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Статті в журналах з теми "Study skills South Australia":

1

Jackson, Claire, Dani Milos, and Monica Kerr. "Mentoring for employability: a state-level impact study." Studies in Graduate and Postdoctoral Education 10, no. 3 (October 2019): 180–88. http://dx.doi.org/10.1108/sgpe-04-2019-0047.

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Purpose Industry mentoring has been repeatedly called out in sector reports on research training in Australian Universities as an effective way to develop PhD capacity and capabilities during research degrees (ACOLA, 2016; NOUS, 2017). Despite the understood importance of this type of experiential development, there is little published evidence on how effective mentoring is to develop the capabilities linked to improved employability. The University of South Australia developed the industry mentoring network in STEM (IMNIS) Impact Evaluation Instrument (IIEI) to capture advanced self-assessed data from mentees and demonstrate what impact the IMNIS program has on developing industry-relevant knowledge and skills in PhD participants. In 2017, the three universities in South Australia implemented a state-wide study using the IIEI to understand the impact of the national IMNIS scheme on the South Australian cohort. Design/methodology/approach This paper presents a case study on the impact of mentoring on PhD students during the IMNIS program. A self-assessed, competency-based study design has been used to collect pre, mid and post experience data, which measures the extent to which objectives of the IMNIS program are met. The evaluation of the results, using the Vitae Impact Framework (Vitae, 2012), seeks to understand the development of mentees’ skills and knowledge as a result of their mentoring experience to support program development and build an evidence base of impact. Findings This paper presents the 2017/2018 results from the South Australian IMNIS impact evaluation. Through analysis of the three data sets, findings show that skills and knowledge have been developed in mentees as a result of the program. Originality/value This study provides an extended approach to the existing evaluation undertaken in the national IMNIS program. The IIEI is now available for other universities to use as a method for extended evaluation of their IMNIS program or potentially other WIL opportunities, providing an opportunity for institutional and national benchmarking.
2

Messum, Diana Glen, Lesley Marie Wilkes, Debra Jackson, and Kath Peters. "Employability Skills in Health Services Management: perceptions of recent graduates." Asia Pacific Journal of Health Management 11, no. 1 (March 2016): 25–34. http://dx.doi.org/10.24083/apjhm.v11i1.235.

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Background: Employer skill requirements of graduates are monitored by Graduate Careers Australia, but health services management (HSM) specific employability skills (ES) perceived by graduates to be important on the job and their perceptions of skills they need to improve are not well reported. Academics need this feedback to improve course employment outcomes by helping current students identify and articulate appropriatecompetencies to potential employers. Also teaching of industry requirements can help improve job matching for employers. Method: Recent graduates working in HSM in New South Wales, Australia were surveyed to rate ES for importance and rate their own skill levels on the same items. The gap between these two ratings was identified for 44 ES. Results: ES important to recent graduates in rank order were: verbal communication skills, integrity and ethical conduct, time management, teamwork, priority setting, ability to work independently, organisational skills, written communication, being flexible and open minded and networking. Highest self-ratings were found for integrity and ethical conduct, ability to work independently, being flexible and open minded, tertiary qualifications, interpersonal skills, written communication skills, time management, life-long learning, priority setting and administration skills. Generally graduates rated their skills lower than their ratings of importance. Conclusions: Recent graduates can provide valuable feedback to universities about ES required for HSM positions and identify their own skill gaps for development at work or through study. Generic skills rather than job-specific skills are what they rate as most important. Closer engagement of universities and employers is recommended especially through placements. Abbreviations: ES – employability skills; GCA – Graduate Careers Australia; HEI – higher education institutions; HRM – human resource management; HSM – health services management; IPC – interpersonal and communication skills.
3

Syed, Najia, Cathy Banwell, and Tehzeeb Zulfiqar. "Highly Skilled South Asian Migrant Women in Australia: Hidden Economic Assets." Global Journal of Health Science 12, no. 12 (October 2020): 130. http://dx.doi.org/10.5539/gjhs.v12n12p130.

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Finding a balance between work and family life is challenging for many women, particularly migrant women living in Australia without family support. This study provides insights into their dilemmas, difficulties and strengths in terms of household responsibilities and employment pressures. Design: Qualitative, in-depth interviews were conducted with ten South Asian skilled mothers living in Canberra, Australia. Findings: Participants were positive about contributing to their family’s income and gaining financial independence. However, as skilled migrant women, they struggled to use their work skills due to increased demands of domestic responsibilities. They often negotiated work and family life by seeking low-prospect careers. Conclusion: The socio-cultural factors faced by South Asian migrant women have a significant impact on their work-life balance. Deskilling, increased work pressures and lack of support may negatively impact their career aspirations and well-being. Flexible policies can help mitigate these barriers to help migrant women maintain a work-life balance.
4

Udah, Hyacinth. "‘Not by Default Accepted’: The African Experience of Othering and Being Othered in Australia." Journal of Asian and African Studies 53, no. 3 (January 2017): 384–400. http://dx.doi.org/10.1177/0021909616686624.

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In the face of the increasing migration of black Africans to Australia, this paper seeks to raise conversations about the meta-discourses of Otherness in the Australian society. The paper aims to provide insights into black Africans’ experience of othering and being othered in Australia. The paper draws from a broader study which examined the lived experiences of Africans in South East Queensland and highlights that the presentation of white as norm in Australia, one of or the institutional and social contexts that create conditions reinforcing othering practices, is perpetuated, especially, when the racial order in society is not acknowledged and challenged. The paper proposes that the condition of Africans in Australia may not just be explained by their immigration status or their lack of skills but linked to how they are positioned and constructed in Australia as visible ‘Others.’
5

Trompf, J. P., and P. W. G. Sale. "The paired-paddock model as an agent for change on grazing properties across south-east Australia." Australian Journal of Experimental Agriculture 40, no. 4 (2000): 547. http://dx.doi.org/10.1071/ea00046.

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A detailed study was undertaken on the pasture management practices of 146 producers across south-east Australia who participated in the Grassland’s Productivity Program (GPP) for 3 years between 1993 and 1997. The GPP was an extension program to assist wool producers to develop skills and gain confidence in their ability to manage more productive pastures on their farms. The program consisted of 50 farmer groups (200 farmers participating) spread across the 4 states of South Australia, southern New South Wales, Victoria and Tasmania. Each farmer established paired-paddocks on their own property to compare productive pastures with existing pastures. Productive pastures involve increased rates of fertiliser on pastures containing productive species, with stocking rate adjusted to consume available pasture. After 3 years of involvement in the GPP, there was a whole-farm increase in P fertiliser use by 6.3 kg P/ha, stocking rates by 2.6 dse/ha and annual pasture resowing by 0.9% of the farm, when averaged across the 146 participants. The participants were applying the productive pasture technology to almost a third of their properties in 1997 and the intention was to increase this to over half of their properties by 2000. The participants also changed farm management practices as the program effectively developed management skills. There were increases in the ability to assess pasture quality and quantity, livestock by weighing or physical assessment, and the ability to calculate per hectare production and per hectare gross margins. A high proportion of GPP participants were soil testing (0.92) and spring lambing (0.72) at the completion of the program. The results indicated that the adoption of productive pastures was generally consistent across south-east Australia for pastoral producers who participated in this program, although south-west Victorian and south-east South Australian GPP participants did increase whole-farm P application by more than GPP participants from outside that region. The widespread change in farming practice was attributed to the additive and interactive effect of the paired-paddock comparison, the guidance provided by the facilitator, the group interaction and the skills training. Each of these components of the paired-paddock model combined to form an effective agent for change to increase pasture productivity on these grazing properties.
6

Gallimore, Desirée P. M. "Multiculturalism and Students with Visual Impairments in New South Wales, Australia." Journal of Visual Impairment & Blindness 99, no. 6 (June 2005): 345–54. http://dx.doi.org/10.1177/0145482x0509900604.

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This study found that a large number of students with visual impairments in public and private schools in New South Wales come from culturally diverse backgrounds, that teacher training does not incorporate multicultural perspectives, and that instructors and itinerant vision teachers lack knowledge and skills to teach from a multicultural perspective. Recommendations are provided to guide the inclusion of multicultural perspectives in teacher preparation programs and teachers’ practices.
7

Cummins, Phyllis A., Takashi Yamashita, Roberto J. Millar, and Shalini Sahoo. "Problem-Solving Skills of the U.S. Workforce and Preparedness for Job Automation." Adult Learning 30, no. 3 (January 2019): 111–20. http://dx.doi.org/10.1177/1045159518818407.

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Automation and advanced technologies have increased the need for a better understanding of the skills necessary to have a globally competitive workforce. This study used data from the Program for the International Assessment of Adult Competencies to compare problem-solving skills in technology-rich environments among adults in South Korea, Germany, Singapore, Japan, Canada, Estonia, the United Kingdom, the United States, and Australia. Overall, the United States had the lowest scores among all countries, and in all countries scores declined with age. The United States had higher proportions of survey participants in the lowest skill category and lower proportions in the top-skill categories. The results of this study suggest changes in the U.S. educational and lifelong learning systems, and policies may be necessary to ensure all adults have the necessary skills in a competitive workforce.
8

Coetzee, P., L. J. Erusmus, and K. Plant. "Global assessment of internal audit competence: Does one size fit all?" Southern African Business Review 19 (February 2019): 1–21. http://dx.doi.org/10.25159/1998-8125/5802.

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The Certified Internal Auditor (CIA) programme is the formal globally recognised test of competence for internal auditors. However, the question is raised whether this assessment of competence has kept up with the changing demands of modern internal auditing, taking into account the fact that demands may differ from one country or region to the next. The fact that Australia, the UK & Ireland and South Africa require qualifications in addition to those of the CIA programme may be attributed to a need for a different level of competence in comparison with the Rest of the World. The objective of the study was to determine whether differences exist between the respective competency level needs for internal auditors from South Africa, the UK and Ireland, Australia and the Rest of the World. Data from the Institute of Internal Auditors’ (IIA’s) latest global Common Body of Knowledge (CBOK) study was used to determine and statistically analyse the perceived levels of importance of general competencies, technical skills and behavioural skills needed by internal auditors. The results indicated that globally internal auditors have similar perceptions of what competencies are most important for internal auditors, but the levels of importance differ among the regions. South Africa demanded a higher level of competence and aligned closely with the UK and Ireland, which could explain why South Africa now needs a customised competency assessment. Australia consistently indicated different perceptions of the levels of importance of competencies, which could explain Australia’s need for a country-specific internal audit competency assessment. Hence one size may not fit all.
9

Leaker, Mary, and Priscilla Dunk-West. "Socio-cultural risk? Reporting on a Qualitative Study with Female Street-Based Sex Workers." Sociological Research Online 16, no. 4 (December 2011): 69–78. http://dx.doi.org/10.5153/sro.2540.

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Risk narratives are of increasing importance in contemporary social life in that they help in understanding and anticipating the shifts that characterise our late modern landscape. Our qualitative research explores risk as it relates to violence toward street-based sex workers in a suburban Australian setting. Female street-based sex workers represent a highly stigmatised and marginalised group. International studies report that they experience high levels of sexual violence perpetrated by male clients and our empirical work with street-based sex workers in Adelaide, South Australia concurs with this finding. Despite many creative and specialized skills workers reported drawing upon to minimise the risk of violence to themselves, we argue that a socio-cultural lens is vital to viewing risk in this context. We argue that in order to effect change, risk must be disembedded from increasingly individualized discourses, since it is through the personalisation of risk that violence becomes legitimised as an occupational hazard in street-based sex work.
10

Roberts-Yates, Christine. "Developing a Project to Improve Employability for Secondary Students with Special Education Needs." Australasian Journal of Special Education 14, no. 1 (1990): 38–42. http://dx.doi.org/10.1017/s1030011200022302.

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Note: This article provides the theoretical background for the Social Skills and Employability Project in South Australia. The Project was established in 1989 by the S.A. Education Department (Northern Area) and the Institute for the Study of Learning Difficulties. It is a school and industry based project designed to develop personal, social, and vocational skills for young people with special educational needs. The author has agreed to write a further article describing the program in action. This will appear in a future issue of the journal.

Дисертації з теми "Study skills South Australia":

1

Aylen, Beryl J. "An investigation of the educational outcomes of participation in a study skills program for a group of adult secondary students." Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09EDM/09edma978.pdf.

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Addendum fixed inside back end-paper. Bibliography: leaves 216-219. Reports a study to investigate the influence of a study skills program on a group of adult students at Thebarton Senior College, Adelaide. The researcher planned and prepared the program of work for these students and was the teacher of the subject, and the observer of the influence the course had on the students, compared with a similar control group. Analysis showed there was an observable positive effect on the students, however, it was the conclusion of the researcher that the positive result was achieved more because support had been offered to the students than through the teaching of the subject matter of the study skills course.
2

Seethamraju, Ravi C. M., of Western Sydney Nepean University, and Faculty of Commerce. "Transition of engineers into management roles : an exploratory study in Australia." THESIS_FCOM_XXX_Seethamraju_R.xml, 1997. http://handle.uws.edu.au:8081/1959.7/679.

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A significant number of engineers move into management positions, their numbers increasing with their length of service. However, engineers are not considered to be effective managers and are generally considered inadequate in soft skills. Given the centrality of engineers and management, understanding this transition is essential in order to develop strategies for managing. This research is an exploratory field-based study of the transition of professional engineers into management roles (engineer-managers) in Australia, from the perspective of the individual engineer. The study investigates the attitudes of engineers towards such areas as engineering education, towards managerial transition, status, organizational support systems, and strategies for managing transition, and examines their influence on the process of transition. Importantly, this research examines the influence of factors such as job nature, management qualifications, age, employing organizations, and other variables on their attitudes, and studies the differences between various subgroups of engineers. This research is based on the results of a case study and a questionnaire survey. An important outcome of this research is the focus on the process of engineering education. This research concludes that different emphases in the process of teaching and learning would contribute, in the long run, to engineers developing soft skills, and so make their transition into management easier. The study found that electrical engineers are more proactive than civil or mechanical engineers and that it is necessary to develop different strategies for different groups of engineers. The study observed that the higher the status of professional engineers within an organization, the greater was the likelihood of success. Supporting the anecdotal evidence from the case study, it is noted that the more engineers there are in management positions, the better the perception of senior management about their capabilities. This study found that management education for engineers has a strong influence, both in terms of their acquiring managerial skills as well as enhancing their status within their organization. Experiential learning, though, is the most common method by which engineers acquire managerial skills. The study also found that this is the least-managed strategy in Australian organizations; learning is left entirely to the individual. For engineers to be able to take advantage of experiential learning, better management is necessary
Doctor of Philosophy (PhD)
3

Sparrow, Ashley. "A geobotanical study of the remnant natural vegetation of temperate South Australia." Title page, contents and summary only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phs7368.pdf.

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4

Moore, Simon Reading. "Oral cancer in South Australia : a twenty year study 1977-1996." Title page, table of contents and precis only, 1999. http://web4.library.adelaide.edu.au/theses/09DM/09dmm824.pdf.

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5

Ruler, Amanda Jane. "Culture of nursing homes : an ethnomethodological study /." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phr935.pdf.

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6

Horwath, Caroline Christine. "A random population study of the dietary habits of elderly people." Title page, contents and synopsis only, 1987. http://web4.library.adelaide.edu.au/theses/09PH/09phh824.pdf.

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7

Cohen, Erez. "Re-thinking the 'migrant community' : a study of Latin American migrants and refugees in Adelaide." Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09PH/09phc6782.pdf.

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Includes bibliographical references (leaves 259-270) Based on 18-months fieldwork, 1997-1999, in various organisations, social clubs and radio programs that were constructed by participants and 'outsiders' as an expression of a local migrant community. Attempts to answer and challenge what it means to be a Latin American in Adelaide and in what sense Latin American migrants and refugees in Adelaide can be spoken about as members of an 'ethnic/migrant community' in relation to the official multiculturalism discourse and popular representations of migrants in Australia.
8

Keech, Wendy. ""Gear-up with a mouthguard" : a study of the use of mouthguards in basketball." Title page, abstract and table of contents only, 1998. http://web4.library.adelaide.edu.au/theses/09MPM/09mpmk258.pdf.

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9

com, esosaghae@yahoo, and Esosa Osaghae. "Mythic Reconstruction: A Study of Australian Aboriginal and South African Literatures." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070928.143608.

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This thesis seeks to explore the intention of postcolonial Australian Aboriginal and Indigenous South African postcolonial writers in reconstructing cultural and historical myths. The predominant concerns of this thesis are the issues of Representation and Historiography as they are constructed in the four primary texts namely Dr Wooreddy’s Prescription for Enduring the Ending of the World, The Heart of Redness, The Kadaitcha Sung and Woza Albert! It begins with a summary journey into the concepts of the postcolonial, presenting some of the challenges with which the concept has been confronted finding nonetheless it enabling as an ‘anticipatory discourse’ in appreciating the literatures from once-colonised nations such as Australia and South Africa. I then take a cursory look at the concept of myth while focussing on how writers like Sam Watson and Barney, Mtwa and Mbogeni put such cultural myths as the Biamee deity in The Kadaitcha Sung and the second coming of Jesus in Woza Albert! to use. In the next section, I focus on how the writers Mudrooroo (then Colin Johnson) in Australia and Mda from South Africa confront and reconstruct some of the historical myths upon which European colonialism was founded, using the texts, Dr Wooreddy’s Prescription for Enduring the Ending of the World and The Heart of Redness. The achievement of this thesis has simply been one of the canonical expansions recommended of postcolonial criticism; the stressing an appreciation of the differences that exist even when postcolonial writers seek to achieve the same goal with their literatures.
10

Southcott, Jane Elizabeth, and mikewood@deakin edu au. "Music in state-supported schooling in South Australia to 1920." Deakin University, 1997. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050915.104134.

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This thesis is a study of the establishment of the music curriculum in state-supported schools in South Australia from the beginnings of such schooling until 1920. There will be a discussion of issues to be explored and the method by which this investigation will proceed. A literature survey of relevant research will be included, after which there will be a sketch of the development of state-supported schooling in South Australia. Several broad themes have been chosen as the means of organising the historical material: the rationales offered for the inclusion of music in schooling, the methodologies, syllabi and materials of such music instruction, the provisions for teacher training in music, both preservice and as professional development for established teachers, and the place and function of music in schooling. Each of these themes will form the framework for a chronological narrative. Comparisons will be made with three neighbouring colonies/States concerning each of these themes and conclusions will be drawn. Finally, overall conclusions will be made concerning the initial contentions raised in this chapter in the light of the data presented. Although this study is principally concerned with the establishment of music in state-supported schooling, there will be a brief consideration of the colony of South Australia from its proclamation in 1836. The music pedagogical context that prevailed at that time will be discussed and this will, of necessity, include developments that occurred before 1836. The period under consideration will close in 1920, by which time the music curriculum for South Australia was established, and the second of the influential figures in music education was at his zenith. At this time there was a new school curriculum in place which remained essentially unchanged for several decades. As well as the broad themes identified, this thesis will investigate several contentions as it attempts to chronicle and interpret the establishment and development of music in state-supported schooling in South Australia up to 1920. The first contention of this thesis is that music in state-supported schooling, once established, did not change significantly from its inception throughout the period under consideration. In seeking a discussion of the existence and importance of the notion of an absence of change or stasis, the theory of punctuated equilibria, which identifies stasis as the norm in the evolutionary growth of species, will be employed as an insightful analogy. It should be recognised that stasis exists, should be expected and may well be the prevailing norm. The second contention of this thesis is that advocates were and continue to be crucial to the establishment and continued existence of music in state-supported schooling. For change to occur there must be pressure through such agencies as motivated individuals holding positions of authority, and thus able to influence the educational system and its provisions. The pedagogical method introduced into an educational system is often that espoused by the acknowledged advocate. During the period under consideration there were two significant advocates for music in state-supported schools. The third contention of this thesis is that music was used in South Australia, as in the other colonies/States, as an agent of social reform, through the selection of repertoire and the way in which music was employed in state-supported schooling. Music was considered inherently uplifting. During the nineteenth and early twentieth centuries, the music selected for school singing carried texts with messages deemed significant by those who controlled the education system. The repertoire was not that of the receiving class but came from a middle class tradition of fully notated art music in which correct performance and notational reading were emphasised. A sweet, pure vocal tone was desired, as strident, harsh, speaking tones were perceived as a symptom of incipient larrikinism which was not desired in schooling. Music was seen as a contributor to good order and discipline in schooling.

Книги з теми "Study skills South Australia":

1

Nicoles, Susan. South-Western GED writing skills. Cincinnati, Ohio: South-Western, 1995.

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2

Botha, Valerie. Interactive skills for South African youngsters: A resource guide. Rondebosch, South Africa: Centre for Intergroup Studies, 1991.

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3

Bamford, David. Factors affecting remand in custody: A study of bail practices in Victoria, South Australia, and Western Australia. Canberra: Australian Institute of Criminology, 1999.

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4

Cunningham, Chris. Town planning and children: A case study of Lismore, New South Wales, Australia. Armidale, NSW: University of New England Department of Geography and Planning, 1996.

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5

Ellis, Catherine J. Aboriginal music, education for living: Cross-cultural experiences from South Australia. St. Lucia, Qld: University of Queensland Press, 1985.

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6

Cheesman, Robert. Patterns in perpetuity: New towns, Adelaide, South Australia : a study of adaptive planning processes. Adelaide: Thornton House, 1986.

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7

Bryant, L. The resettlement process of displaced farm families: A study of 12 families from Eyre Peninsula, South Australia. Adelaide: Department of Agriculture, South Australia, 1989.

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8

Rosso, Edoardo G. F. Taking the next step: social capital and athlete development: A case study of women's football in South Australia. Champaign, Illinois, USA: Common Ground Publishing, 2014.

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9

Iredale, Robyn R. Skills transfer: International migration and accreditation processes : a comparative study of Australia, Britain, Canada, New Zealand and the United States. Wollongong, N.S.W: University of Wollongong Press, 1997.

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10

Ryan, Joseph M. An evaluation of students' mathematics achievement in the South Carolina Basic Skills Assessment Program from 1981-1984. [Columbia, S.C.]: College of Education, University of South Carolina, 1985.

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Частини книг з теми "Study skills South Australia":

1

Zhang, Weimin, John A. Hackworth, and Wayne R. Schoff. "A Study of VHF Troposcatter Communication Channels in South Australia." In Digital Signal Processing for Communication Systems, 103–12. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4615-6119-4_12.

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2

Ribeiro, João Marcelo Pereira, Lenoir Hoeckesfeld, Stephane Louise BocaSanta, Giovanna Guilhen Mazaro Araujo, Ana Valquiria Jonck, Issa Ibrahim Berchin, and José Baltazar Salgueirinho Osório de Andrade Guerra. "Students’ Opinion About Green Campus Initiatives: A South American University Case Study." In Sustainability on University Campuses: Learning, Skills Building and Best Practices, 437–52. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15864-4_26.

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Webber, G. D. "The Extension of the Ley Farming System in South Australia: A Case Study." In The Role of Legumes in the Farming Systems of the Mediterranean Areas, 257–72. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-009-1019-5_21.

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Gracey, Michael, and Helen Sullivan. "A prospective study of growth and nutrition of Aboriginal children from birth to two years in North-West Australia." In Child Nutrition in South East Asia, 107–15. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-009-1996-9_8.

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Kell, Peter, Roslyn Cameron, Deborah Joyce, and Michelle Wallace. "International Developments in Skills Migration: A Case Study of the Opportunities, Threats and Dilemmas for Australia." In Workforce Development, 37–55. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4560-58-0_3.

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Grimm, Brett, and Joshua Zeunert. "Short-Sighted Visual Character Concerns in Renewable Energy Landscapes: A Case Study of South Australia." In Discourses on Sustainability, 91–124. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53121-8_5.

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Planells-Artigot, Enrique, and Santiago Moll-Lopez. "Distant Partners: A Case Study of Global Virtual Teams Between Spain and South Korea." In European Higher Education Area: Challenges for a New Decade, 517–30. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_32.

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Abstract Global Virtual Teams (GVT) among higher education institutions stand as a powerful tool of extending internationalization techniques as well as improving collaborative learning and transversal competencies. This study stems from the belief that using these channels allows students to establish connections and strengthen their confidence in networking for professional purposes. Furthermore, it describes a collaborative project involving undergraduate students of 23 different nationalities in two different business schools located in Spain and South Korea (n = 109; 61 in Spain and 48 in South Korea). The courses in both universities had similar learning objectives focused on the development of written and oral communication skills in a business environment. Through a series of semi-monitored activities and questionnaires, the vast majority of students expressed a strong satisfaction with their own achievements during the course including teamwork, learning how to deal with cultural differences, improving communication skills and problem-solving strategies. This case study contributes to a broader understanding of virtual exchange activities in higher education in different cultural contexts in terms of the types of activities engaged, the perceived value and learning outcomes as well as shared challenges. This understanding will help define common strategies in the practice of virtual exchange and to achieve greater integration within university curricula. Virtual exchange activities contribute not only to the improvement of students’ language and digital skills but to other transversal competencies such as problem-solving and teamwork, which seem to be gaining importance in an increasingly complex and competitive world of global connections.
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Hewson, Robert, and Thomas Cudahy. "Issues Affecting Geological Mapping with ASTER Data: A Case Study of the Mt Fitton Area, South Australia." In Land Remote Sensing and Global Environmental Change, 273–300. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6749-7_13.

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Williams, W. D., and M. J. Kokkinn. "The biogeographical affinities of the fauna in episodically filled salt lakes: A study of Lake Eyre South, Australia." In Saline Lakes, 227–36. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-3095-7_17.

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O'Connor, Bridget, Judy Carman, Kerena Eckert, and Graeme Tucker. "Is use of Potting Mix Associated with Legionella longbeachae Infection? Results from a Case Control Study in South Australia." In Legionella, 149–51. Washington, DC, USA: ASM Press, 2014. http://dx.doi.org/10.1128/9781555815660.ch40.

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Тези доповідей конференцій з теми "Study skills South Australia":

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Bone, Elisa, Richard Greenfield, Gray Williams, and Bayden Russell. "Creating a digital learning ecosystem to facilitate authentic place-based learning and international collaboration – a coastal case study." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0147.

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Authentic, place-based experiential learning is essential for students of ecology, whilst an understanding of broader human impacts is necessary for effective conservation efforts. Creating future environmental leaders requires fostering such understanding whilst building transferable skills in collaboration, communication and cultural competence. Mobile technologies and collaborative digital tools can connect students across broad geographic locations, allowing them to share experiences and build a common understanding of global environmental challenges. Within this concise paper, we report on the initial stages and proposed next steps in building a learning ecosystem, consisting of a digital platform and embedded tools, to facilitate undergraduate learning in coastal ecology across universities in Australia, Hong Kong and South Africa. Using here a framework guided by design-based research (DBR), we discuss the design and development of these digital tools in context, and their proposed integration into upper undergraduate science curricula across locations.
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Kiss, Eszter, Michelle Barker, and Parlo Singh. "International undergraduate business students' perceptions of employability." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9354.

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Graduate employability is a highly contested topic by education providers, employers and governments. The responsibility of universities to enhance students’ employability through work-integrated learning (WIL) opportunities is also debated. This study explored international students’ understanding of employability skills and their self-perceptions of their employability at an Australian university. It also investiaged students’ perception of the universities’ role in enhancing employability. A qualitative approach informed by Social Cognitive Career Theory (Lent, Brown & Hackett, 1994), used multiple focus groups comprising 18 international undergraduate students from Brazil, China, Colombia, India, Papua New Guinea, South Korea in their final semester at an urban Australian university. The key findings are: (1) Participants were unable to differentiate between employability skills, personality traits and job-specific skills; (2) The importance of social skills and networking were recognised by Chinese respondents, in particular; (3) The perceived level of work-readiness was higher among respondents who had previous work experience; (4) The inclusion of more practical WIL components in the degree program calls for curriculum review; (5) Creating opportunities for students to apply their knowledge and skills in professional contexts is highly desirable. The findings highlight curriculum considerations needed in the development of high-quality WIL experiences that will enable students to apply the knowledge and skills learnt in the classroom, thus enhancing their self-efficacy about their employability.
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"Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4188.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.
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Han, Yong, Yi Zhu, Zhiliu Zeng, and Bingxian Huang. "Chinese Political Skills: A Inductive Study in South China." In 2011 International Conference on Management and Service Science (MASS 2011). IEEE, 2011. http://dx.doi.org/10.1109/icmss.2011.5998082.

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"Study of Asian Immigrants' Information Behaviour in South Australia: Preliminary Results." In iConference 2014 Proceedings: Breaking Down Walls. Culture - Context - Computing. iSchools, 2014. http://dx.doi.org/10.9776/14316.

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Chapman, Mike. "LED STREET LIGHTING AND LIGHT POLLUTION- A CASE STUDY IN SOUTH EAST AUSTRALIA." In Proceedings of the 29th Quadrennial Session of the CIE. International Commission on Illumination, CIE, 2019. http://dx.doi.org/10.25039/x46.2019.op62.

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Ishak, S. Z., W. L. Yue, and S. V. C. Somenahalli. "The methodology development of railway level crossing safety systems – South Australia case study." In COMPRAIL 2008. Southampton, UK: WIT Press, 2008. http://dx.doi.org/10.2495/cr080611.

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Davis, Aaron, Kevin Cahill, and Tim Munday. "A Surface NMR Study for Groundwater Resource Assessment in the Uley Basin, South Australia." In Symposium on the Application of Geophysics to Engineering and Environmental Problems 2012. Environment and Engineering Geophysical Society, 2012. http://dx.doi.org/10.4133/1.4721757.

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Albaric, J., M. Calò, S. Husen, V. Oye, V. Maupin, and M. Hasting. "Double-difference Tomography for Geothermal Reservoir Characterisation - A Case Study at Paralana, South Australia." In Sustainable Earth Sciences 2013. Netherlands: EAGE Publications BV, 2013. http://dx.doi.org/10.3997/2214-4609.20131620.

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"Comparative study between linear and non-linear modelling techniques in rainfall forecasting for South Australia." In 21st International Congress on Modelling and Simulation (MODSIM2015). Modelling and Simulation Society of Australia and New Zealand, 2015. http://dx.doi.org/10.36334/modsim.2015.l1.rasel2.

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Звіти організацій з теми "Study skills South Australia":

1

Chau, Minh. Establishment of facility reference level in computed tomography in selective examinations in a single institution in South Australia: A preliminary study. Science Repository OÜ, February 2019. http://dx.doi.org/10.31487/j.rdi.2019.01.002.

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2

Piper, Benjamin, Yasmin Sitabkhan, Jessica Mejia, and Kellie Betts. Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. RTI Press, May 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0053.1805.

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This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.
3

Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
4

Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
5

Yorke, Louise, Darge Wole, and Pauline Rose. An Emerging Strategy for the Development of Culturally Relevant Scales to Capture Aspects of Students’ Socio-Emotional Learning and Social Support for Learning. Research on Improving Systems of Education (RISE), September 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/031.

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Existing research on students’ socio-emotional learning and social support for learning in the Global South is limited and most scales that have been developed to measure these aspects of students’ learning and development originate in the Global North. We outline our emerging strategy for capturing student socio-emotional learning and social support for learning in the context of Ethiopia, which may have relevance for other researchers seeking to explore this area of study in Ethiopia or in other related contexts. We propose that considering aspects of students’ socio-emotional learning and social support for learning—in addition to foundational skills of numeracy and literacy—can help to move towards a more expansive and holistic understanding of learning.
6

Prysyazhnyi, Mykhaylo. UNIQUE, BUT UNCOMPLETED PROJECTS (FROM HISTORY OF THE UKRAINIAN EMIGRANT PRESS). Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11093.

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In the article investigational three magazines which went out after Second World war in Germany and Austria in the environment of the Ukrainian emigrants, is «Theater» (edition of association of artists of the Ukrainian stage), «Student flag» (a magazine of the Ukrainian academic young people is in Austria), «Young friends» (a plastoviy magazine is for senior children and youth). The thematic structure of magazines, which is inferior the association of different on age, is considered, by vital experience and professional orientation of people in the conditions of the forced emigration, paid regard to graphic registration of magazines, which, without regard to absence of the proper publisher-polydiene bases, marked structuralness and expressiveness. A repertoire of periodicals of Ukrainian migration is in the American, English and French areas of occupation of Germany and Austria after Second world war, which consists of 200 names, strikes the tipologichnoy vseokhopnistyu and testifies to the high intellectual level of the moved persons, desire of yaknaynovishe, to realize the considerable potential in new terms with hope on transference of the purchased experience to Ukraine. On ruins of Europe for two-three years the network of the press, which could be proud of the European state is separately taken, is created. Different was a period of their appearance: from odnogo-dvokh there are to a few hundred numbers, that it is related to intensive migration of Ukrainians to the USA, Canada, countries of South America, Australia. But indisputable is a fact of forming of conceptions of newspapers and magazines, which it follows to study, doslidzhuvati and adjust them to present Ukrainian realities. Here not superfluous will be an example of a few editions on the thematic range of which the names – «Plastun» specify, «Skob», «Mali druzi», «Sonechko», «Yunackiy shliah», «Iyzhak», «Lys Mykyta» (satire, humour), «Literaturna gazeta», «Ukraina і svit», «Ridne slovo», «Hrystyianskyi shliah», «Golos derzhavnyka», «Ukrainskyi samostiynyk», «Gart», «Zmag» (sport), «Litopys politviaznia», «Ukrains’ka shkola», «Torgivlia i promysel», «Gospodars’ko-kooperatyvne zhyttia», «Ukrainskyi gospodar», «Ukrainskyi esperantist», «Radiotehnik», «Politviazen’», «Ukrainskyi selianyn» Considering three riznovektorni magazines «Teatr» (edition of Association Mistciv the Ukrainian Stage), «Studentskyi prapor» (a magazine of the Ukrainian academic young people is in Austria), «Yuni druzi» (a plastoviy magazine is for senior children and youth) assert that maintenance all three magazines directed on creation of different on age and by the professional orientation of national associations for achievement of the unique purpose – cherishing and maintainance of environments of ukrainstva, identity, in the conditions of strange land. Without regard to unfavorable publisher-polydiene possibilities, absence of financial support and proper encouragement, release, followed the intensive necessity of concentration of efforts for achievement of primary purpose – receipt and re-erecting of the Ukrainian State.
7

African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.

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