scholarly journals Challenging Anzac myths in tertiary teaching: Engaging preservice teachers

2019 ◽  
Vol 16 (5) ◽  
pp. 54-68
Author(s):  
Margot Ford ◽  
◽  
James Bennett ◽  
Michael Kilmister ◽  
◽  
...  
Keyword(s):  
Preservice Teachers ◽  
First Year ◽  
Degree Programs ◽  
Traditional Lecture ◽  
South Wales ◽  
Tertiary Teaching ◽  
Lecture Format ◽  
Australian History ◽  
Historical Resources ◽  
Pedagogical Approaches

Challenging the embedded mythologies that surround Anzac, especially as the centenary of First World War played out over the 2014 to 2018 commemoration period, can be confronting for tertiary students as well as a difficult space for tutors to navigate. This is especially the case for teacher education students who form the majority cohort taking a first-year course in Australian History as part of their teaching education degree programs at a large New South Wales university outside Sydney. Experiences of student disruptions, confrontations and occasional anger prompted tutors to question whether the topic of Anzac should be covered at all. An alternative was sought, where careful interrogation of teaching practices was undertaken. Three pedagogical approaches were examined; the traditional lecture format, using documentary film to glimpse at deeper historiographical problems within lectures and tutorials that allowed for more intense critical thinking and analysis of historical resources via focused questions. The efficacy of these pedagogical approaches was systematically assessed through surveying students in the Australian History course prior and post teaching about Anzac. This paper examines the background of teaching Anzac in the tertiary space, the use of specific pedagogical approaches and the results of the survey. Students’ main preference for teaching methods about Anzac was through documentaries in both surveys. However, the second most preferred method was the lecture format more generally and this preference increased in the post survey. There was also evidence of less resistance to the contested nature of Anzac mythologies.

scholarly journals Non-Traditional Immersive Seminar Enhances Learning by Promoting Greater Physiological and Psychological Engagement Compared to a Traditional Lecture Format

2021 ◽  
pp. 113461
Author(s):  
Jacob M. Wilson ◽  
Raad H. Gheith ◽  
Ryan P. Lowery ◽  
Dallen D. Reber ◽  
Matthew W. Stefan ◽  
...  
Keyword(s):  
Traditional Lecture ◽  
Psychological Engagement ◽  
Lecture Format

Yields and nitrogen uptake of grain sorghum in various rotations, including lucerne, annual legume and long fallow

1989 ◽  
Vol 40 (2) ◽  
pp. 255 ◽  
Author(s):  
ICR Holford
Keyword(s):  
Nitrogen Uptake ◽  
Grain Sorghum ◽  
Grazing Management ◽  
First Year ◽  
Red Clay ◽  
Beneficial Effects ◽  
South Wales ◽  
Establishment Method ◽  
Soil Evidence

Long-term yields, nitrogen uptake and responsiveness of grain sorghum following three lucerne rotations, an annual legume rotation, long fallowing, and continuous wheat growing were measured on a black earth and red clay in northern New South Wales. The three lucerne rotations compared two methods of lucerne establishment (with or without a cover crop) and two methods of grazing management (short or extended grazing).There were large beneficial effects of lucerne leys on the first grain sorghum crop, whether they were measured as grain yield, nitrogen content of the foliage and grain, or nitrogen uptake. The effect was much smaller in the second year but it increased in the third and fourth years, in direct relation to the rainfall during the sorghum flowering period. The effect was larger on the black earth than on the red clay, reflecting the much higher lucerne yields on the former soil. Evidence indicated that the nitrogen contribution from lucerne after the first year was no greater than the nitrogen accumulated by long fallowing, and this was attributed to very low rainfall and lucerne yields during the four year ley period.The annual legume rotation suffered from drought and insect damage in most years, and following sorghum yields tended to be lower than those achieved by long fallowing.Differences in the effects of establishment method and grazing management on total lucerne yields were reflected in the differences in subsequent grain sorghum yields. Largest differences were on the black earth where extended grazing lowered the total yields of lucerne and subsequent grain sorghum. Sowing lucerne under wheat had little effect on total yields of lucerne or sorghum.

What Trainee Teachers and Teachers Should Know About Aboriginal Children.

1979 ◽  
Vol 7 (5) ◽  
pp. 29-32
Author(s):  
Keyword(s):  
New South ◽  
New South Wales ◽  
Aboriginal Education ◽  
First Year ◽  
First Year Teachers ◽  
Trainee Teachers ◽  
Aboriginal Students ◽  
South Wales ◽  
Aboriginal Children ◽  
Consultative Group

The New South Wales Aboriginal Education Consultative Group feels that more emphasis needs to be placed on the training of teachers in regards to Aboriginal education.Many first year teachers are sent to country areas with a relatively high percentage of Aboriginal students. In the main, these teachers have had little or no contact with Aboriginal children or parents.

Effects of logging and fire on small mammals in Mumbulla State Forest, near Bega, New South Wales

1987 ◽  
Vol 14 (2) ◽  
pp. 163 ◽  
Author(s):  
D. Lunney ◽  
B. Cullis ◽  
P. Eby
Keyword(s):  
Small Mammals ◽  
New South ◽  
New South Wales ◽  
Canopy Cover ◽  
Ground Cover ◽  
First Year ◽  
Severe Effect ◽  
South Wales ◽  
Antechinus Stuartii ◽  
Rattus Fuscipes

This study of the effects of logging on small mammals in Mumbulla State Forest on the south coast of New South Wales included the effects of a fire in November 1980 and a drought throughout the study period from June 1980 to June 1983. Rattus fuscipes was sensitive to change: logging had a significant impact on its numbers, response to ground cover, and recapture rate; fire had a more severe effect, and drought retarded the post-fire recovery of the population. The three species of dasyurid marsupials differed markedly in their response to ground cover, canopy cover, logging and fire. Antechinus stuartii was distributed evenly through all habitats and was not affected by logging, but fire had an immediate and adverse effect which was sustained by the intense drought. A. swainsonii markedly preferred the regenerating forest, and was not seen again after the fire, the failure of the population being attributed to its dependence on dense ground cover. Sminthopsis leucopus was found in low numbers, appeared to prefer forest with sparse ground cover, and showed no immediate response to logging or fire; its disappearance by the third year post-fire suggests that regenerating forest is inimical to the survival of this species. Mus musculus showed no response to logging. In the first year following the fire its numbers were still very low, but in the next year there was a short-lived plague which coincided with the only respite in the 3-year drought and, importantly, occurred in the intensely burnt parts of the forest. The options for managing this forest for the conservation of small mammals include minimising fire, retaining unlogged forest, extending the time over which alternate coupes are logged and minimising disturbance from heavy machinery.

Enhancing Environmental Experiences through Effective Partnerships among Teacher Educators, Field Study Centers, and Schools

1995 ◽  
Vol 18 (3) ◽  
pp. 133-137 ◽  
Author(s):  
Brian Ferry
Keyword(s):  
Preservice Teachers ◽  
Environmental Education ◽  
Field Study ◽  
Teacher Educators ◽  
New South ◽  
Learning Activities ◽  
Education For All ◽  
Natural Environments ◽  
Tertiary Institutions ◽  
South Wales

Few teacher educators would dispute that preservice teachers benefit from active participation in planning, implementing, and evaluating experiential learning activities in natural environments. Such experiences help them to understand how environmental education can be successfully woven into a teaching program rather than just an added “frill” presented in isolation. However, it is difficult to find efficient ways of organising these experiences in tertiary institutions. This paper discusses a partnership formed among teacher educators, schools, and field study centers in New South Wales, Australia. It was devised to enhance the experiences in environmental education for all participants, and at the same time make efficient use of human resources.

Sydney rock oyster farming in Australia.

2020 ◽  
Author(s):  
John Nell
Keyword(s):  
New South ◽  
Quality Assurance Program ◽  
First Year ◽  
Water Sampling ◽  
Time To Market ◽  
Profit Margins ◽  
Rock Oyster ◽  
South Wales ◽  
Sampling Programme

Abstract The 120-year-old Sydney rock oyster industry in New South Wales (NSW) and southern Queensland is one of the oldest aquaculture industries in Australia. The industry has been forced to adapt to competition from other species, tighter harvesting and oyster storage and handling requirements as well as eroding profit margins. Recent changes in farming practices include the move away from stick culture to single seed culture, as the half-shell market demands a more uniformly shaped oyster. When selective breeding demonstrated that it could reduce time to market (50 g whole weight) by nearly a year out of an industry average of 3.5 years, the industry wanted to try hatchery technology. Although the industry had never used hatchery technology before, it purchased 10 million spat or 8% of its annual spat requirement from hatcheries in 2003-2004, the first year that they were made available to farmers. The industry also embraced the Australian Shellfish Quality Assurance Program, which requires that shellfish harvest areas be classified on the basis of a sanitary survey and the results of an ongoing strategic water-sampling programme. This programme ensures product safety for the consumers and helps to provide the industry with a long-term future.

The individual and health sector costs of asthma: the first year of a longitudinal study in New South Wales

2005 ◽  
Vol 29 (5) ◽  
pp. 429-435 ◽  
Author(s):  
Patricia Kenny ◽  
Emily Lancsar ◽  
Jane Hall ◽  
Madeleine King ◽  
Meredyth Chaplin
Keyword(s):  
Longitudinal Study ◽  
New South ◽  
New South Wales ◽  
Health Sector ◽  
First Year ◽  
South Wales ◽  
The Individual

E-learning and Language and Style in Lancaster

2006 ◽  
Vol 15 (3) ◽  
pp. 234-256 ◽  
Author(s):  
Mick Short
Keyword(s):  
Student Performance ◽  
English Language ◽  
First Year ◽  
Traditional Teaching ◽  
Web Based ◽  
Traditional Lecture ◽  
Student Responses ◽  
Introductory Course ◽  
E Learning ◽  
The Web

This article reports on research conducted in the department of Linguistics and English Language at Lancaster University from 2002 to 2005 on first-year undergraduate student performance in, and reaction to, a web-based introductory course in stylistic analysis. The main focus of this report is a comparison of student responses to the varying ways in which the web-based course was used from year to year. The description of student responses is based on an analysis of end-of-course questionnaires and a comparison of exit grades. In 2002–3, students accessed the first two-thirds of the course in web-based form and the last third through more traditional teaching. In 2003–4 the entire course was accessed in web-based form, and in 2004–5 web-based course workshops were used as part of a combined package which also involved weekly lectures and seminars. Some comparison is also made with student performance in, and responses to, the traditional lecture + seminar form of the course, as typified in the 2001–2 version of the course.

scholarly journals The higher education space: connecting degree programs from individuals’ choices

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Cristian Candia ◽  
Sara Encarnação ◽  
Flávio L. Pinheiro
Keyword(s):  
Higher Education ◽  
Drop Out ◽  
First Year ◽  
Revealed Preferences ◽  
Degree Programs ◽  
Education Systems ◽  
Higher Education Systems ◽  
Female Candidates ◽  
High Prevalence ◽  
Governance In Higher Education

AbstractData on the applicants’ revealed preferences when entering higher education is used as a proxy to build the Higher Education Space (HES) of Portugal (2008–2015) and Chile (2006–2017). The HES is a network that connects pairs of degree programs according to their co-occurrence in the applicants’ preferences. We show that both HES network structures reveal the existence of positive assortment in features such as gender balance, application scores, unemployment levels, academic demand/supply ratio, geographical mobility, and first-year drop-out rates. For instance, if a degree program exhibits a high prevalence of female candidates, its nearest degree programs in the HES will also tend to exhibit a higher prevalence when compared to the prevalence in the entire system. These patterns extend up to two or three links of separation, vanishing, or inverting for increasing distances. Moreover, we show that for demand/supply ratio and application scores a similar pattern occurs for time variations. Finally, we provide evidence that information embedded in the HES is not accessible by merely considering the features of degree programs independently. These findings contribute to a better understanding of the higher education systems at revealing and leveraging its non-trivial underlying organizing principles. To the best of our knowledge, this is the first network science approach for improving decision-making and governance in higher education systems.

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