Description:
The problem posed in this project was the development of an instrument to give a balanced assessment of young people’s spiritual health. Spiritual health is a dynamic state of being, which can be reflected in how well people relate in up to four domains of human existence, namely with themselves; with others; with the environment; and/or with a Transcendent Other. A convenience sample of 850 secondary students in State, Catholic, Christian Community and other independent schools in Ballarat and western suburbs of Melbourne were surveyed during 1999 to determine how important they considered each of the four sets of relationships to be for an ideal state of spiritual health (called Life-Orientation). They also expressed how each area reflected their personal experience most of the time (called Spiritual Health). Extensive factor analysis enabled the original 60-item instrument to be reduced to a reliable, compact 25-item Spiritual Health And Life-Orientation Measure (SHALOM for short). Analysis of variance and t-tests revealed significant variations between students’ views when compared by school type, gender, and year level. SHALOM has advantages over previous instruments in that it is balanced across the four domains of spiritual well-being, is more sensitive, and it compares people’s stated ideal position, with their lived experience, not others’, in determining the quality of relationships which constitute their spiritual well-being.
Description:
The problem posed in this project was the development of an instrument to give a balanced assessment of young people’s spiritual health. Spiritual health is a dynamic state of being, which can be reflected in how well people relate in up to four domains of human existence, namely with themselves; with others; with the environment; and/or with a Transcendent Other. A convenience sample of 850 secondary students in State, Catholic, Christian Community and other independent schools in Ballarat and western suburbs of Melbourne were surveyed during 1999 to determine how important they considered each of the four sets of relationships to be for an ideal state of spiritual health (called Life-Orientation). They also expressed how each area reflected their personal experience most of the time (called Spiritual Health). Extensive factor analysis enabled the original 60-item instrument to be reduced to a reliable, compact 25-item Spiritual Health And Life-Orientation Measure (SHALOM for short). Analysis of variance and t-tests revealed significant variations between students’ views when compared by school type, gender, and year level. SHALOM has advantages over previous instruments in that it is balanced across the four domains of spiritual well-being, is more sensitive, and it compares people’s stated ideal position, with their lived experience, not others’, in determining the quality of relationships which constitute their spiritual well-being.
Description:
Mining education in Ballarat has a long and proud history dating back to the 1870s. Today the School of Engineering continues this tradition at the University of Ballarat. The recent review of Tertiary Minerals Education by the Minerals Council of Australia has questioned the current situation regarding Minerals tertiary education in Australia and recommendations have been made regarding the future of minerals tertiary education. This paper initially examines the original recommendations made by the Minerals Council of Australia and assesses subsequent changes made to these recommendations. Secondly the paper outlines the future shape of mining education in the light of these recommendations given that they are implemented. Finally the future delivery of mining education is discussed, particularly with respect to the impact of modern technologies.
Description:
This introductory chapter seeks, through a broad-brush analysis of a wide range of international research and data, to provide context for our book. It consists of four sections. The first sets the broad intentions and the main source of information for the two parts of our book that follow, including some limitations. The second section seeks to make explicit our interest in focusing mainly on men, particularly those men beyond paid work. The third section teases out some of our theoretical presuppositions about the process, purposes and value of learning that men experience. The fourth explains our reasons for overtly including and emphasising the seldom-theorised link between men’s learning and wellbeing. In its totality, this introductory chapter provides an outline of our equity and evidence-based case for acknowledging worldwide changes and trends that have made this book timely, particularly for men not in paid work, including a ‘big picture’ view of men learning through life in international settings. It begins to delineate a range of social and economic factors, including the global financial crisis and population ageing, that have led to an increase in the proportion of men not in paid work in most developed nations. This increase has been accompanied by a decrease in many nations in the proportion of young men completing post-school qualifications
Description:
The cover picture is the front of the program of the 2008 of the Story of Buninyong. It encapsulates the program that Buninyong Primary School has developed in its engagement with a larger and more complex history of the school and its positions in the physical and historical landscaper than European versions of Australian history allow. In this report, I have explored some of that complexity. "From introduction"
Description:
Adults in Australia have tended to return relatively recently to learning in patterns that are significantly different by gender. These patterns of gender segmentation for adults are particularly noticeable in the findings of recent research by the author into adult, community and vocational learning in small and remote towns in Victoria. The issues associated with such patterns form the basis of this exploratory paper.
Description:
Adults in Australia have tended to return relatively recently to learning in patterns that are significantly different by gender. These patterns of gender segmentation for adults are particularly noticeable in the findings of recent research by the author into adult, community and vocational learning in small and remote towns in Victoria. The issues associated with such patterns form the basis of this exploratory paper.
Description:
Part 1 Overview: Growth of the quality movement in higher education. Part 2 Leadership of quality in higher education: Initiative-based quality development and the role of distributed leadership; A leadership model for higher education quality; A framework for engaging leadership in higher education quality systems. Part 3 Approaches of managers to quality in higher education: Quality management in higher education: A comparative study of the United Kingdom, The Netherlands and Finland; Towards a culture of quality in South African higher education. Part 4 Auditing quality in higher education: Auditorsâ perspectives on quality in higher education. Part 5 Academic development and quality in higher education: Academic development as change leadership in higher education; Quality in the transitional process of establishing political science as a new discipline in Czech higher education (post 1989)
Description:
This educational note measures the impact of the Albrecht & Sack (2000) monograph in accounting education literature from its publication date at the end of 2000. Impact refers to the number of times Albrecht & Sack (2000) has been cited and referenced in the three leading US Accounting education journals, being Advances in Accounting Education, issues in Accounting Education, and the Journal of Accounting Education. This educational note found that since 2001, and until 2007, "Albrecht & Sack (2000)" has been cited in 29.3% of research papers, and the most cited chapter was Chapter 5- "Improving accounting education". While Albrecht & Sack (2000) has been widely cited, the impact in terms of policy changes, and changes to the accounting curriculum has yet to be eventuated. Indeed it may still be too early to examine impact beyond pure citation.
Description:
This article reviews research into the genesis and spread of both neighbourhood houses and learning centres in Victoria and community-based men's sheds in Australia to identify some similarities and differences. Our article asks questions about the gendered communities of practice that underpin houses for women on the one hand, and sheds for men on the other. Our particular interest is with the gender issues associated with the development of the relatively mature neighbourhood house 'sector', and those associated with the very recent and developing community-based men's sheds 'sector'. Our underpinning research question has to do with the desirability (or otherwise) in each of these sectors of political and strategic decisions being either gender specific or gender neutral. We identify a number of tantalising parallels between the rationale behind the establishment of both sectors,for women and men, albeit in very different circumstances, along with some obvious differences.
Description:
This article reviews research into the genesis and spread of both neighbourhood houses and learning centres in Victoria and community-based men's sheds in Australia to identify some similarities and differences. Our article asks questions about the gendered communities of practice that underpin houses for women on the one hand, and sheds for men on the other. Our particular interest is with the gender issues associated with the development of the relatively mature neighbourhood house 'sector', and those associated with the very recent and developing community-based men's sheds 'sector'. Our underpinning research question has to do with the desirability (or otherwise) in each of these sectors of political and strategic decisions being either gender specific or gender neutral. We identify a number of tantalising parallels between the rationale behind the establishment of both sectors,for women and men, albeit in very different circumstances, along with some obvious differences.
Description:
This paper justifies the presentation of a Ph.D. thesis about computer-assisted Ndjebbana on a digital video disc (DVD). Ndjebbana is a language spoken by 200 Kunibidji, the indigenous landowners of Maningrida on the north coast of Arnhem Land, Australia. Simple digital talking books about the community were created in Ndjebbana and then presented on touch-screen computers located in Kunibidji houses. Kunibidji social practice and discourse around the computer were recorded on digital video, and the traces of what the screen displayed were recorded on the computer and later synchronized with the video. Using DVD technology, the Ndjebbana talking books and the digital video can be integrated into a scholarly text for academics and an Ndjebbana-narrated report for the Kunibidji, which can be combined to present a thesis. From a theoretical perspective, a thesis on a DVD can be located in the center of critical literacy, a critical theory of technology, and critical research methodologies. There are also logistical, semiotic, and ideological reasons for presenting a thesis about computer-assisted Ndjebbana on DVD. Such a presentation will link the tools and data of the research with academic discourse and will also support the empowerment of the Kunibidji by making them more informed about the research process.
Description:
A particular problem associated with international research in the field of spirituality and education is the reluctance of scholars to agree on what spirituality means, with numerous descriptions increasing ambiguity and reducing the impact of research in the discipline. Spirituality in education in a global, pluralised world argues that it is important to understand spirituality as a unifying concept that has the potential to be meaningful in its application to the lives of children and young people in areas of learning and wellbeing.
Description:
The article discusses the possible knowledge that can be learned by British adult educators from the men's sheds movement. It provides a definition and history of the men's sheds movement and offers examples for it. It cites the information that can be gained by adult education providers from the movement including the significance of gender and benefits of workshop-type settings for men learners. It mentions the effectivity of informal learning for men when it is social and situated.