Beyond Covid-19 : women entrepreneurs and e-commerce policy in the Asia-Pacific
- Authors: Braun, Patrice , Birdthistle, Naomi , Flynn, Antoinette
- Date: 2023
- Type: Text , Book chapter
- Relation: Women's Entrepreneurship Policy: A Global Perspective Chapter 8 p. 192-213
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Classification of methods to reduce clinical alarm signals for remote patient monitoring : a critical review
- Authors: Arora, Teena , Balasubramanian, Venki , Stranieri, Andrew , Shenhan, Mai , Buyya, Rajkumar , Islam, Sardar
- Date: 2023
- Type: Text , Book chapter
- Relation: Cloud Computing in Medical Imaging Chapter 10 p. 173-194
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Education for living well in a world worth living in
- Authors: Kemmis, Stephen
- Date: 2023
- Type: Text , Book chapter
- Relation: Living Well in a World Worth Living in for All: Volume 1: Current Practices of Social Justice, Sustainability and Wellbeing p. 13-25
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- Description: This chapter sets out to articulate and provide a theoretical justification for the view that education has a double purpose: the formation of individual persons and the formation of societies. The argument proceeds in four parts. First, it outlines the dialectic of the individual and the collective articulated in Marx’s third thesis on Feuerbach. Second, using the theory of practice architectures, it describes the three-dimensional intersubjective space in which this dialectic is realised: the space in which people encounter one another as interlocutors, as embodied beings, and as social and political beings. Third, it shows that the dialectic of the individual-collective, as it unfolds through time, is more than an abstract matter, which Hegel pursued in the form of a history of ideas; against Hegel, the Young Hegelians, including Feuerbach and Marx, argued that the dialectic of the individual-collective is a concrete and practical matter, realised in human history and practice. The final section draws these three strands together in a contemporary theory of education underpinned by the theory of practice architectures. © The Author(s) 2023.
Policy, discourse and epistemology in inclusive education
- Authors: Burke, Jenene , Goriss-Hunter, Anitra , Emmett, Susan
- Date: 2023
- Type: Text , Book chapter
- Relation: Inclusion, equity, diversity, and social justice in education: a critical exploration of the sustainable development goals Chapter 2 p. 13-27
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- Description: This chapter begins a conversation about the United Nations Sustainable Development Goals (SDGs), the concepts of rights, diversity, equity and inclusion that underpin them, and the ways in which they are enacted in a variety of contexts. There is a specific focus on SDG4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. Based on examinations of the SDGs, the conversations throughout the book give voice to those who work at times within and sometimes outside mainstream education discourse people who use inclusive approaches to teach early childhood, primary and secondary school and higher education students, parent-educators, parents and carers, academics teaching and researching in the field of inclusion and teachers and academics who themselves have impairments and disabilities. In this chapter, we investigate the policies, discourses and epistemologies that are foundational for the concepts of rights, diversity, equity and inclusion. To examine issues of social justice, epistemic injustice, equity and equality, the authors describe a framework of discourse and intersectional analysis.
Refusing tourism
- Authors: Lee, Emma , Grimwood, Bryan
- Date: 2023
- Type: Text , Book chapter
- Relation: Handbook on Tourism and Rural Community Development Chapter 10 p. 125-138
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Reclaiming the first person voice
- Authors: Lee, Emma , Tebrakunna Country
- Date: 2022
- Type: Text , Book chapter
- Relation: Indigenous Women’s Voices: 20 Years on from Linda Tuhiwai Smith’s Decolonizing Methodologies Chapter 8 p. 137-150
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Asset management journey for realising value from assets
- Authors: Chattopadhyay, Gopinath
- Date: 2021
- Type: Text , Book chapter
- Relation: Handbook of Advanced Performability Engineering, Chapter 19, p. 429-450
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Coaching older adults (aged 55+)
- Authors: Dionigi, Rylee , Eime, Rochelle , Young, Bradley , Callary, Bettina , Rathwell, Scott
- Date: 2021
- Type: Text , Book chapter
- Relation: Community Sport Coaching: Policies and Practice Chapter 9 p. 147-166
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- Description: Despite the benefits community sport can bring to older adults (aged 55+), such as social support, mental, and physical health and fun, national sporting policies tend to focus on young age groups in terms of participation and elite performance, so community sports are often required to align their strategic focus with these policies. Therefore, there are scant (yet emerging) sporting policies, formal sport coaching, and coach education opportunities specific to older adults in countries such as Australia, New Zealand, England, and Canada. This reality poses problems for coaching older adults in community sports. However, there is recent research, particularly in Canada, that reveals the everyday realities of coaching older adults, such as the importance of meeting athlete needs for competition, health and/or fun, developing personal relationships, accounting for age-related changes, and applying adult learning principles to the coaching context. In this chapter, we discuss these factors and offer some strategies to assist those embarking on community sport coaching work with older adults. © 2022 Taylor & Francis.
Dead ends : the vanishing of Marilyn Wallman
- Authors: Morrissey, Belinda , Davis, Kristen
- Date: 2021
- Type: Text , Book chapter
- Relation: Crossroads of Rural Crime: Representations and Realities of Transgression in the Australian Countryside Chapter 7 p. 95-107
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- Description: This paper documents the case of a young girl who went missing from a country track in 1972. It considers the function of roads in her disappearance, and the importance and terror of roads generally in Australia. For roads have a role in Australia that is vastly different to smaller, more populous nations. Roads in Australia are absolutely crucial to the maintenance and sustenance of society. So too are the cars and other vehicles we use upon them, but they are just as paradoxical in their effects. As Elizabeth Jacka and Susan Dermody (1988, p. 113) put it so plainly: ‘our cars kill us, and without them we would die’. The case of the girl who vanished from a road is not an unusual event in Australia. However, it has led to a conjunction of long-lasting effects, particularly on the community of Mackay, that are. The case has never been solved, not due to a desire to solve it, but ironically because of the very methods initially employed to do so. © 2021 by Emerald Publishing Limited.
Methods and frameworks : the tools to assess externalities
- Authors: Sandhu, Harpinder , Regan, Courtney , Perveen, Saiqa , Patel, Vatsal
- Date: 2021
- Type: Text , Book chapter
- Relation: True Cost Accounting for Food: Balancing the Scale p. 51-67
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The mothership : exploring the anatomy of one New Zealand Men’s Shed
- Authors: Golding, Barry , Foley, Annette
- Date: 2021
- Type: Text , Book chapter
- Relation: Reflections on adult education and learning: The adult education legacy of Sabina Jelenc Kra Chapter 4 p. 67-79
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The Timor-Leste Petroleum Fund : from buying peace to white elephants
- Authors: Doraisami, Anita , Courvisanos, Jerry
- Date: 2021
- Type: Text , Book chapter
- Relation: The Political Economy of Natural Resource Funds p. 233-260
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- Description: Sovereign Wealth Funds rarely have the opportunity to be examined from their beginning concurrently with the installation of sovereignty for the country itself. This is the unique case of Timor-Leste (formerly known as East Timor), built up from information provided by all stakeholders in the establishment and ongoing operation of the country’s Petroleum Fund. With oil and gas fields in the Timor Sea plentiful and already extracted previously by Indonesia, the United Nations administration ensured the Norwegian model should be the basis for setting up the Fund. Thus, Timor-Leste began well by establishing a globally acknowledged well-designed Fund soon after gaining sovereignty. This chapter examines the Fund from the amity of its inception to the realities of a post-conflict society. These realities soon became apparent after civil disturbances resulted in Fund resources being used to “buy the peace.” Then emerged economic and social pressures of large infrastructure development where major projects were raising concerns as to whether the Fund is being used to construct white elephants. Together these two acute influences have the potential for the Resource Curse to emerge on the horizon if the big spending “peace and development” strategy fails. © 2021, The Author(s), under exclusive license to Springer Nature Switzerland AG.
Therapeutic virtual landscapes : an exploration of gendered learning spaces during the Covid-19 lockdown
- Authors: Foley, Annette
- Date: 2021
- Type: Text , Book chapter , Book section
- Relation: Reflections on adult education and learning: The adult education legacy of Sabina Jelenc Krašovec Chapter 5 p. 81-95
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Transforming the maize treadmill : understanding social, economic, and ecological impacts
- Authors: Gasman, Francisca , Baker, Lauren , Bellon, Mauricio , Burgeff, Caroline , Sandhu, Harpinder
- Date: 2021
- Type: Text , Book chapter
- Relation: True Cost Accounting for Food: Balancing the Scale p. 112-136
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- Description: **Please note that there are multiple authors for this article therefore only the name of the first 5 including Federation University Australia affiliate “Harpinder Sandhu” is provided in this record**
Developing sport for girls and adolescents
- Authors: Eime, Rochelle , Casey, Meghan , Harvey, Jack
- Date: 2020
- Type: Text , Book chapter
- Relation: Developing Sport for Women and Girls p. 19-31
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- Description: This chapter presents and discusses sport participation trends among female children and adolescents, and investigates the key drivers for female participation in sport across the Individual, Social, Organisational and Environmental domains of the socio-ecological model. Sport participation rates differ according to many factors, including gender, age and residential location of participants, and the types of sport programmes, and other activities. However, consistently females participate in sport at lower rates and are more likely to drop-out of sport than males. Recently opportunities for females to play a sport of their choice have increasingly become available. Sport policies and investment, specifically targeting growth of female participation in sport, have increasingly been observed. However, there are still barriers which limit female participation in sport. At the population level, strategic policy and significant investment will be required to increase capacity of facilities and club volunteers, as well as continued cultural change regarding gender equity. © 2020 selection and editorial matter, Emma Sherry and Katie Rowe.
Navigating changing times : exploring teacher educator experiences of resilience
- Authors: McDonough, Sharon , Papatraianou, Lisa , Strangeways, Al , Mansfield, Caroline , Beutel, Denise
- Date: 2020
- Type: Text , Book chapter
- Relation: Cultivating Teacher Resilience: International Approaches, Applications and Impact Chapter 17 p. 279–294
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- Description: While there exists notable research in Australia and internationally on the ways pre-service and early career teachers develop and maintain resilience, there is a paucity of literature examining the resilience of teacher educators. The teacher education landscape has a dynamic nature, and in the Australian context, there have been multiple changes to policy and accreditation that have impacted on the work of teacher educators, including: the introduction of literacy and numeracy testing and a teaching performance assessment for teacher education students; and strict regulatory controls for providers. This context, combined with the intensification of academic work in higher education settings, has led us to investigate the personal and contextual factors that enable or constrain teacher educators’ resilience. In this chapter, we draw on a social ecological model of resilience to explore the factors that sustain and challenge teacher educators in their work, and use the findings to highlight implications for the field of teacher education.
New Zealand’s ICT-in-education development (1990–2018)
- Authors: Falloon, Garry
- Date: 2020
- Type: Text , Book chapter
- Relation: ICT in Education and Implications for the Belt and Road Initiative Chapter 8 p. 133-148
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- Description: New Zealand’s development of ICT-in-education has been something of a haphazard affair, following the ebbs and flows of political ideology and whim since digital devices first appeared en masse in schools and other educational institutions in the late 1980s. This chapter discusses how government policy from 1990–2018 has affected the attempts of New Zealand’s education institutions to effectively integrate digital technologies into curriculum, focusing on the major themes of this book, namely ICT infrastructure and resourcing, teacher professional learning and development, classroom practices and student outcomes. The chapter maps key initiatives in these areas across three distinct phases in New Zealand’s ICT-in Education development: 1990–1999, 2000–2008 and 2009–2018. Acknowledging the uniqueness of New Zealand’s education context, along with statistical information, the chapter presents illustrations of projects that detail implementation and impacts at an institution and classroom level. While generally New Zealand educational institutions are making reasonable progress in their ICT integration efforts, the effects of a past legacy of poor support, direction and decision-making lingers, with many issues and barriers to effective ICT integration in New Zealand classrooms identified nearly 30 years ago, still being present today.
Pre-service teacher perceptions of LANTITE : complexity theory in action?
- Authors: Burke, Jenene , Sellings, Peter , Nelson, Naomi
- Date: 2020
- Type: Text , Book chapter
- Relation: Teacher Education in Globalised Times Chapter 8 p. 139-157
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Thinking dispositions for teaching : enabling and supporting resilience in context
- Authors: McDonough, Sharon , McGraw, Amanda
- Date: 2020
- Type: Text , Book chapter
- Relation: Cultivating Teacher Resilience: International Approaches, Applications and Impact Chapter 5 p. 69-83
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- Description: Preparing pre-teachers for an increasingly challenging teaching profession is a complex work and requires teacher educators to engage in the careful design of both programmes and professional learning opportunities. This chapter explores how an explicit focus on thinking dispositions that enable effective teaching are developed in a Master of Teaching (Secondary) programme. This programme, delivered on-site at a secondary school, included carefully constructed teaching opportunities to support development of thinking dispositions. Ways of thinking and the impact they have on feelings, actions and beliefs will be examined along with how the implementation of our thinking dispositions framework supports the development of resilience in challenging teaching and learning contexts.
Using animated simulations to support young students’ science learning
- Authors: Falloon, Garry
- Date: 2020
- Type: Text , Book chapter
- Relation: Learning from Animations in Science Education: Innovating in Semiotic and Educational Research Chapter 5 p. 103-130
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- Description: Technology-based simulation use in science education is not new, with the first studies exploring their efficacy dating back to the early 1980s. However, almost all this work has been undertaken with college or university students. Very little is presently known about how or what young students learn from simulations, and if the benefits associated with older student and adult use of simulations hold true in early years learning. This chapter summarises findings of two related studies investigating animated simulation use with 5 year olds. The first explored knowledge-building and transfer across four simulations introducing a range of electrical circuit designs and concepts, while the second investigated the students’ ability to transfer this to equivalent, ‘real world’ tasks. Results were mixed, with data indicating basic procedural knowledge development and transfer within and between the simulations and to a lesser extent to the equipment tasks, but limited conceptual development and transfer. Data also signalled issues with how some students interpreted concepts through visual representations, with some appearing to encourage common misconceptions. While evidence was found supporting simulations for general thinking skill development, teachers using them with young students need to be mindful of their role in scaffolding concept-building, to ensure robust and accurate knowledge construction.