Статті в журналах: "Outdoor education Australia"

1

Neill, James. "Ways Ahead For Outdoor Education In Australia." Journal of Outdoor and Environmental Education 5, no. 2 (April 2001): 2–3. http://dx.doi.org/10.1007/bf03400727.

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2

Brookes, Andrew. "Research update: Outdoor education fatalities in Australia." Journal of Outdoor and Environmental Education 11, no. 1 (April 2006): 3–9. http://dx.doi.org/10.1007/bf03400842.

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Ma, Hongming. "Learning to Teach in Place: Transforming Pre-service Teacher Perceptions of Science Teaching Through Place Pedagogies." Australian Journal of Teacher Education 46, no. 7 (July 2021): 53–69. http://dx.doi.org/10.14221/ajte.2021v46n7.3.

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Although teaching science outdoors is well established in global circles, its pedagogical value in Australia is less understood. This paper addresses this gap through its investigation of outdoor science teaching in a science method course in a teacher education program at an Australian regional university. As part of their coursework, pre-service teachers designed and delivered science lessons to primary school-aged children in small teaching groups in a wetland setting and wrote reflective essays about the experience. Data collection methods included document analysis of the essays as well as follow-up semi-structured interviews with pre-service teachers. Findings suggest that the outdoor science teaching experience improved pre-service teachers’ general science teaching skills, and significantly contributed to their capacity to teach science outdoors. Considerations regarding how teacher education curriculum and pedagogy can be reconfigured to better equip graduating teachers with the relevant science skills,

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4

Martin, Peter. "Outdoor education and the national curriculum in Australia." Journal of Outdoor and Environmental Education 14, no. 2 (December 2010): 3–11. http://dx.doi.org/10.1007/bf03400900.

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5

Brookes, Andrew. "Research update 2010: Outdoor education fatalities in Australia." Journal of Outdoor and Environmental Education 15, no. 1 (June 2011): 35–55. http://dx.doi.org/10.1007/bf03400913.

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Little, Helen, Ellen Beate Hansen Sandseter, and Shirley Wyver. "Early Childhood Teachers' Beliefs about Children's Risky Play in Australia and Norway." Contemporary Issues in Early Childhood 13, no. 4 (January 1, 2012): 300–316. http://dx.doi.org/10.2304/ciec.2012.13.4.300.

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Positive risk-taking in the context of outdoor physical play is important for fostering children's optimal health and development. Despite this, there is mounting concern that many developmentally beneficial activities are now seen as dangerous and something to be avoided. However, perceptions of risk are very much subject to cultural interpretation, and the growing risk aversion evident in some developed Western societies, such as Australia, the United Kingdom and the United States of America, is less apparent in other developed countries, notably some of the European and Scandinavian countries. To explore some of these cultural differences, early childhood practitioners from Australia and Norway were interviewed regarding their provision of outdoor play experiences for children and their attitudes towards risk-taking in play. Practitioners from both countries recognised the importance of risky play for children's development and well-being. However, differences in the extent to which children's risky play was supported were evident. Factors associated with the quality of the outdoor environment, regulatory requirements, and a litigious environment were identified as constraining teaching practice for the Australian practitioners. The findings have implications for the development of policy that supports teachers' pedagogical decision-making in providing developmentally challenging play environments for children.

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7

Pickett, Bronte, and Scott Polley. "Investigating The History Of Outdoor Education In South Australia." Journal of Outdoor and Environmental Education 5, no. 2 (April 2001): 49–53. http://dx.doi.org/10.1007/bf03400734.

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8

Brookes, Andrew. "Outdoor education fatalities in Australia 1960–2002 Part 3: Environmental circumstances." Journal of Outdoor and Environmental Education 8, no. 1 (April 2004): 44–56. http://dx.doi.org/10.1007/bf03400795.

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9

Maniam, Vegneskumar, and Russel Brown. "Participation in outdoor recreational activities and cultural identity in Australia: An exploratory qualitative study." Physical Culture and Sport. Studies and Research 87, no. 1 (September 1, 2020): 34–45. http://dx.doi.org/10.2478/pcssr-2020-0017.

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AbstractThis paper focuses on personal statements written by 23 Year 11 students about what outdoor recreational activities they participated in and their sense of cultural identity in the culturally plural context of Australia.. A sociological approach of inductive analysis of their comments was employed to investigate the extent to which those of culturally diverse identities were actually participating in outdoor recreational activities. The respondents came from six Adelaide co-educational secondary schools which agreed to participate in the study. The responses given to the guideline questions provided evidence of participation in twelve different outdoor recreational activities, some involving individual pursuits and others group activities. Twelve students identified themselves as ‘mainstream Australian’, while eight claimed identities linked to other European and Asian cultural groups and three reported no sense of cultural identification. The evidence from this exploratory study was that those of culturally diverse identities were actually participating in outdoor recreational activities. However, they were more likely to be involved in individual rather than group activities. Furthermore they preferred land-based activities to those requiring water skills. The paper discusses the significance of the findings, implications for making future initiatives and policies in outdoor recreational activities more inclusive, as well as directions for further research.

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Campbell, Coral, and Christopher Speldewinde. "Bush kinder in Australia: A new learning ‘place’ and its effect on local policy." Policy Futures in Education 17, no. 4 (January 28, 2018): 541–59. http://dx.doi.org/10.1177/1478210317753028.

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Bush kindergartens are a new practice in the Australian early childhood learning context and one that is rapidly becoming part of the kindergarten experience. Children leaving the confines of the bounded space of a kindergarten has been practised through excursions to outdoor places like zoos but the notion of conducting regular, ongoing kindergarten sessions away from the traditional kindergarten setting is one which is gaining momentum in Australian early childhood education, with possible impacts on future policy. In late 2014, a pilot programme titled ‘Sandy Shores Kids Go Bush’ was established across bush kindergartens in a region on the coastal fringe of south-eastern Australia using five existing sites. Each of these sites has differing characteristics impacting upon the experience of children attending the bush kinder programme. This paper reviews the settings of three different interpretations of ‘bush kinder’ and considers how the learning experience associated with bush kinder varies according to ‘place’ and how bush kinder has impact on both local and broader education policy.

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11

Koszałka-Silska, Agnieszka. "Edukacja przygodowa z perspektywy krajów o bogatej tradycji outdoor & adventure education." Kwartalnik Pedagogiczny 64, no. 4 (254 (February 13, 2020): 170–82. http://dx.doi.org/10.5604/01.3001.0013.8467.

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The aim of this paper is to present the key terminology in the field of adventure education, its essence and development direction on the example of countries with rich tradition of education in this field. The author presents selected proposals of outdoor and adventure education definitions, as well as similarities and differences between erlebnispaedagogik and adventure education. The paper exposes the essence of adventure education and the direction of evolution on the example of Germany, Czech Republic, Great Britain, Australia, New Zealand.

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12

Harianto, Eko, La Ode Nursalam, Fahrudi Ahwan Ikhsan, Z. Zakaria, D. Damhuri, and Andri Estining Sejati. "THE COMPATIBILITY OF OUTDOOR STUDY APPLICATION OF ENVIRONMENTAL SUBJECT USING PSYCHOLOGICAL THEORIES OF INTELLIGENCE AND MEANINGFUL LEARNING IN SENIOR HIGH SCHOOL." Geosfera Indonesia 4, no. 2 (August 28, 2019): 201. http://dx.doi.org/10.19184/geosi.v4i2.9903.

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The problem in this research relates to the learning theory that rarely considered as a basis in learning in Indonesia. learning plans and syllabus structure in the national curriculum is not included learning theory point. learning theory only has been less studied in the subjects in geography education undergraduate. This makes learning theory material less explored. Learning theory is also often forgotten in educational research undergraduate and postgraduate programs. Many research did not allude to the relevance of learning theory in learning. After graduating, they less develop or linking learning theory with the teaching profession. That condition makes learning essence should be strengthened to become weak or even disappear.This research aims to describe the compatibility when applying outdoor study environment subjects with the psychological theories of intelligence and meaningful learning theory in senior high school. This research used a qualitative methodology with the type of descriptive exploitative research. Data sources are students and geography teachers. The process of collecting data uses the method of observation and interviews. Data were analyzed with the 6 Cresswell's qualitative analyzing steps. The results show that the application of outdoor study is suitable both the psychological theories of intelligence and meaningful learning. The compatibility is reflected in the learning activities, there are: before, during, and after working in the outdoor. The teacher's ability to implement the basis of psychological theories of intelligence and meaningful learning makes learning more easily understood and meaningful for students. Keywords: meaningful learning, outdoor study, psychological theories. References Agra et al. (2019). Analysis of The Cocept of Meaningful Learning in Light of The Ausubel’s Theory. Rev Bras Enferm 72(1), 248-255. Anderson, L.W., & Krathwohl, D.R. (2015). Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Asesmen Revisi Taksonomi Pendidikan Bloom (Translate. Priantoro, A.). Yogyakarta: Pustaka Pelajar. Arikunto, S. (2016). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta. Arsyad, A. (2014). Media Pembelajaran. Jakarta: PT Raja Grafindo Persada. Badakar, C.M et al. (2017). Evaluation of The Relevance of Piaget’s Cognitive Principles among Parented and Orphan Children in Belagavi City, Karnataka, India: A Comparative Study. Int J Clin Prediatr Dent. 10(4), 356-350. Becker et al. (2017). Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Student’s Learning, Social and Health Dimensions. International Journal of Environmental Research and Public Health 14(5), 485 1-20. Boyes, M & Potter, T. (2015). The Application of Recognition-Primed Decision Theory to Decisions Made in An Outdoor Education Contect. Australian of Outdoor Education 18(1), 2-15. Cooper, A. (2015). Nature and The Outdoor Learning Environtment: The Forgotten Resource in Early Childhood Education. International Journal of Early Chilhood Environmental Education 3(1), 85-97. Cresswell, J.W. (2016). Research Design Pendekatan Kualitatif, Kuantitatif, dan Mixed. Yogyakarta: Pustaka Pelajar. Dillon, J. et al. (2017). Toward a Convergence between Science and Environmental Education. Abigdon: Taylor & Francis. Ensar, f. (2014). How Children Construct Literacy: Piagetian Perspective. International Journal of Secondary Education 2(2), 34-39. Erika, S. & Satu, U. (2018). Transformational Elements for Learning Outdoors in Finland: A Review of Research Literature. International Journal of Research Studies in Education 7(3), 73-84. Gilchrist, M., Passy, R., Waite, S. & Cook, R. (2016). Exploring School’s Use of Natural Spaces. Risk,Protection, Provision and Policy 12, 1-24. Ginsburg, H.P & Opper, S. (2016). Piaget’s Theory of Intellectual Development. Kennedy: International Psychoterapy Institute E-Books. Gough, N. (2016). Australian Outdoor (and) Environmental Education Research: Senses of ‘Place’ in Two Constituencies. Journal of Outdoor and Environmental Education 19(2), 1-11. Gunarsa, S.D. & Nigsih, Y. (2014). Psikologi Perkembangan Anak dan Remaja. Jakarta: PT TBK Gunung Mulia. Harsolumakso, A.H et al. (2019). Geology of The Eastern Part of The Volcanic-Kendeng Zone of East Java: Stratigraphy, Structures, and Sedimentation Review from Besuki and Situbondo Areas. Journal of Geology and Mineral Resources 20(3), 143-152. Hebe, H.N. (2017). Towards a Theory-driveb Integration of Environmental Education: The Application of Piaget and Vygotsky in Grade R. International Journal of Environmental & Science Education 12(6), 1525-1545. Levy, D., Peralta, T.M., Pozzi, L., & Tovar, P. (2018). Teachers Multidimensional Role Towards Meaningful Learning: The Potential Value of Interdisciplinary Environments. International Journal for Innovation Education and Research 6(2), 179-187. Miles, B & Mattchow, B. (2015). The Mirror of The Sea: Narrative Identity, Sea Kayak Adventuring and Implications for Outdoor Adventure Education. Australian of Outdoor Education 18(1), 16-26. Moleong, L. (2014). Metodologi Penelitian Kualitatif Edisi Revisi. Bandung: PT. Remaja Rosdakarya. Muhsin, A., Febriany, L.M., Hidayati, H.N., & Purwanti, Y.D. (2015). Material Bambu sebagai Konstruksi pada Great Hall Eco Campus Outward Bound Indonesia. Jurnal Reka Karsa 3 (3), 1-11. Prasetya, S.P. (2014). Media Pembelajaran Geografi. Yogyakarta: Penerbit Ombak. Rowe, N., Dadswell, R., Mudie, C., & Rauworth, M. (2014). Tall Ships Today: Their Remarkable Story. London: Adlard Coles Nautical. Sejati et al. (2017). The effect of Outdoor Study on the Geography Scientific Research Writing Ability to Construct Student Character in Senior High School. Social Sience, Education, and Humanities Research 100, 104-108. Spillman, D. (2017). Coming Home to Place: Aboriginal Lore and Place-Responsive Pedagogy for Transformative Learning in Australian Outdoor Education. Journal of Outdoor and Environmental Education 20(1), 14-24. Sudjana, N. & Rivai, A. (2015). Media Pengajaran Cetakan Ke-12 . Bandung: Sinar Baru Algensindo. Sumarmi. (2015). Model-model Pembelajaran Geografi. Malang: Aditya Media Publishing. Thomas, G.J. (2019). Effective Teaching and Learning Strategies in Outdoor Education: Findings from Two Residential Programmes Based in Australia. Journal of Adventure Education and Outdoor Learning 19(3), 242-255. Voogt, J. & Knezek, G. (2015). Guest Editorial: Technology Enhanced Quality Education for All-Outcomes from EDUsummIT 2015. Educational Technology & Society 19(3), 1-4. Zhou, M. & Brown, D. (2015). Educational Learning Theories: 2nd Edition.Georgina: Galileo Open Learning Materials. Copyright (c) 2019 Geosfera Indonesia Journal and Department of Geography Education, University of Jember This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

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13

Bennetts, Robbo. "A big picture: Connectedness between outdoor education, landscape and political reality in Australia." Journal of Outdoor and Environmental Education 7, no. 2 (April 2003): 4. http://dx.doi.org/10.1007/bf03400773.

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14

Morrissey, Anne-Marie, and Deborah Moore. "In whose best interests? Regulating childcare environments in Australia." Australasian Journal of Early Childhood 46, no. 4 (October 9, 2021): 370–82. http://dx.doi.org/10.1177/18369391211050184.

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This conceptual model paper uses systems theory to explain how key elements in the Australian policy and regulatory context lead to three issues of concern in childcare centre physical environments: siting of centres on busy roads; lack of outdoor space; and, emergency evacuation in high-rise buildings. Drawing on evidence from prior studies and policy documents through desktop research, as well as childcare centre visits and communications with stakeholders and experts, we confirmed these issues as threats to children’s health, safety, development and well-being. Adapting Goekler’s ‘iceberg model’ of systems theory, we identified a dominance of commercial childcare property interests and complex and conflicting policy and regulatory structures, as explanatory elements leading to outcomes that conflict with children’s best interests.

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15

Rodrigues, Cae, and Phillip G. Payne. "Environmentalization of the physical education curriculum in Brazilian universities: culturally comparative lessons from critical outdoor education in Australia." Journal of Adventure Education and Outdoor Learning 17, no. 1 (June 17, 2015): 18–37. http://dx.doi.org/10.1080/14729679.2015.1035294.

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16

Grainger, Peter. "Enhancing assessment literacies through development of quality rubrics using a Triad based peer review process." Journal of University Teaching and Learning Practice 18, no. 4 (October 1, 2021): 21–34. http://dx.doi.org/10.53761/1.18.4.4.

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Peer review is viewed as a valid quality assurance mechanism in higher education. Peer review of teaching is common practice at universities in Australia. However, peer review of assessment is a relatively new innovation in tertiary education. Peer review of assessment in a Triad structure utilised data, via interviews with academics and students, to develop a peer review of assessment framework. This project was modelled on a Triad based peer review of teaching process at a major university in Brisbane Australia. A 10 question framework was used initially to facilitate conversations between assessors in a range of undergraduate courses (teacher education, business, visual arts, occupational therapy, outdoor education). The benefits for all stakeholders were widespread and significant, impacting students and assessors and provided a response to sector wide, national and international criticisms of tertiary assessment by students, who are driven by successful assessment experiences and shaped by the clarity of assessment rubrics.

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Polley, Scott, and Bronte Pickett. "The Nature and Scope of Outdoor Education in South Australia: A Summary of Key Findings." Journal of Outdoor and Environmental Education 7, no. 2 (April 2003): 11–18. http://dx.doi.org/10.1007/bf03400775.

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18

Nakagawa, Yoshifumi, and Phillip G. Payne. "Experiencing Beach in Australia: Study Abroad Students' Perspectives." Australian Journal of Environmental Education 27, no. 1 (2011): 94–108. http://dx.doi.org/10.1017/s0814062600000100.

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AbstractThe current “Australian-ness” of outdoor environmental education is an evolving “set” of socio-cultural constructions. These constructions can be interpreted within the circumstances of an empirical study of tertiary study abroad students' participation in an undergraduate semester long unit “Experiencing the Australian Landscape” (EAL) as an ambivalent mixture of belonging and beach, or solidity and fuidity. This ambivalence imparts various meanings within and about the Australian context of beach as a “place”. The study is based on an interpretive mixed method ethnographic and phenomenological small-scale case study. It fnds that the beach experience is infuenced by various social discourses, such as neocolonialism, individualism and mobility. Participants experienced the beach in a fuid sense of non-belonging, despite the EAL intention of fostering a place-responsive pedagogy. In order to understand their experience and its alleged link to an enhanced environmental awareness, an embodied dialectic descriptive interpretation of place experience is suggested.

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Thomas, Glyn J. "Effective teaching and learning strategies in outdoor education: findings from two residential programmes based in Australia." Journal of Adventure Education and Outdoor Learning 19, no. 3 (September 12, 2018): 242–55. http://dx.doi.org/10.1080/14729679.2018.1519450.

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Brookes, Andrew. "Outdoor education fatalities in Australia 1960–2002. Part 2. Contributing circumstances: Supervision, first aid, and rescue." Journal of Outdoor and Environmental Education 7, no. 2 (April 2003): 34–42. http://dx.doi.org/10.1007/bf03400778.

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Brookes, Andrew. "Outdoor education fatalities in Australia 1960–2002. Part 1: Summary of incidents and introduction to fatality analysis." Journal of Outdoor and Environmental Education 7, no. 1 (October 2002): 20–35. http://dx.doi.org/10.1007/bf03400766.

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22

Dallat, Clare. "Communicating risk with parents: Exploring the methods and beliefs of outdoor education co-ordinators in Victoria, Australia." Journal of Outdoor and Environmental Education 13, no. 1 (June 2009): 3–15. http://dx.doi.org/10.1007/bf03400875.

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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.

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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.

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van Rooy, Wilhelmina. "Early Preservice Teachers’ Experiences of the Environment: A Case Study of Participation in a Community Outdoor Event." Australian Journal of Environmental Education 33, no. 2 (July 2017): 81–96. http://dx.doi.org/10.1017/aee.2017.21.

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AbstractClean Up Australia Day is the country's largest community-based environmental annual event when participants work in teams to remove rubbish from their local environment. This article describes an interpretive study in which a sample of preservice primary teachers’ (n = 30) responses to questions about their involvement in the event were evaluated to determine their developing knowledge and understanding about environmental and sustainability issues. The study evaluated a university assessment task for its ability to identify and challenge preservice primary teachers’ views as consumers of manufactured products, environmental citizens, and future teachers. The data were drawn from students’ written work that formed part of the assessment task. Results indicate that students found participation in this community event to be a significant, valuable part of their learning about the environment that contributed to their understanding about sustainability and highlighted the power of positive community participation as a force for good.

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Gair, Susan, Jennifer Lehmann, and Rachael Sanders. "Editorial." Children Australia 41, no. 4 (November 29, 2016): 245–46. http://dx.doi.org/10.1017/cha.2016.42.

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Welcome to the final edition of Children Australia for 2016. For this edition, I am pleased to be guest co-editor along with regular editors Jennifer Lehmann and Rachael Sanders. Living in rural and remote Australia can bring a high level of satisfaction and many rewards, including a strong caring community, rich, longstanding social relationships, outdoor lifestyle, happy childhood memories and psychological, cultural, spiritual and economic connections to country. Rural living and working can also bring unique challenges including harsh climatic conditions and crises, a tyranny of distance, isolation, family hardships, limited services and infrastructure, reduced education and employment opportunities; and increased risk of mental health issues, family violence and child safety concerns. The demands of providing remote area health, welfare and other professional services include high visibility and trying to ‘fit in’, managing confidentiality, and dual and inter-relationships. These and other geographical and environmental challenges lead to low workforce retention rates that, in turn, leave significant gaps in service provision for children, families and communities, including Aboriginal communities (Jervis-Tracey et al., 2016; Lehmann, 2015; Robinson, Mares, & Arney, 2016).

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Woods, Annette, and Michelle Jeffries. "“Monsters Are Coming!”: Learning Literacy and Playing Games." Teachers College Record: The Voice of Scholarship in Education 123, no. 3 (March 2021): 1–22. http://dx.doi.org/10.1177/016146812112300302.

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Background/Context There are recent trends of bringing highly defined, teacher-directed pedagogies into early-childhood contexts in Australia, the United States. and other Western contexts. While the justification for these moves is often the improvement of outcomes for young children, they ignore the large body of research that attests to the social, emotional, and academic benefits of children having time to play and to experience educational programs founded in play-based pedagogies. Focus of the study In this study, we were interested in considering how young children name their worlds in education contexts in which literacies and sustainability education are brought together as educational concepts. This article reports on the playing of one game over time and considers the opportunities that were created by the playing of the game and the competence of the young children in using the game to collaborate, to learn literacy, and to make spaces for other everyday business together. Setting The fieldwork which produced the data for this article involved two researchers attending a suburban Australian early-childhood education context regularly for one year. Participants The children and educators of the center were engaged in an approved program, in the year before school starts within Australian requirements. Therefore the children ranged in age from 3 to 5 years. Research design This article reports on a qualitative study of one class of young children and their educators. Data were collected during fieldwork visits over a period of one year. We observed the children's engagement in outdoor play, collecting data in the form of short video recordings, still images, field notes, and texts produced by the children. Conclusions Our analysis provides evidence that children can demonstrate competent understandings of how language, bodies, movement, and space position themselves and others. The children involved competently collaborated and used language and texts to get along and to sustain a game over many months. They were only able to achieve this because they were given space to play, to own and govern spaces of play, and to problem-solve together as issues arose. The opportunity to direct themselves and their friends was vital as they developed respectful language and literacy practices.

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Saginala, Kalyan, Adam Barsouk, John Sukumar Aluru, Prashanth Rawla, and Alexander Barsouk. "Epidemiology of Melanoma." Medical Sciences 9, no. 4 (October 20, 2021): 63. http://dx.doi.org/10.3390/medsci9040063.

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Melanoma accounts for 1.7% of global cancer diagnoses and is the fifth most common cancer in the US. Melanoma incidence is rising in developed, predominantly fair-skinned countries, growing over 320% in the US since 1975. However, US mortality has fallen almost 30% over the past decade with the approval of 10 new targeted or immunotherapy agents since 2011. Mutations in the signaling-protein BRAF, present in half of cases, are targeted with oral BRAF/MEK inhibitor combinations, while checkpoint inhibitors are used to restore immunosurveillance likely inactivated by UV radiation. Although the overall 5-year survival has risen to 93.3% in the US, survival for stage IV disease remains only 29.8%. Melanoma is most common in white, older men, with an average age of diagnosis of 65. Outdoor UV exposure without protection is the main risk factor, although indoor tanning beds, immunosuppression, family history and rare congenital diseases, moles, and obesity contribute to the disease. Primary prevention initiatives in Australia implemented since 1988, such as education on sun-protection, have increased sun-screen usage and curbed melanoma incidence, which peaked in Australia in 2005. In the US, melanoma incidence is not projected to peak until 2022–2026. Fewer than 40% of Americans report practicing adequate protection (sun avoidance from 10 a.m.–4 p.m. and regular application of broad-spectrum sunscreen with an SPF > 30). A 2-4-fold return on investment is predicted for a US sun-protection education initiative. Lesion-directed skin screening programs, especially for those at risk, have also cost-efficiently reduced melanoma mortality.

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Stephens, Dianne, Matt Brearley, and Lisa Vermeulen. "Heat Health Management in a Quarantine and Isolation Facility in the Tropics." Prehospital and Disaster Medicine 37, no. 2 (February 28, 2022): 259–64. http://dx.doi.org/10.1017/s1049023x22000255.

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AbstractIntroduction:The Howard Springs Quarantine Facility (HSQF) is located in tropical Northern Australia and has 875 blocks of four rooms (3,500 rooms in total) spread over 67 hectares. The HSQF requires a large outdoor workforce walking outdoor pathways to provide individual care in the ambient climate. The personal protective equipment (PPE) required for the safety of quarantine workers varies between workgroups and limits body heat dissipation that anecdotally contributes to excessive sweating, which combined with heat stress symptoms of fatigue, headache, and irritability, likely increases the risk of workplace injuries including infection control breaches.Study Objective:The purpose of this study was the description of qualitative and quantitative assessment for HSQF workers exposed to tropical environmental conditions and provision of evidenced-based strategies to mitigate the risk of heat stress in an outdoor quarantine and isolation workforce.Methods:The study comprised two components - a cross-sectional physiological monitoring study of 18 workers (eight males/ten females; means: 41.4 years; 1.69m; 80.6kg) during a single shift in November 2020 and a subjective heat health survey completed by participants on a minimum of four occasions across the wet season/summer period from November 2020 through February 2021. The physiological monitoring included continuous core temperature monitoring and assessment of fluid balance.Results:The mean apparent temperature across first-half and second-half of the shift was 34.7°C (SD = 0.8) and 35.6°C (SD = 1.9), respectively. Across the work shift (mean duration 10.1 hours), the mean core temperature of participants was 37.3°C (SD = 0.2) with a range of 37.0°C - 37.7°C. The mean maximal core temperature of participants was 37.7°C (SD = 0.3). In the survey, for the workforce in full PPE, 57% reported feeling moderately, severely, or unbearably hot compared to 49% of those in non-contact PPE, and the level of fatigue was reported as moderate to severe in just over 25% of the workforce in both groups.Conclusion:Heat stress is a significant risk in outdoor workers in the tropics and is amplified in the coronavirus disease 2019 (COVID-19) frontline workforce required to wear PPE in outdoor settings. A heat health program aimed at mitigating risk, including workplace education, limiting exposure times, encouraging hydration, buddy system, active cooling, and monitoring, is recommended to limit PPE breaches and other workplace injuries in this workforce.

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Tapsuwan, Sorada, Stephen Cook, and Magnus Moglia. "Willingness to Pay for Rainwater Tank Features: A Post-Drought Analysis of Sydney Water Users." Water 10, no. 9 (September 6, 2018): 1199. http://dx.doi.org/10.3390/w10091199.

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The Millennium Drought across Australia during the 2000s placed cities under pressure in providing urban water security. In Sydney, Australia’s largest city, a comprehensive water demand programme triggered a significant reduction in per capita water consumption. The water demand programme included incentives for the installation of rainwater tanks. This paper explores the willingness to pay (WTP) for rainwater tank features in the post-drought context. Rainwater tanks have been demonstrated as an effective measure to reduce mains water demand, but they also provide broader environmental and economic benefits, such as the reduction of urban runoff to waterways and deferred capital investment in augmenting capacity of water supply system. Therefore, there is the need to better understand WTP for rainwater tank features across the community. An online survey was administered to a sample of Sydney households, with 127 respondents completing a rainwater tank choice experiment that explored their WTP for different rainwater tank features and the socio-psychological constructs that might influence their tendency to adopt rainwater tanks. The results demonstrated that householders surveyed valued slimline rainwater tanks, as they are likely to be less obstructive, particularly given the trend for smaller lot sizes and increased building size. Householders also placed greater value on connecting the rainwater tank to outdoor demands, which may be influenced by perceived vulnerability of outdoor uses to water restrictions relative to indoor uses. The survey analysis also identified that the householders most receptive to installing a rainwater tank are likely to be conformists, who compare themselves to peers, and spend significant effort when making decisions, and are already taking actions to conserve water. The findings are of significance when targeting future education programmes and designing financial incentives to encourage rainwater tank adoption.

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Payne, Phillip G. "Critical Curriculum Theory and Slow Ecopedagogical Activism." Australian Journal of Environmental Education 31, no. 2 (October 15, 2015): 165–93. http://dx.doi.org/10.1017/aee.2015.32.

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AbstractEnacting a critical environmental education curriculum theory with 8- to 9-year-old children in 1978 is now ‘restoried’ in a ‘history of the present/future’ like ‘case study’ for prosecuting five interrelated problems confronting progress in environmental education and its research. They are: the intense heat of the Anthropocene; the accelerating speed of the Dromosphere; the deep cuts of neoliberalism's policing of the cognitive capitalism of the corporate university and public education; the entrepreneurial entry of sustainababble into the discourse of education; and the digital colonisation of its pedagogical practices. The once radical promise of environmental education to serve as a critique of education partially through its ‘language’ (Le Grange, 2013) of empowerment, agency, transformation, contestation, ideology, ethics, action, praxis and change demands revitalisation; hence, this belated restorying of the 1978 case. The time is right; at least in some academic/educational settings where the ‘new materialism’ notions of critical, agency and action remain much more than a fading memory or convenient text. New theory helps restory this old curriculum theory and its slow ecopedagogical activism. In this ‘old’, the critical curriculum theory (re)positioned young children and their teacher as action researchers of their own embodied socio-environmental relations. Through highly inclusive and participatory practices of outdoor and indoor ecopedagogy, children became ethically active ‘citizens’, capable of democratically enacting political and Political change. This ‘active responsibility for the environment’ was, indeed, a key purpose, or promise, of environmental education when the field was formalised in the 1970s. Elements of children's (eco)aesthetics-environmental ethics and ecopolitics are described in this case account of the ‘environmental design’ of a radical curriculum innovation that critically emphasised the ‘humanly-constructive’ educational conditions that enable agency (Payne, 1995, 1999a). Such enablements were only ever assumed in the ‘socially critical’ theorisations of curriculum and pedagogy developed in Australia in the early 1980s. For researchers, this partially autoethnographic narrating of the old case describes the children's (embodied) experiences and locally emplaced agencies in newer theoretical ‘figurations’ of their ‘body~time~space’ relationalities. Children's outdoor ‘expeditions’, interdisciplinary inquiries, literacy development, scientific investigations, and personal and public activisms are described. Revealing these micro figurational relationalities in slow ecopedagogical contexts of the environmental design of education (Payne, 2014) is consistent with Robottom and Hart's (1993) too often forgotten ‘old’ call for researchers and practitioners to clarify the presuppositions they make about the trilogy of ontology-epistemology and methodology in framing, conceptualising, contextualising, representing, and legitimating the research problem and its questions. This restorying and history of the present/future is alert to (but cannot develop) aspects of contemporary ‘high’ theory drawn from the humanities, social sciences and arts that prioritises the politics of ontological deliberation and the ecologies of things, (re)claims a material disposition in empirical inquiry and critique while speculating about non-anthropocentric ‘thought’ responsive to the ‘new’ rallying point of, for example, the Anthropocene. In sum, new theory helps restory the critical, creative, expressive and experimental forms of re-theorising the persistent problematic of human and non-human nature relations and the role of education — well on display in this ‘old.’ This revitalised history of the present/future aims to revive critical optimism and imagination about how agencies of socio-environmental change once promised by critical environmental education and its research can be re‘turned’. The article concludes with some post-critical retheorising of key critical components of the 1978 curriculum theory.

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Sendall, Marguerite C., Lauren Fox, and Darren Wraith. "University Staff and Students’ Attitudes towards a Completely Smoke-Free Campus: Shifting Social Norms and Organisational Culture for Health Promotion." International Journal of Environmental Research and Public Health 18, no. 13 (July 2, 2021): 7104. http://dx.doi.org/10.3390/ijerph18137104.

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A large university in Queensland, Australia with a diverse staff and student community introduced a campus wide smoke-free policy in 2016. The purpose of this enquiry was to understand attitudes about a new smoke-free policy, its potential impact and the shift in social norms and organizational culture to inform the next phase of implementation. An electronic survey was distributed to all staff and students approximately 12 weeks after the smoke-free policy was implemented. The survey consisted of multiple-choice questions about demographics, smoking behaviour, attitudes towards smoking and tobacco control, awareness of the smoke-free policy, and attitudes towards the effect of a completely smoke-free campus on quality of life, learning and enrolment. The survey was completed by 641 university staff and students. Respondents reported seeking out (80.4%) and socialising in smoke-free environments (86.6%) and supported smoke-free buildings (96.1%), indoor areas (91.6%), and outdoor areas (79%). The results revealed overwhelming support for a completely smoke-free campus (83%) and minority support for designated smoking areas (31%). Overall, respondents reflected positively towards a campus wide smoke-free policy. These findings suggest Queensland’s early adoption of tobacco control laws influenced the social environment, de-normalised smoking, changed behaviour, preference for smoke-free environments and shifted social norms. These findings provide convincing evidence for organisational change and suggest health promotion policy makers should progress the implementation of smoke-free policies nationally across the higher education sector.

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Brookes, Andrew. "Lost in the Australian bush: Outdoor education as curriculum." Journal of Curriculum Studies 34, no. 4 (July 2002): 405–25. http://dx.doi.org/10.1080/00220270110101805.

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Healy, Sianan. "Race, citizenship and national identity in The School Paper, 1946-1968." History of Education Review 44, no. 1 (June 1, 2015): 5–22. http://dx.doi.org/10.1108/her-01-2015-0003.

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Purpose – The purpose of this paper is to explore representations of Aboriginal people, in particular children, in the Victorian government’s school reader The School Paper, from the end of the Second World War until its publication ceased in 1968. The author interrogates these representations within the framework of pedagogies of citizenship training and the development of national identity, to reveal the role Aboriginal people and their culture were accorded within the “imagined community” of Australian nationhood and its heritage and history. Design/methodology/approach – The paper draws on the rich material available in the Victorian Department of Education’s school reader, The School Paper, from 1946 to 1968 (when the publication ceased), and on the Department’s annual reports. These are read within the context of scholarship on race, education and citizenship formation in the post-war years. Findings – State government policies of assimilation following the Second World War tied in with pedagogies and curricula regarding citizenship and belonging, which became a key focus of education departments following the Second World War. The informal pedagogies of The School Paper’s representations of Aboriginal children and their families, the author argues, excluded Aboriginal communities from understandings of Australian nationhood, and from conceptions of the ideal Australian citizen-in-formation. Instead, representations of Aboriginal people relegated them to the outdoors in ways that racialised Australian spaces: Aboriginal cultures are portrayed as historical yet timeless, linked with the natural/native rather than civic/political environment. Originality/value – This paper builds on scholarship on the relationship between education, reading pedagogies and citizenship formation in Australia in the post-war years to develop our knowledge of how conceptions of the ideal Australian citizen of the future – that is, Australian students – were inherently racialised. It makes a new contribution to scholarship on the assimilation project in Australia, through revealing the relationship between government policies towards Aboriginal people and the racial and cultural qualities being taught in Australian schools.

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Purdie, Nola, James T. Neill, and Garry E. Richards. "Australian identity and the effect of an outdoor education program." Australian Journal of Psychology 54, no. 1 (April 2002): 32–39. http://dx.doi.org/10.1080/00049530210001706493.

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Thomas, Glyn. "Thriving In The Outdoor Education Profession: Learning from Australian practitioners." Journal of Outdoor and Environmental Education 6, no. 1 (October 2002): 13–24. http://dx.doi.org/10.1007/bf03400740.

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Lugg, Alison. "Outdoor adventure in Australian outdoor education: Is it a case of roast for Christmas dinner?" Journal of Outdoor and Environmental Education 8, no. 1 (April 2004): 4–11. http://dx.doi.org/10.1007/bf03400790.

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Leggett, Nicole, and Linda Newman. "Play: Challenging Educators' Beliefs about Play in the Indoor and Outdoor Environment." Australasian Journal of Early Childhood 42, no. 1 (March 2017): 24–32. http://dx.doi.org/10.23965/ajec.42.1.03.

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WESTERN DISCOURSES OF EARLY childhood pedagogy promote a play-based approach to learning, growth and development. However, play is a contested concept. Educators' understandings can vary from allowing freedom for children to play without interference, through to a range of adult engagement levels. The Australian Early Years Learning Framework adopts a play-based approach to children's growth and development, though says little about adult roles or intentionality in play. This paper draws from recent research that explored educators' beliefs and understandings of their roles as intentional teachers within indoor and outdoor learning environments. Findings highlighted differences between role and responsibility perceptions whereby educators shifted roles from teacher to supervisor between contexts. Drawing on Vygotsky's sociocultural approach that regards play as a social event and the leading source of development, promoting cognitive, emotional and social development in young children (Connery, John-Steiner & Marjanovic-Shane, 2010), we believe that a re-examination of the role of the educator in children's play requires specific attention. Finally, based on the research, we contest the notion of ‘free play’. This paper suggests that by acknowledging the role of the educator as an intentional teacher both indoors and outdoors, and emphasising the complexity of the educator role, a more robust definition of play that is reflective of contemporary early childhood contexts and curricula can evolve to strengthen educator understanding and practice.

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Keen, Meg, and Frank Fisher. "Environmental and Outdoor Education: Some Australian Views on a False Distinction." World Leisure & Recreation 34, no. 2 (June 1992): 37–41. http://dx.doi.org/10.1080/10261133.1992.9673816.

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Wyver, Shirley R., and Susan H. Spence. "Cognitive and Social Play of Australian Preschoolers." Australasian Journal of Early Childhood 20, no. 2 (June 1995): 42–46. http://dx.doi.org/10.1177/183693919502000208.

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This paper reports on the play behaviours of preschoolers aged 49–64 months. The study was conducted in four Sydney preschools, with children being observed during their outdoor free play. Most participants engaged in a variety of play behaviours, many of which have been linked with cognitive development in previous research (constructive play, sociodramatic play, associative social play). However, thematic pretend play, which has been found to have an important role in many areas of development, including perspective taking, language, impulse control and divergent problem solving, was part of the play repertoire of only 20% of children observed. Likewise, only 24% of children engaged in cooperative social play, which has been found to have a role in the development of divergent problem solving skills. It is argued that staff working within early childhood programs may benefit from training in the use of programs designed to assist young children in the development of play skills.

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Lugg, Alison, and Deirdre Slattery. "Use of national parks for outdoor environmental education: An Australian case study." Journal of Adventure Education & Outdoor Learning 3, no. 1 (January 2003): 77–92. http://dx.doi.org/10.1080/14729670385200261.

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Purdie, Nola, and James Neill. "Japanese Students Down-Under: Is Australian outdoor education relevant to other cultures?" Journal of Outdoor and Environmental Education 4, no. 1 (October 1998): 48–57. http://dx.doi.org/10.1007/bf03400709.

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Gray, Tonia, and Peter Martin. "The role and place of outdoor education in the Australian National Curriculum." Journal of Outdoor and Environmental Education 16, no. 1 (October 2012): 39–50. http://dx.doi.org/10.1007/bf03400937.

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Gough, Noel. "Australian outdoor (and) environmental education research: Senses of “place” in two constituencies." Journal of Outdoor and Environmental Education 19, no. 2 (October 2016): 2–11. http://dx.doi.org/10.1007/bf03400990.

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Johnson, Paul. "Grounds for Learning: Schoolyard Activities as Provocations, Scaffolds and Mediators for Childhood Learning." Australian Journal of Environmental Education 33, no. 1 (February 16, 2017): 57–59. http://dx.doi.org/10.1017/aee.2017.4.

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Compelling evidence links childhood experiences in quasi-natural settings with learning and wellbeing, but, as cities grow, children's activities have been increasingly restricted to de-natured spaces that are designed or controlled by adults. In recent years, academics and education practitioners have campaigned to reverse this trend, and one result is that Australian early childhood centres and schools increasingly provide environments that enhance opportunities for children to engage with nature. These moves are also underpinned by higher-level policy initiatives. For example, the National Quality Standard, Element 3.2.1, requires that early childhood outdoor spaces are designed so that children experience natural environments (ACECQA, 2013). Similarly, the South Australian Department for Education and Child Development (2016, p. 5) Outdoor Learning Environments Standard mandates ‘balanced environments which instil a sense of wonder, generate curiosity and spark the imagination of children and young people’. However, despite recent interest and policy initiatives, the processes by which environments influence learning remain ‘under-researched’ (Engelen et al., 2013, p. 324) and constitute a ‘significant blind spot’ (Rickinson et al., 2004, p. 8) in the literature.

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Baker, Mandi, and Wendy O’Brien. "Rethinking outdoor leadership: An Investigation of Affective Abilities in Australian Higher Education curriculum." Journal of Adventure Education and Outdoor Learning 20, no. 3 (June 24, 2019): 202–16. http://dx.doi.org/10.1080/14729679.2019.1634598.

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Neill, James T., and Tonia Gray. "The Australian Journal of Outdoor Education: A Review of the First Five Years." Journal of Outdoor and Environmental Education 6, no. 1 (October 2002): 57–62. http://dx.doi.org/10.1007/bf03400744.

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Thomas, Glyn, Heather Grenon, Marcus Morse, Sandy Allen-Craig, Anthony Mangelsdorf, and Scott Polley. "Threshold concepts for Australian university outdoor education programs: findings from a Delphi research study." Journal of Outdoor and Environmental Education 22, no. 3 (August 16, 2019): 169–86. http://dx.doi.org/10.1007/s42322-019-00039-1.

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Ballantyne, Roy, and Jan Packer. "Promoting Learning for Sustainability: Principals' Perceptions of the Role of Outdoor and Environmental Education Centres." Australian Journal of Environmental Education 22, no. 1 (2006): 15–29. http://dx.doi.org/10.1017/s0814062600001622.

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AbstractOutdoor and Environmental Education Centres provide programs that are designed to address a range of environmental education aims, and contribute broadly to student learning for sustainability. This paper examines the roles such Centres can play, and how they might contribute to the Australian Government's initiative in relation to sustainable schools. Interviews with the principals of 23 such Centres in Queensland revealed three roles or models under which they operate: the destination model; the expert/advisor model; and the partnership model. Principals' understandings of these roles are discussed and the factors that support or hinder their implementation are identified. It is concluded that while the provision of programs in the environment is still a vital role of outdoor and environmental education centres, these can also be seen as a point of entry to long-term partnerships with whole school communities.

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Gregory, Christopher J., Nick Higginbotham, and John D. Shea. "Multi-Component Solar Protection Interventions: The Impact of Modelling and “Trickle Down”?" South Pacific Journal of Psychology 9 (1997): 48–68. http://dx.doi.org/10.1017/s0257543400001164.

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AbstractWorkers in outdoor occupations routinely face unavoidable exposure to the sun's ultra violet rays with attendant risk of skin cancer, and this study evaluated a multi-faceted education program aimed at improving the solar protection practices of Australian Technical College Surveying students performing outdoor field exercises. One hundred and fifteen students were randomly assigned (by class) to either a Control or Treatment group, and given slides, information sheets, and a guest talk by a young woman who had recovered from life-threatening skin cancer, with a baseline and two follow-up assessments being made on field days using a behavioural diary. A greater proportion of students receiving the solar education increased sunscreen cream application and hat use compared with Control participants, and a composite index of solar protection favoured the Treatment group. Moreover, Control participants significantly changed some solar protection behaviours, possibly through modelling the Treatment group, and Treatment participants showed significantly higher rates of particular sun protection behaviours at the second post test occasion than at the first post test occasion.

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Athanasou, James A. "Vocational, academic, and activity interests of Australian high school pupils: Preliminary report." Australian Educational and Developmental Psychologist 10, no. 2 (November 1993): 24–30. http://dx.doi.org/10.1017/s0816512200026845.

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AbstractThe purpose of this paper is to provide some preliminary data on the vocational interests of a sample of Australian high school pupils. Subjects (N=935) from five high schools were administered the Career Interest Test, which provides idiographic, forced-choice assessments of Outdoor, Practical, Scientific, Creative, Business, Office, and People Contact vocational interests across the three dimensions of vocations, academic preferences, and leisure activity choices. Interests are not related to age but there are significant sex differences as well as interaction effects, with males higher on Outdoor and Practical and females higher on Creative and People Contact categories. Data are provided on male and females preferences for each of the 63 paired choices (i.e., 126 items). The intercorrelation of the interests was assessed in terms of Holland's vocational typology. The validity of vocational/academic/activity measures of interests was reflected in comparisons with expressed occupational choices. It was argued that interests may be considered in terms of work-task preferences and that male-female differences in interests are consistent with Gotffredson's role of stereotypes in interest development. The implications for the assessment of vocational inlerests are discussed in terms of item content, format, scoring, and interpretation.

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