Journal articles on the topic 'Education, Primary Victoria'
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Mattison, Laci, and Rachel Tait-Ripperdan. "Digital Archives and the Literature Classroom." Pedagogy 22, no. 2 (April 1, 2022): 295–307. http://dx.doi.org/10.1215/15314200-9576485.
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Abstract This article describes the implementation of and assessment findings for a digital archival assignment in the 3000-level Victorian Literature and Culture course at Florida Gulf Coast University. The assignment utilized ProQuest's database, Queen Victoria's Journals, which comprises the extant journals of Queen Victoria, and demonstrated the value of primary historical research and digital archives in enhancing student content knowledge, information literacy, and critical thinking.
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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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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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Slaughter, Yvette, and John Hajek. "Community languages and LOTE provision in Victorian primary schools." Australian Review of Applied Linguistics 30, no. 1 (January 1, 2007): 7.1–7.22. http://dx.doi.org/10.2104/aral0707.
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Primary school languages education continues to be a challenging issue for all states in Australia. In Victoria, LOTE study is provided at the primary level to address the needs of linguistically diverse communities, as well as to provide an enriching learning experience for monolingual speakers of English. The challenge remains to ensure that programs that are run are effective, address the needs of the community and are embraced as a valuable and enriching component of the school curriculum. This study looks at the provision of LOTE in 2003 in Victorian primary schools and in particular, through an analysis of the geographical location of community groups and primary LOTE programs, how effectively community needs are being met. We also analyse the nature of LOTE programs through an examination of teachers’ qualifications, time allotment and program type. Factors identified by some schools as impinging on LOTE study at the primary level, such as literacy concerns and multilingual diversity, will also be examined.
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Slaughter, Yvette, and John Hajek. "Community languages and Lote provision in Victorian Primary Schools." Australian Review of Applied Linguistics 30, no. 1 (2007): 7.1–7.22. http://dx.doi.org/10.1075/aral.30.1.05sla.
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Primary school languages education continues to be a challenging issue for all states in Australia. In Victoria, LOTE study is provided at the primary level to address the needs of linguistically diverse communities, as well as to provide an enriching learning experience for monolingual speakers of English. The challenge remains to ensure that programs that are run are effective, address the needs of the community and are embraced as a valuable and enriching component of the school curriculum. This study looks at the provision of LOTE in 2003 in Victorian primary schools and in particular, through an analysis of the geographical location of community groups and primary LOTE programs, how effectively community needs are being met. We also analyse the nature of LOTE programs through an examination of teachers’ qualifications, time allotment and program type. Factors identified by some schools as impinging on LOTE study at the primary level, such as literacy concerns and multilingual diversity, will also be examined.
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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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Ansari, M. Z., D. Simmon s, W. G. Hart, F. Cicuttin i, N. J. Carson, N. I. A. G. Brand, M. J. Ackland, and D. J. Lang. "Preventable Hospitalisations for Diabetic Complications in Rural and Urban Victoria." Australian Journal of Primary Health 6, no. 4 (2000): 261. http://dx.doi.org/10.1071/py00060.
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The objective of the study was to describe and explain variations in rates of hospital admissions for long-term complications of diabetes mellitus in rural and urban Victoria as an indicator of the adequacy of ambulatory care services. The Victorian Inpatient Minimum Database (VIMD), Health Insurance Commission data for 1998, Medical Labour Force Annual Survey 1998, Socioeconomic Indexes for Areas 1996 (SEIFA) and Accessibility/Remoteness Index of Australia (ARIA) were merged to determine the extent to which hospitalisation for complications of diabetes can be predicted from accessibility and utilisation of general practitioner services. The rural and urban differentials for long-term diabetic complications and their strong relationship with GP services, the degree of remoteness, lack of insurance, and Aboriginality reflect issues related to equity and access, patient and GP education, and inclination to seek care, all of which have implications for planning of primary health services in rural areas. This study describes a model for the analysis of ambulatory care sensitive conditions, and illustrates the important use of routine databases combined with other sources of information in quantifying the impact of factors related to primary care services.
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Bryant, Catherine, and Bruno Mascitelli. "The “special experiment” in languages." History of Education Review 47, no. 1 (June 4, 2018): 54–66. http://dx.doi.org/10.1108/her-01-2017-0002.
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Purpose The Victorian School of Languages began on the margins of the Victorian education system in 1935 as a “special experiment” supported by the Chief Inspector of Secondary Schools, J.A Seitz. The purpose of this paper is to present a historical analysis of the first 15 years of the “special experiment” and it reports on the school’s fragile beginnings. Design/methodology/approach The historical analysis draws on archival materials, oral sources and other primary documents from the first 15 years of the Saturday language classes, to explore its fragile role and status within the Victorian education system. Findings The Saturday language classes were experimental in nature and were initially intended to pilot niche subjects in the languages curriculum. Despite support from influential stakeholders, widespread interest and a promising response from teachers and students, the student enrolments dwindled, especially in the war years. As fate would have it, the two languages initially established (Japanese and Italian) faced a hostile war environment and only just survived. Questions about the continuing viability of the classes were raised, but they were championed by Seitz. Originality/value To date, this is one of few scholarly explorations of the origins of the Victorian School of Languages, a school which became a model for Australia’s other State Specialist Language Schools. This paper contributes to the literature about the VSL, a school that existed on the margins but played a pioneering role in the expansion of the language curriculum in Victoria.
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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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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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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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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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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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Beno, Matias, and Henderite L. Ohee. "Pengetahuan Konservasi Tradisional Burung Endemik pada Masyarakat Kampung Soaib di Distrik Kemtuk, Kabupaten Jayapura." JURNAL BIOLOGI PAPUA 1, no. 1 (October 20, 2018): 15–19. http://dx.doi.org/10.31957/jbp.567.
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This study was to investigate the endemic birds, local knowledge and the conservation efforts on the bird species. The study was conducted in the period from February 2007 to May 2008. Methods used including observation, interviews, documentation, description and literature review. The results showed that there were 11 spesies of endemic birds occured in Soaib village: Cassowary (Casuarius unappendiculatus), Yellow-crested Cockatoo (Cacatua galerita), two species of Megapodes; (Aypepodius arfakianus) and (Megapodius freycinet), Papuan Hornbill (Rhyticeros plicatus), Victoria Crowned-pigeon (Goura victoria), Palm Cockatoo (Prombosciger atterimus), Parrot (Psittrichas fulgidus), Papuan crow (Cracticus cassicus) Bird of Paradise (Paradiseae sp). Local people determined the forest in three different types; primary forest, buffer zone between primary and secondary forest and secondary forest. Primary forest was being the habitat for 11 endemic birds. These birds were hunted by local people for meat consumption and cultural purposes excepted the Papuan hornbill (Rhyticeros plicatus) and Papuan crow (Cracticus cassicus). Bird of Paradise (Paradiseae sp), and yellow-crested Cockatoo (Cacatua galerita) were captured to be sold in the market. This was happened because of lack information and education about the role of the birds in forest ecosystem. Key words: Traditional conservation, endemic birds, Soaib village, Jayapura
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McCoppin, Brigid. "Guest Editorial: Community Participation in Community Health: A PHACS Information Resource." Australian Journal of Primary Health 5, no. 2 (1999): 6. http://dx.doi.org/10.1071/py99014.
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In his foreword to the recent Department of Human Services (DHS) publication Community participation in community health: A PHACS information resource 3 (1999), the Parliamentary Secretary to the Victorian Minister for Health says that the 'heart' of the current primary health and community support (PHACS) reforms is to ensure that the 'locally based alliances' which are to emerge from them will be responsive to client needs, and notes also that the proposed PHACS demonstration projects will have to include plans for community participation. The aim of this Information Resource in the series Towards a stronger primary health and community support system from the Department of Human Services Victoria, is to guide workers in community health agencies, and in the other PHACS services, in developing ways of encouraging community participation. As such, the document provides both a rationale and practical suggestions, and should be a useful resource for board members and staff of community agencies, as well as for those either teaching or studying in such fields as health promotion and health education, where engaging the interest of members of the public is a central purpose.
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Keynton, Janice. "Classroom learners of Chinese in senior secondary school." Australian Review of Applied Linguistics 41, no. 3 (December 31, 2018): 280–306. http://dx.doi.org/10.1075/aral.17087.key.
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Abstract This study looks at the Chinese-learning experiences of six classroom learners who continued to the end of secondary school in Victoria, Australia, through in-depth interviews. Various systemic deterrents to continued Chinese language study are identified by the participants, including: (1) the schooling journey, including transition between primary and high school and disruption from uninterested students in compulsory classes; (2) the curriculum and the learning demands dictated by the form of assessment; (3) the risk of poor assessment results prejudicing post-school study options, in particular because the cohort includes large numbers of home speaker learners. In Victoria, Australia, a large part of what schools provide is dictated by the metasystem of education and the assessments at which it aims. Thus the structural deterrents to Chinese classroom learner continuation identified are within the power of government agencies to change, in order to enable more of these students to continue.
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Thielking, Monica, and Shane R. Jimerson. "Perspectives Regarding the Role of School Psychologists: Perceptions of Teachers, Principals, and School Psychologists in Victoria, Australia." Australian Journal of Guidance and Counselling 16, no. 2 (December 1, 2006): 211–23. http://dx.doi.org/10.1375/ajgc.16.2.211.
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AbstractSchool psychologists have a unique and multifaceted role within schools and must work with a variety of stakeholders. Therefore, it is important to explore and understand the perspectives of other educational professionals regarding the roles of school psychologists. This study examined the perspectives of principals (N = 21), teachers (N = 86), and school psychologists (N = 81) regarding what they believe should be the role of school psychologists. Participants were working in Catholic, Independent, and Government primary and secondary schools across Victoria, Australia. Results revealed both similarities and differences between the three groups regarding perspectives about school psychologists' role. For instance, the three groups shared similar perspectives that school psychologists should: (a) conduct research on issues relevant to the school, (b) be up-to-date on relevant research, (c) conduct psychological assessments, (d) provide counselling to students, (e) organise group programs for students, (f) organise workshops and provide information to teachers on issues of students' welfare and (g) inform primary students' parents of their child's participation in counselling. However, the three groups also differed in their perspectives about some aspects of the school psychologists' role. It was notable that each of the differences in perceptions between the groups had implications for potential ethical dilemmas, for instance: (a) boundaries, (b) dual relationship, (c) confidentiality/who is the client? and (d) informed consent. Implications for practice and scholarship in the field of school psychology are discussed.
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Tatnall, Arthur. "Computer education and societal change." Information Technology & People 28, no. 4 (November 2, 2015): 742–57. http://dx.doi.org/10.1108/itp-09-2014-0202.
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Purpose – It is widely acknowledged that the computer has caused great societal changes over recent years, but the purpose of this paper is to relate specifically to those due to the use of computers in education and teaching about computing. The adoption and use of computers in education was very much a socio-technical process with influence from people, organisations, processes and technologies: of a variety of human and non-human actors. Design/methodology/approach – This paper makes use of actor-network theory to analyse these events and their educational and societal impact. Data were collected from published sources, interviews with those involved at the time, discussions and from personal experience and observations. Findings – Computers have, of course, had a huge impact on society, but particularly in relation to the use of computers in school education there was a different societal impact. Some of this related directly to education, some to school administration and some to student attitudes, experiences and knowledge. Research limitations/implications – The paper investigates the development of early courses in computing in universities and schools in Victoria, Australia. The paper does not, however, consider the use of computers in university research, only in education. Practical implications – The paper describes the significant educational events of the era from punch-card tabulating machines in the 1930s to micro-computers in the late 1980s, and investigates the relationship between the development of courses in the Universities and those in the more vocationally oriented Colleges of Advanced Education. It examines whether one followed from the other. It also investigates the extent of the influence of the universities and CAEs on school computing. Social implications – The advent of the computer made a significant impact on university and school education even before the internet, Google, Wikipedia and smart phones in the late 1990s and 2000s. Computers in schools cause a rethink of how teaching should be handled and of the role of the teacher. Originality/value – This paper investigates the history of computers and education in both universities and schools in Victoria, Australia over the period from the 1930s to the early 1990s. It considers how and why this technological adoption occurred, and the nature of the resulting educational and societal change this produced. Primary and High School use of computers did not commence until the 1970s but prior to this there is a considerable and interesting history associated with the development of Higher Education courses relating to computing.
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Elsden-Clifton, Jennifer, and Debi Futter-Puati. "Creating a Health and Sustainability Nexus in Food Education: Designing Third Spaces in Teacher Education." Australian Journal of Environmental Education 31, no. 1 (January 16, 2015): 86–98. http://dx.doi.org/10.1017/aee.2014.44.
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AbstractThere is growing pressure from the public health sector, government, environmental, medical and scientific fields to teach young people about food. However, little is known about pre-service teachers’ preparation in this area. This article addresses this gap by providing a case study of one approach to food education, which was purposefully designed to bring together two fields — health education and education for sustainability (EfS) — in teacher education in Victoria, Australia. This article outlines the ways in which this approach has the potential to challenge the conventions of both fields and ‘spaces’ of health (first space) and sustainability (second space), and gave rise to a possible ‘third space’ (Soja, 1996). This article uses data collected from Promoting Health Education, a 10-week course designed for generalist primary school pre-service teachers. It also utilises reflections from pre-service teachers and teacher educators (also the authors) to explore how they navigated first, second and third spaces. In doing so, the authors examine some of the learning potentials and difficulties within third spaces, including: designing third spaces; wrestling with the dominance of first space; complexities of second space; and questioning what might be lost and gained through the design of third spaces.
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Cutter-Mackenzie, Amy, Barbara Clarke, and Phil Smith. "A Discussion Paper: The Development of Professional Teacher Standards in Environmental Education." Australian Journal of Environmental Education 24 (2008): 3–10. http://dx.doi.org/10.1017/s0814062600000537.
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AbstractProfessional teaching associations in Australia and abroad have been developing teacher and/or teaching standards and associated professional learning and assessment models in the key discipline areas since the 1990s. In Australia, a specific intent of this approach is to capture and recognise the depth and range of accomplished educators' teaching. Despite the increasing work in this area, there has been a dearth of discussion about teacher standards in environmental education and no previous attempt to research and/or develop professional teacher standards for environmental education in Australia. This paper discusses the history of teacher standards in Australia, and considers the implications for the development of teacher standards in environmental education. In doing so, we present a research-practice model that is currently being piloted in Victoria for developing accomplished professional teacher standards and learning in environmental education with and for accomplished Australian primary and secondary teachers.
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Petrilli, Susan. "Semiotics and education, semioethic perspectives." Semiotica 2016, no. 213 (November 1, 2016): 247–79. http://dx.doi.org/10.1515/sem-2016-0078.
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Abstract“Semioethics” is a neologism coined in the early 1980s to highlight the relation between signs and values, identity and otherness. It keeps account of Victoria Welby’s concept of “significs” and of Sebeok’s “global semiotics” with its critique of glottocentric and anthropocentric tendencies. Together both sources, significs and global semiotics, provide the context for contributions from semioethics to education. Semioethics recovers the ancient vocation of semiotics, originally “semeiotics,” for life and its wellbeing. It elicits the importance of applying an interdisciplinary approach and a “detotalizing method” in education by contrast to the totalizing approaches of grand narratives. The human being is endowed with a “primary modeling device,” also called “language,” and with it “syntactics.” Semioethics considers the role of these special characteristics that specify the human being as a human being, a “semiotic animal,” and addresses the human propensity for creativity, critique, and responsibility for health over the globe, both in terms of physical-organic materiality, the body, and of semiotic materiality, signs and values. These characteristics can be developed and enhanced through a specifically “linguistic education” with a particular emphasis on otherness, dialogue, and listening. Practicing semioethics becomes more pressing in the face of the relational dynamics between the historical-social and biological spheres, between culture and nature, between semiosphere and biosphere, and between semiotics, biosemiotics, and education.
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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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Pollari, Elsie Hurtado, Bhumi Bhatt, Sophia Baffes, Kelsie Walraven, Kelly Raye, Huda Hussain, Victoria Greenlee, and Tess Somerville. "Distinguishing OT’s Role in the Transition to Motherhood." American Journal of Occupational Therapy 76, Supplement_1 (July 1, 2022): 7610510163p1. http://dx.doi.org/10.5014/ajot.2022.76s1-po163.
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Abstract Date Presented 04/02/2022 This research explores maternal role transition and competency to better understand how OTs can support mothers during the transition to motherhood. The following themes emerged after an in-depth literature review and three focus groups with new mothers: support systems, physical and psychological health, role transition, and advocacy. OTs can provide education and adaptations or modifications to routines to facilitate balance during the imbalance of a new mother’s life. Primary Author and Speaker: Elsie Hurtado Pollari Contributing Authors: Bhumi Bhatt, Sophia Baffes, Kelsie Walraven, Kelly Raye, Huda Hussain, Victoria Greenlee, Tess Somerville
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Roache, Joel, and Ramon (Rom) Lewis. "Teachers' Views on the Impact of Classroom Management on Student Responsibility." Australian Journal of Education 55, no. 2 (November 2011): 132–46. http://dx.doi.org/10.1177/000494411105500204.
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This article examines teachers' views of their management styles, classified as either ‘coercive’ or ‘relationship’ -based, for 145 primary and 363 secondary school teachers in Victoria, Australia. It finds that management that combines punishment with aggressive and hostile behaviour can exacerbate misbehaviour and increase student distraction. In contrast a combination of rewards and punishments, set in a context of discussion, validation of appropriate behaviour, involvement and trust, will encourage student responsibility and reduce misbehaviour. This study seeks to extend upon a 2001 study that reported generally similar findings from the reports of 3500 students attending the same schools as the teachers whose views are reported in this article. The discussion considers the most effective management strategies for reducing student misbehaviour and distraction, comparing both students' and teachers' views, as well as techniques that increase student responsibility and protection of rights, emphasising techniques and strategies that involve the use of recognition and rewards.
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Papagoras, Harry, Tania Pizzari, Paul Coburn, Kevin Sleigh, and Andrew M. Briggs. "Supporting return to work through appropriate certification: a systematic approach for Australian primary care." Australian Health Review 42, no. 2 (2018): 164. http://dx.doi.org/10.1071/ah16247.
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Primary care practitioners play a critical role in supporting return to work (RTW) and minimising the detrimental physical and psychosocial sequelae of unnecessary and prolonged work absence in injured and ill workers. Accurate and consistent certification of capacity is an essential component of this role that has been scrutinised recently given the identified variation in certification practices between and within professions. This Perspective outlines the importance of correct certification of capacity for injured workers and provides a RTW flowchart to support systematised and appropriate certification. The flowchart is aimed at primary care practitioners (e.g. general practitioners or physiotherapists). The flowchart was developed at the Transport Accident Commission and WorkSafe Victoria as a guide for Australian primary care practitioners when certifying capacity. A more systematised approach to certification coupled with professional education and support may reduce variations and inaccuracies in certification, improve RTW rates and reduce the increasing burden of disease related to workplace injuries.
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Crawford, Renée. "Socially inclusive practices in the music classroom: The impact of music education used as a vehicle to engage refugee background students." Research Studies in Music Education 42, no. 2 (June 28, 2019): 248–69. http://dx.doi.org/10.1177/1321103x19843001.
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As schools become increasingly culturally diverse, globalisation and cross-cultural exchange challenge teachers in complex but exciting ways. This article reports on the impact of music education for students in a secondary school in Victoria, Australia. Socially inclusive practices were a focus of the study as the school has a high percentage of young people with a refugee background. A number of school-based musical experiences provided opportunities for cross-cultural exchange and negotiation, and diverse communications are described. Music education was used as a vehicle to engage young refugee background students, which was indicative of three primary themes: personal wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. Key findings from this case study research indicated that a music classroom which fostered socially inclusive practices resulted in a positive transcultural learning space. This research raises important questions about the critical role of music education and the arts in contemporary and culturally diverse school contexts.
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Crawford, Renée. "Creating unity through celebrating diversity: A case study that explores the impact of music education on refugee background students." International Journal of Music Education 35, no. 3 (July 21, 2016): 343–56. http://dx.doi.org/10.1177/0255761416659511.
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This article reports the findings of a case study that investigated the impact of music education on students in an F-12 school in Victoria, Australia that is considered as having a high percentage of young people with a refugee background. Key findings from this research indicated that music education had a positive impact on this group of young refugee students, which related to three primary themes: fostering a sense of wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. While some of these impacts were not always clearly distinguished from the more general experience of school, the students did identify some best practice elements of music learning and teaching that link to these three themes in a number of interrelated contexts. This research raises important questions about the ways in which education might be approached in schools with a high percentage of refugee background students and reaffirms the necessity of music and the arts as an important component.
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Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Food professionals’ opinions of the Food Studies curriculum in Australia." British Food Journal 119, no. 12 (December 4, 2017): 2945–58. http://dx.doi.org/10.1108/bfj-02-2017-0112.
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Purpose The purpose of this paper is to investigate the food system professionals’ opinions of a new senior secondary school food literacy curriculum named Victorian Certificate of Education Food Studies in Victoria, Australia. Design/methodology/approach A purposive sample of 34 food system professionals from different sub-sectors within the Australian food system was interviewed individually in late 2015 and early 2016. Interviews were analysed using the template analysis technique. Findings Most participants appreciated the extensive coverage of food literacy aspects in this new curriculum. However, many suggested amendments to the curriculum including pay less emphasis on food history-related topics and pay more focus on primary food production, nutrition awareness and promotion, and food security, food sovereignty, social justice, and food politics. Practical implications A well-structured, comprehensive secondary school food literacy curriculum could play a crucial role in providing food literacy education for adolescents. This will help them to establish healthy food patterns and become responsible food citizens. The findings of this study can be used to modify the new curriculum to make it a more comprehensive, logical, and feasible curriculum. Moreover, these findings could be used to inform the design of new secondary school food literacy curricula in Australia and other countries. Originality/value The exploration of perspectives of professionals from a broad range of food- and nutrition-related areas about school food literacy education makes this study unique. This study highlights the importance of food professionals’ opinions in secondary school food-related curricula development.
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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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Papagoras, Harry, Tania Pizzari, Paul Coburn, Kevin Sleigh, and Andrew M. Briggs. "Corrigendum to: Supporting return to work through appropriate certification: a systematic approach for Australian primary care." Australian Health Review 42, no. 2 (2018): 239. http://dx.doi.org/10.1071/ah16247_co.
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Primary care practitioners play a critical role in supporting return to work (RTW) and minimising the detrimental physical and psychosocial sequelae of unnecessary and prolonged work absence in injured and ill workers. Accurate and consistent certification of capacity is an essential component of this role that has been scrutinised recently given the identified variation in certification practices between and within professions. This Perspective outlines the importance of correct certification of capacity for injured workers and provides a RTW flowchart to support systematised and appropriate certification. The flowchart is aimed at primary care practitioners (e.g. general practitioners or physiotherapists). The flowchart was developed at the Transport Accident Commission and WorkSafe Victoria as a guide for Australian primary care practitioners when certifying capacity. A more systematised approach to certification coupled with professional education and support may reduce variations and inaccuracies in certification, improve RTW rates and reduce the increasing burden of disease related to workplace injuries.
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Lovett, Del, Bodil Rasmussen, Carol Holden, and Patricia M. Livingston. "Are nurses meeting the needs of men in primary care?" Australian Journal of Primary Health 23, no. 4 (2017): 319. http://dx.doi.org/10.1071/py16106.
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Meeting men’s health needs by improving healthcare service access is a key objective of comprehensive primary health care. The aims of this qualitative study were to explore the perception of nurses in men’s health services and to describe men’s expectation of the nurse. The comparative component identifies the barriers and facilitators to improved access to health services. A purposive sample of 19 nurses and 20 men was recruited from metropolitan and regional settings in the state of Victoria, Australia, and each participant was interviewed individually or as part of three focus groups. The main findings were: nurses and men were unclear on the role of the nurse in men’s health; and health promotion provided by nurses was predominantly opportunistic. Both participant groups indicated barriers to healthcare access related to: the culture and environment in general practice; limitation of Australia’s Medicare healthcare financing system; out-of-pocket costs, waiting time and lack of extended hours; and men not wanting to be perceived as complainers. Facilitators related to: positive inter-professional relations; effective communication; personal qualities; and level of preparedness of nurse education. The findings demonstrate a need for the role to be better understood by both men and nurses in order to develop alternative approaches to meeting men’s healthcare needs.
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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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Griffin, Maggie, and David Harvey. "When do Principals and Teachers Think Children Should Start School?" Australasian Journal of Early Childhood 20, no. 3 (September 1995): 27–32. http://dx.doi.org/10.1177/183693919502000307.
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The purpose of this study was to obtain the opinions of principals and teachers on school entry age and determine if principals and teachers believe younger children are disadvantaged academically and/or socially compared with their older peers. Subjects were all primary principals and teachers currently teaching in 41 schools situated within a 30km radius of a rural city in South Eastern Victoria. The schools comprise State, Catholic and one Christian school, ranging from a one-teacher rural school with six pupils to a school with 23 teachers and 470 pupils. Data was obtained by distribution of two self-administered questionnaires - one for principals and one for teachers. Thirty-two principals and 112 teachers returned questionnaires. A majority of both principals and teachers believe children should be at least five years of age when they begin school. Younger children have more problems academically and socially and they tend to remain behind their older peers. It is suggested that children be evaluated for school readiness before being allowed to begin
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Fanning, Sean, and Edgar Burns. "How an Antipodean Perspective of International Schooling Challenges Third Culture Kid (TCK) Conceptualisation." Journal of Research in International Education 16, no. 2 (July 24, 2017): 147–63. http://dx.doi.org/10.1177/1475240917722277.
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This article recounts the story of Jack’s primary and secondary schooling career across several countries and eventual relocation and tertiary education in Victoria, Australia. His narrative is described here as an antipodean educational trajectory. What is meant by antipodean education is contrasted to the long established concept of the third culture kid (TCK). There are overlaps in these concepts. The argument is made, however, that Jack’s travelling and multiple education cultural mix gives him a different sense of himself that is not fully accounted for in the TCK literature. Global movement of people for employment and other reasons such as politics, governmental or service professions, continues today, Taking children with working and mobile parents has long been characterised as creating third culture kids who do not belong to either originating or hosting societies. Today, however, it is less the case that this can be adequately described as travel ‘out from’ and ‘back to’ the geo-political centres. This changing socio-cultural reality means re-examining what kinds of educational opportunities and experiences children are exposed to and the effects of these on young people.
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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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Hegarty, Kelsey, Rhian Parker, Danielle Newton, Laura Forrest, Janelle Seymour, and Lena Sanci. "Feasibility and acceptability of nurse-led youth clinics in Australian general practice." Australian Journal of Primary Health 19, no. 2 (2013): 159. http://dx.doi.org/10.1071/py12025.
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Internationally, youth access to primary health care is problematic due to documented barriers such as cost, concerns about confidentiality, and knowledge about when to attend and available services. The treatment of health problems earlier in life together with engagement in prevention and health education can optimise youth health and maximise the potential of future wellbeing. This study investigated the feasibility, acceptability and cost of establishing nurse-led youth clinics in Victoria, Australia. Three general practices in rural and regional areas of Victoria implemented the nurse-led youth health clinics. The clinics were poorly attended by young people. Practice nurses identified several barriers to the clinic attendance including the short timeframe of the study, set times of the clinics and a lack of support for the clinics by some GPs and external youth health clinics, resulting in few referrals. The clinics cost from $5912 to $8557 to establish, which included training the practice nurses. Benefits of the clinics included increased staff knowledge about youth health issues and improved relationships within the general practice staff teams. The implementation of youth health clinics is not feasible in a short timeframe and to maximise use of the clinics, all members of the general practice team need to find the clinics acceptable.
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Sims, J., S. Rouse-Watson, P. Schattner, A. Beveridge, and K. M. Jones. "To Drive or Not to Drive: Assessment Dilemmas for GPs." International Journal of Family Medicine 2012 (January 15, 2012): 1–6. http://dx.doi.org/10.1155/2012/417512.
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Introduction. Most Australians are dependent on their cars for mobility, thus relinquishing driving licences for medical reasons poses challenges. Aims. To investigate how general practitioners (GPs) recognise and manage patients’ fitness to drive, GPs’ attitudes and beliefs about their role as assessors, and GPs’ experiences in assessing and reporting to driving authorities and identify GPs’ educational needs. Methods. Mixed methods: questionnaire mailed to GPs from three rural and two metropolitan Divisons of General Practice in Victoria, Australia. Results. 217/1028 completed questionnaires were returned: 85% recognised a patients’ fitness to drive, 54% felt confident in their assessment ability, 21% felt the GP should have primary responsibility for declaring patients’ fitness to drive, 79% felt that reporting a patient would negatively impact on the doctor-patient relationship, 74% expressed concern about legal liability, and 74% favoured further education. Discussion. This study provides considerable information including recommendations about GP education, the assessment forms, and legal clarification.
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KENNEDY, Amber, Beverley VOLLENHOVEN, Richard HISCOCK, Catharyn STERN, Susan WALKER, Jeanie CHEONG, Jon QUACH, et al. "School Age Developmental Outcomes of Children Conceived by IVF Compared with Controls: A Population Linkage Study." Fertility & Reproduction 04, no. 03n04 (September 2022): 137. http://dx.doi.org/10.1142/s2661318222740498.
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Background: There has been increasing interest in assessing longer term developmental and health outcomes in IVF-conceived offspring compared with those born after natural conception. So far, the findings have been conflicting. The Australian Early Developmental Consensus (AEDC) assesses children in their first year of primary school across five domains; physical health and wellbeing, social competence, emotional maturity, language and cognitive skills, and communication skills and general knowledge. Aim: To compare school entry (5-7 years of age) outcomes in IVF-conceived children in Victoria with naturally conceived controls. Method: We undertook a statewide data linkage study, with perinatal data (births 2005-2014) linked to data from major IVF providers in Victoria and the AEDC. Our approach to analysis included: complete case analysis, multiple imputation of missing data, consideration of clustering (siblings) and inverse probability weighted modeling to adjust for covariates. Our primary outcome was an AEDC score indicative of developmental vulnerability in two or more domains. We adjusted for the child’s age at assessment, sex, highest level of maternal education, maternal age, parity, SEIFA (Socio-Economic Indexes for Areas) quintile, language background other than English, and Aboriginal and Torres Strait Islander (ATSI) status. Results: The linked dataset comprised 163,418 children, including 4,441 IVF-conceived children. The IVF conceived population had older, more highly educated mothers who lived in more affluent areas and were less likely to be from non-English speaking backgrounds or identify as ATSI. IVF-conceived children were less likely to be developmentally vulnerable, in both unadjusted (RR 0.59, 95%CI: 0.52-0.67, p<0.001) and adjusted analyses (aRR 0.72, 95%CI: 0.58-0.88, p<0.001). Conclusion: Children conceived by IVF were less likely to be developmentally vulnerable in their first year of schooling, compared with peers conceived naturally. Further research should aim to understand if similar patterns are seen in other education and health domains and the potential mechanisms for these differences.
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Naccarella, Lucio, Theonie Tacticos, Jane Sims, and Maria Potiriadis. "Capacity building initiatives within the Divisions of General Practice setting in Victoria, Australia." Australian Journal of Primary Health 11, no. 2 (2005): 128. http://dx.doi.org/10.1071/py05031.
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The General Practice Education, Support and Community Linkages Program (the Program) supported uptake of the Enhanced Primary Care (EPC) Medicare Benefits Schedule items. A goal underpinning the Program was to build the capacity of Divisions of General Practice to support GPs' EPC item usage. Capacity building was operationalised as: workforce development, organisational development, and resource allocation. This paper reports on the extent to which the Program built the Divisions' capacity to support GPs' EPC item usage. Telephone interviews were conducted with participating Division Chief Executive Officers (CEOs), EPC Coordinators and GP Trainers. Division CEOs, EPC Coordinators and GP trainers corroborated that the Program contributed to Divisions' capacity to support GPs' EPC item usage. Responses reflected interviewees' respective roles and position in Divisions. Given CEOs' strategic roles, they were more positive about the Program, EPC Coordinators and GP Trainers were less positive, given their pragmatic roles. It appeared that respondents had not explicitly considered the Program as a capacity building exercise. We infer that they may have been too close to implementation to see the Program's overarching policy and strategy. The evaluation highlighted the importance of implementing and evaluating capacity building initiatives explicitly using capacity building frameworks. To assist program sustainability, future schemes in the general practice setting would benefit from an explicit reference to capacity building in their stated objectives.
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Omar, Yusuf Sheikh, Anna Jenkins, Marieke van Regteren Altena, Harvey Tuck, Chris Hynan, Ahmed Tohow, Prem Chopra, and David Castle. "Khat Use: What Is the Problem and What Can Be Done?" BioMed Research International 2015 (2015): 1–7. http://dx.doi.org/10.1155/2015/472302.
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The chewing of khat leaves is an established tradition in East Africa but is much less prevalent in other areas of the world and is mostly limited to Somali communities. However, our understanding of what constitutes problematic khat use in the Somali community in Victoria, Australia, is limited. The objectives of this study were to better understand the views of Somali community representatives and primary care practitioners regarding problematic khat use, to consider relevant harm minimisation strategies, and to develop resources to assist individuals with problematic khat use and their families. Qualitative research methods were used to investigate the experiences and perceptions of khat use among Somalis and mainstream primary care practitioners. Six focus groups were conducted with 37 members of the Somali community and 11 primary care practitioners. Thematic analysis was used to analyse transcripts. Various indicators of the problematic use of khat were identified, including adverse physical and mental health effects, social isolation, family breakdown, and neglect of social responsibilities. Potential harm minimisation strategies were identified including the adoption of health promotion through education, outreach to the community, and the use of universal harm minimisation strategies specifically tailored to khat use.
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McIntosh, Kate, Amanda Kenny, Mohd Masood, and Virginia Dickson-Swift. "Social inclusion as a tool to improve rural health." Australian Journal of Primary Health 25, no. 2 (2019): 137. http://dx.doi.org/10.1071/py17185.
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Health inequalities between metropolitan and rural areas persist despite a range of interventions over recent years. Social inclusion is often linked to health outcomes, yet few studies examine social inclusion across different geographic areas. In this study, a set of indicators of social inclusion were drawn together and sourced data were aligned to these indicators, which are readily available to primary health practitioners and population health planners. Through this process, a useful framework that provides a nuanced understanding to guide primary health policy and practice has been produced. Using Victoria as an example, 11 domains of social inclusion were explored using population data across 79 local government areas. Analysis highlighted significant differences in several indicators, with rural and regional local government areas ranking higher on measures of social participation, trust and social resources. The use of a diversity of data sources provided information on the social, economic, and education issues of an area, along with relational factors such as safety, trust, community resources and civic participation. A social inclusion lens can inform action to address the rural–urban primary health divide by determining and exploring the social inclusion characteristics of communities.
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Miller, Elizabeth M., Joanne E. Porter, and Rebecca Peel. "Palliative and End-of-Life Care in the Home in Regional/Rural Victoria, Australia: The Role and Lived Experience of Primary Carers." SAGE Open Nursing 7 (January 2021): 237796082110362. http://dx.doi.org/10.1177/23779608211036284.
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Introduction Palliative support services (generalist or specialist) can provide much-needed assistance to carers who are providing palliative and end-of-life care in their homes, but access to such services in regional and rural areas of Australia is poorly understood. Objectives This study aimed to explore the role and lived experience of primary carers who are providing palliative and end-of-life care in the home in regional/rural Victoria, Australia. Methods Nine female participants, of whom six were bereaved between 7 and 20 months were interviewed using a semistructured interview technique. Each interview was audio-recorded, transcribed verbatim, and analyzed thematically. Results Two themes emerged: “ Negotiating healthcare systems” which described the needs for multidisciplinary supports and “ The caring experience” which discussed daily tasks, relationships, mental and physical exhaustion, respite, isolation, medication management, and grief and loss. Findings show that regional/rural carers have an added burden of travel stress as well as feeling overwhelmed, isolated, and physically and emotionally exhausted. Carers would benefit from greater flexibility for short-term respite care. The engagement of specialist palliative care services assisted the participants to navigate the health care system. Some participants did not understand the value of palliative care, highlighting the need for general practitioners to conduct early conversations about this with their patients. Education is needed to build capacity within the primary palliative care workforce, confirming the importance of timely referrals to a specialist palliative care practitioner if pain or symptom control is not effectively managed. Conclusion Providing palliative and end-of-life care in the home is an exhausting and emotionally draining role for unpaid, primary carers. Multiple supports are needed to sustain primary carers, as they play an essential role in the primary health care system.
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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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Rauw, Jennifer Marie, Sunil Parimi, Nikita Ivanov, Jessica Noble, Eugenia Wu, Monita Sundar, Jennifer Goulart, and Celestia S. Higano. "The evolution of the education module for men with metastatic prostate cancer (mPC) in the prostate cancer supportive care (PCSC) program." Journal of Clinical Oncology 39, no. 28_suppl (October 1, 2021): 279. http://dx.doi.org/10.1200/jco.2020.39.28_suppl.279.
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279 Background: The PCSC Program was initiated in 2013 at the Vancouver Prostate Centre to provide a comprehensive program for patients and partners with prostate cancer. This program provides educational sessions (ES) and clinical services, including decision-making for primary therapy, sexual health, pelvic floor physiotherapy, hormone therapy, counseling, exercise, and nutrition for patients in BC, Canada. In 2016, the PCSC Program expanded to BC Cancer Victoria and in 2017 to other BC Cancer sites. In 2018, medical oncologists (MDs) in Victoria (JR, SP) developed an Education Module addressing treatment options for men with metastatic hormone sensitive (mHSPC) and metastatic castration resistant (mCRPC) disease. MDs delivered in-person ES in Victoria in 2018 and, in 2019, added a virtual platform (VP) option. From 3-5/2020, the ESs were on hold due to the COVID pandemic and parental leaves. In 6/2020, the ESs resumed only on VP, and the PCSC Oncology Nurse Practitioner (NP), NI, gave the presentations for the MDs on leave. In 10/2020, due to a changing standard of care for mHSPC, the PCSC team consolidated the two ESs into one. We report on the evolution of this Education Module in response to both the changing standard of care and the COVID pandemic. Methods: We prospectively collected attendance and patient characteristic metrics from all ES for men with mPC. We tracked presenter type (MD vs. NP) and prospectively collected anonymous patient satisfaction questionnaires. Results: From 1/2018 to 1/2021, 100 men registered for 27 ES; 81 men, 41 partners, and 2 family members actually attended. 48/75 (64%) men were white, 39/75 (52%) retired, and 56/75 (74.7%) married. 47 men attended 12 mHSPC ES, 13 men attended ten mCRPC ES, and 17 attended four consolidated ES. MDs presented 15 ES, and the NP presented 12 ES. Responses to questions on 70 satisfaction surveys were similar for MD vs. NP presenters. 9 responders to the recently added VP-specific questions said they agreed (4) or strongly agreed (5) that it was beneficial to watch the ES at home on a computer. The Table below shows attendance per site per year. Conclusions: The ESs for men with mPC were well-received. Although there was a VP option before COVID, attendance increased significantly after the lockdown as patients and providers became more familiar with VPs. Satisfaction surveys confirmed that an NP could deliver the ES rather than MD. Consolidation of the mHSPC and mCRPC ES reflected the changing standard of care and resulted in more efficient use of presenter time. Virtual delivery of the sessions provided greater access to those living in distant or remote areas of the province and those in lockdown during the COVID pandemic. [Table: see text]
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Smith, David I., and Kylie M. Scoullar. "How Well Informed are Australian General Practitioners about Adolescent Suicide? Implications for Primary Prevention." International Journal of Psychiatry in Medicine 31, no. 2 (June 2001): 169–82. http://dx.doi.org/10.2190/3nb2-vvuy-p8n3-7xkq.
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Objective: To investigate the extent of knowledge of Australian general practitioners (GPs) in terms of critical information about adolescent suicide. Method: GPs knowledge about adolescent suicide was assessed using the 39-item Adolescent Suicide Behaviour Questionnaire (ASBQ), distributed to all GPs listed on the Medical Practitioners Board register of the Australian state of Victoria. Forty-three percent of GPs ( n = 1694) completed and returned the survey. Results: GPs scored, on average, 71 percent of the questionnaire items correct. The mean level of incorrect and uncertain responses was 14 percent and 15 percent, respectively. However, there were wide differences in the number of correct scores between individual GPs, with some respondents scoring as few as four items correct and others as many as 38 items correct. Analysis of knowledge rates within ABSQ content domains showed that GPs were generally well informed about adolescent suicide in relation to precipitating factors, and less well informed about the remaining content domains. Conclusions: Australian GPs are, in general, moderately well informed, and are in a unique position to identify those at risk and to provide appropriate intervention (or referral). However, there is considerable variability in the accuracy of beliefs about adolescent suicide, with some GPs demonstrating excellent knowledge levels but others holding little accurate information. The extent of this variability in knowledge is a cause for concern. Findings highlight the need for ongoing education of GPs as an essential component of prevention strategies for youth suicide.
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Joyce, Catherine M., Jo Wainer, Frank Archer, Andrea Wyatt, and Leon Pitermann. "Trends in the paramedic workforce: a profession in transition." Australian Health Review 33, no. 4 (2009): 533. http://dx.doi.org/10.1071/ah090533.
Full textAbstract:
Ambulance services play a key role in the Australian health system, as the primary providers of pre-hospital clinical care, emergency care and specialised transport.1 Although at present there is a strong focus on broad health system reform, and health workforce reform specifically, little attention has been paid to the place of pre-hospital clinical care and the paramedic workforce that provides these services. Despite their significant role in the health system, there is no strategic national approach by government to the development of ambulance services or the paramedic workforce. In this paper, we review current and emerging trends impacting on the paramedic workforce. We examine changes in patterns of ambulance service provision and the nature of clinical work undertaken by paramedics, as well as developments in education, training and career pathways. We focus on the current situation in Victoria to illustrate and identify a number of important implications of current changes, for the profession, service and training providers, and policy makers.
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MWANGA, J. R., P. MAGNUSSEN, THE LATE C. L. MUGASHE, THE LATE R. M. GABONE, and J. AAGAARD-HANSEN. "SCHISTOSOMIASIS-RELATED PERCEPTIONS, ATTITUDES AND TREATMENT-SEEKING PRACTICES IN MAGU DISTRICT, TANZANIA: PUBLIC HEALTH IMPLICATIONS." Journal of Biosocial Science 36, no. 1 (January 2004): 63–81. http://dx.doi.org/10.1017/s0021932003006114.
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A study on perceptions, attitudes and treatment-seeking practices related to schistosomiasis was conducted among the Wasukuma in the rural Magu district of Tanzania at the shore of Lake Victoria where Schistosoma haematobium and mansoni infections are endemic. The study applied in-depth interviews, focus group discussions and a questionnaire survey among adults and primary school children. The perceived symptoms and causes were incongruous with the biomedical perspective and a number of respondents found schistosomiasis to be a shameful disease. Lack of diagnostic and curative services at the government health care facilities was common, but there was a willingness from the biomedical health care services to collaborate with the traditional healers. Recommendations to the District Health Management Team were: that collaboration between biomedical and traditional health care providers should be strengthened and that the government facilities’ diagnostic and curative capacity with regard to schistosomiasis should be upgraded. Culturally compatible health education programmes should be developed in collaboration with the local community.
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Jones, Barbara, and Erica Frydenberg. "Anxiety in Children — The Importance of the Anxiety Sensitivity Factor." Australian Journal of Guidance and Counselling 13, no. 2 (December 2003): 145–58. http://dx.doi.org/10.1017/s1037291100002843.
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Anxiety sensitivity, the fear of anxiety-related bodily sensations, is a recently ldentified construct, which has become part of the conceptualisation of anxiety. Evidence in the research literature suggests that adults who have a high level of anxiety sensitivity combined with a high level of the more traditionally recognised trait anxiety reported a significantly higher incidence of anxiety disorders. The aim of the present study was to determine whether a high level of both anxiety sensitivity and trait anxiety in children results in more anxiety symptoms and therefore may be a risk factor for developing anxiety disorders. Anxiety sensitivity, trait anxiety and anxiety symptoms were examined in a sample of 455 primary school children in Grades 3, 4, 5 and 6 at schools in metropolitan, regional and country areas of Victoria, Australia. Results revealed that children who reported high anxiety sensitivity together with high trait anxiety experienced significantly more anxiety symptoms than other children. Significant gender and age differences were also found in relation to anxiety sensitivity, trait anxiety and anxiety symptoms. Anxiety disorders are debilitating and interfere with normal development. If children with a predisposition to developing anxiety disorders could be identified as those who report high anxiety sensitivity together with high trait anxiety then early intervention could prevent the onset of anxiety disorders in adolescence or adulthood.
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Beaton, Laura, Ian Williams, and Lena Sanci. "Exploring adolescent and clinician perspectives on Australia’s national digital health record, My Health Record." Australian Journal of Primary Health 27, no. 2 (2021): 102. http://dx.doi.org/10.1071/py20169.
Full textAbstract:
Adolescence is often a time when risk-taking behaviours emerge and attendance at primary health care is low. School-based health services can serve to improve access to health care. Clinicians play a key role in improving adolescents’ health literacy and capacity to make informed care decisions. Australia’s national digital health record, My Health Record (MHR), has posed significant challenges for both clinicians and adolescents in understanding impacts on patient privacy. Guidance is required on how best to communicate about MHR to adolescents. This exploratory qualitative study aims to examine adolescents’ understanding of MHR, clinicians’ knowledge of MHR and their use of MHR with adolescents. Focus groups with students, school health and well-being staff and semistructured interviews with GPs and nurses were undertaken in one regional and one urban secondary school-based health service in Victoria. Transcripts from audio recorded sessions were examined using thematic analysis. Resulting themes include minimal understanding and use of MHR, privacy and security concerns, possible benefits of MHR and convenience. The results suggest opportunities to address gaps in understanding and to learn from adolescents’ preferences for digital health literacy education. This will support primary care clinicians to provide best-practice health care for adolescents.
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Whyte, Merryl, and Suzanne Zyngier. "Applied Intellectual Capital Management." Journal of Intellectual Capital 15, no. 2 (April 8, 2014): 227–48. http://dx.doi.org/10.1108/jic-08-2013-0090.
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Purpose – The purpose of this paper is to describe outcomes from a trial of the Danish Intellectual Capital Statement (ICS) within the Australian public sector. Design/methodology/approach – Two work teams within the Department of Primary Industries, Farm Services Victoria (FSV) participated in the trial over a six-month period. Data were collected and triangulated from structured focus groups, researcher guided workshops and individual project record journals kept by participants and observers. Findings – This trial has tested and confirmed existing European Intellectual Capital Management (ICM) theory in a new context, confirmed the strategic management and communication utility of the Danish ICS. It also revealed the utility of this method: to assist the organisation articulate its knowledge-related needs; in developing knowledge management (KM) strategy, in planning and reviewing KM initiatives, in developing clarity and shared context and in navigating change. Research limitations/implications – This research focuses on a single in-depth case study and concurrent organisational restructuring impacted on team focus. Practical implications – The strategic management and communication utility of the Danish ICS was confirmed. The paper demonstrates new insights for practitioners using this ICM method as a useful tool to assist an organisation to articulate KM needs. Originality/value – The primary research gap in the ICM field is examination of the practical application of methods in a real-life context (particularly outside Europe). This work has tested and confirmed existing theory in a new and different context – the Australian public sector.