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The article reports on a study on the diverse conceptions of geography as understood by students and the role of geography in their future. The study was conducted on senior geography students enrolled in a school in Queensland, Australia. According to the study, students had different views on the subject including general knowledge, as a means of interaction with the world. The study determined that identifying the views of the students on the subject will enable educationists to provide the correct assumption to the students.

This study aimed to measure Australian students' attitudes to learning about Asia, and to identify contextual factors related to development of positive attitudes. Participants were 3359 Year 5 and 3773 Year 8 students, and 107 Year 5 and 114 Year 8 teachers. For most students, there was keen interest in learning about Asia, but there were clear relationships between attitudes and student year and gender. Information provided by this study could prove of value to educators wishing to improve students', and especially boys', interest in learning. [ABSTRACT FROM PUBLISHER]

The projects described in this article were designed to provide a real world situation akin to the work of environmental professionals. The projects were conducted with Australian students working on environmental issues in Vietnam. The projects demonstrated that multi-disciplinary teamwork fits well into environmental projects, and importantly that the experiences are recognised by students as being valuable preparation for their environmental professions. The students demonstrated that they had learnt many skills that would be of direct importance to them in the professional conduct of a multi-disciplinary environmental project and also enhanced their cultural awareness and practice. [ABSTRACT FROM AUTHOR]

The article outlines some of the key findings to date from a longitudinal study investigating effective teaching strategies to improve the literacy and educational outcomes of Australian Indigenous students with conductive hearing loss. With appropriate interventions, Indigenous students with conductive hearing loss can achieve high standards of written literacy and do well at school.

Twelve Australian and 12 Chinese heritage students from a third-year university computer ethics subject completed a Readiness for Online Learning Questionnaire; and six students from each of these two groups participated in a student-facilitated problem-solving discussion through computer-mediated communication. The questionnaire comparisons showed that the two groups of students were equally willing to self-manage their own learning, but that Australian students were significantly more comfortable with e-learning. The analysis of student postings in the CMC component showed that, collectively, Australian students posted more messages than did the Chinese students. Both groups participated equally in socialisation online; although Chinese heritage students posted a higher number of messages associated with organisational matters; and Australian students posted a larger number of message components associated with intellectual contributions to the discussion. These results are interpreted in a theoretical context and implications for practice are drawn. [ABSTRACT FROM AUTHOR]

Discusses the education of indigenous Australian students. Background on the indigenous population of Australia; History of the education of the Australian indigenous population; Factors that contribute to the lack of success in school by indigenous children, including discrimination; Advantages of the creation of a policy of self-determination.

The increasing trend for the globalisation of business has highlighted the need for a better understanding of the factors that influence levels of intercultural awareness within organisations. Within the higher education sector, one initiative that aims to address this issue is student study abroad programs. This paper reports on a study that investigates factors that influence Australian students' propensity to engage in these programs. Using both qualitative and quantitative analysis, we examined the role of students' personality in the decision to participate in study abroad programs. The implications for education in international business are discussed. [ABSTRACT FROM AUTHOR]

Presents a national roundup of press reports on youth issues in Australia as of September 2003. Results of a series of YouthSCAN surveys by Quantum Market Research involving Australian youths; Rise in violent student behavior against teachers in Western Australia; Status of the child protection system in Victoria according to a draft report.

ABSTRACT. The author conducted 2 studies to explore the link between superiority bias in the interpersonal and intergroup domains. Australian university students evaluated the extent to which various personality traits were more or less applicable to themselves than to other Australian university students in general. They then evaluated the extent to which the same traits were more or less applicable to Australians than to people from other countries in general. As expected, the more participants evaluated themselves as superior to other university students, the more they evaluated Australians as a whole as superior to people from other countries. This link between interpersonal and intergroup superiority biases explained 22.1% of variance in Study 1 and 33.6% of variance in Study 2. The author interprets the results of the 2 studies as support for fundamental principles of social identity theory: (a) that self-concept consists of not only one's personal self but also the social groups to which one belongs and (b) that people are motivated to view both levels of self in a relatively positive fashion. [ABSTRACT FROM AUTHOR]

The aim of this research was to ascertain changes in sun-related knowledge, attitudes and self-care practices among Australian secondary school students between 1993 and 1996. Two cross-sectional surveys of sun-related attitudes, beliefs and behavior of young people aged 12-17 years of age, were conducted in 1993 and 1996. Over 80% of adolescents at both time periods knew about the issues related to skin cancer prevention, frequency of burning and burning on cloudy days. Adolescent attitudes had shifted positively in the areas of staying inside in 1996 [relative risk (RR): 1.13; 95% confidence interval (CI): 1.09-1.17] and staying under shade in 1996 (RR: 1.16; 95% CI: 1.13- 1.18). Desire for a moderate or dark tan was lower in 1996 (45%) than in 1993 (50%). Respondents reported that they were less likely to wear brief clothing to get a suntan in 1996 (RR: 0.81; 95% CI: 0.78-0.84) and were significantly more likely to stay in the shade in 1996 (RR: 1.19; 95% CI: 1.16-1.23). We conclude that there has been a shift in attitudes towards use of shade and avoidance of unnecessary exposure, and away from use of sunscreens and sunglasses. The results suggest that adolescents may be more ready to accept structural changes that move desired activities out of the sun. [ABSTRACT FROM AUTHOR]

This article addresses the question of how to interpret the relation between the production of subjectivity and the effects of different forms of schooling. Two kinds of problem are explored. The first is the immediate empirical and historical one of understanding how gender and class subjectivity takes shape and is embodied by Australian secondary-school students. This is investigated through close readings of interviews with two young people who are participants in a qualitative, longitudinal study of Australian secondary-school students—the '12 to 18 Project'. The article thus examines the developmental and longitudinal aspect of identity formation, and addresses the impact of feminism on gender change. The second problem is how to theorise the subjectivity–schooling relation, and this is explored through an analysis of the interactions between individual biographies and the aspirations and discursive practices of different schools. After considering some contemporary approaches to subjectivity, the discussion proposes a return to Bourdieu's notions of habitus and social field and, through an analysis of the two case studies, illustrates how habitus is formed over time. [ABSTRACT FROM AUTHOR]

This study examined the proposition that hand preference may change with season of birth in a group of 523 students born in southern Australia. Hand preference and performance measures revealed a higher incidence of sinistrality or weak dextrality for individuals born in winter and autumn compared to summer and spring. These seasonal effects tended to be more pronounced for females compared to males. Similar seasonal patterns have been observed in the northern hemisphere. Previous research has accounted for seasonal changes in hand preference in terms of changes in the frequency of viral infections. It is proposed that seasonal variations in hand preference can also be accounted for by seasonal variations in hormone levels. Higher levels of testosterone in spring compared to autumn have been reported in females. Exposure to higher levels of testosterone during the first trimester of foetal development is thought to promote the development of the right hemisphere. Individuals born in winter would have been exposed to the high testosterone levels associated with spring during the first critical trimester of foetal brain development. The lack of seasonal effect observed for males may be related to endocrinological differences between the male and female foetus. [ABSTRACT FROM AUTHOR]

ABSTRACT. The relationship was examined between the self-reported cooperativeness of Australian secondary-school students and their involvement in peer abuse at school, both as bullies and as victims. An 18-item Likert-type measure, the Cooperativeness Scale, was developed, and its reliability and concurrent validity were supported by the results of its application to two samples of Australian students (N = 176 and N = 763, respectively) attending different coeducational secondary schools, the first in a predominantly middle-class area and the second in a lower class socioeconomic area. At both schools, girls scored higher in cooperativeness than boys. Students at the second school also anonymously completed multiple measures of the extent of their involvement during the current year in bullying, victimization, or both. As predicted, correlations and multiple regression analyses supported the hypothesis that relatively low levels of cooperativeness were characteristic, not only of both boys and girls who engaged in bullying, but also, to a lesser extent, of those who were frequently victimized by their peers at school. [ABSTRACT FROM AUTHOR]

This study compared two samples of Australian and Japanese University students in regard to global self-esteem and their attitudes toward high achievers, or "tall poppies." It was predicted that the Japanese students would show lower levels of global self-esteem than the Australian students and would be more in favor of seeing high achievers fall. This prediction was based on the assumption that construals of self tend to be more interdependent and less independent in the Japanese culture than in the Australian culture. Results supported this prediction and also indicated a negative correlation between global self-esteem and the "favor fall" variable in the Australian sample, which was consistent with theoretical expectation and with previous findings. Results also showed that the Japanese and the Australian students were similar in the extent to which they believed that high achievers should be rewarded. [ABSTRACT FROM AUTHOR]

Two experimental conditions (giving a rationale vs no-rationale for “unfair” rewards) were compared under an implicit reward paradigm in which “target” subjects received rewards directly and contingently for improvements on a simple motor skills task while “peer” subjects who were also performing the same task received no rewards. Data showed that there were significant reinforcement effects on the behavior of both target and peer subjects during the implicit reward situation when no rationale was given for the “unfair” application of rewards. However, when a rationale was given for the nonreward of the peer subjects, neither target nor peer subjects showed significant increases in responses from baseline. Implications for group reinforcement practices are discussed. [ABSTRACT FROM AUTHOR]

The article features a discussion on Australia's social wage. Australian academics in the social sciences have long lamented the dearth of good Australian materials from which to teach and to which to refer students. National politics is more oriented to universalist policies, and as Gough Whitlam tried to move the allocative system from focusing on the needy to all Australians, resources were stretched, and much of the electorate was alienated. Clearly greater resources were thrown into bolstering the social wage while the Whitlam government was in power. During those three years the consumer price index rose 41%, average weekly earnings rose 56%, while social security pensions and benefits rose 80%.

This paper compared the effect of life change in adjustment of overseas students with those of Australian students. 342 students were divided into 4 experimental groups. These were: Overseas students with residence of less than one year (OV1 group, N = 44), overseas students with residence of more than one year (OV2 group, N = 81), Australian students raised in Brisbane (A3, N = 105) and Australian students raised outside Brisbane (A4, N = 112). The result of discriminate analysis showed that overseas students (OV2) were significantly more likely to experience moderate to severe clinical depression and loneliness than the Australian students. Age and expectation of difficulty in study were the best predictors for depression in overseas students. [ABSTRACT FROM AUTHOR]

The article focuses on the interests and values of students in relation to science and the environment. In general, the author said that students' interest in science is low but teachers do not seem to be aware of this. Topics of interests to students vary but are confined to the previous educational experiences of the students. According to the author, the interest in science of students in Australia has been growing in nontraditional areas such as environmental science but this phenomenon was not seen in the U.S. The author suggests that educators must consider student interests, gender differences and individual differences of they expect to reach all students.

Many young adults who drop out of school elect to re-enter the secondary education system after a period of absence. Reports the findings from a survey of 215 providers of education to re-entry students in three states of Australia. Few of these ed ucational providers possess formal qualifications in adult education, but most hold favourable attitudes to working with students who return to school. In general, the re-entry students were perceived to have high rates of academic success but also high rates of withdrawal. The study identified a number of challenges and problems associated with school re-entry, and makes recommendations to enhance rates of re-entry student participation, satisfaction and success. Emphasizes the advantages associated wi th re-entering an "innovative" senior secondary environment, rather than a traditional high school. [ABSTRACT FROM AUTHOR]

Using data gathered as part of a study of young people's early career attainments, this paper examines factors that influence Australian high school seniors' plans to attend college and their actual entry into college. The paper applies the Fishbein-Ajzen (1975) model of attitude-behavior relations to the particular issue of the link between intentions to continue school and the realization of those intentions. Results show that the Fishbein-Ajzen model provides a useful, but incomplete, representation of the educational attainment process. In accord with the Fishbein-Ajzen model, favorable attitudes toward higher education, parental encouragement, and Friends' college plans all lead to the formation of intentions to enter college. Intentions, in turn, predict actual college attendance. Other results, however, suggest revisions in the Fishbein-Ajzen model. In particular, college entry was affected by attitudes toward college, academic achievement, and parental encouragement, over and above the effect of intentions. Moreover, behavioral intentions were shaped by academic achievement and by perceived academic ability, in addition to attitudes and perceived social norms. Finally, evidence was obtained that several variables in the model, such as gender and perceived parental encouragement, have interactive effects on college plans and college attendance. The results lend support to Liska's (1984) argument that social-structural opportunities and resources must be considered when applying the Fishbein-Ajzen model to behaviors such as entry into higher education. [ABSTRACT FROM AUTHOR]

This study uses the ATBEQ, as published by J.F. Preble and A. Reichel (1988) to measure attitudes towards ethical business attitudes held by final year South African Bachelor of Commerce students at Rhodes University. Three samples of students were assessed over three consecutive years of 1989, 1990 and 1991, and results are compared with samples (1988) of American and Israeli students and a sample (1991) of Western Australian students. A significant difference in attitudes was found to exist between the Israeli and South African samples. A factor analysis of the questionnaire identified eleven factors of which seven are theoretically labelled. A revised version of the ATBEQ is suggested which excludes the poorly performing questions. [ABSTRACT FROM AUTHOR]

This study investigated students' nonverbal reaction toward differences in their tutor's nonverbal behavior. Forty-eight Australian undergraduates of both sexes served as Ss and their nonverbal behaviors were investigated in a 2 (S's sex) x 2 (Confederate-Tutor's sex) x 2 (Warm/Cold nonverbal condition) factorial design. They were asked to memorize a poem for one minute and were required to recite it back to the confederate-tutor within a three-minute time limit. This interaction was video-taped without the S's knowledge. The videotape was then scored for nonverbal behaviors that might indicate liking and approval. The results indicated that Ss interacting with a "warm" tutor had more direct eye gaze, and showed more head-nods and smiles than Ss in the "cold" condition. Alternatively, Ss in the cold condition showed more backward lean, frowned more, and shook their heads more than Ss in the warm condition. Tutor's sex also influenced the S's nonverbal behavior, interacting with S's sex and the nonverbal condition. [ABSTRACT FROM AUTHOR]

In the original publication of the article, the author name "Cathie Burgess" was inadvertently missed in the author group. [ABSTRACT FROM AUTHOR]

The article offers information regarding the use of botanical heritage and the environmental history of Victoria to support the exploration of student of the natural world and society. It states environmental history of Australia offers cross-curriculum opportunities for the exploration of students on the interactions between nature and people. Also mentioned are the use of Anthropocene idea to teach environmental history and the Royal Botanic Gardens Education Service.

The article focuses on the CensusAtSchool (C@S) teaching resource from the Australian Bureau of Statistics (ABS). It states that the C@S data, which can be downloaded for free at the ABS website located at www.abs.gov.au/censusatschool, were collected from Australian students in 2006 and 2008. Furthermore, information on the C@S questionnaire, which contains questions on the physical characteristics, behaviour, and attitudes of students, is discussed.

Over the past decades, genetics has remained a difficult topic in school science. This paper presents an interactive multimedia program, BioLogica, used to teach Grade 10 (14- and 15-year-olds) Australian students about genetics. Over six weeks, the teacher used different representations in the teaching and engaged students in computer activities of BioLogica, which features linked multiple representations. The study used an interpretive, case-based design with both qualitative and quantitative data from multiple sources. Participating students' perceptions of their learning were analysed using taxonomy of intrinsic motivations that incorporated challenge, curiosity, control and fantasy. Evidence shows that students' motivation affected their task engagement and interaction with BioLogica, and that most students progressed in their genetics reasoning. [ABSTRACT FROM AUTHOR]

A better understanding of veterinary students’ perceptions, attitudes, and knowledge about antimicrobial stewardship and biosecurity could facilitate more effective education of future veterinarians about these important issues. A multicenter cross-sectional study was performed by administering a questionnaire to veterinary students expected to graduate in 2017 or 2018 in all Australian veterinary schools. Four hundred and seventy-six of 1246 students (38%) completed the survey. Many students were unaware of the high importance of some veterinary drugs to human medicine, specifically enrofloxacin and cefovecin (59% and 47% of responses, respectively). Fewer than 10% of students would use appropriate personal protective equipment in scenarios suggestive of Q fever or psittacosis. Students expected to graduate in 2018 were more likely to select culture and susceptibility testing in companion animal cases (OR 1.89, 95% CI 1.33–2.69, p < 0.001), and were more likely to appropriately avoid antimicrobials in large animal cases (OR 1.75, 95% CI 1.26–2.44, p = 0.001) than those expected to graduate in 2017. However, 2018 graduates were less likely to correctly identify the importance rating of veterinary antimicrobials for human health (OR 0.48, 95% CI 0.34–0.67, p < 0.001) than 2017 graduates. Students reported having a good knowledge of antimicrobial resistance, and combating resistance, but only 34% thought pharmacology teaching was adequate and only 20% said that teaching in lectures matched clinical teaching. Efforts need to be made to harmonize preclinical and clinical teaching, and greater emphasis is needed on appropriate biosecurity and antimicrobial stewardship. [ABSTRACT FROM AUTHOR]