bluuebunny/crossref_metadata_2025_split huggingface dataset:
Bullying of, and Retaliation by, Aboriginal Students in an Australian Urban High School
Authors: Emery Christine , Hayes Rita T. , Parlet Madalyn Kelly 
Published: August 2016

AbstractQualitative research methods were used to explore the dynamics of racist bullying of, and retaliation by. Aboriginal students in a large, predominantly White, urban high school. Transcripts of recorded interviews and discussion groups with 11 Aboriginal students aged between 13 and 17 were analysed. Bullying by White students mainly took the form of verbal abuse, whereas retaliation by Aboriginal students was predominantly in the form of physical attacks. Aboriginal students tended to deal with bullying at the peer group level rather than by seeking adult intervention. This appears to have been because of poor teacher response and institutional racism. Recommendations are made for dealing with bullying issues in the school setting, and for future research.
Response Bias in Computerised Tests
Authors: Fogarty Gerard J. 
Published: August 2016

AbstractChoosing a response format is a problem when designing computerised tests. Programmers often solve this problem by highlighting a response option and allowing the user to select this option or choose another by using the cursor keys. It is possible that such well-meaning attempts to make computers more user-friendly may heighten response style tendencies. The two experiments to be reported in this study were designed to test the effect of cursor positioning in personality and ability tests. In the first experiment, sixty two Participants were randomly assigned to two groups and asked to complete computerised versions of Forms A and B of the Eysenck Personality Inventory. The position of the highlight was manipulated to produce a two-by-two factorial design with repeated measures on one factor. Results showed that there was evidence of a cursor effect but that it was confined to one of the conditions in the design. Experiment two employed the same sort of manipulation in a computerised version of the ACER Word Knowledge Test with another sample of 36 Participants. Here, no evidence was found for any effect of cursor positioning. Overall, it was concluded that the highlighting technique itself is unlikely to have any effect on measures of cognitive ability but that it may have some effect in the more subjective personality testing domain.
The use of a rapid priming technique I: Word recognition development in children
Authors: Castles Anne , Davis Chris 
Published: August 2016

ABSTRACTThe masked priming procedure has been widely used in adult psycholinguistic research as a means of exploring early and automatic processes in written word recognition (see Davis & Castles, this issue). In this paper, we discuss the recent extension of this technique for use in exploring written vocabulary development in children learning to read. We first report data to show that robust masked priming effects can be produced in children as young as seven years old. We then outline the results of some recent studies which illustrate how masked priming data can uncover the processes by which children access written word representations and the ways in which these processes may change over time.
A review of cognitive and neurolinguistic deficits in Parkinson's disease
Authors: Watters Paul A. , Gurd Jennifer M. 
Published: August 2016

ABSTRACTParkinson's Disease (PD) is a neurological disorder which appears to be increasing in prevalence in the Asia-Pacific region among the elderly. Although PD is considered by many as a motor syndrome, its physiological basis in dopaminergic pathways has recently been associated with cognitive and neurolinguistic changes. This paper attempts to synthesise the common threads running through clinical and empirical work which has supported a specific cognitive word-finding deficit in PD. Recent computational accounts of the observed deficits are also reviewed as one way of testing theories of PD-like lexical-semantic errors, and generating empirically-testable hypotheses.
The Development of Psychology in Papua New Guinea: A Brief Review
Authors: Marai Leo 
Published: August 2016

AbstractThe development of psychology in Papua New Guinea (PNG) is briefly and critically reviewed in this paper. The primary foci in PNG, both in teaching and research, have been clinical psychology and selection testing. Despite significant developments during the colonial era, the period since independence has witnessed a stagnation, as reflected in outmoded selection procedures, low employer awareness of psychology, and a dearth of relevant, indigenous research. The primary causes of this stagnation are identified as cross-cultural psychology, the influence of expatriates, and political decisions. The paper concludes with some suggestions for regenerating psychology in PNG, including a project to assess what Papua New Guineans themselves would expect from any genuine indigenisation process.
Job satisfaction and burnout among nurses in a metropolitan hospital in Papua New Guinea
Authors: Kuaru Terence 
Published: August 2016

93 female nurses in a metropolitan hospital in Papua New Guinea (PNG) responded to the Burnout Inventory (BI), the Job Satisfaction Questionnaire (JSQ), and a performance index to ascertain the existence of burnout among PNG nurses, its severity, and its relationship with performance and job satisfaction. Results showed that the majority of nurses in PNG do not experience burnout. The intensity and frequency of burnout symptoms were not related to any of the demographic variables assessed, or to job satisfaction and/or job performance.The term “burnout” was first used by Herbert Freudenberger in 1974 to describe physical and psychological manifestations apparent in workers employed in the “helping” professions (Perlman & Hartman, 1982). The term was coined to distinguish it from what is commonly known as stress.Technically, burnout differs from ordinary fatigue, depression, (Pines, Aronson, & Kafry, 1981), and stress (Fitter, 1986). Nevertheless, some see burnout as a stress induced condition (Reilly & Clevenger, 1988; Fitter, 1986). This view originated from the General Adaptation Syndrome (GAS) model of stress pioneered by Hans Selye during the 1950's (Selye, 1976; 1983).
Personality and dietary correlates of coronary heart disease among Indians
Authors: Khanna S. , Sharma O. P. , Kotia B. L. 
Published: August 2016

98 cases of first heart attack were selected for the study. The group included 4 patients from business, 24 housewives and 70 from the service class. Ages ranged from 23 to 70 years. The Eysenck Personality Questionnaire (EPQ) and a Diet Inventory were administered. Diet variables included: (a) caffeine (b) saturated fat (c) unsaturated fat, (d) cooking fat, (e) type of milk used, and (f) total fat consumed. Patients were classified as neurotics (67.3% of cases), extroverts (19.4% of cases), and liars (13.3% of cases) on the basis of their EPQ scores (there were no patients classed as psychotics). The three groups differed on tea consumption, cooking fat consumption, and total fat consumption. Neuroticism was associated with “coronary heart disease;” extroversion and lying were related to “heart attack.”There is evidence from both sides of Atlantic that, with increasing wealth, there is increased consumption of meat, salt, vegetables, refined cereal and an increased intake of alcohol and tobacco (World Health Organisation, 1982). These increases are associated with increased incidence of degenerative diseases such as cardiovascular disease, coronary heart disease and hypertension, and all are common causes of death and disability in industrialized countries (World Health Organisation,1982).
A Look at Psychology in Papua New Guinea Since Independence
Authors: Price John R. 
Published: August 2016

When the New Guinea Psychologist ceased publication, psychology in Papua New Guinea effectively lost its voice. The journal had been closely linked with both the P.N.G. branch of the Australian Psychological Society (A.Ps.S.) and the Psychological Services Branch of the Public Service Commission. The decision to wind-up the A.Ps.S. in Papua New Guinea was taken in anticipation of independence, and the same event saw substantial changes in the personnel of the Public Service. As a result, the New Guinea Psychologist also went out of existence, and the only journal in P.N.G. devoted specifically to the publication of psychological reports and discussion became extinct.In the post-independence years, many changes occurred in melanesian psychology, but they were less adequately discussed and publicised than in earlier times. Research did not cease; if anything it expanded during that time. However, the absence of a readily identifiable forum for psychological discussion meant that most research received less attention from practicing psychologists in P.N.G. because the material was published in reports, which had limited circulation, or in overseas journals, or was not publishld at all. The final issue of New Guinean Psychologist was published in December 1974, by which time both Editors had left the country. Plans for the further development of the journal never came to fruition. The purpose of the present paper is to review developments in psychology since 1974.
Effective Teachers
Authors: O’Keefe E.A. (Tim) 
Published: August 2016

This article is essentially a review of an article by J.P. Fanshawe which appeared some 12 years ago inThe Aboriginal Child at School[Vol.4 No.3, 1976]. The comments are still valid today and will probably be valid ten years hence.In the article Fanshawe puts forward a particularly sound argument on what personal and professional characteristics are necessary for a teacher to become effective in teaching nontraditionally oriented adolescent Aborigines. I believe that many of the attributes Fanshawe advocates are equally applicable to teachers involved in teaching Aborigines in the Primary school and indeed, to teachers in general.
The Emu Hunting Kit – An Analysis and Evaluation
Authors: McGinty Suzanne 
Published: August 2016

ABSTRACTThis essay provides an analysis and evaluation of The Emu Hunting Kit. It looks at the background to the production of the materials and the problem which arose in deciding in which language to publish. Then the kit is discussed under five clusters of issues which relate to the production of a kit of Aboriginal Studies: the preparation, presentation, content, cultural attitudes and the teaching of the unit.
Aboriginal Hearing Program: NT Department of Education
Authors: Hayhurst Bev 
Published: August 2016

Otitis Media or middle ear infection is more common in Australian Aboriginal children than in any other population. The associated hearing loss causes added learning difficulties for these children particularly when learning a second language.We are all aware of the results of numerous prevalence surveys taken over the past 25 years which suggest that 25 - 50% of all Aboriginal children in school classrooms are likely to be suffering a significant hearing loss at any one time (Neinhuys, 1988; Quinn 1983; Stuart et al., 1972, 1973; Willis, 1985). The incidence of infection varies from place to place and seasonally as well. In some school populations as many as 54% of children have been shown to have significant hearing loss (Quinn, 1985). There is a widely held view that a fluctuating conductive hearing loss over a long period of time can prove to have serious implications on the child’s developing behaviour, language competence and educational performance.
A Preliminary Report on the Establishment of the Remote Area Teacher Education Program (RATEP) at Aboriginal and Torres Strait Islander Sites in North Queensland
Authors: McGarvie Neil 
Published: August 2016

The Queensland Department of Education has instigated, planned and supported, over a significant period of time, various programs to enable Aboriginal and Islander entrants to become trained and qualified teachers. Such programs have included for example:● teacher training which did not lead to a formal teacher qualification, such as the Aboriginal/Islander course provided at the then North Brisbane {Kedron Park) CAE;● the Associate Diploma of Education at Cairns College of TAFE, which led to employment as an Aboriginal/Islander Community Teacher;● the programs with enclave support, (such as those at Mt Gravatt CAE, Kelvin Grove CAE, James Cook University Aboriginal and Islander Teacher Education Program, AITEP), leading to a Diploma of Teaching or further awards, with full teacher registration.
Mild Hearing Loss and Aboriginal Children’s Learning
Authors: Howard Damien 
Published: August 2016

ABSTRACTThe failure at school of Aboriginal students from traditional backgrounds has generally been ascribed to cultural differences. This study, however, investigated the relationship between Aboriginal children's learning and hearing loss. Aboriginal students with hearing loss were found to be different in that they used the highly verbal teacher-oriented behaviours, which were associated with school success, less than other students. There was evidence that some students with hearing loss used alternative peer-oriented learning strategies with some success. Also compensatory practises by teachers, including using Aboriginal teaching styles, appeared to assist some students with hearing loss.
Culturally Responsive Pedagogy in Urban Classrooms
Authors: Hudsmith Sandra 
Published: August 2016

AbstractMuch of the literature on Aboriginal education tends, and rightfully so, to emphasise the disadvantages Aboriginal children face when they enter into Western schooling. Cultural discontinuity theory proposes that cultural mismatch between the home and school cultures is an important factor in the alienation and school failure for minority (e.g. Aboriginal) children. Research certainly supports the view that Aboriginal students differ from their Western counterparts in terms of world view, learning styles and sociolinguistic etiquette. Current cultural ecology theory proposes that some minority group students (i.e. from ‘involuntary’ or ‘colonized’ minorities) rectify these differences in opposition and in resistance to the majority culture and thus play an active role in perpetuating school failure (Ogbu, 1987). In some urban schools, it appears that the inability of teachers to understand and cater for the cultural differences of their Aboriginal students is compounded by an active resistance to the school culture by those students. This paper investigates the teaching styles and practices of two teachers in urban schools who not only recognise and cater for the unique differences and abilities of their Aboriginal students but who have actively created learning environments in which student resistance is either directed towards group enhancing goats or rendered inappropriate. Pseudonyms are used throughout this paper.
The Aboriginal Child in the Modern World
Authors: Wenitong L. 
Published: August 2016

How can one describe him? Cheeky, shy, mischievous, intelligent. He is all of these. He also has a great sense of humour and great powers of observation and hearing. Sometimes I’ve found his sense of humour rather weird, but I’ve found it’s because he cannot express himself in words, so he laughs at things, even someone else’s misfortunes„Since working with them I have found there is a difference between the urban child and the humpy child.Urban children grow up in an ordinary urban situation like any other childo Their best friend could be the European kid next door and they can be welcome in each other’s homes at any time They are very much integrated and can be found with a mixed group of any nationality. Their ideas are much the same: to grow up and get a job – an apprenticeship if a boy, or a truck driver. The girls think teaching or typing would be nice. These children feel pretty secure, especially if they have parents who are either Christians or non-drinkers.Both urban and humpy children have strong family ties and become terribly lonely if away from familiar surroundings. Little children are protected by other people even when deserted by their own mothers. I found, if I have them home to stay with me for a weekend, the children usually want to stay longer and when they return to the family they usually go up in the rest of the family’s estimation. They are very interested in all you do in the home – from cooking a meal to washing and cleaning. They want to know why you do this, that or the other, and they follow you around, watching. They like to help you do things and you can end up having quite a hilarious time in the kitchen.
Thinking about Writing an Aboriginal Science Curriculum
Authors: Ganambarr M. 
Published: August 2016

A child picks up all words by listening to somebody at home (relatives) or a teacher in school. Children first learn from their parents. Mother teaches children by saying words bit by bit until the children really can understand their own tongue and the meanings of these words. In the same way teachers write words on the blackboard, say them and then explain to the children while the children listen.This listening/hearing is the most important thing for the children. When teachers give a lesson they must first explain which part of the habitat they will talk about. Let the children listen to you carefully and give them a good explanation about these habitats around them. Prepare all the materials that you are going to use such as charts, pictures, slides, library books, if you are staying in the classroom. Prepare for an excursion if that is your lesson plan. Show these things, explain what you are talking about to give the children a better understanding, so they will remember this information.The other important thing for the children to do, apart from listening, is for them to talk. There is only one way for the teacher to know if the children understand the lesson. The teacher must ask questions to see if the children know the answers. The teacher must ask the children to talk about the topic to see if they can memorize the information and use the science skills (see Skills section).
Classroom Discipline: Some Practical Suggestions for Beginning Teachers
Authors: Ritchie S.M. 
Published: August 2016

My first teaching appointment to Cunnamulla Secondary Department in 1975 was indeed a humbling experience. I am constantly reminded of my frustrations experienced as a beginning teacher as I see inexperienced teachers grapple with similar problems now, at Murgon High School.Against this background, I would like to offer some suggestions for establishing and maintaining classroom discipline. Although these suggestions are specifically directed at beginning teachers in schools with significant proportions of Aboriginal students, they may also be helpful to teachers in other settings, since they are well supported in the literature (see references).
What to Do Before The Formal Teaching of Reading Begins
Authors: Durre A.C. 
Published: August 2016

The teacher sits on her low stool with the children around her. They are seated comfortably on a piece of carpet. Eyes and faces show intense interest in the story being read. Then -- “Teacher Pam, show me that word ‘wallaby’.”The teacher is delighted at this interruption from little ------ as it is the first indicator after many weeks that she is making the connection between marks on the page and MEANING - a very necessary step for any child who is going to learn to read successfully and effectively.
Thomas Greenfield and Administration for Aboriginal Schools
Authors: MacNeill N. 
Published: August 2016

Aboriginal education, long considered the poor relation in education, is currently in a stage of development akin to a Renaissance. The success of the one-best-method of education is seriously being questioned, as are the twin constraints of the hidden curriculum - tradition and conformity.The first major breakthrough in Aboriginal education came with the development of the concept of Aboriginal learning styles (Kearins, 1983; Harris, 1980). Teachers became aware that different strategies and materials had to be employed to cater more successfully for Aboriginal students. It is most likely the case also that school principals need to adopt an administrative style which is significantly different from that employed in urban, middle-class schools. Thomas Greenfield, a Canadian, has revolutionized thought in educational administration, and his thoughts may have relevance to administering Aboriginal schools.
Koories in the Classroom
Authors: Bamblett P. 
Published: August 2016

Despite growing initiatives in Aboriginal-designed educational facilities, most Aboriginal children still undertake their schooling in mainstream classrooms where methodology and organisation have evolved according to a white Australian tradition.The school system is an institution relentlessly perpetuating the stereotypes and social order that have been Australia’s since the British occupation. Aboriginal children are seen to ‘underachieve’ in terms of a system designed to meet the needs of the dominant society. While ‘underachievement’ may be slightly diminished by adjustments in teaching styles, these changes should be part of an overall classroom strategy that is based on an understanding of Aboriginal characteristics and cultural traditions, and a realisation that Aboriginal children’s behaviour reflects their experience of a largely racist society.
Education -- Initiation!
Authors: Jenkings P. 
Published: August 2016

Education as a form of initiation has severely affected Aboriginal children as they endeavour to live in ‘two worlds’.Education involves the initiation of a child into society. At an early age a child attends school where he or she learns attitudes, values and beliefs that are seen as desirable.Australia’s early white settlers saw that the Aborigines had no buildings and no formal institutions, this led them to draw a distorted view of Aboriginal education. Coming from the European situation where classrooms, boarding schools, and university buildings represented learning, they concluded that Aborigines were completely without any system of education.
The Artists and Their Work
Authors: Allen Louis A. 
Published: August 2016

No one knows when or where Aboriginal painting began. There is some agreement that the Australian Aborigines came from a Veddoid ancestry originating in South India and Ceylon. Since the term Vedda is derived from the Sanskrit Vyadha, meaning a hunter or one who lives from the chase, we can assume that this also was originally a hunting culture. There is evidence that these hunters made paintings in caves, using ashes and turmeric mixed with spittle, possibly to bring success to their hunting. We can only conjecture, with no factual evidence, that the earliest migrants to Australia have brought this custom with them.The Arnhem Land bark paintings evolved from pictures of fish, animals and people which the first inhabitants appear to have made in caves and rock shelters. We can assume that these designs of kangaroos, fish, and thin, sticklike spirits called Mimi were drawn for the same purposes as today: to depict the totemic ancestors so their help and support could more readily be invoked, to encourage game to reproduce and increase, to make magic, and to depict the limits or characteristics of the ‘country’ owned by a clan.
Who Do You Think That I Am?
Authors: Turner P. 
Published: August 2016

I am delighted at the opportunity to address you today and I would like to start by quoting a section from the speech made to Aboriginal people by His Holiness, Pope John Paul II, when he visited Australia last year.His Holiness made reference to the strength of Aboriginal culture and the need to preserve it. He chose to make an analogy between the culture of the Aboriginal people and the indomitable nature of a native Australian tree.