative ways to understand Victoria’s experience as a language learner, the complexity of a second language learning process, and the fundamental role teachers need to perform to mediate in the students’ learning to reaffirm their identities. This study represents an exemplary reflection of what we, as classroom teachers, SL/foreign language teachers, should do in our classrooms if we really want to offer students real opportunities to learn the language and help them reaffirm their identity as language learners.
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Anand, Bernadette, Michelle Fine, Tiffany Perkins, and David Surrey. "Building Partnerships to Hear Freedom's Heroes Within Our Community." History of Education Quarterly 44, no. 1 (2004): 113–19. http://dx.doi.org/10.1111/j.1748-5959.2004.tb00152.x.
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Each morning, 10 yellow school buses end their circuit through Montclair, New Jersey, to drop off 149 of Renaissance Middle School's 225 students. Ali, grandson of Charles and Marjorie Baskerville, is among the group of students who arrive by bus. Ali's grandparents with other community activists, almost forty years ago, began the long and hard fight for school integration in this northern town. After court battles, parent meetings, community resistance, and ultimate victory, the struggle resulted in a public school system dedicated to both “choice” and integration. To those who retain the memory of struggle, Montclair's school buses and their routes, almost thirty years old, are a regular reminder of the magnet school plan implemented during the 1977–1978 school year.
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Zanker, Carolyn. "Child Safety under Scrutiny: The Rural Child Safety Project." Children Australia 16, no. 04 (1991): 26–27. http://dx.doi.org/10.1017/s1035077200012542.
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Country life may not be as healthy for children as we would like to think. More rural children under five years of age die as the result of accidents than their city counterparts. To raise awareness of this problem, the Child Accident Prevention Foundation of Australia is conducting a Rural Child Safety Project with the Southern Mallee Councils Group in Victoria over a twelve month period. The project was launched in Swan Hill on 21 August 1991 by the Hon. Caroline Hogg, Minister for Ethnic, Municipal and Community Affairs. The launch took place at a local Primary School and was attended by local government representatives and community leaders.
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Holbery, Eileen, and Marie Quinn. "Mealmakers Program: Linkages for Health." Australian Journal of Primary Health 2, no. 1 (1996): 138. http://dx.doi.org/10.1071/py96020.
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The Mealmakers Program is an initiative for the promotion of health through early intervention. Community members and three health agencies linked together to plan and implement a program aimed at improving the wellbeing of children attending a pre-school in a disadvantaged area of Victoria. The Program has four components: a food program providing nutritious meals daily; a dental health monitoring and treatment program; the provision of accessible information on healthy eating for the children and their families; and practical education on growing vegetables. The Program now has assured funding, and community ownership, which is responsible for the Program's functions, the employment of staff, and extensive networking with health care professionals.
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Preston, Lesley. "The focus wasn’t on ‘boomsa‐daisy’: sex education at Shepparton South Technical School, Victoria, 1973‐1986." History of Education Review 36, no. 2 (October 14, 2007): 19–32. http://dx.doi.org/10.1108/08198691200700007.
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Mukani, Mukani. "Manajemen Berbasis Sekolah: Partisipasi Masyarakat dalam Implementasi Memajukan Dunia Pendidikan." AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman 6, no. 2 (February 5, 2020): 189–205. http://dx.doi.org/10.53627/jam.v6i2.3793.
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Abstract: This article is a book review created by Ibtisam Abu-Duhou's entitled School Based Management. This is very representative book as one of the main references in understanding the school-based management (SBM) concept, since it was compiled at the very beginning when the SBM concept was introduced in Indonesia. This book consists of five chapters. The discussion begins with a review of the basic concepts, origins and character of SBM decentralization. The first chapter examines the main character of reforms and education management aspects relatively centralistic and decentralized. The second chapter discusses some research in English-speaking countries to provide answers and concrete evidence from the SBM movement. The third chapter describes the radical overall implementation of SBM in Victoria, Australia. The fourth chapter provides an example of the approach and efforts made by policy makers in identifying problems. The fifth chapter elaborates further on the material in the previous chapters to summarize the reform main characters. One consequence of implementing SBM is the realization of community participation, even as spirit and substance. Community participation is a concept of school empowerment in order to improve the quality and school independence. In implementing the SBM concept, community participation has many forms, both in educational, cultural or institutional interaction patterns.
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Forslund, Jon, and Samuel Hudson. "Michigan's Tenth Largest: Plymouth-Canton Community School District 1830-1986." Michigan Historical Review 15, no. 1 (1989): 99. http://dx.doi.org/10.2307/20173165.
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Whyte, William. "Building a public school community 1860–1910." History of Education 32, no. 6 (November 2003): 601–26. http://dx.doi.org/10.1080/0046760032000151492.
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