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Journal articles on the topic 'Education, Rural – Western Australia'

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Published: 4 June 2021

Last updated: 19 February 2022

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1

Sharplin, Elaine Denise. "Reconceptualising out-of-field teaching: experiences of rural teachers in Western Australia." Educational Research 56, no. 1 (January 2, 2014): 97–110. http://dx.doi.org/10.1080/00131881.2013.874160.

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2

Trotman, Janina. "Women Teachers in Western Australian “Bush” Schools, 1900-1939: Passive Victims of Oppressive Structures?" History of Education Quarterly 46, no. 2 (2006): 248–73. http://dx.doi.org/10.1111/j.1748-5959.2006.tb00067.x.

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Demography, distance, and die expansion of settlements created problems for the State Department of Education in Western Australia and other Australian states in the nineteenth and early twentieth centuries. Educational administration in Canada and parts of the United States faced similar issues with regard to the provision of schools. A common response was the establishment of one-teacher rural schools, frequently run by young, and sometimes unclassified, female teachers. In the United States locally elected school boards were the primary source of regulation, but in late nineteenth-century Western Australia such local boards had been stripped of their powers and were answerable to the newly established, highly centralized Education Department. Formal regulated teachers. The masculinized system of the Department and its inspectorate. All the same, however, the local community still exerted informal controls over the lives of teachers working and living in small settlements.

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3

Maley, Moira A. L., Helen M. Wright, Sarah J. Moore, and Kirsten A. Auret. "Pedagogy Rules: Open Mindset in Adopting Fit-for-Purpose Educational Tools in Teaching Dispersed Medical Students." Journal of Medical Education and Curricular Development 2 (January 2015): JMECD.S22214. http://dx.doi.org/10.4137/jmecd.s22214.

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Students in the Rural Clinical School of Western Australia (RCSWA) spend one year of clinical study learning in small groups while embedded in rural or remote communities. This aims to increase the locally trained rural medical workforce. Their learning environment, the clinical context of their learning, and their rural doctor-teachers all contrast with the more traditional learning setting in city hospitals. The RCSWA has succeeded in its outcomes for students and in rural medical workforce impact; it has grown from 4 pilot sites to 14 in 12 years. This reflective piece assimilates observations of the formation of the RCSWA pedagogy and of the strategic alignment of education technologies with learning environment and pedagogy over a seven-year period. Internal and external influences, driving change in the RCSWA, were considered from three observer perspectives in a naturalistic setting. Flexibility in both education technologies and organizational governance enabled education management to actively follow pedagogy. Peter Senge's learning organization (LO) theory was overlaid on the strategies for change response in the RCSWA; these aligned with those of known LOs as well with LO disciplines and the archetypal systems thinking. We contend that the successful RCSWA paradigm is that of an LO.

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4

Godfrey, Joanne I. F. "Sowing seeds for development: Cyril Jackson’s attempts to establish relevant schooling in a rural setting in Western Australia, 1896‐1903." History of Education Review 36, no. 2 (October 14, 2007): 33–45. http://dx.doi.org/10.1108/08198691200700008.

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5

Pereira, Amiee-Jade, and Julie Ann Pooley. "A Qualitative Exploration of the Transition Experience of Students from a High School to a Senior High School in Rural Western Australia." Australian Journal of Education 51, no. 2 (August 2007): 162–77. http://dx.doi.org/10.1177/000494410705100205.

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This qualitative study explored the experience of rural students who had undergone transitions between schools to continue their studies in Years 11 and 12. A thematic content analysis identified two main themes: social relationships and school issues. Social relationships, concerned with peer interactions and student-teacher relationships, had long-term significance while school issues, particularly academia and school structure, were considered a short-term concern. The study recommends increased attention to the development of peer and teacher relationships, informing students of the academic focus of Years 11 and 12, and maintaining the schools' current pre-transition preparation that introduces the students to the new school environment.

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6

Kruger, Estie, and Marc Tennant. "Short-stay rural and remote placements in dental education, an effective model for rural exposure: A review of eight-year experience in Western Australia." Australian Journal of Rural Health 18, no. 4 (August 2, 2010): 148–52. http://dx.doi.org/10.1111/j.1440-1584.2010.01149.x.

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7

Mullan, Leanne, Karen Wynter, Andrea Driscoll, and Bodil Rasmussen. "Barriers and enablers to providing preventative and early intervention diabetes-related foot care: a qualitative study of primary care healthcare professionals' perceptions." Australian Journal of Primary Health 27, no. 4 (2021): 319. http://dx.doi.org/10.1071/py20235.

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This study explored the perceived healthcare system and process barriers and enablers experienced by GPs and Credentialled Diabetes Educators (CDEs) in Australian primary care, in the delivery of preventative and early intervention foot care to people with diabetes. A qualitative design with inductive analysis approach was utilised and reported according to the Consolidated Criteria for Reporting Qualitative Studies (COREQ). Semi-structured interviews were conducted with two GPs and 14 CDEs from rural, urban and metropolitan areas of Australia. Participants were from New South Wales, South Australia, Victoria, Western Australia, the Northern Territory and Queensland. Barriers to providing foot care constituted five broad themes: (1) lack of access to footcare specialists and services; (2) education and training insufficiencies; (3) human and physical resource limitations related to funding inadequacies; (4) poor care integration such as inadequate communication and feedback across services and disciplines, and ineffectual multidisciplinary care; and (5) deficient footcare processes and guidelines including ambiguous referral pathways. Enablers to foot care were found at opposing ends of the same spectra as the identified barriers or were related to engaging in mentorship programs and utilising standardised assessment tools. This is the first Australian study to obtain information from GPs and CDEs about the perceived barriers and enablers influencing preventative and early intervention diabetes-related foot care. Findings offer an opportunity for the development and translation of effective intervention strategies across health systems, policy, funding, curriculum and clinical practice, in order to improve outcomes for people with diabetes.

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8

Oliver, Rhonda, Ellen Grote, Judith Rochecouste, and Mike Exell. "Addressing the Language and Literacy Needs of Aboriginal High School VET Students who Speak SAE as an Additional Language." Australian Journal of Indigenous Education 41, no. 2 (December 2012): 229–39. http://dx.doi.org/10.1017/jie.2012.23.

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Vocational Education and Training (VET) in high schools has had positive effects on the retention of Indigenous students, providing important pathways into further education and the workforce. However, low-level literacy (and numeracy) skills can make successful completion difficult, especially for students who speak Standard Australian English as an additional language or dialect. This article describes research undertaken to inform the development of a second language and literacy needs analysis model designed for high school VET teachers to address the needs of Indigenous students. The study draws on second language acquisition research, which demonstrates the value of using tasks as the basis for language teaching syllabus design, with needs analysis as a fundamental aspect of this. The project centred on Aboriginal high school VET students from remote and rural communities in Western Australia, who speak English as an additional language/dialect. Data collected included: individual and focus group interviews, training materials, and observation field notes on the language and literacy practices in classrooms and workplaces. The major findings focus on the development of oral language (for both job-oriented and social interactions in the workplace) and literacy skills, as well as the need to overcome ‘shame’ and develop confidence for speaking to non-Aboriginal people.

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9

Wilson, George R., Melanie J. Edwards, and Jennifer K. Smits. "Support for Indigenous wildlife management in Australia to enable sustainable use." Wildlife Research 37, no. 3 (2010): 255. http://dx.doi.org/10.1071/wr09130.

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Wildlife managers could play a greater role in ensuring that Indigenous wildlife harvesting is sustainable and helping to address community health and employment challenges facing Indigenous Australians in remote and rural areas. Wildlife managers need to listen more to what Indigenous people say they want from their country and for their people, such as increased game to supplement their diet and security for totemic species, to maintain culture. In pre-colonial Australia, adherence to customary law maintained wildlife species Indigenous Australians wanted. Today the long-term sustainability of Indigenous wildlife harvesting is threatened. Where Indigenous communities lack leadership and other social problems exist, their capacity to apply customary land-and sea-management practices and to operate cultural constraints on wildlife use is reduced. The Indigenous right to hunt should coexist with responsible management. Improved wildlife management that combines science and traditional knowledge has implications for Indigenous people worldwide. Western science can support Indigenous passion for caring for the land. It can draw on traditional Indigenous practice and, through reciprocal learning, help reinstate Indigenous law and culture in communities. In Australia, wildlife managers could be more engaged in supporting Indigenous Australians in activities such as surveying populations and estimating sustainable yields, identifying refuge areas, maximising habitat diversity, controlling weeds and feral animals, and exchanging information across regions. Although support for Indigenous land and wildlife management has risen in recent years, it remains a minor component of current Australian Government resource allocation for addressing Indigenous need. Wildlife management could be a stronger focus in education, training and employment programs. Proactive wildlife management conforms to both the western concept of conserving biodiversity and Indigenous wildlife management; it can support sustainable harvesting, provide employment and income, create learning and training opportunities and improve Indigenous health. If greater expenditure were directed to Indigenous wildlife management, wildlife managers, especially Indigenous wildlife managers, could become more engaged in cultural initiatives across traditional and scientific practices and so contribute to programs that address the health and motivational challenges facing Indigenous communities.

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10

Sharplin, Elaine. "Bringing Them in: The Experiences of Imported and Overseas-Qualified Teachers." Australian Journal of Education 53, no. 2 (August 2009): 192–206. http://dx.doi.org/10.1177/000494410905300207.

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This qualitative multiple-site case study explores the experiences of imported and overseas-qualified teachers appointed to fill ‘difficult-to-staff’ Western Australian rural schools. In a climate of global teacher shortages, investigation of the strategies adopted to solve this problem requires empirical examination. The study of six imported and overseas-qualified teachers found that they experienced difficulties with the employment application process, were not adequately inducted into the system and experienced difficulties with cultural adaptation related to pedagogy, behaviour management and language. These teachers still remained in schools for lengths of time comparable to their Australian-born counterparts. Transitions into schools could be assisted with improved appointment processes, induction and school-based support. A research agenda for further investigation of this field is recommended.

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Abbott, Paul, Kate Burgess, Eric Wang, and Kang Kim. "Analysis of Dentistsâ€™ Participation in Continuing Professional Development Courses from 2001-2006." Open Dentistry Journal 4, no. 1 (August 27, 2010): 179–84. http://dx.doi.org/10.2174/1874210601004010179.

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Currently in Western Australia (WA) there is no requirement for dentists to participate in continuing professional development (CPD). The aim of this study was to determine the participation pattern of dentists in WA in CPD activities. Data was collated regarding registrants for courses conducted by the University Continuing Dental Education Committee. Information concerned number of courses attended by each dentist, location of work and year of graduation from university. Details of subject, length and type of courses conducted were also gathered. Most courses were half to one day in duration with many subjects covered. Between 10.1-24.4% of dentists registered in WA attended at least one course each year. Low numbers of recently graduated and older dentists attended courses. Similar percentages of metropolitan and rural dentists attended courses. Participation in CPD activities of dentists in WA was low. Half day or evening courses appear to be favoured by dentists.

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12

Boldy, Duncan P., Caroline Yates, and Teresa A. Ong. "The role of health professionals in health promotion: a case study of medical imaging technologists and alcohol." Australian Health Review 34, no. 1 (2010): 36. http://dx.doi.org/10.1071/ah09658.

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This study aimed to determine the knowledge, attitudes and behaviour of medical imaging technologists (MITs) in Western Australia regarding alcohol. The WA population of 220 MIT members of the Australian Institute of Radiography was surveyed by mail in 2004. Specific questions were devised and piloted covering knowledge of alcohol, alcoholic content and drink size, and related personal behaviour. Responses were obtained from 91 MITs. Overall, they had a good knowledge of key facts related to alcohol. However, this did not always translate into appropriate attitudes and behaviour related to dealing with alcohol abuse. While statistically significant differences were not found according to sex, age group or location (metropolitan or rural), some trends were apparent. This study has found that MITs are not currently as equipped as they should be to be part of the health promotion model of education. What is known about the topic?Health professionals regularly see the results of accidents, injuries and disease from the abuse of alcohol, yet their role in relation to health promotion is under-researched. Little is known about the knowledge, attitudes and behaviour of medical imaging technologists in relation to alcohol and its abuse, and hence their preparedness to play a health promotion role. What does this paper add?While the respondents had good knowledge about alcohol this did not translate into appropriate behaviours. What are the implications for practitioners?Information is provided to guide a more vigorous approach towards educating health professionals about alcohol abuse for a more active role in health promotion.

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13

Allnutt, Jane, Nissa Allnutt, Rose McMaster, Jane O'Connell, Sandy Middleton, Sharon Hillege, Phillip R. Della, Glenn E. Gardner, and Anne Gardner. "Clients' understanding of the role of nurse practitioners." Australian Health Review 34, no. 1 (2010): 59. http://dx.doi.org/10.1071/ah09688.

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Nurse practitioners (NPs) have an emerging role in the Australian health care system. However, there remains a dearth of data about public understanding of the NP role. The aim of this study was to evaluate clients’ understanding of the role of the NP and their satisfaction with education received, quality of care and NP knowledge and skill. All authorised NPs working in a designated NP position in Western Australia and those working in three area health services in New South Wales were invited to recruit five consecutive clients to complete the self-administered survey. Thirty-two NPs (NP response rate 93%) recruited 129 clients (client response rate 90%). Two-thirds of clients (63%) were aware they were consulting an NP. The majority rated the following NP-related outcomes as ‘excellent’ or ‘very good’: education provided (89%); quality of care (95%); and knowledge and skill (93%). Less than half reported an understanding that NPs could prescribe medications (40.5%) or interpret X-rays (33.6%). Clients of NPs practising in a rural or remote setting were more likely than those in an urban setting to have previously consulted an NP (P = 0.005), and where applicable would to prefer to see an NP rather than a doctor (P = 0.022). Successful implementation and expansion of the NP role requires NP visibility in the community. Despite high levels of satisfaction, more awareness of the scope of the NP role is required. What is known about the topic?The role of nurse practitioners (NPs) in Australian health care is diverse and evolving. There is a dearth of research focusing on NPs, particularly looking at the client perception of their role. What does this paper add?This study investigates the client’s perception of the role of nurse practitioners and levels of confidence and satisfaction through the use of a self-administered questionnaire. What are the implications for practitioners?The results suggest that clients have a moderate awareness of the nurse practitioner role. Despite this, clients appear to have high levels of confidence and satisfaction after consultations with nurse practitioners. These results suggest that greater community awareness of the role may help maximise their positive contribution to health care in Australia.

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14

Hutchinson, Mark. "When the war is over: Lithgow, Western Sydney and the search for higher education options." History of Education Review 43, no. 1 (May 27, 2014): 46–61. http://dx.doi.org/10.1108/her-08-2012-0025.

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Purpose – The purpose of this paper is to explore the interaction between a liminal rural Australian city (Lithgow) and the development of higher education options across the city's history. The paper proposes a nuanced interaction between national, social, religious, political, regional and local forces to explain why an industrial city such as Lithgow, with obvious educational strengths, would be overlooked while others (such as Wollongong and Bathurst) were not. Design/methodology/approach – The paper takes the form of a longitudinal study of educational institutions, placed in their historical contexts, in order to demonstrate the fluctuation of educational vision with the rise and fall of socio-economic contributors to the town's fortunes. Findings – The paper finds that the city's formation and dependence on war-related industries created boom-bust cycles which negatively impacted on its entrepreneurial, managerial and working class elites, and so on its ability to bring cultural and political influence to bear in the formation of local higher education options, across a period in which higher education becomes an increasingly federal responsibility. Practical implications – The paper suggests policy ramifications for the support of higher education options in the city. Social implications – The paper supports the interpretation that it is not merely that education itself promotes social mobility, but that what type of education is important, along with an eye to how education contributes to the overall well-being and cross-class profile of the city of Lithgow. Originality/value – This paper fills a gap in historical knowledge about Lithgow's educational institutions, the study of which heretofore has tended to be located with either labor historical or heritage approaches. This paper takes a socio-cultural and longitudinal/holistic approach which brings together a variety of approaches previously not treated.

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15

Struijk, Dirk G. "Peritoneal Dialysis in Western Countries." Kidney Diseases 1, no. 3 (2015): 157–64. http://dx.doi.org/10.1159/000437286.

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Background: Peritoneal dialysis (PD) for the treatment of end-stage renal failure was introduced in the 1960s. Nowadays it has evolved to an established therapy that is complementary to hemodialysis (HD), representing 11% of all patients treated worldwide with dialysis. Despite good clinical outcomes and similar results in patient survival between PD and HD, the penetration of PD is decreasing in the Western world. Summary: First the major events in the history of the development of PD are described. Then important insights into the physiology of peritoneal transport are discussed and linked to the changes in time observed in biopsies of the peritoneal membrane. Furthermore, the developments in peritoneal access, more biocompatible dialysate solutions, automated PD at home, the establishment of parameters for dialysis adequacy and strategies to prevent infectious complications are mentioned. Finally non-medical issues responsible for the declining penetration in the Western world are analyzed. Key Messages: Only after introduction of the concept of continuous ambulatory PD by Moncrief and Popovich has this treatment evolved in time to a renal replacement therapy. Of all structures present in the peritoneal membrane, the capillary endothelium offers the rate-limiting hindrance for solute and water transport for the diffusive and convective transport of solutes and osmosis. The functional and anatomical changes in the peritoneal membrane in time can be monitored by the peritoneal equilibrium test. Peritonitis incidence decreased by introduction of the Y-set and prophylaxis using mupirocin on the exit site. The decrease in the proportion of patients treated with PD in the Western world can be explained by non-medical issues such as inadequate predialysis patient education, physician experience and training, ease of HD initiation, overcapacity of in-center HD, lack of adequate infrastructure for PD treatment, costs and reimbursement issues of the treatment. Facts from East and West: (1) PD is cheaper than HD and provides a better quality of life worldwide, but its prevalence is significantly lower than that of HD in all countries, with the exception of Hong Kong. Allowing reimbursement of PD but not HD has permitted to increase the use of PD over HD in many Asian countries like Hong Kong, Vietnam, Taiwan, Thailand, as well as in New Zealand and Australia over the last years. In the Western world, however, HD is still promoted, and the proportion of patients treated with PD decreases. Japan remains an exception in Asia where PD penetration is very low. Lack of adequate education of practitioners and information of patients might as well be reasons for the low penetration of PD in both the East and West. (2) Patient survival of PD varies between and within countries but is globally similar to HD. (3) Peritonitis remains the main cause of morbidity in PD patients. South Asian countries face specific issues such as high tuberculosis and mycobacterial infections, which are rare in developed Asian and Western countries. The infection rate is affected by climatic and socio-economic factors and is higher in hot, humid and rural areas. (4) Nevertheless, the promotion of a PD-first policy might be beneficial particularly for remote populations in emerging countries where the end-stage renal disease rate is increasing dramatically.

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Vujcich, Daniel L., Sandy Toussaint, and Donna B. Mak. "“[It’s] more than just medicine”: The value and sustainability of mandatory, non-clinical, short-term rural placements in a Western Australian medical school." Medical Teacher 42, no. 5 (February 9, 2020): 543–49. http://dx.doi.org/10.1080/0142159x.2020.1713309.

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17

Gubhaju, Lina, Emily Banks, James Ward, Catherine D’Este, Rebecca Ivers, Robert Roseby, Peter Azzopardi, et al. "‘Next Generation Youth Well-being Study:’ understanding the health and social well-being trajectories of Australian Aboriginal adolescents aged 10–24 years: study protocol." BMJ Open 9, no. 3 (March 2019): e028734. http://dx.doi.org/10.1136/bmjopen-2018-028734.

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IntroductionAustralian Aboriginal and/or Torres Strait Islander (hereafter referred to as ‘Aboriginal’) adolescents (10–24 years) experience multiple challenges to their health and well-being. However, limited evidence is available on factors influencing their health trajectories. Given the needs of this group, the young age profile of the Aboriginal population and the long-term implications of issues during adolescence, reliable longitudinal data are needed.Methods and analysisThe ‘Next Generation: Youth Well-being Study’ is a mixed-methods cohort study aiming to recruit 2250 Aboriginal adolescents aged 10–24 years from rural, remote and urban communities in Central Australia, Western Australia and New South Wales. The study assesses overall health and well-being and consists of two phases. During phase 1, we qualitatively explored the meaning of health and well-being for adolescents and accessibility of health services. During phase 2, participants are being recruited into a longitudinal cohort. Recruitment is occurring mainly through community networks and connections. At baseline, participants complete a comprehensive survey and undertake an extensive age relevant clinical assessment. Survey and clinical data will be linked to various databases including those relating to health services; medication; immunisation; hospitalisations and emergency department presentations; death registrations; education; child protection and corrective services. Participants will receive follow-up surveys approximately 2 years after their baseline visit. The ‘Next Generation’ study will fill important evidence gaps by providing longitudinal data on the health and social well-being of Aboriginal adolescents supplemented with narratives from participants to provide context.Ethics and disseminationEthics approvals have been sought and granted. Along with peer-reviewed publications and policy briefs, research findings will be disseminated via reports, booklets and other formats that will be most useful and informative to the participants and community organisations.

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Reser, David, Margaret Simmons, Esther Johns, Andrew Ghaly, Michelle Quayle, Aimee L. Dordevic, Marianne Tare, Adelle McArdle, Julie Willems, and Tyson Yunkaporta. "Australian Aboriginal techniques for memorization: Translation into a medical and allied health education setting." PLOS ONE 16, no. 5 (May 18, 2021): e0251710. http://dx.doi.org/10.1371/journal.pone.0251710.

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Background Writing and digital storage have largely replaced organic memory for encoding and retrieval of information in the modern era, with a corresponding decrease in emphasis on memorization in Western education. In health professional training, however, there remains a large corpus of information for which memorization is the most efficient means of ensuring: A) that the trainee has the required information readily available; and B) that a foundation of knowledge is laid, upon which the medical trainee builds multiple, complex layers of detailed information during advanced training. The carefully staged progression in early- to late- years’ medical training from broad concepts (e.g. gross anatomy and pharmacology) to in-depth, specialised disciplinary knowledge (e.g. surgical interventions and follow-on care post-operatively) has clear parallels to the progression of training and knowledge exposure that Australian Aboriginal youths undergo in their progression from childhood to adulthood to Tribal Elders. Methods As part of the Rural Health curriculum and the undergraduate Nutrition and Dietetics program in the Monash University Faculty of Medicine, Nursing, and Health Sciences, we tested Australian Aboriginal techniques of memorization for acquisition and recall of novel word lists by first-year medical students (N = 76). We also examined undergraduate student evaluations (N = 49) of the use of the Australian Aboriginal memory technique for classroom study of foundational biomedical knowledge (the tricarboxylic acid cycle) using qualitative and quantitative analytic methods drawing from Bloom’s taxonomy for orders of thinking and learning. Acquisition and recall of word lists were assessed without memory training, or after training in either the memory palace technique or the Australian Aboriginal narrative technique. Results Both types of memory training improved the number of correctly recalled items and reduced the frequency of specific error types relative to untrained performance. The Australian Aboriginal method resulted in approximately a 3-fold greater probability of improvement to accurate recall of the entire word list (odds ratio = 2.82; 95% c.i. = 1.15–6.90), vs. the memory palace technique (odds ratio = 2.03; 95% c.i. = 0.81–5.06) or no training (odds ratio = 1.5; 95% c.i. = 0.54–4.59) among students who did not correctly recall all list items at baseline. Student responses to learning the Australian Aboriginal memory technique in the context of biomedical science education were overwhelmingly favourable, and students found both the training and the technique enjoyable, interesting, and more useful than rote memorization. Our data indicate that this method has genuine utility and efficacy for study of biomedical sciences and in the foundation years of medical training.

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Gurko, T. A., M. S. Mamikonian, and E. K. Biyzhanova. "THE STUDIES OF GENDER IDEOLOGY OF THE YOUTH: THE REVIEW OF FOREIGN PUBLICATIONS." Sociology of Medicine 17, no. 2 (December 15, 2018): 104–13. http://dx.doi.org/10.18821/1728-2810-2018-17-2-104-113.

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The article presents the results of foreign studies of gender ideology of students for a number of valuable social demographic variables. In the first part of publication the studies describing dynamics of gender ideology in various countries are analyzed. In the process of modernization of the Eastern Asia (China, Taiwan, South Korea, Japan), India and Indonesia female population is involved in work outside of home, a trend of egalitarianisation of gender relationship and spreading of families with two breadwinners. During transition from socialist to liberal states in the countries of the Eastern Europe the impact of religious conservative family’s values on the youth is less significant than that of Western ideas of individualization and permissiveness. In the developed countries (USA, Europe, Australia, Canada) gender revolution resulted in diversity of gender ideologies. At least in the European countries five models are fixed empirically: egalitarian, egalitarian essentialism, intensive parenthood, moderate conservative ideology. The second part of article presents the analysis of studies of attitudes of students in areas of gender and marriage and family relationships carried out in various countries that established that gender and religious identity are the major differentiating variables. The other characteristics such as urban rural origin, structure of parents' family, coeducation and separate education are less significant. The attitudes of the youth concerning social roles of males and females and future marriage are changing effected by peers, mass culture and personal experience. The conclusion is derived that in spite of more conservative attitudes of male youths factually in all countries, a slow convergence of views of male and female youths among well-educated strata. The denominational membership remains the main differential factor

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20

Kwong, Vickie Wai-Ki, and Philip Kam-Tao Li. "Peritoneal Dialysis in Asia." Kidney Diseases 1, no. 3 (2015): 147–56. http://dx.doi.org/10.1159/000439193.

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Background: There is a growing demand of dialysis in Asia for end-stage renal failure patients. Diabetes mellitus is the leading cause of end-stage renal failure in many countries in Asia. Summary: The growth of peritoneal dialysis (PD) in Asia is significant and seeing a good trend. With the enhanced practices of PD, the quality of care in PD in Asia is also improved. Overall, PD and hemodialysis (HD) are comparable in clinical outcome. There is a global trend in the reduction of peritonitis rates and Asian countries also witness such improvement. The socio-economic benefits of PD for end-stage renal failure patients in both urban and rural areas in the developed and developing regions of Asia are an important consideration. This can help to reduce the financial burden of renal failure in addressing the growing demand of patients on dialysis. Initiatives should be considered to further drive down the cost of PD in Asia. Key Messages: Growing demand for dialysis by an increasing number of end-stage renal failure patients requires the use of a cost-effective quality dialysis modality. PD is found to be comparable to HD in outcome and quality. In most countries in Asia, PD should be more cost-effective than HD. A ‘PD-first' or a ‘PD as first considered therapy' policy can be an overall strategy in many countries in Asia in managing renal failure patients, taking the examples of Hong Kong and Thailand. Facts from East and West: (1) PD is cheaper than HD and provides a better quality of life worldwide, but its prevalence is significantly lower than that of HD in all countries, with the exception of Hong Kong. Allowing reimbursement of PD but not HD has permitted to increase the use of PD over HD in many Asian countries like Hong Kong, Vietnam, Taiwan, Thailand, as well as in New Zealand and Australia over the last years. In the Western world, however, HD is still promoted, and the proportion of patients treated with PD decreases. Japan remains an exception in Asia where PD penetration is very low. Lack of adequate education of practitioners and information of patients might as well be reasons for the low penetration of PD in both the East and West. (2) Patient survival of PD varies between and within countries but is globally similar to HD. (3) Peritonitis remains the main cause of morbidity in PD patients. South Asian countries face specific issues such as high tuberculosis and mycobacterial infections, which are rare in developed Asian and Western countries. The infection rate is affected by climatic and socio-economic factors and is higher in hot, humid and rural areas. (4) Nevertheless, the promotion of a PD-first policy might be beneficial particularly for remote populations in emerging countries where the end-stage renal disease rate is increasing dramatically.

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Green, Lelia. "Imagining Rural Audiences in Remote Western Australia." Culture Unbound 2, no. 2 (June 11, 2010): 131–52. http://dx.doi.org/10.3384/cu.2000.1525.1029131.

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In 1979, Australia’s then-Communication Minister Tony Staley commented that the introduction of satellite communications to the bush would “dispel the distance – mental as well as geographical – between urban and regional dwellers, between the haves and the have-nots in a communication society” (Staley 1979: 2225, 2228-9). In saying this, Staley imagined a marginalised and disadvantaged audience of “have-nots”, paying for their isolation in terms of their mental distance from the networked communications of the core. This paper uses ethnographic audience studies surveys and interviews (1986-9) to examine the validity of Staley’s imaginations in terms of four communication technologies: the telephone, broadcast radio, 2-way radio and the satellite. The notion of a mental difference is highly problematic for the remote audience. Inso-far as a perception of lack and of difference is accepted, it is taken to reflect the perspective and the product of the urban policy-maker. Far from accepting the “distance” promulgated from the core, remote audiences see such statements as indicating an ignorance of the complexity and sophistication of communications in an environment where the stakes are higher and the options fewer. This is not to say that remote people were not keen to acquire satellite services – they were – it is to say that when they imagined such services it was in terms of equity and interconnections, rather than the “dispelling of distance”.

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McConigley, Ruth, Linda Kristjanson, and Adrian Morgan. "Palliative care nursing in rural Western Australia." International Journal of Palliative Nursing 6, no. 2 (February 2000): 80–90. http://dx.doi.org/10.12968/ijpn.2000.6.2.8948.

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Johnson, Karim A., Joos Meyer, Seyhan Yazar, and Angus W. Turner. "Real-time teleophthalmology in rural Western Australia." Australian Journal of Rural Health 23, no. 3 (April 8, 2015): 142–49. http://dx.doi.org/10.1111/ajr.12150.

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MAXWELL, JAL, ND COSTA, LL LAYMAN, and ID ROBERTSON. "Rural veterinary services in Western Australia: Part B. Rural practice." Australian Veterinary Journal 86, no. 3 (March 2008): 74–80. http://dx.doi.org/10.1111/j.1751-0813.2008.00264.x.

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Madden, Gary, and Grant Coble-Neal. "Internet use in rural and remote Western Australia." Telecommunications Policy 27, no. 3-4 (April 2003): 253–66. http://dx.doi.org/10.1016/s0308-5961(02)00101-5.

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Costello, D., M. Johns, B. Jackson, S. Nannup, and S. O'Brien. "Preventing suicide in rural and remote Western Australia." Injury Prevention 16, Supplement 1 (September 1, 2010): A201. http://dx.doi.org/10.1136/ip.2010.029215.717.

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Bruening, Martin H. "Surgical Undergraduate Education in Rural Australia." Archives of Surgery 137, no. 7 (July 1, 2002): 794. http://dx.doi.org/10.1001/archsurg.137.7.794.

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Moore, Sarah, Rita Barbour, Hanh Ngo, Craig Sinclair, Richard Chambers, Denese Playford, Kirsten Auret, and Craig Hassed. "The Rural Clinical School of Western Australia Mindfulness Project." International Journal of Whole Person Care 7, no. 1 (January 15, 2020): 51. http://dx.doi.org/10.26443/ijwpc.v7i1.237.

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Background: Medical students experience high levels of stress during their training. Literature suggests that mindfulness can reduce stress and increase self-compassion levels in medical students. Most mindfulness training programs are delivered face-to-face and require significant time commitments, which can be difficult to achieve for rurally-based students with heavy academic workloads.Aim: We sought to determine the feasibility and effectiveness of a mindfulness training program delivered online to medical students at a Rural Clinical School.Methods: An 8-week online training program was delivered to third year medical students at the Rural Clinical School of Western Australia in 2016.Using quantitative-qualitative mixed-methods approach, we measured the frequency and duration of the participants’ mindfulness meditation practice, and assessed changes in their perceived stress, self-compassion and compassion levels, as well as personal and professional attitudes and behaviours.Results: 47 students were recruited to the study. 50% of participants were practising at least weekly by the end of the 8-week program, and 32% of responding students reported practising at least weekly 6 months following the intervention. There was a statistically significant reduction in participants’ perceived stress levels and a significant increase in self-compassion at 6 month follow up. Participants reported qualitative insights about the personal and professional impact of mindfulness meditation training as well as barriers to practice.

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Madden, Gary, Scott J. Savage, Grant Coble-Neal, and Paul Bloxham. "Advanced communications policy and adoption in rural Western Australia." Telecommunications Policy 24, no. 4 (May 2000): 291–304. http://dx.doi.org/10.1016/s0308-5961(00)00019-7.

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Aoun, Samar, and Lyn Johnson. "CAPACITY BUILDING IN RURAL MENTAL HEALTH IN WESTERN AUSTRALIA." Australian Journal of Rural Health 10, no. 1 (June 28, 2008): 39–44. http://dx.doi.org/10.1111/j.1440-1584.2002.tb00007.x.

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Kruger, E., K. Dyson, and M. Tennant. "Pre-school child oral health in rural Western Australia." Australian Dental Journal 50, no. 4 (December 2005): 258–62. http://dx.doi.org/10.1111/j.1834-7819.2005.tb00370.x.

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ATHERLEY, KIM M. "Sport, Localism and Social Capital in Rural Western Australia." Geographical Research 44, no. 4 (December 2006): 348–60. http://dx.doi.org/10.1111/j.1745-5871.2006.00406.x.

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Aoun, Samar, and Lyn Johnson. "CAPACITY BUILDING IN RURAL MENTAL HEALTH IN WESTERN AUSTRALIA." Australian Journal of Rural Health 10, no. 1 (February 2002): 39–44. http://dx.doi.org/10.1046/j.1440-1584.2002.00407.x.

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Costello, D., and M. O'Brien. "Grass roots suicide prevention in rural Western Australia (WA)." Injury Prevention 18, Suppl 1 (October 2012): A161.2—A161. http://dx.doi.org/10.1136/injuryprev-2012-040590m.24.

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Platt, Violet, Kathleen O'Connor, and Rhonda Coleman. "Improving regional and rural cancer services in Western Australia." Australian Journal of Rural Health 23, no. 1 (February 2015): 32–39. http://dx.doi.org/10.1111/ajr.12171.

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Glencross-Grant, R. "Developments in engineering education for rural Australia." Proceedings of the Institution of Civil Engineers - Municipal Engineer 163, no. 4 (December 2010): 209–13. http://dx.doi.org/10.1680/muen.2010.163.4.209.

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Crisp, Beth R. "Domestic Violence in Rural Australia." Social Work Education 30, no. 1 (February 2011): 115–17. http://dx.doi.org/10.1080/02615479.2010.506047.

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BSc, Rosalind Welch, Grad Dip Env Sc, and Ray Power. "General Practitioner Obstetric Practice in Rural and Remote Western Australia." Australian and New Zealand Journal of Obstetrics and Gynaecology 35, no. 3 (August 1995): 241–44. http://dx.doi.org/10.1111/j.1479-828x.1995.tb01972.x.

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Ng, Jonathon Q., Nigel Morlet, and James B. Semmens. "Socioeconomic and rural differences for cataract surgery in Western Australia." Clinical and Experimental Ophthalmology 34, no. 4 (May 2006): 317–23. http://dx.doi.org/10.1111/j.1442-9071.2006.01214.x.

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Stella, Julian, Peter Sprivulis, and Clive Cooke. "Head injury-related road crash mortality in rural Western Australia." ANZ Journal of Surgery 71, no. 11 (November 2001): 665–68. http://dx.doi.org/10.1046/j.1445-1433.2001.02229.x.

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Wilkes, Paul, Brett Harris, and Anton Kepic. "Geoscience, Water and Salinity in Rural Towns of Western Australia." ASEG Extended Abstracts 2007, no. 1 (December 1, 2007): 1. http://dx.doi.org/10.1071/aseg2007ab161.

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Zhang, Yan, Andrew Grant, Ashok Sharma, Donghui Chen, and Liang Chen. "Alternative Water Resources for Rural Residential Development in Western Australia." Water Resources Management 24, no. 1 (May 5, 2009): 25–36. http://dx.doi.org/10.1007/s11269-009-9435-0.

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Polesel, John. "Deferring a University Offer in Rural Australia." Australian Journal of Education 53, no. 1 (April 2009): 87–103. http://dx.doi.org/10.1177/000494410905300107.

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Rourke, J. T., and R. Strasser. "Education for rural practice in Canada and Australia." Academic Medicine 71, no. 5 (May 1996): 464–9. http://dx.doi.org/10.1097/00001888-199605000-00015.

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Lindsay, Patrick J., Sagar Rohailla, and Spiros Miyakis. "Q Fever in Rural Australia: Education Versus Vaccination." Vector-Borne and Zoonotic Diseases 18, no. 11 (November 2018): 632–34. http://dx.doi.org/10.1089/vbz.2018.2307.

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Rahayu, Nunung P., Piter Joko Nugroho, and Teti Berliani. "PEMBINAAN PROFESIONAL GURU SEKOLAH DASAR DAERAH TERPENCIL." Equity In Education Journal 1, no. 1 (October 20, 2019): 62–72. http://dx.doi.org/10.37304/eej.v1i1.1554.

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Abstract: This study aims to describe the professional development of elementary school teachers in remote areas in the UPTD Damang Batu working area, seen from the aspects of: (1) elementary teacher professional development through: (a) Intensive Development, (b) Cooperative Development, (c) Self Directed Development, and (2) Supporting factors and obstacles encountered in the professional development of remote area elementary school teachers. This research is a qualitative research with a case study design. Data collection is done by methods: in-depth interviews (indepth interview), participant observation (participant observation), and study documentation (study of document). Determination of data sources is done by using purposive sampling technique. Data analysis was performed using the interactive patterns of Miles and Huberman (1994). Checking the validity of the data is done by using a degree of credibility through both source and method triangulation techniques. The results of the study show that: (1) Professional development of elementary school teachers in remote areas, through: (a) Intensive Development, carried out through activities commonly aimed at developing teacher professionals and program activities that are tailored to the needs of teachers; (b) Cooperative Development, carried out through visits to other schools, sharing experiences with colleagues, being active in MGMP activities, and supporting each other to increase work motivation; and (c) Self-Directed Development, carried out through teaching media manufacturing activities, actively reading books in school libraries, actively participating in seminars / training, and actively seeking new teaching materials if they have the opportunity to access the internet; and (2) Supporting factors include the establishment of synergic cooperation between the Education Office, UPTD, supervisors, school principals and teachers; while the constraint factor is not all teachers have the opportunity to participate in a professional development program due to geographical conditions and the difficulty of access to and from the school. Keywords: Professional Development, Elementary Teacher, Remote Area Abstrak: Penelitian ini bertujuan untuk mendeskripsikan tentang Pembinaan profesional guru SD daerah terpencil di wilayah kerja UPTD Kecamatan Damang Batu, dilihat dari aspek: (1) Pembinaan professional guru SD melalui: (a) Intensive Development, (b) Cooperative Development, (c) Self- Directed Development, dan (2) Faktor pendukung dan kendala yang dihadapi dalam pengembangan profesional guru SD daerah terpencil. Penelitian ini merupakan penelitian kualitatif dengan rancangan studi kasus. Pengumpulan data dilakukan dengan metode wawancara mendalam, observasi partisipan, dan studi dokumentasi. Penetapan sumber data dilakukan dengan teknikpurposive sampling. Analisis data dilakukan dengan menggunakan pola interaktif Miles dan Huberman (1994). Pengecekan keabsahan data dilakukan dengan menggunakan derajat kepercayaan (credibility) melalui teknik triangulasi baik sumber maupun metode. Hasil penelitian menunjukkan bahwa: (1) Pembinaan profesional guru SD daerah terpencil, melalui: (a) Intensive Development, dilaksanakan melalui kegiatan yang lazim ditujukan untuk mengembangkan profesional guru serta program kegiatan yang disesuaikan dengan kebutuhan guru; (b) Cooperative Development, dilaksanakan melalui kegiatan kunjungan ke sekolah lain, sharing pengalaman dengan sejawat, aktif dalam kegiatan MGMP, serta saling mendukung untuk meningkatkan motivasi kerja; dan (c) Self- Directed Development, dilaksanakan melalui kegiatan pembuatan media ajar, aktif membaca buku di perpustakaan sekolah, aktif mengikuti seminar/pelatihan, serta aktif mencari bahan ajar baru jika memiliki kesempatan untuk mengakses internet; dan (2) Faktor pendukung meliputi terjalinnya kerjasama yang sinergis antara Dinas Pendidikan, UPTD, pengawas, kepala sekolah dan guru; sedangkan faktor kendala belum semua guru mendapatkan kesempatan untuk mengikuti program pembinaan profesional disebabkan kondisi geografis serta sukarnya akses dari dan menuju ke sekolah tersebut. Kata Kunci: Pembinaan Profesional, Guru Sekolah Dasar, Daerah Terpencil References: Arifin. (2011). Kompetensi Guru dan Strategi Pengembanganya. Yogyakarta: Penerbit LILIN. Arnold, P. (2001). Review of Contemporary Issues for Rural Schools. Education in Rural Australia, 11 (1), 30-42. Bafadal, I. (2003). Peningkatan Profesionalisme Guru Sekolah Dasar: Dalam Rangka Manajemen Peningkatan Mutu Berbasis Sekolah. Jakarta: Bumi Aksara. Collette, A.T., & Chiappetta, E. L. (1994). Science Instruction in the Middle and Secondary Schools(3rd Edition). New York: Merrill. Departemen Pendidikan Nasional. (2005). Manajemen Peningkatan Mutu Berbasis Sekolah.Jakarta: Direktorat Pendidikan Menengah Umum. Direktorat Jenderal Pendidikan Dasar dan Menengah.Departemen Pendidikan Nasional. Dinas Pendidikan Kabupaten Gunung Mas. (2010). Laporan Tahunan DinasPendidikan Kabupaten Gunung Mas Tahun 2010. Dinas Pendidikan Kabupaten Gunung Mas. (2016). Data Hasil UKG Tahun 2015. Gaffar, F. M. (1987). Perencanaan Pendidikan: Teori dan Metodologi. Jakarta: Depdikbud. Glatthorn, A. A. (1995). Teacher Development. In: Anderson, L. (Ed.). International Encyclopedia of Teaching and Teacher Education. Second Edition.London: Pergamon Press. Gorton, R. A. (1976). School Administration Challenge and Opportunity for Leadership.New York: Wm. C. Brown Company Publishers. Hanson, M. E. (1985). Educational Administration and Organizational Behavior. Third Edition. Boston Allyn and Bacon. Heslop, J. (1996). A Model for The Development of Teacher in a Remote Area of Western Australia.Australian Journal of Education. Vol.21: Iss.1, Article 1. Available at: http://ro.ecu.edu.au/ajte/vol21/iss1/1. Kementerian Pendidikan dan Kebudayaan (Kemendikbud). (2012). Pedoman Uji Kompetensi Guru.Jakarta: Badan Pengembangan Sumber Daya Manusia dan Kebudayaan dan Penjaminan Mutu. Kementerian Pendidikan dan Kebudayaan (Kemendikbud). (2015). Pedoman Pelaksanaan Uji Kompetensi Guru.Jakarta: Direktorat Jenderal Guru dan Tenaga Kependidikan. Khasanah, N. (2014). Ternyata ini Alasan Pendidikan di Jawa Lebih Berkualitas. Diakses pada tanggal 20 Juli 2018, dari: https://www.kompasiana.com/noerchasanahkinar/ 54f868f5a333113a038b4577/ternyata-ini-alasan-pendidikan-di-jawa-lebih-berkualitas. Koswara, D. D., & Triatna, C. (2011). Manajemen Pendidikan: Manajemen Peningkatan Mutu Pendidikan.Tim Dosen Administrasi Pendidikan Universitas Pendidikan Indonesia. Bandung: Alfabeta. McPherson, R. B. (1986). Managing Uncertainty: Administrative Theory and Practice in Education. Colombus: Charles E. Merrill Publishing Company. Miles, M., & Huberman, A. M. (1992). Analisis Data Kualitatif: Buku Sumber Tentang Metode-Metode Baru. Jakarta: UI Press. Mulyasa, E. (2013). Uji Kompetensi Guru dan Penilaian Kinerja Guru.Bandung: PT. Remaja Rosda Karya. Mustofa. (2007). Upaya Pengembangan Profesionalisme Guru di Indonesia.Jurnal Ekonomi Pendidikan, Vol.4 (1). Nugroho, P. J. (2013). Faktor-Faktor yang Mempengaruhi Profesionalisme Guru SD Daerah Terpencil Daratan Pedalaman Kabupaten Gunung Mas.Prosiding Hasil Penelitian dan Pengabdian Kepada Masyarakat Tahun 2013. Dies Natalis Universitas Palangka Raya. ISSN: 2354-6727. Nugroho, P. J. (2017). Pengembangan Model Pelatihan Inovatif untuk Meningkatkan Kompetensi Guru SD Daerah Terpencil. Jurnal Sekolah Dasar: Kajian Teori dan Praktik, Vol.26 (2). Peraturan Pemerintah Republik Indonesia Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan. Peraturan Pemerintah Republik Indonesia Nomor 32 Tahun 2013 tentang Perubahan Atas Peraturan Pemerintah Nomor 19 Tahun 2005. Rohani, N. K. (2004). Pengaruh Pembinaan Kepala Sekolah dan Kompensasi Terhadap Kinerja Guru SLTP Negeri di Kota Surabaya.Jurnal Pendidikan Dasar, Vol.5 (1). Saud, U. S. (2009). Pengembangan Profesi Guru SD/MI. Bandung: Alfabeta. Sher, J. P., & Sher, K. R. (1994). Beyond the Conventional Wisdom: Rural Develop-ment as if Australia’s Rural People and Communities Really Mattered. Journal of Research in Rural Education, Vol 10 No 1. Siram, R. (1992). Pelaksanaan Model Sistem Guru Kunjung Suatu Alternatif Pemerataan Pendidikan Sekolah Dasar Daerah Terpencil di Kalimantan Tengah.Tesis tidak dipublikasikan, PPS IKIP Malang. Snyder, K. J., & Anderson, R. H. (1986). Managing Productivity Schools. Orlando: Academic Press College Division. Supriadi, D. (1990). Pendidikan di Daerah Terpencil: Masalah dan Penanganannya. Analisis CSIS No. 5. Bandung: IKIP Bandung. Tjalla, A. (2010). Potret Mutu Pendidikan Indonesia ditinjau dari Hasil-Hasil Studi Internasional.Diakses tanggal 20 Juli 2018 dari: http://repository.ut.ac.id/2609/1/fkip201047.pdf. Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional.

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Goddard, David, and Keith F. Punch. "Ideological conflict in education: Western Australia, 1983‐1989." Journal of Educational Administration 34, no. 4 (October 1996): 60–72. http://dx.doi.org/10.1108/09578239610128621.

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Fatovich, Daniel M., Michael Phillips, Stephen A. Langford, and Ian G. Jacobs. "A comparison of metropolitan vs rural major trauma in Western Australia." Resuscitation 82, no. 7 (July 2011): 886–90. http://dx.doi.org/10.1016/j.resuscitation.2011.02.040.

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Kelly, Heath A. "Notification of infectious diseases by general practitioners in rural Western Australia." Medical Journal of Australia 162, no. 8 (April 1995): 441–43. http://dx.doi.org/10.5694/j.1326-5377.1995.tb139986.x.

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Harris, Linda, Jennifer Knight, and Rex Henderson. "Morbidity patterns in a general paediatric unit in rural Western Australia." Medical Journal of Australia 145, no. 9 (November 1986): 441–43. http://dx.doi.org/10.5694/j.1326-5377.1986.tb113869.x.

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