Добірка наукової літератури з теми "Caregivers Education Australia Evaluation"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся зі списками актуальних статей, книг, дисертацій, тез та інших наукових джерел на тему "Caregivers Education Australia Evaluation".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Статті в журналах з теми "Caregivers Education Australia Evaluation"
1
Evans, Kiah, Andrew J. O. Whitehouse, Emily D’Arcy, Maya Hayden-Evans, Kerry Wallace, Rebecca Kuzminski, Rebecca Thorpe, et al. "Perceived Support Needs of School-Aged Young People on the Autism Spectrum and Their Caregivers." International Journal of Environmental Research and Public Health 19, no. 23 (November 24, 2022): 15605. http://dx.doi.org/10.3390/ijerph192315605.
Повний текст джерелаАнотація:
With increasing demands for health, disability and education services, innovative approaches can help distribute limited resources according to need. Despite an increased focus on support needs within the clinical pathway and policy landscape, the body of research knowledge on this topic is at a relatively early stage. However, there appears to be a sense of unmet support needs and dissatisfaction with the provision of required support following an autism diagnosis amongst caregivers of young people on the spectrum. The primary aim of this study was to explore the perceived support needs of Australian school-aged young people on the spectrum and their caregiver(s). This was achieved using a phenomenographic Support Needs Interview conducted by occupational therapists during home-visits with caregivers of 68 young people on the spectrum (5–17 years). Qualitative data analysis resulted in two hierarchical outcome spaces, one each for young people and their caregivers, indicating interacting levels of support need areas that could be addressed through a combination of suggested supports. These support needs and suggested supports align with almost all chapters within the Body Functions, Activities and Participation and Environmental Factors domains of the International Classification of Functioning, Disability and Health. The overall goals of meeting these complex and interacting support needs were for the young people to optimize their functioning to reach their potential and for caregivers to ensure the sustainability of their caregiving capacity. A series of recommendations for support services, researchers and policy makers have been made to position support needs as central during the assessment, support and evaluation phases.
2
Gilbert, Julie, Matthew M. George, Elilzabeth D. Huggins, and Maureen E. Rowlands. "The Canadian True NTH Initiative: A multisite intervention to improve the lives of men with prostate cancer." Journal of Clinical Oncology 34, no. 7_suppl (March 1, 2016): 118. http://dx.doi.org/10.1200/jco.2016.34.7_suppl.118.
Повний текст джерелаАнотація:
118 Background: The True NTH Initiative aims to improve the lives and experiences of men with prostate cancer, as well as those of their partners, family and caregivers. In Canada, Prostate Cancer Canada selected ten teams to develop, implement and evaluate evidence-informed programs focusing on decision support, clinical support, lifestyle management, education, social support, navigation and treatment follow-up. Project teams were encouraged to align their local evaluations with a common evaluation framework and a national evaluation plan was developed. The aim of this abstract is to share methodology and early results of a multi-level evaluation that will address a range of programs designed to improve the lives of men with prostate cancer. True NTH is funded globally by the Movember Foundation, and operates in Canada, USA, UK, Australia, New Zealand, Ireland and Singapore. Methods: Projects (Solutions) selected for the initiative had existing evidence for their efficacy. Project teams were responsible for designing the implementation of their Solution and an appropriate evaluation. Local and national evaluations used a recognized framework (RE-AIM) to systematically study the real world uptake of these interventions, focusing on questions of Reach, Effectiveness, Adoption, Implementation, and Maintenance. Project teams provide quarterly narrative updates and annual written reports with quantitative measures and narrative components. Key informant interviews with project leads will complete the final national evaluation. Results: To date, projects have generated learning across different provincial health systems, academic institutions and community settings. Teams have learned to address challenges of participant recruitment and project endorsement, and have begun to appreciate the benefits of collaboration. Teams have also reflected on the importance of engaging clinicians in the implementation of their Solutions for effective uptake and sustainability. Conclusions: The results of the ongoing multi-level evaluation continue to provide insight into real world implementation of evidence-informed programs and the critical factors that enable their effectiveness.
3
Sharrad, Kelsey, Zoe Kopsaftis, Andrew Tai, Nicola Spurrier, Ross Smith, Adrian Esterman, Ian Gwilt, Helen Stallman, and Kristin Carson-Chahhoud. "Mixed Reality Technology as a Delivery Mechanism for Psychological Intervention in Adolescents With Asthma: A Qualitative Protocol." International Journal of Qualitative Methods 20 (January 1, 2021): 160940692110083. http://dx.doi.org/10.1177/16094069211008333.
Повний текст джерелаАнотація:
Australia has one of the highest asthma prevalence rates in the world, with this chronic and debilitating condition affecting one in nine people. The health and mental wellbeing of young people with asthma are worse than not only their peers without asthma but also worse than that of people with asthma at other ages. Psychological interventions could be beneficial in treating symptoms of elevated psychological distress in patients with asthma. However, evidence suggests that engagement with mental health services is low in this population. Technology-based solutions that engage youth may overcome barriers to service uptake for both mental health and asthma management. To fast-track the successful translation of evidence-based treatment into practice, interactive, mixed-reality technologies such as augmented reality (AR), virtual reality (VR) and holographic technology may provide a novel, low-cost solution, yet to date, methodological rigor in the evaluation of mixed reality for this purpose is lacking. To evaluate the perceived usability and acceptability of these technologies, mixed reality tools will be developed by the author team to deliver a component of a psychological intervention for treatment of elevated psychological distress among young people with asthma. Qualitative research will be conducted through one-on-one interviews with young people with asthma, parents/caregivers of young people with asthma, and with health professionals, during which participants will have time to interact with the resources. Moderator guides will be used to direct interviews, and will be supplemented with a questionnaire, including Likert-type measures of usability and acceptability to facilitate triangulation of data. Understanding and data obtained through this study will be used to develop version 2.0 mixed reality tools, which will be tested for feasibility in a RCT. Improving access to and uptake of evidence-based treatments for elevated psychological distress in young people with asthma may reduce the burden of this highly prevalent disease.
4
Kingsley, Beth. "Community Empowerment: Promoting the Safety and Minimising the Abuse of Older People." Australian Journal of Primary Health 8, no. 2 (2002): 98. http://dx.doi.org/10.1071/py02035.
Повний текст джерелаАнотація:
Elder abuse is a taboo topic that older people talk about in hushed whispers and community workers are hesitant to raise. Nevertheless the abuse of older people is a social issue and a tragedy of an ageing population. To promote the safety of older citizens health professionals cannot stand by and allow clients to be abused where they experience harm at the hands of someone they know and from whom they should be able to expect safe care. The harmful and damaging nature of elder abuse compels practitioners to work with the community to address and resolve this social problem. Evolving from focus group discussions with older people in Perth, Western Australia, a series of community education and empowerment forums were held under the auspice of The Council on the Ageing (WA) Inc. The forums used an innovative drama format to illustrate the issues of elder abuse and demonstrate potential solutions. Forum evaluation indicated that this format was successful in raising awareness of elder abuse, what it is, why it happens and what resources are available to deal with it. From the forums caregivers and older people learned new strategies on how to minimise their risk of abusing or to resist becoming a victim of abuse.
5
Juraskova, Ilona, R. Laidsaar-Powell, Rachael Keast, Penelope Schofield, Daniel SJ Costa, Judy Kay, Sandra Turner, et al. "eTRIO trial: study protocol of a randomised controlled trial of online education modules to facilitate effective family caregiver involvement in oncology." BMJ Open 11, no. 5 (May 2021): e043224. http://dx.doi.org/10.1136/bmjopen-2020-043224.
Повний текст джерелаАнотація:
ObjectiveInformal family caregivers play a crucial role in cancer care. Effective caregiver involvement in cancer care can improve both patient and caregiver outcomes. Despite this, interventions improving the caregiver involvement are sparse. This protocol describes a randomised controlled trial evaluating the combined effectiveness of novel online caregiver communication education modules for: (1) oncology clinicians (eTRIO) and (2) patients with cancer and caregivers (eTRIO-pc).Methods and analysisThirty medical/radiation/surgical oncology or haematology doctors and nurses will be randomly allocated to either intervention (eTRIO) or control (an Australian State Government Health website on caregivers) education conditions. Following completion of education, each clinician will recruit nine patient–caregiver pairs, who will be allocated to the same condition as their recruiting clinician. Eligibility includes any new adult patient diagnosed with any type/stage cancer attending consultations with a caregiver. Approximately 270 patient–caregiver pairs will be recruited. The primary outcome is caregiver self-efficacy in triadic (clinician–patient–caregiver) communication. Patient and clinician self-efficacy in triadic communication are secondary outcomes. Additional secondary outcomes for clinicians include preferences for caregiver involvement, perceived module usability/acceptability, analysis of module use, satisfaction with the module, knowledge of strategies and feedback interviews. Secondary outcomes for caregivers and patients include preferences for caregiver involvement, satisfaction with clinician communication, distress, quality of life, healthcare expenditure, perceived module usability/acceptability and analysis of module use. A subset of patients and caregivers will complete feedback interviews. Secondary outcomes for caregivers include preparedness for caregiving, patient–caregiver communication and caring experience. Assessments will be conducted at baseline, and 1 week, 12 weeks and 26 weeks post-intervention.Ethics and disseminationEthical approval has been received by the Sydney Local Health District Human Research Ethics Committee (REGIS project ID number: 2019/PID09787), with site-specific approval from each recruitment site. Protocol V.7 (dated 1 September 2020) is currently approved and reported in this manuscript. Findings will be disseminated via presentations and peer-reviewed publications. Engagement with clinicians, media, government, consumers and peak cancer groups will facilitate widespread dissemination and long-term availability of the educational modules.Trial registration numberACTRN12619001507178.
6
Saunders, Vicky, Maddison Beck, Jacqueline McKechnie, Michelle Lincoln, Christine Phillips, Jane Herbert, and Rachel Davey. "A Good start in life: Effectiveness of integrated multicomponent multisector support on early child development—Study protocol." PLOS ONE 17, no. 8 (August 3, 2022): e0267666. http://dx.doi.org/10.1371/journal.pone.0267666.
Повний текст джерелаАнотація:
Introduction Early childhood experiences have a lifelong impact on a child’s future. Social and environmental experiences and interactions have a profound relational effect on children’s physical and mental health which transfers agency to parents, caregivers and duty-bearers to care for the child’s welfare. In the Australian context early child development indices have been in decline in some communities. Hence, there is a sense of urgency to reverse these trends from an integrated perspective. A multisector, multi component program of interventions named A Good Start in Life is proposed and is being tested in the Australian Capital Territory across suburbs with high levels of early childhood development disadvantage. The aim of this study is to evaluate the outcomes and processes related to targeted interventions, designed to integrate child and family services within the local district and embed allied health programs into early childhood education, care services and playgroups. Methods and analysis The Good Start in Life study will use a quasi-experimental design (with a matched control geographical area) consisting of a combination of interventions that will build multisectoral collaboration across education, health and social services that connect and support families with children from birth to 5 years. The control area will be matched on demographic characteristics and early child development outcomes and trends over the pre-intervention period. Evaluation data will be collected at baseline, and then on an annual basis for a further three years. A mixed methods approach will be used to evaluate delivery processes: quantitative (checklists, questionnaires) and qualitative methods (observations, focus groups and key stakeholder interviews). Effectiveness of the programme will be evaluated by comparing early child development outcomes between the comparator areas from the Australian Early Development Census in 2024. The primary focus will be on reducing the number of children who are developmentally vulnerable on at least one early development index (EDI). Separate tests will be conducted for significant differences in the percentage of children at risk in each of the five individual EDI domains. These domains are physical health and wellbeing, social competence, emotional maturity, language and cognitive skills, and communication and general knowledge. Trial registration ACTRN12621001140842.
7
Taylor-Rubin, Cathleen, Lisa Azizi, Karen Croot, and Lyndsey Nickels. "Primary Progressive Aphasia Education and Support Groups: A Clinical Evaluation." American Journal of Alzheimer's Disease & Other Dementiasr 35 (January 1, 2020): 153331751989563. http://dx.doi.org/10.1177/1533317519895638.
Повний текст джерелаАнотація:
Objectives: To evaluate the benefits of a primary progressive aphasia (PPA) education and support session for people with PPA (pwPPA) and their caregivers. Method: Thirty-eight individuals (20 pwPPA, 18 caregivers) were invited to participate in the study. Twenty-five individuals (12 pwPPA, 13 caregivers) completed questionnaires before and after an education and support group session provided by a speech pathologist and a clinical psychologist. Seven individuals (2 pwPPA, 5 caregivers) participated in follow-up interviews. Results: After one attendance, caregivers reported significant improvement in knowledge of PPA, strategies to manage worry and low mood, and opportunities to meet peers. Themes at interview were reduced feelings of isolation, increased feelings of support, increased knowledge of coping strategies, and improved understanding of PPA. Caregivers who had attended previous sessions reported increased feelings of well-being and support. Implications: Primary progressive aphasia education and support group sessions in the postdiagnostic period constitute a valuable component of comprehensive care for PPA.
8
Woodhouse, David, and Terry Stokes. "Australia: Evaluation and Quality in Higher Education." Research in Comparative and International Education 5, no. 1 (January 2010): 18–31. http://dx.doi.org/10.2304/rcie.2010.5.1.18.
Повний текст джерела
9
Vialle, Wilma. "Supporting Giftedness in Families: A Resources Perspective." Journal for the Education of the Gifted 40, no. 4 (October 9, 2017): 372–93. http://dx.doi.org/10.1177/0162353217734375.
Повний текст джерелаАнотація:
There is ample evidence that families are important in supporting the development of giftedness in children. Although there has been a great deal of research addressing individual and school factors in promoting giftedness, the role of parents and caregivers is comparatively underresearched, particularly in Australia. This study investigated the ways in which parents supported their children’s development, drawing on the educational and learning capital framework within the Actiotope Model of Giftedness. A qualitative design was adopted and semistructured interviews were conducted with 32 parents and caregivers. The data demonstrated that parents draw on all 10 educational and learning resources in creating favorable environments to support their children’s development.
10
Schultz, Cynthia L., Kosmas X. Smyrnios, Carolyn F. Grbich, and Noel C. Schultz. "Caring for Family Caregivers in Australia: A Model of Psychoeducational Support." Ageing and Society 13, no. 1 (March 1993): 1–25. http://dx.doi.org/10.1017/s0144686x00000623.
Повний текст джерелаАнотація:
ABSTRACTThe present paper describes and traces the emergence of an innovative psychoeducational model of support for family caregivers of dependent elderly persons, its associated systematic evaluation and leadership training process, provides details of a small group programme and its underlying philosophy, and reports on outcome evaluation research ascertained from both quantitative and qualitative data analyses. Details of these analyses are presented within the context provided by a three-level model of support, which recruits and trains professionals from a range of disciplines to help families in caregiving situations. The 72 treatment and 29 waiting-list control subjects were assessed at pretreatment and at posttest on measures of anxiety and psychological well-being. Statistically significant differences emerged between the treatment and waiting-list control groups on these measures. Positive changes for programme participants were further demonstrated by contextual analysis of evaluative responses. Implications for practitioners, educators, and policy specialists, as well as for research and programme development are discussed.
Дисертації з теми "Caregivers Education Australia Evaluation"
1
Hagen, Brad Francis. "Evaluation of education and support initiatives for family caregivers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0025/NQ34265.pdf.
Повний текст джерела
2
Brenes, Mendieta Priscilla. "Evaluation of a printed newsletter tailored to grandparent caregivers in Kansas." Thesis, Kansas State University, 2017. http://hdl.handle.net/2097/35466.
Повний текст джерелаАнотація:
Master of Public HealthPublic Health Interdepartmental Program
Mark D. Haub
Millions of U.S. grandparents are responsible for providing parental care, in the absence of the biological parent, for at least one grandchild under the age of 18 years. These caregivers may base their wellness and nutrition practices with their grandchildren on outdated advice. In 2010, Kansas State University Human Nutrition Cooperative Extension Service faculty launched a theory-based newsletter, entitled Nourishing the Next Generation, that was mailed six times per year to low-income grandparent caregivers, and posted on a public website (at http://www.k-state.edu/humannutrition/newsletters/nourishing-the-next-generation/index.html). Each issue disseminated small amounts of practical, specific, “how-to” nutrition- and wellness-related information that addressed topics identified as being of concern to this population and that used recommended word choice, format, and design principles. After five years of Nourishing the Next Generation being in circulation, we surveyed readers who had received it from one to five years in order to assess the impact it had and to highlight its strengths. This study combined qualitative and quantitative approaches by using written surveys with both open- and closed-ended questions. Two different types of participants who had received the newsletter, grandparent caregivers and community educators, received surveys. A total of 54 valid surveys were returned from the 492 that were sent to grandparent caregivers, while 30 out of 175 community educators completed surveys. The newsletter was perceived by responding grandparent caregivers to be very effective in improving their awareness, knowledge, motivation, and confidence to follow recommendations about healthy eating and physical activity. Also, reading it led to many self-reported positive changes in various nutrition, physical activity, and other wellness practices among 91 percent of the responding grandparent caregivers and their families. In addition, 70 percent of responding community educators used its contents extensively to disseminate information to wider audiences. In conclusion, including grandparent caregivers in wellness-related educational programs could be a good approach to target healthy lifestyle practices of both older and younger generations. An appropriately designed newsletter can effectively improve the health of a large number of people, yet has limited costs, and thus, is an excellent public health method.
3
Rodriguez, Dawn H. "Caregivers' Highly Valued Factors for Enrolling Their Children in California ACSI Christian Schools." Thesis, Columbia International University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3644526.
Повний текст джерелаАнотація:
This study investigated the caregivers' most highly valued factors for enrolling their children in Christian schools. Caregivers (N = 297) were included from more than 39 California Association of Christian Schools International (ACSI) schools. They responded to survey questions regarding their most highly valued factors for enrolling their children in Christian schools. The survey considered factors from five categories: (a) biblical values, (b) academics, (c) school culture, (d) student-centeredness, and (e) economic considerations. The study found their highest valued factors to be biblical values and care of the student. Quality academics, safe environment, and number of highly qualified teachers were also found to be highly valued factors. Factors that were found not likely to be important to caregivers were adherence to state standards, attention to special learning needs, technology in the classroom, fine arts, athletic programs, tuition and other school expenses, and distance from the home.
4
Saltmarsh, David L. W. (David Lloyd William). "National review of nursing education : student expectations of nursing education." Canberra, A.C.T. : Commonwealth Department of Education, Science and Training, 2001. http://www.dest.gov.au/highered/nursing/pubs/student_expect/1.htm.
Повний текст джерела
5
Chan, Shuk-ling. "Development, implementation and evaluation of a structural stroke education program for informal caregivers of stroke patients." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40720251.
Повний текст джерела
6
Williamson, John. "Working with teachers : the implementation and evaluation of an innovative in-service programme." Thesis, University of Leicester, 1987. http://hdl.handle.net/2381/35687.
Повний текст джерелаАнотація:
This thesis is concerned with the development and evaluation of a new approach to helping teachers change their classroom practice. The model adopted combined elements from the action-research model and the 'coaching' model, and findings from the curriculum implementation studies. Governments are concerned increasingly to introduce new centralised curricula in response to social changes or economic pressures. In the community there are calls for widespread reform of schooling at all levels. Also, with changes in their career patterns it is imperative that teachers, who are likely to be teaching for thirty or forty years, have available a sustained programme of professional development. Regardless of the origins of the calls for change, to be successful the introduction of a new school practice must be accompanied by a corollary programme of teacher education. Typically, however, in-service education has lacked direction, been inappropriate and been poorly executed. While the focus of the thesis is upon the fidelity of implementation of the new teaching strategy, it also reports on the teachers' understandings of the classroom dynamics, their feelings of self-confidence and perceptions of his or her principal as a supporter of classroom innovation. In the present economic and political climate judgements must be made about the worth of particular in-service programmes. Several important dimensions of an in-service programme were used to compare the innovative model with an action-research model and a 'typical' in-service model. On the criteria considered the innovative model fared better than the other two models. Recent changes to in-service education in the U.K., announced in DES Circular 6/86, have meant a high degree of similarity in the espoused purposes and procedures of the British and Australian Governments. The in-service programme outlined here is well-suited to the new in-service policies and financial arrangements in both countries.
7
陳淑玲 and Shuk-ling Chan. "Development, implementation and evaluation of a structural stroke education program for informal caregivers of stroke patients." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40720251.
Повний текст джерела
8
Spyker, Geert M. "The upper secondary school mathematics curriculum in Western Australia from 1950-1998 : implementation and evaluation." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/1269.
Повний текст джерелаАнотація:
The study upon which this thesis is based aimed, first of all, to document the history of mathematics curriculum change in Western Australia. Although curriculum development in mathematics in this State has been an ongoing process for at least two decades, the outcome of an extensive literature review conducted as part of the study revealed that only a cursory evaluation of the current upper school mathematics curriculum change process had ever been undertaken. Neither has any formal appraisal of the suitability or otherwise of the variety of new upper school mathematics courses introduced during the last decade ever been carried out.This study was designed to 'fill these gaps' by not only documenting the history of the change process, but also by seeking out teachers' and other educators' views about those curriculum and strategy changes as well as the views of the students who were so intimately involved in the process.Tertiary lecturers' perceptions regarding the mathematical preparedness of first year university students were also considered a relevant source of information in this quest to first, record the events that preceded the establishment of the current State mathematics curriculum, and second, record those events that occurred subsequently. Major reports which have influenced the direction of mathematics education were examined, and underlying didactical principles were identified to determine the origins of previous and current educational policy.To determine upper school mathematics teachers' attitudes to curriculum and strategy changes, and the impact of the present curriculum upon students' choice of mathematics subjects, use was made of a variety of instruments - questionnaires and interview proformas - which were used to interview students prior to questioning them on such matters as their reasons for selecting specific units.Upper school mathematics teachers were also surveyed and interviewed in order to obtain the practitioners' views on new topics which were introduced, such as complex numbers and vectors. Five of Western Australia's most high profile mathematics educators who played significant roles during the period of this study were interviewed to determine their recollections of major points of discussion and concern in mathematics education at that time. Feedback from these interviews was used to compile a questionnaire for upper high school mathematics teachers to determine their opinion on such issues as the introduction and practicality of the new courses, teaching and learning strategies introduced, and the degree of support for the new curriculum.Ten teachers were interviewed one year after the survey to determine any changes in their perceptions about the new upper school mathematics courses. By means of a questionnaire, students' reasons for choosing specific mathematics subjects in either Year 11 or 12, and their perceived success in mathematics in general were sought. In order to determine the effectiveness of the new curriculum in terms of further studies, students' level of mathematical preparedness was investigated by means of a questionnaire for university mathematics staff. The results of this research indicate that the most recent curriculum change in the upper high school has been successfully introduced by the Education Department of Western Australia, although this has not always been the case with curriculum change in this State.Though initially daunted by the number of new topics which were to be taught, teachers were appreciative of the in-service courses available, the resources present and the general support they received from the Education Department. Traditional teaching strategies, such as 'drill-and-practice' and teacher-centred environments have been largely replaced by a problem-solving and investigational approach to mathematics in a student-centred classroom environment. Clearly, the constructivist theory of learning has been a major influence on current teaching and learning strategies used in the upper school mathematics classroom. Teachers' opinions about the practicality of the new courses and approaches to teaching them were positive, though the view was held that previous traditional teaching methods should not be discarded.Specific weaknesses in the various mathematics courses introduced were identified (for example, inadequate attention paid to basic algebra and, in particular, to trigonometry), and many teachers were adamant that certain changes should be made for the benefit of the students (for example, reorganisation of parts of the course content). Improvements in the nature of the information provided to students at the time they make their upper school mathematics subject choice were strongly recommended. Information on influential factors regarding students' subject choices was obtained, and interviews with university mathematics staff showed that many first year students remain underprepared because of incorrect mathematics subject choices made in either Year 10 or 11.
9
Reid, Bryan. "Implementing curriculum change within a state education department region : analysis and conceptualization." Murdoch University, 1986. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060829.160229.
Повний текст джерелаАнотація:
The major aim of this study was to develop a conceptual model representing the implementation process of a curriculum change occurring in a State Education Department region. This development had its genesis in the now extensive body of literature related to the organizational phenomenon of planned change.
Since its early development in the 1960ts, the study of planned change occurring i n organizations has grown in sophistication, encompassing a steadily evolving number of theoretical constructs. Such a construct, of recent origin, was that of perceiving implementation of the innovation as a discrete process within the total planned change process. Although stillinits infancy, this concept has attracted a steadily growing body of research, The present study co-ordi nated some of these findings to form the basis for a four-stage model representing the implementation process under a special set of circumstances.
The application of the model was tested under field conditions. A longitudinal case study design was adopted because this was ideally suited to test the assumption of implementationas a process. The design was divided in to four sections : concepts related to the decision to change; concepts related to the effect the rationale for implementation had on teachers' behaviour; concepts related to the sequence of involvement of implementers; and finally, concepts related to the measurementof the degree of implementation for teachers and pupils.
Field work was applied inarural educational region of the State of Western Australia. This region was established in 1979 as part of an Australia-wide trend. I t is well documented that at the commencement of the 19701s, Austral ian governmentcontrol led education systems were highly centralized. By the beginning of the 1980ts, all were facing major change, each incorporating some form of decentral ization. In Western Australia, a shift in power from central authorities to Regional Superintendents occurred. With the increase i n power, the Regions received more duties and became more complex organizations.
To meet the demand of testing a complex theoretical model in the intricate field setting of a State Education Department region, a wide range of data-gathering techniques was used. Questionnaires were employed, some specifically designed to suit this study and some selected from other research. The breadth and depth of the data collected was extended by the use of interviews, both focused and unstructured. Information from a wide variety of perspectives was gathered by using direct observation. This was applied to the testing of the theoretical model and also used to validate data drawn from other sources. Content analysis techniques were also used to triangulate the findings from questionnaire and interview techniques.
The findings of the analysis of the data,within a matrix of hypotheses and sub-hypotheses, provided powerful statistical evidence indicating that the innovation was judged as being implemented by the teachers and the pupils. Data collected were also analysed as part of the research plan incorporating four major hypotheses and twenty six sub-sections. Each sub-section has been investigated empirically. This strategy was used to test the applicability of the conceptual model as a technique to represent the process of implementation followed by an innovation in Oral English introduced into a rural region of a State Education Department.
The model proved to be a very effective device, aiding in the comprehension of an implementation process that occurred under the particular conditions described in the thesis.
10
Florisson, Steven J. "In gear or coasting : a study of learner engagement during work placement." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/286.
Повний текст джерелаАнотація:
Vocational Education and Training (VET) in schools has experienced spectacular growth over the past decade, with 95% of Australian secondary schools now providing VET in school programs and almost one half of all year 11 and 12 students involved in VET in schools programs (DEST, 2005). The Adelaide Declaration on National Goals for Schooling in the 21 st Century stated explicitly that all students should have participated in programs of vocational learning during the compulsory years (ACER, 2002).
Книги з теми "Caregivers Education Australia Evaluation"
1
Western Australia. Ministerial Review of Schooling in Rural Western Austalia. Schooling in rural Western Australia: Report. [East Perth, Western Australia]: Ministerial Review of Schooling in Rural Western Australia, 1994.
Знайти повний текст джерела
2
Greene, Vernon L. Caring for those who care: An evaluation of professionally guided support and education groups for family caregivers : final report. [Washington, DC: Administration on Aging, 1987.
Знайти повний текст джерела
3
Negotiated evaluation: Involving children and parents in the process. Portsmouth, NH: Heinemann, 1994.
Знайти повний текст джерела
4
Greene, Vernon L. Caring for those who care: An evaluation of professionally guided support and education groups for family caregivers : final report. [Washington, DC: Administration on Aging, 1987.
Знайти повний текст джерела
5
Shaw, J. M. The evaluation process in the Adult Migrant Education Program: The report of the national course reporting study. Adelaide: National Curriculum Resource Centre, Adult Migrant Education Program Australia, 1986.
Знайти повний текст джерела
6
Dudley, Janice. The politics of education: Commonwealth schools policy, 1973-95. Melbourne, Vic., Australia: Australian Council for Educational Research Ltd, 1995.
Знайти повний текст джерела
7
Douglas, Evelyn Linda. Why not the best schools?: The Australia report. Camberwell, Vic: ACER Press, 2008.
Знайти повний текст джерела
8
General, Western Australia Office of the Auditor. On-line and length?: Provision and use of learning technologies in government schools Western Australia. West Perth, W.A: The Office, 2001.
Знайти повний текст джерела
9
National Family Caregiver Support Program: Getting behind our nation's families : hearing before the Subcommittee on Aging of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Seventh Congress, second session, on examining the implementation of the Administration on Aging's National Family Caregiver Support Program, May 7, 2002. Washington: U.S. G.P.O., 2003.
Знайти повний текст джерела
10
Family, Western Australia Office of the. Effective parenting: A review of parent education in Western Australia : report to Dr. Carmen Lawrence, MLA, Premier, and Minister for the Family. [Western Australia]: Office of the Family, Govt. of Western Australia, 1991.
Знайти повний текст джерелаЧастини книг з теми "Caregivers Education Australia Evaluation"
1
"School education in Australia." In OECD Reviews of Evaluation and Assessment in Education, 13–23. OECD, 2011. http://dx.doi.org/10.1787/9789264116672-4-en.
Повний текст джерела
2
"The evaluation of the higher education system in Australia: Barry Sheehan." In The World Yearbook of Education 1996, 24–43. Routledge, 2012. http://dx.doi.org/10.4324/9780203080283-8.
Повний текст джерела
3
Finger, Glenn. "Improving Initial Teacher Education in Australia." In Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies, 187–207. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8162-0.ch010.
Повний текст джерелаАнотація:
Initial teacher education (ITE) programs are subject to agencies which shape and define them through regulatory accreditation processes (Lloyd, 2013a, 2013b). This chapter argues that the design of ITE programs needs to build the Technological Pedagogical Content Knowledge (TPACK) capabilities (Mishra & Koehler, 2006, 2008) of future teachers. After establishing that there are both accountability and improvement agendas, this chapter outlines the Teaching Teachers for the Future (TTF) Project, which involved all 39 Australian Higher Education Institutions providing ITE programs in Australia. The TTF Project was a 15 month long, $8 million project, funded by the Australian Government's ICT Innovation Fund which adopted an approach reflecting an improvement agenda. The TTF Project is discussed in terms of the TPACK conceptualisation guiding the project, and the research and evaluation of that project. The TTF Project's key outcomes are summarised, and these inform the presentation of solutions and recommendations.
4
Male, Sally A. "Generic Engineering Competencies Required by Engineers Graduating in Australia." In Developments in Engineering Education Standards, 41–63. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0951-8.ch003.
Повний текст джерелаАнотація:
Continuous improvement of engineering education is achieved through curriculum development, program evaluation, and program accreditation processes. This chapter is based on the view that one of the criteria for design of these should be alignment with the competencies required by engineers in the workplace. The chapter provides an 11-factor competency model developed in Australia to help achieve this alignment. The model describes the generic engineering competencies required by engineers graduating in Australia. The competencies embed inter-related technical and non-technical components. An advantage of this model over others is the concise and relatively distinct nature of the 11 factors due to the statistical rather than conceptual method of grouping the competencies. The chapter outlines the theoretical framework, the model, and its development. The research methods employed to develop the model include a literature review, a panel session, two large-scale surveys of engineers, and a focus group. Implications for curriculum design, accreditation, and program evaluation are discussed.
5
Palmer, Stuart, and Wayne Hall. "An Evaluation of Group Work in First-Year Engineering Design Education." In Collaboration and Student Engagement in Design Education, 145–68. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0726-0.ch007.
Повний текст джерелаАнотація:
It is argued that ‘design' is an essential characteristic of engineering practice, and hence, an essential theme of engineering education. It is suggested that first-year design courses enhance commencing student motivation and retention, and introduce engineering application content and basic design experience early in the curriculum. The research literature indicates that engineering design practice is a deeply social process, with collaboration and group interactions required at almost every stage. This chapter documents the evaluation of the initial and subsequent second offerings of a first-year engineering design unit at Griffith University in Australia. The unit 1006ENG Design and Professional Skills aims to provide an introduction to engineering design and professional practice through a project-based approach to problem solving. The unit learning design incorporates student group work, and uses self-and-peer-assessment to incorporate aspects of the design process into the unit assessment and to provide a mechanism for individualization of student marks.
6
Presbury, Rajka, and Madalyn A. Scerri. "Mentoring for Quality Enhancement and Fostering Industry-Ready Graduates in Higher Education." In Quality Management Principles and Policies in Higher Education, 263–86. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1017-9.ch014.
Повний текст джерелаАнотація:
Mentoring programs play a valuable role in higher education. Formal mentoring processes and relationships increase the overall perceived quality of an educational program and the professional success of new hotel management graduates. To evaluate an established mentoring program in higher education, a single case study of the Blue Mountains International Hotel Management School at Torrens University Australia (BMIHMS @TUA) was developed and that is presented and discussed in this chapter. The evaluation of the mentoring program found that mentoring relationships enable mentees to build knowledge and skills, develop networking opportunities, build confidence, and gain self-reflection abilities. The chapter offers insights and recommendations for higher education institutions to consider when setting up mentoring programs. The knowledge gained through this research will assist higher education institutions to better prepare students for a transition to work through mentoring whilst enhancing the quality of educational courses.
7
Gershun, Martha, and John D. Lantos. "What Are the Risks?" In Kidney to Share, 61–74. Cornell University Press, 2021. http://dx.doi.org/10.7591/cornell/9781501755439.003.0008.
Повний текст джерелаАнотація:
This chapter examines the risks, both surgical and medical, to donating a kidney. It reviews the financial ramifications of donating a kidney and the nonmedical risks of living with only one kidney — organ damage from contact sports. The chapter then narrates the author's experience of the Mayo Clinic's rigorous evaluation process, from a short briefing with a Mayo transplant surgeon down to one of the most important tests, an abdominal CT scan. The chapter also addresses the highlight of the auhor's long appointment — the donor education class, which involved a meeting with other potential kidney donors, recipients, and caregivers who were also at Mayo for evaluation. Finally, the chapter discusses the author's appointments with Lisa, a nurse transplant coordinator; Margo, a designated donor advocate; and a social worker who was assigned to assess her mental fitness as an organ donor.
8
Buchanan, John, Peter Aubusson, and Sandy Schuck. "A System-Wide School-Based Program for Sustainability." In Practice, Progress, and Proficiency in Sustainability, 245–69. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5856-1.ch013.
Повний текст джерелаАнотація:
This chapter reports on an external evaluation of a statewide Education for Sustainability program conducted in Australia. The Climate Clever Energy Savers Program, conducted by the NSW Department of Education and Communities, invited students in primary and secondary schools (from Years 3 to 10), to participate in projects with their teachers' support, aimed at reducing their school's electricity consumption and costs. The chapter describes the Program in the context of the importance of sustainability development, and the centrality of education in achieving this. The ongoing evaluation investigates outcomes of the school-based projects, as well as teachers' views on the available support. This chapter investigates three case studies of the Program, examining outcomes, commonalities and differences across these sites. It describes the use of the Sustainability Action Process as a framework for guiding projects' progress. The chapter concludes with implications for practice and further research emerging from the case study investigations.
9
Rothschild, Jennifer G., Noah E. Canvasser, Frederick J. Meyers, and Christopher P. Evans. "Dysuria, frequency, and bladder spasm." In Oxford Textbook of Palliative Medicine, edited by Nathan I. Cherny, Marie T. Fallon, Stein Kaasa, Russell K. Portenoy, and David C. Currow, 673–76. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198821328.003.0064.
Повний текст джерелаАнотація:
Although lower urinary tract symptoms such as dysuria, frequency, and bladder spasms may not be life-threatening, these symptoms can have a large impact on a patient’s quality of life as well as the lives of the patient’s family and caregivers in the palliative care setting. A range of medical problems can contribute to common causes of irritative voiding symptoms; the goal is to identify these potential problems and address them, taking into account the palliative care patient’s severity of symptoms, frailty, and life expectancy. In the evaluation and treatment of the patient’s symptoms, a methodical approach is best offered with the treatment options ranging from the least conservative to the more invasive. Clinicians should begin with a history and physical examination, urine analysis and/or culture to rule out urinary tract infection, and obtain post-void residual to rule out urinary retention. Patient education regarding normal urinary tract function should be reviewed and then treatment goals solidified. Conservative options include behavioural and dietary modification. If treatment goals are not yet achieved, then additional pharmacological or procedural options can be considered. The potential risks and benefits for each treatment option should be specifically tailored to the palliative care setting and the unique clinical situations presented. The goal being to decrease the most physical distress while not confounding the palliative care situation with potential complications.
10
McCarthy, Josh. "The Collaborative Animation Forum in Facebook." In Online Tutor 2.0, 280–97. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5832-5.ch014.
Повний текст джерелаАнотація:
This chapter reports on the use of Facebook as the host site for a collaborative international animation forum between student cohorts from the University of South Australia in Australia, Penn State University in the United States of America, and Nanyang Technological University in Singapore. From July to December in 2012, 69 animation students from the three institutions took part in the forum. Students were required to submit work-in-progress imagery related to major assignments, and provide feedback and critiques to their global peers. Locally, resulting discussions were often transferred into the physical classroom, be it a lecture or studio, for further dissemination between peers. Internationally, students took on new roles, with more experienced students mentoring their peers. The evaluation process of the international online learning environment included informal discussions between associated teaching staff, and a post semester survey providing participating students with the opportunity to critically reflect on the experience. The findings of the study are discussed in light of the growing use of social media to support mentoring, learning and teaching in tertiary education, particularly in the fields of design and digital media.
Тези доповідей конференцій з теми "Caregivers Education Australia Evaluation"
1
Chen, Yi, and Kexin Han. "The Evaluation and Enlightenment of Student Loan Policy for Higher Education in Australia." In Proceedings of the 2019 3rd International Conference on Education, Economics and Management Research (ICEEMR 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191221.066.
Повний текст джерела
2
Anderson, Sharon, Lesley Charles, Sheny Khera, and jasneet parmar. "Co-design and evaluation of health care workforce education to provide Person-Centered care for family caregivers." In NAPCRG 49th Annual Meeting — Abstracts of Completed Research 2021. American Academy of Family Physicians, 2022. http://dx.doi.org/10.1370/afm.20.s1.2756.
Повний текст джерела
3
Karaksha, Abdullah, Russ Chess-Williams, Candice Holani, Andrew K. Davey, Shailendra Anoopkumar-Dukie, Gary Grant, Anthony V. Perkins, Niru Nirthanan, and Catherine McDermott. "THE EVALUATION OF EDUCATIONAL BENEFITS OF ONLINE LEARNING TOOLS ON STUDENT PERFORMANCE IN A MAJOR ASSESSMENT ITEM ACROSS TWO HIGHER EDUCATION INSTITUTIONS IN AUSTRALIA." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0114.
Повний текст джерела
4
Craig, Annemieke, Catherine Lang, and Julie Fisher. "Twenty Years of Girls into Computing Days: Has It Been Worth the Effort?" In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3221.
Повний текст джерелаАнотація:
The first documented day-long program to encourage girls to consider computing as a career was held in 1987 in the U.K. Over the last 20 years these one-day events, labeled Girls into Computing days, have been conducted by academics and professionals to foster female-student interest in information technology (IT) degrees and careers. This paper charts the growth and popularity of these types of events internationally and questions their effectiveness. The format of Girls in Computing days varies from giving students hands-on experiences with technology to exposure to women in the industry through seminars and presentations. They are mostly aimed at girls in the 12-16 year old age bracket. The underlying assumption of these events is that female students are not choosing IT degrees and careers because of a limited awareness of what an IT degree and career involves. The absence of any longitudinal evaluation on the success of Girls into Computing events is a glaring oversight. Success of previous events conducted in the UK, USA, and Australia has been evaluated mainly through pre-event and post-event attitudinal type surveying of students. These have all been positive, but any long-term attitudinal change has not been measured and some researchers suggest that the effects of Girls in Computing days have been negligible, a suggestion supported by a continued decline in female IT higher education enrolment statistics in all these countries.
5
Penman, Joy, and Kerre A Willsher. "New Horizons for Immigrant Nurses Through a Mental Health Self-Management Program: A Pre- and Post-Test Mixed-Method Approach." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4759.
Повний текст джерелаАнотація:
Aim/Purpose: This research paper reports on the evaluation of a mental health self-management program provided to immigrant nurses working at various rural South Australian aged care services. Background: The residential aged care staffing crisis is severe in rural areas. To improve immigrant nurses’ employment experiences, a mental health self-management program was developed and conducted in rural and regional health care services in South Australia. Methodology: A mixed approach of pre- and post-surveys and post workshop focus groups was utilized with the objectives of exploring the experiences of 25 immigrant nurses and the impact of the mental health program. Feminist standpoint theory was used to interpret the qualitative data. Contribution: A new learning environment was created for immigrant nurses to learn about the theory and practice of maintaining and promoting mental health. Findings: Statistical tests showed a marked difference in responses before and after the intervention, especially regarding knowledge of mental health. The results of this study indicated that a change in thinking was triggered, followed by a change in behaviour enabling participants to undertake self-management strategies. Recommendations for Practitioners: Include expanding the workshops to cover more health care practitioners. Recommendations for Researchers: Feminist researchers must actively listen and examine their own beliefs and those of others to create knowledge. Extending the program to metropolitan areas and examining differences in data. E technology such as zoom, skype or virtual classrooms could be used. Impact on Society: The new awareness and knowledge would be beneficial in the family and community because issues at work can impact on the ability to care for the family, and there are often problems around family separation. Future Research: Extending the research to include men and staff of metropolitan aged care facilities.
6
"A Review of Project Management Course Syllabi to Determine if They Reflect the Learner-centred Course Pedagogy [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4323.
Повний текст джерелаАнотація:
Aim/Purpose: Project Management (PM) capability is one of the skill sets that employers across a broad range of industries are seeking with a projected current talent deficit of 1.5 million jobs. Background A course syllabus is both a tool and a resource used by the learners, the faculty, and the school to articulate what to learn, how to learn, and how and when to access and evaluate the learning outcomes. A learner-centred course syllabus can enhance the teaching, the learning, and the assessment and evaluation processes. A learner-centred pedagogy seeks to create a community of learners by sharing power between the teachers and the students, providing multiple assessments, evaluations, and feedback mechanisms. Methodology: This study seeks to find out if the PM course syllabi reflect the attributes of a learner-centred pedagogy through a content analysis of 76 PM course syllabi gathered in 2018 from instructors affiliated with the Association to Advance Collegiate Schools of Business (AACSB) in the USA. Contribution: On the issue of PM content, only seven percent (7%) of the syllabi articulate that students would be involved in “real world” experiential projects or be exposed to the Project Management Body of Knowledge (PMBOK) areas and process groups. Findings: The results reveal that PM instructors fall short in creating a community of learners by not disclosing their teaching philosophy, beliefs, or assumptions about learning and tend not to share power, and do not encourage teacher-student interactions. Recommendations for Practitioners: Schools should try to align their programs both to the local and the national job markets by engaging PM practitioners as advisors. When engaged as ad-visors, PM practitioners provide balance and direction on curriculum design or redesign, emerging industry innovations, as well as avenues for internships and job opportunities. Recommendation for Researchers: PM has various elements associated with entrepreneurship and management and is also heavily weighted towards the use of projects and technology, making it a good candidate for learner-centred pedagogy. However, researchers should explore this assertion further by comparing the attainment of learning outcomes and students’ overall performance in a learner-centred and a non-learner-centred PM course. Impact on Society: To minimize this talent deficit individuals as well as the academy should invest in PM education and one approach that may increase the enthusiasm in the PM coursework is having a learner-centred pedagogy. Future Research: Researchers should explore this line of research further by gathering syllabi from other regions such as the European Union, Asia, Africa, Australia, etc. as well as conduct a comparative study between these various regions in order to find if there are similarities or differences in how PM is taught.
7
Ding, Maggie, and Yu Sun. "An Intelligent and Data Driven Mobile Platform for Early Childhood Development using Machine Learning and Data Mining." In 7th International Conference on Software Engineering and Applications (SOFEA 2021). Academy and Industry Research Collaboration Center (AIRCC), 2021. http://dx.doi.org/10.5121/csit.2021.111616.
Повний текст джерелаАнотація:
In China almost 96 million children live in rural areas. Some of these children suffer from malnutrition since parents or guardians do not have knowledge of nutritional plans or how to calculate nutritional values. However, most of the Chinese population has access to a mobile device. This paper proposes a mobile application, which runs on the IOS and Android platforms, to calculate nutritional values and recommend a nutritional menu. EZ Nutrition and Education is a mobile app that targets millions of parents and caregivers in rural China and provides a solution to the regions’ early childhood underdevelopment problems. It provides recommendations for healthy meals and age-appropriate educational activities, measures children’s daily intake of calories and macro-nutrients (protein, carbs, and fats), and provides a way to have fun through activities that teach skills and values so as to prevent the underdevelopment of rural children’s physical, intellectual and mental growth. We applied our application to a group of participants (ages 6-12) and conducted a qualitative evaluation of the approach. The results show that the nutritional calculator feature can help parents improve the nutritional health of their children. Though two of the underweight participants lost weight and two of the overweight participants gained weight while using the recommended nutritional plan, we believe that the recommended nutritional menu could be an excellent feature for this application after we adjust some of the parameters since some parents claimed they could not follow the recommended menus.
8
M. Waaijer, Elly. "Cen / ISO Technical Report (TR) 12296 - 2013 Ergonomics, Manual Handling of People in the Healthcare Sector International Consensus." In Applied Human Factors and Ergonomics Conference. AHFE International, 2021. http://dx.doi.org/10.54941/ahfe100479.
Повний текст джерелаАнотація:
In 2012 a new ISO Technical Report (TR) 12296) was published, this TR was endorsed by CEN in July 2013. A working group of specialists have been working on this document for a period of more then 3 years. The working group was formed under the responsibility of Technical Committee ISO/TC 159, Ergonomics, Subcommittee SC3, Anthropometry and Biomechanics, representing 23 participating and 12 observing countries. Previous ISO standards and TR’s have had too little attention for the specific problems of patient handling in health care. ISO 11228 parts 1-2-3 address ergonomics and manual handling in general. ISO 11228 part 1 considers in an Annex in short the aspects of manual handling of living persons. The new TR is therefore intended to be a tool for assisting with the application of this series in the context of the healthcare sector. Its main goals are to improve caregivers' working conditions by decreasing biomechanical overload risk, thus limiting work-related illness and injury, as well as the consequent costs and absenteeism, and to account for patients' care quality, safety, dignity and privacy as regards their needs, including specific personal care and hygiene. The work was mainly done in a close cooperation with a scientific group called EPPHE (European Panel on Patient Handling Ergonomics). Members of this group have been working on the TR and have also been available to support ideas, provide materials and additional resources to assist in the development of the TR. EPPHE was formed in 2004 from a collaboration of Experts from the IEA Technical Committees on Healthcare Ergonomics and Musculoskeletal Disorders. (Hignett 2014). The final consensus document includes 6 Annexes with additional information and tools regarding:Risk Assessment and Risk EvaluationOrganizational aspects of patient handling interventionsAids and EquipmentBuildings and EnvironmentStaff education and trainingThe evaluation of intervention effectiveness
9
Bray, Don E., and G. S. Gad. "Establishment of an NDE Center at the Papua New Guinea University of Technology: Scope and Objectives." In ASME 1997 Turbo Asia Conference. American Society of Mechanical Engineers, 1997. http://dx.doi.org/10.1115/97-aa-065.
Повний текст джерелаАнотація:
Papua New Guinea lies just north of Australia (Fig. 1). It is a developing island nation, with 462,839 km of land area, a population of 3.9 million people, and vast natural resources (Compton’s Interactive Encyclopedia, 1996). It is the largest island in the Oceania region of the world, which also includes Fiji, the Solomon Islands and Vanuatu. Most of these islands share similar resources, and prudent development of the resources requires utilization of nondestructive evaluation (NDE). NDE provides the means for flaw detection and size assessment, as well as evaluation of material degradation such as corrosion and hydrogen attack. These are factors which affect the service life of components and systems. Being aware of the state of degradation of these components and systems will enable cost effective maintenance, and reduce costly and dangerous failures. Recognizing the need for NDE expertise, the Papua New Guinea University of Technology at Lae has initiated a Center for Nondestructive Evaluation. Once operational, the center should serve the entire Oceania region, and provide resources, trained students and expertise that will enable the growth of the NDE industry within that area. It is widely accepted that NDE adds value to a product or process, not just cost. The amount of value is directly related to the engineering education of the personnel making NDE decisions. The growth of the NDE industry in these South Pacific Islands will add to the economy, as well as aid in the further creation of a population of engineers who are well educated in NDE.
10
Ourives, Eliete Auxiliadora, Attilio Bolivar Ourives de Figueiredo, Luiz Fernando Gonçalves de Figueiredo, Milton Luiz Horn Vieira, Isabel Cristina Victoria Moreira, and Francisco Gómez Castro. "A IMPORTÂNCIA DA ABORDAGEM SISTÊMICA NA ERGONOMIA PARA UM DESIGN FUNCIONAL." In Systems & Design 2017. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/sd2017.2017.6648.
Повний текст джерелаАнотація:
RESUMO A abordagem sistêmica é um processo interdisciplinar, cujo princípio primordial é compreender a interdependência recíproca e relações de todas as áreas e da necessidade de sua integração, permitindo maior aproximação entre os seus limites de estudo. Nesse contexto o olhar sistêmico, da ergonomia, sobretudo no que se refere à segurança, ao conforto e à eficácia de uso, de funcionalidade e de operacionalidade dos objetos, considerando todos os produtos ou sistemas de produtos, como sistema de uso, desde os mais simples aos mais complexos ou sistêmicos, tem como objetivo adequá-los aos seres humanos, tendo em vista as atividades e tarefas exercidas por eles. No que se refere ao design funcional, os conhecimentos da ergonomia, nessa visão sistêmica, relativos à sua metodologia de projeto, são absolutamente necessários, e a sua aplicação aponta a melhor adequação dos produtos aos seus usuários. Como é o caso do vestuário feminino funcional, sobretudo no que se refere a proteção das mamas, que são peças convencionais que necessitam de um correto dimensionamento e especificação dos tecidos e de outros materiais. É um tipo de vestuário que apresenta funcionalidade diversa, como para a proteção física, o aumento do volume da mama, enchimento no bojo de pano, de água, de óleo, estruturado com arame, etc.; para amamentação (sutiã que se abre na frente, em parte ou totalmente); para o design inclusivo (pessoas com deficiência e mobilidade reduzida, no caso de mamas com prótese ou órtese) facilitando com fechamentos e aberturas colocadas em peças de roupas difíceis de manusear, roupas confortáveis e fáceis de vestir. São peças usadas por pessoas com biótipos e percentis antropométricos variáveis e com características corporais que mudam significativamente nas passagens para a adolescência, idade adulta e idosa. As mudanças corporais apresentam diferenças significativas em termos de volume das mamas, nas quais as soluções ergonômicas por uma abordagem sistêmicas que se evidencia mais para a complexidade de uso, são as mais necessárias em termos de atributos como, segurança, conforto, comodidade corporal, facilidade do vestir, funcionalidade, além da estética. Esta pesquisa, embora exploratória e descritiva, não isenta de desafios, tem por objetivo, por meio de dados e informações ergonômicas sistêmicas contribuir com o design funcional, de modo a oferecer subsídios para a confecção de roupas funcionais ou tecnologia vestível, com os atributos citados, respeitando a diversidade e inclusão das pessoas em todas as fases de sua vida, atendendo assim os princípios formais do design. Palavra-chave: Abordagem sistêmica, Ergonomia, Design funcional. REFERENCIAS AROS, Kammiri Corinaldesi. Elicitação do processo projetual do Núcleo de Abordagem Sistêmica do Design da Universidade Federal de Santa Catarina. Orientador: Luiz Fernando Gonçalves de Figueiredo – Florianópolis, SC, 2016. BERTALANFFY, Ludwig V. Teoria geral dos sistemas: fundamentos, desenvolvimento e aplicações. 3. ed. Petrópolis, RJ: Vozes, 2008. BEST, Kathryn. Fundamentos de gestão do design. Porto Alegre: Bookman, 2012. 208 p. CHIAVENATO, I. Gestão de pessoas. 3ª ed. Rio de Janeiro: Elsevier, 2010. CORRÊA, Vanderlei Moraes; BOLETTI, Rosane Rosner. Ergonomia: fundamentos e aplicações. Bookman Editora, 2015.MERINO, Eugenio. Fundamentos da ergonomia. 2011. Disponível em: <https://moodle.ufsc.br/pluginfile.php/2034406/mod_resource/content/1/Ergo_Fundamentos.pdf>. Acesso em: 24 Mar 2017. DIAS E. C. Condições de vida, trabalho, saúde e doença dos trabalhadores rurais no Brasil. In: Pinheiro TMM, organizador. Saúde do trabalhador rural –RENAST. Brasília: Ministério da Saúde; 2006.p. 1-27. GIL, A. C. Como elaborar projetos de pesquisa. 4. ed. São Paulo: Atlas, 2010. GOMES FILHO, J. Ergonomia do objeto: sistema técnico de leitura ergonômica. São Paulo: Escrituras Editora, 2003. GUIMARÃES, L. B. M. (ed). Ergonomia de Processo. Porto Alegre, v.2, PPGE/UFRGS, 2000. IIDA, I. Ergonomia: projeto e produção. 2ª ed rev. e ampl. – São Paulo: Edgard Blucher, 2005. MANZINI, Ezio. Design para inovação social e sustentabilidade: comunidades criativas, organizações colaborativas e novas redes projetuais. Rio de Janeiro: E-Papers, 2008, 104p. MARCONI, M. A.; Lakatos, E. M. Fundamentos de metodologia científica. São Paulo: Atlas, 2007. Pandarum, R., Yu, W., and Hunter, L., 2011. 3-D breast anthropometry of plus-sized women in South Africa. Ergonomics, 54(9), 866–875. McGhee, D.E., Steele, J.R., and Munro, B.J., 2008. Sports bra fitness. Wollongong (NSW): Breast Research Australia. McGhee, D.E., Steele, J.R., and Munro, B.J., 2010. Education improves bra knowledge and fit, and level of breast support in adolescent female athletes: a cluster-randomised trial. Journal of Physiotherapy, 56, 19–24. Pechter, E.A., 1998. A new method for determining bra size and predicting postaugmentation breast size. Plastic and Reconstructive Surgery, 102 (4), 1259–1265. RICHARDSON, R. J. Pesquisa social: métodos e técnicas. 3 ed. São Paulo: Atlas, 2008. RIO, R. P. DO; PIRES, L. Ergonomia: fundamentos da prática ergonômica, 3ª Ed., Editora LTr, 2001. SANTOS, N. ET AL. Antropotecnologia: A Ergonomia dos sistemas de Produção. Curitiba: Gênesis, 1997. VASCONCELLOS, Maria José Esteves de. Pensamento sistêmico: O novo paradigma da ciência. 10ª ed. Campinas, SP: Papirus, 2013. WEERDMEESTER, J. D. e B. Ergonomia Prática. São Paulo: Edgard Blucher, 2001. WHITE, J.; SCURR, J. Evaluation of professional bra fitting criteria for bra selection and fitting in the UK. Ergonomics, 1–8. 2012. WHITE, J.;SCURR, J.; SMITH, N. The effect of breast support on kinetics during overground running performance. Ergonomics, Taylor & Francis. 52 (4), 492–498. 2009.
Звіти організацій з теми "Caregivers Education Australia Evaluation"
1
Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.
Повний текст джерелаАнотація:
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).
2
Dix, Katherine, Syeda Kashfee Ahmed, Toby Carslake, and Shani Sniedze-Gregory. Evidence of impact underpinning Life Education Programs. Life Education Australia, September 2021. http://dx.doi.org/10.37517/978-1-74286-643-7.
Повний текст джерелаАнотація:
This rapid evaluation of core Life Education programs conducted by the Australian Council for Educational Research (ACER) in June 2021 is an independent investigation that demonstrates the evidence base underpinning Life Education programs in primary schools Australia-wide. It presents a national snapshot by drawing upon existing Life Education-specific evaluation data, existing ACER student wellbeing data, and accepted best practice in the field of student health and wellbeing education. The project addressed the key evaluation questions: How are core Life Education programs underpinned by evidence-based best practice, and how are core Life Education programs impacting primary-aged student wellbeing outcomes that align to the health and physical education Australian and State Curriculums?