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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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Clyne, Michael. "Bilingual Education—What can We Learn from the Past?" Australian Journal of Education 32, no. 1 (April 1988): 95–114. http://dx.doi.org/10.1177/000494418803200106.
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This paper shows that bilingual education has a long tradition in Australia. In the 19th century, primary and secondary schools operating German-English, French-English or Gaelic-English programs, or ones with a Hebrew component, existed in different parts of Australia. The most common bilingual schools were Lutheran rural day schools but there were also many private schools. They believed in the universal value of bilingualism, and some attracted children from English-speaking backgrounds. Bilingual education was for language maintenance, ethno-religious continuity or second language acquisition. The languages were usually divided according to subject and time of day or teacher. The programs were strongest in Melbourne, Adelaide and rural South Australia and Victoria. In Queensland, attitudes and settlement patterns led to the earlier demise of bilingual education. The education acts led to a decline in bilingual education except in elitist girls or rural primary schools and an increase in part-time language programs. Bilingual education was stopped by wartime legislation. It is intended that bilingualism can flourish unless monolingualism is given special preference.
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Whelan, Jillian, Joshua Hayward, Melanie Nichols, Andrew D. Brown, Liliana Orellana, Victoria Brown, Denise Becker, et al. "Reflexive Evidence and Systems interventions to Prevention Obesity and Non-communicable Disease (RESPOND): protocol and baseline outcomes for a stepped-wedge cluster-randomised prevention trial." BMJ Open 12, no. 9 (September 2022): e057187. http://dx.doi.org/10.1136/bmjopen-2021-057187.
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IntroductionSystems science methodologies have been used in attempts to address the complex and dynamic causes of childhood obesity with varied results. This paper presents a protocol for the Reflexive Evidence and Systems interventions to Prevention Obesity and Non-communicable Disease (RESPOND) trial. RESPOND represents a significant advance on previous approaches by identifying and operationalising a clear systems methodology and building skills and knowledge in the design and implementation of this approach among community stakeholders.Methods and analysisRESPOND is a 4-year cluster-randomised stepped-wedge trial in 10 local government areas in Victoria, Australia. The intervention comprises four stages: catalyse and set up, monitoring, community engagement and implementation. The trial will be evaluated for individuals, community settings and context, cost-effectiveness, and systems and implementation processes. Individual-level data including weight status, diet and activity behaviours will be collected every 2 years from school children in grades 2, 4 and 6 using an opt-out consent process. Community-level data will include knowledge and engagement, collaboration networks, economic costs and shifts in mental models aligned with systems training. Baseline prevalence data were collected between March and June 2019 among >3700 children from 91 primary schools.Ethics and disseminationEthics approval: Deakin University Human Research Ethics Committee (HREC 2018-381) or Deakin University’s Faculty of Health Ethics Advisory Committee (HEAG-H_2019-1; HEAG-H 37_2019; HEAG-H 173_2018; HEAG-H 12_2019); Victorian Government Department of Education and Training (2019_003943); Catholic Archdiocese of Melbourne (Catholic Education Melbourne, 2019-0872) and Diocese of Sandhurst (24 May 2019). The results of RESPOND, including primary and secondary outcomes, and emerging studies developed throughout the intervention, will be published in the academic literature, presented at national and international conferences, community newsletters, newspapers, infographics and relevant social media.Trial registration numberACTRN12618001986268p.
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Thompson, Emma J., Miriam H. Beauchamp, Simone J. Darling, Stephen J. C. Hearps, Amy Brown, George Charalambous, Louise Crossley, et al. "Protocol for a prospective, school-based standardisation study of a digital social skills assessment tool for children: The Paediatric Evaluation of Emotions, Relationships, and Socialisation (PEERS) study." BMJ Open 8, no. 2 (February 2018): e016633. http://dx.doi.org/10.1136/bmjopen-2017-016633.
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BackgroundHumans are by nature a social species, with much of human experience spent in social interaction. Unsurprisingly, social functioning is crucial to well-being and quality of life across the lifespan. While early intervention for social problems appears promising, our ability to identify the specific impairments underlying their social problems (eg, social communication) is restricted by a dearth of accurate, ecologically valid and comprehensive child-direct assessment tools. Current tools are largely limited to parent and teacher ratings scales, which may identify social dysfunction, but not its underlying cause, or adult-based experimental tools, which lack age-appropriate norms. The present study describes the development and standardisation of Paediatric Evaluation of Emotions, Relationships, and Socialisation(PEERS®), an iPad-based social skills assessment tool.MethodsThe PEERS project is a cross-sectional study involving two groups: (1) a normative group, recruited from early childhood, primary and secondary schools across metropolitan and regional Victoria, Australia; and (2) a clinical group, ascertained from outpatient services at The Royal Children’s Hospital Melbourne (RCH). The project aims to establish normative data for PEERS®, a novel and comprehensive app-delivered child-direct measure of social skills for children and youth. The project involves recruiting and assessing 1000 children aged 4.0–17.11 years. Assessments consist of an intellectual screen, PEERS® subtests, and PEERS-Q, a self-report questionnaire of social skills. Parents and teachers also complete questionnaires relating to participants’ social skills. Main analyses will comprise regression-based continuous norming, factor analysis and psychometric analysis of PEERS® and PEERS-Q.Ethics and disseminationEthics approval has been obtained through the RCH Human Research Ethics Committee (34046), the Victorian Government Department of Education and Early Childhood Development (002318), and Catholic Education Melbourne (2166). Findings will be disseminated through international conferences and peer-reviewed journals. Following standardisation of PEERS®, the tool will be made commercially available.
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Thompson, Sandra C., Gill E. Checkley, Jane S. Hocking, Nick Crofts, Anne M. Mijch, and Fiona K. Judd. "HIV Risk Behaviour and HIV Testing of Psychiatric Patients in Melbourne." Australian & New Zealand Journal of Psychiatry 31, no. 4 (August 1997): 566–76. http://dx.doi.org/10.3109/00048679709065079.
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Objectives: Patients with chronic mental illnesses constitute an important risk group for HIV infection overseas. This study aimed to determine the prevalence of risk behaviours associated with HIV transmission and factors associated with HIV testing in psychiatric patients in Melbourne. Methods: Inpatients and outpatients completed an interviewer-administered questionnaire which covered demographics, psychiatric diagnosis, risk behaviour, and HIV education and testing. Results: Of 145 participants, 60% were male and 55.2% had schizophrenia. Injecting drug use (IDU) was reported by 15.9%, a figure approximately 10 times that found in other population surveys. Most patients reported sex in the last decade and over 20% had multiple sexual partners in the last year. Of males, 12.6% reported sex with another male (9.2% anal sex); 19.0% of females reported sex with a bisexual male. Nearly half of the males reported sex with a prostitute, 2.5 times that in a population sample. Only 15.9% reported ever having someone talk to them specifically about HIV and its transmission, although one-third had been tested for HIV. In multivariate analysis, male-male sex, paying for sex, and IDU were associated with HIV testing, but those whose primary language was not English were less likely to be tested. Those who had received HIV education were more likely to have used a condom last time they had sex (OR 4.52, 95%C11.49–14.0). Conclusions: This study provides evidence that those with serious mental illness in Victoria have higher rates of participation in risk behaviour for HIV infection than those in the general community. Attention to HIV education and prevention in this group has been inappropriately scant; strategies to encourage safer behaviour are urgently needed.
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Kong, F., C. Kyle-Link, J. Hocking, and M. Hellard. "11. SEX AND SPORT: A COMMUNITY BASED PROJECT OF CHLAMYDIA TESTING AND TREATMENT IN RURAL AND REGIONAL VICTORIA." Sexual Health 4, no. 4 (2007): 288. http://dx.doi.org/10.1071/shv4n4ab11.
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Chlamydia is the most common notifiable infectious disease in Australia with the number of notifications increasing 92% over the past 5 years. The "Sex and Sport" Project is piloting a community based chlamydia testing and treatment program reaching young people in a specific community setting, sporting clubs. This multifaceted approach utilises health education, population screening and collection of data on risk taking behaviour as the first steps in enhancing health and shaping future service provisions. The project's primary aim is to assess the feasibility of an outreach testing and treatment program. Secondary aims are to measure the prevalence of chlamydia and assess sexual risk behaviour in this population. Strong community collaborations and integration into local health services through the Primary Care Partnerships is important in the project's sustainability; in particular key community members respected by sporting clubs needed to be identified, capacity developed to deliver effective health promotion messages and improve young people's access to sexual health services. Additionally, local knowledge has guided overall program implementation and provides opportunities for capacity building to regionally based services. For example, poor access to sexual health services is being addressed by the participants being able to access services via telephone consultation with Melbourne Sexual Health Centre. Approximately 1000 Victorians aged 16-25 years from the Loddon Mallee region of Victoria will be tested between June and September 2007. This paper will report on the feasibility, challenges and possible solutions in establishing a community based outreach testing and treatment program.
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Hallinan, Christine M., and Kelsey L. Hegarty. "Advanced training for primary care and general practice nurses: enablers and outcomes of postgraduate education." Australian Journal of Primary Health 22, no. 2 (2016): 113. http://dx.doi.org/10.1071/py14072.
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The aims of the present study were to understand enablers to participation in postgraduate education for primary care nurses (PCNs), and to explore how postgraduate education has advanced their nursing practice. Cross-sectional questionnaires were mailed out in April 2012 to current and past students undertaking postgraduate studies in primary care nursing at The University of Melbourne, Victoria, Australia. Questionnaires were returned by 100 out of 243 nurses (response rate 41%). Ninety-one per cent (91/100) of the respondents were first registered as nurses in Australia. Fifty-seven per cent were hospital trained and 43% were university educated to attain their initial nurse qualification. The respondents reported opportunities to expand scope of practice (99%; 97/98), improve clinical practice (98%; 97/99), increase work satisfaction (93%; 91/98) and increase practice autonomy (92%; 89/97) as factors that most influenced participation in postgraduate education in primary care nursing. Major enablers for postgraduate studies were scholarship access (75%; 71/95) and access to distance education (74%; 72/98). Many respondents reported an increased scope of practice (98%; 95/97) and increased job satisfaction (71%; 70/98) as an education outcome. Only 29% (28/97) cited an increase in pay-rate as an outcome. Of the 73 PCNs currently working in general practice, many anticipated an increase in time spent on the preparation of chronic disease management plans (63%; 45/72), multidisciplinary care plans (56%; 40/72) and adult health checks (56%; 40/72) in the preceding 12 months. Recommendations emerging from findings include: (1) increased access to scholarships for nurses undertaking postgraduate education in primary care nursing is imperative; (2) alternative modes of course delivery need to be embedded in primary care nursing education; (3) the development of Australian primary care policy, including policy on funding models, needs to more accurately reflect the educational level of PCNs, PCN role expansion and the extent of interprofessional collaboration that is evident from research undertaken to date. Nurses with postgraduate education have the potential to increase their scope of practice, take on a greater teaching role and provide more preventive and chronic disease services in primary care. Policies aimed at increasing access to education for nurses working in primary care would strengthen the primary care nursing profession, and enhance the delivery of primary health care services in Australia.
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Chan, Jun Keat, Kah Hong Yep, Sarah Magarey, Zoe Keon-Cohen, and Matt Acheson. "Fit Testing Disposable P2/N95 Respirators during COVID-19 in Victoria, Australia: Fit Check Evaluation, Failure Rates, and a Survey of Healthcare Workers." COVID 1, no. 1 (July 6, 2021): 83–96. http://dx.doi.org/10.3390/covid1010007.
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Quantitative fit testing was utilised to evaluate the Department of Health and Human Services in Victoria (DHHS) recommended fit check and determine pass/fail rates for self-selected P2/N95 respirators. Survey experience and training related to P2/N95 respirators were also obtained. This was an observational study at a specialist tertiary referral centre, Melbourne, Australia, between 29 May 2020 and 5 June 2020. The primary outcome was quantitative fit test pass/fail results, with fit check reported against fit test as a 2 × 2 contingency table. The secondary outcomes were the number of adjustments needed to pass, as well as the pass rates for available sizes and types of self-selected respirators, survey data for attitudes, experience and training for P2/N95 respirators. The fit check predicts respirator seal poorly (PPV 34.1%, 95% CI 25.0–40.5). In total, 69% (40/58) of respirators failed quantitative fit testing after initial respirator application and is a clinically relevant finding (first-up failure rate for P2/N95 respirators). Only one person failed the fit test for all three respirator fit tests. There was significant variability between each of the seven types of self-selected P2/N95 respirators, although sample sizes were small. Few participants were trained in the use of P2/N95 respirators or the fit check prior to COVID-19, with a high number of participants confident in achieving a P2/95 respirator seal following a fit test. The fit check alone was not a validated method in confirming an adequate seal for P2/N95 respirators. Quantitative fit testing can facilitate education, improve the seal of P2/N95 respirators, and needs to be integrated into a comprehensive Respiratory Protection Program (RPP).
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Layton, M., E. Johnson, S. Hall, H. Cross, J. Bishop, G. McArthur, and K. Lacey. "The VCCC Research & Education Lead Program: Collective Leadership in Cancer Across Multiple Organisations." Journal of Global Oncology 4, Supplement 2 (October 1, 2018): 156s. http://dx.doi.org/10.1200/jgo.18.60100.
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Background and context: The Victorian Comprehensive Cancer Centre (VCCC) is Australia´s first formally constituted comprehensive cancer center, based on NCI principles. It is an alliance of 10 organizations: 7 hospitals, 2 medical research institutes and a university, based in Melbourne, Australia. A key goal for the VCCC is to create meaningful collaborations across partner organizations. Aim: The VCCC established the Research & Education Lead (R & E Lead) Program to build leadership capability who can harness the critical mass of talent across the VCCC alliance to work toward optimal integration of cancer research and education into routine patient care. Strategy/Tactics: This VCCC Research & Education Lead Program manifests the foundational principles of the VCCC by systematising and normalizing collaborative activities across the VCCC alliance. The program is a vehicle that allows the VCCC to address its strategic priorities to enable: - better integration of research, education and clinical care - sharing of ideas and knowledge to improve patient outcomes - shared education and training across member organizations Program/Policy process: Clinicians-scientists were appointed to each tumor stream as VCCC R & E Leads (approx. 0.2 EFT). Their role is to build networks of expertise and to drive change that is evidence-based, strategic and agreed across the VCCC alliance, with a focus on the end goal of better outcomes for cancer patients. The program provides the basis for a model of distributed leadership, wherein champions invested in the VCCC concept are embedded in partner organizations. Outcomes: Three R & E Leads were initially appointed as a pilot for 2 years, with a further three leads appointed during this period. Following the pilot, the program has been expanded to encompass 10 tumor streams as well as leads in primary care integration and cancer nursing. Achievements to date have included the development of a Massive Online Open Course in Cancer Survivorship, conduct of numerous symposia and events that upskill the cancer workforce in niche areas identified by the leads as needs, and consensus on the clinical challenges and research priorities to be tackled collectively within each tumor stream. Overarching program benefits included increased engagement and collaboration across partner organizations, more sharing of knowledge, and more participation in collaborative efforts including VCCC strategy development and advocacy. What was learned: A key finding of an interim program evaluation identified that the appointment of clinician-scientists as the leads was an important factor in their ability to cross the boundaries between research and clinical practice and between organizations, and to work closely and cohesively with clinical service leads for the tumor streams.
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Worrall, Peter. "Northcote Primary School, Melbourne." Improving Schools 1, no. 3 (November 1998): 4–8. http://dx.doi.org/10.1177/136548029800100302.
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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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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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Watson, R. G., P. W. Angus, M. Dewar, B. Goss, R. B. Sewell, and R. A. Smallwood. "Low prevalence of primary biliary cirrhosis in Victoria, Australia. Melbourne Liver Group." Gut 36, no. 6 (June 1, 1995): 927–30. http://dx.doi.org/10.1136/gut.36.6.927.
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MONTGOMERY, I. W., and K. L. HUGHES. "Veterinary education in Victoria. The re-establishment of the Melbourne Veterinary School." Australian Veterinary Journal 62, no. 12 (December 1985): 397–400. http://dx.doi.org/10.1111/j.1751-0813.1985.tb14118.x.
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Land, Nicole, Catherine Hamm, Sherri-Lynn Yazbeck, Miriam Brown, Ildikó Danis, and Narda Nelson. "Doing pedagogical intentions with Facetiming Common Worlds (and Donna Haraway)." Global Studies of Childhood 10, no. 2 (January 27, 2020): 131–44. http://dx.doi.org/10.1177/2043610618817318.
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Working with stories of children’s relationships with place and technologies from an early childhood education pedagogical inquiry research project in Melbourne, Australia and Victoria, Canada, this article takes up the concept of “pedagogical intentions” to consider how educators and researchers might cultivate intentional teaching practices relevant to the complex worlds we inherit with children. We think with a common worlds pedagogies approach to extend conceptualizations of intentional teaching held in dominant Euro-Western early learning frameworks in Melbourne and Victoria. After situating our understanding of pedagogical intentionality as an ongoing, purposeful, answerable practice of shaping and caring with everyday pedagogical relationships, we share three stories of how we activate our Donna Haraway–inspired intentions with children. By questioning how our pedagogical intentions inform our work, we assert that sharing and putting at risk our intentions is a necessary practice for thinking collectively with children, more-than-human others, and technologies within early childhood education.
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Joseph, Dawn, and Jane Southcott. "Music participation for older people: Five choirs in Victoria, Australia." Research Studies in Music Education 40, no. 2 (September 10, 2018): 176–90. http://dx.doi.org/10.1177/1321103x18773096.
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In Australia and across the globe music participation by older people active in the community has the potential to enhance quality of life. A recent review of the literature found clear evidence of numerous benefits from participation in active music making that encompass the social, physical and psychological. This article reports on five phenomenological case studies of community singing groups comprised of older people active in the community in Melbourne, Victoria. These studies are part of a research project, Well-being and Ageing: Community, Diversity and the Arts in Victoria that began in 2008. Interview data were analysed using interpretative phenomenological analysis and are reported under three overarching themes: Social connection, A sense of well-being, and Musical engagement. For older people in these studies singing in community choirs offered opportunities for social cohesion, positive ageing, and music learning that provided a sense of personal and group fulfilment, community engagement and resilience.
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Cheng, I.-Hao, Jacquie McBride, Miriam Decker, Therese Watson, Hannah Jakubenko, and Alana Russo. "The Asylum Seeker Integrated Healthcare Pathway: a collaborative approach to improving access to primary health care in South Eastern Melbourne, Victoria, Australia." Australian Journal of Primary Health 25, no. 1 (2019): 6. http://dx.doi.org/10.1071/py18028.
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It is important to address the health needs of asylum seekers within the early stages of their arrival in Australia, as this impacts all aspects of their resettlement. However, asylum seekers face a range of barriers to accessing timely and appropriate health care in the community. In 2012, the increasing number of asylum seekers in Australia placed additional demand on health and social services in high-settlement regions. Health providers experienced a substantial increase in Medicare ineligible clients and avoidable presentations to Emergency Departments, and the health needs of new asylum seeker arrivals were not being fully addressed. In response, South Eastern Melbourne Medicare Local, Monash Health, the Australian Red Cross and local settlement support agencies collaborated to develop an integrated healthcare pathway in South Eastern Melbourne to facilitate healthcare access for asylum seekers released from detention. From September 2012 to December 2014, a total of 951 asylum seekers transitioned through the pathway. Seventy-eight percent required primary healthcare assistance, and were provided with a service appointment within 3 weeks of their arrival in Melbourne. This initiative has demonstrated the value of partnership and collaboration when responding to emergent asylum seeker health needs.
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Gezmish, Mahmut, and Long T. Truong. "Estimating the Potential of Electric Vehicles for Travelling to Work and Education in Melbourne, Victoria." Future Transportation 1, no. 3 (December 1, 2021): 737–46. http://dx.doi.org/10.3390/futuretransp1030040.
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This paper aims to estimate the potential of electric vehicles (EVs) in Melbourne, Victoria, using the Victorian Integrated Survey of Travel and Activity (VISTA) data. The investigation of whether EVs with different all-electric ranges (AERs) can replace car travel to work and education is the focus of this paper. The results showed that EVs would be able to replace most car travel to work (68.5% to 97.1%) and car travel to education (71.9% to 96.9%), with AERs increasing from 40 km to 100 km, assuming car drivers are willing to use an EV. It is estimated that the average operating cost savings per person would be up to AUD 3.12 and AUD 2.79 each day, regarding travel to work and education, respectively. Considering both travel to work and education, EVs could replace up to 33.8 million kilometres of car travel, consuming around 7.6 GWh and resulting in a reduction in carbon dioxide (CO2) emissions of about 610 tons each day.
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Eastwood, Kathryn, Dhanya Nambiar, Rosamond Dwyer, Judy A. Lowthian, Peter Cameron, and Karen Smith. "Ambulance dispatch of older patients following primary and secondary telephone triage in metropolitan Melbourne, Australia: a retrospective cohort study." BMJ Open 10, no. 11 (November 2020): e042351. http://dx.doi.org/10.1136/bmjopen-2020-042351.
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BackgroundMost calls to ambulance result in emergency ambulance dispatch (direct dispatch) following primary telephone triage. Ambulance Victoria uses clinician-led secondary telephone triage for patients identified as low-acuity during primary triage to refer them to alternative care pathways; however, some are returned for ambulance dispatch (secondary dispatch). Older adult patients are frequent users of ambulance services; however, little is known about the appropriateness of subsequent secondary dispatches.ObjectivesTo examine the appropriateness of secondary dispatch through a comparison of the characteristics and ambulance outcomes of older patients dispatched an emergency ambulance via direct or secondary dispatch.DesignA retrospective cohort study of ambulance patient data between September 2009 and June 2012 was conducted.SettingThe secondary telephone triage service operated in metropolitan Melbourne, Victoria, Australia during the study period.ParticipantsThere were 90 086 patients included aged 65 years and over who had an emergency ambulance dispatch via direct or secondary dispatch with one of the five most common secondary dispatch paramedic diagnoses.Main outcome measuresDescriptive analyses compared characteristics, treatment and transportation rates between direct and secondary dispatch patients.ResultsThe dispatch groups were similar in demographics, vital signs and hospital transportation rates. However, secondary dispatch patients were half as likely to be treated by paramedics (OR 0.51; CI 0.48 to 0.55; p<0.001). Increasing age was associated with decreasing treatment (p<0.005) and increasing transportation rates (p<0.005).ConclusionSecondary triage could identify patients who would ultimately be transported to an emergency department. However, the lower paramedic treatment rates suggest many secondary dispatch patients may have been suitable for referral to alternative low-acuity transport or referral options.
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Rowe, Emma E. "The discourse of public education: an urban campaign for a local public high school in Melbourne, Victoria." Discourse: Studies in the Cultural Politics of Education 35, no. 1 (November 2, 2012): 116–28. http://dx.doi.org/10.1080/01596306.2012.739471.
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John Gleeson, Damian. "Public relations education in Australia, 1950-1975." Journal of Communication Management 18, no. 2 (April 29, 2014): 193–206. http://dx.doi.org/10.1108/jcom-11-2012-0091.
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Purpose – The purpose of this paper is to explore the foundation and development of public relations education (PRE) in Australia between 1950 and 1975. Design/methodology/approach – This paper utilises Australian-held primary and official industry association material to present a detailed and revisionist history of PR education in Australia in its foundation decades. Findings – This paper, which locates Australia's first PRE initiatives in Sydney, Melbourne and Adelaide in the 1960s, contests the only published account of PR education history by Potts (1976). The orthodox account, which has been repeated uncritically by later writers, overlooks earlier initiatives, such as the Melbourne-based Public Relations Institute of Australia, whose persistence resulted in Australia's first PR course at Royal Melbourne Institute of Technology in 1964. So too, educational initiatives in Adelaide and Sydney pre-date the traditional historiography. Originality/value – A detailed literature review suggests this paper represents the only journal-length piece on the history of PRE in Australia. It is also the first examination of relationships between industry, professional institutes, and educational authorities.
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Draper, Brian. "G Vernon Davies: unsung pioneer of old age psychiatry in Victoria." Australasian Psychiatry 30, no. 2 (November 8, 2021): 203–5. http://dx.doi.org/10.1177/10398562211045085.
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Objective: To provide a biography of G Vernon Davies who took up a career in old age psychiatry in 1955 at the age of 67 at Mont Park Hospital in an era when there few psychiatrists working in the field. Conclusion: In the 1950s and 1960s, Vernon Davies worked as an old age psychiatrist and published papers containing sensible practical advice informed by contemporary research and experience, broadly applicable to both primary and secondary care, presented in a compassionate and empathetic manner. His clinical research in old age psychiatry resulted in the first doctoral degree in psychiatry awarded at the University of Melbourne at the age of 79. Before commencing old age psychiatry, he served in the Australian Army Medical Corps as a Regimental Medical Officer and received the Distinguished Service Order. He spent 3 years as a medical missionary in the New Hebrides before settling at Wangaratta where he worked as a physician for over 30 years. He contributed to his local community in a broad range of activities. Vernon Davies is an Australian pioneer of old age psychiatry.
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Aitken, Campbell, and Cheryl Delalande. "A Public Health Initiative for Steroid Users in Victoria." Australian Journal of Primary Health 8, no. 2 (2002): 21. http://dx.doi.org/10.1071/py02022.
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Anabolic steroid injectors are at risk of infection with blood-borne viruses (BBVs), but have received little attention from researchers, practitioners or agencies working in public health. In recognition of this gap, in early 1996 the Steroid Peer Education Project (SPEP) began providing part-time mobile needle and syringe distribution and health information and referral services to steroid injectors in north-eastern Melbourne. Demand repeatedly caused the project to expand, and its sole peer worker now operates Victoria-wide, five days per week. Basic information on injecting practices collected from SPEP clients showed that many were at risk of BBV infection. This led to the initiation of a collaborative research project, in which SPEP clients were tested for BBV antibodies and provided detailed information about their risk behaviours. Of 29 steroid injectors tested between May and August 1999, three (10%) had antibodies to the hepatitis C virus, and they described behaviour which could spread the virus to other steroid users. These results show that blood-borne viruses are present in the Victorian steroid injecting community, and reinforce the SPEP's commitment to reducing harm in this group.
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Iwashita, Noriko, and Irene Liem. "Factors affecting second language achievement in primary school." Australian Review of Applied Linguistics 28, no. 1 (January 1, 2005): 36–51. http://dx.doi.org/10.1075/aral.28.1.03iwa.
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Abstract This study investigates achievement in second language learning (Chinese) in primary school in relation to learner variables such as amount and duration of instruction and home language background.1 Currently in the State of Victoria it is recommended that all students learn a second language from the beginning of primary school to the end of Year 10. As the majority of students in some LOTE (Languages Other Than English) classes such as Chinese are background speakers, some parents and teachers are concerned that non-background learners can be disadvantaged compared with classmates who have some exposure to the LOTE outside school. In order to examine whether home language use has any impact on achievement, we developed a test of four skills and administered it to Year 6 students in two primary schools in Melbourne. The results showed that Chinese background students scored much higher than non-Chinese background students in all four areas. However a close examination of the data revealed that other variables such as Chinese study outside school and the number of years of study at school also influenced the test scores. This research has strong implications for developing a LOTE curriculum for both background and non-background speakers.
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McMullen, Gabrielle L. "‘A talented young German’: exploration of the early career of Jacob Braché." Proceedings of the Royal Society of Victoria 133, no. 1 (2021): 39. http://dx.doi.org/10.1071/rs21008.
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Jacob Braché (1827–1905) arrived in Melbourne in 1853, two years into the Victorian gold rush, and soon became a significant figure in local mining circles. For almost fifty years, he contributed actively to mining endeavours – during periods as a civil servant, in numerous mining enterprises, and as a consulting mining engineer. Following a summary of Braché’s contributions in Victoria, this paper focuses on his education and experience prior to emigrating to the Colony, looking at the expertise that he brought to his colonial roles. It concludes with insights into why this ‘talented young German’ was a controversial figure over his half century of professional life in Australia.
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Stevenson, Brian. "Collaborative practice re-energises bioscience teaching in schools." Microbiology Australia 31, no. 1 (2010): 27. http://dx.doi.org/10.1071/ma10027.
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This year marks the first decade of operations for the Gene Technology Access Centre (GTAC). The decade has seen a grassroots initiative by a small group of eminent research scientists and dedicated personnel from the University High School in Melbourne grow into a specialist education centre in cell and molecular biology that attracts over 6000 students and their teachers each year. GTAC has not only refocused student and teacher attention on the interdisciplinary nature of contemporary biology, but has also highlighted how a ?centre model for learning?, based upon collaboration and partnerships, can exist within ?the school system? and meet the needs of students and teachers from across Victoria and beyond.
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E. Whiting, Amy, and Kelly K. Miller. "Examining the Living with Possums policy in Victoria, Australia: community knowledge, support and compliance." Pacific Conservation Biology 14, no. 3 (2008): 169. http://dx.doi.org/10.1071/pc080169.
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Studying the human dimensions of wildlife management issues is now considered to be an essential component of wildlife research. This study examined the Living with Possums policy in Victoria, Australia, in terms of the policy?s success in educating the community and ensuring community compliance. Postal surveys and telephone interviews were conducted across three samples from Greater Melbourne. These samples included people who had experiences with possums on their property (n = 340), veterinary clinics (n = 45) and the general public (n = 103). Significant levels of non-compliance were uncovered, highlighting the need for a renewed public education campaign to take place along with a continued interest in this issue from government agencies and councils. The study also revealed discrepancies between the policy and public preferences for possum management, suggesting that a shift in the recommended management technique may be warranted.
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Wiwatowski, Megan, Jane Page, and Sarah Young. "Examining early childhood teachers’ attitudes and responses to superhero play." Australasian Journal of Early Childhood 45, no. 2 (May 1, 2020): 170–82. http://dx.doi.org/10.1177/1836939120918486.
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Research highlights that early childhood teachers (ECTs) hold varied opinions on the value of superhero play (SP) to young children’s learning and development. This study sought to investigate how ECTs in Victoria are responding to superhero play, and to examine the beliefs that underpin their responses. Interviews were conducted with eight ECTs from the Bayside area in Melbourne. The study revealed that while the majority of the teachers interviewed responded to children’s superhero play in a variety of ways, there were a number of barriers to supporting superhero play in early childhood education and care settings. This paper concludes by identifying the value of ECTs engaging in critical reflection to ensure that their responses to superhero play are based on professional knowledge that is informed by theory and research.
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Muhlebach, Robyn. "Curriculum and Professional Development in Environmental Education: A Case Study." Australian Journal of Environmental Education 11 (1995): 49–58. http://dx.doi.org/10.1017/s0814062600002962.
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This particular case study looks at the problem of curriculum and professional development in environmental education at a small semi rural primary school in south western Victoria. In this paper the ‘study’ refers to the case study research at Elliminyt Primary School and the ‘project’ refers to a wider OECD-CERI ENSI project which included many other case studies other than the one described here.
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Zhang, Hua, Bridget H.-H. Hsu-Hage, and Mark L. Wahlqvist. "Longitudinal changes in nutrient intakes in the Melbourne Chinese Cohort Study." Public Health Nutrition 5, no. 3 (June 2002): 433–39. http://dx.doi.org/10.1079/phn2001259.
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AbstractObjective:To assess longitudinal changes in the consumption of nutrients and the impact of socio-economic factors on diet transition in the Melbourne Chinese Health Study (MCHS) cohort.Design:Longitudinal study including two phases: baseline (1989/90) and follow-up (1995/97).Settings:Melbourne metropolitan areas in Victoria, Australia.Study subjects and method:Two hundred and sixty-two Chinese men and women aged 25 years and over, recruited at baseline, who had completed the both baseline and follow-up food-frequency questionnaires.Results:Women increased their daily intakes of energy (+549 kJ), protein (+7.8 g), fat (+7.3 g) and dietary fibre (+5.6 g) whereas men decreased their daily consumption of carbohydrate (-38.5 g) over an average period of 8 years. Energy contributions from protein and fat rose while that from carbohydrate dropped for all cohort subjects. Increased intakes of riboflavin, β-carotene and iron were observed in men, while an increased consumption of thiamine, riboflavin, niacin and minerals (except sodium) was observed in women. Socio-economic factors such as education, family income levels and occupational categories appeared to have a far more powerful influence on changes in individual daily nutrient intakes than age or length of stay in Australia. Changes in nutrient intake in women were less affected by sociodemographic variables.Conclusion:The observed changes in nutrient intakes indicated a progressive approach towards the Australian Recommended Dietary Intakes within this Chinese cohort population.
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ALLSOPP, PETER G., and PETER J. HUDSON. "Novapus bifidus Carne, 1957, a primary homonym and synonym of Novapus bifidus Lea, 1910 (Coleoptera: Scarabaeidae: Dynastinae)." Zootaxa 4560, no. 3 (February 26, 2019): 576. http://dx.doi.org/10.11646/zootaxa.4560.3.9.
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In his landmark revision of the Australian Dynastinae (Coleoptera: Scarabaeidae) Phil Carne (1957) described Novapus bifidus Carne, 1957 from males and females collected at Cape York and Thursday Island. The type series is in the Australian National Insect Collection, Canberra, Australia (ANIC); the Natural History Museum, London, United Kingdom; the South Australian Museum, Adelaide, Australia (SAM); and the Museum of Victoria, Melbourne, Australia. He noted “In the collections of the South Australian Museum there are specimens designated as types of bifidus Lea. No description of this species has been published, and it is now described under the same specific name”. One of his paratypes is a female in SAM identified as “Lea’s unpublished ♀ type” and two other paratypes are males in SAM. Cassis & Weir (1992) noted that one of the SAM specimens has the registration number I4268, although they knew of only two paratypes (one male, one female) in that collection. The name has been attributed to Carne by most subsequent authors (Endrődi 1974, 1985; Carne & Allsopp 1987; Cassis & Weir 1992; Dechambre 2005; Atlas of Living Australia 2018.). Krajcik (2005, 2012) listed it in his scarab checklists but as “bifidus? Carne 1957”.
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Thomas, Alain. "Clyne, Michael (Ed.), An Early Start: Second Language at Primary School. Melbourne: River Seine Publications, 1986Clyne, Michael (Ed.), An Early Start: Second Language at Primary School. Melbourne: River Seine Publications, 1986. Pp. 160." Canadian Modern Language Review 49, no. 3 (April 1993): 603–4. http://dx.doi.org/10.3138/cmlr.49.3.603.
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Edge, M. K., and J. L. Barnett. "Development and integration of animal welfare standards into company quality assurance programs in the Australian livestock (meat) processing industry." Australian Journal of Experimental Agriculture 48, no. 7 (2008): 1009. http://dx.doi.org/10.1071/ea08024.
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A collaborative project between the Australian Meat Industry Council and the Animal Welfare Science Centre, a Centre partnered by the University of Melbourne, Department of Primary Industries (Victoria) and Monash University, that commenced in 2005, resulted in the development of a series of industry animal welfare standards designed to complement existing regulatory and commercial requirements. The project was the fourth in a series of similar projects conducted since 1998 for the poultry, pork and dairy industries, that was aimed at developing industry-wide animal welfare audit material. This concept was further developed to result in national industry animal welfare standards with accompanying audit material that could be integrated with existing industry, commercial and regulatory quality assurance documentation to demonstrate animal welfare practices. The resultant animal welfare standards were accompanied by additional implementation and reference information to enable integration and uptake within the industries and for the delivery of assurance on animal welfare to Governments, customers, trading partners and the consumer.
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Nicholas, Howard. "Looking at language in bilingual education." Australian Review of Applied Linguistics 10, no. 2 (January 1, 1987): 68–82. http://dx.doi.org/10.1075/aral.10.2.06nic.
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Abstract This paper examines the place of language descriptions in the evaluation of bilingual education. Based on a partial analysis of data derived from the third year of a study of a Macedonian/English bilingual education program in a primary school in Melbourne, the paper suggests that the variation between children both in the forms of language which they use and in the way In which they express the knowledge available to them will have to be one of the major features of the analysis. The paper examines the varying relations between conceptual awareness and the forms of expression used by some of the children. The paper argues for a framework of the description of language development which takes account of the variation within and between individuals.
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North, Sue. "Privileged knowledge, privileged access: early universities in Australia." History of Education Review 45, no. 1 (June 6, 2016): 88–102. http://dx.doi.org/10.1108/her-04-2014-0028.
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Purpose – The purpose of this paper is to show that Australia’s first two universities were connected to class status. It challenges the idea that these universities extended the “educational franchise” at their outset, by interrogating the characteristics of the student population in comparison with the characteristics of the population in the colonies. It looks at the curricula within the university system to show it is always “interested”, never neutral – it may be unique to the social, cultural, political and economic location of each university, but ultimately it benefits those who hold power in these locations. Design/methodology/approach – This research involves empirical analysis of characteristics of university students in Australia in the 1850s, including country of birth, religion, age, previous education and fathers’ occupation, as well as population demographics from the censuses that took place in the colonies of NSW and Victoria at that time. It also involves an analysis of the sociology of knowledge in nineteenth century Australian universities in light of this empirical data. Findings – Socio-political influences on the establishment of the first universities in Australia highlight the power of conferring legitimacy to particular areas of knowledge and to whom this knowledge was made available. Research limitations/implications – The research is limited to using the student data for the first three years of enrolment because in order to make comparisons between the student population and the population of the colonies, the student data needed to be from a time as close to the population census as possible. The Sydney census was in 1851, so student data from the University of Sydney was 1852-1854. The Melbourne census was in 1854, so student data from the University of Melbourne was 1855-1857. Originality/value – Australian historiography suggests that early universities in Australia were open to all, regardless of background. This paper challenges this orthodoxy through empirical findings and theoretical analysis.
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Kong, Fabian Y. S., Jane S. Hocking, Chris Kyle Link, Marcus Y. Chen, and Margaret E. Hellard. "Sex and sport: sexual risk behaviour in young people in rural and regional Victoria." Sexual Health 7, no. 2 (2010): 205. http://dx.doi.org/10.1071/sh09071.
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Background: To determine the prevalence of chlamydia and understand sexual risk behaviour in 16–29 year olds in rural Victoria through a chlamydia testing program undertaken at local sporting clubs. Methods: Young people were recruited from the Loddon Mallee region of Victoria, Australia between May and September 2007. After a night of sporting practice, participants provided a first pass urine sample and completed a brief questionnaire about sexual risk behaviour. Those positive for chlamydia were managed by telephone consultation with a practitioner from Melbourne Sexual Health Centre. Results: A total of 709 young people participated (77% male, 23% female) in the study; 77% were sexually active. Overall chlamydia prevalence in sexually active participants was 5.1% (95% confidence interval [CI]: 3.4–7.3); 7.4% in females (95% CI: 3.5–13.6) and 4.5% in males (95% CI: 2.7–6.9). Approximately 60% of males and 20% of females consumed alcohol at high ‘Risky Single Occasion Drinking’ levels at least weekly and 60% had used an illicit drug in their lifetime. Nearly 45% reported having sex in the past year when they usually wouldn’t have because they were too drunk or high. Sexually transmissible infection (STI) knowledge was generally poor and only 25% used a condom the last time they had sex. Conclusion: Chlamydia prevalence was high in our study population. Many participants had poor knowledge about STIs and low condom use. These findings combined with high levels of risky alcohol use and having sex while intoxicated highlights the need for programs in rural and regional Victoria that combine both STI testing and prevention and education programs.
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Safitri, Lis. "CONTEMPORARY EDUCATION IN AUSTRALIA: WELLBEING EDUCATION AT BALCOMBE GRAMMAR SCHOOL MOUNT MARTHA VICTORIA." Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan 23, no. 1 (June 30, 2020): 33. http://dx.doi.org/10.24252/lp.2020v23n1i4.
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Abstract:Australian schools paid a great attention to the students’ wellbeing at school. This study aimed to explain wellbeing education in Australia with Balcombe Grammar School as a sample of the study. This research was qualitative research using descriptive method. The primary data had been collected through interview, documentation, and observation at Balcombe Grammar School (BGS) Mount Martha, Victoria in 2017. The data had been analyzed using Miles and Huberman framework. The result showed that wellbeing education in Australia was instructed by the Australian Government, organized by the school, and helped by independent institutions named KidsMatter, MindMatters, and CASEL. Balcombe Grammar School had some programs on wellbeing education, such as the golden time, circle time, faith and wellbeing classes, pastoral care classes, and health classes. These programs were not only conducted as part of BGS curriculum but also integrated into the teaching instruction in all of the subjects and daily life at school.Abstrak:Sekolah-sekolah di Australia telah memberikan perhatian yang cukup besar terhadap pendidikan wellbeing para siswa. Penelitian ini bertujuan untuk menjelaskan pendidikan wellbeing di Australia dengan mengambil Balcombe Grammar School sebagai sampel penelitian. Penelitian ini merupakan penelitian kualitatif dengan menggunakan metode deskriptif. Pengumpulan data dilaksanakan dengan metode wawancara, dokumentasi, dan observasi di Balcombe Grammar School (BGS) Mount Martha, Victoria pada tahun 2017. Data dianalisis dengan model analisis Miles dan Huberman. Hasil penelitian menunjukkan bahwa pendidikan wellbeing di Australia diatur oleh Pemerintah Federal Australia, dijalankan oleh masing-masing sekolah, dan dibantu oleh lembaga independen yang bernama KidsMatter, MindMatters, dan CASEL. Balcommbe Grammar School memiliki beberapa program dalam mengembangkan pendidikan wellbeing di sekolah, misalnya golden time, circle time, faith and wellbeing classes, pastoral care classes, dan health classes. Program-program tersebut tidak berjalan secara parsial melainkan terintegrasi di kelas dalam pelajaran lain serta dalam kehidupan keseharian selama jam sekolah berlangsung.
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Carnegie, Garry D. "The accounting professional project and bank failures." Journal of Management History 22, no. 4 (September 12, 2016): 389–412. http://dx.doi.org/10.1108/jmh-04-2016-0018.
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Purpose The purpose of this paper is to examine the strategies and dynamics of the fledging accounting professional project in the context of boom, bust and reform in colonial Victoria. In doing so, the study provides evidence of the association of members of the Incorporated Institute of Accountants, Victoria (IIAV) (1886) and other auditors with banks that failed during the early 1890s Australian banking crisis, and addresses the implications for the professionalisation trajectory. Design/methodology/approach The study uses primary sources, including the surviving audited financial statements of a selection of 14 Melbourne-based failed banks, reports of relevant company meetings and other press reports and commentaries, along with relevant secondary sources, and applies theoretical analysis informed by the literature on the sociology of the professions. Findings IIAV members as bank auditors are shown to have been associated with most of the bank failures examined in this study, thereby not being immune from key problems in bank auditing and accounting of the period. The study shows how the IIAV, while part of the problem, ultimately became part of a solution that was regarded within the association’s leadership as less than optimal, essentially by means of 1896 legislative reforms in Victoria, and also addresses the associated implications. Practical implications The study reveals how a deeper understanding of economic and social problems in any context may be obtainable by examining surviving financial statements and related records sourced from archives of surviving business records. Originality/value The study elucidates accounting’s professionalisation trajectory in a colonial setting during respective periods of boom, bust and reform from the 1880s until around 1896 and provides insights into the development of financial auditing practices, which is still an important topic.
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Smith, Amanda, Nina Fotinatos, Bernadette Duffy, and Jenene Burke. "The provision of sexual health education in Australia: primary school teachers' perspectives in rural Victoria." Sex Education 13, no. 3 (May 2013): 247–62. http://dx.doi.org/10.1080/14681811.2012.715580.
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Gill, Barry, and Brian Hand. "professional standing of the replacement teacher in the education community: a country region's perspective." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 35–48. http://dx.doi.org/10.47381/aijre.v2i1.269.
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As Australian schools move towards the twenty-frrst century more attention is being drawn to the professionalism of teachers. This has led to the recent publication of two NBEET reports, Teacher Education in Australia (September 1990) and Australia's Teachers: A Blueprint for the 90's (January 1991). These reports recognise the need for a reconceptualisation and urgent action in regards to the initial training and continuing education of Australia's teachers. Each goes into considerable detail about the need, scope and format of programs of professional development, and each highlights the importance of Employer/Higher Education Institution co-operation in such programs.
The La Trobe University College of Northern Victoria and the Bendigo Regional Office of the Victorian Ministry of Education are in the process of developing this co-operation, especially in the post initial teacher education area. Through the Research Centre for Teacher Development at the La Trobe University College of Northern Victoria, a project is underway to develop this process in close consultation with, and the full co-operation of the Loddon Campaspe Mallee Regional Office. This paper reports on the initial outcome.
Fifty-eight Primary Replacement Teachers (RTs) responded to a questionnaire regarding their employment status, professional qualifications, days worked in 1989 and 1990, and their in-service involvement and in-service needs. The investigation was undertaken in order to provide local Ministry and University College personnel with information to assist in planning future in-service needs for this particular group of teachers.
In Victoria during 1990 the Ministry employed 40,000 teachers in primary, secondary and special schools. There is constantly a pool of 10,000 teachers on leave without pay from the Ministry. During the 1989-90 financial year 14,000 teachers were employed as Replacement Teachers in primary and secondary schools. Some of these Replacement Teachers came from the pool of teachers on leave without pay, but there is still a large group of teachers whose only source of employment is RT work.
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Joseph, Dawn. "Fostering a happy positive learning environment for generalist pre-service teachers: building confidence that promotes wellbeing." British Journal of Music Education 36, no. 02 (July 2019): 183–96. http://dx.doi.org/10.1017/s0265051719000159.
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AbstractMusic is more than just sounds; engaging in music activities in educational settings may foster a sense of wellbeing. This paper explores whether positive learning environments can change attitudes and build confidence of students undertaking the Bachelor of Education (primary) program. As part of a wider study in Melbourne (Australia), using questionnaire data, this qualitative case study reports on two overarching themes (Wellbeing and Learning, and Skill Development and Confidence). I contend that a happy and safe teaching and learning space may promote and nurture the health and wellbeing of students who lack the confidence to teach music as generalist teachers.
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Hall, Martin, and Bradley Christian. "A health-promoting community dental service in Melbourne, Victoria, Australia: protocol for the North Richmond model of oral health care." Australian Journal of Primary Health 23, no. 5 (2017): 407. http://dx.doi.org/10.1071/py17007.
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Despite the best efforts and commitment of oral health programs, there is no evidence that the current surgical output-based model of oral health care is delivering better oral health outcomes to the community. In fact, Australian evidence indicates the oral health of the community could be getting worse. It is now well-understood that this traditional surgical model of oral health care will never successfully manage the disease itself. It is proposed that a health-promoting, minimally invasive oral disease management model of care may lead to a sustainable benefit to the oral health status of the individual and community groups. The aim of this paper is to describe such a model of oral health care (MoC) currently being implemented by the North Richmond Community Health Oral Health (NRCH-OH) program in Melbourne, Victoria, Australia; this model may serve as a template for other services to re-orient their healthcare delivery towards health promotion and prevention. The paper describes the guiding principles and theories for the model and also its operational components, which are: pre-engagement while on the waitlist; client engagement at the reception area; the assessment phase; oral health education (high-risk clients only); disease management; and reviews and recall.
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Salmon, J., A. Timperio, V. Cleland, and A. Venn. "49 Trends in children's active commuting, school sport and physical education in high and low socioeconomic status areas of Melbourne, Victoria: 1985-2001." Journal of Science and Medicine in Sport 8 (December 2005): 35. http://dx.doi.org/10.1016/s1440-2440(17)30544-3.
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Clark, Julie, and Terry Harrison. "Are Educational Outcomes Relevant to Environmental Education Addressed by Primary School Teachers?" Australian Journal of Environmental Education 13 (1997): 27–36. http://dx.doi.org/10.1017/s0814062600002809.
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AbstractConcern exists over the extent to which environmental education is being addressed in Australian primary school curricula. This is especially so since the release of the nationally developed Statements and Profiles in eight key areas of learning because no documents specifically relating to environmental education were produced. This paper reports the results of a study in which a survey based on outcomes relevant to environmental education, as drawn from curriculum documents in use in the Australian states of New South Wales and Victoria, was completed by a sample of primary teachers from both states. Results indicated that, in most schools, outcomes relevant to environmental education were being given significant attention. However, the extent to which different outcomes were addressed varied widely, as did the extent to which individual schools addressed outcomes over the years kindergarten/preparatory to year 6 (K/P-6). Implications for teacher education drawn from the findings are discussed.
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Deery, Claire. "An ethnographic action research project: national curriculum, historical learning and a culturally diverse Melbourne primary school." Ethnography and Education 14, no. 3 (February 26, 2019): 311–27. http://dx.doi.org/10.1080/17457823.2019.1582349.
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Turbitt, Erin, and Gary Lee Freed. "Paediatric emergency department referrals from primary care." Australian Health Review 40, no. 6 (2016): 691. http://dx.doi.org/10.1071/ah15211.
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Background Over the last decade, paediatric referrals from general practitioners (GPs) to the emergency department (ED) have increased by 60% in Australia. Objective To investigate the characteristics of Victorian children referred by GPs to the ED with lower-urgency conditions. Method Data were collected from four hospital EDs in Victoria, May–November 2014. Parents attending the ED with their child triaged as lower urgency were surveyed. Descriptive, frequency, and bivariate analyses were performed. Results Of the 1150 responses, 28% (320) visited their GP before attending ED. Of these 66% (212), were referred by their GP. A greater proportion with injury than illness (84% vs 59%; P < 0.0001) was referred to the ED if they had first visited their GP. Conclusion Motivations of GPs to send lower-urgency injured and ill children to ED are not well understood. The high number of referrals from GPs to the ED for lower urgency conditions suggests attention by policy makers and health professionals must be paid to the current patterns of care of children in general practice. What is known about the topic? Paediatric referrals in Australia from GPs to EDs have increased in the last decade, along with the absolute number of children in Victoria presenting to the ED. What does this paper add? A significant number of children (66%) who attend the GP before visiting the ED are referred to the ED for their lower urgency condition. What are the implications for practitioners? It may be appropriate for GPs to be further supported to manage lower urgency conditions, through better resources or education.
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Aydin, Gozde, Alison Booth, Claire Margerison, and Anthony Worsley. "Food and nutrition education in Australian primary schools: parents' views." Health Education 121, no. 4 (May 12, 2021): 451–64. http://dx.doi.org/10.1108/he-11-2020-0113.
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PurposePrimary schools provide continuous, intensive contact with large numbers of children starting from a young age, thus providing an appropriate setting for the promotion of healthy eating through food and nutrition education (FNE). This qualitative study explores the views of Australian primary school parents about FNE in primary schools.Design/methodology/approachIn total, 19 parents of primary school children from Victoria participated in semi-structured interviews. Audio recordings were transcribed and underwent thematic analysis using Nvivo. A total of three themes emerged: FNE topics currently taught in primary schools, essential food skills and knowledge for primary school children and the importance of FNE.FindingsMost parents thought that FNE is as important as the core subjects of primary school. Parental support for FNE, which is delivered over a prolonged period, and expanded by hands-on content such as cooking and gardening classes was evident. Parents viewed these classes as likely to improve children's food-related knowledge and healthy eating behaviours. Parents expressed appreciation for schools' emphasis on food sustainability and its alignment with school policies and practices. Parents were keen to see more sustainability included in the curriculum.Practical implicationsThese results may have implications for curriculum developers and schools, as the findings can assist the design of food and nutrition curricula for primary schools which can empower children as well as their families to make better food-related decisions.Originality/valueAustralian parents' views of FNE in primary schools have been under examined.
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Zheng, Lin. "Living in two worlds." Australian Review of Applied Linguistics 32, no. 1 (January 1, 2009): 5.1–5.18. http://dx.doi.org/10.2104/aral0905.
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This paper is based on an analysis of interviews, conducted at three primary schools in Melbourne, which sought to explore the determinants of code-switching between English and Chinese. Specifically, it examined school education and other specific possible determinants of code switching amongst Chinese-Australian bilingual children. The specific determinants of codeswitching that emerge from this study include: the length of residence in an English speaking community; the exposure to languages in schools and family communication patterns. The nature of school education played a leading role in Chinese language maintenance for the bilingual children.
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Zheng, Lin. "Living in two worlds." Australian Review of Applied Linguistics 32, no. 1 (2009): 5.1–5.18. http://dx.doi.org/10.1075/aral.32.1.03zhe.
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This paper is based on an analysis of interviews, conducted at three primary schools in Melbourne, which sought to explore the determinants of code-switching between English and Chinese. Specifically, it examined school education and other specific possible determinants of code switching amongst Chinese-Australian bilingual children. The specific determinants of codeswitching that emerge from this study include: the length of residence in an English speaking community; the exposure to languages in schools and family communication patterns. The nature of school education played a leading role in Chinese language maintenance for the bilingual children.
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Foster, Richard. "Multi-disciplinary practice in a community law environment: new models for clinical legal education." International Journal of Clinical Legal Education 19 (July 8, 2014): 413. http://dx.doi.org/10.19164/ijcle.v19i0.40.
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<p>The Monash-Oakleigh Legal Service (MOLS) is a community legal service auspiced by Monash University, Melbourne Australia, and partly funded by Victoria Legal Aid. MOLS was principally established to provide practical legal education to Monash law students over 30 years ago, but has since evolved to focus also on serving community legal needs. Incorporated within MOLS is the Family Law Assistance Program (FLAP) which, as the name suggests, deals exclusively with family law matters. FLAP students attend the Family Court each week with lawyers who provide assistance to clients in a duty lawyer capacity, as well as operating four clinical sessions each week within MOLS.</p><p>Like many community legal services, most MOLS clients experience a form of disadvantage and resultant financial difficulty. Consequently, MOLS deals with a range of legal matters including: criminal law, family law, tenancy and neighbourhood disputes, and a number of credit, debt, and<br />bankruptcy issues.</p><p>In July 2010, the Multi-Disciplinary Clinic (MDC) was established at MOLS to provide a holistic service to clients by involving students from three academic disciplines to deal with client issues. Later, in December 2010 (the commencement of the university’s summer semester), students from one other discipline were included in FLAP and a third discipline was also adopted in the following semester.</p>