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Published: 4 June 2021

Last updated: 10 February 2022

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1

Ey, Lesley-Anne, Sue Walker, and Barbara Spears. "Young children’s thinking about bullying: Personal, social-conventional and moral reasoning perspectives." Australasian Journal of Early Childhood 44, no. 2 (March 18, 2019): 196–210. http://dx.doi.org/10.1177/1836939119825901.

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Research into young children’s understanding of bullying in the early years of schooling is limited. The current study examined young children’s understanding, explanations and reasoning behind whether behaviours represented in cartoon scenarios depicted bullying or non-bullying incidents. Seventy-seven children aged 4–8 years from one kindergarten and three schools in metropolitan South Australia participated in single, age-appropriate interviews with an early childhood educator/researcher. All children described each cartoon ( N = 77) explaining their reasons why they considered each one as bullying or not ( N = 76). Consistent with previous research which employed cartoon methodology with young children, findings indicated that children confused bullying with aggressive-only behaviour, resulting in over-labelling incidents as bullying. Examination of their thinking about bullying revealed that children in this study drew on moral reasoning perspectives and their understanding of relevant behavioural and social expectations and conventions.

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Price, Deborah, Deborah Green, Barbara Spears, Margaret Scrimgeour, Alan Barnes, Ruth Geer, and Bruce Johnson. "A Qualitative Exploration of Cyber-Bystanders and Moral Engagement." Australian Journal of Guidance and Counselling 24, no. 1 (September 11, 2013): 1–17. http://dx.doi.org/10.1017/jgc.2013.18.

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Studies have found that moral disengagement plays a significant role in the continuation of bullying situations (Bonanno, 2005); however, the moral stance of cyber-bystanders — those who witness online bullying — is not yet clear. While research into traditional face-to-face bullying reported that peers would probably or certainly intervene to support victims in 43% of cases (Rigby & Johnson, 2006) actual intervention is reportedly much less (Atlas & Pepler, 1998; Craig & Pepler, 1997). Little is known, however, about the attitudes and behaviours of bystanders or witnesses when online, or their probable intentions to intervene. This study employed three digital animations of typical cyberbullying scenarios to explore young people's views of cyber-bystanders. Youth from Years 8–12 (mean age 15.06, N = 961) from one metropolitan secondary school in Adelaide, South Australia, completed an online survey after watching vignettes. To shed light on the rationale and thinking behind their understanding of bystanders and moral dis/engagement when online, this article reports on the qualitative responses from young people in relation to one of these animations/vignettes. The findings suggest that young people perceive cyber-bystanders to have the capacity to morally engage in cyberbullying incidents; however, there are various barriers to their active positive engagement. The implications can inform educators and school counsellors about possible ways to support students to intervene when they witness cyberbullying.

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Johnson, Professor Bruce. "Implementing a Child Protection Curriculum: Lessons from a South Australian Trial." Journal of Student Wellbeing 2, no. 1 (October 24, 2008): 1. http://dx.doi.org/10.21913/jsw.v2i1.146.

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In 2004â€“5, the South Australian Department of Education and Childrenâ€™s Services (DECS) revised its child protection curriculum by producing new draft materials and having them trialled by teachers in a small number of schools. The trial was conducted to establish the quality of the draft curriculum and to identify the support processes used by schools to help teachers implement the new curriculum. The study confirmed that the curriculum materials were of good quality and generally helpful to teachers planning to teach child protection. It also revealed that school leaders and teachers used a range of sophisticated micropolitical strategies to address several key issues and dilemmas that emerged from the trial. These strategies included establishing the moral purpose of the child protection curriculum, reducing teacher isolation by building collaborative coalitions, integrating the curriculum with other school initiatives, and dealing with resistance to the curriculum. Knowledge gained from the study will inform other schools wishing to use the materials (launched this year as Keeping Safe (DECS, 2008)) to support the teaching of child protection strategies.

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Ambang, Oscar Agbor, Sergio Alloggio, and Roman Tandlich. "Moral Reciprocity, Ethics of Appropriation of Indigenous Medicinal Plant Knowledge and Associated Biopiracy." Acta Educationis Generalis 9, no. 2 (August 1, 2019): 24–65. http://dx.doi.org/10.2478/atd-2019-0007.

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AbstractIntroduction: Although this paper deals mostly with the positive effects of a posthumanist worldview on environmental sustainability, partnership, or moral accountability in science and scientific research, it also promotes a new understanding of our educational practice in higher education. The ideas espoused have the ability to inspire educators at all levels to show students, future researchers or other professions about the importance of a progressive, holistic approach to our environment. We claim that being sensitive and caring for our environment is not only part of our moral and ethical responsibility, it is an inseparable aspect of our environmental education, our environmental intelligence. This paper discusses posthumanist1 reciprocity ethics in the context of traditional knowledge (TK) and the protection of indigenous traditional knowledge from commercial exploitation.Methods: Instances of unethical bioprospecting and biopiracy were common throughout the turn of the 21st century and are discussed using cases in countries such as Cameroon, India, South Africa and Australia, where medicinal plant species were, are still a highly sought-after source of potent, pharmacologically active phytochemicals.Results and discussion: The observed increase in regulations against bioprospecting on indigenous land in these countries as a result of intellectual property monopoly by big pharmaceutical companies is discussed in this paper along the lines of a ‘humanist vs posthumanist’ ontology. Patent exclusivity laws have historically marginalized the proprietary owners of indigenous traditional knowledge, creating a moral and ethical rift between those that seek to exploit this knowledge commercially and those from whom the knowledge originally comes from. This disconnection from nature and natural resources due to a humanistic approach2 to growth and development, often leads to environmental exploitation, exploitation of indigenous people and unsustainable commercial practices. Existing research and bioprospecting ethics that are practiced on indigenous lands must be questioned in their ability to provide mutually beneficial outcomes for all stakeholders.Conclusions: The posthumanist approach to morality and research ethics is discussed in this paper as a possible and practical alternative to humanism along with the potential for posthumanist ethics to be a tool to shape legal frameworks and the policies that protect at-risk communities and their respective natural environments. Our current developmental trajectory as a collective species has us blurring the lines that separate the ‘human’ from the ‘non-human’ elements in our world as humanity grows towards a more technologically advanced but equally environmentally dependent people. Thus, the currently existing systems of ethics that govern the relationship between the ‘human’ and ‘non-human’ must be called into question. This paper aims to illustrate the positive effects of a posthumanist worldview on issues such as environmental sustainability, partnership, moral accountability and reciprocity ethics in the context of modern science and modern scientific research.

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Soltani, Ali, Andrew Allan, Ha Anh Nguyen, and Stephen Berry. "Students’ commuting pattern from the viewpoint of environmentalism: comparing Australia with China." International Journal of Sustainability in Higher Education 20, no. 1 (January 7, 2019): 91–114. http://dx.doi.org/10.1108/ijshe-08-2018-0146.

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Purpose This paper aims to clarify the differences between students’ travel behaviours in Australia and China and the association between students’ environmental attitudes and their travel behaviours in both countries. Design/methodology/approach The paper extensively reviewed most of existing literature work on commuting patterns of higher education students with referring to different studies around the world and then used it to build a theoretical framework and conceptual model to relate the travel patterns of students to built environment, personal demographics and environmental knowledge/consideration. An online survey was used with 230 students at Mawson Lakes campus of University of South Australia and Beiyangyuan campus of Tianjin University (China). Statistical tests (i.e. mean test, one-way analysis of variance, factor analysis) were used to analyse the data. Findings The study reveals that a high dependence on private vehicles amongst students at the Mawson Lakes campus, whilst a more environmentally sustainable modal choice dominated at the Beiyangyuan campus. Those who studied at Mawson Lakes campus tended to have stronger involvement in environmental activities than their counterparts at Beiyangyuan campus, which presented a clear association between environmental awareness and the travel behaviours of the sampled students. Research limitations/implications The study focussed on two respective campuses of both universities in Australia and China. Future work could be expanded with students at all campuses of two universities. Practical implications The study affirmed the value of nurturing environmental awareness for students in both universities to encourage more environmentally sustainable travel behaviours amongst students. The paper provides policy recommendations such as establishing infrastructure, and facilities for new stream of mobility included sharing bike schemes, which would be very practical due to flexibility and cost effectiveness within University campuses. The paper attempted to transfer lessons from Chinese bike friendly society to Adelaide’s car dominated campus. Originality/value This study brings remarkable contributions as comparing university students’ travel behaviours in two different nations. It is the first one in Australia, which links the environmental concerns among university students with their travel behaviours. The paper was successful in getting the gap between theory and practice filled to some extent. The paper has a capability to be used as an evidence-base work in the area of sustainability education.

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Pokhrel, Rishi. "Medical Education in Nepal and Brain Drain." Medical Journal of Shree Birendra Hospital 16, no. 1 (August 21, 2017): 1–2. http://dx.doi.org/10.3126/mjsbh.v16i1.18076.

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It has been four decades since the beginning of undergraduate medical education in Nepal and more than three decades of postgraduate medical education.1 Currently, Institute of Medicine of Tribhuwan University and Kathmandu University are major institutions providing medical education in Nepal with the help of their affiliated medical colleges. Two other deemed universities, B P Koirala Institute of Health Sciences and Patan Academy of Health Sciences also have major contributions in producing medical doctors in Nepal. National Academy of Medical Sciences (NAMS) provides postgraduate and super specialty training for doctors. Nepal Medical Council is the regulatory body that lays down the guidelines, provides accreditation and supervises to ensure that the regulations are being followed.2 It also conducts licensing examination for medical doctors.Educationalists worldwide vary in their opinions on the aim of education3-8 but Salomon precisely includes almost all of them as “The aim (of education) is to equip the learner with portable chunks of knowledge, skill, and understandings that can serve in other contexts.”9 Adkoli has analyzed migration of health workers in south Asia 10 and found that there was no systematically collected data regarding the extent of migration of healthcare workers and its possible impact on health care in Nepal. Nepal government spends a significant chunk of its financial resources to train doctors but many students who avail this benefit of ‘scholarship’ take part in the migration described in the article. Ironically, many doctors who are currently serving their motherland were either trained overseas or the ones who did study within Nepal but without availing any support from the government. When the first medical school was established in Nepal, the idea was to develop doctors who can prevent, diagnose and treat medical ailments prevalent in Nepal (Community based curriculum) and the career planning was designed in such a way that doctors were inevitably retained in Nepal. The philosophy of this system was contrary to the definition laid down by Salomon9 but it did benefit the society and the country in the long run11. Things changed gradually over time and currently the doctors produced by oldest and state funded medical colleges of Nepal are ideal for health job markets of first world countries. This suitability coupled with adverse socieo-economic and political factors of our country has led most students who become doctors by state funding opting to serve in first world countries like United States, United Kingdom, Australia and Canada.Brain drain in Health sector is a global phenomenon12, 13, but developing countries like Nepal receive maximum brunt. Lately, Nepalese medical education sector has been receiving a fair share of attention from all including media. However, it is saddening that this issue of ‘brain drain’ is something that had not gained any attention. Coming back to Adkoli’s work, we don't even have a data on how many doctors we are losing every year?10 There have been certain restrictions and bondages but these sorts of legislations have been seen to work contrarily. What is found to be lacking is the sense of belonging and development of the feeling that ‘I am important to this society and I must work for its betterment’. Most young doctors have a feeling that ‘there is no one taking me seriously anyway and it doesn't really matter weather I stay or Leave’.It is high time policy makers ensure that the medical doctors that we produce from the common men’s hard earned money serve the country. In addition to the legislations in the form of bondage, we should be able to install the feeling of belonging and sense of importance in the hearts and minds of these young doctors. To begin with, it would be a good idea if we start maintaining the database of the medical graduates that were and will be produced from Nepalese medical colleges; taking examples from many colleges from other countries that are doing it currently.14-16 Zimmerman’s study cited earlier provides an interesting insight that medical students with pre-medical education as paramedics were twice as likely to be working in Nepal and 3.5 times as likely to be in rural Nepal, compared with students with a college science background.11 We can also include into the undergraduate medical curriculum the concepts of social ethics, moral values, social justice and the long-term benefits of serving the society and the country that has invested so much for their education.

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Selby Smith, Chris. "Health services management education in South Australia." Australian Health Review 18, no. 4 (1995): 15. http://dx.doi.org/10.1071/ah950015.

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In December 1994 the Australian College of Health Service Executives (SABranch) sought ?a needs analysis for health management training programs withinSouth Australia?. Although the college was interested in a range of matters, thecentral issue was whether the current Graduate Diploma in Health Administration(or a similar course) would continue to be provided in Adelaide. The college providedbackground material and discussions were held with students, the health industry,relevant professional associations and the universities. This commentary sets out someof the background factors and my conclusions, which have been accepted by the SouthAustralian authorities.

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Melville, Lynda. "Dealing with Emotions Education Department of South Australia South Australia, Darlington Materials Development Centre, 1992." Behaviour Change 10, no. 2 (June 1993): 111–12. http://dx.doi.org/10.1017/s0813483900005659.

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9

Southcott, Jane. "Curriculum Stasis: Gratton in South Australia." Research Studies in Music Education 14, no. 1 (June 2000): 50–60. http://dx.doi.org/10.1177/1321103x0001400105.

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10

Fielke, Simon J., and Douglas K. Bardsley. "The importance of farmer education in South Australia." Land Use Policy 39 (July 2014): 301–12. http://dx.doi.org/10.1016/j.landusepol.2014.02.006.

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11

Darvall, Ken. "Alive and Well: Aboriginal Education in South Australia." Australian Journal of Indigenous Education 18, no. 5 (November 1990): 9–14. http://dx.doi.org/10.1017/s1326011100600443.

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During a four-week period in March and April, 1990, I had the opportunity to visit several Aboriginal and mainstream public schools in South Australia as part of a Fellowship sponsored by the New South Wales Department of School Education.The selection of South Australia as a location to visit was recommended to the author by various colleagues in Aboriginal education who considered that “many fine things were happening” in South Australia in the area of Aboriginal education. My impressions confirmed what I had been told by others.

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JONES, DAVID. "THE EVOLUTION OF PLANNING EDUCATION IN SOUTH AUSTRALIA." Australian Planner 37, no. 2 (January 2000): 70–75. http://dx.doi.org/10.1080/07293682.2000.9657880.

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13

Swartz, Sharlene. "‘Moral ecology’ and ‘moral capital’: tools towards a sociology of moral education from a South African ethnography." Journal of Moral Education 39, no. 3 (August 4, 2010): 305–27. http://dx.doi.org/10.1080/03057240.2010.497611.

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강구섭. "Moral education textbooks and unification education : A content analysis on moral education textbooks for middle school students in South Korea." Journal of Moral & Ethics Education ll, no. 50 (February 2016): 29–54. http://dx.doi.org/10.18338/kojmee.2016..50.29.

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Fronek, Patricia, Lynne Briggs, Myung Hun Kim, Hye Bin Han, Quinn Val, Sungmin Kim, and Donna McAuliffe. "Moral distress as experienced by hospital social workers in South Korea and Australia." Social Work in Health Care 56, no. 8 (July 19, 2017): 667–85. http://dx.doi.org/10.1080/00981389.2017.1347596.

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Kang Sik Suh. "A Consideration about Narrative Moral Education Books of South America." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 55 (March 2017): 31–58. http://dx.doi.org/10.17282/ethics.2017..55.31.

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Krisjansen, Ivan, and Barbara Lapins. "Gifted Education in South Australia: The emerging student aristocracy." Discourse: Studies in the Cultural Politics of Education 22, no. 1 (April 2001): 49–66. http://dx.doi.org/10.1080/01596300120039759.

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Peppard, Judith. "Culture wars in South Australia: the sex education debates." Australian Journal of Social Issues 43, no. 3 (March 2008): 499–516. http://dx.doi.org/10.1002/j.1839-4655.2008.tb00115.x.

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19

Leverenz, Peter. "Australian studies in the South Australia certificate of education." Journal of Australian Studies 15, no. 29 (June 1991): 6–11. http://dx.doi.org/10.1080/14443059109387051.

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Pickett, Bronte, and Scott Polley. "Investigating The History Of Outdoor Education In South Australia." Journal of Outdoor and Environmental Education 5, no. 2 (April 2001): 49–53. http://dx.doi.org/10.1007/bf03400734.

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Bello, M. B., A. Yusuf, and I. O. O. Amali. "Teachers’ Emotional Intelligence and Moral Character as Predictors of Secondary School Students’ Moral Character in Ilorin South, Nigeria." New Educational Review 47, no. 1 (March 31, 2017): 211–22. http://dx.doi.org/10.15804/tner.2017.47.1.17.

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Park, Mihyun, Diane Kjervik, Jamie Crandell, and Marilyn H. Oermann. "The relationship of ethics education to moral sensitivity and moral reasoning skills of nursing students." Nursing Ethics 19, no. 4 (June 12, 2012): 568–80. http://dx.doi.org/10.1177/0969733011433922.

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This study described the relationships between academic class and student moral sensitivity and reasoning and between curriculum design components for ethics education and student moral sensitivity and reasoning. The data were collected from freshman ( n = 506) and senior students ( n = 440) in eight baccalaureate nursing programs in South Korea by survey; the survey consisted of the Korean Moral Sensitivity Questionnaire and the Korean Defining Issues Test. The results showed that moral sensitivity scores in patient-oriented care and conflict were higher in senior students than in freshman students. Furthermore, more hours of ethics content were associated with higher principled thinking scores of senior students. Nursing education in South Korea may have an impact on developing student moral sensitivity. Planned ethics content in nursing curricula is necessary to improve moral sensitivity and moral reasoning of students.

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Hardwick-Franco, Kathryn Gay. "Flexible education in Australia." Higher Education, Skills and Work-Based Learning 8, no. 3 (August 13, 2018): 259–73. http://dx.doi.org/10.1108/heswbl-02-2018-0019.

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Purpose The purpose of this paper is twofold: first, to explore the extent to which the South Australian flexible learning option (FLO) secondary school enrolment strategy supports some of the most vulnerable and disengaged students to simultaneously engage in secondary- and higher-education, skills and work-based learning; second, to explore the degree to which this FLO enrolment strategy addresses the United Nations (UN) principles of responsible management education and 17 sustainable development goals. Design/methodology/approach The approach includes a practice perspective, field-notes and documents analysis. Findings This paper finds the flexibility inherent in the FLO enrolment strategy goes some way to addressing inequity in education outcomes amongst those who traditionally disengage from education and work-based learning. Findings also highlight ways in which the FLO enrolment strategy addresses some of the UN principals and 17 goals. Research limitations/implications This paper supports the work of HESWBL by calling for future research into the long-term benefits of flexible education strategies that support HESWBL, through exploring the benefits to young people, from their perspective, with a view to providing accountability. Social implications The paper offers an example of a way a practice perspective can explore an education strategy that addresses “wicked problems” (Rittel and Webber, 1973). Currently, “wicked problems” that pervade member countries of the Organisation for Economic Co-operation and Development include intergenerational poverty, under-education and unemployment. Originality/value This paper is valuable because it explores from a practice perspective, how a secondary education enrolment strategy supports vulnerable students engage in their secondary schooling, while simultaneously supporting students achieve higher education, skills and work-based learning.

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Trethewey, Lynne. "Lucy Spence Morice: ‘mother of kindergartens’ in South Australia." History of Education Review 37, no. 2 (October 14, 2008): 14–25. http://dx.doi.org/10.1108/08198691200800007.

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Whitehead, Kay. "German Schools and Teachers in Nineteenth‐Century South Australia." Paedagogica Historica 37, no. 1 (January 2001): 55–68. http://dx.doi.org/10.1080/0030923010370104.

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Preston, Lesley. "Voices from technical education: Shepparton South Technical School, Victoria, Australia." History of Education Review 37, no. 2 (October 14, 2008): 26–39. http://dx.doi.org/10.1108/08198691200800008.

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Talukdar, Joy, Tania Aspland, and Poulomee Datta. "Sex education in South Australia: the past and the present." Sex Education 13, no. 1 (January 2013): 107–16. http://dx.doi.org/10.1080/14681811.2012.681037.

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Duong, Karen. "Disaster education and training of emergency nurses in South Australia." Australasian Emergency Nursing Journal 11, no. 4 (November 2008): 213. http://dx.doi.org/10.1016/j.aenj.2008.09.056.

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Duong, Karen. "Disaster education and training of emergency nurses in South Australia." Australasian Emergency Nursing Journal 12, no. 3 (August 2009): 86–92. http://dx.doi.org/10.1016/j.aenj.2009.05.001.

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Wardell-Johnson, Grant, Angela Wardell-Johnson, Beth Schultz, Joe Dortch, Todd Robinson, Len Collard, and Michael Calver. "The contest for the tall forests of south-western Australia and the discourses of advocates." Pacific Conservation Biology 25, no. 1 (2019): 50. http://dx.doi.org/10.1071/pc18058.

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After over 50000 years of interaction between Aboriginal people and changing climates, south-western Australia’s tall forests were first logged less than 200 years ago, initiating persistent conflict. Recent conservation advocacy has resulted in the protection of 49% of these tall forests in statutory reserves, providing an opportunity to implement and benefit from a growing moral consensus on the valuing of these globally significant, tall forest ecosystems. We analysed a cross-section of literature (63 papers, 118 statements) published on these forests over 187 years to identify values framing advocacy. We differentiated four resource-oriented discourses and three discourses giving primacy to social and environmental values over seven eras. Invasion sparked initial uncontrolled exploitation, with the Forests Act 1918 managing competing agricultural and timber advocacy. Following the Colonial and Country Life eras, industrial-scale exploitation of the karri forest region resulted in reaction by increasingly broad sectors of society. Warming and drying in the 21st Century emphasises the importance of intact tall forest and the Indigenous Renaissance discourse. Vesting for a more comprehensive set of values would acknowledge a new moral consensus.

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Bulbeck, Chilla. "The ‘white worrier’ in South Australia." Journal of Sociology 40, no. 4 (December 2004): 341–61. http://dx.doi.org/10.1177/1440783304048379.

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In his analysis of ‘paranoid nationalism’, Hage (2003: xii, 2) coins the figure of the ‘white worrier’ to identify how white Australians marginalized by the inequalities of economic rationalism and globalization displace their anxieties onto even weaker ‘others’, Aboriginal people and migrants, particularly refugees. Hage’s ideas are applied to the discourses used by young South Australians when they discuss Australian multiculturalism, immigration and reconciliation. Hage’s suggestion that white worrying is the response of the white working class male to his economic and ideological marginalization is only partially supported in this sample of young people. While those from non-English speaking and Indigenous backgrounds are much less likely to be ‘paranoid nationalists’, fear and loathing of the other are expressed across the socio-economic spectrum of young ‘white’ Australians, with exposure to a university education, either on the part of respondents or their parents, being the main antidote to hostile attitudes to the ‘other’.

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D'Onise, Katina, John W. Lynch, and Robyn A. McDermott. "Lifelong Effects of Attendance at Kindergarten Union Preschools in South Australia." Australian Journal of Education 54, no. 3 (November 2010): 307–24. http://dx.doi.org/10.1177/000494411005400306.

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Bills, Andrew, and Nigel Howard. "Social inclusion education policy in South Australia: What can we learn?" Australian Journal of Education 61, no. 1 (February 3, 2017): 54–74. http://dx.doi.org/10.1177/0004944116689165.

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In this article, we interrogate the policy assumptions underlying a significant South Australian public education re-engagement initiative called Flexible Learning Options, formulated within South Australia’s social inclusion policy agenda, beginning in 2006. To this end, we applied Baachi’s ‘What’s the Problem Represented to be?’ policy analysis framework to a historical range of departmental Flexible Learning Options policy documents and evaluations to uncover how Flexible Learning Options (1) understands the problem of early school leaving, (2) defines the notion of being an ‘at risk’ young person and (3) interprets and enacts the intervention process for young people identified as ‘at risk’ of early school leaving. Our policy analysis indicates re-engagement in learning – as measured by improved retention – to be the key Flexible Learning Options policy driver, with schools ‘silently’ positioned as a significant part of the retention in learning problem. The Flexible Learning Options engagement in learning intervention directed at ‘high-risk’ students’ works to remove them from schools into places where personalised support and an alternative curriculum are made available. ‘Lower risk’ students are given a combination of in-school and off-school learning options. Our What’s the Problem Represented to be? analysis also reveals that (1) the notion of ‘risk’ is embodied within the young person and is presented as the predominant cause of early school leaving; (2) how the educational marketplace could work to promote Flexible Learning Options enrolment growth has not been considered; (3) schools are sidelined as first choice engagement options for ‘high-risk’ young people, (4) secondary school redesign and family intervention as alternative reengagement strategies have largely been ignored and (5) through withdrawal from conventional schooling, the access of many Flexible Learning Options to students to an expansive curriculum delivered by teachers within well-resourced school learning architectures has been constrained.

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Chalmers, Denise, and Simone Volet. "Common Misconceptions about Students from South‐East Asia Studying in Australia." Higher Education Research & Development 16, no. 1 (April 1997): 87–99. http://dx.doi.org/10.1080/0729436970160107.

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Greenall, A. "A new beginning for environmental education in Australia." Australian Journal of Environmental Education 1, no. 2 (June 1985): 13–15. http://dx.doi.org/10.1017/s081406260000450x.

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In 1980-81 when I last wrote about the future of environmental education in Australian schools I was quite pessimistic and concluded that environmental education had been a phenomenon of the affluent seventies in Australia. This conclusion was based on observations, reading and experience with schools, education authorities and curriculum projects over the preceding seven years.Environmental education aims to develop not only awareness, understanding and skills. Most importantly, it also aims to encourage feelings of concern for the environment and protection. This means that it is concerned with social reconstruction — environmental education programs must have moral and political components if they are to achieve the accepted aims of environmental education. In 1980-81 I argued that environmental education had been subjected to incorporation within the existing hegemoney of schools in a neutralised form — the radical ‘action’ components of the environmental education aims had been deleted from school programs whilst the less controversial cognitive and skill aims had been retained, together with the name ‘environmental education’. There was evidence that programs of this genre had increased during the seventies, including an increased environmental content in traditional subjects in the curriculum. In general terms there was little inducement for schools to implement all the aims of environmental education.

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Beyaffers, Habtam Abebaw, Marta Tessema Woldetsadik, and Admasu Belay Gizaw. "Predictors of moral distress among nurses working in Jimma University Medical Center, South West Ethiopia." Frontiers of Nursing 7, no. 4 (December 1, 2020): 369–77. http://dx.doi.org/10.2478/fon-2020-0046.

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Abstract Background Moral distress is characterized by biopsychosocial, cognitive, and behavioral effects experienced by clinicians when their values are compromised by internal or external constraints, which results in the inability to give the desired care to patients. Objective To assess predictors of moral distress among nurses working in Jimma University Medical Center, South West Ethiopia. Methods An institution-based cross-sectional study design was used. A simple random sampling technique was applied to select a total of 248 study participants. Data were collected using a structured self-administered questionnaire, which contains socio-demographic characteristics, Moral Distress Scale-Revised, personal factors, and organizational factors. The data were entered into Epidata version 3.1 and analyzed by SPSS software version 20. Descriptive statistics, bivariate analysis, and multivariable logistic regression analysis were performed. Finally, P-value <0.05 was used to declare and include variables with statistically significant in predicting the outcome variable. Results More than two-thirds of the study participants 170 (68.5%) were females. The mean age of the respondents is 29 years. Among the study participants, 174 (70.16%) nurses had experienced a high level of moral distress. Sex, working hours, professional commitment, autonomy, and working environment were statistically significant predictors of moral distress. Conclusions More than two-thirds of the nurses were experiencing a high level of moral distress. This will affect the nursing service quality, nurses, the nursing profession, and the organization as a whole. This finding is critical for the study since the problem is happening in the presence of low nurse to patient ratio and low nursing care quality. Sex, working hours per week, professional commitment, autonomy, and working environment were identified as predictors of moral distress.

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Mwamwenda, Tuntufye S. "Three Educational and Moral Questions regarding AIDS among South African Education Students." Psychological Reports 92, no. 1 (February 2003): 349–50. http://dx.doi.org/10.2466/pr0.2003.92.1.349.

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Two objectives were explored: the extent to which undergraduates supported the admission to school of children with HIV, whether HIV sufferers were to blame for their illness, and AIDS was direct punishment from God. While 93 of 164 respondents did not think AIDS was punishment from God and 105 did not support exclusion of school children with AIDS, 75 and 49 held the opposite views, respectively. There was no conclusive support for whether HIV carriers were to blame for their disease; 70 responded yes, 75 no, and 12 I don't know.

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Seo, Eunsook, Gyunyeol Park, and Changsik Park. "Evaluation and Measurement of Multicultural Consciousness in Moral Education of South Korea." Journal of Humanities and Social sciences 21 12, no. 3 (June 30, 2021): 2191–200. http://dx.doi.org/10.22143/hss21.12.3.152.

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Beyers, Eefke. "Towards a Formulation of a Philosophical Base for Education in South Africa." South African Journal of Psychology 26, no. 3 (September 1996): 191–97. http://dx.doi.org/10.1177/008124639602600309.

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The reconstruction of educational practice in South Africa, should have as an aim the accommodation of local realities. It is argued that this can be achieved when educational practice is inspired by a specific idea of what it means to be fully human. A definition is given of what is meant by the term ‘humanness’ in the following terms: Full humanness exists where a person achieves agency. Agency can be conceptualized in terms of the three phenomena — autonomy, reflexivity and mutuality, the latter being the situational condition for the existence of the former. Autonomy and reflexivity develop on two conditions: (1) where the intersubjective experiences of a person are open and take place in a spirit of mutuality and through talk; and (2) where the moral order which regulates the intersubjectivity, protects both autonomy and reflexivity. In turn, the moral order should also be protected by the intersubjective context. Two paradoxical positions are therefore emphasized: humanness as an expression of agency and the moral order which supports the agency. Further thoughts are given on how this idea of full humanness differs from what has up to now dominated the educational scene, also on why it should lead to its improvement.

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Moyle, Richard M., and Catherine J. Ellis. "Aboriginal Music: Education for Living. Cross-Cultural Experiences from South Australia." Ethnomusicology 31, no. 1 (1987): 155. http://dx.doi.org/10.2307/852307.

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KNOX, CHRISTINE. "An Historical Perspective of Continuing Nurse Education in Rural South Australia." Australian Journal of Rural Health 1, no. 1 (November 1992): 11–16. http://dx.doi.org/10.1111/j.1440-1584.1992.tb00057.x.

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Wild, Stephen A. "Aboriginal music: Education for living. Cross-cultural experiences from South Australia." Musicology Australia 9, no. 1 (January 1986): 66–69. http://dx.doi.org/10.1080/08145857.1986.10415166.

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Gibson, Sally. "The language of the right: sex education debates in South Australia." Sex Education 7, no. 3 (August 2007): 239–50. http://dx.doi.org/10.1080/14681810701448036.

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Jose, Jim. "Drawing the Line: Sex Education and Homosexuality in South Australia, 1985." Australian Journal of Politics and History 45, no. 2 (June 1999): 197–212. http://dx.doi.org/10.1111/1467-8497.00062.

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Spennemann, D. H. R., and L. R. Allen. "Feral olives ( Olea europaea) as future woody weeds in Australia: a review." Australian Journal of Experimental Agriculture 40, no. 6 (2000): 889. http://dx.doi.org/10.1071/ea98141.

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Olives (Olea europaea ssp. europaea), dispersed from 19th century orchards in the Adelaide area, have become established in remnant bushland as a major environmental weed. Recent expansion of the Australian olive industry has resulted in the widespread planting of olive orchards in South Australia, Victoria, New South Wales, Western Australia, Queensland and parts of Tasmania. This paper reviews the literature on the activity of vertebrate (principally avian) olive predators and their potential as vectors for spreading this plant into Australian remnant bushland. The effects of feralisation on the olive plant, which enhances its capacity for dispersal as a weed, place wider areas of south-eastern Australia at risk. A number of approaches for the control of olives as woody weeds are addressed. Proponents of new agricultural crops have moral and environmental obligations to assess the weed potential of these crops.

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Yusuf, Farhat, and Dora Briggs. "Abortion in South Australia, 1971–86: an update." Journal of Biosocial Science 23, no. 3 (July 1991): 285–96. http://dx.doi.org/10.1017/s0021932000019350.

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SummaryOfficial statistics on abortion in South Australia for the period 1971–86 are analysed in terms of incidence, age of patients and nuptiality, reasons for abortion, method of termination, period of gestation, previous abortions and concurrent sterilisation. Demographic implications are discussed and recommendations are made for more education and counselling, especially for younger and unmarried women for whom the incidence of abortion seems to be rising.

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Collins, Cherry, and Lyn Yates. "Curriculum Policy in South Australia since the 1970s: The Quest for Commonality." Australian Journal of Education 53, no. 2 (August 2009): 125–40. http://dx.doi.org/10.1177/000494410905300203.

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This article is drawn from a study of curriculum policy thinking and agendas in Australia over the past four decades, and sets out to describe and discuss some particular emphases and agendas in South Australia at that overarching curriculum policy level. It argues that, although significant changes are apparent over that time, in South Australia there has been also an evident continuity of perspective that persists through a number of different iterations of policy and national agenda, and that also explains something of the path curriculum policy has taken. The paper identifies three ongoing concerns: a prioritising of social justice; a focus on the individual student and his or her development; and a quest for a commonality of curriculum provision with an alternative to academic subjects as its core foundation. Over the period studied, an important aspect of the quest for commonality is a move away from a conception of the secondary curriculum as primarily being about students acquiring content knowledge to one of students being able to manage procedural knowledge and act in particular ways.

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Horrocks, Liz. "Partnerships Between Special Schools and Units and Regular Schools in South Australia." Australasian Journal of Special Education 27, no. 1 (2003): 18–28. http://dx.doi.org/10.1017/s1030011200024982.

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Special schools and units have traditionally provided programs and developed expertise for students with disabilities who have a wide range of educational needs. There is a reservoir of expertise and knowledge in special schools and units that could either formally or informally support the process of inclusion in regular schools. Twenty-four principals of special schools and coordinators of special units in South Australia completed a questionnaire to discover any partnerships that were occurring at the time, potential areas that could be developed, and factors that might promote or inhibit partnerships between regular and special schools. The study showed that some mainly informal involvement was occurring and the respondents were positively disposed to increasing this. Potential partnership areas that were identified were primarily around curriculum development. Participants stated that the success of this would depend on both regular and special schools having common aims, an open attitude and clarity of purpose and roles. Consideration would also need to be given to the provision of adequate incentives such as time and funding for joint planning to occur. A range of recommendations is discussed.

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Horrocks, Liz. "Partnerships between special schools and units and regular schools in South Australia." Australasian Journal of Special Education 27, no. 1 (2003): 18–28. http://dx.doi.org/10.1080/1030011030270103.

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Wolhuter, Charl, Jan Germen Janmaat, Johannes (Hannes) L. van der Walt, and Ferdinand J. Potgieter. "The role of the school in inculcating citizenship values in South Africa: Theoretical and international comparative perspectives." South African Journal of Education 40, Supplement 2 (December 31, 2020): S1—S11. http://dx.doi.org/10.15700/saje.v40ns2a1782.

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In view of the serious moral decay in South African society, this article reports on our research regarding the role of the school in the inculcation of citizenship values (as part of the brief of South African education). We regard a set of citizenship values consonant with a democratic dispensation to be a core component of a moral order essential for South Africa. Using a combination of interpretive-constructivist and comparative approaches, we examine and evaluate the experiences of other post-conflict societies in using education to inculcate citizenship values. We conclude that schools can be successful with respect to the inculcation of citizenship values, provided that the curriculum itself does not discriminate against any group or category of people. Desegregation can only be beneficial in the absence of negative depiction (including criminalisation) or the unequal treatment of any particular societal grouping. Our research suggests that active citizenship education is needed in schools. For this reason, we contend that teacher education has to form an integral part of a moral revival project. Lastly, we highlight the importance of finding democratically agreed-upon ways to continually engage with parents, legal caregivers and other stakeholders and role-players before and during the execution of any such project.

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