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Journal articles on the topic 'Moral education South Australia'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Ey, Lesley-Anne, Sue Walker, and Barbara Spears. "Young children’s thinking about bullying: Personal, social-conventional and moral reasoning perspectives." Australasian Journal of Early Childhood 44, no. 2 (March 18, 2019): 196–210. http://dx.doi.org/10.1177/1836939119825901.

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Research into young children’s understanding of bullying in the early years of schooling is limited. The current study examined young children’s understanding, explanations and reasoning behind whether behaviours represented in cartoon scenarios depicted bullying or non-bullying incidents. Seventy-seven children aged 4–8 years from one kindergarten and three schools in metropolitan South Australia participated in single, age-appropriate interviews with an early childhood educator/researcher. All children described each cartoon ( N = 77) explaining their reasons why they considered each one as

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2

Price, Deborah, Deborah Green, Barbara Spears, Margaret Scrimgeour, Alan Barnes, Ruth Geer, and Bruce Johnson. "A Qualitative Exploration of Cyber-Bystanders and Moral Engagement." Australian Journal of Guidance and Counselling 24, no. 1 (September 11, 2013): 1–17. http://dx.doi.org/10.1017/jgc.2013.18.

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Studies have found that moral disengagement plays a significant role in the continuation of bullying situations (Bonanno, 2005); however, the moral stance of cyber-bystanders — those who witness online bullying — is not yet clear. While research into traditional face-to-face bullying reported that peers would probably or certainly intervene to support victims in 43% of cases (Rigby & Johnson, 2006) actual intervention is reportedly much less (Atlas & Pepler, 1998; Craig & Pepler, 1997). Little is known, however, about the attitudes and behaviours of bystanders or witnesses when onl

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3

Johnson, Professor Bruce. "Implementing a Child Protection Curriculum: Lessons from a South Australian Trial." Journal of Student Wellbeing 2, no. 1 (October 24, 2008): 1. http://dx.doi.org/10.21913/jsw.v2i1.146.

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In 2004â€“5, the South Australian Department of Education and Childrenâ€™s Services (DECS) revised its child protection curriculum by producing new draft materials and having them trialled by teachers in a small number of schools. The trial was conducted to establish the quality of the draft curriculum and to identify the support processes used by schools to help teachers implement the new curriculum. The study confirmed that the curriculum materials were of good quality and generally helpful to teachers planning to teach child protection. It also revealed that school leaders and teachers used

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Ambang, Oscar Agbor, Sergio Alloggio, and Roman Tandlich. "Moral Reciprocity, Ethics of Appropriation of Indigenous Medicinal Plant Knowledge and Associated Biopiracy." Acta Educationis Generalis 9, no. 2 (August 1, 2019): 24–65. http://dx.doi.org/10.2478/atd-2019-0007.

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AbstractIntroduction: Although this paper deals mostly with the positive effects of a posthumanist worldview on environmental sustainability, partnership, or moral accountability in science and scientific research, it also promotes a new understanding of our educational practice in higher education. The ideas espoused have the ability to inspire educators at all levels to show students, future researchers or other professions about the importance of a progressive, holistic approach to our environment. We claim that being sensitive and caring for our environment is not only part of our moral an

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Soltani, Ali, Andrew Allan, Ha Anh Nguyen, and Stephen Berry. "Students’ commuting pattern from the viewpoint of environmentalism: comparing Australia with China." International Journal of Sustainability in Higher Education 20, no. 1 (January 7, 2019): 91–114. http://dx.doi.org/10.1108/ijshe-08-2018-0146.

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Purpose This paper aims to clarify the differences between students’ travel behaviours in Australia and China and the association between students’ environmental attitudes and their travel behaviours in both countries. Design/methodology/approach The paper extensively reviewed most of existing literature work on commuting patterns of higher education students with referring to different studies around the world and then used it to build a theoretical framework and conceptual model to relate the travel patterns of students to built environment, personal demographics and environmental knowledge/

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6

Pokhrel, Rishi. "Medical Education in Nepal and Brain Drain." Medical Journal of Shree Birendra Hospital 16, no. 1 (August 21, 2017): 1–2. http://dx.doi.org/10.3126/mjsbh.v16i1.18076.

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It has been four decades since the beginning of undergraduate medical education in Nepal and more than three decades of postgraduate medical education.1 Currently, Institute of Medicine of Tribhuwan University and Kathmandu University are major institutions providing medical education in Nepal with the help of their affiliated medical colleges. Two other deemed universities, B P Koirala Institute of Health Sciences and Patan Academy of Health Sciences also have major contributions in producing medical doctors in Nepal. National Academy of Medical Sciences (NAMS) provides postgraduate and super

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7

Selby Smith, Chris. "Health services management education in South Australia." Australian Health Review 18, no. 4 (1995): 15. http://dx.doi.org/10.1071/ah950015.

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In December 1994 the Australian College of Health Service Executives (SABranch) sought ?a needs analysis for health management training programs withinSouth Australia?. Although the college was interested in a range of matters, thecentral issue was whether the current Graduate Diploma in Health Administration(or a similar course) would continue to be provided in Adelaide. The college providedbackground material and discussions were held with students, the health industry,relevant professional associations and the universities. This commentary sets out someof the background factors and my concl

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8

Melville, Lynda. "Dealing with Emotions Education Department of South Australia South Australia, Darlington Materials Development Centre, 1992." Behaviour Change 10, no. 2 (June 1993): 111–12. http://dx.doi.org/10.1017/s0813483900005659.

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9

Southcott, Jane. "Curriculum Stasis: Gratton in South Australia." Research Studies in Music Education 14, no. 1 (June 2000): 50–60. http://dx.doi.org/10.1177/1321103x0001400105.

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10

Fielke, Simon J., and Douglas K. Bardsley. "The importance of farmer education in South Australia." Land Use Policy 39 (July 2014): 301–12. http://dx.doi.org/10.1016/j.landusepol.2014.02.006.

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11

Darvall, Ken. "Alive and Well: Aboriginal Education in South Australia." Australian Journal of Indigenous Education 18, no. 5 (November 1990): 9–14. http://dx.doi.org/10.1017/s1326011100600443.

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During a four-week period in March and April, 1990, I had the opportunity to visit several Aboriginal and mainstream public schools in South Australia as part of a Fellowship sponsored by the New South Wales Department of School Education.The selection of South Australia as a location to visit was recommended to the author by various colleagues in Aboriginal education who considered that “many fine things were happening” in South Australia in the area of Aboriginal education. My impressions confirmed what I had been told by others.

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12

JONES, DAVID. "THE EVOLUTION OF PLANNING EDUCATION IN SOUTH AUSTRALIA." Australian Planner 37, no. 2 (January 2000): 70–75. http://dx.doi.org/10.1080/07293682.2000.9657880.

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13

Swartz, Sharlene. "‘Moral ecology’ and ‘moral capital’: tools towards a sociology of moral education from a South African ethnography." Journal of Moral Education 39, no. 3 (August 4, 2010): 305–27. http://dx.doi.org/10.1080/03057240.2010.497611.

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14

강구섭. "Moral education textbooks and unification education : A content analysis on moral education textbooks for middle school students in South Korea." Journal of Moral & Ethics Education ll, no. 50 (February 2016): 29–54. http://dx.doi.org/10.18338/kojmee.2016..50.29.

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15

Fronek, Patricia, Lynne Briggs, Myung Hun Kim, Hye Bin Han, Quinn Val, Sungmin Kim, and Donna McAuliffe. "Moral distress as experienced by hospital social workers in South Korea and Australia." Social Work in Health Care 56, no. 8 (July 19, 2017): 667–85. http://dx.doi.org/10.1080/00981389.2017.1347596.

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16

Kang Sik Suh. "A Consideration about Narrative Moral Education Books of South America." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 55 (March 2017): 31–58. http://dx.doi.org/10.17282/ethics.2017..55.31.

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17

Krisjansen, Ivan, and Barbara Lapins. "Gifted Education in South Australia: The emerging student aristocracy." Discourse: Studies in the Cultural Politics of Education 22, no. 1 (April 2001): 49–66. http://dx.doi.org/10.1080/01596300120039759.

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18

Peppard, Judith. "Culture wars in South Australia: the sex education debates." Australian Journal of Social Issues 43, no. 3 (March 2008): 499–516. http://dx.doi.org/10.1002/j.1839-4655.2008.tb00115.x.

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19

Leverenz, Peter. "Australian studies in the South Australia certificate of education." Journal of Australian Studies 15, no. 29 (June 1991): 6–11. http://dx.doi.org/10.1080/14443059109387051.

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20

Pickett, Bronte, and Scott Polley. "Investigating The History Of Outdoor Education In South Australia." Journal of Outdoor and Environmental Education 5, no. 2 (April 2001): 49–53. http://dx.doi.org/10.1007/bf03400734.

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21

Bello, M. B., A. Yusuf, and I. O. O. Amali. "Teachers’ Emotional Intelligence and Moral Character as Predictors of Secondary School Students’ Moral Character in Ilorin South, Nigeria." New Educational Review 47, no. 1 (March 31, 2017): 211–22. http://dx.doi.org/10.15804/tner.2017.47.1.17.

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22

Park, Mihyun, Diane Kjervik, Jamie Crandell, and Marilyn H. Oermann. "The relationship of ethics education to moral sensitivity and moral reasoning skills of nursing students." Nursing Ethics 19, no. 4 (June 12, 2012): 568–80. http://dx.doi.org/10.1177/0969733011433922.

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This study described the relationships between academic class and student moral sensitivity and reasoning and between curriculum design components for ethics education and student moral sensitivity and reasoning. The data were collected from freshman ( n = 506) and senior students ( n = 440) in eight baccalaureate nursing programs in South Korea by survey; the survey consisted of the Korean Moral Sensitivity Questionnaire and the Korean Defining Issues Test. The results showed that moral sensitivity scores in patient-oriented care and conflict were higher in senior students than in freshman st

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23

Hardwick-Franco, Kathryn Gay. "Flexible education in Australia." Higher Education, Skills and Work-Based Learning 8, no. 3 (August 13, 2018): 259–73. http://dx.doi.org/10.1108/heswbl-02-2018-0019.

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Purpose The purpose of this paper is twofold: first, to explore the extent to which the South Australian flexible learning option (FLO) secondary school enrolment strategy supports some of the most vulnerable and disengaged students to simultaneously engage in secondary- and higher-education, skills and work-based learning; second, to explore the degree to which this FLO enrolment strategy addresses the United Nations (UN) principles of responsible management education and 17 sustainable development goals. Design/methodology/approach The approach includes a practice perspective, field-notes an

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24

Trethewey, Lynne. "Lucy Spence Morice: ‘mother of kindergartens’ in South Australia." History of Education Review 37, no. 2 (October 14, 2008): 14–25. http://dx.doi.org/10.1108/08198691200800007.

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25

Whitehead, Kay. "German Schools and Teachers in Nineteenth‐Century South Australia." Paedagogica Historica 37, no. 1 (January 2001): 55–68. http://dx.doi.org/10.1080/0030923010370104.

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26

Preston, Lesley. "Voices from technical education: Shepparton South Technical School, Victoria, Australia." History of Education Review 37, no. 2 (October 14, 2008): 26–39. http://dx.doi.org/10.1108/08198691200800008.

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27

Talukdar, Joy, Tania Aspland, and Poulomee Datta. "Sex education in South Australia: the past and the present." Sex Education 13, no. 1 (January 2013): 107–16. http://dx.doi.org/10.1080/14681811.2012.681037.

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28

Duong, Karen. "Disaster education and training of emergency nurses in South Australia." Australasian Emergency Nursing Journal 11, no. 4 (November 2008): 213. http://dx.doi.org/10.1016/j.aenj.2008.09.056.

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Duong, Karen. "Disaster education and training of emergency nurses in South Australia." Australasian Emergency Nursing Journal 12, no. 3 (August 2009): 86–92. http://dx.doi.org/10.1016/j.aenj.2009.05.001.

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Wardell-Johnson, Grant, Angela Wardell-Johnson, Beth Schultz, Joe Dortch, Todd Robinson, Len Collard, and Michael Calver. "The contest for the tall forests of south-western Australia and the discourses of advocates." Pacific Conservation Biology 25, no. 1 (2019): 50. http://dx.doi.org/10.1071/pc18058.

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After over 50000 years of interaction between Aboriginal people and changing climates, south-western Australia’s tall forests were first logged less than 200 years ago, initiating persistent conflict. Recent conservation advocacy has resulted in the protection of 49% of these tall forests in statutory reserves, providing an opportunity to implement and benefit from a growing moral consensus on the valuing of these globally significant, tall forest ecosystems. We analysed a cross-section of literature (63 papers, 118 statements) published on these forests over 187 years to identify values frami

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31

Bulbeck, Chilla. "The ‘white worrier’ in South Australia." Journal of Sociology 40, no. 4 (December 2004): 341–61. http://dx.doi.org/10.1177/1440783304048379.

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In his analysis of ‘paranoid nationalism’, Hage (2003: xii, 2) coins the figure of the ‘white worrier’ to identify how white Australians marginalized by the inequalities of economic rationalism and globalization displace their anxieties onto even weaker ‘others’, Aboriginal people and migrants, particularly refugees. Hage’s ideas are applied to the discourses used by young South Australians when they discuss Australian multiculturalism, immigration and reconciliation. Hage’s suggestion that white worrying is the response of the white working class male to his economic and ideological marginali

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D'Onise, Katina, John W. Lynch, and Robyn A. McDermott. "Lifelong Effects of Attendance at Kindergarten Union Preschools in South Australia." Australian Journal of Education 54, no. 3 (November 2010): 307–24. http://dx.doi.org/10.1177/000494411005400306.

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33

Bills, Andrew, and Nigel Howard. "Social inclusion education policy in South Australia: What can we learn?" Australian Journal of Education 61, no. 1 (February 3, 2017): 54–74. http://dx.doi.org/10.1177/0004944116689165.

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In this article, we interrogate the policy assumptions underlying a significant South Australian public education re-engagement initiative called Flexible Learning Options, formulated within South Australia’s social inclusion policy agenda, beginning in 2006. To this end, we applied Baachi’s ‘What’s the Problem Represented to be?’ policy analysis framework to a historical range of departmental Flexible Learning Options policy documents and evaluations to uncover how Flexible Learning Options (1) understands the problem of early school leaving, (2) defines the notion of being an ‘at risk’ young

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Chalmers, Denise, and Simone Volet. "Common Misconceptions about Students from South‐East Asia Studying in Australia." Higher Education Research & Development 16, no. 1 (April 1997): 87–99. http://dx.doi.org/10.1080/0729436970160107.

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35

Greenall, A. "A new beginning for environmental education in Australia." Australian Journal of Environmental Education 1, no. 2 (June 1985): 13–15. http://dx.doi.org/10.1017/s081406260000450x.

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In 1980-81 when I last wrote about the future of environmental education in Australian schools I was quite pessimistic and concluded that environmental education had been a phenomenon of the affluent seventies in Australia. This conclusion was based on observations, reading and experience with schools, education authorities and curriculum projects over the preceding seven years.Environmental education aims to develop not only awareness, understanding and skills. Most importantly, it also aims to encourage feelings of concern for the environment and protection. This means that it is concerned w

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36

Beyaffers, Habtam Abebaw, Marta Tessema Woldetsadik, and Admasu Belay Gizaw. "Predictors of moral distress among nurses working in Jimma University Medical Center, South West Ethiopia." Frontiers of Nursing 7, no. 4 (December 1, 2020): 369–77. http://dx.doi.org/10.2478/fon-2020-0046.

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Abstract Background Moral distress is characterized by biopsychosocial, cognitive, and behavioral effects experienced by clinicians when their values are compromised by internal or external constraints, which results in the inability to give the desired care to patients. Objective To assess predictors of moral distress among nurses working in Jimma University Medical Center, South West Ethiopia. Methods An institution-based cross-sectional study design was used. A simple random sampling technique was applied to select a total of 248 study participants. Data were collected using a structured se

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37

Mwamwenda, Tuntufye S. "Three Educational and Moral Questions regarding AIDS among South African Education Students." Psychological Reports 92, no. 1 (February 2003): 349–50. http://dx.doi.org/10.2466/pr0.2003.92.1.349.

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Two objectives were explored: the extent to which undergraduates supported the admission to school of children with HIV, whether HIV sufferers were to blame for their illness, and AIDS was direct punishment from God. While 93 of 164 respondents did not think AIDS was punishment from God and 105 did not support exclusion of school children with AIDS, 75 and 49 held the opposite views, respectively. There was no conclusive support for whether HIV carriers were to blame for their disease; 70 responded yes, 75 no, and 12 I don't know.

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38

Seo, Eunsook, Gyunyeol Park, and Changsik Park. "Evaluation and Measurement of Multicultural Consciousness in Moral Education of South Korea." Journal of Humanities and Social sciences 21 12, no. 3 (June 30, 2021): 2191–200. http://dx.doi.org/10.22143/hss21.12.3.152.

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39

Beyers, Eefke. "Towards a Formulation of a Philosophical Base for Education in South Africa." South African Journal of Psychology 26, no. 3 (September 1996): 191–97. http://dx.doi.org/10.1177/008124639602600309.

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The reconstruction of educational practice in South Africa, should have as an aim the accommodation of local realities. It is argued that this can be achieved when educational practice is inspired by a specific idea of what it means to be fully human. A definition is given of what is meant by the term ‘humanness’ in the following terms: Full humanness exists where a person achieves agency. Agency can be conceptualized in terms of the three phenomena — autonomy, reflexivity and mutuality, the latter being the situational condition for the existence of the former. Autonomy and reflexivity develo

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40

Moyle, Richard M., and Catherine J. Ellis. "Aboriginal Music: Education for Living. Cross-Cultural Experiences from South Australia." Ethnomusicology 31, no. 1 (1987): 155. http://dx.doi.org/10.2307/852307.

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41

KNOX, CHRISTINE. "An Historical Perspective of Continuing Nurse Education in Rural South Australia." Australian Journal of Rural Health 1, no. 1 (November 1992): 11–16. http://dx.doi.org/10.1111/j.1440-1584.1992.tb00057.x.

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42

Wild, Stephen A. "Aboriginal music: Education for living. Cross-cultural experiences from South Australia." Musicology Australia 9, no. 1 (January 1986): 66–69. http://dx.doi.org/10.1080/08145857.1986.10415166.

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43

Gibson, Sally. "The language of the right: sex education debates in South Australia." Sex Education 7, no. 3 (August 2007): 239–50. http://dx.doi.org/10.1080/14681810701448036.

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44

Jose, Jim. "Drawing the Line: Sex Education and Homosexuality in South Australia, 1985." Australian Journal of Politics and History 45, no. 2 (June 1999): 197–212. http://dx.doi.org/10.1111/1467-8497.00062.

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45

Spennemann, D. H. R., and L. R. Allen. "Feral olives ( Olea europaea) as future woody weeds in Australia: a review." Australian Journal of Experimental Agriculture 40, no. 6 (2000): 889. http://dx.doi.org/10.1071/ea98141.

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Olives (Olea europaea ssp. europaea), dispersed from 19th century orchards in the Adelaide area, have become established in remnant bushland as a major environmental weed. Recent expansion of the Australian olive industry has resulted in the widespread planting of olive orchards in South Australia, Victoria, New South Wales, Western Australia, Queensland and parts of Tasmania. This paper reviews the literature on the activity of vertebrate (principally avian) olive predators and their potential as vectors for spreading this plant into Australian remnant bushland. The effects of feralisation on

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46

Yusuf, Farhat, and Dora Briggs. "Abortion in South Australia, 1971–86: an update." Journal of Biosocial Science 23, no. 3 (July 1991): 285–96. http://dx.doi.org/10.1017/s0021932000019350.

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SummaryOfficial statistics on abortion in South Australia for the period 1971–86 are analysed in terms of incidence, age of patients and nuptiality, reasons for abortion, method of termination, period of gestation, previous abortions and concurrent sterilisation. Demographic implications are discussed and recommendations are made for more education and counselling, especially for younger and unmarried women for whom the incidence of abortion seems to be rising.

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47

Collins, Cherry, and Lyn Yates. "Curriculum Policy in South Australia since the 1970s: The Quest for Commonality." Australian Journal of Education 53, no. 2 (August 2009): 125–40. http://dx.doi.org/10.1177/000494410905300203.

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This article is drawn from a study of curriculum policy thinking and agendas in Australia over the past four decades, and sets out to describe and discuss some particular emphases and agendas in South Australia at that overarching curriculum policy level. It argues that, although significant changes are apparent over that time, in South Australia there has been also an evident continuity of perspective that persists through a number of different iterations of policy and national agenda, and that also explains something of the path curriculum policy has taken. The paper identifies three ongoing

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48

Horrocks, Liz. "Partnerships Between Special Schools and Units and Regular Schools in South Australia." Australasian Journal of Special Education 27, no. 1 (2003): 18–28. http://dx.doi.org/10.1017/s1030011200024982.

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Special schools and units have traditionally provided programs and developed expertise for students with disabilities who have a wide range of educational needs. There is a reservoir of expertise and knowledge in special schools and units that could either formally or informally support the process of inclusion in regular schools. Twenty-four principals of special schools and coordinators of special units in South Australia completed a questionnaire to discover any partnerships that were occurring at the time, potential areas that could be developed, and factors that might promote or inhibit p

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Horrocks, Liz. "Partnerships between special schools and units and regular schools in South Australia." Australasian Journal of Special Education 27, no. 1 (2003): 18–28. http://dx.doi.org/10.1080/1030011030270103.

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50

Wolhuter, Charl, Jan Germen Janmaat, Johannes (Hannes) L. van der Walt, and Ferdinand J. Potgieter. "The role of the school in inculcating citizenship values in South Africa: Theoretical and international comparative perspectives." South African Journal of Education 40, Supplement 2 (December 31, 2020): S1—S11. http://dx.doi.org/10.15700/saje.v40ns2a1782.

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In view of the serious moral decay in South African society, this article reports on our research regarding the role of the school in the inculcation of citizenship values (as part of the brief of South African education). We regard a set of citizenship values consonant with a democratic dispensation to be a core component of a moral order essential for South Africa. Using a combination of interpretive-constructivist and comparative approaches, we examine and evaluate the experiences of other post-conflict societies in using education to inculcate citizenship values. We conclude that schools c

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