Postmaterial values and age: The case of Australia

Inglehart's thesis of value change is one of the most widely discussed accounts of social and political change in advanced Western nations. This article offers a critique of Inglehart's thesis and a clarification of the Australian case. While critics of Inglehart have attacked the validity of his values measures, or sought to improve them, we use Inglehart's own values index to show that even if-as Inglehart claims-his measures are valid, the age/values predictions do not hold as the theory suggests in Australia. In a recent article, Inglehart and Abramson (1999, 673) cite Australia among a group of '28 high-income' countries that exhibit 'stronger relationships between values and age' than found in the United States. We dispute Inglehart and Abramson's findings in relation to Australia. We show that the relationship between age and values in Australia, like the United States, is very weak, highlight the problematic nature of assuming a linear relationship between age and values without evidence, and discover a new non-linear relationship between values and birth cohorts in Australia that has implications for the study of values research internationally.

Reaching out to promote physical activity in Australia: A statewide randomized controlled trial of a stage-targeted intervention

Purpose. This study examined the broader use of a print-media intervention, which was previously shown to be effective at promoting physical activity to participants recruited from a regional Australian community, as a strategy suitable for a more diverse statewide Population sample. Methods. Participants were randomly selected adults who responded to a telephone interview conducted by the New South Wales Health Department and consented to Participate in a randomized controlled trial. Consenters were allocated to either intervention (n = 361) or control (n = 358) conditions. The intervention, a personalized letter plus stage-targeted booklets, was sent 1 week postbaseline. Data were collected via telephone inter view at baseline and 2 and 8 months and were analyzed using repeated measures analysis of variance (ANOVA) and chi(2) statistics. Results. The groups were similar at baseline (mean age 43 +/- 3 years; 64% women). Process evaluation showed high intervention recall (76% at 2 months) and high follow-up response rules (>85% at 8 months) were achieved. Nonsignificant increases in physical activity were observed (F-1,F-719 = 2.18, p =.14). Discussion. A single mailing of stage-targeted print materials was not effective in promoting increases in physical activity among participants selected from the statewide population. Future research could. examine how the effectiveness of print media might be enhanced, possibly by using supplementary media, community-based Prompts, or other incentives.

The place and meaning of physical activity, physical education, and physical culture in the lives of young people living in rural Queensland

Young people living in rural and regional areas are often reported as being less physically active than are young people living elsewhere. An understanding of this phenomenon will inform policies and strategies to address this finding. One source of valuable information is a qualitative understanding of how social relations and cultural meanings influence young people's opportunities and choices in relation to physical activity as told by young people themselves. The study reported here forms a component of a national project to gain insights into young people's engagement with physical activity and physical culture. Data has been collected for over two years with 15 young people residing in rural areas throughout Queensland, using semi- structured interviews. This paper reports the findings of the research. [Author abstract, ed]

Acceptability and feasibility of a community-based screening programme for melanoma in Australia

The evaluation of a community-based screening programme for melanoma (SkinWatch) in 18 regional communities (total adult population >30 years 63 035) in Queensland, Australia is described. The aim of the SkinWatch programme was to promote whole-body skin screening for melanoma by primary care physicians. The programme included community education, education and support for local medical practitioners and open-access skin screening clinics. Programme delivery was achieved through assistance of local volunteers. All programme activities and resources were recorded for process evaluation. A baseline telephone survey (n = 3110) and a telephone survey four months after programme launch (n = 680) assessed community awareness of the SkinWatch programme and, 37 face-to-face interviews with community members, doctors and community leaders were conducted to assess satisfaction with the programme. A sample of 1043 of 16 383 residents who attended the skin screening clinics provided as part of the programme were interviewed to assess reasons for attending, and positive and negative aspects of SkinWatch programme. Community awareness of the SkinWatch programme increased by over 30% (p < 0.001) within four months of the start of the programme. Interview participants described the SkinWatch programme as a useful service for the communities and 90% stated they would revisit the clinics. A total of 43% of all attendees were over 50 years old, and nearly 50% were men. These findings demonstrate the acceptability and feasibility of a community-based screening programme for melanoma in rural areas. Volunteers were instrumental in increasing community ownership of and involvement in the SkinWatch programme.

Australia and New Zealand applied linguistics (ANZAL): Taking stock

This paper reviews some emerging trends in applied linguistics in both Australia and New Zealand. It sketches the current scene of (selected) postgraduate applied linguistics programs in higher education and considers how various university programs define applied linguistics through the classes (titles) they have postgraduate students complete to be awarded a degree. Evidence of program requirements and topics reveal not only what applied linguistics generally entails, but offers insights into how applied linguistics is defined and practiced. Additionally, some of the salient research topics (titles) being published in the journals from the two countries' applied linguistics associations are sketched.

Specialised supported education for Australians with psychotic disorders

Australia has a network of Federally funded disability employment and vocational rehabilitation services, including a proportion of outlets that specialise in providing services for persons with psychiatric disabilities. However, neither Federal nor State Governments currently provide or fund disability-specific education assistance to persons with psychiatric disabilities. To begin considering whether Specialised Supported Education is indicated for persons with psychotic disorders, we examined data collected in a national 'Survey of Disability, Ageing and Carers Australia, 1998'. International studies of the effectiveness of overseas Supported Education programs were also examined to identify the forms of assistance most likely to warrant consideration in Australia. U.S.A. evidence indicates that Specialised Supported Education is emerging as an effective career development option for persons with psychotic disorders. An example of an innovative Specialised Supported Education program is provided to illustrate how this type of program can be implemented in Australia.

Learning difficulties in numeracy in Australia

In this article, we provide an understanding of the term numeracy as it is used in Australia and a description of numeracy education in this country. In particular, we discuss the role of outcomes-based curriculum frameworks and outline the dominant teaching approaches. The focus is on students with learning difficulties and how they are identified and supported in schools. We create two vignettes based on real students with difficulties in numeracy, which highlight two of the most common problems. We report on the prevalence of learning difficulties in numeracy in Australia and describe some of the initiatives related to the assessment and enhancement of learning in numeracy that are being undertaken in various states in Australia. Finally, we identify some of the future challenges facing the Australian education system in this area. These challenges relate to teacher knowledge, mandated assessment, and the role of parents. We conclude the article by calling for the evaluation of current assessment and intervention initiatives as well as the development of a national program to support the goal of numeracy for all students.