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Books on the topic 'Moral education South Australia'

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Published: 4 June 2021
Last updated: 10 February 2022

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1

Mayfield, John. Golden Grove: A secondary education complex in South Australia. Paris: Organisation for Economic Co-operation and Development, Programme on Educational Building, 1989.

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2

Vicary, Adrian. In the interests of education: A history of education unionism in South Australia. St. Leonards, N.S.W: Allen & Unwin, 1997.

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3

Aboriginal music, education for living: Cross-cultural experiences from South Australia. St. Lucia, Qld: University of Queensland Press, 1985.

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4

Nothing seemed impossible: Women's education and social change in South Australia, 1875-1915. St. Lucia: University of Queensland Press, 1985.

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5

The moral ecology of South Africa's township youth. New York: Palgrave Macmillan, 2009.

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6

Being at home: Race, institutional culture and transformation at South African higher education institutions. Pietermaritzburg, South Africa: University of KwaZulu-Natal Press, 2015.

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7

MECC Project '98 (1998 Adelaide, S. Aust.). MECC Project '98: Countering racism through developing cultural understanding : teachers' training conference, proceedings, 7-8 May 1998, Adelaide, South Australia. Edited by Wetherell Ildi and South Australia. Multicultural Education Coordinating Committee. Adelaide: The Committee, 1998.

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8

Tʻongil Hanʼgukkun ŭi munhwa tʻonghap kwa kachʻi kyoyuk. Kyŏnggi-do Pʻaju-si: Hanʼguk Haksul Chŏngbo, 2006.

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9

Ranzjin, Rob. Psychology & indigenous Australians: Teaching, practice & theory : proceedings of the inaugural annual conference, held July 12th and 13th, 2007, University of South Australia. Edited by University of South Australia. School of Psychology and David Unaipon College of Indigenous Education and Research. Magill, SA: University of South Australia, 2008.

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10

International Seminar for Teacher Education (12th 1992 University of New England, Armidale, New South Wales). Building bridgesin teacher education: Proceedings of the 12th annual International Seminar for Teacher Education, the University of New England, Armidale, New South Wales, Australia, 24th to 30th April, 1992. Armidale, NSW: University of New England, 1994.

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11

Beasley, Vic. Participation and equity: The Flinders experiment. Bedford Park, S[outh] A[ustralia]: Beasley, 1985.

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12

Male homosexual behavior and the effects of AIDS education: A study of behavior and safer sex in New Zealand and South Australia. New York: Praeger, 1991.

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13

Conference, Australian and New Zealand Comparative and International Education Society. Quality and equality in education: Proceedings of the 13th annual conference of the Australian and New Zealand Comparative and International Education Society, Flinders University of South Australia, 9-11 December, 1985. [North Ryde, NSW]: Macquarie University, 1985.

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14

National, Information Literacy Conference (3rd 1997 Canberra S. Aust ). Information literacy: The professional issue : proceedings of the third National Information Literacy Conference conducted by the University of South Australia Library and the Australian Library and Information Association Information Literacy Taskforce, 8 and 9 December 1997. Adelaide: University of South Australia Library, 1998.

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15

National Information Literacy Conference (4th 1999 Adelaide, S. Aust.). Concept, challenge, conundrum: From library skills to information literacy : proceedings of the fourth National Information Literacy Conference conducted by the University of South Australia Library and the Australian Library and Information Association, Information Literacy Special Interest Group, 3-5 December 1999. Edited by Booker Di 1943-, Doskatsch Irene, University of South Australia. Library., and Australian Library and Information Association. Information Literacy Special Interest Group. Adelaide: University of South Australia Library, 2000.

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16

Indigenous Languages Conference (1st 2007 Adelaide, S. Aust.). Warra wiltaniappendi =: Strengthening languages : proceedings of the inaugural Indigenous Languages Conference (ILC) 2007, 24-27 September 2007, University of Adelaide, South Australia. Edited by Amery Rob 1954-, Nash Joshua, and University of Adelaide. Discipline of Linguistics. Adelaide: Discipline of Linguistics, University of Adelaide, 2008.

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17

Williams, Chris. Old land, new landscapes: A story of farmers, conservation, and the landcare movement. Carlton, Vic., Australia: Melbourne University Press, 2004.

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18

Kamel, Rachael, and Deborah Wei. Resistance in paradise: Rethinking 100 years of U.S. involvement in the Caribbean and the pacific. Philadelphia, PA: American Friends Service Committee, 1998.

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19

Sang-in, Chŏn, ed. Hanʼguk hyŏndaesa: Chinsil kwa haesŏk. Kyŏnggi-do Pʻaju-si: Nanam Chʻulpʻan, 2005.

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20

Teaching for Active Citizenship: Moral Values and Personal Epistemology in Early Years Classrooms. Taylor & Francis Group, 2018.

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21

Teaching for Active Citizenship: Personal Epistemology and Practices in Early Education Classrooms. Taylor & Francis Group, 2016.

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22

In the Interests of Education: A History of Education Unionism in South Australia. Harry Ransom Humanities Research Center, 1998.

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23

Time for Play: Recreation and Moral Issues in Colonial South Australia. Wakefield Press Pty, Limited, 2015.

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24

Baldauf, Richard B. Language Planning and Education in Australia and the South Pacific (Multilingual Matters). Multilingual Matters Limited, 2004.

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25

K, Hyams B., ed. Learning and other things: Sources for a social history of education in South Australia. Netley, SA: South Australian Government Printer, 1988.

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26

Mackinnon, Alison. New Kid on the Block: The University of South Australia in the Unified National System 1989-1996. Melbourne University Publishing, 2016.

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27

Pattenden, Oliver. Taking Care of the Future: Moral Education and British Humanitarianism in South Africa. Palgrave Macmillan, 2018.

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28

Pattenden, Oliver. Taking Care of the Future: Moral Education and British Humanitarianism in South Africa. Palgrave Macmillan, 2018.

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29

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

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30

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

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31

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

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32

MECC Project '98: Countering racism through developing cultural understanding : Teachers' training conference, proceedings, 7-8 May 1998, Adelaide, South Australia. The Committee, 1998.

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33

Whiteley, John M., and Norma Yokota. Moral Action in Young Adulthood. National Resource Center for the Freshman Yea, 1999.

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34

Values education and quality teaching: The double helix effect. [New York]: Springer, 2009.

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35

Cahir, Fred, Ian Clark, and Philip Clarke. Aboriginal Biocultural Knowledge in South-eastern Australia. CSIRO Publishing, 2018. http://dx.doi.org/10.1071/9781486306121.

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Indigenous Australians have long understood sustainable hunting and harvesting, seasonal changes in flora and fauna, predator–prey relationships and imbalances, and seasonal fire management. Yet the extent of their knowledge and expertise has been largely unknown and underappreciated by non-Aboriginal colonists, especially in the south-east of Australia where Aboriginal culture was severely fractured. Aboriginal Biocultural Knowledge in South-eastern Australia is the first book to examine historical records from early colonists who interacted with south-eastern Australian Aboriginal communities and documented their understanding of the environment, natural resources such as water and plant and animal foods, medicine and other aspects of their material world. This book provides a compelling case for the importance of understanding Indigenous knowledge, to inform discussions around climate change, biodiversity, resource management, health and education. It will be a valuable reference for natural resource management agencies, academics in Indigenous studies and anyone interested in Aboriginal culture and knowledge.
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36

Mary, Ralphs, and Catholic Institute of Education (South Africa), eds. Fair play: Resources for exploring justice issues with young South Africans. Southdale [South Africa]: Catholic Institute of Education, 1991.

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37

Cultura andina y manifestaciones subversivas en el Perú. Lima, Perú: Universidad de Lima, Facultad de Ciencias Humanas, 1991.

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38

Character Builders: Books and Activities for Character Education (Through Children's Literature). Libraries Unlimited, 2006.

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39

1943-, Booker Diane, and University of South Australia. Library., eds. Information literacy, the Australian agenda: Proceedings of a conference conducted by the University of South Australia Library, held at Adelaide College of TAFE 2-4 December 1992. Adelaide: University of South Australia Library, 1993.

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40

Ritchie, Leitch. The British World In The East V1: A Guide Historical, Moral, And Commercial, To India, China, Australia, South Africa And The Other Possessions Or Connections Of Great Britain. Kessinger Publishing, LLC, 2007.

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41

Ritchie, Leitch. The British World In The East V1: A Guide Historical, Moral, And Commercial, To India, China, Australia, South Africa And The Other Possessions Or Connections Of Great Britain. Kessinger Publishing, LLC, 2007.

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42

Anne, Hazell, Australian Library and Information Association. South Australian Branch., and University of South Australia. Library., eds. Enterprise, employment, education: The library workforce in the 1990s : proceedings of a conference conducted by the University of South Australia Library and the Australian Library and Information Association, South Australian Branch, held at The Orphanage Teachers Centre, 5-6 December 1994. Adelaide: University of South Australia Library, 1995.

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43

Gennadios, Limouris, ed. Come, Holy Spirit, renew the whole creation: An Orthodox approach for the Seventh Assembly of the World Council of Churches, Canberra, Australia, 6-21 February, 1991. Brookline, Mass: Holy Cross Orthodox Press, 1990.

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44

Williams, Chris. Old Land, New Landscapes: A Story of Farmers, Conservation, and the Landcare Movement. Melbourne University Publishing, 2005.

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45

Pinguel, Baltazar, and Anne Hattori. Resistance in Paradise: Rethinking 100 Years of U.S. Involvement in the Caribbean and the Pacific. American Friends Service Committee, 1998.

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46

Takeda, Wakako, Cathy Banwell, Kelebogile T. Setiloane, and Melissa K. Melby. Intersections of Food and Culture. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190626686.003.0011.

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This chapter examines how culture influences what people eat, and how food practices function to enculturate the next generation. We examine four case studies of two food items (sugars and animal proteins) in countries ranging from developing to developed economies, and Western, Eastern, and African cultures. The first three case studies focus on sugar (Australia, Japan, and Thailand) with Australia providing a case study from a Western developed country, Japan providing an example from an Eastern developed country, and Thailand providing an example from a new industrialized country. These three countries have seen changes in sugar consumption paralleling increases in non-communicable diseases. Although global concern for malnutrition is increasingly focused on overconsumption and obesity, it is important to remember that much of the world’s population still struggles with undernutrition. The fourth case study of the Yoruba in southern Nigeria serves to remind us of the importance of cross-cultural comparisons and diversity, as we see that many Yoruba children experience stunting and hunger. For them overconsumption of processed food and sugars is not the primary problem; rather, it is underconsumption of protein, particularly given their infectious disease load. Around the world, culture influences food preferences, and at the same time foods often are used to convey cultural values—such as convenience and modernity, urban lifestyle, hospitality, socialization, and moral education for children. Together these factors have implications for public health interventions and policies, yet collectively require a locally nuanced understanding of culture.
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47

Slattery, Deirdre. Australian Alps. CSIRO Publishing, 2015. http://dx.doi.org/10.1071/9781486301720.

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Australian Alps is a fascinating guide to Kosciuszko, Alpine and Namadgi National Parks. It introduces the reader to some of Australia’s highest mountains, their climate, geology and soils, plants and animals and their human history. It traces the long-running conflicts between successive users of the mountains and explores the difficulties in managing the land for nature conservation. The book gives credit to little-known or understood stories of the people who have worked to establish better understanding of the Alps, especially their vital role as the major water catchments for south-eastern Australia. This new edition updates many themes, including the involvement of Aboriginal people in the region, catchment function and condition, pest plants and animals, fire and the issue of climate change. Written by a specialist with over 25 years’ experience in community education in and about the Australian Alps National Parks, this new edition features many excellent natural history and historical photographs. Ideal as support information for field trips, it will make a wonderful memento of an alpine visit. This book acts as a detailed companion to park interpretive material and to topic-specific field guides: it caters for readers who want a broad overview of areas of interest they will come across in a visit to the mountains.
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48

Fairgrieve, Duncan, and Dan Squires QC. The Negligence Liability of Public Authorities, Second Edition. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199692552.001.0001.

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Whether, and in what circumstances, public authorities should be held liable for negligence in the performance of their public functions is a highly complex area of the law. Written by Cherie Blair and Dan Squires QC, the first edition of The Negligence Liability of Public Authorities provided a much needed guide to these complexities and offered a detailed account of the law for practitioners and academics. This second edition builds on the reputation of the first, including full coverage of the many important cases which have been decided since 2006. Divided into two parts, Part I focuses on the extent to which the public nature of a defendant affects civil liability and the principles that govern and limit that liability. Part II considers the law as it impacts upon specific areas of public authorities' activities. It examines cases in a range of key areas, including the police, social services, highways, education, and the emergency services and aims to set out in a comprehensive way the different legal issues that have arisen in each area. By examining cases in a variety of jurisdictions, including Australia, Canada, South Africa, New Zealand and the USA, the authors further broaden the scope of this authoritative text. The book also identifies the underlying principles and policy arguments which have shaped the law more generally, making it an extremely useful resource for a wide variety of practitioners.
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49

Boon, Paul. The Hawkesbury River. CSIRO Publishing, 2017. http://dx.doi.org/10.1071/9780643107601.

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The Hawkesbury River is the longest coastal river in New South Wales. A vital source of water and food, it has a long Aboriginal history and was critical for the survival of the early British colony at Sydney. The Hawkesbury’s weathered shores, cliffs and fertile plains have inspired generations of artists. It is surrounded by an unparalleled mosaic of national parks, including the second-oldest national park in Australia, Ku-ring-gai National Park. Although it lies only 35 km north of Sydney, to many today the Hawkesbury is a ‘hidden river’ – its historical and natural significance not understood or appreciated. Until now, the Hawkesbury has lacked an up-to-date and comprehensive book describing how and when the river formed, how it functions ecologically, how it has influenced humans and their patterns of settlement and, in turn, how it has been affected by those settlements and their people. The Hawkesbury River: A Social and Natural History fills this gap. With chapters on the geography, geology, hydrology and ecology of the river through to discussion of its use by Aboriginal and European people and its role in transport, defence and culture, this highly readable and richly illustrated book paints a picture of a landscape worthy of protection and conservation. It will be of value to those who live, visit or work in the region, those interested in Australian environmental history, and professionals in biology, natural resource management and education.
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50

Hopke, Jill E., and Luis E. Hestres. Communicating about Fossil Fuel Divestment. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190228620.013.566.

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Divestment is a socially responsible investing tactic to remove assets from a sector or industry based on moral objections to its business practices. It has historical roots in the anti-apartheid movement in South Africa. The early-21st-century fossil fuel divestment movement began with climate activist and 350.org co-founder Bill McKibben’s Rolling Stone article, “Global Warming’s Terrifying New Math.” McKibben’s argument centers on three numbers. The first is 2°C, the international target for limiting global warming that was agreed upon at the United Nations Framework Convention on Climate Change 2009 Copenhagen conference of parties (COP). The second is 565 Gigatons, the estimated upper limit of carbon dioxide that the world population can put into the atmosphere and reasonably expect to stay below 2°C. The third number is 2,795 Gigatons, which is the amount of proven fossil fuel reserves. That the amount of proven reserves is five times that which is allowable within the 2°C limit forms the basis for calls to divest.The aggregation of individual divestment campaigns constitutes a movement with shared goals. Divestment can also function as “tactic” to indirectly apply pressure to targets of a movement, such as in the case of the movement to stop the Dakota Access Pipeline in the United States. Since 2012, the fossil fuel divestment movement has been gaining traction, first in the United States and United Kingdom, with student-led organizing focused on pressuring universities to divest endowment assets on moral grounds.In partnership with 350.org, The Guardian launched its Keep it in the Ground campaign in March 2015 at the behest of outgoing editor-in-chief Alan Rusbridger. Within its first year, the digital campaign garnered support from more than a quarter-million online petitioners and won a “campaign of the year” award in the Press Gazette’s British Journalism Awards. Since the launch of The Guardian’s campaign, “keep it in the ground” has become a dominant frame used by fossil fuel divestment activists.Divestment campaigns seek to stigmatize the fossil fuel industry. The rationale for divestment rests on the idea that fossil fuel companies are financially valued based on their resource reserves and will not be able to extract these reserves with a 2°C or lower climate target. Thus, their valuation will be reduced and the financial holdings become “stranded assets.” Critics of divestment have cited the costs and risks to institutional endowments that divestment would entail, arguing that to divest would go against their fiduciary responsibility. Critics have also argued that divesting from fossil fuel assets would have little or no impact on the industry. Some higher education institutions, including Princeton and Harvard, have objected to divestment as a politicization of their endowments. Divestment advocates have responded to this concern by pointing out that not divesting is not a politically neutral act—it is, in fact, choosing the side of fossil fuel corporations.
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