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1
Thomas, Ian. "Australian Tertiary Environmental Courses: A Status Report." Australian Journal of Environmental Education 9 (1993): 135–45. http://dx.doi.org/10.1017/s0814062600003232.
Повний текст джерелаАнотація:
During the 1970s and 1980s there has been a growing awareness of the environment. This has been particularly evident in the general community through:• passing of environmental legislation;• growth in status of environment groups;• media coverage of environmental issues.As a result the direction of formal education has been influenced. For example, through the Victorian State Conservation Strategy, the community has indicated the direction for tertiary institutions, where one of the objectives of this strategy is to:promote and strengthen inter-disciplinary environmental education programs in schools and tertiary institutions. (Victorian Government, 1987, p.89)Similarly, the Australian Government's Ecologically Sustainable Development process (ESD) has proposed the incorporation of ESD, in tertiary curricular (Ecologically Sustainable Development Steering Committee, 1992).Linke (1979) has described the development of environmental education curricula during the 1970s whereby consideration of aspects of the environment became more common. Most activity was noted to be in primary and secondary sectors, however, at tertiary level a range of subjects focussing on the environment were apparent, as were several courses which were specifically designed to provide training in environmental understanding.
2
Hyndman, Brendon. "A Qualitative Investigation of Australian Youth Perceptions to Enhance School Physical Activity: The Environmental Perceptions Investigation of Children’s Physical Activity (EPIC-PA) Study." Journal of Physical Activity and Health 13, no. 5 (May 2016): 543–50. http://dx.doi.org/10.1123/jpah.2015-0165.
Повний текст джерелаАнотація:
Background:There is more demand than ever for schools to equip children with the necessary skills to be physically active. The purpose of the Environmental Perceptions Investigation of Children’s Physical Activity (EPIC-PA) study was to investigate elementary and secondary school children’s perceptions to enhance the school physical activity environment.Methods:Four Australian government schools (2 elementary and 2 secondary) were recruited for the EPIC-PA study. During the study, 78 children were recruited aged 10 to 13 years. The focus group discussions consisted of 54 children (32 elementary and 22 secondary) and the map drawing sessions included 24 children (17 elementary and 7 secondary).Results:The findings from the EPIC-PA study revealed insight into uniquely desired features to encourage physical activity such as adventure physical activity facilities (eg, rock climbing walls), recreational physical activity facilities (eg, jumping pillows), physical activity excursions, animal activity programs and teacher-directed activities. In addition to specific features, childrens revealed a host of policies for equipment borrowing, access to sports equipment/areas, music during physical activity time and external physical education lessons.Conclusions:Understanding the multiple suggestions from children of features to enhance physical activity can be used by schools and researchers to create environments conducive to physical activity participation.
3
Buru, Kakale, Theophilus I. Emeto, Aduli E. O. Malau-Aduli, and Bunmi S. Malau-Aduli. "Australian School Stakeholders’ Perceived Strategies for Preventing Adolescent Obesity." International Journal of Environmental Research and Public Health 18, no. 17 (September 6, 2021): 9387. http://dx.doi.org/10.3390/ijerph18179387.
Повний текст джерелаАнотація:
Adolescent obesity is a complex multifactorial disease with a combination of environmental, behavioral, psychosocial, biological, cultural and genetic determinants. It remains a global public health issue that presents a major challenge to chronic disease prevention and health into adulthood. Schools have a rich opportunity to improve youth health and tackle obesity, yet they face barriers in fulfilling this function. This study investigated school stakeholders’ beliefs and perceptions of the barriers and enablers currently experienced by schools, as well as their recommendations towards preventing adolescent obesity. A sequential explanatory mixed-methods study design was utilised with surveys administered for the quantitative phase and individual interviews for the qualitative phase. Descriptive statistics and inductive thematic analyses were utilised for the survey and interview data, respectively. Triangulation of findings from the quantitative and qualitative phases aided in the better understanding and integration of the overall results. In total, 60 school stakeholders (52 subject teachers, 3 senior teachers and 5 heads of department) from both independent and public high schools in Queensland, Australia responded to the survey, while 14 respondents participated in the interviews. The main perceived causes of obesity were poor eating habits and sedentary lifestyle. Highlighted barriers were busy timetables, shortage of trained staff and funding, lack of robustness in the introduction and implementation of school interventions and insufficient motivation of learners to participate in obesity prevention programs. Enabling factors included parental support, easy access to fitness equipment during recess, supportive government policies, provision of healthier school tuck shop menu options and elimination of sugary drinks from vending machines. A model for the prevention of adolescent obesity was developed based on participants’ perceptions. Tripartite collaboration between the school, government and parents was perceived as fundamental to preventing adolescent obesity. Strategies targeting nutrition, physical activity and overall health, including parental education on health, formal health talks in schools by health professionals and better-targeted advertisement encouraging healthy lifestyle choices, were identified as essential for improved adolescent health outcomes.
4
Greenall, A. "A new beginning for environmental education in Australia." Australian Journal of Environmental Education 1, no. 2 (June 1985): 13–15. http://dx.doi.org/10.1017/s081406260000450x.
Повний текст джерелаАнотація:
In 1980-81 when I last wrote about the future of environmental education in Australian schools I was quite pessimistic and concluded that environmental education had been a phenomenon of the affluent seventies in Australia. This conclusion was based on observations, reading and experience with schools, education authorities and curriculum projects over the preceding seven years.Environmental education aims to develop not only awareness, understanding and skills. Most importantly, it also aims to encourage feelings of concern for the environment and protection. This means that it is concerned with social reconstruction — environmental education programs must have moral and political components if they are to achieve the accepted aims of environmental education. In 1980-81 I argued that environmental education had been subjected to incorporation within the existing hegemoney of schools in a neutralised form — the radical ‘action’ components of the environmental education aims had been deleted from school programs whilst the less controversial cognitive and skill aims had been retained, together with the name ‘environmental education’. There was evidence that programs of this genre had increased during the seventies, including an increased environmental content in traditional subjects in the curriculum. In general terms there was little inducement for schools to implement all the aims of environmental education.
5
Hughes, Owen E. "MPA Programs in Australia." Chinese Public Administration Review 3, no. 1-2 (March 2005): 24–29. http://dx.doi.org/10.22140/cpar.v3i1.2.53.
Повний текст джерелаАнотація:
Australian universities have established specific Masters programs for public servants over the past twenty years. However, until recently, despite being established, they have not thrived by comparison with MBA and other masters courses in business. It was not easy to attract students and good staff. MPA programs have generally not captured the public sector community's attention in the same way as is the case in a number of US schools of public administration or management. This situation changed in 2003 with the creation of the Australia and New Zealand School of Government (ANZSOG). This is a consortium of five governments - the Commonwealth government, the New Zealand government, and the three largest state governments - and nine universities set up to provide an Executive Masters in Public Administration. The ANZSOG cohort is composed of future leaders in the opinion of their governments. All students are fully funded by their governments and at a level that is more costly per student than other training. Funding of this scale reflects a major change for governments in Australia. The establishment of the Australia and New Zealand School of Government represents a major change in education of public managers in Australia. There are lessons for other countries in its establishment.
6
Yufiarti, Yufiarti, Edwita, and Suharti. "Health Promotion Program (JUMSIH); To Enhance Children's Clean and Healthy Living Knowledge." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (December 13, 2019): 341–55. http://dx.doi.org/10.21009/jpud.132.10.
Повний текст джерелаАнотація:
Knowledge about clean and healthy life in children needs to be given early to shape behavior in everyday life. Knowledge about healthy living can be provided at school through various learning programs. This study aims to find the effectiveness of health promotion programs (JUMSIH) to increase children's knowledge about clean and healthy living. The research method is a pre-experimental one-shot case study design. The respondents of this study were 68 students aged 7-8 years. The results showed that the JUMSIH program can help children have knowledge about healthy living. Based on data analysis, n = 15 generally obtained scores above 2.6. It was concluded that healthy living skills are often performed by students such as hand washing, bathing, and toothbrush behavior which are basic skills for children to be able to live healthy lives. Suggestions for further research which is the development of various programs to increase awareness of clean and healthy living from an early age.
Keywords: Clean and healthy life Knowledge, Early Childhood, Health Promotion Program (JUMSIH)
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7
Chapman, David. "Environmental Education and Politics: Snakes and Ladders Revisited." Australian Journal of Environmental Education 20, no. 2 (2004): 23–30. http://dx.doi.org/10.1017/s0814062600002172.
Повний текст джерелаАнотація:
AbstractThis paper revisits the history of environmental education in Australia in the 1970s and 1980s and draws parallels between these and current events in four countries, including Australia. It is argued that little has changed and that few environmental educators confront the inherently political nature of their work. It is concluded that environmental education activity must adopt a wider scope that includes political activity if progress is to be made.
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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.
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Barron, Deirdre, Simon Jackson, and Lyndon Anderson. "Ignorance, Environmental Education Research and Design Education." Australian Journal of Environmental Education 21 (2005): 39–46. http://dx.doi.org/10.1017/s0814062600000938.
Повний текст джерелаАнотація:
AbstractIn the relatively new discipline of design education we have the opportunity to frame the way that design education is formulated. The relative lack of theorists in the field of design education studies leaves unquestioned the relevance of conventional practices of design education that are premised on only tangentially relevant Art, Science and Information Technology models. There is a gap in design education development regarding how to mediate ecological concerns with techno-scientific imperatives. Environmental education researchers can influence this new field by challenging existing approaches to design education with particular attention to the ways design either contributes to or hinders the development of a sustainable society. In order to enter this discussion with environmental education researchers we identify three ecological issues faced by designers and design educators, here we pay particular attention to Industrial Design. The question for this paper is, can environmental education researchers offer advice to the design education area that may help us develop ecologically sustainable design-based programs. The newness of ecological concerns in the design research and design education areas means that we have a great deal to learn. If environmental education researchers are able to assist us with our reflections on designing curricula that in turn encourages a more ecologically aware design profession then this would be a worthwhile contribution to design practice in Australia, and indeed the world.
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Ramirez, Mariano. "Sustainability in the education of industrial designers: the case for Australia." International Journal of Sustainability in Higher Education 7, no. 2 (April 1, 2006): 189–202. http://dx.doi.org/10.1108/14676370610655959.
Повний текст джерелаАнотація:
PurposeThe paper intends to determine the extent to which environmental sustainability issues are integrated in the curricula of industrial design programs in Australian universities.Design/methodology/approachIndustrial design lecturers and program heads were invited to participate in a web‐based survey on their university's industrial design curricula. Online university handbooks were also examined to determine which courses cover sustainability aspects. Survey results were then tabulated and analysed using descriptive statistics.FindingsThe study shows that, while there is a concern that sustainable development issues are important and relevant to design courses, the permeation of environmental sensitivity through most industrial design curricula, and indeed among design academics, is only starting to gain ground. Comparative examination of the curricular structures in Australian universities offering degree programs in industrial and product design revealed that, on average, 12 out of every 100 credit points earned have sustainability content.Practical implicationsThe paper informs industrial design academics that much more work has to be done in order to educate the next generation of designers about their responsibilities to the planet and its people. It tells them where we currently are and the gaps that we have to bridge in order to achieve environmental sustainability.Originality/valueThe paper is original in the field of Australian industrial design education, and builds on work in other disciplines about incorporating sustainability aspects in tertiary education.
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Halliday, Glen. "International Perspectives on Best Practice in the Development of Urban Environmental Education, and Education for Sustainability Programs." Australian Journal of Environmental Education 22, no. 1 (2006): 141–45. http://dx.doi.org/10.1017/s0814062600001804.
Повний текст джерелаАнотація:
This paper reports on the international practices I observed as part of a study tour I undertook as a 2005 NSW Premier's Visy Industries Environmental Education Scholarship holder. Interest in urban environmental education (EE) and education for sustainability (EFS) is increasing as rapid urbanisation emerges as one of the greatest challenges facing the world today. The urbanisation processes, fueled by globalisation, environmental degradation, rural unemployment and technological change, are forcing a global exodus from rural areas to urban ones. For developed countries like Australia, urbanisation has resulted in localised environmental and social problems in our cities. These issues include urban design; land clearing and urban sprawl; transport and infrastructure planning; disposal of solid waste; water, noise and air pollution; preservation of biodiversity and heritage; water scarcity; social isolation; loss of social capital and socio economic inequality. The impact of the developed world's largely urban population on the all eco-systems, has focused critical world attention on urban places as the sources of widespread environmental degradation.
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Evans, John R., and Christina Curry. "Implementing Sport, Physical Activity and Physical Education in New South Wales, Australia, primary schools." Ágora para la Educación Física y el Deporte 20, no. 1 (May 25, 2018): 27. http://dx.doi.org/10.24197/aefd.1.2018.27-45.
Повний текст джерелаАнотація:
A renewed focus on Physical Education in New South Wales primary schools has the potential to act as an intervention that has positive long-term implications for the whole population. The introduction of physical education (PE) as part of the National Curriculum means the role of PE in Australian primary schools is now open for renewed attention. The rise of an international obesity epidemic means that that the role of PE in primary schools has the potential to make a positive impact on public health outcomes. There could be significant long term savings from well-organized PE programs in primary schools delivered by teaching staff educated in quality physical education. In addition there is also an historical and emerging body of research which links physical activity to academic performance. However not all teachers in primary schools have the skills or life experiences to effectively teach PE. In order to achieve these outcomes we posit that the use of a Game Centered Teaching approach and the use of an underlying pedagogy have the potential to provide more meaningful experiences for students and teachers. In order to implement a Game Centered Teaching approach we advocate the use of specialist PE teachers rather than outsourcing the delivery of PE in schools.
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Howie, Erin K., Bryce T. Daniels, and Justin M. Guagliano. "Promoting Physical Activity Through Youth Sports Programs: It’s Social." American Journal of Lifestyle Medicine 14, no. 1 (January 27, 2018): 78–88. http://dx.doi.org/10.1177/1559827618754842.
Повний текст джерелаАнотація:
Youth sport is a key physical activity opportunity for children and adolescents. Several factors influence youth sport participation, including social factors, but this has not to date been clearly delineated. This study is a scoping review to survey the literature on the influence of family and peers on youth sports participation. The review identified 111 articles of which the majority were cross-sectional, included boys and girls, and were conducted primarily in the United States, Canada, Australia, and the United Kingdom. The articles were grouped into 8 research themes: (1) reasons for participation, (2) social norms, (3) achievement goal theory, 4) family structure, (5) sports participation by family members, (6) parental support and barriers, (7) value of friendship, and (8) influence of teammates. Friendships were key to both initiation and maintenance of participation, parents facilitated participation, and children with more active parents were more likely to participate in sport. Less is known on how family structure, sibling participation, extended family, and other theoretical frameworks may influence youth sport. The review suggests that social influences are important factors for ensuring participation, maximizing the quality of the experience, and capitalizing on the benefits of youth sport. Future research studies, programs, and policies promoting and developing evidence-based youth sporting experiences should consider social influences on youth sport participation.
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van Merwyk, A. M., and A. L. Disney. "ENVIRONMENTAL UPDATE 2004." APPEA Journal 45, no. 2 (2005): 157. http://dx.doi.org/10.1071/aj04069.
Повний текст джерелаАнотація:
This paper presents the highlights of development activity of 2004 for the petroleum industry within Australia. In the face of declining oil production within Australia there were few new oil field developments in 2004 (Exeter- Mutineer; Jingemia). The start up of liquids stripping at Bayu-Undan in the Timor Sea and other gas/condensate fields such as Apache’s Linda, however, helped to arrest the declining trend. The first oil fields that define a new oil province in the Exmouth Sub-basin were the subject of extensive appraisal programs and Woodside gave the green light for start of the A$1.48 billion Enfield development.The story for natural gas in 2004 is somewhat more buoyant with several developments in domestic supply around Australia, including coal seam methane (CSM) production on-stream on the east coast. The national pipeline grid extended with the opening of the A$500 million SEAgas pipeline between Port Campbell and Adelaide. Minerva gas production followed at the end of the year, leading the way for the approval of gas developments at Thylacine- Geographe (A$1.1 billion) and Casino (A$200 million) in the Otway Basin. The Yolla gas production platform was installed on site in the Bass Basin. Apache and Santos signed an agreement to supply gas from John Brookes, offshore Carnarvon Basin, and Woodside looked to Blacktip, in the Bonaparte, to supply gas to the Northern Territory.2004 was a cornerstone year for LNG. A new carrier was delivered to the NWS Joint Venture and gas flowed from the fourth LNG train for the first time. Deliveries under new contracts started to Japan and Korea and a major contract for supply was signed with China. Other potential LNG projects began significant appraisal programs at fields such as Scarborough on the NWS.
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Globetti, Gerald. "Alcohol Education Programs and Minority Youth." Journal of Drug Issues 18, no. 1 (January 1988): 115–29. http://dx.doi.org/10.1177/002204268801800111.
Повний текст джерелаАнотація:
Research relative to the drinking behavior of minority youth, as well as alcohol-abuse prevention programs for these youth, have been largely neglected. Moreover, the existing data on both of these subjects are limited in that they either treat minority youth as a homogeneous entity or apply a white middle-class curriculum to prevention activity. This paper examines several alcohol-education protocols within schools and how these strategies present unique problems to prevention programs for minority youth. Curricula derived from the developmental and the socio-cultural models appear most applicable to minorities.
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Griffiths, Andrew. "The Components of Best-Practice Indigenous Education: A Comparative Review." Australian Journal of Indigenous Education 40 (2011): 69–80. http://dx.doi.org/10.1375/ajie.40.69.
Повний текст джерелаАнотація:
Currently in Australia there is much activity and expenditure in a field broadly defined as ‘Indigenous education’. However, there is little by way of rigorous research that has compared and evaluated different approaches. This article draws together the existing international evidence to develop a set of best-practice components for Indigenous education. The author intends for these components to provide practical guidance for program developers who may currently be developing programs without the benefit of an existing evidence base, while also acknowledging the need to expand the evidence base and continue to refine this set of components to maximise their utility.
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Macniven, Rona, Michelle Elwell, Kathy Ride, Adrian Bauman, and Justin Richards. "A snapshot of physical activity programs targeting Aboriginal and Torres Strait Islander people in Australia." Health Promotion Journal of Australia 28, no. 3 (January 19, 2017): 185–206. http://dx.doi.org/10.1071/he16036.
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Ballantyne, Roy, Jan Packer, and Michele Everett. "Measuring Environmental Education Program Impacts and Learning in the Field: Using an Action Research Cycle to Develop a Tool for Use with Young Students." Australian Journal of Environmental Education 21 (2005): 23–37. http://dx.doi.org/10.1017/s0814062600000926.
Повний текст джерелаАнотація:
AbstractDespite the increasing importance of, and interest in, documenting the impact of environmental education programs on students' learning for sustainability, few tools are currently available to measure young students' environmental learning across all the dimensions of knowledge, skills, attitudes and behaviours. This paper reports on the development of such a tool, using an iterative action research process with 134 students, aged six to eleven, attending programs at an Environmental Education Centre in Queensland, Australia. The resulting instrument, the Environmental Learning Outcomes Survey (ELOS) incorporates observations of students' engagement in learning processes as well as measuring learning outcomes, and allows both of these aspects to be linked to particular components of the environmental education program. Test data using the instrument are reported to illustrate its potential usefulness. It is envisaged that the refined instrument (appended) will enable researchers to measure student environmental learning in the field, investigate environmental education program impacts and identify aspects of programs that are most effective in facilitating student learning.
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Weersink, A., and A. Wossink. "Lessons from agri-environmental policies in other countries for dealing with salinity in Australia." Australian Journal of Experimental Agriculture 45, no. 11 (2005): 1481. http://dx.doi.org/10.1071/ea04156.
Повний текст джерелаАнотація:
Approaches to environmental policy for the agricultural sector have involved education programs, direct regulations, and market mechanisms. The effectiveness of these policies has varied depending on the characteristics of the environmental issue and incentives facing producers. This paper reviews, and provides examples of, agri-environmental policy options and points out the scenarios under which the instrument would be most effective. The paper concludes with recommendations on determining the policy solutions to the problem of salinity in Australia.
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Waling, Andrea, Roz Bellamy, Paulina Ezer, Lucille Kerr, Jayne Lucke, and Christopher Fisher. "‘It’s kinda bad, honestly’: Australian students’ experiences of relationships and sexuality education." Health Education Research 35, no. 6 (September 15, 2020): 538–52. http://dx.doi.org/10.1093/her/cyaa032.
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Abstract Relationships and sexuality education for young people in Australia and elsewhere is a controversial topic. Numerous studies in Australia have focused on curriculum, policy, teachers, schools, sexting and other behaviours, and knowledge regarding sexually transmitted infection (STI)/human immunodeficiency virus (HIV) and pregnancy prevention. Few large-scale national studies have engaged with young people about what they want out of their sex education, and what they suggest would be most valuable for future programs in Australia. Data for the study included qualitative comments about experiences of sex education (n = 2316) provided in a national survey of adolescent sexual health. An initial thematic inductive analysis identified comments falling into two dominant themes: positive and negative experiences of their sex education. Results indicate that young people in Australia are articulate and understanding of the gaps in their sex education. A majority of comments highlighted negative experiences. These comments primarily discussed issues of delivery (timing, environment, person) and content quality (comprehensiveness). A minority highlighted positive commentary also around delivery (environment, person) and content quality (comprehensiveness). The findings of this study illuminate contemporary adolescent concerns regarding their experiences of education. Understanding these experiences can inform future curriculum development, teacher training and the design and implementation of policy.
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Bartleet, Brydie-Leigh, Naomi Sunderland, and Gavin Carfoot. "Enhancing intercultural engagement through service learning and music making with Indigenous communities in Australia." Research Studies in Music Education 38, no. 2 (October 6, 2016): 173–91. http://dx.doi.org/10.1177/1321103x16667863.
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This article explores the potential for music making activities such as jamming, song writing, and performance to act as a medium for intercultural connection and relationship building during service learning programs with Indigenous communities in Australia. To set the context, the paper begins with an overview of current international perspectives on service learning and then moves towards a theoretical and practical discussion of how these processes, politics, and learning outcomes arise when intercultural engagement is used in service learning programs. The paper then extends this discussion to consider the ways in which shared music making can bring a sense of intercultural “proximity” that has the potential to evoke deep learning experiences for all involved in the service learning activity. These learning experiences arise from three different “facings” in the process of making music together: facing others together; facing each other; facing ourselves. In order to flesh out how these theoretical ideas work in practice, the article draws on insights and data from Queensland Conservatorium Griffith University’s award winning Winanjjikari Service Learning Program, which has been running in partnership with Barkly Regional Arts and Winanjjikari Music Centre in Tennant Creek since 2009. This program involves annual service learning trips where university music students travel to Central Australia to work alongside Aboriginal and non-Indigenous musicians and artists on a range of community-led projects. By looking at the ways in which shared music making brings participants in this program “face to face”, we explore how this proximity leads to powerful learning experiences that foster mutual appreciation, relationship building, and intercultural reconciliation.
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Noonan, Donna, and Ian Thomas. "Greening Universities in Australia: Progress and Possibilities." Australian Journal of Environmental Education 20, no. 2 (2004): 67–79. http://dx.doi.org/10.1017/s0814062600002214.
Повний текст джерелаАнотація:
AbstractThe greening of universities has been on the international agenda for at least a decade. While there has been considerable activity at some universities overseas, progress in Australian universities has been less easily identifiable. Also, the term ‘greening’ has often been taken to apply to the operations of a university, whereas the universities' curricular should also be examined. After providing a background to the greening of curricula and operations, this article presents an overview of the current status of Australian universities. The relatively poor progress is discussed in the context of the issues associated with bringing about change in universities, and some proposals are made for facilitating change.
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Shakeri, Shirin, Dorte Ruge, Judith Myers, Nicola Rolls, Lisa Papatraianou, and Judith Fethney. "Integration of Food and Nutrition Education Across the Secondary School Curriculum: Two Experiential Models as Two Case Studies." Journal of Education and Training Studies 9, no. 6 (June 25, 2021): 57. http://dx.doi.org/10.11114/jets.v9i6.5273.
Повний текст джерелаАнотація:
The aim of this paper is to present the implementation and evaluation of two recognised programs, one from Australia and one from Denmark, that endeavour to integrate and enhance food and nutrition education across the secondary school curriculum and whole school programs. This paper details descriptions of design, delivery mode, core components and evaluation of each program based on existing detailed reports and original research investigations. Resultantly, one program in Australia (Stephanie Alexander Kitchen Garden Program) and one program in Denmark (LOMA or LOkal MAd = local food) are reported as two case studies. The target group for both programs is secondary school students in Years 7–12; both programs are conducted within secondary schools and within school hours. Both interventions focus on developing secondary students’ food production and food preparation knowledge and skills. Their evaluation methods have consisted of pre- and post-intervention surveys, single case study, and focus groups with both students and teachers. Both programs have reported possible integration across secondary school subjects and modifications in students’ knowledge and skills in food and nutrition. These programs have focused on developing an experiential and localised learning model for food and nutrition education, which may also address food insecurity concerns among adolescents which has been shown to correlate with poor nutrient intake and consequential health complications. Their overall model can be adapted taking into account the social, economic, and environmental context of a secondary school.
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Hawgood, Jacinta, Karolina Krysinska, Maddeline Mooney, Ingrid Ozols, Karl Andriessen, Carmen Betterridge, Diego De Leo, and Kairi Kõlves. "Suicidology Post Graduate Curriculum: Priority Topics and Delivery Mechanisms for Suicide Prevention Education." International Journal of Environmental Research and Public Health 18, no. 18 (September 21, 2021): 9926. http://dx.doi.org/10.3390/ijerph18189926.
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Background: There has been limited attention to the development and delivery of tertiary suicide prevention curricula. The aim of this work was to describe the status of postgraduate suicide prevention education, with specific attention on examining the needs of the suicide prevention sector in Australia. Method: An online survey was completed by 76 stakeholders in Australia. Current curriculum learning outcomes from Griffith University’s postgraduate suicidology programs guided the development of the survey. Results: Four key learning domains were rated highest in importance by stakeholders. According to most stakeholders, skills-based qualifications were the most relevant type of qualification, and online modulized education was the most preferred delivery mode. Half of stakeholders supported suicide prevention professional development through a combination of financial support and study leave. Conclusions: The survey provided invaluable feedback regarding the priorities of Australia’s suicide prevention sector for content domains and delivery mechanisms for tertiary suicidology education. The findings showed the preferred type of organizational (employer) support that may be provided for employees to undertake such education. These findings will inform the future developments of Griffith University’s suicidology programs and may motivate other universities to consider offering same or a similar type of education to support the suicide prevention sector toward saving lives.
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Snijder, Mieke, Lexine Stapinski, Briana Lees, James Ward, Patricia Conrod, Christopher Mushquash, Lorenda Belone, et al. "Preventing Substance Use Among Indigenous Adolescents in the USA, Canada, Australia and New Zealand: a Systematic Review of the Literature." Prevention Science 21, no. 1 (October 22, 2019): 65–85. http://dx.doi.org/10.1007/s11121-019-01038-w.
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Abstract This systematic review assessed the current evidence base of substance use prevention programs for Indigenous adolescents in the USA, Canada, Australia and New Zealand. The authors investigated (a) the outcomes, type, setting and context of prevention programs; (b) the common components of beneficial prevention programs; and (c) the methodological quality of evaluations of included prevention programs. The authors searched eight peer-reviewed and 20 grey literature databases for studies published between 1 January 1990 and 31 August 2017. Data extracted included type of program (culturally adapted, culture-based or unadapted), the setting (school, community, family or multi-setting), delivery (computerised or traditional), context (Indigenous-specific or multi-cultural environment) and common components of the programs. Program evaluation methodologies were critically appraised against standardised criteria. This review identified 26 eligible studies. Substance use prevention programs for Indigenous youth led to reductions in substance use frequency and intention to use; improvements in substance-related knowledge, attitudes and resistance strategies; and delay in substance use initiation. Key elements of beneficial programs included substance use education, skills development, cultural knowledge enhancement and community involvement in program development. Five programs were rated as methodologically strong, seven were moderate and fourteen were weak. Prevention programs have the potential to reduce substance use among Indigenous adolescents, especially when they are developed in partnership with Indigenous people. However, more rigorously conducted evaluation trials are required to strengthen the evidence base.
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Riiser, Kirsti, Anders L. H. Haugen, Siv Lund, and Knut Løndal. "Physical Activity in Young Schoolchildren in After School Programs." Journal of School Health 89, no. 9 (July 2, 2019): 752–58. http://dx.doi.org/10.1111/josh.12815.
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Sidiropoulos, Liz, Irene Wex, and Jonathan Sibley. "Supporting the Sustainability Journey of Tertiary International Students in Australia." Australian Journal of Environmental Education 29, no. 1 (July 2013): 52–79. http://dx.doi.org/10.1017/aee.2013.15.
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AbstractThis article reports the findings of a pilot Education for Sustainability (EfS) program implemented in 2011 for international students in a multi-campus distributed learning environment at an Australian university. It outlines the context of the pilot EfS program and reports survey findings of the environmental attitudes and sustainability worldviews of international students. The pilot EfS program entailed in-class presentations to students in a variety of Business and IT programs at diploma, undergraduate and postgraduate levels. Students were introduced to sustainability concepts and the role of graduate skills in their future professional practice. Students were also encouraged to adopt personal sustainability behaviours and assisted to connect their individual courses/programs to sustainability outcomes. Surveys consisting of open-ended questions and the Revised NEP (New Environmental Paradigm) questionnaire were conducted in a range of settings in order to develop an understanding of the sustainability attitudes and knowledge of international students. These were conducted in participating and non-participating EfS classes and also in classes with and without sustainability topics in the curriculum. The findings report the impact of these sustainability interventions on students’ environmental views and attitudes. Finally, these findings are contextualised in suggested routes for scaffolding the learning journey of international students towards sustainability.
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Doyle, June, and Eli Ristevski. "Less germs, less mucus, less snot: teachers' and health workers' perceptions of the benefits and barriers of ear health programs in lower primary school classes." Australian Journal of Primary Health 16, no. 4 (2010): 352. http://dx.doi.org/10.1071/py10024.
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This study explored health and education professionals’ perceptions of the health benefits and barriers of different ear health programs used in lower primary school classes in two district education areas in the Goldfields South East Health Region, Western Australia. Health and education staff providing services to children in kindergarten to year three primary school classes were sent a questionnaire about ear health programs provided in their school. Sixty-one questionnaires were returned from 43 teachers, 14 community health nurses, three Aboriginal health workers and one teacher’s assistant. Some schools implemented all the ear health programs examined at all year levels while others implemented only one of the programs. Teachers, community health nurses and Aboriginal health workers identified that all ear health programs were beneficial to students. Reported physical health benefits included reduced ear infections, early detection of ear infections and improved hearing. Behavioural benefits included improved concentration, alertness and attention in the classroom. Barriers to implementing the programs were obtaining consent from parents/carers, student transience and attendance, time to implement and conduct the programs and human and physical resources. Evaluation methods used varied from no evaluation for the Breathe Blow Cough and tissue spearing programs to limited data collection for audiometry, otoscopy and ear toilet programs. Respondents perceived that ear health programs were effective in improving health and behavioural outcomes for children. A formal pre-post evaluation to provide objective data to confirm this is needed to inform policy around this important health issue.
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Dadi, Dadi. "Women Empowerment in Indonesia: Community Learning Activity Center Programs." AL-ISHLAH: Jurnal Pendidikan 13, no. 3 (November 21, 2021): 1823–34. http://dx.doi.org/10.35445/alishlah.v13i3.1152.
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One of the factors that support the progress of a nation is the participation of women in community development. Educated women are crucial aspects in improving the quality of human resources. The government together with the community, have responsibilities and play an essential role in facilitating educational activities for women. Community Learning Activity Center (PKBM), as an institution established and managed by the society to increase knowledge, skills, expertise and talents, is responsible for preparing community members to be more independent in meeting their needs, especially in the program for marginalized women empowerment. Among the programs, Women's Life Skills Education Program (PKHP) presents as an alternative solution to provide facilities for women to grow. Many researchers documented the activities in this program and published them in Community Service journals or scientific journals. Therefore, the current study would shed light on the efforts they made by implementing a literature study. By analysing using narrative synthesis studies, the findings reported on diverse activities that were created to develop women’s life skills by utilizing the local natural resource potential as well as the methods of delivery and prospected outcomes. This study also provides some practical implications and future recommendations.
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Kehrwald, Benjamin A., and Barbara Parker. "Editorial - Implementing online learning: Stories from the field." Journal of University Teaching and Learning Practice 16, no. 1 (January 1, 2019): 2–7. http://dx.doi.org/10.53761/1.16.1.1.
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After more than two decades of online learning in Australian higher education, the provision of online programs has moved closer to the mainstream in many Australian universities. According to the IBISWorld (2018), online education in Australia is booming with expected growth in revenue from online learning of 3.6% in 2018, making it a $5 billion industry. In 2018, more than 20 Australian Universities offered some form of online classes and least six Australian universities have launched large-scale online learning initiatives in recent years. To support these initiatives, there is increasing emphasis on good practice in online teaching and learning. Once seen as fringe activity or niche innovation, online learning has been increasingly central to universities’ responses to changed revenue streams and efforts to open and cater to new markets.
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Bai, Pulan, Ashleigh Thornton, Leanne Lester, Jasper Schipperijn, Gina Trapp, Bryan Boruff, Michelle Ng, Elizabeth Wenden, and Hayley Christian. "Nature Play and Fundamental Movement Skills Training Programs Improve Childcare Educator Supportive Physical Activity Behavior." International Journal of Environmental Research and Public Health 17, no. 1 (December 27, 2019): 223. http://dx.doi.org/10.3390/ijerph17010223.
Повний текст джерелаАнотація:
Background: Physical activity professional development programs for Early Childhood Education and Care (ECEC) educators are a viable strategy for improving preschool children’s physical activity behavior. This pilot intervention evaluated the effectiveness of ‘nature play’ and ‘fundamental movement skills’ (FMS) professional development programs on ECEC educators’ practices on physical activity. Methods: 148 ECEC educators from 20 ECEC centers took part in either the Nature play or FMS professional development programs in Perth, Western Australia. Educators self-reported their physical activity related practices at baseline and three months post-professional development training, using established items. Wilcoxon’s test and adjusted models using Mann–Whitney U tests were run at the individual educator level to examine the change between baseline and post-professional development educator physical activity behavior. Results: Educators’ self-efficacy to engage children to be active significantly increased in both the Nature play and FMS professional development programs (p < 0.05). In the Nature play professional development program, ECEC educators’ perceived time set aside for children to participate in nature-based play increased by 9.2%, and their perceived behavioral control for supporting general and nature-based play activities for preschool children increased by 5% and 10.3%, respectively (p < 0.05). However, these results were no longer significant after adjusting for educator socio-demographics. Conclusion: Both the Nature play and FMS professional development programs were effective in improving educators’ self-efficacy to engage children to be active in Nature play or FMS activities. Larger pragmatic trials are required to confirm the impact of these professional development programs on educator perceived physical activity behavior.
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Prabawa-Sear, Kelsie, and Vanessa Dow. "Education for Sustainability in Western Australian Secondary Schools: Are We Doing It?" Australian Journal of Environmental Education 34, no. 3 (November 2018): 244–61. http://dx.doi.org/10.1017/aee.2018.47.
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AbstractThis research was commissioned by the (then) Department of Environment and Conservation (DEC) to provide recommendations on how to best support Western Australian (WA) secondary schools to engage in education for sustainability (EfS). The research aims were to identify barriers and benefits to being involved in EfS, the support systems required for schools to participate in EfS at secondary school level, and the difficulties that secondary schools experience when implementing EfS programs. A variety of research methods were utilised: semi-structured interviews with non-teaching stakeholders; online questionnaires for teachers, school administrators and students; focus groups and semi-structured interviews with teachers and school administrators; and an expert panel workshop to discuss data and recommendations prior to completion of a final report. Data were collected from 29 schools, 45 teachers and school administrators, 186 students, and various EfS external providers and stakeholders across metropolitan and regional WA. This article focuses on three issues identified in the data that we consider important and under-represented in discourses of EfS in Australia: lack of understanding about what EfS means among educators; lack of meaningful student involvement in EfS in secondary schools; and differing quality in EfS programs offered by external providers. We conclude this article by offering ways to improve EfS in WA secondary schools.
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Parker, Rhian, Helen Keleher, and Laura Forrest. "The work, education and career pathways of nurses in Australian general practice." Australian Journal of Primary Health 17, no. 3 (2011): 227. http://dx.doi.org/10.1071/py10074.
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There is little understanding about the educational levels and career pathways of the primary care nursing workforce in Australia. This article reports on survey research conducted to examine the qualifications and educational preparation of primary care nurses in general practice, their current enrolments in education programs, and their perspectives about post-registration education. Fifty-eight practice nurses from across Australia completed the survey. Over 94% reported that they had access to educational opportunities but identified a range of barriers to undertaking further education. Although 41% of nurses said they were practising at a speciality advanced level, this correlated with the number of years they had worked in general practice rather than to any other factor, including level of education. Respondents felt a strong sense of being regarded as less important than nurses working in the acute care sector. Almost 85% of respondents reported that they did not have a career pathway in their organisation. They also felt that while the public had confidence in them, there was some way to go regarding role recognition.
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Cavanagh, Bradley D., and Amy Meinen. "Utilizing Wisconsin Afterschool Programs to Increase Physical Activity in Youth." Journal of School Health 85, no. 10 (September 2, 2015): 697–703. http://dx.doi.org/10.1111/josh.12299.
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Sholahuddin, A., R. Fitriyana, M. F. Sya'ban, and I. K. Sadiqin. "Students’ Caring Attitudes to Wetland Environment: A Case of Environmental Education In Banjar District Indonesia." Jurnal Pendidikan IPA Indonesia 10, no. 1 (March 31, 2021): 149–58. http://dx.doi.org/10.15294/jpii.v10i1.27838.
Повний текст джерелаАнотація:
Schools in Indonesia have been conducted environmental education programs through both curriculum activities and schools’ environmental programs. However, there was no sufficient data about the effectiveness of the programs. This study aims to identify the junior high school students’ caring attitudes to the wetland environment (CATWE) as the education outcome. The Six Junior High Schools were chosen as probability sampling areas classified as urban, central, and rural areas schools of Banjar District with total samples of 354 students aged 12-14 years. The CATWE data were collected using a valid and reliable questionnaire. This study found that most of the students care for the wetland environment. There were no differences in the CATWE of the three school areas. These findings indicate that the school area and the level of the “Adiwiyata†program were not the primary determining variable of environmental caring attitude education effectiveness. The highest score of the CATWE indicator was responsible; meanwhile, the lowest was hard work. Even though all the indicators have reached a care category. It is necessary to thoroughly investigate the effectiveness of the school environmental program “Adiwiyata,†outside classroom activity, and family role in environmental education.
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Gough, Annette. "All STEM-Ed up: Gaps and Silences around Ecological Education in Australia." Sustainability 13, no. 7 (March 30, 2021): 3801. http://dx.doi.org/10.3390/su13073801.
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Similar to much of the world, the Australian Government has a vision for society to be engaged in and enriched by science which has, as its prime focus, building skills and capabilities in Science, Technology, Engineering and Mathematics (STEM). Simultaneously, the Government’s policies and projects, including in education, ignore intergovernmental environmental initiatives, such as the Intergovernmental Panel on Climate Change (IPCC) and the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES). This article critically analyses the Australian Government’s STEM and climate change education policies and programs, including Citizen Science activities, through an ecological education lens and finds many, and growing, gaps and silences in these areas. It compares the Australian situation with STEM and ecological education-related developments in several other countries. In the context of significant global changes such as the COVID-19 pandemic, this article argues that it is time for the Australian education agenda to take the Government’s international responsibilities seriously, include meaningful engagement with climate change and biodiversity related topics through ecological education in the school curriculum, and discusses what a reimagined school science curriculum could look like.
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Hauser, Vivian, Catherine Howlett, and Chris Matthews. "The Place of Indigenous Knowledge in Tertiary Science Education: A Case Study of Canadian Practices in Indigenising the Curriculum." Australian Journal of Indigenous Education 38, S1 (2009): 46–58. http://dx.doi.org/10.1375/s132601110000082x.
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AbstractIn Australia, Indigenising the curriculum is increasingly acknowledged as a possible avenue for addressing Indigenous under-representation in tertiary science education in a culturally appropriate and relevant manner. While no Australian university has implemented such a program, there is much to be learnt about the inherent complexities of Indigenising curriculum before it is pursued. In Canada, however, innovative university programs have been implemented that imbed Indigenous knowledge into the curriculum. This paper details key findings from research that sought to learn from Canadian practices in Indigenising tertiary science curriculum, by exploring the practices and experiences of two Canadian programs: Trent University's Indigenous Environmental Studies program, and Cape Breton University's Integrative Science program.
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Lounsbery, Monica A. F., Thomas L. McKenzie, James R. Morrow, Kathryn A. Holt, and Ronald G. Budnar. "School Physical Activity Policy Assessment." Journal of Physical Activity and Health 10, no. 4 (May 2013): 496–503. http://dx.doi.org/10.1123/jpah.10.4.496.
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Background:Physical activity (PA) levels in schools vary widely, and there is interest in studying how student PA accrual relates to school policy and environmental conditions. School PA policy research, however, is in its infancy and generalizable measurement tools do not exist. We developed and assessed reliability of items on the School Physical Activity Policy Assessment (S-PAPA), an instrument designed to assess school PA policy related to physical education (PE), recess, and other opportunities.Methods:To develop items, we perused associated literature, examined existing instruments, and consulted school policy makers. For test-retest reliability assessment, 31 elementary school PE teachers completed the survey twice, 14 days apart.Results:S-PAPA uses open-ended, dichotomous, multichotomous, and checklist formatting and has 3 modules: 1) Physical Education (47 items), 2) Recess (27 items), and 3) Other Before, During, and After School Programs (15 items). Responses to more than 95% of items were highly related between Times 1 and 2. Generally, physical education and recess items had fair to substantial levels of agreement, and items about other school PA programs had fair to perfect agreement.Conclusions:Test-retest results suggest S-PAPA items are reliable and useful in assessing PA policies in elementary schools.
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Lee, Soo Jae. "Meta-Analysis on the Effects of Safety education Program school age children." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 21 (November 15, 2022): 197–208. http://dx.doi.org/10.22251/jlcci.2022.22.21.197.
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Objectives This study analyzed the overall effect of safety education through meta-analysis targeting studies related to effective school-age safety education program. Methods When the safety education program was conducted as an experimental study for elementary school students with an experimental group and a comparative group, 13 papers published in Korea by 2020 were chosen for this reason. All 33 full studies' effect sizes were calculated, and a meta-analysis was carried out using statistical transformation. Results The school-age child safety education program was found to have a significant effect, and in particular, safety knowledge showed the highest effect size. Among the child safety education programs, the effectiveness of safety education was found in the following order: activity and participation-oriented programs; assimilation and reading utilization programs; lecture-oriented programs using audiovisual materials; and web-based programs. Conclusions By focusing on activities and participation-oriented programs for school-age safety education, the effectiveness of school-age safety education can be maximized through effective media selection in developing programs to improve safety behaviors and attitudes as well as children's safety knowledge.
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Burgeson, Charlene R., Howell Wechsler, Nancy D. Brener, Judith C. Young, and Christine G. Spain. "Physical Education and Activity: Results from the School Health Policies and Programs Study 2000." Journal of School Health 71, no. 7 (September 2001): 279–93. http://dx.doi.org/10.1111/j.1746-1561.2001.tb03505.x.
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Baskwill, PhD, MSc, BEd, RMT, Amanda, Bryn Sumpton, BScN, Stacey Shipwright, BA(Hons), RMT, Lynda Atack, PhD, and Janet Maher, PhD. "A Canadian Massage Therapy Education Environmental Scan." International Journal of Therapeutic Massage & Bodywork: Research, Education, & Practice 13, no. 4 (September 3, 2020): 12–24. http://dx.doi.org/10.3822/ijtmb.v13i4.453.
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Background: Massage therapists have been a part of Canadian’s health care since 1919. The profession has gone through great change over the past 100 years including adjustments to entry-to-practice education. An important recent change was the implementation of massage therapy (MT) education program accreditation. In light of the likely disruption as a result of programs becoming accredited, a
scan of the current state of MT education in Canada was undertaken.
Methods: An environmental scan informed by seminal medical education efforts was used to describe the thoughts and opinions of MT education stakeholders in Canada. Specifically, stakeholders were interviewed regarding the current state of MT education and their comments were analyzed for common themes.
Results: Twenty-one stakeholders participated. Four themes were constructed: variation, isolation, stagnation, and accreditation. Variation is described as the impact of differences in content and quality of the education provided in MT colleges. Isolation is described as the feeling of the participant being separated, or disconnected, from the regulator, accreditor, or colleagues due, at least in part, to a lack of communication or networking opportunities. Stagnation is described as a lack of activity, growth, or development within MT education. Participants talked about accreditation, both as a solution for some of the challenges previously mentioned, and as a potential challenge in itself.
Conclusions: Several challenges to MT education were described by stakeholders that they hoped would be remedied by national MT program accreditation. Despite some limitations, this environmental scan forms a baseline for stakeholder views on massage education in Canada upon which future comparisons can be made. While the environmental scan results are most useful when applied to the MT in Canada context, stakeholders in other countries may also find them interesting and valuable when considering challenges facing their own education programs.
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Галямина and Irina Galyamina. "Development of Professional Competences Based on Analysis of Professional Standards in Environmental Engineering." Safety in Technosphere 6, no. 1 (May 15, 2017): 80–85. http://dx.doi.org/10.12737/article_59019fb4ac3e53.05304078.
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The experience of professional competences designing based on analysis for professional standards in the area of environmental engineering and water use is presented in this paper. It has been shown how the high school graduate’s activity tasks are defined based on analysis for labor functions and actions, selected from the professional standards in the area of environmental engineering, how to generalize these tasks when considering different professional standards related to the same direction (profile). The generalized activity tasks are the basis for selected profile’s professional competences formation, resulting in creation of approximate basic educational programs by developers of modernized Federal state standards for higher education (third generation) and basic professional educational programs in higher education institutions, in which graduates on the direction «Environmental Engineering and Water Use» are trained.
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Kravchenko, Oksana, Alla Voitovska, Alina Sarnatska, and Anna Lysenko. "DIRECTIONS OF ACTIVITY OF THE GENDER CENTER IN THE CONDITIONS OF THE INSTITUTION OF HIGHER EDUCATION." Social work and social education, no. 1 (8) (May 27, 2022): 160–70. http://dx.doi.org/10.31499/2618-0715.1(8).2022.262711.
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Educational programs and work programs on available educational content on gender issues are analyzed. The annual reports of the Gender Center are summarized. The content of the official websites of the Free Economic Zone has been studied. Surveys of participants in the educational process were conducted. A structural-functional approach was applied in order to highlight the activities of the Gender Center. Gender education has been implemented, which includes educational activities, dissemination and promotion of gender knowledge and gender culture, promotion of gender self-education through the implementation of non-formal education. Among the general competencies are: 1. The ability to exercise their rights and responsibilities as a member of society, to understand the values of civil (free democratic) society and the need for its sustainable development, the rule of law, human and civil rights and freedoms in Ukraine. Professional competencies include: 11. Ability to provide assistance and support to clients, taking into account their individual needs, age differences, gender, ethnicity and other characteristics. The practical experience of a higher education institution in the implementation of gender education in the training of future social workers is summarized. It was found that the most popular form of non-formal education are training programs, including "Tolerance towards the LGBT community", "Preparing young people for family life". The gender passport is the result of a gender analysis of the community and includes statistics disaggregated by article, as well as data obtained from the analysis of current municipal policies, the activities of local governments. Promising tasks of gender centers in higher education institutions are to substantiate recommendations for the introduction of educational components on gender issues based on the analysis of educational programs.
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Allegrante, John P., Margaret M. Barry, M. Elaine Auld, Marie-Claude Lamarre, and Alyson Taub. "Toward International Collaboration on Credentialing in Health Promotion and Health Education: The Galway Consensus Conference." Health Education & Behavior 36, no. 3 (May 15, 2009): 427–38. http://dx.doi.org/10.1177/1090198109333803.
Повний текст джерелаАнотація:
The interest in competencies, standards, and quality assurance in the professional preparation of public health professionals whose work involves health promotion and health education dates back several decades. In Australia, Europe, and North America, where the interest in credentialing has gained momentum, there have been rapidly evolving efforts to codify competencies and standards of practice as well as the processes by which quality and accountability can be ensured in academic professional preparation programs. The Galway Consensus Conference was conceived as a first step in an effort to explore the development of an international consensus regarding the core competencies of health education specialists and professionals in health promotion and the commonalities and differences in establishing uniform standards for the accreditation of academic professional preparation programs around the world. This article describes the purposes, objectives, and process of the Galway Consensus Conference and the background to the meeting that was convened.
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Ribeiro, Isabela C., Diana C. Parra, Christine M. Hoehner, Jesus Soares, Andrea Torres, Michael Pratt, Branka Legetic, et al. "School-based physical education programs: evidence-based physical activity interventions for youth in Latin America." Global Health Promotion 17, no. 2 (June 2010): 05–15. http://dx.doi.org/10.1177/1757975910365231.
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Murphy, Gregory C., and James A. Athanasou. "School to Work Transition: Behavioural Counselling Approaches to the Problem of Finding Jobs for Unemployed Adolescents." Behaviour Change 4, no. 3 (September 1987): 41–44. http://dx.doi.org/10.1017/s0813483900008391.
Повний текст джерелаАнотація:
Institutional responses to high rates of youth unemployment in Western industrialized nations have been marked by costly labour market programs, career education services and systems of skill formation. The success of these responses has not been easy to demonstrate, and such programs ignore the fact that in imperfect labour markets the essential activity that does seem to be strongly related to successful job acquisition for any individual is that of structured job finding. Job-finding clubs (which use behavioural techniques to develop high levels of skill in obtaining jobs) have been demonstrated, both in the United States and in Australia, to be capable of significantly increasing the rates of employment among participating club members. The effectiveness and utility of this behavioural approach is outlined.
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Brady, Teresa J., Judy Kruger, Charles G. Helmick, Leigh F. Callahan, and Michele L. Boutaugh. "Intervention Programs for Arthritis and Other Rheumatic Diseases." Health Education & Behavior 30, no. 1 (February 2003): 44–63. http://dx.doi.org/10.1177/1090198102239258.
Повний текст джерелаАнотація:
Disability reduction or prevention programs for people with arthritis and other rheumatic conditions reduce long-term pain and disability but reach only a fraction of their target audience. Few public health professionals are aware of these programs or their benefits. The objective of this study is to review and describe packaged (ready-to-use) arthritis self-management education and exercise/physical activity programs that have had at least preliminary evaluation. Nine intervention programs (five self-management education programs, and four exercise/physical activity programs met study criteria). Several of the packaged arthritis interventions reviewed help people with arthritis and other rheumatic conditions maximize their abilities and reduce pain, functional limitations, and other arthritis-related problems. Other packaged interventions show promise in reducing pain, disability, and depression and in increasing self-care behaviors, but they need to be evaluated more extensively.
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Blanton, William E., Gary B. Moorman, Bobbie A. Hayes, and Mark L. Warner. "Effects of Participation in the Fifth Dimension on Far Transfer." Journal of Educational Computing Research 16, no. 4 (June 1997): 371–96. http://dx.doi.org/10.2190/0yaw-fyan-2t2b-0lp3.
Повний текст джерелаАнотація:
The Fifth Dimension is a distributed literacy consortium comprised of after-school programs located in Boys and Girls Clubs, YM & YWCAs, recreation centers, and public schools across America, Mexico, Australia, Sweden, and Russia. The Fifth Dimension is also a mixed activity system designed to continue the projection of a second psychology [1] and to instantiate cultural-historical activity theory [2]. At the macro level the Fifth Dimension is a cultural system containing rules, artifacts, divisions of labor, and outcomes that appropriate local Fifth Dimension cultures. The four overarching goals of the Fifth Dimension are: 1) to create sustainable activity systems in different institutional settings that instantiate cultural-historical activity theory, 2) provide contexts for children to master knowledge and skills and acquire practices mediating cognitive and social development, 3) deepen our understanding of how the social and individual create each other, and 4) to provide a context in which undergraduates from disciplines such as developmental psychology, communications, and teacher education have opportunities to connect theory with practice and at the same time deliver community service to children in the local community.
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Glazkov, V. N. "INTERNATIONAL ACTIVITY OF THE UNIVERSITY UNDER INTERNATIONALIZATION." World of Transport and Transportation 14, no. 6 (December 28, 2016): 190–95. http://dx.doi.org/10.30932/1992-3252-2016-14-6-19.
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[For the English abstract and full text of the article please see the attached PDF-File (English version follows Russian version)].ABSTRACT Two significant dates are celebrated by MIIT, now Moscow State University of Railway Engineering - the 120th anniversary of its founding and the 70th anniversary since the beginning of the foreign students’ study at the university. The article shows the dynamics of the international activity development of one of the oldest higher educational institutions of the country, the experience of cooperation with foreign universities, companies, the organization of joint programs for training of students and Ph.D. students, and conduct of research work. A number of recent examples assess the effectiveness and prospects of ongoing processes, partnerships and growing student mobility. Keywords: transport, university, higher education, internationalization of training, cooperation, joint programs, international activity.
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Annear, Michael, Peter Lucas, Tim Wilkinson, and Yasuo Shimizu. "Prescribing physical activity as a preventive measure for middle-aged Australians with dementia risk factors." Australian Journal of Primary Health 25, no. 2 (2019): 108. http://dx.doi.org/10.1071/py18171.
Повний текст джерелаАнотація:
Dementia is increasing in Australia in line with population ageing and is expected to peak by mid-century. The development of common forms of dementia, including Alzheimer’s disease, is associated with lifestyle-related risk factors that are prevalent among middle-aged Australians, including obesity, hypertension, high cholesterol, diabetes and depression. These risk factors can be significantly ameliorated through regular participation in moderate aerobic physical activity (PA). Current national and international guidelines recommend at least 150 min of aerobic PA per week for achieving health protective effects. Lifestyle intervention is a critical area for action as there are currently no medical or pharmaceutical interventions that can halt the progression of common dementias. Physician–patient discussions concerning risk reduction via habitual aerobic PA offers a complementary intervention as part of broader dementia management. Evidence suggests that to achieve the highest rates of adherence to PA, physician advice in primary care should be supported by wider policies, institutions and community services that offer a meaningful referral pathway and patient follow up after initial assessment. International Green Prescription programs provide examples of physician-led interventions in primary care that could inform further action in Australia.