Journal articles on the topic 'Education and state Australia History'
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1
Campbell, Craig. "History of Education Research in Australia." Espacio, Tiempo y Educación 3, no. 2 (July 18, 2016): 3. http://dx.doi.org/10.14516/ete.2016.003.002.000.
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History of education research has flourished in Australia since the 1960s. However, fewer university appointments in recent years suggest that a decline will soon occur. Nevertheless, research over the previous fifty years has produced much excellent work, following three significant historiographical trends. The first is the dominant Anglo-Empirical Whig tradition, which has concentrated on conflicts between church and state over schooling, and the founders and establishment of schools and public school systems. The second arose from social history, shifting the focus of research onto families, students and teachers. However, the concentration on the social class relations of schooling was eventually overtaken by substantial studies into gender relations. In more recent times, cultural studies and the influence of Foucault have been responsible for new research questions and research, marking a new historiographical trend. A survey of topics for which more research is required concludes the editorial, not least of which is the history of Indigenous education.
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Boaden, Sue. "Education for art librarianship in Australia." Art Libraries Journal 19, no. 2 (1994): 5–6. http://dx.doi.org/10.1017/s0307472200008725.
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The growth of art history and art practice courses in Australia has been remarkable over the last 20 years. Unfortunately training for art librarianship has not matched this growth. There are eleven universities in Australia offering graduate degrees and post-graduate diplomas in librarianship but none offer specific courses leading towards a specialisation in art librarianship. ARLIS/ANZ provides opportunities for training and education. Advances in scholarly art research and publishing in Australia, the development of Australian-related electronic art databases, the growth of specialist collections in State and public libraries, and the increased demand by the general community for art-related information, confirm the need for well-developed skills in the management and dissemination of art information.
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Stewart, Alistair. "Becoming-Speckled Warbler: Re/creating Australian Natural History Pedagogy." Australian Journal of Environmental Education 27, no. 1 (2011): 68–80. http://dx.doi.org/10.1017/s0814062600000082.
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AbstractThe speckled warbler and other woodland birds of south-eastern Australia have declined dramatically since European settlement; many species are at risk of becoming locally and/or nationally extinct. Coincidently, Australian environmental education research of the last decade has largely been silent on the development of pedagogy that refects the natural history of this continent (Stewart, 2006). The current circumstances that face the speckled warbler, I argue, is emblematic of both the state of woodland birds of south-eastern Australia, and the condition of natural history pedagogy within Australian environmental education research. In this paper I employ Deleuze and Guattari's (1987) philosophy “becoming-animal” to explore ways that the life and circumstances of the speckled warbler might inform natural history focused Australian environmental education research. The epistemology and ontology ofbecoming-speckled warbleroffers a basis to reconsider and strengthen links between Australian natural history pedagogy and notions of sustainability.
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Whitehead, Kay. "Australian women educators’ internal exile and banishment in a centralised patriarchal state school system." Historia y Memoria de la Educación, no. 17 (December 18, 2022): 255–90. http://dx.doi.org/10.5944/hme.17.2023.33121.
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This article explores Australian women teachers’ struggles for equality with men from the late nineteenth to the mid-twentieth century. While Australia purported to be a progressive democratic nation, centralised patriarchal state school systems relied on women teachers to fulfil the requirements of free, compulsory and secular schooling. This study focuses on the state of South Australia where women were enfranchised in 1894, far ahead of European countries. However, women teachers were subjected to internal exile in the state school system, and banished by the marriage bar. The article begins with the construction of the South Australian state school system in the late nineteenth century. The enforcement of the marriage bar created a differentiated profession of many young single women who taught prior to marriage; a few married women who required an income; and a cohort of senior single women who made teaching a life-long career and contested other forms of subordination to which all women teachers were subject. Led by the latter group, South Australian women teachers pursued equality in early twentieth century mixed teachers unions and post-suffrage women’s organisations; and established the Women Teachers Guild in 1937 to secure more equal conditions of employment. The paper concludes with the situation after World War Two when married women were re admitted to the state school system to resolve teacher shortages; and campaigns for equal pay gathered momentum. In South Australia, the marriage bar was eventually removed in 1972.
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T. Schaper, Michael. "A brief history of small business in Australia, 1970-2010." Journal of Entrepreneurship and Public Policy 3, no. 2 (October 14, 2014): 222–36. http://dx.doi.org/10.1108/jepp-08-2012-0044.
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Purpose – The purpose of this paper is to provide an overview of the development of the SME sector in Australia, concentrating on a number of key areas: small business definitions and numbers; the role of government; the emergence of key industry groups; and the evolution of education, training and research services. Design/methodology/approach – The study is a result of extensive literature reviews, desk research and the recollections of various participants in the field. Findings – There have been major changes to the Australian small business sector over the last 40 years. In 1983-1984 there were an estimated 550,000 small firms, and by 2010 this had grown to almost two million. Government involvement in, and support for, SMEs was virtually non-existent before 1970. Following the delivery of the Wiltshire report (1971), however, both state and federal governments responded by developing specialist advisory services, funding programmes and other support tools. Virtually non-existent before the 1970s, several peak industry associations were formed between 1977 and the 1990s. At the same time, formal education and teaching in the area expanded in the 1970s and 1980s and is now widespread. Practical implications – Development of the small business sector in Australia has often paralleled similar trends in other OECD nations. State and territory governments have often (but not always) been the principal drivers of policy change. Originality/value – There has been no little, if any, prior documentation of the evolution of the small business sector in Australia in the last 40 years.
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Trotman, Janina. "Women Teachers in Western Australian “Bush” Schools, 1900-1939: Passive Victims of Oppressive Structures?" History of Education Quarterly 46, no. 2 (2006): 248–73. http://dx.doi.org/10.1111/j.1748-5959.2006.tb00067.x.
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Demography, distance, and die expansion of settlements created problems for the State Department of Education in Western Australia and other Australian states in the nineteenth and early twentieth centuries. Educational administration in Canada and parts of the United States faced similar issues with regard to the provision of schools. A common response was the establishment of one-teacher rural schools, frequently run by young, and sometimes unclassified, female teachers. In the United States locally elected school boards were the primary source of regulation, but in late nineteenth-century Western Australia such local boards had been stripped of their powers and were answerable to the newly established, highly centralized Education Department. Formal regulated teachers. The masculinized system of the Department and its inspectorate. All the same, however, the local community still exerted informal controls over the lives of teachers working and living in small settlements.
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Hajek, John, Renata Aliani, and Yvette Slaughter. "From the Periphery to Center Stage: The Mainstreaming of Italian in the Australian Education System (1960s to 1990s)." History of Education Quarterly 62, no. 4 (November 2022): 475–97. http://dx.doi.org/10.1017/heq.2022.30.
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AbstractThis article examines the complex drivers of change in language education that have resulted in Australia having the highest number of students learning Italian in the world. An analysis of academic and non-academic literature, policy documents, and quantitative data helps trace the trajectory of the Italian language in the Australian education system, from the 1960s to the 1990s, illustrating the interaction of different variables that facilitated the shift in Italian's status from a largely immigrant language to one of the most widely studied languages in Australia. This research documents the factors behind the successful mainstreaming of Italian into schools, which, in addition to the active support it received from the Italian community and the Italian government, also included, notably, the ability of different Australian governments to address societal transformation and to respond to the emerging practical challenges in scaling up new language education initiatives in a detailed and comprehensive manner.
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Douglas, M. "Educating Blind and Visually Impaired Children in Western Australia." Journal of Visual Impairment & Blindness 83, no. 1 (January 1989): 51–53. http://dx.doi.org/10.1177/0145482x8908300117.
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The vastness of Western Australia presents special problems for the provision of equal education to blind and visually impaired children who are mainstreamed in schools throughout the state, especially those who are in underpopulated areas. This article describes the history of education of blind and visually impaired people in the state, culminating in the granting of integrated education in the 1970s and the subsequent effects of mainstreaming. It also discusses the special problems of itinerant teachers, who often travel hundreds of miles, by car, and airplane, to see one student.
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McCulloch, Gary, Marjorie R. Theobald, and R. J. W. Selleck. "Family, School, and State in Australian History." History of Education Quarterly 31, no. 4 (1991): 528. http://dx.doi.org/10.2307/368174.
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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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Sharp, Heather. "Representing Australia's Involvement in the First World War." Journal of Educational Media, Memory, and Society 6, no. 1 (March 1, 2014): 1–23. http://dx.doi.org/10.3167/jemms.2014.060101.
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This article investigates discrepancies between narratives of national independence in public discourses surrounding the First World War and narratives of loyalty in school textbooks in Queensland, Australia. Five textbooks commonly used in schools from 1916 to 1936 are analyzed in order to ascertain how the First World War was represented to pupils via the history curriculum. This article argues that, although public discourses were in a state of flux, and often viewed Australia as a country that was becoming increasingly independent of its colonial ruler Great Britain, textbooks that maintained a static view continued to look to Great Britain as a context in which to teach national history to school pupils.
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Jackson, Stephen James. "“Not in the business of indoctrination”: religious education in South Australian public schools, 1968–1980." History of Education Review 49, no. 2 (October 16, 2020): 249–62. http://dx.doi.org/10.1108/her-01-2020-0006.
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PurposeThis paper explores religious education (RE) in South Australia from 1968–1980. It focuses especially on the collapse of the RE settlement from 1968–1972 and the controversial legislation and subsequent curricula emerging from changes to the Education Act in 1972.Design/methodology/approachThis paper draws upon archival materials, published sources from the South Australian Institute of Teachers, the South Australian Education Department and the Religious Education Project Team, as well as an interview with Malcolm McArthur, one of the most influential figures in the controversy.FindingsFollowing the collapse of religious instruction from 1968–1972, the Minister of Education quickly passed legislation regarding a new course of religious education. A major controversy subsequently broke out over the appropriateness and design of a new programme of religious education. Educators attempted to design an educationally sound programme of RE that would avoid the problem of indoctrination. Ultimately, a new programme was created that satisfied neither proponents nor opponents of religion in state schools, and General Religious Teaching gradually faded from South Australian classrooms by 1980.Originality/valueThe article engages with broader debates on the nature of secularity in Australian history. In particular, it complicates the political-institutional approach developed by Damon Mayrl by stressing the agency and significance of elite educational and religious actors in the creation of new secular settlements. It also provides a useful addition to an older South Australian historiography by utilising newly available sources on the topic.
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Collins, Anne-Marie. "Book Review: Family, School and State in Australian History." Australian Journal of Education 37, no. 1 (April 1993): 112. http://dx.doi.org/10.1177/000494419303700108.
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Whitehead, Kay. "Teaching “other people’s children” in Australia from the 1840s to contemporary times." History of Education Review 44, no. 1 (June 1, 2015): 38–53. http://dx.doi.org/10.1108/her-01-2014-0002.
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Purpose – The purpose of this paper is to explore Australian educators’ work with “other people’s children” (OPCs) (Delpit, 2006) from the informal education market of the 1840s to the mass education market in contemporary times. Design/methodology/approach – The paper is structured as a narrative about the expansion of the educational state and the concomitant development of technologies of inclusion and exclusion. Snapshots of various educators’ work with “OPCs” are woven into the narrative. Findings – Notwithstanding contemporary efforts to “confront educational disadvantage” and an ever increasing array of technologies with which to differentiate students, OPCs remain on the margins of Australian education. Originality/value – This paper is a unique look at Australian educators’ work with “OPCs” over the past 175 years.
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Willis, Julie. "From home to civic: designing the Australian school." History of Education Review 43, no. 2 (September 30, 2014): 138–51. http://dx.doi.org/10.1108/her-02-2014-0009.
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Purpose – The purpose of this paper is to examine the design of state school buildings in Australia from the 1880s to the 1980s to establish common threads or similar concerns evident in their architecture at a national level. Design/methodology/approach – The researcher compiled a significant data set of hundreds of state schools, derived from government, professional and other publications, archival searches and site visits. Standard analytical methods in architectural research are employed, including stylistic and morphological analysis, to read the designs for meaning and intent. Findings – The data set was interrogated to draw out major themes in school design, the identification of which form the basis of the paper's argument. Four major themes, identifiable at a national level, are identified: school as house; school as civic; school as factory; and school as town. Each theme reflects a different chronological period, being approximately 1900-1920, 1920-1940, 1940-1960 and 1960-1980. The themes reflect the changing representation of aspiration for the school child and their engagement with wider society through the architecture of the school. Originality/value – The paper considers, for the first time, the concerns of educational architecture over time in Australia on a consciously national, rather than state, level.
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Osborne, Sam. "Learning from Anangu Histories: Population Centralisation and Decentralisation Influences and the Provision of Schooling in Tri-state Remote Communities." Australian Journal of Indigenous Education 44, no. 2 (December 2015): 127–38. http://dx.doi.org/10.1017/jie.2015.17.
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Remote Australian Aboriginal and Torres Strait Islander schools and communities are diverse and complex sites shaped by contrasting geographies, languages, histories and cultures, including historical and ongoing relationships with colonialism, and connected yet contextually unique epistemologies, ontologies and cosmologies.This paper explores the history of Anangu (Pitjantjatjara, Yankunytjatjara, Ngaanyatjarra and Ngaatjatjarra) populations, including the establishment of incorporated communities and schools across the tri-state remote region of central Australia. This study will show that Anangu have a relatively recent contact history with Europeans and Anangu experiences of engagement with colonisation and schooling are diverse and complex.By describing historical patterns of population centralisation and decentralisation, I argue that schooling and broader education policies need to be contextually responsive to Anangu histories, values, ontologies and epistemologies in order to produce an education approach that resists colonialist social models and assumptions and instead, works more effectively towards a broader aim of social justice. Through assisting educators and policy makers to acquire a clearer understanding of Anangu histories, capacities and struggle, I hope to inform a more nuanced, contextually responsive and socially-just consideration of the provision of Western education in the tri-state region.
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Briedis, Tim. "“The NOSCA Mafia”: overseas student activism in Australia, 1985–1994." History of Education Review 49, no. 2 (March 18, 2020): 117–32. http://dx.doi.org/10.1108/her-08-2019-0030.
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PurposeThe purpose of the paper is to explore and analyse the history of the predominantly Malaysian Network of Overseas Students Collectives in Australia (NOSCA), that existed from 1985–1994.Design/methodology/approachThe paper is based on extensive archival research in the State Library of New South Wales, the National Library of Australia and the University of New South Wales (UNSW) Archives. It makes particular use of the UNSW student newspaper Tharunka and the NOSCA publications Truganini and Default. It also draws upon nine oral history interviews with former members of NOSCA.FindingsThe NOSCA was particularly prominent at the UNSW, building a base there and engaging substantially in the student union. Informed by anarchism, its activists were interested in an array of issues–especially opposition to student fees and in solidarity with struggles for democracy and national liberation in Southeast Asia, especially around East Timor. Moreover, the group would serve as a training ground for a layer of activists, dissidents and opposition politicians throughout Southeast Asia, with a milieu of ex-NOSCA figures sometimes disparagingly referred to as “the NOSCA Mafia.”Originality/valueWhile there has been much research on overseas students, there has been far less on overseas students as protestors and activists. This paper is the first case study to specifically hone in on NOSCA, one of the most substantial and left wing overseas student groups. Tracing the group's history helps us to reframe and rethink the landscape of student activism in Australia, as less white, less middle class and less privileged.
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Theobald, Marjorie R., and Pavla Miller. "Long Division: State Schooling in South Australian Society." History of Education Quarterly 29, no. 1 (1989): 145. http://dx.doi.org/10.2307/368616.
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Barrow, Emma, and Barry Judd. "Whitefellas at the Margins." International Journal of Critical Indigenous Studies 7, no. 2 (June 1, 2014): 1–15. http://dx.doi.org/10.5204/ijcis.v7i2.111.
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Within the context of the Australian higher education sector and the organisational interactions facilitated by a university, the politics of Anglo-Australian identity continues to limit the ability of ‘whitefella’ Australians to engage with Indigenous people in a way that might be said to be truly ethical and self-transformative. Instead, the identity politics of Anglo-Australia, a politics that originates in the old colonial stories of the 19th century, continues to function in a way that marginalises those individuals who choose to engage in a way that goes beyond the organisational rhetoric of government and civil institutions in promoting causes such as reconciliation and ‘closing the gap’. The history of Australian colonialism teaches us that, when a deep and productive engagement between settler and native has occurred, the stability of Anglo-Australian identity is destabilised as the colonial establishment is reminded of Indigenous dispossession and the moral and legal legitimacy of the contemporary Australian state become subject to problematic questions that arise from this fact of Australian history. Framing the contemporary context of change and resistance, the authors discuss the importance of inclusive institutional practice, in the quest for a democratic modelling that points to a pathway for a truer recognition, acceptance and inclusion of Indigenous peoples in the ‘mainstream’ of Australian university life.
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Dermer, Anthony. "Imperial values, national identity." History of Education Review 47, no. 1 (June 4, 2018): 25–39. http://dx.doi.org/10.1108/her-03-2017-0003.
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Purpose The purpose of this paper is to explore the concept of national identity, as imparted to students by the Western Australia Education Department, in the early part of the twentieth century. By specifically examining The School Paper, as a part of a broader investigation into the teaching of English, this paper interrogates the role “school papers” played in the formation of the citizen subject. Design/methodology/approach This paper draws on all available editions of Western Australia’s Education Department school reader, The School Paper, between 1909 and 1911, and on the Department’s Education Circular publication between the years 1899 and 1911. These are read within the context of the prevailing education philosophy, internationally and domestically, and the extent to which it was shaped by Australia’s cultural heritage and the desire to establish a national identity in the years post-federation. Findings The School Paper featured stories, poems, songs and articles that complimented the goals of the new education. Used in supplement to a revised curriculum weighted towards English classics, The School Paper, provided an important site for citizenship training. This publication pursued dual projects of constructing a specific Australian identity while defining a British imperial identity from which it is informed. Originality/value This research builds on scholarship on the role of school readers in other states in the construction of national identity and the formation of the citizen subject. It is the first research conducted into Western Australia’s school paper, the school reader, and provides a new lens through which to view how the processes of national/imperial identities are carried out and influenced by state-sanctioned study of English.
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Kumar. L, Santhosh, and S. Sobana. "Exile Testimonio in Kim Scott’s Benang from the Heart." World Journal of English Language 12, no. 5 (April 28, 2022): 41. http://dx.doi.org/10.5430/wjel.v12n5p41.
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Literature is said to be culture-specific production. Muted voices are gaining momentum in academia, and they blur the line between personal and political. Exile Testimonio, as a theoretical discourse, foregrounds the plight of the natives in their homeland. Academia is of the misconception that Exile and Testimonio are irreconcilable binaries, whereas this research article highlights that both are of the same spectres. Power Structures play a rampant discourse in the life of the natives. The supreme irony is that everything is being state-sponsored. Subversion and Containment play a vital role in the theoretical discourse of Exile Testimonio. This Research Article showcases the hidden agonies of the Australian Citizens in their homeland. Australia as a Nation underwent so many invasions, and movements like Jindyworabox and stolen generation are essential in the literary discourse of Australian history and the history of Australia. Kim Scott as a writer of Exile Testimonio, encounters the hidden histories and how their ancestral roots are being shaken owing to political monopolisation. The painful fact is that Kim Scott, who hails from Nyoongar Ancestry, underwent traumatic emancipation when his people's identity underwent a drastic change. The beauty of Exile Testimonio as a theoretical discourse is that the writers become a critic and visionary in foregrounding the unheard truths. The Researchers here will examine the two literary works of Kim Scott, namely Benang.In these works, the hidden facets of history and also in the name of cultural up-gradation, inevitable brutalities had happened. This evidence forms the crux of Exile Testimonio. Overall, this Research Article emphasises making the unknown known by having the element of Exile Testimonio as a justifiable tool.
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Scarino, Angela. "A rationale for acknowledging the diversity of learner achievements in learning particular languages in school education in Australia." Describing School Achievement in Asian Languages for Diverse Learner Groups 35, no. 3 (January 1, 2012): 231–50. http://dx.doi.org/10.1075/aral.35.3.01sca.
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In school languages education in Australia at present there is an increasing diversity of languages and learners learning particular languages that results from a greater global movement of students. This diversity builds on a long-established profile of diversity that reflects the migration history of Australia. It stands in sharp contrast to the force of standardisation in education in general and in the history of the development of state and national frameworks for the learning of languages K-12 in Australia and indeed beyond. These frameworks have characteristically generalised across diverse languages, diverse learner groups and diverse program conditions, in particular, the amount of time made available for language learning. In addition, in the absence of empirical studies of learner achievements in learning particular languages over time, the development of such frameworks has drawn primarily on internationally available language proficiency descriptions [such as the American Council for the Teaching of Foreign Languages (ACTFL), the International Second Language Proficiency Rating Scale (ISLPR), and more recently the Common European Framework of Reference (CEFR)] that were developed primarily to serve reporting and credentialing rather than learning purposes. Drawing on a description of the current context of linguistic and cultural diversity and on a brief characterisation of the history of curriculum and assessment framework development for the languages area, I provide a rationale for acknowledging in the development and use of frameworks (i.e. descriptions of achievements) the diversity of languages that comprise the languages learning area in Australia and, in particular, the diverse learner groups who come to their learning with diverse experiences of learning and using particular languages. The Student Achievement in Asian Languages Education (SAALE) study provides an example of the development of descriptions of achievement that are sensitive to these dimensions of context. I discuss the rationale for such context-sensitive descriptions in relation to their potential purposes and uses at the language policy and planning and educational systems level, at the teaching and learning level, and in ongoing research.
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Trethewey, Lynne. "‘I always had to be a teacher’: Gladys Ward and State elementary school teaching as a career for women in twentieth century South Australia." History of Education Review 34, no. 2 (October 14, 2005): 13–26. http://dx.doi.org/10.1108/08198691200500007.
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Pardy, John, and Lesley F. Preston. "The great unraveling; restructuring and reorganising education and schooling in Victoria, 1980-1992." History of Education Review 44, no. 1 (June 1, 2015): 99–114. http://dx.doi.org/10.1108/her-03-2014-0025.
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Purpose – The purpose of this paper is to trace the restructure of the Victorian Education Department in Australia during the years 1980-1992. It examines how the restructuring of the department resulted in a generational reorganization of secondary schooling. This reorganization culminated in the closure of secondary technical schools that today continues to have enduring effects on access and equity to different types of secondary schooling. Design/methodology/approach – The history is based on documentary and archival research and draws on publications from the State government of Victoria, Education Department/Ministry of Education Annual Reports and Ministerial Statements and Reviews, Teacher Union Archives, Parliamentary Debates and unpublished theses and published works. Findings – As an outcome the restructuring of the Victorian Education Department, schools and the reorganization of secondary schooling, a dual system of secondary schools was abolished. The introduction of a secondary colleges occurred through a process of rationalization of schools and what secondary schooling would entail. Originality/value – This study traces how, over a decade, eight ministers of education set about to reform education by dismantling and undoing the historical development of Victoria’s distinctive secondary schools system.
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Campbell, Craig, and Lyndsay Connors. "Australian education policy from the 1970s: an autobiographical approach." History of Education Review 47, no. 2 (October 1, 2018): 169–85. http://dx.doi.org/10.1108/her-12-2017-0032.
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Purpose The purpose of this paper is to illuminate the history of national education policy through an interview with one of its significant makers and critics, Lyndsay Connors, a former Australian Schools Commissioner. Design/methodology/approach The paper occurs as an interview. The text is based on a revised conversation held as an event of the Australian and New Zealand History of Education Conference held at the University of Canberra, on 26 September 2017. Findings Australian educational policy is peculiarly complex, and apparently “irrational”. This appears especially so in relation to the government, tax-raised, funding of government and non-government schools. A combination of the peculiarities of Australian federalism in relation to education, political expediency, popular exhaustion with the “state aid” debate, the power of entrenched interest groups and the distancing of democratic decision making from the decision-making process in relation to education all play a part. Originality/value The originality of this contribution to a research journal lies in its combination of autobiography with historical policy analysis.
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Idel, Irena, Suet-Wan Choy, Catherine Marnoch, and Lawrence P. McMahon. "A review of the structure and training pathways for obstetric medicine physicians in Australia and New Zealand." Obstetric Medicine 10, no. 4 (October 11, 2017): 161–64. http://dx.doi.org/10.1177/1753495x17733208.
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In recent decades, women with significant medical conditions have increasingly chosen to become pregnant. This has broadened and intensified the interface between obstetrics and internal medicine, a collaboration which has always needed cooperation but which increasingly demands open discussion and planning to ensure optimal outcomes for mother and fetus. The aims of this article are to describe the state of obstetric medicine practice in Australia and New Zealand, including its history and development, the training and education curriculum, organisation of its service delivery, and potential opportunities for research and collaboration.
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Clark, Jennifer. "Taking the lead in science education reform in NSW, 1957-1964." History of Education Review 44, no. 2 (October 5, 2015): 236–52. http://dx.doi.org/10.1108/her-02-2014-0012.
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Purpose – The purpose of this paper is to examine how Harry Messel, Harold Wyndham, L.C. Robson and Robert Menzies were instrumental in bringing about substantial change in science curriculum and infrastructure reform in NSW schools. Design/methodology/approach – The paper relies on substantial archival research including materials never before examined or used by historians of education history. The paper is divided into sections, the first uses teacher surveys and identifies problems with science teaching in 1958, a key year in education history and each section after that looks at the contribution of Wyndham, Messel, Robson and Menzies in driving a new direction for science education. Findings – The research found that Wyndham, Messel, Robson and Menzies each contributed a new dimension to the reform of science education in Australia. Their individual contributions were substantial, inter-related and interlocking but quite different. The paper argues that it is not adequate to look at science education reform purely as a means to introduce State Aid, rather science education reform was advocated as a means to ensure students had a scientific literacy going forward into a technologically driven future. Research limitations/implications – The research strikes a path through a vast primary source record to outline how individuals and science teachers more generally believed in science education reform as a mechanism to ensure students were better placed to enter a post-Sputnik world. As a result, known arguments around State Aid are only part of the story and not the main focus of the research. The aim is to supplement that knowledge by looking more at a broader picture for science reform for its own sake. Originality/value – This paper takes an original approach to the history of curriculum change by providing a broader context for the State Aid debate, that is, by focussing on individual contributions to science education reform for its own sake and because science education was deemed necessary for student literacy in the future. At the same time it uses archival material never before accessed or used to tease out this history. The teachers’ surveys provide a unique insight into conditions for science teachers in the late 1950s. This material has not been accessed before and it provides a context upon which to superimpose the impact of the contributions of Wyndham, Messel, Robson and Menzies.
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Meyer, Charles. ""What a Terrible Thing It Is to Entrust One's Children to Such Heathen Teachers": State and Church Relations Illustrated in the Early Lutheran Schools of Victoria, Australia." History of Education Quarterly 40, no. 3 (2000): 302. http://dx.doi.org/10.2307/369555.
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Orlova, T. "THE IMPORTANCE OF THE COURSE OF PUBLIC HISTORY FOR THE UNIVERSITY EDUCATION IN UKRAINE." Bulletin of Taras Shevchenko National University of Kyiv. History, no. 146 (2020): 54–59. http://dx.doi.org/10.17721/1728-2640.2020.146.9.
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This article is dedicated to the pursuit of the ways of overcoming the crisis in university education in Ukraine, particularly at the department of history. By analyzing foreign experience, it is argued that the growing demand of society for history must be supplied by making experts with diplomas and degrees closer to the needs of the communities, as well as by finding new opportunities for the graduates at the labor market. Therefore, half a century ago professional historians have offered a new branch of training and subsequent activities, named public history. Currently, public history has spread practically all over the world: it is developing rapidly in the USA, Canada, Great Britain, Germany, Italy, Ireland, China, India, Australia, New Zealand and other countries. Anumber of universities of ferspecial courses of training, in the USA, for example, there areover 130. The graduates of the higher education institutions can findjob with in the broad opportunities of the creative industry. Recently in Ukraine, at the government level, the idea of promoting the development of this industry is advocated. But the problem of staff is pressing even more due to the mass emigration of employable population, particularly educational emigration. The demand for the activities of public historians is also caused by the importance of the so-called "soft force" of the state at the global level, as well as by the urgency of streng the ning identity at the level of the countryor a specific community. The development of public history esteem cooperation between professionals and laymen, interested in history of past and recent years. Public history is a history about the public, for the public and together with the public. The mentioned branch spans a wide scope of forms of working with the past, oriented at various audiences. For training experts, it is proposed to introduce an obligatory course "Public/practical history" at the senior-class students of relevant professional faculties of Ukrainian universities. The functioning of the universities in market conditions must be oriented on efficiency, pragmatism, instrumentalization. The suggested course is innovative, interdisciplinary and practice-oriented according to the leading global trends in education and science. The implied training has to combine strong theoretical foundations with state-of-the-art practical technologies of spreading historical knowledge, served by the informational society.
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Swensen, Greg. "A Short History of Managing Problematic Users of Alcohol in Western Australia by Mental Health Services." SUCHT 66, no. 2 (April 1, 2020): 71–84. http://dx.doi.org/10.1024/0939-5911/a000649.
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Abstract. Aims: This paper examines the role that mental health services (MHS) performed in the management and provision of medical care and treatment of problematic users of alcohol in Western Australia (WA) over the period since 1900. Methods: The research involved an examination of legislative enactments and regulations, records of parliamentary debates in Hansard, administrative records in the State Records Office, and other sources of public information, such as departmental annual reports, reviews of services, studies and newspapers. Results: This research identified three eras of policy involving problematic users. The first, from 1900 to the mid 1970s, focussed on controls in inebriates and lunacy legislation to create a regime of civil commitment, designed to confine and compel ‘inebriates’, as well as ‘convicted inebriates,’ to ‘dry out’ and rehabilitate. The second, between 1975 and the late 1990s, involved the creation of a state-wide system of specialist service providers to provide treatment and recovery for problematic users. The system involved a spectrum of services that included a detoxification hospital, outpatient clinics and community-based regional services established and operated by a statutory public health agency, the Alcohol and Drug Authority (ADA). The third era, which commenced in the late 1990s, involved the transfer of all community-based services from the ADA to ‘not-for-profit’ non-government organisations (NGOs). The end result of this devolution was the ADA retained only a limited treatment role, as the operator of the inpatient detoxification facility. The balance of its functions were redefined in relation to the prevention of the use of alcohol and other drugs, primarily through support of mass public education programs, as well as oversight of funded NGO programs. The paper concludes with a consideration of a recent major development which involved administrative and legislative actions in 2015 to abolish the statutory body which had operated since 1975 and transfer administrative responsibility for drug and alcohol services into the Mental Health Commission.
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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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Boltivets, Sergii. "EDUCATION AS HARMONY INTELLIGENCE AND HEALTH." Problems of Psychology in the 21st Century 12, no. 2 (December 25, 2018): 60–62. http://dx.doi.org/10.33225/ppc/18.12.60.
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The emergence of a public request for the realization of special abilities of a person, focused on children, is typical for countries where awareness of their own intellectual backwardness has become a consequence of comparison with others. This is the so-called post-totalitarian or, more specifically, post-communist countries, different from the free world, as thoroughly proved by the study "Psychotherapy in the Western World and in the USSR" (1973) by one of the most prominent hypnotherapists and psychotherapists of the world Dr. Eugene Hlywa (Sydney, Australia). In particular, a definite stature, inherent in every human population, the aggregate of the capacities of people's abilities is roughly equal in each country. However, the countries of the free world, by their freedom of expression and respect for this individual self-expression, create conditions for the implementation of any capacities of abilities, while totalitarian - only conditions for a relatively small number of able people, sufficient to serve the interests of the ruling elite. Everyone else, as it was already in the history of Ukraine at the beginning of the 20th century, was destroyed: most Ukrainian kobzars were shot at Kharkiv, Ukrainian poets, writers and playwrights - shot in the Sandarmokh Karelian tract, etc. Comparison of ancient Greek cities confirms the vitality of Athens as a city of free prosperity of human abilities and the decline of Sparta, which served as an example of a state organization for future communist and national-socialist leaders of the USSR and the Third Reich.
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Proctor, Helen. "The hidden historiography of migration and Australian schooling." History of Education Review 48, no. 2 (September 26, 2019): 142–55. http://dx.doi.org/10.1108/her-08-2019-0032.
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Purpose Despite Australia’s history as an exemplary migrant nation, there are gaps in the literature and a lack of explicit conceptualisation of either “migrants” or “migration” in the Australian historiography of schooling. The purpose of this paper is to seek out traces of migration history that nevertheless exist in the historiography, despite the apparent silences. Design/methodology/approach Two foundational yet semi-forgotten twentieth-century historical monographs are re-interpreted to support a rethinking of the relationship between migration and settler colonialism in the history and historiography of Australian schooling. Findings These texts, from their different school system (state/Catholic) orientations, are, it is argued, replete with accounts of migration despite their apparent gaps, if read closely. Within them, nineteenth-century British migrants are represented as essentially entitled constituents of the protonation. This is a very different framing from twentieth century histories of migrants as minority or “other”. Originality/value Instead of an academic reading practice that dismisses and simply supersedes old work, this paper proposes that fresh engagements with texts from the past can yield new insights into the connections between migration, schooling and colonialism. It argues that the historiography of Australian schooling should not simply be expanded to include or encompass the stories of “migrants” within a “minority studies” framework, although there is plenty of useful work yet to be accomplished in that area, but should be re-examined as having been about migration all along.
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Brady, Tony James. "“Raw, free”, and “almost rude”: educating warders’ children on St Helena Penal Establishment." History of Education Review 45, no. 1 (June 6, 2016): 103–14. http://dx.doi.org/10.1108/her-03-2014-0021.
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Purpose – The purpose of this paper is to examine the education of children at St Helena Penal Establishment in Queensland and the trials faced by the educators that delivered their formal schooling. The paper will add to the growing research into the prison island and will provide an insight into a unique facet of education in the newly established Australian State of Queensland. Design/methodology/approach – The historical analysis draws on original documents and published works to chronicle the provision of education to the children of warders at the St Helena Penal Establishment. Findings – The establishment of the Department of Public Instruction and the introduction of the State Education Act of 1875 were intended to provide Queensland children from 6 to 12 years of age with free, compulsory, and secular primary education. The full implementation of the Act took until 1900, and in the process, initiatives like St Helena State School No. 12, through issues of administrative control, saw teachers excluded from the Department of Public Instruction in order to include schoolchildren under the auspices of the same department. Research limitations/implications – The research paper is an initial investigation into the subject and limited by the paucity of primary data available on the topic. Originality/value – The case study adds to the growing literature on other aspects of the prison at St Helena, Queensland and adds to knowledge of life on the island. Furthermore, the aspects of control over staff on the island and the requirement for the teachers to double as guards, ready to take up arms in defence of the prison, provides new insights into the obligations placed on some early educators.
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Savvinov, Pavel Olegovich. "From political and intellectual biography of the Yakut emigrant Asklefeodot Afanasyevich Ryazansky (1898-1968)." Genesis: исторические исследования, no. 11 (November 2020): 1–13. http://dx.doi.org/10.25136/2409-868x.2020.11.34291.
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The subject of this research, dedicated to mental characteristics of the world of Yakut emigration of 1917 – 1940, is the history of Yakut emigration on the example of life of the active participant in the anti-Bolshevik movement in the northeast of Russia, who fought for the alternative path of development in the XX century and the Yakut emigrant Asklefeodot Afanasyevich Ryazansky (1898 – 1968). The object of this research is the history of Russian emigration. Historical-biographical method is applies in the course of this work. The article analyzes the adaptation of the Yakut emigrant in the context of impact of external factors in China and Australia, as well as his political views. The scientific novelty is defined by the fact that the topic of Yakut emigration and “Yakut world” did not receive due coverage within the Russian historical science, although it is an important scientific problem that requires comprehensive examination on the background of Revolution of 1917 and Russian Civil war in the context of world history. The conclusion is made that along with majority of Russian emigrants of the first wave, A. A Ryazansky struggled for survival in the new conditions abroad and was able to adjust to foreign cultural environment, having become a prominent journalist in China, and later the owner of marine company in Australia. Ryazansky saw the future of his homeland (Russia) as a democratic federative state with guaranteed preservation of ethnocultural identity of the indigenous peoples of Yakutia with the possibility of receiving education.
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Dou, Paige. "Reviewer Acknowledgements for Review of European Studies, Vol 11, No. 2." Review of European Studies 11, no. 2 (June 3, 2019): 130. http://dx.doi.org/10.5539/res.v11n2p130.
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Review of European Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Review of European Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to res@ccsenet.org. Reviewers for Volume 11, Number 2 Alex Almici, Università degli Studi di Brescia, Italy Ana Souto, Nottingham Trent University, UK Anna Cebotari, Academy of Economic Studies of Moldova, Republica Moldova Bing Hiong Ngu, The University of New England, Australia Carmen Ramos, University of Oviedo, Spain Dave Williams, Dublin Institute of Technology, Ireland Edwards, Beverly L, Fayetteville State University Department of Social Work, United States Emilio Greco, "Sapienza" University of Rome, Italy Gabriela Gruber, Lucian Blaga University of Sibiu, Romania George Mathew Nalliveettil, Aljouf University, Saudi Arabia George Touche, Texas A&M University, USA Katja Eman, University of Maribor, Slovenia Lena Arampatzidou, Aristotle University Of Thessaloniki, Greece Maheran Zakaria, Universiti Teknologi MARA, Malaysia Maria Pescaru, University of Pitești, ROMANIA Meenal Tula, University of Hyderabad, India Nasina Md, Universiti Sains Malaysia, Malaysia Natalija Vrecer, Slovenian Institute for Adult Education (SIAE), Slovenia Nunzia Di Cristo Bertali, Liverpool John Moores University, United Kingdom Patrick van Esch, Moravian College, Australia & US Sara Núñez Izquierdo, University of Salamanca, Spain Savanam Chandra Sekhar, St. Ann’s College of Engineering & Technology, Chirala, India Skaidrė Žičkienė, Šiauliai University, Lithuania Tryfon Korontzis, Hellenic National School of Local Government , Greece Vicenta Gisbert, Universidad de La Laguna, Spain
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Dar, Showkat Ahmad. "Naser Ghobadzadeh, Religious Secularity: A Theological Challenge to the Islamic State." ICR Journal 7, no. 1 (January 15, 2016): 144–46. http://dx.doi.org/10.52282/icr.v7i1.294.
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This book is an important - though controversial - addition to the discourse surrounding Islamic political thought. It traces its lineage to the debate advocating a separation of religion and politics. By putting this politico-religious discourse into a new oxymoronic term, ‘religious secularity’, the author attempts to construct another theological challenge to the concept of an Islamic state. Hailing from Iran, Dr. Naser Ghobadzadeh (currently a Research Fellow at the Institute for Social Justice, the Australian Catholic University), examines Islamic politico-religious discourse in the context of his homeland. Briefly reviewing the political struggles Muslims have faced during the second half of the twentieth century while trying to fulfil their aspirations of establishing an Islamic state, he attempts to describe the parallel Iranian quest for a democratic secular state. Being aware of the varied definitions and understandings of the term ‘secularism’, he intentionally uses the term ‘secularity’ to clarify the distinction between the emerging discourse in Iran and the conventional understanding of secularism as a global paradigm. This discourse, according to the author, was first developed following a series of articles written by Abdulkarim Soroush in 1989, in which the latter emphasized a separation of religion from religious knowledge (p.25). The author ignores, however, the Sunni scholar, Shaykh Ali Abdul Raziq, who, in his book entitled al-Islam wa usul al-Hukm (1925), held the same view. This might be because of the author’s focus on Shi'ite political thought.
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Freeman, Ashley Thomas. "Bushrangers, itinerant teachers and constructing educational policy in 1860s New South Wales." History of Education Review 48, no. 1 (June 3, 2019): 15–30. http://dx.doi.org/10.1108/her-12-2017-0027.
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Purpose The purpose of this paper is to examine how rural outlaws, known in the Australian context as bushrangers, impacted on the introduction of itinerant teaching in sparsely settled areas under the Council of Education in the colony of New South Wales. In July 1867 the evolving process for establishing half-time schools was suddenly disrupted when itinerant teaching diverged down an unexpected and uncharted path. As a result the first two itinerant teachers were appointed and taught in an irregular manner that differed significantly from regulation and convention. The catalyst was a series of events arising from bushranging that was prevalent in the Braidwood area in the mid-1860s. Design/methodology/approach The paper draws on archival sources, particularly sources within State Archives and Records NSW, further contemporary sources such as reports and newspapers; and on secondary sources. Findings The paper reveals the circumstances which led to the implementation of an unanticipated form of itinerant teaching in the “Jingeras”; the impact of rural banditry or bushranging, on the nature and conduct of these early half-time schools; and the processes of policy formation involved. Originality/value This study is the first to explore the causes behind the marked deviation from the intended form and conduct of half-time schools that occurred in the Braidwood area of 1860s New South Wales. It provides a detailed account of how schooling was employed to counter rural banditry, or bushranging, in the Jingeras and provided significant insight into the education policy formation processes of the time.
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Klazenga, Niels. "The Australasian Virtual Herbarium (AVH) and the Changing Role of Herbaria." Biodiversity Information Science and Standards 2 (June 15, 2018): e25866. http://dx.doi.org/10.3897/biss.2.25866.
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Australia’s Virtual Herbarium (AVH) was created in 2001 and developed between 2001 and 2006 with the databasing of the label data of specimens from the Australian Commonwealth, state and territory herbaria. The success of AVH ultimately led to funding for the Atlas of Living Australia (ALA) and in October 2012 AVH was re-launched as part of the ALA infrastructure (http://avh.chah.org.au). Since 2012, some university herbaria have also joined AVH and in June 2017 the New Zealand Virtual Herbarium (NZVH) was integrated, giving rise to the Australasian Virtual Herbarium. The AVH currently holds almost 6.3 million records from 23 Australian and New Zealand herbaria and comprises over 80 per cent of the vouchered occurrence records of Australian plants, algae and fungi in ALA. While no longer at the forefront of the digitisation wave, having been around for so long, AVH can provide valuable insights into how and to what extent herbarium data is used and into the benefits of digitisation for herbaria and natural history collections. Six years of download statistics shows an ever-increasing use of AVH data and a widening of the user base. A far greater proportion of downloaded records is ostensibly used for new uses like ecological research and conservation, than for the traditional uses of herbarium specimen data, systematics and collections management. The last few years have also seen an increase in the use of AVH data in education. Over the years many research articles based on AVH data have been written, mostly at the interface between ecology and systematics, i.e. biogeography and conservation science. With the increase of the types of uses for herbarium data, it becomes important, also for the herbaria themselves, to consider the fitness for purpose of AVH data for uses other than the purpose for which it was collected. It has become apparent that the uncertainty of the latitudes and longitude provided with herbarium specimens is often too great for use in ecological research or conservation and there is a bias in collection density at the bioregion level, which is likely to be more severe at smaller spatial scales. Also, while the demand for vouchered occurrence records is increasing, we have seen a steady decrease in the intake of new specimens by Australian herbaria since the 1980s. This presentation will cover how Australian herbaria use AVH, how other users use AVH and what being part of AVH has meant to Australian herbaria.
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Saginala, Kalyan, Adam Barsouk, John Sukumar Aluru, Prashanth Rawla, and Alexander Barsouk. "Epidemiology of Melanoma." Medical Sciences 9, no. 4 (October 20, 2021): 63. http://dx.doi.org/10.3390/medsci9040063.
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Melanoma accounts for 1.7% of global cancer diagnoses and is the fifth most common cancer in the US. Melanoma incidence is rising in developed, predominantly fair-skinned countries, growing over 320% in the US since 1975. However, US mortality has fallen almost 30% over the past decade with the approval of 10 new targeted or immunotherapy agents since 2011. Mutations in the signaling-protein BRAF, present in half of cases, are targeted with oral BRAF/MEK inhibitor combinations, while checkpoint inhibitors are used to restore immunosurveillance likely inactivated by UV radiation. Although the overall 5-year survival has risen to 93.3% in the US, survival for stage IV disease remains only 29.8%. Melanoma is most common in white, older men, with an average age of diagnosis of 65. Outdoor UV exposure without protection is the main risk factor, although indoor tanning beds, immunosuppression, family history and rare congenital diseases, moles, and obesity contribute to the disease. Primary prevention initiatives in Australia implemented since 1988, such as education on sun-protection, have increased sun-screen usage and curbed melanoma incidence, which peaked in Australia in 2005. In the US, melanoma incidence is not projected to peak until 2022–2026. Fewer than 40% of Americans report practicing adequate protection (sun avoidance from 10 a.m.–4 p.m. and regular application of broad-spectrum sunscreen with an SPF > 30). A 2-4-fold return on investment is predicted for a US sun-protection education initiative. Lesion-directed skin screening programs, especially for those at risk, have also cost-efficiently reduced melanoma mortality.
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Agnew, Deborah, Kathryn Jackson, Shane Pill, and Christine Edwards. "Life Skill Development and Transfer beyond Sport." Physical Culture and Sport. Studies and Research 84, no. 1 (December 1, 2019): 41–54. http://dx.doi.org/10.2478/pcssr-2019-0025.
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AbstractThe aim of this research was to investigate the current life skills education programs offered by the Australian Football League (AFL) for elite footballers in order to determine the retention of life skill knowledge and transfer beyond sport. Life skill education in sport is an increasing phenomenon. Life skills sport programs are capable of delivering positive outcomes when nurtured through a deliberately designed curriculum and purposeful teaching strategies. However, it is not known how life skills are learned and importantly what the impact of life skills education on long term behavioural changes is. It is apparent from the literature that there is a need to identify how knowledge is acquired and importantly retained through life skills education programs. This was a qualitative research project from a life history perspective. Twenty footballers who had been delisted from an elite Australian football club and had subsequently returned to a South Australian state-based football club took part in semi-structured interviews. The data was analysed through an inductive thematic analysis. Two themes emerged from the data: football related development and holistic development. It was clear that football clubs placed importance on the development of life skills that transfer beyond the sport. However, given the footballers in this research have not fully transferred into life after sport, their perception of the broader transferability of their life-skill development beyond sport is limited. This research concludes that the current format of life skill education (delivering content) that the players in this study were exposed to was not effective because the players failed to be able to make connections from the program to life outside of football. Therefore, the programs are unlikely to have any long-term benefit to player health and well-being during their post-elite football life.
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Ivanova, Elena A. "Past, Present and Future of Libraries in the Mirror of Rumyantsev Readings — 2019." Bibliotekovedenie [Library and Information Science (Russia)] 68, no. 4 (August 27, 2019): 435–47. http://dx.doi.org/10.25281/0869-608x-2019-68-4-435-447.
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International scientific and practical conference “Rumyantsev readings — 2019” was held on April 23—24 in the Russian State Library. The conference covered a wide range of issues: “Libraries and museums in the context of history”; “History of the Russian State Library”; “Disclosure of universal and specialized collections of libraries: forms and methods”; “Future of libraries: evaluations, studies, forecasts”; “Libraries as centres of information-bibliographic activities”; “Library collections and library-information services in the age of electronic communications”; “Professional development of library staff: demands of time. Library as educational centre”; “International cooperation of libraries. Library as a platform for intercultural dialogue”. The conference was attended by specialists from libraries, museums, archives, universities and research institutes, representatives of professional associations and organizations from various regions of Russia and from Australia, Belarus, Kazakhstan, Latvia, the United States of America, Tajikistan and Ukraine. Among the sections and round tables of “Rumyantsev readings” were both traditional, held within the framework of the conference on annual basis, and timed to the memorable dates and visits of foreign colleagues of the year. In 2019, the following sections were held: “Art editions in the collections of libraries: issues of study, preservation and promotion”, “Library classification systems”, “Rare and valuable books, book monuments and collections”, “Manuscript sources in the collections of libraries”, “Specialized collections in libraries”, “Collectors, researchers, keepers. Libraries in the context of history”, “Continuing education as a competence resource of library staff”, “Theory and practice of librarianship development at the present stage”, “Library digitalization: trends, problems, prospects”, “Effective library management: problems and solutions. (Pre-session meeting of the 32nd Section of the Russian Library Association on library management and marketing)”. Seminar from the series “Role of science in the development of libraries (theoretical and practical aspects)” “N.M. Sikorsky: scientist, organizer of book science and librarianship. To the 100th birth anniversary” took place. There were organized Round tables: “The new National standard for bibliographic description GOST R 7.0.100—2018 in the modern information environment”, “Library terminology in the context of digital space”, “Cooperation of libraries of the CIS countries: strategic directions”, “Flagship projects that shape the future of libraries”. The growing number of participants, the breadth of topics, the steady interest of specialists in traditional sections and the annual organization of new events in the form and content of the “Rumyantsev readings” allow the conference to stay among the largest scientific and practical events of library research in the country. The search for new topics and the introduction of topical issues on the agenda contribute to both activation of historical research and the search for ways of innovative development and intercultural interaction.
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Young, Carmel. "Concerns and Issues Relating to the Education of Talented Girls (A New South Wales perspective)." Gifted Education International 5, no. 3 (September 1988): 186–91. http://dx.doi.org/10.1177/026142948800500311.
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This paper is not concerned with a description and analysis of programs for talented girls, rather the intention is to focus on a series of issues which affect the educational opportunities of all females and have implications for the success of talented girls. Few women in Australian society realise their intellectual and creative potential. The factors which prohibit this actualisation are common to the talented and ‘mainstreamer’. Until these problems of educational disadvantage are broached and appropriate strategies devised to ameliorate the malaise of female under-achievement in general, then the specific difficulties encountered by the talented female will remain unaddressed. Formal recognition at a National and State level of the special needs of girls is relatively recent. However, concern for the talented has a longer history, commencing in N.S.W. in the 1930's with the establishment of opportunity classes at a primary level, the setting up of selective single-sex high schools (1930–42) and ability streaming of students in comprehensive schools. Few of these early strategies to develop the potential and ensure the post-schooling success of girls were successful. Other factors were at work; gender stereotyping of roles, a sex differentiated curriculum and limitations placed on access to various career paths. Although initiatives are in place to counter these restrictions, many of these factors still inhibit girls from realising their talents and potential. These are the issues investigated in this paper with emphasis on the N.S.W. experience.
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Green, Melissa J., Stacy Tzoumakis, Kristin R. Laurens, Kimberlie Dean, Maina Kariuki, Felicity Harris, Nicole O’Reilly, Marilyn Chilvers, Sally A. Brinkman, and Vaughan J. Carr. "Latent profiles of early developmental vulnerabilities in a New South Wales child population at age 5 years." Australian & New Zealand Journal of Psychiatry 52, no. 6 (November 6, 2017): 530–41. http://dx.doi.org/10.1177/0004867417740208.
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Objective: Detecting the early emergence of childhood risk for adult mental disorders may lead to interventions for reducing subsequent burden of these disorders. We set out to determine classes of children who may be at risk for later mental disorder on the basis of early patterns of development in a population cohort, and associated exposures gleaned from linked administrative records obtained within the New South Wales Child Development Study. Methods: Intergenerational records from government departments of health, education, justice and child protection were linked with the Australian Early Development Census for a state population cohort of 67,353 children approximately 5 years of age. We used binary data from 16 subdomains of the Australian Early Development Census to determine classes of children with shared patterns of Australian Early Development Census–defined vulnerability using latent class analysis. Covariates, which included demographic features (sex, socioeconomic status) and exposure to child maltreatment, parental mental illness, parental criminal offending and perinatal adversities (i.e. birth complications, smoking during pregnancy, low birth weight), were examined hierarchically within latent class analysis models. Results: Four classes were identified, reflecting putative risk states for mental disorders: (1) disrespectful and aggressive/hyperactive behaviour, labelled ‘misconduct risk’ ( N = 4368; 6.5%); (2) ‘pervasive risk’ ( N = 2668; 4.0%); (3) ‘mild generalised risk’ ( N = 7822; 11.6%); and (4) ‘no risk’ ( N = 52,495; 77.9%). The odds of membership in putative risk groups (relative to the no risk group) were greater among children from backgrounds of child maltreatment, parental history of mental illness, parental history of criminal offending, socioeconomic disadvantage and perinatal adversities, with distinguishable patterns of association for some covariates. Conclusion: Patterns of early childhood developmental vulnerabilities may provide useful indicators for particular mental disorder outcomes in later life, although their predictive utility in this respect remains to be established in longitudinal follow-up of the cohort.
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Snow, Pamela, Emina McLean, and Margarita Frederico. "The language, literacy and mental health profiles of adolescents in out-of-home care: An Australian sample." Child Language Teaching and Therapy 36, no. 3 (July 23, 2020): 151–63. http://dx.doi.org/10.1177/0265659020940360.
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Adolescents in the care of the state have complex developmental needs that include low academic attainment. The aim of this study was to describe the language and literacy profiles of adolescents (aged 13–19) in out-of-home care (‘looked after children’). Mental health status, biopsychosocial history, and education and employment histories were also documented. Twenty-six adolescents were assessed by a speech and language therapist. Ninety-two percent had oral language skills below the average range on the Clinical Evaluation of Language Fundamentals: 4th edition, with 62% scoring two or more standard deviations below the mean. Ninety-two percent of participants scored below the average range on two or more subtests of the Test of Language Competence: Expanded edition. On the York Assessment of Reading Comprehension, 92% scored in the very low range and 65% were below-average on single-word reading. Fifty percent of participants reported a diagnosis/symptoms of depression and 54% reported a diagnosis/symptoms of anxiety. The correlation between oral language and literacy was modest but significant ( r = 0.502; p ⩽ 0.05); no significant correlations were found between oral language, literacy and mental health status, suggesting that mental health problems are a comorbidity rather than a correlate of language and literacy difficulties. Language and literacy difficulties are highly prevalent in this population. Language disorders are likely to be undiagnosed in the context of significant mental health problems, and disrupted schooling and accommodation. Speech-language therapy scope of practice needs to include out-of-home care populations in order to foster developmentally appropriate language and literacy skills that maximize school success, both academically and socially.
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Safari, Maryam, and Lee David Parker. "Transitioning business school accounting from binary divide to unified national system." Journal of Management History 23, no. 3 (June 12, 2017): 337–67. http://dx.doi.org/10.1108/jmh-03-2017-0014.
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Purpose This paper aims to provide a historical case study of strategic changes in accounting at an Australian university’s business school department during 1972-1992 when it was repositioning itself in the early stages of major changes in the Australian and international tertiary accounting education environment. The study is conducted within the context of the university history within which the department operated as well as major government policy and global education shifts shaping university structures and focus. Design/methodology/approach This study offers a historical analysis of early stage changes in university focus at the business school’s accounting department, developed through departmental and university reports and oral history interviews. A narrative analytical methodology is adopted to portray a history of an academic accounting department in transition. Findings This case study illuminates the impacts of and responses to the beginning of marketisation and globalisation of higher education, and the commercialisation of universities and explains the strategic implementation processes in one university’s business school departmental during a period of significant formative change in the Australian accounting education landscape. Originality/value This study deepens our understanding of environmental, structural, educational and research changes at the operational departmental level of academic institutions, paying particular attention to the organisational culture and human capital dimensions.
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Curtis, Kate, Margaret Fry, Sarah Kourouche, Belinda Kennedy, Julie Considine, Hatem Alkhouri, Mary Lam, et al. "Implementation evaluation of an evidence-based emergency nursing framework (HIRAID): study protocol for a step-wedge randomised control trial." BMJ Open 13, no. 1 (January 2023): e067022. http://dx.doi.org/10.1136/bmjopen-2022-067022.
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IntroductionPoor patient assessment results in undetected clinical deterioration. Yet, there is no standardised assessment framework for >29 000 Australian emergency nurses. To reduce clinical variation and increase safety and quality of initial emergency nursing care, the evidence-based emergency nursing framework HIRAID (History, Identify Red flags, Assessment, Interventions, Diagnostics, communication and reassessment) was developed and piloted. This paper presents the rationale and protocol for a multicentre clinical trial of HIRAID.Methods and analysisUsing an effectiveness-implementation hybrid design, the study incorporates a stepped-wedge cluster randomised controlled trial of HIRAID at 31 emergency departments (EDs) in New South Wales, Victoria and Queensland. The primary outcomes are incidence of inpatient deterioration related to ED care, time to analgesia, patient satisfaction and medical satisfaction with nursing clinical handover (effectiveness). Strategies that optimise HIRAID uptake (implementation) and implementation fidelity will be determined to assess if HIRAID was implemented as intended at all sites.Ethics and disseminationEthics has been approved for NSW sites through Greater Western Human Research Ethics Committee (2020/ETH02164), and for Victoria and Queensland sites through Royal Brisbane & Woman’s Hospital Human Research Ethics Committee (2021/QRBW/80026). The final phase of the study will integrate the findings in a toolkit for national rollout. A dissemination, communications (variety of platforms) and upscaling strategy will be designed and actioned with the organisations that influence state and national level health policy and emergency nurse education, including the Australian Commission for Quality and Safety in Health Care. Scaling up of findings could be achieved by embedding HIRAID into national transition to nursing programmes, ‘business as usual’ ED training schedules and university curricula.Trial registration numberACTRN12621001456842.
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Kemmis, Stephen. "Curriculum theory and the state in Australia." Journal of Curriculum Studies 22, no. 4 (January 1990): 392–400. http://dx.doi.org/10.1080/0022027900220410.
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Biskup, Peter. "State Libraries in Australia." Alexandria: The Journal of National and International Library and Information Issues 6, no. 2 (August 1994): 115–31. http://dx.doi.org/10.1177/095574909400600204.
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Australia is a federation of six states, two self-governing territories and a number of external territories. The state libraries were modelled on the British Museum Library and saw themselves as ‘national’ institutions, with a mandate to collect ‘books of all languages and descriptions’. Until the 1950s they remained the backbone of the Australian library system. By 1962, with the expansion of university education, the holdings of the university libraries for the first time equalled the combined resources of the state libraries and the National Library of Australia (NLA). The other development that transformed the post-war library scene was the emergence of the NLA itself from the relative obscurity of the pre-war years. The rivalry that grew up between the state libraries and the NLA was eventually put to rest by a number of factors, including the creation of the Australian Bibliographic Network and the resulting National Bibliographic Database, which made all types of library more interdependent; also the enforced sharing of the new poverty of the 1980s and the early 1990s. However, the state libraries themselves are now better housed, leaner and more efficiently run than they were even a decade ago. The 5.2 million volumes they hold account for almost 13% of the nation's bibliographic resources.
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Hackert, April. "An Exploratory Analysis of Dietary Components in Relation to Symptoms of Anxiety." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 1208. http://dx.doi.org/10.1093/cdn/nzaa057_024.
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Abstract Objectives Determine reliability of GAD-7 and MASQ in the assessment of symptoms of anxiety and dietary correlates. Methods Cross-sectional, mixed methods design of adult men and women greater than 18 years of age consented; no exclusion criteria (N = 275) entitled, “Food Mood Project (FMP). Data collection occurred December 5, 2015 to August 3, 2016. The project contains two parts: Part 1: electronic demographic assessment (e.g., education, age, gender, marital status, military affiliation, and occupation), completion of five mobile formatted, electronic validated questionnaires (e.g., GAD-7, MASQ, EDE-Q, Zung, and GRIT), and 3-day electronic dietary food and beverage record with self-reported emotional evaluation. Participants who fully completed part 1 [ALL questionnaires and 3-day food record with subjective affect appraisal pre-, during, post- each feeding episode were invited to participate in part 2 (N = 135). Part 2: 90-minunte in-person medical and nutritional interview (N = 106) by author exploring personal and familial medical history, physical activity trends, personal beliefs about food, dieting history, 24-hour dietary recall, sleep hygiene (PSQI), and spiritual health (i.e., SWB), as well as, assessing cognitive set-shifting via trail making test (TMT). Statistical consultation with Deakin University (Australia) and University of California, Berkeley (United States) utilizing SPSS, R, and Stata for linear regression, ANOVA, and PCA, and t-tests for dietary data [manually analyzed using NDSR]; a > 0.05. Results Coefficient of reliability for GAD-7 is 0.869 and Total MASQ is 0.822 as a practical application assessment of symptoms of anxiety. Linear regression examining macronutrient content and MASQ scores for subset of completed Part 1 data (n = 31) reveals mean total carbohydrates by participants was 192.86 gm daily and significantly correlated with total MASQ score (R2 = 0.023; P = 0.027). Conclusions GAD-7 and MASQ have excellent reliability for assessing symptoms of anxiety. Preliminary results notes carbohydrate variability is correlated with reported symptoms of anxiety. Funding Sources Academic funding through University of Illinois at Urbana-Champaign Department of Nutritional Sciences Vision 20/20 Award (2014), Academy of Nutrition and Dietetics (2015), and California Academy of Nutrition and Dietetics (2017).