Relevant bibliographies by topics / University of Sydney Curricula

Academic literature on the topic 'University of Sydney Curricula'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "University of Sydney Curricula"

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Norman, Heidi. "Mapping More Than Aboriginal Studies: Pedagogy, Professional Practice and Knowledge." Australian Journal of Indigenous Education 43, no. 1 (August 2014): 42–51. http://dx.doi.org/10.1017/jie.2014.6.

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As undergraduate curriculum is increasingly required to meet a range of intellectual, professional practice and personal learning outcomes, what purpose does Australian Aboriginal Studies have in curriculum? Most Australian universities are currently in the process of developing institution-wide approaches to Indigenous Australian content in undergraduate curricula. One Australian university began this task by mapping how, where and why Indigenous perspectives, issues and content are included in undergraduate curriculum. This article reports on the findings of the mapping of Indigenous content and approaches to teaching at the University of Technology, Sydney (UTS) and thereby contributes to a strengths-based approach to understanding the purpose of Indigenous perspectives and issues in undergraduate curricula.
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Anning, Berice. "Embedding an Indigenous Graduate Attribute into University of Western Sydney's Courses." Australian Journal of Indigenous Education 39, S1 (2010): 40–52. http://dx.doi.org/10.1375/s1326011100001125.

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AbstractThe paper reports on embedding an Indigenous graduate attribute into courses at the University of Western Sydney (UWS), providing the background to the development and implementation of a holistic and individual Indigenous graduate attribute. It details the approach taken by the Badanami Centre for Indigenous Education in advising the UWS staff on the process for endorsement of the Indigenous graduate attribute. The UWS's recognition of its moral purpose and social responsibility to Indigenous people in Greater Western Sydney has led to the successful re-establishment of Indigenous education at UWS. The paper outlines the unique and innovative approach taken to implement the Indigenous graduate attribute, including: consultation across the Schools at UWS; developing and establishing relationships through the respect of disciplinary culture and tradition; the UWS-wide reform of the traditional discipline approach and the first step towards recognition of the domain of Indigenous knowledge in teaching and research; establishing a team of Indigenous academics; developing a learning and teaching framework for Indigenous knowledge and Indigenous studies; and integrating Indigenous content into curricula at UWS. The Department of Education, Employment and Workplace Relations funded UWS to develop the Indigenous graduate attribute and implement it by embedding cultural competency and professional capacity into UWS courses.
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Goulston, Kerry J., and R. Kim Oates. "Changes to the University of Sydney medical curriculum." Medical Journal of Australia 188, no. 8 (April 2008): 461–63. http://dx.doi.org/10.5694/j.1326-5377.2008.tb01716.x.

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Taylor, Thomas K. F. "Changes to the University of Sydney medical curriculum." Medical Journal of Australia 189, no. 7 (October 2008): 414–15. http://dx.doi.org/10.5694/j.1326-5377.2008.tb02102.x.

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Gough, Ian R. "Changes to the University of Sydney medical curriculum." Medical Journal of Australia 189, no. 7 (October 2008): 414–15. http://dx.doi.org/10.5694/j.1326-5377.2008.tb02103.x.

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Goulston, Kerry J., and R. Kim Oates. "Changes to the University of Sydney medical curriculum." Medical Journal of Australia 189, no. 7 (October 2008): 414–15. http://dx.doi.org/10.5694/j.1326-5377.2008.tb02104.x.

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Adamson, Barbara J., Adrienne E. Hunt, Lynne M. Harris, and Jill Hummel. "Occupational Therapists' Perceptions of Their Undergraduate Preparation for the Workplace." British Journal of Occupational Therapy 61, no. 4 (April 1998): 173–79. http://dx.doi.org/10.1177/030802269806100411.

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The health care environment is undergoing rapid change. This has major implications for health science education programmes. The extent to which university education prepares graduates for the requirements of the workplace has become an important issue in the health science literature. The present study investigated the perceptions of 144 graduate occupational therapists regarding the adequacy of their undergraduate education at the University of Sydney in equipping them for the workplace. The findings indicated that occupational therapy graduates perceived significant gaps between the knowledge and skills gained during their undergraduate course and those required in the workplace, particularly in the areas of communication with other health professionals and the general public, knowledge of the health industry and workplace management. This paper considers the implications of workplace requirements and expectations for the occupational therapy course curricula.
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Collins, G. H. "The Professional Practice Program in the University of Sydney Curriculum." Journal of Veterinary Medical Education 29, no. 2 (June 2002): 81–83. http://dx.doi.org/10.3138/jvme.29.2.81.

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Lessy, Zulkipli, Abd Rachman Assegaf, and Sangkot Sirait. "Inclusive Education at Islamic and General Universities: An Analysis of Policies, Teaching Strategies, and Curriculum Implementation." TARBIYA: Journal of Education in Muslim Society 8, no. 1 (September 20, 2021): 1–19. http://dx.doi.org/10.15408/tjems.v8i1.18992.

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AbstractThis study recruited participants from UIN Sunan Kalijaga and Universitas Sanata Dharma in Yogyakarta and the University of Sydney, and the University of Western Sydney in Australia and aimed at investigating whether policies are implemented as a bridge to accommodate disabled students for admission and academic pursuits. In this combined policy research and case study, individual, group, and policymaker interviews were conducted. The findings indicate that, while university policymakers admit students with special needs, a lack of academic advocates among faculty has hampered understanding of pertinent policies. As a result, some lecturers do not pay attention to inclusiveness. There are environmental impediments, a dearth of services throughout the enrollment process, a lack of faculty competencies, and a paucity of information in syllabi indicating where impaired students can access resources. In Australia, colleges are more forthright about accommodating students with special needs during the enrolling process and during class time. Both campuses have disability assessment clinics. However, some are more physically and centrally positioned to facilitate impaired students who self-refer for services. The purpose of this paper is to argue that genuinely inclusive education is not segregated schooling that separates 'normal' pupils from those with special needs. For authentic inclusion, disabled populations require considerate, if not extraordinary, care and services. AbstrakPenelitian ini merekrut partisipan di UIN Sunan Kalijaga dan Universitas Sanata Dharma di Yogyakarta serta University of Sydney dan University of Western Sydney di Australia dan bertujuan untuk investigasi apakah kebijakan sebagai sarana untuk mengakomodasi mahasiswa difabel pada proses pendaftaran dan pencapaian akademik. Penelitian kebijakan dan studi kasus ini dilakukan melalui serangkaian interview dengan individu, kelompok, pembuat kebijakan. Hasil penelitian menunjukkan bahwa meskipun para pengambil kebijakan menjamin penerimaan mahasiswa dengan kebutuhan khusus, lemahnya dukungan para pengajar telah mengurangi perhatian penerapan kebijakan yang relevan. Akibatnya, beberapa pengajar kurang menaruh perhatian pada inklusivitas. Terdapat halangan lingkungan, kurangnya layanan selama proses pendaftaran dan kompetensi para pengajar, serta kurangnya petunjuk dalam silabus menjelaskan dimana mahasiswa difabel mengakses sumber-sumber yang diperlukan. Kampus-kampus di Sydney lebih transparan dalam memfasilitasi mahasiswa difabel selama proses pendaftaran dan kuliah. Terdapat banyak pusat layanan, beberapa secara struktural terpusat di kampus untuk diakses. Artikel ini berargumentasi bahwa pendidikan inklusif itu bukan sistem kelas yang memisahkan mahasiswa ‘normal’ dari yang berkebutuhan khusus. Untuk inklusi, mahasiswa difabel perlu digandeng dan mendapatkan pengajaran dan layanan yang memadai.How to Cite: Lessy, Z., Assegaf, A. R., Sirait, S. (2021). Inclusive Education at Faith-Based and Non-Faith Based Universities: A Policy, Teaching, and Curriculum Analysis. TARBIYA: Journal of Education in Muslim Society, 8(1), 1-15. doi:10.15408/tjems.v8i1.18992.
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North, Sue. "Privileged knowledge, privileged access: early universities in Australia." History of Education Review 45, no. 1 (June 6, 2016): 88–102. http://dx.doi.org/10.1108/her-04-2014-0028.

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Purpose – The purpose of this paper is to show that Australia’s first two universities were connected to class status. It challenges the idea that these universities extended the “educational franchise” at their outset, by interrogating the characteristics of the student population in comparison with the characteristics of the population in the colonies. It looks at the curricula within the university system to show it is always “interested”, never neutral – it may be unique to the social, cultural, political and economic location of each university, but ultimately it benefits those who hold power in these locations. Design/methodology/approach – This research involves empirical analysis of characteristics of university students in Australia in the 1850s, including country of birth, religion, age, previous education and fathers’ occupation, as well as population demographics from the censuses that took place in the colonies of NSW and Victoria at that time. It also involves an analysis of the sociology of knowledge in nineteenth century Australian universities in light of this empirical data. Findings – Socio-political influences on the establishment of the first universities in Australia highlight the power of conferring legitimacy to particular areas of knowledge and to whom this knowledge was made available. Research limitations/implications – The research is limited to using the student data for the first three years of enrolment because in order to make comparisons between the student population and the population of the colonies, the student data needed to be from a time as close to the population census as possible. The Sydney census was in 1851, so student data from the University of Sydney was 1852-1854. The Melbourne census was in 1854, so student data from the University of Melbourne was 1855-1857. Originality/value – Australian historiography suggests that early universities in Australia were open to all, regardless of background. This paper challenges this orthodoxy through empirical findings and theoretical analysis.
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Dissertations / Theses on the topic "University of Sydney Curricula"

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Turnbull, Elwin Donald. "Investigating the potential for improving experiential undergraduate curriculum through the concept of personality." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20040517.142645/index.html.

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Thesis (Ph.D.) -- University of Western Sydney, 2003.
"A thesis presented in fulfillment of the requirement for the Degree, Doctor of Philosophy, University of Western Sydney"--t.p. "September 2003" Includes bibliography.
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Langford, Kenneth V. "Developing a more effective agricultural graduate a curriculum conceptual framework /." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/18804.

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Thesis (Ph.D.)--University of Western Sydney, 2007.
A thesis submitted to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliography.
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Martello, Julie. "Acting on literacy curriculum and pedagogy in early childhood education." View Thesis, 2005. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20060201.103358/index.html.

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Thesis (Ed.D.) -- University of Western Sydney, 2005.
A thesis presented to the University of Western Sydney in partial fulfilment of the requirements for the award of the degree of Doctor of Education, May 2005. Includes bibliography.
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Trevaskis, Douglas F. "At the heart of change teachers and studies in Asia /." View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/43426.

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Thesis (Ed.D.)--University of Western Sydney, 2009.
A thesis submitted to the University of Western Sydney, College of Arts, Centre for Educational Research, in fulfilment of the requirements for the Doctor of Education degree. Includes bibliographical references.
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Winter, Neal. "The effects of a specially-devised, integrated curriculum, based on the music of Sting, on the learning of popular music /." View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20041117.155611/index.html.

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Pennell, Beverley. "English K-6 syllabus and support document (1994) : imperilled by politics and paradigm shifts /." View thesis, 1997. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030818.091646/index.html.

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Davis, Kierrynn Miriam Davis. "Finding voice, being heard and living in the tension : novice nurse academics critical engagement with a problem orientated curriculum in the academic and practice setting /." View thesis, 1993. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031204.100220/index.html.

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Walker, Roz. "Transformative strategies in Indigenous education a study of decolonisation and positive social change." Click here for electronic access, 2004. http://adt.caul.edu.au/homesearch/get/?mode=advanced&format=summary&nratt=2&combiner0=and&op0=ss&att1=DC.Identifier&combiner1=and&op1=-sw&prevquery=OR%28REL%28SS%3BDC.Identifier%3Buws.edu.au%29%2CREL%28WD%3BDC.Relation%3BNUWS%29%29&att0=DC.Title&val0=Transformative+strategies+in+indigenous+education+&val1=NBD%3A.

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Thesis (Ph.D.) -- University of Western Sydney, 2004.
Title from electronic document (viewed 15/6/10) Presented for the degree of Doctor of Philosophy, University of Western Sydney, 2004. Includes bibliography.
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Wilson, Steve. "Student participation and school context : a case study of Barracks High School /." View thesis View thesis, 1998. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030528.124201/index.html.

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Thesis (Ph.D.)--University of Western Sydney, Nepean, 1998.
"A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy." "May, 1998." Bibliography : leaves 250-277.
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Bell, Pamela. "Sidere mens eadem mutato nineteenth century art collections and architectural style at the University of Sydney /." Connect to full text, 1989. http://hdl.handle.net/2123/397.

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Thesis (M.A.)--University of Sydney, 1990.
Title from title screen (viewed Apr. 15, 2008). Submitted in fulfilment of the requirements for the degree of Master of Arts to the Dept. of Fine Arts, Faculty of Arts. Degree awarded 1990; thesis submitted 1989. Includes bibliography. Also available in print form.
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Books on the topic "University of Sydney Curricula"

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Krajewski, Sabine. The next Buddha may be a community: Practising intercultural competence at Macquarie University, Sydney, Australia. Newcastle upon Tyne: Cambridge Scholars Pub., 2011.

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Howells, Trevor. The University of Sydney architecture. Sydney, Australia: The Watermark Press, 2007.

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Berquelle, Raymond De. The University of Sydney: Photographic essays. Sydney]: R. de Berquelle, 1990.

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Horne, Julia. Sydney: The making of a public university. Carlton, Victoria: Miegunyah Press, 2012.

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Bonnell, Max. Summertime blues: 150 years of Sydney University cricketers. [Sydney]: Sydney University Cricket Club Foundation, 2006.

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Barcan, Alan. Radical students: The old left at Sydney University. Carlton, Vic: Melbourne University Press, 2002.

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Idehara, T. Submillimeter wave gyrotron development and applications: Fukui University-University of Sydney collaboration. [Fukui, Japan]: Laboratory for Application of Superconducting Magnet, Faculty of Engineering, Fukui University, 1995.

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Sherington, Geoffrey. Sydney University Sport 1852-2007: More than a club. Sydney: Sydney University Press, 2008.

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Hutchinson, Mark. A University of the People. Crows Nest, NSW, Australia: Allen & Unwin, 2013.

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1951-, Gascoigne John, ed. Passing the light: A history of the University of Sydney's International House, from its foundation to its fortieth anniversary, 1967-2007. Sydney: International House, 2007.

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Book chapters on the topic "University of Sydney Curricula"

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Moseley, Alex. "Creating Curricula Together." In Leading Innovation and Creativity in University Teaching, 97–108. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003190745-10.

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Livingston, Nigel J. "Community Service in University Curricula." In Design and Use of Assistive Technology, 57–64. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-7031-2_7.

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Mazzara, Manuel, Giancarlo Succi, and Alexander Tormasov. "Curricula and Language of Instruction." In Innopolis University - From Zero to Hero, 29–35. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98599-8_4.

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AbstractIn this chapter, we will cover the development of educational programs from scratch, the rationale behind the curricula, and the objectives and the bootstrapping of teaching, including the experience with CMU and the University of Amsterdam for the initial master programs. We also discuss the manifesto of our intention for what concerns the language of instruction.
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Davis, J. "The Sydney University Stellar Interferometer (SUSI)." In Very High Angular Resolution Imaging, 135–42. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-0880-5_19.

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Turtle, A. J. "Radio Astronomy at the University of Sydney." In Third Asian-Pacific Regional Meeting of the International Astronomical Union, 83–85. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4496-1_17.

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Vukčević, Miodrag. "German Minority Literature in Serbian University Curricula." In Едиција Филолошка истраживања данас, 297–318. Београд: Универзитет у Београду, Филолошки факултет, 2017. http://dx.doi.org/10.18485/fid.2017.7.ch17.

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Lawrence, Louise J. "Compassionate Curricula? Northern and Southern Epistemologies and Cognitive [In-]Justice." In Palgrave Critical University Studies, 65–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73371-1_4.

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Mulder, Fred, Karel Lemmen, and Maarten van Veen. "Variety in Views of University Curriculum Schemes for Informatics / Computing / ICT." In Informatics Curricula and Teaching Methods, 97–111. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35619-8_11.

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Gault, B., M. P. Moody, D. W. Saxey, J. M. Cairney, Z. Liu, R. Zheng, R. K. W. Marceau, P. V. Liddicoat, L. T. Stephenson, and S. P. Ringer. "Atom Probe Tomography at The University of Sydney." In Frontiers in Materials Research, 187–216. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-77968-1_15.

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Hawkins, Rhonda. "The Experience of University of Western Sydney, Australia." In Mergers and Alliances in Higher Education, 287–307. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-13135-1_14.

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Conference papers on the topic "University of Sydney Curricula"

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Cerimagic, Sabina, and Priya Khanna. "Transforming assessment – Critical reflections around resolving tensions between assessment for learning and of learning." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0143.

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Current assessment and progression policies and practices in higher education are largely dominated by dichotomy between formative and summative assessments. Given assessments are major drivers of learning, such as dichotomous assessment systems which promote the learning that can only be tested via summative assessments and falls short in fostering complex graduate attributes - such as interdisciplinary competencies. Medical programs, across the globe are now embracing emerging concepts such as programmatic assessment that allows the assessments to serve ‘for, of and as’ learning. Given the most challenging curricular reform in any field, including Business is reforming assessments, this paper critically reflects on how emerging concepts such as programmatic assessment are promising in resolving the tensions created by dichotomy of assessment for vs as learning. The reflections are based on rapid scoping review of programmatic assessment in Medical education, as well as authors’ familiarity with implementation of programmatic assessment in the Sydney Medical School renewed curriculum. There are many lessons that can be learned and carried over from the University of Sydney Medical curriculum to the Business education space.
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Davis, John, William J. Tango, Andrew J. Booth, and John W. O'Byrne. "Sydney University Stellar Interferometer." In Astronomical Telescopes & Instrumentation, edited by Robert D. Reasenberg. SPIE, 1998. http://dx.doi.org/10.1117/12.317138.

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Davis, John, Alberto Mendez, John W. O'Byrne, E. Bodie Seneta, William J. Tango, and Peter G. Tuthill. "Sydney University Stellar Interferometer Program." In Astronomical Telescopes and Instrumentation, edited by Pierre J. Lena and Andreas Quirrenbach. SPIE, 2000. http://dx.doi.org/10.1117/12.390238.

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Bakich, A. M., and L. S. Peak. "The Sydney University solar neutrino program." In AIP Conference Proceedings Vol.126. AIP, 1985. http://dx.doi.org/10.1063/1.35155.

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Worthington, M. "University Curricula and Industry Needs." In 65th EAGE Conference & Exhibition. European Association of Geoscientists & Engineers, 2003. http://dx.doi.org/10.3997/2214-4609-pdb.6.b02.

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Moore, Anna M., and John Davis. "SUMMIT: the Sydney University Multiple Mirror Telescope." In Astronomical Telescopes & Instrumentation, edited by Larry M. Stepp. SPIE, 1998. http://dx.doi.org/10.1117/12.319289.

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Knauf, Rainer, Yukiko Yamamoto, Yoshitaka Sakurai, and Kinshuk. "Optimizing University Curricula through Correlation Analysis." In 2013 International Conference on Signal-Image Technology & Internet-Based Systems (SITIS). IEEE, 2013. http://dx.doi.org/10.1109/sitis.2013.60.

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Robertson, J. Gordon, Michael J. Ireland, William J. Tango, John Davis, Peter G. Tuthill, Andrew P. Jacob, Yitping Kok, and Theo A. ten Brummelaar. "Instrumental developments for the Sydney University Stellar Interferometer." In SPIE Astronomical Telescopes + Instrumentation. SPIE, 2010. http://dx.doi.org/10.1117/12.856557.

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Azzini, Antonia, Paolo Ceravolo, Nello Scarabottolo, and Ernesto Damiani. "On the predictive power of university curricula." In 2016 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2016. http://dx.doi.org/10.1109/educon.2016.7474663.

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Moore, Anna M., and John Davis. "Rise to SUMMIT: the Sydney University Multiple-Mirror Telescope." In Astronomical Telescopes and Instrumentation, edited by Philippe Dierickx. SPIE, 2000. http://dx.doi.org/10.1117/12.391523.

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Reports on the topic "University of Sydney Curricula"

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Foster, Nancy, and Christine Mulhern. Making a Place for Curricular Transformation at the University of Technology Sydney. New York: Ithaka S+R, September 2015. http://dx.doi.org/10.18665/sr.241927.

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Tarasenko, Rostyslav O., Svitlana M. Amelina, and Albert A. Azaryan. Improving the content of training future translators in the aspect of studying modern CAT tools. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3877.

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The article deals with the search for improving the content of training for future translators, taking into account the expansion of the use of information technologies in the field of translation. The results of a study of curriculums for translators at the universities of Europe, America and Asia are presented. The use of CAT systems in the work of translation agencies is shown. The presentation of various CAT systems in training programs for translators and their use in the market of translation services is analyzed. It has been established that both university curricula and translation agencies are oriented, as a rule, not to one, but to several CAT systems. The results of a student survey based on their practice in translation agencies are presented. Recommendations have been developed regarding the inclusion of the most common CAT systems in the training program for translators. The expediency of studying not just one, but several CAT systems is substantiated. The necessity of studying both desktop and cloud CAT systems is indicated.
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McIntyre, Phillip, Susan Kerrigan, and Marion McCutcheon. Australian Cultural and Creative Activity: A Population and Hotspot Analysis: Wollongong. Queensland University of Technology, 2020. http://dx.doi.org/10.5204/rep.eprints.206965.

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Wollongong’s geographic proximity to the southern sprawl of Sydney, accessible transport and cultural diversity have been an attractor for many inward bound creative migrants, helping it diversify away from its industrial past. Wollongong City Council, understanding the importance of the creative industries, has been very proactive in ensuring that the heart of the city has been well and truly activated by sectors of these industries, while the University of Wollongong and its Innovation Campus have also proved a boon to both specialist and embedded creatives. Wollongong maintains a balance between traditional creatives and newer tech-oriented operatives, most with local, national and international suppliers and clients.
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Iyer, Ruhil, and Léa Pare Toe. Effet des aléas climatiques sur les pratiques d’hygiène et d’assainissement en milieu rural au Burkina Faso. The Sanitation Learning Hub, Institute of Development Studies, August 2022. http://dx.doi.org/10.19088/slh.2022.017.

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Dans un monde où plus de deux milliards de gens n’ont pas accès à un assainissement de base, le changement climatique vient encore ajouter un élément de complexité qui creuse les inégalités existantes et met en exergue les vulnérabilités. L’interconnexion entre l’accès et l’utilisation des services d’hygiène et d’assainissement d’une part et les effets du changement climatique d’autre part peut être liée à des changements systémiques, des changements de comportement, des normes sociales et beaucoup d’autres facteurs. Bien que le changement climatique soit une source d’inquiétude majeure pour le secteur, l’assainissement rural reste négligé dans les discussions plus larges sur les effets du climat sur les services d’eau, d’assainissement et d’hygiène (EAH). De plus, les personnes, les ménages et les communautés vulnérables qui vivent au quotidien avec les effets du changement climatique dans le domaine de l’assainissement ne parviennent pas à se faire entendre. Au cours de recherches antérieures entreprises par la Sanitation Learning Hub (SLH) à l’IDS et l’Institute for Sustainable Futures – University of Technology Sydney (ISF-UTS), beaucoup de praticiens ont exprimé le besoin de créer un référentiel regroupant les expériences des particuliers et des communautés confrontés à ces questions afin d’élaborer des orientations pour la conception d’une programmation sur un assainissement résilient au climat.
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McIntyre, Phillip, Susan Kerrigan, and Marion McCutcheon. Australian Cultural and Creative Activity: A Population and Hotspot Analysis: Coffs Harbour. Queensland University of Technology, 2021. http://dx.doi.org/10.5204/rep.eprints.208028.

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Coffs Harbour on the north coast of NSW is a highway city sandwiched between the Great Dividing Range and the Pacific Ocean. For thousands of years it was the traditional land of the numerous Gumbaynggirr peoples. Tourism now appears to be the major industry, supplanting agriculture and timber getting, while a large service sector has grown up around a sizable retirement community. It is major holiday destination. Located further away from the coast in the midst of a dairy farming community, Bellingen has become a centre of alternative culture which relies heavily on a variety of festivals activated by energetic tree changers and numerous professionals who have relocated from Sydney. Both communities rely on the visitor economy and there have been considerable changes to how local government in this region approach strategic planning for arts and culture. The newly built Coffs Harbour Education Campus (CHEC) is an experiment in encouraging cross pollination between innovative businesses and education and incorporates TAFE NSW, Coffs Harbour Senior College and Southern Cross University as well as the Coffs Harbour Technology Park and Coffs Harbour Innovation Centre all on one site. The 250 seat Jetty Memorial Theatre is the main theatre in Coffs Harbour for local and touring productions while local halls and converted theatres are the mainstay of smaller communities in the region. As peak body Arts Mid North Coast reports, there is a good record of successful arts related events which range across all genres of music, art, sculpture, Aboriginal culture, street art, literature and even busking and opera. These are mainly managed by passionate local volunteers.
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.

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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.
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CO-ADD screening of University of Sydney (Australia) compounds. EMBL-EBI, February 2021. http://dx.doi.org/10.6019/chembl4513155.

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9

Coombs, HC opening Arts Festival in Great Hall at Sydney University - May 1967. Reserve Bank of Australia, September 2022. http://dx.doi.org/10.47688/rba_archives_pn-002901.

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GOVERNORS & SENIOR PERSONNEL - Dr H.C. Coombs - Correspondence, Diaries and Speeches - Address - ?Science and Economic Growth? - Sydney Fellows of the Academy of Science, Staff Club, University of Sydney - 8 March 1963. Reserve Bank of Australia, September 2022. http://dx.doi.org/10.47688/rba_archives_2006/03036.

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