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1
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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Tracy, Jane M. "People with an intellectual disability in the discourse of chronic and complex conditions: an invisible group?" Australian Health Review 33, no. 3 (2009): 478. http://dx.doi.org/10.1071/ah090478.
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TO THE EDITOR: Goddard et al, authors of ?People with an intellectual disability in the discourse of chronic and complex conditions: an invisible group??1 are to be congratulated for raising discussion about one of the most vulnerable groups in Australia with respect to their receipt of optimal health care. The authors conclude that ?developing interventions and strategies to increase the knowledge of health care workers . . . caring for people with intellectual disabilities will likely improve the health care needs of this population and their families?. In relation to this identified need for health professional education and training in the care of people with intellectual disabilities, we would like to draw the attention of your readers to some work undertaken by the Centre for Developmental Disability Health Victoria (CDDHV) to address this issue. The CDDHV works to improve the health and health care of people with developmental disabilities through a range of educational, research and clinical activities. In recent years there has been an increasing awareness of the need for health professional education in this area. Moreover, as people with disabilities often have chronic and complex health and social issues, focusing on their health care provides a platform for interprofessional education and a springboard for understanding the essential importance and value of interprofessional practice. Recently, the CDDHV has taken a lead role in developing a teaching and learning resource that focuses both on the health care of people with disabilities and on the importance and value of interprofessional practice. This resource promotes and facilitates interprofessional learning, and develops understanding of the health and health care issues experienced by people with disabilities and those who support them. ?Health and disability: partnerships in action? is a new video-based teaching and learning package, produced through an interprofessional collaboration between health professionals from medicine, nursing, occupational therapy, physiotherapy, paramedic practice, health science, social work, speech pathology, dietetics and dentistry. Those living with a disability are the experts on their own experience and so their direct involvement in and contribution to the education of health care professionals is essential. The collaboration between those featured in the video stories and health professionals has led to the development of a powerful resource that facilitates students and practitioners developing insights into the health and health care issues encountered by people with developmental disabilities. We also believe that through improving their understanding of, and health provision to, people with disabilities and those who support them, health professionals will acquire valuable attitudes, knowledge and skills applicable to many other patients in their practice population. Jane M Tracy Education Director Centre for Developmental Disability Health Victoria Melbourne, VIC
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Pham, Mai N. "Language attitudes of the Vietnamese in Melbourne." Australian Review of Applied Linguistics 21, no. 2 (January 1, 1998): 1–20. http://dx.doi.org/10.1075/aral.21.2.01pha.
Повний текст джерелаАнотація:
Abstract This study is an attempt to investigate language attitudes of the older and younger generations of Vietnamese bilingual adults in Melbourne, in relation to their ethnicity in the Australian context and in the light of the historical background of the Vietnamese immigrants in Australia. A survey of 165 Vietnamese bilingual adults and students in Melbourne was carried out to investigate their language use in private and public domains, their appraisal of English and Vietnamese, their attitudes towards Vietnamese language maintenance, acculturation, and the question of their ethnic identity in Australian society. The results of the findings reveal that there is a significant difference between adults and students in various aspects of their language attitudes. Overall their choice of language use in private and public domains varies with situations and interlocutors. Although both groups show positive attitudes towards the appraisal of Vietnamese, the maintenance of Vietnamese language and culture and the retaining of their ethnic identity, what is significant is that students demonstrate stronger positive attitudes than adults. With regard to factors that influence the maintenance of Vietnamese, while adults think that government language policy is the most important factor, students express their confidence in the ability of the Vietnamese themselves to maintain their language.
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Kolnhofer-Derecskei, Anita. "How did the COVID-19 restrictions impact higher education in Victoria?" Multidiszciplináris kihívások, sokszínű válaszok, no. 1 (August 31, 2022): 50–72. http://dx.doi.org/10.33565/mksv.2022.01.03.
Повний текст джерелаАнотація:
This paper aims to observe how the Australian COVID-19 restrictions influenced higher education, teachers’ and students’ lives. Before the pandemic, the higher education sector was the largest serviced based sector in Australia and overly depended on international students’ fee income. The academic year of 2020 started as usual with 141703 higher education enrolments of overseas students, mainly students from Asia. However, they did not arrive due to the strict border closure. Travel restrictions were put in place from China from 1 February 2020, later from other countries worldwide. That significantly affected international students' travel from Asia directly before the start of the new academic year. Consequently, many institutions have transitioned from campus-based courses to online delivery. Besides, numerous academic lecturers and professional staff have been invited to the expression of interest in a voluntary and, of course, involuntary redundancy program. Most vacant positions have been frozen, and various saving programs have been implied. Owing to the toughest rules and strictest restrictions, Australian borders remained closed for over 600 days. Melbourne was under six lockdowns totalling 265 days since March 2020, which resulted in the author’s experience of three semester-long remote teaching at one of the biggest and most prominent universities in Melbourne without any personal contact with international students. The author lived and worked in Melbourne during the COVID-19 era, so this study is based on her perspectives and experiences extended with a wide empirical evaluation of secondary data about the Australian academic sector between 2020 and 2021.
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Sethuraman, Kannan, and Devanath Tirupati. "Melbourne Pathology." Asian Case Research Journal 11, no. 01 (June 2007): 141–59. http://dx.doi.org/10.1142/s0218927507000850.
Повний текст джерелаАнотація:
Melbourne Pathology, a subsidiary of Sonic Health Care, provided a comprehensive range of pathology services as an aid in the diagnosis and treatment of patients in Melbourne and Central Victoria. In a capped funding and highly regulated market such as the pathology service market in Australia, the only way in which the sales of a provider could grow was usually at the expense of another provider. To combat this situation, Melbourne Pathology opted to compete by providing higher quality service and faster turnaround time. The recent results of Melbourne Pathology, however, indicated that although the average turnaround time was within the promised targets, significant percentage of jobs in routine category and over 10% of jobs in the urgent category failed to meet the established targets. The case is primarily intended to illustrate the impact of demand distortions in a service setting that arise due to lack of coordination among various entities in the service value chain and a failure to have an integrated perspective that aligns all departments towards a common goal. This phenomenon is similar to the bullwhip effect in supply chains of manufactured products which has received considerable attention during the past decade. The case provides opportunities for students to develop corrective actions to mitigate this problem.
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McCluskey, Trish, John Weldon, and Andrew Smallridge. "Re-building the first year experience, one block at a time." Student Success 10, no. 1 (March 7, 2019): 1–15. http://dx.doi.org/10.5204/ssj.v10i1.1148.
Повний текст джерелаАнотація:
For many years, universities around the world have been developing and enhancing the First Year Experience (FYE), with a view to improving retention, performance and student satisfaction. This feature practice report outlines a strategic initiative, launched in 2018 at Victoria University in Melbourne, Australia that aims to transform the experience of Victoria University’s first-year students on an unprecedented scale. This unique model reconceptualises the design, structure and delivery of first year units of study in order to deliver a program that deliberately focuses on students’ pedagogical, transition and work/life balance needs. This initiative required the disruption and redevelopment of all university systems to ensure students experience a supportive and seamless transition into, and journey through, their first year of study at university.
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Wiwatowski, Megan, Jane Page, and Sarah Young. "Examining early childhood teachers’ attitudes and responses to superhero play." Australasian Journal of Early Childhood 45, no. 2 (May 1, 2020): 170–82. http://dx.doi.org/10.1177/1836939120918486.
Повний текст джерелаАнотація:
Research highlights that early childhood teachers (ECTs) hold varied opinions on the value of superhero play (SP) to young children’s learning and development. This study sought to investigate how ECTs in Victoria are responding to superhero play, and to examine the beliefs that underpin their responses. Interviews were conducted with eight ECTs from the Bayside area in Melbourne. The study revealed that while the majority of the teachers interviewed responded to children’s superhero play in a variety of ways, there were a number of barriers to supporting superhero play in early childhood education and care settings. This paper concludes by identifying the value of ECTs engaging in critical reflection to ensure that their responses to superhero play are based on professional knowledge that is informed by theory and research.
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Leshinsky, Rebecca. "Touching on transparency in city local law making." International Journal of Law in the Built Environment 8, no. 3 (October 10, 2016): 194–209. http://dx.doi.org/10.1108/ijlbe-01-2016-0001.
Повний текст джерелаАнотація:
Purpose The purpose for this paper is to share jurisdictional knowledge on local law-making theory and praxis, an area of law not well represented in the literature despite its involvement in day-to-day life. Design/methodology/approach The paper not only shares knowledge about the local law-making process in Melbourne, Australia, but also explores attitudes to local law-making gathered through semi-structured interviews from a sample of relevant stakeholders. Findings The paper reports on findings from a study undertaken in Melbourne, Australia. Stakeholder perceptions and attitudes were canvassed regarding local law-making in the areas of land use planning and waste management. Overall, stakeholders were satisfied that Melbourne is a robust jurisdiction offering a fair and transparent local law-making system, but they see scope for more public participation. Research limitations/implications The findings suggest that even though the state of Victoria offers a fair and transparent system of local law-making, there is still significant scope for more meaningful involvement from the community, as well as space for more effective enforcement of local laws. The stage is set for greater cross-jurisdictional reciprocal learning about local law-making between cities. Originality/value This paper offers meaningful and utilitarian insight for policy and law makers, academics and built environment professionals from relevant stakeholders on the operation and transparency of local law-making.
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Thomas, S. L., K. Lam, L. Piterman, A. Mijch, and P. A. Komesaroff. "Complementary medicine use among people living with HIV/AIDS in Victoria, Australia: practices, attitudes and perceptions." International Journal of STD & AIDS 18, no. 7 (July 1, 2007): 453–57. http://dx.doi.org/10.1258/095646207781147292.
Повний текст джерелаАнотація:
There is limited evidence suggesting the underlying reasons for the use of complementary and alternative medicines (CAMs) by people with HIV/AIDS, or individual attitudes and beliefs about the use of CAMs. Using focus groups and a survey with 151 individuals attending the HIV Clinics at The Alfred Hospital, Melbourne, we aimed to provide insights into factors that influence the use of CAMs among people living with HIV/AIDS. Roughly half (49%) of the participants had used CAMs to manage their HIV/AIDs. Users of CAMs utilized a wide range of treatments in managing their condition, but costs of the CAMs meant that users were not necessarily able to use them as much as they might have liked. Use of CAMs was based on a desire to find something beneficial rather than on being dissatisfied with conventional medicine. Further research is needed into (a) the effects of CAMs and (b) the enhancement of communication and collaboration between patients, doctors and complementary medicine practitioners.
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Campbell, Lynda, and Margaret Kertesz. "Boys aged 9-12 years using the services of Anglicare Victoria: A three month population study." Children Australia 28, no. 3 (2003): 22–29. http://dx.doi.org/10.1017/s103507720000568x.
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This study was conducted in response to the concerns of staff within Anglicare Victoria about the presenting problems of boys aged 9-12 years across the various agency programs and the lack of systematic data about them. Under the umbrella of the Anglicare Victoria/University of Melbourne Social Work Partnership Program, a study was undertaken with the assistance of social work students on placement within the agency. A census-style survey was completed by AV staff members for any boy aged 9, 10, 11 or 12 years in an agency program during a three-month period. Non-identifying survey forms were returned for 203 boys and this article reports the major descriptive information and service implications derived from those returns.
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Cooper, Rhys. "Connecting embedded and stand-alone peer mentoring models to enhance student engagement." Student Success 9, no. 2 (March 25, 2018): 87–93. http://dx.doi.org/10.5204/ssj.v9i2.406.
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This paper outlines the Trident Student Mentoring Program that runs in the College of Engineering at Victoria University, Melbourne, Australia. The program offers both embedded and stand-alone models of peer mentoring services to the same cohort of first-year students. It shows that by forming strong links between these two types of peer mentoring models, the inherent challenges of both, such as low attendance rates in stand-alone models and short periods of peer to peer time in embedded models, are mitigated.
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Hurlimann, A. C. "Urban versus regional – how public attitudes to recycled water differ in these contexts." Water Science and Technology 57, no. 6 (March 1, 2008): 891–99. http://dx.doi.org/10.2166/wst.2008.167.
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This paper reports findings from a comparative study which investigated public attitudes to recycled water in two Australian locations both in the state of Victoria: the capital city, Melbourne, and Bendigo, an urban regional centre. Two commercial buildings were used as case studies, one at each location. These buildings will soon be using recycled water for non-potable uses. The study was facilitated by an on-line survey of future occupants of both buildings to gauge their attitudes to recycled water use. Specifically the paper reports on happiness/willingness to use recycled water for various uses and attitudinal factors which were found to influence this. The circumstances for potable water availability and recycled water use differ in Melbourne and Bendigo, making this study a significant contribution to understanding public acceptance of recycled water use in these different contexts. No significant difference in happiness to use recycled water was found between locations. However, prior experience (use) of recycled water was found to be a significant and positive factor in facilitating happiness/willingness to use recycled water, particularly for closer to personal contact uses such as showering and drinking. Various attitudinal and demographic variables were found to influence happiness to use recycled water. Results indicate it is not just the locational context of water availability that influences happiness to use recycled water, but a person's experience and particular perceptions that will facilitate greater willingness to use recycled water.
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Connell, Sharon, John Fien, Helen Sykes, and David Yencken. "Young People and the Environment in Australia: Beliefs, Knowledge, Commitment and Educational Implications." Australian Journal of Environmental Education 14 (1998): 39–48. http://dx.doi.org/10.1017/s0814062600001555.
Повний текст джерелаАнотація:
AbstractThere is a paucity of research in Australia on the nature of young people's attitudes, knowledge and actions. This paper reports on the findings from one such study of Australian high school students. The research was based on a survey of 5688 students from Melbourne and Brisbane. These young people identified protection of the environment as the most important problem In Australia and strongly supported the belief systems characteristic of an ‘environmental paradigm’. Despite this, the majority displayed relatively low levels of knowledge of key environmental concepts, and were involved in little environmental action-taking outside of household activities. Differences are reported between: students from Melbourne and Brisbane; girls and boys; high performing and general schools; and teachers and students. The paper concludes with a discussion of some implications for environmental education in Australia.
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McLaren, Mary-Rose, Caroline Scott, Marlene McCormack, and Aishling Silke. "It Started with a Blog: How International Connections were Made and Sustained in a Global Pandemic." World Studies in Education 23, no. 1 (August 1, 2022): 115–34. http://dx.doi.org/10.7459/wse/23.1.08.
Повний текст джерелаАнотація:
In a desperate 2020 Covid-inspired pivot, the early childhood team at Victoria University, Melbourne, introduced remote placements for their early childhood teacher students. This was represented through RPEC @ VU (Remote Placements in Early Childhood at Victoria University), and when an online blog post about RPEC@VU reached Ireland, the VU team were contacted by the early childhood team at Dublin City University, who were similarly introducing remote placement for their students. On opposite sides of the world, each team working in isolation in their own country, these educators connected to share ideas, insights and inspiration. From the redesign of thinking and practice in response to the pandemic, unforeseen opportunities were generated. This paper presents a case study exploring the shared values that brought the early childhood teams from these two institutions together and that continue to sustain the partnership. A vibrant international collaboration continues to be built across the two institutions.
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Quigley, Ashley Lindsay, Mallory Trent, Holly Seale, Abrar Ahmad Chughtai, and C. Raina MacIntyre. "Cross-sectional survey of changes in knowledge, attitudes and practice of mask use in Sydney and Melbourne during the 2020 COVID-19 pandemic." BMJ Open 12, no. 6 (June 2022): e057860. http://dx.doi.org/10.1136/bmjopen-2021-057860.
Повний текст джерелаАнотація:
ObjectivesSince mask uptake and the timing of mask use has the potential to influence the control of the COVID-19 pandemic, this study aimed to assess the changes in knowledge toward mask use in Sydney and Melbourne, Australia, during the 2020 COVID-19 pandemic.DesignAn observational study, using a cross-sectional survey, was distributed to adults in Sydney and Melbourne, Australia, during July–August 2020 (survey 1) and September 2020 (survey 2), during the COVID-19 pandemic in Australia.Setting and participantsParticipants aged 18 years or older and living in either Sydney or Melbourne.Primary and secondary outcome measuresDemographics, risk measures, COVID-19 severity and perception, mask attitude and uptake were determined in this study.ResultsA total of 700 participants completed the survey. In both Sydney and Melbourne, a consistent decrease was reported in almost all risk-mitigation behaviours between March 2020 and July 2020 and again between March 2020 and September 2020. However, mask use and personal protective equipment use increased in both Sydney and Melbourne from March 2020 to September 2020. There was no significant difference in mask use during the pandemic between the two cities across both timepoints (1.24 (95% CI 0.99 to 1.22; p=0.072)). Perceived severity and perceived susceptibility of COVID-19 infection were significantly associated with mask uptake. Trust in information on COVID-19 from both national (1.77 (95% CI 1.29 to 2.44); p<0.000)) and state (1.62 (95% CI 1.19 to 2.22); p=0.003)) government was a predictor of mask use across both surveys.ConclusionSydney and Melbourne both had high levels of reported mask wearing during July 2020 and September 2020, consistent with the second wave and mask mandates in Victoria, and cluster outbreaks in Sydney at the time. High rates of mask compliance may be explained by high trust levels in information from national and state government, mask mandates, risk perceptions, current outbreaks and the perceived level of risk of COVID-19 infection at the time.
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Stevenson, Brian. "Collaborative practice re-energises bioscience teaching in schools." Microbiology Australia 31, no. 1 (2010): 27. http://dx.doi.org/10.1071/ma10027.
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This year marks the first decade of operations for the Gene Technology Access Centre (GTAC). The decade has seen a grassroots initiative by a small group of eminent research scientists and dedicated personnel from the University High School in Melbourne grow into a specialist education centre in cell and molecular biology that attracts over 6000 students and their teachers each year. GTAC has not only refocused student and teacher attention on the interdisciplinary nature of contemporary biology, but has also highlighted how a ?centre model for learning?, based upon collaboration and partnerships, can exist within ?the school system? and meet the needs of students and teachers from across Victoria and beyond.
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Jakubowicz, Andrew, and Devaki Monani. "Mapping Progress : Human Rights and International Students in Australia." Cosmopolitan Civil Societies: An Interdisciplinary Journal 7, no. 3 (December 1, 2015): 61–80. http://dx.doi.org/10.5130/ccs.v7i3.4473.
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The rapid growth in international student numbers in Australia in the first decade of the 2000s was accompanied by a series of public crises. The most important of these was the outbreak in Melbourne Victoria and elsewhere of physical attacks on the students. Investigations at the time also pointed to cases of gross exploitation, an array of threats that severely compromised their human rights. This paper reviews and pursues the outcomes of a report prepared by the authors in 2010 for Universities Australia and the Human Rights Commission. The report reviewed social science research and proposed a series of priorities for human rights interventions that were part of the Human Rights Commission’s considerations. New activity, following the innovation of having international students specifically considered by the Human Rights Commission, points to initiatives that have not fully addressed the wide range of questions at state.
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SCOTT, THEA, VICTOR MINICHIELLO, and COLETTE BROWNING. "Secondary school students' knowledge of and attitudes towards older people: does an education intervention programme make a difference?" Ageing and Society 18, no. 2 (March 1998): 167–83. http://dx.doi.org/10.1017/s0144686x98006874.
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It is now increasingly recognised that if we are to combat ageism the attitudes and knowledge of young people need to be more positively constructed so that they do not hold stereotypic views of ageing. This study evaluates the impact of an educational intervention programme on the attitudes and knowledge of students aged 17–18 years from six secondary schools in Melbourne, Australia. Using Palmore's Facts on Aging Quiz to assess knowledge about and attitudes towards ageing in a quasi-experimental pre-test and post-test design, the results reveal that, in general, students hold low knowledge about older people and negative attitudes about ageing. However, the pre-test mean knowledge scores differed significantly between male and female students and across the various schools, and students who had greater contact with grandparents possessed slightly more knowledge. The post-test results show that the intervention education programme was not successful in raising the student's level of knowledge. The results also show that, in general, the students hold negative attitudes towards older people and that there was little change in their attitudes following the intervention programme. The paper discusses the implications of these results regarding curriculum development in education programmes on ageing intended for young people.
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Nur Patria, Aditya. "Attitudes of Non-native Speakers of English Studying in Australia towards World Englishes." Arab World English Journal 12, no. 2 (June 15, 2021): 294–305. http://dx.doi.org/10.24093/awej/vol12no2.20.
Повний текст джерелаАнотація:
The present study explores attitudes of non-native speakers of English studying in a reputable university in Melbourne, Australia, towards world Englishes. In particular, the study investigates different attitudes between students enrolled in a university subject, which indirectly promotes the students’ acceptance towards them and those who have not taken the subject towards world Englishes. The present study uses the direct approach, which allows informants to give an account of their attitudes (McKenzie, 2010). By adopting a questionnaire designed by Yoshikawa (2005), the present study seeks to answer two research questions: (1) Do non-native English students taking the subject have different attitudes from non-native English students who have not taken the subject towards world Englishes? (2) Do the students enrolled in Linguistic-Related majors have different attitudes from the students enrolled in Non-Linguistic-Related majors towards world Englishes? The findings of the study will contribute to the literature on world Englishes and the identification of a possible way to promote the acceptance of world Englishes. The results show that informants who are taking/have taken the subject tend to have more positive attitudes towards non-Inner Circle varieties than those who have not taken the subject. Similar results are also shown among informants grouped based on their majors in which Linguistics-Related ones are more acceptant. However, there is no significant difference regarding their attitudes toward Inner Circle English.
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Gillbank, Linden. "University Botany in Colonial Victoria: Frederick McCoy's Botanical Classes and Collections at the University of Melbourne." Historical Records of Australian Science 19, no. 1 (2008): 53. http://dx.doi.org/10.1071/hr08002.
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Botany was part of the broad intellectual territory of one of the University of Melbourne's four foundation chairs. From his appointment in 1854 until his death in 1899, Frederick McCoy was the Professor of Natural Science and, for most of that time, also honorary Director of the Colony of Victoria's National Museum. McCoy gained ideas about botany and botanic gardens and museums while studying and working at the University of Cambridge, where he attended Professor John Stevens Henslow's botany lectures in 1847. With help from Henslow and Victoria's Government Botanist, Ferdinand Mueller, McCoy acquired botanical collections and developed a class (system) garden at the University of Melbourne, where he taught botany to arts and medical students from 1863 until the establishment of the science degree and arrival of the Professor of Biology in 1887 left him only a rarely-taken botanical subject.
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Abdizadeh, Hadis, Jane Southcott, and Maria Gindidis. "Attitudes of Iranian Community Parents in Australia towards their Children’s Language Maintenance." Heritage Language Journal 17, no. 3 (December 31, 2020): 310–31. http://dx.doi.org/10.46538/hlj.17.3.1.
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Issues of language shift (LS) and language maintenance (LM) are inevitable consequences of globalization and increased mobility of human populations. This qualitative case study investigated attitudes of migrant parents from Iran towards Persian community language maintenance (CLM) for their school-age children in Australia. Ten parents residing in Melbourne, Victoria were interviewed in two groups and demographic data were collected. The participants were seven female and three male parents who had at least one school-age child. In this qualitative case study, data were analyzed thematically. Three major themes concerning Persian CLM were identified: parents’ attitudes, strategies adopted for maintenance, and challenges for their children. The parents believed that CLM supported cultural identity, preserved family cohesion, and fostered bilingualism, all of which were considered valuable future skills for their children. Interviewees adopted diverse strategies including the establishment of family language use policies, sending their children to Iranian community language school, frequent contacts with extended family in Iran, and the use of Persian media and literature. The influential role of siblings and peers in their children’s language shift, and a lack of age-appropriate Persian books and visual materials were the main challenges to CLM mentioned by the parents in this research.
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Joseph, Dawn. "Fostering a happy positive learning environment for generalist pre-service teachers: building confidence that promotes wellbeing." British Journal of Music Education 36, no. 02 (July 2019): 183–96. http://dx.doi.org/10.1017/s0265051719000159.
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AbstractMusic is more than just sounds; engaging in music activities in educational settings may foster a sense of wellbeing. This paper explores whether positive learning environments can change attitudes and build confidence of students undertaking the Bachelor of Education (primary) program. As part of a wider study in Melbourne (Australia), using questionnaire data, this qualitative case study reports on two overarching themes (Wellbeing and Learning, and Skill Development and Confidence). I contend that a happy and safe teaching and learning space may promote and nurture the health and wellbeing of students who lack the confidence to teach music as generalist teachers.
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Keane, Therese, Tanya Linden, Paul Hernandez-Martinez, and Andreea Molnar. "University Students’ Experiences and Reflections of Technology in Their Transition to Online Learning during the Global Pandemic." Education Sciences 12, no. 7 (June 29, 2022): 453. http://dx.doi.org/10.3390/educsci12070453.
Повний текст джерелаАнотація:
During the COVID-19 pandemic, technology has been used to a lesser or greater extent to facilitate learning and has become an instrumental part of ensuring continuity of education. Students had no choice but to engage in online learning during periods of lockdowns. The quick transition to online learning had the potential to significantly affect the student learning experience and, as a result, their attitudes to studying at university. In this study, we examined self-reported students’ attitudes on their transition from face-to-face to online learning. Second-year students from Swinburne University of Technology in Melbourne, Australia, were invited to complete the questionnaire. Students reported a range of attitudes and experiences from very positive and enjoying discovering the new study mode to the very negative where motivation to study was lost and they were considering deferring or quitting their studies. Approximately half of the students discovered the benefits of both online and in-person education and expressed a preference for learning in a blended learning environment. The study results demonstrate the importance of digital technologies that provide flexible and agile educational opportunities with many students being open to new learning experiences despite missing the traditional approaches to education. The results of this study could inform further educational interventions when there is a need to move to online learning with little notice.
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Kirkwood, Keith. "The SNAP Platform: social networking for academic purposes." Campus-Wide Information Systems 27, no. 3 (June 29, 2010): 118–26. http://dx.doi.org/10.1108/10650741011054429.
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PurposeThis paper aims to introduce an enterprise‐wide Web 2.0 learning support platform – SNAP, developed at Victoria University in Melbourne, Australia.Design/methodology/approachPointing to the evolution of the social web, the paper discusses the potential for the development of e‐learning platforms that employ constructivist, connectivist, and participatory pedagogies and actively engage the student population. Social networking behaviours and peer‐learning strategies, along with knowledge management through guided folksonomies, provide the back‐bone of a social systems approach to learning support.FindingsThe development of a cloud‐based read‐write enterprise platform can extend the responsiveness of the learning institution to its students and to future e‐learning innovations.Originality/valueThe full potential of e‐learning platforms for the development of learning communities of practice can now be increasingly realised. The SNAP Platform is a step in this direction.
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Clyne, Michael. "Bilingual Education—What can We Learn from the Past?" Australian Journal of Education 32, no. 1 (April 1988): 95–114. http://dx.doi.org/10.1177/000494418803200106.
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This paper shows that bilingual education has a long tradition in Australia. In the 19th century, primary and secondary schools operating German-English, French-English or Gaelic-English programs, or ones with a Hebrew component, existed in different parts of Australia. The most common bilingual schools were Lutheran rural day schools but there were also many private schools. They believed in the universal value of bilingualism, and some attracted children from English-speaking backgrounds. Bilingual education was for language maintenance, ethno-religious continuity or second language acquisition. The languages were usually divided according to subject and time of day or teacher. The programs were strongest in Melbourne, Adelaide and rural South Australia and Victoria. In Queensland, attitudes and settlement patterns led to the earlier demise of bilingual education. The education acts led to a decline in bilingual education except in elitist girls or rural primary schools and an increase in part-time language programs. Bilingual education was stopped by wartime legislation. It is intended that bilingualism can flourish unless monolingualism is given special preference.
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Iwashita, Noriko, and Irene Liem. "Factors affecting second language achievement in primary school." Australian Review of Applied Linguistics 28, no. 1 (January 1, 2005): 36–51. http://dx.doi.org/10.1075/aral.28.1.03iwa.
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Abstract This study investigates achievement in second language learning (Chinese) in primary school in relation to learner variables such as amount and duration of instruction and home language background.1 Currently in the State of Victoria it is recommended that all students learn a second language from the beginning of primary school to the end of Year 10. As the majority of students in some LOTE (Languages Other Than English) classes such as Chinese are background speakers, some parents and teachers are concerned that non-background learners can be disadvantaged compared with classmates who have some exposure to the LOTE outside school. In order to examine whether home language use has any impact on achievement, we developed a test of four skills and administered it to Year 6 students in two primary schools in Melbourne. The results showed that Chinese background students scored much higher than non-Chinese background students in all four areas. However a close examination of the data revealed that other variables such as Chinese study outside school and the number of years of study at school also influenced the test scores. This research has strong implications for developing a LOTE curriculum for both background and non-background speakers.
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Prakash, Shamant, Shannon Brown, Michelle Murphy, and Brett Williams. "Paramedic student empathetic attitudes towards homelessness: a mixed methods pilot study." International Journal of Emergency Services 9, no. 3 (May 8, 2020): 273–82. http://dx.doi.org/10.1108/ijes-08-2019-0047.
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PurposeCurrent statistics highlight the increasing prevalence of homelessness in Australia, however, there is scant research regarding empathy and homelessness in the paramedic literature. Research in other areas of healthcare demonstrates that interaction with the homeless can positively impact empathetic attitudes and also highlights the opportunity to examine if these results are consistent or generalisable to the Australian paramedic profession. Therefore, the aim of our study was to explore paramedic students' empathetic attitudes towards homelessness.Design/methodology/approachA sequential mixed method design study was undertaken using a repeated measures and focus group approach. Paramedic students participated in clinical experience, involving interactions with the homeless. This entailed participating in at least four shifts (11 pm – 5 am) where students gained experience at the Salvation Army Health Café or with the Youth Street Teams in Melbourne, Australia. Empathy levels of the paramedic students toward homelessness, both pre- and post- were measured using the Medical Condition Regard Scale (MCRS) and the Health Professionals' Attitudes Toward the Homeless Inventory (HPATHI). A focus group with student participants was also conducted to obtain further detailed information about their perceptions of the experience.FindingsA total of 20 students participated (100% response rate). Statistically significant (p < 0.05) increases were observed on the MCRS pre- to post- data with total mean scores of 48.35 (SD ± 8.33) and 51.65 (SD ± 5.56), respectively. On the HPATHI a statistically significant (p < 0.0001) increase in Personal Advocacy was observed. Eight of these students took part in a subsequent focus group. Following thematic analysis of the focus group, a number of common themes were identified that included: communication, empathy and rapport, and a change in perception and attitude.Originality/valueThe results of this pilot study demonstrate that through participation in a project involving experience interacting with the homeless population, paramedic students showed a greater level of empathy towards the homeless. Increases in empathetic regard, social advocacy and personal advocacy were also found.
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Cornejo-Araya, Claudia A., and Leonie Kronborg. "Inspirational Teachers’ Model: A Constructivist Grounded Theory Study in Gifted Education." Journal for the Education of the Gifted 44, no. 3 (July 21, 2021): 300–326. http://dx.doi.org/10.1177/01623532211023595.
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Adopting a constructivist grounded theory approach, 91 students from Years 9 to 11, in gifted educational programs from three schools in Melbourne, nominated their inspiring teachers. Eleven teachers, who received the highest number of nominations, were invited to an interview and an observation of their teaching. The emerged theoretical construct was identified as “Opening new possibilities: Inspiring teachers of gifted and highly able students,” which is further explained through three main categories: Being a knowledgeable and passionate teacher, creating an academically safe learning environment, and teaching beyond and above the regular curriculum. In addition, the theoretical process was explained through three phases: Expanding knowledge and understanding, Fostering positive attitudes, and Encouraging students to take action. Contextual determinants were considered to analyze and report the findings: students’ developmental characteristics, school culture, curriculum, and gifted educational provisions. Findings are discussed in the light of existing literature, as well as study limitations and ideas for future research.
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Polmear, C. M., H. Nathan, S. Bates, C. French, J. Odisho, E. Skinner, A. Karahalios, and F. McGain. "The Effect of Intensive Care Unit Admission on Smokers’ Attitudes and Their Likelihood of Quitting Smoking." Anaesthesia and Intensive Care 45, no. 6 (November 2017): 720–26. http://dx.doi.org/10.1177/0310057x1704500612.
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We sought to estimate the proportion of patients admitted to a metropolitan intensive care unit (ICU) who were current smokers, and the relationships between ICU survivors who smoked and smoking cessation and/or reduction six months post–ICU discharge. We conducted a prospective cohort study at a metropolitan level III ICU in Melbourne, Victoria. One hundred consecutive patients who met the inclusion criteria were included in the study. Inclusion criteria consisted of patients who were smokers at time of ICU admission, had an ICU length of stay greater than one day, survived to ICU discharge, and provided written informed consent. A purpose-designed questionnaire which included the Fagerstrom test for nicotine dependence and evaluation of patients’ attitude towards smoking cessation was completed by participants following ICU discharge and prior to hospital discharge. Participants were re-interviewed over the phone at six months post–ICU discharge. Of the 1,062 patients admitted to ICU, 253 (23%) were current smokers and 100 were enrolled. Six months post–ICU discharge, 28 (33%) of the 86 participants who were alive and contactable had quit smoking and 35 (41%) had reduced smoking. The median number of reported cigarettes smoked per day reduced by 40%. Participants who initially believed their ICU admission was smoking-related were more likely to have quit six months post–ICU discharge (odds ratio 2.98; 95% confidence intervals 1.07, 8.26; P=0.036). Six months post–ICU discharge, 63/86 (74%) of participants had quit or reduced their smoking. Further research into targeted smoking cessation counselling for ICU survivors is indicated.
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Burgess, Stephen, Scott Bingley, and David A Banks. "Blending Audience Response Systems into an Information Systems Professional Course." Issues in Informing Science and Information Technology 13 (2016): 245–67. http://dx.doi.org/10.28945/3488.
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Many higher education institutions are moving towards blended learning environments that seek to move towards a student-centred ethos, where students are stakeholders in the learning process. This often involves multi-modal learner-support technologies capable of operating in a range of time and place settings. This article considers the impact of an Audience Response System (ARS) upon the ongoing development of an Information Systems Professional course at the Masters level in the College of Business at Victoria University in Melbourne, Australia. The course allows students to consider ethical issues faced by an Information Systems Professional. Given the sensitivity of some of the topics explored within this area, an ARS offers an ideal vehicle for allowing students to respond to potentially contentious questions without revealing their identity to the rest of the group. The paper reports the findings of a pilot scheme designed to explore the efficacy of the technology. Use of a blended learning framework to frame the discussion allowed the authors to consider the readiness of institution, lecturers, and students to use ARS. From a usage viewpoint, multiple choice questions lead to further discussion of student responses related to important issues in the unit. From an impact viewpoint the use of ARS in the class appeared to be successful, but some limitations were reported.
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Foster, Richard. "Multi-disciplinary practice in a community law environment: new models for clinical legal education." International Journal of Clinical Legal Education 19 (July 8, 2014): 413. http://dx.doi.org/10.19164/ijcle.v19i0.40.
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<p>The Monash-Oakleigh Legal Service (MOLS) is a community legal service auspiced by Monash University, Melbourne Australia, and partly funded by Victoria Legal Aid. MOLS was principally established to provide practical legal education to Monash law students over 30 years ago, but has since evolved to focus also on serving community legal needs. Incorporated within MOLS is the Family Law Assistance Program (FLAP) which, as the name suggests, deals exclusively with family law matters. FLAP students attend the Family Court each week with lawyers who provide assistance to clients in a duty lawyer capacity, as well as operating four clinical sessions each week within MOLS.</p><p>Like many community legal services, most MOLS clients experience a form of disadvantage and resultant financial difficulty. Consequently, MOLS deals with a range of legal matters including: criminal law, family law, tenancy and neighbourhood disputes, and a number of credit, debt, and<br />bankruptcy issues.</p><p>In July 2010, the Multi-Disciplinary Clinic (MDC) was established at MOLS to provide a holistic service to clients by involving students from three academic disciplines to deal with client issues. Later, in December 2010 (the commencement of the university’s summer semester), students from one other discipline were included in FLAP and a third discipline was also adopted in the following semester.</p>
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Roudavski, Stanislav. "Selective Jamming: Digital Architectural Design in Foundation Courses." International Journal of Architectural Computing 9, no. 4 (December 2011): 437–61. http://dx.doi.org/10.1260/1478-0771.9.4.437.
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This article considers how the concepts and practice of digital architectural design can influence early architectural education. The article approaches this topic through one example, the Virtual Environments course – a constituent of the Bachelor of Environments program at the University of Melbourne. The institutional remit of this course is to introduce first-year students to the roles of design representation. However, recently, the course developed to encompass these pragmatic educational aims and began to question canonical attitudes towards architectural education and practice. At the core of this course are the notions, methods and skills of digital architectural design, understood not as a stylistic option or as a novel paradigm, but as a catalyst for creativity, experimentation, critical thinking and the sustained growth of creative communities.
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Cullinane, Meabh, Stefanie A. Zugna, Helen L. McLachlan, Michelle S. Newton, and Della A. Forster. "Evaluating the impact of a maternity and neonatal emergencies education programme in Australian regional and rural health services on clinician knowledge and confidence: a pre-test post-test study." BMJ Open 12, no. 5 (May 2022): e059921. http://dx.doi.org/10.1136/bmjopen-2021-059921.
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IntroductionAlmost 78 000 women gave birth in the state of Victoria, Australia, in 2019. While most births occurred in metropolitan Melbourne and large regional centres, a significant proportion of women birthed in rural services. In late 2016, to support clinicians to recognise and respond to clinical deterioration, the Victorian government mandated provision of an emergency training programme, called Maternity and Newborn Emergencies (MANE), to rural and regional maternity services across the state. This paper describes the evaluation of MANE.Design and settingA quasi-experimental study design was used; the Kirkpatrick Evaluation Model provided the framework.ParticipantsParticipants came from the 17 rural and regional Victorian maternity services who received MANE in 2018 and/or 2019.Outcome measuresBaseline data were collected from MANE attendees before MANE delivery, and at four time points up to 12 months post-delivery. Clinicians’ knowledge of the MANE learning objectives, and confidence ratings regarding the emergencies covered in MANE were evaluated. The Safety Attitudes Questionnaire (SAQ) assessed safety climate pre-MANE and 6 months post-MANE among all maternity providers at the sites.ResultsImmediately post-MANE, most attendees reported increased confidence to escalate clinical concerns (n=251/259). Knowledge in the non-technical and practical aspects of the programme increased. Management of perinatal emergencies was viewed as equally stressful pre-MANE and post-MANE, but confidence to manage these emergencies increased post-delivery. Pre-MANE SAQ scores showed consistently strong and poor performing services. Six months post-MANE, some services showed improvements in SAQ scores indicative of improved safety climate.ConclusionMANE delivery resulted in both short-term and sustained improvements in knowledge of, and confidence in, maternity emergencies. Further investigation of the SAQ across Victoria may facilitate identification of services with a poor safety climate who could benefit from frequent targeted interventions (such as the MANE programme) at these sites.
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Tan, Grace, and Anne Therese Venables. "Impact of a Cross-Institutional Assessment Designed to Shape Future IT Professionals." Issues in Informing Science and Information Technology 12 (2015): 181–91. http://dx.doi.org/10.28945/2180.
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IT graduates need a suite of technical competencies and soft skills married with an understanding of the social and business contexts of the systems that they build. To instill in students an awareness of current IT industry practice coupled with the broader impact of their discipline in society, academics from Victoria University and Federation University initiated an across-institutional collaboration. The initiative resulted in a common formative assessment task undertaken by teams of students enrolled in each institution’s professional development units. An initial survey of students was undertaken prior to the assessment task. The survey queried students’ perceptions of a broad range of professional attitudes and skill sets needed by IT professionals when compared to non-skilled workers. Upon the completion of the assessment task, students were surveyed again as to their perceptions of the importance of personal skills, technical competencies, professional and team working skills, workplace knowledge, and cultural awareness for their future professional lives. Comparisons of both surveys’ results revealed that the cohort had a greater appreciation of technical abilities and team-working skills post the assessment task.
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Wilson, Mark, Yvonne Tran, Ian Wilson, and Susan E. Kurrle. "Cross-sectional study of Australian medical student attitudes towards older people confirms a four-factor structure and psychometric properties of the Australian Ageing Semantic Differential." BMJ Open 10, no. 8 (August 2020): e036108. http://dx.doi.org/10.1136/bmjopen-2019-036108.
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ObjectivesThe Australian Ageing Semantic Differential (AASD) survey was developed to quantify medical student attitudes towards older people. The purpose of this study is to examine psychometric properties of the survey and confirm its factor structure of four composites.DesignA cross-sectional study.SettingThree medical schools in three Australian states: Victoria, Western Australia and South Australia.ParticipantsThird-year or fourth-year medical students (n=188, response rate=79%).Outcome measuresIn the previous AASD study, exploratory factor analysis supported a four-factor model consisting of ‘Instrumentality’ (I), ‘Personal Appeal’ (PA), ‘Experience’ (E) and ‘Sociability’ (S). Congeneric one-factor confirmatory factor analysis (CFA) were used to examine model fit for factors using a new student sample (n=188).Psychometric properties of survey items and factors.Post-hoc analysis of pooled data from this study and earlier AASD study (n=509).ResultsIndices of fit (Comparative Fit Index (CFI), Tucker-Lewis Index (TLI), root mean square error of approximation (RMSEA), standardised root mean square residual (SRMR)) for data to the factor model were: PA adequate fit (CFI=0.94, TLI=0.89, RMSEA=0.11 and SRMR=0.05), I good fit (CFI=0.99, TLI=0.99, RMSEA=0.04 and SRMR=0.03), S good fit (CFI=0.98, TLI=0.95, RMSEA=0.06 and SRMR=0.03) and E excellent fit (CFI=1.0, TLI=1.0, RMSEA=0.00 and SRMR=0.01).The AASD was internally consistent (Cronbach’s alpha=0.84), without difference in mean student scores by institution. Mean AASD score was positive for medical students outside New South Wales (73.2/114).Mean I score for all Australian students was negative, with female respondents’ mean E score significantly higher than their counterparts. A positive correlation between student age and I score was noted.ConclusionsThe AASD is internally consistent and generalisable within Australia, with acceptable structural validity for measuring medical student attitudes towards older people within a four-factor model. Student attitudes were positive globally and within all factors except I. Female students rated older persons E more positively. Older students recorded more positive attitudes towards I of older people.
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gaspard, luke. "Australian high school students and their Internet use: perceptions of opportunities versus ‘problematic situations’." Children Australia 45, no. 1 (March 2020): 54–63. http://dx.doi.org/10.1017/cha.2020.2.
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AbstractThe Internet has, for varied reasons, emerged as a critical mediating tool in the everyday experience for many young people. Opportunities for access and participation are vast and well-documented. There are, however, risks, or more accurately ‘problematic situations’, associated with these online experiences. From a digital youth’s perspective, real and perceived threats, primarily related to content, contact and conduct, all play to policy agendas, and adult fears of how best to protect youth within virtual space where the boundaries of private and public are easily blurred and compromised. Drawing upon a purposive sample of four high schools, in greater Melbourne, Australia, frequency analysis is performed on questionnaire data from 770 students aged 12–18. Adapting the research taxonomy from the EU Kids Online (2014, EU Kids Online: findings, methods, recommendations (deliverable D1.6)) project, this paper extends that work by developing a more comprehensive coding structure to reflect the complex attitudes high school students of this study exhibit with their online practice. In doing so, this research, via a more nuanced classification, supports the ongoing validity of previous research that points to navigation of the Internet as a continuing contestation between balancing opportunity and risk.
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Hutchinson, Jade, Muhammad Iqbal, Mario Peucker, and Debra Smith. "Online and Offline Coordination in Australia’s Far-Right: A Study of True Blue Crew." Social Sciences 11, no. 9 (September 14, 2022): 421. http://dx.doi.org/10.3390/socsci11090421.
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Far-right extremism transpires in virtual and physical space. In this study, we examine how the Australian far-right extremist group ‘True Blue Crew’ attempted to coordinate their offline activities with their social media activism. To this end, we conducted a thematic content analysis of administrator posts and user comments present on the group’s Facebook page prior to and following an organised street rally in June 2017. This online analysis was partnered with ethnographic field work to gauge the perceptions of group members and supporters during the rally in Melbourne, Victoria. The results highlight the multi-dimensional and intimate manner in which online and offline contexts are coordinated to support far-right activism and mobilisation. This study offers an empirical account of how far-right attitudes, activism, and mobilisation transpired in Australia in the years prior to an Australian committing the Christchurch terror attack. It reveals a growing frustration within the broader far-right movement, leading to later strategic adaptation that can be interpreted as an early warning sign of an environment increasingly conducive to violence. This provides a more nuanced understanding of the context from which far-right terrorism emerges, and speaks to the importance of maintaining a level of analysis that transverses the social and the individual, as well as the online and the offline spaces. Implications for security and government agencies responses are discussed.
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Angus, Jocelyn. "Leadership: a central tenet for postgraduate dementia services curricula development in Australia." International Psychogeriatrics 21, S1 (April 2009): S16—S24. http://dx.doi.org/10.1017/s1041610209008825.
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ABSTRACTBackground: In the next decades of the twenty-first century, the global aging of populations will challenge every nation's ability to provide leadership by qualified health professionals to reshape and improve health care delivery systems. The challenge for educators is to design and deliver courses that will give students the knowledge and skills they need to fill that leadership role confidently in dementia care services. This paper explores the ways in which a curriculum can develop graduates who are ready to become leaders in shaping their industry.Method: The Master of Health Science – Aged Services (MHSAS) program at Victoria University, Melbourne, Australia is applied as a case study to describe the process by which the concept of leadership is applied as the key driver in curriculum development, teaching practices and learning outcomes.Results: Evaluation instruments employed in a variety of purposes including teaching, curriculum planning and unit appraisal are discussed. Challenges for the future are proposed including the need for postgraduate programs in dementia to seek stronger national and international benchmarks and associations with other educational institutions to promote leadership and a vision of what is possible and desirable in dementia care provision.Conclusions: In the twenty-first century, effective service provision in the aged health care sector will require postgraduate curricula that equip students for dementia care leadership. The MHSAS program provides an established template for such curricula.
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Hu, Hengzhi, and Feifei Huang. "Application of Universal Design for Learning into Remote English Education in Australia amid COVID-19 Pandemic." International Journal on Studies in Education 4, no. 1 (April 18, 2021): 55–69. http://dx.doi.org/10.46328/ijonse.59.
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Confronted with the challenges posed by COVID-19 pandemic, students, teachers, educators and other stakeholders have to make the best of online learning from home and look at ways of optimizing remote learning experience. Embedded in the nature of inclusive schooling and organized in a specific public secondary school in Victoria, Australia, this study explores the effectiveness of Universal Design for Learning (UDL) on English as an additional language (EAL) students’ online learning proficiency. The research findings indicate that in the discipline of EAL, with the assistance of multiple means of representation, expression and engagement as well as a range of information-communication technologies (ICTs), UDL has positive effects on students’ academic performance and can trigger their positive attitudes towards online learning experience. This sheds light on the feasibility of improving remote learning quality and promoting inclusive online schooling that engages every student via the implementation of UDL integrated with different assistive technologies, which can be summarized as that UDL is one of the possible solutions to online learning that affords ample opportunities or more precisely, technical promises for the implementation of UDL.
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Chan, Jun Keat, Kah Hong Yep, Sarah Magarey, Zoe Keon-Cohen, and Matt Acheson. "Fit Testing Disposable P2/N95 Respirators during COVID-19 in Victoria, Australia: Fit Check Evaluation, Failure Rates, and a Survey of Healthcare Workers." COVID 1, no. 1 (July 6, 2021): 83–96. http://dx.doi.org/10.3390/covid1010007.
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Quantitative fit testing was utilised to evaluate the Department of Health and Human Services in Victoria (DHHS) recommended fit check and determine pass/fail rates for self-selected P2/N95 respirators. Survey experience and training related to P2/N95 respirators were also obtained. This was an observational study at a specialist tertiary referral centre, Melbourne, Australia, between 29 May 2020 and 5 June 2020. The primary outcome was quantitative fit test pass/fail results, with fit check reported against fit test as a 2 × 2 contingency table. The secondary outcomes were the number of adjustments needed to pass, as well as the pass rates for available sizes and types of self-selected respirators, survey data for attitudes, experience and training for P2/N95 respirators. The fit check predicts respirator seal poorly (PPV 34.1%, 95% CI 25.0–40.5). In total, 69% (40/58) of respirators failed quantitative fit testing after initial respirator application and is a clinically relevant finding (first-up failure rate for P2/N95 respirators). Only one person failed the fit test for all three respirator fit tests. There was significant variability between each of the seven types of self-selected P2/N95 respirators, although sample sizes were small. Few participants were trained in the use of P2/N95 respirators or the fit check prior to COVID-19, with a high number of participants confident in achieving a P2/95 respirator seal following a fit test. The fit check alone was not a validated method in confirming an adequate seal for P2/N95 respirators. Quantitative fit testing can facilitate education, improve the seal of P2/N95 respirators, and needs to be integrated into a comprehensive Respiratory Protection Program (RPP).
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Fraser, Heather, Nik Taylor, and Tania Signal. "Young people empathising with other animals: reflections on an Australian RSPCA Humane Education Program." Aotearoa New Zealand Social Work 29, no. 3 (September 25, 2017): 5–16. http://dx.doi.org/10.11157/anzswj-vol29iss3id384.
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INTRODUCTION: Empathy is associated with engagement, compassion, social support and emotional sensitivity, and it is a hallmark of good social work practice. Empathy rightfully receives much attention in social work practice, however, interspecies empathy has yet to be included. This article has been written to address this gap.METHODS: Two main research questions guide our conceptual discussion of young people, interspecies empathy and social work: (1) Why is empathy important to social work with young people? (2) What can an Australian RSPCA Humane Education Programme (HEP) teach social workers about the benefits of interspecies empathy for young people? After our literature review, we examine our illustrative example, which is an HEP offered mostly to newly arrived refugee and migrant young people living in the outer suburbs of Melbourne, whose prior experiences of and/or attitudes towards animals may not have been positive. FINDINGS: Social workers are wise to prioritise empathy because extensive research has shown that, across a diverse range of fields, modes of practice in and beyond social work, empathic practitioners are more effective, achieving better outcomes with their clients. From the letters the young people sent to the RSPCA Victoria after completing an HEP, we note their self-reported increases in empathy for animals, including those they had previously feared or shunned.CONCLUSION: There are many potential benefits of recognising, fostering and valuing interspecies empathy through humane education programmes. However, for these to be ethical, care and empathy must be shown towards the wellbeing of the animals involved, not just the human participants.
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North, Sue. "Privileged knowledge, privileged access: early universities in Australia." History of Education Review 45, no. 1 (June 6, 2016): 88–102. http://dx.doi.org/10.1108/her-04-2014-0028.
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Purpose – The purpose of this paper is to show that Australia’s first two universities were connected to class status. It challenges the idea that these universities extended the “educational franchise” at their outset, by interrogating the characteristics of the student population in comparison with the characteristics of the population in the colonies. It looks at the curricula within the university system to show it is always “interested”, never neutral – it may be unique to the social, cultural, political and economic location of each university, but ultimately it benefits those who hold power in these locations. Design/methodology/approach – This research involves empirical analysis of characteristics of university students in Australia in the 1850s, including country of birth, religion, age, previous education and fathers’ occupation, as well as population demographics from the censuses that took place in the colonies of NSW and Victoria at that time. It also involves an analysis of the sociology of knowledge in nineteenth century Australian universities in light of this empirical data. Findings – Socio-political influences on the establishment of the first universities in Australia highlight the power of conferring legitimacy to particular areas of knowledge and to whom this knowledge was made available. Research limitations/implications – The research is limited to using the student data for the first three years of enrolment because in order to make comparisons between the student population and the population of the colonies, the student data needed to be from a time as close to the population census as possible. The Sydney census was in 1851, so student data from the University of Sydney was 1852-1854. The Melbourne census was in 1854, so student data from the University of Melbourne was 1855-1857. Originality/value – Australian historiography suggests that early universities in Australia were open to all, regardless of background. This paper challenges this orthodoxy through empirical findings and theoretical analysis.
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Joseph, Dawn, Rohan Nethsinghe, and Alberto Cabedo-Mas. "“We learnt lots in a short time”: Cultural exchange across three universities through songs from different lands." International Journal of Music Education 38, no. 2 (October 3, 2019): 177–93. http://dx.doi.org/10.1177/0255761419880027.
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Establishing strong connections between universities within initial teacher education (ITE) programs not only takes time, but it also presents opportunities and challenges. Tertiary music educators are called to prepare ITE students/pre-service teachers to be culturally responsive. This article forms part of our wider study “See, Listen and Share: Exploring Intercultural Music Education in a Transnational Experience Across Three Universities (Royal Melbourne Institute of Technology University, Australia; Deakin University, Australia; and Universitat Jaume I of Castelló, Spain). For this article, we draw on student web survey data, anecdotal feedback, and our reflections. We employ Interpretative Phenomenological Analysis as a tool to thematically group our surveys into three broad overarching themes to inform our findings and discussions. We argue that music education is an effective vehicle for exploring culture and diversity through song. Our findings show that our ITE students built positive attitudes about using songs in their generalist primary and early childhood classrooms. They also recognized the importance of collaborative sharing using face-to-face and Skype. This project proved a worthy experience for all concerned, it formed a rich part of our professional learning. We encourage others to consider the approach as one way to promote multicultural music and cultural diversity within ITE programs and across other educational settings.
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Collins, Anna, Sue-Anne McLachlan, and Jennifer Philip. "Initial perceptions of palliative care: An exploratory qualitative study of patients with advanced cancer and their family caregivers." Palliative Medicine 31, no. 9 (April 3, 2017): 825–32. http://dx.doi.org/10.1177/0269216317696420.
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Background: Despite evidence for early integration of palliative care for people with advanced cancer and their families, patterns of late engagement continue. Prior research has focused on health professionals’ attitudes to palliative care with few studies exploring the views of patients and their carers. Aim: To explore initial perceptions of palliative care when this is first raised with patients with advanced cancer and their families in Australian settings. Design: Cross-sectional, prospective, exploratory qualitative design, involving narrative-style interviews and underpinned by an interpretative phenomenological framework. Setting/participants: Purposively sampled, English-speaking, adult patients with advanced cancer ( n = 30) and their nominated family caregivers ( n = 25) recruited from cancer services at a tertiary metropolitan hospital in Melbourne, Victoria, Australia. Results: Three major themes evolved which represent the common initial perceptions of palliative care held by patients with advanced cancer and their carers when this concept is first raised: (1) diminished care, (2) diminished possibility and (3) diminished choice. Palliative care was negatively associated with a system of diminished care which is seen as a ‘lesser’ treatment alternative, diminished possibilities for hope and achievement of ambitions previously centred upon cure and diminished choices for the circumstances of one’s care given all other options have expired. Conclusion: While there is an increasing move towards early integration of palliative care, this study suggests that patient and caregiver understandings have not equally progressed. A targeted public health campaign is warranted to disentangle understandings of palliative care as the ‘institutional death’ and to reframe community rhetoric surrounding palliative care from that of disempowered dying to messages of choice, accomplishment and possibility.
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Kravchenko, N. "A CONSTRUCT OF INTERCULTURAL COMPETENCE FOR YOUNG LEARNERS." Focus on Language Education and Research 2, no. 2 (February 24, 2022): 12–30. http://dx.doi.org/10.35213/2686-7516-2021-3-3-12-30.
Повний текст джерелаАнотація:
The paper tackles the issue of forming a basis of intercultural competence for young learners. Considering the fact that we live in the globalized world and in the era of communication technologies this issue is becoming more and more acute. It is getting incredibly easy to explore other nations and cultures either by travelling or by using social media. This fact has greatly influenced foreign language teaching. The goals of this paper are to develop the theoretical construct of intercultural competence for young learners, to analyze the current English textbooks – both Russian and authentic ones – on the matter of knowledge, skills ,and abilities that are represented and formed in them, and to compare the theoretical and practical results of the research: What is lacking? What can be added? As a research method, a theoretical analysis of the academic literature is used. Analyzing the educational documents, the theory of socio-cultural competence developed by Doctor Victoria Safonova and M. Byram’s theory of intercultural communication, I found out that it needs to be specified for young learners. As a result, the construct of intercultural competence for young learners is developed. The construct includes a set of knowledge, skills, acquired practices, abilities and attitudes. Furthermore, this construct might be useful for creating a set of tasks for developing young learners’ intercultural competence. Second, the current English textbooks, both Russian and English ones, were analyzed according to the knowledge, skills, abilities and attitudes represented in them. Then the author of the paper compared the practical construct from the English textbooks with the theoretical one by searching for the areas where intercultural competence might be developed more fully. As one of the possibilities to teach intercultural communication to young learners the author suggests organizing cultural – exchange between Russian and English-speaking students trough project work. Such work will allow students to deepen their intercultural knowledge and practice their cultural observation by comparing different cultures.
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McRoberts, Robert W. "Counting at Pularumpi: a survey of a traditional mathematics and its implications for modern learning." Aboriginal Child at School 18, no. 2 (May 1990): 19–43. http://dx.doi.org/10.1017/s1326011100600741.
Повний текст джерелаАнотація:
The research on which this article is based was undertaken at Pularumpi, Melville Island, Northern Territory in 1984-85. At the time I was employed as the adult educator for Pularumpi, and was conducting courses and classes which involved mathematics at various levels - a course in metrication for the technical staff; mathematics for specific purposes for the health workers, police aides, Council and Housing Association bookkeepers, and for the Essential Services apprentices.In all this I was never too sure of my methodology: what was the most effective way of helping these adults to learn? The basic problem was that I had no information of their pre-knowledge - the mathematical knowledge they possessed prior to their entry into the classes. Most had formal education to a secondary level, a few had completed secondary schooling in Darwin, Perth or Melbourne, with mixed results. Beyond that formal knowledge, however, I needed to know the students mathematical preconceptions so that I could more effectively assist them to learn the specific purpose mathematics they needed for the jobs they held.In 1984, the Northern Territory Education Department published a paper by Pam Harris, Money in Aboriginal Communities. This was the first academic work I had encountered which addressed my needs as an educator in this area. Harris examined modern shopping practices and posited a theory of attitudes to numeracy. This information was presented in a readable form and in an effort to assist educators of Aboriginals in mathematics.
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Litherland, Steven, Peter Miller, Nic Droste, and Kathryn Graham. "Male Barroom Aggression among Members of the Australian Construction Industry: Associations with Heavy Episodic Drinking, Trait Variables and Masculinity Factors." International Journal of Environmental Research and Public Health 18, no. 13 (June 24, 2021): 6769. http://dx.doi.org/10.3390/ijerph18136769.
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Introduction and Aims: Past research indicates heavy episodic drinking (HED), trait aggression, male honour and conformity to masculine norms are risk factors for male barroom aggression (MBA) perpetration. However, little is known about the impact of these variables on experiences of MBA victimization. Further, data derived previously, particularly in relation to perpetration have come from relatively low-risk samples comprising university students, limiting the generalizability of findings to other, at-risk male groups. Thus, the present study assessed the impact of the aforementioned variables as well as personality constructs of impulsivity and narcissism on both the perpetration of and victimization from MBA among a high-risk sample sourced from male members of the Australian construction industry. Method: A purposive sample of Australian male construction workers aged 18 to 69 years (n = 476, Mage = 25.90, SDage = 9.44) completed individual interviews at their current place of employment or while training at various trade schools in Geelong and Melbourne, Victoria, Australia. Items related to past month HED, past year experiences of verbal and physical MBA (perpetration and victimization), trait aggression’s four factors (physical, verbal, anger, hostility), impulsivity, narcissism, male honour and conformity to masculine norms. Results: Participants reported high levels of verbal (24.2%) and physical (21%) MBA perpetration and verbal (33.6%) and physical (31.1%) MBA victimization. Hierarchical binary logistic regression analyses identified HED as the strongest predictor of aggression involvement, while trait physical aggression, trait anger, narcissism and conformity to norms endorsing violence and a need to win were significantly and positively associated with MBA perpetration. Conclusions: The present study reinforces the key relationships between heavy drinking and aspects of personality and MBA, while also highlighting narcissism as a risk factor for barroom aggression perpetration. Indeed, personality profiles and HED appear to exert stronger influences on MBA perpetration than socially constructed masculinity factors, most of which were unrelated to aggression involvement in bars, clubs or pubs.
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Wong, Lily, Arthur Tatnall, and Stephen Burgess. "A framework for investigating blended learning effectiveness." Education + Training 56, no. 2/3 (April 8, 2014): 233–51. http://dx.doi.org/10.1108/et-04-2013-0049.
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Purpose – The move towards “blended learning”, consisting of a combination of online and face-to-face teaching, continues to gain pace in universities around the world. It is important, however, to question the quality of this learning. The OECD has made use of a model of “Readiness, Intensity and Impact” for investigating the adoption and use of eBusiness technologies. The purpose of this paper is to propose a framework, based on this model and adapted for blended learning, to assess the readiness, intensity of adoption and impact on blended learning offerings. The framework is tested via a description of how one university has adopted and used blended learning, and investigates the quality of the learning from this approach. Design/methodology/approach – The framework is tested via a case study involving the assessment of a blended learning approach to the delivery of a first-year undergraduate accounting unit at Victoria University, Australia. Various approaches to delivery are assessed over a two-year period. The results are drawn from a survey specifically designed to identify students’ attitudes towards blended learning. Findings – Despite having three new online options readily available for students to access, there was strong support for face-to-face delivery methods. In relation to the framework, the assessment suggested that certain aspects of the university's blended learning approach could be investigated further (particularly student readiness for different blended learning options and an overall assessment of the impact of a blended approach), to provide a more holistic view of the readiness to adopt and impact of the blended learning offerings. Originality/value – The value of this contribution lies in the development of a unique framework to assess the impact of blended learning approaches from the viewpoint of student readiness and intensity of separate delivery approaches – whilst maintaining the need to evaluate the effectiveness of blended learning as an overall package.
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Brodribb, Wendy, Maria Zadoroznyj, and Bill Martin. "How do rural placements affect urban-based Australian junior doctors’ perceptions of working in a rural area?" Australian Health Review 40, no. 6 (2016): 655. http://dx.doi.org/10.1071/ah15127.
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Objectives The aim of the present study was to provide qualitative insights from urban-based junior doctors (graduation to completion of speciality training) of the effect of rural placements and rotations on career aspirations for work in non-metropolitan practices. Methods A qualitative study was performed of junior doctors based in Adelaide, Brisbane and Melbourne. Individual face-to-face or telephone semistructured interviews were held between August and October 2014. Thematic analysis focusing on participants’ experience of placements and subsequent attitudes to rural practice was undertaken. Results Most participants undertook rural placements in the first 2 years after graduation. Although experiences varied, positive perceptions of placements were consistently linked with the degree of supervision and professional support provided. These experiences were linked to attitudes about working outside metropolitan areas. Participants expressed concerns about being ‘forced’ to work in non-metropolitan hospitals in their first postgraduate year; many received little warning of the location or clinical expectations of the placement, causing anxiety and concern. Conclusions Adequate professional support and supervision in rural placements is essential to encourage junior doctors’ interests in rural medicine. Having a degree of choice about placements and a positive and supported learning experience increases the likelihood of a positive experience. Doctors open to working outside a metropolitan area should be preferentially allocated an intern position in a non-metropolitan hospital and rotated to more rural locations. What is known about the topic? The maldistribution of the Australian medical workforce has led to the introduction of several initiatives to provide regional and rural experiences for medical students and junior doctors. Although there have been studies outlining the effects of rural background and rural exposure on rural career aspirations, little research has focused on what hinders urban-trained junior doctors from pursuing a rural career. What does this paper add? Exposure to medical practice in regional or rural areas modified and changed the longer-term career aspirations of some junior doctors. Positive experiences increased the openness to and the likelihood of regional or rural practice. However, junior doctors were unlikely to aspire to non-metropolitan practice if they felt they had little control over and were unprepared for a rural placement, had a negative experience or were poorly supported by other clinicians or health services. What are the implications for practitioners? Changes to the process of allocating junior doctors to rural placements so that the doctors felt they had some choice, and ensuring these placements are well supervised and supported, would have a positive impact on junior doctors’ attitudes to non-metropolitan practice.
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Harrington, Emily. "The Expiration of Commitments in Adelaide Procter's “Homeward Bound”." Victorian Literature and Culture 48, no. 2 (2020): 435–44. http://dx.doi.org/10.1017/s1060150320000042.
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It has been a long time since the poetry of Adelaide Anne Procter, a favorite of Queen Victoria, captured much interest from readers of poetry, whether they be anthology aficionados, scholars, or students. Now considered a minor poet of the period, she was nevertheless a quintessential poet activist of her day, raising money for and working with the Providence Row Night Refuge, editing and contributing to the English Women's Journal alongside the Langham Place Feminists and the Society for the Employment of Women. She published volumes of her own poems, one of which ran to as many as nineteen editions between 1858 and 1881, and her work was featured regularly in Charles Dickens's periodical Household Words. Her legacy stands as a powerful testimony to the way ideas and tastes change over time. Full of angels, Christmases, quietly suffering children, and pious nuns (she converted to Catholicism in 1851), her poetry is often dismissed as sentimental and clichéd. A glance at her forms reveals many straightforward tetrameters with expected alternating, end-stopped rhymes, an easiness that seems to ally form and content. If Adorno had ever taken the time to read her poetry, he probably would have hated it, not just for its Catholic faith and its frequent focus on sin and redemption, but for its attempt “to work at the level of fundamental attitudes,” typical of committed art. Consider these lines from her frequently anthologized “Homeless,” which asks readers to recognize that their society takes better care of animals, criminals, and commodities than of the homeless poor: For each man knows the market valueOf silk or woolen or cotton…But in counting the riches of EnglandI think our Poor are forgotten.