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1
Finucane, Melissa L., and Murray T. Maybery. "Risk Perceptions in Australia." Psychological Reports 79, no. 3_suppl (December 1996): 1331–38. http://dx.doi.org/10.2466/pr0.1996.79.3f.1331.
Повний текст джерелаАнотація:
Research on perceptions of risk in Australia began only recently. Typically, data from other countries were used to determine what hazards might be considered most and least risky by the Australian public. Relying on overseas data is problematic, however, because cultural contexts may influence risk perceptions. To address the paucity of data on risk perceptions in Australia, we obtained relative risk ratings for 30 hazardous technologies and activities from 40 Australian undergraduate students. The results suggested that, while there are some similarities with other countries, there are also some unique features in Australian risk perceptions. Researchers should investigate the reasons underlying similarities and differences in risk perceptions across cultures.
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Mills, Shaylee, Lynne Emmerton, and Tin F. Sim. "Immunization training for pharmacy students: a student-centered evaluation." Pharmacy Practice 19, no. 3 (August 29, 2021): 2427. http://dx.doi.org/10.18549/pharmpract.2021.3.2427.
Повний текст джерелаАнотація:
Background: Persistent and emerging public health challenges mean Pharmacy students require training in immunization services. Curtin University, Australia, integrated blended-delivery immunization training into the final-year Bachelor of Pharmacy (Hons) and graduate-entry Master of Pharmacy curricula in 2019 and 2020, utilizing materials licenced from the Pharmaceutical Society of Australia.
Objective: This study evaluated changes in students’ attitude, confidence, self-perceived knowledge and self-perceived skills pre- and post-training delivered in 2020.
Methods: Pre- and post-training questionnaires featured 42 opinion statements grouped under headings ‘Attitudes’, ‘Confidence’, ‘Self-Perceived Knowledge’ and ‘Self-Perceived Skills’, and answered using five-point Likert scales (1 = strongly disagree to 5 = strongly agree). Completed pre- and post-training questionnaires were matched using respondent-generated codes. Data were subjected to descriptive and multivariate regression analysis to test pre-post changes and associations and changes in mean scores.
Results: 128 (95.5%) and 132 (98.5%) students completed the pre- and post-training questionnaires, respectively. Immunization training resulted in significant (p<0.05) improvement in students’ mean Confidence score (3.33 vs 3.96), Self-Perceived Knowledge score (3.08 vs 4.47) and Self-Perceived Skills score (2.81 vs 4.55). Improvement in students’ mean Attitude score was also statistically significant (4.45 vs 4.61), yet more positively skewed pre-training. No significant pre-post differences were found between the Bachelor and Master students. Post-training, all respondents agreed that the training program increased their attitude, confidence, perceived knowledge and perceived skills, rating the training experience as either Excellent (91.6%) or Good (8.4%).
Conclusions: Immunization training integrated into final-year BPharm (Hons) and MPharm curricula improved Attitudes, Confidence, Self-Perceived Knowledge and Self-Perceived Skills, all key to further role development in public health. This method is recommended to other Pharmacy schools to determine the impact and acceptability of immunization training programs amongst students.
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Williams, Janet. "Preferences of High Ability (Gifted) Students in Special and Mainstreamed Classes for Particular Teacher Characteristics." Australian Educational and Developmental Psychologist 5, no. 1 (May 1988): 32–36. http://dx.doi.org/10.1017/s0816512200025803.
Повний текст джерелаАнотація:
ABSTRACTDespite the critical importance of the teacher in any learning environment, there has been relatively little research into the characteristics of effective teachers of high ability (gifted) students. The majority of studies report the view of ‘experts’ rather than judgements made by the students themselves.In this study, a modified version of the Student Perception of Teachers (SPOT) rating scale was used to measure the relative importance to gifted students of personal-social, cognitive and classroom management characteristics of teachers.The sample consisted of two groups of high ability students in years 8,9 and 10 at government senior high schools in Western Australia. One group had been selected to participate in an academic extension programme and therefore the students were in special classes; the other consisted of students of similar ability, but attending the regular school programme.Similarities and differences in the preferences of the mainstreamed and special groups are outlined, and findings compared with the results of two similar studies carried out in lsrael and the USA, but using only students in special programmes.lmplications for the selection and training of teachers of high ability students are discussed.
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Iacono, Teresa, Carol McKinstry, Elena Wilson, Kerryn Bagley, and Amanda Kenny. "Designing and Rating Options for Special School Expertise to Support Mainstream Educational Inclusion." Australasian Journal of Special and Inclusive Education 44, no. 1 (December 16, 2019): 15–27. http://dx.doi.org/10.1017/jsi.2019.16.
Повний текст джерелаАнотація:
AbstractThe Victorian Government, Australia, committed to deliver recommendations from a review of the Program for Students with Disabilities. We report on the implementation of Recommendation 7: to explore options for how special schools could become ‘centres of expertise’ to support inclusion in mainstream schools. Informed by evidence reviews of inclusive education practices and interviews of special and mainstream staff and parents, stakeholders were engaged in a forum to develop a range of options. A larger sample of stakeholders then completed a survey to evaluate them. Forum attendees were parents, education staff, and allied health professionals from special and mainstream schools. They worked in small groups to develop options, which were later grouped into 5 categories. These options were entered into an online survey for distribution to a wider group of stakeholders. Survey respondents were 142 stakeholders from special (71%) and mainstream primary and secondary schools (parents, education staff, and allied health professionals). They rated each option, such that 8 with high ratings for feasibility and acceptability were recommended to support inclusive mainstream education through utilisation of special school expertise. The final list of options focused on collaboration, development, and coordination of networks of special and mainstream schools, and building capacity and leadership to support mainstream schools to meet diverse student need.
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FitzGerald, Gerard J., Peter Aitken, Paul Arbon, Frank Archer, David Cooper, Peter Leggat, Colin Myers, Andrew Robertson, Michael Tarrant, and Elinor R. Davis. "A National Framework for Disaster Health Education in Australia." Prehospital and Disaster Medicine 25, no. 1 (February 2010): 4–11. http://dx.doi.org/10.1017/s1049023x00007585.
Повний текст джерелаАнотація:
AbstractIntroduction:Recent events have heightened awareness of disaster health issues and the need to prepare the health workforce to plan for and respond to major incidents. This has been reinforced at an international level by the World Association for Disaster and Emergency Medicine, which has proposed an international educational framework.Objective:The aim of this paper is to outline the development of a national educational framework for disaster health in Australia.Methods:The framework was developed on the basis of the literature and the previous experience of members of a National Collaborative for Disaster Health Education and Research. The Collaborative was brought together in a series of workshops and teleconferences, utilizing a modified Delphi technique to finalize the content at each level of the framework and to assign a value to the inclusion of that content at the various levels.Framework:The framework identifies seven educational levels along with educational outcomes for each level. The framework also identifies the recommended contents at each level and assigns a rating of depth for each component. The framework is not intended as a detailed curriculum, but rather as a guide for educationalists to develop specific programs at each level.Conclusions:This educational framework will provide an infrastructure around which future educational programs in Disaster Health in Australia may be designed and delivered. It will permit improved articulation for students between the various levels and greater consistency between programs so that operational responders may have a consistent language and operational approach to the management of major events.
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Tanzer, Norbert K. "Cross-Cultural Bias in Likert-Type Inventories: Perfect Matching Factor Structures and Still Biased?" European Journal of Psychological Assessment 11, no. 3 (September 1995): 194–201. http://dx.doi.org/10.1027/1015-5759.11.3.194.
Повний текст джерелаАнотація:
The academic self-concept, measured by the Reading self-concept scale and the Math self-concept scale of the “Self-Description-Questionnaire I” (SDQ-I; Marsh, 1988 ), of Singaporean Chinese sixth-graders (600 boys and 600 girls) was compared to those of a sample of 1200 Australian students of the same age and gender composition drawn from the SDQ-I calibration sample. As the Singaporeans were fluent in English, the original English scale was used so as to avoid possible translation bias. Each scale consists of four interest items, two competence items, and two task-easiness items. Subjects answered all items on a five-point rating scale ranging from “false” to “true.” Although the factor structure of the Singaporean Chinese resembled closely those of their Australian counterparts, substantial cross-cultural bias emerged between interest items and competence/easiness items when treated as a single scale. This is because Singaporean students as compared to the Australians were more reluctant to agree to items with self-praise connotation. In addition, cross-cultural differences were found in the psychological meaning of the rating categories.
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Bayes, Danielle M., and Ben Bullock. "Sleep Problems in School Aged Children: A Common Process across Internalising and Externalising Behaviours?" Clocks & Sleep 2, no. 1 (December 20, 2019): 7–18. http://dx.doi.org/10.3390/clockssleep2010002.
Повний текст джерелаАнотація:
Sleep problems are common in childhood and impact cognitive, psychological and physical wellbeing. The current study investigated the association between sleep problems and internalising and externalising behaviour in 114 school-aged children (5–12 years) from four primary schools in Melbourne, Australia. Data were collected using the Sleep Disorder Inventory for Students to measure sleep and the Conners Behavior Rating Scale to assess behaviour, both by parent report. Hierarchical regression analysis, controlling for socioeconomic status and age, identified moderate associations between sleep problems and emotional distress, aggressive behaviour and hyperactivity/impulsivity. Findings suggest screening for sleep problems in children presenting clinically with behavioural issues is a potentially important clinical practice. Additionally, results support the elaboration of transdiagnostic theory, whereby sleep problems are a common process in both internalising and externalising behaviour in children.
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Ganchar, Alexey, Oleg Chernyavsky, Serhii Medynskyi, and Ivan Ganchar. "ESTIMATION OF SKILLS FORMATION OF SWIMMING AMONG THE STRONGEST SWIMMERS-STUDENTS AT THE XXX WORLD UNIVERSIADE IN NAPLES-2019." Science and Education 2019, no. 4 (April 2019): 40–46. http://dx.doi.org/10.24195/2414-4665-2019-4-5.
Повний текст джерелаАнотація:
In this article the dynamics of the rating of command performances of strongest swimmers-students according to the results of receiving prize-winning among men and women, participants-winners of the final Universiade in Naples-2019. Swimmers-winners, who won gold medals for men (900 points) and women (881) in “points” equivalent almost indistinguishable (19 points). We determine the ranking of team performance of different countries in the representatives of different sex in the distances of sports swimming according to the results of winning the medals at the start of XXX World Universiade in Naples-2019. The authors' collective was studied: a) revealing the ranking in the performance of team performance of male and female swimmers at the start of the World Universiade-2019; b) introduction of the results of the study into the practice of physical education and sports in order to identify an objective rating of the success of the team performance of swimmers-students. In addition, professional interest is in studying the evaluation of swimmers' results, having won awards with gold, silver and bronze medals. The results of our study identified the unconditional leaders (top ten) of student swimming at the XXX World Universiade in Naples2019: USA-40 medals (17 men + 23 women), Japan-20 (9 men + 11 women), Russia-18 (15 men + 3 women), Italy-11 (5 men + 6 women), South Africa-6 (2 men + 4 women), United Kingdom-6 (2 men + 4 women), Australia-5 (2 men + 3 women), Brazil4 (3 men + 1 woman), Germany-3 (3 women), Sweden- 1 (men) medal. This trend is also seen among the award-winning silver medals (886 respectively, and 863 points, the difference-23 points) and received bronze medals (respectively 874 and 852 points, the difference-22 points). Thus, in the general summary table of the rating of teams-participants in Naples-2019, it should be included, not only the existing state of qualitative indexes of medals (gold, silver, bronze), but first of all quantitative indicators. Since the generalized gender differences (887 + 865 = 1752 – Average 876 points), allows to assess the advantages of achievement in points.
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Shah, Mahsood, Anja Pabel, and Ann Martin-Sardesai. "Assessing Google reviews to monitor student experience." International Journal of Educational Management 34, no. 3 (November 22, 2019): 610–25. http://dx.doi.org/10.1108/ijem-06-2019-0200.
Повний текст джерелаАнотація:
Purpose The emergence of social media has provided an alternative mechanism for students to provide and access online reviews about universities. These forms of feedback are often not systematically monitored and interpreted by universities. The purpose of this paper is to analyse quantitative ratings and qualitative comments provided by students via Google reviews of 40 Australian universities. The qualitative comments were analysed via thematic coding which identified four key themes including quality of teaching, course design, learning environment and administrative support. The data were also subjected to automated content analysis using the text analytics software Leximancer to enhance the objectivity and reliability of findings. Design/methodology/approach The study involved the extraction of quantitative ratings as well as qualitative comments from Google reviews of 40 Australian universities. Each university was searched on Google and their rating and comments were collected as of August 2019. The qualitative data were included in an Excel spreadsheet along with the name of the universities, and their quantitative ratings. Using thematic coding techniques, the qualitative data were manually coded into four themes: quality of teaching, course design, learning environment and administrative support. Furthermore, the qualitative comments were grouped into two categories: positive comments and negative comments. Findings The paper argues the need for universities to actively monitor these new forms of student feedback which have provided autonomy and freedom for students and other stakeholders to access and provide 24/7 feedback. The study found common themes emerging from the positive and negative student comments related to: quality of teaching, course design, learning environments and administrative support. These aspects contributed to the students’ satisfaction levels when they reflected on their educational experience on Google reviews. The study also found that institutions with high numbers of negative comments tend to have lower ratings compared to those with positive comments. Research limitations/implications The study did not use other learning analytic tools to measure and assess the feedback from students using social media and other forms of feedback. Originality/value Many studies have been undertaken on student experience. Studies have focussed on the experience of home and international students, on-campus and online students, and students from various underrepresented backgrounds. So far no study has been undertaken on the reviews provided by students using Google reviews.
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Brown, Leanne J., Luke Wakely, Alexandra Little, Susan Heaney, Emma Cooper, Katrina Wakely, Jennifer May, and Julie M. Burrows. "Immersive Place-Based Attachments in Rural Australia: An Overview of an Allied Health Program and Its Outcomes." Education Sciences 13, no. 1 (December 20, 2022): 2. http://dx.doi.org/10.3390/educsci13010002.
Повний текст джерелаАнотація:
This paper describes a rural immersive attachment program for allied health students at an Australian University Department of Rural Health and its workforce outcomes. A mixed methods longitudinal cohort study, with data collected via end-of-placement and post-graduation surveys. Over 13 years, 311 allied health ‘year-long’ immersive rural attachments, as well as short-term placements, were supported. Pre- and post-placement rural practice intention ratings were paired (from 572 end of placement surveys) for 553 (96.7%) students. Students from metropolitan (49.4%, n = 273, p < 0.001), and rural origin (50.6%, n = 280, p < 0.001) showed a significant increase in rural practice intention. At 1 year post-graduation, 40.3% (n = 145) of graduates had worked in a rural or remote location in Australia, 39.9% at 3 years (n = 87) and 36.5% (n = 42) at 5 years. Longer-term rural attachments were found to be associated with rural practice location, independent of rural background. Those who had undertaken a longer rural attachment (≥18-weeks) were twice as likely to be working in a rural or remote area than those <18 weeks at 1 year (OR 2.018 95% CI 1.204–3.382) and 2.7 times as likely at 3 years (OR 2.727, 95% CI (1.325–5.614). Supporting students to undertake rural immersive attachments appears to be associated with greater rural practice intention and later rural practice.
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Bitsika, Vicki, Christopher F. Sharpley, and Vicki Holmes. "Refinement and Evaluation of the Effects of University Study on Lifestyle Questionnaire (EUSLQ) upon students’ anxiety and depression." Journal of Student Wellbeing 4, no. 1 (November 15, 2010): 35. http://dx.doi.org/10.21913/jsw.v4i1.654.
Повний текст джерелаАнотація:
Background: The incidence of clinical anxiety and depression among university students is significantly elevated above that for the rest of the population, and has been shown to be an outcome of the specific stressor demands encountered by that group.
Aims: To revise a scale that will reliably identify those stressors and the effects they have on student anxiety and depression.
Sample: From advertising of the project, 398 Australian university student volunteers were recruited.
Method: Participants completed the Revised Effects of University Study on Lifestyle Questionnaire (the R-EUSLQ), which measured the incidence of stressors and lifestyle changes brought about by university study, plus the Zung Self-Rating Anxiety Scale and Self-Rating Depression Scale.
Results: Psychometric data were satisfactory and significant correlations existed between total scores from the three scales. Factor analysis of the REUSLQ revealed five components, only three of which significantly predicted anxiety or depression.
Conclusions: Students’ principal source of stress that was associated with anxiety and depression was their feelings of isolation and consequent psychological distress. The R-EUSLQ has the potential to be used in research into student stress and also within clinical settings.
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Nankoo, Marie M. A., Romina Palermo, Jason Alan Bell, and Carmela M. Pestell. "Examining the Rate of Self-Reported ADHD-Related Traits and Endorsement of Depression, Anxiety, Stress, and Autistic-Like Traits in Australian University Students." Journal of Attention Disorders 23, no. 8 (March 5, 2018): 869–86. http://dx.doi.org/10.1177/1087054718758901.
Повний текст джерелаАнотація:
Objective: To investigate the rate of ADHD-related traits among young adults in an Australian university, and to examine whether higher endorsement of ADHD-related symptoms is associated with self-reported symptoms of depression, anxiety, distress, and autistic-like traits. Method: In total, 1,002 students aged 17 to 25 years completed the Conners’ Adult ADHD Rating Scale (CAARS), the Depression, Anxiety, and Stress Scale (DASS), and the Autism Quotient (AQ). Results: About 17.3% of students reported “at-risk” levels of ADHD-related symptoms. Regression analyses revealed that CAARS scores explained unique variance in self-reported levels of depression, anxiety, stress, and autism-related traits. Conclusion: The rate of self-reported ADHD symptoms is higher in Australian undergraduate students than that reported in previous studies using the CAARS to investigate rates of diagnosed students. Problems with self-concept accounted for the most unique variance in DASS subscale scores. Hyperactivity/restlessness and inattention/memory problems accounted for the most unique variance in AQ-Social and AQ-Attention-to-Detail scores, respectively.
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Scarino, Angela. "A rationale for acknowledging the diversity of learner achievements in learning particular languages in school education in Australia." Describing School Achievement in Asian Languages for Diverse Learner Groups 35, no. 3 (January 1, 2012): 231–50. http://dx.doi.org/10.1075/aral.35.3.01sca.
Повний текст джерелаАнотація:
In school languages education in Australia at present there is an increasing diversity of languages and learners learning particular languages that results from a greater global movement of students. This diversity builds on a long-established profile of diversity that reflects the migration history of Australia. It stands in sharp contrast to the force of standardisation in education in general and in the history of the development of state and national frameworks for the learning of languages K-12 in Australia and indeed beyond. These frameworks have characteristically generalised across diverse languages, diverse learner groups and diverse program conditions, in particular, the amount of time made available for language learning. In addition, in the absence of empirical studies of learner achievements in learning particular languages over time, the development of such frameworks has drawn primarily on internationally available language proficiency descriptions [such as the American Council for the Teaching of Foreign Languages (ACTFL), the International Second Language Proficiency Rating Scale (ISLPR), and more recently the Common European Framework of Reference (CEFR)] that were developed primarily to serve reporting and credentialing rather than learning purposes. Drawing on a description of the current context of linguistic and cultural diversity and on a brief characterisation of the history of curriculum and assessment framework development for the languages area, I provide a rationale for acknowledging in the development and use of frameworks (i.e. descriptions of achievements) the diversity of languages that comprise the languages learning area in Australia and, in particular, the diverse learner groups who come to their learning with diverse experiences of learning and using particular languages. The Student Achievement in Asian Languages Education (SAALE) study provides an example of the development of descriptions of achievement that are sensitive to these dimensions of context. I discuss the rationale for such context-sensitive descriptions in relation to their potential purposes and uses at the language policy and planning and educational systems level, at the teaching and learning level, and in ongoing research.
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Jackling, Beverley, and Riccardo Natoli. "Employability skills of international accounting graduates." Education + Training 57, no. 7 (September 14, 2015): 757–73. http://dx.doi.org/10.1108/et-08-2014-0093.
Повний текст джерелаАнотація:
Purpose – The purpose of this paper is to report on the perceptions of internship providers with respect to the employability skills of international accounting graduates that undertake a Professional Year Program (PYP) incorporating a 12-week (240 hour) internship. Design/methodology/approach – The study involved a survey of internship providers that required open and closed responses addressing perceptions of the skill of interns and rating of satisfaction with the PYP program as an employment preparation program. Findings – The results indicate that from the internship providers’ perspective the most highly developed skill of interns is team skills. However, over 40 percent of respondents indicated that interns had failed to demonstrate the capacity to be “work ready” with respect to business acculturation, capacity to handle unfamiliar problems and communication skills. One-third of respondents had ongoing concerns with the PYP as a means of preparing Australian educated international graduates for work in the accounting profession. Practical implications – There was evidence of a need for a more cohesive theoretical underpinning of the internship program as a means of enhancing the transition from study to work. Originality/value – This study was the first independent study to examine perceptions of a PYP incorporating an internship program to enhance the employability of international accounting graduates who seek professional recognition in Australia. The study provides insights of internship providers of the employability skills of international graduates. The results are timely given the emergence of the demand for relevant work experience enabling international students to enhance their employability globally.
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Imam, Tasadduq, Michael Cowling, and Narottam Das. "Designing Computer Games to Teach Finance and Technical Concepts in an Online Learning Context: Potential and Effectiveness." Mathematics 10, no. 22 (November 10, 2022): 4205. http://dx.doi.org/10.3390/math10224205.
Повний текст джерелаАнотація:
Designing computer games to educate students is not a new technique. Not all disciplines, however, embed the same degree of cognitive load, and not all game design approaches are appropriate across contexts. Teaching technical business disciplines, such as finance, using a game imposes specific challenges, especially when the subject is offered online and to students who may not be from relevant technical backgrounds. However, there has only been limited attention concerning the use of game-based learning (GBL) for teaching finance at the higher education level, especially when delivered online. This article explores the potential of GBL to teach finance at an Australian university. We further present the outcomes of a survey of students’ experiences concerning the unique business simulation tool. The results reveal that while a game-based intervention can positively affect students’ learning in a technical discipline, such as finance, the design also needs to be such that the players can relate the experience to learning goals and practical needs for satisfactory outcomes. A defining aspect of this research is using Bayesian analysis, capable of gaining insights irrespective of sample size, yet not widely used in the higher education research area in favour of the frequentist analysis. Bayesian analysis shows a high probability of the educational game achieving positive or satisfactory ratings. Further, two aspects of a game—functionalities and usability and perception of impact—are particularly noted to influence the game’s overall rating. Overall, the outcomes from this research call for careful consideration of the learners’ requirements and capability towards ensuring an enjoyable outcome rather than just focusing on a game’s content or context.
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Male, Sally Amanda, and Robin W. King. "Enhancing learning outcomes from industry engagement in Australian engineering education." Journal of Teaching and Learning for Graduate Employability 10, no. 1 (May 3, 2019): 101–17. http://dx.doi.org/10.21153/jtlge2019vol10no1art792.
Повний текст джерелаАнотація:
Industry engagement, commonly implemented as a 12 week industry placement during a vacation towards the end of the degree, has traditionally been a provider-mandated component of externally accredited professional engineering degrees in Australia. Such placements are intended to bridge knowledge and capability gaps between academic study and engineering employment and contextualise the final phase of academic study. Changes in the composition of Australia’s engineering industries have made it progressively harder to source such placements. In-curriculum exposure to engineering practice has also been expected, but has been delivered with considerable variability. In 2014 the authors completed a national project, led by the Australian Council of Engineering Deans (ACED), with peak industry bodies and several partner universities, funded from the Commonwealth Department of Industry Workplace Innovation Program, to explore how improving industry engagement could contribute further to engineering graduates’ learning outcomes and employability. The data collected from the engineering students and employers, reported in this paper, can now be regarded as baseline data on industry engagement, against which subsequent developments can be referenced. For the first time, students’ ratings of the value of different methods for industry engagement are shown to be related to their ‘authenticity’. Several industry-inspired in-curriculum interventions were also trialled at partner universities. Guidelines for good practice were developed from melding the experiential findings with theoretical perspectives. In the years since completing the project, the accreditation body, Engineers Australia, has updated and intensified its focus on engagement with practice (including changing its language from ‘exposure’ to ‘engagement’), and many engineering faculties have significantly enhanced their models and requirements for work integrated learning and industry engagement. This paper outlines these changes and examples of new implementations, including virtual and electronically-mediated methods that also reflect ongoing changes in engineering industry practice.
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Sigafoos, Jeff, Heidi Bushell, and Madonna Tucker. "Application of Behavioural Consultation to Assist Teachers of Children with Developmental Disabilities." Australasian Journal of Special Education 20, no. 2 (1996): 40–52. http://dx.doi.org/10.1017/s103001120002371x.
Повний текст джерелаАнотація:
This paper describes application of behavioural consultation in an Australian special education setting. Consultation focused on assisting teachers in the development, implementation and evaluation of systematic instructional programs in a number of priority goal areas (e.g., community, domestic, language, recreational, and vocational domains). Consultation occurred in four areas: (a) assessment, (b) goal selection and scaling, (c) developing and implementing instructional procedures, and (d) evaluating child outcomes. Five teachers and five of their students with developmental disabilities participated. After goals were selected, an initial rating of each child’s level of performance with respect to these goals was made using Goal Attainment Scaling (GAS). Next, instructional procedures to achieve each goal were designed and implemented with a subsequent GAS rating made after six months. Progress was noted on 84% of the goals. This result suggests the model may be of some assistance to teachers of children with developmental disabilities. However, the present description should be viewed as a pilot project and case study. Further research would be needed to validate the approach described in this study.
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Messum, Diana Glen, Lesley Marie Wilkes, Debra Jackson, and Kath Peters. "Employability Skills in Health Services Management: perceptions of recent graduates." Asia Pacific Journal of Health Management 11, no. 1 (March 16, 2016): 25–34. http://dx.doi.org/10.24083/apjhm.v11i1.235.
Повний текст джерелаАнотація:
Background: Employer skill requirements of graduates are monitored by Graduate Careers Australia, but health services management (HSM) specific employability skills (ES) perceived by graduates to be important on the job and their perceptions of skills they need to improve are not well reported. Academics need this feedback to improve course employment outcomes by helping current students identify and articulate appropriatecompetencies to potential employers. Also teaching of industry requirements can help improve job matching for employers.
Method: Recent graduates working in HSM in New South Wales, Australia were surveyed to rate ES for importance and rate their own skill levels on the same items. The gap between these two ratings was identified for 44 ES. Results: ES important to recent graduates in rank order were: verbal communication skills, integrity and ethical conduct, time management, teamwork, priority setting, ability to work independently, organisational skills, written communication, being flexible and open minded and networking. Highest self-ratings were found for integrity and ethical conduct, ability to work independently, being flexible and open minded, tertiary qualifications, interpersonal skills, written communication skills, time management, life-long learning, priority setting and administration skills. Generally graduates rated their skills lower than their ratings of importance.
Conclusions: Recent graduates can provide valuable feedback to universities about ES required for HSM positions and identify their own skill gaps for development at work or through study. Generic skills rather than job-specific skills are what they rate as most important. Closer engagement of universities and employers is recommended especially through placements.
Abbreviations: ES – employability skills; GCA – Graduate Careers Australia; HEI – higher education institutions; HRM – human resource management; HSM – health services management; IPC – interpersonal and communication skills.
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Best, Rick, and Brian Purdey. "Assessing occupant comfort in an iconic sustainable education building." Construction Economics and Building 12, no. 3 (September 11, 2012): 55–65. http://dx.doi.org/10.5130/ajceb.v12i3.2537.
Повний текст джерелаАнотація:
The building that houses the Mirvac School of Sustainable Development at Bond University is the first educational building to achieve a six Green Star rating from the Green Building Council of Australia. It has won numerous awards since opening in August 2008 including being judged the RICS (Royal Institution of Chartered Surveyors) Sustainable Building of 2009. After more than two years in use a post-occupancy evaluation study was carried out to assess the performance of the building from the viewpoint of the users; both resident staff and transient students. Results for factors such as lighting, thermal comfort, noise and air quality. were compared to benchmarks established by the Usable Buildings Trust. The evaluation also assessed the occupants’ perceptions of the building’s impact on their own productivity. Users generally find the building provides a comfortable work environment although a number of areas of performance were noted as posing some concerns. These included intrusive noise in some parts of the building and some issues with glare in daylit teaching spaces. Such concerns were found to be in accord with the results of previous studies and they highlight some recurrent problems in “green” buildings designed to maximise the use of natural ventilation and natural light. These design challenges and how occupant satisfaction is to be measured and benchmarked are also discussed in the context of this comparative building study.
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Sugai, George, and David Evans. "Using teacher perceptions to screen for primary students with high risk behaviours." Australasian Journal of Special Education 21, no. 1 (January 1997): 18–35. http://dx.doi.org/10.1017/s1030011200023800.
Повний текст джерелаАнотація:
One of the first steps toward meeting the educational needs of the increasing number of students who display high risk behaviours is to identify who these students are and how many exist in public school classrooms. The purpose of the present study was twofold in nature: (a) to use teacher ratings to determine the proportion of students who were judged to be high risk for academic and social behaviour failure; and (b) to determine the efficiency and accuracy with which a screening instrument, the High Risk Screening Survey, could determine the proportion of students judged to be high risk. This paper provides a preliminary examination of the usefulness and efficiency of teacher reports and the High Risk Screening Survey. Three hundred and nine teachers, representing 29 schools in a large metropolitan area in Western Australia, rated 8,722 students in preschool and first through seventh grades. Preliminary field validation results indicated that the High Risk Screening Survey appeared to be an efficient, useful, and descriptive tool for assessing the general risk status of students in preschool and grades one through seven. In addition, across seven variables, most students were seen by their teachers as about or above average; in reading, math, and language arts, approximately 7% of all students were judged by their teachers as significantly behind their peers; and in self-management and social interactions with peers and adults, approximately 2% of students were judged by their teachers as significantly behind their peers. Additional findings, limitations, and recommendations are discussed.
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Olderbak, Sally, Christina Bader, Nicole Hauser, and Sabina Kleitman. "Detection of Psychopathic Traits in Emotional Faces." Journal of Intelligence 9, no. 2 (June 4, 2021): 29. http://dx.doi.org/10.3390/jintelligence9020029.
Повний текст джерелаАнотація:
When meeting someone at zero acquaintance, we make assumptions about each other that encompass emotional states, personality traits, and even cognitive abilities. Evidence suggests individuals can accurately detect psychopathic personality traits in strangers based on short video clips or photographs of faces. We present an in-depth examination of this ability. In two studies, we investigated whether high psychopathy traits are perceivable and whether other traits affect ratings of psychopathic traits in the sense of a halo effect. On the perceiver’s end, we additionally examined how cognitive abilities and personality traits of the responders affect these ratings. In two studies (n1 = 170 community adults from the USA, n2 = 126 students from Australia), participants rated several targets on several characteristics of psychopathy, as well as on attractiveness, masculinity, sympathy, trustworthiness, neuroticism, intelligence, and extraversion. Results show that responders were generally able to detect psychopathy. Responders generally came to a consensus in their ratings, and using profile similarity metrics, we found a weak relation between ratings of psychopathy and the targets’ psychopathy level as determined by the Psychopathy Checklist: Short Version. Trait ratings, though, were influenced by the ratings of other traits like attractiveness. Finally, we found accuracy in the perception of psychopathy was positively related to fluid intelligence but unrelated to emotion perception ability.
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Skyba, Yurii, and Lebedynets Hanna. "Students’ assessment tools of professional activities of scientific and pedagogical workers of higher education institutions: foreign and domestic experience." International Scientific Journal of Universities and Leadership, no. 8 (November 20, 2019): 108–18. http://dx.doi.org/10.31874/2520-6702-2019-8-2-108-118.
Повний текст джерелаАнотація:
Considering the external and internal challenges, including accession of Ukraine to the European Higher Education Area and the European Research Area, the adoption of the Laws of Ukraine «On Education» (2017), «On Scientific and Technical Activities» (2016), «On Higher Education» (2014) the systematic reforming higher education began. One of the directions of reforming higher education is to increase the requirements for the professional level of scientific and pedagogical workers, since only a highly qualified specialist is able to provide a high level of training for the applicants for higher education and, accordingly, to prepare a competitive specialist.
The article is aimed to identify the tools for students to evaluate the professional activities carried out by the scientific and pedagogical workers in foreign and domestic higher education institutions. To achieve the aim and solve the set tasks, we used a complex of methods of scientific research: theoretical analysis of academic literature - to clarify the achievements of the scientists on a particular topic of research; structural and system analysis - to identify the tools of evaluation used by the students to assess professional activity of scientific and pedagogical workers of foreign and domestic higher education institutions; comparative method - to carry out a comparative analysis of the content of domestic and foreign instruments for evaluating the professional activities carried out by scientific and pedagogical workers. Summarizing the results of the study indicates that there is a positive experience in the market economies, including the United Kingdom, Australia, and the United States of America (USA) regarding the involvement of students in evaluating the professional performance of teaching staff. The reasonability of engaging students in evaluating the professional work of students' teaching staff is primarily due to the fact that they most often contact with the teaching staff and they are the direct consumers of their services. Based on an analysis of the best university practices in the UK, Australia, and the United States for assessing students' professional work and their personal qualities, it has been established that the main tools are: an online assessment system; student ratings; feedback from students to improve teaching and learning, including student letters prepared from the whole group or course; feedback from alumni (including masters and PhD students, as well as graduate assistants) and more. The analysis of domestic practices showed that instruments such as anonymous questionnaires and student rankings are mostly used to evaluate the professional activities of academic staff of higher education institutions and their personal qualities. The introduction of foreign experience of the use of various tools for assessing the professional activities of the scientific and pedagogical workers in domestic higher education institutions will contribute to the self-reflection of their own professional activities, the development of a trajectory of professional development focused on the areas that require professional development and improvement of quality.
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Kanan, Duaa, Tarek Kanan, Nursena Kalyenci, Abdel Rahman Nanah, Marwa Nabil Sampan Tarbaghia, Betigul Ekmekci, Serkan Çelik, and Bala Başak Öven. "Design, implementation, and assessment of an online-based oncology education program for medical students: An ASCO Oncology Student Interest Group initiative." Journal of Clinical Oncology 39, no. 15_suppl (May 20, 2021): 11024. http://dx.doi.org/10.1200/jco.2021.39.15_suppl.11024.
Повний текст джерелаАнотація:
11024 Background: Undergraduate medical education in oncology is often fragmented and non-standardized among medical schools (BMC Med Educ 17:100, 2017). Oncology education initiatives are thus critically needed to increase cancer awareness and improve medical students’ understanding of the principles and multidisciplinary approach of oncology. We designed and implemented an online education program with the aim of providing medical students with an early exposure to the field of oncology. Our program was adapted from the Australian Ideal Oncology Curriculum for Medical Schools and included six sessions covering the basics of cancer biology, prevention and screening, diagnosis and patient management, principles of treatment modalities, principles of surgical oncology, as well as counselling and communications skills. Methods: Medical students at our institution were invited to participate. We also invited medical students from other faculties via the support of student groups namely the nation’s medical student union and our ASCO Oncology Student Interest Group (OSIG). Invitations were sent by email and/or via social media along with a brochure outlining the conference’s program and instructions to use the Zoom platform. Students were asked to voluntarily fill online pre- and post-conference anonymous surveys. Students self-assessed their competency, personal attributes, future career aspirations, and provided an evaluation of the program. A five-point Likert scale was used for most questions, in which 1 indicated strong disagreement and 5 indicated strong agreement with the statement. Results: Nearly 300 students from over 50 medical schools in Turkey attended the live program. Only students (n = 228) who completed both the pre- and post-conference surveys were included in our study. ASCO OSIG members made up 24.1% (n = 55) of the students. Among the participants, 73.7% (n = 168) were preclinical students (years 1-3) and 26.3% (n = 60) were clinical students (years 4-6). Students’ overall self-reported rating of their knowledge significantly improved in each of the six sessions, with the greatest pre-post difference observed for diagnosis and patient management (2.51 ± 1 vs 3.87 ± 0.81) followed by principles of treatment modalities (2.54 ± 0.96 vs 3.79 ± 0.88), P < 0.001. Most students believed the program was beneficial in improving their current understanding of oncology with a mean of 4.43 ± 0.76. Most students (92.5%) were “likely” or “very likely” to recommend the program to their colleagues. Conclusions: Students’ evaluation of the online oncology program demonstrated significant benefit and knowledge improvement. Our successfully piloted teaching model of oncology for medical students can be adapted and implemented at medical schools globally. Further development and continuation of our educational initiative is undergoing.
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Shams, S. M. Riad. "A Multi-Campus Approach of Mobility and Quality Assurance of Higher Education." International Journal of Technology and Educational Marketing 3, no. 2 (July 2013): 38–48. http://dx.doi.org/10.4018/ijtem.2013070103.
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The Central Queensland University (CQU), Australia operates multiple campuses, where the students of various campuses undertake the same programs, to the same standards, utilize the same teaching and learning materials that ensure the consistency and transparency across all campuses. A case study is undertaken to recognize how the CQU have been delivering quality higher education concurrently in their multiple campuses. In association with the Campus Group Holdings (CGH), CQU established C Management Services (CMS) in 1994. Underlying the CGH’s management expertise, CMS implement the University’s academic programs in the international campuses. More recently, CQU have acquired the CMS from their partner CGH, where CMS continue to implement academic programs in the international campuses. The findings outline the innovative effort of CQU, which appears as prolific to deliver quality higher education concurrently in multiple campuses, as CQU have earned and sustained five star ratings in various aspects of higher education.
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Fordyce-Voorham, Sandra P. "Predictors of the perceived importance of food skills of home economics teachers." Health Education 116, no. 3 (April 4, 2016): 259–74. http://dx.doi.org/10.1108/he-01-2015-0003.
Повний текст джерелаАнотація:
Purpose – The purpose of this paper is to test an hypothesis that teachers’ personal orientations toward food preparation, nutrition and environmental issues would be related to their perceived importance of food skills. Design/methodology/approach – Little research has been conducted on home economics teachers’ views on the importance of the food skills they teach in secondary schools in Australia. Therefore, an online survey was conducted among 261 home economics teachers in Australian secondary schools. The research measured respondents’ ratings of the importance of 70 food skills as well as their teaching preferences and use of resources. Findings – Respondents rated the procedural “hands-on” skills required to prepare a healthy meal as most important. Exploratory factor analysis derived five components (procedures for domestic settings, procedures for vocational settings, cookery methods, food economy, using microwave oven appliances) relating to teachers’ perceived importance of food skills. Teachers’ personal orientations were described as food aesthete, consumer-environmentalist and nutritionist. The findings showed that these were better predictors of the perceived importance of food skills than demographic characteristics. The most important perceived skills related to the basic procedures required by young people to be able to prepare meals for themselves when living independently. Teachers’ personal “orientations” were significantly related to the perceived importance of food skills. Demographic and professional characteristics were poor predictors of these perceptions. Originality/value – The findings provide home economics teachers with an understanding of their selection of particular food skills to teach their students in skill-based healthy eating programmes.
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Jeggy, Surjeet Singh. "Assessing the Writing Levels of Malaysian Armed Forces Officers Based on the ADFELPS Writing Scale." JOURNAL OF SOCIAL SCIENCE RESEARCH 5, no. 3 (November 11, 2014): 844–49. http://dx.doi.org/10.24297/jssr.v5i3.3377.
Повний текст джерелаАнотація:
The Australian Defence Force English Language Profiling System (ADFELPS) is an English language proficiency rating system used to assess the English language skills of Malaysian candidates and to describe the levels of English required for target courses conducted by the Australian Defence Forces (ADF) and the New Zealand Defence Forces (NZDF). It covers all the four language skills i.e. Reading, Writing, Listening and Speaking and it is graded from Level 1 to a maximum of Level 9 which is a native speakers proficiency. Currently, Malaysian officers have some difficulty getting a Level 7 and above for the ADFELPS Writing Scale. Although there are some officers who are at Level 7 or Level 8 at the other language skills, they have difficulty going from Level 6 to Level 7 for the Writing skill. An English language writing workshop was held at the Armed Forces Library over three days to improve the writing skills of Malaysian Armed Forces (MAF) Officers. The main aim of this course was to improve the writing skills for MAF officers especially for officers who are going for overseas courses where the minimum ADFELPS level is a Level 6. The course covered grammar, coherent and cohesive writing, analyzing a typical five paragraph essay, culminating in the students being given two essays and being graded at ADFELPS writing scales. The results show that there has been a deterioration of writing skills of MAF officers and some of the problems related to writing will be discussed in this paper.
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Tangalakis, Kathy, Kate Kelly, Natalie KonYu, and Dianne Hall. "The impact of teaching from home during the covid-19 pandemic on the student evaluations of female academics." Journal of University Teaching and Learning Practice 19, no. 1 (March 8, 2022): 160–75. http://dx.doi.org/10.53761/1.19.1.10.
Повний текст джерелаАнотація:
Student Evaluation of Teaching (SET) results play an important role in academic staff performance evaluation, but also in promotion processes. However, there is much evidence to suggest that the SET used in most universities across the Anglosphere has traditionally penalised female academics. As universities manage the recovery phase of the COVID-19 pandemic, they will also need to take into account the effect of remote teaching on the validity of student evaluation data. Given SET are critical to promotion success, it is important to then understand the gendered effect of remote teaching on student evaluations. We aimed to evaluate how intrusions of family life, academics’ home environment and competence with remote teaching technology of female academics were viewed by students and if there were noticeable differences in SET data. We analysed 22,485 SET data over 2019 (pre-COVID, face-to-face teaching) and 2020 (COVID-lockdowns, remote teaching) for female and male academics, matched with student gender, in the multidisciplinary First Year College at Victoria University, Melbourne Australia. Our results showed that there were no differences in the score ratings for teacher gender. However, the qualitative data showed that whilst overall there were overwhelmingly positive comments for both male and female teachers, there was an increase in the negative comments on teaching style by male students toward their female teachers during remote teaching and overall more comments relating to attitude. We speculate that this would have a negative impact on the confidence of teaching-intensive female academics hindering their leadership aspirations and career progression in academia.
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Wilson, William R. "Students Rating Teachers." Journal of Higher Education 70, no. 5 (September 1999): 562. http://dx.doi.org/10.2307/2649229.
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Wilson, William R. "Students Rating Teachers." Journal of Higher Education 70, no. 5 (September 1999): 562–71. http://dx.doi.org/10.1080/00221546.1999.11780788.
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Peterson, Candida C., and James L. Peterson. "Australian Students’ Ratings of the Importance of AIDS Relative to Other Community Problems." Australian Journal of Sex, Marriage and Family 8, no. 4 (November 1987): 194–200. http://dx.doi.org/10.1080/01591487.1987.11004391.
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Illankoon, I. M. Chethana S., Vivian W. Y. Tam, Khoa N. Le, Cuong N. N. Tran, and Mingxue Ma. "REVIEW ON GREEN BUILDING RATING TOOLS WORLDWIDE: RECOMMENDATIONS FOR AUSTRALIA." JOURNAL OF CIVIL ENGINEERING AND MANAGEMENT 25, no. 8 (October 10, 2019): 831–47. http://dx.doi.org/10.3846/jcem.2019.10928.
Повний текст джерелаАнотація:
Buildings could be led to adverse impacts on environment, such as generation of construction and demolition waste, and emission of greenhouse gases (GHG). Therefore, promotion on development of green buildings is in need. With the increasing awareness in sustainable development, various rating tools are promoted to evaluate the performance of green buildings. Nowadays, these tools function as a guideline for green building development. There are various green building rating tools developed worldwide, and various countries follow different rules, incentives and regulations. However, despite of promotion of green building rating tools, environmental issues from buildings are still significant in Australia. This research compared green building rating tools in Australia and other countries or regions around the world. This research found that rating tools in Australia lack of (1) mandatory criteria and (2) regulations and incentives. This paper recommended that governmental incentives should be promoted.
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Romm, Tsilia, Paul Patterson, and Constance Hill. "Overseas Students in Australia:." Journal of Marketing for Higher Education 5, no. 2 (July 6, 1994): 31–52. http://dx.doi.org/10.1300/j050v05n02_03.
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Taylor, Silas, and Boaz Shulruf. "Australian medical students have fewer opportunities to do physical examination of peers of the opposite gender." Journal of Educational Evaluation for Health Professions 13 (November 23, 2016): 42. http://dx.doi.org/10.3352/jeehp.2016.13.42.
Повний текст джерелаАнотація:
Purpose: Peer physical examination (PPE), by which junior medical students learn physical examination skills before practicing on patients, is a widely implemented and accepted part of medical curricula. However, the ethical implications of PPE have been debated, since issues including student gender impact on its acceptability. Research has previously demonstrated the phenomenon of ‘attitude-behavior inconsistency’ showing that students’ predictions about their participation in PPE differ from what they actually do in practice. This study asks whether gender and student self-ratings of outlook affect engagement in PPE. Methods: This study gathered data from students who had completed PPE with the objective of determining what factors have the greatest impact on the actual practice of PPE by students. Data were used to derive the number of opportunities students had to examine a peer, for various body parts. Respondent gender and self-ratings of outlook were recorded. Results: Responses from 130 students were analysed: 74 female (57%) and 56 male (43%). Students have fewer opportunities to examine peers of the opposite gender; this is statistically significant for all body parts when male students examine female peers. Conclusion: Gender is the factor of overriding importance on whether these peer interactions actually occur, such that students have fewer opportunities to examine peers of the opposite gender, particularly male students examining female peers. Student outlook has little impact. We speculate that the more acceptable PPE is to participants, paradoxically, the more complicated these interactions become, possibly with implications for future practice.
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Xia, Bo, Qing Chen, Martin Skitmore, Jian Zuo, and Mei Li. "Comparison of sustainable community rating tools in Australia." Journal of Cleaner Production 109 (December 2015): 84–91. http://dx.doi.org/10.1016/j.jclepro.2015.08.016.
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Crundall, Ian A. "Student Perceptions of the Danger of Drug Use: A Factor Analysis." Journal of Drug Education 22, no. 2 (June 1992): 147–53. http://dx.doi.org/10.2190/xjxf-tj5t-5mfl-mlpt.
Повний текст джерелаАнотація:
Australian secondary school students from three Year levels were asked to rate the danger involved in various uses of alcohol, tobacco, inhalants, marijuana and other illicit drugs. These ratings were then factor analyzed for each Year level. The results showed a more refined discrimination among the older students, with type of drug and frequency of use being important considerations. Familiarity was a major consideration for the younger students. The cognitive factors derived from the data are consistent with expectations based on the gateway theory of drug use.
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Arima, Riya, Irwandi Irwandi, and Reflinda Ali. "STUDENTS PERCEPTION ON THE TEACHER NONVERBAL COMMUNICATION AT THE SEVENTH GRADE STUDENTS OF MTSS NAGARI BINJAI." ELTR Journal 5, no. 1 (January 8, 2021): 38–49. http://dx.doi.org/10.37147/eltr.v5i1.103.
Повний текст джерелаАнотація:
ABSTRACT
The research was due to several problems found in the field: the teacher did not usually used nonverbal communication in English classroom. It is indicated by the English teacher when the researcher did the preliminary research when teaching learning process in this class. It is indicated when the teacher try to silent to make the students pay attention but the fact some of students still make noise and not pay attention to the teacher in this class.
The result of the research: first students perception on teacher’s gesture with 34,09% in rating quality of good. Second, students perception on teacher’s facial expression with 36,4% in rating quality of good. Third, students perception on teacher’s eye contact with 27,7% in rating quality of moderate. Fourth, students perception on teacher’s pitch with 18,45% in rating quality of poor. Fifth, students perception on teacher’s rate with 36,9% in rating quality of good. Sixth, students perception on teacher’s pause with 36,4% in rating quality of good. Seventh, students perception on the teacher’s friendship and warmth with 31,85% in rating quality of good.
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Arima, Riya, Irwandi Irwandi, and Reflinda Ali. "STUDENTS PERCEPTION ON THE TEACHER NONVERBAL COMMUNICATION AT THE SEVENTH GRADE STUDENTS OF MTSS NAGARI BINJAI." ELTR Journal 5, no. 1 (January 8, 2021): 38–49. http://dx.doi.org/10.37147/eltr.v5i1.103.
Повний текст джерелаАнотація:
ABSTRACT
The research was due to several problems found in the field: the teacher did not usually used nonverbal communication in English classroom. It is indicated by the English teacher when the researcher did the preliminary research when teaching learning process in this class. It is indicated when the teacher try to silent to make the students pay attention but the fact some of students still make noise and not pay attention to the teacher in this class.
The result of the research: first students perception on teacher’s gesture with 34,09% in rating quality of good. Second, students perception on teacher’s facial expression with 36,4% in rating quality of good. Third, students perception on teacher’s eye contact with 27,7% in rating quality of moderate. Fourth, students perception on teacher’s pitch with 18,45% in rating quality of poor. Fifth, students perception on teacher’s rate with 36,9% in rating quality of good. Sixth, students perception on teacher’s pause with 36,4% in rating quality of good. Seventh, students perception on the teacher’s friendship and warmth with 31,85% in rating quality of good.
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Hoover, John T. "Rating Scale Identifies At-Risk Students." NASSP Bulletin 73, no. 515 (March 1989): 109–12. http://dx.doi.org/10.1177/019263658907351519.
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Newell, Graeme, John MacFarlane, and Roger Walker. "Assessing energy rating premiums in the performance of green office buildings in Australia." Journal of Property Investment & Finance 32, no. 4 (July 1, 2014): 352–70. http://dx.doi.org/10.1108/jpif-10-2013-0061.
Повний текст джерелаАнотація:
Purpose – Green office buildings have recently taken on increased significance in institutional property portfolios in Australia and globally. The key issue from an institutional investor perspective is the assessment of whether green office buildings add value. Using an extensive portfolio of green office buildings, the purpose of this paper is to empirically assess the level of energy rating premiums in the property performance of green office buildings in Australia. Design/methodology/approach – Using a portfolio of over 200 green office buildings in Australia benchmarked against a comparable portfolio of non-green office buildings, the level of energy rating premiums in the property performance of green office buildings in Australia is empirically evaluated. Hedonic regression analysis is used to account for differences between specific office buildings and to explicitly identify the “pure” green effect in identifying the level of energy rating premiums in several commercial property performance characteristics (e.g. office value, rent). Findings – The empirical results show the added-value premium of the 5-star National Australian Built Environment Rating Scheme (NABERS) energy rating scheme and the Green Star scheme in the property performance of green office buildings in Australia, including office values and rents. Energy rating premiums for green office buildings are evident at the top energy ratings and energy rating discounts at the lower energy ratings. The added-value “top-end” premium of the 5-star vs 4-star NABERS energy rating category is clearly identified for the various property performance parameters, including office values and rents. Practical implications – This paper empirically determines the presence of energy rating premiums at the top energy ratings in the performance of green office buildings, as well as energy rating discounts at the lower energy ratings. This clearly highlights the added value dimension of energy efficiency in green office buildings and the need for the major office property investors to prioritise the highest energy rating to facilitate additional property performance premiums. This will also see green office buildings become the norm as the market benchmark rather than non-green office buildings. Social implications – This paper highlights energy performance premiums for green office buildings. This fits into the context of sustainability in the property industry and the broader aspects of corporate social responsibility in the property industry. Originality/value – This paper is the first published property research analysis on the detailed determination of energy rating premiums across the energy rating spectrum for green office buildings in Australia. Given the increased focus on energy efficiency and green office buildings, this research enables empirically validated and practical property investment decisions by office property investors regarding the importance of energy efficiency and green office buildings, and the priority to achieve the highest energy rating to maximise property performance premiums in office values and rents.
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Buchmueller, Thomas. "Community Rating, Entry-Age Rating and Adverse Selection in Private Health Insurance in Australia." Geneva Papers on Risk and Insurance - Issues and Practice 33, no. 4 (October 2008): 588–609. http://dx.doi.org/10.1057/gpp.2008.24.
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Stanford, Duncan G., Katherine E. Georgouras, and Michael T. Pailthorpe. "Rating clothing for sun protection: current status in Australia." Journal of the European Academy of Dermatology and Venereology 8, no. 1 (July 28, 2006): 12–17. http://dx.doi.org/10.1111/j.1468-3083.1997.tb00450.x.
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STANFORD, D. "Rating clothing for sun protection: current status in Australia." Journal of the European Academy of Dermatology and Venereology 8, no. 1 (January 1997): 12–17. http://dx.doi.org/10.1016/s0926-9959(96)00101-8.
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Moses, Stephen Ogu. "Students' rating of Speak Out television programme." British Journal of Educational Technology 29, no. 4 (October 1998): 293–302. http://dx.doi.org/10.1111/1467-8535.00076.
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Чубаров, M. Chubarov, Колокатова, and Larisa Kolokatova. "Intelligent Rating System of Students’ Interactive Learning." Socio-Humanitarian Research and Technology 4, no. 2 (June 17, 2015): 21–23. http://dx.doi.org/10.12737/11932.
Повний текст джерелаАнотація:
Computer systems of Interactive learning contribute to
quality education regardless of the place of students’residence and
ways of computer access, subject to the availability of developed
content that meets the requirements of modern high school. The
article presents Interactive technology of physical culture and sports
training for students’ integrated learning.
The condition of bodyfunctional systems is defined with the aim
of developing an effective strategy of physical training of university
students.
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Sherrard, William R., Feraidoon Raafat, and Richard R. Weaver. "An Empirical Study of Peer Bias in Evaluations: Students Rating Students." Journal of Education for Business 70, no. 1 (October 1994): 43–47. http://dx.doi.org/10.1080/08832323.1994.10117723.
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Chakraborty, Mithun, Sanmay Das, Allen Lavoie, Malik Magdon-Ismail, and Yonatan Naamad. "Instructor Rating Markets." Proceedings of the AAAI Conference on Artificial Intelligence 27, no. 1 (June 30, 2013): 159–65. http://dx.doi.org/10.1609/aaai.v27i1.8658.
Повний текст джерелаАнотація:
We describe the design of Instructor Rating Markets (IRMs) where human participants interact through intelligent automated market-makers in order to provide dynamic collective feedback to instructors on the progress of their classes. The markets are among the first to enable the empirical study of prediction markets where traders can affect the very outcomes they are trading on. More than 200 students across the Rensselaer campus participated in markets for ten classes in the Fall 2010 semester. In this paper, we describe how we designed these markets in order to elicit useful information, and analyze data from the deployment. We show that market prices convey useful information on future instructor ratings and contain significantly more information than do past ratings. The bulk of useful information contained in the price of a particular class is provided by students who are in that class, showing that the markets are serving to disseminate insider information. At the same time, we find little evidence of attempted manipulation by raters. The markets are also a laboratory for comparing different market designs and the resulting price dynamics, and we show how they can be used to compare market making algorithms.
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McCleary, Roseanna, and Evan L. Zucker. "Higher Trait- and State-Anxiety in Female Law Students than Male Law Students." Psychological Reports 68, no. 3_suppl (June 1991): 1075–78. http://dx.doi.org/10.2466/pr0.1991.68.3c.1075.
Повний текст джерелаАнотація:
To assess sex differences in anxiety, law students completed the State-Trait Anxiety Inventory prior to rating one-panel printed comics for humor level or copying text. Subjects completed the State-Anxiety subscale following the task. Although the humor-rating task was not more effective in reducing state anxiety than the copying task, scores on the anxiety subscales indicated that women law students scored consistently and significantly higher than men on both pretask measures and on the posttask measure. This finding is consistent with results from other studies in which other instruments were given. Analyses showed elevated anxiety and stress among preprofessional women; this supports the need for stress-management programs for law students.
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Shinogaya, Keita. "The Effect of Answering Pre-questions and Evaluating Confidence in Preparation on Learning in Classroom Instruction." Educational Practice and Theory 44, no. 1 (July 1, 2022): 41–59. http://dx.doi.org/10.7459/ept/44.1.04.
Повний текст джерелаАнотація:
This study examined effective means of preparatory learning for upcoming classroom instructions. In a summer seminar on history, 76 junior high school students were assigned to three experimental groups: the answering pre-questions group, the rating confidence group, and the answering and rating confidence group. The results showed that answering pre-questions enabled students to integrate information in classroom lessons, while the rating confidence directed students’ attention to information in classroom lessons related to pre-questions. This study also revealed that, especially for students with low meaningful learning belief, rating confidence is effective. Suggestions for educational practices and future studies are discussed.
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Urasova, Mariia Vladimirovna. "Rating of training quality system of russian students." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2013): 55–66. http://dx.doi.org/10.51314/2073-2635-2013-1-55-66.
Повний текст джерелаАнотація:
Modern tendency of market of education development is its integration characteristics and involvement of all the spheres of activity. Today quality management includes not only technical and technological characteristics but also the social one. Technologies worked out by sociologists are getting more and more called-for by modern management.
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Bhattacharya, Shubhasheesh. "Analysis of the Personality Rating of the Students." Adarsh Journal of Management Research 2, no. 1 (March 1, 2009): 15. http://dx.doi.org/10.21095/ajmr/2009/v2/i1/88330.
Повний текст джерела