Academic literature on the topic 'Primary Victoria'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Primary Victoria.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Primary Victoria"
1
Mattison, Laci, and Rachel Tait-Ripperdan. "Digital Archives and the Literature Classroom." Pedagogy 22, no. 2 (April 1, 2022): 295–307. http://dx.doi.org/10.1215/15314200-9576485.
Full textAbstract:
Abstract This article describes the implementation of and assessment findings for a digital archival assignment in the 3000-level Victorian Literature and Culture course at Florida Gulf Coast University. The assignment utilized ProQuest's database, Queen Victoria's Journals, which comprises the extant journals of Queen Victoria, and demonstrated the value of primary historical research and digital archives in enhancing student content knowledge, information literacy, and critical thinking.
2
McCann, Warren. "Redeveloping Primary Health and Community Support Services in Victoria." Australian Journal of Primary Health 6, no. 4 (2000): 36. http://dx.doi.org/10.1071/py00032.
Full textAbstract:
Why Primary Care Reforms?: It gives me very great pleasure to have been asked to speak at this major international Conference about redeveloping primary health and community support services in Victoria. While opening the Conference, the Victorian Minister for Health, the Honourable John Thwaites, launched the Primary Care Partnership Strategy which is one of the most ambitious and far reaching primary health and community support reform agendas in Australia.
3
Ansari, Zahid, Norman Carson, Adrian Serraglio, Toni Barbetti, and Flavia Cicuttini. "The Victorian Ambulatory Care Sensitive Conditions Study: reducing demand on hospital services in Victoria." Australian Health Review 25, no. 2 (2002): 71. http://dx.doi.org/10.1071/ah020071.
Full textAbstract:
Ambulatory Care Sensitive Conditions (ACSCs) are those for which hospitalisation is thought to be avoidable ifpreventive care and early disease management are applied, usually in the ambulatory setting. The Victorian ACSCs study offers a new set of indicators describing differentials and inequalities in access to the primary healthcare systemin Victoria. The study used the Victorian Admitted Episodes Dataset (1999-2000) for analysing hospital admissions for diabetes complications, asthma, vaccine preventable influenza and pneumococcal pneumonia. The analyses were performed at the level of Primary Care Partnerships (PCPs). There were 12 100 admissions for diabetes complicationsin Victoria. There was a 12-fold variation in admission rates for diabetes complications across PCPs, with 13 PCPs having significantly higher rates than the Victorian average, accounting for just over half of all admissions (6114) and39 per cent total bed days. Similar variations in admission rates across PCPs were observed for asthma, influenza and pneumococcal pneumonia. This analysis, with its acknowledged limitations, has shown the potential for using theseindicators as a planning tool for identifying opportunities for targeted public health and health services interventions in reducing demand on hospital services in Victoria.
4
Seymour, E. J. "Benefits, threats and getting started with Environmental Management Systems: views of primary producers and catchment managers in Victoria, Australia." Australian Journal of Experimental Agriculture 47, no. 3 (2007): 303. http://dx.doi.org/10.1071/ea06022.
Full textAbstract:
In Victoria, as in many parts of Australia, there is a mixed understanding of what comprises an Environmental Management System (EMS), particularly among professionals in government and industry and landholders. To help overcome this issue, the Victorian government (then Natural Resources and Environment) and the Victorian Farmers Federation formed a partnership in 2003 to promote EMS adoption and coordinate EMS activity on a statewide basis. The Natural Resources and Environment and Victorian Farmers Federation partnership held a series of 11 workshops for catchment management authority regions across Victoria. The purpose was to seek advice from primary producers and catchment managers about how EMS might realistically be implemented and promoted. This paper explores the issues raised at these workshops and the implications they have for EMS adoption and promotion in Victoria, with regard to: (i) potential benefits of implementing EMS on farms; (ii) potential threats to the implementation of EMS on farms; and (iii) how to get started with EMS. A total of 213 people participated in the workshops including 144 landholders. There were some important regional differences in the response data. Improved community perception was seen as a major benefit of EMS (13% of all responses), as were possible market benefits (12%). The major threats to implementation included perceived ‘regulatory creep’ and suspicion of government (14% of responses) and that EMS was a political instrument (13%). Primary producers and catchment managers thought that building on existing schemes and groups was an ideal way to get started with EMS. These results provide a useful basis for how EMS is promoted in Victoria. Ensuring that EMS is driven by industry without being government-heavy is perceived as very important. Better coordination between stakeholders, the provision of practical EMS products and the use of existing groups is a sensible way forward, but in practice this will be difficult to achieve.
5
Ansari, Z., MJ Ackland, NJ Carson, and BCK Choi. "Small Area Analysis of Diabetes Complications: Opportunities for Targeting Public Health and Health Services Interventions." Australian Journal of Primary Health 11, no. 3 (2005): 72. http://dx.doi.org/10.1071/py05045.
Full textAbstract:
The objective of this paper is to present small area analyses of diabetes complications in Victoria, Australia, and to illustrate their importance for targeting public health and health services interventions. Local government areas in Victoria were aggregated into 32 Primary Care Partnerships (PCP), which are voluntary alliances of primary care providers. The 32 PCP areas were used as the basic geographic units for small area analyses. Admission rates for diabetes complications were age and sex standardised using the direct method and the 1996 Victorian population as the reference. Admission rate ratios were calculated using the Victorian admission rates as the reference. The 95 per cent confidence intervals for the standardised admission rate ratios were based on the Poisson distribution. There was a wide variation (almost fivefold) in admission rates for diabetes complications across the PCP catchments, with the lowest standardised rate ratio of 0.37 and the highest of 1.75. There were 11 PCPs (seven metropolitan, four rural) with admission rate ratios significantly higher than the Victorian average. The seven metropolitan PCPs contributed more than 43% of all admissions and bed days for diabetes complications in Victoria. Small area analyses of diabetes complications are an exciting new development aimed at stimulating an evidence-based dialogue between local area health service providers, planners and policy-makers. The purpose is to provide opportunities to target public health and health services interventions at the local level to improve the management of diabetes complications in the community.
6
Alford, Katrina. "Reforming Victoria's primary health and community service sector:rural implications." Australian Health Review 23, no. 3 (2000): 58. http://dx.doi.org/10.1071/ah000058.
Full textAbstract:
In 1999 the Victorian primary care and community support system began a process of substantial reform, involvingpurchasing reforms and a contested selection process between providers in large catchment areas across the State.The Liberal Government's electoral defeat in September 1999 led to a review of these reforms. This paper questionsthe reforms from a rural perspective. They were based on a generic template that did not consider rural-urbandifferences in health needs or other differences including socio-economic status, and may have reinforced if notaggravated rural-urban differences in the quality of and access to primary health care in Victoria.
7
Kirkwood, Deborah. "Female Perpetrated Homicide in Victoria Between 1985 and 1995." Australian & New Zealand Journal of Criminology 36, no. 2 (August 2003): 152–72. http://dx.doi.org/10.1375/acri.36.2.152.
Full textAbstract:
This article presents findings of research on women who kill. All cases in which a woman was investigated by police as a perpetrator in a homicide in Victoria,Australia,between 1985 and 1995 were examined.The aim was to investigate the range of circumstances in which women kill. Seventy-seven cases were identified.The primary source of data was the Victorian Coroner 's office.Initially it was expected that most women would have killed a partner as a result of the experience of long-term violence. However,the findings of the study show that the situation with respect to women and those they kill is more complex.Three primary relationship categories were identified:women who kill their partners,women who kill their children and women who kill non-intimates.The third category primar- ily involved women who killed friends and acquaintances.This paper will argue that the homicide literature fails to provide a conceptual framework for understanding women who kill and hence contributes to the cultural stigmatising of violent women as “mad” or “bad”.
8
Turbitt, Erin, and Gary Lee Freed. "Paediatric emergency department referrals from primary care." Australian Health Review 40, no. 6 (2016): 691. http://dx.doi.org/10.1071/ah15211.
Full textAbstract:
Background Over the last decade, paediatric referrals from general practitioners (GPs) to the emergency department (ED) have increased by 60% in Australia. Objective To investigate the characteristics of Victorian children referred by GPs to the ED with lower-urgency conditions. Method Data were collected from four hospital EDs in Victoria, May–November 2014. Parents attending the ED with their child triaged as lower urgency were surveyed. Descriptive, frequency, and bivariate analyses were performed. Results Of the 1150 responses, 28% (320) visited their GP before attending ED. Of these 66% (212), were referred by their GP. A greater proportion with injury than illness (84% vs 59%; P < 0.0001) was referred to the ED if they had first visited their GP. Conclusion Motivations of GPs to send lower-urgency injured and ill children to ED are not well understood. The high number of referrals from GPs to the ED for lower urgency conditions suggests attention by policy makers and health professionals must be paid to the current patterns of care of children in general practice. What is known about the topic? Paediatric referrals in Australia from GPs to EDs have increased in the last decade, along with the absolute number of children in Victoria presenting to the ED. What does this paper add? A significant number of children (66%) who attend the GP before visiting the ED are referred to the ED for their lower urgency condition. What are the implications for practitioners? It may be appropriate for GPs to be further supported to manage lower urgency conditions, through better resources or education.
9
Riley, Merilyn. "Population Prevalence Rates of Birth Defects: A Data Management and Epidemiological Perspective." Health Information Management 34, no. 3 (September 2005): 94–99. http://dx.doi.org/10.1177/183335830503400307.
Full textAbstract:
The Victorian Birth Defects Register (VBDR) is a population-based surveillance system with a primary function of monitoring trends in birth defects. This paper outlines the processes undertaken in Victoria, Australia, to obtain population prevalence rates of birth defects and investigates the effect on the prevalence rates of variations in collection and processing tasks. It includes all birth defects that were notified to the VBDR by 31 December 2004. The overall prevalence rate of birth defects in Victoria for 2003 was 4.0%, with an overall accuracy rate of 88%. However, this proportion varied according to what birth defects were included, the age by which birth defects were diagnosed, changes to sources of ascertainment, inclusion of terminations of pregnancy, or reporting by cases rate (infants affected) or birth defect rate (individual birth defects). Taking all of these factors into consideration, we are confident that 4.0% is an accurate population prevalence rate of birth defects in Victoria for 2003.
10
Hill, David J., Graham G. Giles, Kathleen J. Mapperson, Ian S. Russell, and John P. Collins. "Management of primary, operable breast cancer in Victoria." Medical Journal of Australia 152, no. 2 (January 1990): 67–72. http://dx.doi.org/10.5694/j.1326-5377.1990.tb124457.x.
Full textDissertations / Theses on the topic "Primary Victoria"
1
Smith, Ronald William 1945. "Professional development organization and primary mathematics teachers : exploring connections with beliefs and practice." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8624.
Full text
2
Gibbs, Desmond Robert. "Victorian school books : a study of the changing social content and use of school books in Victoria, 1848-1948, with particular reference to school readers /." Connect to thesis, 1987. http://eprints.unimelb.edu.au/archive/00001321.
Full text
3
Ferris, Alison Jill 1949. "Classroom music in Victorian state primary schools 1934 to 1981 : curriculum support." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8472.
Full text
4
Campbell, Coral, and mikewood@deakin edu au. "Science education in primary schools in a state of change." Deakin University, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.101333.
Full textAbstract:
Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the project and their personal observations and comments were to form part of the data. This research project was set in the context of a single primary school and case study methodology was used to document the broader situational and daily influences which affected the teacher's practice. It was apparent soon after starting the action research that there were factors which did not allow for the development of the project along the intended lines. By the end of the project, the teacher felt that the action research had been distorted - specifically there had been no opportunity for critical reflection. The collaborative nature of the project did not seem to work. The teacher started to wonder just what had gone wrong. It was only after a break from the school environment that the teacher-researcher had the opportunity to really reflect on what had been happening in her teaching practice. This reflection took into account the huge amount of data generated from the context of the school but essentially reflected on the massive number of changes that were occurring in all schools. Several issues began to emerge which directly affected teaching practice and determined whether teachers had the opportunity to be self-reflective. These issues were identified as changes in curriculum and the teaching role, increased workload, changed power relations and changed security/morale on the professional context.
This thesis investigates the structural and policy changes occurring in Victorian education by reference to documentation and the lived experiences of teachers. It studies how the emerging issues affect the practices of teachers, particularly the teacher-researcher. The case study has now evolved to take in the broader context of the policy and structural changes whilst the action research has expanded to look at the ability of a teacher to be self-reflective: a meta-action research perspective. In concluding, the teacher-researcher reflects on the significance of the research in light of the recent change in state government and the increased government importance placed on science education in the primary context.
5
Creaser, Christine Mary. "The experiences of migrant children in the Catholic primary school in Victoria in the 1950s and 1960s." Thesis, Australian Catholic University, 2015. https://acuresearchbank.acu.edu.au/download/e570fd3fef755b2df4f4f1e2cc668165e50499f26ae0bc990d841bf31ef47df0/3875203/Creaser_2015_The_experiences_of_migrant_children_in.pdf.
Full textAbstract:
Very little research has been undertaken into the Catholic primary school as it existed in Melbourne in the 1950s and 1960s. At this time, all over Australia, the infrastructure (which included school buildings) had been allowed to decline in order to allow everything to be directed towards the war effort. The situation that children all over Australia faced in their schools comprised outdated buildings and very little resources. There were insufficient teachers as fewer had been trained during the Second World War, and conditions were a long way from ideal. This was also the situation in government schools, but in Catholic schools it was much worse because there was no government funding to help to re-establish class rooms and provide needed resources. The end of the War brought the soldiers back to Australia resulting in a marked rise in the birth rate, which in turn brought a large increase in the numbers of children needing to begin school from the 1950s onward. Add to this situation, the arrival, from the late 1940s of thousands of refugees and displaced persons from Europe, the large number of whom were non-English speaking. More than fifty per cent of these migrants professed an association with the Catholic Church and were thereby in need of a Catholic education for their children. At the same time, the numbers of women entering the religious life was growing much more slowly than the numbers of children needing a Catholic education. The sum total of all these factors occurring simultaneously resulted in huge class sizes, insufficient quantities and quality of teaching resources, inadequate school buildings, either because of their age in inner city areas or because in new, outer suburban suburbs, there were no schools and such things as church halls or temporary buildings had to be used. Such was the need for teachers, that teacher training was often hastened so that classes would have a teacher. On top of all this, no provision was made for the teaching of English to those children whose first language was not English. None of the teachers, either in Catholic schools or government schools, had any idea of how to go about this and all expected the children to pick it up as they went along. Teachers coped as best they could to manage the situations in which they found themselves. This chaotic situation is what prompted the researcher to undertake a study to try to understand what the migrant children, in particular, experienced in order to gain an education. From such an oral history project, it was hoped: to gain some understanding of the situation in the Catholic education system at the time of peak migration in the 1950s and 1960s together with the changes which occurred at this time, and; to try to understand the situation under which the teaching Religious were working; to try to understand the experiences of the migrant children who were undertaking their primary school education at that time. Because there were so many migrant groups arriving in Australia at that time, the task of studying representative samples of all of them is far too large for a study of this kind, so a decision needed to be made as to which ethnic groups should be part of the project. The Italian was the largest group, but there has been a volume of study already undertaken about them. The next largest group was the Greek, but as they follow Orthodox beliefs, they were unlikely to be looking for a Catholic education for their children. The next two groups, both much smaller than the Greeks and the Italians, were about the same size. These were the Polish and the Maltese and it was decided that both groups could be studied and perhaps it could be determined not only what life had been like for them in a new country where the way of life was so different to what they had experienced in their home country and where they could not understand the language, but if they had experienced their transitions to Australia in the same way. An oral history project was decided as being the best way to gather the information needed, allowing the interviewees to tell their stories without being confined to the boundaries of a questionnaire. This would allow interviewees to describe events and situations of which the researcher was not aware. Investigations were undertaken to determine what the backgrounds were to each ethnic group’s lives in their respective countries of origin. What the situation was like in Australia at that time was also investigated. The researcher needed to know in what physical conditions the immigrants lived when they first arrived and what the financial situation of the family as well as the number of children in the family and where the interviewee fitted in the family. The physical situation in which they were schooled was considered important and what they learned from their teachers. The researcher believed it was relevant to find out what conditions were like in the school from the teachers’ point of view, to enable the broadest understanding of what the children experienced. Finding migrants who had attended a Catholic primary school in the 1950s and 1960s was much more difficult than anticipated and eventually the snowball method of sampling was employed. In this approach, the interviewee who had responded to the initial requests for interviews which were made through ethnic organisations and clubs, and through the church newspapers, were asked to recommend others of their ethnic group to become interviewees. Social encounters sometimes resulted in more suitable references, thus more snowballing as more suggested interviewees were recruited. The teaching sisters were found by sending letters to each of those orders who had been responsible for providing sisters to teach in Catholic schools, requesting interviewees willing to talk about their experiences. Several of the sisters from these orders agreed to be interviewed. How they managed to cope under the very difficult situations in which they found themselves, adds to the picture. A list of questions was drawn up to set the direction of the interviews not to be a rigid path to follow. From here interviewees were encouraged to talk about their personal experiences and what they felt about their primary school life. Each of the interviews was carefully dissected to find out what the common experiences were and what factors most impinged on the stories. Experiences to more than one interviewees were considered most important, and what the sisters talked about enhanced the whole picture. From this research project, it was hoped that a better understanding of what the post-war child immigrants to Australia experienced as they settled, would be illustrated. Although many advances have been made in teaching migrant children and of the need to teach them English as a second language, rather than letting them learn from the other children, it is the more personal experiences of ‘slings and arrows’ that can be transferred to today’s migrants, so that we can teach them with more understanding.
6
Macknight, Vicki Sandra. "Teaching imagination." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/7035.
Full textAbstract:
This thesis is about the teaching imagination. By this term I refer to three things. First, the teaching imagination is how teachers define and practice imagination in their classrooms. Second, it is the imagination that teachers themselves use as they teach. And thirdly, it is the imagination I am taught to identify and enact for doing social science research.The thesis is based upon participant-observation research conducted in grade four (and some composite grade three/four) classrooms in primary schools in Melbourne, a city in the Australian state of Victoria. The research took me to five schools of different types: independent (or fee-paying); government (or state); Steiner (or Waldorf); special (for low IQ students); and Catholic. These five classrooms provide a range, not a sample: they suggest some ways of doing imagination. I do not claim a necessary link between school type and practices of imagination. In addition I conducted semi-structured interviews with each classroom’s teacher and asked that children do two tasks (to draw and to write about ‘a time you used your imagination’).
From this research I write a thesis in two sections. In the first I work to re-imagine certain concepts central to studies of education and imagination. These include curriculum, classrooms, and ways of theorizing and defining imagination. In this section I develop a key theoretical idea: that the most recent Victorian curriculum is, and social science should be, governed by what I call a logic of realization. Key to this idea is that knowers must always be understood as participants in, not only observers of, the world.
In the second section I write accounts of five case studies, each learning from a different classroom teacher about one way to understand and practice imagination. We meet imagination as creative transformation; imagination as thinking into other perspectives; imagination as representation; imagination as the ability to relate oneself to the people and materials one is surrounded by; and imagination as making connections and separations in thought. In each of these chapters I work to re-enact that imagination in my own writing. Using the concept of the ‘relational teacher’, one who flexibly responds to changing student needs and interests, I suggest that some of these imaginations are more suitable to a logic of realization than others.
7
McKay-Brown, Lisa. "The development of music concepts in the primary school aged child : a Victorian profile /." Connect to thesis, 1999. http://repository.unimelb.edu.au/10187/2445.
Full textAbstract:
Music educators are continually striving to find a comprehensive curriculum to adequately cover developments made in music. It could be argued that, at present, Victorian music curriculum places more emphasis on the aesthetics of music education rather than the learning of music concepts. This researcher firmly believes that the concepts of music are the building blocks through which children become better musicians. Researchers, music educators and curriculum designers must understand the way in which concept knowledge develops in children, so that they can use this knowledge in order to create meaningful learning experiences. The aim of this study, therefore, is to find out whether the acquisition of concepts, particularly rhythm, pitch, harmony and melody can be directly related to development in children, specifically primary aged children in State Government schools in Victoria.
8
Reed, Brian, and n/a. "A survey of regular teachers' concerns towards the integration of disabled children in state primary schools, Bendigo region, Victoria." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061107.100059.
Full textAbstract:
The integration of disabled children into regular schools is
a current educational and social issue causing widespread
interest, concern and debate throughout Australia. The most
controversial and innovative adoption of integration policy
has occurred in Victoria since the release of the Collins
Report in 1984.
The present study was conducted in 26 State primary schools
in the Bendigo area of the Loddon Campaspe Mallee region of
Victoria where disabled children had been integrated in
regular classrooms with the assistance of a paid teacher
aide during 1988.
The purpose of the study was to survey the concerns of those
teachers into whose classes children with disabilities had
been integrated.
The Stages of Concern (SoC) dimension of the Concerns-Based Adoption Model (C-BAM) was chosen as the research
methodology. C-BAM was developed at the Research and
Development Center for Teacher Education, University of
Texas at Austin, and for the purpose of this study, the
methodology consisted of a questionnaire of 35 standardized
items (the Stages of Concern Questionnaire), and a School
Survey.
The study set out to identify the concerns of teachers
(ii)
toward integration, and to establish reasons why teachers
are at particular stages of concern. Factors included
teachers' age, gender, number of years of teaching
experience, qualifications and in-service training. Other
issues related to the disabled children themselves, the
school, and factors such as availability of resources,
funding levels, and access to support systems.
This study developed from the policy document Integration in
Victorian Education (the Collins Report, 1984). Since then,
the Ministry of Education has published two additional
booklets (in January and February, 1987), which partly
address some of the issues included in this thesis. These
include resourcing, in-servicing and the legal implications
of the innovation.
The analysis of the data points to major shortcomings which
will jeopardize the implementation process and the likely
success of the innovation. A number of recommendations have
been suggested, with particular reference to the pre-service
and in-service training of teachers, and issues relating to
funding and resources.
The findings have implications for all classroom teachers,
as potentially all are required to accept disabled children
into their classes. The results and recommendations also
have relevance for the Ministry of Education, whose
responsibility it is to ensure that the integration of
disabled children into regular classes is fully supported at
a government level, and for training institutions, whose
task it is to provide appropriate pre-service and in-service
programs for present and future classroom teachers.
9
O'Mahony, Gary Raymond McColl, and mikewood@deakin edu au. "Learning the role: Through the eyes of beginning principals." Deakin University. School of Scientific and Developmental Studies, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.120428.
Full textAbstract:
This study examines how first year principals learn their roles and provides the picture through their eyes. As there is no formal preparation requirement to become a principal in Victorian government schools, new principals must seek out and direct their own learning for the role. The study describes the informal and formal sources of learning that are sought by beginning principals to help them learn about their new role. The focus is on identifying what sources of learning were used through different phases of the study and how some became more critical than others in shaping and developing the role of a principal in the school.
This thesis is a story of continuous professional socialization and learning of a group of seven beginning principals using case studies and interviews over four phases of learning in their first year in the role as they proceed from appointment, entry, establishment through to consolidation of the role.
The process of socialization underpins the study and is conceived as a process of learning in which the participants actively direct and participate in their own socialization. However, greater emphasis is placed on the developing nature and reliance on learning in role development. Previous studies of professional socialization of beginning principals have identified licensure programs as significant in the preparation and ongoing development process, whereas this is not the case in Victoria where no such requirements exist. This study adds to existing studies through the finding that there are similarities in the stages of professional socialization process in the Australian context, but also explores new aspects about professional learning by identifying various phases and sources of learning for Victorian principals. These ranged from dependence upon an apprenticeship arrangement, through self-directed task learning, to that of becoming an independent learner within a professional community of equals. Some of the themes identified and explored in this study included examining phases of learning, sources of learning, and their effect on role development.
The study was initially based on identifying and exploring some of the key issues and the significance of learning experiences suggested by the beginning principals rather than researching predetermined hypotheses. This grounded and qualitative approach involved data collection over four different time phases in the first year in the role and allowed flexibility in the construction of case studies and the cumulative development of data through the study. The greater part of the data were collected through interviews in each of the four phases of the study along with the collection of survey data for comparison and contrast in the first and final study phases.
The research raises many issues that can serve as a basis for further exploration of the complexity of the role of learning within professional socialization for beginning principals. As well, it suggests a number of implications for the organization of professional learning and socialization in beginning principal socialization for the first year in the role.
10
Lane, Maureen, and res cand@acu edu au. "Growing Up Catholic in Sunshine, 1919-1927, The Establishment of Our Lady of the Immaculate Conception Primary School: A journey in historiography." Australian Catholic University. School of Education, 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp213.02092009.
Full textAbstract:
This study is, in effect, the compilation and the telling of the story of the establishment of the school of Our Lady of the Immaculate Conception at Sunshine, it seeks to add to the quantum of knowledge available in regard to: First - the story of that particular school's establishment, Second - its derivation from and contribution to the \vider context of the development of Catholic education in Victoria, and Third - its place in the story of the growth of a suburban community as a reflection of some of the social forces which were operating in Victoria at that time. This thesis is the result of an invitation by the writer to a number of people to collaborate in constructing the storf. These people ranged from those who, as children, attended the new school, and those whose experience of its establishment was a generation removed but who, nevertheless. claim an affinity ,with the school and its society, to those archivists, professional and otherwise, whose task or desire is to keep alive the historical foundations of our culture. It this thesis is attached to any particular school of historiography it would be closest to the Annales school as outlined in The Living Past: Western Historiographical Traditions (1975). As Andrea and Schmokel describe it, The labors of love of a group of historians associated with the journal Les Annales have produced a wealth of informative detail studies about the life styles, living standards, social values and assumptions about various social groups in all periods of French and European history. (This school) simply seeks to recover knowledge about the past as it was lived. (p.266) In the light of postmodern criticism developed since 1975, this thesis acknowledges directly the ideological base from which the author is coming. Nevertheless, it remains within the orbit of Annales historiography in that it seeks to
Books on the topic "Primary Victoria"
1
King, B. L. Victoria Primary School... Leeds...: Summary of the inspection report. [London]: Ofsted, 1995.
Find full text
2
Victoria. Office of the Auditor-General. Melbourne markets redevelopment. Melbourne, Vic: Victorian Government Printer, 2012.
Find full text
3
Historic Schools Society of Victoria and Victoria. Education Department, eds. School days: Looking back on education in Victoria. Melbourne: Robert Andersen & Associates, 1985.
Find full text
4
Hardwick, J. S. [Inspection under Section 9 of the Education (Schools) Act 1992]: Victoria Primary School ... : dates of inspection 8-9 December 1998. London: Ofsted, 1997.
Find full text
5
Hardwick, J. S. [Inspection under Section 9 of the Education (Schools) Act 1992]: Alwoodley Primary School...Leeds... : date of inspection 18 -21 September 1995. [London]: Ofsted, 1995.
Find full text
6
Anderson, Ian. Aboriginal primary health care in Victoria: Issues for policy and regional planning. [Parkville, Vic.]: VicHealth Koori Health Research and Community Development Unit, 2001.
Find full text
7
Ireland, Great Britain Department of Education for Northern. Report of a focused inspection in Victoria Primary School Carrickfergus, Inspected June 1999. Bangor: Department of Education for Northern Ireland, 2000.
Find full text
8
Great Britain. Department of Education for Northern Ireland. Report of a focused inspection in Victoria Primary School, Carrickfergus, inspected: June 1999. Bangor: Department of Education for Northern Ireland, 1999.
Find full text
9
Ainley, John G. Primary schooling in Victoria: A study of students' attitudes and achievements in years 5 and 6 of government primary schools. Hawthorn, Vic: Australian Council for Educational Research, 1990.
Find full text
10
Victoria. Office of the Auditor-General. Agricultural food safety. Melbourne, Vic: Victorian Government Printer, 2012.
Find full textBook chapters on the topic "Primary Victoria"
1
Tatnall, Chris. "School Management Software in a Primary School in Victoria, Use of." In Encyclopedia of Education and Information Technologies, 1455–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_130.
Full text
2
Tatnall, Chris. "School Management Software in a Primary School in Victoria, Use of." In Encyclopedia of Education and Information Technologies, 1–8. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_130-1.
Full text
3
Clark, Walter Aaron. "Primary Sources (Archivo de la Fundación Victoria y Joaquín Rodrigo, Madrid)." In Joaquín Rodrigo, 26–31. New York : Routledge, 2021. | Series: Routledge music bibliographies | Description: bibliographical references and index.: Routledge, 2021. http://dx.doi.org/10.4324/9780429298455-2.
Full text
4
Curthoys, Jean, and Victor H. Dudman. "Primary Messages." In Victor Dudman’s Grammar and Semantics, 93–97. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137029256_3.
Full text
5
Poirel, Dominique. "Qu’est-ce que Saint-Victor ?" In Omnium expetendorum prima est sapientia, 487–511. Turnhout: Brepols Publishers, 2021. http://dx.doi.org/10.1484/m.bv-eb.5.126049.
Full text
6
Vernet, Marguerite. "Les sermons in generali capitulo d’Absalon de Saint-Victor : réflexions sur la prédication victorine de la fin du xiie siècle." In Omnium expetendorum prima est sapientia, 227–43. Turnhout: Brepols Publishers, 2021. http://dx.doi.org/10.1484/m.bv-eb.5.126040.
Full text
7
Sordillo, Antonio. "« Speculator castrorum Dei ». Philosophy and Theology in Godfrey of St Victor’s Sermons." In Omnium expetendorum prima est sapientia, 215–25. Turnhout: Brepols Publishers, 2021. http://dx.doi.org/10.1484/m.bv-eb.5.126039.
Full text
8
Bajor, Wanda, and Marcin Jan Janecki. "Victorina polonica : présences victorines dans la culture intellectuelle de la Pologne au Moyen Âge et aujourd’hui." In Omnium expetendorum prima est sapientia, 443–70. Turnhout: Brepols Publishers, 2021. http://dx.doi.org/10.1484/m.bv-eb.5.126048.
Full text
9
Mercury, Pascaline. "L’amour selon Hugues de Saint-Victor : la nature comme voie vers le salut." In Omnium expetendorum prima est sapientia, 127–42. Turnhout: Brepols Publishers, 2021. http://dx.doi.org/10.1484/m.bv-eb.5.126034.
Full text
10
Janecki, Marcin Jan. "Saint-Victor et le Carmel : le cas de Thomas de Jésus (1563-1627)." In Omnium expetendorum prima est sapientia, 423–42. Turnhout: Brepols Publishers, 2021. http://dx.doi.org/10.1484/m.bv-eb.5.126047.
Full textConference papers on the topic "Primary Victoria"
1
Burgess, Stephen, Golam M Chowdhury, and Arthur Tatnall. "Student Attitudes to MIS Content in an MBA: A Comparison Across Countries." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2448.
Full textAbstract:
Export education forms a major part of the Australian economy. Australian universities are now not only accepting overseas students into Australian campuses; they are setting up overseas-based campuses. This is often through an arrangement with a local educational institution or organisation. Subjects in these institutions are delivered by a combination of Victoria University Australian-based staff and local faculty. One of the primary programs being delivered overseas by many Australian institutions is the Master of Business Administration (MBA). This paper examines the delivery of the core information technology units, Management Information Systems (MIS), by Victoria University in Australia and overseas (in Bangladesh). The structure of the MBA at Victoria University in Australia and overseas is examined and the MIS subject explained. Results of a survey of MBA students’ views of the content of MIS, conducted in Australia (1997-2000) and Bangladesh (2001) are reported. There is little difference in the attitudes of students of both countries in relation to the topics covered in the subject, nor on the breakdown of the subject between ‘hands-on’ applications and more formal instruction. There are some differences in relation to the level of Internet and e-mail usage, with Australian students tending to use these technologies on a greater basis as a proportion of their overall computer usage.
2
Hollingsworth, Hilary, Jonathan Heard, Anthony Hockey, and Tegan Knuckey. "Reporting student progress: What might it look like?" In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_16.
Full textAbstract:
The Communicating Student Learning Progress review produced by ACER in 2019 set out recommendations for schools and systems to improve the way schools report on student learning, in particular learning progress. Two case study schools from Victoria – a Catholic primary school and government secondary school – discuss changes they’ve made to their student reporting processes, in response to the review’s recommendations. Further research is recommended into how schools are rethinking reporting to engage students and parents in monitoring learning growth.
3
Franco, Guilherme, Ling Li, and Andrew Georgiou. "64 A snapshot of prostate-specific antigen testing in general practices across three primary health networks in victoria." In Preventing Overdiagnosis Abstracts, December 2019, Sydney, Australia. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/bmjebm-2019-pod.76.
Full text
4
McAleer, SF, and CG Owens. "41 Cardiogenic shock outcomes following primary percutaneous coronary intervention: an audit of the service at the royal victoria hospital belfast." In Irish Cardiac Society Annual Scientific Meeting & AGM, Thursday October 5th – Saturday October 7th 2017, Millennium Forum, Derry∼Londonderry, Northern Ireland. BMJ Publishing Group Ltd and British Cardiovascular Society, 2017. http://dx.doi.org/10.1136/heartjnl-2017-ics17.41.
Full text
5
Goad, Philip. "Designing a Critical Voice: Discourse and the Victorian Architectural Students Society (VASS), 1907-1961." In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online: SAHANZ, 2022. http://dx.doi.org/10.55939/a3992pwp5p.
Full textAbstract:
Students are a necessary part of the architecture profession. Their training and preparation have long been key to maintaining the business and culture of architecture, and in doing so perpetuating traditional territories that control the institutionalisation of a profession. Students have also created their own associations, often mirroring, and at the instigation of, their parent organizations. More often than not though, in addition to acting as social binders and playing out the role of disciplinary ‘club’, these associations have developed a critical voice, urging change and injecting critique: in short, setting the basis for the framing of a local discourse. Using its publications as primary source material, this paper explores the critical activities of the Victorian Architectural Students Society (VASS), which developed under the auspices of the Royal Victorian Institute of Architects (RVIA). VASS published its annual from 1908, which evolved by 1932 to become Lines and, then additionally in 1939, students Robin Boyd and Roy Simpson expanded VASS’s publishing remit, producing the oft-controversial fold-away pamphlet Smudges that infamously gave ‘blots’ and ‘bouquets’ to new buildings. In 1947, VASS published Victorian Modern, Australia’s first polemical history of modern architecture and in 1952, it was the first publisher of the influential journal, Architecture and Arts. This paper examines the shifting ambitions of VASS, its chief protagonists, the role of graphics and the deft blending of the social, satirical and the critical that eventually framed and shaped Victoria’s architecture culture after World War II.
6
Istirtowatul Istiraroh, Binti, Zainur Ridho Wahyu Ismail, and Fitrah Izul Falaq. "The Victory of Culture Games (VOC-Games): Math-Based Learning Media 3D and Augmented Reality as A Conservation Culture." In 1st International Conference on Early Childhood and Primary Education (ECPE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ecpe-18.2018.5.
Full text
7
Aberasturi Rodríguez, Ainara, Ignacio Fierro Bandera, José Navarro Almendro, Esther Bueno, Gregorio Romero, and Andrés Ros. "El valor científico de la Cueva-Mina Victoria (Cartagena, Murcia): un espacio donde el patrimonio natural y cultural se dan la mano." In I Simposio anual de Patrimonio Natural y Cultural ICOMOS España. Valencia: Editorial Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/icomos2019.2020.11740.
Full textAbstract:
La Cueva-Mina Victoria forma parte de un sistema cárstico de más de 3 km de longitud. Alberga un relleno Cuaternario con numerosos vertebrados, algunos descritos por primera vez. La actividad minera afectó a este enclave y permitió su descubrimiento, enriqueciendo al patrimonio natural con una historia y cultura singulares en la zona. Todo ello ha llevado a la protección legal del entorno como Bien de Interés Cultural. A pesar de esta riqueza en valores naturales y culturales, no se ha publicado, hasta la fecha, una valoración patrimonial del sitio que, de forma objetiva, exponga los criterios que aportan valor al bien y que permita un mínimo análisis o diagnóstico de los aspectos científicos más relevantes para su posterior gestión. Gracias a las ayudas económicas para la investigación e intervención del patrimonio arqueológico y paleontológico de la Región de Murcia y a la cofinanciación del Ayuntamiento de Cartagena, la Fundación Cidaris ha realizado, por primera vez, trabajos encaminados al conocimiento y gestión de los valores patrimoniales de la cueva. Se presentan los resultados del valor científico (Medio alto a Alto), discutiendo su significado y comparando los mismos con los de otros Lugares de Interés Geológico.
8
Marfella, Giorgio. "Seeds of Concrete Progress: Grain Elevators and Technology Transfer between America and Australia." In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online: SAHANZ, 2022. http://dx.doi.org/10.55939/a4000pi5hk.
Full textAbstract:
Modern concrete silos and grain elevators are a persistent source of interest and fascination for architects, industrial archaeologists, painters, photographers, and artists. The legacy of the Australian examples of the early 1900s is appreciated primarily by a popular culture that allocates value to these structures on aesthetic grounds. Several aspects of construction history associated with this early modern form of civil engineering have been less explored. In the 1920s and 1930s, concrete grain elevator stations blossomed along the railway networks of the Australian Wheat Belts, marking with their vertical presence the landscapes of many rural towns in New South Wales, Queensland, Victoria, and Western Australia. The Australian reception of this industrial building type of American origin reflects the modern nation-building aspirations of State Governments of the early 1900s. The development of fast-tracked, self-climbing methods for constructing concrete silos, a technology also imported from America, illustrates the critical role of concrete in that effort of nation-building. The rural and urban proliferation of concrete silos in Australia also helped establish a confident local concrete industry that began thriving with automatic systems of movable formwork, mastering and ultimately transferring these construction methods to multi-storey buildings after WWII. Although there is an evident link between grain elevators and the historiographical propaganda of heroic modernism, that nexus should not induce to interpret old concrete silos as a vestige of modern aesthetics. As catalysts of technical and economic development in Australia, Australian wheat silos also bear important significance due to the international technology transfer and local repercussions of their fast-tracked concrete construction methods.
9
Yermolov, P. P. "Sea tests of primal national systems of radio detection and their tactical deployment in defense of sevastopol 1941–1942 (to 65 anniversary of victory)." In 2010 20th International Crimean Conference "Microwave & Telecommunication Technology" (CriMiCo 2010). IEEE, 2010. http://dx.doi.org/10.1109/crmico.2010.5632751.
Full text
10
Conti, Flávia Pereira. "Design de sistemas para análise do ciclo de vida de um produto: slow fashion." In Systems & Design 2017. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/sd2017.2017.6649.
Full textAbstract:
O artigo descreve o processo de reavaliação e esmeração de um sistema de produção da microempresa de semijoias Cantrelle Design, com o objetivo de otimizar a estrutura organizacional e de produção por meio do design de sistemas e o slow fashion. O design de sistemas por considerar o produto como um conjunto inteiro, e o slow fashion, porque visa a democratização do processo de criação de peças de forma mais lenta, preocupando-se com o desenvolvimento dos processos. Para alcançar um resultado satisfatório, utilizou-se a metodologia desenvolvida por Ezio Manzini e Carlo Vezzoli, o Life Cycle Design (LCD), procurando reduzir os inputs e outputs o máximo possível, tanto em termos quantitativos quanto qualitativos. Ponderando assim, a nocividade de seus efeitos, por meio da avaliação de todas as fases do produto, que são subdivididas em pré-produção, produção, distribuição, uso e descarte. Por se tratar de semijoias, sendo, então, um bem durável, requere-se poucos recursos durante o uso e manutenção, concentra-se em reduzir o impacto nas fases antecedentes e posteriores ao uso. Como resultado, obteve-se uma potencialização na gestão da empresa, reduzindo os gastos energéticos e materiais. Atingiu-se tal solução por meio de uma melhor organização de etapas operacionais nas fases antecedentes ao uso do produto, buscando adequar-se ao sistema slow fashion, com a otimização do volume de compras e logística de vendas, reavaliação da embalagem e material aplicados. Percebeu-se que a matéria prima já em uso é a menos impactante para o ambiente por ser de alta durabilidade e passível de reaproveiramnento. Por fim, redesenhou-se a embalagem com tecido reciclado, de uma forma que possa ser reutilizada pelo consumidor final após ser adquirida. Conclui-se que é possível readequar um sistema já em andamento, adaptando-o de forma a reduzir seu impacto na natureza por meio do slow fashion e design de sistemas, valorizando o processo de produção, não só o lucro financeiro que a venda do produto proporciona, além de aperfeiçoar o sistema como uma unidade e repensar o conjunto para valorizar a qualidade e o modo de produção, expondo a possibilidade de renovar o sistema industrial vigente de modo sustentável e consciente, por meio de uma ação local, visando atingir um macrossistema de forma harmônica. Palavras-chave: slow fashion, design de sistemas, semijoias, sustentabilidade, metodologia.ReferênciasBASTAGNINO, Luigi. Design di Sistemi i Sistemi Industriali Aperti: un nuovo approccio al progretto, un nuovo modello di bussiness. Sem ano. 26 slides. Apresentação em Power-point. BUENO, Bárbara. Movimento slow life: desacelerando a vida. 2016. Disponível em < https://pt.linkedin.com/pulse/movimento-slow-life-desacelerando-vida-b%C3%A1rbara-mantovani-bueno>. Acesso em: 24 de maio de 2017.DELLA MEA, Luciana. A moda em [re]evolução: slow fashion. 2014. Disponível em <http://www.autossustentavel.com/2014/05/a-moda-em-revolucao-slow-fashion.html>. Acesso em 24 de maio de 2017.DELLA MEA, Luciana. Design de sistemas para a sustentabilidade. 2012. Disponível em <http://www.autossustentavel.com/2012/06/design-de-sistemas-para.html>. Acesso em 24 de maio de 2017. MANZINI, Ezio; VEZZOLI, Carlo. O desenvolvimento de produtos sustentáveis: os requisitos ambientais dos produtos industriais. São Paulo. Editora da Universidade de São Paulo, 2002. PAPANEK, Victor. Design do the Real World: human ecology and social change. Londres. Thames & Hudson Ltd, 1985.REVIDE. O conceito de fast fashion. 2010. Disponível em <https://www.revide.com.br/editorias/moda/o-conceito-de-fast-fashion/>. Acesso em 24 de maio de 2017. SARATE, Fernanda. O movimento slow life e a desaceleração da sociedade de consumo contemporânea. 2009. Disponível em < http://www.comunicacaoetendencias.com.br/wp-content/uploads/2011/04/TCC-Fernanda-Sarate.pdf>. Acesso em: 24 de maio de 2017. SILVA, Samantha; BUSARELLO, Raul. Fast fashion e slow fashion: o processo criativo na contemporaneidade. 2016.
Reports on the topic "Primary Victoria"
1
Paul, C., and J. F. Cassidy. Seismic hazard investigations at select DND facilities in Southwestern British Columbia: subduction, in-slab, and crustal scenarios. Natural Resources Canada/CMSS/Information Management, 2022. http://dx.doi.org/10.4095/331199.
Full textAbstract:
Southwest British Columbia has some of the highest seismic hazard in Canada and is home to facilities owned by the Department of National Defence which support operations on the west coast of Canada. The potential impact of seismic hazards on these government facilities are investigated here. The hazard is from three primary sources: subduction interface, crustal and in-slab earthquakes. NRCan, in consultation with DRDC have produced representative earthquake scenarios for each of these sources. The subduction scenario we constructed was an M8.9 earthquake extending along the entire Cascadia Subduction Zone from 4 to 18 km depth. We used an M6.8 earthquake occurring along a 30 km fault at between 52 and 60 km depth below Boundary Bay to represent in-slab events. The final scenario, representing a crustal source, was an M6.4 along the central 47 km of the Leech River Valley-Devil's Mountain Fault system. We found that the Cascadia subduction scenario dominated the shaking hazard over much of the study region. Meanwhile, the in-slab and crustal scenarios have higher but more localized hazards in Vancouver and Victoria. In addition to the primary ground motion hazard, we also examined secondary seismic hazards: secondary amplification effects, landslides, liquefaction, surface ruptures, tsunami, flooding, fire, and aftershocks. Each of the secondary hazards had varying impacts depending on the scenario and locations within the region.
2
Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.
Full textAbstract:
Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.
3
Lylo, Taras. Ideologemes of modern Russian propaganda in Mikhail Epstein’s essayistic interpretations. Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11404.
Full textAbstract:
The article analyzes the main anti-propaganda accents in Mikhail Epstein’s essayistic argumentation about such messages of modern Russian propaganda as “Russia is threatened by an external enemy”, “Russia is a significant, powerful country”, “The collapse of the USSR was a tragedy”, “Russia is a special spiritual civilization”, “Our cause in Donbass is sacred”, “The enemy uses, or may use of illegal weapons”... A special emphasis is placed on the fact that the basis of these concepts is primarily ontological rather than ideological. Ideology is rather a cover for problematic Russian existence as a consequence of Russia’s problematic identity and for its inability to find itself in history. As a result, Russia is trying to resolve its historical issues geographically, through spatial expansion, trying to implement ideologemes such as “The Great Victory. We can repeat” or “Novorossia”. That is why M. Epstein clearly identifies the national and psychological basis of the Kremlin’s behavior in 2014-2021. М. Epstein easily refutes the main ideologemes of Russian propaganda. This gives grounds to claim that Russian political technologists use the classical principles of propaganda: ignore people who think; if the addressee is the masses, focus on a few simple points; reduce each problem to the lowest common denominator that the least educated person can repeat and remember; be guided by historical realities that appeal to well-known events and symbols and appeal to emotions, not to the mind. М. Epstein’s argumentation clearly points to another feature of modern Russian propaganda: if Soviet propaganda was concerned with the plausibility of its lies, then Kremlin propaganda does not care at all. It totally spreads lies, often ignoring even attempts to offer half-truth.