Journal articles on the topic 'Community and school Victoria'
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1
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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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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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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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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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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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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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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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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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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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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McSwan, David, and Ken Stevens. "Post Secondary School Educational and Vocational Issues Facing Families in Rural North Queensland." Australian and International Journal of Rural Education 5, no. 1 (March 1, 1995): 45–49. http://dx.doi.org/10.47381/aijre.v5i1.394.
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Vocational choice has been a critical issue for rural Queensland families for many years although it remains a little documented aspect of the lives of secondary school students and their parents who live in the outback. While rural education has received official recognition as an area of disadvantage in the Australian education system for almost two decades (Schools Commission, 1975; Commission of Inquiry into Poverty in Australia, 1976) vocational choice in outback schools, which is central to the relationships between both school and work and school and tertiary education, has not been prominent in the research literature in spite of several recent reports (Boomer, 1988; Australian Education Council Review Committee, 1991; National Board of Employment, Education and Training, 1991). This research project has been designed to investigate the processes of post secondary school education and vocational choices for families in a representative community and to consider the implications of this issue for schools and policy makers. The research project was initiated by Dr David McSwan of James Cook University's Rural Education Research and Development Centre and Dr Ken Stevens of the Faculty of Education at Victoria University in Wellington in New Zealand. Specifically, the research will investigate how families with year ten, eleven and twelve students in a selected North Queensland community make choices about post secondary school education and careers.
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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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Gill, Barry, and Brian Hand. "professional standing of the replacement teacher in the education community: a country region's perspective." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 35–48. http://dx.doi.org/10.47381/aijre.v2i1.269.
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As Australian schools move towards the twenty-frrst century more attention is being drawn to the professionalism of teachers. This has led to the recent publication of two NBEET reports, Teacher Education in Australia (September 1990) and Australia's Teachers: A Blueprint for the 90's (January 1991). These reports recognise the need for a reconceptualisation and urgent action in regards to the initial training and continuing education of Australia's teachers. Each goes into considerable detail about the need, scope and format of programs of professional development, and each highlights the importance of Employer/Higher Education Institution co-operation in such programs.
The La Trobe University College of Northern Victoria and the Bendigo Regional Office of the Victorian Ministry of Education are in the process of developing this co-operation, especially in the post initial teacher education area. Through the Research Centre for Teacher Development at the La Trobe University College of Northern Victoria, a project is underway to develop this process in close consultation with, and the full co-operation of the Loddon Campaspe Mallee Regional Office. This paper reports on the initial outcome.
Fifty-eight Primary Replacement Teachers (RTs) responded to a questionnaire regarding their employment status, professional qualifications, days worked in 1989 and 1990, and their in-service involvement and in-service needs. The investigation was undertaken in order to provide local Ministry and University College personnel with information to assist in planning future in-service needs for this particular group of teachers.
In Victoria during 1990 the Ministry employed 40,000 teachers in primary, secondary and special schools. There is constantly a pool of 10,000 teachers on leave without pay from the Ministry. During the 1989-90 financial year 14,000 teachers were employed as Replacement Teachers in primary and secondary schools. Some of these Replacement Teachers came from the pool of teachers on leave without pay, but there is still a large group of teachers whose only source of employment is RT work.
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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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Peck, Craig, and Ulrich C. Reitzug. "Discount Stores, Discount(ed) Community? Parent and Family Engagement, Community Outreach, and an Urban Turnaround School." Education and Urban Society 50, no. 8 (June 9, 2017): 675–96. http://dx.doi.org/10.1177/0013124517713819.
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What roles do parent and family engagement and community outreach play in educator efforts to improve low-performing urban schools? To address this question, we considered findings from our 3-year case study of Brookdale Elementary (a pseudonym), which was undergoing a state-mandated, district-directed turnaround reform effort from 2011 to 2014. Specifically, we investigated how and why school personnel engaged with and reacted to parents and families, community-based organizations, and the surrounding locale. In the end, the school’s educators encountered complicated obstacles yet generated some tangible victories in their pursuit of productive school, parent/family, and community connections. We conclude by considering implications of our findings.
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Grigg, Kaine, and Lenore Manderson. "Developing the Australian Racism, Acceptance, and Cultural-Ethnocentrism Scale (RACES)." Educational and Developmental Psychologist 32, no. 1 (April 20, 2015): 71–87. http://dx.doi.org/10.1017/edp.2015.7.
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Existing Australian measures of racist attitudes focus on single groups or have not been validated across the lifespan. To redress this, the present research aimed to develop and validate a measure of racial, ethnic, cultural and religious acceptance — the Australian Racism, Acceptance, and Cultural-Ethnocentrism Scale (RACES) — for use with children, adolescents and adults. Interviews and focus groups were conducted with 30 adolescents in Victoria, Australia, to develop the instrument, which was pilot tested with eight children. The novel 34-item scale consists of three subscales (Accepting Attitudes — 12 items; Racist Attitudes — 8 items; Ethnocentric Attitudes — 4 items) and a 10-item measure of social desirability. The instrument was tested with 296 Victorian school children, 182 adolescents and 120 adults from the Australian community, with data modelled and analysed utilising classical test theory and item response theory. Estimates of internal consistency reliability and factorial, construct, convergent and discriminant validity support the measure. The instrument is the first general attitudinal measure of racial, ethnic, cultural and religious acceptance to be designed and scientifically validated within the Australian context. RACES can be utilised across the lifespan to evaluate attitudes towards all racial, ethnic, cultural and religious groups. RACES has potential to be widely utilised to evaluate anti-racism and pro-diversity interventions implemented within schools and throughout the community, enabling the development of a strong evidence base for initiatives to reduce community levels of racism. However, future research is needed to confirm the psychometric properties and establish the temporal stability of the scale prior to dissemination throughout Australia.
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Keleher, Helen, and Kerreen Reiger. "Tensions in maternal and child health policy in Victoria: looking back, looking forward." Australian Health Review 27, no. 2 (2004): 17. http://dx.doi.org/10.1071/ah042720017.
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Helen Keleher is Associate Professor in the School of Health and Social Development, Deakin University.Kerreen Reiger is Associate Professor in the School of Social Sciences, La Trobe University.Since the late 1980s, Maternal and Child Health Services (MCHS) in Victoria have undergone significant change. This paper provides an historically-informed analysis of the complex intersection of policy, administrative restructuring and stakeholder interests. It draws on and extends the authors' previous research into MCH Service policy directions and administration, including the impact of Compulsory Competitive Tendering (CCT) on MCH nurses in the 1990s. Historically there has been little explicit debate about either organisational arrangements, or the policy objectives of the MCHS. The dominant focus on health surveillance of infants never adequately reflected nurses' wider role in the community and was not consistent with a wider social model of health. Tensions between professional, consumer and administrative stakeholders became heightened by the implementation of the 1990s neoliberal political agenda. During this period, when restructuring linked funding to service delivery through tendering arrangements, apolitical and policy settlement further institutionalised surveillance as the basis of the MCHS. The restructured Service has remained constrained by the dominance of health surveillance as the primary program goal even after more varied contracting arrangements replaced CCT. Although recent initiatives indicate signs of hange, narrow surveillancebased guidelines for Victorian MCH Services are not consistent, we argue, with recent early years of life policy which calls for approaches derived from socio-ecological models of health.
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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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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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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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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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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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Marsh, Louise, Rob McGee, Sheryl A. Hemphill, and Sheila Williams. "Content analysis of school anti-bullying policies: a comparison between New Zealand and Victoria, Australia." Health Promotion Journal of Australia 22, no. 3 (2011): 172–77. http://dx.doi.org/10.1071/he11172.
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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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Gibson, Dianne, Louise Paatsch, and Dianne Toe. "An Analysis of the Role of Teachers’ Aides in a State Secondary School: Perceptions of Teaching Staff and Teachers’ Aides." Australasian Journal of Special Education 40, no. 1 (September 1, 2015): 1–20. http://dx.doi.org/10.1017/jse.2015.11.
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In Victoria, Australia, one of the major roles of the teachers’ aide (TA) is to assist students with disabilities to access their education. Researchers have identified the inconsistencies in defining the roles of the TA, in a variety of settings, by TAs, teachers, parents, and other research participants. Four main themes that have been frequently reported in educational research related to the role of TAs formed the basis for this study: (a) inclusion in the school community, (b) curriculum, (c) classroom management, and (d) student support.Drawing on the results of a questionnaire administered to teachers and TAs at a government nonselective secondary school in Victoria, Australia, data were collected to explore the differing perspectives on the role of the TAs by the teaching staff and the TAs. In all, 65 individuals participated in this study. The participants formed 3 groups: TAs (n = 10), teachers (n = 49), and T/TAs (n = 6; participants in this group had worked as both a teacher and TA). The results of the study showed a diversity of views across the 4 themes. In 3 of the 4 themes that included inclusion, classroom management, and student support, the 3 groups agreed on the role of the TA. In the remaining theme, curriculum, opinions varied significantly. The results of the study reveal that a concerted effort to clarify the role of TAs would be beneficial to all stakeholders.
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Ollis, Debbie, and Lyn Harrison. "Lessons in building capacity in sexuality education using the health promoting school framework." Health Education 116, no. 2 (February 1, 2016): 138–53. http://dx.doi.org/10.1108/he-08-2014-0084.
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Purpose – The health promoting school model is rarely implemented in relation to sexuality education. This paper reports on data collected as part of a five-year project designed to implement a health promoting and whole school approach to sexuality education in a five campus year 1-12 college in regional Victoria, Australia. Using a community engagement focus involving local and regional stakeholders and with a strong research into practice component, the project is primarily concerned with questions of capacity building, impact and sustainability as part of whole school change. The paper aims to discuss this issue. Design/methodology/approach – Using an action research design, data were collected from parents, students, teachers and key community stakeholders using a mixed methods approach involving surveys, interviews, document analysis and participant observation. Findings – Sexuality education has become a key school policy and has been implemented from years 1 to 9. Teachers and key support staff have engaged in professional learning, a mentor program has been set up, a community engagement/parent liaison position has been created, and parent forums have been conducted on all five campuses. Research limitations/implications – The translation of research into practice can be judged by the impact it has on teacher capacity and the students’ experience. Classroom observation and more longitudinal research would shed light on whether the espoused changes are happening in reality. Originality/value – This paper reports on lessons learned and the key enabling factors that have built capacity to ensure that sexuality education within a health promoting, whole school approach will remain sustainable into the future. These findings will be relevant to others interested in building capacity in sexuality education and health promotion more generally.
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Whelan, Jillian, Joshua Hayward, Melanie Nichols, Andrew D. Brown, Liliana Orellana, Victoria Brown, Denise Becker, et al. "Reflexive Evidence and Systems interventions to Prevention Obesity and Non-communicable Disease (RESPOND): protocol and baseline outcomes for a stepped-wedge cluster-randomised prevention trial." BMJ Open 12, no. 9 (September 2022): e057187. http://dx.doi.org/10.1136/bmjopen-2021-057187.
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IntroductionSystems science methodologies have been used in attempts to address the complex and dynamic causes of childhood obesity with varied results. This paper presents a protocol for the Reflexive Evidence and Systems interventions to Prevention Obesity and Non-communicable Disease (RESPOND) trial. RESPOND represents a significant advance on previous approaches by identifying and operationalising a clear systems methodology and building skills and knowledge in the design and implementation of this approach among community stakeholders.Methods and analysisRESPOND is a 4-year cluster-randomised stepped-wedge trial in 10 local government areas in Victoria, Australia. The intervention comprises four stages: catalyse and set up, monitoring, community engagement and implementation. The trial will be evaluated for individuals, community settings and context, cost-effectiveness, and systems and implementation processes. Individual-level data including weight status, diet and activity behaviours will be collected every 2 years from school children in grades 2, 4 and 6 using an opt-out consent process. Community-level data will include knowledge and engagement, collaboration networks, economic costs and shifts in mental models aligned with systems training. Baseline prevalence data were collected between March and June 2019 among >3700 children from 91 primary schools.Ethics and disseminationEthics approval: Deakin University Human Research Ethics Committee (HREC 2018-381) or Deakin University’s Faculty of Health Ethics Advisory Committee (HEAG-H_2019-1; HEAG-H 37_2019; HEAG-H 173_2018; HEAG-H 12_2019); Victorian Government Department of Education and Training (2019_003943); Catholic Archdiocese of Melbourne (Catholic Education Melbourne, 2019-0872) and Diocese of Sandhurst (24 May 2019). The results of RESPOND, including primary and secondary outcomes, and emerging studies developed throughout the intervention, will be published in the academic literature, presented at national and international conferences, community newsletters, newspapers, infographics and relevant social media.Trial registration numberACTRN12618001986268p.
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Schuster, Lisa, Krzysztof Kubacki, and Sharyn Rundle-Thiele. "Community-based social marketing: effects on social norms." Journal of Social Marketing 6, no. 2 (April 11, 2016): 193–210. http://dx.doi.org/10.1108/jsocm-06-2015-0036.
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Purpose This paper aims to investigate whether application of a community-based social marketing (CBSM) principle, namely, increasing the visibility of a target behaviour in the community, can change social norms surrounding the behaviour. Design/methodology/approach A repeated measures quasi-experimental design was used to evaluate the Victorian Health Promotion Foundation’s Walk to School 2013 programme. The target population for the survey were caregivers of primary school children aged between 5-12 years old. The final sample size across the three online surveys administered was 102 respondents. Findings The results suggest that the programme increased caregivers’ perceptions that children in their community walked to and from school and that walking to and from school is socially acceptable. Originality/value The study contributes to addressing the recent call for research examining the relationship between CBSM principles and programme outcomes. Further, the results provide insight for enhancing the social norms approach, which has traditionally relied on changing social norms exclusively through media campaigns.
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Francis, Diane, Anne McEvoy, Tracey Roney, and L. Michelle Gibson. "Farm Safety - A Family Priority: The Implementation of a Collaborative Approach to Primary Health Care in a Rural Setting." Australian Journal of Primary Health 6, no. 4 (2000): 202. http://dx.doi.org/10.1071/py00054.
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Farm Safety - A Family Priority' was a collaborative, integrated primary health care promotion conducted during Rural Health Week, starting 27th May 1999 in the rural town of Elmore, Victoria. Five primary schools in surrounding districts were invited to participate: Goornong, Colbinabbin, Drummartin, Our Lady of the Sacred Heart, Elmore, and Elmore Primary School. Involving 113 children and five teachers, issues concerning safety on the farm included riding on tractors, horses and agriculture bikes, the safe use and storage of chemicals, safe places to play, the importance of displaying emergency telephone numbers, and a demonstration on Expired Air Resuscitation. By using a demonstration and an interactive teaching method it was envisaged that student participation would be encouraged and learning through practical application reinforced. Further, students were provided with ample time to ask questions of the demonstrators regarding any displays and activities. At the conclusion of the day a questionnaire was distributed to all children while teachers' perceptions were recorded by interview. Children took away some clear messages about farm safety, and the coordination and content of the activities impressed teachers. The activity clearly demonstrated the need for more integrated, collaborative approaches in promoting primary health care in rural settings, that are relevant to the community concerned in order to create a sustainable healthy community.
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O'Dea, Molly, Amy Cosby, Jaime Manning, Nicole McDonald, and Bobby Harreveld. "Industry perspectives of industry school partnerships: What can agriculture learn?" Australian and International Journal of Rural Education 32, no. 3 (November 18, 2022): 1–21. http://dx.doi.org/10.47381/aijre.v32i3.334.
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This paper aims to identify and synthesise research related to industry perspectives of industry school partnerships (ISPs) with primary and secondary students globally. A systematic review of ISP studies published between 2001 and 2021 that included industry perspectives was undertaken in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. This focused systematically ordered review of industry perspectives of ISPs elicited four key findings: Limited research specifically focusing on industry participants’ perceptions of career and knowledge sharing ISPs exist. The most common reasons for participation included promoting careers and/or their industry, and enhancing community goodwill. The most common barriers or challenges in participating included time, budget and process constraints, and understanding the partnership’s impact. Communication, trust, relationships, and setting clear goals are often important features highlighted for successful partnerships. The recommendations from this review will be used to design, deliver and evaluate ISPs which aim to benefit agricultural industry participants. Future research will apply the findings from this review to a rural case site in Victoria, Australia, focused on agricultural ISPs aimed at increasing students’ aspirations for a career in the sector. This is vital as agriculture is an important industry in this region, yet many students are unaware of the range of career opportunities available to them.
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FREEMAN, G., S. NG, R. A. P. M. PERERA, V. J. FANG, D. K. M. IP, G. M. LEUNG, J. S. M. PEIRIS, and B. J. COWLING. "Multivariate analysis of factors affecting the immunogenicity of trivalent inactivated influenza vaccine in school-age children." Epidemiology and Infection 143, no. 3 (May 1, 2014): 540–49. http://dx.doi.org/10.1017/s0950268814000855.
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SUMMARYWe examined factors affecting the immunogenicity of trivalent inactivated influenza vaccination (TIV) in children using the antibody titres of children participating in a Hong Kong community-based study. Antibody titres of strains included in the 2009–2010 northern hemisphere TIV [seasonal A(H1N1), seasonal A(H3N2) and B (Victoria lineage)] and those not included in the TIV [2009 pandemic A(H1N1) and B (Yamagata lineage)] were measured by haemagglutination inhibition immediately before and 1 month after vaccination. Multivariate regression models were fitted in a Bayesian framework to characterize the distribution of changes in antibody titres following vaccination. Statistically significant rises in geometric mean antibody titres were observed against all strains, with a wide variety of standard deviations and correlations in rises observed, with the influenza type B antibodies showing more variability than the type A antibodies. The dynamics of antibody titres after vaccination can be used in more complex models of antibody dynamics in populations.
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Korir, EC, PJ Tuitoek, and D. Marais. "Food insecurity, a perceived barrier to healthy eating in the lake Victoria region, Kenya: findings from a qualitative study." African Journal of Food, Agriculture, Nutrition and Development 22, no. 4 (June 15, 2022): 20231–45. http://dx.doi.org/10.18697/ajfand.109.21895.
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Consumption of poor-quality diets was noted as prevalent in the Lake Victoria Region, Kenya. As a strategy to communicate desirable change and promote healthy eating in the region, a 30-member panel of policymakers and implementers developed and proposed 12 food-based dietary guidelines (FBDGs) in 2017-2018. The objective of this study was to assess barriers in adopting the proposed FBDGs amongst community members in the lowlands of Kisumu and Homa Bay counties. Qualitative, descriptive cross-sectional design was used to collect data from 72 focus-group discussions (FGD). The FGD was conducted among 216 school going children (10-13y), 216 high school students (15-18y), 207 adult males (26-74y) and 211 females (18-71y). The participants were asked to state whether the proposed FBDGs reflected their daily dietary practices? If the answer was no, the FGD participants were asked to elaborate on the perceived barriers. Each FGD consisted of 8-12 participants. The demographics of FGD participants were collected before the start of FGD sessions. All FGD proceedings were audio-recorded and transcribed verbatim. Demographic information of participants was analyzed and presented using descriptive statistics. The FGD responses were coded and analyzed based on the main code, the barriers. Barriers to healthy eating in the study area were mainly linked to low production of food, food unavailability and inaccessibility. Specific factors which contributed to the food insecurity situation included; dry and sunny weather, seasonality in food availability, limited resources to secure potential farmland with fences, gender influence on land use, high cost of food, lack of money to purchase food, low income, sale of farm produce with resultant inadequate quantities of food consumed and inappropriate meal composition. Food insecurity was a perceived barrier to healthy eating in the lowlands of the Lake Victoria region. This research suggests the need to address food systems and economic structures to improve food production, distribution, accessibility and consumption in the region. Coding was done with the aid of NVivo8 (QSR International Pty Ltd Version 8, 2008). This study was registered with the Kenyan National Commission for Science Technology and Innovation (NACOSTI/P/18/12634/22291). Key words: Healthy eating, Lake Victoria, barriers, food insecurity, food unavailability, food inaccessibility
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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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Castro, Eliana, Cierra B. Presberry, and Terah T. Venzant Chambers. "Twelve YearsUnslaved: Lessons From Reconstruction andBrownfor Contemporary School Leaders." Journal of Research on Leadership Education 14, no. 4 (September 26, 2019): 308–30. http://dx.doi.org/10.1177/1942775119878465.
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This conceptual analysis centers two historical periods in which Black communities in the United States secured educational rights for themselves in spite of (not because of) intervention from the federal government. Drawing from the Critical Race Theory, the authors argue that Reconstruction and the post-Brown era offer valuable lessons for school leaders today about the ability—and even need—to operate autonomously from formal channels. The authors feature lessons from Reconstruction and Brown regarding self-reliance, community control, and the hard-won victories whose benefits extended far beyond the Black community itself. The authors conclude with implications for school leaders.
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O'Halloran, Siobhan, Joshua Hayward, Claudia Strugnell, Tiana Felmingham, Jaimie Poorter, Stephanie Kilpatrick, Penny Fraser, et al. "Building capacity for the use of systems science to support local government public health planning: a case study of the VicHealth Local Government Partnership in Victoria, Australia." BMJ Open 12, no. 12 (December 2022): e068190. http://dx.doi.org/10.1136/bmjopen-2022-068190.
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ObjectiveTo present an approach to build capacity for the use of systems science to support local communities in municipal public health and well-being planning.DesignCase study.SettingLocal government authorities participating in the VicHealth Local Government Partnership in Victoria, Australia.ParticipantsLocal government staff members were trained in community-based system dynamics (CBSD), and group model building (GMB) techniques to mobilise local community efforts. The trained local government facilitation teams then delivered GMB workshops to community stakeholder groups from 13 local government areas (LGA)s.Main outcomesTraining in CBSD was conducted with council facilitation teams in 13 LGAs, followed by the local delivery of GMB workshops 1–3 to community stakeholders. Causal loop diagrams (CLD) representing localised drivers of mental well-being, healthy eating, active living or general health and well-being of children and young people were developed by community stakeholders. Locally tailored action ideas were generated such as well-being classes in school, faster active transport and access to free and low-cost sporting programmesResultsOverall, 111 local government staff participated in CBSD training. Thirteen CLDs were developed, with the stakeholders that included children, young people and community members, who had participated in the GMB workshops across all 13 council sites. Workshop 3 had the highest total number of participants (n=301), followed by workshop 1 (n=287) and workshop 2 (n=171).ConclusionsLocal facilitation of the CBSD process has developed community informed and locally relevant CLDs that will be used to lead local action to improve the well-being of children and young people. Training employees in CBSD is one approach to increase systems thinking capacity within local government.
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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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Ollerenshaw, Alison, and John McDonald. "Dimensions of Pastoral Care: Student Wellbeing in Rural Catholic Schools." Australian Journal of Primary Health 12, no. 2 (2006): 137. http://dx.doi.org/10.1071/py06033.
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This paper investigates the health and welfare needs of students (n = 15,806) and the current service model in Catholic schools in the Ballarat Diocese of Victoria, Australia. Catholic schools use a service model underpinned by an ethos of pastoral care; there is a strong tradition of self-reliance within the Catholic education system for meeting students' health and welfare needs. The central research questions are: What are the emerging health and welfare needs of students? How does pastoral care shape the service model to meet these needs? What model/s might better meet students? primary health care needs? The research methods involved analysis of (1) extant databases of expressed service needs including referrals (n = 1,248) to Student Services over the last 2.5 years, (2) trends in the additional funding support such as special needs funding for students and the Education Maintenance Allowance for families, and (3) semi-structured individual and group interviews with 98 Diocesan and school staff responsible for meeting students' health and welfare needs. Analysis of expressed service needs revealed a marked increase in service demand, and in the complexity and severity of students' needs. Thematic analysis of qualitative interview data revealed five pressing issues: the health and welfare needs of students; stressors in the school community; rural isolation; role boundaries and individualised interventions; and self-reliant networks of care. Explanations for many of these problems can be located in wider social and economic forces impacting upon the church and rural communities. It was concluded that the pastoral care model - as it is currently configured - is not equipped to meet the escalating primary health care needs of students in rural areas. This paper considers the implications for enhanced primary health care in both rural communities and in schools.
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Reupert, Andrea, Joanne M. Deppeler, and Umesh Sharma. "Enablers for Inclusion: The Perspectives of Parents of Children With Autism Spectrum Disorder." Australasian Journal of Special Education 39, no. 1 (December 18, 2014): 85–96. http://dx.doi.org/10.1017/jse.2014.17.
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Although home–school collaborations are important for inclusive education, most studies have identified the problems experienced by parents whose children have additional special needs. The aim of this study was to present the views of Australian parents, with children diagnosed with autism spectrum disorder, regarding what they considered to be the enablers for inclusion, within the context of their experiences of a program of support in inclusive schools (a Victorian State Government initiative called the Inclusion Support Program). Four focus group interviews were conducted, within a phenomenological, qualitative paradigm, with 14 mothers, in rural and urban primary and secondary public schools. Parents identified various innovations including the provision of a safe space, structured school and free time, flexibility around timetable, curriculum and staffing and the provision of socially attractive activities. Another theme was the potential for schools to be a ‘catalyst point’ to bring together parents, teachers and community agencies. The importance of eliciting parental expertise is highlighted here.
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MWANGA, J. R., P. MAGNUSSEN, THE LATE C. L. MUGASHE, THE LATE R. M. GABONE, and J. AAGAARD-HANSEN. "SCHISTOSOMIASIS-RELATED PERCEPTIONS, ATTITUDES AND TREATMENT-SEEKING PRACTICES IN MAGU DISTRICT, TANZANIA: PUBLIC HEALTH IMPLICATIONS." Journal of Biosocial Science 36, no. 1 (January 2004): 63–81. http://dx.doi.org/10.1017/s0021932003006114.
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A study on perceptions, attitudes and treatment-seeking practices related to schistosomiasis was conducted among the Wasukuma in the rural Magu district of Tanzania at the shore of Lake Victoria where Schistosoma haematobium and mansoni infections are endemic. The study applied in-depth interviews, focus group discussions and a questionnaire survey among adults and primary school children. The perceived symptoms and causes were incongruous with the biomedical perspective and a number of respondents found schistosomiasis to be a shameful disease. Lack of diagnostic and curative services at the government health care facilities was common, but there was a willingness from the biomedical health care services to collaborate with the traditional healers. Recommendations to the District Health Management Team were: that collaboration between biomedical and traditional health care providers should be strengthened and that the government facilities’ diagnostic and curative capacity with regard to schistosomiasis should be upgraded. Culturally compatible health education programmes should be developed in collaboration with the local community.
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Smolicz, J. J. "National Policy on Languages: A Community Language Perspective." Australian Journal of Education 30, no. 1 (April 1986): 45–65. http://dx.doi.org/10.1177/000494418603000103.
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A brief historical review of language policies in Australia up to the publication of the Senate Standing Committee's Report on a National Language Policy in 1984 is given. The recommendations of the Report are discussed in the light of the ethno-cultural or core value significance that community languages have for many minority ethnic groups in Australia. Recent research findings on such languages are presented and their implications for a national language policy considered. It is postulated that the linguistic pluralism generated by the presence of community languages needs to be viewed in the context of a framework of values that includes English as the shared language for all Australians. From this perspective, it is argued that the stress that the Senate Committee Report places upon the centrality of English in Australia should be balanced by greater recognition of the linguistic rights of minorities and their implications for bilingual education. It is pointed out that both these aspects of language policy have been given prominence in recent statements and guidelines released by the Ministers of Education in Victoria and South Australia. The paper concludes by pointing to the growing interest in the teaching of languages other than English to all children in Australian schools.
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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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Arnold, Benjamin F., Henry Kanyi, Sammy M. Njenga, Fredrick O. Rawago, Jeffrey W. Priest, W. Evan Secor, Patrick J. Lammie, Kimberly Y. Won, and Maurice R. Odiere. "Fine-scale heterogeneity in Schistosoma mansoni force of infection measured through antibody response." Proceedings of the National Academy of Sciences 117, no. 37 (August 31, 2020): 23174–81. http://dx.doi.org/10.1073/pnas.2008951117.
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Schistosomiasis is among the most common parasitic diseases in the world, with over 142 million people infected in low- and middle-income countries. Measuring population-level transmission is centrally important in guiding schistosomiasis control programs. Traditionally, human Schistosoma mansoni infections have been detected using stool microscopy, which is logistically difficult at program scale and has low sensitivity when people have low infection burdens. We compared serological measures of transmission based on antibody response to S. mansoni soluble egg antigen (SEA) with stool-based measures of infection among 3,663 preschool-age children in an area endemic for S. mansoni in western Kenya. We estimated force of infection among children using the seroconversion rate and examined how it varied geographically and by age. At the community level, serological measures of transmission aligned with stool-based measures of infection (ρ = 0.94), and serological measures provided more resolution for between-community differences at lower levels of infection. Force of infection showed a clear gradient of transmission with distance from Lake Victoria, with 94% of infections and 93% of seropositive children in communities <1.5 km from the lake. Force of infection increased through age 3 y, by which time 65% (95% CI: 53%, 75%) of children were SEA positive in high-transmission communities—2 y before they would be reached by school-based deworming programs. Our results show that serologic surveillance platforms represent an important opportunity to guide and monitor schistosomiasis control programs, and that in high-transmission settings preschool-age children represent a key population missed by school-based deworming programs.
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Rodwell, L., H. Romaniuk, W. Nilsen, J. B. Carlin, K. J. Lee, and G. C. Patton. "Adolescent mental health and behavioural predictors of being NEET: a prospective study of young adults not in employment, education, or training." Psychological Medicine 48, no. 5 (September 6, 2017): 861–71. http://dx.doi.org/10.1017/s0033291717002434.
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BackgroundYoung adults who are not in employment, education, or training (NEET) are at risk of long-term economic disadvantage and social exclusion. Knowledge about risk factors for being NEET largely comes from cross-sectional studies of vulnerable individuals. Using data collected over a 10-year period, we examined adolescent predictors of being NEET in young adulthood.MethodsWe used data on 1938 participants from the Victorian Adolescent Health Cohort Study, a community-based longitudinal study of adolescents in Victoria, Australia. Associations between common mental disorders, disruptive behaviour, cannabis use and drinking behaviour in adolescence, and NEET status at two waves of follow-up in young adulthood (mean ages of 20.7 and 24.1 years) were investigated using logistic regression, with generalised estimating equations used to account for the repeated outcome measure.ResultsOverall, 8.5% of the participants were NEET at age 20.7 years and 8.2% at 24.1 years. After adjusting for potential confounders, we found evidence of increased risk of being NEET among frequent adolescent cannabis users [adjusted odds ratio (ORadj) = 1.74; 95% confidence interval (CI) 1.10–2.75] and those who reported repeated disruptive behaviours (ORadj= 1.71; 95% CI 1.15–2.55) or persistent common mental disorders in adolescence (ORadj= 1.60; 95% CI 1.07–2.40). Similar associations were present when participants with children were included in the same category as those in employment, education, or training.ConclusionsYoung people with an early onset of mental health and behavioural problems are at risk of failing to make the transition from school to employment. This finding reinforces the importance of integrated employment and mental health support programmes.
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Lenhoff, Sarah Winchell, Jennifer M. Lewis, Ben Pogodzinski, and Robert Dorigo Jones. "‘Triage, transition, and transformation’: Advocacy discourse in urban school reform." education policy analysis archives 27 (April 1, 2019): 32. http://dx.doi.org/10.14507/epaa.27.4230.
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Advocacy coalitions have the potential to be a vehicle for community-based education reform in urban school systems, where state legislatures have increasingly adopted top-down policies such as state takeover and accountability systems. Yet, coalitions are influenced by and create their own informal and formal power structures that can include or exclude certain stakeholders and perspectives. In this study, the Advocacy Coalition Framework was used alongside critical discourse analysis of interviews, documents, and more than 50 news articles to explore how power and ideology shaped policy in the Coalition for the Future of Detroit Schoolchildren. We find that personal stories, political loyalties, and prior reform experiences shaped the narratives of Coalition members. While discourse from and about the Coalition was narrower in scope and representation during a tough legislative battle, the group’s policy victories and organizational infrastructure created potential for substantive community-led reform in the years following. This suggests that community-based education reform may require advocates to strategically sequence the promotion of diverse stakeholder interests in order to achieve broad coalition goals.
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Ichinose, Yoshio. "Kenya Research Station and its Research Activities." Journal of Disaster Research 9, no. 5 (October 1, 2014): 807–12. http://dx.doi.org/10.20965/jdr.2014.p0807.
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The Institute of Tropical Medicine Kenya Research Station of Nagasaki University (NUITM) was established in 2005 with Japan’s Ministry of Education, Culture, Sports, Science and Technology (MEXT) funds. The station involves clinical and epidemiological research programs focusing on tropical medicine and emerging infectious diseases based on education and research exchanges between Africa and Japan. This project is supported by about 22 Japanese staff members, including short-termers, in addition to 85 Kenyan staff members. It has at least 12 research groups studying the prevention of tropical and emerging diseases in collaboration with stakeholder institutions. The station also implements a JICA grassroots technical cooperation project since 2012. In April 2010, the Nagasaki University Africa Research Station was incorporated into the Kenya Research Station, enabling other faculties to conduct research in Kenya. The Nagasaki University School of Dentistry then started an oral health survey in Mbita and the Schools of Fisheries, Engineering, and Health Sciences have started joint research projects conserving and managing Lake Victoria basin water and fishery resources. Our aim is to develop a foundation enabling researchers from all different fields to conduct research for improving local community health and living standards. The NUITM was invited to become an associate member of the Japan Initiative for Global Research Network on Infectious Diseases (J-GRID) in 2011.
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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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Otambo, Wilfred Ouma, Collince J. Omondi, Kevin O. Ochwedo, Patrick O. Onyango, Harrysone Atieli, Ming-Chieh Lee, Chloe Wang, et al. "Risk associations of submicroscopic malaria infection in lakeshore, plateau and highland areas of Kisumu County in western Kenya." PLOS ONE 17, no. 5 (May 16, 2022): e0268463. http://dx.doi.org/10.1371/journal.pone.0268463.
Full textAbstract:
Background Persons with submicroscopic malaria infection are a major reservoir of gametocytes that sustain malaria transmission in sub-Saharan Africa. Despite recent decreases in the national malaria burden in Kenya due to vector control interventions, malaria transmission continues to be high in western regions of the country bordering Lake Victoria. The objective of this study was to advance knowledge of the topographical, demographic and behavioral risk factors associated with submicroscopic malaria infection in the Lake Victoria basin in Kisumu County. Methods Cross-sectional community surveys for malaria infection were undertaken in three eco-epidemiologically distinct zones in Nyakach sub-County, Kisumu. Adjacent regions were topologically characterized as lakeshore, hillside and highland plateau. Surveys were conducted during the 2019 and 2020 wet and dry seasons. Finger prick blood smears and dry blood spots (DBS) on filter paper were collected from 1,777 healthy volunteers for microscopic inspection and real time-PCR (RT-PCR) diagnosis of Plasmodium infection. Persons who were PCR positive but blood smear negative were considered to harbor submicroscopic infections. Topographical, demographic and behavioral risk factors were correlated with community prevalence of submicroscopic infections. Results Out of a total of 1,777 blood samples collected, 14.2% (253/1,777) were diagnosed as submicroscopic infections. Blood smear microscopy and RT-PCR, respectively, detected 3.7% (66/1,777) and 18% (319/1,777) infections. Blood smears results were exclusively positive for P. falciparum, whereas RT-PCR also detected P. malariae and P. ovale mono- and co-infections. Submicroscopic infection prevalence was associated with topographical variation (χ2 = 39.344, df = 2, p<0.0001). The highest prevalence was observed in the lakeshore zone (20.6%, n = 622) followed by the hillside (13.6%, n = 595) and highland plateau zones (7.9%, n = 560). Infection prevalence varied significantly according to season (χ2 = 17.374, df = 3, p<0.0001). The highest prevalence was observed in residents of the lakeshore zone in the 2019 dry season (29.9%, n = 167) and 2020 and 2019 rainy seasons (21.5%, n = 144 and 18.1%, n = 155, respectively). In both the rainy and dry seasons the likelihood of submicroscopic infection was higher in the lakeshore (AOR: 2.71, 95% CI = 1.85–3.95; p<0.0001) and hillside (AOR: 1.74, 95% CI = 1.17–2.61, p = 0.007) than in the highland plateau zones. Residence in the lakeshore zone (p<0.0001), male sex (p = 0.025), school age (p = 0.002), and living in mud houses (p = 0.044) increased the risk of submicroscopic malaria infection. Bed net use (p = 0.112) and occupation (p = 0.116) were not associated with submicroscopic infection prevalence. Conclusion Topographic features of the local landscape and seasonality are major correlates of submicroscopic malaria infection in the Lake Victoria area of western Kenya. Diagnostic tests more sensitive than blood smear microscopy will allow for monitoring and targeting geographic sites where additional vector interventions are needed to reduce malaria transmission.