bluuebunny/crossref_metadata_2025_split huggingface dataset:
Social Context Theory: A systems model of social change based on social needs and social issues
Authors: Earle Leon , Earle Tony 
Published: August 2016

AbstractThe theme of this edition is community development in the North Australian region. The articles included discuss ways of advancing positive community involvement, and report on a range of issues that impact on community development. Social Context theory is presented as a tool of analysis for examining social changes and associated needs among individuals in societies over time. The concept of community development has particular relevance to the fields of psychology, social psychology, and community services, because individuals look to the availability of community involvement options, and the potential they offer, for accessing social activities and social support networks. Social Context theory is therefore central to community development.
When the desert floods: Military relief work, attributing clean-up responsibility, and future helping intentions following the Katherine flood
Authors: Tann Tracey 
Published: August 2016

AbstractAttribution theory has seldom been applied to assess the impact of community disaster relief work on military personnel, despite a clear prediction from Actor-Observer theory that direct experience of the community's environment will increase helpers' motivation to help in future crises. In the wake of the Northern Territory's Katherine River Flood in January 1998, 31 Royal Australian Army relief workers and 21 army personnel not posted to relief work attributed responsibility for cleaning-up homes, shops and businesses in the recently flood-affected South Pacific communities of Katherine, Townsville, and the Cook Islands. Direct experience of disaster relief work was not associated with any systematic differences in dispositional or situational attributions, although the latter were generally linked to intention to help in future crises. Occasional rumours of negative critical incidents with the local community, although rare considering the magnitude of the relief effort, may have partly coloured the experience of seeing the tragedy first-hand, which would suggest a need to research the Negative Information Bias and the psychology of rumour in future disaster recovery projects.
Language shift Amongst The Sindhis of Malaysia
Authors: David Maya Khemlani 
Published: August 2016

ABSTRACTThis research focuses on three generations of Sindhi settlers in Malaysia with a view to determining their dominant language. A range of methodologies and constructs were used to disclose information which a domain based questionnaire approach in itself was not able to capture. The phenomena of codemixing and codeswitching not only of two but also of three languages emerged. Language choices varied not only across generations but also across gender within a generation. The functions for which the ethnic language was maintained also varied across generations.
Explorations in the derivation of word co-occurrence statistics
Authors: Levy Joseph P. , Bullinaria John A. , Patel Malti 
Published: August 2016

ABSTRACTRecent work has demonstrated that counts of which other words co-occur with a word of interest can reflect interesting properties of that word. We have studied aspects of this kind of methodology by systematically examining the effects of different combinations of parameters used in the preparation of co-occurrence statistics. Several psychologically relevant evaluation measures are used. We have found that successful performance on the evaluation tasks depends on the correct selection of parameters such as window size and distance metric.
Selection in Egalitarian Australia: Weighted Average or Motivational Gravity?
Authors: Smith Brendan J. , Carr Stuart C. 
Published: August 2016

AbstractAll else being equal, the Weighted Averaging Model of person perception (Anderson, 1981) predicts that the number of achievements listed on a job application will not influence the impression formed, whereas the concept of Motivational Gravity suggests (Carr, 1994) that there will be an inverted ’U’ function in work cultures that are egalitarian. In egalitarian Australia, a sample of 312 undergraduates rated their overall impression of an imaginary job candidate who had listed from 5 to 20 randomly generated, but job related and positive personality traits, or achievements, in a job application. Impressions first rose and then fell significantly, especially for female candidates and among raters who were anti-achievement. These findings support the Motivational Gravity model, as well as indicating a possible selection bias in Australian and other centripetal work cultures in the South Pacific region.
The Use of Ordinal Test Theory in Cross-cultural Research in Behavioural Science
Authors: Keats John A. 
Published: August 2016

AbstractThis paper introduces the problems of cross-cultural research and shows how ordinal test theory can contribute to the solution of some of these problems. The concept of tied-ranks scores is introduced and the use of these scores for dichotomous and polytomous items is explained, as is the use of this theory for the examination of conjoint ordering. Conjoint ordering can then be used to determine the existence of an underlying variable, and to establish whether or not the same underlying variable can be defined for each of the cultures to be compared. Given the satisfaction of these conditions, cross-cultural comparisons can be made. Other considerations germane to the problem of cross-cultural comparisons are also considered.
Self-disclosure in same-sex friendship dyads from Australia, Japan, and the United States
Authors: Munro Don , Riney Christine 
Published: August 2016

AbstractA total of 202 unmarried males and females from the United States, Japan and Australia were recruited through personal contacts and completed two copies of the Jourard (1958) Self Disclosure Questionnaire, one for a same-sex friend of the same nationality as themselves and one for an equally close friend in one of the other two countries. Psychometric and factor analyses indicated that the scale was acceptably internally consistent but possibly measures more than one dimension of self-disclosure. Sex differences in favour of higher disclosure by females was taken as indicative of cross-cultural validity. There were highly significant differences between countries in scores for both own-country and other-country friends, and a general bias towards disclosing more to own-country friends. However, Japanese respondents disclosed more to other-country friends, particularly Americans. While Australians showed little bias, there was a strong tendency to disclose less to them, particularly by Americans. These results are interpreted in terms of cultural values and communication norms. Further psychometric and substantive investigations of self-disclosure across cultures are suggested.
The Role of Participatory Action Research in Aboriginal Education
Authors: Eckermann A-K , Roberts D. , Kaplan G. 
Published: August 2016

In the past researchers have been carrying out such political acts in the firm belief that if we study something long enough, with sufficient disciplines and controls, then we will find “reality” and “truth”, then we will carry out studies which have scientific merit, which will contribute to the growing body of knowledge about how societies work. But research is generally carried out by fairly powerful people on those less powerful. In the process the powerless frequently become even more powerless because, as Guba and Lincoln (1989:125) argue:Science, by asking only certain questions maintains (or reinforces) the status quo; it asks those questions that have been formulated by its own theories, and never takes account of the emic [outsider] formulations of its "subjects". We would argue that conventional science is as a result a force for disenfranchisement and disempowerment, for maintaining the status quo.
An Enriched Mathematical Program for Young Aboriginal Children
Authors: Currie Jan , Kissane Barry , Pears Harriett 
Published: August 2016

AbstractThis paper provides some early results on a project designed to improve Aboriginal children's performance in mathematics, starting from their earliest introduction to number work. It explores the use of an enriched mathematics environment that minimally conflicts with traditional Aboriginal learning styles. The study is concerned with evaluating the effectiveness of a program intervention in remote Aboriginal schools, based on the results of pre- and post-interviews given to children at eight different schools in Western Australia at the beginning and end of 1989 and 1990. Comparison data with those for children at other schools are provided in this paper. The data derive from interviews with young children, and provide evidence on their performance in several key areas of early mathematics. Schools were categorized into three groups: White middle class; town Aboriginal and working class; and remote Aboriginal. The White middle class schools had the highest performance, followed by the town Aboriginal and White working class schools and the remote Aboriginal schools. There was a rather consistent gain in mean scores for most schools of around four points over the course of the first year so that existing differences between schools at the beginning of the year were still evident at the end of the year. At this stage it is difficult to conclude whether the intervention program has improved mathematics achievement for this group of remote Aboriginal children. There is at least no evidence of ‘progressive retardation’, which describes the current situation where Aboriginal children fall farther behind as they progress through school.
Aboriginal Educators’ Training Program 1981-82
Authors: Tournier D. 
Published: August 2016

Every Wednesday we have a training program for Aboriginal educators in Swan Hill, which is situated on the New South Wales and Victorian border near the Murray River. The Aboriginal educators involved in this program are: Jon Kirby, Caroline Steel, Lynette Bugeja and myself. This program is co-ordinated by our resource teacher – Jill Pattenden.In 1981 we covered such subjects as reading and writing skills, communication, teaching techniques, lesson planning, Aboriginal history, child psychology, counselling, lessons in organising, oral history, community and alcohol, public speaking, submission drafting, study of Aboriginal spirituality.All these subjects were studied with the help of people in the community, both Aboriginal and European. These resource people included local elders, field officers, counsellors, psychologists, an alcohol counsellor, teachers, and people with tribal experience.As part of the program we did activity days at local primary schools. These days are called Jemauraji days (which means “today’s dreaming”). They consisted of different activities such as ground drawing, damper making, corroborée, totems and fire making. Everybody in each school was involved in these activities.
Hawks and Doves in the Education of Aboriginal Children
Authors: Degens P. 
Published: August 2016

When I first moved to Coffs Harbour in 1972, I quickly became aware of the problems facing Aboriginal children in the school and community. Now, ten years later, seems a good time to review the position.Statistically there have been changes. The Aboriginal population in Coffs Harbour Shire is 1.6% of the total population, namely: males 200, females 194, total 394.The new Tyalla Primary which opened next to Orara High in 1978 has 29 Aboriginal pupils, while the Aboriginal population of Orara High itself has increased from 10 to 31 students (2 being in Year 11) in keeping with this school’s growth from only Years 7 – 9 in 1973, to a full secondary school by 1976.It appears that attitudes among teachers and white children have polarised. There are the ‘hawks’ and the ‘doves’. When these terms were invented during the Eisenhower years in the U.S.A., it was easy to tell a ‘hawk’ from a ‘dove’. The ‘hawks’ were those who favoured warlike measures and confrontation, while the ‘doves’ were those who wanted peace talks and mutual disarmament. These days it has become difficult to differentiate in the military aviary but in this educational issue there seems to be a marked line of division. On the one hand there are those who condemn as ‘racist’ any special programs of financial aid to assist Aboriginal children, ‘the hawks’, and on the other those who blame a white-dominated society for the problems Aboriginal children face, ‘the doves’.
Outstation Schools at Yirrkala
Authors: Yunupingu B. 
Published: August 2016

During 1973 the outstation movement at Yirrkala was going in full force. Aboriginal people were moving from Yirrkala to start up their own communities consisting of numbers of their own clan. During that time Aboriginal people asked many questions about school. So in 1975 the outstation schools were established and were serviced by two visiting teachers from the central school.The names of the communities and the clans that established their outstations in terms of houses and school are these:
Phonics for the Aboriginal Classroom
Authors: Gale M.A. 
Published: August 2016

Much has been said and written by the reading specialists about the way children learn to read and how teachers should be facilitators in this natural process. Frank Smith says that phonics need not be taught in the classroom; in fact he says it makes the learning to read process more difficult for children (Smith 1973, p.185).Phonics or grapho-phonics tells a reader and writer how spelling patterns relate to sound sequences (Reed 1977, p.393). Whether phonics is taught incidentally on a one-to-one basis or whether it is taught more formally, I believe phonics does have a place in the classroom today, particularly in the bilingual Aboriginal classroom. Teachers of Aboriginal children should feel free to teach phonics, despite what the specialists say.Much that has been written relates to native English-speaking children, brought up in a literate society where newspapers and bedtime stories are the norm. In this paper I am concerned with non-English speaking tribal Aboriginal children, in a pre-literate society. They attend bilingual schools where they learn to read and write first in the vernacular and then in English. I will point out that what the reading specialists advocate in learning to read naturally, is not always sound advice for tribal Aboriginal children learning to read and write in the vernacular.
Reflections on Education in Torres Strait: Zuni Insights
Authors: Osborne B. 
Published: August 2016

Education in Torres Strait is at a crossroad. On the one hand changes are about to occur to its organisation. On the other hand crucial inroads are being made into community life by that process of education.I have lived in Torres Strait. I know some of the fears, hopes and disillusionment of many Torres Strait Islanders. I want to share some of my insights into your situation. When I left Thursday Island in 1972, it was with sadness and with a determination to find out how to better teach the young people of the Torres Strait. I would like to share one set of my findings with you. In particular, I would like to share the experiences of a small American Indian community with you. In many ways their story is like yours. Some of their lessons may help you in these days of rapid changes.
Improving the Educational Opportunities of Aboriginal Children: The Koonibba Experience
Authors: Schluter J. 
Published: August 2016

Koonibba is a non-traditional Aboriginal settlement 40 kilometres west of Ceduna. It began as a Lutheran mission in 1901, when Aboriginal people from several areas were gathered together at the foot of Koonibba Hill to live as a community. The mission operated until 1964, when the Lutheran Church officially ceased administrative control and various government departments took over. An Education Department school began then. Now approximately 100 adults and 35 children live at Koonibba. None of them are traditionally from this area, but all identify as being part of the Koonibba Community.Kangaroo, sleepy lizard and other local native animals form a significant part of the Koonibba people’s diet but they have retained few other traditional skills.
Parent Participation in Education: Ways of Fostering School-Home Co-operation
Authors: Cotterell J.L. 
Published: August 2016

Those involved in educational programs with Aboriginal children have noted that the parents have little contact with the schools, and feel that they are unable to help their children with their school work, even where they express interest in their children’s school progress.In her comprehensive study of the Aboriginal Secondary Grants Scheme, Watts (1976) reported that fewer than 40% of parents said that they helped their children with their schoolwork, and the main reason they gave for not helping was that they did not feel able to. Furthermore, the majority of Aboriginal parents had little contact with the school: 70% stated that they had not met their children’s teachers. These figures refer to parents of high school children, but it seems unlikely that the pattern would be greatly different if home-school contacts at the primary level were investigated. Watts (1975:48) commented that schools have done little to involve parents in a meaningful way in the education of their children, and so parents remain unaware of the practical ways in which they could help their children and support them in their schooling. A great gulf is fixed between the home and the school, to the disadvantage of many children in Australian society.
Attitudes to Language in a Bilingual Program
Authors: Allen M. 
Published: August 2016

Language is an important part of a child’s total development as a person. Through language the child learns the behaviour patterns that are expected within his society, the society’s religious beliefs, and how the society sees the organisation of the world around it.“Language is a powerful force of socialisation or the preparation of a young person for later life in a social group.” It has a vital function in “accumulating and transmitting culture” (Bostock, 1977, p.6).
Learning Difficulties of Aborigines in Education
Authors: Honeyman K. 
Published: August 2016

Many of today’s Aborigines, when placed in the Western educational environment, are faced with a range of psychological problems. This is partly because the education system is based on Western traditions and culture which, knowingly or unknowingly, tends to ignore almost completely Aboriginal culture and traditions.For teachers to develop strategies that will help themselves and their students in the class room, attention must be focused on situations that have contributed to the Aborigines’ low psychological appreciations of Western education.
Aboriginal Material Culture - Let’s Get It Right - Redressing the Folklore
Authors: Scott A.W. 
Published: August 2016

Since the mid 1970s (cf. Mulvaney 1976, p.74) there has been a rapid expansion in the study of Aboriginal material culture which has led to modification of ideas relating to the interpretation of this culture. It is therefore most important that current data sources and interpretations are used by teachers. In response to the comments and opinion of persons not particularly conversant with the field, one is forced to conclude that there are many misconceptions held by our society in general concerning traditional
Aboriginal culture.The purpose of this paper is to dispel some of these subjectively based impressions so that any materials, examples or ideas which are drawn from the area of Aboriginal studies are presented in an accurate context.
Transferring to English: Grades 3-4-5 at Lajamanu School
Authors: Roche Sandra , Watt Ron , Cataldi Lee 
Published: August 2016

In this paper we wish to examine some of the issues raised by the situation in a Bilingual program when the children transfer from literacy in the vernacular to literacy in English, and to outline what we consider to be some of the reasons for the success of the Lajamanu program in this area.Theoretically, the virtue of education for children in their first language first is that they develop a surer grasp of new concepts and skills taught and greater confidence in using them. It follows that, if children can read and write confidently in their first language and they have a sufficient knowledge of a second language, they will learn to read and write in the second language quickly and without undue effort on their part.
Community Involvement: The Saibai State School Experience
Authors: Castley Steve 
Published: August 2016

The purpose of this report is to investigate the need for and purposes of parental and community involvement in an Outer Torres Strait Island school, namely Saibai State School, and to explore and report on some of the approaches to community involvement that we have trialled in our school.If a school is aiming to educate its students for an active role in the society, then it is vital that the school be a living, active part of that society. It is unrealistic for teachers to assume that the school can stay separated from the community but still educate its students in a real and meaningful way.
Attendance: Cause or Effect?
Authors: Mander-Ross Robyn 
Published: August 2016

Koorie High School is a Government school. It is not the school's real name but it is the name I will be using for this article.Koorie High School is an innercity comprehensive high school from Years 7-12 in Sydney. It has a total population of 344 students, 186 at the Intensive English Unit on a different site and 158 in the mainstream high school campus. Fifty-five percent of the 158 students are Aboriginal. There are also 32 students in the Back-To-School Program, an annex of the main high school. All of these students are Aboriginal. I will mainly be referring to the main high school and no reference will be made to the Intensive English Unit as they are not part of this study.
The Strelley Community School Nyangumarta Language and Cultural Maintenance Program
Authors: Routh Richard O. 
Published: August 2016

The Strelley Community School is an Aboriginal Independent Community School — the first one established in Western Australia in 1976 and remains the oldest continually operational school of its kind in Australia. The Nomads Charitable and Educational Foundation is the school authority responsible for articulating school policy and administration.There are now 13 Aboriginal Independent Community Schools in Western Australia and twenty three nationally (Mack,1995). They share a common philosophy of being non-government school systems created and administered by the community. Parents and students have a proactive role in determining school policies.
Activity Day at Mallan School
Authors: Kirby Adelaide 
Published: August 2016

On August 23, the Aboriginal educators, Kathy, Bruce and myself, and the cultural officer, Doug Nicholls, spent the day at Mallan School, which is about 20 minutes drive from Swan Hill into New South Wales.When we arrived by bus the children, parents and teacher had the fires already going. Doug and Bruce, with the help of half of the students, put the clay balls in the fire while Kathy and I organised the other half of the students to paint one another’s faces along with the teacher and the parents. After everyone had their faces painted, they checked to see if the clay balls were hot enough to cook their lunches. Their lunches ranged from fish, chicken, duck, potatoes to eggs.After putting the tucker on to cook, Doug and Bruce led everyone for a walk through the bush, showing them scarred trees and finding some red ochre. Bruce showed the children how to mix the red ochre with water.