Gotowe bibliografie tematyczne / Melbourne schools

Gotowa bibliografia na temat „Melbourne schools”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 1 lutego 2022

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Artykuły w czasopismach na temat "Melbourne schools"

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Chellappah, Jessica, Andrew Tonkin, M. Elizabeth Douglas Gregg, Maximillian De Courten i Christopher Reid. "School food environment and nutrition policies in Southern Metropolitan schools in Melbourne". Australian and New Zealand Journal of Public Health 36, nr 6 (8.11.2012): 584. http://dx.doi.org/10.1111/j.1753-6405.2012.00936.x.

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Zheng, Lin. "Living in two worlds". Australian Review of Applied Linguistics 32, nr 1 (1.01.2009): 5.1–5.18. http://dx.doi.org/10.2104/aral0905.

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This paper is based on an analysis of interviews, conducted at three primary schools in Melbourne, which sought to explore the determinants of code-switching between English and Chinese. Specifically, it examined school education and other specific possible determinants of code switching amongst Chinese-Australian bilingual children. The specific determinants of codeswitching that emerge from this study include: the length of residence in an English speaking community; the exposure to languages in schools and family communication patterns. The nature of school education played a leading role in Chinese language maintenance for the bilingual children.
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Zheng, Lin. "Living in two worlds". Australian Review of Applied Linguistics 32, nr 1 (2009): 5.1–5.18. http://dx.doi.org/10.1075/aral.32.1.03zhe.

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This paper is based on an analysis of interviews, conducted at three primary schools in Melbourne, which sought to explore the determinants of code-switching between English and Chinese. Specifically, it examined school education and other specific possible determinants of code switching amongst Chinese-Australian bilingual children. The specific determinants of codeswitching that emerge from this study include: the length of residence in an English speaking community; the exposure to languages in schools and family communication patterns. The nature of school education played a leading role in Chinese language maintenance for the bilingual children.
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O’Brien, Patricia M. "Coming in From the Margin". Australasian Journal of Special Education 13, nr 2 (styczeń 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.
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Efron, Daryl, Emma Sciberras i Phillip Hassell. "Are Schools Meeting the Needs of Students with ADHD?" Australasian Journal of Special Education 32, nr 2 (wrzesień 2008): 187–98. http://dx.doi.org/10.1017/s1030011200025847.

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Attention Deficit Hyperactivity Disorder (ADHD) can have a major impact on students’ functioning at school—academically and socially. This study examined parental perceptions of schools in relation to their understanding of ADHD, information provided and general support. Parents of consecutive children with ADHD seen at the Centre for Community Child Health, Royal Children’s Hospital, Melbourne completed a questionnaire that assessed their beliefs about ADHD and schools. Questionnaire data were obtained from 66 parents (43 mothers, 23 fathers) of patients aged from 6 to 19 years (M = 10.4). The results indicated that parents of children with ADHD perceive that teachers have inadequate understanding, and schools insufficient resources, to support their children’s special needs. Schools need more resources, and teachers need more training, to promote positive experiences and outcomes for children with ADHD.
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Guo, Shuaijun, Xiaoming Yu, Elise Davis, Rebecca Armstrong, Elisha Riggs i Lucio Naccarella. "Adolescent Health Literacy in Beijing and Melbourne: A Cross-Cultural Comparison". International Journal of Environmental Research and Public Health 17, nr 4 (14.02.2020): 1242. http://dx.doi.org/10.3390/ijerph17041242.

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While adolescent health literacy has gained momentum, it is under-researched from a cross-cultural perspective. This study aims to compare health literacy among two cultural groups of secondary students in Beijing and Melbourne. A cross-sectional study was conducted with 770 students from five secondary schools in Beijing and Melbourne. A self-administered questionnaire was designed to collect information on health literacy (the eight-item health literacy assessment tool (HLAT-8), the Newest Vital Sign (NVS) and the 47-item Health Literacy Survey (HLS-47)), its antecedents and health outcomes. Overall, students’ health literacy in Melbourne (n = 120) was higher than that in Beijing (n = 650): 28.25 ± 6.00 versus 26.37 ± 5.89 (HLAT-8); and 4.13 ± 1.73 versus 3.65 ± 1.64 (NVS). The proportion of students with low health literacy varied by instruments, representing 23.7–32.2% in Melbourne and 29.0%–45.5% in Beijing. In both cultural groups, students’ self-efficacy, social support, and perceptions of school environment were associated with their health literacy, which in turn predicted their health behaviours, patient-provider communication and health status. Given the nature of our study design and small samples, a cautious conclusion would be that adolescent health literacy is sensitive to the broad cultural context and might be an interactive outcome influenced by an individual’s health skills and the social environment. Particularly, creating a supportive school environment is critical to develop adolescent health literacy that would eventually contribute to better health outcomes.
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Connell, Sharon, John Fien, Helen Sykes i David Yencken. "Young People and the Environment in Australia: Beliefs, Knowledge, Commitment and Educational Implications". Australian Journal of Environmental Education 14 (1998): 39–48. http://dx.doi.org/10.1017/s0814062600001555.

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AbstractThere is a paucity of research in Australia on the nature of young people's attitudes, knowledge and actions. This paper reports on the findings from one such study of Australian high school students. The research was based on a survey of 5688 students from Melbourne and Brisbane. These young people identified protection of the environment as the most important problem In Australia and strongly supported the belief systems characteristic of an ‘environmental paradigm’. Despite this, the majority displayed relatively low levels of knowledge of key environmental concepts, and were involved in little environmental action-taking outside of household activities. Differences are reported between: students from Melbourne and Brisbane; girls and boys; high performing and general schools; and teachers and students. The paper concludes with a discussion of some implications for environmental education in Australia.
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Bell, Henry D., i Vicki McKenzie. "Perceptions and Realities: The Role of School Psychologists in Melbourne, Australia". Australian Educational and Developmental Psychologist 30, nr 1 (22.05.2013): 54–73. http://dx.doi.org/10.1017/edp.2013.1.

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This article investigates the degree to which a consistent understanding of what psychologists do is present in a group of teachers and parents, and compares this with the job functions reported by psychologists themselves. Research on the role of school psychologists has focused on the perceptions of school staff in relation to ideal services, and has given little acknowledgment to the expectations of other clients of school psychologists, such as parents. Common understanding of the range and focus of services available from school psychologists would facilitate effective and appropriate referrals. Services are considered according to models of service delivery from systemic service to an individual case-based model. The current study involved 138 school psychologists, 107 parents, and 100 teachers from government, Catholic, and independent schools across Melbourne, Australia. Participants completed a number of measures, and significant differences between groups were found on 20 of the 30 items relating to school psychologists’ responsibilities (p < .001). Associations were also established between student–psychologist ratios and the work practices of school psychologists, specifically the frequency with which assessment (r = .35, p < .001) and counselling (r =−.25, p < .01) tasks were undertaken. It is concluded that service delivery would benefit by enhancing community understanding of the work of school psychologists. Analysis of work practices reflects that demand for assessment services tends to limit the development of systemic and preventative practices in the work of school psychologists.
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Marsden, Beth. "Aboriginal Mobility, Scholarships and Anglican Grammar Schools in Melbourne, 1958–65". Australian Historical Studies 51, nr 1 (2.01.2020): 54–69. http://dx.doi.org/10.1080/1031461x.2019.1694549.

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Ibbott, Kim. "Behaviour Recovery: A whole school program for mainstreamed schools. Bill Rogers ACER Melbourne, Victoria. 1994. 123pp." Behaviour Change 12, nr 2 (czerwiec 1995): 122. http://dx.doi.org/10.1017/s0813483900004290.

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Rozprawy doktorskie na temat "Melbourne schools"

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Waugh, John Charles. "Diploma privilege : legal education at the University of Melbourne 1857-1946 /". Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5710.

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O’Brien, Robert Patrick, i res cand@acu edu au. "Assessing the Characteristics of Effective Professional Learning and Training Programs: Perceptions of teachers, principals and training personnel within Catholic Education in Melbourne". Australian Catholic University. Trescowthick School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp54.29082005.

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The main aim of this thesis centred on what made effective professional development programs. As a particular case study data was collected on those programs sponsored by the Melbourne Catholic Education Office. Teachers from three schools in the North Western Metropolitan Zone of Melbourne, Australia, the principals from the three participating schools and training staff from the Catholic Education Office in Melbourne became the subjects of the study. The data collected from questionnaires was analysed in order to ascertain whether there were any common trends as to what the teachers thought was needed in effective professional development programs. The interviews with the participating principals and training staff were taped and later analysed in order to determine what they believed was the purpose of professional development and whether the programs currently being offered were effective. In addition, a list of characteristics of effective professional development was developed from the relevant research literature. The analysis of the above data was used to develop a model of effective professional development. The design of this model is cyclical. A main characteristic of the model promotes the reflection by both the participants and the training providers on what has occurred during the program and this process of reflection contributes in later development of programs in similar areas. It was also concluded that the needs and expectations from professional development of teachers and principals were different to what has been expected in past research projects. Both the teachers and principals expected that they would not be solely immersed in theory or in activities that may be used in the classroom. Instead they hoped to gain a knowledge of activities that are based on theory and develop an understanding of how these activities may be used and how they will assist in student learning. Hence, the link between the theory and its application was believed by teachers and principals to be of primary importance in professional development in order to maintain high teaching practices and in turn result in improved student learning.
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Oski, Mary. "Examination of the impact of the Catholic education office Melbourne school improvement planning processes within Catholic primary schools /". Connect to thesis, 2010. http://repository.unimelb.edu.au/10187/7077.

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Mountain, Vivienne, i res cand@acu edu au. "Investigating the Meaning and Function of Prayer for Children in Selected Primary Schools in Melbourne Australia". Australian Catholic University. School of Religious Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp51.29082005.

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Prayer is a central element of all religions (Coleman, 1999; Engebretson, 1999). Alongside the sense of the theological importance of prayer there has been increased recognition of the psychological function and personal benefit of prayer for adults (Pargament, 1997). This thesis reports on research that investigated the theological and psychological perceptions of prayer held by children, shown through their understanding of the meaning and function of prayer. This thesis contributes to the research field of children’s spirituality. As there is little existing research literature on children and prayer, the findings of this study provide valuable new understanding and propose new aspects of theory with implication for professionals involved in the education and the welfare of children. The research reported in this thesis represents the first Australian research on children’s perception of the meaning and function of prayer. The choice of participants reflects the diverse philosophical and religious traditions found in the Australian, multifaith society. Semi-structured interviews were video-recorded with 60 participants from primary school Year Five (10-12 years). Five male and five female participants were selected from each of six different schools in the Melbourne metropolitan area. These were: the Catholic, Independent (Christian), Christian (Parent-Controlled or Community School), Jewish, Islamic and the Government schools. Students completed a drawing exercise and a written sentence completion exercise as part of the interview, and the three sources of data were analysed qualitatively using the method of Grounded Theory. The data was interpreted in the light of a detailed literature review on the nature and function of prayer as part of children’s spirituality. The review also examined relevant sections of the literature of religious education and literature on contemporary Australian life. This study has provided Australian data on the meaning and function of prayer for children as part of children’s spirituality. Considerable agreement has been observed through the data, between children educated in a variety of school systems which embraced different philosophical and faith traditions. In the multicultural Australian community said to be secularized, prayer for these children has been shown as a valued aspect of life. The personal experiences of prayer for many were seen to be associated with the community of faith to which the participants belonged, and for others, prayer was learnt eclectically and practised in a private individualistic manner. All participants indicated that they had prayed and all contributed ideas about prayer through the interviews. All participants perceived prayer to function as an aid in life. Prayer was used by participants at significant moments in their life, and the words or thoughts in prayer helped to clarify and articulate deep feelings. Eight elements of theory (in accord with the literature on Grounded Theory ) have been generated through this research which are presented as recommendations for professionals engaged in religious education and student welfare.
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Fleming, Gerard Patrick, i res cand@acu edu au. "An Analysis of Religious Education Coordinators’ Perceptions of their Role in Catholic Secondary Schools in the Archdiocese of Melbourne". Australian Catholic University. School of Religious Education, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp17.16082005.

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This thesis analysed Religious Education Coordinators’ perceptions of their role in Catholic secondary schools of the Archdiocese of Melbourne from 1970 – 2000. The theoretical framework for the study, which was reported on in this thesis, was drawn from Catholic Church documents on religious education at both international and national levels, and from the work of researchers within the field of religious education. In particular the study investigated the diversity of language used to describe religious education and religious education theory and analysed the significance that this has had in the development of an understanding of the role of the Religious Education Coordinator. It was argued that there were significant factors in the development of the role of the Religious Education Coordinator that included changes in the understanding of the nature and purpose of religious education during the second half of the twentieth century. In addition there were historical factors peculiar to the Archdiocese of Melbourne that played an important part in the understanding of the RECs role. Quantitative data in the form of annual survey material (1988-1999) from the Catholic Education Office Melbourne provided a framework for the empirical component of the research. The empirical component involved the interviewing of Religious Education Coordinators from a deliberately selected sample that covered the range of skills and experiences deemed necessary in the research. The purpose was to ascertain from the perspective of the Religious Education Coordinators themselves how they analysed their role. Grounded theory methodology was used as the basis for the inductive analysis of the data that emerged from the in-depth interviews. Theory that was generated on the role of the Religious Education Coordinator includes: the importance of an understanding of the theoretical dimensions of religious education and the role of the Religious Education Coordinator; an elaboration of the role of the Religious Education Coordinator in the school context and the necessary skills and attributes that are required to meet the challenges in the role; and the complexity of the challenges that are faced by the Religious Education Coordinator.
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Buchanan, Michael T., i res cand@acu edu au. "Management of Curriculum Change: An analysis of religious education coordinators’ perspectives on the management of a particular curriculum change in Catholic secondary schools in the Archdiocese of Melbourne". Australian Catholic University. School of Religious Education, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp131.17052007.

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This thesis aimed to study the perspectives of religious education coordinators’ in secondary schools in the Archdiocese of Melbourne regarding their management of a particular curriculum change in religious education. The change in question involved a “top down” (Morris, 1995) change to a “text-based curriculum” (Pell, 2001) directed by the Archbishop of Melbourne, who is responsible for religious education in Catholic schools throughout the Archdiocese. Situated within a qualitative paradigm this research utilised grounded theory as a means to identify and analyse the theory generated from interviews with religious education coordinators who were responsible for managing the change. The emergent categories were used to generate new theory in relation to how religious education coordinators managed the curriculum change. Key theories generated from this study included factors that impeded the change such as an inability to understand the theoretical position underpinning the curriculum innovation, and inadequate qualifications to teach religious education. It also generated theory about factors that assisted the management of this change such as time to reflect on practice, and support from school leadership teams. The theory generated was analysed against the existing knowledge about curriculum change in education, textbook use and leadership in religious education. A distinguishing aspect of this research is that it linked the general literature on educational change as it applies to curriculum change, with curriculum change in religious education.The study also proposed some recommendations for future directions and practices concerning the management of curriculum change in religious education in Catholic schools.
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Yoshimitsu, Kuniko 1944. "Language maintenance efforts of Japanese school children in Melbourne". Monash University, School of Asian Languages and Studies, 1999. http://arrow.monash.edu.au/hdl/1959.1/8560.

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Waugh, John. "Diploma privilege: legal education at the University of Melbourne 1857-1946". 2009. http://repository.unimelb.edu.au/10187/5710.

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When Australian law teaching began in 1857, few lawyers in common-law systems had studied law at university. The University of Melbourne's new course joined the early stages of a dual transformation, of legal training into university study and of contemporary common law into an academic discipline. Victoria's Supreme Court immediately gave the law school what was known in America as 'diploma privilege': its students could enter legal practice without passing a separate admission exam. Soon university study became mandatory for locally trained lawyers, ensuring the law school's survival but placing it at the centre of disputes over the kind of education the profession should receive. Friction between practitioners and academics hinted at the negotiation of new roles as university study shifted legal training further from its apprenticeship origins. The structure of the university (linked to the judiciary through membership of its governing council) and the profession (whose organisations did not control the admission of new practitioners) aided the law school's efforts to defend both its training role and its curriculum against outside attack.
Legal academics turned increasingly to the social sciences to maintain law's claim to be not only a professional skill, but an academic discipline. A research-based and reform-oriented theory of law appealed to the nascent academic profession, linking it to legal practice and the development of public policy but at the same time marking out for the law school a domain of its own. American ideas informed thinking about research and, in particular, pedagogy, although the university's slender financial resources, dependent on government grants, limited change until after World War II. In other ways the law school consciously departed from American models. It taught undergraduate, not graduate, students, and its curriculum included history, jurisprudence and non-legal subjects alongside legal doctrine. Its few professors specialised in public law and jurisprudence, leaving private law to a corps of part-time practitioner-teachers. The result was a distinctive model of state-certified compulsory education in both legal doctrine and the history and social meanings of law.
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Fleming, Gerard Patrick. "An analysis of religious education coordinators' perceptions of their role in Catholic secondary schools in the Archdiocese of Melbourne [manuscript]". 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt%2Dacuvp17.16082005.

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Thesis (Ph.D.) -- Australian Catholic University, 2002.
A thesis submitted in total fulfillment of the requirements of Doctor of Philosophy. Bibliography: p. 323-342. Also available in an electronic format via the internet.
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Shahwan-Akl, Lina. "Prevalence of Cardiovascular Risk Factors Among Australian-Lebanese in Melbourne". 2001. http://eprints.vu.edu.au/235/1/02whole.pdf.

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In modern industrialized countries coronary heart disease is the single most important cause of death and disability as well as the biggest cause of premature death. There are known global geographical variations in the incidence of coronary heart disease with currently the Eastern European countries having the highest mortality rates, Australia in the middle of the range and Spain, France and Japan having the lowest. Coronary heart disease still remains to be a leading cause of death in Australia, despite its decline in the past 25 years, which is mainly attributed to the improvements in medical management and to the lower prevalence of behaviours which increase the risk of heart disease. Australia is a multicultural society and a country where one person in five is born overseas thus, its national health profile is significantly determined by the health of its immigrants. It is evident from the literature that the mortality rate from CHD amongst immigrant groups in Australia is lower than that of the Australian-born. This is explained by the stringent selection processes involved in migration approvals where only healthy strong immigrants are selected to come to Australia. However, there is increasing incidence of coronary heart disease amongst migrant Australians. Some of the identified factors that may be influencing this increase are mainly those associated with the stress of migration and settlement, loss of status and socioeconomic disadvantage, limited access to health information as well as changes of life style which occur with increased acculturation as the duration of residence in Australia increases. This study was designed to examine the cardiovascular health profile, health knowledge, attitudes, beliefs, and health behaviours, perceptions and barriers to behavioural change of an adult sample of a non-English speaking background community in Melbourne namely, the Australian-Lebanese. The health practices of this migrant group had never been studied and to date there is a paucity of literature regarding their health needs. This study provided information on the demographic and physical characteristics, life style factors, health and associated behaviours in relation to cardiovascular risk factors. The summary of findings below highlights a number of points of interest, and where possible comparisons were made with national figures derived from the 1989 National Heart Foundation Risk Factor Prevalence Study (NHF, 1990). The main findings were: Blood pressure and hypertension: The proportion of men and women who were hypertensive in this study increased steadily with age. 12.5% men and 7% of the women were found to have a diastolic blood pressure above 95mmHg. This is higher than the national figures of the 1989 NHFRFPS that were 11% of Australian men and 5% of Australian women had a diastolic blood pressure above 95 mmHg. High blood cholesterol: The proportion of men and women who had high blood cholesterol levels increased steadily with age. 8% of the men and 10% of the women reported having blood cholesterol levels greater than 6.5mmol/L. This is lower than the 1989 national figures where 16% of the men and 14% of the women had cholesterol levels greater than 6.5mmol/L (NHF, 1990). Smoking behaviour: 44% of the Australian-Lebanese men and 25% of Australia- Lebanese women in this study were smokers compared with 24% of men and 21% of women of the 1989 NHFRFPS (NHF, 1990). All the Australian-Lebanese women smokers were in the middle and younger age groups (less than 44 years). Exercise for recreation sport or health fitness: Lack of exercise for recreation was prevalent among the Australian-Lebanese, about 55% of the men and 47% of the women had no exercise of any kind during leisure time in the preceding fortnight, as compared with 27% of Australian men and women according to the national figures (NHF, 1990). Overweight and obesity: Overweight and obesity were prevalent among the Australian-Lebanese. 71% of the men and 67% of the women were found to be either overweight or obese. This ratio is much higher than the national figures (NHF, 1990) with 60% of the men and 50% of the women being overweight or obese. The prevalence of overweight and obesity in this study increased with age for both sexes. 48% of the total Australian-Lebanese sample were overweight and 24% were obese. 41% of men and 38% of women were overweight and 21% of men and 37% of women were obese. Alcohol intake: Drinking alcohol was not a major risk factor among the Australian- Lebanese sample since most were occasional drinkers. 43% of men and 77% of women said they never drank any alcoholic beverages. This is quite a low ratio compared with the national figures where 87% of the men and 75% of the women drank alcohol. Dietary behaviour: 96% of men and 90% of women did not follow any kind of special diet. A fat-modified diet to lower blood fat was followed by one man and 3 women. One man and one woman reported following a diabetic diet. Five women followed a weight-reduction diet. 61% of men and 68% of women rarely ate fat on meat. 80% of men and 86% of women rarely added salt to cooked food compared to 49% of Australian men and 58% of Australian women who rarely or never added salt to their food (NHF, 1990). Major risk factors: A multiple forward logistic regression was conducted to assess which demographic factors predicted having a major risk factor or not. The strongest predictor was gender, with males more likely to have a major risk factor. The second strongest predictor was age with those in the older age group (45-69 years) being more likely to have a major risk factor and the next strongest predictor was education with those who have no formal education or primary school education only, being more likely to have a major risk factor. These cross-sectional observations provide the basis for interventional-type studies and should lead to appropriate recommendations regarding health promotion and education programs that can contribute to reducing the risks of cardiovascular disease in this non-English speaking background community.
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Książki na temat "Melbourne schools"

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Bate, Weston. Challenging traditions: A history of Melbourne Grammar. Melbourne: Arcadia, 2002.

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Mitchell, Jim. A deepening roar: Scotch College, Melbourne, 1851-2001. Crows Nest, NSW: Allen & Unwin, 2001.

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Getting a fair go: Case studies of occupational socialization and perceptions of discrimination in a sample of seven Melbourne high schools. Canberra: Australian Government Publishing Service, 1986.

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National Conference on Asian Studies in Schools (1st 1990 Melbourne, Vic.). Asia across the curriculum: Report and reccomendations of the First National Conference on Asian Studies in schools, Melbourne, 8-10 November 1990. [Melbourne: The Conference, 1991.

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Play together, dark blue twenty. Melbourne: McPhee Gribble, 1986.

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International Congress of Comparative Law (12th 1986 Sydney, N.S.W.). Law and Australian legal thinking in the 1980s: A collection of the Australian contributions to the 12th International Congress of Comparative Law, held at the law schools of the University of Sydney and Monash University, Melbourne, 18-27 August, 1986. [S.l: s.n., 1986.

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Serle, Geoffrey. Colin Gilray. Melbourne: History Dept., University of Melbourne, 1999.

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Muirhead, Ed. Leslie Martin at Melbourne: Profile of a physics department (1945-1959). Parkville, Vic: School of Physics, University of Melbourne, 1998.

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International Conference on Artificial Intelligence and Law (6th 1997 Melbourne, Vic.). The Sixth International Conference on Artificial Intelligence and Law: Proceedings of the conference : June 30- July 3, 1997, The University of Melbourne Law School, Melbourne, Victoria, Australia. New York: ACM, 1997.

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Healy, Jacqueline. Strength of mind: 125 years of women in medicine. Melbourne, Victoria: Medical History Museum, University of Melbourne, 2013.

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Części książek na temat "Melbourne schools"

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Redman, Christine. "The Melbourne Graduate School of Education Master of Teaching". W Successful Teacher Education, 11–29. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-677-6_2.

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Cotton, James. "A. C. V. Melbourne: The Limits of Early Australian School Nationalism". W The Australian School of International Relations, 73–93. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137308061_5.

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Young, Thomas W. "CSI, Adam Ruins Forensic Science, Forensic Tree Teams, Divinity School, and a Bridge in Melbourne". W The Sherlock Effect, 225–38. Boca Raton, FL : CRC Press, Taylor & Francis Group, [2018]: CRC Press, 2018. http://dx.doi.org/10.1201/9781351113830-20.

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Kornicki, Peter. "From Australia to Leyte Gulf". W Eavesdropping on the Emperor, 207–38. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197602805.003.0009.

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In 1940 a small group of mathematicians and classicists began to work on Japanese codes with the encouragement of the Australian Army, and several of them began to learn Japanese. In the same year the Censorship Office in Melbourne launched a Japanese course to meet the needs for censors with a command of Japanese. This was the first Allied response to the demand for Japanese linguists. Some of the graduates were posted to Wireless Units in Queensland or the Northern Territory where they derived intelligence from Japanese wireless communications. After US forces had been forced to abandon the Philippines, General Douglas MacArthur had set up his headquarters in Australia. While the US Navy established the Fleet Radio Unit Melbourne, MacArthur created Central Bureau in Brisbane to deal with encrypted messages. This was staffed by graduates of US language schools, the Censorship Office School in Melbourne and Bedford Japanese School. Soon afterwards the Allied Translator and Interpreter Section was formed, which provided linguists to follow the troops as they fought their way towards Japan: they interrogated prisoners and translated documents found on the battlefield.
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Willson, Ian. "Formative Assessment and Middle-School Classroom Tasks with the Wolfram Language". W Theory and Practice: An Interface or A Great Divide?, 629–30. WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.118.

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Middle-school classroom tasks with the Wolfram Language can play a very significant role in the growth and development of mathematical competence. This can occur at the intersection of challenging Mathematical tasks, coding skills, exploration, discovery, collaboration and formative assessment. This workshop will reference all of these elements as they informed and underpinned classroom activities conducted at several different secondary schools in Melbourne Australia.
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"Contributing Factors on Vehicle-Pedestrian Crash Severity of School-Aged Pedestrians". W Big Data Analytics in Traffic and Transportation Engineering, 152–63. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7943-4.ch007.

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Every year, about 19% of vehicle-pedestrian crashes in Melbourne metropolitan area, Australia, involve pedestrians less than 18 years of age or school-aged pedestrians. This chapter aims to identify contributing factors on vehicle-pedestrian crash severity of this age group. Reasonable walking distance to schools is applied in geographic information systems (GIS) to identify vehicle-pedestrian crashes around schools. Then boosted decision tree (BDT) and cross-validation (CV) technique are applied to explore significant factors. Results show that the distance of pedestrians from school is a significant factor on vehicle-pedestrian crash severity for this age group. This result could assist in identifying a safe distance and safe zone around schools. Furthermore, public health indicators such as income and commuting type from or to school are found as other contributing factors to this crash type.
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Adam, Tas, i Arthur Tatnall. "The Impact of ICT in Educating Students with Learning Disabilities in Australian Schools". W Advances in Human and Social Aspects of Technology, 1–14. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6126-4.ch001.

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The term “Learning Difficulties” (sometimes also referred to as Special Needs) is used in reference to students who have significant difficulties in the acquisition of literacy and numeracy skills and need extra assistance with schooling. This is a large heterogeneous group. Another more specific term is “Learning Disabilities” that refers to the small sub-group of students who exhibit severe and unexplained problems. This chapter presents a report on an investigation, framed by the use of actor-network theory, of how the use of Information and Communications Technologies can aid in improving the education of students with Learning Disabilities. The study involved case studies and participant observation of the use of ICT in two outer Melbourne suburban Special Schools and an investigation of the impact of Education Department policies on these school environments. Research at the two Special Schools revealed that use of Information and Communications Technologies can have a very beneficial impact on these students by improving their self-esteem and facilitating their acquisition of useful life skills.
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Theobald, Marjorie R. "'Mere Accomplishments'? Melbourne's Early Ladies' Schools Reconsidered". W Women Who Taught, redaktorzy Alison Prentice i Marjorie Theobald. Toronto: University of Toronto Press, 1991. http://dx.doi.org/10.3138/9781442683570-005.

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Hensley, D. K., N. L. Jones, R. C. Juras, M. J. Meigs i S. W. Mosko. "REPORT ON THE SCHOOL OF PHYSICS 5U PELLETRON. UNIVERSITY OF MELBOURNE". W Symposium of North Eastern Accelerator Personnel, 325. WORLD SCIENTIFIC, 2001. http://dx.doi.org/10.1142/9789812811721_0039.

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Lee, Mark J. W., i Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software". W 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.
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Streszczenia konferencji na temat "Melbourne schools"

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Doiphode, Ganesh, Hamidreza Najafi i Mariana Migliori Favaretto. "Energy Efficiency in K-12 Schools: A Case Study in Florida". W ASME 2020 14th International Conference on Energy Sustainability. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/es2020-1632.

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Abstract Buildings are one of the largest energy consumers in the United States. K-12 schools are responsible for nearly 8% of energy consumption by commercial buildings which is equivalent to 1.44% of total annual energy consumption in the country. Understanding the baseline energy consumption of the schools as well as identifying effective energy efficiency measures (EEMs) that result in significant energy savings without compromising occupant’s comfort in a given climate condition are essential factors in moving towards a sustainable future. In a collaboration between Florida Institute of Technology and Brevard Public Schools, three schools are identified for a test study in Melbourne, FL, representing the humid subtropical climate. Energy audit is conducted for these schools and monthly utility bill data as well as background information, end-user’s data and their associated operating schedules are obtained. A detailed analysis is performed on the utility bill data and energy consumption by each end-user is estimated. Several EEMs are considered and evaluated to achieve an improved energy efficiency for the schools. The implementation cost of each EEM and the associated simple payback period is also determined. A study is also conducted to explore possibility of using solar power to cover 50% of energy requirements of each school and the cost and payback period of the project are evaluated. The results of this paper provide insights regarding prioritizing energy efficiency projects in K-12 schools in humid subtropical climates and particularly the state of Florida and help with decision making regarding investment in on-site power generation using solar energy.
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Shi, Shaoxiong, Xiaomo Liu, Lijin Shao i Kunyi Lin. "Study on the Cultivation Mode of training Innovative Entrepreneurship Talents in Sino-Foreign and Jointly-Run Schools Based on the Three elements a Three Tracks mode - Take Fuzhou Melbourne Polytechnic as an Example". W 2017 International Conference on Economic Development and Education Management (ICEDEM 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icedem-17.2017.81.

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Thomas, Theda, i Alesha Allen. "Gender Differences in Students’ Perceptions of Information Technology as a Career". W InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3035.

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This paper reports on an investigation into first year students’ perceptions of IT as a career. There are many stereotypes of the typical IT professional. These stereotypes are often depicted in the media and affect students’ perceptions of the career and whether they should study IT or not. An exploratory study into male and female first year students’ perceptions of the IT professional is presented. The participants included students studying the Bachelor of Business and Bachelor of Information Systems degrees at ACU National in Melbourne, Australia. The study investigated the differences and similarities between the perceptions of males and females as well as where they came by those perceptions. The study found that the majority of students had chosen to drop IT as a subject at school by Year 10 of their schooling. Males and females differ in their reasons for giving up IT, with females listing computer illiteracy and dislike of being called a nerd as their main reasons and males listing boredom, teachers not being encouraging and little creativity as their main reasons for stopping. The students were then asked questions relating to the IT industry. A t-test showed that females were significantly more negative about the industry in their answers to three of the questions, namely “Is it ‘uncool’ to be interested in computers?” “Does the IT industry offer good job prospects?” and “Are people working in the IT industry ‘nerds/computer geeks’?” The survey then went on to look at the technical versus non-technical issue in perceptions of an IT career. The majority of the participants believed that an IT job consists mainly of technical work and working at a computer. This was true for all the students across both genders. The majority of students did not know any females in the IT industry and could not name any female role models from real life or from TV or film. Some of the role models that they did mention were cartoon characters.
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Raporty organizacyjne na temat "Melbourne schools"

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Mahat, Marian, i Wesley Imms. A Day in the Life of a Student: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/124325.

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A Day in the Life of a Student workshop is a design thinking workshop developed by DLR Group (an integrated design firm) and adapted by the Innovative Learning Environment and Teacher Change project at the University of Melbourne, Australia. The activities involve educators mapping out how one student spends his/her day in school and building a model of the learning environment based on this one student. With an emphasis on the visual learning that comes from modelling experiences, this workshop helps participants develop student-improvement focused practices in innovative learning environments.
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Thomson, Sue, Nicole Wernert, Sima Rodrigues i Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, grudzień 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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