Relevant bibliographies by topics / Education and State Victoria Melbourne

Academic literature on the topic 'Education and State Victoria Melbourne'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Education and State Victoria Melbourne"

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O’Brien, Patricia M. "Coming in From the Margin." Australasian Journal of Special Education 13, no. 2 (January 1990): 52–59. http://dx.doi.org/10.1017/s1030011200022223.

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Des English was a person of great charm, innovation, and inner strength. His early death at the age of 44 in 1977 came as a bitter blow not only for his family but for the many teachers and parents he had influenced and guided in respectively providing and in seeking educational opportunities for children with disabilities. Des grew up in a small town in Victoria called Donnybrook, north of Melbourne. He was educated by the Marist Brothers at Kilmore College, and in the 50’s trained as a primary teacher at Geelong Teachers College, from which he gained an extension of one year to study as a Special Teacher at Melbourne Teachers College. His first appointment was as an Opportunity Grade teacher at North Melbourne State School. His talent for leadership surfaced early and in his second appointment he became Principal of Footscray Special School for children and adolescents with intellectual disability. Throughout the rest of his career he gained one promotion after another to the Principal positions at Ormond, Travencore and St. Alban’s Special schools. I was fortunate to work as a deputy principal with him throughout his last two appointments.
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Cullinane, Meabh, Stefanie A. Zugna, Helen L. McLachlan, Michelle S. Newton, and Della A. Forster. "Evaluating the impact of a maternity and neonatal emergencies education programme in Australian regional and rural health services on clinician knowledge and confidence: a pre-test post-test study." BMJ Open 12, no. 5 (May 2022): e059921. http://dx.doi.org/10.1136/bmjopen-2021-059921.

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IntroductionAlmost 78 000 women gave birth in the state of Victoria, Australia, in 2019. While most births occurred in metropolitan Melbourne and large regional centres, a significant proportion of women birthed in rural services. In late 2016, to support clinicians to recognise and respond to clinical deterioration, the Victorian government mandated provision of an emergency training programme, called Maternity and Newborn Emergencies (MANE), to rural and regional maternity services across the state. This paper describes the evaluation of MANE.Design and settingA quasi-experimental study design was used; the Kirkpatrick Evaluation Model provided the framework.ParticipantsParticipants came from the 17 rural and regional Victorian maternity services who received MANE in 2018 and/or 2019.Outcome measuresBaseline data were collected from MANE attendees before MANE delivery, and at four time points up to 12 months post-delivery. Clinicians’ knowledge of the MANE learning objectives, and confidence ratings regarding the emergencies covered in MANE were evaluated. The Safety Attitudes Questionnaire (SAQ) assessed safety climate pre-MANE and 6 months post-MANE among all maternity providers at the sites.ResultsImmediately post-MANE, most attendees reported increased confidence to escalate clinical concerns (n=251/259). Knowledge in the non-technical and practical aspects of the programme increased. Management of perinatal emergencies was viewed as equally stressful pre-MANE and post-MANE, but confidence to manage these emergencies increased post-delivery. Pre-MANE SAQ scores showed consistently strong and poor performing services. Six months post-MANE, some services showed improvements in SAQ scores indicative of improved safety climate.ConclusionMANE delivery resulted in both short-term and sustained improvements in knowledge of, and confidence in, maternity emergencies. Further investigation of the SAQ across Victoria may facilitate identification of services with a poor safety climate who could benefit from frequent targeted interventions (such as the MANE programme) at these sites.
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Campbell, Lynda. "The Families First Pilot Program in Victoria: Cuckoo or contribution?" Children Australia 19, no. 2 (1994): 4–10. http://dx.doi.org/10.1017/s1035077200003898.

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The Families First Pilot Program in the then Outer East metropolitan region of Melbourne began in mid-1991 as an intensive family preservation and reunification service for children on the verge of state care. The service offered was brief (4-6 week), intensive (up to 20 hours per week), home-based and flexible (24 hour a day, 7 day a week availability) and all members of the household or family were the focus of service even though the goals were clearly grounded in the protection of the child. This paper begins with some of the apprehension expressed both in the field and in Children Australia in 1993, and reports upon the now completed evaluation of the pilot, which covered the first 18 months of operation. The evaluation examined implementation and program development issues and considered the client population of the service against comparative data about those children at risk who were not included. The paper concludes that there is room for Families First in the Victorian system of protective and family services and points to several developmental issues.
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McMillan, Alison. "Epidemic Thunderstorm Asthma." Prehospital and Disaster Medicine 34, s1 (May 2019): s7. http://dx.doi.org/10.1017/s1049023x19000335.

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Introduction:On November 21 and 22 of 2016, Victoria witnessed an unprecedented epidemic thunderstorm asthma emergency event in size acuity and impact. This scenario was never exercised nor contemplated. The event resulted in a 73% increase in calls to the Emergency Services Telecommunications Authority and 814 ambulance cases in the six hours from 6 pm on November 21, 2016. A 58% increase in people presented to public hospital emergency departments in Melbourne and Geelong on November 21 and 22, 2016 (based on the three-year average). 313 calls were made to the nurse on call from people with breathing, respiratory, and allergy problems (compared to an average of 63 calls for the previous month). Tragically, ten deaths are linked to this event.Methods:A substantial amount of work has been completed, much of which goes towards addressing the Inspector-General for Emergency Management recommendations following a review of the event, including: Release of an epidemic thunderstorm asthma campaign and education programs which were rolled out across Victoria for the community and health professionals from September through November 2017;Development of a new epidemic thunderstorm asthma forecasting system on 1 October 2017 and updated warning protocols during the 2017 grass pollen season;Implementation of a Real-time Health Emergency Monitoring System to alert the department of demands on public hospital emergency departments on the system; andIntroduction of a new State Health Emergency Response Plan in October 2017 to improve coordination and communications before and during a health emergency.Discussion:The presentation will concentrate on the lessons learned more than two years down the track from the event in November 2016.
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McAlinden, Fiona. "Using Action Research and Action Learning (ARAL) to develop a response to the abuse of older people in a healthcare context." Journal of Work-Applied Management 7, no. 1 (October 6, 2015): 38–51. http://dx.doi.org/10.1108/jwam-10-2015-004.

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Purpose The purpose of this paper is to describe Monash Health’s development of a Policy and Procedure on the abuse of older people in metropolitan Australia. Monash Health is a public healthcare network that consists of six public hospitals and over 40 community health care sites throughout the South East of Melbourne. Design/methodology/approach An Action Research Action Learning approach was employed to develop a comprehensive set of policy and procedure documents to ensure that Monash Health became compliant with the State Government’s expectations around responding to the abuse of older people in a consistent manner. Findings Almost 90,000 Monash Health hospital admissions per year are older people aged over 65 years. Senior Monash Health management recognized that staff did not have adequate information, education and resources to consistently identify and respond to situations of elder abuse. What is more, the existing internal Monash Health document Supporting Older People at Risk did not meet obligations stated in the Victorian Government’s Elder Abuse Strategy (2009). Originality/value The project’s emphasis upon participatory action research, cooperative inquiry and action learning further resulted in the identification of an opportunity to develop a strategic response to violence and abuse for all patients of Monash Health, not just older people.
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Kolnhofer-Derecskei, Anita. "How did the COVID-19 restrictions impact higher education in Victoria?" Multidiszciplináris kihívások, sokszínű válaszok, no. 1 (August 31, 2022): 50–72. http://dx.doi.org/10.33565/mksv.2022.01.03.

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This paper aims to observe how the Australian COVID-19 restrictions influenced higher education, teachers’ and students’ lives. Before the pandemic, the higher education sector was the largest serviced based sector in Australia and overly depended on international students’ fee income. The academic year of 2020 started as usual with 141703 higher education enrolments of overseas students, mainly students from Asia. However, they did not arrive due to the strict border closure. Travel restrictions were put in place from China from 1 February 2020, later from other countries worldwide. That significantly affected international students' travel from Asia directly before the start of the new academic year. Consequently, many institutions have transitioned from campus-based courses to online delivery. Besides, numerous academic lecturers and professional staff have been invited to the expression of interest in a voluntary and, of course, involuntary redundancy program. Most vacant positions have been frozen, and various saving programs have been implied. Owing to the toughest rules and strictest restrictions, Australian borders remained closed for over 600 days. Melbourne was under six lockdowns totalling 265 days since March 2020, which resulted in the author’s experience of three semester-long remote teaching at one of the biggest and most prominent universities in Melbourne without any personal contact with international students. The author lived and worked in Melbourne during the COVID-19 era, so this study is based on her perspectives and experiences extended with a wide empirical evaluation of secondary data about the Australian academic sector between 2020 and 2021.
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Menkhorst, P. "John Hilary Seebeck 1939 - 2003. An obituary by Peter Menkhorst (with assistance from Ian Mansergh, Ian Temby and Robert Warneke)." Australian Mammalogy 25, no. 2 (2003): 221. http://dx.doi.org/10.1071/am03221_ob.

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WITH the passing of John Seebeck on 8 September 2003, Victoria lost a true champion of nature conservation. Born on 28 September 1939, John grew up in Northcote, Melbourne, and attended local State schools. He joined the fledgling Wildlife Research Section of the Fisheries and Game Department in 1960 as a technical assistant. The following year, John received a Government studentship allowing him to study part-time for a B.Sc. at The University of Melbourne. On returning to full-time employment, John worked assiduously with Keith Dempster, Robert Warneke and others to build the Wildlife Research Section into a springboard for better conservation in Victoria.
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Condliffe, Peter. "Rural decline and community services education in Victoria: the Bendigo experience." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 18–28. http://dx.doi.org/10.47381/aijre.v2i1.267.

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In 1989 Phillip Institute of Technology (based at Bundoora (Melbourne)) offered its Bachelor of Social Work degree (BSW) and Graduate Diploma in Community Development (CD) in the Central Victorian city of Bendigo. This paper outline some of the contextual issues and identifies certain key factors in addressing these issues.
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UNDERWOOD, RT. "THE HUME (MELBOURNE-SYDNEY) FREEWAY IN THE STATE OF VICTORIA, AUSTRALI A." Proceedings of the Institution of Civil Engineers 84, no. 2 (April 1988): 265–90. http://dx.doi.org/10.1680/iicep.1988.62.

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BASSI, KG, and RT UNDERWOOD. "THE HUME (MELBOURNE-SYDNEY) FREEWAY IN THE STATE OF VICTORIA, AUSTRALI -A." Proceedings of the Institution of Civil Engineers 86, no. 2 (April 1989): 435. http://dx.doi.org/10.1680/iicep.1989.1635.

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Dissertations / Theses on the topic "Education and State Victoria Melbourne"

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Roche, Vivienne Carol. "Razor gang to Dawkins : a history of Victoria College, an Australian College of Advanced Education." Connect to digital thesis, 2003. http://eprints.unimelb.edu.au/archive/00000468.

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Waugh, John Charles. "Diploma privilege : legal education at the University of Melbourne 1857-1946 /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5710.

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Whitefield, Despina, and Despina Whitefield@vu edu au. "Personal and interpersonal skills development in an accounting degree : a case study of accounting education." Swinburne University of Technology, 2003. http://adt.lib.swin.edu.au./public/adt-VSWT20050502.170936.

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This thesis examines the perceptions of lecturers, graduates and employers of personal and interpersonal skills development in an accounting degree at Victoria University. The development of personal and interpersonal skills in students in higher education has been the focus of discussion amongst accounting educators, accounting practitioners and the accounting profession for many years. There is a general consensus on what skills are necessarily sought to ensure success within the accountancy profession but very few previous studies on how those personal and interpersonal skills are being developed. This research study presents a research framework which emphasises the complex interrelationships between an accounting curriculum, accounting lecturers, accounting graduates and employers of graduate accountants and their perceptions of how personal and interpersonal skills are developed. A case study approach, combining archival, qualitative and quantitative methods, is used to investigate how a Bachelor of Business Accounting degree in one Australian university facilitates personal and interpersonal skills development. The case study results indicate that the curriculum, as the vector for skills development, has both explicit and implicit references to skills outcomes. Graduates� perceptions of many of the personal and interpersonal skills considered in this study are closely related to the curriculum findings. However, there appears to be a lack of convergence between lecturers� perceptions, the curriculum and graduates� perceptions. Employers generally agree that graduates display most of the personal and interpersonal skills, albeit at a low level, in the workplace. There are curriculum implications arising from the results of this research for accounting academics who design and develop accounting programs where the value of graduates� personal and interpersonal skills are acknowledged. As a first step, academics need to improve accounting curricula by explicitly integrating personal and interpersonal skills in their subjects. Communicating to students the explicit nature of personal and interpersonal skills development and making them aware is the next step.
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Campbell, Coral, and mikewood@deakin edu au. "Science education in primary schools in a state of change." Deakin University, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.101333.

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Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the project and their personal observations and comments were to form part of the data. This research project was set in the context of a single primary school and case study methodology was used to document the broader situational and daily influences which affected the teacher's practice. It was apparent soon after starting the action research that there were factors which did not allow for the development of the project along the intended lines. By the end of the project, the teacher felt that the action research had been distorted - specifically there had been no opportunity for critical reflection. The collaborative nature of the project did not seem to work. The teacher started to wonder just what had gone wrong. It was only after a break from the school environment that the teacher-researcher had the opportunity to really reflect on what had been happening in her teaching practice. This reflection took into account the huge amount of data generated from the context of the school but essentially reflected on the massive number of changes that were occurring in all schools. Several issues began to emerge which directly affected teaching practice and determined whether teachers had the opportunity to be self-reflective. These issues were identified as changes in curriculum and the teaching role, increased workload, changed power relations and changed security/morale on the professional context. This thesis investigates the structural and policy changes occurring in Victorian education by reference to documentation and the lived experiences of teachers. It studies how the emerging issues affect the practices of teachers, particularly the teacher-researcher. The case study has now evolved to take in the broader context of the policy and structural changes whilst the action research has expanded to look at the ability of a teacher to be self-reflective: a meta-action research perspective. In concluding, the teacher-researcher reflects on the significance of the research in light of the recent change in state government and the increased government importance placed on science education in the primary context.
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Vick, Malcolm John. "Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phv636.pdf.

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Fischer, Imke. "Years of silent control the influence of the Commonwealth in state physical education in Victoria and New South Wales /." Connect to full text, 2001. http://hdl.handle.net/2123/4031.

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Thesis (Ph. D.)--School of Social, Policy and Curriculum Studies, Faculty of Education, University of Sydney, 2001.
Title from title screen (viewed 12th February, 2009) Includes bibliographical references. Also available in print form.
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O'Mahony, Gary Raymond McColl, and mikewood@deakin edu au. "Learning the role: Through the eyes of beginning principals." Deakin University. School of Scientific and Developmental Studies, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.120428.

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This study examines how first year principals learn their roles and provides the picture through their eyes. As there is no formal preparation requirement to become a principal in Victorian government schools, new principals must seek out and direct their own learning for the role. The study describes the informal and formal sources of learning that are sought by beginning principals to help them learn about their new role. The focus is on identifying what sources of learning were used through different phases of the study and how some became more critical than others in shaping and developing the role of a principal in the school. This thesis is a story of continuous professional socialization and learning of a group of seven beginning principals using case studies and interviews over four phases of learning in their first year in the role as they proceed from appointment, entry, establishment through to consolidation of the role. The process of socialization underpins the study and is conceived as a process of learning in which the participants actively direct and participate in their own socialization. However, greater emphasis is placed on the developing nature and reliance on learning in role development. Previous studies of professional socialization of beginning principals have identified licensure programs as significant in the preparation and ongoing development process, whereas this is not the case in Victoria where no such requirements exist. This study adds to existing studies through the finding that there are similarities in the stages of professional socialization process in the Australian context, but also explores new aspects about professional learning by identifying various phases and sources of learning for Victorian principals. These ranged from dependence upon an apprenticeship arrangement, through self-directed task learning, to that of becoming an independent learner within a professional community of equals. Some of the themes identified and explored in this study included examining phases of learning, sources of learning, and their effect on role development. The study was initially based on identifying and exploring some of the key issues and the significance of learning experiences suggested by the beginning principals rather than researching predetermined hypotheses. This grounded and qualitative approach involved data collection over four different time phases in the first year in the role and allowed flexibility in the construction of case studies and the cumulative development of data through the study. The greater part of the data were collected through interviews in each of the four phases of the study along with the collection of survey data for comparison and contrast in the first and final study phases. The research raises many issues that can serve as a basis for further exploration of the complexity of the role of learning within professional socialization for beginning principals. As well, it suggests a number of implications for the organization of professional learning and socialization in beginning principal socialization for the first year in the role.
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Saluling, Detty M. "Basic education for poverty alleviation : community perspectives from South Sulawesi, Indonesia : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Masters of Development Studies /." ResearchArchive@Victoria e-thesis, 2009. http://hdl.handle.net/10063/975.

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Farrell, Helen Jane. "The impact and local implementation of standards-based music curriculum policy frameworks and music education programs for students with disabilities and impairments in Victoria : a qualitative evaluation /." Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/00003381.

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Eppel, Elizabeth Anne. "The contribution of complexity theory to understanding and explaining policy processes : a study of tertiary education policy processes in New Zealand : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctof of Philosophy in Public Policy /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1202.

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Books on the topic "Education and State Victoria Melbourne"

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A people learning: Colonial Victorians and their public museums, 1860-1880. North Melbourne, Vic: Australian Scholarly, 2007.

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Victoria. Dept. of School Education. Planning for successful schooling: Victorian state schools, 1992-1994. Melbourne: Dept. of School Education, Ministry of Education and Training, Victoria, 1991.

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John, Cain. Off course: From public place to marketplace at Melbourne Univerity. Melbourne: Scribe Publications, 2004.

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David, Holloway. The inspectors: An account of the inspectorate of the state schools of Victoria, 1851-1983. Melbourne: Institute of Senior Officers of Victorian Education Services, 2000.

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Masonería y educación durante el franquismo: La "ilustre" inspectora María Victoria Díaz Riva. [Málaga, Spain]: Universidad de Málaga, 2006.

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Mechanics', Worldwide Conference (2004 Melbourne Vic ). Buildings, books and beyond: Mechanics' Worldwide Conference 2004 : proceedings of an international conference convened by the Mechanics' Institutes of Victoria at Swinburne University, Prahran Campus, Melbourne, Australia, 2-4 September 2004. 2nd ed. Prahran, Vic: Prahran Mechanics' Institute Press, 2004.

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1948-, Beattie Kate, McNaught Carmel 1950-, and Wills Sandra 1955-, eds. Interactive multimedia in university education: Designing for change in teaching and learning : proceedings of the IFIP TC3/WG3.2 Working Conference on the Design, Implementation, and Evaluation of Interactive Multimedia in University Settings, Melbourne, Victoria, Australia, 6-8 July 1994. Amsterdam: Elsevier, 1994.

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Fidel, Castro. Patria y humanidad se han unido para siempre en la mente y el corazón del pueblo cubano: Discursos con motivo del aniversario 40 de la victoria de Playa Girón. La Habana: Oficina de Publicaciones del Consejo de Estado, 2001.

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Hall, Charles Browning. Old Melbourne notebook, 1852-1854: Wherein the opinions and observations of Charles Browning Hall concerning that city, the state of Victoria, and the diggings are expressed and embellished with pencil sketches. Northbridge, W.A: Access Press, 1996.

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Keeping children safe: The Government's response to the "Victoria Climbié Inquiry report" and Joint Chief Inspectors' Report "Safeguarding children" : Presented to Parliament by the Secretary of State for Health, the Secretary of State for the Home Department and the Secretary of State for Education and Skills by Command of Her Majesty, September 2003. London: TSO, 2003.

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Book chapters on the topic "Education and State Victoria Melbourne"

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Henson, Rebecca. "Reading and Literacy Development Manager, State Library Victoria, Melbourne, Australia." In Literacy and Reading Programmes for Children and Young People: Case Studies from Around the Globe, 157–63. New York: Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003189275-15.

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Henson, Rebecca. "Reading and Literacy Development Manager, State Library Victoria, Melbourne, Australia." In Literacy and Reading Programmes for Children and Young People: Case Studies from Around the Globe, 157–63. New York: Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003189275-15.

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Leone, Grace, and Jan van Schaik. "State Library of Victoria Becomes a Giant Canvas for RMIT Students." In Transformations in Tertiary Education, 187–97. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9957-2_15.

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Tatnall, Arthur. "The Beginnings of Government Support for Computers in Schools – The State Computer Education Centre of Victoria in the 1980s." In IFIP Advances in Information and Communication Technology, 291–302. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44805-3_23.

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Gurr, David, Daniela Acquaro, and Lawrie Drysdale. "The Australian Context: National, State and School-Level Efforts to Improve Schools in Australia." In Evidence-Based School Development in Changing Demographic Contexts, 133–57. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76837-9_10.

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AbstractAustralia, like many countries, has a history of colonisation and extensive controlled and humanitarian immigration, with this shifting from an Anglo-Celtic emphasis to include, in succession, an emphasis on migrants from Europe, Asia and Africa. This chapter provides several perspectives on evidence-based school development in this changing context. The first focus is on national school-wide improvement initiatives: IDEAS (Innovative Designs for Enhancing Achievements in Schools), which utilises professional learning communities to improve student outcomes; and PALL (Principals as Literacy Leaders) which provides principals with literacy and leadership knowledge to support teachers to improve student reading performance. The second perspective explores the state level through considering work at the Melbourne Graduate School of Education in terms of evidence-based teacher training through the development of a clinical teaching model, and evidence-based school improvement through the Science of Learning Schools Partnership. The final perspective is at the school level, where the development of two schools in challenging contexts are described: the first a school formed from the closure of three failing schools; the second a school that was at the point of closure when the current principal was appointed to turn-it-around.
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Hope, Colin A. "ANCIENT EGYPT IN MELBOURNE AND THE STATE OF VICTORIA, AUSTRALIA." In Imhotep Today, 161–82. UCL Press, 2012. http://dx.doi.org/10.4324/9781843147640-9.

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Bak, Tao. "‘Embodied knowing’: exploring the founding of the Melbourne Rudolf Steiner school in 1970s Victoria, Australia." In Sight, Sound and Text in the History of Education, 135–50. Routledge, 2020. http://dx.doi.org/10.4324/9780429202650-9.

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Kirkwood, Keith, Gill Best, Robin McCormack, and Dan Tout. "Student Mentors in Physical and Virtual Learning Spaces." In Physical and Virtual Learning Spaces in Higher Education, 278–94. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-114-0.ch017.

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This chapter explores the human element in the learning space through the notion that once a learning space is inhabited, it becomes a learning place of agency, purpose and community involving both staff and students. The School of Languages and Learning at Victoria University in Melbourne has initiated a multifaceted peer learning support strategy, ‘Students Supporting Student Learning’ (SSSL), involving the deployment of student peer mentors into various physical and virtual learning spaces. The chapter discusses the dynamics of peer learning across these learning space settings and the challenges involved in instituting the shift from teacher- to learning-centred pedagogies within such spaces. Both physical and virtual dimensions are considered, with the SNAPVU Platform introduced as a strategy for facilitating virtual learning communities of practice in which staff, mentors, and students will be able to engage in mutual learning support. The chapter concludes with calls for the explicit inclusion of peer learning in the operational design of learning spaces.
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Rule, Pauline. "Chinese Engagement with the Australian Colonial Charity Model." In Chinese Diaspora Charity and the Cantonese Pacific, 1850-1949, 138–53. Hong Kong University Press, 2020. http://dx.doi.org/10.5790/hongkong/9789888528264.003.0008.

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This chapter examines the Chinese response to the need of the people of Victoria, in the southeastern corner of Australia, to continually raise funds to support their charitable institutions. Resolved to avoid the taxes associated with a state based system of caring for the sick, elderly and poor, the settlers of Victoria established institutions that required public support. Fund raising was a constant concern resulting in frequent public events for charities, such as processions, fairs and grand bazaars. Chinese communities generously participated in these events and proved to be great assets for fundraising committees. They fashioned a means to utilize western fascination with the splendor of aspects of Chinese culture, to serve Victoria’s need to support its charitable institutions. The costumes, and acrobatic and martial arts traditions of Cantonese opera were publicly displayed and demonstrated to extensive gatherings. Eventually the processing of a Chinese dragon was also used to attract crowds to charity events. Despite the restrictions that the host society placed on Chinese immigration the Chinese in Melbourne and various Victorian country towns readily expended considerable energy and money in responding to frequent calls for their involvement in charity events.
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Kitainge, Kisilu M. "Trainees' Views Regarding Emphasis and Adequacy for Work of Institution-Based Automotive Training in Kenya and State of Victoria, Australia." In Handbook of Research on E-Learning Applications for Career and Technical Education, 112–27. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-739-3.ch009.

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The foundation for a productive, efficient and effective workforce is high quality and relevant training and ideally, educators, policy makers and the industry practitioners should agree on what should be included in training programs. This chapter discusses views of automotive trainees about whether or not they believed their training was directed appropriately towards work within the automotive industry of the future. Data was collected from automotive trainees located in Kenya and Australia. Data was obtained by use of questionnaires and analyzed with both quantitative and qualitative foci. The questions asked regarded the emphasis of training, the content of training, the facilities in training and coping with technological change in the workplace. Data were discussed according to three themes on generic skills, adequacy of training to work requirements and training facilities. In both countries, it was found that there is a need for more realignment of training offering to the future industry requirements. It is recommended that a consultative approach should be used in the training programs design with a view to reducing the gap between industry requirements and training offerings.
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Conference papers on the topic "Education and State Victoria Melbourne"

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Tatnall, Arthur, Chris Groom, and Stephen Burgess. "Electronic Commerce Specialisations in MBAs: An Australian University Case Study." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2578.

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This paper looks at the development of Electronic Commerce specialisations in an MBA program, and particularly at a recent specialisation developed at Victoria University, Australia for its local and overseas MBA students. These MBA specialisations are very popular in Australia, and half of the MBA programs with specialisations have one in an e-Commerce related field. An examination of some of these specialisations highlighted in the literature, or in Australian universities, shows that the two most popular topics in them are e-Marketing, the management of e-Commerce in business and e-Commerce business models. Victoria University has recently introduced an e-Commerce specialisation that targets these areas, as well as other popular uses of Internet technologies in business and the development of e-Commerce web sites. This specialisation is explained in the paper, along with the different modes ol the specialisation delivered at Victoria University campuses in Melbourne, Singapore and Beijing.
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Tatnall, Arthur, and Stephen Burgess. "Experiences in Building and Using Decision Support Systems in Postgraduate University Courses." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3084.

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In this paper we will relate some of our experiences in building and using simple Decision Support Systems (DSS) for use in two postgraduate subjects at Victoria University in Melbourne. These subjects are not about Decision Support Systems, but are Information Systems (IS) subjects that introduce, amongst other things, concepts of decision support and DSS. It has been our experience that the complexity, an inability to examine the logic behind decisions that have been recommended, the proprietary nature and the cost of commercial DSS make their use in teaching less than ideal. Our solution was to produce our own simple systems using Excel, Visual Basic and Visual Basic for Applications, and this has proved to be quite successful. The paper reports on building and using Decision Support Systems in this way.
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Miliszewska, Iwona, and John Horwood. "Informing Across a Cultural Divide: Delivery of Distance Education." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2538.

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Victoria University offers a Computer Science degree in Hong Kong. The Hong Kong program matches the one in Melbourne, but both the content coverage and the delivery model of the Hong Kong program are affected by expectations and demands of the Hong Kong government and students. The paper outlines challenges, legislative, cultural, quality, time and distance that shaped the program delivery model. It examines the social construction of the program curriculum, and identifies cultural factors that have had most impact in modifying the program. The paper regards distance education as an informing discipline and discusses the program delivery model in terms of the Informing Science Framework. It uses a Project subject to illustrate the model and rationale behind it, and comments on suitability of various multimedia components as program delivery vehicles. The paper concludes by considering the implications of the Hong Kong program experience on future directions in distance education.
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Burgess, Stephen, Scott Bingley, and David A Banks. "Blending Audience Response Systems into an Information Systems Professional Course." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3424.

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Many higher education institutions are moving towards blended learning environments that seek to move towards a student-centred ethos, where students are stakeholders in the learning process. This often involves multi-modal learner-support technologies capable of operating in a range of time and place settings. This article considers the impact of an Audience Response System (ARS) upon the ongoing development of an Information Systems Professional course at the Masters level in the College of Business at Victoria University in Melbourne, Australia. The course allows students to consider ethical issues faced by an Information Systems Professional. Given the sensitivity of some of the topics explored within this area, an ARS offers an ideal vehicle for allowing students to respond to potentially contentious questions without revealing their identity to the rest of the group. The paper reports the findings of a pilot scheme designed to explore the efficacy of the technology. Use of a blended learning framework to frame the discussion allowed the authors to consider the readiness of institution, lecturers, and students to use ARS. From a usage viewpoint, multiple choice questions lead to further discussion of student responses related to important issues in the unit. From an impact viewpoint the use of ARS in the class appeared to be successful, but some limitations were reported.
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Reports on the topic "Education and State Victoria Melbourne"

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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).
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