Journal articles on the topic 'School environment South Australia'
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1
McLellan, Lyndall, Chris Rissel, Neil Donnelly, and Adrian Bauman. "Health behaviour and the school environment in New South Wales, Australia." Social Science & Medicine 49, no. 5 (September 1999): 611–19. http://dx.doi.org/10.1016/s0277-9536(99)00136-7.
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Broadbent, Carolyn, and Jo Brady. "Leading Change in Teacher Education In Australia Through University-School Partnerships." European Journal of Social & Behavioural Sciences 4, no. 1 (January 1, 2013): 21–31. http://dx.doi.org/10.15405/ejsbs.2013.1.4.
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Recent government reviews of higher education in Australia have highlighted the need for comprehensive reform across the tertiary education and training sector. Teacher education has traditionally been offered in isolation from schools. Innovative partnerships between universities, schools, employing bodies, and other educational institutions are now encouraged. This study evaluates the impact and effectiveness of one university-school partnership between an Australian university and a large secondary college in Canberra, Australia. The partnership, titled the Down South initiative, embeds secondary teacher education within a College learning environment to bring together academics, secondary college students and teachers, and pre-service teachers for learning and research. The paper provides evidence of the effectiveness of the partnership in strengthening pre-service teachers’ professional identity, knowledge and practice and by contributing to mutually reciprocal outcomes for all.
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Moore, Melanie, and Chris Bayly. "South Australia Kids for Landcare Invests in the Future." Children Australia 16, no. 04 (1991): 23–25. http://dx.doi.org/10.1017/s1035077200012530.
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Today’s children are the custodians of tomorrow’s environment – and, with that in mind, an all-out effort is being made to educate South Australian children about their important role in the future of Australia as an agriculturally sustainable and profitable nation. Thousands of trees are being propagated, soils are being studied, water is being tested for salinity, frogs are being counted, kids are singing songs about caring for the environment, and country and city schools are linking together.
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Shaughnessy, Peter D., Simon D. Goldsworthy, Paul Burch, and Terry E. Dennis. "Pup numbers of the Australian sea lion (Neophoca cinerea) at The Pages Islands, South Australia, over two decades." Australian Journal of Zoology 61, no. 2 (2013): 112. http://dx.doi.org/10.1071/zo13015.
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The Australian sea lion is an Australian endemic, restricted to South Australia and Western Australia, with 86% of the population in South Australia. It was listed under the Commonwealth Environment Protection and Biodiversity Conservation Act as Vulnerable in February 2005, and the International Union for the Conservation of Nature has listed it as Endangered. Sea lions are taken as bycatch in the gill-net fishery for school shark and gummy shark, and the risk of extinction of breeding colonies is high even from low levels of bycatch. We assessed trends in pup population size at The Pages Islands, a large breeding colony in South Australia. Pup abundance was estimated by direct counting of live and dead pups; the maximum count in each breeding season was used for trend analysis. The average of direct counts of pups in 14 breeding seasons between 1989–90 and 2009–10 was 473 (s.d. = 58.4). There was no trend in pup numbers, contrasting with two other large colonies: Seal Bay, Kangaroo Island (decreasing), and Dangerous Reef (increasing since 2000). The Australian Sea Lion Management Strategy of the Australian Fisheries Management Authority aims to reduce sea lion bycatch in the shark fishery; a key item is a fishery closure around each breeding colony in South Australia. Implementation of the closure around The Pages should lower the risk of bycatch of its sea lions with foraging areas that previously overlapped with the fishery and should allow the colony’s population size to increase.
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Price, Kay. "Understanding Life Transitions." Australian Journal of Primary Health 12, no. 2 (2006): 9. http://dx.doi.org/10.1071/py06017.
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I wanted to share with readers the outcomes of a research project I have been involved with. It was funded by a three-year nationally competitive discovery grant (2003-2005) from the Australian Research Council (ARC [DP 0346092]). This was a collaborative project between the Research Unit, Royal District Nursing Services, South Australia and University of South Australia, School of Nursing and Midwifery.
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Zhao, K. "Localising Chinese language curriculum construction: A case study in an Australian primary school." Global Chinese 6, no. 2 (September 1, 2020): 263–88. http://dx.doi.org/10.1515/glochi-2020-0014.
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Abstract Chinese is now the second most commonly spoken language in Australia. There is a growing interest in learning Chinese in local schools. However, it is reported that the principally English-speaking learners in Australia have great difficulties and challenges in learning Chinese. The high dropout rate in Chinese courses demonstrates this. This paper presents a case study conducted in a local public school in New South Wales. The purpose of this study is to explore and employ the local students’ daily recurring sociolinguistic activities, performed in English at school, for creating suitable learning content. In this way, a localised Chinese curriculum is constructed in the Australian educational environment. The case study shows that the local students’ translanguaging aptitudes between English and Chinese are developing and becoming influential, as they have engaged in learning Chinese in the form of a local practice – playing chess, which is a typical instance of their daily recurring sociolinguistic activities in school. Therefore, in the process of such contextualised learning practices, not only can Chinese be made learnable for them, but also the specific vocabulary learnt can be the basis for their wider learning of Chinese in the future.
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Iredale, Robyn, and Christine Fox. "The Impact of Immigration on School Education in New South Wales, Australia." International Migration Review 31, no. 3 (September 1997): 655–69. http://dx.doi.org/10.1177/019791839703100306.
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Australia's immigration policies have had a dramatic effect on school populations, especially in the state of New South Wales which receives about 40 percent of the intake. This article is based on a study that was carried out for the Bureau of Immigration, Multicultural and Population Research and the NSW Ministry of Education. The study revealed that many non-English-speaking background pupils miss out on English as a second language instruction, community languages are allowed to lapse, and aspects of the school environment, such as relations between different groups, are not given the attention that they deserve.
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Rose, Bill, and Heather Fiala. "Between School and Work." Australasian Journal of Special Education 9, no. 1 (May 1985): 12–15. http://dx.doi.org/10.1017/s1030011200021278.
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The view is put that the least restrictive environment and the most appropriate climate for intellectually handicapped adolescents and young adults can be found or created in Colleges of Technical and Further Education in New South Wales and indeed across Australia. Such provision may also be the most appropriate for other categories of handicap, disability or disadvantage.There is still a tendency for the community at large to underestimate the potential of handicapped young people for development. Research, not generally well known and therefore not acted upon, shows that despite poor initial performance, many intellectually handicapped people show substantial improvement with learning.
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Liem, Gregory Arief D., Andrew J. Martin, Elizabeth Nair, Allan B. I. Bernardo, and Paulus Hidajat Prasetya. "Cultural Factors Relevant to Secondary School Students in Australia, Singapore, the Philippines and Indonesia: Relative Differences and Congruencies." Australian Journal of Guidance and Counselling 19, no. 2 (December 1, 2009): 161–78. http://dx.doi.org/10.1375/ajgc.19.2.161.
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AbstractWaldrip and Fisher (2000) proposed seven culturally relevant factors that are salient in the educational setting (gender equity, collaboration, competition, deference, modelling, teacher authority, congruence). In relation to these factors, the present study examined differences and congruencies in factor structure (i.e., differences of kind) and mean scores (i.e., differences of degree) among secondary school students in Australia, Singapore, the Philippines and Indonesia. The Cultural Learning Environment Questionnaire (CLEQ; Waldrip & Fisher, 2000) was administered to 920 students (n= 230 for each country, with boys and girls equally represented; mean age = 16 years). Factor analyses showed congruencies across the four samples on five factors. Interestingly, items pertaining to students' deference to and modelling of teachers and peers grouped into one factor for the Australian sample, but separated into two factors (peers and teacher) for the South-East Asian samples. In terms of mean scores on each factor, Australian students were higher than the Singaporean, Filipino and Indonesian students in their inclination to challenge or disagree with the teacher. On the other hand, the three groups of South-East Asian students scored higher than the Australian students in their preferences for collaboration and conformity in the classroom. Implications for counselling relevant to multicultural classroom and school contexts were discussed.
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Peralta, Louisa R., Renata L. Cinelli, and Claire L. Marvell. "Health literacy in school-based health programmes: A case study in one Australian school." Health Education Journal 80, no. 6 (April 7, 2021): 648–59. http://dx.doi.org/10.1177/00178969211003600.
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Objective: The ability of schools, school leaders and teachers to promote critical health literacy in teaching and learning is central to the development of health literacy in schools. However, research focusing on teachers and planning for health literacy through health programmes in school is minimal. This paper describes how one school Health and Physical Education (HPE) department planned for and implemented health literacy learning across Years 7–10 as part of the first-year delivery of the Australian Curriculum: Health and Physical Education in New South Wales, Australia. Design: Single setting case study. Setting: A Years 7–10 Catholic school for boys. The HPE department comprised five teachers and one head of department. Method: Thirty-four lessons and 61 learning activities were analysed using Nutbeam’s health literacy hierarchy and the Australian Curriculum: Health and Physical Education outcomes and content. Results: A large number of learning activities were categorised as interactive ( n = 37, 60.7%) and a smaller number of learning activities categorised as critical ( n = 16, 26.2%). The number of learning activities categorised as functional was the smallest ( n = 5, 8.1%). Conclusion: Findings suggest that school-based health programmes that lack a connection to a whole school approach may fail to provide opportunities for students to achieve the critical understandings of health literacy that will provide them with the capability to enhance the health of others.
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Plotnikoff, Ronald C., Klaus Gebel, and David Revalds Lubans. "Self-Efficacy, Physical Activity, and Sedentary Behavior in Adolescent Girls: Testing Mediating Effects of the Perceived School and Home Environment." Journal of Physical Activity and Health 11, no. 8 (November 2014): 1579–86. http://dx.doi.org/10.1123/jpah.2012-0414.
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Background:According to social-cognitive theory (SCT), self-efficacy affects health behavior both directly and indirectly by influencing how individuals perceive their environment. This study examines whether perceptions of home and school environment mediate the association between self-efficacy and physical activity (PA) and sedentary behavior in adolescent girls.Methods:Baseline data from the Nutrition and Enjoyable Activity for Teen Girls (NEAT) was used for this study. Grade 8 female students (n = 357) were recruited from 12 secondary schools located in low-income communities in the Hunter Region, New South Wales, Australia. PA was assessed using accelerometers, and sedentary behavior by self-report and accelerometers. Self-reported measures were used for perceived home and school environment and self-efficacy. Multilevel regression models were calculated to determine if the perceived environment mediated the relationship between self-efficacy with both PA and sedentary behavior.Results:The perceptions of the school and home environment did not mediate the relationship between PA self-efficacy and PA behavior or sedentary behavior.Conclusion:The mediated models were not supported for PA or sedentary behavior. However, other results of this paper may be helpful for future theory development and practice. More research is needed to understand behaviors in unique populations such as this.
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Lincoln, Michelle, Monique Hines, Craig Fairweather, Robyn Ramsden, and Julia Martinovich. "Multiple Stakeholder Perspectives on Teletherapy Delivery of Speech Pathology Services in Rural Schools: A Preliminary, Qualitative Investigation." International Journal of Telerehabilitation 6, no. 2 (January 29, 2015): 65–74. http://dx.doi.org/10.5195/ijt.2014.6155.
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The objective of this study was to investigate stakeholders’ views on the feasibility and acceptability of a pilot speech pathology teletherapy program for children attending schools in rural New South Wales, Australia. Nine children received speech pathology sessions delivered via Adobe Connect® web-conferencing software. During semi-structured interviews, school principals (n = 3), therapy facilitators (n = 7), and parents (n = 6) described factors that promoted or threatened the program’s feasibility and acceptability. Themes were categorised according to whether they related to (a) the use of technology; (b) the school-based nature of the program; or (c) the combination of using technology with a school-based program. Despite frequent reports of difficulties with technology, teletherapy delivery of speech pathology services in schools was highly acceptable to stakeholders. However, the use of technology within a school environment increased the complexities of service delivery. Service providers should pay careful attention to planning processes and lines of communication in order to promote efficiency and acceptability of teletherapy programs.
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Ooi, Jia Ying, Rachel Sutherland, Nicole Nathan, Sze Lin Yoong, Lisa Janssen, Jessica Wrigley, and Luke Wolfenden. "A cluster randomised controlled trial of a sugar-sweetened beverage intervention in secondary schools: Pilot study protocol." Nutrition and Health 24, no. 4 (August 2, 2018): 217–29. http://dx.doi.org/10.1177/0260106018791856.
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Background: Due to the rising prevalence of overweight and obesity in children and adolescents, reducing childhood overweight and obesity rates is a public-health priority. A significant source of excess sugar and energy in children’s diets comes from sugar-sweetened beverages (SSB), with adolescents having the highest intake of all age groups. However, existing interventions targeting SSB intake in adolescents have multiple limitations. Schools have proven to be an appropriate setting for improving student health. Aim: To assess the effectiveness of a school-based SSB intervention in reducing daily SSB consumption and daily percentage energy from SSBs of secondary-school students. Methods: A pilot study ( switchURsip) was designed based on the Health Promoting Schools framework components. A convenience sample of schools in New South Wales, Australia will be used to recruit six schools (three intervention; three control). The study incorporates strategies that focus on factors associated with SSB intake in adolescents. These strategies include: lesson plans on SSB; communication with students and parents; school challenge to build peer support; and school nutrition environment modifications. Support strategies to facilitate implementation are executive leadership and school committees, auditing and feedback, providing resources, staff professional learning and communication and marketing. Conclusion: The high intake of SSB in adolescents has been consistently linked to having overweight and obesity, hence, interventions in this area should be prioritised. This pilot study intends to address identified evidence gaps by piloting the first intervention in Australia of its kind to reduce SSB intake in adolescents.
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Shakeri, Shirin, Judith Fethney, Nicola Rolls, Lisa Papatraianou, and Judith Myers. "Integration of Food Literacy and Food Numeracy Across Australian Secondary Schools’ Curriculum: Teachers’ Opinions in a Mixed Method Study." Journal of Education and Training Studies 9, no. 4 (April 22, 2021): 49. http://dx.doi.org/10.11114/jets.v9i4.5218.
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Objective: This article reports the findings from a convergent parallel mixed method study, aiming to ascertain the opinions of New South Wales (Australia) government secondary school teachers on integration of food literacy and food numeracy (FL&FN) across secondary school curriculum. Methods: Participants were invited to take part in an anonymous survey and a semi-structured interview [n (email invitations) =401 schools, duration of study=17 weeks]. Their opinions were sought on the integration of FL&FN within their own subject, in all subjects, in whole school programs and as an additional cross-curriculum priority. The collected qualitative and quantitative data were analysed separately, using analytic software programs, and discussed together. Results: Participants in quantitative and qualitative components [n (surveys received) =200, (valid surveys) =118, n (interviews conducted) =14] reported higher feasibility rates in lower secondary grades and stated several barriers and enablers for this integrative pedagogy. Conclusion: If FL&FN is to become an integral part of secondary school curriculum, a collaborative approach by secondary and tertiary education sectors is required to address two main barriers i.e., provision of teacher training and teaching resources. Implications for public education: The reported poor dietary intake among Australian adolescents and its impact on public health, cognitive development, economy, and environment requires further strengthening of school-based food and nutrition education interventions such as the proposed integration of FL&FN across secondary school curriculum. This study provides an initial insight into the feasibility of this proposal.
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Clark, Peter. "Having Our Say: The Youth Environment Council." Australian Journal of Environmental Education 14 (1998): 113–14. http://dx.doi.org/10.1017/s0814062600004006.
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On May 12-13 1997, at the instigation of the Chief Executive officer of what was the South Australian Department for Education and Children's services a student forum held in Adelaide dealt with many issues surrounding the idea of ecologically sustainable living. It was attended by 250 students from Years 4-12 with participants coming from most parts of the state. At the end of two days of group discussions and guest speakers students presented group responses to the Ministers for Education and Children's Services and for Environment and Natural Resources. Student responses addressed the following questions:What and how should we learn about ecologically sustainable living in school?What do schools need to do to be places that follow the principles of ecologically sustainable living?What could the Department for Education and Children's Services do to support students and schools to achieve ecologically sustainable living practices?
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O’Dea, Bridianne, Catherine King, Melinda R. Achilles, Alison L. Calear, and Mirjana Subotic-Kerry. "Delivering A Digital Mental Health Service in Australian Secondary Schools: Understanding School Counsellors’ and Parents’ Experiences." Health Services Insights 14 (January 2021): 117863292110176. http://dx.doi.org/10.1177/11786329211017689.
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This study examined school counsellors’ and parents’ experiences of a school-based digital mental health service (Smooth Sailing) that screened students’ mental health and provided automated psychological care. The Smooth Sailing service was offered to 4 secondary schools in New South Wales, Australia, for a 6-week trial period with 59 students taking part. The participating school counsellors (n = 4) completed a semi-structured interview to explore their experiences. Parents of students who had consented to being contacted (n = 37/59) were invited to complete an anonymous online survey about their child’s participation. Six parents completed the survey. The school counsellors expressed overall support for the service and cited the ease of service use, its ability to identify students at-risk, and the provision of psychoeducation to students as clear benefits. They identified some barriers to the service, such as parental consent and suggested strategies to improve uptake and engagement, such as incentives, more frequent screening and use with older students. Parents also reported positive experiences with the service, expressing appreciation for mental health screening in schools and a new system to connect them and their child to school counselling services. Taken together, these findings provide initial support for delivering the Smooth Sailing service in secondary schools. Trial registration: This trial was registered with the Australian and New Zealand Clinical Trial Registry (ACTRN12617000977370).
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Gill, David, and Jenny Tonks. "PADDOCK TO CAMPUS: RURAL HIGH SCHOOL AND MEDICAL UNDERGRADUATE PROGRAMS IN SOUTH AUSTRALIA." Australian Journal of Rural Health 4, no. 2 (May 1996): 111–16. http://dx.doi.org/10.1111/j.1440-1584.1996.tb00197.x.
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Potter, IC, JW Penn, and KS Brooker. "Life cycle of the western school prawn, Metapenaeus dalli Racek, in a Western Australian estuary." Marine and Freshwater Research 37, no. 1 (1986): 95. http://dx.doi.org/10.1071/mf9860095.
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The absence of marine records for M. dalli below latitude 31�S., together with data on gonadal stages and spermatophore deposition on females of this species in the Swan estuary, provide very strong indications that the western school prawn typically breeds in estuarine environments in south-western Australia. The 0 + recruits, which first appeared in samples in February, remained in the estuary during the following months and by November had reached a size suitable for exploitation. At this time they were approaching sexual maturity and were starting to move from the shallows to the deeper waters of the estuary where they remained for their second year of life. In contrast to Australian Penaeus species, M. dalli mates during the intermoult period when the shell is hard rather than immediately after moulting.
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Khoo, Shaun, Jenna Zhao, Adrian Walker, Jessica Kirkman, and Branka Spehar. "Transitions and choices: Graduate student mentoring for psychology honours students." Student Success 10, no. 1 (March 7, 2019): 147–54. http://dx.doi.org/10.5204/ssj.v10i1.648.
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Peer mentoring programs are typically designed to support students transitioning into university. However, recent work has highlighted the importance of supporting transitions through and out of university. The Australian psychology honours year is a particularly stressful period that involves transitioning through university into the research environment and is soon followed by transitions into the workforce or postgraduate study. The School of Psychology at the University of New South Wales, Australia (UNSW) recently developed a graduate/honours peer mentoring program. Pairs of PhD students mentor small groups of honours students in monthly meetings, discussing various aspects of honours and career options. Most honours students sign up for mentoring and evaluation results show that mentees find the program helpful, most frequently acknowledging that their mentors helped them with general advice and understanding their career options. Peer mentoring can therefore support psychology student transitions through and out of university.
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PARR, NICHOLAS J. "FAMILY BACKGROUND, SCHOOLING AND CHILDLESSNESS IN AUSTRALIA." Journal of Biosocial Science 37, no. 2 (March 16, 2004): 229–43. http://dx.doi.org/10.1017/s0021932004006546.
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Using data from Wave 1 of the Household Income and Labour Dynamics in Australia (HILDA) survey, this paper analyses the extent to which childlessness among Australian women aged 40–54 years varies according to the size and type of family in which they were brought up, and the level and type of schooling they had. Multilevel logistic analysis shows that having been educated in a non-government school, having stayed at school to year 12, having a small number of siblings, at age 14 having a father who was either dead or absent, at age 14 having a father who was employed in a professional occupation, or being a migrant from North or West Europe, North America, East Asia or South-East Asia, all are significantly associated with higher rates of childlessness among women in the 40–54 years age range. The effects of these early lifecourse variables on marital and socioeconomic status in later life, and hence on childlessness, are also considered. The implications of the findings for fertility trends and for Australia’s public debate are discussed.
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Crowe, Ruth, Yasmine Probst, Jennifer Norman, Susan Furber, Lisa Franco, Rebecca M. Stanley, Cecilia Vuong, et al. "Healthy eating and physical activity environments in out-of-school hours care: an observational study protocol." BMJ Open 10, no. 9 (September 2020): e036397. http://dx.doi.org/10.1136/bmjopen-2019-036397.
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IntroductionChildcare settings have been widely identified as important venues for promoting healthy lifestyles to children. Out-of-school hours care (OSHC) is a rapidly growing childcare service, yet there has been limited research reported on healthy eating and physical activity (HEPA) environments within the Australian OSHC setting. This research aims to describe the HEPA environments related to foods and beverages served, staff behaviours and child physical activity levels across two local health districts within New South Wales, Australia. This study will provide evidence to support future interventions and policies in Australian OSHC settings.Methods and analysisA cross-sectional study design will be used to describe the food and beverages provided and child activity levels, and report on environmental correlates. OSHC programmes will be visited on non-consecutive weekdays between 2018 and 2020. The frequency of foods and beverages offered will be observed and categorised into food groups aligned to the Australian Dietary Guidelines. Children’s physical activity will be measured using ActiGraph wGT3X-BT accelerometers. Staff behaviour will be captured via direct observation and the System for Observing Staff Promotion of Activity and Nutrition. Short interviews with programme directors will gather contextual information about OSHC practices and policies.Ethics and disseminationFindings will be disseminated through peer-reviewed scientific journals, conference presentations and individualised feedback to each participating service. Ethical approval was granted by the University of Wollongong Human Research Ethics Committee (HE17/490).
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Drummond, Murray, Claire Drummond, Jim Dollman, and Liz Abery. "Physical activity from early childhood to adolescence: a literature review of issues and interventions in disadvantaged populations." Journal of Student Wellbeing 4, no. 2 (January 31, 2011): 17. http://dx.doi.org/10.21913/jsw.v4i2.722.
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Background: This paper is based on a report commissioned by the South Australian Health Department to undertake a literature review identifying key physical activity interventions in ‘different’ populations. This paper presents the findings from the literature surrounding youth from early childhood through to adolescence only.
Methods: We conducted a comprehensive literature search using the following online academic databases: Proquest, Informit, Blackwell Synergy, Sage Publications, CINAHL and Cochrane. The search targeted peerreviewed articles, systematic reviews and evaluations. Each search used the term ‘physical activity and’, using the Boolean ‘or’ exercise. Using the Boolean ‘and’ combinations of the following words were added: low socioeconomic position ‘or’ low socioeconomic status, culture, intervention, health promotion, evaluation, strategies, South Australia, Australia. We also reviewed Australian government websites.
Results: There are myriad reasons for the success or failure of physical activity interventions for youth ranging from parental influences, gender and age, culture, socioeconomic status, and social and physical environments.
Conclusions: Multi-faceted approaches to interventions are required to achieve optimal outcomes for youth from early childhood through to adolescence. School provides an ideal site to engage students in physical activity. However ‘curriculum-only’ strategies do not work. Engaging parents
in the interventions will heighten the probability of success.
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Dimitropoulos, Yvonne, Kylie Gwynne, Anthony Blinkhorn, and Alexander Holden. "A school fluoride varnish program for Aboriginal children in rural New South Wales, Australia." Health Promotion Journal of Australia 31, no. 2 (April 2020): 172–76. http://dx.doi.org/10.1002/hpja.266.
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Osborne, Sam. "Learning Versus Education: Rethinking Learning in Anangu Schools." Australian Journal of Indigenous Education 42, no. 2 (December 2013): 171–81. http://dx.doi.org/10.1017/jie.2013.24.
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In the remote schooling context, much recent media attention has been directed to issues of poor attendance, low attainment rates of minimal benchmarks in literacy and numeracy, poor retention and the virtual absence of transitions from school to work. The Australian government's recent ‘Gonski review’ (Review of Funding for Schooling – Final Report 2011) also strongly advocates the need to increase investment and effort into remote education across Australia in order to address the concerns of under-achievement, particularly of Indigenous students. Large-scale policies designed to improve access to services have caused a significant increase in services delivered from external sources, policy development at all levels of government, and tight accountability measures that affect remote communities and in turn, schools in various ways. Remote educators find themselves caught in the middle of this systemic discourse and the voices and values that exist in the remote communities where they live. Within this complex environment, the purpose of this article is to amplify Indigenous community voices and values in the discourse and by doing so, challenge ourselves as educators and educational leaders to examine the question: ‘While we're busy delivering education, is anybody learning anything?’ This article focuses on the Anangu (Pitjantjatjara/Yankunytjatjara) context of the North-West of South Australia, southern regions of the Northern Territory and into Western Australia. This region is referred to as the ‘tri-state’ region. Using a qualitative methodology, this article examines three Pitjantjatjara language oral narrative transcripts where Anangu reflect on their experiences of growing up and learning. By privileging these Anangu voices in the dialogue about learning in the remote Aboriginal community context, key themes are identified and analysed, highlighting important considerations for remote educators in understanding the values and cultural elements that inform Anangu students in their engagement with a formal education context.
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Wyse, Rebecca, Gnel Gabrielyan, Luke Wolfenden, Serene Yoong, Jeffrey Swigert, Tessa Delaney, Christophe Lecathelinais, Jia Ying Ooi, Jess Pinfold, and David Just. "Can changing the position of online menu items increase selection of fruit and vegetable snacks? A cluster randomized trial within an online canteen ordering system in Australian primary schools." American Journal of Clinical Nutrition 109, no. 5 (April 5, 2019): 1422–30. http://dx.doi.org/10.1093/ajcn/nqy351.
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ABSTRACT Background Manipulating the position of food items within the physical food environment has consistently been found to influence item selection. However, the extent to which this strategy is effective in an online food environment is unknown. Objective This study investigated whether an intervention to position fruit and vegetable snack items as the first and last menu items in an online school canteen ordering system increased the selection of those items. It was hypothesized that at follow-up, a higher proportion of online lunch orders in intervention schools would contain the target items (fruit and vegetable snacks) in comparison to control schools. Design Six primary schools in New South Wales, Australia, were recruited to a clustered randomized controlled trial conducted over an 8-wk period. Intervention schools received a redesigned menu where the target items were positioned first and last on the online menu. Control schools received no change to their online menu. Results During the baseline period 1938 students (1203 intervention, 735 control) placed at least one online lunch order and were included in the study, with 16,109 orders placed throughout the study. There was no significant difference between groups over time in the proportion of orders that contained a “Fruit and Veggie Snack” item (OR = 1.136 [95% CI: 0.791, 1.632] P = 0.490). Conclusions Evidence from this large trial with robust study design and objectively collected data suggests that positioning fruit and vegetable snack items first and last within an online canteen menu does not increase the selection of these items. Further research is warranted to confirm this finding with other target menu items (e.g., treats) and across other purchasing contexts and online food ordering platforms. This trial was registered at the Australian New Zealand Clinical Trials Registry, http://www.anzctr.org.au/ as ACTRN12616001520426.
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Chand, Sai, Emily Moylan, S. Travis Waller, and Vinayak Dixit. "Analysis of Vehicle Breakdown Frequency: A Case Study of New South Wales, Australia." Sustainability 12, no. 19 (October 7, 2020): 8244. http://dx.doi.org/10.3390/su12198244.
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Traffic incidents such as crashes, vehicle breakdowns, and hazards impact traffic speeds and induce congestion. Recognizing the factors that influence the frequency of these traffic incidents is helpful in proposing countermeasures. There have been several studies on evaluating crash frequencies. However, research on other incident types is sparse. The main objective of this research is to identify critical variables that affect the number of reported vehicle breakdowns. A traffic incident dataset covering 4.5 years (January 2012 to June 2016) in the Australian state of New South Wales (NSW) was arranged in a panel data format, consisting of monthly reported vehicle breakdowns in 28 SA4s (Statistical Area Level 4) in NSW. The impact of different independent variables on the number of breakdowns reported in each month–SA4 observation is captured using a random-effect negative binomial regression model. The results indicate that increases in population density, the number of registered vehicles, the number of public holidays, average temperature, the percentage of heavy vehicles, and percentage of white-collared jobs in an area increase the number of breakdowns. On the other hand, an increase in the percentage of unrestricted driving licenses and families with children, number of school holidays, and average rainfall decrease the breakdown frequency. The insights offered in this study contribute to a complete picture of the relevant factors that can be used by transport authorities, vehicle manufacturers, sellers, roadside assistance companies, and mechanics to better manage the impact of vehicle breakdowns.
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Zannettino, Dr Lana. "Belonging, Connectedness, and Self-Worth: Building Socially Sustainable Communities through a School based Student Support Program." Journal of Student Wellbeing 1, no. 1 (June 26, 2007): 1. http://dx.doi.org/10.21913/jsw.v1i1.108.
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This article draws from an evaluation of a school-based student support program operating in the Elizabeth-Munno Para region of South Australia (“Author”, 2005). Based on a community development model, The Turn Around Program (TAP) extends beyond the parameters of the classroom to provide educational, social and health services to students and families affected by economic and social disadvantage. Data collected from children, parents, teachers and school principals, indicated that the Program enhanced the capacity of families and communities affected by disadvantage and poverty to more effectively support and nurture their children. The marked improvements in parenting capacity and in child-parent interaction and communication provided children with a more open and supportive home environment, which in turn, improved children’s experience of schooling and their capacity for learning. Through an examination of key aspects of the Program, the paper demonstrates how TAP has successfully melded long held ecological perspectives on schooling and child development with a number of strategies that promote the development of socially sustainable communities.
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Delaney, Tessa, Rachel Sutherland, Rebecca Wyse, Luke Wolfenden, Christophe Lecathelinais, Lisa Janssen, Kathryn Reilly, John Wiggers, and Sze Lin Yoong. "A cross-sectional study of the nutritional quality of student canteen purchases from New South Wales primary-school canteens." Public Health Nutrition 22, no. 16 (July 25, 2019): 3092–100. http://dx.doi.org/10.1017/s1368980019001903.
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AbstractObjective:To assess the nutritional quality of student canteen purchases at recess and lunch, including: (i) the mean energy (kilojoules), saturated fat (grams), total sugar (grams) and Na (milligrams) and percentage of energy from saturated fat and total sugar; and (ii) the proportion and types of foods purchased that are healthier (green) and less healthy (amber/red) according to a state school canteen policy.Design:A cross-sectional study of student canteen food and beverage recess and lunch purchases.Setting:Twenty-six randomly selected government primary schools that were non-compliant with a state school canteen policy from a region of New South Wales, Australia, were approached to participate.Participants:Students (aged 5–12 years) of participating schools.Results:Eighteen schools (69 %) consented to participate. On average students’ recess purchases contained 571·2 kJ energy, 1·6 g saturated fat, 11·6 g total sugar and 132·4 mg Na with 10·0 % of energy from saturated fat and 37·8 % of energy from total sugar. Students’ lunch purchases contained 685·4 kJ energy, 1·8 g saturated fat, 12·7 g total sugar and 151·4 mg Na with 9·5 % of energy from saturated fat and 31·8 % of energy from total sugar. Less healthy items represented 72 and 76 % of all items purchased at recess and lunch, respectively, with ‘savoury snacks’ and ‘sugar-sweetened ice blocks and slushies’ being the most common recess and lunch purchases, respectively.Conclusions:There is considerable scope to improve the nutritional quality of student purchases from primary-school canteens, with a high percentage of energy from total sugar. Future research is required to identify effective strategies to enhance compliance with canteen policies and support the purchase of healthier foods from school canteens.
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McLay, Katherine Frances, and Vicente Chua Reyes Jr. "Problematising technology and teaching reforms: Australian and Singapore perspectives." International Journal of Comparative Education and Development 21, no. 4 (October 31, 2019): 277–94. http://dx.doi.org/10.1108/ijced-10-2018-0045.
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Purpose The purpose of this paper is to compare and problematise technology and teaching reform initiatives in Australia and Singapore, demonstrating the importance of adopting a critical stance towards technology-rich education reform. In the Australian context, the tensions and challenges of the Digital Education Revolution and the Teaching Teachers for the Future programme are illustrated. In the Singapore context, the implications of the ways in which teachers exercise their agency over technological imperatives are examined. Design/methodology/approach The first section of the paper draws on interview and observational data generated during a microethnographic investigation into secondary school students’ use of iPads as a learning tool in an independent school in South-East Queensland. Data “snapshots” illustrate the lingering challenges of reform designed to achieve technology-rich learning environments. The second section of the paper draws on a retrospective study of current ICT initiatives in Singapore through case studies of two schools that are heavily involved in ongoing ICT integration programmes. Findings While reforms are usually borne out of careful studies among policy makers and politicians to develop solutions to problems, the final version often reflects compromise between various stakeholders championing their respective agendas. As such, problematisation is imperative to develop critical and nuanced understandings. In both Australia and Singapore, it is suggested that failing to account for such ontological matters as teacher and learner identity and agency prevents meaningful change. Originality/value Global reform to achieve technology-rich teaching and learning environments reflects the ubiquity of such initiatives across geographical and cultural boundaries. Such reforms have been driven and supported by a substantial body of research, much of which has uncritically accepted the view that technology-rich reform is inherently “good” or necessary. Learning technology research has thus tended to focus on epistemological matters such as learning design at the expense of ontology. This paper engages with emerging research into technology as an identity issue for learners and teachers to explore the implications of technology-driven education reform on educational institutions, policies and practices.
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Plotnikoff, Ronald, Phillip Williams, and Allan Fein. "Effects of a school capacity-building intervention on children's heart health: evaluation of the Coalfields Healthy Heartbeat School Project in New South Wales, Australia." Health Education Journal 58, no. 4 (December 1999): 389–400. http://dx.doi.org/10.1177/001789699905800409.
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Ali, Hammad, Basil Donovan, Bette Liu, Jane S. Hocking, Paul Agius, James Ward, Christopher Bourne, John M. Kaldor, and Rebecca J. Guy. "Chlamydia prevention indicators for Australia: review of the evidence from New South Wales." Sexual Health 9, no. 5 (2012): 399. http://dx.doi.org/10.1071/sh11183.
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Background: Annual notifications of chlamydia (Chlamydia trachomatis) diagnoses have increased steadily in Australia in the last decade. To guide public health programs, we developed 10 national chlamydia prevention indicators and report on each indicator for New South Wales (NSW). Methods: Using systematic methods, we reviewed the literature to report on the 10 health and behaviour indicators for 15- to 29–year-old heterosexuals in NSW from 2000. We included data with two or more time points. Results: Chlamydia notification rates (Indicator 1) in 15- to 29–year-olds have increased by 299%, from 237 per 100 000 population in 2001 to 946 per 100 000 population in 2010; and the percent of 15- to 34-year-olds with an annual Medicare-rebated chlamydia test (Indicator 2) increased by 326%, from 1.9% in 2001 to 8.1% in 2010. Since 2004, sentinel surveillance showed a 28% increase in chlamydia prevalence (Indicator 3) in 15- to 29-year-old females tested at their first sexual health service visit (from 8.5% in 2004 to 10.9% in 2010) but no significant increase in males. No NSW-specific chlamydia incidence (Indicator 4) was available. Pelvic inflammatory disease hospitalisation separations rate decreased from 0.58 per 1000 in 2001 to 0.44 per 1000 in 2010 in 15- to 29-year-old females (Indicator 5).Secondary school surveys in 2002 and 2008 showed chlamydia knowledge increased in males. The sexual risk-taking behaviour of young people remained unchanged (Indicators 6–10). Conclusions: Although notifications have risen steeply, the modest increase in chlamydia prevalence maybe a more realistic reflection of transmission rates. Strategies are needed to increase testing and to modify sexual risk behaviour. Crucial gaps in epidemiological data were identified.
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Macintyre, Stuart. "The Genie and the Bottle: Putting History Back into the School Curriculm." Australian Journal of Education 41, no. 2 (August 1997): 189–99. http://dx.doi.org/10.1177/000494419704100207.
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THIS article originated in addresses to the annual conferences of the Queensland History Teachers Association on 23 June 1996 and the South Australian History Teachers Association on 24 March 1997, with some subsequent revision. It begins with the widespread concern that the teaching of history is under threat, considers statistical evidence for the decline of history enrolments in the postcompulsory years of schooling, and qualifies the predictions of the doomsayers. The principal concern is with the erosion of history as part of the common curriculum in Years P-10 and its subsumption into studies of society and environment. I suggest that if history is to be restored to its proper place in the school curriculum, we need to think of academic history and school history as related but distinct activities. The renewed attention to civics provides an opportunity to revive school history.
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Clinton-McHarg, Tara, Lisa Janssen, Tessa Delaney, Kathryn Reilly, Tim Regan, Nicole Nathan, John Wiggers, et al. "Availability of food and beverage items on school canteen menus and association with items purchased by children of primary-school age." Public Health Nutrition 21, no. 15 (August 2, 2018): 2907–14. http://dx.doi.org/10.1017/s1368980018001726.
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AbstractObjectiveTo (i) describe the proportion of foods and beverages available on school canteen menus classified as having high (‘green’), moderate (‘amber’) or low (‘red’) nutritional value; (ii) describe the proportion of these items purchased by students; and (iii) examine the association between food and beverage availability on school canteen menus and food and beverage purchasing by students.DesignA cross-sectional study was conducted as part of a larger randomised controlled trial (RCT).SettingA nested sample of fifty randomly selected government schools from the Hunter New England region of New South Wales, Australia, who had participated in an RCT of an intervention to improve the availability of healthy foods sold from school canteens, was approached to participate.SubjectsSchool principals, canteen managers and students.ResultsThe average proportion of green, amber and red items available on menus was 47·9, 47·4 and 4·7 %, respectively. The average proportion of green, amber and red items purchased by students was 30·1, 61·8 and 8·1 %, respectively. There was a significant positive relationship between the availability and purchasing of green (R2=0·66), amber (R2=0·57) and red menu items (R2=0·61). In each case, a 1 % increase in the availability of items in these categories was associated with a 1·21, 1·35 and 1·67 % increase in purchasing of items of high, moderate and low nutritional value, respectively.ConclusionsThe findings provide support for school-based policies to improve the relative availability of healthy foods for sale in these settings.
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Watson, Maureen, Douglas Shaw, Luda Molchanoff, and Cathy McInnes. "Challenges, lessons learned and results following the implementation of a human papilloma virus school vaccination program in South Australia." Australian and New Zealand Journal of Public Health 33, no. 4 (August 2009): 365–70. http://dx.doi.org/10.1111/j.1753-6405.2009.00409.x.
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Buchanan, John, Sandy Schuck, and Peter Aubusson. "In-School Sustainability Action: Climate Clever Energy Savers." Australian Journal of Environmental Education 32, no. 2 (January 28, 2016): 154–73. http://dx.doi.org/10.1017/aee.2015.55.
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AbstractThe mandate for living sustainably is becoming increasingly urgent. This article reports on the Climate Clever Energy Savers (CCES) Program, a student-centred, problem- and project-based program in New South Wales, Australia, aimed at enabling school students to identify ways of reducing their schools’ electricity consumption and costs. As part of the program, students apply for Department of Education and Communities funds to address issues of electricity usage, such as building or appliance modifications, or education campaigns. In particular, this article focuses on the systemic approach used to assist teachers and students in meeting the aims of the CCES program, the Sustainability Action Process (SAP). To ascertain the contribution and value of such a framework in achieving project outcomes and associated learning and attitudinal change, we investigated teachers’ and some students’ uses and opinions of the SAP via surveys (n= 434), 16 interviews, and analysis of documents such as student work samples and lesson outlines. Our research indicates that the SAP has been a highly effective, enabling and engaging tool in helping students to identify ways and means of reducing electricity consumption and evaluating their effectiveness, as well as identifying allies and other sources of assistance in carrying out their projects.
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Ong, Jia Xin, Shahid Ullah, Anthea Magarey, and Eva Leslie. "Positive influences of home food environment on primary-school children’s diet and weight status: a structural equation model approach." Public Health Nutrition 19, no. 14 (May 20, 2016): 2525–34. http://dx.doi.org/10.1017/s1368980016000999.
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AbstractObjectivesThe mechanism by which the home food environment (HFE) influences childhood obesity is unclear. The present study aimed to investigate the relationship between HFE and childhood obesity as mediated by diet in primary-school children.DesignCross-sectional data collected from parents and primary-school children participating in the Obesity Prevention and Lifestyle Evaluation Project. Only children aged 9–11 years participated in the study. Matched parent/child data (n3323) were analysed. Exploratory factor analysis underlined components of twenty-one HFE items; these were linked to child diet (meeting guidelines for fruit, vegetable and non-core food intakes) and measured child BMI, in structural equation modelling, adjusting for confounders.SettingTwenty geographically bounded metropolitan and regional South Australian communities.SubjectsSchool children and their parents from primary schools in selected communities.ResultsIn the initial exploratory factor analysis, nineteen items remaining extracted eight factors with eigenvalues >1·0 (72·4 % of total variance). A five-factor structure incorporating ten items described HFE. After adjusting for age, gender, socio-economic status and physical activity all associations in the model were significant (P<0·05), explaining 9·3 % and 4·5 % of the variance in child diet and BMI, respectively. A more positive HFE was directly and indirectly associated with a lower BMI in children through child diet.ConclusionsThe robust statistical methodology used in the present study provides support for a model of direct and indirect dynamics between the HFE and childhood obesity. The model can be tested in future longitudinal and intervention studies to identify the most effective components of the HFE to target in childhood obesity prevention efforts.
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Sutherland, Rachel, Alison Brown, Nicole Nathan, Serene Yoong, Lisa Janssen, Amelia Chooi, Nayerra Hudson, et al. "A Multicomponent mHealth-Based Intervention (SWAP IT) to Decrease the Consumption of Discretionary Foods Packed in School Lunchboxes: Type I Effectiveness–Implementation Hybrid Cluster Randomized Controlled Trial." Journal of Medical Internet Research 23, no. 6 (June 24, 2021): e25256. http://dx.doi.org/10.2196/25256.
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Background There is significant opportunity to improve the nutritional quality of foods packed in children’s school lunchboxes. Interventions that are effective and scalable targeting the school and home environment are therefore warranted. Objective This study aimed to assess the effectiveness of a multicomponent, mobile health–based intervention, SWAP IT, in reducing the energy contribution of discretionary (ie, less healthy) foods and drinks packed for children to consume at school. Methods A type I effectiveness–implementation hybrid cluster randomized controlled trial was conducted in 32 primary schools located across 3 local health districts in New South Wales, Australia, to compare the effects of a 6-month intervention targeting foods packed in children’s lunchboxes with those of a usual care control. Primary schools were eligible if they were not participating in other nutrition studies and used the required school communication app. The Behaviour Change Wheel was used to co-design the multicomponent SWAP IT intervention, which consisted of the following: school lunchbox nutrition guidelines, curriculum lessons, information pushed to parents digitally via an existing school communication app, and additional parent resources to address common barriers to packing healthy lunchboxes. The primary outcome, mean energy (kilojoules) content of discretionary lunchbox foods and drinks packed in lunchboxes, was measured via observation using a validated school food checklist at baseline (May 2019) and at 6-month follow-up (October 2019). Additional secondary outcomes included mean lunchbox energy from discretionary foods consumed, mean total lunchbox energy packed and consumed, mean energy content of core lunchbox foods packed and consumed, and percentage of lunchbox energy from discretionary and core foods, all of which were also measured via observation using a validated school food checklist. Measures of school engagement, consumption of discretionary foods outside of school hours, and lunchbox cost were also collected at baseline and at 6-month follow-up. Data were analyzed via hierarchical linear regression models, with controlling for clustering, socioeconomic status, and remoteness. Results A total of 3022 (3022/7212, 41.90%) students consented to participate in the evaluation (mean age 7.8 years; 1487/3022, 49.22% girls). There were significant reductions between the intervention and control groups in the primary trial outcome, mean energy (kilojoules) content of discretionary foods packed in lunchboxes (–117.26 kJ; 95% CI –195.59 to –39.83; P=.003). Relative to the control, the intervention also significantly reduced secondary outcomes regarding the mean total lunchbox energy (kilojoules) packed (–88.38 kJ; 95% CI –172.84 to –3.92; P=.04) and consumed (–117.17 kJ; 95% CI –233.72 to –0.62; P=.05). There was no significant difference between groups in measures of student engagement, consumption of discretionary foods outside of school hours, or cost of foods packed in children’s lunchboxes. Conclusions The SWAP IT intervention was effective in reducing the energy content of foods packed for and consumed by primary school–aged children at school. Dissemination of the SWAP IT program at a population level has the potential to influence a significant proportion of primary school–aged children, impacting weight status and associated health care costs. Trial Registration Australian Clinical Trials Registry ACTRN12618001731280; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=376191&isReview=true International Registered Report Identifier (IRRID) RR2-10.1186/s12889-019-7725-x
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Chhetri, Prem, Jonathan Corcoran, Shafiq Ahmad, and Kiran KC. "Examining spatio-temporal patterns, drivers and trends of residential fires in South East Queensland, Australia." Disaster Prevention and Management: An International Journal 27, no. 5 (November 5, 2018): 586–603. http://dx.doi.org/10.1108/dpm-09-2017-0213.
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Purpose The purpose of this paper is twofold: first is to examine the changing spatio-temporal patterns and regional trends in residential fires; and second is to investigate the likely association of fire risk with seasons, calendar events and socio-economic disadvantage. Design/methodology/approach Using spatial analytic and predictive techniques, 11 years of fire incident data supplied by the Queensland Fire and Emergency Services are mapped and analysed. Findings The results show significant spatial and temporal variability in the distribution of residential fires. Residential fire incidents are more likely to occur in the inner city and across more disadvantaged areas. Mapped outputs show some areas in Brisbane at a higher risk of fire than others and that the risk of fire escalates at specific times of the year, in neighbourhoods with a higher disadvantage, during major sporting events and school holidays. The residential fires showed strong seasonal periodicity. There is a continuous yet gradual increase in the number of fire incidents recorded for all five sub-regions within SEQ. Sunshine Coast experienced the highest upward trend whereas Toowoomba and West Moreton show the lowest increase. Originality/value This study provides an empirical basis to guide future operational strategies through targeting high fire risk areas at particular times. This, in turn, will help utilise finite resources in areas where and when they need and thus enable minimise emergency management costs.
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Noon, Ted, and Gary Zadkovich. "Incorporating a health team as part of a disadvantaged high school’s interconnected community learning model." Australian Journal of Primary Health 27, no. 2 (2021): 83. http://dx.doi.org/10.1071/py20168.
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Child poverty rates in Australia remain consistently high, with one in six children living in poverty. High levels of disadvantage result in compounding effects over the life trajectory and include adverse adult health vocational outcomes, increased premature morbidity and mortality and an intergenerational effect. Access to and the availability of services, including health, are restricted due to a complex mix of reasons that include a disconnection between an enabling strategic intent and action. Many young people begin life (including prenatal) with undiagnosed or poorly managed health issues, which subsequently affect the full range of developmental milestones throughout their school years. To counter these gaps in young people’s educational outcomes, a disadvantaged public high school in south-west Sydney introduced, over 10 years, a seven-member school health team employed directly by the school as part of an interconnected model of learning. The focus of this study was to determine the view of staff about the effectiveness and impact of the team as it connects to this holistic model of learning. The comments by staff are very positive and the universal view is that the introduction of a comprehensive interconnected school health team to the high school setting is proving highly beneficial.
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Velardo, Stefania, and Murray Drummond. "Qualitative insight into primary school children’s nutrition literacy." Health Education 119, no. 2 (February 4, 2019): 98–114. http://dx.doi.org/10.1108/he-08-2018-0039.
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Purpose Health literacy is a key international public health goal. Conceptualising health literacy as an asset highlights the importance of fostering a health literate youth for the benefit of future generations, yet research has predominantly focused on examining adults’ and older adolescents’ health literacy. This presents a gap for child-centred studies with younger populations. The purpose of this paper is to report the findings from a qualitative study that explored health literacy, in a nutrition context (i.e. nutrition literacy), from primary school children’s perspectives. Design/methodology/approach The study examined children’s experiences in accessing, understanding and interacting with nutrition information. In doing so, the research employed a socio-ecological framework to understand facilitators and barriers that can influence children’s nutrition literacy. Preadolescent boys and girls aged 11–12 years were invited to take part in the study. At the time of recruitment, students were attending one of three state government schools in a socioeconomically disadvantaged region of metropolitan South Australia. A series of focus groups and individual semi-structured interviews were conducted with 38 participants. Interview data were audio-recorded, transcribed verbatim and analysed using thematic techniques. Findings Children demonstrated that they accessed and interacted with a variety of sources of nutrition information. Nutrition understandings were derived from the home, school and media environments. Parents and teachers were cited as key influences on children’s interactions with nutrition information and children particularly emphasised the trust placed in their teachers as health “experts.” While the home and school environments emerged as potential settings to develop children’s nutrition literacy skills, the children’s narratives also alluded to potential barriers surrounding nutrition literacy. Originality/value This study provides further insight into children’s nutrition literacy. While functional nutrition literacy remains a fundamental starting point, children are interested in opportunities to develop more interactive skills, such as those related to cooking. Opportunities also exist to foster more critical competencies. This research thereby highlights the importance of more integrated strategies to promote nutrition literacy among this population group across multiple settings.
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Doyle, June, and Eli Ristevski. "Less germs, less mucus, less snot: teachers' and health workers' perceptions of the benefits and barriers of ear health programs in lower primary school classes." Australian Journal of Primary Health 16, no. 4 (2010): 352. http://dx.doi.org/10.1071/py10024.
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This study explored health and education professionals’ perceptions of the health benefits and barriers of different ear health programs used in lower primary school classes in two district education areas in the Goldfields South East Health Region, Western Australia. Health and education staff providing services to children in kindergarten to year three primary school classes were sent a questionnaire about ear health programs provided in their school. Sixty-one questionnaires were returned from 43 teachers, 14 community health nurses, three Aboriginal health workers and one teacher’s assistant. Some schools implemented all the ear health programs examined at all year levels while others implemented only one of the programs. Teachers, community health nurses and Aboriginal health workers identified that all ear health programs were beneficial to students. Reported physical health benefits included reduced ear infections, early detection of ear infections and improved hearing. Behavioural benefits included improved concentration, alertness and attention in the classroom. Barriers to implementing the programs were obtaining consent from parents/carers, student transience and attendance, time to implement and conduct the programs and human and physical resources. Evaluation methods used varied from no evaluation for the Breathe Blow Cough and tissue spearing programs to limited data collection for audiometry, otoscopy and ear toilet programs. Respondents perceived that ear health programs were effective in improving health and behavioural outcomes for children. A formal pre-post evaluation to provide objective data to confirm this is needed to inform policy around this important health issue.
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Askell-Williams, Helen, and Michael J. Lawson. "Relationships between students’ mental health and their perspectives of life at school." Health Education 115, no. 3/4 (June 1, 2015): 249–68. http://dx.doi.org/10.1108/he-02-2014-0007.
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Purpose – The purpose of this paper is to explore relationships between students’ self-reported mental health and their perspectives about life at school in metropolitan Adelaide, South Australia. Design/methodology/approach – The Strengths and Difficulties Questionnaire (SDQ) and a purpose designed Living and Learning at School Questionnaire (LLSQ) were administered to 1,715 early adolescents in school Years 7-9. Correspondence analysis, which is a perceptual mapping technique available in SPSS, was used to examine relationships between students’ SDQ subscale scores (Emotional Symptoms, Hyperactivity, Conduct Problems, Pro-social Skills) and the LLSQ subscale scores (Motivation, Learning Strategies, Coping with Schoolwork, Bullying, Numbers of Friends, Safety at School and Teacher Intervention in Bullying Events). Findings – The correspondence analysis produced a two-dimensional visual display (a perceptual map) showing that students’ abnormal, borderline and normal SDQ subscale scores were closely related to their low, medium and high LLSQ subscale scores, respectively. A clear Dimension (factor) emerged, showing a progression from mental health difficulties to strengths, in close association with students’ reports about their school experiences. Research limitations/implications – Caution should be exercised when using the results to interpret events in other contexts. The limitations of self-report methods must be considered. Practical implications – The two-dimensional visual display provides a powerful tool for dissemination of the findings of this study about students’ perspectives to system-level and school-based personnel. This can inform the selection of intervention programs, such as strategies for self-regulation of emotions and learning behaviours, fostering friendships, and supporting academic achievement, that are related to positive mental health. Social implications – This paper can inform school-level policies and practices, such as those relating to professional development to support teachers’ and students’ capabilities (e.g. to manage and prevent bullying) and thus influence the nature of the school experiences that shape students’ perceptions. Originality/value – This paper adds students’ perspectives to the emerging field concerned with designing programs for mental health promotion in schools.
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Guenther, John, and Melodie Bat. "Towards a Good Education in Very Remote Australia: Is it Just a Case of Moving the Desks Around?" Australian Journal of Indigenous Education 42, no. 2 (December 2013): 145–56. http://dx.doi.org/10.1017/jie.2013.22.
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The education system, as it relates to very remote Aboriginal and Torres Strait Islander communities in Australia, faces challenges. While considerable resources have been applied to very remote schools, results in terms of enrolments, attendance and learning outcomes have changed little, despite the effort applied. The Cooperative Research Centre for Remote Economic Participation (CRC-REP) in its Remote Education Systems (RES) project is trying to understand why this might be the case, and also attempting to identify local solutions to the ‘problem’ of very remote education. The RES project is in the process of building its research program across five remote sites in the Northern Territory, South Australia and Western Australia. As the project begins, the researchers involved have begun to consider what are the assumptions behind the ‘system’ in its current form(s). The article begins with an outline of the context of remote education in Australia within a rapidly changing global environment. However, the purpose of the article is to outline many of the assumptions built into remote education and to ask what the alternatives to these assumptions might be. The authors go on to ask questions about how a remote education system would approach some of the assumptions presented. The assumptions presented are based on a reading of the philosophical bases of education. The questions are designed to prompt a deeper discussion about how the values and worldviews of those living in very remote communities might be taken into consideration and acted upon.
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Moore, Laurence, Andrea de Silva-Sanigorski, and Sue N. Moore. "A socio-ecological perspective on behavioural interventions to influence food choice in schools: alternative, complementary or synergistic?" Public Health Nutrition 16, no. 6 (March 4, 2013): 1000–1005. http://dx.doi.org/10.1017/s1368980012005605.
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AbstractObjectiveAn increasing focus on legislation, policy and guidance on the nutritional content of school food has in part been in response to the limited impact of more behavioural or educational approaches. However, there is a risk that a sole focus on policy-level action may lead to neglect of the important contribution that more behavioural approaches can make as components of effective, coordinated, multilevel action to improve the dietary intake of schoolchildren. The current paper aims to highlight the potential importance of viewing alternative approaches as complementary or synergistic, rather than competing.DesignThe socio-ecological and RE-AIM frameworks are used to provide a theoretical rationale and demonstrate the importance of explicitly identifying the interdependence of policies, interventions and contextual structures and processes. School food case study evidence is used to exemplify how understanding and exploiting these interdependencies can maximise impact on dietary outcomes.SettingCase studies of trials in schools in the UK (South West England and Wales) and Australia (Victoria).SubjectsSchoolchildren.ResultsThe case studies provide examples to support the hypothesis that the reach, effectiveness, adoption, implementation and maintenance of school food policies and interventions can be maximised by understanding and exploiting the interdependence between levels in the socio-ecological framework.ConclusionsRather than being seen as competing alternatives, diverse approaches to improving the diets of schoolchildren should be considered in terms of their potential to be complementary and synergistic, acting at multiple levels to improve acceptability, fidelity, effectiveness and sustainability.
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Shrewsbury, Vanessa A., Rebecca L. Venchiarutti, Louise L. Hardy, Bridget C. Foley, Amy Bonnefin, Karen Byth, Alison J. Hayes, et al. "Impact and cost of the peer-led Students As LifeStyle Activists programme in high schools." Health Education Journal 79, no. 1 (July 9, 2019): 3–20. http://dx.doi.org/10.1177/0017896919856050.
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Objective: To determine the impact of a peer-led, school-based programme (Students As LifeStyle Activists; SALSA) on energy balance–related behaviours (EBRBs) in Grade 8 students, and the cost of implementing the programme. Design: Pre–post test Setting: High schools in New South Wales, Australia. Methods: Grade 10 students (15- to 16-year-olds) were trained by university students to deliver four lessons on healthy eating and physical activity to Grade 8 students (13- to 14-year-olds). Students completed an online questionnaire pre–post lessons on EBRBs and intentions to change EBRBs over the next month. Items included fruit, vegetable and sugar-sweetened beverage (SSB) intake, frequency of eating breakfast, participation in moderate-to-vigorous physical activity (MVPA) and school-day recreational screen-time. Pre–post changes were analysed using generalised estimating equations, adjusted for clustering. Standard methods were used to estimate implementation costs. Results: In total, 2,056 Grade 8 students from 23 high schools participated. Significant changes included 5.2% increase in eating >2 fruit serves/day ( p < .001), 2.5% increase in eating >4 vegetable serves/day ( p < .05), a 4.3% increase in drinking <1 cup/day of SSB ( p < .001) but limiting screen-time <2 hours/day decreased by 4.4% ( p < .001). There were significant improvements in students’ intentions to change EBRBs over the next month, with the exception of MVPA. The average actual cost of implementing the SALSA programme in 2014–2015 was AU$1,388 (US$958) per school and AU$9.97 (US$6.88) per student. Conclusion: The SALSA peer education programme had a positive impact on most of the dietary EBRBs examined. The cost evaluation showed that it is a relatively low-cost programme to implement.
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Wilson, Annabelle M., Anthea M. Magarey, James Dollman, Michelle Jones, and Nadia Mastersson. "The challenges of quantitative evaluation of a multi-setting, multi-strategy community-based childhood obesity prevention programme: lessons learnt from the eat well be active Community Programs in South Australia." Public Health Nutrition 13, no. 8 (October 13, 2009): 1262–70. http://dx.doi.org/10.1017/s1368980009991807.
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AbstractObjectiveTo describe the rationale, development and implementation of the quantitative component of evaluation of a multi-setting, multi-strategy, community-based childhood obesity prevention project (the eat well be active (ewba) Community Programs) and the challenges associated with this process and some potential solutions.Designewba has a quasi-experimental design with intervention and comparison communities. Baseline data were collected in 2006 and post-intervention measures will be taken from a non-matched cohort in 2009. Schoolchildren aged 10–12 years were chosen as one litmus group for evaluation purposes.SettingThirty-nine primary schools in two metropolitan and two rural communities in South Australia.SubjectsA total of 1732 10–12-year-old school students completed a nutrition and/or a physical activity questionnaire and 1637 had anthropometric measures taken; 983 parents, 286 teachers, thirty-six principals, twenty-six canteen and thirteen out-of-school-hours care (OSHC) workers completed Program-specific questionnaires developed for each of these target groups.ResultsThe overall child response rate for the study was 49 %. Sixty-five per cent, 43 %, 90 %, 90 % and 68 % of parent, teachers, principals, canteen and OSHC workers respectively, completed and returned questionnaires. A number of practical, logistical and methodological challenges were experienced when undertaking this data collection.ConclusionsLearnings from the process of quantitative baseline data collection for the ewba Community Programs can provide insights for other researchers planning similar studies with similar methods, particularly those evaluating multi-strategy programmes across multiple settings.
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Helmholz, P., S. Zlatanova, J. Barton, and M. Aleksandrov. "GEOINFORMATION FOR DISASTER MANAGEMENT 2020 (Gi4DM2020): PREFACE." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLIV-3/W1-2020 (November 18, 2020): 1–3. http://dx.doi.org/10.5194/isprs-archives-xliv-3-w1-2020-1-2020.
Full textAbstract:
Abstract. Across the world, nature-triggered disasters fuelled by climate change are worsening. Some two billion people have been affected by the consequences of natural hazards over the last ten years, 95% of which were weather-related (such as floods and windstorms). Fires swept across large parts of California, and in Australia caused unprecedented destruction to lives, wildlife and bush. This picture is likely to become the new normal, and indeed may worsen if unchecked. The Intergovernmental Panel on Climate Change (IPCC) estimates that in some locations, disaster that once had a once-in-a-century frequency may become annual events by 2050.Disaster management needs to keep up. Good cooperation and coordination of crisis response operations are of critical importance to react rapidly and adequately to any crisis situation, while post-disaster recovery presents opportunities to build resilience towards reducing the scale of the next disaster. Technology to support crisis response has advanced greatly in the last few years. Systems for early warning, command and control and decision-making have been successfully implemented in many countries and regions all over the world. Efforts to improve humanitarian response, in particular in relation to combating disasters in rapidly urbanising cities, have also led to better approaches that grapple with complexity and uncertainty.The challenges however are daunting. Many aspects related to the efficient collection and integration of geo-information, applied semantics and situational awareness for disaster management are still open, while agencies, organisations and governmental authorities need to improve their practices for building better resilience.Gi4DM 2020 marked the 13th edition of the Geoinformation for Disaster Management series of conferences. The first conference was held in 2005 in the aftermath of the 2004 Indian Ocean earthquake and tsunami which claimed the lives of over 220,000 civilians. The 2019-20 Australian Bushfire Season saw some 18.6 million Ha of bushland burn, 5,900 buildings destroyed and nearly three billion vertebrates killed. Gi4DM 2020 then was held during Covid-19 pandemic, which took the lives of more than 1,150,000 people by the time of the conference. The pandemic affected the organisation of the conference, but the situation also provided the opportunity to address important global problems.The fundamental goal of the Gi4DM has always been to provide a forum where emergency responders, disaster managers, urban planners, stakeholders, researchers, data providers and system developers can discuss challenges, share experience, discuss new ideas and demonstrate technology. The 12 previous editions of Gi4DM conferences were held in Delft, the Netherlands (March 2005), Goa, India (September 2006), Toronto, Canada (May 2007), Harbin, China (August 2008), Prague, Czech Republic (January 2009), Torino, Italy (February 2010), Antalya, Turkey (May 2011), Enschede, the Netherlands (December, 2012), Hanoi, Vietnam (December 2013), Montpellier, France (2015), Istanbul, Turkey (2018) and Prague, Czech Republic (2019). Through the years Gi4DM has been organised in cooperation with different international bodies such as ISPRS, UNOOSA, ICA, ISCRAM, FIG, IAG, OGC and WFP and supported by national organisations.Gi4DM 2020 was held as part of Climate Change and Disaster Management: Technology and Resilience for a Troubled World. The event took place through the whole week of 30th of November to 4th of December, Sydney, Australia and included three events: Gi4DM 2020, NSW Surveying and Spatial Sciences Institute (NSW SSSI) annual meeting and Urban Resilience Asia Pacific 2 (URAP2).The event explored two interlinked aspects of disaster management in relation to climate change. The first was geo-information technologies and their application for work in crisis situations, as well as sensor and communication networks and their roles for improving situational awareness. The second aspect was resilience, and its role and purpose across the entire cycle of disaster management, from pre-disaster preparedness to post-disaster recovery including challenges and opportunities in relation to rapid urbanisation and the role of security in improved disaster management practices.This volume consists of 22 scientific papers. These were selected on the basis of double-blind review from among the 40 short papers submitted to the Gi4DM 2020 conference. Each paper was reviewed by two scientific reviewers. The authors of the papers were encouraged to revise, extend and adapt their papers to reflect the comments of the reviewers and fit the goals of this volume. The selected papers concentrate on monitoring and analysis of various aspects related to Covid-19 (4), emergency response (4), earthquakes (3), flood (2), forest fire, landslides, glaciers, drought, land cover change, crop management, surface temperature, address standardisation and education for disaster management. The presented methods range from remote sensing, LiDAR and photogrammetry on different platforms to GIS and Web-based technologies. Figure 1 illustrates the covered topics via wordcount of keywords and titles.The Gi4DM 2020 program consisted of scientific presentations, keynote speeches, panel discussions and tutorials. The four keynotes speakers Prof Suzan Cutter (Hazard and Vulnerability Research Institute, USC, US), Jeremy Fewtrell (NSW Fire and Rescue, Australia), Prof Orhan Altan (Ad-hoc Committee on RISK and Disaster Management, GeoUnions, Turkey) and Prof Philip Gibbins (Fenner School of Environment and Society, ANU, Australia) concentrated on different aspects of disaster and risk management in the context of climate change. Eight tutorials offered exciting workshops and hands-on on: Semantic web tools and technologies within Disaster Management, Structure-from-motion photogrammetry, Radar Remote Sensing, Dam safety: Monitoring subsidence with SAR Interferometry, Location-based Augmented Reality apps with Unity and Mapbox, Visualising bush fires datasets using open source, Making data smarter to manage disasters and emergency situational awareness and Response using HERE Location Services. The scientific sessions were blended with panel discussions to provide more opportunities to exchange ideas and experiences, connect people and researchers from all over the world.The editors of this volume acknowledge all members of the scientific committee for their time, careful review and valuable comments: Abdoulaye Diakité (Australia), Alexander Rudloff (Germany), Alias Abdul Rahman (Malaysia), Alper Yilmaz (USA), Amy Parker (Australia), Ashraf Dewan (Australia), Bapon Shm Fakhruddin (New Zealand), Batuhan Osmanoglu (USA), Ben Gorte (Australia), Bo Huang (Hong Kong), Brendon McAtee (Australia), Brian Lee (Australia), Bruce Forster (Australia), Charity Mundava (Australia), Charles Toth (USA), Chris Bellman (Australia), Chris Pettit (Australia), Clive Fraser (Australia), Craig Glennie (USA), David Belton (Australia), Dev Raj Paudyal (Australia), Dimitri Bulatov (Germany), Dipak Paudyal (Australia), Dorota Iwaszczuk (Germany), Edward Verbree (The Netherlands), Eliseo Clementini (Italy), Fabio Giulio Tonolo (Italy), Fazlay Faruque (USA), Filip Biljecki (Singapore), Petra Helmholz (Australia), Francesco Nex (The Netherlands), Franz Rottensteiner (Germany), George Sithole (South Africa), Graciela Metternicht (Australia), Haigang Sui (China), Hans-Gerd Maas (Germany), Hao Wu (China), Huayi Wu (China), Ivana Ivanova (Australia), Iyyanki Murali Krishna (India), Jack Barton (Australia), Jagannath Aryal (Australia), Jie Jiang (China), Joep Compvoets (Belgium), Jonathan Li (Canada), Kourosh Khoshelham (Australia), Krzysztof Bakuła (Poland), Lars Bodum (Denmark), Lena Halounova (Czech Republic), Madhu Chandra (Germany), Maria Antonia Brovelli (Italy), Martin Breunig (Germany), Martin Tomko (Australia), Mila Koeva (The Netherlands), Mingshu Wang (The Netherlands), Mitko Aleksandrov (Australia), Mulhim Al Doori (UAE), Nancy Glenn (Australia), Negin Nazarian (Australia), Norbert Pfeifer (Austria), Norman Kerle (The Netherlands), Orhan Altan (Turkey), Ori Gudes (Australia), Pawel Boguslawski (Poland), Peter van Oosterom (The Netherlands), Petr Kubíček (Czech Republic), Petros Patias (Greece), Piero Boccardo (Italy), Qiaoli Wu (China), Qing Zhu (China), Riza Yosia Sunindijo (Australia), Roland Billen (Belgium), Rudi Stouffs (Singapore), Scott Hawken (Australia), Serene Coetzee (South Africa), Shawn Laffan (Australia), Shisong Cao (China), Sisi Zlatanova (Australia), Songnian Li (Canada), Stephan Winter (Australia), Tarun Ghawana (Australia), Ümit Işıkdağ (Turkey), Wei Li (Australia), Wolfgang Reinhardt (Germany), Xianlian Liang (Finland) and Yanan Liu (China).The editors would like to express their gratitude to all contributors, who made this volume possible. Many thanks go to all supporting organisations: ISPRS, SSSI, URAP2, Blackash, Mercury and ISPRS Journal of Geoinformation. The editors are grateful to the continued support of the involved Universities: The University of New South Wales, Curtin University, Australian National University and The University of Melbourne.
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Helmholz, P., S. Zlatanova, J. Barton, and M. Aleksandrov. "GEOINFORMATION FOR DISASTER MANAGEMENT 2020 (GI4DM2020): PREFACE." ISPRS Annals of Photogrammetry, Remote Sensing and Spatial Information Sciences VI-3/W1-2020 (November 17, 2020): 1–2. http://dx.doi.org/10.5194/isprs-annals-vi-3-w1-2020-1-2020.
Full textAbstract:
Abstract. Across the world, nature-triggered disasters fuelled by climate change are worsening. Some two billion people have been affected by the consequences of natural hazards over the last ten years, 95% of which were weather-related (such as floods and windstorms). Fires swept across large parts of California, and in Australia caused unprecedented destruction to lives, wildlife and bush. This picture is likely to become the new normal, and indeed may worsen if unchecked. The Intergovernmental Panel on Climate Change (IPCC) estimates that in some locations, disaster that once had a once-in-a-century frequency may become annual events by 2050.Disaster management needs to keep up. Good cooperation and coordination of crisis response operations are of critical importance to react rapidly and adequately to any crisis situation, while post-disaster recovery presents opportunities to build resilience towards reducing the scale of the next disaster. Technology to support crisis response has advanced greatly in the last few years. Systems for early warning, command and control and decision-making have been successfully implemented in many countries and regions all over the world. Efforts to improve humanitarian response, in particular in relation to combating disasters in rapidly urbanising cities, have also led to better approaches that grapple with complexity and uncertainty.The challenges however are daunting. Many aspects related to the efficient collection and integration of geo-information, applied semantics and situational awareness for disaster management are still open, while agencies, organisations and governmental authorities need to improve their practices for building better resilience.Gi4DM 2020 marked the 13th edition of the Geoinformation for Disaster Management series of conferences. The first conference was held in 2005 in the aftermath of the 2004 Indian Ocean earthquake and tsunami which claimed the lives of over 220,000 civilians. The 2019-20 Australian Bushfire Season saw some 18.6 million Ha of bushland burn, 5,900 buildings destroyed and nearly three billion vertebrates killed. Gi4DM 2020 then was held during Covid-19 pandemic, which took the lives of more than 1,150,000 people by the time of the conference. The pandemic affected the organisation of the conference, but the situation also provided the opportunity to address important global problems.The fundamental goal of the Gi4DM has always been to provide a forum where emergency responders, disaster managers, urban planners, stakeholders, researchers, data providers and system developers can discuss challenges, share experience, discuss new ideas and demonstrate technology. The 12 previous editions of Gi4DM conferences were held in Delft, the Netherlands (March 2005), Goa, India (September 2006), Toronto, Canada (May 2007), Harbin, China (August 2008), Prague, Czech Republic (January 2009), Torino, Italy (February 2010), Antalya, Turkey (May 2011), Enschede, the Netherlands (December, 2012), Hanoi, Vietnam (December 2013), Montpellier, France (2015), Istanbul, Turkey (2018) and Prague, Czech Republic (2019). Through the years Gi4DM has been organised in cooperation with different international bodies such as ISPRS, UNOOSA, ICA, ISCRAM, FIG, IAG, OGC and WFP and supported by national organisations.Gi4DM 2020 was held as part of Climate Change and Disaster Management: Technology and Resilience for a Troubled World. The event took place through the whole week of 30th of November to 4th of December, Sydney, Australia and included three events: Gi4DM 2020, NSW Surveying and Spatial Sciences Institute (NSW SSSI) annual meeting and Urban Resilience Asia Pacific 2 (URAP2).The event explored two interlinked aspects of disaster management in relation to climate change. The first was geo-information technologies and their application for work in crisis situations, as well as sensor and communication networks and their roles for improving situational awareness. The second aspect was resilience, and its role and purpose across the entire cycle of disaster management, from pre-disaster preparedness to post-disaster recovery including challenges and opportunities in relation to rapid urbanisation and the role of security in improved disaster management practices.This volume consists of 16 peer-reviewed scientific papers. These were selected on the basis of double-blind review from among the 25 full papers submitted to the Gi4DM 2020 conference. Each paper was reviewed by three scientific reviewers. The authors of the papers were encouraged to revise, extend and adapt their papers to reflect the comments of the reviewers and fit the goals of this volume. The selected papers concentrate on monitoring and analysis of forest fire (3), landslides (3), flood (2), earthquake, avalanches, water pollution, heat, evacuation and urban sustainability, applying a variety of remote sensing, GIS and Web-based technologies. Figure 1 illustrates the scope of the covered topics though the word count of keywords and titles.The Gi4DM 2020 program consisted of scientific presentations, keynote speeches, panel discussions and tutorials. The four keynotes speakers Prof Suzan Cutter (Hazard and Vulnerability Research Institute, USC, US), Jeremy Fewtrell (NSW Fire and Rescue, Australia), Prof Orhan Altan (Ad-hoc Committee on RISK and Disaster Management, GeoUnions, Turkey) and Prof Philip Gibbins (Fenner School of Environment and Society, ANU, Australia) concentrated on different aspects of disaster and risk management in the context of climate change. Eight tutorials offered exciting workshops and hands-on on: Semantic web tools and technologies within Disaster Management, Structure-from-motion photogrammetry, Radar Remote Sensing, Dam safety: Monitoring subsidence with SAR Interferometry, Location-based Augmented Reality apps with Unity and Mapbox, Visualising bush fires datasets using open source, Making data smarter to manage disasters and emergency situational awareness and Response using HERE Location Services. The scientific sessions were blended with panel discussions to provide more opportunities to exchange ideas and experiences, connect people and researchers from all over the world.The editors of this volume acknowledge all members of the scientific committee for their time, careful review and valuable comments: Abdoulaye Diakité (Australia), Alexander Rudloff (Germany), Alias Abdul Rahman (Malaysia), Alper Yilmaz (USA), Amy Parker (Australia), Ashraf Dewan (Australia), Bapon Shm Fakhruddin (New Zealand), Batuhan Osmanoglu (USA), Ben Gorte (Australia), Bo Huang (Hong Kong), Brendon McAtee (Australia), Brian Lee (Australia), Bruce Forster (Australia), Charity Mundava (Australia), Charles Toth (USA), Chris Bellman (Australia), Chris Pettit (Australia), Clive Fraser (Australia), Craig Glennie (USA), David Belton (Australia), Dev Raj Paudyal (Australia), Dimitri Bulatov (Germany), Dipak Paudyal (Australia), Dorota Iwaszczuk (Germany), Edward Verbree (The Netherlands), Eliseo Clementini (Italy), Fabio Giulio Tonolo (Italy), Fazlay Faruque (USA), Filip Biljecki (Singapore), Petra Helmholz (Australia), Francesco Nex (The Netherlands), Franz Rottensteiner (Germany), George Sithole (South Africa), Graciela Metternicht (Australia), Haigang Sui (China), Hans-Gerd Maas (Germany), Hao Wu (China), Huayi Wu (China), Ivana Ivanova (Australia), Iyyanki Murali Krishna (India), Jack Barton (Australia), Jagannath Aryal (Australia), Jie Jiang (China), Joep Compvoets (Belgium), Jonathan Li (Canada), Kourosh Khoshelham (Australia), Krzysztof Bakuła (Poland), Lars Bodum (Denmark), Lena Halounova (Czech Republic), Madhu Chandra (Germany), Maria Antonia Brovelli (Italy), Martin Breunig (Germany), Martin Tomko (Australia), Mila Koeva (The Netherlands), Mingshu Wang (The Netherlands), Mitko Aleksandrov (Australia), Mulhim Al Doori (UAE), Nancy Glenn (Australia), Negin Nazarian (Australia), Norbert Pfeifer (Austria), Norman Kerle (The Netherlands), Orhan Altan (Turkey), Ori Gudes (Australia), Pawel Boguslawski (Poland), Peter van Oosterom (The Netherlands), Petr Kubíček (Czech Republic), Petros Patias (Greece), Piero Boccardo (Italy), Qiaoli Wu (China), Qing Zhu (China), Riza Yosia Sunindijo (Australia), Roland Billen (Belgium), Rudi Stouffs (Singapore), Scott Hawken (Australia), Serene Coetzee (South Africa), Shawn Laffan (Australia), Shisong Cao (China), Sisi Zlatanova (Australia), Songnian Li (Canada), Stephan Winter (Australia), Tarun Ghawana (Australia), Ümit Işıkdağ (Turkey), Wei Li (Australia), Wolfgang Reinhardt (Germany), Xianlian Liang (Finland) and Yanan Liu (China).The editors would like to express their gratitude to all contributors, who made this volume possible. Many thanks go to all supporting organisations: ISPRS, SSSI, URAP2, Blackash, Mercury and ISPRS Journal of Geoinformation. The editors are grateful to the continued support of the involved Universities: The University of New South Wales, Curtin University, Australian National University and The University of Melbourne.
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McAlpine, Rob, Anthony Hillin, and Ros Montague. "The NSW School-Link Training Program: The Impact of Training on Mental Health Service Provision to Adolescents in New South Wales, Australia." International Journal of Mental Health Promotion 10, no. 2 (May 2008): 5–14. http://dx.doi.org/10.1080/14623730.2008.9721758.
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Bailey, Christopher J., Murray J. Drummond, and Paul R. Ward. "Food literacy programmes in secondary schools: a systematic literature review and narrative synthesis of quantitative and qualitative evidence." Public Health Nutrition 22, no. 15 (July 10, 2019): 2891–913. http://dx.doi.org/10.1017/s1368980019001666.
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AbstractObjective:The current review aimed to synthesise the literature on food literacy interventions among adolescents in secondary schools, the attitudes and perceptions of food literacy interventions in secondary schools, and their effects on dietary outcomes.Design:The systematic review searched five electronic databases from the earliest record to present.Setting:The studies selected for the review were from sixteen countries: Australia (n 10), Canada (n 1), China (n 1), France (n 1), Greece (n 2), Iran (n 1), South Africa (n 1), South India (n 1), Kenya (n 1), Norway (n 2), Portugal (n 1), Denmark (n 1), Northern Ireland (n 1), USA (n 17), UK (n 1) and Sweden (n 2).Participants:Adolescents aged 10–19 years.Results:Forty-four studies were eligible for inclusion. Adolescents with greater nutritional knowledge and food skills showed healthier dietary practices. Studies found a mixed association between food literacy and long-term healthy dietary behaviour. Two studies showed an improvement in adolescents’ cooking skills and food safety knowledge; six studies showed an improvement in overall food safety knowledge; six studies showed an improvement in overall food and nutritional knowledge; and two studies showed an improvement in short-term healthy dietary behaviour.Conclusions:Food literacy interventions conducted in a secondary-school setting have demonstrated a positive impact on healthy food and nutritional knowledge. However, there appears to be limited evidence supporting food literacy interventions and long-term dietary behaviours in adolescents. More evidence-based research is required to adequately measure all domains of food literacy and more age-specific food literacy interventions.