Academic literature on the topic 'Education Tasmania History'
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Journal articles on the topic "Education Tasmania History"
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Macpherson, R. J. S. Mark. "History, Organisation and Power: a preliminary analysis of educational management in Tasmania." School Organisation 12, no. 3 (January 1992): 269–88. http://dx.doi.org/10.1080/0260136920120303.
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Nillsen, R. "Can the love of learning be taught?" Journal of University Teaching and Learning Practice 1, no. 1 (January 1, 2004): 4–13. http://dx.doi.org/10.53761/1.1.1.2.
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This paper is an expanded version of a talk given at a Generic Skills Workshop at the University of Wollongong, and was intended for academic staff from any discipline and general staff with an interest in teaching. The issues considered in the paper include the capacity of all to learn, the distinction between learning as understanding and learning as information, the interaction between the communication and content of ideas, the tension between perception and content in communication between persons, and the human functions of a love of learning. In teaching, the creation of a fear-free environment is emphasised, as is the use of analogy as a means of breaking out of one discipline and making connections with another, with mathematics and history being used as a possible example. Some of the issues raised are explored in more depth in the notes at the end of the paper, to which there are references in the main text. About the author. Rodney Nillsen studied literature, mathematics and science at the University of Tasmania. He proceeded to postgraduate study at The Flinders University of South Australia, studying mathematics under Igor Kluvánek and, through him, coming into contact with the European intellectual tradition. He held academic positions at the Royal University of Malta and the University College of Swansea, Wales. Upon returning to Australia, he took up a lecturing position at the University of Wollongong, where he continues to teach and conduct research in pure mathematics. At the University he is a member of Academic Senate and is the Chair of the Human Research Ethics Committee. He received a Doctor of Science degree from the University of Tasmania in 2000. His interests include literature, classical music and the enjoyment of nature.
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Chen, Pamela, Michele Callisaya, Karen Wills, Timothy Greenaway, and Tania Winzenberg. "Cognition, educational attainment and diabetes distress predict poor health literacy in diabetes: A cross-sectional analysis of the SHELLED study." PLOS ONE 17, no. 4 (April 20, 2022): e0267265. http://dx.doi.org/10.1371/journal.pone.0267265.
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Objectives To identify factors that predict poor health literacy amongst people with diabetes. Design Cross-sectional analysis of baseline data from a prospective study of diabetic foot disease. Setting Patients attending a tertiary hospital diabetes outpatient clinic in Tasmania, Australia. Participants 222 people with diabetes mellitus, aged >40 years, with no history of foot ulceration, psychotic disorders or dementia. Outcome measures Health literacy was measured using the short form Test of Functional Health Literacy in Adults (functional health literacy), and the Health Literacy Questionnaire (HLQ), which measures nine domains of health literacy. Predictors included demographic characteristics, cognition, diabetes distress, depression, and educational attainment. Results In multivariable analysis, greater educational attainment (OR 0.88, 95% CI 0.76, 0.99) and poorer cognition (OR 0.71, 95% CI 0.63, 0.79) were associated with poorer functional health literacy. Age was negatively associated with domains of appraisal of health information and ability to find good health information (both beta = -0.01). Educational attainment was positively associated with four domains, namely having sufficient information to manage my health, actively managing my health, appraisal of and ability to find good health information (beta ranging from +0.03 to 0.04). Diabetes distress was negatively associated with five domains: having sufficient information to manage my health, social support for health, ability to actively engage with healthcare providers, navigating the healthcare system and ability to find good health information (beta ranging from -0.14 to -0.18). Conclusion Poorer cognition and poorer educational attainment may be detrimental for an individual’s functional health literacy, and education, diabetes distress and older age detrimental across multiple health literacy domains. Clinicians and policy makers should be attuned to these factors when communicating with people with diabetes and in designing healthcare systems to be more health-literacy friendly in order to improve diabetes outcomes.
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Prentis, Malcolm David. "Guthrie Wilson and the trans‐Tasman educational career." History of Education Review 42, no. 1 (June 21, 2013): 69–84. http://dx.doi.org/10.1108/08198691311317705.
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Bauer, Belinda. "Lions and Chickens: A specimen biography approach to unprovenanced natural history objects." Biodiversity Information Science and Standards 2 (May 22, 2018): e25661. http://dx.doi.org/10.3897/biss.2.25661.
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Taxidermy made for display is often considered less significant in museum research collections. This is because historical taxidermy material often becomes disassociated with key data and through the rigours of public display, end up in poor physical condition. However by tracing a specimen's biography as a living animal and following its transition into a museum afterlife, much can be revealed about the development of natural history collections and changing attitudes towards animals. This presentation will investigate several pieces of taxidermy in the zoology collection of the Tasmanian Museum and Art Gallery (TMAG) (http://www.tmag.tas.gov.au/collections_and_research/zoology/collections), where research has uncovered surprising stories and helped reassess the significance and cultural value of this material. An unregistered lion head, identified as animal celebrity John Burns, tells the story of the golden age of Australian and New Zealand circuses, changing attitudes around animal ethics in the circus and the negotiations between scientific institutions in acquiring exotics species in the late nineteenth century. A collection of taxidermied domestic chickens from the 1940s is found to mark the modernisation of the TMAG public displays in communicating current research and the development of a dedicated museum education unit. The colourful afterlife of these specimens in the museum collection highlights struggles with storage issues, changes in collecting priorities and evolution of public display and education at TMAG.
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Morris Matthews, Kay, and Kay Whitehead. "Australian and New Zealand women teachers in the First World War." History of Education Review 48, no. 1 (June 3, 2019): 31–45. http://dx.doi.org/10.1108/her-05-2018-0012.
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Purpose The purpose of this paper is to highlight the contributions of women teachers to the war effort at home in Australia and New Zealand and in Egypt and Europe between 1914 and 1918. Design/methodology/approach Framed as a feminist transnational history, this research paper drew upon extensive primary and secondary source material in order to identify the women teachers. It provides comparative analyses using a thematic approach providing examples of women teachers war work at home and abroad. Findings Insights are offered into the opportunities provided by the First World War for channelling the abilities and leadership skills of women teachers at home and abroad. Canvassed also are the tensions for German heritage teachers; ideological differences concerning patriotism and pacifism and issues arising from government attitudes on both sides of the Tasman towards women’s war service. Originality/value This is likely the only research offering combined Australian–New Zealand analyses of women teacher’s war service, either in support at home in Australia and New Zealand or working as volunteers abroad. To date, the efforts of Australian and New Zealand women teachers have largely gone unrecognised.
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Hawkins, Cherie-Lynn. "Do Aspirations Really Matter?" Australian and International Journal of Rural Education 27, no. 3 (December 9, 2017): 39–54. http://dx.doi.org/10.47381/aijre.v27i3.146.
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The notion of ‘raising aspirations’ to widen participation in higher education and increase attainment has dominated policy discourse globally for the past decade. Projects and campaigns that aim to increase participation and attainment in education therefore typically focus on student aspirations. This is certainly the case in the Tasmanian context, with the recent establishment of the Peter Underwood Centre and various other ‘aspirations projects’ in the state. Based on findings from a highly qualitative study in the Cradle Coast region that explored the life goals of adolescent females, this paper proposes that ‘aspirations matter’ as they are key motivators behind educational and career decision-making, which impacts on life chances. But the paper argues it is the capacity to fulfil them that matters equally. Personal stories and a range of artefacts were collected from the adolescent participants during life history interviews. The primary focus of the paper is to demonstrate that innovative methodologies generate more voice, which in this study allowed for a deeper understanding of life goals, influencing factors and why ‘capacity’ matters. Through this data collection technique, the study found that the young females had multiple aspirations, including those for higher education and these were shaped by their experiences. However, uncertainties existed around if they had the cultural or economic capital to fulfil them. The paper extends on current work in this area by demonstrating that ‘capacity’ is important and that there is a place for creative methods in research with rural adolescent females.
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Summers, Mathew J., Nichole L. J. Saunders, Michael J. Valenzuela, Jeffery J. Summers, Karen Ritchie, Andrew Robinson, and James C. Vickers. "The Tasmanian Healthy Brain Project (THBP): a prospective longitudinal examination of the effect of university-level education in older adults in preventing age-related cognitive decline and reducing the risk of dementia." International Psychogeriatrics 25, no. 7 (March 25, 2013): 1145–55. http://dx.doi.org/10.1017/s1041610213000380.
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ABSTRACTBackground: Differences in the level of cognitive compromise between individuals following brain injury are thought to arise from underlying differences in cognitive reserve. The level of cognitive reserve attained by an individual is influenced by both genetic and life experience factors such as educational attainment and occupational history. The Tasmanian Healthy Brain Project (THBP) is a world-first prospective study examining the capacity of university-level education to enhance cognitive reserve in older adults and subsequently reduce age-related cognitive decline and risk for neurodegenerative disease.Methods: Up to 1,000 adults aged 50–79 years at the time of entry into the study will be recruited to participate in the THBP. All participants will be healthy and free of significant medical, psychological, or psychiatric illness. Of the participant sample, 90% will undertake a minimum of 12 months part-time university-level study as an intervention. The remaining 10% will act as a control reference group. Participants will complete an annual comprehensive assessment of neuropsychological function, medical health, socialization, and personal well-being. Premorbid estimates of past cognitive, education, occupational, and physical function will be used to account for the mediating influence of prior life experience on outcomes. Potential contributing genetic factors will also be explored.Results: Participant results will be assessed annually. Participants displaying evidence of dementia on the comprehensive neuropsychological assessment will be referred to an independent psycho-geriatrician for screening and diagnosis.Conclusions: The THBP commenced in 2011 and is expected to run for 10–20 years duration. To date, a total of 383 participants have been recruited into the THBP.
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Manathunga, Catherine. "The role of universities in nation-building in 1950s Australia and Aotearoa/New Zealand." History of Education Review 45, no. 1 (June 6, 2016): 2–15. http://dx.doi.org/10.1108/her-05-2014-0033.
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Purpose – The purpose of this paper is to investigate the diverse rendering of the idea of nation and the role of universities in nation-building in the 1950s Murray and Hughes Parry Reports in Australia and Aotearoa/New Zealand. This paper provides trans-Tasman comparisons that reflect the different national and international interests, positioning of science and the humanities and desired academic and student subject positions and power relations. Design/methodology/approach – This paper adopts a Foucauldian genealogical approach that is informed by Wodak’s (2011) historical discourse analysis in order to analyse the reports’ discursive constructions of the national role of universities, the positioning of science and humanities and the development of desired academics and student subjectivities and power relations. Findings – The analysis reveals the different positioning of Australia and Aotearoa/New Zealand in relation to the Empire and the Cold War. It also demonstrates how Australian national interests were represented in these reports as largely economic and defence related, while Aotearoa/New Zealand national interests were about economic, social and cultural nation-building. These differences were also matched by diverse weightings attached to university science and the humanities education. There is also a hailing of traditional, enlightenment-inspired discourses about desired academic and student subjectivities and power relations in Australia that contrasts with the emergence of early traces of more contemporary discourses about equity and diversity in universities in Aotearoa/New Zealand. Originality/value – The paper demonstrates the value of transnational analysis in contributing to historiography about university education. The Foucauldian discourse analysis approach extends existing Australian historiography about universities during this period and represents a key contribution to Aotearoa/New Zealand historiography that has explored academic and student subjectivities to a lesser extent.
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Alty, Jane E., Aidan Bindoff, Kimberley Stuart, Edward Hill, Jessica Collins, Anna King, Mathew Summers, and James Vickers. "Sex-Specific Protective Effects of Cognitive Reserve on Age-Related Cognitive Decline: A 5-Year Prospective Cohort Study." Neurology, October 27, 2022, 10.1212/WNL.0000000000201369. http://dx.doi.org/10.1212/wnl.0000000000201369.
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Background and objectives:Females have higher age-adjusted incidence of Alzheimer’s disease than males but the reasons for this remain unclear. One proposed contributing factor is that, historically, women had less access to education and therefore may accumulate less cognitive reserve. However, educational attainment is confounded by IQ, which in itself is a component of cognitive reserve and does not differ between sexes. Steeper age-related cognitive declines are associated with increased risk of dementia. We therefore evaluated the moderating effects of two proxies for cognitive reserve, education and IQ, on the steepness of age-related declining cognitive trajectories in unimpaired older males and females.Methods:The Tasmania Healthy Brain Project, a long-term cohort study, recruited healthy Australians aged 50-80 years without cognitive impairment. Baseline cognitive reserve was measured using educational history and IQ, measured by the Wechsler Test of Adult Reading, Full Scale Predicted IQ (WTAR-FSIQ). Cognitive trajectories for language, executive function, episodic and working memory over 5 years were extracted from neuropsychological assessments. The adjusted effects of education, estimated IQ, and APOE polymorphisms on cognitive trajectories were compared between males and females.Results:562 individuals (mean [SD] age 60 [6.7] years; 68% male; 33% APOE ε4+) were followed up over five years with 1,924 assessments and 24,946 cognitive test scores (annualized attrition rate 6.6% per year). Estimated IQ correlated with years of education (p< .001). Estimated IQ interacted with sex to moderate age-related cognitive trajectories (p= .03; adjusted for education); lower IQ males experienced steeper declining trajectories than higher IQ males, but lower IQ females had similar steepness of declining trajectories to higher IQ females. Education was not associated with rate of cognitive decline (p= .67; adjusted for WTAR-FSIQ). There were no significant differences in age-related cognitive trajectories between APOE genotypes in either sex.Discussion:IQ, a measure of cognitive reserve, predicted the steepness of declining cognitive trajectories in males only. Education did not explain as much variation in cognitive trajectories as IQ. Our findings do not support the hypothesis that historical sex- disparities in access to education contribute to the higher female incidence of Alzheimer’s disease.
Dissertations / Theses on the topic "Education Tasmania History"
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Brady, Josephine Margaret, and res cand@acu edu au. "Sisters of St Joseph: the Tasmanian experience the foundation of the Sisters of St Joseph in Tasmania1887-1937." Australian Catholic University. School of Religious Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp73.09042006.
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This thesis reports on and analyses the first fifty years, 1887-1937, of the Sisters of Saint Joseph’s ministry in Tasmania. The design of the study is qualitative in nature, employing ethnographic techniques with a thematic approach to the narrative. Through a multifaceted approach the main figures of the Josephite story of the first fifty years are examined. The thesis attempts to redress the imbalance of the representation of women in Australian history and the Catholic Church in particular. The thesis is that as a uniquely Australian congregation the Tasmanian Sisters of St Joseph were focused on the preservation of the original spirit and tradition articulated at their foundation rather than on the development of a unique Tasmanian identity. The thesis argues that it was the formative period that impacted on their future development and the emerging myths contributed to their search for identity. Isolated from their foundations through separation and misunderstanding, they sought security and authenticity through their conservation of the original Rule. The intervention of cofounder Father Tenison Woods in the early months of their foundation served to consolidate a distinctive loyalty to him to the exclusion of Mary MacKillop. Coupled with the influence of Woods were the Irish and intercolonial influences of significant Sisters from other foundations which militated against the emergence of a distinctive Tasmanian leadership. As a Diocesan Congregation the Tasmanian Josephites achieved status as authentic religious within Tasmania and yet were constrained by their Diocesan character. The study identifies the factors that contributed to their development as a teaching Congregation through the impact of the Teacher and Schools’ Registration Act 1906, influence of government regulations on the Woods-MacKillop style of education, and the commitment of the Church to provide Catholic education in the remote areas of Tasmania. The thesis identifies two major formative periods as occurring at the instigation of Archbishops Delany and Simonds at both the foundation and then more significantly after the consolidation phase at the end of the period under examination.
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Price, Kathleen Alice. "Trouwerner : the forced forgetting : education and how it has affected/disaffected Aboriginal people of Tasmania." Phd thesis, 2006. http://hdl.handle.net/1885/149988.
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Sanders, Anne Elizabeth. "The Mildura Sculpture Triennials 1961 - 1978 : an interpretative history." Phd thesis, 2009. http://hdl.handle.net/1885/7452.
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The significance of the Mildura Sculpture Triennials from 1961 to 1978 lies in their role as critical nodal points in an expanding and increasingly complex system of institutions and agents that emerge, expand and interact within the Australian art world. These triennial events provide a valuable case-study of the developments in sculptural practice in Australia and offer a close reading of the genesis of an autonomous field of visual art practice; a genesis dependent upon the expansion of the new tertiary education policies for universities and colleges of advanced education that arose in response to the generational pressure created by the post war baby boom.
Given that there was virtually no market for modern sculpture in Australia at the inauguration of these triennials in the 1960s, the extent of the impact of the pressures and expectations of a burgeoning young population upon tertiary education, specifically the art schools, art history departments and art teacher training and, the expanding desire for cultural fulfilment and rapid developments in the cultural institution sector, is delineated at these triennial events. The expansion of the education system and the consequent expanded employment opportunities this offered to young sculptors in the late 1960s and throughout the 1970s, posited the first real challenge and alternative economy to the existing heterogeneous market economy for artistic works.
In order to reinscribe the Mildura Sculpture Triennials into recent Australian art history as an important contributor to the institutional development of Australian contemporary art practice, I have drawn upon the reflexive methodological framework of French cultural theorist and sociologist Pierre Bourdieu and his explanation of the factors necessary for the genesis and development of autonomous fields of cultural production. Bourdieu's method provides an interpretative framework with which to identify these components necessary to the development of an institutional identity - the visual arts profession. This autonomous field parallels, conflicts with and at times connects with the heterogeneous art market economy, depending on the strength of its relative autonomy from the field of economic and political power. However, this is beyond the scope of this thesis.
Mildura's significance lies in the way that the triennial gatherings provide a view into the disparate components that would connect to and eventually create an autonomous field of artistic production, that of the visual arts profession. However, the evolution of each of the components, which were the bedrock of Mildura, was driven by its own needs and necessities and not by the needs of the larger field of which they would eventually become a part. Bourdieu's understanding of the ontologic complicitiy between dispositions and the development of an autonomous field offers a non-teleological approach to the significance of Mildura as a site to map these rapid changes and also Mildura's subsequent displacement from the historical record.
Books on the topic "Education Tasmania History"
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Rodwell, G. W. With zealous efficiency: Progressivism and Tasmanian State primary education, 1900-20. Darwin, N.T., Australia: William Michael Press, 1992.
Find full textBook chapters on the topic "Education Tasmania History"
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Kidd, Sheila M. "The Scottish Gaelic Press." In The Edinburgh History of the British and Irish Press, Volume 2, 337–56. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474424882.003.0023.
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This article surveys the emergence of the Scottish Gaelic periodical press, amid rising levels of Gaelic literacy, from the early decades of the nineteenth century. It considers the initial wave of publications from 1829–1850, one which was dominated by the clergy with moral, spiritual and educative aims, alongside the promotion of emigration. It moves on to examine the re-emergence of periodicals from the 1870s when the Gaelic press became a vehicle for cultural revival. The appearance of regular Gaelic columns in Highland newspapers in the politically-charged later decades of the nineteenth-century Highlands is also considered as are the precarious nature of Gaelic periodicals publishing and the limited evidence available for the reception of these periodicals. The importance of the Highland diaspora throughout the century and the resulting transnational nature of this press is discussed with Glasgow the main publishing location, but with journals also produced in Ontario, Nova Scotia and Tasmania.