...liberalise trading hours regimes over time. But for all states, some trading restrictions still remain and they continue to discriminate between retailers on the basis of products sold, size and location. Beyond the deregulated ACT and Northern Territory, restrictions on trading hours apply with varying levels of intensity. Western Australia, South Australia and Queensland are the most restrictive states. Some of the regulated states have also established geographic shopping districts or regional trading precincts which have created significant ‘boundary’ anomalies that fundamentally distort retail markets. Onerous and costly compliance processes have also arisen in some regulated states to allow (large) retailers to trade on restricted trading days. There are good reasons why trading hours in Australia should be fully deregulated: – increased consumer welfare benefits associated with greater convenience and product choice – reduced discrimination and greater competition between retailers – a less...
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...International Education Journal Vol 2, No 1, 2001 http://iej.cjb.net 59 School absence and student background factors: A multilevel analysis Sheldon Rothman Massachusetts Department of Education srothman@doe.mass.edu As part of regular collections, South Australian government schools provide data on students, including individual student absences during one full term (usually 10 weeks). These data were analysed to understand how student absence is affected by student background and school contexts. A multilevel statistical model of student absence was developed using data collected in 1997, and repeated for 1999. This paper presents the findings for students in primary schools, showing that absence rates for indigenous students, while higher than the rates for non-indigenous students, are affected by school factors such as the concentration of indigenous students in the school and school socioeconomic status. student attendance, student absence, multilevel models, socioeconomic status, indigenous students Introduction Regular attendance is an important factor in school success. Students who are chronic nonattenders receive fewer hours of instruction; they often leave education early and are more likely to become long term unemployed, homeless, caught in the poverty trap, dependent on welfare, and involved in the justice system (House of Representatives 1996, p. 3). High rates of student absenteeism are believed to affect regular attenders as well, because teachers...
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...International Education Journal Vol 2, No 1, 2001 59 http://iej.cjb.net School absence and student background factors: A multilevel analysis Sheldon Rothman Massachusetts Department of Education srothman@doe.mass.edu As part of regular collections, South Australian government schools provide data on students, including individual student absences during one full term (usually 10 weeks). These data were analysed to understand how student absence is affected by student background and school contexts. A multilevel statistical model of student absence was developed using data collected in 1997, and repeated for 1999. This paper presents the findings for students in primary schools, showing that absence rates for indigenous students, while higher than the rates for non-indigenous students, are affected by school factors such as the concentration of indigenous students in the school and school socioeconomic status. student attendance, student absence, multilevel models, socioeconomic status, indigenous students Introduction Regular attendance is an important factor in school success. Students who are chronic nonattenders receive fewer hours of instruction; they often leave education early and are more likely to become long term unemployed, homeless, caught in the poverty trap, dependent on welfare, and involved in the justice system (House of Representatives 1996, p. 3). High rates of student absenteeism are believed to affect regular attenders as well, because...
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...|ELECTRONIC ASSIGNMENT COVERSHEET |[pic] | |Student Number |32065721 | |Surname |McDonald | |Given name |Suzanne | |Email |s_mac146@live.com | | | | |Unit Code |SSK12 | |Unit name |Introduction to University Learning | |Date |22 September 2012 | |Assignment name |Learning Log A | |Tutor |Greg Brotherson ...
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...the course requirements | Course Delivery | Lectures, Tutorials, Group Work, Project Work and Self-Directed Learning | Passing Criteria | * All assessments must be completed * A minimum of 40% in an assessment worth 40% or more of the total mark AND * An overall course grade of 50% across all assessments | Attendance | We strongly recommend that you attend 100% of lectures and tutorials. To be eligible for any form of assistance with your studies outside of class time, Whitireia New Zealand requires you to attend a minimum of 80% of lectures and tutorials.If you are going to be absent from class, you must advise your teacher and if you wish to be granted approved leave, you must apply to your Programme Manager within ten (10) days and provide valid evidence. If you do not provide valid evidence you will be recorded as absent. Examples of valid evidence include but are not limited to: NZ registered doctor’s certificate; death...
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...Harvard Referencing Guide Contents Acknowledging Sources................................................................................................................................................. 1 Variations in Referencing Styles within the Australian School of Business .......................................................................................................................................................................... 1 Using footnotes with in-text referencing How to Create a Reference List using a Harvard Style of Referencing ...................................................................... 1 Steps Involved in Referencing ....................................................................................................................................... 2 How to Cite References within the Text of an Assignment ......................................................................................... 2 Authors with the same surname and same publication year……………………………………………………………………2 Works with no author ........................................................................................................................................................ 3 Multiple authors ................................................................................................................................................................. 3 For a work that has more than three authors ....................................................................
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...Australian School of Business Harvard Referencing Guide Contents Acknowledging Sources................................................................................................................................................. 1 Variations in Referencing Styles within the Australian School of Business .......................................................................................................................................................................... 1 Using footnotes with in-text referencing How to Create a Reference List using a Harvard Style of Referencing ...................................................................... 1 Steps Involved in Referencing ....................................................................................................................................... 2 How to Cite References within the Text of an Assignment ......................................................................................... 2 Authors with the same surname and same publication year……………………………………………………………………2 Works with no author......................................................................................................................................................... 3 Multiple authors ................................................................................................................................................................. 3 For a work that has more than three authors ......................................
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...MODULE C – History and Memory Sample 1 How has your understanding of events, personalities or situations been shaped by their representations in the texts you have studied. Refer to your prescribed text and at least TWO other related texts of your own choosing. History can be defined as “the methodical record of public events” where memory is defined as “the faculty by which events are recalled or kept in mind”. Thus history and memory interrelate as history can be seen as the contextual justification for memory. “The Fiftieth Gate” is a poignant interweaving of history and memory. The text follows protagonist, Mark Baker an historian, son of Holocaust survivors Genia and Yossl (Joe), on an historical journey through memory, to uncover the origins of his past and act as a catalyst for future generations to also connect with their history. Mark Baker’s journey through history and memory is also executed through his conventional ideas that memory is biased and less valid than history. There are numerous references to the discrepancies between the personal memories of his parents and the documented history Mark as an historian believes. In this way it is apparent that Mark is on a quest for verification, “my facts from the past are different”. This displays the flaw Mark traditionally notes in memory and his need for historical evidence. As responders accompany Mark on his journey, they also encounter the complexity of simultaneously being a son and an historian. This...
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...Thesis/Project Report Sheet and the information in Appendix IV. A copy of the printed guide can be sent to you if you email your address to campaigns@unsw.edu.au. This missing information was taken from the Thesis Submission Pack which is available from New South Q on the Kensington campus (download from or phone: (02) 9385 3093). ABSTRACT This booklet is designed to assist research students with the practical aspects of producing a postgraduate research thesis at the University of New South Wales. As well as providing advice in regard to the University’s requirements, formatting, layout, referencing and the use of information technology, this guide also describes what some students might regard as the more arcane and ritualistic aspects of producing a PhD thesis, in particular, those associated with accepted academic conventions. A section on posture and ergonomics has also been included to help you avoid the kinds of injuries that result from working on a computer for an extended period. This work is set out in a similar way to a PhD thesis. An example of a typical and acceptable format for both Masters and PhD research theses is also included. This work differs in layout from a PhD thesis, however, as it is printed on both sides of the page. This booklet is meant to act as a general...
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...story of learning, embedded within the text, was shared with other teacher-educators, who following interviews wrote self-narratives around themes which emerged from discussion. The focus for analysis develops from how professional identity and pedagogy are influenced by changing perceptions and self-narratives of life and work experiences, and how this may influence professional culture, content and practice in this area. Autoethnography, Self-Narrative and Teacher Education Autoethnography, Self-Narrative and Teacher Education STUDIES IN PROFESSIONAL LIFE AND WORK The book includes an evaluation of how using this approach has allowed the author to investigate both the subject and method of the research with implications for educational research and the practice of teacher education. Audience: Scholars and students of education and the education of teachers, researchers interested in autoethnography and self-narrative. ISBN 978-94-6091-670-0 PLWO 5 Mike Hayler SensePublishers Autoethnography, Self-Narrative and Teacher Education Mike Hayler Autoethnography, Self-Narrative and Teacher...
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..._________________________________________________ 28 Faculty of the built environment_____________________________________________________ 30 Australian school of business ______________________________________________________ 32 College of Fine Arts (CoFA) ________________________________________________________ 34 Faculty of engineering ____________________________________________________________ 36 Faculty of Law ____________________________________________________________________ 38 Faculty of Medicine _______________________________________________________________ 40 Faculty of science ________________________________________________________________ 42 The Australian defence Force Academy - UnsW@AdFA_______________________________ 44 The Graduate Research school_____________________________________________________ 46 The Library ______________________________________________________________________ 48 49 oFFeR ACCePTAnCe PRoCedURes FoR UndeRGRAdUATe,...
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...200087 Strategic Marketing Management School of Business│Learning guide Autumn 2012 HOW TO USE THIS LEARNING GUIDE ICON KEY Activity Checklist Deadline Handout Hint Important information Online activity Reading Toolkit Warning This learning guide supplements the unit outline and is designed to help you navigate through the unit. It will help you focus on what you need to do for classes and the various assessment tasks. You should consult the relevant section of the learning guide as you plan your study – it will highlight the main things that you should be getting out of the resources available and provide guidance on teaching activities and class preparation. The learning guide also offers some study tips to assist you in developing the skills and techniques of an effective learner at university level. In addition to acquiring information and skills relevant to this unit, you should also focus on developing the habits and tools of a successful university student. As an adult learner you need to take control of your own learning and ensure your own success. This learning guide is specifically designed to help you achieve this. A standard set of icons is used throughout the learning guide to make navigation easier. Use the icons to quickly identify important information, things you need to do and hints for doing them. STAFF Unit Coordinator Peter Cordina Building ED.G.68, Parramatta campus Phone: 9685 9583 Point of first contact Unit administration...
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...“COMPARATIVE STUDY BETWEEN BRITANIA & PARLE - G BISCUIT” INTRODUCTION [pic] Biscuit is a kind of crisp, dry bread product that, if leavened, is usually made with a chemical leavener. The exact meaning varies markedly in different parts of the world. The origin of the word "biscuit" is from Latin via Middle French and means "cooked twice," hence biscotti in Medieval Italian (similar to the German Zwieback, and still present in Dutch "beschuit"). In modern Italian usage the term biscotti is used to refer to any type of cookie or cracker. Some of the original biscuits were British naval hard tack; such hard tack was made in the United States through the 19th century. Throughout most of the world, the term biscuit still means a hard, crisp, brittle bread, except in the USA and Canada, where it now denotes a softer bread product baked only once. Biscuits derive its name from a French word meaning twice backed bread; Biscuits in general have a good shelf life, which is higher than all other snack items available in the market. A biscuit is a hard baked sweet or savory product like a small, flat cake, which in North America may be called a "cookie" or "cracker". The term biscuit also applies to sandwich-type biscuits, where a layer of 'cream' or icing is sandwiched between two biscuits. In the UK, "cookie" is usually only used in specific terms such as "chocolate chip cookie" or to refer to larger, softer...
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...Student Handbook 2012 WELCOME TO WAIKATO Welcome to the University of Waikato. I hope you make the most of your time here and the opportunities that will present themselves during the course of your study. You have come to an excellent university that is ranked top in 10 subjects under the Government’s Performance Based Research Fund. We are also internationally connected; we have research connections and student exchanges with some of the world’s top universities. I urge you to consider taking part in these while you are with us. Here at the University of Waikato, you will be taught by lecturers who are leaders in their fields of research and who win national teaching awards. We are proud of our academic quality and the fact that we turn out sought-after graduates who go on to take up important roles in all parts of the world. You will already have noticed our beautiful campus which is set in 68 hectares of gardens, green space and lakes. At the heart of it all is the new Student Centre, which was completed in 2011. With its accessible areas, Library services and multitude of facilities, it is a place for students to study or just gather together and we are very proud of this building. In 2011 we celebrated 10 years of another important building, the Gallagher Academy of Performing Arts. This world-class facility was the vision of a group of driven Waikato people. It quickly became a focal point in the campus and continues to be an important venue for the performing...
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...INTRODUCTION The title of this work is “Australian English” The work which is presented deals with the study of the Australian English Language, about its pronunciation, regional variations, vocabulary. The Australian English is a language with its own peculiarities and it differs a lot from Standard English and the other variants because it has its own history and development. There appeared a large number of new words in each variety of the English language because of historical, political, different socio- economic events and of course it has affected to the Australian English. I wanted to learn more about the appearance, development and using nowadays of the Australian English language. The aims of this work are: -To study the difficulties of using and understanding the words in AusE -To define cultural peculiarities of AusE speakers The topicality of this work is explained by the interest to the difference of Australian English between the other English variants and to the practical usage of the vocabulary. The theoretical value of this work is determined by necessity of the comprehensive analysis of Australian English because every language allows different kinds of variations: geographical or territorial, stylistic and others. It is very important to use up- to –date information of the western scientists who are concerned nearly to the English linguistics. The practical value is seen in rising interest to the English...
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