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Journal articles on the topic 'School: Victoria Management School'

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Published: 10 December 2022

Last updated: 29 January 2023

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1

Gamage, David T., Peter Sipple, and Peter Partridge. "Research on school‐based management in Victoria." Journal of Educational Administration 34, no. 1 (March 1996): 24–40. http://dx.doi.org/10.1108/09578239610107147.

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2

Seddon, Terri. "ASSESSING THE INSTITUTIONAL CONTEXT OF DECENTRALISED SCHOOL MANAGEMENT: SCHOOLS OF THE FUTURE IN VICTORIA." Discourse: Studies in the Cultural Politics of Education 15, no. 1 (October 1994): 1–15. http://dx.doi.org/10.1080/0159630940150101.

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3

Chancellor, Barbara. "Primary school playgrounds: features and management in Victoria, Australia." International Journal of Play 2, no. 2 (September 2013): 63–75. http://dx.doi.org/10.1080/21594937.2013.807568.

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4

de Silva Lokuwaduge, Chitra S. "Editorial Volume 16 Issue 2. March 2022." Australasian Business, Accounting and Finance Journal 16, no. 2 (2022): 1–2. http://dx.doi.org/10.14453/aabfj.v16i2.1.

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This Special Issue is based on selected papers from the Environmental Social and Governance (ESG) and Sustainability Conference (2021). This is the second ESG conference held by Victoria University Business School (VUBS) and the Institute of Sustainable Industries and the Liveable Cities (ISILC) of Victoria University, Melbourne, Australia.

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5

Fisher, P., and D. Protti. "Health Informatics at the University of Victoria." Yearbook of Medical Informatics 05, no. 01 (August 1996): 135–39. http://dx.doi.org/10.1055/s-0038-1638056.

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AbstractThe University of Victoria has the only program in Canada offering a Bachelor of Science degree in Health Information Science. To meet the requirements of the degree, students must complete 60 units of course work (normally 40 courses) and 4 CO-OP work terms over 4.3 years. The School admits approximately 30 students each year. Seventy-five percent of the students come from British Columbia, ranging in age from 18 to 50 years with the average age being 26 years. In addition to recent high school graduates, over 40% have previous degrees or diplomas, and 65% have over 5 years of work experience. The School’s teaching team consists of 4 full-time faculty, 2 professional staff, 2 clerical staff, 7 adjunct faculty and a variable number of sessional teaching staff. The majority of the faculty have health backgrounds, totalling 150 person-years of health care experience. As of November 1995, the School had 168 graduates 75% of whom are employed in British Columbia, 17% in other parts of Canada and 8% outside the country. Sixty-five percent of the graduates work in government departments including community health agencies; 10% work in hospitals, 20% work for management consulting firms, software houses, or computer hardware firms, and 5% are otherwise employed. Almost 100% of the graduates are gainfully employed in professional positions in which their health information science degree is valued. They work as systems analysts, system designers/developers, consultants, research assistants, health-care planners, information system-support staff/trainers and client-account representatives. Some are already in senior management positions.

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Thomas, Amy, and Beth Marsden. "Surviving School and “Survival Schools”: Resistance, Compulsion and Negotiation in Aboriginal Engagements with Schooling." Labour History: Volume 121, Issue 1 121, no. 1 (November 1, 2021): 33–55. http://dx.doi.org/10.3828/jlh.2021.17.

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In Australia, Aboriginal peoples have sought to exploit and challenge settler colonial schooling to meet their own goals and needs, engaging in strategic, diverse and creative ways closely tied to labour markets and the labour movement. Here, we bring together two case studies to illustrate the interplay of negotiation, resistance and compulsion that we argue has characterised Aboriginal engagements with school as a structure within settler colonial capitalism. Our first case study explains how Aboriginal families in Victoria and New South Wales deliberately exploited gaps in school record collecting to maintain mobility during the mid-twentieth century and engaged with labour markets that enabled visits to country. Our second case study explores the Strelley mob’s establishment of independent, Aboriginal-controlled bilingual schools in the 1970s to maintain control of their labour and their futures. Techniques of survival developed in and around schooling have been neglected by historians, yet they demonstrate how schooling has been a strategic political project, both for Aboriginal peoples and the Australian settler colonial state.

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7

Protti, D. J. "Health Information Science at the University of Victoria: The First Ten Years." Methods of Information in Medicine 33, no. 03 (1994): 268–72. http://dx.doi.org/10.1055/s-0038-1635025.

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Abstract:The University of Victoria has the only program in Canada offering a Bachelor of Science degree in Health Information Science. To meet the requirements of the degree, students must complete 40 courses and 4 CO-OP work terms over 4.3 years. The School admits 30 students each September of which 60% are normally female. Seventy-five percent of the students come from British Columbia, ranging in age from 18 to 42 with the average age being 26 years. In addition to recent high school graduates, over 40% have previous degrees or diplomas, and 65% have over 5 years of work experience. The School’s teaching team consists of 5 full-time faculty, 3 professional staff and 4 part-time faculty. The majority of the faculty have health backgrounds, totalling 135 person-years of practising health care experience. As of November 1992, the School had 113 graduates; 75% are employed in British Columbia, 18% are in other parts of Canada and 7% outside the country. Forty-five percent of the graduates work in government departments including community health agencies; 29% work in hospitals; 26% work in management consulting firms, software houses, or computer hardware firms. They work as systems/project analysts, systems consultants, research assistants, planning analysts, system-support staff, trainers/developers and client account representatives. Some are already in senior management positions.

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8

Roache, Joel, and Ramon (Rom) Lewis. "Teachers' Views on the Impact of Classroom Management on Student Responsibility." Australian Journal of Education 55, no. 2 (November 2011): 132–46. http://dx.doi.org/10.1177/000494411105500204.

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This article examines teachers' views of their management styles, classified as either ‘coercive’ or ‘relationship’ -based, for 145 primary and 363 secondary school teachers in Victoria, Australia. It finds that management that combines punishment with aggressive and hostile behaviour can exacerbate misbehaviour and increase student distraction. In contrast a combination of rewards and punishments, set in a context of discussion, validation of appropriate behaviour, involvement and trust, will encourage student responsibility and reduce misbehaviour. This study seeks to extend upon a 2001 study that reported generally similar findings from the reports of 3500 students attending the same schools as the teachers whose views are reported in this article. The discussion considers the most effective management strategies for reducing student misbehaviour and distraction, comparing both students' and teachers' views, as well as techniques that increase student responsibility and protection of rights, emphasising techniques and strategies that involve the use of recognition and rewards.

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9

Gamage, D. T. "A comparative study of the school based management pursued by Victoria and New South Wales." Melbourne Studies in Education 33, no. 1 (January 1992): 82–95. http://dx.doi.org/10.1080/17508489209556251.

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10

Mukani, Mukani. "Manajemen Berbasis Sekolah: Partisipasi Masyarakat dalam Implementasi Memajukan Dunia Pendidikan." AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman 6, no. 2 (February 5, 2020): 189–205. http://dx.doi.org/10.53627/jam.v6i2.3793.

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Abstract: This article is a book review created by Ibtisam Abu-Duhou's entitled School Based Management. This is very representative book as one of the main references in understanding the school-based management (SBM) concept, since it was compiled at the very beginning when the SBM concept was introduced in Indonesia. This book consists of five chapters. The discussion begins with a review of the basic concepts, origins and character of SBM decentralization. The first chapter examines the main character of reforms and education management aspects relatively centralistic and decentralized. The second chapter discusses some research in English-speaking countries to provide answers and concrete evidence from the SBM movement. The third chapter describes the radical overall implementation of SBM in Victoria, Australia. The fourth chapter provides an example of the approach and efforts made by policy makers in identifying problems. The fifth chapter elaborates further on the material in the previous chapters to summarize the reform main characters. One consequence of implementing SBM is the realization of community participation, even as spirit and substance. Community participation is a concept of school empowerment in order to improve the quality and school independence. In implementing the SBM concept, community participation has many forms, both in educational, cultural or institutional interaction patterns.

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Gammage, David T. "Three decades of implementation of school‐based management in the Australian Capital Territory and Victoria in Australia." International Journal of Educational Management 22, no. 7 (September 19, 2008): 664–75. http://dx.doi.org/10.1108/09513540810908575.

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12

Davey, Bill, and Arthur Tatnall. "Using ANT to Guide Technological Adoption." International Journal of Actor-Network Theory and Technological Innovation 4, no. 4 (October 2012): 47–61. http://dx.doi.org/10.4018/jantti.2012100103.

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In this article, the authors present the adoption and use of school management software in Victoria, Australia as an example of the use of actor-network theory to explain technological adoption. It examines three examples of school management software and identifies the actors and interactions relating to each of these. The use of three cases in the same environment provides an interesting insight possible by the comparison across the cases. The main goal of the article is to identify and analyse the factors that influence decisions to adopt this software and, once adopted, to determine how it might be used. Like other socio-technical research, in this case one has to consider the interactions between various human and non-human actors, and these are examined in the article. The article also looks at how an ANT analysis might be useful in guiding and facilitating such adoption in the future.

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Gibson, Dianne, Louise Paatsch, and Dianne Toe. "An Analysis of the Role of Teachers’ Aides in a State Secondary School: Perceptions of Teaching Staff and Teachers’ Aides." Australasian Journal of Special Education 40, no. 1 (September 1, 2015): 1–20. http://dx.doi.org/10.1017/jse.2015.11.

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In Victoria, Australia, one of the major roles of the teachers’ aide (TA) is to assist students with disabilities to access their education. Researchers have identified the inconsistencies in defining the roles of the TA, in a variety of settings, by TAs, teachers, parents, and other research participants. Four main themes that have been frequently reported in educational research related to the role of TAs formed the basis for this study: (a) inclusion in the school community, (b) curriculum, (c) classroom management, and (d) student support.Drawing on the results of a questionnaire administered to teachers and TAs at a government nonselective secondary school in Victoria, Australia, data were collected to explore the differing perspectives on the role of the TAs by the teaching staff and the TAs. In all, 65 individuals participated in this study. The participants formed 3 groups: TAs (n = 10), teachers (n = 49), and T/TAs (n = 6; participants in this group had worked as both a teacher and TA). The results of the study showed a diversity of views across the 4 themes. In 3 of the 4 themes that included inclusion, classroom management, and student support, the 3 groups agreed on the role of the TA. In the remaining theme, curriculum, opinions varied significantly. The results of the study reveal that a concerted effort to clarify the role of TAs would be beneficial to all stakeholders.

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Haux, R., F. J. Leven, J. R. Moehr, and D. J. Protti. "Health and Medical Informatics Education." Methods of Information in Medicine 33, no. 03 (1994): 246–49. http://dx.doi.org/10.1055/s-0038-1635023.

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Abstract:Health and medical informatics education has meanwhile gained considerable importance for medicine and for health care. Specialized programs in health/medical informatics have therefore been established within the last decades.This special issue of Methods of Information in Medicine contains papers on health and medical informatics education. It is mainly based on selected papers from the 5th Working Conference on Health/Medical Informatics Education of the International Medical Informatics Association (IMIA), which was held in September 1992 at the University of Heidelberg/Technical School Heilbronn, Germany, as part of the 20 years’ celebration of medical informatics education at Heidelberg/Heilbronn. Some papers were presented on the occasion of the 10th anniversary of the health information science program of the School of Health Information Science at the University of Victoria, British Columbia, Canada. Within this issue, programs in health/medical informatics are presented and analyzed: the medical informatics program at the University of Utah, the medical informatics program of the University of Heidelberg/School of Technology Heilbronn, the health information science program at the University of Victoria, the health informatics program at the University of Minnesota, the health informatics management program at the University of Manchester, and the health information management program at the University of Alabama. They all have in common that they are dedicated curricula in health/medical informatics which are university-based, leading to an academic degree in this field. In addition, views and recommendations for health/medical informatics education are presented. Finally, the question is discussed, whether health and medical informatics can be regarded as a separate discipline with the necessity for specialized curricula in this field.In accordance with the aims of IMIA, the intention of this special issue is to promote the further development of health and medical informatics education in order to contribute to high quality health care and medical research.

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15

Dobosiewicz, Ilona. "“An Unpleasant Book about Unpleasant Boys at an Unpleasant School”: Kipling’s Reshaping of the Victorian School Story in “Stalky & Co.”." Anglica Wratislaviensia 60 (December 30, 2022): 229–40. http://dx.doi.org/10.19195/0301-7966.60.14.

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“Slaves of the Lamp, Part One”—the first tale of Rudyard Kipling’s Stalky & Co.—was published in 1897, forty years after the publication of Thomas Hughes’s Tom Brown’s Schooldays, a book that created a pattern followed by other practitioners of the school-story genre. The aim of the following paper is to discuss the ways in which Kipling challenged the established conventions of the Victorian school story. In contrast to his predecessors, Kipling did not set his tales in an old, established public school; he questioned the importance of sports and games in developing manly character; and refused to idolize the school traditions. His protagonists rebel against authority and do not follow the rules, but are intent on the pursuing their own interests and pleasures, and do not hesitate to venture out to explore and appropriate for themselves new spaces outside of school boundaries. An important feature of Stalky & Co. is its rejection of anti-intellectualism that characterizes many Victorian school stories. Stalky & Co. abounds in literary allusions, the protagonists are voracious readers; moreover, reading and writing are represented as essential parts of the process by which cultural maturity and authority are attained.

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16

Caldwell, Brian John. "Impact of school autonomy on student achievement: cases from Australia." International Journal of Educational Management 30, no. 7 (September 12, 2016): 1171–87. http://dx.doi.org/10.1108/ijem-10-2015-0144.

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Purpose The purpose of this paper is to report four case studies in Australia that respond to the question: “How have schools with a relatively high degree of autonomy used their increased authority and responsibility to make decisions that have led in explicit cause-and-effect fashion to higher levels of student achievement”? Design/methodology/approach A conventional case study methodology was adopted, framed by a review of evidence in the international literature. The studies were conducted in the Australian Capital Territory, Queensland and Victoria. Senior leaders in systems of public education in these jurisdictions nominated schools which have had a relatively high degree of autonomy for at least two years; have achieved high levels of student achievement, or have shown noteworthy improvement; and are able to explain how the link between autonomy and achievement had been made. The four schools chosen from these nominations represented different types as far as level and location were concerned. Triangulation of sources was a feature of the studies. Findings The findings reveal that the schools were able to explain the links and that it was possible to map the cause-and-effect chain. Schools used their autonomy to select staff and allocate funds in their budgets, each being capacities that came with a higher level of autonomy. Leadership was important. Research limitations/implications The paper cautions against generalizing the findings. Originality/value There is international interest in the extent to which granting public schools a higher level of autonomy than has traditionally been the case in various national settings has had an impact on student achievement. These case studies go part of the way in describing what schools do when they successfully take up a higher level of authority and responsibility as one strategy in efforts to raise levels of achievement.

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Weston, Michael A., Chris L. Tzaros, and Mark J. Antos. "Awareness of wetlands and their conservation value among students at a primary school in Victoria, Australia." Ecological Management and Restoration 7, no. 3 (December 2006): 223–26. http://dx.doi.org/10.1111/j.1442-8903.2006.312_2.x.

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18

Gronn, Peter. "Labor Pains: implementing the Australian Labor Party's policy of ‘district provision and school reorganisation’ in Victoria, 1989‐92." School Organisation 14, no. 1 (January 1994): 63–80. http://dx.doi.org/10.1080/0260136940140106.

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19

Rowe, Katherine, and Patricia Fitzgerald. "Educational strategies for chronically ill students: Chronic Fatigue Syndrome." Australian Educational and Developmental Psychologist 16, no. 2 (November 1999): 5–21. http://dx.doi.org/10.1017/s081651220002722x.

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AbstractChronic illness, such as Chronic Fatigue Syndrome, has a major impact on the sociol, emotional, and educational well-being of the young people affected by it. Many students are either absent from school for prolonged periods or able to attend for only a few classes each week. Students have identified the importance of educational strategies in the management of their illness. If the school or educational setting is functioning appropriately, then social, emotional, developmental, and academic issues associated with chronic illness gradually resolve. A program developed in conjunction with the Victorian Visiting Teacher Service is described. Strategies used to assist housebound students, their carers, teaching staff, and students who are gradually returning to school are outlined.

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20

Whitehead, Maurice. "‘Briefly, and in Confidence’: Private Views of Her Majesty’s Inspectors on English Catholic Elementary Schools, 1875." Recusant History 20, no. 4 (October 1991): 554–62. http://dx.doi.org/10.1017/s0034193200005616.

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The advent of State intervention in education in the early Victorian period and the creation in 1839 of the Committee of Council on Education, a Select Committee of the Privy Council, brought with it new duties and responsibilities. One of the first tasks confronting the Committee of Council was to determine the manner in which the new grants of money to schools should be distributed. In June 1839 the Committee issued a Minute announcing that all future building grants to schools would involve the right of inspection:The right of inspection will be required by the Committee in all cases; inspectors, authorised by Her Majesty in Council, will be appointed from time to time to visit schools to be henceforth aided by public money: the inspectors will not interfere with the religious instruction, or discipline, or management of the school, it being their object to collect facts and information, and to report the result of their inspections to the Committee of Council.

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21

MWANGA, J. R., P. MAGNUSSEN, THE LATE C. L. MUGASHE, THE LATE R. M. GABONE, and J. AAGAARD-HANSEN. "SCHISTOSOMIASIS-RELATED PERCEPTIONS, ATTITUDES AND TREATMENT-SEEKING PRACTICES IN MAGU DISTRICT, TANZANIA: PUBLIC HEALTH IMPLICATIONS." Journal of Biosocial Science 36, no. 1 (January 2004): 63–81. http://dx.doi.org/10.1017/s0021932003006114.

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A study on perceptions, attitudes and treatment-seeking practices related to schistosomiasis was conducted among the Wasukuma in the rural Magu district of Tanzania at the shore of Lake Victoria where Schistosoma haematobium and mansoni infections are endemic. The study applied in-depth interviews, focus group discussions and a questionnaire survey among adults and primary school children. The perceived symptoms and causes were incongruous with the biomedical perspective and a number of respondents found schistosomiasis to be a shameful disease. Lack of diagnostic and curative services at the government health care facilities was common, but there was a willingness from the biomedical health care services to collaborate with the traditional healers. Recommendations to the District Health Management Team were: that collaboration between biomedical and traditional health care providers should be strengthened and that the government facilities’ diagnostic and curative capacity with regard to schistosomiasis should be upgraded. Culturally compatible health education programmes should be developed in collaboration with the local community.

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22

Goron, Michael. "‘The D'Oyly Carte Boarding School’: Female Respectability in the Theatrical Workplace, 1877–1903." New Theatre Quarterly 26, no. 3 (August 2010): 217–31. http://dx.doi.org/10.1017/s0266464x10000424.

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In this article, Michael Goron examines the working lives of the ‘refined girls’ employed in what was popularly referred to as the ‘D'Oyly Carte Boarding School’ – the working environment in the D'Oyly Carte Opera Company of the 1880s and 1890s, in which backstage gender segregation was strictly enforced, and where a patriarchal management personally regulated the private behaviour of female performers. Here, the attempted ‘gentrification’ of the West End theatrical milieu in the later nineteenth century was transposed by Richard D'Oyly Carte to the popular musical stage. Just as ‘unwholesome’ elements of late-nineteenth-century burlesque were absent from both the content and presentation of comic opera at the Savoy, so the ‘respectability’ of its female performers, offstage as well as on, was actively promoted to forestall middle-class antitheatrical prejudice. The working lives of these performers helped to create an image of theatrical respectability which transformed public perceptions of musical theatre in the final decades of the Victorian era. Michael Goron is a PhD student and part-time Associate Lecturer at Winchester and Southampton Solent Universities.

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Silva Narvaste, Bertha, and Adolfo Silva Narvaste. "Tecnología de la Información y Comunicación y su incidencia en la competitividad de las MYPES textiles del emporio de Gamarra, del distrito de La Victoria, Lima." Revista Relayn - Micro y Pequeñas empresas en Latinoamérica 1, no. 1 (February 21, 2020): 154–64. http://dx.doi.org/10.46990/relayn.2019.1.1.313.

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El objetivo de este estudio fue analizar el uso de la tecnología de la información y comunicación y su incidencia en la competitividad de la MYPES textiles del emporio de Gamarra, del distrito de La Victoria, se aplicó un cuestionario a una muestra de 393 empresas, se empleó una metodología cuantitativa, de alcance descriptivo, De los 393 empresarios entrevistados, 42.8% son hombres que tienen en promedio 39.7 años; el 54% de los encuestados son casados. Respecto a la escolaridad se encontró que el 3.7% de los empresarios no tenía la primaria terminada, el 5.3% estudió completa la primaria, el 35.1% estudió la secundaria, el 45.1% tienen grado de bachiller, 10.3% terminó la licenciatura y sólo el 0.5% restante tiene estudios de posgrado. Se preguntó a los empresarios el tiempo que le dedican a la empresa y encontramos que el promedio es de 62.7 horas a la semana. Sólo el 42,1 % de los directores de empresas usan algún programa especializado para gestionar su empresa y el 29,3 % alguno para apoyar la producción, de manera conjunta el porcentaje de empresas que usa algún programa especializado para administrar o para producir asciende a 45.5%. También podemos ver que la herramienta tecnológica más usada para asuntos laborales es es el Whatsapp con el 64.5%. También resalta que el 14.8% de la gente no utiliza redes sociales ni de manera personal ni para asuntos laborales, pudiendo ser un área de oportunidad para el municipio abordado. Se concluye, que los empresarios, han constatado el valor que tienen las TICs en sus negocios y que uso adecuado de estas herramientas podrá ser beneficioso, para obtener una ventaja competitiva frente a otras empresas, internacionales. nacionales y locales incluir y promover el desarrollo tecnológico mediante sistemas populares como los ERP y los CRM en la gestión administrativa de las MYPEs, ya que reportaron no tener páginas web propias, amigables, motivadoras y pertinentes para el negocio, no lo adquieren por no conocer mucho de las bondades, y manejo. Abstract The objective of this study was to analyze the use of information and communication technology and its impact on the competitiveness of textile MYPES in the Gamarra emporium, in the district of La Victoria. A questionnaire was applied to a sample of 393 companies, using a quantitative methodology with a descriptive scope. With respect to schooling, it was found that 3.7% of the entrepreneurs had not completed primary school, 5.3% had completed primary school, 35.1% had completed secondary school, 45.1% had a bachelor's degree, 10.3% had completed a bachelor's degree and only 0.5% had postgraduate studies. Entrepreneurs were asked how much time they spend in the company and we found that the average is 62.7 hours per week. Only 42.1% of the business managers use some specialized program to manage their business and 29.3% use some to support production, together the percentage of businesses that use some specialized program to manage or to produce amounts to 45.5%. We can also see that the most used technological tool for labor issues is Whatsapp with 64.5%. It also stands out that 14.8% of the people do not use social networks either personally or for work matters, which could be an area of opportunity for the municipality addressed. It is concluded that the entrepreneurs have seen the value of ICTs in their businesses and that the proper use of these tools could be beneficial to gain a competitive advantage over other international, national and local companies, to include and promote technological development through popular systems such as ERP and CRM in the administrative management of MSEs, since they reported not having their own web pages, friendly, motivating and relevant to the business, they do not acquire them because they do not know much about the benefits and management.

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Sawalha, Ihab Hanna. "After the crisis: repairing a corporate image." Journal of Business Strategy 41, no. 6 (August 5, 2019): 69–80. http://dx.doi.org/10.1108/jbs-04-2019-0075.

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Purpose The purpose of this paper is to discuss the effectiveness of image-repair strategies adopted by organizations to restore their public image and reputation following crisis situations, the lessons learned from these cases and the significance of contextual factors that are likely to affect image-repair efforts and strategies adopted. Design/methodology/approach Three cases have been reviewed in this paper: Weather, Jordan; Nestlé Waters, Jordan; and Victoria College School, Jordan. Information was obtained from published materials, such as YouTube commentaries, local newspapers and online news agents, primarily the Jordan Times, which is considered the number one daily in the country. The discussion of these cases is original and based on academic theory and literature. Findings Organizations differ in terms of the ways they respond to corporate crises and the strategies they are likely to adopt to restore/recover their reputation and public image. Practical implications Corporate reputation or public image is an asset that is built over time. Organizations within all industries seek to secure positive images in the minds of people. The image of an organization however can be threatened by crises. Trust and public image decline when stakeholders feel they have not been adequately informed in times of crises regarding the different attributes of the situation or how the organization is dealing with the crisis. Organizations have the choice to adopt one image-repair strategy at a time or a combination of strategies according to the requirements of the situation. Originality/value Image-repair strategies have been examined in American and European contexts but have, to the author’s knowledge, never been examined in the context of Arab organizations and more specifically in the context of Jordanian organizations. This paper therefore provides a new insight into how to apply these strategies in a unique and new context and will also motivate future research in this regard.

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Sharma, Umesh. "The Iron Cage Recreated: The Performance Management of State Organisations in New Zealand20121D. Gill. The Iron Cage Recreated: The Performance Management of State Organisations in New Zealand. Institute of Policy Studies, School of Government, Victoria University of Wellington, 2011." Journal of Accounting & Organizational Change 8, no. 4 (October 26, 2012): 548–50. http://dx.doi.org/10.1108/18325911211273554.

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26

Hameed, Fawad, Javeria Afzal, Ahmad Rafique, M. Khurram Jameel, Khurram Niaz, Humiara Alam, and Muhammad Shoaib. "The Importance of Clinical Data & Prevalence of Breast Tumors in South Punjab, Pakistan." Pakistan Journal of Medical and Health Sciences 16, no. 11 (December 1, 2022): 21–24. http://dx.doi.org/10.53350/pjmhs2022161121.

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Background: In Western countries, middle-aged women are more vulnerable to breast cancer. Globally, almost a million new cases were identified in 1998. One in 12 women in England and Wales will get the disease at some point.1 Even 5,000 years after it was first reported, the etiology of breast cancer is still unclear, and effective preventative measures are even further off. Aim: To characterize the varied ways in which breast cancer has presented itself among patients at Bahawal Victoria Hospital in Bahawalpur. Methods: This investigation employed a descriptive case series research design. This research was conducted at Bahawal Victoria Hospital's Surgery Department in Bahawalpur (Pakistan). From March 13th, 2020 through March 12th, 2021, the study was conducted (12 months). With their assent, 100 women with definite cases of breast cancer were enrolled in the study. Results: Cancer of the breast most commonly affected women between the ages of 31 and 50 (59%). Seventy-six patients arrived from the outlying rural areas of Bahawalpur and the neighboring districts. Only 18 patients had completed high school after 10 years and 5 patients were discovered to be college graduates. The single rate was 12%, with 12 patients. Eighty-one percent of patients reported having a breast lump. 56% of breast cancers involve the left breast, while 43% involve the right. One patient alone had breast cancer that had spread to both of her breasts. Illness duration varied from 1 month to 5 years. Stage III was the most prevalent presentation, with 46 instances, and Stage IV was the least common, with 16 patients. Practical implication Community based effective awareness and prompt screening programme will improve better outcomes in breast cancer management. Conclusion: Breast cancer is very common cancer in the females, and most commonly it presented as a lump in the breast, because of some social aspects, lack of awareness, poverty, no proper screening programs and above all the fear of diagnosis, females try to hide this problem and often it presented at late and more advance stage. Keywords: Breast, Nipple, Cancer, Lump, Surgery, Tumor

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Callaly, Thomas, Carmel A. Ackerly, Mary E. Hyland, Seetal Dodd, Melissa O'Shea, and Michael Berk. "A qualitative evaluation of a regional Early Psychosis Service 3 years after its commencement." Australian Health Review 34, no. 4 (2010): 382. http://dx.doi.org/10.1071/ah08731.

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Objective. To outline the major findings of a qualitative evaluation of an Early Psychosis Service 3 years after its establishment. Design. Data to evaluate the service were collected from team meetings, focus groups, individual interviews and questionnaires administered to clinicians, school staff, patients, carers and families. Setting. Barwon Health; Mental Health, Drug and Alcohol Services provide public mental health care to the Geelong, Victoria, region (population 270 000), which is a mixed urban and rural setting. The Early Psychosis Service model implemented involved the placement of two early psychosis workers into each of five adult geographically based Area Mental Health Teams rather than the establishment of a single Early Psychosis Team. Results. The service was found not to adhere to its original design in several key respects. Caseloads and periods of case management were found to be lower and shorter respectively than was originally planned for, caseworkers often experienced isolation and resentment from their adult service coworkers, the service was perceived to be difficult to access and premises not to be youth friendly and communication and engagement with external agencies and service providers was perceived to be poor. Conclusions. The choice of service model, inadequate consultation with stakeholders and inadequate promotion of the service contributed to its failure to reach early expectations. Because of these and other issues, including difficulties distinguishing between early psychosis and non-psychosis, a decision was made to restructure youth services and a separate youth mental health service, which incorporated the Early Psychosis Service function, was established.

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Armstrong, Patricia, and Jim Grant. "How Research Helped Us To Move From Awareness to Action and Then to Systems Development." Australian Journal of Environmental Education 20, no. 1 (2004): 13–24. http://dx.doi.org/10.1017/s0814062600002263.

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AbstractHow can an organisation move from awareness raising, in the form of natural history poster production, to the development of systems that change organisations? Through close integration of research and practice, the Gould League has achieved this transformation. It began with extensive research into best practice environmental education, going beyond the traditional boundaries of environmental education to areas that included the psychology of culture change, business management, systems thinking, governance, drug education, marketing and organisational psychology. This broad approach to research has led to the development of highly effective sustainability education programs, such as Waste Wise Schools and Sustainable Schools.The Waste Wise Schools Program, funded by EcoRecycle Victoria and managed in consultation with the Gould League, is an action-based waste education program. Originating in Victoria in 1998, it has been adopted by over a third of Victorian schools and has led to widespread outcomes, including waste reductions of up to 95%. There is strong evidence from surveys that this program is sustainable in schools over time and research confirms that the program is contributing to changes in the waste-wise thinking and behaviour of the families of the children at these schools.A model for culture change in schools, based on the experiences of the Waste Wise Schools Program, has also been developed. This model, a valuable tool in the continual improvement of Waste Wise Schools, has applications to sustainability education in general.

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Johanson, Katya, and Hilary Glow. "Being and Becoming: Children as Audiences." New Theatre Quarterly 27, no. 1 (February 2011): 60–70. http://dx.doi.org/10.1017/s0266464x11000054.

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In this article, Katya Johanson and Hilary Glow examine the ways in which performing arts companies and arts policy institutions perceive the needs of children as audiences. Historically, children have been promoted as arts audiences. Some of these represent an attempt to fashion the adults of the future – as audiences, citizens of a nation, or members of a specific community. Other rationales focus on the needs or rights of the child, such as educational goals or the provision of an antidote to the perceived corrupting effect of electronic entertainment. Drawing on interviews with performing arts practitioners, the authors explore some of these themes through case studies of three children's theatre companies, identifying the development of policy rationales for the support of practices directed at children which are primarily based on pedagogical principles. The case studies reveal a shift away from educational goals for children's theatre, and identify a new emphasis on the importance of valuing children's aesthetic choices, examining how these trends are enacted within the case-study organizations, and the implications of these trends for company programming. Hilary Glow is Senior Lecturer and Director of the Arts Management Program at Deakin University, Victoria. She has published articles on cultural policy and the audience experience in various journals, and in a monograph on Australian political theatre (2007). Katya Johanson lectures and researches in the School of Communication and Creative Arts at Deakin University. She has published on Australian cultural policy and on the relationship between art, politics and national identity. With Glow she is the author of a monograph on Australian indigenous performing arts (2009).

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Jeong, Bok Gyo, and Sara Compion. "Characteristics of women’s leadership in African social enterprises: The Heartfelt Project, Bright Kids Uganda and Chikumbuso." Emerald Emerging Markets Case Studies 11, no. 2 (May 21, 2021): 1–22. http://dx.doi.org/10.1108/eemcs-11-2019-0305.

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Learning outcomes This trio of cases is appropriate for upper-level undergraduate classes or for postgraduate programs in non-profit management, leadership and community development, international development, global studies, women’s and gender studies and social entrepreneurship. It allows the instructors and students to engage with classical leadership tenets and emerging social entrepreneurship literature. Upon completion of the case study discussion and assignments, students will be able to: identify diverse obstacles that African women face in starting social enterprises; understand the ways that African women leaders build a social dimension to their enterprise; and identify characteristics of women’s leadership and critique the value of women’s leadership for establishing sustainable social enterprises. Case overview/synopsis The case stories of the three African social enterprises portray how female leaders have fostered sustainable organisations through prioritising social, over economic and governance investments. Martha Letsoalo, a former domestic worker, founded the Heartfelt Project in South Africa, which now employs fifteen women, ships products all around the world and enriches the community of Makapanstad with its workshop, training and education centre. Victoria Nalongo Namusisi, daughter of a fisherman in rural Uganda, founded Bright Kids Uganda, a thriving care facility, school and community centre that educates vulnerable children, empowers victims of gender-based violence and distributes micro-loans to female entrepreneurs. Gertrude, abandoned in Lusaka, Zambia, founded Chikumbuso, a home of resilience and remembrance to educate children and offer women employment in a cooperative business. Each case documents the founding years of the social enterprise and outlines some of the shared women’s leadership approaches. The case dilemma focuses on why and how women start social enterprises in socially and economically difficult contexts. Complexity academic level This trio of cases is appropriate for undergraduate or graduate-level programs in non-profit management, leadership and community development, international development, global studies and social entrepreneurship. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 3: Entrepreneurship. Supplementary materials Teaching notes are available for educators only.

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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 8, No. 4." Higher Education Studies 8, no. 4 (November 30, 2018): 200. http://dx.doi.org/10.5539/hes.v8n4p200.

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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org. Reviewers for Volume 8, Number 4 Abdelaziz Mohammed, Albaha University, Saudi Arabia Anna Liduma, University of Latvia, Latvia Arbabisarjou Azizollah, Zahedan University of Medical Sciences, Iran Bahar Gün, İzmir University of Economics, Turkey Barba Patton, University of Houston-Victoria, USA Edward Lehner, Bronx Community College, City University of New York, USA Evrim Ustunluoglu, Izmir University of Economics, Turkey Gerard Hoyne, University of Notre Dame Australia, Australia Gregory S. Ching, Fu Jen Catholic University, Taiwan John Cowan, Edinburgh Napier University, United Kingdom John Rafferty, Charles Sturt University, Australia Kartheek R. Balapala, University Tunku Abdul Rahman, Malaysia Laid Fekih, University of Tlemcen Algeria, Algeria Mehmet Ersoy, Eskisehir Osmangazi University, Turkey Meric Ozgeldi, Mersin University, Turkey Michael John Maxel Okoche, Uganda Management Institute, Uganda Mirosław Kowalski, University of Zielona Góra, Poland Najia Sabir, Indiana University Bloomington, USA Nancy Maynes, Nipissing University, Schulich School of Education, Canada, Canada Philip Denton, Liverpool John Moores University, United Kingdom Qing Xie, Jiangnan University, China Sahar Ahadi, Islamic Azad University of Mashhad, Iran Savitri Bevinakoppa, Melbourne Institute of Technology, Australia Suat Capuk, Adiyaman University, Turkey Teguh Budiharso, Center of Language and Culture Studies, Indonesia Tuija A. Turunen, University of Lapland, Finland Zahra Shahsavar, Shiraz University of Medical Sciences, Iran

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Temple, Victoria. "Could you be a school governor?" ITNOW 63, no. 2 (June 1, 2021): 26–27. http://dx.doi.org/10.1093/itnow/bwab043.

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Abstract Getting more IT professionals involved with schools will play a vital role in encouraging the next generation of computing practitioners, writes Victoria Temple, Press and Community Engagement Officer at BCS.

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Cowan, Bryan J. "School management." International Journal of Educational Development 14, no. 4 (October 1994): 424. http://dx.doi.org/10.1016/0738-0593(94)90059-0.

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Latypova, Maua. "School Management." Russian Education & Society 43, no. 5 (May 2001): 25–41. http://dx.doi.org/10.2753/res1060-9393430525.

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Зотов and V. Zotov. "School Management." Administration 4, no. 2 (June 17, 2016): 84–87. http://dx.doi.org/10.12737/20830.

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Planning, preparation, defending doctorate thesis, not accidentally for the majority of onlookers seems to be an extremely complex, time-consuming, lengthy task, the formulation and the solution of which is not available for every researcher, the more serious the busy practice manager. The media, including foreign ones, traditionally prevailing public opinion steadily form an idea of what scientific degree of heads of large state or business organizations do not always result from the activities of their authors. A specific story about how, in the framework of the scientific school of management theory at the department of theory of organization and management of the State University of Management was prepared and defended the dissertation of doctor of economic sciences, acting prefect of the southeastern administrative district of Moscow, Zotov Vladimir Borisovich gives an exhaustive answer to this question.

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Wright, John S. "School Site Budgeting: Decentralized School Management." NASSP Bulletin 69, no. 477 (January 1985): 98–99. http://dx.doi.org/10.1177/019263658506947720.

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Bishop, Pam. "School-Based Trust in Victoria: Some Telling Lessons." Australian Journal of Education 43, no. 3 (November 1999): 273–84. http://dx.doi.org/10.1177/000494419904300305.

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Hogeveen, Bryan. "Accounting for Violence at the Victoria Industrial School." Histoire sociale/Social history 42, no. 83 (2009): 147–74. http://dx.doi.org/10.1353/his.0.0057.

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Bush, Elizabeth. "All's Faire in Middle School by Victoria Jamieson." Bulletin of the Center for Children's Books 71, no. 2 (2017): 77. http://dx.doi.org/10.1353/bcc.2017.0708.

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Chan, Benjamin Y. M., and Hong Sheung Chui. "Parental participation in school councils in Victoria, Australia." International Journal of Educational Management 11, no. 3 (June 1997): 102–10. http://dx.doi.org/10.1108/09513549710163998.

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Thompson, Sandra C., Ramon E. Goudey, and Tony Stewart. "Legislation for school entry immunisation certificates in Victoria." Australian Journal of Public Health 18, no. 3 (February 12, 2010): 261–66. http://dx.doi.org/10.1111/j.1753-6405.1994.tb00242.x.

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Richardson, I. L. M. "Law and the Law School in the Twenty-First Century." Victoria University of Wellington Law Review 31, no. 1 (April 3, 2000): 55. http://dx.doi.org/10.26686/vuwlr.v31i1.5961.

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This article was presented as a lecture on "Capital Law School Day" organised by the New Zealand Institute of Advanced Legal Studies to mark the occasion of the centenary of the Faculty of Law, Victoria University of Wellington in 1999. The general theme of the Day's seminar was how the law and the Victoria University of Wellington's Law School should develop into the millennium. The author considers the future of Victoria Law School by referring to its unique strengths and attributes, and how these have led to successes in the past. The author then looks at the changes that have taken place and are taking place in our legal world.

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Tamilarasi, B., P. Kanagavalli, and N. Rukuya. "Management of school violence among school teachers." Journal of Nursing Trendz 10, no. 2 (2019): 14. http://dx.doi.org/10.5958/2249-3190.2019.00013.0.

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Hewlett, Mark. "School Management Task Force: A School View." Management in Education 4, no. 2 (May 1990): 42–44. http://dx.doi.org/10.1177/089202069000400214.

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Thody, Angela. "Book Reviews: School Management and School Effectiveness." Management in Education 7, no. 4 (November 1993): 34–35. http://dx.doi.org/10.1177/089202069300700422.

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Sarrico, Cláudia S., Maria J. Rosa, and Maria J. Manatos. "School performance management practices and school achievement." International Journal of Productivity and Performance Management 61, no. 3 (March 9, 2012): 272–89. http://dx.doi.org/10.1108/17410401211205641.

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Stringer, Patricia, and Rida Blaik Hourani. "Home–school relationships: a school management perspective." Educational Research for Policy and Practice 12, no. 2 (August 1, 2012): 149–74. http://dx.doi.org/10.1007/s10671-012-9134-0.

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Murphy, Peter J. "Collaborative School Management: Implications for School Leaders." NASSP Bulletin 75, no. 537 (October 1991): 63–66. http://dx.doi.org/10.1177/019263659107553711.

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Thompson, Sandra C., Litsa Cocotsi, Ramon E. Goudey, and Adrian Murphy. "An evaluation of school entry immunisation certificates in Victoria." Australian Journal of Public Health 18, no. 3 (February 12, 2010): 267–73. http://dx.doi.org/10.1111/j.1753-6405.1994.tb00243.x.

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Muslihah, Eneng. "SCHOOL BASED MANAGEMENT." ALQALAM 26, no. 3 (December 31, 2009): 427. http://dx.doi.org/10.32678/alqalam.v26i3.1565.

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School based management is the main issues in the educational quality improvement of both elementary and secondary education institutions in the world in the last three decades. It is the alternative school management believed to be potentially able to elevate the education quality. In Indonesia, it was introduced as early as the end of 1999 following the enactment of the decentralization policy. School based management, which is seen as a panacea of Indonesian education problems especially from primary up to senior secondary schools, when the 2003 Education Law No 20 was introduced, Indonesia formally adopted a policy of "school-based management" for the quality improvement of its 227.298 public and private schools, and madrasahs (Islamic schools), 47.813.166 students and 3.218.7 54 teachers. SBM in Indonesia is focused on the four aspects of basic education: quality, equality, relevance and efficiency. While international research has not yet proved conclusively that schoolbased management improves student outcomes, but in Indonesia, the experience has been to a certain degree more positive.

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