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Using Formal Health Education Sessions to Increase Mammography use among women of Non-English Speaking Backgrounds in RockhamptonFerdous, Tabassum, t.ferdous@cqu.edu.au January 2007 (has links)
Although there has been an increasing incidence of breast cancer among Non-English
speaking background (NESB) women in many developed countries, existing screening
services are being underused by these women. Studies show that the barriers to the
accessibility of breast cancer screening by NESB women include their lack of awareness, low
level of education, low self-efficacy and lack of social interaction with other women. This
study aimed to investigate the knowledge relating to breast cancer and mammography, self-efficacy
and barriers to mammography use among NESB women in an Australian regional
city before and after their attendance at a health education session. This health education
session aimed to increase the awareness and use of mammography among these NESB
women. Two widely used behaviour theories, Health belief model and Social Cognitive
Theory, were applied as the theoretical framework for this study.
A quasi-experimental study was conducted in which the health education session was
used as an intervention. Pre-test and post-test questionnaires were completed by study
participants before and after the health education session. Their knowledge of breast cancer
and mammography was assessed. In addition, their self-efficacy and barriers to the use of
mammography were also analysed.
Results indicated that informal recruitment strategies were more effective with these
NESB women. Initially 49 women were recruited. Of these, 23 women (47%) attended the
health education session. As data showed tertiary educated and employed women who already
had mammogram/s were more likely to attend the session. After attending the health education
session, the womens knowledge relating to breast cancer and mammography was improved
and the perceived barriers to the use of mammography were reduced. During a three month
follow-up period, there was no change of mammogram use by the women. However, the
results showed a trend of increased intention to use the mammogram over a period of two
years (41.7%) compared to six months (25.0%). Based on these results, further studies are
recommended to explore the beneficial outcomes of health promotion programs targeting
NESB women who are not in the workforce or have a low level of education.
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NESB students at secondary college and university : a comparison of NESB success rates and an investigation into some of the factors which may affect study outcomesCornish, Audrey, n/a January 1992 (has links)
The increasing number of non-English speaking background (NESB) students
(from both Australia and overseas) has led to concerns about the appropriateness
of English as a Second Language (ESL) courses at upper secondary level as a
preparation for tertiary study. These concerns have been voiced at both upper
secondary and tertiary levels. It appears that NESB students' English language
levels at Year 12 are a critical factor in determining whether or not they will
succeed at tertiary study. On the other hand, they at times achieve high levels of
competence in mainstream subject areas which are not reflected in their ESL
results. Several other factors may also affect NESB students' tertiary success
rates e.g. language and cultural background, and length of time in Australia. In
addition, the responses of tertiary institutions to such students and their needs
may be of importance.
This study surveys the backgrounds and success rates of NESB students from
an ACT secondary college who moved into tertiary study programs. It
investigates their results in their Year 12 Certificates and traces them through
three years of tertiary study. In doing so, the study identifies certain factors
which appear to impact upon the students' success rates.
Results obtained may prove beneficial to ESL service providers at upper
secondary level. Furthermore, tertiary institutions may find such an analysis
helpful in assisting them to develop appropriate approaches to meet the needs of
this particular group of students.
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A comparative analysis of English as a second language programs and services in government school systems in Australian states and territories and the nexus with Commonwealth fundingNielson, Pam, n/a January 1988 (has links)
The study investigates the nature and extent of provision
of English as a Second Language (ESL) programs and
services for students of non-English speaking background
(NESB) in government school systems in the six Australian
states and two territories and the interrelationship of
state/territorial education authority provision and levels
of commonwealth funding. The study further examines
perceptions of state/territorial service providers of
where the onus of responsibility for ESL provision lies.
The study is limited to examination of ESL provision at
the school level in government education systems only and
does not address services for adult NESB learners or
provision in the non-government sector.
The study is set in the context of the impact of
commonwealth immigration policies on the nature of
Australia's multicultural society and on the evolution of
provision of appropriate programs and services for NESB
students in Australian government schools.
The major findings to emerge from this study which bear on
the issues identified in the literature and which are of
significance for the future of ESL service delivery are:
· the existence of overall commonality of definition of
NESB students and identification of such students for
ESL programs on the basis of need, but a degree of variation in procedures used by state and territorial
systems which falls short of standard practice and
renders comparative measurement of perceived shortfalls
in provision difficult;
· variation in definition of intensive programs which
renders comparison of provision difficult;
· strong commonality in overall provision of both
programs and services across all schooling sectors,
with limited local variation in service delivery;
an increasing commitment in all systems to the
mainstreaming of ESL provision through language across
the curriculum programs aimed at complementing
specialist ESL provision by enabling mainstream
teachers to accept responsibility for the language
needs of NESB learners;
· variation in degrees of dependence on commonwealth
funding for provision of programs and services ranging
from almost total dependence on commonwealth funding in
two systems to significant local education authority
provision in four systems;
· commonality of opinion among local service providers of
the commonwealth's responsibility for some degree of
funding of ESL provision, but variations in perceptions
of the extent of the commonwealth's responsibility in
this area;
· commonality of experience of initial identification of
need at the local level, but dependence on commonwealth
intervention to approach adequate provision to meet
identified need;
· a degree of tension between on the one hand,
recognition of individual differences among systems and
the concomitant need, or desire, for state/territorial
autonomy in service delivery; and on the other hand,
recognition of commonality of purpose and provision and
the concomitant need for some standardisation of
practice in the interests of efficiency and
accountability of service delivery.
The study concludes with an examination of the
implications of these findings for policy for future ESL
service delivery.
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English in the workplace: meeting the need of the non English-speaking background staff at the University of CanberraHerbert, Jill, n/a January 1994 (has links)
Limited English proficiency (LEP) amongst non-English-speaking background
(NESB) employees is a major concern for the Government, employers and unions in
Australia. Due to their low levels of English proficiency, NESB employees are often
unable to carry out effectively the required workplace tasks. In the current climate of
rapid change in workplaces, as a result of Award Restructuring, NESB employees
may also lack the communication skills necessary to undertake skill-based training
and, therefore, be further disadvantaged.
In light of these concerns, this study investigated the English learning needs of a
group of NESB non-academic staff at the University of Canberra (UC). It established
that there was a gap between their present levels of English proficiency and the levels
required in their current positions. As a result, these employees are unable to engage
effectively in all communication tasks required in the workplace.
Following a detailed analysis of the current literature on the provision of workplace
English training it is recommended that an English in the Workplace (EWP) program
be provided at the UC for NESB non-academic employees. Specific recommendations
are made regarding the design and implementation of the learning program.
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The migration experiences of non-English speaking background childrenSuominen, Keiju, n/a January 1993 (has links)
This study examines the migration experiences of non-English speaking background children. The research was conducted at the Southside Primary
Introductory English Centre in the A.C.T. An ethnographic approach was
employed enabling the researcher to participate in the setting in order to
develop an in depth understanding of the children's experiences.
The data was collected using observation and key informant interviewing. The
participants were encouraged to freely reflect on their past and present
experiences to enable them to make a comparative analysis of their
experiences in Australia and in their country of origin. The data has been
faithfully recorded to represent the children's point of view.
The data was then organised into taxonomies. These were used as a basis for
the analysis of the data in relation to the pertinent literature. The three major
categories examined were culture, interaction and feelings. This analysis has
been used to draw implications for the education of migrant children in the
A.C.T.
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Socioeconomic attainments and birthplace variations in AustraliaAdhikari, Pramod Kumar, Politics, Australian Defence Force Academy, UNSW January 1996 (has links)
Australia is home for immigrants from more than a hundred countries and in total almost a quarter of all Australians are overseas-born. A high proportion of immigrants in a society raises question about socioeconomic equality. The purpose of the thesis is to study the differences in socioeconomic attainments between immigrants and native-born workers. Using data collected from the Issues in Multicultural Australia Survey, conducted in 1988, and the ABS Census of Population and Housing, 1986 and 1991, the study finds that human capital variables such as education, language proficiency and experience largely explain the socioeconomic attainments of Australian-born workers. Among immigrant workers, however, these human capital variables have little or no effect on status attainments. The data also show that the lower socioeconomic status of immigrants may not be due only to the lower investment in human capital. Even second generation NESB immigrants are unable to obtain comparable rewards compared to longer established Australians with similar education and skills. The study indicates that there may be barriers in the Australian labour market operating against NESB immigrants. The study concludes that there are birthplace variations in workers??? socioeconomic attainments. When employers can hire Australian-born workers from a large pool of unemployed workers, immigrant workers will be excluded from employment. Immigrant workers will only be hired if the rewards for these workers are lower compared to Australian-born workers. In situations of high unemployment, especially, immigrant workers will find it difficult to be treated equally in the labour market.
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Doctoral Research and Scholarly Communication: Candidates, Supervisors and Information LiteracyMacauley, Peter Duncan, kimg@deakin.edu.au January 2001 (has links)
This study investigates information literacy and scholarly communication within the processes of doctoral research and supervision at a distance. Both doctoral candidates and supervisors acknowledge information literacy deficiencies and it is suggested that disintermediation and the proliferation of information may contribute to those deficiencies. Further to this, the influence of pedagogic continuityparticularly in relation to the information seeking behaviour of candidatesis investigated, as is the concomitant aspect of how doctoral researchers practise scholarly communication. The well-documented and enduring problem for candidates of isolation from the research cultures of their universities is also scrutinised. The contentious issue of more formally involving librarians in the doctoral process is also considered, from the perspective of candidates and supervisors. Superimposed upon these topical and timely issues is the theoretical framework of adult learning theory, in particular the tenets of andragogy. The pedagogical-andragogical orientation of candidates and supervisors is established, demonstrating both the differences and similarities between candidates and supervisors, as are a number of independent variables, including a comparison of on-campus and off-campus candidates. Other independent variables include age, gender, DETYA (Department of Education, Training & Youth Affairs) category, enrolment type, stage of candidature, employment and status, type of doctorate, and English/non-English speaking background. The research methodology uses qualitative and quantitative techniques encompassing both data and methodological triangulation. The study uses two sets of questionnaires and a series of in-depth interviews with a sample of on-campus and off-campus doctoral candidates and supervisors from four Australian universities. Major findings include NESB candidates being more pedagogical than their ESB counterparts, and candidates and supervisors from the Sciences are more pedagogical than those from Arts, Humanities and Social Sciences, or Education. Candidates make a transition from a more dependent and pedagogically oriented approach to learning towards more of an independent and andragogical orientation over the duration of their candidature. However, over tune both on-campus and off-campus candidates become more isolated from the research cultures of their universities, and less happy with support received from their supervisors in relation to their literature reviews.
Ill
The study found large discrepancies in perception between the support supervisors believed they gave to candidates in relation to the literature review, and the support candidates believed they received. Information seeking becomes easier over time, but candidates face a dilemma with the proliferation of information, suggesting that disintermediation has exacerbated the challenges of evaluation and organisation of information. The concept of pedagogic continuity was recognised by supervisors and especially candidates, both negative and positive influences. The findings are critically analysed and synthesised using the metaphor of a scholarly 'Club' of which obtaining a doctorate is a rite of passage. Recommendations are made for changes in professional practice, and topics that may warrant further research are suggested.
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Socioeconomic attainments and birthplace variations in AustraliaAdhikari, Pramod Kumar, Politics, Australian Defence Force Academy, UNSW January 1996 (has links)
Australia is home for immigrants from more than a hundred countries and in total almost a quarter of all Australians are overseas-born. A high proportion of immigrants in a society raises question about socioeconomic equality. The purpose of the thesis is to study the differences in socioeconomic attainments between immigrants and native-born workers. Using data collected from the Issues in Multicultural Australia Survey, conducted in 1988, and the ABS Census of Population and Housing, 1986 and 1991, the study finds that human capital variables such as education, language proficiency and experience largely explain the socioeconomic attainments of Australian-born workers. Among immigrant workers, however, these human capital variables have little or no effect on status attainments. The data also show that the lower socioeconomic status of immigrants may not be due only to the lower investment in human capital. Even second generation NESB immigrants are unable to obtain comparable rewards compared to longer established Australians with similar education and skills. The study indicates that there may be barriers in the Australian labour market operating against NESB immigrants. The study concludes that there are birthplace variations in workers??? socioeconomic attainments. When employers can hire Australian-born workers from a large pool of unemployed workers, immigrant workers will be excluded from employment. Immigrant workers will only be hired if the rewards for these workers are lower compared to Australian-born workers. In situations of high unemployment, especially, immigrant workers will find it difficult to be treated equally in the labour market.
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Some didactic implications of the admission of black pupils to the Indian primary schools in Phoenix with special reference to language proficiencyChetty, Balaraj Vengetsamy 11 1900 (has links)
The influx of Black pupils seeking admission to Indian schools
began in 1990 after the Democratic Movement's "all schools for
all people" campaign was announced. The medium of instruction
in Indian schools is English which is also the mother tongue.
Therefore Black pupils who come on transfer from schools in the
KwaZulu township are immediately faced with a language problem
as they are taught in the mother tongue untii standard three,
when they switch to English. This research project arose as a
result of the researcher's experience with Black pupils, whom he
-
felt were severely linguistically underprepared for academic
study in the senior primary phase. Furthermore, most present day
teachers were trained for monocultural schools and have little
or no experience of multicultural education. The main problem
that this research focuses on includes the learning problems
encountered by Black pupils in Indian primary schools and the
concomitant teaching problems their teachers experience. / Educational Studies / M. Ed. (Didactics)
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Some didactic implications of the admission of black pupils to the Indian primary schools in Phoenix with special reference to language proficiencyChetty, Balaraj Vengetsamy 11 1900 (has links)
The influx of Black pupils seeking admission to Indian schools
began in 1990 after the Democratic Movement's "all schools for
all people" campaign was announced. The medium of instruction
in Indian schools is English which is also the mother tongue.
Therefore Black pupils who come on transfer from schools in the
KwaZulu township are immediately faced with a language problem
as they are taught in the mother tongue untii standard three,
when they switch to English. This research project arose as a
result of the researcher's experience with Black pupils, whom he
-
felt were severely linguistically underprepared for academic
study in the senior primary phase. Furthermore, most present day
teachers were trained for monocultural schools and have little
or no experience of multicultural education. The main problem
that this research focuses on includes the learning problems
encountered by Black pupils in Indian primary schools and the
concomitant teaching problems their teachers experience. / Educational Studies / M. Ed. (Didactics)
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