ORCID Profile
0000-0002-9588-0906
Current Organisations
University of New England
,
Treadwell Group Pty Ltd
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Publisher: The University of Queensland
Date: 12-2011
DOI: 10.1375/AJIE.40.23
Abstract: A federal report released by the Department of Families and Housing, Community Services and Indigenous Affairs (FaHCSIA, 2009), entitled Closing the Gap on Indigenous Disadvantage: The Challenge for Australia, highlighted the inequality that exists between Indigenous and non-Indigenous students based on a restricted access to resources, issues of isolation, staff and student retention, and cultural differences and challenges. In New South Wales (NSW), the Department of Education and Training (DET) and the Aboriginal Education Consultative Group (AECG) in 2003/2004 undertook their own review of Aboriginal education in NSW Government schools that revealed significant concerns about the outcomes being achieved by Aboriginal students in NSW DET schools, confirming the more recent FaHCSIA (2009) findings. In 2006 the NSW DET implemented the Enhanced Teacher Training Scholarship Program (ETTSP) to empower 20 final-year education students to successfully engage with Indigenous students in schools and their wider community during their internship period. Using themes, this article explores the experiences of 10 University of New England scholarship holders at the end of their final year of teacher training and immersion/internship experience in 2010. The article puts forward useful recommendations for both teacher universities and students intending to teach in schools with high Indigenous student populations.
Publisher: Informa UK Limited
Date: 02-08-2018
Publisher: SAGE Publications
Date: 08-2012
DOI: 10.1177/000494411205600202
Abstract: The complexity associated with reducing inequality in Indigenous education incorporates a multitude of causal factors. Issues associated with education delivery and outcomes in remote Indigenous communities are endemic nationally, yet the communities of the Northern Territory are uniquely disadvantaged due to their geographical and cultural isolation. By looking at the factors affecting the quality and continuity of teachers in remote Indigenous communities, as well as the need for institutional collaboration, targeted recruitment strategies and a reorientation of expectations, this article will consider one strategy developed in order to recruit and retain effective teachers in these communities.
Publisher: Research, Society and Development
Date: 29-06-2020
Abstract: Cookies, in general, are well accepted by all audiences, and research and investments in this type of product are of great importance to meet market demands. There are few product options for people with gluten intolerance on the market, and rice flour and babassu fruit mesocarp flour are good options for the development of new products for this audience. The objective of the present work was to prepare a gluten-free sweet biscuit with high nutritional value, based on babassu mesocarp flour with partial replacement by rice flour, to carry out the physical-chemical, microbiological characterization, sensory acceptance, and purchase intention of consumers. Three different formulations were studied, with 50, 75 and 100% babassu fruit mesocarp flour. Physical-chemical analyzes of moisture, water activity, ash, lipids, proteins and carbohydrates (by difference) were carried out, the microbiological quality was also evaluated according to the legislation and sensory acceptability through a questionnaire with 80 untrained tasters, as for the appearance, color, aroma, texture, sweetness, flavor, global impression and purchase intention attributes. The results showed that the cookies with variations of babassu fruit mesocarp flour and rice flour are comparable to other studies found in the literature, in terms of physical-chemical and microbiological characteristics. In the sensory evaluation, the cookies received grades in the acceptance range for all formulations, demonstrating that the product has the potential to be in the market.
Location: Australia
Start Date: 1999
End Date: 2001
Funder: Ford Foundation
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