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Books on the topic 'Educational surveys Australia'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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1

History's children: History wars in the classroom. Sydney NSW, Australia: University of New South Wales Press, 2008.

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2

Lamb, Stephen. Access and equity in vocational education and training: Results from longitudinal surveys of Australian youth. Camberwell [Australia]: Australian Council for Educational Research, 1998.

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3

Exon, F. C. A. A preliminary survey of Australian inter-library lending: A report to the Australian Commonwealth Tertiary Education Commission. Perth: Library, Western Australian Institute of Technology for the Commomwealth Tertiary Education Commission, 1986.

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4

Beavis, Allan. The independent school development officer: An Australian perspective. Armidale, NSW: Ross Thomas Administrative Promotions, 1990.

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5

Deschamp, P. Customer satisfaction: A survey of students in Western Australian government schools and their parents about their level of satisfaction with their school. [Perth, W.A.]: The Department, 1996.

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6

University of Western Australia. National Centre for Research on Rural Education., ed. Aboriginal viewpoints on education: A survey in the East Kimberley region. Nedlands, W.A: National Centre for Research on Rural Education, University of Western Australia, 1987.

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7

Long, Michael G. Paying their way: A survey of Australian undergraduate university student finances, 2000. Canberra: Australian Vice-Chancellors' Committee, 2001.

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8

Smart, Don. Medium-term market opportunities for Australian education: A survey of Hong Kong. [Nedlands, W.A.]: Asia Research Centre on Social, Political and Economic Change, Murdoch University, Western Australia, 1993.

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9

Smart, Don. Enhancing Australia's recruitment of international students: A survey of Taiwan. Western Australia: Asia Research Centre on Social, Political, and Economic Change, Murdoch University, 1995.

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10

Werner, Mark C. Destination and career pathways of enrollees from selected South Australian TAFE programs, 1990-1994. Leabrook, S. Aust: National Centre for Vocational Educational Research, 1998.

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11

Davenport, P. R. Technical and further education in Western Australia: Graduate outcomes survey, 1984-85, conducted December 1984 to February 1985. East Perth: Technical Education Division, Education Dept. of W.A., 1985.

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12

King, C. J. Equal employment opportunity: Survey report. Bentley, W.A: Produced by Curtin University for the Western Australian College of Advanced Education, 1987.

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13

Lokan, Jan J. 15-up and counting, reading, writing, reasoning--: How literate are Australia's students? : the PISA 2000 survey of students' reading, mathematical, and scientific literacy skills. Camberwell, Melbourne, Vic: Australian Council for Educational Research, 2001.

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14

Hackmann, Heide. Priorities and quality incentives for university research : a brief international survey: countries studied: Australia, Belgium, Germany, Switzerland, UK. 's-Gravenhage: Sdu Servicecentrum, 2000.

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15

Family, Western Australia Office of the. Effective parenting: A review of parent education in Western Australia : report to Dr. Carmen Lawrence, MLA, Premier, and Minister for the Family. [Western Australia]: Office of the Family, Govt. of Western Australia, 1991.

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16

Hackmann, Heide. Priorities and quality incentives for university research: a brief international survey: Countries studied: Australia, Belgium, Germany, Switzerland, UK. [s.l.]: Netherlands Ministry of Education, Culture & Sciences, 1999.

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17

Amies, Marion. Gladly would they learn and gladly teach: Australian women and education, a survey of historical resources and research. Clayton, Vic: Published by the Faculty of Education, Monash University, 1988.

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18

Lawton, Stephen B. A survey of the governance of Roman Catholic and denominational education in Canada, the United Kingdom, Ireland, Australia and New Zealand. [Toronto: Ontario Institute for Studies in Education], 1985.

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19

Statistics, Australian Bureau of. 1994 National Aboriginal and Torres Strait Islander survey: Social atlas. [Canberra]: Australian Bureau of Statistics, 1997.

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20

Australia. Dept. of Employment, Education, and Training. Economic and Policy Analysis Division., ed. 1989 Australian youth survey: First results. Canberra: Australian Govt. Pub. Service, 1991.

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21

(Editor), Russell Trood, and Deborah McNamara (Editor), eds. The Asia-Australia Survey 1996-97: Centre for the Study of Australia-Asia Relations. Palgrave MacMillan, 1996.

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22

Isbell, R. Australian Soil Classification. CSIRO Publishing, 2021. http://dx.doi.org/10.1071/9781486314782.

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The Australian Soil Classification provides a framework for organising knowledge about Australian soils by allocating soils to classes via a key. Since its publication in 1996, this book has been widely adopted and formally endorsed as the official national system. It has provided a means of communication among scientists and land managers and has proven to be of particular value in land resource survey and research programs, environmental studies and education. Classification is a basic requirement of all science and needs to be periodically revised as knowledge increases. This third edition of The Australian Soil Classification includes updates from a working group of the National Committee on Soil and Terrain (NCST). The main change in this edition accommodates new knowledge and understanding of the significance, nature, distribution and refined testing for soils comprising deep sands, leading to the inclusion of a new Order, the Arenosols. The introduction of the Arenosols Order led to a review and changes to Calcarosols, Tenosols and Rudosols. The Australian Soil Classification is Volume 4 in the Australian Soil and Land Survey Handbooks Series.
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23

Isbell, R. Australian Soil Classification. CSIRO Publishing, 2016. http://dx.doi.org/10.1071/9781486304646.

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The Australian Soil Classification provides a framework for organising knowledge about Australian soils by allocating soils to classes via a key. Since its publication in 1996, this book has been widely adopted and formally endorsed as the official national system. It has provided a means of communication among scientists and land managers and has proven to be of particular value in land resource survey and research programs, environmental studies and education. Classification is a basic requirement of all science and needs to be periodically revised as knowledge increases. This Second Edition of The Australian Soil Classification includes updates from a working group of the National Committee on Soil and Terrain (NCST), especially in regards to new knowledge about acid sulfate soils (sulfidic materials). Modifications include expanding the classification to incorporate different kinds of sulfidic materials, the introduction of subaqueous soils as well as new Vertosol subgroups, new Hydrosol family criteria and the consistent use of the term reticulate. All soil orders except for Ferrosols and Sodosols are affected by the changes.
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24

Meinzinger, Alexander. Educating Air Forces. Edited by Randall Wakelam, David Varey, and Emanuele Sica. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813180243.001.0001.

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Compared to armies and navies, which have existed as professional fighting services for centuries, the technology that makes air forces possible is much newer. As a result, these services have had to quickly develop methods of preparing aviators to operate in conditions ranging from peace or routine security to full-scale war. The first book to address the history and scope of air power professionalization through learning programs, Educating Air Forces offers valuable new insight into strategy and tactics worldwide. Here, a group of international experts examine the philosophies, policies, and practices of air service educational efforts in the United States, France, Italy, Germany, Australia, Canada, and the UK. The contributors discuss the founding, successes, and failures of European air force learning programs between the Great War and World War II and explore how the tense Cold War political climate influenced the creation, curriculum, and results of various programs. They also consider how educational programs are adapting to soldiers' needs and the demands of modern warfare. Featuring contributions from eminent scholars in the field, this volume surveys the learning approaches globally employed by air forces in the past century and evaluates their effectiveness. Educating Air Forces reveals how experiential learning and formal education are not only inextricably intertwined, but also necessary to cope with advances in modern warfare.
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25

Secondary schools and their effects on continuing participation in physical activity by college students in New South Wales, Australia. 1985.

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26

Secondary schools and their effects on continuing participation in physical activity by college students in New South Wales, Australia. 1985.

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27

Secondary schools and their effects on continuing participation in physical activity by college students in New South Wales, Australia. 1985.

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28

Ji, Meng, and Sara Laviosa, eds. The Oxford Handbook of Translation and Social Practices. Oxford University Press, 2020. http://dx.doi.org/10.1093/oxfordhb/9780190067205.001.0001.

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The Oxford Handbook of Translation and Social Practices illustrates the manifold interactions between linguistically based translation studies and many research fields in the social and natural sciences. Drawing on a wide array of case studies from across the world, the handbook demonstrates the increasing role of translation studies in identifying and providing practical, innovative solutions to persistent and emerging social and research challenges in the world’s transition toward sustainability. Twenty-nine chapters by scholars and professional translators from all over the world apply translation studies methods to a wide range of fields, including healthcare, environmental policy, geological and cultural heritage conservation, education, tourism, comparative politics, conflict mediation, international law, commercial law, immigration, and indigenous language policy. The essays cover numerous languages, from European and Latin American languages to Asian and Australian languages, giving unprecedented weight to the translation of indigenous languages in Australia, Asia, and the Americas. In this way, the handbook offers a forward-looking and cross-disciplinary survey of the challenges and possibilities of translating in the global world, demonstrating the research potential and social significance of translation studies and reformulating the scope of this discipline as an empirically grounded, socially oriented, technologically enhanced, and ethical research field in the 21st century.
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29

Cai, Zongwu. Functional Coefficient Models for Economic and Financial Data. Edited by Frédéric Ferraty and Yves Romain. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199568444.013.6.

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This article discusses the use of functional coefficient models for economic and financial data analysis. It first provides an overview of recent developments in the nonparametric estimation and testing of functional coefficient models, with particular emphasis on the kernel local polynomial smoothing method, before considering misspecification testing as an important econometric question when fitting a functional (varying) coefficient model or a trending time-varying coefficient model. It then describes two major real-life applications of functional coefficient models in economics and finance: the first deals with the use of functional coefficient instrumental-variable models to investigate the empirical relation between wages and education in a random sample of young Australian female workers from the 1985 wave of the Australian Longitudinal Survey, and the second is concerned with the use of functional coefficient beta models to analyze the common stock price of Microsoft stock (MSFT) during the year 2000 using the daily closing prices.
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30

Council, Asian Studies, ed. Survey of Asian languages in higher education: Student numbers for the university and college of advanced education sector in Australia : 1983to 1986 (selected years). [Australia]: Asian Studies Council Secretariat, 1987.

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31

Urban Stormwater. CSIRO Publishing, 1999. http://dx.doi.org/10.1071/9780643100596.

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The intense concentration of human activity in urban areas leads to changes in both the quantity and quality of runoff that eventually reaches our streams, lakes, wetlands, estuaries and coasts. The increasing use of impervious surfaces designed to provide smooth and direct pathways for stormwater run-off, has led to greater runoff volumes and flow velocities in urban waterways. Unmanaged, these changes in the quantity and quality of stormwater can result in considerable damage to the environment. Improved environmental performance is needed to ensure that the environmental values and beneficial uses of receiving waters are sustained or enhanced. Urban Stormwater - Best-Practice Environmental Management Guidelines resulted from a collaboration between State government agencies, local government and leading research institutions. The guidelines have been designed to meet the needs of people involved in the planning, design or management of urban land uses or stormwater drainage systems. They provide guidance in ten key areas: Environmental performance objectives; Stormwater management planning; Land use planning; Water sensitive urban design; Construction site management; Business surveys; Education and awareness; Enforcement; Structural treatment measures; and Flow management. Engineers and planners within local government, along with consultants to the development industry, should find the guidelines especially useful. Government agencies should also find them helpful in assessing the performance of stormwater managers. While developed specifically for application in Victoria, Australia, the information will be of value to stormwater managers everywhere.
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32

Wood, Michèle J. M. The contribution of art therapy to palliative medicine. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199656097.003.0411.

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In the United Kingdom, and several other European countries, Canada, Australia, and the United States, art therapy is a state-registered health-care profession and its practitioners complete a postgraduate training for 2 years full-time or equivalent. The training encompasses models of psychotherapy, psychiatry, psychology, and the role and function of aesthetics and creativity in health care. Art therapy training consists of three core elements: the theoretical underpinnings of the practice, experiential engagement in artistic and interpersonal activities (so that trainees develop their capacity for self-reflection and insight and continue to engage in their own art-making) and clinical placements. Clinical placements are central to the training of art therapists, and in this way practitioners also learn about the roles of other health professionals, the function of interdisciplinary teamwork, and art therapy’s contribution to this. Professional registration of art therapists ensures that practitioners continue to maintain the standards of proficiency and professional practice established on qualification. In the United Kingdom, art therapy had its beginnings in the tuberculosis sanatoria of the 1940s but quickly developed within psychiatric and educational settings. Integrated with other care, it has since been widely incorporated into the fields of mental health and learning disabilities. However, there is a growing interest in art therapy with the medically and terminally ill. One recent survey in the UK found over 50% of art therapists in adult cancer care working with people in the palliative phase.
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33

Sebo, Jeff. Saving Animals, Saving Ourselves. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780190861018.001.0001.

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In 2020, COVID-19, the Australia bushfires, and other global threats served as vivid reminders that human and nonhuman fates are increasingly linked. Human use of nonhuman animals is contributing to pandemics, climate change, and other global threats. And these global threats are, in turn, contributing to biodiversity loss, ecosystem collapse, and nonhuman suffering. In this book, Jeff Sebo argues that humans have a moral responsibility to include animals in global health and environmental policy, by reducing our use of animals as part of our mitigation efforts and increasing our support for animals as part of our adaptation efforts. Applying and extending frameworks such as One Health and the Green New Deal, Sebo calls for reducing support for factory farming, deforestation, and the wildlife trade; increasing support for humane, healthful, and sustainable alternatives; and considering human and nonhuman needs holistically when we do. Sebo also considers connections with practical issues such as education, employment, social services, and infrastructure, as well as with theoretical issues such as well-being, moral status, political status, and population ethics. In all cases, he shows that these issues are both important and complex, and that we should neither underestimate our responsibilities because of our limitations nor underestimate our limitations because of our responsibilities. Both an urgent call to action and a survey of what ethical and effective action will require, this book will be invaluable for everyone interested in what kind of world we should attempt to build and how.
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