Relevant bibliographies by topics / Private schools South Australia

Academic literature on the topic 'Private schools South Australia'

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Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Private schools South Australia"

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Goh, Edmund, Sandy Nguyen, and Rob Law. "Marketing private hotel management schools in Australia." Asia Pacific Journal of Marketing and Logistics 29, no. 4 (September 11, 2017): 880–89. http://dx.doi.org/10.1108/apjml-09-2016-0183.

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Purpose The purpose of this paper is to explore the perceptions of 46 hotel management students from four leading private hotel management schools (PHMS) in Australia on their decision in choosing a PHMS over a traditional public university. Design/methodology/approach Employing the theory of planned behaviour as a theoretical framework, the qualitative interview data identified ten key attitudes, four reference groups and four perceived difficulties as potential motivators of students deciding to enrol in PHMS. Findings This paper identified reputation of school and industry placement opportunities as key attitudinal items shaping students’ decision-making process. With regards to important social groups, education agents and family were key reference groups. In relation to perceived difficulties, students reported tuition and living costs, and far distance from home as key barriers in their decision to study at PHMS. Research limitations/implications The sample draws upon students from a single state, New South Wales, Australia and this limits the generalisability of the authors’ findings. This study also excluded students from Australian public universities who may hold different perceptions towards studying at a PHMS. Practical implications The findings have important implications for hotel schools to improve their curriculum designs and embed practical hands on the learning experience of their students. Marketing agencies can also use these motivational attributes in developing effective marketing campaigns to increase enrolment figures. Originality/value This framework has proven to be useful in helping marketers understand various underlying motivational factors to attract prospective students to enrol in private hotel management schools.
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Young, Marisa. "From T.T. Reed’s Colonial Gentlemen to Trove: Rediscovering Anglican Clergymen in Australia’s Colonial Newspapers." ANZTLA EJournal, no. 11 (April 19, 2015): 74–88. http://dx.doi.org/10.31046/anztla.vi11.268.

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T. T. Reed’s pioneering book on the lives of Anglican clergymen in South Australia is still an important guide to the contribution made by these men to the expansion of educational opportunities for children. However, the development of Trove by the National Library of Australia has provided new ways of tracing the educational activities of Anglican clergymen in Australia. Researchers have frequently acknowledged the importance of the roles played by Protestant ministers of religion in the expansion of primary and secondary education during the nineteenth century. Much of the focus of this research work in religious history and educational history has been linked to the contribution of Protestant clergymen in educational administrations, either through leadership roles as headmasters or through participation in activities established by school boards or councils. Numerous Protestant ministers of religion developed high profile roles during the early growth of non-government as well as government-supported primary and secondary schools in colonial South Australia. This article will emphasise the ways that information searches using Trove can highlight forgotten aspects of educational activities undertaken by clergymen. It will focus on the activities of three ministers from the Church of England who combined their parish duties in the Diocese of Adelaide with attempts to run schools funded by private fees. Their willingness to undertake teaching work in this way thrust them into the secular world of an emerging Australian education market, where promotional activity through continuous newspaper advertising was part of the evolution of early models of educational entrepreneurship. These clergymen faced considerable competition from private venture schools as well as government-supported schools in the colonial capital. This article will also highlight gender issues associated with their promotional activities, as each minister used different definitions of gender in order to build supportive social networks for their schools and attract attention to their teaching activities.
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Gallimore, Desirée P. M. "Multiculturalism and Students with Visual Impairments in New South Wales, Australia." Journal of Visual Impairment & Blindness 99, no. 6 (June 2005): 345–54. http://dx.doi.org/10.1177/0145482x0509900604.

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This study found that a large number of students with visual impairments in public and private schools in New South Wales come from culturally diverse backgrounds, that teacher training does not incorporate multicultural perspectives, and that instructors and itinerant vision teachers lack knowledge and skills to teach from a multicultural perspective. Recommendations are provided to guide the inclusion of multicultural perspectives in teacher preparation programs and teachers’ practices.
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Clyne, Michael. "Bilingual Education—What can We Learn from the Past?" Australian Journal of Education 32, no. 1 (April 1988): 95–114. http://dx.doi.org/10.1177/000494418803200106.

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This paper shows that bilingual education has a long tradition in Australia. In the 19th century, primary and secondary schools operating German-English, French-English or Gaelic-English programs, or ones with a Hebrew component, existed in different parts of Australia. The most common bilingual schools were Lutheran rural day schools but there were also many private schools. They believed in the universal value of bilingualism, and some attracted children from English-speaking backgrounds. Bilingual education was for language maintenance, ethno-religious continuity or second language acquisition. The languages were usually divided according to subject and time of day or teacher. The programs were strongest in Melbourne, Adelaide and rural South Australia and Victoria. In Queensland, attitudes and settlement patterns led to the earlier demise of bilingual education. The education acts led to a decline in bilingual education except in elitist girls or rural primary schools and an increase in part-time language programs. Bilingual education was stopped by wartime legislation. It is intended that bilingualism can flourish unless monolingualism is given special preference.
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O'Dea, Bridianne, Catherine King, Mirjana Subotic-Kerry, Kathleen O'Moore, and Helen Christensen. "School Counselors’ Perspectives of a Web-Based Stepped Care Mental Health Service for Schools: Cross-Sectional Online Survey." JMIR Mental Health 4, no. 4 (November 20, 2017): e55. http://dx.doi.org/10.2196/mental.8369.

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Background Mental health problems are common among youth in high school, and school counselors play a key role in the provision of school-based mental health care. However, school counselors occupy a multispecialist position that makes it difficult for them to provide care to all of those who are in need in a timely manner. A Web-based mental health service that offers screening, psychological therapy, and monitoring may help counselors manage time and provide additional oversight to students. However, for such a model to be implemented successfully, school counselors’ attitudes toward Web-based resources and services need to be measured. Objective This study aimed to examine the acceptability of a proposed Web-based mental health service, the feasibility of providing this type of service in the school context, and the barriers and facilitators to implementation as perceived by school counselors in New South Wales (NSW), Australia. Methods This study utilized an online cross-sectional survey to measure school counselors’ perspectives. Results A total of 145 school counselors completed the survey. Overall, 82.1% (119/145) thought that the proposed service would be helpful to students. One-third reported that they would recommend the proposed model, with the remaining reporting potential concerns. Years of experience was the only background factor associated with a higher level of comfort with the proposed service (P=.048). Personal beliefs, knowledge and awareness, Internet accessibility, privacy, and confidentiality were found to influence, both positively and negatively, the likelihood of school counselors implementing a Web-based school mental health service. Conclusions The findings of this study confirmed that greater support and resources are needed to facilitate what is already a challenging and emotionally demanding role for school counselors. Although the school counselors in this study were open to the proposed service model, successful implementation will require that the issues outlined are carefully addressed.
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Lindoy, L. F. "Retirement of Dr John Zdysiewicz - An Appreciation." Australian Journal of Chemistry 53, no. 12 (2000): 893. http://dx.doi.org/10.1071/ch01e1.

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After 25 years with the Australian Journal of Chemistry, our editor, Dr Jan R. Zdysiewicz (known far and wide as John Z.), has recently retired. During his initial ten year period with the journal, John served as assistant editor under Bob Schoenfeld who, like John, was also very widely known throughout the Australian and New Zealand chemistry community. In 1985, John took up the editorship and under his editorial management the journal has continued to prosper. John has been an exceptionally talented editor who, despite increasing pressures over more recent times, has managed to maintain the journal’s very high editorial standard – a task aided by his wide understanding of chemistry and his truly exceptional knowledge of English usage. John had an eventful early life – details of which may be of interest to his many friends and acquaintances. He was born in Laukischken in East Prussia to parents from Mosty in eastern Poland. His parents had been taken to Germany during World War II for forced labour. After the war, the family was transferred, endlessly it seemed, from DP (displaced persons) camp to DP camp in Germany, until final acceptance for migration to Australia. After a long sea voyage on the Skaugum, the family arrived at Port Melbourne in December 1950. Then followed being shuffled between widely spread immigration holding centres in South-East Australia, finally ending up in Adelaide, where the family settled. After some difficulty in gaining enrolment, John attended Adelaide Boys High School. In 1962 at age 19, he lost his alien status and became an Australian citizen. Even during this early period, John Z. made a name for himself. He became somewhat of a celebrity for his virtuosity in playing the accordion. In 1961, he became Grand Australian Accordion Champion. On occasions, he still plays for friends and private audiences. John Z. obtained his tertiary education at the University of Adelaide. His Ph.D. research in the Department of Physical and Inorganic Chemistry was concerned with physical chemical studies on naturally occurring and synthetic polymers. He then held Post Doctoral appointments in England at the University of Lancaster (preparation and e.s.r. characterisation of radical anions), Australia at the Division of Protein Chemistry, CSIRO, Parkville (on the interactions of fluorescent compounds with protein components by photophysical techniques) and Canada at the University of Western Ontario (construction of a microsecond flash photolysis apparatus in connection with photochemical reactions involving radical ions). In 1975 he returned to Australia as the assistant editor of Aust. J. Chem. John Z. has served as the national representative on IUPAC’s Commission III.2 (on Physical Organic Chemistry) and is currently an associate member of this commission. In 1998, the Royal Australian Chemical Institute awarded him a citation for his contributions to the promotion of Australian chemistry nationally and internationally, principally through his role as editor of the journal. Finally, John is of a distinctly independent nature – perhaps a reflection of his Polish antecedents? While his management style might be said to be unique, it has always been characterised by an overriding commitment to quality. Clearly, John Zdysiewicz ranks as an exceptional individual. On behalf of my fellow advisory committee members and, indeed, also for the wider chemistry community, I thank John for a job exceedingly well done. We wish him well in his retirement.
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Saha, Lawrence J. "Do Private Schools in Australia Produce More Active Citizens?" Educational Practice and Theory 43, no. 1 (May 1, 2021): 5–22. http://dx.doi.org/10.7459/ept/43.1.02.

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The focus of this paper is whether type of Australian school attended makes a difference in student engagement in political and civic culture. Recently private schools have been said to “undermine cohesion” in Australian society. Similarly, it was argued over two decade ago that Australian private schools have skimmed the elite students from the government sector and now “impart to their pupils values and preferences of the culture from which they are drawn”, namely the dominant culture. Using data from the Youth Electoral Study (YES) survey, this analysis examines whether Australian students in government, Catholic and Independent schools differ in six political domains: voting commitment, positive attitude toward voting, political knowledge, political activism, political trust and civic volunteer behaviour. At the bivariate level, students in private schools generally show higher levels of political engagement compared to students in government schools in all domains. However, when family and school variables are controlled, the differences between these students in voting commitment, political knowledge and volunteer behaviour disappear. However students in Catholic schools show significantly higher levels in positive attitude toward voting and political activism. The effects of Independent schools disappear for five political domains but a significantly high level of political trust remains. Explanations for these patterns of outcomes are put forward, and directions for future research are explored.
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Gomes da Silva, Jonas. "Thailand Performance and Best Management Practices that saved lives against Covid-19: a comparison against ten critical countries." International Journal for Innovation Education and Research 8, no. 11 (November 1, 2020): 119–54. http://dx.doi.org/10.31686/ijier.vol8.iss11.2725.

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After 265 days, since the first reported case of Covid-19, the world has reported the lost of almost one million (969.018) precious lives (WORLDOMETERS, 2020). The pandemic is a challenge for all countries, most of them eager to learn from nations that are successful against the virus. In addition, an international survey, published on April/20, by Silva (2020, p. 600), concluded that although no country is prepared to face epidemics and pandemics (NTI, JHU, and EIU, 2019), among the 16 countries investigated, Thailand, Finland, Australia, South Korea, Denmark, and Sweden are cases that Brazil could study so as not to repeat the scenarios of China, USA, Italy, and Spain. Thus, this study investigates the performance and the best management practices adopted in Thailand to save lives against Covid-19, during the first 180 days facing the pandemic. The research is useful for academy, government policymakers and authorities. It is descriptive, with the application of an online questionnaire, bibliographic and documentary research, involving the study of official sites, articles, reports, manuals, and other technical documents. A new indicator was developed (Fatality Total Index), which allowed to identify that among 20 nations with the highest number of fatal cases, the ten most critical are 1st) Mexico; 2nd) Peru; 3rd) Italy; 4th) Ecuador; 5th) Iran; 6th) Chile; 7th) UK; 8th) Belgium; 9th) Colombia; and 10th) Brazil. Some conclusions are: first) Thailand`s FTI180 is the very low, indicating that this country has learned from the lessons of the past, reason by which is the best at saving lives against the Covid-19; Third) for 86 respondents living in Thailand, wear mask, not shake hands, not hug in public, wash hands, and not wearing shoes in the house, were the five most decisive cultural practices that saved lives; Fourth) For 96 respondents living in Thailand, the ten main policy measures adopted by Thailand Government that saved lives against the Covid-19 are: first) international travel control; 2nd) public event cancellations; 3rd) schools closures; 4th) restriction on internal movement; 5th) workplaces closures; 6th) public information campaigns; 7th) effective public-private collaboration; 8th) increase the medical and personal equipment capacity; 9th) support the expansion of testing system, and 10th) wage subsidies for workers; Fifth) to save lives against Covid-19, 28 innovative products or services were identified in Thailand, with majority led by Corporations, Universities, followed by Public Sector, Start Ups, and Others.
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Caldwell, Brian J. "Private Schools and the Future of Public Education in Australia." Phi Delta Kappan 92, no. 8 (May 2011): 95–96. http://dx.doi.org/10.1177/003172171109200825.

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Cornes, Andy, Meg J. Rohan, Jemina Napier, and Joseph M. Rey. "Reading the Signs: Impact of Signed Versus Written Questionnaires on the Prevalence of Psychopathology Among Deaf Adolescents∗." Australian & New Zealand Journal of Psychiatry 40, no. 8 (August 2006): 665–73. http://dx.doi.org/10.1080/j.1440-1614.2006.01866.x.

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Objective: There are no empirically validated measures of psychopathology that can be easily understood by signing deaf children and little reliable data on the prevalence of psychiatric disturbance in this population. The aim was to meet this need by developing an Australian Sign Language (Auslan) version of a widely used measure (the Youth Self-Report; YSR) which could be administered in an interactive CD-ROM format, to assess its reliability, and to compare the prevalence of clinically significant psychopathology in deaf adolescents when using the Auslan questionnaire versus the standard written version. This would also allow examining the validity of written questionnaires in this population. Method: Twenty-nine male and 25 female adolescents with severe or profound hearing loss from public and private schools in the Australian States of Tasmania (n = 11) and New South Wales (n = 43) agreed to participate and completed the written and the interactive Auslan versions of the YSR. Parallel forms were completed by parents (Child Behaviour Checklist) and teachers (Teacher's Report Form). Results: The Auslan version showed comparable reliability to that reported for the standard YSR: internal consistency (α) ranging from 0.77 to 0.97 and test–retest agreement (r) from 0.49 to 0.78. The interactive Auslan version yielded a prevalence of clinically significant emotional and behavioural problems in deaf adolescents of 42.6% compared with 21.4% when using the standard English version. Prevalence for the wider Australian adolescent population (18.9%) was similar to that obtained among deaf adolescents when using the standard YSR (21.4%). However, it was higher among deaf adolescents (42.6%) when using the Auslan version (OR = 3.2, 95% CI = 1.83–5.58). According to the Auslan version, the syndromes Withdrawn/Depressed (OR = 6.5, 95% CI = 2.96–14.25), Somatic Complaints (OR = 4.8, 95% CI = 2.53–9.22), Social Problems (OR = 8.3, 95% CI = 4.16–16.47) and Thought Problems (OR = 5.7, 95% CI = 2.50–12.80) were much more prevalent among deaf adolescents than in the wider adolescent population, while Attention Problems (OR = 1.1, 95% CI = 0.39–3.17) and Rule-Breaking Behaviour (OR = 1.5, 95% CI = 0.73–3.17) were not. Conclusions: An interactive Auslan version of the YSR is reliable, better accepted and yields higher rates of disturbance than the standard written questionnaire. Clinicians should be aware that using written instruments to assess psychopathology in deaf adolescents may produce invalid results or may underestimate the level of disturbance, particularly emotional problems.
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Dissertations / Theses on the topic "Private schools South Australia"

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Oswald, Murray. "The emergence of new low-fee Protestant independent schools in South Australia since 1972 /." Title page, summary and contents pages only, 1990. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mo86.pdf.

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O'Connor, Brian Edward. "History of Queen's College North Adelaide 1883-1949." Title page, contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09EDM/09edmo183.pdf.

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Reid, Helen M. J. "Age of transition : a study of South Australian private girls' schools 1875-1925 /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phr3545.pdf.

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Halliday, Bronwyn K. "Such great opportunities : a comparative study of four girls' private secondary schools in Adelaide, South Australia from approximately 1885 to 1925 /." Title page, contents and introduction only, 1986. http://web4.library.adelaide.edu.au/theses/09EDM/09edmh188.pdf.

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Raw, James S. "Family and school correlates of adolescents' outcomes." Title, contents and abstract pages only, 1988. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mr257.pdf.

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Saltmarsh, Sue. "Complicit institutions representation, consumption and the production of school violence /." Phd thesis, Australia : Macquarie University, 2004. http://hdl.handle.net/1959.14/47477.

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Thesis (PhD)--Macquarie University, Division of Society, Culture, Media & Philosophy, Department of Critical and Cultural Studies, 2004.
Bibliography: leaves 310-325.
Introduction -- School violence: a brief overview -- What's in a name?: constructing an institutional identity in an educational market -- The discipline of gentlemen -- Parent consumers: tactical manoeuvres and institutional strategies -- Making the papers: Trinity in the news -- Games of truth: "everyone has their spin" -- Conclusions.
This study integrates sociological theories of social class with poststructuralist theories of subjectivity, representation and consumption, to consider the complex ways in which the representational practices of institutions and individuals are implicated in the production of violence in schools. This work draws particularly on a case study of incidents of sexual violence which occurred at an elite private school in Sydney during 2000, in which four students were charged with a range of offences committed against younger peers over a period of months. The assault incidents received widespread media coverage and sparked intense public debate, in response to which a media strategies consultant was engaged by the school to liaise with members of the press. This study demonstrates the extent to which the interrelationships between systems of signification (in particular, written and visual texts) and other social systems, (for example, families, schools, and political economy) function in the constitution of subjectivities and the production of meaning, and takes as its focus the interrelationship and functioning of texts, discursive practices and social practices which pertain specifically to the assault incidents described above. Data are derived from a range of sources and genres, including promotional materials, personal and general correspondence, media reports, and interviews, necessitating a variety of qualitative analytic methods. Informed by critical post-structuralist theory, in particular the work of Bourdieu, Foucault, and de Certeau, this work considers questions pertaining to the operation of power within social institutions, with particular emphasis on the constitutive function of discourse. The analysis extends current conceptualisations of school violence through a post-structuralist interrogation of, and linking of violence to, educational consumption, which has predominantly been theorised according to sociological or economic models. The argument is made that the market ideologies which pervade contemporary social and educative practice, together with the representational practices and disciplinary regimes of schools, function in the constitution of social subjects who occupy multiple ambiguous subject positions in the patriarchal hierarchies which characterise the power relations and institutions under consideration, thus implicating institutions in the production of violence.
Mode of access: World Wide Web.
vii, 325 leaves
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Long, Robert Douglas, of Western Sydney Nepean University, and Faculty of Education. "The development of themelic schools in Australia." THESIS_FE_XXX_Long_R.xml, 1996. http://handle.uws.edu.au:8081/1959.7/142.

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This thesis investigates a new kind of conservative Protestant schooling that emerged in Australia after 1962.Themelic schools developed out of a reaction to secular humanist trends which emerged after World War II. The author argues that these schools constitute a system which warrants greater research. Historical, philosophical and theological work is integrated with a considerable methodological basis in oral history. The research seeks to introduce the schools, clarify their theoretical positions, evaluate their theological and social position and offer criticism and recommendations regarding their educative value. One of the central arguments is that the themelic system of schooling is one of fear and confusion.It is argued that the themelic system is laden with numerous contradictions that have not been addressed and that the schools are reactionary, authoritarian and educationally limited. Some recommendations are made that address organisational and language issues. Though criticism offered is sometimes negative, the intended outcomes of the thesis are positive so as to help these schools establish better environments for education
Doctor of Philosophy (PhD)
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Wyatt, Rachel Traxler Greg. "Private schools in the South is it about education? /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/master's/WYATT_RACHEL_49.pdf.

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Chan, Jean L. Y. "The Chinese community and the Chinese language schools in South Australia /." Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09EDM/09edmc454.pdf.

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Vick, Malcolm John. "Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phv636.pdf.

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Books on the topic "Private schools South Australia"

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Lawrie, Bruce R. A study of private schools in Australia, France, England, Denmark and the Netherlands. [Toronto, Ont.]: Commission on Private Schools in Ontario, 1985.

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Campbell, Craig. School choice: How parents negotiate the new school market in Australia. Crows Nest, N.S.W: Allen & Unwin, 2009.

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Jonathan, Barnes. Which London school? & the South-East, 2015/16. Saxmundham: John Catt Educational, 2015.

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Toit, Jacques Du. Independent schooling in post-apartheid South Africa: A quantitative overview. Cape Town, South Africa: HSRC Publishers, 2004.

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National Catholic Education Commission (Australia). Religious education in dialogue: Curriculum around Australia. Canberra, A.C.T: National Catholic Education Commission, 2008.

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Bollen, John David. Up on the hill: A history of St. Patrick's College, Goulburn. Sydney, NSW: University of New South Wales Press, 2008.

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Radford, Ron. 19th-century Australian art: M.J.M. Carter Collection, Art Gallery of South Australia. Adelaide: Art Gallery Board of South Australia, 1993.

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McCallum, David. The social production of merit: Education, psychology, and politics in Australia, 1900-1950. London: Falmer Press, 1990.

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Seattle and Eastside private school guide: Including independent, parochial, and religious schools for Seattle, the Eastside, south King County, Southern Snohomish, Mercer Island, Bainbridge, and Vashon Islands. Seattle, WA: Capitol Hill Press, 1995.

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Sutcliffe, A. G. Conference: The story of the Conference of Headmasters and Headmistresses of Private Schools of South Africa during its first half century. [S.l.]: HMC, 1986.

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Book chapters on the topic "Private schools South Australia"

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Searle, Glen, Nicole Gurran, and Catherine Gilbert. "Developer obligations under the New South Wales, Australia, planning system." In Public Infrastructure, Private Finance, 203–10. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge research in planning and urban design: Routledge, 2019. http://dx.doi.org/10.4324/9781351129169-19.

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Rajamany, Vanitha, Corne J. Van Staden, and Judy van Biljon. "Requirements for an eModeration System in Private Schools in South Africa." In Lecture Notes in Computer Science, 557–68. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44999-5_46.

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Owen, Donna. "Positive Ingredients to Redefining Food Education in Schools in New South Wales, Australia." In Contemporary Issues in Technology Education, 139–52. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39339-7_9.

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Swartz, Rebecca. "A Useful Education: Humanitarianism, Settler Colonialism and Industrial Schools in Australia, New Zealand and South Africa." In Education and Empire, 131–67. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-95909-2_5.

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Griffin, Des. "Public or Private Schools, Tests and League Tables, Parental Choice and Competition in Australia, the USA and Britain." In Explorations of Educational Purpose, 153–74. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-01994-9_9.

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Stuart, Gillian, and Angela Turner. "Reducing Challenging Behaviour and Maintaining Aboriginal and Torres Strait Islander (ATSI) and Non-ATSI Student Retention Through Food and Exercise in Primary and Secondary Schools in New South Wales, Australia." In Contemporary Issues in Technology Education, 31–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39339-7_3.

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Scott, Michael. "Knowledge of Governance as Knowledge for Governance: Spatialized Techniques of Neutralization." In Knowledge for Governance, 51–67. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47150-7_3.

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AbstractThe term governance often evokes processes of negotiation and collaboration between civil society, private sector, and state actors. Yet, governance processes also involve a contest of ideas in efforts to legitimate state-backed decision making. Drawing on empirical cases of coastal property developments in South Australia, this chapter investigates how key actors in land-use governance—such as developers, planners, politicians, and scientists—reflexively deploy “techniques of neutralization” to deflect critiques and manage opposition to contentious new developments. The author explores how these techniques draw on particular spatial metaphors and images to suggest that, somewhat ironically, a tacit meta technique is to neutralize the projected environmental risks to coastal space through narratives of time. By outlining these everyday techniques of neutralization, the author argues that such routines are a form of knowledge of governance—knowing what can be said and ways of speaking within governance processes—that is in turn a form of knowledge for governance.
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Frimston, Richard, and Chris Young. "Australia—New South Wales." In The International Protection of Adults. Oxford University Press, 2015. http://dx.doi.org/10.1093/9780198727255.003.0031.

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Australia is a common law country. Australia is a federation of five states and two territories. Laws affecting adults in need of protection whether in terms of financial or personal Private Mandates, Statutory Wills, or state appointed financial managers or enduring guardians are generally made at state level. Other areas of law, such as family law, bankruptcy, and corporations are at a federal level.
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Béteille, Tara, Namrata Tognatta, Michelle Riboud, Shinsaku Nomura, and Yashodhan Ghorpade. "Spotlight 3: Leveraging Private Schools in South Asia." In Ready to Learn: Before School, In School, and Beyond School in South Asia, 203–9. The World Bank, 2020. http://dx.doi.org/10.1596/978-1-4648-1327-6_sp3.

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Hannaford, B. D. "Case studies in work experience at Marion High School, South Australia." In Work Experience in Secondary Schools, 109–20. Routledge, 2018. http://dx.doi.org/10.4324/9780429452529-9.

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Conference papers on the topic "Private schools South Australia"

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Krissandi, Apri Damai Sagita, Brigitta Erlita Tri Anggadewi, and Sangsang Lusiani Supriyanti. "High Order Thinking Skills in One of the Private Elementary Schools in Sleman Yogyakarta District (Case Study)." In 7th South East Asia Design Research International Conference. Sanata Dharma University Press, 2020. http://dx.doi.org/10.24071/seadr.2019.22.

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Ancich, Eric, Maria Rashidi, Peter Buckley, and Maryam Ghodrat. "Review of the Most Common Repair Techniques for Reinforced Concrete Structures in Coastal Areas." In IABSE Conference, Kuala Lumpur 2018: Engineering the Developing World. Zurich, Switzerland: International Association for Bridge and Structural Engineering (IABSE), 2018. http://dx.doi.org/10.2749/kualalumpur.2018.0370.

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<p>Asset managers are faced with the challenge of maintaining concrete structures in coastal environment, within the financial constraints of maintenance budget allocations, such that they remain functionally and structurally safe for the remainder of their design lives. For these reasons concrete remediation is fast becoming an important component of asset management in coastal areas. This research describes remediation techniques and practice currently being employed by prominent public and private organisations responsible for maintaining concrete structures in the Illawarra region (New South Wales, Australia). These common remediation techniques range from conventional restoration, cathodic protection and structural strengthening. The research also considers the underlying factors used to evaluate the effectiveness of these techniques and practices. A model of good practice for concrete remediation in the Illawarra is developed from the literature and industry research undertaken. This model is developed for concrete suffering deterioration caused by the corrosion of steel reinforcement and is aimed to provide intelligent concrete remediation options based on sound principles and industry knowledge.</p>
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Pratami, Yustika Rahmawati, and Nurul Kurniati. "Sex Education Strategy for Adolescents: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.27.

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Background: Comprehensive Sexuality Education (CSE) plays an important role in preparing safe and productive lives of adolescents through understanding about HIV/ AIDS, sexually transmitted infections, unintended pregnancy, gender-based violence, and gender disparity. This scoping review aimed to investigate the appropriate method of sex education and information for adolescents. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selec­tion; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The research question was identified using population, exposure, and outcome(s) (PEOS) framework. The search included PubMed, ScienceDirect, Wiley Online Library, ProQuest, and EBSCO databases. The inclusion criteria were English-language and full-text articles published between 2009 and 2019. A total of 460 articles was obtained from the searched database. After the review process, twenty articles were eligible for this review. The data were reported by the PRISMA flow chart. Results: Eleven articles from developing countries (Nigeria, Thailand, Iran, California, Vietnam, Spain, South Africa, Indonesia) and nine articles from developed countries (USA, England, Australia) met the inclusion criteria with quantitative (cross-sectional, quasi-experiments, cohort, RCT) and qualitative design studies. The findings discussed available sources of sex education for adolescents including peers, school, media, and other adults. Digital media (internet and TV) contributed as preferable sources for adolescents. The parents and teacher’s involvement in providing sex education remained inadequate. Inappropriate sources of sex education like invalid information from the internet and other adults caused negative consequences on the sexual and reproductive health of children and adolescents. Conclusion: Parents-school partnership strategies play an important role in delivering appropriate information about sex education for children and adolescents. Keywords: digital media, sex education, parents, schools, adolescents Correspondence: Yustika Rahmawati Pratami. Jl. Siliwangi No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: yustikarahmawati068@gmail.com. Mobile: +6282198915596. DOI: https://doi.org/10.26911/the7thicph.02.27
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Reports on the topic "Private schools South Australia"

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Gupta, Sweta, and Mohamed Abouaziza. Closing England's Maths Attainment Gap through One-to-One Tutoring – Global Solutions. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/ids.2021.050.

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In the aftermath of COVID-related school closures in the UK, students lost two months of learning, but the loss among the 1.7 million disadvantaged students has been much larger at seven months. This disadvantaged gap is almost entirely driven by maths attainment. One-to-one tutoring is proven to be effective at helping students catch up, but private tutoring is most likely to be taken up by children from affluent households, further widening the disadvantaged gap in learning. This report discusses the feasibility of an innovative tutoring delivery model that uses the global graduate market to deliver tutoring at a scale that can solve this problem and a price that schools can afford. While the report discusses the overall opportunity that the emerging market economies of South- and South-East Asia provide, it also presents the Third Space Learning model in Sri Lanka as a case study to investigate the practicalities of the global online tutoring model.
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