Artykuły w czasopismach na temat „Education and state – Australia – Western Australia”
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1
Clements, Jill. "Chaplaincy in the State Schools of Western Australia". Journal of Christian Education os-48, nr 1 (maj 2005): 19–24. http://dx.doi.org/10.1177/002196570504800104.
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Chambers, Dianne, i Chris Forlin. "An Historical Review from Exclusion to Inclusion in Western Australia across the Past Five Decades: What Have We Learnt?" Education Sciences 11, nr 3 (11.03.2021): 119. http://dx.doi.org/10.3390/educsci11030119.
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Current practices regarding inclusive education vary enormously depending on a wide range of issues, specifically the context and culture of an education system. To maximise the validity of data, and to avoid contextual confusion, this review focuses on one state in Australia, that of Western Australia. By applying a review of five-decade archival data, changes to education for learners with disability in this state are critiqued. Analysis involved applying five a priori themes to review educational reform practices. These were related to legislation and policy, support, curriculum, teacher education and parental choice. Discussion teased out the impact of these changes on the competing paradigms of special and inclusive education, and models and challenges of implementing effective inclusive practice for all learners in one Australian state. Critical reflection provides valuable insight into futures planning for all educational systems to reform practice to become more inclusive.
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Forlin, Peter, i Chris Forlin. "Legal Frameworks for Devolution in Regular and Special Education". Australian Journal of Education 40, nr 2 (sierpień 1996): 177–89. http://dx.doi.org/10.1177/000494419604000205.
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This paper presents a discussion of legislative frameworks that mandate schools to define their own educational processes and systems. The political and constitutional implications are discussed for Australia compared with the existing structures in the United Kingdom and the United States. As decentralisation varies considerably in Australia between states and territories, the State of Western Australia is selected as an example. Specifically an analysis of the approach adopted by Western Australia is evaluated for the need for effecting equality of regular and special education. It is argued that new education laws are essential to promote equity in restructured systems.
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Trotman, Janina. "Women Teachers in Western Australian “Bush” Schools, 1900-1939: Passive Victims of Oppressive Structures?" History of Education Quarterly 46, nr 2 (2006): 248–73. http://dx.doi.org/10.1111/j.1748-5959.2006.tb00067.x.
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Demography, distance, and die expansion of settlements created problems for the State Department of Education in Western Australia and other Australian states in the nineteenth and early twentieth centuries. Educational administration in Canada and parts of the United States faced similar issues with regard to the provision of schools. A common response was the establishment of one-teacher rural schools, frequently run by young, and sometimes unclassified, female teachers. In the United States locally elected school boards were the primary source of regulation, but in late nineteenth-century Western Australia such local boards had been stripped of their powers and were answerable to the newly established, highly centralized Education Department. Formal regulated teachers. The masculinized system of the Department and its inspectorate. All the same, however, the local community still exerted informal controls over the lives of teachers working and living in small settlements.
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Douglas, M. "Educating Blind and Visually Impaired Children in Western Australia". Journal of Visual Impairment & Blindness 83, nr 1 (styczeń 1989): 51–53. http://dx.doi.org/10.1177/0145482x8908300117.
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The vastness of Western Australia presents special problems for the provision of equal education to blind and visually impaired children who are mainstreamed in schools throughout the state, especially those who are in underpopulated areas. This article describes the history of education of blind and visually impaired people in the state, culminating in the granting of integrated education in the 1970s and the subsequent effects of mainstreaming. It also discusses the special problems of itinerant teachers, who often travel hundreds of miles, by car, and airplane, to see one student.
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Macdonald, Mary-Anne, Eyal Gringart, Terry Ngarritjan Kessaris, Martin Cooper i Jan Gray. "A ‘better’ education: An examination of the utility of boarding school for Indigenous secondary students in Western Australia". Australian Journal of Education 62, nr 2 (13.07.2018): 192–216. http://dx.doi.org/10.1177/0004944118776762.
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Over the past 10 years, great improvements have been observed in the Year 12 attainment rate of Indigenous Australians. This has been due, in part, to government funding of programmes aimed at improving education opportunity for Indigenous Australian students, including funding of scholarships for students from remote areas to attend boarding schools. The current qualitative study investigated the perspectives of school leaders and Indigenous secondary students across the Australian state of Western Australia, on the utility and impact of this boarding provision. Students identified that boarding education allowed them to achieve a dual goal of meaningful career pathways and improved health outcomes, although they faced challenges unique to the Indigenous boarding school experience in terms of student self-concept, racism, homesickness and post-school transitions.
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Ecker, S., A. Karafilis i R. Taylor. "Challenges of the Blackwood Basin, Western Australia". Water Science and Technology 43, nr 9 (1.05.2001): 37–44. http://dx.doi.org/10.2166/wst.2001.0504.
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Growing concern about the declining state of the catchment and river led to the formation of the Blackwood Basin Group in 1992. Funded primarily by the Natural Heritage Trust and using the river as the focus, the group aims to provide leadership and support to achieve sustainable management of natural resources in the catchment. Through an Integrated Catchment Management approach, the Blackwood Basin Group has managed a range of projects to improve the community's understanding and management of the Blackwood River and its catchment. A number of research, education, demonstration and on-ground action activities relating to river management have been undertaken in partnership with community and local, state and federal government organisations. Activities include demonstrations and evaluations of riparian restoration, funding riparian restoration activities, protection of high conservation value remnant vegetation, a flood risk study, zone action planning and monitoring the condition of the river and its tributaries.
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Lewis, Philip, i Keith Norris. "Demand, Supply and Adjustment in the Teachers Labour Market". Australian Journal of Education 36, nr 3 (listopad 1992): 260–77. http://dx.doi.org/10.1177/000494419203600304.
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There have been important changes in the labour market for teachers in Australia over recent years which have not received much attention from economists. This paper analyses the way in which a particular state, namely Western Australia, has adjusted to these changes. The analysis of how the teachers labour market works is of interest both in Australia and overseas.
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Calgaret, Irene. "Roelands Mission Education — A Personal Narrative". Australian Journal of Indigenous Education 25, nr 2 (październik 1997): 33–36. http://dx.doi.org/10.1017/s1326011100002751.
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Firstly let me introduce myself to you. My name is Irene Calgaret. I am an Aboriginal of the Nyungar people from Bunbury, Western Australia. I attend Edith Cowan University, Bunbury as a first-year student, studying English as my major.I am the mother of three lovely daughters and the grand-mother of four wonderful grand-sons. I have been a nurse for 25 years, employed at local Government and private hospitals, and at various other small, country town hospitals in our very large state of Western Australia.
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Ashworth, Margaret, i Debra Osborn. "System Level Provision for the Gifted Child: a Western Australian Initiative". Gifted Education International 5, nr 2 (styczeń 1988): 113–16. http://dx.doi.org/10.1177/026142948800500211.
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Providing education for gifted and talented students presents its own administrative problems for education authorities. The State of Western Australia, with a population of 1.5 million and an area 10 times the size of Great Britain, has had considerable experience in tackling a wide range of education challenges. In the field of education of the gifted and talented the challenge has been taken up by PEAC. Every 10, 11 and 12 year old child attending a Government Primary School in the State of Western Australia has access to PEAC—the Primary Extension and Challenge Programme for intellectually talented students.
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Boldy, Duncan, Phillip Della, Rene Michael, Mark Jones i Shelley Gower. "Attributes for effective nurse management within the health services of Western Australia, Singapore and Tanzania". Australian Health Review 37, nr 2 (2013): 268. http://dx.doi.org/10.1071/ah12173.
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Objective. To identify the perceptions of nurse managers in Western Australia, Singapore and Tanzania regarding desirable attributes for effective management of their health services, and to identify and discuss the implications for health-management education provided by Australian universities. Methods. Nurse managers completed a questionnaire covering four key dimensions: personality characteristics, knowledge and learning, skills, and beliefs and values. Each of 75 items were rated as to their effect on management effectiveness, according to a 5-point Likert scale. Results. Skills were considered the most important for management effectiveness by each group. Tanzanian respondents rated knowledge and learning almost as highly, and significantly higher than Western Australian respondents. They also rated personality characteristics and beliefs and values significantly higher than Western Australian respondents. No significant differences were found between Singapore and Western Australia. Conclusions. Participants desired a different relative mix of attributes in their nurse managers, with Western Australian respondents most likely to indicate that transformational leadership contributed most to managerial effectiveness. Tanzanian nurse managers were most likely to advocate transactional leadership, whereas Singaporean nurse managers’ views were located somewhere between. Given that these perceptions are valid, the content and curricula of management-development courses need to be cognisant of the cultural backgrounds of participants. What is known about the topic? Views differ as to the extent to which the criteria for management effectiveness are broadly universal or contingent on culture. This applies to the area of nurse management as it does to healthcare management in general. What does this paper add? It is demonstrated that each of the three quite different countries or states considered identified a distinctive combination of attributes as desirable, with the nurse managers of Western Australia most likely to favour a transformational style of leadership, those from Tanzania a transactional leadership style and those from Singapore somewhere in between. What are the implications for practitioners? Given the country- or state-specific desire for a different relative mix of attributes in their nurse managers, management educators in Australia need to ensure that the content and curricula of their courses are cognisant of the cultural backgrounds of their students. There are also important lessons to be taken on board regarding recruitment of nurses into management positions in terms of each of the four dimensions considered, particularly in terms of desirable personality characteristics and beliefs and values.
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Sari, Komang Ayu Kartika. "Prostitution Legislation Reforms in Western Australia: What Indonesia Can Learn". Public Health and Preventive Medicine Archive 2, nr 1 (1.07.2014): 92. http://dx.doi.org/10.15562/phpma.v2i1.130.
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Prostitution is still a complicated problem worldwide including in Western Australia. It is estimated that there are 1700 sex workers and 38 identified brothels in Western Australia1 and prostitution legislation is still an ongoing debatable issue in the state. There has been a significant change in prostitution laws and enforcement practices, which is due to the rising worldwide problem of sex trafficking and its relation to prostitution.2 The Liberal or National Government of Western Australia planned to introduce the prostitution legislation reforms, which were intended to make brothels to be the “only viable” and legal workplaces for sex workers, to make sex workers have no opportunity to work privately in residential areas and to force them to work for the third parties or to relocate them to industrial areas.3 It would be implemented through a brothel licensing policy, which in turn will make non brothel-based sex workers considered illegal. Brothels are indeed more organized and easier to provide health care and education than the street4 and based on research in the Norwegian capital5, an existing law can make people have more negative attitudes towards buying sex. However, particular form of regulation and practice may result in worse situations and can undermine the health and well-being of sex workers. This article will discuss in details why the prostitution legislation reforms released by The Liberal/National Government in WA should not be fully supported and what we can learn based on the context of Indonesia
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Lewis, Elaine, Catherine Baudains i Caroline Mansfield. "The Impact of AuSSI-WA at a Primary School". Australian Journal of Environmental Education 25 (2009): 45–57. http://dx.doi.org/10.1017/s0814062600000392.
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AbstractThis paper presents the findings of the first stage of research on the impact of the Australian Sustainable Schools Initiative (AuSSI) at an independent primary school in Western Australia. A longitudinal (20 year) case study is being conducted, utilising data related to Education for Sustainability (EfS) at the school from 1990-2009. 2005 was a critical year for the school because it marked the beginning of participation in the Sustainable Schools Initiative pilot in Western Australia (AuSSI-WA). The research investigates elements of EfS in operation at the school pre- and post- AuSSI-WA, as well as student and teacher outcomes after involvement in the Initiative. An analysis of the initial data suggests that participation in AuSSI-WA enabled the school to engage with a growing commitment to EfS in the context of a whole - school approach.
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Flaherty, Kate. "Cathcart vs Brooke: a Touring Actress and a Trial of Public Private Identity in the Australian Colonies". New Theatre Quarterly 33, nr 1 (10.01.2017): 47–58. http://dx.doi.org/10.1017/s0266464x16000622.
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In this article Kate Flaherty examines the sensational contractual dispute that arose between Gustavus Vaughan Brooke and Mary Fanny Cathcart during their Australian colonial tour in 1855. She follows Brooke's attempt to use his theatrical repertoire to achieve and consolidate a legal victory over Cathcart, but argues that this strategy ultimately backfired and elicited a form of judgement by the theatregoing public that countered the judgement handed down by the Supreme Court. Conversely, coverage of the case in Australian newspapers is identified as shaping reviews and sharpening the edge of the stage dramas. The article provides a focused instance of the complex interplay of dramatic works, cultural politics, gendered power, and publicity that characterized nineteenth-century theatrical touring. Kate Flaherty is a lecturer in English and Drama at the Australian National University, a member of the International Shakespeare Conference, and a Senior Fellow of the Higher Education Academy. She is author of Ours as We Play It: Australia Plays Shakespeare (University of Western Australia Press, 2011), as well as numerous essays on how Shakespeare's works play on the stage of public culture.
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Dempsey, Ian. "National Reporting and Students with a Disability in the United States and Australia". Australasian Journal of Special Education 26, nr 1-2 (2002): 16–31. http://dx.doi.org/10.1017/s1030011200024921.
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In many Western countries in the past two decades, there has been considerable general education reform, typically with increased educational accountability through national reporting. The major features of this accountability process, as it has occurred in the United States, are described, with an emphasis on what this has meant for students with a disability. Key features of the process include the provision of significant federal funding contingent on the achievement of specified outcomes; the introduction of a widespread testing regime using standards-based assessment and the reporting of these outcomes at the state, district and school level; and providing access to the regular curriculum to students with a disability unless there is a good reason not to do so. The education reform process in Australia is also described and contrasted with the US movement. A conclusion of the discussion is that the Australian states and territories have been reluctant participants in the reporting process for students with a disability, and that leadership by the Commonwealth is the only likely avenue by which improvements in reporting for these students may come about.
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Osborne, Sam. "Learning Versus Education: Rethinking Learning in Anangu Schools". Australian Journal of Indigenous Education 42, nr 2 (grudzień 2013): 171–81. http://dx.doi.org/10.1017/jie.2013.24.
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In the remote schooling context, much recent media attention has been directed to issues of poor attendance, low attainment rates of minimal benchmarks in literacy and numeracy, poor retention and the virtual absence of transitions from school to work. The Australian government's recent ‘Gonski review’ (Review of Funding for Schooling – Final Report 2011) also strongly advocates the need to increase investment and effort into remote education across Australia in order to address the concerns of under-achievement, particularly of Indigenous students. Large-scale policies designed to improve access to services have caused a significant increase in services delivered from external sources, policy development at all levels of government, and tight accountability measures that affect remote communities and in turn, schools in various ways. Remote educators find themselves caught in the middle of this systemic discourse and the voices and values that exist in the remote communities where they live. Within this complex environment, the purpose of this article is to amplify Indigenous community voices and values in the discourse and by doing so, challenge ourselves as educators and educational leaders to examine the question: ‘While we're busy delivering education, is anybody learning anything?’ This article focuses on the Anangu (Pitjantjatjara/Yankunytjatjara) context of the North-West of South Australia, southern regions of the Northern Territory and into Western Australia. This region is referred to as the ‘tri-state’ region. Using a qualitative methodology, this article examines three Pitjantjatjara language oral narrative transcripts where Anangu reflect on their experiences of growing up and learning. By privileging these Anangu voices in the dialogue about learning in the remote Aboriginal community context, key themes are identified and analysed, highlighting important considerations for remote educators in understanding the values and cultural elements that inform Anangu students in their engagement with a formal education context.
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Baird, Jeanette. "University Governance for the Longer-Term". International Journal of Chinese Education 4, nr 1 (19.08.2015): 105–27. http://dx.doi.org/10.1163/22125868-12340047.
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Corporate governance models are becoming more prevalent in many universities, despite concerns over the effects of corporate practices on the identity of universities as a unique institutional field. In Westminster university systems, governance practices have become highly professionalized along corporate lines, not least to ensure a good fit with the necessary regulatory regimes for a marketized university system. Examples of Australian practices are provided to illustrate the governance dynamics, as both Western and Chinese corporate governance practices will affect the culture of Chinese universities, despite the continuance of deeply-inscribed State influence. Professionalization of governance in Australia has brought benefits but also generated some ‘blind spots’ to sustaining the longer-term features of successful universities. Stronger academic governance could provide a counterweight, yet the relationship between corporate governance and academic governance is not yet as well-defined as it needs to become.
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Morrison-Saunders, Angus, i Gil Field. "Partnerships in Environmental Education: The University of Notre Dame Australia, CALM, Local Government and the Community". Australian Journal of Environmental Education 15 (1999): 157–59. http://dx.doi.org/10.1017/s0814062600002743.
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The Department of Conservation and Land Management (CALM), which is responsible for the management of natural areas in public ownership within Western Australian and wildlife management throughout the state, has entered into a partnership with the University of Notre Dame Australia to deliver some of the units within their Environmental Studies and Tourism programmes. CALM involvement with the university started in 1994 with the provision of occasional guest lecturers and involvement in field excursions with the students over a range of units (eg. during visits to national parks and other sites managed by CALM). More recently, however, CALM have taken the responsibility for presenting two units in their entirety: ES/ BS 181 Ecotourism and Heritage Management andES280/380 Recreation Planning and Management. In addition to the partnership between these two institutions, the two units directly involve local government and the community.This paper presents details of the two units and discusses how this partnership contributes towards community leadership and responsibility and represents effective environmental education.In order to appreciate the educational benefits of the partnership between CALM and the University of Notre Dame Australia, a brief overview of the two units taught by CALM is provided.The Ecotourism and Heritage Management unit focuses on interpretation techniques in natural and cultural heritage area management and the business of cultural and ecotourism. Subjects include interpretive planning, project design and evaluation as well as the planning, design and presentation of ecotours and other guided interpretive activities.
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Osborne, Sam. "Learning from Anangu Histories: Population Centralisation and Decentralisation Influences and the Provision of Schooling in Tri-state Remote Communities". Australian Journal of Indigenous Education 44, nr 2 (grudzień 2015): 127–38. http://dx.doi.org/10.1017/jie.2015.17.
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Remote Australian Aboriginal and Torres Strait Islander schools and communities are diverse and complex sites shaped by contrasting geographies, languages, histories and cultures, including historical and ongoing relationships with colonialism, and connected yet contextually unique epistemologies, ontologies and cosmologies.This paper explores the history of Anangu (Pitjantjatjara, Yankunytjatjara, Ngaanyatjarra and Ngaatjatjarra) populations, including the establishment of incorporated communities and schools across the tri-state remote region of central Australia. This study will show that Anangu have a relatively recent contact history with Europeans and Anangu experiences of engagement with colonisation and schooling are diverse and complex.By describing historical patterns of population centralisation and decentralisation, I argue that schooling and broader education policies need to be contextually responsive to Anangu histories, values, ontologies and epistemologies in order to produce an education approach that resists colonialist social models and assumptions and instead, works more effectively towards a broader aim of social justice. Through assisting educators and policy makers to acquire a clearer understanding of Anangu histories, capacities and struggle, I hope to inform a more nuanced, contextually responsive and socially-just consideration of the provision of Western education in the tri-state region.
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Barratt-Pugh, Caroline, i Yvonne Haig. "Creating Books in Communities: A Book Making Program with Families in a Remote Community in Western Australia". Early Childhood Education Journal 48, nr 1 (9.09.2019): 49–58. http://dx.doi.org/10.1007/s10643-019-00975-z.
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Abstract This article describes the needs analysis, implementation and outcomes of a pilot program aimed at creating books with families in ways that represent their language and culture. Creating Books in Communities is part of Better Beginnings, a state-wide program, developed by the State Library of Western Australia, for children and their families, that aims to develop literacy skills through fostering a love of books and language. Literature about the importance of recognising and valuing home languages and culture in supporting early literacy learning and the impact of family literacy programs is explored to provide a background to the program. The process of Creating Books in Communities is described in detail—it involves collaboration between librarians, early childhood partners, and community based artists working with families to produce a high-quality book. The impact of the program is explored through the voices of all the participants, revealing a number of positive family and community outcomes. We conclude the article by identifying six key factors related to the success of the program, which can be used as guidelines for implementation of the program both nationally and internationally.
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Attwell, Katie, Samantha Carlson, Jordan Tchilingirian, Tauel Harper, Lara McKenzie, Leah Roberts, Marco Rizzi i in. "Coronavax: preparing community and government for COVID-19 vaccination: a research protocol for a mixed methods social research project". BMJ Open 11, nr 6 (czerwiec 2021): e049356. http://dx.doi.org/10.1136/bmjopen-2021-049356.
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IntroductionAhead of the implementation of a COVID-19 vaccination programme, the interdisciplinary Coronavax research team developed a multicomponent mixed methods project to support successful roll-out of the COVID-19 vaccine in Western Australia. This project seeks to analyse community attitudes about COVID-19 vaccination, vaccine access and information needs. We also study how government incorporates research findings into the vaccination programme.Methods and analysisThe Coronavax protocol employs an analytical social media study, and a qualitative study using in-depth interviews with purposively selected community groups. Participant groups currently include healthcare workers, aged care workers, first responders, adults aged 65+ years, adults aged 30–64 years, young adults aged 18–29 years, education workers, parents/guardians of infants and young children (<5 years), parents/guardians of children aged 5–18 years with comorbidities and parents/guardians who are hesitant about routine childhood vaccines. The project also includes two studies that track how Australian state and Commonwealth (federal) governments use the study findings. These are functional dialogues (translation and discussion exercises that are recorded and analysed) and evidence mapping of networks within government (which track how study findings are used).Ethics and disseminationEthics approval has been granted by the Child and Adolescent Health Service Human Research Ethics Committee (HREC) and the University of Western Australia HREC. Study findings will be disseminated by a series of journal articles, reports to funders and stakeholders, and invited and peer-reviewed presentations.
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Meredith Butcher, Lucy, Miranda Rose Chester, Leisha Michelle Aberle, Vanessa Jo-Ann Bobongie, Christina Davies, Stephanie Louise Godrich, Rex Alan Keith Milligan, Jennifer Tartaglia, Louise Maree Thorne i Andrea Begley. "Foodbank of Western Australia's healthy food for all". British Food Journal 116, nr 9 (26.08.2014): 1490–505. http://dx.doi.org/10.1108/bfj-01-2014-0041.
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Purpose – In Australia, the Foodbank of Western Australia (Foodbank WA) has a reputation for being at the forefront of health promotion. The purpose of this paper is to describe Foodbank WA's innovative food bank plus approach of incorporating healthy lifestyle initiatives (i.e. nutrition and physical activity education) into its core food bank business, so as to target priority issues such as food insecurity, poor food literacy, overweight, obesity, poor nutrition and physical inactivity. Design/methodology/approach – A case study approach was utilised to explore Foodbank WA's Healthy Food for All® (HFFA) strategy. HFFA is a comprehensive state wide, school and community based strategy, including the School Breakfast Programme, Food Sensations® and Choose to Move initiatives, designed to promote healthy lifestyles to low socioeconomic and vulnerable groups – a major target group of food banks. Findings – Since its inception in 2007, the delivery of food, education and resources has increased across all of Foodbank WA's HFFA initiatives. Evaluation results from feedback surveys demonstrate the success of these interventions to positively impact upon food security, health and wellbeing of participants. Originality/value – HFFA is a unique, effective and novel strategy that addresses a number of health and nutrition issues. Food banks are well placed to deliver food literacy and healthy lifestyle initiatives. Foodbank WA's holistic approach and demonstrated success provides other food banks with a best practice model and knowledge base for the development of similar health promotion strategies and interventions.
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Alonso, Abel D., i Seng Kok. "A resource-based view and dynamic capabilities approach in the context of a region’s international attractiveness: The recent case of Western Australia". Local Economy: The Journal of the Local Economy Policy Unit 33, nr 3 (25.03.2018): 307–28. http://dx.doi.org/10.1177/0269094218765167.
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This exploratory study proposes a framework based on the resource view theory and the dynamic capabilities approach to further the understanding of a region’s attractiveness, particularly from an international perspective. The case of Western Australia is examined through in-depth, face-to-face interviews with nine country consuls experienced in international trade. The findings revealed significant ways in which Western Australia could enhance its future commercial appeal. The findings revealed the value of synergies between this state and other countries, particularly exchanging expertise, transferring knowledge, or exporting know-how, education, both university and industry-focused, research and development and expertise. These forms of regional attractiveness emphasise the strategic role of industry resources and dynamic capabilities, thus, underscoring the usefulness and applicability of the proposed framework. While the state’s mineral exports will continue to drive its economy, harnessing its potential in other areas is crucial to adapt to changing business environments and to build sustained competitive advantage.
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MARSTON, GREG, i LYNDA SHEVELLAR. "In the Shadow of the Welfare State: The Role of Payday Lending in Poverty Survival in Australia". Journal of Social Policy 43, nr 1 (11.10.2013): 155–72. http://dx.doi.org/10.1017/s0047279413000573.
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AbstractA defining characteristic of contemporary welfare governance in many western countries has been a reduced role for governments in direct provision of welfare, including housing, education, health and income support. One of the unintended consequences of devolutionary trends in social welfare is the development of a ‘shadow welfare state’ (Fairbanks, 2009; Gottschalk, 2000), which is a term used to describe the complex partnerships between state-based social protection, voluntarism and marketised forms of welfare. Coupled with this development, conditional workfare schemes in countries such as the United States, Canada, the UK and Australia are pushing more people into informal and semi-formal means of poverty survival (Karger, 2005). These transformations are actively reshaping welfare subjectivities and the role of the state in urban governance. Like other countries such as the US, Canada and the UK, the fringe lending sector in Australia has experienced considerable growth over the last decade. Large numbers of people on low incomes in Australia are turning to non-mainstream financial services, such as payday lenders, for the provision of credit to make ends meet. In this paper, we argue that the use of fringe lenders by people on low incomes reveals important theoretical and practical insights into the relationship between the mixed economy of welfare and the mixed economy of credit in poverty survival.
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Dermer, Anthony. "Imperial values, national identity". History of Education Review 47, nr 1 (4.06.2018): 25–39. http://dx.doi.org/10.1108/her-03-2017-0003.
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Purpose The purpose of this paper is to explore the concept of national identity, as imparted to students by the Western Australia Education Department, in the early part of the twentieth century. By specifically examining The School Paper, as a part of a broader investigation into the teaching of English, this paper interrogates the role “school papers” played in the formation of the citizen subject. Design/methodology/approach This paper draws on all available editions of Western Australia’s Education Department school reader, The School Paper, between 1909 and 1911, and on the Department’s Education Circular publication between the years 1899 and 1911. These are read within the context of the prevailing education philosophy, internationally and domestically, and the extent to which it was shaped by Australia’s cultural heritage and the desire to establish a national identity in the years post-federation. Findings The School Paper featured stories, poems, songs and articles that complimented the goals of the new education. Used in supplement to a revised curriculum weighted towards English classics, The School Paper, provided an important site for citizenship training. This publication pursued dual projects of constructing a specific Australian identity while defining a British imperial identity from which it is informed. Originality/value This research builds on scholarship on the role of school readers in other states in the construction of national identity and the formation of the citizen subject. It is the first research conducted into Western Australia’s school paper, the school reader, and provides a new lens through which to view how the processes of national/imperial identities are carried out and influenced by state-sanctioned study of English.
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Smith, Robert. "Reviewer Acknowledgements". Journal of Education and Training Studies 6, nr 3a (1.04.2018): 136. http://dx.doi.org/10.11114/jets.v6i3a.3167.
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Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 6, Number 3a Carmen Pérez-Sabater, Universitat Poltècnica de València, SpainErica D. Shifflet-Chila, Michigan State University, USAGunkut Mesci, Giresun University, TurkeyJohn Bosco Azigwe, Bolgatanga Polytechnic, GhanaLaura Bruno, The College of New Jersey, USALisa Marie Portugal, Grand Canyon University, USAMehmet Inan, Marmara University, TurkeyNicole Celestine, The University of Western Australia, Australia Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://jets.redfame.com
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Smith, Robert. "Reviewer Acknowledgements". Journal of Education and Training Studies 6, nr 4a (9.07.2018): 89. http://dx.doi.org/10.11114/jets.v6i4a.3430.
Pełny tekst źródłaStreszczenie:
Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 6, Number 4a Carmen Pérez-Sabater, Universitat Poltècnica de València, SpainErica D. Shifflet-Chila, Michigan State University, USAGunkut Mesci, Giresun University, TurkeyJohn Bosco Azigwe, Bolgatanga Polytechnic, GhanaJohn Cowan, Edinburgh Napier University, UKLaura Bruno, The College of New Jersey, USALisa Marie Portugal, Grand Canyon University, USALorna T. Enerva, Polytechnic University of the Philippines, PhilippinesMehmet Inan, Marmara University, TurkeyNicole Celestine, The University of Western Australia, Australia Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://jets.redfame.com
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Gill, Amy, i Grace Oakley. "Agency Workers’ Perceptions of Cross-System Collaboration to Support Students in Out-of-Home Care". Children Australia 43, nr 1 (30.01.2018): 47–56. http://dx.doi.org/10.1017/cha.2018.1.
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Children and young people in out-of-home care (OOHC) experience a wide range of educational issues at rates disproportionate to their peers. Collaboration between child protection and education systems is critical to addressing unique educational needs within this cohort. This article presents a qualitative case study investigating child protection workers’ perceptions of their work with primary and high school educators in Western Australia. Methods included policy analysis and in-depth interviews with a purposeful sample of 11 Case Workers and Education Officers employed by The Department for Child Protection and Family Support in metropolitan, regional and remote locations in Western Australia. Overall, participants reported that a jointly established Memorandum of Understanding had helped strengthen mutual accountability for education planning to support students in OOHC. However, difficulties obtaining Documented Education Plans and limited access to supplementary educational supports within both systems were considerable sources of tension. An adaptation of Whittington's (2003) Two-Stage Model of Collaboration illustrates the hierarchical nature of the influences on cross-system collaboration in the present study. While the size of the study limited its scope to one stakeholder group, the study offers frontline insights that may inform the development of future education and child protection agency initiatives.
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Swensen, Greg. "A Short History of Managing Problematic Users of Alcohol in Western Australia by Mental Health Services". SUCHT 66, nr 2 (1.04.2020): 71–84. http://dx.doi.org/10.1024/0939-5911/a000649.
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Abstract. Aims: This paper examines the role that mental health services (MHS) performed in the management and provision of medical care and treatment of problematic users of alcohol in Western Australia (WA) over the period since 1900. Methods: The research involved an examination of legislative enactments and regulations, records of parliamentary debates in Hansard, administrative records in the State Records Office, and other sources of public information, such as departmental annual reports, reviews of services, studies and newspapers. Results: This research identified three eras of policy involving problematic users. The first, from 1900 to the mid 1970s, focussed on controls in inebriates and lunacy legislation to create a regime of civil commitment, designed to confine and compel ‘inebriates’, as well as ‘convicted inebriates,’ to ‘dry out’ and rehabilitate. The second, between 1975 and the late 1990s, involved the creation of a state-wide system of specialist service providers to provide treatment and recovery for problematic users. The system involved a spectrum of services that included a detoxification hospital, outpatient clinics and community-based regional services established and operated by a statutory public health agency, the Alcohol and Drug Authority (ADA). The third era, which commenced in the late 1990s, involved the transfer of all community-based services from the ADA to ‘not-for-profit’ non-government organisations (NGOs). The end result of this devolution was the ADA retained only a limited treatment role, as the operator of the inpatient detoxification facility. The balance of its functions were redefined in relation to the prevention of the use of alcohol and other drugs, primarily through support of mass public education programs, as well as oversight of funded NGO programs. The paper concludes with a consideration of a recent major development which involved administrative and legislative actions in 2015 to abolish the statutory body which had operated since 1975 and transfer administrative responsibility for drug and alcohol services into the Mental Health Commission.
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DZHUS, OKSANA. "DEVELOPMENT OF UKRAINIAN SCHOOL AND EDUCATIONAL AFFAIR AS A BASIS OF PROFESSIONAL PREPARATION OF THE YOUTH OF UKRAINIAN DIASPORA IN THE SECOND HALF OF THE XX-TH CENTURY". Journal of Vasyl Stefanyk Precarpathian National University 6, nr 1 (17.04.2019): 97–106. http://dx.doi.org/10.15330/jpnu.6.1.97-106.
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The formation and development of the Ukrainian school and educational affair as the basis for the professional training of Ukrainian youth in the Western countries in the second half of the XX-th century is examined in the article. The emphasis was given to the complexity and multiplicity of this process, which was caused by the socioeconomic and educational policies of the states, which became a new homeland for the Ukrainians, geography and compactness of their resettlement, employment in the different branches of the economy, the presence in the diaspora of the professional intelligentsia, its national awareness, the state religious life, etc. Accordingly, in different countries (Germany, Great Britain, Poland, Canada, USA, Australia, Argentina), this process was different, more or less intense and had results, but it still remains an object of interest as an important support of native cultural heritage, an inexhaustible source of preserving its spirituality bearers.
The institutional forms and types of obtaining of pedagogical education by Ukrainians in the Western countries of the second half of the 20th century, the peculiarity of teaching and educational activities in different types of educational establishment and the main tendencies of the development of the Ukrainian school and educational affairs are presented. Among them: an expansion of the network of pre-school establishments, primary, secondary and high schools in connection with the arrival of emigrants to countries of Western Europe, America and Australia; public uniting efforts of leading Ukrainian public associations in preserving the national identity and spirituality of Ukrainians born outside Ukraine's native land; development of scientifically grounded, adapted to the needs and conditions of Ukrainians living in the diaspora of the theory of teaching and national education of younger generations; improving the content of studying and educational process in all types of schools, bringing it to the standards of the existing state education system and the increased requirements of economic and cultural life of the countries that have become a new homeland for Ukrainians.
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Shine, Kathryn, i Trevor Cullen. "Student responses to a new project model capstone unit in journalism". Australian Journalism Review 41, nr 2 (1.11.2019): 241–55. http://dx.doi.org/10.1386/ajr_00009_1.
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Tertiary educators across the globe are trying to identify the best way for students to complete their studies in a unit that synthesizes learning to date and prepares them to enter the workforce. The final unit, or capstone, has increasingly emerged as a key issue in higher education in recent years, and is the subject of a growing body of research. However, researchers have not reached consensus about the most suitable model for a capstone unit. The absence of a uniform approach is pronounced within the field of journalism education, where capstone units are not universal and a number of models are being used. In Australia, research has found that most undergraduate journalism programmes include a capstone unit, but that there are three models: the internship, the newsroom simulation and the project. The aim here is not to argue that one model is more effective than and preferable to others. Instead, this study contributes to the capstone literature by outlining student responses to a new project model capstone unit for journalism undergraduates at a Western Australian university. It evaluates the unit’s effectiveness against the stated purposes and principles of a capstone experience, and concludes that the project can achieve the dual aims of enhancing disciplinary skills and developing broader transferable abilities.
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Clare, Michael. "The UK ‘Looking After Children’ Project: Fit for ‘out-of-home care’ practice in Australia?" Children Australia 22, nr 1 (1997): 29–35. http://dx.doi.org/10.1017/s1035077200008063.
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This paper, based on material previously presented at the ACWA Biennial Conference in Sydney, describes the design, development and implementation of the ‘Looking After Children’ practice and management materials in the UK. The paper traces the research and practice background to the trialing of these out-of-home care assessment and planning materials in the UK, where they are expected to be adopted and implemented by all statutory agencies by the end of 1998. The international interest in the Assessment and Action Record is supported by an exploration of the arguments for child-focussed assessment and planning for ‘placement as a process – not an event’. Finally there is coverage of the three recently completed pilot projects in Western Australia. An argument is made for the adoption and adaptation of these materials as potential practice standards for the ‘State as parent’.
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Boltivets, Sergii. "EDUCATION AS HARMONY INTELLIGENCE AND HEALTH". Problems of Psychology in the 21st Century 12, nr 2 (25.12.2018): 60–62. http://dx.doi.org/10.33225/ppc/18.12.60.
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The emergence of a public request for the realization of special abilities of a person, focused on children, is typical for countries where awareness of their own intellectual backwardness has become a consequence of comparison with others. This is the so-called post-totalitarian or, more specifically, post-communist countries, different from the free world, as thoroughly proved by the study "Psychotherapy in the Western World and in the USSR" (1973) by one of the most prominent hypnotherapists and psychotherapists of the world Dr. Eugene Hlywa (Sydney, Australia). In particular, a definite stature, inherent in every human population, the aggregate of the capacities of people's abilities is roughly equal in each country. However, the countries of the free world, by their freedom of expression and respect for this individual self-expression, create conditions for the implementation of any capacities of abilities, while totalitarian - only conditions for a relatively small number of able people, sufficient to serve the interests of the ruling elite. Everyone else, as it was already in the history of Ukraine at the beginning of the 20th century, was destroyed: most Ukrainian kobzars were shot at Kharkiv, Ukrainian poets, writers and playwrights - shot in the Sandarmokh Karelian tract, etc. Comparison of ancient Greek cities confirms the vitality of Athens as a city of free prosperity of human abilities and the decline of Sparta, which served as an example of a state organization for future communist and national-socialist leaders of the USSR and the Third Reich.
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Daniel, Ryan, i Julia Bowden. "The intermediate piano stage: exploring teacher perspectives and insights". British Journal of Music Education 30, nr 2 (3.04.2013): 245–60. http://dx.doi.org/10.1017/s0265051713000041.
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While many piano students successfully progress beyond beginner status to reach what is commonly referred to as the intermediate stage, there is minimal research specific to this area of practice. This is despite the fact that there is a high drop-out rate at this stage. This research study therefore set out to develop an in-depth understanding of the key issues of relevance from the perspective of the teachers who work with intermediate piano students. In order to develop a substantial body of data and therefore increase the validity of the findings, a comprehensive e-survey was developed and distributed to practitioners in the UK, USA and Australia, with 583 practitioners participating in the research. The findings highlight some of the key challenges teachers face when working with intermediate students, one of which is the priority students place on their piano studies, with teachers arguing that external commitments have a negative impact on commitment and progression in piano lessons. The data also reveal that repertoire is a major factor of relevance, with teachers citing popular music styles as of more interest to most students than traditional Western art repertoire, yet it is the least studied area in lessons. Given the impact that these two issues have on teachers' experiences of working with piano students and relevant drop-out rates at this stage, it is clear that there is a significant need for further research by engaging other key stakeholders, in order to develop a more comprehensive understanding of the complexities involved in this area of music education.
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Katzenellenbogen, Judith M., Daniela Bond-Smith, Anna P. Ralph, Mathilda Wilmot, Julie Marsh, Ross Bailie i Veronica Matthews. "Priorities for improved management of acute rheumatic fever and rheumatic heart disease: analysis of cross-sectional continuous quality improvement data in Aboriginal primary healthcare centres in Australia". Australian Health Review 44, nr 2 (2020): 212. http://dx.doi.org/10.1071/ah19132.
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ObjectiveThis study investigated the delivery of guideline-recommended services for the management of acute rheumatic fever (ARF) and rheumatic heart disease (RHD) in Australian primary healthcare centres participating in the Audit and Best Practice for Chronic Disease (ABCD) National Research Partnership project. MethodsARF and RHD clinical audit data were collected from 63 Aboriginal centres in four Australian jurisdictions using the ABCD ARF/RHD audit tool. Records of up to 30 patients treated for ARF and/or RHD were analysed per centre from the most recent audit conducted between 2009 and 2014. The main outcome measure was a quality of ARF and RHD care composite indicator consisting of nine best-practice service items. ResultsOf 1081 patients, most were Indigenous (96%), female (61%), from the Northern Territory and Queensland (97%) and <25 years of age (49%). The composite indicator was highest in the 0–14 year age group (77% vs 65–67% in other age groups). Timely injections and provision of client education are important specific areas for improvement. Multiple regression showed age >15 years to be a significant negative factor for several care indicators, particularly for the delivery of long-acting antibiotic injections and specialist services in the 15–24 year age group. ConclusionsThe results suggest that timely injection and patient education are priorities for managing ARF and RHD, particularly focusing on child-to-adult transition care. What is known about the topic?The burden of rheumatic fever and RHD in some Aboriginal communities is among the highest documented globally. Guideline-adherent RHD prevention and management in primary health care (PHC) settings are critically important to reduce this burden. Continuous quality improvement (CQI) is a proven strategy to improve guideline adherence, using audit cycles and proactive engagement of PHC end users with their own data. Previously, such CQI strategies using a systems approach were shown to improve delivery of ARF and RHD care in six Aboriginal health services (three government and three community controlled). What does this paper add?This paper focuses on the variation across age groups in the quality of ARF and/or RHD care according to nine quality of care indicators across 63 PHC centres serving the Aboriginal population in the Northern Territory, Queensland, South Australia and Western Australia. These new findings provide insight into difference in quality of care by life stage, indicating particular areas for improvement of the management of ARF and RHD at the PHC level, and can act as a baseline for monitoring of care quality for ARF and RHD into the future. What are the implications for practitioners?Management plans and innovative strategies or systems for improving adherence need to be developed as a matter of urgency. PHC professionals need to closely monitor adherence to secondary prophylaxis at both the clinic and individual level. RHD priority status needs to be assigned and recorded as a tool to guide management. Systems strengthening needs to particularly target child-to-adult transition care. Practitioners are urged to keep a quick link to the RHDAustralia website to access resources and guidelines pertaining to ARF and RHD (https://www.rhdaustralia.org.au/arf-rhd-guideline, accessed 3 October 2019). CQI strategies can assist PHC centres to improve the care they provide to patients.
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Durey, A., D. McAullay, B. Gibson i L. M. Slack-Smith. "Oral Health in Young Australian Aboriginal Children". JDR Clinical & Translational Research 2, nr 1 (27.09.2016): 38–47. http://dx.doi.org/10.1177/2380084416667244.
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Despite dedicated government funding, Aboriginal Australians, including children, experience more dental disease than other Australians, despite it being seen as mostly preventable. The ongoing legacy of colonization and discrimination against Aboriginal Australians persists, even in health services. Current neoliberal discourse often holds individuals responsible for the state of their health, rather than the structural factors beyond individual control. While presenting a balanced view of Aboriginal health is important and attests to Indigenous peoples’ resilience when faced with persistent adversity, calling to account those structural factors affecting the ability of Aboriginal people to make favorable oral health choices is also important. A decolonizing approach informed by Indigenous methodologies and whiteness studies guides this article to explore the perceptions and experiences of Aboriginal parents ( N = 52) of young children, mainly mothers, in Perth, Western Australia, as they relate to the oral health. Two researchers, 1 Aboriginal and 1 non-Aboriginal, conducted 9 focus group discussions with 51 Aboriginal participants, as well as 1 interview with the remaining individual, and independently analyzed responses to identify themes underpinning barriers and enablers to oral health. These were compared, discussed, and revised under key themes and interpreted for meanings attributed to participants’ perspectives. Findings indicated that oral health is important yet often compromised by structural factors, including policy and organizational practices that adversely preclude participants from making optimal oral health choices: limited education about prevention, prohibitive cost of services, intensive marketing of sugary products, and discrimination from health providers resulting in reluctance to attend services. Current government intentions center on Aboriginal–non-Aboriginal partnerships, access to flexible services, and health care that is free of racism and proactively seeks and welcomes Aboriginal people. The challenge is whether these good intentions are matched by policies and practices that translate into sustained improvements to oral health for Aboriginal Australians. Knowledge Transfer Statement: Slow progress in reducing persistent oral health disparities between Aboriginal and non-Aboriginal Australians calls for a new approach to this seemingly intractable problem. Findings from our qualitative research identified that structural factors—such as cost of services, little or no education on preventing oral disease, and discrimination by health providers—compromised Aboriginal people’s optimum oral health choices and access to services. The results from this study can be used to recommend changes to policies and practices that promote rather than undermine Aboriginal health and well-being and involve Aboriginal people in decisions about their health care.
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Oscar, William. "Reviewer Acknowledgements". International Journal of Contemporary Education 3, nr 2 (29.09.2020): 75. http://dx.doi.org/10.11114/ijce.v3i2.5031.
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International Journal of Contemporary Education (IJCE) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether IJCE publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 3, Number 2 Aurora Q. Pestano, University of San Jose Recoletos, PhilippinesAziz Moummou, Ministry of Education, MoroccoBlessing Dwumah Manu, Jiangsu University, GhanaBožić-Lenard Dragana, University of Osijek Croatia, CroatiaBruna Gabriela Augusto Marçal Vieira, CEFET-MG, BrazilDina Radeljas, Mohawk Valley Community College, USAEdward Bolden, Case Western Reserve University, USAFederica Cornali, University of Turin, ItalyFroilan Delute Mobo, Philippine Merchant Marine Academy, PhilippinesGiuseppe Maugeri, Ca' Foscari University, ItalyGraziano Serragiotto, Ca' Foscari University of Venice, ItalyInaad M Sayer, University of Human Development, IraqIosif Fragkoulis, Hellenic Open University, GreeceJavier Fombona, Univ. Oviedo, SpainLi Li, Bath Spa University, UKMatthew Schatt, University of Florida, USAMurat Tezer, Near East University, CyprusNesrin Ozturk, Ege University, TurkeyRaymond Aaron Younis, ACU Australia, AustraliaSaid K. Juma, State University of Zanzibar, TanzaniaSandro Sehic, Oneida BOCES, USASuriadi Samsuri, Institute of Islamic Religion Sultan Muhammad Syafiuddin Sambas, IndonesiaTeresa Pozo-Rico, University of Alicante, SpainVassiliki Pliogou, Metropolitan College of Thessaloniki, Greece William OscarEditorial AssistantInternational Journal of Contemporary Education------------------------------------------------------------Redfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USATel: 1-503-828-0536 ext. 509Fax: 1-503-828-0537E-mail 1: ijce@redfame.comE-mail 2: ijce@redfame.orgURL: http://ijce.redfame.com
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Smith, Robert. "Reviewer Acknowledgements". Journal of Education and Training Studies 5, nr 2 (23.01.2017): 253. http://dx.doi.org/10.11114/jets.v5i2.2181.
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Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 5, Number 2 Anne M. Hornak, Central Michigan University, USABaraka M. Ngussa, University of Arusha, TanzaniaCagla Atmaca, Pamukkale University, TurkeyDonna Smith, The Open University, UKEbrahim Mohammadpour, Mimos Berhad, IranErica D. Shifflet-Chila, Michigan State University, USAHanan Mohamed Soliman, Faculty of Nursing Mansoura University, EgyptJeyavel Sundaramoorthy, Gulbarga University Campus, IndiaJill M. Feldman, Westat, USAJohn Bosco Azigwe, Bolgatanga Polytechnic, GhanaLeonor Thomson, Universidad de la República, UruguayLorna T. Enerva, Polytechnic University of the Philippines, PhilippinesMarcie Zaharee, The MITRE Corporation, USAMaria Pavlis Korres, Hellenic Open University, GreeceMehmet Inan, Marmara University, TurkeyMeral Seker, Cukurova University, TurkeyNele Kampa, Leibniz-Institute for Science and Mathematics Education (IPN), GermanyNicole Celestine, The University of Western Australia, AustraliaNiveen M. Zayed, MENA College of Management, JordanRichard H. Martin, Indiana University, USARichard Penny, University of Washington Bothell, USASenem Seda Şahenk Erkan, Marmara University, TurkeySimona Savelli, Università degli Studi Guglielmo Marconi, ItalyYalçın Dilekli, Aksaray University, TurkeyYerlan Seisenbekov, Kazakh National Pedagogical University, KazakhstanYi Lu, American Institute for Research, USAYu-Cheng Tang, National Changhua University of Education, TaiwanZachary Wahl-Alexander, Northern Illinois University, USA Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://jets.redfame.com
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Struijk, Dirk G. "Peritoneal Dialysis in Western Countries". Kidney Diseases 1, nr 3 (2015): 157–64. http://dx.doi.org/10.1159/000437286.
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Background: Peritoneal dialysis (PD) for the treatment of end-stage renal failure was introduced in the 1960s. Nowadays it has evolved to an established therapy that is complementary to hemodialysis (HD), representing 11% of all patients treated worldwide with dialysis. Despite good clinical outcomes and similar results in patient survival between PD and HD, the penetration of PD is decreasing in the Western world. Summary: First the major events in the history of the development of PD are described. Then important insights into the physiology of peritoneal transport are discussed and linked to the changes in time observed in biopsies of the peritoneal membrane. Furthermore, the developments in peritoneal access, more biocompatible dialysate solutions, automated PD at home, the establishment of parameters for dialysis adequacy and strategies to prevent infectious complications are mentioned. Finally non-medical issues responsible for the declining penetration in the Western world are analyzed. Key Messages: Only after introduction of the concept of continuous ambulatory PD by Moncrief and Popovich has this treatment evolved in time to a renal replacement therapy. Of all structures present in the peritoneal membrane, the capillary endothelium offers the rate-limiting hindrance for solute and water transport for the diffusive and convective transport of solutes and osmosis. The functional and anatomical changes in the peritoneal membrane in time can be monitored by the peritoneal equilibrium test. Peritonitis incidence decreased by introduction of the Y-set and prophylaxis using mupirocin on the exit site. The decrease in the proportion of patients treated with PD in the Western world can be explained by non-medical issues such as inadequate predialysis patient education, physician experience and training, ease of HD initiation, overcapacity of in-center HD, lack of adequate infrastructure for PD treatment, costs and reimbursement issues of the treatment. Facts from East and West: (1) PD is cheaper than HD and provides a better quality of life worldwide, but its prevalence is significantly lower than that of HD in all countries, with the exception of Hong Kong. Allowing reimbursement of PD but not HD has permitted to increase the use of PD over HD in many Asian countries like Hong Kong, Vietnam, Taiwan, Thailand, as well as in New Zealand and Australia over the last years. In the Western world, however, HD is still promoted, and the proportion of patients treated with PD decreases. Japan remains an exception in Asia where PD penetration is very low. Lack of adequate education of practitioners and information of patients might as well be reasons for the low penetration of PD in both the East and West. (2) Patient survival of PD varies between and within countries but is globally similar to HD. (3) Peritonitis remains the main cause of morbidity in PD patients. South Asian countries face specific issues such as high tuberculosis and mycobacterial infections, which are rare in developed Asian and Western countries. The infection rate is affected by climatic and socio-economic factors and is higher in hot, humid and rural areas. (4) Nevertheless, the promotion of a PD-first policy might be beneficial particularly for remote populations in emerging countries where the end-stage renal disease rate is increasing dramatically.
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Smith, Robert. "Reviewer Acknowledgements". Journal of Education and Training Studies 6, nr 11 (31.10.2018): 271. http://dx.doi.org/10.11114/jets.v6i11.3737.
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Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 6, Number 11Adalberto Felipe Martinez, Federal University of São Carlos, BrazilAngel H. Y. Lai, Hong Kong Baptist University, Hong KongBenmarrakchi Fatimaezzahra, Chouaib Doukkali University, MoroccoBrenda L. Shook, National University, USACagla Atmaca, Pamukkale University, TurkeyChosang Tendhar, Long Island University (LIU), USACynthia M. Compton, Wingate University, USAEnisa Mede,Bahcesehir University,TurkeyErica D. Shifflet-Chila, Michigan State University, USAFroilan D. Mobo, Philippine Merchant Marine Academy, PhilippineHelena Reis, Polytechnic Institute of Leiria, PortugalHyesoo Yoo, Virginia Tech., USAIntakhab Khan, King Abdulaziz University, Saudi ArabiaJohn Bosco Azigwe, Bolgatanga Polytechnic, GhanaJohn Cowan, Edinburgh Napier University, UKJon S. Turner, Missouri State University, USAJonathan Chitiyo, University of Pittsburgh Bradford, USALorna T. Enerva, Polytechnic University of the Philippines, PhilippinesMan-fung Lo, The Hong Kong Polytechnic University, Hong KongMarcie Zaharee, The MITRE Corporation, USAMaurizio Sajeva, Pellervo Economic Research PTT, FinlandMehmet Inan, Marmara University, TurkeyMin Gui, Wuhan University, ChinaNicole Celestine, The University of Western Australia, AustraliaSadia Batool, Preston University Islamabad, PakistanSamad Mirza Suzani, Islamic Azad University, IranSandro Sehic, Oneida BOCES, USASelloane Pitikoe, University of Kwazulu-Natal, South AfricaSenem Seda Şahenk Erkan, Marmara University, TurkeyShu-wen Lin, Sojo University, JapanStamatis Papadakis, University of Crete, GreeceThomas K. F. Chiu, The University of Hong Kong, Hong KongRobert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://jets.redfame.com
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Hsu, Siang. "State Report for Western Australia". Australian Endodontic Journal 43, nr 1 (kwiecień 2017): 51. http://dx.doi.org/10.1111/aej.12196.
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Alexander, Ian. "Western Australia: the resource state". Australian Geographer 19, nr 1 (maj 1988): 117–30. http://dx.doi.org/10.1080/00049188808702954.
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Hooper, Robert A. "When the barking stopped: Censorship, self-censorship and spin in Fiji". Pacific Journalism Review 19, nr 1 (31.05.2013): 41. http://dx.doi.org/10.24135/pjr.v19i1.237.
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After four military coups in 20 years, Fiji is poised to return to democracy in elections promised for 2014. An emergency decree placing censors in newsrooms was lifted in January 2012, but with domestic media gagged by lawsuits and Fiji Television threatened with closure for covering opposition figures, a pervasive climate of self-censorship imposed by government decrees is enforced by a government-appointed judiciary. As elections draw closer, the illusion of press freedom is framed by highly paid American ‘spin doctors’ from a prominent Washington DC public relations and lobbying firm. Paralysis in the newsroom is reflected at Fiji’s premier University of the South Pacific, once a leader in journalism education. The author taught television journalism at the university and trained reporters for Fiji TV in the 1990s, but returned to find Fiji’s media and higher education in a crisis reflecting the decline of Western influence in the Pacific. Student grievances over harassment and expulsion in retaliation for independent reporting echo the deceit and dysfunction unfolding on the national stage. As traditional allies Australia, New Zealand, United Kingdom and the United States anguish over sanctions, unprecedented visits to the Fijian government by Russian Foreign Minister Sergei Lavrov and incoming Chinese Premier Xi Jinping portend diplomatic rivalry and raise the stakes for a fragile Pacific nation.
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Vandendriesen, N. M., W. Lim, M. J. Paech i C. Michaels. "Obstetricians’ Knowledge and Attitudes toward Epidural Analgesia in Labour". Anaesthesia and Intensive Care 26, nr 5 (październik 1998): 563–67. http://dx.doi.org/10.1177/0310057x9802600514.
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A survey of all registered obstetrician/gynaecologists in Western Australia (n = 79) was conducted to obtain information regarding their level of knowledge about epidural analgesia (EA) in labour and its complications, their sources of information about EA, and their opinions regarding its role in labour and effect on progress of labour. Response rate was 68%. Most respondents had only received lectures about EA after specialist training and 20% did not achieve an adequate knowledge score. Those of less than five years’ experience achieved significantly better scores. Over a third did not favour EA in labour until active labour was established, though 90% would recommend it by late first stage in those with a potentially complicated delivery. For women with cardiac or significant medical disease aggravated by labour, 18% would wait until the late first or second stage before suggesting EA. Seventy-seven per cent believed EA prolonged the second stage of labour, though opinion varied regarding EA effects on the duration and progress of first and third stages. Up to thirty minutes delay before epidural placement is acceptable to 87%. This survey suggests that there is both a demand and a need for greater education about EA in labour, particularly with respect to EA side-effects, complications and effects on labour, in the subgroup of obstetricians who have been in obstetric practice more than five years.
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Smith, Robert. "Reviewer Acknowledgements". Journal of Education and Training Studies 6, nr 5 (27.04.2018): 207. http://dx.doi.org/10.11114/jets.v6i5.3251.
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Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 6, Number 5Ali Kızılet, Marmara University, TurkeyAntónio Calha, Polytechnic Institute of Portalegre, PortugalCagla Atmaca, Pamukkale University, TurkeyCarmen Pérez-Sabater, Universitat Poltècnica de València, SpainElena Jerves, University of Cuenca, EcuadorErcan Polat, TurkeyErickzon Astorga, The Metropolitan University of Educational Sciences, ChileFatih Karahüseyinoğlu, Fırat University, TurkeyFatih Yazici, Gaziosmanpaşa University, Turkeyİbrahim Yaşar Kazu, Firat University, TurkeyJon S. Turner, Missouri State University, USAKatya De Giovanni, University of Malta, MaltaLaima Kyburiene, Kaunas University of Applied Sciences, LithuaniaLaura Bruno, The College of New Jersey, USALinda J. Rappel, Yorkville University/University of Calgary, CanadaLisa Marie Portugal, Grand Canyon University, USALorna T. Enerva, Polytechnic University of the Philippines, PhilippinesMassimiliano Barattucci, Ecampus University, ItalyMeral Seker, Alanya Alaaddin Keykubat University, TurkeyMin Gui, Wuhan University, ChinaMurat Kul, TurkeyMustafa Çakır, Marmara Üniversity, TurkeyNicole Celestine, The University of Western Australia, AustraliaOzgur Demirtas, Inonu University, TurkeyPuneet S. Gill, Texas A&M International University, USARichard H. Martin, Mercer University, USASadia Batool, Preston University Islamabad, PakistanSamad Mirza Suzani, Islamic Azad University, IranSandro Sehic, Oneida BOCES, USASelloane Pitikoe, University of Kwazulu-Natal, South AfricaSenem Seda Şahenk Erkan, Marmara University, TurkeySisi Chen, American University of Health Sciences, USAStamatis Papadakis, University of Crete, GreeceTercan Yildirim, Ahi Evran University, TurkeyYalçın Dilekli, Aksaray University, Turkey Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://jets.redfame.com
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Сахарчук, Елена, i Elena Sakharchuk. "Organizational and methodological development bases of national concept of Russian vocational tourism education drawing on international experience". Universities for Tourism and Service Association Bulletin 10, nr 4 (19.12.2016): 4–14. http://dx.doi.org/10.12737/23570.
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This article outlines the main features of the study of organizational and methodological basis of the development of the national concept of vocational tourism education of Russia on international experience. The study was conducted from 2008 to the year 2016 and consisted of several stages. The first stage was characterized by the analysis of scientific literature on the problems of professional education in the field of tourism with the aim of defining paradigms of development, the specifics of the formation of the national industry model of education, the ratio of global and national interests in the simulation of the system of professional tourist education, methodology of pedagogical system study, conceptualization and modeling. During this period, was studied the world experi- ence of professional tourism education and identified 9 Western models of greatest interest in the context of the study: Australia, Austria, UK, Germany, Canada, Norway, Finland, France and Switzerland. The second stage was a program of experimental work and launched the preparatory phase of its implementation. Identified the characteristics of the actual public demand for specialists tourist profile; identified the dominant behavior patterns of graduates of tourism institutes; developed procedures and content of evaluation of professional competencies in tourism. The third stage was characterized by the generalization of theoretical and methodological approaches and of representations associated with the research and development of organizational-pedagogical conditions of implementation of the national system of professional tourism education. Was the experimental work with the aim of ascertaining the current status of personnel training for tourism in Russia, as well as testing a number of conceptual provisions of the theory of systemic organization of professional tourism education, concerning its structure (unity of subsystems: consumer, content, function and regulation), educational content and evaluation of its re- sults. During the fourth phase was analyzed organizational-pedagogical model of Western countries, summarized the results of their comparative analysis, which identified global trends and invariant constructs the international system of professional tourist education. At this stage, identified the essence and developed the conceptual basis of formation of national system of professional tourism education in the context of solving problems of modernization of the industry education and taking into account external trends and challenges. At the fifth stage was developed and piloted innovative courses, academic disciplines, and innovative training course of teachers training areas «Tourism» and «Hospitality»; the identified indicators of the level of satisfaction with the quality of the educational product consumers (employers of tourism and of graduates of educational institutions) on the effectiveness of technology praxiological learning in educational institutions in the field of tourism. This article describes the relevance of the main problem, object, subject, topic, hypothesis, aim, objectives and main results of the study.
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Smith, Robert. "Reviewer Acknowledgements". Journal of Education and Training Studies 5, nr 3 (27.02.2017): 219. http://dx.doi.org/10.11114/jets.v5i3.2249.
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Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 5, Number 3 Angela Lee, UNC Pembroke, USAAnne M. Hornak, Central Michigan University, USACagla Atmaca, Pamukkale University, TurkeyChosang Tendhar, Baylor College of Medicine, USADana Badau, University of Medicine and Pharmacy of Targu Mures, RomaniaDavid A. Compton, Wingate University, USAErica D. Shifflet-Chila, Michigan State University, USAFahrettin Sanal, Necmettin Erbakan University, TurkeyHyesoo Yoo, Virginia Tech., USAJeyavel Sundaramoorthy, Gulbarga University Campus, IndiaJill M. Feldman, Westat, USAJosé D Badia, University of Valencia, SpainKun Li, Duke University, USALorna T. Enerva, Polytechnic University of the Philippines, PhilippinesMaria Pavlis Korres, Hellenic Open University, GreeceMaurizio Sajeva, Natural Resources Institute Finland, FinlandMeral Seker, Cukurova University, TurkeyMin Gui, Wuhan University, ChinaNicole Celestine, The University of Western Australia, AustraliaNiveen M. Zayed, MENA College of Management, JordanRichard H. Martin, Mercer University, USARichard Penny, University of Washington Bothell, USARufaidah Kamal Abdulmajeed, Baghdad University, IraqRui Manuel Carreteiro, National Institute of Psychology and Neurosciences, PortugalSahin Gök, Gelisim University, TurkeySamah Mohammed Fahim, Suez University, EgyptSenem Seda Şahenk Erkan, Marmara University, TurkeyShengnan Liu, Ocean University of China, ChinaSimona Savelli, Università degli Studi Guglielmo Marconi, ItalySisi Liu, The Education University of Hong Kong, Hong KongSuzan Kavanoz, Yıldız Technical University, TurkeyTürker Sezer, Abant İzzet Baysal University, TurkeyYalçın Dilekli, Aksaray University, TurkeyYerlan Seisenbekov, Kazakh National Pedagogical University, KazakhstanYi Lu, American Institute for Research, USAYüksel Çırak, Inonu University, TurkeyZeynep Kurtulmus, Gazi University, Turkey Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://jets.redfame.com
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Richards, Brooke, Miriam Sullivan i Peter R. Mawson. "A case study of environmental offsets for the endangered Carnaby’s cockatoo (Calyptorhynchus latirostris)". Pacific Conservation Biology 26, nr 3 (2020): 269. http://dx.doi.org/10.1071/pc19038.
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Environmental offsets are applied in Western Australia (WA) as a management tool to compensate for residual significant impacts of clearing and development of habitat for the endangered Carnaby’s cockatoo (Calyptorhynchus latirostris). In the past 20 years many offsets have been established for the species. This research investigated whether environmental offsets were effective for conserving Carnaby’s cockatoo habitat. The research was conducted as a case study describing offset implementation in WA based on 45 state-approved development proposals (2011–16) and 20 federally approved development proposals (2013–15). Land acquisition offsets were the most common type used for both WA- and federally approved developments. Only one offset that contributed to the 25364ha acquired has been vested as conservation estate. Land acquisition offsets allow development to occur without significant time delays, as developers have been able to use the transfer of funds for land purchase to fulfil most, or all, of their offset obligation(s). Those lands purchased by the Department of Biodiversity, Conservation and Attractions (and its predecessors) in fulfilment of offset conditions have been strategically acquired to either extend existing conservation estate, or to create a significant contiguous corridor of habitat suitable for Carnaby’s cockatoos. Other offset types such as research and education were rarely used to fulfil offset obligations. There was free and easy access to online primary documentation associated with the granting of offsets, but secondary documentation was mostly unavailable and prevented in-depth investigation. Overall, mitigation of impacts on Carnaby’s cockatoos from development of key habitat through environmental offsets shows promise, but thus far has resulted in a net loss of habitat for Carnaby’s cockatoo.
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Blain, Nicholas. "Federal and State Unions in Western Australia". Journal of Industrial Relations 27, nr 2 (czerwiec 1985): 207–32. http://dx.doi.org/10.1177/002218568502700205.
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Cochrane, HR, G. Scholz i AME Vanvreswyk. "Sodic soils in Western Australia". Soil Research 32, nr 3 (1994): 359. http://dx.doi.org/10.1071/sr9940359.
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Sodic soils are common throughout Western Australia, particularly in the south-west agricultural area where they occur mainly as duplex or gradational profiles. Soils with sodic properties are dominant in 26% of the state; saline-sodic sediments and soils in intermittent streams, lakes and estuarine plains occupy a further 5%. Sodic soils are moderately common throughout the south and western portion of the rangeland areas (38% of the state). The south-west coastal sands and the desert and rangeland soils to the north and east of the state are rarely sodic. Although sodicity has been recognized as a discrete problem in W.A. soils since the 1920s, the extent and severity of sodicity has been satisfactorily described only for small areas of the state and most land managers are unaware of the role sodicity plays in limiting the productivity of their soils. Sodicity is implicated in a diversity of problems for both agricultural and non-agricultural uses of Western Australian soils. Subsoil impermeability is probably the most widespread of these, but no comprehensive, quantitative assessment of the influence of exchangeable sodium on subsoil properties has been undertaken. Topsoil sodicity is much less extensive but can severely restrict land productivity, particularly on sandy loam and finer textured soils which set hard when dry. The physical behaviour of Western Australian topsoils cannot usefully be predicted from measurements of exchangeable sodium alone because soils differ so greatly in their response to changing exchangeable sodium. Some remain structurally stable at ESP values >15 while others are so 'sodium-sensitive' that they exhibit highly dispersive behaviour at ESP values as low as 2%. Land values over much of the dryland farming and pastoral areas of W.A. do not justify sustained use of amendments which would reduce soil exchangeable sodium contents. Efficient management of sodic soils in these areas must rely on the prevention of degradation and the use of biological and physical means to maintain adequate soil physical properties. Effective restoration of degraded sodic soils, however, often does require application of inorganic amendments in combination with tillage to initiate structural recovery. Sodicity is currently not considered to be a problem at any of the three main irrigation areas in W.A., but all have sodic soil within their potentially irrigable lands, which may limit their future expansion.