Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Education, Higher South Australia Evaluation.
Статті в журналах з теми "Education, Higher South Australia Evaluation"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 статей у журналах для дослідження на тему "Education, Higher South 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.
Переглядайте статті в журналах для різних дисциплін та оформлюйте правильно вашу бібліографію.
1
Cockfield, Geoff, Linda Courtenay Botterill, and Simon Kelly. "A prospective evaluation of contingent loans as a means of financing wild dog exclusion fences." Rangeland Journal 40, no. 6 (2018): 591. http://dx.doi.org/10.1071/rj18054.
Повний текст джерелаАнотація:
Invasive species, such as wild dogs can be considered an externality arising from the activities of pastoral enterprises, with producers having limited responsibility for the problem and limited capacity to mitigate it. There are therefore arguments for government intervention through encouraging both individual and collective control measures. Governments are however increasingly inclined to ensure recipients of support make some contribution where there are private benefits. An example of this, in Australia, is the requirement that students repay some of the cost of their tertiary education. Using the issue of wild dog exclusion fencing in south-west Queensland as a case study, this paper considers if and how a policy instrument adopted for higher education (HECS-HELP), contingent loans, could be adapted to address problems of externalities in rural Australia. Central to the issue of exclusion fences are high upfront costs and highly variable incomes that limit the ability to recoup those costs according to a predictable timeline. Considering a range of incomes and a variety of private/government shares of the cost of the fences, we examine the effects of revenue contingent loans for the construction of these fences, using model farms developed from survey data for farm businesses in south-west Queensland. We find that contingent loans could mitigate the hardship effects of additional debt and variable incomes. Businesses with smaller properties and relatively lower incomes may however struggle to pay back larger loans. Using south-west Queensland as a case study, we show how different shares of contributions change the time to pay back loans, outline how a contingent loan scheme might be administered and note some issues with integrating personal contingent loans into a collective fence arrangement.
2
Hordacre, Ann-Louise, Anne Taylor, Christy Pirone, and Robert J. Adams. "Assessing patient satisfaction: implications for South Australian public hospitals." Australian Health Review 29, no. 4 (2005): 439. http://dx.doi.org/10.1071/ah050439.
Повний текст джерелаАнотація:
This paper reports on the results from 2620 South Australians who participated in the 2003 Patient Evaluation of Hospital Services. Patients were found to be generally satisfied with the care, services and amenities provided, with a statewide overall score of 86.3. Satisfaction was lowest in the patients? assessment of their involvement in their own care and treatment. Three demographic factors (younger age, female sex or tertiary education) predicted lower levels of satisfaction in the multivariate analysis, whereas living with others, non-emergency admission or admission to smaller hospitals were found to predict higher satisfaction. Despite administrative and organisational difficulties, and limited current evidence of increased quality or satisfaction, it is considered important to continue satisfaction research with the goal of encouraging the development of action plans for improvement of care, services and amenities.
3
Atorkey, Prince, Christine Paul, Billie Bonevski, John Wiggers, Aimee Mitchell, Emma Byrnes, Christophe Lecathelinais, and Flora Tzelepis. "Uptake of Proactively Offered Online and Telephone Support Services Targeting Multiple Health Risk Behaviors Among Vocational Education Students: Process Evaluation of a Cluster Randomized Controlled Trial." Journal of Medical Internet Research 23, no. 1 (January 6, 2021): e19737. http://dx.doi.org/10.2196/19737.
Повний текст джерелаАнотація:
Background A high proportion of vocational education students smoke tobacco, have inadequate nutrition (ie, low fruit and vegetable intake), drink alcohol at risky levels, or are physically inactive. The extent to which vocational education students will sign up for proactively offered online and telephone support services for multiple health risk behaviors is unknown. Objective The aim of this study is to examine the uptake of proactively offered online and telephone support services for smoking, nutrition, alcohol consumption, and physical activity risk behaviors, individually and in combination, among vocational education students in the Technical and Further Education (TAFE) setting. The characteristics associated with the uptake of online or telephone services for smoking, nutrition, alcohol consumption, and physical activity risk behaviors were also examined. Methods Vocational education students enrolled in a TAFE class in New South Wales, Australia, which ran for 6 months or more, were recruited to participate in a cluster randomized controlled trial from May 2018 to May 2019. In the intervention arm, participants who did not meet the Australian health guidelines for each of the smoking, nutrition, alcohol consumption, and physical activity risk behaviors were provided electronic feedback and proactively offered online and telephone support services. Uptake of support was measured by whether participants signed up for the online and telephone services they were offered. Results Vocational education students (N=551; mean age 25.7 years, SD 11.1; 310/551, 56.3% male) were recruited into the intervention arm. Uptake of the proactive offer of either online or telephone services was 14.5% (59/406) for fruit and vegetables, 12.7% (29/228) for physical activity, 6.8% (13/191) for smoking, and 5.5% (18/327) for alcohol use. Uptake of any online or telephone service for at least two health behaviors was 5.8% (22/377). Participants who were employed (odds ratio [OR] 0.10, 95% CI 0.01-0.72) and reported not being anxious (OR 0.11, 95% CI 0.02-0.71) had smaller odds of signing up for online or telephone services for smoking, whereas participants who reported not being depressed had greater odds (OR 10.25, 95% CI 1.30-80.67). Participants who intended to change their physical activity in the next 30 days had greater odds (OR 4.01, 95% CI 1.33-12.07) of signing up for online or telephone services for physical activity. Employed participants had smaller odds (OR 0.18, 95% CI 0.06-0.56) of signing up for support services for at least two behaviors. Conclusions Although the uptake of proactively offered online and telephone support services is low, these rates appear to be higher than the self-initiated use of some of these services in the general population. Scaling up the proactive offer of online and telephone services may produce beneficial health outcomes. Trial Registration Australian New Zealand Clinical Trials Registry: ACTRN12618000723280; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=375001.
4
Ihsan, Fahrudi Ahwan, Fahmi Arif Kurnianto, Elan Artono Nurdin, and Bejo Apriyanto. "GEOGRAPHY LITERACY OF OBSERVATION INTRODUCTION LANDSCAPE REPRESENTATION PLACE FOR STUDENT EXPERIENCE." Geosfera Indonesia 3, no. 2 (August 28, 2018): 131. http://dx.doi.org/10.19184/geosi.v3i2.8384.
Повний текст джерелаАнотація:
This study aims to describe the understanding of geography literacy and student experience with landscape recognition observations using an ethnometodology perspective. The subject of this study was the chairman of each landscape recognition practice group student geography education program from University of Jember. The results of this study that geography literacy has a dimension of relevance to geographic skills in representing contextual phenomena and places from landscape recognition observation activities. The results of both observational studies provide research experience, motivation, critical and scientific thinking skills for students represented in the mapping of the area.
Keywords: Geography Literacy, Student Experience, Ethnometodology
References
Bogdan, R. And Biklen, S.K.(1998). Qualitative Research for Education: An introduction to theories and methods. Boston: Allyn and Bacon, Inc.
Boogart II, Thomas A. (2001). The Powwer of Place: From Semiotics to Ethnogeography, Middle States Geograher, 2001, 34: 38-47.
Boyle, A., Maguire, S., Martin, A., Milsom, C., Nash, R., Rawlinson, S., Turner, A., Wurthmann, S. & Conchie, S.(2007). Fieldwork is Good: The Student Perception and the Affective Domain, Journaal of Geography in Higher Education, 31(2), 299-317.
Chappell, Adrian.(2007). Using Teaching Observations and Reflective Practice to Challenge Conventions and Conceptions of Teaching in Geography, Journal of Geography in Higher Education, 32(2), 257-268.
Comber, Barbara.(2017). Literacy Geography and Pedagogy: Imagining Translocal Research Alliances for Educational Justice, Journal Literacy Research: Theory, Method, and Practice, Sagepub, University of South Australia, 66, 53-72.
Cotton, Debby R.E., Stokes, Alison, & Cotton, Peter A.(2010).Using Observational Methods to Research the Student Experience, Journal of Geography in Higher Education, 34(3), 463-473.
Denzin, Norman K. And Lincoln Yvonna S. (2008). Strategies of Qualitative Inquiry. California: Sage Publications, Inc.
Fatchan, Achmad. (2015). Methodology Research Qualitative of Ethnography and Ethnometodology Approaches for Social Sciences. Yogyakarta: Ombak.
Guertin, L., Stubbs, C., Millet, C., Lee, T., & Bodek, M.(2012). Enchancing Geographic and Digital Literacy with a Student Generated Course Portfolio in Google Earth, Journal of College Science Teaching, 42(2), 32-37.
Hunter, Nancee.(2016). Assesing Sense of Place and Geo-literacy Indicatorc as Learning Outcomes of an International Teacher Professional Development Program, Dissertation, Porland State University.
Johnston, B. And Webber, S. (2003). Information Literacy in Higher Education: a review and case study, Studies in Higher Education, 28 (3), 335-352.
Levinson, S.C.(2003). Space in Language and Cognition: Explorations in Cognitive Disversity. New York: Cambridge University Press.
Lloyd, Annemaree.(2006). Information Literacy Landscapes: an emerging picture, Journal of Documentation, 62 (5), 570-583.
Miles, Matthew B, Huberman, A. Michael, and Saldana, Johnny.(2015). Qualitative Data Analysis A Methods Sourcebook. Thousand Oaks, CA: Sage Publications.
Minca, Claudio.(2013). The Cultural Geographies of Landscape, Hungarian Geographical Bulletin 62(1), 47-62.
National Research Council.(2005). Learning to Think Spatially. GIS as a Support System in the K12 Curriculum. Washington DC: National Research Council and National Academies Press.
Ottati, Daniela F.(2015). Geographical Literacy, Attitudes, adn Experiences of Freshman Students: A Qualitative Study at Florida International University, Dissertation. Miami: Florida International University.
Patton, M.Q.(2002). Qualitative Research and Evaluation Methods (3rd ed.). Thousand Oasks CA: Sage Publications.
Stokes, A. & Boyle, A.P.(2009). The Undergraduate Geoscience Fieldwork Experience: Influencing Factors and Implications for Learning, in: S.J. Whitmeyer, D.W. Mogk & E.J. Pyle (Eds) Field Geology Education-Historical Perspectives and Modern Approach, 461, Geological Society of America, 313-321.
Turner, S., & Leydon, J.(2012). Improving Geography Literacy among First Year Undergraduate Students: Testing the Effectivess of Online Quizzes, Journal of Geography, 111(2), 54-66.
5
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
6
Findlater, Kieran M., Milind Kandlikar, Terre Satterfield, and Simon D. Donner. "Weather and Climate Variability May Be Poor Proxies for Climate Change in Farmer Risk Perceptions." Weather, Climate, and Society 11, no. 4 (August 5, 2019): 697–711. http://dx.doi.org/10.1175/wcas-d-19-0040.1.
Повний текст джерелаАнотація:
Abstract Despite long-standing assertions that climate change creates new risk management challenges, the climate change adaptation literature persists in assuming, both implicitly and explicitly, that weather and climate variability are suitable proxies for climate change in evaluating farmers’ risk perceptions and predicting their adaptive responses. This assumption persists in part because there is surprisingly little empirical evidence either way, although case studies suggest that there may be important differences. Here, we use a national survey of South Africa’s commercial grain farmers (n = 389)—similar to their peers in higher-income countries (e.g., North America, Europe, Australia), but without subsidies—to show that they treat weather and climate change risks quite differently. We find that their perceptions of climate change risks are distinct from and, in many regards, oppositional to their perceptions of weather risks. While there seems to be a temporal element to this distinction (i.e., differing concern for short-term vs long-term risks), there are other differences that are better understood in terms of normalcy (i.e., normal vs abnormal relative to historical climate) and permanency (i.e., temporary vs permanent changes). We also find an interaction effect of education and political identity on concern for climate change that is at odds with the well-publicized cultural cognition thesis based on surveys of the American public. Overall, studies that use weather and climate variability as unqualified proxies for climate change are likely to mislead researchers and policymakers about how farmers perceive, interpret, and respond to climate change stimuli.
7
Potter, TD, and PI McLoud. "Evaluation of sunflower cultivars in South Australia." Australian Journal of Experimental Agriculture 25, no. 1 (1985): 178. http://dx.doi.org/10.1071/ea9850178.
Повний текст джерелаАнотація:
Seed yields and oil contents were determined for several sunflower cultivars grown in the south-east of South Australia over a range of environments which included different locations and years. Data were analysed by modified joint regression techniques. Each cultivar was included in at least four experiments to allow analysis by modified joint regression. The highest seed yields were produced by Hysun 3 1, Sungold, Suncross 52, Sunking and Hysun 30, which produced 16.4, 15.4, 14.7, 12.4 and 7.4% more seed, respectively, than Peredovik. Seeds with the highest oil contents were produced by Suncross 52 (48.6% w/w) and Hysun 31 (48.3%); Hysun 10 and Stepniak produced seeds with the lowest oil content (43.7 %) . Later flowering cultivars had significantly higher seed yields and oil contents than earlier flowering cultivars, indicating that they were better adapted to the environment. For every day that flowering of a cultivar was later than that of Perodovik, mean seed yield increased by 56.6 kg/ha and oil content by 0.4%.
8
Tang, Diana, Paul Mitchell, Gerald Liew, George Burlutsky, Victoria M. Flood, and Bamini Gopinath. "Telephone-Delivered Dietary Intervention in Patients with Age-Related Macular Degeneration: 3-Month Post-Intervention Findings of a Randomised Controlled Trial." Nutrients 12, no. 10 (October 10, 2020): 3083. http://dx.doi.org/10.3390/nu12103083.
Повний текст джерелаАнотація:
There is an evidence–practice gap between the dietary recommendations for age-related macular degeneration (AMD) presented in the literature and those practiced by patients. This study reports on the 3-month post-intervention results of a randomised controlled trial (RCT) evaluating telephone-delivered counselling to improve dietary behaviours among AMD patients. A total of 155 AMD patients (57% female, aged 78 ± 8 years; control: 78, intervention: 77), primarily residing in New South Wales, Australia, were recruited. Participants completed a baseline questionnaire and a short dietary questionnaire (SDQ-AMD). The intervention included an evidence-based nutrition resource and four monthly calls with a dietitian. Immediately post-intervention, intervention participants repeated the SDQ-AMD and completed a feedback form. At 3 months post-intervention, both study arms repeated the SDQ-AMD. Statistical analyses included t-tests and McNemar’s test. Intervention participants reported satisfaction with the tailored phone calls, nutrition resource and nutrition education provided. At 3 months post-intervention, there was no statistically significant difference between study arms in the proportion of participants meeting the dietary goals nor in intake (mean servings ± SE) of total vegetables (primary outcome) and other key food groups; however, there was a significantly higher intake of nuts (secondary outcome) (3.96 ± 0.51 vs. 2.71 ± 0.32; p = 0.04) among participants in the intervention versus control group. Within the intervention arm, there were also significant improvements in intakes of the following secondary outcomes: dark green leafy vegetables (0.99 ± 0.17 vs. 1.71 ± 0.22; p = 0.003) and legumes (0.69 ± 0.10 vs. 1.12 ± 0.16; p = 0.02) and intake of sweets and processed/prepared foods (8.31 ± 0.76 vs. 6.54 ± 0.58, p = 0.01). In summary, although there were few dietary differences between study arms at 3 months post-intervention, the intervention involving four monthly calls was acceptable and helpful to the participants. This type of intervention therefore has the potential to provide people with AMD the needed support for improving their nutrition knowledge and dietary practices, especially if continued over a longer period.
9
Hardwick-Franco, Kathryn Gay. "Flexible education in Australia." Higher Education, Skills and Work-Based Learning 8, no. 3 (August 13, 2018): 259–73. http://dx.doi.org/10.1108/heswbl-02-2018-0019.
Повний текст джерелаАнотація:
Purpose The purpose of this paper is twofold: first, to explore the extent to which the South Australian flexible learning option (FLO) secondary school enrolment strategy supports some of the most vulnerable and disengaged students to simultaneously engage in secondary- and higher-education, skills and work-based learning; second, to explore the degree to which this FLO enrolment strategy addresses the United Nations (UN) principles of responsible management education and 17 sustainable development goals. Design/methodology/approach The approach includes a practice perspective, field-notes and documents analysis. Findings This paper finds the flexibility inherent in the FLO enrolment strategy goes some way to addressing inequity in education outcomes amongst those who traditionally disengage from education and work-based learning. Findings also highlight ways in which the FLO enrolment strategy addresses some of the UN principals and 17 goals. Research limitations/implications This paper supports the work of HESWBL by calling for future research into the long-term benefits of flexible education strategies that support HESWBL, through exploring the benefits to young people, from their perspective, with a view to providing accountability. Social implications The paper offers an example of a way a practice perspective can explore an education strategy that addresses “wicked problems” (Rittel and Webber, 1973). Currently, “wicked problems” that pervade member countries of the Organisation for Economic Co-operation and Development include intergenerational poverty, under-education and unemployment. Originality/value This paper is valuable because it explores from a practice perspective, how a secondary education enrolment strategy supports vulnerable students engage in their secondary schooling, while simultaneously supporting students achieve higher education, skills and work-based learning.
10
Turpin, T. "Academic research evaluation in Australia: some implications of proposed higher education reforms." Research Evaluation 9, no. 1 (April 1, 2000): 37–46. http://dx.doi.org/10.3152/147154400781777386.
Повний текст джерела
11
Voigt, Louise, and Sue Tregeagle. "Buy Australian: A local family preservation success." Children Australia 21, no. 1 (1996): 27–30. http://dx.doi.org/10.1017/s1035077200004764.
Повний текст джерелаАнотація:
The ‘new’ American solution for abused and neglected children — Intensive Family Preservation Programs — are being heavily marketed to Australians. Victoria and New South Wales have enthusiastically embraced the idea with pilot programs based on American statistics proving its value in maintaining children with their families and improving their safety. No matter that the Americans themselves warned that evaluations showed that out of home placements rate was no higher for families that did not receive the program and that the programs came from a country whose own Advisory Board on Child Abuse and Neglect described the child protection system as a ‘national emergency’.
12
Li, Guangdi D., Zhongnan Nie, Amanda Bonython, Suzanne P. Boschma, Richard C. Hayes, Andrew D. Craig, Greg M. Lodge, et al. "Evaluation of chicory cultivars and accessions for forage in south-eastern Australia." Crop and Pasture Science 61, no. 7 (2010): 554. http://dx.doi.org/10.1071/cp10011.
Повний текст джерелаАнотація:
The comparative herbage production and persistence of 7 chicory cultivars and 14 accessions collected from diverse regions of the world were evaluated over 3 years in 5 agro-ecological environments across New South Wales (NSW), Victoria (Vic.) and South Australia (SA). Results showed that all cultivars had higher herbage yields than the accessions, but varied greatly among sites. Averaged across all cultivars, total herbage yields were up to 24.6 t DM/ha over 3 years at the Hamilton, Vic. site, but as low as 6.9 and 5.7 t DM/ha at the Wagga Wagga and Bookham, NSW sites, respectively, where chicory only persisted for 2 years. In contrast, the average herbage yield of all accessions was only one-half of that produced by the cultivars at the Hamilton site and about one-third of that at the other 4 sites. All cultivars and accessions persisted well under the favourable climate conditions experienced at the Hamilton site. In contrast, severe drought in 2006 resulted in the death of chicory swards at the Wagga Wagga and Bookham sites, and substantial declines in persistence at the Manilla, NSW and Willalooka, SA sites. Nevertheless, accessions collected from Australia and Asia were more persistent than some of the cultivars and may provide opportunities to select genotypes better adapted to intermittently dry mixed farming systems in south-eastern Australia. Our findings indicated that the current cultivars were best suited to sites similar to the Hamilton site in the winter-dominant, higher rainfall zone of south-eastern Australia. Under these conditions chicory was likely to be productive and persistent for 4 years or longer. In the drier mixed farming zone, chicory may be more suitable in shorter (2–3-year) pasture phases. Further research is required to identify those factors contributing to poor persistence.
13
Dolan, Kate, David Lowe, and James Shearer. "Evaluation of the Condom Distribution Program in New South Wales Prisons, Australia." Journal of Law, Medicine & Ethics 32, no. 1 (2004): 124–28. http://dx.doi.org/10.1111/j.1748-720x.2004.tb00457.x.
Повний текст джерелаАнотація:
Male to male unprotected anal sex is the main route of HIV transmission in Australia. The Australian Study of Health and Relationships, a large, representative population survey of sexual health behaviors, found that six percent of males in the general population have engaged in homosexual activity. These findings were consistent with studies in Europeand North America. Condoms have been shown to reduce the transmission of HIV in the community. Barriers to the use of condoms include access,stigma,and cost? Nevertheless, increased condom use has been reported among homosexual males, sex workers and injecting drug users although recent declines in condom use among homosexuals has presented new challenges in HIV prevention.The prevalence of male to male sexual activity may be higher in prison than in the general population. Sexual activity in prison can be consensual and non-consensual involving both homosexual / bisexual and heterosexual men.
14
Rooy, Susan Coetzee-Van. "Evaluation of the Cummins theoretical framework for higher education in South Africa." Southern African Linguistics and Applied Language Studies 28, no. 1 (June 10, 2010): 25–38. http://dx.doi.org/10.2989/16073614.2010.488443.
Повний текст джерела
15
Lake, John H., Barry J. Fraser, and John C. Williamson. "An Alternative Route to Higher Education: An Evaluation of the Senior Colleges in Western Australia." Higher Education Research & Development 7, no. 1 (January 1988): 37–48. http://dx.doi.org/10.1080/0729436880070104.
Повний текст джерела
16
I. Marín, Victoria, Olaf Zawacki-Richter, and Svenja Bedenlier. "Open Educational Resources in German Higher Education – An International Perspective." EDEN Conference Proceedings, no. 1 (October 21, 2020): 85–94. http://dx.doi.org/10.38069/edenconf-2020-rw-0010.
Повний текст джерелаАнотація:
The term Open Educational Resources (OER) is buzzword in education systems around the world and their potential has even been highlighted with the pandemic crisis as an aid in education systems. However, it is still far from reaching the promises that were envisaged for them. This is especially true for Germany, where challenges have been identified in terms of OER infrastructure and adoption at a macro, meso and micro level. In this study, factors such as OER infrastructure, policy, quality and change are considered in German higher education from an international perspective (Australia, Canada, China, Japan, South Africa, South Korea, Spain, Turkey and the United States). As part of a broader research project, this comparative case study between higher education (HE) systems internationally provides insights into OER that could be useful for other HE systems, institutions and faculty members moving towards OER in these times.
17
Siti Syarah, Erie, Ilza Mayuni, and Nurbiana Dhieni. "Understanding Teacher's Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 201–14. http://dx.doi.org/10.21009/jpud.142.01.
Повний текст джерелаАнотація:
Teacher's abilities to understand the benefits and use of media literacy play an important role in dealing with children as digital natives. Media literacy education can be an instrument through the use of blended-learning websites to address the challenges of education in the 21st century and learning solutions during and after the Covid-19 pandemic. This study aims to figure the teacher's perspective in understanding media literacy as an instrument for implementing blended-learning in early-childhood classes. Using a qualitative approach, this study combines two types of data. Data collection involved kindergarten teachers, six people as informants who attended the interviews and twenty-six participants who filled out questionnaires. Typological data analysis was used for qualitative data as well as simple statistical analysis to calculate the percentage of teacher perspectives on questionnaires collected the pandemic. The findings show five categories from the teacher's perspective. First, about the ability to carry out website-based blended-learning and the use of technology in classrooms and distance learning is still low. It must be transformed into more creative and innovative one. Encouraging teacher awareness of the importance of media literacy education for teachers as a more effective integrated learning approach, especially in rural or remote areas, to be the second finding. Third, national action is needed to change from traditional to blended-learning culture. Fourth, the high need for strong environmental support, such as related-party policies and competency training is the most important finding in this study. Finally, the need for an increase in the ease of access to technology use from all related parties, because the biggest impact of the Covid-19 pandemic is on ECE, which is closely related to the perspective of teachers on technology. The research implication demands increase in technology systems and connections between educators, parents, institutional managers, and education policy holders, for ECE services in urban areas for disadvantaged children, and all children in rural or remote areas.
Keywords: Blended Learning, Early Childhood Classroom, Media Literacy Education
References
Aktay, S. (2009). The ISTE national educational technology standards and prospective primary school teachers in Turkey. International Journal of Learning, 16(9), 127–138. https://doi.org/10.18848/1447-9494/cgp/v16i09/46607
Arke, E. T., & Primack, B. A. (2009). Quantifying media literacy: Development, reliability, and validity of a new measure. Educational Media International, 46(1), 53–65. https://doi.org/10.1080/09523980902780958
Briquet-Duhazé, S. (2019). Websites Consulted by Future Primary Level Schoolteachers in France: Differences between Students and Trainees. American Journal of Educational Research, 7(7), 471–481. https://doi.org/10.12691/education-7-7-6
Bryan, A., & Volchenkova, K. N. (2016). Blended Learning: Definition, Models, Implications for Higher Education. Bulletin of the South Ural State University Series “Education. Education Sciences,” 8(2), 24–30. https://doi.org/10.14529/ped160204
Cappello, G. (2019). Media Literacy in I taly . The International Encyclopedia of Media Literacy, 1–6. https://doi.org/10.1002/9781118978238.ieml0155
Chan, E. Y. M. (2019). Blended learning dilemma: Teacher education in the confucian heritage culture. Australian Journal of Teacher Education, 44(1), 36–51. https://doi.org/10.14221/ajte.2018v44n1.3
Cherner, T. S., & Curry, K. (2019). Preparing Pre-Service Teachers to Teach Media Literacy: A Response to “Fake News.” Journal of Media Literacy Education, 11(1), 1–31. https://doi.org/10.23860/jmle-2019-11-1-1
Cheung, C. K., & Xu, W. (2016). Integrating Media Literacy Education into the School Curriculum in China: A Case Study of a Primary School. Media Literacy Education in China, 1–179. https://doi.org/10.1007/978-981-10-0045-4
Chou, A. Y., & Chou, D. C. (2011). Course Management Systems and Blended Learning: An Innovative Learning Approach. Decision Sciences Journal OfInnovative Education, 9(3), 463–484. https://doi.org/https://doi.org/10.1111/j.1540-4609.2011.00325.x
Crawford, R. (2017). Rethinking teaching and learning pedagogy for education in the twenty-first century: blended learning in music education. Music Education Research, 19(2), 195–213. https://doi.org/10.1080/14613808.2016.1202223
de Abreu, B. (2010). Changing technology: empowering students through media literacy education. New Horizons in Education, 58(3), 26. https://files.eric.ed.gov/fulltext/EJ966657.pdf
Domine, V. (2011). Building 21st-Century Teachers: An Intentional Pedagogy of Media Literacy Education. Action in Teacher Education, 33(2), 194–205. https://doi.org/10.1080/01626620.2011.569457
Friesem, E., & Friesem, Y. (2019). Media Literacy Education in the Era of Post-Truth: Paradigm Crisis. In Handbook of Research on Media Literacy Research and Applications Across Disciplines. IGI Global.
Huguet, A., Kavanagh, J., Baker, G., & Blumenthal, M. (2019). Exploring Media Literacy Education as a Tool for Mitigating Truth Decay. In Exploring Media Literacy Education as a Tool for Mitigating Truth Decay. https://doi.org/10.7249/rr3050
Kalogiannakis, M., & Papadakis, S. (2019). Evaluating pre-service kindergarten teachers’ intention to adopt and use tablets into teaching practice for natural sciences. International Journal of Mobile Learning and Organisation, 13(1), 113–127. https://doi.org/10.1504/IJMLO.2019.096479
Kennedy, A. B., Schenkelberg, M., Moyer, C., Pate, R., & Saunders, R. P. (2017). Process evaluation of a preschool physical activity intervention using web-based delivery. Evaluation and Program Planning, 60, 24–36. https://doi.org/10.1016/j.evalprogplan.2016.08.022
Kupiainen, R. (2019). Media Literacy in F inland . The International Encyclopedia of Media Literacy, 1–6. https://doi.org/10.1002/9781118978238.ieml0147
Liene, V. (2016). Media Literacy as a Tool in the Agency Empowerment Process. Acta Paedagogica Vilnensia, 58–70. https://doi.org/http://dx.doi.org/10.15388/ActPaed.2016.37
Livingstone, S. (2013). Media Literacy and the Challenge of New Information and Communication Technologies. The Communication Review, 7(March), 86. https://doi.org/https://doi.org/10.1080/10714420490280152
Papadakis, S. (2018). Evaluating pre-service teachers’ acceptance of mobile devices with regards to their age and gender: A case study in Greece. International Journal of Mobile Learning and Organisation, 12(4), 336–352. https://doi.org/10.1504/IJMLO.2018.095130
Papadakis, S., & Kalogiannakis, M. (2017). Mobile educational applications for children. What educators and parents need to know. International Journal of Mobile Learning and Organisation, 11(2), 1. https://doi.org/10.1504/ijmlo.2017.10003925
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Designing and creating an educational app rubric for preschool teachers. Education and Information Technologies, 22(6), 3147–3165. https://doi.org/10.1007/s10639-017-9579-0
Papadakis, S., Vaiopoulou, J., Kalogiannakis, M., & Stamovlasis, D. (2020). Developing and exploring an evaluation tool for educational apps (E.T.E.A.) targeting kindergarten children. Sustainability (Switzerland), 12(10), 1–10. https://doi.org/10.3390/su12104201
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers and Education, 144(March 2019), 103701. https://doi.org/10.1016/j.compedu.2019.103701
Rasi, P., Vuojärvi, H., & Ruokamo, H. (2019). Media Literacy for All Ages. Journal of Media Literacy Education, 11(2), 1–19. https://doi.org/10.23860/jmle-2019-11-2-1
Redmond, T. (2015). Media Literacy Is Common Sense: Bridging Common Core Standards with the Media Experiences of Digital Learners: Findings from a Case Study Highlight the Benefits of an Integrated Model of Literacy, Thereby Illustrating the Relevance and Accessibility of Me. Middle School Journal, 46(3), 10–17. https://doi.org/10.1080/00940771.2015.11461910
Sabirova, E. G., Fedorova, T. V., & Sandalova, N. N. (2019). Features and advantages of using websites in teaching mathematics (Interactive educational platform UCHI.ru). Eurasia Journal of Mathematics, Science and Technology Education, 15(5). https://doi.org/10.29333/ejmste/108367
Schmidt, H. C. (2019). Media Literacy in Communication Education. The International Encyclopedia of Media Literacy, 1–6. https://doi.org/10.1002/9781118978238.ieml0126
Ustun, A. B., & Tracey, M. W. (2020). An effective way of designing blended learning: A three phase design-based research approach. Education and Information Technologies, 25(3), 1529–1552. https://doi.org/10.1007/s10639-019-09999-9
Valtonen, T., Tedre, M., Mäkitalo, Ka., & Vartiainen, H. (2019). Media Literacy Education in the Age of Machine Learning. Journal of Media Literacy Education, 11(2), 20–36. https://doi.org/10.23860/jmle-2019-11-2-2
Wan, G., & Gut, D. M. (2008). Media use by Chinese and U.S. secondary students: Implications for media literacy education. Theory into Practice, 47(3), 178–185. https://doi.org/10.1080/00405840802153783
Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers and Education, 55(1), 155–164. https://doi.org/10.1016/j.compedu.2009.12.012
Yuen, A. H. K. (2011). Exploring Teaching Approaches in Blended Learning. Research & Practice in Technology Enhanced Learning, 6(1), 3–23. https://www.researchgate.net/publication/229000574
Zhang, K., & Bonk, C. J. (2019). Addressing diverse learner preferences and intelligences with emerging technologies: Matching models to online opportunities. Canadian Journal of Learning and Technology, 53(9), 1689–1699. https://doi.org/10.1017/CBO9781107415324.004
Zhang, L., Zhang, H., & Wang, K. (2020). Media Literacy Education and Curriculum Integration: A Literature Review. International Journal of Contemporary Education, 3(1), 55. https://doi.org/10.11114/ijce.v3i1.4769
18
Nakata, Martin. "Difficult Dialogues in the South: Questions about Practice." Australian Journal of Indigenous Education 47, no. 1 (October 2, 2017): 1–7. http://dx.doi.org/10.1017/jie.2017.22.
Повний текст джерелаАнотація:
This is a reflective opinion piece, on our efforts in Australia to achieve alignment between the goals of Indigenous self-determination, Indigenous studies programmes and decolonising theory for an open and critical dialogue in south–south scholarship agendas. In this spirit, extant approaches to Indigenous studies in the Australian higher education context are questioned, the scholarship recruited for this is challenged, and its advocated role in the education of all students is raised as a major concern.
19
Marks, Gary N., and John Cresswell. "State Differences in Achievement among Secondary School Students in Australia." Australian Journal of Education 49, no. 2 (August 2005): 141–51. http://dx.doi.org/10.1177/000494410504900203.
Повний текст джерелаАнотація:
A number of recent national studies of student achievement in secondary school have reported differences between the Australian states and territories. State differences are often viewed as insubstantial or as simply reflecting sociodemographic factors, or differences between the states in the grades or ages of the students sampled. In this article, we show that state differences are larger than generally assumed and cannot be attributed to socioeconomic and demographic factors. Generally, student achievement in reading, mathematics and science are higher in New South Wales than the other states, once demographic and grade differences are taken into account. Of concern, is the increased likelihood that students from Queensland, Victoria and Tasmania have in only reaching the lowest OECD proficiency level in reading. We conclude that state differences are meaningful and do have policy implications.
20
Butler, T., B. Donovan, J. Taylor, A. L. Cunningham, A. Mindel, M. Levy, and J. Kaldor. "Herpes simplex virus type 2 in prisoners, New South Wales, Australia." International Journal of STD & AIDS 11, no. 11 (November 1, 2000): 743–47. http://dx.doi.org/10.1258/0956462001915174.
Повний текст джерелаАнотація:
Our objectives were to determine the prevalence of, and risk factors for, herpes simplex virus type 2 (HSV-2) antibodies in male and female prisoners. A cross-sectional random sample was used consisting of 789 prisoners (657 males and 132 females) from 27 correctional centres across New South Wales (NSW), stratified by sex, age and Aboriginality. Participants were questioned about demographics and behavioural risk factors and were screened for serum antibody to HSV-2. The overall prevalence of HSV-2 antibodies was higher in females (58%) than males (21%), and in Aborigines (34%) compared with non-Aborigines (24%). HSV-2 prevalence increased with the number of sexual partners. Few prisoners (1%) reported a previous diagnosis of genital herpes. Independent risk factors for the presence of HSV-2 antibodies were increasing age and Aboriginality for men, and higher reported number of lifetime sexual partners and the presence of hepatitis C antibodies for women. HSV-2 infection is common in prison inmates. There is a need to incorporate information about STDs, including HSV-2, into education programmes for inmates.
21
Conway, Jane, Susan Brazil, and Martin Losurdo. "Findings from an evaluation of a school-based VET programme in an Area Health Service in New South Wales, Australia." Journal of Vocational Education & Training 64, no. 2 (June 2012): 127–43. http://dx.doi.org/10.1080/13636820.2011.622449.
Повний текст джерела
22
Russell, Di. "Aboriginal Students Perceptions of the ‘World of Work’ and Implications for the Teaching of Work/Career Education." Aboriginal Child at School 20, no. 4 (September 1992): 3–20. http://dx.doi.org/10.1017/s0310582200005368.
Повний текст джерелаАнотація:
As part of my work this year I was required to undertake an evaluation project. I decided to combine some of my concerns about the appropriateness for Aboriginal students of some of the ways in which state education curriculum priorities are implemented with one of my focus curriculum areas, namely Work Education.In South Australia the National Aboriginal and Torres Strait Islander Education Policy ( AEP ) is seen as the overarching Aboriginal Education Policy. However, most Aboriginal students in South Australia and all state schools are required to address mandatory curriculum are as set out in the “Educating for the 21st Century” (1990), the curriculum policy document.
23
Broadbent, Carolyn, and Jo Brady. "Leading Change in Teacher Education In Australia Through University-School Partnerships." European Journal of Social & Behavioural Sciences 4, no. 1 (January 1, 2013): 21–31. http://dx.doi.org/10.15405/ejsbs.2013.1.4.
Повний текст джерелаАнотація:
Recent government reviews of higher education in Australia have highlighted the need for comprehensive reform across the tertiary education and training sector. Teacher education has traditionally been offered in isolation from schools. Innovative partnerships between universities, schools, employing bodies, and other educational institutions are now encouraged. This study evaluates the impact and effectiveness of one university-school partnership between an Australian university and a large secondary college in Canberra, Australia. The partnership, titled the Down South initiative, embeds secondary teacher education within a College learning environment to bring together academics, secondary college students and teachers, and pre-service teachers for learning and research. The paper provides evidence of the effectiveness of the partnership in strengthening pre-service teachers’ professional identity, knowledge and practice and by contributing to mutually reciprocal outcomes for all.
24
Lubbe, Ilse. "Towards a global model of accounting education – a South African case study." Journal of Accounting in Emerging Economies 10, no. 4 (September 7, 2020): 601–20. http://dx.doi.org/10.1108/jaee-01-2020-0017.
Повний текст джерелаАнотація:
PurposeThe purpose of this paper is to provide a contextual analysis of the professional accounting education system of South Africa (SA).Design/methodology/approachThe paper uses the Global Model of Accounting Education (Watty et al., 2012) to describe the accounting education system of SA, which is then compared with similar case studies of Australia, Japan and Sri Lanka. Information about the SA accounting education system is contextualised from multiple sources, using data triangulation.FindingsSeveral similarities between the SA accounting education system and that of Australia are found, such as the role and involvement of the professional bodies in the accreditation processes, with less similarities with that of Japan and Sri Lanka. The comparisons illuminate the economic development of each country and the level of involvement in the education programmes by the profession. Specific challenges in SA include the entrance hurdles to higher education and emphasis on an accounting degree.Practical implicationsThe application of the Global Model of Accounting Education helps to identify the similarities in the global accounting arena and illuminates the uniqueness of the SA accounting education system. This study illustrates the establishment of an accounting education system that aligns with the International Education Standards (IESs).Originality/valueThe study contributes to the discussions around challenges in accounting education, specifically those associated with accreditation and a strong controlling relationship between academe and the profession.
25
Bird, Alan, and Virimai Mugobo. "Branding private higher education institutions in South Africa through the evaluation of current branding models." EUREKA: Social and Humanities, no. 3 (May 31, 2021): 15–27. http://dx.doi.org/10.21303/2504-5571.2021.001841.
Повний текст джерелаАнотація:
The current Private Higher Education Institution (PHEI) landscape in South Africa is developing at a rapid rate, with over ninety private tertiary institutions, registered with the Council for Higher Education (CHE). However, stakeholder perceptions of these PHEIs are generally negative, largely as a result of the negative perceptions of the qualification, obtained from the private institutions by both parents and students, and questions around the sustainability of the institutions in the long run. Media reports, lack of Department of Education (DHET) support and funding, as well as minimum, if any, marketing and advertising from the PHEI are factors, cited for these firmly entrenched perceptions from the general public. The article was driven by both current and emerging branding models as a benchmark for value-added branding of PHEIs in South Africa. International markets, in countries such as Singapore, Malaysia, India and Brazil are included; not as a comparative study, but more as a review of literature on how tertiary education is branded in the private sector in these countries. In addition, developing countries and emerging markets needed to be taken into consideration in the light of their experience in sustaining private education entities. The subsequent investigation of these models proved invaluable in respect of providing similarities and, in some instances, huge differences, which contributed to the establishment of a generic value-added branding model critical for sustaining PHEIs in South Africa. The knowledge of which dimensions the branding of a PHEI should focus on to nullify the negative perceptions associated with a PHEI is paramount.
26
Reid, PE, NJ Thomson, PK Lawrence, DJ Luckett, GT McIntyre, and ER Williams. "Regional evaluation of cotton cultivars in eastern Australia, 1974-85." Australian Journal of Experimental Agriculture 29, no. 5 (1989): 679. http://dx.doi.org/10.1071/ea9890679.
Повний текст джерелаАнотація:
In 1974, a district cotton cultivar trial was initiated to assess the yield and fibre quality of promising cultivars in all major Australian cotton growing areas over 1 or more years. A nearly 5-fold range in site yields (595-2451 kg/ha) occurred across locations and years. Yields were usually higher in the last 6 years of the trial (overall mean 1688 kg/ha) than in the first half (overall mean 1223 kg/ha). Queensland sites (except Theodore) were lower yielding than average, while New South Wales sites (except Warren) were higher yielding. Deltapine cultivars from the U.S.A. have been the dominant commercial cultivars during 1974-85, and in the first 9 years of the trials USA. or Australian-bred Deltapine types produced the highest overall lint yields. Since 1982, Australian-bred Siokra lines have been the highest yielding with their resistance to bacterial blight apparently being an important factor in their performance. The rate of genetic gain in lint yield, as assessed from the overall year means and the mean yield of the 2 control cultivars (Deltapine 16 and Namcala) grown in all 12 years of the trials, was 2.3% per year. These yield increases were also accompanied by improvements in fibre strength and micronaire value in some of the recently developed lines or cultivars. A number of genotypes with mutant traits associated with host plant resistance to insect pests were compared with their near-isogenic counterparts. Superokra leaf yielded 6% less than normal leaf, nectariless yielded similarly to nectaried, and glabrous yielded similarly to delta-smooth pubescence. Frego bract yielded less in 1 comparison but in 2 others was similar to the normal counterpart, while glabrous and frego bract together led to reduced yields. Intra-varietal selection was shown to produce useful gains in yield between 3 to 6.5%.
27
Nursey-Bray, Melissa, Robert Palmer, Bridie Meyer-Mclean, Thomas Wanner, and Cris Birzer. "The Fear of Not Flying: Achieving Sustainable Academic Plane Travel in Higher Education Based on Insights from South Australia." Sustainability 11, no. 9 (May 12, 2019): 2694. http://dx.doi.org/10.3390/su11092694.
Повний текст джерелаАнотація:
Universities are both disseminators and producers of the climate knowledge needed to institute the social and cultural change required for climate adaptation and mitigation to occur. They also have the opportunity to lead and model pro-environmental behavior, yet often have large carbon budgets, partly caused by staff travel. This paper explores this topic via an institutional case study of what factors motivate the academic community to undertake plane travel and the implications this has for wielding wider societal influence in terms of pro-environmental behavior. We report on a year-long qualitative social science study of academic plane travel at the University of Adelaide, South Australia where we investigated the tension between academic requirements to travel and the institution’s formal commitment to sustainability within the Campus Sustainability Plan. We found that, while many academics were worried about climate change, very few were willing to change their current practice and travel less because they are not institutionally incentivized to do so. There is a fear of not flying: plane travel is perceived as a key driver for career progression and this is an ongoing barrier to pro-environmental behavior. We conclude that institutional and political change will be required for individual change to occur and sustainable agendas to be met within academic communities.
28
Marín, Victoria I., Melissa Bond, Olaf Zawacki-Richter, Cengiz H. Aydin, Svenja Bedenlier, Aras Bozkurt, Dianne Conrad, et al. "A Comparative Study of National Infrastructures for Digital (Open) Educational Resources in Higher Education." Open Praxis 12, no. 2 (June 30, 2020): 241. http://dx.doi.org/10.5944/openpraxis.12.2.1071.
Повний текст джерелаАнотація:
This paper reports on the first stage of an international comparative study for the project “Digital educational architectures: Open learning resources in distributed learning infrastructures–EduArc”, funded by the German Federal Ministry of Education and Research. This study reviews the situation of digital educational resources (or (O)ER) framed within the digital transformation of ten different Higher Education (HE) systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey and the United States). Following a comparative case study approach, we investigated issues related to the existence of policies, quality assurance mechanisms and measures for the promotion of change in supporting infrastructure development for (O)ER at the national level in HE in the different countries. The results of this mainly documentary research highlight differences and similarities, which are largely due to variations in these countries’ political structure organisation. The discussion and conclusion point at the importance of understanding each country’s context and culture, in order to understand the differences between them, as well as the challenges they face.
29
Crowe, B. L., and I. G. Mcdonald. "Telemedicine in Australia. Recent developments." Journal of Telemedicine and Telecare 3, no. 4 (December 1, 1997): 188–93. http://dx.doi.org/10.1258/1357633971931147.
Повний текст джерелаАнотація:
There have been a number of important developments in Australia in the area of telemedicine. At the national level, the House of Representatives' Standing Committee on Family and Community Affairs has been conducting the Inquiry into Health Information Management and Telemedicine. The Australian Health Ministers' Advisory Council has supported the establishment of a working party convened by the South Australian Health Commission to prepare a detailed report on issues relating to telemedicine. State governments have begun a number of telemedicine projects, including major initiatives in New South Wales and Victoria and the extensive development of telepsychiatry services in Queensland. Research activities in high-speed image transmission have been undertaken by the Australian Computing and Communications Institute and Telstra, and by the Australian Navy. The matter of the funding of both capital and recurrent costs of telemedicine services has not been resolved, and issues of security and privacy of medical information are subject to discussion. The use of the Internet as a universal communications medium may provide opportunities for the expansion of telemedicine services, particularly in the area of continuing medical education. A need has been recognized for the coordinated evaluation of telemedicine services as cost-benefit considerations are seen to be very important.
30
Gao, Fei. "Features and Inspirations of Performance Framework for Regional Universities in Australia." International Journal of Emerging Technologies in Learning (iJET) 15, no. 18 (September 25, 2020): 139. http://dx.doi.org/10.3991/ijet.v15i18.16743.
Повний текст джерелаАнотація:
Regional universities are common around the world, and important to the higher education system. This paper mainly analyzes the features of performance framework for regional universities in Australia, and discusses how the framework inspires the performance evaluation of regional universities in China. Firstly, the main features of Australian regional universities were summarized as the diversity of students, the strong local features, and the important social influence. Then, the key components of the performance framework, namely, core, optional, and institution-specific measures, were introduced in great details. Drawing on the framework and the local conditions, several suggestions were put forward to promote the performance evaluation of regional universities in China: develop high-level universities, serve local development, and diversify evaluation standards. The research results help to promote higher education in China and beyond.
31
Devlin, Marcia. "Indigenous Higher Education Student Equity: Focusing on What Works." Australian Journal of Indigenous Education 38, no. 1 (January 2009): 1–8. http://dx.doi.org/10.1375/s1326011100000533.
Повний текст джерелаАнотація:
AbstractThe rates of higher education access, participation and completion for Indigenous students are much lower than those for non-Indigenous students in Australia. This paper argues for a research-led focus on what works in terms of Indigenous student equity in higher education. Undertaking independent evaluation of existing initiatives and leveraging the experience of hundreds of successful Indigenous graduates, it may be possible to articulate some of the ways in which success has been, and can be, achieved, despite the challenges that face Indigenous students. In other words, it may be possible to articulate some aspects of what works for some Indigenous people in relation to higher education. A focus on articulating strategies that Indigenous individuals and communities might adopt in relation to higher education should be developed alongside the management of systemic problems through a range of means. The “success-focused” approach would provide one of a suite of approaches that may be helpful in addressing Indigenous student equity.
32
Bennett, Anna, and Matt Lumb. "Policy misrecognitions and paradoxes: Developing more contextually attuned access and equity policies in Australian higher education." Policy Futures in Education 17, no. 8 (February 26, 2019): 966–82. http://dx.doi.org/10.1177/1478210319831579.
Повний текст джерелаАнотація:
In this paper we discuss recent policy attempts (in 2017) to introduce new frameworks for Australian higher education access and equity programs. These include introducing fees and a tendering process for access or ‘enabling’ programs, as they are called in Australia, and an evaluation framework based on an evidence hierarchy for widening participation or ‘equity’ programs. We illuminate how those policymaking attempts contradict the conditions required for equity-oriented programs because they misrecognise the experiences of the participants. We argue that different conceptual approaches to provision and evaluation are required for practitioners, providers and policymakers to shape future policy together ( Heimans and Singh, 2018 ) so that enabling and equity programs can be understood in ways that value the knowledges and experiences of the participants involved ( Sayer, 2011 ). Our aim is to contribute to work that disrupts the positioning of ‘objective’ policy evaluation frameworks vs ‘subjective’ practices because this decontextualises ( Burke and Lumb, 2018 ) and oversimplifies ( Tesar, 2016a ), and may serve paradoxically to reduce the programs’ impacts.
33
Lisson, S. N., and N. J. Mendham. "Agronomic studies of flax (Linum usitatissimum L.) in south-eastern Australia." Australian Journal of Experimental Agriculture 40, no. 8 (2000): 1101. http://dx.doi.org/10.1071/ea00059.
Повний текст джерелаАнотація:
This paper reports on field agronomy studies into flax (Linum usitatissimum L.) conducted in Tasmania, Australia from 1994 to 1997. These studies investigated the performance of selected cultivars, and responses to sowing date, plant density and irrigation. The work formed part of a feasibility study assessing the potential of fibre hemp (Cannabis sativa L.) and flax as sources of fibre for the Australian newsprint industry. Two cultivar evaluation trials were conducted at the University of Tasmania Farm, Cambridge, in Tasmania’s south-east. One of these included 7 European and Australian flax cultivars, and the other, 4 mucilage linseed cultivars. The European flax cultivars yielded significantly more stem and bark fibre than the Australian flax cultivars. Of the former group, Ariane (841 g/m 2 ) and Marina (883 g/m 2 ) performed the best in terms of stem yield production, while Viking had comparable bark yields to these 2 cultivars. With the exception of cv. Kreola (543 g/m 2 ), which produced comparable stem yields to the Australian flax cultivars, the linseed cultivars were short and produced relatively low stem yields. Interestingly, seed yields (149–194 g/m 2 ) were not superior to those for the flax cultivars (156–218 g/m 2 ). While offering little dual-purpose seed/fibre potential, they may supply a future niche market for seed production. Three other trials were conducted to investigate the response of flax to seeding rate and sowing date, and the interactions between seeding rate, sowing date and irrigation availability. Autumn sowings of flax gave higher yields of both stem and seed compared with winter and spring sowings. Reasonable stem and seed yields were achieved from dryland cropping of flax. However, good results from such rainfed crops in Tasmania will depend on autumn sowing and good rainfall during winter and spring seasons. There were clear yield benefits from irrigation between early November and January, when the amount and distribution of rainfall was poor. The selection of an optimum seeding rate will depend on the sowing date and involve a compromise between maximising yield and minimising potential losses from lodging. The decreased occurrence of lodging with winter and spring sowings in this study, suggests that later sowings can accommodate higher seeding rates.
34
Irrgang, H. R. "EVALUATION AND MANAGEMENT OF THIN OIL COLUMN RESERVOIRS IN AUSTRALIA." APPEA Journal 34, no. 1 (1994): 64. http://dx.doi.org/10.1071/aj93005.
Повний текст джерелаАнотація:
Thin oil columns represent a common and important class of hydrocarbon reserve which are notoriously difficult to evaluate and produce. This paper provides case studies of examples of these reservoirs in Australia and summarises the production methods, well performance and recovery efficiencies.Thin oil column reservoirs are defined here as reservoirs which will cone both water and gas when produced at commercial rates. The oil zone can have a pancake or rim geometry. Examples within Australia include Bream and Snapper (Gippsland Basin), South Pepper and Chervil (Carnarvon Basin), Chookoo (Eromanga Basin) and Taylor (Surat Basin).Parameters which are particularly important in defining the performance of these reservoirs are: horizontal and vertical permeability, column height, stratigraphie dip, well spacing, and oil viscosity. High horizontal permeability is more critical than in other reservoir types as it controls the effectiveness of gravitational forces in opposing coning and other unwanted flows by reducing pressure gradients. Low vertical permeability mitigates coning but can limit across strike drainage in dipping strata. Oil viscosity is also particularly important, even when the mobility ratio is favourable, as it controls the gas/oil ratio and water cut during coning.As coning (by definition) is inevitable the key production issue is gas cap management. The main options are:Limit gas coning by controlling completion depth and production rates.Allow gas cap shrinkage and 'chase' the oil column upwards via recompletions.Reinject gas to control gas-oil contact position.For the latter two options in particular, ultimate reserves are a strong function of the capacity of the installed production facilities, especially offshore, where fixed operating costs are high. When gas cap management is not compromised, reserves increase with higher total fluid withdrawal rates. Examples of the various gas cap management and production strategies are included.Both horizontal (South Pepper, Bream) and conventional (Chookoo, Taylor) completion techniques have been applied to thin oil column reservoirs in Australia. Horizontal completions can increase productivity, mitigate coning and increase the well drainage areas (particularly if drilled across dip in heterogeneous reservoirs). However, horizontal completions are particularly vulnerable to poor cement jobs, natural fractures and undesirable fluid contact movements.A variety of other completion techniques have been tried worldwide in thin oil columns with mixed success. These include multiple completions in the water, oil and/or gas to allow separate production, and injection of fluids to make permeability barriers or alter relative permeability.A number of scaling rules are included to assist in using offset field data for evaluation of thin oil column reservoirs. Improved understanding of these complex reservoirs will maximise their economic potential.
35
Yu, B., and C. J. Rosewell. "Evaluation of WEPP for runoff and soil loss prediction at Gunnedah, NSW, Australia." Soil Research 39, no. 5 (2001): 1131. http://dx.doi.org/10.1071/sr00091.
Повний текст джерелаАнотація:
It is important to use historical data to test physically based runoff and soil erosion prediction models as well as the method to estimate model parameters. WEPP (Water Erosion Prediction Project) was validated for bare fallow and annual wheat treatments at Gunnedah, New South Wales, Australia. Wheat stubble was either burned or mulched. Climate, soil, management, and runoff and soil loss data were collected for the period 1980–87 for 3 bare fallow plots, and 1950–74 for 10 annual wheat plots. Three slope lengths from 21 to 62 m were established for the treatment with stubble burned. Slope steepness varied from 8% to 9% at the site. Effective saturated hydraulic conductivity and soil erodibility parameters were estimated from measured soil properties. No further calibration of these parameters was attempted in order to assess the true potential of the model for runoff and soil loss predictions. WEPP worked well for the bare fallow plots with prediction efficiency of 0.97 for event runoff and soil losses. WEPP generally over-predicted the runoff, and consequently, the soil loss for annual wheat treatments for the site. WEPP was able to predict the effect of slope length on sediment concentration and soil loss for the site. CLIGEN, which provides the continuous climate input to WEPP, was found to produce adequately the mean daily rainfall, but produced higher than expected peak rainfall intensity, resulting in higher runoff and soil loss for all treatments.
36
Maphalala, Mncedisi Christian, and Olufemi Timothy Adigun. "Academics’ Experience of Implementing E-Learning in a South African Higher Education Institution." International Journal of Higher Education 10, no. 1 (September 22, 2020): 1. http://dx.doi.org/10.5430/ijhe.v10n1p1.
Повний текст джерелаАнотація:
This study sought to explore the experiences of academics with the use of e-learning to support teaching and learning at a South African university. The theory underpinning the study was the Unified Theory of Acceptance and Use of Technology (UTAUT). The study adopted a qualitative design using ten purposively selected academic staff and one IT specialist at a South African university. Semi-structured interview was used to gather the data that were used to answer the research questions. Data were analysed using thematic content analysis. The following themes resulted from the analysis: technical support and training for e-learning; Information Communication Technology infrastructure and internet accessibility; uptake of e-learning and the use of the Learning Management System; content development for e-learning; and evaluation of teaching effectiveness using e-learning. Based on the findings, periodic updates and training on the new changes should be made to the university’s e-learning platforms, provision of timely technical support to academics in order to sustain positive user experiences of e-learning were recommended.
37
Christie, Michael, Sorrel Penn-Edwards, Sharn Donnison, and Ruth Greenaway. "Selective Planning of the First Year Experience in Higher Education: A Sweden-Australia Comparative Study of Support." International Journal of Higher Education 7, no. 2 (March 23, 2018): 128. http://dx.doi.org/10.5430/ijhe.v7n2p128.
Повний текст джерелаАнотація:
Literature on the support of the First Year Experience (FYE) in institutions of Higher Education provides a range of modelled approaches. However, we argue that institutions still need to selectively plan which approach/es and attendant strategies are best suited to their particular contexts and institutional policy and practice frameworks and how their FYE is to be presented for their particular student cohort. This paper compares different ways of supporting students in their first year in two contrasting universities. The first case study focuses on a first year course at Stockholm University (SU), Sweden, a large, metropolitan, single campus institution, while the second investigates a strategy for supporting first year students using a community of practice at a satellite campus of the University of the Sunshine Coast (USC), a small regional university in South-East Queensland, Australia. The research contrasts a formal, first generation support approach versus a fourth generation support approach which seeks to involve a wider range of stakeholders in supporting first year students. The research findings draw conclusions about how effective the interventions were for the students and provide clear illustrations that selective planning in considering the institution’s strategic priorities and human, physical, and resource contexts was instrumental in providing a distinctive experience which complemented the institute and the student cohort. (212 words)
38
Ewart, AJW, R. Gawel, SP Thistlewood, and MG McCarthy. "Evaluation of must composition and wine quality of six clones of Vitis vinifera cv. Sauvignon Blanc." Australian Journal of Experimental Agriculture 33, no. 7 (1993): 945. http://dx.doi.org/10.1071/ea9930945.
Повний текст джерелаАнотація:
The evaluation of 6 clonal selections of Sauvignon blanc grapes grown at McLaren Vale in South Australia identified 2 significantly (P<0.05) higher yielding clones, F4V6 and F14V9. F4V6 and F14V9 had significantly lower total soluble solids TTS) in the years where all clones were harvested together. In 1 year, F4V6 and F14V9 were harvested 9 days later than the remaining clones. Their TSS values were not significantly different, The titratable acidities of F4V6 and F14V9 were lower due to lower tartrate and malate levels. The pH of F4V6 was higher than that of any other clone at a similar maturity level. (Clones F4V6 and F14V9 had greater yields per vine in all 3 years.
39
Hutagaluh, Oskar, Sardjana Orba Manullang, Muliyadi Hamid, Abdul Samad Arief, and Dayan Abdurrahman. "HOW THE RESEARCH SKILLS DEVELOPMENT FRAMEWORK MAY BE USEFUL FOR INDONESIAN HIGHER EDUCATION LEARNING PRACTICE." Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 5, no. 3 (November 21, 2020): 347–59. http://dx.doi.org/10.31538/ndh.v5i3.967.
Повний текст джерелаАнотація:
This qualitative research aimed to review the usefulness of Research Skills Development framework (RSD) among higher education students in Indonesia. The RSD concept has contributed to research-based learning models among students in Australia, both among elementary and tertiary school students. Due to this research framework's success in Australia, we plan to review and see the usefulness of the RSD framework to university students in Indonesia. To facilitate this introduction, we have tried to review several important documents related to this RDS concept, application, evaluation together with rubric assessment. Furthermore, we reported it as a document to the introduction to the research development framework. The results of this document review will be published in one of the higher education academic journals in Indonesia. With the hope that this document will be the forerunner of introduction and development among students, especially those who are completing academic assignments involving research skills for publication purposes to assess academic communication skills. However, many things will challenge this kind of study, something new to the concept of confirmative studies in Indonesia, including several new terms in the research framework that require new understanding notations.
40
Strydom, A. H., and L. O. K. Lategan. "State of the Art of Quality Assurance in South African Higher Education: evaluation of existing initiatives and reflections on new initiatives to meet a changing higher education context." Quality in Higher Education 4, no. 1 (April 1998): 73–83. http://dx.doi.org/10.1080/1353832980040108.
Повний текст джерела
41
Reinke, Robert W., Lynne Roach, and Robert W. Wood. "Economic Education: An Effective Vehicle for Making International Connections." Citizenship, Social and Economics Education 1, no. 3 (September 1996): 223–35. http://dx.doi.org/10.2304/csee.1996.1.3.223.
Повний текст джерелаАнотація:
This article describes and evaluates an international educational project involving K-12 and higher education faculty, students, and administration from South Dakota and Costa Rica. This project was implemented in order to create an economic education infrastructure in Costa Rica, link the new infra-structure to South Dakota schools, and develop a technology-based curriculum to be piloted in K-12 schools in South Dakota and Costa Rica. The article includes a project history, project description, evaluation of impact, and ‘lessons learned’. The project builds a model that has potential to be used in other countries, states, and subject areas.
42
White, S. B., and S. A. Fane. "Designing cost effective water demand management programs in Australia." Water Science and Technology 46, no. 6-7 (September 1, 2002): 225–32. http://dx.doi.org/10.2166/wst.2002.0683.
Повний текст джерелаАнотація:
This paper describes recent experience with integrated resource planning (IRP) and the application of least cost planning (LCP) for the evaluation of demand management strategies in urban water. Two Australian case studies, Sydney and Northern New South Wales (NSW) are used in illustration. LCP can determine the most cost effective means of providing water services or alternatively the cheapest forms of water conservation. LCP contrasts to a traditional approach of evaluation which looks only at means of increasing supply. Detailed investigation of water usage, known as end-use analysis, is required for LCP. End-use analysis allows both rigorous demand forecasting, and the development and evaluation of conservation strategies. Strategies include education campaigns, increasing water use efficiency and promoting wastewater reuse or rainwater tanks. The optimal mix of conservation strategies and conventional capacity expansion is identified based on levelised unit cost. IRP uses LCP in the iterative process, evaluating and assessing options, investing in selected options, measuring the results, and then re-evaluating options. Key to this process is the design of cost effective demand management programs. IRP however includes a range of parameters beyond least economic cost in the planning process and program designs, including uncertainty, benefit partitioning and implementation considerations.
43
Liem, Gregory Arief D., Andrew J. Martin, Elizabeth Nair, Allan B. I. Bernardo, and Paulus Hidajat Prasetya. "Cultural Factors Relevant to Secondary School Students in Australia, Singapore, the Philippines and Indonesia: Relative Differences and Congruencies." Australian Journal of Guidance and Counselling 19, no. 2 (December 1, 2009): 161–78. http://dx.doi.org/10.1375/ajgc.19.2.161.
Повний текст джерелаАнотація:
AbstractWaldrip and Fisher (2000) proposed seven culturally relevant factors that are salient in the educational setting (gender equity, collaboration, competition, deference, modelling, teacher authority, congruence). In relation to these factors, the present study examined differences and congruencies in factor structure (i.e., differences of kind) and mean scores (i.e., differences of degree) among secondary school students in Australia, Singapore, the Philippines and Indonesia. The Cultural Learning Environment Questionnaire (CLEQ; Waldrip & Fisher, 2000) was administered to 920 students (n= 230 for each country, with boys and girls equally represented; mean age = 16 years). Factor analyses showed congruencies across the four samples on five factors. Interestingly, items pertaining to students' deference to and modelling of teachers and peers grouped into one factor for the Australian sample, but separated into two factors (peers and teacher) for the South-East Asian samples. In terms of mean scores on each factor, Australian students were higher than the Singaporean, Filipino and Indonesian students in their inclination to challenge or disagree with the teacher. On the other hand, the three groups of South-East Asian students scored higher than the Australian students in their preferences for collaboration and conformity in the classroom. Implications for counselling relevant to multicultural classroom and school contexts were discussed.
44
Roy, R., L. Hebden, B. Kelly, T. De Gois, E. M. Ferrone, M. Samrout, S. Vermont, and M. Allman-Farinelli. "Description, measurement and evaluation of tertiary-education food environments." British Journal of Nutrition 115, no. 9 (March 7, 2016): 1598–606. http://dx.doi.org/10.1017/s0007114516000568.
Повний текст джерелаАнотація:
AbstractObesity in young adults is an increasing health problem in Australia and many other countries. Evidence-based information is needed to guide interventions that reduce the obesity-promoting elements in tertiary-education environments. In a food environmental audit survey, 252 outlets were audited across seven institutions: three universities and four technical and further education institutions campuses. A scoring instrument called the food environment-quality index was developed and used to assess all food outlets on these campuses. Information was collated on the availability, accessibility and promotion of foods and beverages and a composite score (maximum score=148; higher score indicates healthier outlets) was calculated. Each outlet and the overall campus were ranked into tertiles based on their ‘healthiness’. Differences in median scores for each outcome measure were compared between institutions and outlet types using one-way ANOVA with post hoc Scheffe’s testing, χ2 tests, Kruskal–Wallis H test and the Mann–Whitney U test. Binomial logistic regressions were used to compare the proportion of healthy v. unhealthy food categories across different types of outlets. Overall, the most frequently available items were sugar-sweetened beverages (20 % of all food/drink items) followed by chocolates (12 %), high-energy (>600 kJ/serve) foods (10 %), chips (10 %) and confectionery (10 %). Healthy food and beverages were observed to be less available, accessible and promoted than unhealthy options. The median score across all outlets was 72 (interquartile range=7). Tertiary-education food environments are dominated by high-energy, nutrient-poor foods and beverages. Interventions to decrease availability, accessibility and promotion of unhealthy foods are needed.
45
Redden, R. J., P. M. Kroonenberg, and K. E. Basford. "Adaptation analysis of diversity in adzuki germplasm introduced into Australia." Crop and Pasture Science 63, no. 2 (2012): 142. http://dx.doi.org/10.1071/cp11327.
Повний текст джерелаАнотація:
Adzuki bean germplasm was introduced to Australia from China as part of a program to develop better adapted varieties for the Australian sub-tropics than the current standard varieties derived from Japan, and to develop an export industry targeting Japan. Since adzuki was a new crop in Australia, the key questions were whether suitably adapted genotypes could be obtained from China, and whether these were higher yielding than the Japanese derived local standards and of acceptable seed quality. A geographically stratified core collection of adzuki bean (Vigna angularis) landraces from China was field evaluated for agronomic and phenologic traits at sites in China in a related study, and also at Hermitage Research Station, Queensland, in the main target region for adzuki cultivation in Australia. A relationship was found between the regional patterns of adaptation in the core collection grown in China and yield performance at Hermitage. In particular, the late maturing gene pool which originated from South China had the greatest yield at the lower latitude location in Australia, and a gene pool from central China combined both high yield and acceptable seed quality. These lines from China were superior in yield to the local standards, and many also had suitable seed quality for the Japanese market. In further screening of these selections from Hermitage, they were also superior in yield to the local standards in central Queensland, but not in central New South Wales. The breeding of higher yielding varieties for Queensland with suitable quality for the Japanese market is suggested, both by direct releases of identified Chinese accessions and by further crossing of the medium and late maturing superior selections from China with the local standard varieties Erimo and Bloodwood, which have the large red seed desired in Japan. For New South Wales, one accession from China was comparable to the local checks and appears useful for gene pool diversification, however a separate introductory screening evaluation of Chinese germplasm in New South Wales is suggested to better identify promising accessions with phenology suited to the more temperate latitudes. Thus characterisation of genetic diversity for adaptation can assist with the introduction of germplasm for a new crop. The diversity in the adzuki germplasm from China provided the needed phenologic flexibility for introduction of the crop to southern Queensland, with superior yield to the standard varieties from Japan and acceptable seed quality.
46
Bernard, A. G. "Factors Influencing the Bacteriological Quality of Spa-Pool Waters in New South Wales (Australia)." Water Science and Technology 21, no. 2 (February 1, 1989): 141–45. http://dx.doi.org/10.2166/wst.1989.0041.
Повний текст джерелаАнотація:
The increasing popularity in the use of spa pools during the 1970's and 1980's and the accompanying incidents of folliculitis and ear infections caused by Pseudomonas aeruginosa associated with spa-pool use has necessitated the development of bacteriological and chemical guidelines for spa-pool water quality. The New South Wales (N.S.W.) Department of Health introduced a bacteriological standard for swimming pools and spa-pools in 1981 based on the findings of a series of surveys aimed at identifying the principal factors influencing the bacteriological quality of spa waters. Four surveys are summarised in this paper. The major findings described are the tenfold higher recovery of P. aeruginosa from spa-pools than from outdoor pools; the need for at least 2.0 milligrams per litre (mg/L) free chlorine residual in order to achieve reliable satisfactory water quality in spas compared with a requirement of 1.0mg/L to achieve the same quality in outdoor pools; the need to maintain pH below 8.0 in order to ensure efficient chlorine disinfection; the apparent inability of bromochlorodimethylhydantoin to adequately disinfect spas during heavy bather load periods; and the success of the Health Department's spa-pool operator education program which resulted in a 30% reduction in the incidence of bacteriologically unsatisfactory spa-pool waters in N.S.W. between 1980 and 1986.
47
Corral de Zubielqui, Graciela, Janice Jones, Pi-Shen Seet, and Noel Lindsay. "Knowledge transfer between actors in the innovation system: a study of higher education institutions (HEIS) and SMES." Journal of Business & Industrial Marketing 30, no. 3/4 (May 1, 2015): 436–58. http://dx.doi.org/10.1108/jbim-07-2013-0152.
Повний текст джерелаАнотація:
Purpose – The purpose of this paper is to understand how and why small to medium enterprises (SMEs) access knowledge from external actors in general and from higher education institutions (HEIs) in particular and what is the extent to which these knowledge access pathways affect SME innovativeness. Design/methodology/approach – The paper involved both quantitative and qualitative approaches: a survey of 1,226 SMEs and a mini case study to follow-up on issues arising from the survey analysis. Survey data were analysed using both non-parametric and multivariate Poisson regression analysis. The case study was based on a medium-sized manufacturing firm in South Australia. Findings – While there are significant differences between the micro-, small- and medium-sized enterprises, the evidence suggests that SMEs generally use “generic” university–industry knowledge transfer pathways (e.g. published research results) rather than university–industry links with high “relational” involvement. More significantly, the results indicate that SMEs are more likely to rely on organisations other than universities and related R&D enterprises for knowledge acquisition like clients/customers or suppliers. While collaboration is most likely to occur within the same state/territory, or Australia, many SMEs also collaborate internationally, usually as part of normal supplier–customer relationships, reinforcing knowledge acquisition from organisationally proximate partners. These findings are also supported by the case study. Research limitations/implications – This research was limited to surveying SMEs in one geographic (metropolitan) region in Australia. It also does not account for the different patterns of HEI–SME interactions in different industry sectors. There is also only one case study. Originality/value – First, the research adds to the few field studies that have investigated accessing knowledge for innovation among SMEs. Specifically, the research contributes to an understanding of the heterogeneous roles that different actors play in facilitating knowledge access for improving innovative SMEs outcomes. Second, the research does not treat all SMEs similarly in terms of size effects but instead accounts for differing SME sizes and how this affects their selection of knowledge access pathways. Third, the research contributes to a small number of studies that attempt to understand how HEIs and SMEs can work better together in the context of a regional innovation system, especially one that is relatively less competitive to the larger economy.
48
Akinrole, Oludayo. "Evaluation of Students Work-Study Programme: The Case of a Private (Faith-Based) Higher Education Institution, South-West, Nigeria." British Journal of Education, Society & Behavioural Science 4, no. 6 (January 10, 2014): 784–809. http://dx.doi.org/10.9734/bjesbs/2014/8397.
Повний текст джерела
49
Humphries, A. W., X. G. Zhang, K. S. McDonald, R. A. Latta, and G. C. Auricht. "Persistence of diverse lucerne (Medicago sativa sspp.) germplasm under farmer management across a range of soil types in southern Australia." Australian Journal of Agricultural Research 59, no. 2 (2008): 139. http://dx.doi.org/10.1071/ar07037.
Повний текст джерелаАнотація:
The persistence of a diverse group of lucerne (Medicago sativa sspp.) germplasm was evaluated under farmer management across a range of acidic and neutral-alkaline soils at 8 sites in South and Western Australia. Dryland field trials were sown in parallel with commercial lucerne paddocks being grown in rotation with cereal crops, remaining unfenced and under management by the farmer for the life of the stand. The combined differences in soil type, grazing management, and low rainfall contributed to large differences in average lucerne persistence between sites in South Australia and Western Australia. After 3 years, plant frequency (a measure of plant density used to monitor persistence) averaged 17% (at least 17 plants/m2) on the strongly acidic soils in Western Australia and 30% on the neutral-alkaline soils in South Australia (at least 30 plants/m2). Differences in persistence were attributed to the combined stresses of soil pH, drought conditions, and grazing management. Genetic correlation analyses between sites failed to show any clear patterns in the performance of entries at each site, except for a high correlation between 2 South Australian sites in close proximity. Highly winter-active germplasm was less persistent than other winter activity groups, but was higher yielding when assessed in an additional trial at Katanning, WA. Highly winter-active lucerne (class 9–10) should continue to be recommended for short (2–4 year) phases in rotation with cereals, and winter-active groups (6–8) should be recommend for longer (4–7 year) phases in rotations. The results of this evaluation are also being used to identify broadly adapted, elite genotypes in the breeding of new lucerne cultivars for the southern Australian cropping districts.
50
Burrows, Michael, Jerry Ford, and Verity Bottroff. "The Post School Outcomes of Young Adults with Autism Spectrum Disorder." Australasian Journal of Special Education 25, no. 1-2 (2001): 34–48. http://dx.doi.org/10.1017/s1030011200024842.
Повний текст джерелаАнотація:
This study presents a broad picture of the post school outcomes of 28 young adults with Autism Spectrum Disorder living in South Australia. Findings from the study suggest that the majority of the participants still have a long way to go to reach the goal of meaningful participation in the economic and social life of their local communities. Most of the young adults had limited social networks and were highly dependent on their families for tangible and emotional support. While many of the participants were regularly Involved in structured recreational and leisure activities, the majority were unemployed and still living with their families. Individuals with higher levels of cognitive functioning generally had better outcomes than those identified as functioning at a lower cognitive level. Findings are discussed in terms of implications for practice and further research.