Journal articles on the topic 'Students Victoria Social conditions'
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Hopkins, Liza, Greg Wadley, Frank Vetere, Maria Fong, and Julie Green. "Utilising technology to connect the hospital and the classroom: Maintaining connections using tablet computers and a ‘Presence’ App." Australian Journal of Education 58, no. 3 (July 3, 2014): 278–96. http://dx.doi.org/10.1177/0004944114542660.
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Reduced school attendance is a recognised risk factor for poorer outcomes both educationally and across a wide range of social, economic and personal indicators throughout life. Children and young people with chronic health conditions often have poor or disrupted records of school attendance due to periods of hospitalisation and time spent recuperating at home. Keeping students with health conditions connected to school and learning is critical to avoid a trajectory of school absence, disengagement from schoolwork and peers, reduced achievement in education and early school leaving. This paper reports on a research project conducted in Victoria, Australia, to connect 7–12 year old hospitalised children with their school using a specially designed Presence App run on a mobile tablet computer. Nine hospitalised students, their families and schools participated in the trial. Results indicate that the Presence App helped to create and maintain a social presence for the absent child in the classroom and keep students at risk of disengagement connected to school. Our research also showed that while the ‘Presence’ App complemented existing information and communication technology such as videoconferencing and email by connecting hospitalised student and school, it had added advantages over these modes of communication such as creating an on-going classroom presence for the hospitalised child while respecting privacy and attempting to minimise disruption in the hospital and classroom settings.
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Tracy, Jane M. "People with an intellectual disability in the discourse of chronic and complex conditions: an invisible group?" Australian Health Review 33, no. 3 (2009): 478. http://dx.doi.org/10.1071/ah090478.
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TO THE EDITOR: Goddard et al, authors of ?People with an intellectual disability in the discourse of chronic and complex conditions: an invisible group??1 are to be congratulated for raising discussion about one of the most vulnerable groups in Australia with respect to their receipt of optimal health care. The authors conclude that ?developing interventions and strategies to increase the knowledge of health care workers . . . caring for people with intellectual disabilities will likely improve the health care needs of this population and their families?. In relation to this identified need for health professional education and training in the care of people with intellectual disabilities, we would like to draw the attention of your readers to some work undertaken by the Centre for Developmental Disability Health Victoria (CDDHV) to address this issue. The CDDHV works to improve the health and health care of people with developmental disabilities through a range of educational, research and clinical activities. In recent years there has been an increasing awareness of the need for health professional education in this area. Moreover, as people with disabilities often have chronic and complex health and social issues, focusing on their health care provides a platform for interprofessional education and a springboard for understanding the essential importance and value of interprofessional practice. Recently, the CDDHV has taken a lead role in developing a teaching and learning resource that focuses both on the health care of people with disabilities and on the importance and value of interprofessional practice. This resource promotes and facilitates interprofessional learning, and develops understanding of the health and health care issues experienced by people with disabilities and those who support them. ?Health and disability: partnerships in action? is a new video-based teaching and learning package, produced through an interprofessional collaboration between health professionals from medicine, nursing, occupational therapy, physiotherapy, paramedic practice, health science, social work, speech pathology, dietetics and dentistry. Those living with a disability are the experts on their own experience and so their direct involvement in and contribution to the education of health care professionals is essential. The collaboration between those featured in the video stories and health professionals has led to the development of a powerful resource that facilitates students and practitioners developing insights into the health and health care issues encountered by people with developmental disabilities. We also believe that through improving their understanding of, and health provision to, people with disabilities and those who support them, health professionals will acquire valuable attitudes, knowledge and skills applicable to many other patients in their practice population. Jane M Tracy Education Director Centre for Developmental Disability Health Victoria Melbourne, VIC
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Bernard, Professor Michael Edwin, and Kate Walton. "The Effect of You Can Do It! Education in Six Schools on Student Perceptions of Well-Being, Teaching-Learning and Relationships." Journal of Student Wellbeing 5, no. 1 (August 9, 2011): 22. http://dx.doi.org/10.21913/jsw.v5i1.679.
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This research investigated the impact of a social and emotional learning program, You Can Do It! Education (YCDI), on different aspects of student social and emotional wellbeing. YCDI was implemented on a whole-school basis in six primary schools with six matched schools serving as controls. At the end of the school year, students in grade 5 in both types of schools completed the Attitudes to School Survey (Victorian Department of Education) and, again, at the end of the following school year when they were in grade 6. Results indicated significant improvements over time on different aspects of student well-being in the YCDI schools and not in the non-YCDI schools. The positive impact of a train-the-trainer model used in this study in a variety of schools under naturally occurring conditions holds promise for low-cost, preventive mental health programs.
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Bessa, Marina Nascimento, and Wellington Mendonça Amorim. "As circunstâncias de criação do diretório acadêmico da Escola de Enfermagem Alfredo Pinto (1955-1957)." Revista de Enfermagem UFPE on line 3, no. 2 (March 28, 2009): 405. http://dx.doi.org/10.5205/reuol.202-1995-3-ce.0302200928.
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ABSTRACTObjective: to examine the circumstances of the establishment Directory Jurandyr Manfredini Scholar at the School of Nursing Alfredo Pinto between 1955 and 1957. Methods: study historical and social and had as perspective the micro history, based on the documentary analysis and the social thought of Pierre Bourdieu. Results: in May of 1955 the Board Scholar at the School of Nursing Alfredo Pinto was named Jurandyr Manfredini, the season, and a doctor of authorized spokespersons of psychiatry headed the National Office of Mental Diseases, organ by which the school was conditional. Conclusion: the creation of the Academic Directory established itself as a new area of symbolic struggle, hitherto absent from the administrative and educational challenges faced by the Direction School. With the approach of the nursing students and leaders of student movement created the conditions to change the rules and regularities of political domination enrolled in school, this fact meant a victory in keeping the spirit of struggle in favor of the student who already has the participation in these discussions on education, the academic routine, the nurses, and social and political life of the Brazilian season. Descriptors: nursing history; nursing school; nursing.RESUMOObjetivo: analisar as circunstâncias da criação do Diretório Acadêmico Jurandyr Manfredini da Escola de Enfermagem Alfredo Pinto entre 1955 e 1957. Métodos: estudo histórico-social na perspectiva da micro-história, baseado na análise documental e no pensamento social de Pierre Bourdieu. Resultados: em maio de 1955 o Diretório Acadêmico da Escola de Enfermagem Alfredo Pinto foi denominado Jurandyr Manfredini, a época, médico e um dos porta-vozes autorizados da psiquiatria dirigia o Serviço Nacional de Doenças Mentais, órgão pelo qual a Escola estava subordinada. Conclusão: a criação do Diretório Acadêmico constituiu-se como um novo espaço de luta simbólica, até então ausente dos desafios administrativos e pedagógicos enfrentados pela Direção da Escola. Com a aproximação dos alunos de enfermagem as lideranças do movimento estudantil foram criadas as condições para se alterar as regras e regularidades políticas de dominação inscritas na Escola, tal fato significou uma vitória na manutenção do espírito de luta a favor do estudante já que possibilitou a participação desses em discussões relativas ao ensino, o cotidiano acadêmico, a enfermagem, e vida social e política brasileira da época. Descritores: história da enfermagem; escolas de enfermagem; enfermagem.RESUMENObjetivo: examinar las circunstancias de la creación del Directorio Académico Jurandyr Manfredini de la Escuela de Enfermería Alfredo Pinto entre 1955 y 1957. Métodos: el estudio es basado en el contexto histórico y social y tuvo perspectiva la microhistoria, del análisis documental y en el pensamiento social de Pierre Bourdieu. Resultados: en mayo de 1955, el Directorio Académico de la Escuela de Enfermería Alfredo Pinto fue nombrado Jurandyr Manfredini, en aquél momento, médico y un de los portavoces autorizados de la psiquiatría, a cargo de la Oficina Nacional de las Enfermedades Mentales, órgano mediante el cual la escuela estaba subordinada. Conclusión: la creación del Directorio Académico estableció un nuevo campo de lucha simbólica, hasta entonces ausente en los retos administrativos y desafíos educativos que enfrentaba la Dirección de la Escuela. Con el acercamiento de los estudiantes de enfermería a los dirigentes del movimiento estudiantil fueron creadas las condiciones para cambiar las reglas y regularidades de la dominación política vigentes en la escuela. Este hecho significó una victoria para mantener el espíritu de lucha en favor de los estudiantes, ya que posibilitó la participación de ellos en los debates sobre la enseñanza, la rutina académica, la enfermería, y la vida social y política brasileña de la época. Descriptores: historia de la enfermería; escuelas de enfermería; enfermería.
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Maheswari, K., and S. Kalaiselvan. "Socio Economic Conditions of Social Work Students." IOSR Journal of Humanities and Social Science 22, no. 01 (January 2017): 68–71. http://dx.doi.org/10.9790/0837-2201036871.
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Chikina, Tatiana Evgenyevna, and Oxana Gennadievna Kolarkova. "SOCIAL-PEDAGOGICAL CONDITIONS OF FIRST-YEAR STUDENTS’ ADAPTATION." Sovremennye issledovaniya sotsialnykh problem, no. 9 (November 15, 2015): 607. http://dx.doi.org/10.12731/2218-7405-2015-9-47.
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Guo, Jing, Sarah Marshall, Jessica-Leigh Glasser, and Jessica Spillers. "Learning Global Social Conditions: A Broader View for Social Work Students." Social Work Education 35, no. 1 (November 11, 2015): 3–17. http://dx.doi.org/10.1080/02615479.2015.1109072.
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Campbell, Lynda, and Margaret Kertesz. "Boys aged 9-12 years using the services of Anglicare Victoria: A three month population study." Children Australia 28, no. 3 (2003): 22–29. http://dx.doi.org/10.1017/s103507720000568x.
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This study was conducted in response to the concerns of staff within Anglicare Victoria about the presenting problems of boys aged 9-12 years across the various agency programs and the lack of systematic data about them. Under the umbrella of the Anglicare Victoria/University of Melbourne Social Work Partnership Program, a study was undertaken with the assistance of social work students on placement within the agency. A census-style survey was completed by AV staff members for any boy aged 9, 10, 11 or 12 years in an agency program during a three-month period. Non-identifying survey forms were returned for 203 boys and this article reports the major descriptive information and service implications derived from those returns.
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Nikonova, Elina I., Natalia V. Mamitova, Alfiya M. Ishmuradova, Sergey A. Yakovlev, Galina S. Dulina, and Natalya T. Kolesnik. "Management of Students’ Training in Conditions of Social Partnership." International Electronic Journal of Mathematics Education 12, no. 1 (December 21, 2016): 25–34. http://dx.doi.org/10.29333/iejme/595.
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Dvoinikova, Elena, Ekaterina Bakshutova, Natalya Beylina, Olga Telnova, and Julia Vasilieva. "Problems of social and psychological adaptation of students in conditions of social deprivation." E3S Web of Conferences 273 (2021): 10027. http://dx.doi.org/10.1051/e3sconf/202127310027.
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The article is devoted to changes in the level of empathy and some structural components of social and psychological adaptation caused by social deprivation in a pandemic, which is the purpose of the work. The paper presents the results of an empirical study conducted in the first semester of the 2020-2021 academic year, when Samara State Technical University students were on distance learning. The sample consisted of 248 first-year students. The basis of the observation is a longitudinal research, during which the communicative activity of students in interaction with the teacher and with each other was recorded. In addition, students solved situational problems containing a description of the conflict, for a way out of which they had to offer solutions: none, one or several. The study confirmed the hypothesis put forward about possible changes in the level of empathy, the ability to solve situational problems and social and psychological adaptation in general among students studying remotely. Isolation in a pandemic is an objective measure for which humanity was not ready.
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Kippen, Sandra, Bernadette Ward, and Lyn Warren. "Enhancing Indigenous Participation in Higher Education Health Courses in Rural Victoria." Australian Journal of Indigenous Education 35 (2006): 1–10. http://dx.doi.org/10.1017/s1326011100004117.
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AbstractThe poor health status of Australia’s Indigenous people is well-documented, as are the links between health and education. Aboriginal communities recognise the utmost importance of improving educational, physical, social and economic well-being in an environment where disproportionate numbers of Aboriginal students fail to complete secondary schooling. The aim of this paper is to highlight the issues of access, participation, retention and outcomes for Indigenous students wishing to study or currently studying health courses at a tertiary level. This project used a qualitative descriptive approach, conducting in-depth interviews with a number of key stakeholders and students in rural Victoria. Sixteen participants were interviewed, 14 of whom were from the Indigenous community.Participants identified key issues that were linked to the university and broader community environment. Factors in the university environment included lack of Indigenous staff within the mainstream university system, limited support and culturally inappropriate teaching that lead to negative learning experiences and poor motivation to continue with education. In the broader community, the isolating experience of leaving close-knit rural communities and the influence of past experiences on students’ aspirations for tertiary education was highlighted. The importance of community support and liaison with the university and marketing of health courses to the Indigenous communities in the region were key issues that participants identified as needing further attention.
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Игошина, Ирина, Irina Igoshina, Владимир Дресвянников, and Vladimir Dryesvyannikov. "Social market preferences of students." Russian Journal of Management 4, no. 3 (November 2, 2016): 393–400. http://dx.doi.org/10.12737/21971.
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Student community has always been looked at as a peculiar social barometer reflecting tendencies of public perception of social and economic reforms. The authors set a goal to study the values of the student community of a regional institution of higher education in modern Russia conditions as a basis for their life strategies. Analytical investigation lies not only in description of structural elements and characteristics of the social object under study, but also in finding out the courses determining its peculiarities and essence. The following sociological methods were used in the investigation: overt observation, content analysis of documents, mass survey, interviewing experts. The investigation of social and market behavior of students as the most dynamic group of the population makes it possible to assess the perception of reforms by the society, and not only in the present, but in the future as well, is practically important and necessary in work on developing social and economic reforms in Russia.
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Armonienė, Jūratė. "THE INFLUENCE OF SOCIAL CONDITIONS AND EDUCATION ON STUDENTS’ HEALTH." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 7, no. 3 (December 5, 2010): 28–34. http://dx.doi.org/10.48127/gu-nse/10.7.28b.
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The paper, based on publications and scientific research of Lithuanian and foreign authors, presents the actual of health status and physical activity of young people. Scientific evidence has become compelling that a sedentary lifestyle carries a risk for the development of coronary artery disease, obesity, hypertension, and other chronic diseases of adulthood. These problems manifest during adulthood, they are lifelong processes with origins in pediatric years. Socialization processes and motivational factors should be emphasized to promote actine lifestyles among the young. The aim of the study to research pupils‘ physical activity and health at V-XI forms of the Basanavičiaus secondary school in Vilnius. The tasks of the study were to investigate the scientific, pedagogical and medical literature on the chosen topic, to examine pupils‘ mental and physical working capacity per day and per week, to evaluate physical activity during leisure time and to find out the causes of the physical passivity. The methods of investigation. The following methods for the accomplishment of the study were used The analysis of the literary sources (pedagogical, sociological, medical). Pedagogical–sociological methods: questionanaire survey, interview, pedagogical experiment. Statistical analysis. Conclusion Mental working capacity is influented by the following factors: the teaching methodsmaterial, process of promotion, the organisation of the pupils daily routine, school anxiety, support within the family, rest, addcharge during the lesson. It was established that different factors influence pupils‘ physical activity. The most important being the school conditions, aims of the activity and value orientations through wich the social system regulates the behaviour of the personality. Pedagogical factors are also very important: daytime table, leisure, business. The task of the school is to organize the learning process: to create a balance between intellectual and physical activities, to create a timetable wich satisfies both the need for exersise and learning. Key words: physical activity, health, social and pedagogical conditions, motivation.
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Lukatska, Ya. "CONDITIONS FOR SOCIAL COMPETENCE FORMATION OF STUDENTS IN HIGHER SCHOOL." Pedagogy of the formation of a creative person in higher and secondary schools 3, no. 69 (2020): 10–14. http://dx.doi.org/10.32840/1992-5786.2020.69-3.1.
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Bakhmat, Nataliia. "STUDENTS SOCIAL HEALTH FORMATION IN THE CONDITIONS OF DISTANCE LEARNING." Педагогічні науки: теорія, історія, інноваційні технології 9(103), no. 9(103) (November 30, 2020): 98–109. http://dx.doi.org/10.24139/2312-5993/2020.09/098-109.
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The article analyzes the theoretical aspects of the students’ social health formation in terms of distance learning, substantiates the issues covered in the scientific literature on improving the level of social health of students. It is established that formation of students’ social health in the conditions of distance learning depends on their readiness to fully realize themselves in society, the ability to unleash their potential in all areas of the social environment, the ability to apply modern technologies for learning and the ability to overcome psychological barriers to communication with a teacher, peers and self-organization.
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Ivanov, Vyacheslav A., Julia M. Tsarapkina, Marina R. Zheltukhina, Yuriy P. Nechay, and Fatima K. Urakova. "Social education of students in the conditions of electronic learning." Revista Amazonia Investiga 11, no. 49 (February 11, 2022): 175–81. http://dx.doi.org/10.34069/ai/2022.49.01.19.
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The purpose of the article is to analyze the essence of the process of social education in the process of transforming the ideas of elegiac. Methodology: the article presents analysis of social education at the university. An electronic survey among students made it possible to identify significant elements for social interaction and the student's realization as a qualified specialist in cyberspace. Results: the article reveals the socializing potential of constructive use of electronic, remote, information and communication technologies. Organization of social education process in the context of e-learning contributes to training of specialists who are ready to implement effective interaction in order to achieve personal and professional results.
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Mason, Robb, and Shirley Randell. "Education and change in rural areas in the 1990s: Chicken Little was not wrong." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 7–17. http://dx.doi.org/10.47381/aijre.v2i1.266.
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The economic and social conditions of rural Victoria are changing. The concepts and practices that have supported the work of the Country Education Project (CEP) in rural Victoria have to change accordingly. The paper looks at the changes impacting upon rural Australia and examines in particular the subject of disadvantage. Disadvantage is a concept that in practice is drawn from a period of stability and relative affluence. Present circumstances may well require a different interpretation, one more in accord with lifelong educational principles. The policy development of the CEP is then analysed and challenges and issues for that organisation outlined.
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Kirkwood, Keith. "The SNAP Platform: social networking for academic purposes." Campus-Wide Information Systems 27, no. 3 (June 29, 2010): 118–26. http://dx.doi.org/10.1108/10650741011054429.
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PurposeThis paper aims to introduce an enterprise‐wide Web 2.0 learning support platform – SNAP, developed at Victoria University in Melbourne, Australia.Design/methodology/approachPointing to the evolution of the social web, the paper discusses the potential for the development of e‐learning platforms that employ constructivist, connectivist, and participatory pedagogies and actively engage the student population. Social networking behaviours and peer‐learning strategies, along with knowledge management through guided folksonomies, provide the back‐bone of a social systems approach to learning support.FindingsThe development of a cloud‐based read‐write enterprise platform can extend the responsiveness of the learning institution to its students and to future e‐learning innovations.Originality/valueThe full potential of e‐learning platforms for the development of learning communities of practice can now be increasingly realised. The SNAP Platform is a step in this direction.
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Hidayah, Yayuk, Yusuf Faisal Ali, and Anis Suryaningsih. "Pro-Social Behaviour Analysis of Students through Students’ Organizations." JETL (Journal of Education, Teaching and Learning) 5, no. 2 (September 30, 2020): 369. http://dx.doi.org/10.26737/jetl.v5i2.1482.
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<p><span>Student organization as a place to develop the talents of the students in the form of aspirations, ideas, and creativity to provide opportunities for students to be able to nurture their sense of organization. In student organizations, students are met with certain conditions that bring on pro-social attitudes. </span><span>The purpose of this study is to analyze, describe, and assess the pro-social behaviour of students through student organizations. This research is descriptive qualitative research. Collecting data through observation, interviews and documentation. Analysis of the data is done by using the model of Miles and Huberman. This study results that students involved in student organizations have social behaviours such as empathy, social responsibility, and low egocentrism. </span><span>The factors that affect student Pro-social attitudes are the environment, knowledge and personality. Mankind as the main source in the organization should be able to develop individuals with certain criteria. Coaching intensively and encouragement over the ownership of Pro-social attitudes for students are solutions to the emergence of the smart and good citizen.</span></p>
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Thielking, Monica, and Shane R. Jimerson. "Perspectives Regarding the Role of School Psychologists: Perceptions of Teachers, Principals, and School Psychologists in Victoria, Australia." Australian Journal of Guidance and Counselling 16, no. 2 (December 1, 2006): 211–23. http://dx.doi.org/10.1375/ajgc.16.2.211.
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AbstractSchool psychologists have a unique and multifaceted role within schools and must work with a variety of stakeholders. Therefore, it is important to explore and understand the perspectives of other educational professionals regarding the roles of school psychologists. This study examined the perspectives of principals (N = 21), teachers (N = 86), and school psychologists (N = 81) regarding what they believe should be the role of school psychologists. Participants were working in Catholic, Independent, and Government primary and secondary schools across Victoria, Australia. Results revealed both similarities and differences between the three groups regarding perspectives about school psychologists' role. For instance, the three groups shared similar perspectives that school psychologists should: (a) conduct research on issues relevant to the school, (b) be up-to-date on relevant research, (c) conduct psychological assessments, (d) provide counselling to students, (e) organise group programs for students, (f) organise workshops and provide information to teachers on issues of students' welfare and (g) inform primary students' parents of their child's participation in counselling. However, the three groups also differed in their perspectives about some aspects of the school psychologists' role. It was notable that each of the differences in perceptions between the groups had implications for potential ethical dilemmas, for instance: (a) boundaries, (b) dual relationship, (c) confidentiality/who is the client? and (d) informed consent. Implications for practice and scholarship in the field of school psychology are discussed.
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Thacore, Vinod Rai, and Shashjit Lal Varma. "A Study of Suicides in Ballarat, Victoria, Australia." Crisis 21, no. 1 (January 2000): 26–30. http://dx.doi.org/10.1027//0227-5910.21.1.26.
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Objective:To study suicides occurring in Ballarat with regard to incidence, demographic variables, possible causal factors, and association with psychiatric disorders over a period of 5 years. Method:A detailed review of the coroner's record of every suicide occurring during 1992-1996 was undertaken. Information was obtained on socio-demographic variables, method and circumstances of suicide, and associated psychiatric disorders in each case and subjected to psychological autopsy. Results:75 suicides were recorded. The male to female ratio was 4:1 and average age was 43 years. 60% had associated psychiatric illnesses, mainly affective disorders. Carbon monoxide self-poisoning accounted for 40%, firearms for 30%, and hanging, overdose, asphyxia and other methods for the remaining 30%. It was statistically significant that the younger age group preferred firearms to other methods, and that their suicides were precipitated by interpersonal conflicts. Social and personal difficulties were associated in 33%, and triggering factors were present in 40%. Previous suicide attempts were present in 28%, while 32% had manifest behavior changes preceding suicides or verbalized their intent to suicide. Conclusions:Suicide rates in Ballarat were higher than the average overall Victorian and Australian rates. After a consistent decline over 4 years an increase occurred in 1996. The preferred method of suicide was carbon monoxide, although the young preferred firearms. Demographic and other psychosocial factors were similar to the rest of Australia. Unemployment was not a significant factor. Psychiatric conditions, personal and social problems figured prominently as factors of etiological significance in suicide subjects.
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Badura, Aleksandra, Karina Melnyk, Katríne Snarska, Eryka Sitko, Anna Szargiej, and Monika Tarkowska. "Social work. Social distance. Mental health. Competency-oriented education workshops conducted online by social work students." Praca Socjalna 36, no. 1 (February 28, 2021): 71–78. http://dx.doi.org/10.5604/01.3001.0014.7776.
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The authors present the On-line on-Soul student education initiative, which was directly stimulated by the change of the form of academic education in the period of increasing COVID-19 threat. The substantive focus of group activity was the opportunity to discuss the consequences of the global state of isolation for the mental health of people and social groups, and to conduct it in the conditions of remote communication. The process, initiated in April 2020, is an example of good practice in education for social work, which – in the changed conditions of new everyday life – develops key professional competences: the ability to cooperate, closeness, openness as well as learning and giving meaning to crisis situations.
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Jakubowicz, Andrew, and Devaki Monani. "Mapping Progress : Human Rights and International Students in Australia." Cosmopolitan Civil Societies: An Interdisciplinary Journal 7, no. 3 (December 1, 2015): 61–80. http://dx.doi.org/10.5130/ccs.v7i3.4473.
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The rapid growth in international student numbers in Australia in the first decade of the 2000s was accompanied by a series of public crises. The most important of these was the outbreak in Melbourne Victoria and elsewhere of physical attacks on the students. Investigations at the time also pointed to cases of gross exploitation, an array of threats that severely compromised their human rights. This paper reviews and pursues the outcomes of a report prepared by the authors in 2010 for Universities Australia and the Human Rights Commission. The report reviewed social science research and proposed a series of priorities for human rights interventions that were part of the Human Rights Commission’s considerations. New activity, following the innovation of having international students specifically considered by the Human Rights Commission, points to initiatives that have not fully addressed the wide range of questions at state.
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Margalit, Malka, and Ilana Ben-Dov. "Learning Disabilities and Social Environments: Kibbutz versus City Comparisons of Loneliness and Social Competence." International Journal of Behavioral Development 18, no. 3 (September 1995): 519–36. http://dx.doi.org/10.1177/016502549501800308.
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In order to explore aspects of loneliness and social competence of learning disabled students in relation to specific environmental contexts, this study focused on children in two different social systems: a kibbutz and a city. The aim of the study was to investigate the social skills and loneliness patterns among 122 students with learning disabilities (LD) in self-contained special classes within regular school systems (66 kibbutz students; 56 city students) and among 120 nondisabled (nonLD) students within these same environmental conditions (69 kibbutz students; 51 city students). A four-way MANCOVA (LD/nonLD X kibbutz/city X male/female X lower/higher grades, with age as covariate) was performed for self-reported loneliness and empathy, peer-rated sociometric measures, teacher-rated social skills, and classroom adjustment as the dependent measures. LD youngsters were found to be less socially competent and more lonely than their nonLD peers in all social competence areas, and as assessed by three sources of information. When compared with LD city students, LD kibbutz students were evaluated by their teachers as demonstrating fewer maladaptive externalising behaviours, and by their peers as having more friends. Social contexts did not differentiate between the two LD groups' feeling of loneliness or rates of peer acceptance, and it can be concluded that students with LD were found to experience loneliness regardless of gender or environmental conditions.
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Canter, Marielle J., and Stephen N. Ndegwa. "Environmental Scarcity and Conflict: A Contrary Case from Lake Victoria." Global Environmental Politics 2, no. 3 (August 2002): 40–62. http://dx.doi.org/10.1162/152638002320310527.
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The thesis that environmental scarcity leads to violent conflict in many parts of the developing world has become ascendant in the literature and has gained much publicity in policy circles in the last decade. According to students of environmental scarcity and conflict, the most conflict-prone renewable resource is fresh water. Indeed, Lake Victoria (the world's second largest fresh water lake, shared by three African countries and affecting or affected by nine others in the basin) exhibits the conditions one would expect, based on the literature, to pro duce conflict, and sooner rather than later. However, based on research includ ing fieldwork conducted in June-July 2000, our findings indicate that while en vironmental degradation is evident in the magnitude expected to trigger conflict, violent conflict has not occurred. This paper seeks to explain why this is so, which may suggest how developing nations can avert the supposed trajec tory into violent conflict.
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Kalinina, Natalia V., Muliat M. Tkhugo, Lyudmila P. Shipovskaya, Svetlana I. Matafonova, Tatyana L. Khudyakova, and Lyubov I. Kazakova. "Social network activity of students in conditions of an epidemiological threat." World Journal on Educational Technology: Current Issues 13, no. 4 (October 31, 2021): 749–57. http://dx.doi.org/10.18844/wjet.v13i4.6262.
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The period of restrictions on social contacts introduced by the governments of different countries increased the time spent by users in social networks. The paper aims to analyze the Internet activity of students in social networks as a way of overcoming interaction difficulties in the context of an epidemiological threat. The research used the observation method and questionnaires to collect data for this research. The sample for the research consisted of 300 students between ages of 18 and 22, who were purposively sampled. Using content analysis and the statistical program for social sciences, the collected data were analyzed. As a result of the study, it was established that the Internet activity of students in social networks in the context of an epidemiological threat and globalization in general, determines the level of development and the content framework of a person's self-attitude. Keywords: activity; epidemiological threat; social network; manifestations of activity; self-attitude
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Poljski, Carolyn, Regina Quiazon, and Chau Tran. "Ensuring Rights: Improving Access to Sexual and Reproductive Health Services for Female International Students in Australia." Journal of International Students 4, no. 2 (April 1, 2014): 150–63. http://dx.doi.org/10.32674/jis.v4i2.475.
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Drawing on the research and advocacy work being conducted by the Multicultural Centre for Women’s Health (MCWH), a national community-based organization in Victoria, Australia, the paper analyzes female international students’ experiences with accessing sexual and reproductive health information and services. Accessibility of sexual and reproductive health services is one of a number of areas identified by MCWH in which international students experience unequal treatment. The limitations of international students’ mandatory health insurance is of particular concern because it appears to conflict with Australia’s human rights obligations to take all appropriate measures to eliminate discrimination and to ensure appropriate services in connection with pregnancy. Given the social, cultural and economic benefits international students bring to the country in which they choose to study, state action on equitable health access for international students is urgently called for.
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Padalka, G. M. "Social and educational openness of professional art education: conditions for ensuring." Musical art in the educological discourse, no. 2 (2017): 8–13. http://dx.doi.org/10.28925/2518-766x.20172.813.
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The article reveals the problem of providing social and educational openness of arts education based on the achievement of personal motivation and interaction targeting students in vocational preparation. It is determined pedagogical conditions and methods of encouraging students to self-realisation through their creativity and implementationof integration approaches to acquiring personal and social-oriented experience in personality’s professional activities. One of the possible ways of “combined”, mutual education of personal motivation and professional goalsetting is the method of “professional-problem reflexion”. Obtained effective results encourage students to recognize the contradiction between the learning goal and the real, concrete existence. Effective results obtained encouraging students to realize the contradiction between the goal of training and real, concrete existence. Thus, social and practical openness training of education arises as a pedagogical response to the needs of modern life and means such orientation in professionals’ training, in which in which the identification of the processes of personal self-determination of students and the satisfaction of the needs of sociocultural practice is maximized. The main conditions for the implementation of social and educational openness of education include: - development of special techniques that engage students in active forms of paid professional activity; - strengthening the practical aspect of learning, overcoming isolation academic curriculum; - implementation of learning technologies that could radically free time for students self-study. Overall, the achievement of a balance between spontaneously-personalized forms of acquiring life experience and scientifically-based areas of educational forecasting can actively contribute to the realization of the tasks of personal self-determination of future specialists to meet the needs of socio-cultural practices in in today’s conditions.
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Perkins, Natasha, Bobby Luke, Nan O'Sullivan, Maria Rodgers, Rebecca Kiddle, Katarina Anaru, Cally O'Neill, Leanna Dey, and Dana Fridman. "A Recipe for Kai-dness." Counterfutures 12 (August 15, 2022): 145–59. http://dx.doi.org/10.26686/cf.v12.7725.
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This paper provides a recipe for Kai-dness, as designed by staff and students from Te Herenga Waka, Victoria University of Wellington’s Faculty of Architecture and Design Innovation. It sets out both the ingredients and the method for Kai-dness. It celebrates the associated lessons learned and the agents of change who combined as ‘the Kai-dness Crew’ to facilitate conversation and collaboration through commensality, the sharing of kai. The plate this was served upon was the fifth Social Movements, Resistance, and Social Change Conference in November 2020. This paper suggests that there is power in the sharing of kai to aid the social transitions required in moving towards more positive futures.
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Fukunishi, Isao. "Social Desirability and Alexithymia." Psychological Reports 75, no. 2 (October 1994): 835–38. http://dx.doi.org/10.2466/pr0.1994.75.2.835.
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We examined the influence of alexithymia on social desirability among 215 Japanese college students. Alexithymic-scoring students who showed a lack of communicating their feelings to other people were likely to indicate higher scores on hostility and lower scores on social desirability. The scores on hostility were negatively correlated with those on social desirability. Recent studies have shown that alexithymia is positively correlated not only with neurotic and psychotic conditions but also with neuroticism. Unfavorable expression of hostile feelings by alexithymic-scoring students may be related to their lower scores on social desirability.
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Grishaeva, S. A. "Social transformations within the conditions of digital environment." Moscow State University Bulletin. Series 18. Sociology and Political Science 26, no. 1 (June 24, 2020): 70–81. http://dx.doi.org/10.24290/1029-3736-2020-26-1-70-81.
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The digital environment is forming new social reality: the structure of society and principles of formation and functioning of social groups are being changed, identity is being blurred, as well as the labor, education and consumption markets are experiencing changes. These changes demand serious social thought. The article presents social inequality transformation issues in conditions of digitalization and its probable reasons. In particular, some of the reasons, that influence new inequity forms, are: identity bounds violation, due to technological progress affecting personal space; simultaneous existence of virtual (online) and real (offline) spaces, severely increased multiplicity of statuses (including fictional), migration virtualization, and transition of some parameters from rank to nominal, etc. Digitalization also impacts on social institutions, such as education one. For instance, part-time or full switch to online-education is gaining popularity. The article shows some researches among students about online educational programs: respondents claim that the traditional and online models should be combined. For sure, online platforms have advantage in access to variable sources, such as particular online courses, subscription to EJ, useful data bases, permanent chatting with students and professors, etc. In addition, it is assumed that the social structure of the education system that has implemented e-learning becomes less hierarchical, which is associated with the digitization of the text.
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Ahmadian, Maryam, and Atefeh Ferdosipour. "Investigating the relationship between social networks and social health of students." International Journal of Emerging Trends in Health Sciences 5, no. 2 (August 31, 2021): 25–31. http://dx.doi.org/10.18844/ijeths.v5i2.5467.
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Social networks are new media and many people, especially students, are unfamiliar with various effects of these networks on their lives; hence, it seems necessary to conduct more research on their effects on students’ lives and health conditions. This study aimed to investigate the relationship between social networks and social health of a group of students. The study used a descriptive-correlational approach. The study population consisted of all the students at Islamic Azad University, East Tehran Branch, Iran, among whom 200 individuals were enrolled using simple random sampling method. Young’s Internet Addiction Test and Keyes’ Social Health Questionnaire were used to collect the data. The data was analyzed using one-sample t-test, Pearson correlation test, and regression analysis. Based on the findings, there was a significant relationship between the students’ social networking activities and their social health. Keywords: Social health; social networks; new media
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Richardson, Kinewesquao/Cathy, Qwul'sih'yah'maht/Robina Thomas, Kundoque/Jacquie Green, and Naadli/Todd Ormiston. "Indigenous Specializations: Dreams, Developments, Delivery and Vision." Australian Journal of Indigenous Education 41, no. 2 (December 2012): 173–80. http://dx.doi.org/10.1017/jie.2012.16.
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This article documents the establishment of the Indigenous Specializations program in the School of Social Work at the University of Victoria. In the absence of funding for Indigenous programs, First Nations professors Robina Thomas and Jacquie Green developed the Indigenous Specializations program ‘off the side of their desk’. This article describes the process of creating a culturally specific program for Indigenous students in a mainstream university. Many of the challenges depicted in the article are ongoing, alongside various successes and victories for Indigenous graduates.
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Maher, JaneMaree, Sharon Pickering, and Alison Gerard. "Privileging Work Not Sex: Flexibility and Employment in the Sexual Services Industry." Sociological Review 60, no. 4 (November 2012): 654–75. http://dx.doi.org/10.1111/j.1467-954x.2012.02128.x.
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We present findings from a study of sex workers recruited in indoor licensed premises in Victoria. While the study addressed regulation, enforcement and working conditions, we focus on the value of flexible well-paid work for two particular groups of female workers (parents and students). We link this issue of flexibility to broader gendered employment conditions in Australia, arguing the lack of comparable employment is crucial to understanding worker decisions about sex work. Debates and regulation focus on gendered inequalities related to heterosexuality much more than they recognize gendered inequalities related to labour market conditions. The focus on criminalization, harm, exploitation and stigma obscures the centrality of work flexibility and conditions to women's decision-making. A more direct focus on the broader employment context may produce better recognition of why women do sex work.
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MKRTUMYAN, MELS, LILIT MKRTUMYAN, and LILIT SARGSYAN. "PSYCHOLOGICAL SAFETY ISSUES OF TRANSFORMATION OF STUDENTS’ SOCIAL PERCEPTION IN CRISIS CONDITIONS." Main Issues Of Pedagogy And Psychology 7, no. 1 (April 19, 2015): 96–104. http://dx.doi.org/10.24234/miopap.v7i1.100.
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The article discusses the particular manifestations of psychological transformation of students’ social perception in crisis conditions and also the issues of their impact on person’s psychological safety. The particularities of forming of social perception and the mechanisms of transformation in features of psychological safety of students in crisis are revealed experimentally. The self-esteem of students’ identified character, the intelligence, as well as the level of aspiration are investigated. The features and psychological determinants of changes in the characteristics of psychological safety are taken into consideration in the article.
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Kantor, V. Z. "Inclusive Higher Education: Special Environmental Conditions for Teaching Disabled Students." Psychological-Educational Studies 11, no. 3 (2019): 44–56. http://dx.doi.org/10.17759/psyedu.2019110304.
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Taking into account the experimentally recorded nomenclature of the specific educational and social needs of students with disabilities and in the context of the notion that the adapted basic professional educational program at the university involves the adaptation of the conditions for obtaining education rather than its content, the structure of the adapted environment of the university as an ordered set of information and educational institutions is characterized architectural, spatial, socio-psychological and rehabilitation-educational the conditions necessary for the successful development of students with disabilities the normative content of the educational program, specified by the Federal State Educational Standard of Higher Education. Within the framework of the corresponding logic and based on practical experience, the place is determined for special technical educational and social facilities, special formats for organizing and teaching methodological support of the educational process, as well as psychological and social rehabilitation support for students with disabilities, etc. in the system of inherent attributes of the university adapted basic professional educational program.
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Uvarina, N. V., and A. V. Savchenkov. "OF FLEXIBLE SKILLS OF YOUNG PEOPLE IN THE CONDITIONS OF SOCIAL PARTNERSHIP." Современная высшая школа инновационный аспект, no. 1 (2021): 78–85. http://dx.doi.org/10.7442/2071-9620-2021-13-1-78-85.
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The problem of social partnership as a leading mechanism for educating students ‘ flexible skills is discussed. Social partnership is understood as cooperative activities aimed at the exchange, combination and joint use of economic, material, technical and human resources resulting in educating flexible skills of the regional young people, demanded on the labor market today. It is noted that social partnership helps balance the lower role of the public and civic society institutions in the process of young people social development. It is noted that that social partnership principles are: synergy, advance, diversification and trust of social partners flexible skills of students inventiveness, ethic, sociability, independence, self motivation, ability to cooperate, activity, vigor, desire for self education, self development etc. are specified on the basis of theoretical analysis of the modern scientific literature. It is supposed that empathy and emotional intellect may be considered as students’ flexible skills. Empirical results of the study of emotional intellect formation level and empathy as key flexible skills of students are presented.
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D'Arca, Renato. "Social, Cultural and Material Conditions of Students from Developing Countries in Italy." International Migration Review 28, no. 2 (1994): 355. http://dx.doi.org/10.2307/2546737.
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Galatskova, Irina A., and Elena L. Petrenko. "EDUCATIONAL AND SOCIAL SUCCESS OF UNIVERSITY STUDENTS: LEARNING PROCESS AND ACHIEVEMENT CONDITIONS." Volga Region Pedagogical Search 32, no. 2 (2020): 75–80. http://dx.doi.org/10.33065/2307-1052-2020-2-32-75-80.
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Ponomareva, Yu S. "NORMATIVE, INSTRUMENTAL AND PEDAGOGIC CONDITIONS FOR STUDENTS’ SAFE WORK IN SOCIAL NETWORKING." Otkrytoe i distantsionnoe obrazovanie, no. 1(65) (March 1, 2017): 65–71. http://dx.doi.org/10.17223/16095944/65/9.
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Rodina, Olga Nikolaevna. "Pedagogical Conditions for Developing Students’ Social Interaction Competence in Collaborative Learning Activity." Pedagogika. Voprosy teorii i praktiki, no. 5 (October 2020): 610–14. http://dx.doi.org/10.30853/ped200137.
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D'Arca, Renato. "Social, Cultural and Material Conditions of Students from Developing Countries in Italy." International Migration Review 28, no. 2 (June 1994): 355–69. http://dx.doi.org/10.1177/019791839402800207.
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Recent immigration to Italy features certain traits, one of which is the high rate of educational attainment by immigrants. According to various evaluations (ISPES, 1990), 59 percent of the immigrant population obtained a high school diploma, while 13.5 percent possessed a university degree. For approximately five years, the CE.R.FE. (Research and Documentation Center) has conducted research on the social, cultural and material conditions of immigrant university students, highlighting the ambiguity of their condition (in addition to their perceptions of themselves) oscillating continuously between the status of student and immigrant. In particular, sample research was conducted 2 on non-EC university students present in Milan, Perugia, Rome, and Bari. The study was able to compare data collected at different times to information in a first study conducted in 1986, 3 and a second completed in 1990. It is interesting to note that these different research periods coincided with intensive legislative action by the government promulgated two laws regulating non-EC immigration, Law No. 943/86 and Law No. 39/90. Increased interest on the part of the government as well as of the public and press toward the immigration problem influenced – even though marginally – the development of the students’ non-EC immigrant perceptions of themselves and their roles.
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SAIKO, N., and O. KUPRIANOVA. "SOCIAL - PSYCHOLOGICAL CONDITIONS OF FUTURE SOCIAL TEACHERS’ PROFESSIONAL TRAINING IN THE MODERN SYSTEM OF UKRANIAN HIGHER EDUCATION." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 26 (April 7, 2021): 181–85. http://dx.doi.org/10.33989/2075-146x.2020.26.227643.
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Conditions for improving the professional training of future social pedagogues are considered. Contradictions in the professional training of future social educators are analyzed. The results of a statement experiment are presented, which confirm the need to improve the professional training of future social educators. Thus, the majority (69%) of students showed a low level of readiness for professional activity; middle level - is 23%. Only 8% of students belong to a high level of professional readiness, which implies the following components: formation of clear plans for the realization of their own identity in the future; implementation of real practical steps to achieve them. Those students are characterized by social activity (participation in scientific competitions, projects, etc.) and an active attitude to one's own life; use of interest classes as a mechanism for implementing their plans; have formed a subjective position in the interaction and use rational their free time. The concept of "social and psychological conditions" is specified and the necessity of realization of such social and psychological conditions is substantiated. First, the inclusion of the future professional in various activities in which professional knowledge is acquired, skills are formed and, as a result, self-confidence emerges.
These types of activities include volunteering in various organizations that solve socio-pedagogical problems, participation in international and domestic projects, organizations, student associations. Secondly, it is creating opportunities to attract various material resources, lobbying for socio-pedagogical work and attracting public attention to them. One of the methods that helped to implement these areas was the method of project creation and obtaining grants for their implementation. Learning to create socio-pedagogical projects, students get acquainted with the specifics of defining the purpose of projects, structure, tasks, principles of selection of project activities, the rules of preparing a project work plan and budget, improve skills to predict results and efficiency.
Third, we identified the need to form a worldview of students, which involves the development of leadership skills, a positive attitude to life, a responsible attitude to their own mental and physical health.
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Thayib, Thayib, and Abdulloh Hamid. "Social Entrepreneurship as Students’ Social Transformation in an Indonesian Islamic University." AL-ISHLAH: Jurnal Pendidikan 14, no. 2 (May 20, 2022): 1183–98. http://dx.doi.org/10.35445/alishlah.v14i2.2013.
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This research aims to find out the work of students as young social entrepreneurs who are supported by curriculum instruments, understand the process of students consolidating themselves as young social entrepreneurs as well as thinkers, and the emergence of new awareness among students as young social entrepreneurs figure. This research is descriptive qualitative research. Informants in the study numbered 70 students who had businesses such as culinary, service providers, fashion, and others. However, the participants who were willing to be interviewed were only 9 students. Data collection is done through interviews, then the data is analyzed through data reduction, data presentation, and conclusion drawing. The results of the study showed that there was a change in student self-orientation as an agent of change characterized by the process of consolidation into a young social entrepreneur who has the ability to find loopholes and opportunities outside of their academic tasks. The ability to do this cracking zone, actually students want to get out of their comfort zone while trying to realize new awareness to become young social entrepreneurs in the midst of uncertain social, economic, and political conditions.
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Moll, Rachel F., Wendy Nielsen, and Cedric Linder. "Physics Students' Social Media Learning Behaviours and Connectedness." International Journal of Digital Literacy and Digital Competence 6, no. 2 (April 2015): 16–35. http://dx.doi.org/10.4018/ijdldc.2015040102.
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Drawing on a complexity thinking perspective on learning, the conditions of emergence for complex systems were used as an analytic framework to characterize social media learning behaviours for their potential to promote connectedness. The authors' analysis identifies trends in secondary and tertiary physics students' social media use from focus group interview data and characterizes the nature of these behaviours for their potential to benefit students' understanding of the content of science curricula. While the authors' study focuses on physics learning, they propose implications that extend to other science learning contexts vis-a-vis how to transform connectivity learning behaviours into connectedness learning behaviours.
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Khrapov, Sergey A., Liudmila V. Baeva, Alexander V. Grigorev, and Dmitriy A. Bibarsov. "Virtual Gamification and Problems of Students’ Social Interaction." Galactica Media: Journal of Media Studies 4, no. 3 (October 3, 2022): 237–48. http://dx.doi.org/10.46539/gmd.v4i3.323.
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The article concerns the systemic problem of students’ social interactions in the context of digitalization of education and usage of virtual gamification technologies in pedagogical process. The authors conducted an interdisciplinary analysis of influence of the phenomena and conditions of virtual gamification on the “vertical” and “horizontal” processes of students’ social interactions, which determine constructive or destructive vectors of their socialization and professionalization in a digital society. The authors concluded that professional use of gamification pedagogical technologies can significantly reduce the social risks of digitalization of education and increase the level of safety of communicative and educational environment.
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Gaudry, Adam. "Editor's Introduction." Arbutus Review 3, no. 2 (December 5, 2012): 1–5. http://dx.doi.org/10.18357/tar32201211637.
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The University of Victoria, in many ways, is a special place. It is one of the few universities in Canada where Indigenous issues are taught, discussed, and debated with the attention and care they deserve—and thanks to a cadre of excellent faculty and instructors, the debate has been a respectful one. The sizeable Indigenous faculty presence on campus, as well as a variety of programming options has created a healthy space for Indigenous scholarship. Perhaps one of the most important aspects of UVic is the constant acknowledgement that UVic is situated on the lands of the Coast and Straits Salish people. The presence of local Indigenous peoples—students, faculty, staff, and community members—as well as Indigenous peoples from further afield, makes for an enriching intellectual and social environment for those of us who study Indigenous issues here. In this atmosphere, learning extends to places outside of the classroom and provides for dynamic relationships with new people from different places with different perspectives. The University of Victoria has, quite deservedly, also developed a reputation as a world leader in Indigenous Studies, something that I have been reminded of at the many conferences I have attended across the continent. It is well known for producing some groundbreaking scholarship and attracting world-class students.
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Писаревская, Маргарита Анатольевна. "TEACHING STUDENTS LISTENING COMPREHENSION USING SOCIAL NETWORKS." Вестник Тверского государственного университета. Серия: Педагогика и психология, no. 1(50) (March 24, 2020): 202–9. http://dx.doi.org/10.26456/vtpsyped/2020.1.202.
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Изучена проблема формирования у обучающихся вузов аудитивных умений с помощью социальной сети. Разработан и апробирован комплекс упражнений по аудированию, интегрированный в социальную сеть «ВКонтакте», оценивается его эффективность. Проанализирован дидактический потенциал сетевых сервисов для обучения английскому языку (и в частности аудированию). Проведена опытно-экспериментальная работа. Разработан комплекс упражнений по аудированию для обучающихся направления 37.03.01 «Психология» с уровнем владения английским языком Pre-Intermediate (A2), который размещен в языковом сообществе «Boostyour Listening Here». Определены условия работы в этом сообществе для овладения аудитивными навыками и умениями по английскому языку. The problem of formation of auditory skills in students of higher education institutions with the help of a social network is studied. A set of listening exercises integrated into the Vkontakte social network has been developed and tested, and its effectiveness is evaluated. The didactic potential of network services for teaching English and, in particular, listening is analyzed. Experimental work was carried out. A set of listening exercises has been developed for students of the training program 37.03.01 «Psychology» with the level of proficiency in English Pre-Intermediate (A2), which is located in the language community «BoostyourListeningHere». The conditions of work in this community for mastering auditory skills and skills in English are defined.
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Romanov, Konstantin M. "Development of students’ creativity." Pedagogy and Psychology of Education, no. 2, 2020 (2020): 161–75. http://dx.doi.org/10.31862/2500-297x-2020-2-161-175.
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The article discusses the problem of meaningful differentiation of creativity. Depending on the scope of functioning, two types of creativity are distinguished: subject and social. Subject creativity operates in the context of subject activity, social – in communication. They differ not only in content, complexity and functioning conditions, but also in the dynamics of age development. The author presents the results of an experimental study of creativity in students of primary, middle and senior school age of 248 people in total. It has been established that in all age groups, subject creativity in its development is ahead of social creativity. This is due to the features of the existing education system that is focused on the formation of not social, but subject thinking. Both types of creativity are characterized by uneven age development. However, the change in the pace of age-related development of subject and social creativity is not synchronous.
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Crawford, Renée. "Creating unity through celebrating diversity: A case study that explores the impact of music education on refugee background students." International Journal of Music Education 35, no. 3 (July 21, 2016): 343–56. http://dx.doi.org/10.1177/0255761416659511.
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This article reports the findings of a case study that investigated the impact of music education on students in an F-12 school in Victoria, Australia that is considered as having a high percentage of young people with a refugee background. Key findings from this research indicated that music education had a positive impact on this group of young refugee students, which related to three primary themes: fostering a sense of wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. While some of these impacts were not always clearly distinguished from the more general experience of school, the students did identify some best practice elements of music learning and teaching that link to these three themes in a number of interrelated contexts. This research raises important questions about the ways in which education might be approached in schools with a high percentage of refugee background students and reaffirms the necessity of music and the arts as an important component.