Academic literature on the topic 'Sociolinguistics – New South Wales – Case studies'
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Journal articles on the topic "Sociolinguistics – New South Wales – Case studies"
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Forward, Paul, and Judith Meeske. "Infrastructure Finance in New South Wales: The Case of the Sydney Water Board." Urban Policy and Research 6, no. 2 (June 1988): 85–87. http://dx.doi.org/10.1080/08111148808551348.
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Mcculla, Norman, and Josephine Gereige-Hinson. "Learning about teacher professional learning: case studies of schools at work in New South Wales." Journal of In-service Education 31, no. 4 (December 1, 2005): 711–32. http://dx.doi.org/10.1080/13674580500200393.
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Horvath, Barbara, and David Sankoff. "Delimiting the Sydney speech community." Language in Society 16, no. 2 (June 1987): 179–204. http://dx.doi.org/10.1017/s0047404500012252.
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ABSTRACTQuantitative analyses of large data sets make use of both linguistic and sociological categories in sociolinguistic studies. While the linguistic categories are generally well-defined and there are sufficient tokens for further definition based on mathematical manipulation, the social characteristics such as socioeconomic class or ethnicity are neither. The familiar problem of grouping speakers by such sociological characteristics prior to quantitative analysis is addressed and an alternative solution – principal components analysis – is suggested. Principal components analysis is used here as a heuristic for grouping speakers solely on the basis of linguistic behaviour; the groups thus defined can then be described according to sociological characteristics. In addition, by naming the principal components, the major linguistic and social dimensions of the variation in the data can be identified. Principal components analysis was applied to vowel variation data collected as part of a sociolinguistic survey of English in Sydney, New South Wales, Australia. (Sociolinguistics, variation studies, quantitative methods in linguistics, dialectology, Australian English, role of migrants in language change)
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Freeman, Clive, Julie Freeman, and Michelle C. Langley. "Gymea and the Fishing Technologies of the New South Wales Coast, Australia." Cambridge Archaeological Journal 31, no. 2 (February 5, 2021): 305–12. http://dx.doi.org/10.1017/s0959774320000396.
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Stories are important to all modern peoples, and this behaviour was no doubt also the case during the deep past. Consequently, it is important that archaeologists understand that artefacts made and discarded thousands of years ago were woven with stories by the peoples who produced them. In some regions of the world, these stories remain accessible by collaborating with the Traditional Owners of the lands from which they were recovered, while in others such an approach is impossible. Nevertheless, researchers need to remember that items carried meaning usually invisible to those outside communities—a principle often taught and cited, but possibly not fully appreciated. Here we tell the Yuin (coastal New South Wales, Australia) story of Gymea and her connection to fishing technologies. This story is told in order to demonstrate the depth of information that is not accessible to archaeologists if Indigenous collaborators are not sought out or available.
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Roger, Erin, Patrick Tegart, Rebekah Dowsett, Michael A. Kinsela, Mitchell D. Harley, and Geetha Ortac. "Maximising the potential for citizen science in New South Wales." Australian Zoologist 40, no. 3 (January 2020): 449–61. http://dx.doi.org/10.7882/az.2019.023.
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Citizen science is growing rapidly in Australia and globally, and presents valuable opportunities to engage with the community and amplify scientific research. The recent growth in citizen science is largely attributed to technology and has resulted in citizen science now recognised as having the potential to augment and enhance traditional scientific research and monitoring. Citizen science can deliver a level of spatial granularity often not possible with conventional research. This, coupled with its potential to engage the public meaningfully in science, uniquely positions citizen science to monitor and thereby effect genuine scientific outcomes. However, the rapid growth in citizen science has also resulted in some data and information challenges that need to be overcome. Here we present a general overview of citizen science and some of the opportunities and challenges associated with its rapid growth, with a focus on Australia. We use case studies of successful citizen science projects in New South Wales to demonstrate its potential across areas such as cost efficiency and scalability. Overall, these examples show how citizen science has the potential to provide a monumental shift in our ability to monitor the environment while simultaneously increasing understanding and trust in science within the broader community.
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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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Troy, Patrick N. "The evolution of government housing policy: The case of new south Wales 1901–41." Housing Studies 7, no. 3 (July 1992): 216–33. http://dx.doi.org/10.1080/02673039208720737.
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Ph.D., Mary Helou,, Linda Crismon, Ed.D., and Christopher Crismon, M. S. P. "The Synergy between John Dewey’s Educational Democracy and Educational Reforms in New South Wales, Australia." World Journal of Educational Research 9, no. 1 (December 2, 2021): p1. http://dx.doi.org/10.22158/wjer.v9n1p1.
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“Education, therefore, is a process of living and not a preparation for future living. John DeweyThe current study examines the impact of John Dewey’s democratic educational principles on the recent educational reforms in New South Wales, Australia, using data collected through semi-structured in-depth interviews, with open-ended questions, as part of case studies designed for this purpose. The participants in this study are all Australian educators (n=60), undertaking full-time and part-time academic posts, involving learning and teaching activities at universities and other higher educational institutions/providers in Sydney, Australia. As part of the case studies, the individual, personal, and professional teaching and learning journeys of the educators are sketched in details in relation to John Dewey’s four (4) key democratic educational reformative principles. Finally, this research study concludes by providing a realistic response to the following question: Given the current liberal and relatively democratic educational system in New South Wales, are the Australian educators truly given the opportunity to create a positive and constructive future vision for Australia, in general, and the Australian graduates, in particular. The current study further provides a realistic and clear-cut description of the hurdles facing the current educational system in New South Wales, Australia.
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Webb, Ashley A., Georgina L. Kelly, and Warwick J. Dougherty. "Soil governance in the agricultural landscapes of New South Wales, Australia." International Journal of Rural Law and Policy, no. 1 (March 29, 2015): 1–16. http://dx.doi.org/10.5130/ijrlp.i1.2015.4169.
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Soil is a valuable natural resource. In the state of New South Wales, Australia, the governance of soil has evolved since Federation in 1901. Following rapid agricultural development, and in the face of widespread soil degradation, the establishment of the Soil Conservation Service marked a turning point in the management of soil. Throughout the 20th century, advances in knowledge were translated into evolving governance frameworks that were largely reactionary but saw progressive reforms such as water pollution legislation and case studies of catchment-scale land and vegetation management. In the 21st century, significant reforms have embedded sustainable use of agricultural soils within catchment- and landscape-scale legislative and institutional frameworks. What is clear, however, is that a multitude of governance strategies and models are utilised in NSW. No single governance model is applicable to all situations because it is necessary to combine elements of several different mechanisms or instruments to achieve the most desired outcomes. Where an industry, such as the sugar industry, has taken ownership of an issue such as acid sulfate soil management, self-regulation has proven to be extremely effective. In the case of co-managing agricultural soils with other landuses, such as mining, petroleum exploration and urban development, regulation, compliance and enforcement mechanisms have been preferred. Institutional arrangements in the form of independent commissioners have also played a role. At the landscape or total catchment level, it is clear that a mix of mechanisms is required. Fundamental, however, to the successful evolution of soil governance is strategic investment in soil research and development that informs the ongoing productive use of agricultural landscapes while preventing land degradation or adverse environmental effects.
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Strange, Carolyn, Collin Payne, and Fiona Fraser. "Gender, intimate partner homicide, and rurality in early-twentieth-century New South Wales." Social Science History 46, no. 4 (2022): 777–800. http://dx.doi.org/10.1017/ssh.2022.18.
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AbstractRural criminological literature on lethal domestic violence and feminist historical research on the patriarchal judgment of women accused of killing male intimate partners (IPs) have developed a dystopic image of the past for nonurban women. This paper questions that impression by asking whether women were more likely than men to be convicted of IP murder, and whether rural women were treated more harshly than urban women. Through quantitative analysis of 221 IP murder trials in New South Wales, 1901–1955, plus four representative case studies, it reveals that women tried for IP murders in rural areas were treated more leniently than their urban counterparts and significantly less harshly than male perpetrators of IP homicide. This paper demonstrates how historical criminological analysis of illustrative qualitative evidence, grounded in quantitative data on locational distinctions, can expose significant variations over time and place in the fate of abused women prosecuted for IP homicide.
Dissertations / Theses on the topic "Sociolinguistics – New South Wales – Case studies"
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Schulz, Robinson Shirley Public Health & Community Medicine Faculty of Medicine UNSW. "Contextualizing implementation of the community health program: a case study of the Hunter region, New South Wales 1974 -1989." Awarded by:University of New South Wales. School of Public Health and Community Medicine, 2006. http://handle.unsw.edu.au/1959.4/26248.
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How health care is best provided remains topical, contentious, and political. Debates continue over funding allocation and the weighting placed on preventive, curative, institutional and community services. Such debates were evident in 1973 when a new Federal Labor Government began to reform Australia's health system by implementing a national Community Health Program policy. Implementation led to the establishment of community health centres and multi-disciplinary teams. Studies have generally concluded that community health centre teams have ???failed??? to achieve the goals of this policy. This study sought to answer one broad question. How was the community health program policy implemented, in what context did this event occur, what processes were used and why, and how did generalist community nurses participate? This case study of the Hunter Region, New South Wales, between 1974 and 1989, was based on data collected from four sources: over five hundred documents and archives, including relevant literature, epidemiological studies, centre records, official government and newspaper reports; 69 in-depth interviews with practitioners and administrators; and participant observation. The findings revealed that implementation was hindered by political, administrative and professional impediments. However, practitioners established and provided a broad range of relevant new services by changing the way they practised. Generalist community nurses worked with non-government, private and public organisations offering health, educational and social services. As boundary riders they filled structural holes and created social capital. Conclusions drawn were first, that context strongly influenced how public health policies were implemented and the services offered by different discipline groups. Second, teamwork would have been improved had pre-service health professional education fostered a common understanding of the aim of health care and the broader determinants of health. Third, a preventive orientation needed reinforcing via an organisational context, administrative processes, ongoing learning opportunities and leadership. Fourth, generalist community nurses??? commitment to a preventive approach was embedded in a growing understanding of people's circumstances and health problems. Finally, while policy implementation was constrained in the Hunter Region during the study period it achieved what its architects intended, that is, a broader mix of accessible services, and collaboration between organisations and groups as the boundaries that maintained their separation were bridged.
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Martinez-Fernandez, Cristina Built Environment Faculty of Built Environment UNSW. "Networks for regional development : case studies from Australia and Spain." Awarded by:University of New South Wales. School of Built Environment, 2001. http://handle.unsw.edu.au/1959.4/20482.
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This study investigates the role of regional networks for economic development (RENEDs) in regions suffering from industrial dislocation. It proposes that RENEDs significantly affect regional development. It also investigates the aspects of RENEDs that promote interorganisational collaboration on projects, and examines how RENEDs foster and manage them. The research uses a case study approach, and presents two regions suffering from the decline of their main economic source. These regions are the Hunter region of New South Wales (Australia) and the Le??n province of Castilla Y Le??n (Spain). A pilot study and a survey were conducted in both regions. Three types of analysis were applied: network, statistical and qualitative. The research method makes it possible to replicate research and develop a theory of regional networks for economic development. The results show that success of RENEDs is determined by capital investment generated by the projects, their influence in changing the economic bases of the regions, and the improvement to regional network capital. This study found that frequency of communication is a structural element that significantly affects the production of projects. However, other variables affect projects, such as external pressures from globalisation, government policies and ideologies, and internal constraints from the public, private and civic sectors. This thesis concludes that RENEDs have an important role in regional planning through the formulation of specific projects that target economic disparity. RENEDs represent a system of relationship that enrich the network capital of the regions as an important asset for their future.
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Murray, Janet Rosalind 1950. "The response of school libraries to the inclusion of students with disabilities in mainstream schools." Monash University, School of Information Management and Systems, 2000. http://arrow.monash.edu.au/hdl/1959.1/8079.
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Todd, Katherine. "Health Protection in NSW." Master's thesis, Canberra, ACT : The Australian National University, 2017. http://hdl.handle.net/1885/147911.
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Health protection involves the prevention and control of threats
to health from both communicable
diseases and the environment. I conducted a variety of projects
across the breadth of Health
Protection within NSW Health between March 2016 and October 2017
to fulfil the requirements of
the Masters of Philosophy in Applied Epidemiology (MAE).
My first placement was within the Enteric and Zoonotic Diseases
division of the Communicable
Disease Branch. A large outbreak of Salmonella Saintpaul occurred
in Australia between December
2015 and June 2016 with a total of 547 confirmed and probable
cases notified. When I commenced
in March 2016 this outbreak had been underway since December 2015
with no clear vehicle of
infection identified. I conducted a case-control study including
72 confirmed cases and 144 controls
from SA and NSW which identified that Mung bean sprout
consumption was reported by 40.6%
(28/69) of cases and 4.3% (6/140) of controls (OR 14.6, 95% CI
5.9-39.4). This outbreak led to a recall
of mung bean sprouts from an implicated sprouter in South
Australia and public messaging about
the safe preparation and consumption of bean sprouts.
In July 2016 six states and territories of Australia were
affected by a large outbreak of Salmonella
Hvittingfoss with 144 confirmed and suspected cases notified. I
led a coordinated multi-jurisdictional
investigation to identify the source of infection and control the
outbreak, including conducting a
case-control study. The epidemiological, microbiological and
environmental investigation implicated
consumption of rockmelon (OR 7.2, 95%CI 1.87-27.93) from a single
producer as a significant risk for
infection. The producer initiated a voluntary recall of the
product.
My second placement was in the Environmental Health Branch of
Health Protection. I completed a
review of the epidemiology of notifications in NSW to provide a
snapshot of elevated blood lead
levels in NSW and to inform an evaluation of the NSW elevated
blood lead surveillance system.
There were 9,486 notifications of elevated blood lead from
1997–2016, with an average annual
notification rate of 6.9 per 100,000. I analysed notification
data for by age, sex, geographic area,
exposure and occupation and compared notification rates over time
and between geographic
regions. I identified several limitations with the dataset that
made it difficult to analyse notification
rates, particularly by risk and exposure history and by blood
lead level, and made recommendations
to improve the data collection system. I also collected
qualitative data about the function of the
blood lead surveillance system by conducting face-to-face
interviews with key stakeholders
throughout NSW. Key areas for improvement in the system included
changes to the way data is
entered into the surveillance system, greater guidance for public
health units on following up
notifications, a review of the information collected on exposure,
and guidance regarding liaising with
occupational health regulatory agencies to ensure follow-up of
occupational notifications.
Through completing these projects, I made valuable contributions
to protecting the health of NSW
residents.
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Bentley-Williams, Robyn. "EXPLORING BIOGRAPHIES: THE EDUCATIONAL JOURNEY TOWARDS BECOMING INCLUSIVE EDUCATORS OF CHILDREN WITH DISABILITIES." University of Sydney, 2005. http://hdl.handle.net/2123/1855.
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Doctor of PhilosophyThe current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions in situated learning experiences in community settings. The contextual framework of the study focused on the development of the student teachers’ unique understandings and awareness of people with disabilities through processes of biographical situated learning. The investigation examined participants’ voluntary out-ofcourse experiences with people with disabilities across three community settings for the ways in which these experiences facilitated the participants’ emerging role understandings. These settings included respite experiences in families’ homes of young children with disabilities receiving early intervention, an after-school recreational program for primary and secondary aged children and adolescents with disabilities, and an independent living centre providing post-school options and activities for adults with disabilities. ii Two groups participated in the current study, each consisted of six student teachers in the Bachelor of Education Course at the Bathurst campus of Charles Sturt University. Group One participants were in the second year compulsory inclusive education subject and Group Two participants were in the third year elective early intervention subject. The investigation examines the nature of reflexive and reflective processes of the student teachers from subjective, conflict realities in an attempt to link community experiences with real-life issues affecting inclusive educational practices. The voluntary community experiences engaged the research participants in multi-faceted interactions with people with disabilities, providing thought-provoking contexts for their reflections on observations, responses and reactions to situations, such as critical incidents. The participants engaged in reflexive and reflective processes in records made in learning journals and in semi-structured interviews conducted throughout the investigation. Results were analysed from a constructivist research paradigm to investigate their emerging role understandings. Prior to this study there had been few practical components in the compulsory undergraduate inclusive education subject which meant that previously student teachers gained theoretical knowledge without the opportunity to apply their learning. Many student teachers had expressed their feelings of anxiety and uneasiness about what they should do and say to a person with a disability. Thus, the community experiences were selected in order to give a specific context for student teachers’ learning and to provide participants with expanded opportunities to consider their professional identity, social awareness and acceptance of people with disabilities. iii An analysis of the data demonstrated the centrality of reflection within a situated teaching and learning framework. Understandings of prior experiences and motivation were shown to interact with the outcomes of the community experiences through an on-going process of reflection and reflexivity. This reconstructing process encouraged learners to reflect on past, present and projected future experiences and reframe actions from multiple perspectives as a way of exploring alternatives within broader contexts. The data reveal the participants’ engagement in the community experiences facilitated their awareness of wider socio-cultural educational issues, while focusing their attention on more appropriate inclusive teaching and learning strategies. The reflective inquiry process of identifying diverse issues led participants to consider other possible alternatives to current community practices for better ways to support their changing perspectives on ideal inclusive classroom practices. The dialogic nature of participants’ on-going deliberations contributed to the construction of their deeper understandings of an inclusive educator’s role. The findings of the study identified external environmental and internal personal factors as contributing biographical influences which shaped the student teachers’ emerging role understandings. The results emphasised the value of contextual influences in promoting desirable personal and professional qualities in student teachers. Importantly, situated learning enhanced participants’ unique interpretations of their prospective roles. As a result of analysing their insights from interactions in community contexts, the student teachers had increased their personal and professional understandings of individuals with disabilities and broadened their perceptions of their roles as inclusive educators. Thus, the study found that encouraging a biographical reflexive and reflective orientation in participants was conducive iv to facilitating changes in their understandings. Overall, the outcomes had benefits for student teachers and teacher educators in finding innovative ways for integrating biographical perspectives into situated teaching and learning approaches. The study showed that contextual influences facilitated deeper understanding of role identity and produced new ideas about the nature of reflexivity and reflection in guiding student teachers’ learning. (Note: Appendices not included in digital version of thesis)
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Bie, Elizabeth B. A. "A feasibility study of the control of adults of Heliothis spp. by drifting a cloud of monosized droplets across a cotton field at night." Thesis, 1985. http://hdl.handle.net/2440/108817.
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Gillespie, Robert. "Valuing the environmental, social and cultural impacts of coal mining projects in NSW, Australia." Phd thesis, 2014. http://hdl.handle.net/1885/150971.
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The abundant and cost effective nature of coal as an energy source is reflected in forecasts of strong growth in global demand for coal, particularly from the non-OECD countries of China and India. New South Wales (NSW), with its abundant coal resources, is well placed to provide coal resources to meet this growth in demand through expansion of existing coal mines and the development of new mines. However, this would have a range of potential environmental, social and cultural impacts and would require Environmental Impact Assessment (EIA) under the NSW Environmental Planning and Assessment Act, 1979. Standard EIA encompasses a range of technical studies to assess the biophysical impacts of projects but provides no theoretical or practical framework for weighing up positive and negative impacts to determine if a project should proceed or not. The application of neoclassical welfare economics through benefit cost analysis (BCA) can remedy the deficiencies of standard EIA and aid in more efficient decision-making. This is particularly the case where nonmarket valuation methods are used to estimate the welfare effects of environmental, social and cultural impacts. Nevertheless, historically BCA and nonmarket valuation have rarely been undertaken as part of the NSW EIA process. This thesis addresses the significant gap that exists in converting the conceptually developed techniques of BCA and nonmarket valuation to practical application in the policy realm. It does this through the application of BCA, including nonmarket valuation, to a sequence of coal mining case studies over an 18 month time frame in a real policy setting. It finds choice modelling (CM) to be the preferred approach for the valuation of multiple impacts and mutually exclusive policy options. The thesis demonstrates that the community hold significant positive values for reducing the impacts of coal mining on streams, Aboriginal heritage, upland swamps, native vegetation and rural villages. The CM case studies also show that community welfare would be significantly reduced by any proposals that decrease the length of time that the mines provide employment. Social and cultural attributes are therefore relevant attributes for inclusion in CM studies of coal mining proposals. The thesis also provides evidence that the community holds positive economic values for the provision of biodiversity offsets, through planting and protection of vegetation in the landscape. Integration of the CM results into BCA demonstrates how nonmarket valuation can enhance the role of BCA as a tool for decision-making. While CM has a number of strengths over other nonmarket valuation methods, its application can also be associated with a number of methodological issues, particularly around the framing of the questionnaire. A number of attribute framing issues in the application of CM are examined. Split sample analysis in the CM applications is used to examine the impact of including additional policy relevant attributes in choice set design, providing cumulative impact information instead of project specific impact information and using different temporal payment vehicles. The nonlinearity of the attribute representing employment provided by the case study mines, is also investigated.
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Roberts, Leslee Anne. "A bound volume submitted for the degree of Masters of Applied Epidemiology." Master's thesis, 1994. http://hdl.handle.net/1885/145347.
Full textBooks on the topic "Sociolinguistics – New South Wales – Case studies"
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Gordon, Moira. Redundancy, employment and occupational status: Ex-steel industry employees, Newcastle, New South Wales. [Newcastle], N.S.W., Australia: Dept. of Economics and Institute of Industrial Economics, University of Newcastle, 1986.
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Rathbone, Ron. A very present help: Caring for Australians since 1813 : the history of the Benevolent Society of New South Wales. Sydney, Australia: State Library of New South Wales Press, 1994.
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An irresistible temptation: The true story of Jane New and a colonial scandal. Crows Nest, N.S.W: Allen & Unwin, 2008.
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1939-, Chaples Ernest A., and Nelson Hank, eds. Case studies in New South Wales electoral politics: A companion research study to The Wran Model : electoral politics in New South Wales 1981 and 1984. [Sydney]: Dept. of Govt. and Public Administration, University of Sydney, 1985.
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Gordon, Raymond Daniel. Power, Knowledge and Domination (Advances in Organization Studies). Liber, 2007.
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Finkelstein, David. Movable Types. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198826026.001.0001.
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This is an interdisciplinary study of the typographical web that underpinned and enabled skilled print trade networks across the anglophone world in the nineteenth and early twentieth centuries. It is a cultural history, the first study of its kind on international Victorian print networks. Morality, mobility, mobilization, and solidarity were central to how compositors and print trade workers defined themselves during this period. These themes are addressed in case studies on roving printers, striking printers, and creative printers, drawing on a range of unique primary and secondary sources covering Australia, Canada, England, Ireland, New Zealand, Scotland, South Africa, the United States, and Wales. The case studies explore the cultural values and trade skills transmitted and embedded by such creative compositors, the global print trade union networks that enabled print workers to travel across continents in search of work and experience, the trade actions reliant on mobilization and information sharing across the printing world, and the Victorian working-class literary culture that compositors and printers shared through such means as memoirs, poetry, prose, and trade news contributions to trade journals and other public outlets.
Book chapters on the topic "Sociolinguistics – New South Wales – Case studies"
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Johnstone, Kim. "Communicating Population Projections to Stakeholders: A Case Study from New South Wales." In Demography for Planning and Policy: Australian Case Studies, 71–89. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22135-9_5.
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Ross, Andrew. "Multi-level Integrated Water Governance: Examples from New South Wales and Colorado." In Multi-level Governance: Conceptual challenges and case studies from Australia, 361–84. ANU Press, 2017. http://dx.doi.org/10.22459/mg.11.2017.15.
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Carter, John. "Case 79: Suicide, Homicide, or Diabetes-Related Incident?" In Diabetes Case Studies: Real Problems, Practical Solutions, 293–95. American Diabetes Association, 2015. http://dx.doi.org/10.2337/9781580405713.79.
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I was recently contacted by the police department from a western New South Wales town to assist in their determination of the cause of death of a 51-year-old male. The specific question I was asked was: “Is the cause of death suicide, homicide, or a diabetes-related incident?”
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Helsloot, Angela. "Allambie Heights Public School, Sydney, Australia." In Systematic synthetic phonics: case studies from Sounds-Write practitioners, 11–22. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1355.
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Allambie Heights Public School is located on the Northern Beaches of Sydney, New South Wales, Australia. It is a Kindergarten to Year 6 school for students aged five to twelve years. The school is “committed to the pursuit of high academic achievement in a safe, secure, and caring learning environment. The programs offered are diverse, and challenge and inspire our students. Students, parents and staff work in partnership to create a vibrant learning community. Literacy, numeracy and technology are emphasized within learning programs”. The school motto, ‘Ever Aim High’, “underpins the school’s strong belief that each child needs to be recognized for their own achievements, celebrating success [both at] a school and personal level”. As a Positive Behavior for Learning school, the school values of respect, responsibility, and resilience are key to the success of our school community. We currently have 514 students and 51 staff in our school. Four students identify as Aboriginal and Torres Strait Islander and 14% of students come from a language background other than English. The school is in a high socio-economic area with a Family Occupation and Education Index (FOEI) of 17. The school Index of Community and Socio-Educational Advantage is 1,112.
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Osborne, Jo. "Managing Project-Based Workplace Learning at a Distance." In Global Challenges and Perspectives in Blended and Distance Learning, 99–106. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3978-2.ch007.
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This case description outlines the development of a Master’s course in Clinical Leadership involving a partnership arrangement between the University of Tasmania and a New South Wales (NSW) Area Health Service, where partners are based in different states, and course participants complete their studies predominantly in distance mode. Workplace learning through project implementation is core to the course. The university takes responsibility for the development and delivery of online units, while the health service partner has major responsibility for the coordination and assessment of workplace learning assignments, with the academic moderation of the university teaching team. The integration of theory-based units with project implementation has been well received by course participants. Distance factors provide significant challenges for course implementation. Early course evaluations have informed revisions to unit structures, but changes in the client base may force revisions to course delivery to maintain participant access to study materials and activities. Lecturers, health service instructors, course participants, and their workplace supervisors are all affected by changing dynamics.
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Osborne, Jo. "Managing Project-Based Workplace Learning at a Distance." In Adult and Continuing Education, 2018–25. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch117.
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This case description outlines the development of a Master's course in Clinical Leadership involving a partnership arrangement between the University of Tasmania and a New South Wales (NSW) Area Health Service, where partners are based in different states, and course participants complete their studies predominantly in distance mode. Workplace learning through project implementation is core to the course. The university takes responsibility for the development and delivery of online units, while the health service partner has major responsibility for the coordination and assessment of workplace learning assignments, with the academic moderation of the university teaching team. The integration of theory-based units with project implementation has been well received by course participants. Distance factors provide significant challenges for course implementation. Early course evaluations have informed revisions to unit structures, but changes in the client base may force revisions to course delivery to maintain participant access to study materials and activities. Lecturers, health service instructors, course participants, and their workplace supervisors are all affected by changing dynamics.
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
Conference papers on the topic "Sociolinguistics – New South Wales – Case studies"
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O'Hare, Daniel. "owards effective planning of trans-border city regions. Three Australian case studies." In 55th ISOCARP World Planning Congress, Beyond Metropolis, Jakarta-Bogor, Indonesia. ISOCARP, 2019. http://dx.doi.org/10.47472/sjzf2131.
Full textAbstract:
Polycentric city regions are expanding worldwide, often spanning national borders. Using literature review and document research, comparative case studies of regional planning of Australia’s emerging internal trans-border city regions are presented. The paper examines fifty years of trans-border planning efforts at three urbanizing borders of the Australian state of New South Wales, demonstrating different levels of commitment and success, partly depending on the proximity (or remoteness) of each trans-border city region to the capital cities in each state or territory. Evidence is provided that effective trans-border planning of city regions depends on overcoming differing levels of commitment to trans-border planning by the state jurisdictions involved.