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Journal articles on the topic "Mid-South Educational Research Association"
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Bengesai, Annah Vimbai, and Nompumelelo Nzimande. "The Association between Family Structure Changes and High School Completion in South Africa." Social Sciences 9, no. 8 (2020): 133. http://dx.doi.org/10.3390/socsci9080133.
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Over the past few years, family structures have been dramatically transformed, yet limited research from South Africa has assessed the effect on children’s developmental outcomes. Using data from the National Income Dynamics Study, we aim to contribute to the literature by examining the relationship between family structure disruption and high school completion in South Africa. Our sample consisted of 1649 young people who were aged 12, 13 and 14 in 2008 and their educational attainment was tracked through to 2017. The results from the logistic regression analysis demonstrate that family structure disruption is negatively associated with high school completion. After controlling for variation in household income change, the child’s educational factors and socio-demographic controls, young people who experienced a change from a co-resident family or were in stable non-resident parent family structures were up to 50% less likely to complete high school relative to those from undisrupted co-resident parent family structures. Given that family structure disruption is a widespread phenomenon in South Africa, research should consider it as a key determinant of educational attainment and policymakers should come up with holistic interventions to support families as well as allocate public resources in ways that can help reduce educational inequalities.
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von Bonsdorff, Mikaela B., Rachel Cooper, and Diana Kuh. "Job demand and control in mid-life and physical and mental functioning in early old age: do childhood factors explain these associations in a British birth cohort?" BMJ Open 4, no. 10 (2014): e005578. http://dx.doi.org/10.1136/bmjopen-2014-005578.
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ObjectivesAdverse work-related exposures have been linked with decreased physical and mental functioning in later life, however, whether childhood factors explain the associations between work exposures and functioning is unknown. Our aim was to investigate if job demand and control in mid-life were related to self-reported physical and mental functioning in early old age and whether childhood factors explained these associations.DesignProspective cohort study.SettingEngland, Scotland and Wales.Participants and outcome measuresData come from the UK Medical Research Council National Survey of Health and Development, a cohort with follow-up since birth in 1946. 1485 occupationally active study members had data available on job demand and control in mid-life and on physical and mental functioning assessed using the Short Form-36 questionnaire at 60–64 years.ResultsThose with higher job control in mid-life had better physical functioning than those who reported lower job control (β 0.51, 95% CI 0.02 to 1.01, p=0.04 adjusted for adult confounders). Those with higher job demand in mid-life had poorer mental functioning (β −0.82, 95% CI −1.14 to −0.51, p<0.001). Associations between job control and mental functioning were similar but less pronounced. Adjustment for childhood factors (father's and mother's educational attainment, parents’ interest in school at age 7 and cognitive ability at age 8) partially explained the association between job control and physical functioning, but did not explain the association between job demand and mental functioning.ConclusionsJob demand and control in mid-life are differentially associated with mental and physical functioning in early old age and some of these associations may be partially explained by childhood factors.
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Nomlala, Bomi. "Financial Socialisation of Accounting Students in South Africa." International Journal of Finance & Banking Studies (2147-4486) 10, no. 2 (2021): 01–15. http://dx.doi.org/10.20525/ijfbs.v10i2.1128.
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The purpose of the study is aimed at determining the financial socialisation of accounting students at South African universities and the factors that influence financial socialisation. The research used statistical techniques such as the structural equation modelling methodology to identify financial socialisation influencers and regression analysis to analyse associations between financial socialisation and socio-demographic variables among 1582 students. The study's results indicate that financial socialisation agents such as relatives, friends, and social media have little impact on most students' financial decisions. The majority of accounting students are often found to be financially socialised by their immediate family members rather than peers or social media factors. The regression analysis results confirmed this observation, revealing a statistically significant association between the parents' level of education and the students' financial socialisation. This study recommends that financial socialisation can be greatly improved by raising parents' educational levels and instilling financial education in university students' curricula, especially in South Africa.
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Augschöll Blasbichler, Annemarie, and Michaela Vogt. "Between and Beyond. The Course of a Life in the Realms of History of Education, General Pedagogy and Comparative Studies. Interview with Edwin Keiner." Espacio, Tiempo y Educación 7, no. 2 (2020): 235–47. http://dx.doi.org/10.14516/ete.380.
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Edwin Keiner held the chair for General Pedagogy and Social Pedagogy at the Free University of Bozen-Bolzano until his retirement in October 2019. From 2014 to 2017 he also served as Vice Dean of the Faculty of Education at the same university. Prior to that, he worked as a professor for the History of Education and Socialisation at the University of Bochum and as a professor for General Pedagogy at the University of Erlangen-Nuremberg. He has studied the theory and the history of education as an academic discipline with special interest in a comparative perspective. His academic focus is on methodology, historical and comparative research on educational research, and historical, empirical and comparative as well as interdisciplinary approaches to and in educational research. For several years he took over the role as chairman of the Commission for Research on Educational Research and of the Section for General Pedagogy of the German Educational Research Association. In addition, Keiner was very active in the European Educational Research Association (EERA) for example as the first elected representative of all networks and member of the EERA Council. In 2018, Keiner succeeded in bringing the annual «European Conference on Educational Research» (ECER) with about 3,000 participants to the Free University of Bozen-Bolzano, Italy, South Tyrol. He was a member of the «International Research Community ‘Philosophy and History of The Discipline of Education’» (University Leuven, Belgium) for almost 20 years and member of the editorial boards of Paedagogica Historica, European Educational Research Journal and Educational Assessment, Evaluation and Accountability. At present, Edwin Keiner works part-time as a senior professor at the Faculty of Education, University of Frankfurt/Main, Germany.
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Bailey, Douglas A. "Evolution of the Southeast Greenhouse Conference and Trade Show." HortScience 35, no. 4 (2000): 552B—552a. http://dx.doi.org/10.21273/hortsci.35.4.552b.
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The 8th annual Southeast Greenhouse Conference and Trade Show (SGCTS) will be held in June 2000. This meeting is the result of cooperative efforts among the Alabama Nurserymen's Association, Florida Nurserymen and Growers Association, Georgia Commercial Flower Growers Association, North Carolina Commercial Flower Growers' Association, South Carolina Greenhouse Growers Association, Tennessee Flower Growers Association, Virginia Greenhouse Growers Association; and the Cooperative Extension Services and Land Grant Universities of all seven participating states, including Auburn Univ., Clemson Univ., the Univ. of Florida, the Univ. of Georgia, North Carolina State Univ., Univ. of Tennessee, Virginia Polytechnic Institute and State Univ., and Virginia State Univ. Through pooling of efforts and resources, the SGCTS has become one of the major floriculture educational and trade show events in North America, and it has grown from an initial participation of 347 and a trade show of 89 booths in 1993 to 2407 participants and 398 booths in 1999. The SGCTS serves as an excellent example of cooperative partnering among grower organizations, Cooperative Extension, and faculty at Land Grant Institutions. It eliminates duplication of efforts among individual states, each historically holding their own state meeting. Proceeds from the conference support grower organizations, which in turn support research and educational programs at the cooperating universities. Over $55,000 were disbursed back to the state associations in 1999.
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Vannoni, Francesca, Teresa Spadea, Graziella Frasca, et al. "Association between Social Class and Food Consumption in the Italian Epic Population." Tumori Journal 89, no. 6 (2003): 669–78. http://dx.doi.org/10.1177/030089160308900611.
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Aims and background The objectives of the present study were to validate the social stratification variables adopted by the European Prospective Investigation into Cancer and Nutrition (EPIC) by comparing them with data from another independent source and to evaluate the geographic and social distribution of eating habits in the Italian EPIC population. Methods The validation of the socioeconomic data collected by the EPIC study was performed with the Turin Longitudinal Study as gold standard and using Cohen's kappa statistics to evaluate the concordance between the studies. We then analyzed food groups based on the consumption of meat and fats, carbohydrates, sweets and alcohol, and on an index of the Mediterranean diet. The standardized scores for each food group were subdivided into quartiles, which were used to compare persons in the extreme quartiles. Analysis of the differences in eating habits by center and by educational level was conducted separately for men and women, calculating the prevalence rate ratios and controlling for age, area of birth and body mass index. Results Concordance between the two data sources was high for educational level and low for the social-class index based on occupation. Most of the eating habits considered to be potentially harmful (high consumption of meat or fats and alcohol and low consumption of olive oil and fish) were more frequent in Northern than in Southern Italy. These habits were inversely correlated with educational level, especially in the South. Conclusions A significant improvement in health could be obtained in the Italian population if culturally and socioeconomically disadvantaged individuals were to abandon their diet rich in meat and fats, as done by more advantaged persons. In the absence of preventive interventions specifically addressed to disadvantaged groups, it is likely that social inequalities in mortality and morbidity will increase.
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Moodie, Crawford, and Frances Finnigan. "Association of Pathological Gambling with Depression in Scotland." Psychological Reports 99, no. 2 (2006): 407–17. http://dx.doi.org/10.2466/pr0.99.2.407-417.
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As most research concerning gambling and depression has been conducted on clinical populations, the present study examined the relationship between gambling and depression across a large sample in Scotland in higher education and the community. A questionnaire-based cluster design involved the distribution of the South Oaks Gambling Screen and the Centre for Epidemiologic Studies Depression Scale mainly to students and staff of higher educational establishments, with small community and gambling samples also included. Thirty-seven colleges and universities across Scotland participated in the research, with a sample of 2,259 people aged sixteen years of age or over ( M = 28.9 yr., SD = 13.4) being obtained. It was found that past-year probable pathological gamblers had significantly higher depression than problem gamblers, nonproblem gamblers, and nongamblers. However, when probable pathological gamblers who had sought treatment were omitted from the analysis, the nontreatment-seeking probable pathological gambling group no longer had significantly higher depression than the problem gambling group. Female problem and probable pathological gamblers had particularly high depressive symptomatology, suggesting comorbid depression may be a prominent feature of problematic female gambling.
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Yogi, Belpatra Nath. "Factors Associated with Early Marriage in Rural Mid-Western Nepal." Journal of Health Promotion 8 (November 22, 2020): 63–72. http://dx.doi.org/10.3126/jhp.v8i0.32986.
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Early (or child) marriage is a global public health issue influenced by a complex web of factors including socio-demographic conditions of the people. The present paper aims to examine factors associated with early marriageamong the people in rural communities of Nepal. A cross-sectional end-line study was carried out among 155 married respondents selected through cluster cum convenience sampling from six clusters of two rural districts of Mid-western Nepal. The mean age at first marriage was 18.4 years (SD=3.83). Two-third of them had an early marriage and the proportion of early marriage was remarkably higher among women than men (77.8% vs. 42.6%). The prevalence of early marriage was the most common among those of women, age-group of 35-44 years, illiterate and basic literate ones, nuclear and small families, and Janajatis. Sex and educational status of the respondents had a statistically significant association with their marital age (p < 0.05) and were major factors associated with early marriage but other socio-demographic factors such as age, caste/ethnicity, family type, family size and source of income were notfound directlyassociated with early marriage for the sample. Future research efforts should prioritize gender-transformative interventions to recognize and confront inequitable gender norms and actions.
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Breen, Richard. "Education and intergenerational social mobility in the US and four European countries." Oxford Review of Economic Policy 35, no. 3 (2019): 445–66. http://dx.doi.org/10.1093/oxrep/grz013.
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Abstract I draw on the findings of a recently completed comparative research project to address the question: how did intergenerational social mobility change over cohorts of men and women born in the first two-thirds of the twentieth century, and what role, if any, did education play in this? The countries studied are the US, France, Germany, the Netherlands, and Sweden. Notwithstanding the differences between them, by and large they present the same picture. Rates of upward mobility increased among cohorts born in the second quarter of the century and then declined among those born later. Among earlier born cohorts, social fluidity increased (that is, the association between the class a person was born into and the class he or she came to occupy as an adult declined) and then remained unchanged for those born after mid-century. The association between class origins and educational attainment followed much the same trend as social fluidity. This suggests that growing equalization in education may have contributed to the increase in social fluidity. In our analyses we find that this is so, but educational expansion also led to greater fluidity in some countries. There is also a strong link between upward mobility and social fluidity. Upward mobility was mostly driven by the expansion of higher-level white-collar jobs, especially in the 30 years after the end of the Second World War. This facilitated social fluidity because people from working class and farming origins could move into the service or salariat classes without reducing the rate at which children born into those classes could remain there. Educational expansion, educational equalization, and rapid structural change in the economies of the US and Europe all contributed to greater social fluidity among people born in the second quarter of the twentieth century. For people born after mid-century, rates of downward mobility have increased: however, despite the lack of further educational equalization and less pronounced structural change, social fluidity has remained unchanged.
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Wraga, William G. "Clinical Technique, Tacit Resistance: Progressive Education Experimentation in the Jim Crow South." History of Education Quarterly 59, no. 2 (2019): 227–56. http://dx.doi.org/10.1017/heq.2019.5.
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Around 1940, the Southern Association Study in Secondary Schools and Colleges and the Secondary School Study of the Association of Colleges and Secondary Schools for Negroes implemented cooperative educational experimentation in the American South. This was a progressive education method for improving schools exemplified in the national Eight-Year Study. The research detailed here reconstructs the work of the two southern studies as it occurred in tandem and in connection with the Eight-Year Study and the General Education Board. The white Southern Study utilized the progressive cooperative study as a clinical technique largely divorced from democratic ideals. The black Secondary School Study leveraged the progressive cooperative study as a means to democratize African American education in the South. The findings reported here confirm and complement conclusions in the historiography of African American education, extend historical perspectives on the Eight-Year Study, and contribute to an understanding of how progressive education was interpreted and translated into practice.
Books on the topic "Mid-South Educational Research Association"
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Inc, Evaluation Associates, ed. The heritage volume of the Mid-South Educational Research Association. Evaluation Associates, 2011.
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Slominski, Kristy L. Teaching Moral Sex. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190842178.001.0001.
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Teaching Moral Sex is the first comprehensive study to focus on the role of religion in the history of public sex education in the United States. It examines religious contributions to national sex education organizations from the late nineteenth century to the early twenty-first century, highlighting issues of public health, public education, family, and the role of the state. It details how public sex education was created through the collaboration of religious sex educators—primarily liberal Protestants, along with some Catholics and Reform Jews—with “men of science,” namely, physicians, biology professors, and social scientists. Slominski argues that the work of early religious sex educators laid foundations for both sides of contemporary controversies regarding comprehensive sexuality education and abstinence-only education. In other words, instead of casting religion as merely an opponent of sex education, this research shows how deeply embedded religion has been in sex education history and how this legacy has shaped terms of current debates. By focusing on religion, this book introduces a new cast of characters into sex education history, including Quaker and Unitarian social purity reformers, the Young Men’s Christian Association, military chaplains, the Federal Council of Churches, and the National Council of Churches. These religious sex educators made sex education more acceptable to the public and created the groundwork for recent debates through their strategic combination of progressive and restrictive approaches to sexuality. Their contributions helped to spread sex education and influenced major shifts within the movement, including the mid-century embrace of family life education.
Book chapters on the topic "Mid-South Educational Research Association"
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Gacel-Ávila, Jocelyne. "The Importance of Internationalization Today and the Leadership Role of IAU." In The Promise of Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_14.
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AbstractSince its creation back in the fifties, the International Association of Universities (IAU) has been consistently fostering a set of academic values and principles to frame higher education institutions’ mission and institutional practices, such as academic freedom, institutional autonomy, social responsibility, cooperation, solidarity, tolerance, equity in access, open access to knowledge, scientific integrity, ethical behaviour, and quality in learning, research and outreach. These principles are most valuable in a world where globalization and the global economy paradigm have triggered fierce competition among universities for prestige, talent and financial resources at the global level. This is encouraged by global rankings, provoking tensions with universities’ national missions and putting at risk the values of inclusion, solidarity and local social commitments. Besides causing increased inequality and tensions in social cohesion, as well as the rise of new trends of nationalism and populism within countries, globalization has provoked geopolitical tensions and boosted a wider division between the Global North and the Global South.
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Chetty, Yuraisha, David Bleazard, Rajan Naicker, and Herman Visser. "The History of the Southern African Association for Institutional Research." In Institutional Research in South African Higher Education - Intersecting Contexts and Practices. SUN MeDIA, 2016. http://dx.doi.org/10.18820/9781928357186/02.
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Shange, Xolani Mathews. "The Ambit of Ethics in the South African Academic Institutions." In Ethical Research Approaches to Indigenous Knowledge Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-1249-4.ch002.
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The chapter examines possible use of instruments and processes such as ethical clearance in the institutions of higher learning as subtle means of perpetuating inequality and racial prejudice towards the indigenous people of South Africa who had recently emerged from the scourge of apartheid with a hope of democracy ultimately providing not only freedom of association and speech, but also intellectual freedom. Freedom to produce African-based knowledge by Black African intellectuals pursuing their postgraduate studies and academics whose careers are at formative stages. However, their vision of becoming producers of African Indigenous knowledge is thwarted by subtle and invisible activities that are aimed at perpetuate coloniality in the higher institutions of learning. Sadly, ethical clearance process has possibly been utilized to derail research outputs that some of the old guard from historically white universities are uncomfortable to witness, thus continuing to maintain the colonial status quo.
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Ávalos, Beatrice. "Chile: Effectiveness of Teacher Education: Contexts, policies and practices This chapter has been developed thanks to funding from Basal Funds for Centers of Excellence, Project FB 0003, Associative Research Program of CONICYT." In Education in South America. Bloomsbury Publishing Plc, 2015. http://dx.doi.org/10.5040/9781474243223.ch-009.
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Belić, Aleksandar. "High Performance and Grid Computing Developments and Applications in Condensed Matter Physics." In Advances in Systems Analysis, Software Engineering, and High Performance Computing. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5784-7.ch009.
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This chapter introduces applications of High Performance Computing (HPC), Grid computing, and development of electronic infrastructures in Serbia, in the South Eastern Europe region, and in Europe as a whole. Grid computing represents one of the key enablers of scientific progress in many areas of research. Main HPC and Grid infrastructures, initiatives, projects and programs in Europe, Partnership for Advanced Computing in Europe (PRACE) and European Grid Initiative (EGI) associations, as well as Academic and Educational Grid Initiative of Serbia (AEGIS) are presented. Further, the chapter describes some of the applications related to the condensed matter physics, developed at the Scientific Computing Laboratory of the Institute of Physics, University of Belgrade.
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Rothstein, William G. "Medical School Research." In American Medical Schools and the Practice of Medicine. Oxford University Press, 1987. http://dx.doi.org/10.1093/oso/9780195041866.003.0022.
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Research in medical schools developed after World War I with specific projects funded by foundations, firms, and industries. After World War II, medical schools greatly expanded their research activities with funding from the federal government. Medical school researchers became the most important performers of research funded by the National Institutes of Health, which delegated most of its responsibility for setting research policy to academic medical researchers. Both basic science and clinical research in medical schools has been directed toward an understanding of biological processes rather than the prevention and treatment of disease. Medical school research has become a specialized activity separate from other medical school activities. Research in medical schools began in earnest after 1900 with the employment of full-time faculty members. The quantity of research was limited and the quality did not meet European standards. Erwin Chargaff reminisced that when he came to the United States in 1928, “I found a scientifically underdeveloped country dominated by an unhurried, good-natured, second-rateness. European scientists who visited the country at that time were attracted by the feeling of freedom generated by the wide open spaces and even more by the then very pleasant aroma of the dollar.” Research was at first funded from medical school endowments and grants from a few major foundations, such as the Rockefeller Foundation and the Carnegie Foundation. By the mid-1930s, about 20 private foundations had a major interest in health and spent a total of about $7 million annually for medical research and medical education. About this time also, the American Foundation for Mental Hygiene, the American Cancer Society, the National Foundation for Infantile Paralysis, and other health-related associations began to fund research related to their interests. Private firms also sponsored research with direct commercial applications. In return, they used the names of the medical schools in advertisements as providing “scientific” data to support their claims. By 1940, research had become a measurable factor in medical school budgets. In that year Deitrick and Berson found that 59 of the 77 medical schools spent $3.2 million on research: 22 public medical schools spent 8.9 percent of their combined budgets of $9.5 million on research, and 37 private medical schools spent 13.0 percent of their budgets of $17.8 million on research.
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De Bock, Dirk. "Georges Cuisenaire’s numbers in colour. A teaching aid that survived the 1950s." In “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.27.
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In 1952, a Belgian primary school teacher, Georges Cuisenaire, published Les nombres en couleurs, a booklet in which the author describes his invention and explains a corresponding method for teaching elementary arithmetic. Cuisenaire materialized the numbers from one to ten by means of rods of corresponding lengths and in different colours. The rods provided a concrete tool for exploring and gaining insight in basic concepts and skills, such as the four basic operations, finding divisors and multiples, working with fractions, the decimal system, arithmetic sequences, and area and volume calculation. From the mid-1950s, with the support of Caleb Gattegno, the Cuisenaire rods broke through worldwide. In subsequent years, empirical research into the effectiveness of the Cuisenaire’s method was initiated and in several countries Cuisenaire Associations were founded. In the late 1960s and 1970s, a number of attempts were made to use the material for the teaching of typical modern mathematics contents to (very) young children, but the use of the rods in this context was sometimes far-fetched and did not break through. Keywords: CIEAEM, Cuisenaire rods, numbers in colour, teaching aid, teaching material, Georges Cuisenaire, Caleb Gattegno
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Brown, Jeannette. "Chemical Educators." In African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0008.
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Johnnie Hines Watts Prothro was one of the first African American women scientists and researchers in the field of food chemistry and nutrition. Having grown up in the segregated American South, Dr. Protho became particularly interested in promoting healthy nutrition and diets for African Americans. Johnnie Hines Watts was born on February 28, 1922, in Atlanta, Georgia, in the segregated South. Her parents emphasized the importance of an education and she graduated from high school at the age of fifteen. She enrolled in the historically black Spelman College in Atlanta as a commuter student and received a BS degree with honors in Home Economics from Spelman in 1941. Following her graduation, she obtained a position as a teacher of foods and nutrition—the usual career path for African American women who earned bachelor’s degrees in science during the Jim Crow era—at Atlanta’s all-black Booker T. Washington High School. Watts taught at Booker T. Washington High School from 1941 to 1945, then moved to New York City to attend Columbia University, from which she received her MS degree in 1946. Armed with her master’s degree, Watts became an instructor of chemistry at a historically black Southern University in Baton Rouge, Louisiana. She worked there during the 1946–1947 academic year before deciding to pursue a PhD. Watts enrolled in the University of Chicago after researching the doctoral offerings of several universities. She was the recipient of a number of scholarships and awards at the University of Chicago. Among the awards were the Laverne Noyes Scholarship (1948–1950), the Evaporated Milk Association Award (1950–1951), the Borden Award from the American Home Economics Association (1950– 1951), and a research assistantship (1951–1952). Watts married Charles E. Prothro in 1949. It is said that they met in Connecticut, but this is not clearly documented. Watts Prothro received her PhD from the University of Chicago in 1952. Her dissertation title is “The Relation of the Rates of Inactivation of Peroxidase, Catecholase, and Ascorbase to the Oxidation of Ascorbic Acid in Vegetables.”
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
Conference papers on the topic "Mid-South Educational Research Association"
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Pratt, Deirdre Denise. "The making of CourseMaker, a web-based shell program which can be set up by the teacher to run online courses." In The South African Communications Association Conference. SACOMM, 2003. http://dx.doi.org/10.51415/10321/243.
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CourseMaker is an HTML shell program which was developed by the presenter as part of a Ph.D. research project on CAI/written composition, but which can be used for a variety of other instructional purposes. CourseMaker contains many of the elements of the traditional classroom translated into the electronic medium, and can be set up by teachers to run a variety of courses in either academic or non-formal subjects, along with any instructions, lesson materials or notes they may wish to include. It has features such as lesson links and pop-up boxes which make it possible to layer and cross-link teaching materials and resources either on CourseMaker itself or the Internet. CourseMaker also provides for input by students, who can continue with a course at any stage or level, and can choose which course or lesson to access as needed. Setting up courses on CourseMaker does not require knowledge of computer programming: courses can be set up by the teacher to suit different academic contexts, purposes and student target groups. CourseMaker is not a commercial product but research output which is thought to have educational potential when used either as or in conjunction with a web-based learning programme.
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Basson, C. I., W. E. Dharmilingum, C. E. Reddy, A. P. Singh, and R. Stopforth. "Gamification and Game Development for Educational Agile Operations Management in Robotics Research." In 2019 Southern African Universities Power Engineering Conference/Robotics and Mechatronics/Pattern Recognition Association of South Africa (SAUPEC/RobMech/PRASA). IEEE, 2019. http://dx.doi.org/10.1109/robomech.2019.8704798.
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Rhodes, Jo. "Can E- Commerce Enable Marketing in an African Rural Women's Community Based Development Organisation?" In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2379.
Full textAbstract:
The World Bank Development Report (2000) findings show that at the macro level the most effective anti poverty policies are those that achieve equity through redistribution whilst simultaneously enhancing the efficiency of the markets used by poor people. It also found that even if markets work, poor people need assistance to overcome the obstacles that prevent them from freely accessing markets on an equal basis with other business groups. Investment in infrastructure and modern technologies such as ITC’s may break down some of the barriers of access such as physical remoteness and are cited by the World Bank as a potential solution to creating market access. However there is little existing research that examines this scenario at the micro level. This paper uses a case study- the Rural Women's Association (RWA) of Sekhuhkuneland, Northern Province, South Africa to examine if E- commerce can enable access to markets in a impoverished, under resourced rural location. This paper has 5 parts: Part 1 consists of the background and rationale for this study, Part 2 focuses on the education, business acumen and gender issues. Part 3 discusses the current market environment. Part 4 discusses possible business models that can integrate e-commerce in its implementation. Part 5 provides the research questions and the methodology for this study. The final discussion in this study provides us with a viable e- commerce model that could be used in a rural setting and could provide greater economic development for this community.