Academic literature on the topic 'Work and family Victoria Melbourne'
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Journal articles on the topic "Work and family Victoria Melbourne"
1
Chia, A. C. L., M. G. Irwin, P. W. H. Lee, T. H. W. Lee, and S. F. Man. "Comparison of Stress in Anaesthetic Trainees between Hong Kong and Victoria, Australia." Anaesthesia and Intensive Care 36, no. 6 (November 2008): 855–62. http://dx.doi.org/10.1177/0310057x0803600617.
Full textAbstract:
A postal survey was sent to anaesthetic trainees in Hong Kong and Victoria, Australia to compare work-related stress levels. Demographic data were collected. Anaesthetist-specific stressors, Maslach Burnout Inventory and Global Job Satisfaction scores were used for psychological testing. The response rates from Hong Kong and Melbourne were 64 of 133 (48.1%) and 108 of 196 (55.1%), respectively. Victorian respondents were older with greater family commitments, but more advanced in fulfilling training requirements. Hong Kong respondents, being faced with both the challenge of dual College requirements, exhibited consistently higher indices of stress (P <0.001) and less job satisfaction (P <0.001). Common occupational stressors related to dealing with critically ill patients and medicolegal concerns. Higher stress scores observed in Hong Kong trainees related to service provision and a perceived lack of resources. Despite the complex nature of stress, its antecedents and manifestations, an inverse relationship between emotional exhaustion and job satisfaction was evident in correlation analysis (P <0.001). This survey suggests that stress was present in some trainees in both areas. Hong Kong trainees may benefit from local development to address mental wellbeing as being important to fulfil this highly competitive training program.
2
O’Brien, Patricia M. "Coming in From the Margin." Australasian Journal of Special Education 13, no. 2 (January 1990): 52–59. http://dx.doi.org/10.1017/s1030011200022223.
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Des English was a person of great charm, innovation, and inner strength. His early death at the age of 44 in 1977 came as a bitter blow not only for his family but for the many teachers and parents he had influenced and guided in respectively providing and in seeking educational opportunities for children with disabilities. Des grew up in a small town in Victoria called Donnybrook, north of Melbourne. He was educated by the Marist Brothers at Kilmore College, and in the 50’s trained as a primary teacher at Geelong Teachers College, from which he gained an extension of one year to study as a Special Teacher at Melbourne Teachers College. His first appointment was as an Opportunity Grade teacher at North Melbourne State School. His talent for leadership surfaced early and in his second appointment he became Principal of Footscray Special School for children and adolescents with intellectual disability. Throughout the rest of his career he gained one promotion after another to the Principal positions at Ormond, Travencore and St. Alban’s Special schools. I was fortunate to work as a deputy principal with him throughout his last two appointments.
3
Mulcahy, Sean Alexander, and Sean Mulcahy. "Acting Law | Law Acting: A Conversation with Dr Felix Nobis and Professor Gary Watt." Exchanges: The Interdisciplinary Research Journal 4, no. 2 (April 30, 2017): 189–200. http://dx.doi.org/10.31273/eirj.v4i2.158.
Full textAbstract:
Dr Felix Nobis is a senior lecturer with the Centre for Theatre and Performance at Monash University. He has worked as a professional actor for many years. He previously played an assistant to the Crown Prosecutor in the Australian television series, Janus, which was set in Melbourne, Victoria and based on the true story of a criminal family allegedly responsible for police shootings. He also played an advisor to a medical defence firm in the Australian television series MDA. He is a writer and professional storyteller. He has toured his one-person adaptation of Beowulf (2004) and one-person show Once Upon a Barstool (2006) internationally and has written on these experiences. His most recent work Boy Out of the Country (2016) is written in an Australian verse style and has just completed a tour of regional Victoria. Professor Gary Watt is an academic in the School of Law at the University of Warwick where his teaching includes advocacy and mooting. He also regularly leads rhetoric workshops at the Royal Shakespeare Company. He is the author of Dress, Law and Naked Truth (2013) and, most recently, Shakespeare’s Acts of Will: Law, Testament and Properties of Performance (2016), which explores rhetoric in law and theatre. He also co-wrote A Strange Eventful History, which he performed with Australian choral ensemble, The Song Company, to mark the 400th anniversary of Shakespeare’s death.
4
Douglass, Caitlin H., Aidan Borthwick, Megan S. C. Lim, Bircan Erbas, Senem Eren, and Peter Higgs. "Social Media and Online Digital Technology Use Among Muslim Young People and Parents: Qualitative Focus Group Study." JMIR Pediatrics and Parenting 5, no. 2 (May 10, 2022): e36858. http://dx.doi.org/10.2196/36858.
Full textAbstract:
Background Digital technology and social media use are common among young people in Australia and worldwide. Research suggests that young people have both positive and negative experiences online, but we know little about the experiences of Muslim communities. Objective This study aims to explore the positive and negative experiences of digital technology and social media use among young people and parents from Muslim backgrounds in Melbourne, Victoria, Australia. Methods This study involved a partnership between researchers and a not-for-profit organization that work with culturally and linguistically diverse communities. We adopted a participatory and qualitative approach and designed the research in consultation with young people from Muslim backgrounds. Data were collected through in-person and online focus groups with 33 young people aged 16-22 years and 15 parents aged 40-57 years. Data were thematically analyzed. Results We generated 3 themes: (1) maintaining local and global connections, (2) a paradoxical space: identity, belonging and discrimination, and (3) the digital divide between young Muslims and parents. Results highlighted that social media was an important extension of social and cultural connections, particularly during COVID-19, when people were unable to connect through school or places of worship. Young participants perceived social media as a space where they could establish their identity and feel a sense of belonging. However, participants were also at risk of being exposed to discrimination and unrealistic standards of beauty and success. Although parents and young people shared some similar concerns, there was a large digital divide in online experiences. Both groups implemented strategies to reduce social media use, with young people believing that having short technology-free breaks during prayer and quality family time was beneficial for their mental well-being. Conclusions Programs that address technology-related harms must acknowledge the benefits of social media for young Muslims across identity, belonging, representation, and social connection. Further research is required to understand how parents and young people can create environments that foster technology-free breaks to support mental well-being.
5
Condliffe, Peter. "Rural decline and community services education in Victoria: the Bendigo experience." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 18–28. http://dx.doi.org/10.47381/aijre.v2i1.267.
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In 1989 Phillip Institute of Technology (based at Bundoora (Melbourne)) offered its Bachelor of Social Work degree (BSW) and Graduate Diploma in Community Development (CD) in the Central Victorian city of Bendigo. This paper outline some of the contextual issues and identifies certain key factors in addressing these issues.
6
Campbell, Lynda. "The Families First Pilot Program in Victoria: Cuckoo or contribution?" Children Australia 19, no. 2 (1994): 4–10. http://dx.doi.org/10.1017/s1035077200003898.
Full textAbstract:
The Families First Pilot Program in the then Outer East metropolitan region of Melbourne began in mid-1991 as an intensive family preservation and reunification service for children on the verge of state care. The service offered was brief (4-6 week), intensive (up to 20 hours per week), home-based and flexible (24 hour a day, 7 day a week availability) and all members of the household or family were the focus of service even though the goals were clearly grounded in the protection of the child. This paper begins with some of the apprehension expressed both in the field and in Children Australia in 1993, and reports upon the now completed evaluation of the pilot, which covered the first 18 months of operation. The evaluation examined implementation and program development issues and considered the client population of the service against comparative data about those children at risk who were not included. The paper concludes that there is room for Families First in the Victorian system of protective and family services and points to several developmental issues.
7
Breman, Rachel, Ann MacRae, and Dave Vicary. "‘The Hidden Victims’–Family Violence in Kinship Care in Victoria." Children Australia 43, no. 3 (May 16, 2018): 186–91. http://dx.doi.org/10.1017/cha.2018.15.
Full textAbstract:
Family violence is endemic. It has a dramatic and negative impact upon the victims and the family systems in which it occurs. While there is a growing evidence base to support our understanding, prevention and treatment of family violence, little is known about some of its “hidden victims” (e.g., kinship carers). In 2017, Baptcare commenced research with 101 kinship carers in Victoria to gain a better understanding of how family violence, perpetrated by the child's close family member once the placement started, was impacting on children and families. In this context, family violence means any act of physical violence, emotional/psychological violence, verbal abuse and property damage. The study utilised a mixed design methodology that specifically targeted kinship carers who had direct experience of family violence. Findings from this study demonstrated that (1) many kinship carers, and the children in their care, experienced family violence early in the placement, (2) that the violence occurred frequently and (3) the incidents of violence did not occur in isolation. Carers sought support from multiple sources to deal with the family violence, however, the study illustrated that the usefulness of these supports varied. Additionally, findings highlighted reasons why many kinship carers felt reluctant to file a report to end the violence. The study described in this paper is the first step in understanding and exposing this multifaceted issue and delineates some of the major issues confronting Victorian kinship carers experiencing family violence – and the support required to ensure the safety of them and the children they care for. This paper will describe the approach that Baptcare is taking to address family violence in kinship care in western metropolitan Melbourne. This is the second paper in a three-part series relating to family violence in kinship care.
8
Land, Nicole, Catherine Hamm, Sherri-Lynn Yazbeck, Miriam Brown, Ildikó Danis, and Narda Nelson. "Doing pedagogical intentions with Facetiming Common Worlds (and Donna Haraway)." Global Studies of Childhood 10, no. 2 (January 27, 2020): 131–44. http://dx.doi.org/10.1177/2043610618817318.
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Working with stories of children’s relationships with place and technologies from an early childhood education pedagogical inquiry research project in Melbourne, Australia and Victoria, Canada, this article takes up the concept of “pedagogical intentions” to consider how educators and researchers might cultivate intentional teaching practices relevant to the complex worlds we inherit with children. We think with a common worlds pedagogies approach to extend conceptualizations of intentional teaching held in dominant Euro-Western early learning frameworks in Melbourne and Victoria. After situating our understanding of pedagogical intentionality as an ongoing, purposeful, answerable practice of shaping and caring with everyday pedagogical relationships, we share three stories of how we activate our Donna Haraway–inspired intentions with children. By questioning how our pedagogical intentions inform our work, we assert that sharing and putting at risk our intentions is a necessary practice for thinking collectively with children, more-than-human others, and technologies within early childhood education.
9
Saunders, Denis. "OBITUARY: Graeme Talbot Smith February 1938-June 1999." Pacific Conservation Biology 6, no. 2 (2000): 174. http://dx.doi.org/10.1071/pc000174.
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Graeme Talbot Smith was born in Adelaide on the 10th of February 1938. He spent some of his early childhood in Brisbane where his father was on the staff of General Douglas MacArthur during the latter part of the Second World War. After the war, his family moved to Melbourne where Graeme completed his secondary schooling. He then went to Melbourne University where he majored in Zoology and Geology. The only time he professionally used any of his geological skills was when he worked in the mining industry at Kalgoorlie during one of his university breaks. Graeme chose to specialize in Zoology because he felt there was more scope for employment in that discipline. His first published paper was in 1964. It was a note on a bat mandible found in a cave in Victoria.
10
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.
Dissertations / Theses on the topic "Work and family Victoria Melbourne"
1
Wilson, Dean 1966. "On the beat : police work in Melbourne, 1853-1923." Monash University, Dept. of History, 2000. http://arrow.monash.edu.au/hdl/1959.1/8804.
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2
Buckley, Patricia Louise, and pbuckley@swin edu au. "'A sense of place' : the role of the building in the organisation culture of nursing homes." Swinburne University of Technology, 2000. http://adt.lib.swin.edu.au./public/adt-VSWT20060317.114711.
Full textAbstract:
This study attempted to identifj and explore the role the building plays in the
organisation culture of nursing homes. To do this a research plan was formulated in
which the central plank was a case-study of a seventy-five bed high care nursing home.
As part of the case-study, interviews were conducted at the nursing home with ten
members of staff, two residents and a daughter of a resident. The study was also
informed by interviews with two architects, who specialise in the design of nursing
homes and aged care facilities. A theoretical model entitled the 'Conceptual
Framework' was developed prior to the case-study. It was tested by applying it to
findings related to the physical context and the organisation culture of the case-study
venue. The hypothesis that the building does influence the culture of the nursing home
environment was explored by studying the manner in which the building influenced the
lives of those who work in the nursing home and those who live there. This challenge
was met with the use of theoretical contributions from organisation theory and psychodynamics,
which together provided a vehicle for analysis of the culture and the
building's role in it.
3
Agostino, Joseph, and jag@fmrecycling com au. "Workplace identity." Swinburne University of Technology. Australian Graduate School of Entrepreneurship, 2004. http://adt.lib.swin.edu.au./public/adt-VSWT20050805.134042.
Full textAbstract:
There have been a limited number of studies carried out on employee workplace identity. There have been many studies carried out on organizational change; however, they have been carried out mostly from an instrumentalist perspective where the topic of organizational change has been treated in isolation from other aspects of organization. The question of how a relationship exists between employee workplace identity and organizational change has been left unanswered. This thesis applies narrative theory as a conceptual bridge across identity and change. By considering how employees derive a sense of workplace identity from the workplace narratives, and organizational change as the destruction of existing workplace narratives and adoption of new workplace narratives, it is possible to gain new understandings of these concepts. A theory is developed which explains how narrative theory creates a relationship between identity and change. This new theory is further developed to explain how narrative theory creates a relationship between organizational identity, culture, leadership, conflict, and change. The new extended theory is applied to a narrative presentation of empirical data, which offers a powerful explanatory lens for understanding the relationship between these chosen aspects of organization.
4
Higgins, Suzanne Joy. "Combining parenting and paid work." Thesis, 2004. https://vuir.vu.edu.au/15362/.
Full textAbstract:
First time parent couples are more likely to be a dual income family now than ever before. In Australia, 65% of employed women in couple families have dependant children, and in couple families with children under five years of age, 52% of mothers are in paid employment. Research consistently shows that women still take on responsibility for family chores, those unpaid jobs which are essential for
maintenance of society.
The aim of this study was to examine the experience of first-time parent couples when the mother returned to the paid workforce. An Australian community based sample of 141 participants (69 couples plus 3 women whose partners failed to return questionnaire booklets) were recruited into this longitudinal study for the purpose of comparing single and two-income first-time parent couples.
Recruitment occurred prior to the two-income mother returning to paid work and participants were followed for ten months to determine how men and women negotiated the transition from single to two-income status. A number of variables were measured on four occasions over a ten-month period to examine the effects of the transition on each partner and compare the results between the two groups
of parents. These variables included marital satisfaction, worker spillover, stress levels, parenting satisfaction, division of household labour and emotional status.
5
Pantzopoulos, Kerry. "The employers' perspective of vocational education work placement programs." Thesis, 2005. https://vuir.vu.edu.au/15796/.
Full textAbstract:
This study is an evaluation of Victoria University’s Workplace Learning Melbourne West (WLMW) work placement service to employers. Local Community Partnership’s (LCPs) like Workplace Learning (WLMW) are funded to coordinate work placements for vocational students and enable them to integrate about 10 days on-the-job learning in industry with classroom study.
To keep enterprises engaged in the program the study canvasses employers’ perspectives on the work placement service with a view to improving program effectiveness. Work placements constitute a growing element in the senior
secondary curriculum and the demand on employers to provide or grow opportunities for students is intense. The study sought to identify the changes required to manage the increased demand for work placements more effectively taking into account the needs of enterprises to improve the quality of the work placement service delivered and employer satisfaction with it.
6
Woodhead, Jacinda. "The Abortion Game: Writing a Consciously Political Narrative Nonfiction Work." Thesis, 2015. https://vuir.vu.edu.au/29791/.
Full textAbstract:
In this creative‐writing research project, I set out to create a narrative nonfiction
manuscript that investigates the contemporary politics surrounding abortion.
The fundamental question driving the creative manuscript was, ‘Why is abortion
largely invisible in Australia?’ Abortion is the second‐most common therapeutic
surgical procedure in Australia, yet the history, the politics and the practice of
abortion remain hidden from view. This invisibility allows us to avoid grappling
with and confronting the complicated issues abortion raises. Using techniques
commonly associated with fiction writing, such as narrative arc, characterisation,
dialogue and scenes, the 69,000‐word manuscript investigates the factors, tiers
and characters involved with abortion in Australia. The narrative nonfiction
manuscript should be read first. The manuscript is accompanied by a 31,500‐word exegesis analysing the
production, lineage and ethical implications of consciously political narrative
nonfiction, a term that refers to works that make deliberate political
interventions. Similarly to Hartsock (2000), I argue that when writing a
consciously political narrative nonfiction work, the writer does not objectify the
world as something different or alien from the reader, and instead strives to
render characters as complex human beings. The exegesis reviews theories of
ethics, objectivity and narrative within a form that is fundamentally journalism,
yet can never fit within this narrow definition as it is primarily about mapping
the cultural other (Sanderson 2004).
The exegesis also scrutinises the usefulness and complexity of immersion as a
research methodology. While I initially attempted to immerse myself as a limited
participant‐observer in the world of pro‐choice and pro‐life politics, over the
course of the research, my methodology resulted in a kind of radicalisation
prompted by my fieldwork. For example, after witnessing the ongoing
harassment of clinic patients and staff, I found myself openly hostile to the
position and tactics of pro‐life activists. While I felt I remained capable of
transcribing and depicting the worlds of these subjects, a seditious need grew to
challenge their authority and worldview outside the text. This led me to make a
political intervention inside and outside the text, and I thus crossed the precipice
from observation to active participation.
While I acknowledge that this is an unconventional narrative position, one that
rejects ideals of journalistic objectivity, I argue that this subject position was
born of the research and practice of this project – that is, of actually participating
in the world of my subject, abortion.
Moreover, this level of participation in the world of the textual subject is a direct
result of writing a consciously political narrative nonfiction work, a subgenre
that allows for the practitioner’s politics and reactions to situations to help shape
the text, and the consequences beyond.
7
Satchakova, Lioubov. "The role of self-efficacy factors, individual characteristics and WIL participation on accounting near-graduate students’ employment outcomes." Thesis, 2018. https://vuir.vu.edu.au/37823/.
Full textAbstract:
The issue of graduate employment has long been a focus in research, particularly in accounting education. Increasingly, higher education institutions promote this aspect to help them attract and retain high-quality students and maintain their competitive advantage in the market place. Given its importance, the present research analyses the association between the three self-efficacy factors of the general self-efficacy scale (GSES): initiative, effort and persistence on accounting near-graduate employment outcomes. Currently, no studies in accounting education have analysed this association in this context, so this research constitutes a contribution to the literature. Furthermore, there is limited research on the association of overall general self-efficacy (GSE) with accounting student employment outcomes.
In addition to the three-factor GSES structure, the present study also includes students’ individual characteristics (i.e., gender, age, residency, study mode and language), and WIL participation as potential factors impacting near-graduate accounting students’ employment outcomes. Furthermore, the study also examines the potential association between the three factors of the GSES with students’ participation in WIL programs during their degree course.
The three-factor self-efficacy construct, based on a trait-like method, was adopted instead of the overall GSES structure, as the former approach enables a deeper analysis of the GSE concept via the employment of separate independent variables. Consequently, the importance of the individual factors and their impact on employment and WIL participation is clearly and distinctively revealed.
The study sample consisted of 337 near-graduate accounting students from Victoria University and Swinburne University of Technology, both based in Melbourne, Australia. The research employed logistic regression, as well as Lasso and R-glmulti statistical techniques, to examine the main research questions. In addition, Mann-Whitney U tests and Pearson chi-square tests were conducted to examine the association between accounting students’ individual characteristics (gender, age, residency, study mode and language) and the three factors of GSES (initiative, effort and persistence).
The study results indicate that two out of the three GSES factors (specifically, initiative and persistence) showed a significant relationship with the employment outcomes of near-graduate accounting students. The study results also confirmed prior research findings, which found that individual characteristics (i.e., language, study mode, residency and age) were significantly associated with employment outcomes. Furthermore, the results showed no significant association between the three self-efficacy factors and students’ WIL participation.
The results of this study provide some important implications for accounting higher education with regard to improving the employment outcomes of accounting near-graduates. These include: (i) developing closer links with industry to improve student familiarity with workplace requirements; (ii) incorporating WIL programs into the accounting curriculum, such as in a professional degree program; (iii) tailoring parts of the curriculum, where possible, in order to improve student self-efficacy; (iv) promoting WIL and providingwider opportunities to access the program; and (v) examining the need for higher education reform to improve international student access to WIL participation during degree courses.
8
Berger, Karen. "Performing belonging: meeting on and in the earth." Thesis, 2013. https://vuir.vu.edu.au/25361/.
Full textAbstract:
This
Masters
by
Research
project
involves
two
ways
of
meeting
that
explore,
in
complimentary
ways,
the
question
of
belonging.
It
comprises
this
exegesis
and
a
performance
at
a
spot
near
where
I’ve
lived
for
15
years,
on
the
banks
of
the
Merri
Creek
in
Melbourne.
This
spot
is
where
John
Batman
probably
met
with
Wurundjeri
elders
on
June
6th
1835,
with
the
aim
of
negotiating
a
treaty
for
the
buying
of
500,000
acres
of
their
land.
When
I
walk
along
the
Merri
Creek
I
feel
that
it
is
in
some
way
‘mine’,
but
know
that
this
is
only
the
case
because
the
original
inhabitants
were
violently
prevented
from
maintaining
their
traditional
lives
here.
For
contemporary
Aboriginal
people,
Australia
can
be
felt
as
‘theirs’
and
‘not
theirs’;
and
many
immigrant
Australians
who
now
‘belong’
here
were,
either
themselves
or
their
ancestors,
violently
moved
off
their
own
homelands.
It
could
be
argued
that
Australians’
relationship
to
the
land
is
paradoxical.
I
am
interested
in
what
theatre,
specifically
site-‐specific
theatre,
can
do
to
address
the
issue
of
belonging.
Neil
Leach
describes
belonging
as
inherently
performative.1
Assuming
that
the
personal,
social,
historical
and
spatial
are
inseparable
and
interdependent,
I
have
chosen
a
site
that
is
particularly
evocative
of
my
(and
hopefully
other
Australians
too),
exploration
of
connection
to
this
country.
Books on the topic "Work and family Victoria Melbourne"
1
Work, gender, and family in Victorian England. Washington Square, N.Y: New York University Press, 1995.
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2
Ittmann, Karl. Work, gender, and family in Victorian England. Houndmills, Hampshire, [England]: Macmillan, 1995.
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3
Auditor-General, Victoria Office of the. Working with Children Check. Melbourne, Vic: Victorian Government Printer, 2008.
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4
Ittmann, Karl. Work, Gender and Family in Victorian England. Palgrave Macmillan, 2016.
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5
In the Firing Line: Violence and Power in Child Protection Work (Wiley Series in Child Care & Protection). Wiley, 2002.
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6
Purcell, Carl. The Politics of Children's Services Reform. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447348764.001.0001.
Full textAbstract:
Comparative research has identified two broad types of child welfare system. In child protection systems the principal remit of welfare agencies is to identify and respond to actual or potential incidences of child abuse or maltreatment. In contrast family service systems are characterised by a stronger spirit of partnership between the state and families and an emphasis on working to prevent the need for coercive state intervention. This book examines the development of children’s services reform in England over recent decades to explain a shift from family service polices towards a narrower child protection approach. Successive waves of reform in England have invariably been framed as responses to high-profile child abuse inquires and media generated scandal including the cases of Victoria Climbié and Baby P. However, this book challenges the idea that it is the apparent failings of local agencies, including child and family social workers, that drive successive waves of reform. Instead, it turns the spotlight on the process of policy-making at the national level, and highlights the role played by party political leaders and senior government ministers in driving reform. The book is informed by 45 interviews with key decision-makers including ministers, senior civil servants, children’s charity leaders, local authority directors and social work researchers.
Book chapters on the topic "Work and family Victoria Melbourne"
1
Goss, W. M., Claire Hooker, and Ronald D. Ekers. "To the Cavendish Laboratory of the University of Cambridge, 1931." In Historical & Cultural Astronomy, 53–68. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-07916-0_6.
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AbstractFrom the 1851 Exhibition Scholarship Committee to Pawsey on 1 October 1931:Pawsey started out in research in the midst of excitement over the possibilities of radio communications and the iteratively developing physical understanding of the ionosphere and of the equipment that might be used to investigate it. During 1926–28 he completed his BSc at the University of Melbourne, Victoria. In 1929 he began a Master’s Degree, which was at that time a research-only degree, under the direction of Professor T.H. Laby. He was supported by receiving the M.J. Bartlett Research Scholarship. Presumably this, along with his work as a tutor in Physics at Queens College, provided him with a small, but independent, income. He embarked on a study of “atmospherics”—electrical disturbances in the atmosphere that Appleton, at King’s College, London, and others had linked in part with thunderstorm activity—and their impact on radio broadcasting. From January 1930 to August 1931, he carried out observations using a cathode ray direction finder, working with George H. Munro and Lenard Huxley as part of the Australian Radio Research Board (RRB). Pawsey wrote in 1933: “We were able to give strong evidence that all atmospherics originate in lightning flashes, and made measurements of intensity enabling the distance of the thunderstorms to be roughly determined.” (Ratcliffe & Pawsey, 1933)
2
Sinanan, Jolynna, and Larissa Hjorth. "Careful families and care as ‘kinwork’: an intergenerational study of families and digital media use in Melbourne, Australia." In Connecting Families?, edited by Barbara Barbosa Neves and Cláudia Casimiro, 181–200. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447339946.003.0010.
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This chapter examines how digital media practices, relating to care and intimacy (the ‘intimate surveillance’), are being played out in the daily lives of intergenerational and cross-cultural families in Melbourne, Australia. Drawing on ethnographic research conducted in Melbourne with thirteen households in 2015–2016, it considers how ‘doing family’ practices — the ways that family members maintain co-presence through routines and everyday tasks — are interwoven with intergenerational and cross-cultural relationships, revealing textures of intimacy and boundary work that intersect with the mundane to create new types of social surveillance and disappearance. The chapter also introduces the framework of ‘digital kinship’, which provides a life course perspective to take into account the differing roles, positions, meanings and contexts over a person's lifespan, and concludes with a discussion of how friendly surveillance, staying in touch and caring at a distance are made possible through social media platforms.
3
Compton, Michael T., and Beth Broussard. "Understanding Mental Health First Aid for Psychosis." In The First Episode of Psychosis. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195372496.003.0026.
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Throughout this guide, we have tried to explain all parts of a first episode of psychosis in a detailed way. But what happens if you know someone who may be experiencing an episode of psychosis and you have to act fast or help them get into treatment? This last chapter includes advice on how to provide mental health “first aid” to those who may be experiencing an episode of psychosis. These guidelines were developed by and reprinted here with permission from Professor Anthony Jorm and Ms. Betty Kitchener from the University of Melbourne and ORYGEN Research Centre in Melbourne, Victoria, Australia. As a result of an extensive process, they are based on the agreement of a panel of patients, family members, and mental health professionals from Australia, Canada, New Zealand, the United Kingdom, and the United States. For more information on their Mental Health First Aid program, please visit www.mhfa.com.au. The remainder of this chapter is organized around nine questions that are addressed to help people who may need to provide “first aid” to someone experiencing psychosis. The purpose of these guidelines is to help members of the public to provide first aid to someone who may be experiencing psychosis. The role of the first aider is to assist the person until he or she receives appropriate professional help or the crisis resolves. These guidelines are a general set of recommendations about how you can help someone who may be experiencing psychosis. Each individual is unique, and it is important to tailor your support to that person’s needs. So, these recommendations will not be appropriate for every person who may have psychosis. It is important to learn about the early warning signs of psychosis and the symptoms of psychosis so that you can recognize when someone may be developing psychosis. Although some of these signs may not be very dramatic on their own, when you consider them together, they may suggest that something is not quite right. It is important not to ignore or dismiss such warning signs or symptoms, even if they appear gradually and are unclear.
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
Conference papers on the topic "Work and family Victoria Melbourne"
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Torgovnikov, Grigory, and Graham Brodie. "G. Brodieand, G. Torgovnikov. EXPERIMENTAL STUDY OF MICROWAVE SLOW WAVE COMB AND CERAMIC APPLICATORS FOR SOIL TREATMENT AT FREQUENCY 2.45 GHZ." In Ampere 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/ampere2019.2019.9651.
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EXPERIMENTAL STUDY OF MICROWAVE SLOW WAVE COMB AND CERAMIC APPLICATORS FOR SOIL TREATMENT AT FREQUENCY 2.45 GHZ. G. Brodie and G. Torgovnikov University of Melbourne, 4 Water St, Creswick, Victoria 3363, Australia; e-mail: grigori@unimelb.edu.au Keywords: ceramic applicator, comb applicator, microwave, slow wave, soil microwave treatment In many cases in industry it is required to heat or treat surface layers of different material (soil, timber, concrete, plastics and so on) with microwaves (MW). Traditional MW irradiators (antennas) cannot provide heating only in the surface areas and energy penetrates deep into the material, where it decays exponentially due to normal attenuation. Therefore, energy losses, if a heating depth of 20 - 40 mm (for example to heat soil for killing weed seeds) is all that is required, are very significant. Therefore, it is required to develop special MW applicators for surface treatment to increase process efficiency. To address this problem, a slow wave (which is sometimes called a "surface wave" applicator) comb and ceramic structures, was studied. The main property of slow waves is that the energy concentration is very near impedance electrode – comb or ceramic plate surface. Previously, slow wave structures were used mostly as delay lines and as interaction circuits in MW vacuum devices, and their properties were explored only for these specific applications. The work objectives of this study were: design slow wave, ceramic and comb structure applicators for soil treatment at frequency 2.45 GHz;experimentally study the energy distribution from slow wave applicators in the soil;study of opportunities to use slow wave structures for surface soil layer heating; andrecommendations for practical use of new slow wave applicators. Comb and ceramic slab applicators for frequency 2.45 GHz operation were designed for the soil treatment on the bases of theoretical studies and computer modelling. The comb applicator was made from aluminium and the ceramic slab applicator was made from alumina (DC=9.8, loss tangent=0.0002). A 30 kW (2.45 GHz) microwave generator was used for experiments. Containers with soil were placed on the applicator surface. An auto tuner was used in MW system to provided good impedance matching of the generator and applicators (with soil on top). This resulted in practically no power reflection. The soil “Potting Mix Hortico”, with moisture content range 32-174% and density range 590-1070 kg/m3, was used for the experiments. Energy distribution in the soil was determined by temperature measuring in the soil using thermocouples, after MW heating. Distribution of temperature measuring points covered the whole volume of the soil along and across the applicator. Results of the experiments showed that the comb applicator provides maximum energy release in soil in the central vertical plane. The ceramic alumina applicator forms two temperature maximums in two vertical planes at a distance of about 40 mm from the central applicator plane and a minimum in the applicator central plane. The ceramic applicator provides better uniformity of energy distribution across the width of the applicator due to the two temperature maximums. It reduces overheating of the soil surface and energy losses. The depth of energy penetration provided by ceramic applicator is lower compared with the comb applicator. It means that the ceramic applicator provides better energy localization and more energy absorption in the soil surface layers compared with the comb applicator. To provide better uniformity of energy distribution across the ceramic applicator it is recommended to use ceramics with higher dielectric constants, such as in the range of 15-25, which will allow more energy to be released closer to the applicator surface. It will increase efficiency of MW energy use. The ceramic applicator is more effective for MW treatment of the soil surface areas and is recommended for practical use in machines for thermal treatment and sterilization of surface layers of the soil and other materials.