An analysis of occupational outcomes for Indigenous and Asian employees in Australia

This paper examines occupational performance in Australia across three racial groups in Australia: Indigenous Australians; Asian people, defined as all those whose language spoken at home was either Chinese, Vietnamese or other forms of a South-east or East Asian language; and white people, defined as the residual category. The paper has as its starting point, observed differences in occupational attainment among the three groups in Australia and sets out to account for these observed differences on the basis of both race and non-racial attributes such as, age, education and area of residence.

The effectiveness of aphasia-friendly principles for printed health education materials for people with aphasia following stroke

Background: Provision of health information to people with aphasia is inadequate. Current practice in providing printed health education materials to people with aphasia does not routinely take into consideration their language and associated reading difficulties. Aims: This study aimed to investigate if people with aphasia can comprehend health information contained in printed health education materials and if the application of aphasia-friendly principles is effective in assisting them to comprehend health information. It was hypothesised that participants with aphasia would comprehend significantly more information from aphasia-friendly materials than from existing materials. Other aims included investigating if the effectiveness of the aphasia-friendly principles is related to aphasia severity, if people with aphasia are more confident in responding to health information questions after they have read the aphasia-friendly material, if they prefer to read the aphasia-friendly brochures, and if they prefer to read the brochure type that resulted in the greatest increase in their knowledge. Methods & Procedures: Twelve participants with mild to moderately severe aphasia were matched according to their reading abilities. A pre and post experimental design was employed with repeated measures ANOVA (p

Constructing and reconstructing teaching roles: A focus on generative metaphors and dichotomies

Over the last several decades, a shift in thinking has brought to the fore the power of language as more than simply a method of expression. Indeed, language is a constituent part of social practices and social identity. For teachers, both pre-service and in-service, teaching roles are often represented through surface and generative metaphors, the latter of which are tacit. In order to study the way in which language, and in particular metaphor, influences thinking about teaching roles, the authors of this article combined their data to examine the metaphoric discourse of both pre-service and in-service teachers. Contextualizing two separate studies in their respective teacher education programs, this article highlights the obstacle of unexposed generative metaphors and the value of ongoing professional development. In addition, it emphasizes the importance of deconstructing traditional dichotomies as central to teacher education reform.

Risk perception about zoonoses in immigrants and Italian workers in Northwestern Italy

OBJETIVO: To assess factors associated with a low risk perception of zoonoses and to identify the gaps in knowledge about transmission and prevention of zoonoses in immigrant and Italian workers. MÉTODOS: A cross-sectional study with 175 workers in the agro-livestock and agro-food industry in Piemonte, Italy, was carried out. Data were collected with a semi-structured questionnaire based on knowledge, attitudes and practices (KAP) survey. We calculated proportions and used chi-square tests and odds ratios to assess associations. Eight individual interviews with key informants on immigration and public health in Piemonte were carried out. RESULTADOS: Participants were 82 (47%) Italians and 93 (53%) immigrants. Immigrants were from Romania, Morocco, Albania, India, China, Argentina, Peru, Macedonia, Ivory Coast, Ukraine and Colombia. The study revealed significant differences in risk perception at work (p = 0.001). We found associations between "not having correct knowledge about zoonoses" and the following variables: i. "being immigrant" OR = 4.1 (95%CI 1.7;9.8 p ≤ 0.01); ii. "working in the livestock industry" OR = 2.9 (95%CI 1.2;15.4 p = 0.01); and iii. "being an unqualified worker" OR = 4.4 (95%CI 2.9;15.4 p ≤ 0.01). Another strong association was found between being immigrant and having a low job qualification OR = 6.7 (IC95% 2.9 - 15.4 p ≤ 0.01). Asian immigrants were the group with the highest frequency of risky behaviours and the lowest level of knowledge about zoonoses. CONCLUSÕES: Our results indicate that there were differences in risk perception of zoonoses between the groups participating in our study. These results suggest that immigrant status can be considered a risk factor for having lower risk perception and lower level of knowledge of zoonoses at work. There is a relationship between this specific knowledge of zoonoses and lack of training and instruction among migrant populations. Our results stress the need for developing education programs on zoonoses prevention among the immigrant population in Piemonte, Italy.

The role of literature: english textbooks and literature in secondary teaching in Portugal

Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Ensino de Inglês

Educação bilingue em Moçambique: um estudo de caso, na Província de Gaza, centrado nas práticas pedagógicas do ensino básico

Em contextos como o de Moçambique que apresenta uma diversidade linguística, o uso de mais de uma língua no ensino é quase que obrigatório. Assim, urge a necessidade de formalizar a Educação Bilingue (EB) nas escolas moçambicanas. A modalidade de EB em Moçambique é de transição e manutenção, nas primeiras classes (1ª, 2ª e 3ª) usa-se a língua local como meio de instrução e o Português é uma disciplina, a partir da 4ª classe há uma inversão. Dessa estratégia o aluno deve estar em condições na 5ª classe de enfrentar o exame nacional, que é feito em língua oficial Portuguesa, para transitar do 1º para o 2º grau. O trabalho tem como problema esta interrogação: De que modo o programa curricular de Educação Bilingue se traduz nas práticas pedagógicas nas escolas do Ensino Básico que usam a língua Portuguesa e Changana no distrito de Bilene, na província de Gaza? O estudo empírico é de natureza qualitativa e quantitativa, com a utilização de técnicas de recolha de dados como a análise documental, entrevistas, questionário e provas escrita e oral aos alunos. Do estudo conclui-se: i) Não existe um programa de base especificamente para EB; ii) Há incongruência entre o programa e as práticas pedagógicas e iii) Os alunos apresentam maior dificuldades de compreensão, na escrita do que na oralidade, nas provas de conhecimento nas disciplinas básicas (Português e Matemática) em língua Portuguesa.

Memòria justificativa del treball realitzat durant l’estada a la Universitat de Wisconsin-Madison

Projecte de recerca elaborat a partir d’una estada a la Universitat de Wisconsin-Madison, EUA, Departament de Curriculum and Instruction, des de mitjans d’agost a mitjans de novembre de 2006. S’ha treballat en relació a la preparació de la tesi “Els grups interactius: una pràctica de les comunitats d’aprenentatge per a la inclusió de l’alumnat amb discapacitat “. La universitat de Wisconsin-Madison i en concret el departament de Curriculum and instruction compta amb professorat de reconegut prestigi internacional en l’àmbit de l’educació. Entre els temes que es treballen al departament i que vaig poder conèixer, en destaco les implicacions de l’educació en l’existència de desigualtats socials, així com les implicacions del govern i de les polítiques educatives en la creació i manteniment d’aquestes desigualtats, les reformes i polítiques educatives i el paper de l’educació en el més ampli context de la societat i les seves estructures, l’anàlisi del llenguatge vinculat amb les desigualtats i l’educació, la necessitat de tenir en compte la multiculturalitat des d’una perspectiva crítica, i les possibilitats de transformació en educació facilitades per les oportunitats d’interacció.

20 Year Strategy for the Irish Language 2010 to 2030 Progress Report: 2010 - 2015

Over the last five years, the Department of Education and Skills (DES) has continued to fulfil the commitments set out in its implementation plan under the 20-Year Strategy for Irish on a phased and systematic basis. This report gives an insight into the progress made during this period under the following headings: Interdepartmental High-Level Group Gaeltacht education Curriculum development O Primary level O Post-primary level Assessment COGG - Support services and resources Teacher education Links with the use of the language outside of school O Irish language colleges Exemptions from Irish Provision for Irish-medium schools Policy for Irish in the public service.

Criteria for ICT-supported Higher Education Teachers Training

Aquest document pretén recollir aportacions teòriques sobre les pràctiques pedagògiques que incorporen i promouen l'ús de les TIC per tal de definir els criteris per al disseny de la formació dels professors d'educació superior en les TIC.

Analysis of teachers training for ICT Higher Education

Aquest document pretén recollir aportacions teòriques i pràctiques sobre les pràctiques pedagògiques que incorporen i promouen l'ús de les TIC per tal d'aclarir, facilitar i fer coherent el disseny de la formació dels professors d'educació superior en les TIC. El seu propòsit és trobar alternatives de formació que compleixin amb les necessitats educatives del professor, així com per superar o atenuar les dificultats i/o la manca de voluntat a les quals s'enfronta en la pràctica educativa en introduir aplicacions de les TIC.

Efectos de la presencia social de las lenguas escolares en el desarrollo lingüístico del alumnado extranjero. Un estudio empírico en Cataluña = The Social Presence of School Languages and Their Effects on the Development of Immigrant Students’ Linguistic Proficiency. An Empirical Study in Catalonia

El estudio de las variables relacionadas con la adquisición de las lenguas escolares en contextos bilingües y multilingües ha resurgido a raíz de la incorporación de alumnado extranjero al sistema educativo español. En este sentido, y gracias a su peculiar situación sociolingüística, Cataluña se ha convertido en un observatorio perfecto para estudiar el proceso de adquisición de lenguas del alumnado extranjero. En este artículo presentamos una parte de los datos obtenidos en la evaluación del conocimiento de catalán y del castellano de 668 alumnos extranjeros de sexto de Primaria escolarizados en 57 centros de Cataluña. Con ello pretendemos estudiar los efectos de la presencia y del uso social de las lenguas escolares en el conocimiento lingüístico de este alumnado. La hipótesis principal es que el desarrollo de buenos niveles de conocimiento escrito de las lenguas escolares por parte de los alumnos extranjeros depende, en buena medida, de las oportunidades que haya en el entorno social para que ellos puedan utilizar estas lenguas en los intercambios comunicativos informales con sus compañeros o con otros adultos. Las conclusiones del trabajo señalan las relaciones existentes entre el desarrollo de habilidades lingüísticas conversacionales y el de habilidades lingüísticas cognitivo-académicas (Cummins, 1979b), en el sentido de que tanto el conocimiento escrito de catalán como el de castellano que tiene el alumnado extranjero están condicionados por el nivel de desarrollo conversacional previo en ambas lenguas. Además, apuntan a que la transferencia de habilidades lingüísticas cognitivo-académicas no se produce directamente entre el catalán y el castellano, sino que depende fundamentalmente de la presencia social que tengan estas lenguas y de sus usos informales. Así, en la medida en que un buen número de estudiantes extranjeros no desarrolla suficiente competencia lingüística conversacional ni en catalán ni en castellano, el proceso de adquisición de las lenguas escolares se alarga más allá de los seis años

Iowa’s Early Hearing Detection and Intervention Family Resource Guide for Parents of Children Who are Deaf and Hard of Hearing, 2010

This guide is intended to serve as the fi rst step in your journey toward understanding your child’s hearing loss and the resources available for your child and your family. Research provides clear evidence that if a child with hearing loss is to succeed in both language and educational development, the involvement of parents is crucial. This guide will equip you with the basic knowledge and resources you need to navigate Iowa’s service system. Here you will find: • information about the professionals who will work with your child • information about family support • your child’s education and communication options • your rights and responsibilities as the parent of child who is deaf or hard of hearing • links to other important resources • a glossary of new words you may encounter

Iowa’s Early Hearing Detection and Intervention Family Resource Guide for Parents of Children Who are Deaf and Hard of Hearing, 2010. Para detección e intervención temprana de la audición Guia de Recursos del Estado de Iowa para Padres con Ninos Sordeo o Audicion Disminuida, 2010

This guide is intended to serve as the fi rst step in your journey toward understanding your child’s hearing loss and the resources available for your child and your family. Research provides clear evidence that if a child with hearing loss is to succeed in both language and educational development, the involvement of parents is crucial. This guide will equip you with the basic knowledge and resources you need to navigate Iowa’s service system. Here you will find: • information about the professionals who will work with your child • information about family support • your child’s education and communication options • your rights and responsibilities as the parent of child who is deaf or hard of hearing • links to other important resources • a glossary of new words you may encounter Esta guía tiene por objeto ayudarle a dar el primer paso para comprender la pérdida auditiva de su hijo/a y los recursos disponibles para él/ella y su familia. Las investigaciones demuestran claramente que la participación de los padres es fundamental para que los niños con pérdida auditiva tengan éxito tanto en su desarrollo lingüístico como educacional. Esta guía le entregará los conocimientos y recursos básicos que necesitará para navegar por el sistema de servicios de Iowa. En esta guía encontrará: • información sobre los profesionales que trabajarán con su hijo/a • información sobre apoyo familiar • opciones de educación y comunicación de su hijo/a • sus derechos y responsabilidades como padre o madre de un niño con sordera o con difi cultades auditivas • vínculos a otros recursos importantes • un glosario de nuevas palabras que necesita conocer

Literature and Mythology in Tennessee Williams's "Suddenly Last Summer": Fighting against Venus and Oedipus

The aim of this article is to analyze accurately the role played by two classical references, Venus and Oedipus, in Tennessee Williams Suddenly Last Summer, in accordance with the usual nature of studies on Classical Tradition a Greek and Roman- and focusing in this case on the relationship between literature and mythology. It is thanks to Venus and Oedipus that the playwright succeeds in showing the magnitude of mens and womens tragedy, which from his point of view is simply that they have failed to see either kindness in the face of God or to feel his loving and fatherly providence.