Academic literature on the topic 'Education and state Australian Capital Territory'
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Journal articles on the topic "Education and state Australian Capital Territory"
1
Townsend, Michelle. "Educational outcomes of children on guardianship or custody orders: A pilot study: Australian Institute of Health and Welfare." Children Australia 32, no. 3 (2007): 4–5. http://dx.doi.org/10.1017/s1035077200011603.
Full textAbstract:
The Australian Institute of Health and Welfare (AIHW) has recently released a report on the educational outcomes for children and young people on guardianship or custody orders. This report, four years in the making, represents one of the first comprehensive Australian assessments based on educational performance data from multiple jurisdictions for children on guardianship or custody orders. Developed for the National Child Protection and Support Services data group, the study was funded by the Community and Disability Services Ministers’ Advisory Council (AIHW 2007).This pilot study examines how children on guardianship/custody orders are performing compared with all Australian children in education department-based testing for reading and numeracy in years 3, 5 and 7. Mean test scores were examined in addition to the achievement of national benchmarks for reading and numeracy. These nationally agreed benchmarks are designed to assess whether children have achieved the minimum standards for years 3, 5 and 7 (AIHW 2007). Data on 895 children on guardianship or custody orders were collected from five jurisdictions - Queensland, Victoria, South Australia, Tasmania and the Australian Capital Territory - for August 2003 (AIHW 2007). The data were linked through collaborative efforts by state and territory education and community services departments.
2
Moore, Anthony M., Sandra Burgess, Hailey Shaw, Carolyn Banks, Irene Passaris, and Charles Guest. "Achieving high immunisation rates amongst children in the Australian Capital Territory: a collaborative effort." Australian Health Review 35, no. 1 (2011): 104. http://dx.doi.org/10.1071/ah10769.
Full textAbstract:
Background. In September 2008 the ACT achieved the highest childhood coverage rates in Australia with rates of 93.5% (12–15-month age cohort), 94.9% (24–27-month age cohort) and 90.58% (60–63-month age cohort). Purpose. To analyse the key contributing factors and policy initiatives that have likely to have led to high childhood immunisation rates in the ACT. Methods. Data used in this report were sourced from the Australian Childhood Immunisation Register (ACIR) held at Medicare Australia, General Practice Immunisation Incentives (GPII) ‘calculation’ data held at ACT Division of General Practice and internal immunisation databases held at Health Protection Service. Outcomes. Although the reasons for the high coverage rates seen in children are multi factorial (including national and consumer factors), key reasons locally in the ACT include: (a) the implementation of an ACT-wide immunisation strategy; (b) proactive follow up of children overdue for immunisation; (c) more sustainable provision of immunisation services across both public and private health providers; and (d) a centralised vaccine delivery service and ‘cold chain’ monitoring system. Conclusions. Although nationwide immunisation policy has been successful in increasing childhood coverage rates across all Australian jurisdictions, it is important to also acknowledge local factors that have likely to have contributed to the successful implementation of the Immunise Australia Program at the coal face. What is known about the topic? Childhood immunisation rates have risen significantly in Australia since the mid 1990s following a plethora of initiatives at both a national and state and territory level. This article examines in depth the various factors over the past decade that have likely to have contributed to the high childhood immunisation rates currently seen in the Australian Capital Territory What does this paper add? The ACT changed its strategic thinking towards immunisation provision in 2004 with an increased focus on immunisation delivery in general practice. Immunisation coverage rates improved in the ACT between 2005 and 2008 with general practice increasing their contribution to immunisation provision from 35 to 57% during this time period. This was despite of a drop in full-time equivalent general practices (GPs) in the ACT between 2003 and 2008. At face value the initial decision to increase immunisation provision through general practice in the face of a dwindling GP workforce appeared counter intuitive. What this article illustrates is the importance of having the right mix and proportion of providers delivering immunisation (public clinics v. general practice) as well as having well resourced support systems for vaccine delivery, provider education and data analysis. More importantly this paper illustrates that any disruption in any component of immunisation provision is likely to have a negative effect on coverage rates (examples provided in the article). What are the implications for practitioners? Achieving high immunisation in the ACT has been a collaborative effort by a range of immunisation stakeholders. These groups have formed strong partnerships to raise awareness of the value of immunisation and the importance of receiving vaccinations at the correct time. It is this collective effort across the health portfolio that is likely to have contributed to the ACT achieving high immunisation coverage rates amongst children. It is important for immunisation practitioners to retain strong professional networks with clear delineation of roles in order to maintain high immunisation rates. Such networks must also be adequately prepared for challenges on the horizon (i.e. change in government policy, loss of personnel, change in consumer attitudes towards immunisation, etc.) that may pose a threat towards high immunisation rates.
3
Parker, Rhian M., Allison Bell, Marian J. Currie, Louise S. Deeks, Gabrielle Cooper, Sarah J. Martin, Rendry Del Rosario, Jane S. Hocking, and Francis J. Bowden. "‘Catching chlamydia’: combining cash incentives and community pharmacy access for increased chlamydia screening, the view of young people." Australian Journal of Primary Health 21, no. 1 (2015): 79. http://dx.doi.org/10.1071/py12135.
Full textAbstract:
In Australia and elsewhere, chlamydia screening rates for those aged between 16 and 30 years continue to be low. Innovative, age-appropriate approaches are necessary to increase chlamydia screening among this target group to prevent short- and long-term consequences of the infection such as pelvic inflammatory disease, chronic pelvic pain, ectopic pregnancy and infertility. Studies have demonstrated that offering chlamydia screening in community pharmacies may be a useful adjunct to current screening services. Approximately 90% of Australians visit a pharmacy at least once a year. Chlamydia screening and education in community pharmacies with remuneration may provide another option for opportunistic testing as part of a national chlamydia screening scheme. Compensation is an accepted practice in the field of research and has been demonstrated to improve adherence to health promotion activities. In 2011, a cross-sectional study of community pharmacy-based chlamydia screening offered in conjunction with an A$10 cash incentive to participate was conducted in the Australian Capital Territory. As part of this study young people were asked about their experience of, and views about, pharmacy-based chlamydia screening. The views of consented participants were collected using the one-page questionnaire consisting of 10 closed questions and one open-ended question. Participants completed the questionnaire when they returned their urine sample and before being given the cash incentive. Overall participants were highly satisfied with the pharmacy-based chlamydia screening service. Over 60% of questionnaire respondents felt that the payment did affect their decision to have the chlamydia test, and 23% stated that it made no difference. Young people reported that pharmacy-based screening is acceptable and convenient. Accessibility and the small cash incentive played significant roles in increasing participation.
4
McQueen, Kenneth George, Wolf Mayer, Donald John Perkin, Timothy James Munson, and Gary Bruce Lewis. "A Geoscience Education Liaison Network in the Australian Capital Territory." Journal of Geological Education 41, no. 1 (January 1993): 32–34. http://dx.doi.org/10.5408/0022-1368-41.1.32.
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Freeman, Julia. "Geography in the Australian Capital Territory: A Mixed Picture." International Research in Geographical and Environmental Education 15, no. 2 (February 15, 2006): 185–88. http://dx.doi.org/10.2167/irgee192g.0.
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6
Thomas, Tony. "The Age and Qualifications of Special Education Staff in Australia." Australasian Journal of Special Education 33, no. 2 (October 1, 2009): 109–16. http://dx.doi.org/10.1375/ajse.33.2.109.
Full textAbstract:
AbstractThis article reports on the results of a survey distributed in April 2007 to government special education schools and settings throughout Australia. The survey collected information about the age and special education qualifications of teaching staff. It followed a similar survey that was distributed in May 2006 to Victorian special schools that found that 44.9% of teachers and principals were aged 50 years or more, and 68.9% had a special education qualification. In the current survey, the percentage of principals and teachers aged 50 years or more in the responding schools ranged from 37.5% in New South Wales to 51.0% in the Australian Capital Territory. The percentage of special education qualified staff varied from 53.1% in the Australian Capital Territory to 86.6% in Western Australia. These results are examined in further detail and possible implications discussed.
7
Ben-Moshe, Danny, and Anna Halafoff. "Antisemitism and Jewish Children and Youth in Australia’s Capital Territory Schools." Social Inclusion 2, no. 2 (August 20, 2014): 47–56. http://dx.doi.org/10.17645/si.v2i2.166.
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Issues pertaining to religion and Australian schools have generated a significant amount of controversy and scholarly attention in recent years, and much of the attention in the religion and schools debate has focused on Muslim and non-religious children’s experiences (Erebus International, 2006; Halafoff, 2013). This article, by contrast, explores the manifestations of antisemitism as experienced by Jewish children and youth in Canberra schools. It considers the characteristics of antisemitism; when and why it occurs; its impact on the Jewish children and young people; and also the responses to it by them, the schools and the Jewish community. Based on focus groups with the Jewish students and their parents, the study reveals that antisemitism is common in Canberra schools, as almost all Jewish children and youth in this study have experienced it. The findings from this study suggest that there is a need for more anti-racism education. Specifically there is an urgent need for educational intervention about antisemitism, alongside education about religions and beliefs in general, to counter antisemitism more effectively and religious discrimination more broadly in Australian schools.
8
Meredyth, Denise. "The Failure of Assessment: Critical Responses to the ASAT Debate." Australian Journal of Education 38, no. 1 (April 1994): 56–77. http://dx.doi.org/10.1177/000494419403800104.
Full textAbstract:
Critical educational commentary on the problem of assessment has attempted to apply political and philosophical coherence to a dispersed collection of problems, by representing the field as polarised by absolute oppositions of principle. This paper attempts to set aside these global formulations, arguing that they bear little relation to the more piecemeal elements of the problems endemic to the modern apparatus of assessment. Drawing on recent Foucaultian work on Australian education, it explores these arguments via a case study of debates on the Australian Scholastic Aptitude Test and gender equity in the Australian Capital Territory. The conundrums arising from this example are treated as suggestive of some limitations of current forms of educational critique.
9
Williams, John. "Invented tradition and how physical education curricula in the Australian Capital Territory has resisted Indigenous mention." Asia-Pacific Journal of Health, Sport and Physical Education 7, no. 3 (September 2016): 219–34. http://dx.doi.org/10.1080/18377122.2016.1233803.
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10
Common, IFB, and M. Horak. "Four new species of Telanepsia Turner (Lepidoptera : Oecophoridae) with larvae feeding on koala and possum scats." Invertebrate Systematics 8, no. 4 (1994): 809. http://dx.doi.org/10.1071/it9940809.
Full textAbstract:
Four species of Telanepsia Turner (Lepidoptera : Oecophoridae : Oecophorinae), T. stockeri, T: scatophila, T. tidbinbilla and T. coprobora, are described as new. The first three have been reared from larvae feeding and pupating within the scats of koalas (Phascolarctos cinereus Goldfuss). Two of these (T. stockeri and T. scatophila) were discovered during a study of koala distribution in the Tantawangalo State Forest, south-eastern New South Wales, and larvae of T. tidbinbilla were collected in koala scats in the Tidbinbilla Nature Reserve, Australian Capital Territory. Larvae of the fourth species (T. coprobora) were found in western Victoria entering from the soil and feeding in the scats of possums (probably the brush-tailed possum, Trichosurus vulpecula Kerr), finally pupating in the soil. Adults of this species have also been collected in southern Queensland, New South Wales and the Australian Capital Territory. Goniobela Turner is established as a new synonym of Telanepsia, and tornospila (Turner) as a new synonym of eucentra (Turner). Six lectotypes are designated and 12 new combinations established.
Dissertations / Theses on the topic "Education and state Australian Capital Territory"
1
James, Jennifer Ann, and n/a. "The extent to which registered nurses in the ACT state that they use physical assessment skills as a basis for nursing practice." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060406.121506.
Full textAbstract:
The purpose of this research was to discover the extent
to which practising registered nurses in the ACT
undertake physical assessment. It was also organized to
discover the perceived reasons why, in appropriate
instances, it was not undertaken and the extent to which
certain variables may have influenced its practice or
non-practice. It was directed also at discovering the
extent to which the practising registered nurse would be
prepared to undertake workshops on the subject, so that,
if appropriate, a core of registered nurses could be
provided to act as the role-models and to create the
necessary learning environment in the ACT hospitals and
agencies where most of the Canberra College's graduates
would find employment.
Since the first undergraduate course in nursing was
introduced in the tertiary sector, nurse academics have
placed significant emphasis on the teaching of the
nursing process. It is within the first phase of this
process, the assessment phase, that the physical
assessment of the patient/client is conducted.
Discussions with practising registered nurses and
observations, led to some uncertainty as to the extent
to which physical assessment was actually being used. A
review of the literature showed that no investigation of
the matter had been reported in the Australian
literature. It was, therefore, proposed to make good
this deficiency and to resolve any uncertainty about the
extent of use of physical assessment in the ACT.
This study was restricted to registered nurses in the
ACT where all beginning nurses are educated at the CCAE
with a curriculum which includes a comprehensive study
of physical assessment. Even so, it is recognized that
such studies will only reach a beginning level of
competency. In order to ensure that the graduates of
these courses extend their competency in physical
assessment they need to be able to use these skills in
every day nursing practice.
This research, therefore, was conducted using a
questionnaire which incorporated questions about the use
of 36 physical assessment skills. The survey, on a onetime
participation basis, was conducted for all
registered nurses rostered on a fortnightly period in
April 1987. A 66.7% response rate was achieved.
The responses were analyzed and the findings, results
and recommendations are included in the appropriate
sections of this thesis.
2
Hurrell, Michael, and n/a. "Mapping the Adult and Community Education Sector in the ACT." University of Canberra. Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20090609.115250.
Full textAbstract:
This thesis has as its origins a desire by the Ministerial Advisory Council on Adult
and Community Education in the Australian Capital Territory to learn more about the
sector with whom they interact.
There was a clear perception that, due to its diversity, a strong reliance on volunteers
and an underlying mistrust of beaurocracy, the sector was quite poorly delineated. If
this was in fact the case, then the capacity of the Council to support the sector - for
example through the grants scheme - was being greatly handicapped. In the case of
grants, it was known that requests commonly outnumbered available grant funds by
three or four to one. What was not known was the extent of other worthwhile ACE
activity that was either electing not to apply for funding or was simply unaware that
the facility even existed.
The research, based on the results of a broad ranging questionnaire distributed to all
known ACE providers in the ACT, has furthered the level of understanding of the
sector. The research approach was modeled on the South Australian Pathfinder
Project (1996).
Key findings include that:
? the ACE sector is extremely diverse and active in the ACT;
? it is client focussed in that it develops its programs in response to the
identified needs of its target group(s);
? in the twelve months covered by the survey there were over 190 000
attendees in ACE programs;
? a range of programs are available to most community groups;
? there is a strong reliance on volunteers;
? the sector generally feels that there is a demand for even more programs
than are currently offered;
? many individual providers do not see themselves as part of the overall
ACE sector.
While there are some marked similarities between the ACT ACE sector and the South
Australian findings, there also some clear differences. For example, many of the
factors that restrict access to ACE in other parts of Australia are less relevant to the
ACT. An example of this is that travel distances/times for participants to access
programs are generally less of a problem in the ACT than in some other jurisdictions
due to the small area and the concentration of population in the ACT.
3
Ugochukwu, L. C., and n/a. "Catholic education in practice : a case study of a Catholic high school." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.161949.
Full textAbstract:
An aspect of Australian education is the continued presence
of the Catholic schools including those in the Archdiocese of
Canberra and Goulburn. They have continued to be a
significant part of Australian education after decades of ups
and downs. The question today is not whether Catholic
schools will survive but rather how effective they will be
despite the changes which have taken place over the last few
decades. Catholic schools still aim to provide all the
elements of a State education, and in addition, to offer them
within a Catholic setting. They have tried to create an
environment that will continue to reflect the cultural values
of its members.
The Theses is on Catholic Education in Practice: A Case
Study of a Catholic High School in the A.C.T. The Theses is
based on historical and analytical approach. The results of
a case study involving random sampled students, their
parents/guardians and teachers in a Catholic High School in
the A.C.T. sets out to investigate what factors still attract
them to the Catholic school despite the significant changes
that have taken place since Catholic education was introduced
into Australia. By examining these three groups of
people who are directly involved in Catholic schools, it
is hoped that a more balanced assessment of the extent
to which ideals and practices of Catholic education have
been retained.
The results show that students attend Catholic schools
for a variety of reasons including academic and
religious and because of the traditional approach to
areas such as discipline. The religious values continue
to be an important part of the school which makes it
distinctively Catholic, but the integration is not as
pervasive as previous due to the change in the nature of
staff and students at the school.
4
Bosworth, Kendra, and n/a. "ACT infromation technology and adult education : a case study of the extent to which adult learning principles are incorporated into information technology adult education and training in the Australian Capital Territory." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20060608.155019.
Full textAbstract:
This study explores the implementation of adult learning principles in information
technology adult education and training in the Australian Capital Territory, Australia.
A set of adult learning principles is examined and interpreted with reference to
supporting and contradicting theorists. The development of these theories is also
explored in order to determine the changes in perspectives since 1900. Five of
Canberra's information technology adult education and training providers were
analysed. Surveys were distributed to trainers and students of these providers. These
surveys requested respondents to rate their perception of the extent to which each
learning principle is adopted in their learning environment. Demographic information
about respondents was also obtained. Responses were compared between trainers,
students and different providers. Results illustrate that the rejection or non-rejection
of many adult learning principles is highly correlated with this demographic
information.
5
Webber, Craig, and n/a. "Provision of education and training opportunities for youthworkers in the ACT : a study of policy development." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20061110.112745.
Full textAbstract:
During the latter half of the twentieth century, youthwork has emerged as an
occupation responsible for the delivery of a broad variety of services for young
people. During the 1970's and 80's in particular, there has been a rapid
multiplication of the number of people employed in the role of youthworker.
As an occupation, youthwork has had placed upon it by society certain
expectations regarding the standard of the work performed. This is particularly
so with respect to the interaction between the youthworker and young people
with whom they work. This expectation is not unlike that placed upon other
occupations working directly with people (and young people), such as teachers
and social workers. It is a reasonable societal expectation that workers such as
teachers, social workers and youthworkers, should provide a service of a certain
standard, commensurate with the responsibility ascribed to the role of that
occupation.
Education and training is recognised as being fundamental to the attainment of
recognised standards of competency in both teaching and social work, as well as
many other occupations which have a direct service delivery role with people. A
spectrum of such opportunities have been developed and provided for these
occupations. There is an expectation that the practice of such occupations is
fundamentally linked with the education and training provided.
However, this has not been so with the youthwork occupation. The provision of
education and training has not grown with the expansion in the occupation.
Furthermore, the linkage between education and training, and practice, was not
recognised in this field for many years. Questions about how and why this has
occurred, and how and by whom it should be redressed, are to be explored in
this Study.
That youthwork is an occupation is a fact. There are thousands of youthworkers
employed around Australia. This Study asserts that the provision of education
and training opportunities provided for this occupation are inadequate in general.
A cohesive policy framework for such provision is also lacking.
Australian society sanctions the occupation of youthwork by providing millions
of dollars of resources per annum. It expects, rightly so, a quality standard of
performance from the occupation, and services who are employers. Monitoring
through formal evaluation and the application of performance indicators are part
and parcel of such resource allocation. But, the means to achieve such quality
standards - education and training - have not been adequately recognised or
provided. This situation is clearly anomalous, and must therefore be addressed
and resolved.
6
Mauragis, Rasa Emilija, and n/a. "Arts education access in high school scheduling." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060907.102648.
Full textAbstract:
The purpose of this study was to investigate the implementation of curriculum policy
regarding eight key learning areas in ACT government high schools with particular
analysis concerning the Arts.
The study sought to identify the discrepance between school curriculum policy and
timetable allocation to the mandated curriculum areas.
Analysis of time allocation to learning areas as defined by the timetable allocation of
time was considered to be an appropriate method of examining curriculum practice in
ACT government high schools. Fifteen ACT government high school timetables were
analysed in conjunction with school curriculum documentation. Mandatory time
requirements for the eight key learning areas was identified. Timetable structures were
analysed in terms of allocation of time to key learning areas, pastoral care, assemblies,
activities and electives. Formulae were developed in order to make comparisons
between schools possible.
Results indicated that disparities existed between time allocation to key learning areas
within key learning areas and mandatory time (i.e. minimum guaranteed access time)
requirements for key learning areas.
7
Montgomery, Thomas, and n/a. "A descriptive analysis and evaluation of Australian Capital Territory Institute of Technical and Further Education's marketing strategy." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061018.145205.
Full textAbstract:
The research in this thesis attempts to study the ACT
Institute of Technical and Further Education's marketing
strategy, and it addresses a particular situation at a
specific time.
The research was undertaken in two studies. The first,through
the use of a marketing audit, was focused on three key
marketing areas within the Institute to indicate its overall
marketing strategy. The second study involved a questionnaire
to ascertain the effectiveness awareness of the Institute's
advertising.
The researcher first presents an historical review and an
ordering of the historical aspects to illuminate the past and
the current marketing posture of the ACT Institute of
Technical and Further Education (ACTITAFE). The data are
presented through four distinct historical periods from the
establishment of the organisation in 1921 to 1991.
Although technical and further education in the ACT has a
history in excess of sixty years, data revealed that there is
no clear evidence of a formal marketing strategy.
The marketing audit interviews collected information from a
broad but representative sample of eighteen staff members of
the institution who are involved with marketing, media,
career advice, publicity and similar marketing activities.
The results revealed ACTITAFE has no formal marketing
strategy. The attitude toward marketing and the marketplace
has been ad hoc, uncoordinated, disjointed and reactive in
its approach. Its principal approach is a reliance on
awareness advertising.
Because of the emphasis placed on advertising as the
Institute's major concept for marketing, a questionnaire was
distributed on advertising effectiveness and data were
obtained from 252 completed responses.
The results obtained from this study indicated that over the
years the Institute has successfully built advertising
awareness. Currently, it has no formal structured marketing
strategy. The approach appears to be ad hoc, disjointed and
uncoordinated.
There are positive attempts to rectify this posture. However,
the evidence available suggests that the journey will not be
easy and the transition will not be rapid.
8
Hawkins, Clive Richard, and n/a. "The primary principalship in the Northern Territory and Australian Capital Territory : a study of the changing role and procedures for promotion to the position." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060720.142102.
Full textAbstract:
This study researched two major aspects of the primary school principalship in the
Northern Territory and Australian Capital Territory viz., (1) How current trends in
educational governance have affected the role of the principal, and (2) Assessment and
selection procedures used for promotion to the principalship in the present educational
environment.
The context of the study has been outlined by presenting a brief historical and
organisational overview of public education in both Territories, along with an
examination of the literature on recent trends and issues in educational governance and
promotion procedures.
The research methodology used to examine the questions posed in this study is
qualitative or descriptive in nature. The data was collected through the use of a semistructured
interview technique and represents the ideas, opinions and perceptions of a
specially targeted group of principals and aspiring principals from both education
systems.
The findings demonstrated that many aspects of the role of the primary principalship in
the N.T. and A.C.T. are changing, due to a new set of values in educational policymaking
and increased political control. There was a high degree of similarity between
respondents in each Territory in regard to how the role is being reshaped.
It was also found that the level of support provided by both systems to assist principals
in coping with the changes has been inadequate and that the changes have led to a
degree of conflict and new job-related pressures for most primary school principals.
It was concluded that assessment and selection procedures should be rigorous and
demanding, commensurate with the significance of the position. In this regard both
educational systems need to improve present procedures by addressing perceived
weaknesses. To this end assessment centres may have a role to play.
Finally, further implications of the conclusions are addressed in terms of the necessity
for thorough preparation and training of aspirants to the principalship to enhance their
chance of selection and help them cope with the new expectations and demands of the
position. This responsibility should be shared between the aspirant, professional
associations and the employing education department.
9
Mazza, Rose, and n/a. "Multicultural education and A.C.T. government high schools : an investigative study." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060907.142249.
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Drysdale, Robyn L., and n/a. "Parents as partners in prevention." University of Canberra. Professional & Community Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20060705.154625.
Full textAbstract:
Parents play a central role in their children's education and social development and
therefore can be extremely influential in children's attitudes, decisions and behaviour
towards drugs. Despite this, there has been limited research to date which explores the
parents' perspective and their needs in the area of drug education. This thesis reports on
research which surveyed 92 parents of secondary students (Years 7-10) across ten
secondary schools in the Australian Capital Territory. Two follow up focus group
sessions, involving fourteen parents of secondary students, were also conducted with
self-nominated parents of these respondents. The issues explored in the research
include parents' concerns and knowledge of young people and drug issues, and their
needs for a drug education program aimed at parents.
The results show that parents see their role in drug education as a central one and are
concerned about drugs in relation to their children and other young people. They are
largely unaware of school drug policies and school drug education programs and want
to work in closer partnership with the school and community in educating their children
about drug issues. Parents identified a need for accurate and up to date information as
they do not have sufficient knowledge in this area. Parents also identified a need to
develop skills in dealing with adolescents and drug issues.
This study provides insight into a range of parents' views on drug issues and confirms
that parents would like to develop both knowledge and skills in order to support young
people and reinforce school drug education programs. A number of implications of the
results for the involvement of parents in drug education programs are presented,
including: parent needs, strategies for delivery/ implementation and motivating factors
for encouraging parental participation in such programs.
Books on the topic "Education and state Australian Capital Territory"
1
Christobel, Mattingley, and Hampton Ken 1937-1987, eds. Survival in our own land: "Aboriginal" experiences in "South Australia" since 1836. Adelaide, S. Aust: Wakefield Press, 1988.
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2
Santos, Luciano Laurindo dos. Territórios, Territorialidades e Lutas Sociais na Amazônia Oriental. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-472-2.
Full textAbstract:
The book discusses the study of territorialities in the Bico do Papagaio mesoregion. New forces and strategies have been emerging as power forces and have inserted themselves in the region. This process is happening due to the creation of public policies and through cultural representations that go beyond state frontiers, promoting the relationship between states and creating a mesoregional unity. This book shows that there are many interrelations of power territoriality involving subjects with different identities of territory, companies, and the Brazilian State, through programs, projects, public policies and the work of public institutions. Specially after the beginning of the military dictatorship, the thinking of the Brazilian State about territory matters is one that has been making plans to and actually using this territory for purposes that are almost always related to the production of commodities. As a result of the actions of the Brazilian State in this territory, it’s possible to observe certain domains (mining companies, hydroelectric plants, livestock farms) working their territorialities with the aim to profit from the exhaustive exploration of the Empreso Brás territory. On the other hand, there are the Landless Workers' Movement (MST) and the quilombolas (descendants of Afro-Brazilian fugitive slaves) who have a completely different approach. Through the years these territorialities produced many collective strategies of power. All these strategies – unions, associations, cooperations, education - are connected to social networks which go beyond the Bico do Papagaio territory. They produce a unique territory, with territorialities and subjects who over the decades, in solidarity, have been empowering themselves to resist the transformations that the Brazilian State makes to the territory, transformations that are in line with the objectives of the national and international capital.
Book chapters on the topic "Education and state Australian Capital Territory"
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Gruppetta, Maree, and Terry Mason. "The Universal Appeal of Facebook©." In Social Media in Higher Education, 262–84. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2970-7.ch013.
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The positive and negative aspects of using Facebook© as a crucial communication tool between Aboriginal academics and their Aboriginal students will be discussed within this chapter. Initially, the authors’ use of Facebook © was to provide support for our Australian Aboriginal students within their own communities. The original intention was to supplement existing electronic forums provided by the University to maintain contact with students between study blocks, encourage reluctant technology users to interact online, and build links to the students’ own communities and families. In 2009, the authors’ students were involved in a research project (Milton, Gruppetta, Vozzo & Mason, 2009) and their use of Facebook © to interact with students was recognised as innovative and the authors were encouraged to investigate the potential within another research project (Vozzo, et al., 2011). From a peripheral practice conducted by two Australian Aboriginal academics, the importance of utilizing Facebook © to build social capital and support an Indigenous Academic community has become crucial to the success and retention of our Aboriginal tertiary students. The authors’ most recent research project relies heavily on Facebook © as the main communication tool due to the vast distances between Aboriginal communities in Australia and the variety of technology provided by each state/territory.
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Olanrewaju, Faith O., Lady A. Ajayi, Adekunle O. Olanrewaju, Oluwatimilehin Deinde-Adedeji, and Ejiroghene R. Loromeke. "Displacement and Children's Rights." In Advances in Media, Entertainment, and the Arts, 202–30. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0329-4.ch010.
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This chapter examines the relationship amongst displacement, education, and sustainable national development. It pays attention to the effects of displacement on the rights of children to education in Nigeria. Data for the study were obtained via in-depth interviews from key informants and focus group discussions (FGDs) amongst internally displaced women in a government-managed and faith-based IDP camps in the Adamawa State as well as informal settlements in the Federal Capital Territory (FCT), Abuja on the quality of education offered in the camps. Findings from the study show that wide gaps exist between the education received by displaced children and the expectations of the Convention on the Rights of the Child. The study argues that the educational exclusivity of displaced children would have adverse effects on the sustainable development of the Nigerian state as it would decrease awareness of values about their civic duties needed for sustainable development. It thus recommends for increased media advocacy in pushing for better implementation of inclusive education in Nigeria.
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
Conference papers on the topic "Education and state Australian Capital Territory"
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O'Hare, Daniel. "owards effective planning of trans-border city regions. Three Australian case studies." In 55th ISOCARP World Planning Congress, Beyond Metropolis, Jakarta-Bogor, Indonesia. ISOCARP, 2019. http://dx.doi.org/10.47472/sjzf2131.
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Polycentric city regions are expanding worldwide, often spanning national borders. Using literature review and document research, comparative case studies of regional planning of Australia’s emerging internal trans-border city regions are presented. The paper examines fifty years of trans-border planning efforts at three urbanizing borders of the Australian state of New South Wales, demonstrating different levels of commitment and success, partly depending on the proximity (or remoteness) of each trans-border city region to the capital cities in each state or territory. Evidence is provided that effective trans-border planning of city regions depends on overcoming differing levels of commitment to trans-border planning by the state jurisdictions involved.
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Viney, Christopher. "Informing IT Managers - Why the Bank for International Settlements is Establishing a Capital Charge Guideline for Operational Risk: the Australian Evidence." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2585.
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IT managers within financial institutions must understand and be able to respond to the operational, financial and regulatory impacts that will result from a loss of critical business functions. The Basel Committee on Banking Supervision, through the Bank for International Settlements (BIS) has circulated a consultative paper which, if eventually adopted by nation-state bank supervisors, will impose an operational risk capital charge on banks as part of the new Capital Accord. Banks will also be required to record and report operational risk occurrences or events. This paper presents data on aspects of the disaster risk management practices of banks operating within the Australian financial system. The data indicate that banks, as a group, do not maintain effective disaster risk management practices and are not adequately prepared to recover a loss of critical business functions. The results clearly support the necessity of the BIS initiatives.
Reports on the topic "Education and state Australian Capital Territory"
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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.
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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).