Getting below the surface of the principal recruitment 'crisis' in New Zealand primary schools

Since 1989 in New Zealand, the work of the primary school principal has been transformed in official policy texts from that of leading professional to chief executive officer. Surveys document the changing nature of the role and the workload and other pressures that have resulted, particularly for principals with teaching responsibilities in smaller schools. There is a generally accepted crisis of preparation, recruitment, development and retention. Below the surface, however, are deeper-seated, structural difficulties: women comprise the majority of teachers, yet are a minority of principals and their career advancement is largely limited to small schools and those in poorer socioeconomic areas. This article reviews the situation and examines the reasons why dominant images of the primary school principalship may be both partial and counterproductive.

School innovation in science: transformative initiatives in Victorian secondary schools

The School Innovation in Science intiative is operating in more than 300 schools in Victoria. It has achieved considerable success in transforming science teaching and learning in primary and secondary schools. This paper describes the core elements of SIS, and provides an overview of the different types of initiatives pursued by secondary schools arising out of an action planning process. case studies of initiatives illustrate the richness and range of innovation in schools. It is argued that the SIS model provides the conditions for deep seated change and innovation in schools' science programs.

Ivy Brookes presenting the Alfred Deakin papers to the National Library of Australia

Alfred Deakin's daughters seated in the foreground from left to right: Lady Vera White, Lady Stella Rivett and Ivy Brookes; Professor J. La Nauze (Deakin's biographer) is the standing gentleman, second from the left; the Hon. Robert G. Menzies is standing on the far right next to the desk

How E-business can provide a sustainable framework for online learning in the vocational education and training arena

The author undertook a major national study of e-business for the Australian National Training Authority (ANTA) from November 1999 - February 2000, resulting in the report E-competent Australia: The Impact of E-commerce on the National Training Framework (ANTA, 2000; available at http;://www.anta.gov.au). This ANTA study and other research by the author show that e-business will eventually have a significant impact on the Australian economy, on industries, organisations, occupations and education and training organisations. From April-May 2000, the author is undertaking a major study for the Commonwealth Government (DETYA): a scoping study of e-commerce in the education and training sector (higher education, VET, schools) of Australia.

This paper starts where the ANTA study (Mitchell 2000a) and the DETYA study stop, by exploring the implications of e-business for online learning systems. E-business will eventually impact not only on the organisations providing online education but on their online learning systems.

The paper is based also on research by the author for a Doctorate in Education within the Faculty of Education at Deakin University that commenced in 1997 and is continuing. The research for this paper involved a review of national and international developments in ebusiness, relating them to online learning systems.

This paper traces the origins, definitions and drivers of both e-business and online learning systems in the 1990s, showing how e-business principles and strategies in the future will have a beneficial impact on online learning systems, even if online learning systems eventually lose their identities as separate from the rest of the organisation.

An e-business focus for online learning systems would start with an understanding of the customers' needs; would find a customer-centric solution, not a technology-centric solution; would empower the customer; would provide sufficient and multiple types of support for the customer; would provide quality and skilled input; and would provide cost effective, reliable and accessible technology.

This vision of an e-business approach to training varies greatly from the traditional business model for the delivery of training, particularly by VET Registered Training Organisations (RTOs). The traditional business model includes real estate prices dictating location of campuses; architecture dictating class sizes; industrial relations dictating the number and length of sessions and prescribing tight role descriptions; queues of students enrolling in February and July each year; and students seated in teacher-dominated classrooms. In contrast, an e-business basis for RTOs would involve the use of electronic communication to improve business performance, improve the use of existing resources, enhance existing services and increase market reach.

An e-business model for RTOs would include the following features: the development of new relationships with customers, using electronic communication to strengthen the relationship; the pursuit of new student markets; and the development of new relationships and alliances between providers. In this new arena of potential and threat, of disintermediation and reintermediation, there will be new roles for new intermediaries; and there will emerge new ways of supporting teaching and learning. Progressive education and training organisations will realize the potential offered by e-business and enjoy the fruits of reintermediation.

Political Islam and human security

Summary: "In the wake of the September 11 and subsequent terrorist attacks, the academic and media commentaries on Islam the religion and Islam the basis for political ideology haves received an unprecedented high level of exposure and attention. The acts of political violence by extremist groups and the omnipresent war on terror have added fresh uncertainties to an already complex global order. Just as terrorism and counter-terrorism are locked in a mutually re-enforcing symbiosis, the sense of insecurity felt by Muslims and non-Muslims alike is mutually dependent and has the potential to escalate. This general assessment holds true for Muslims living in the Muslim world and beyond. The pervasive sense of being under attack physically and culturally by the United States and its allies has contributed to a growing unease among Muslims and re-enforced deep-seated mistrust of the ʻWestʼ. Public articulation of such misgivings has in turn, lent credence to Western observers who posit an inherent antipathy between the West and the Muslim world. The subsequent policies that have emerged in this context of fear and mutual distrust have contributed to the vicious cycle of insecurity. The present volume is anchored in the current debates on the uneasy and potentially mutually destructive relationship between the Muslim world and certain West countries. It brings together leading international scholars in this interdisciplinary field to deal with such inter-related questions as the nature of Islamism, the impact of the ʻwar on terrorʼ on the spread of militancy, the growing sense of being under siege by Muslim Diasporas and the many unintended ramifications of a security-minded world order. This volume deliberately focuses on these issues both at a broad theoretical level but more importantly in the form of a number of prominent case studies including Indonesia, Algeria and Turkey."--Publisher description.

Indigenous values informing curriculum and pedagogical praxis

As an Indigenous research study into the cultural quality of Indigenous education this thesis focuses on the proposition that mainstream education marginalises Indigenous learners because of its entrenchment in the Western worldview. The thesis opens with an analysis of the cultural dynamics of Indigenous values, the politics of Indigenous identity, and the hegemonic constraints of West-centric knowledge. This analysis is then drawn upon to critically examine the cultural predisposition of mainstream education. The arguments proffered through this critical examination support the case that Indigenous learners would prosper culturally and educationally by having access to educational programmes centred within an Indigenous cultural framework, thereby addressing the dilemma of lower Indigenous retentions rates. This research study was conducted using a qualitative Indigenous methodology specifically designed by the researcher to reflect the values and cultural priorities of Indigenous Australians. Collective partnership was sought from Indigenous Australians, whom the researcher respected as Indigenous stakeholders in the research. Collegial participation was also sought from non-Indigenous educators with significant experience in teaching Indigenous learners. The research process involved both individual and group sessions of dialogic exchange. With regard to the Indigenous sessions of dialogic exchange, these resulted in the formation of a composite narrative wherein Indigenous testimony was united to create a collective Indigenous voice. Through this research study it was revealed that there is indeed a stark and deep-seated contrast between the value systems of Indigenous and non-Indigenous Australia. This contrast, it was found, is mirrored in the cultural dynamics of education and the polemics of knowledge legitimacy. The research also revealed that Australia’s mainstream education system is intractably an agent for the promulgation of Western cultural values, and as such is culturally disenfranchising to Indigenous peoples. This thesis then concludes with an alternative and culturally apposite education paradigm for Indigenous education premised on Indigenous values informing curriculum and pedagogical praxis. This paradigm specifically supports independent Indigenous education initiatives.

Nuclear rivalry in South Asia : an examination of post Cold War nuclear arms control initiatives

South Asia has emerged in the post-Cold War era as a region where ongoing nuclear rivalry has the potential to result in a nuclear exchange between India and Pakistan. The United States, together with the global community, is devoting considerable effort to prevent the further development and deployment of nuclear weapons by India and Pakistan. This thesis analyses the underlying reasons for the ongoing nuclear rivalry between India and Pakistan, details post-Cold War initiatives to end the nuclear rivalry and examines the prospect of United States efforts to cap, reduce and eventually eliminate the nuclear arsenals of India and Pakistan. The thesis finds that historical factors form the basis of the continuing hostility and animosity between the two nations. The two nations have been bitter rivals since the time of partition in 1947 and the disputed territory of Kashmir continues to be the manifestation of deep seated antagonism and hostility. Pakistan's geography leaves it extremely vulnerable to conventional Indian attack and possession of nuclear weapons is seen as a means to redress the imbalance. Strong domestic support together with fervent nationalism and international prestige will continue to drive the nuclear programs of each nation. This thesis concludes that the nuclear rivalry between India and Pakistan is regional in nature and the end of the Cold War has done little to improve the prospects for nuclear disarmament in the region. United States led efforts have failed to persuade India or Pakistan to either accede to the Non-Proliferation Treaty (NPT) or dismantle their nuclear weapons. The thesis also notes that the United States has failed to take account of China as a significant regional power and it's impact on the nuclear programs of India and Pakistan. A fresh approach (to include China) with more emphasis on regional dialogue is suggested as a first step to ending the nuclear rivalry.

Working together : collaboration between midwives and doctors in public hospitals

While collaborative, multidisciplinary teamwork is widely espoused as the goal of contemporary hospitals, it is hard to achieve. In maternity care especially, professional rivalries and deep-seated philosophical differences over childbirth generate significant tensions. This article draws on qualitative research in several Victorian public maternity units to consider the challenges to inter-professional collaboration. It reports what doctors and midwives looked for in colleagues they liked to work with — the attributes of a “good doctor” or a “good midwife”. Although their ideals did not entirely match, both groups respected skill and hard work and sought mutual trust, respect and accountability. Yet effective working together is limited both by tensions over role boundaries and power and by incivility that is intensified by increasing workloads and a fragmented labour force. The skills and qualities that form the basis of “professional courtesy” need to be recognised as Aust Health Rev 2009: 33(2): 315–324 essential to good collaborative practice.

Influence of dietary modifications on the blood pressure response to antihypertensive medication

Identifying dietary modifications that potentiate the blood pressure (BP)-lowering effects of antihypertensive medications and that are practical for free-living people may assist in achieving BP reduction goals. We assessed whether two dietary patterns were effective in lowering BP in persons on antihypertensive therapy and in those not on therapy. Ninety-four participants (38/56 females/males), aged 55.6 (sd 9.9) years, consumed two 4-week dietary regimens in random order (Dietary Approaches to Stop Hypertension (DASH)-type diet and low-Na high-K (LNAHK) diet) with a control diet before each phase. Seated home BP was measured daily for the last 2 weeks in each phase. Participants were grouped based on antihypertensive drug therapy. The LNAHK diet produced a greater fall in systolic BP (SBP) in those on antihypertensive therapy ( - 6.2 (sd 6.0) mmHg) than in those not on antihypertensive therapy ( - 2.8 (sd 4.0) mmHg) (P = 0.036), and this was greatest for those on renin-angiotensin system (RAS) blocker therapy ( - 9.5 (sd 6.4) mmHg) (interaction P = 0.007). The fall in SBP on the DASH-type diet, in those on therapy (overall - 1.1 (sd 6.2) mmHg; renin-angiotensin blocker therapy - 4.2 (sd 4.7) mmHg), was not as marked as that observed on the LNAHK diet. Dietary modifications are an important part of all hypertension management regimens, and a low-Na and high-K diet enhances the BP-lowering effect of antihypertensive medications, particularly those targeting the RAS.

Reading room: experiments in posture, movement and comprehension

Participants were required to balance on a seesaw while reading texts in the mirror. They read forward, backward, upside-down and mirror texts while seated. They also crouched, twisted and stretched to read texts from floor to ceiling.

Observation-switching linear dynamic systems for tracking humans through unexpected partial occlusions by scene objects

This paper focuses on the problem of tracking people through occlusions by scene objects. Rather than relying on models of the scene to predict when occlusions will occur as other researchers have done, this paper proposes a linear dynamic system that switches between two alternatives of the position measurement in order to handle occlusions as they occur. The filter automatically switches between a foot-based measure of position (assuming z = Q) to a head-based position measure (given the person's height) when an occlusion of the person's lower body occurs. No knowledge of the scene or its occluding objects is used. Unlike similar research [2, 14], the approach does not assume a fixed height for people and so is able to track humans through occlusions even when they change height during the occlusion. The approach is evaluated on three furnished scenes containing tables, chairs, desks and partitions. Occlusions range from occlusions of legs, occlusions whilst being seated and near-total occlusions where only the person's head is visible. Results show that the approach provides a significant reduction in false-positive tracks in a multi-camera environment, and more than halves the number of lost tracks in single monocular camera views.

Breaking up prolonged sitting reduces postprandial glucose and insulin responses

OBJECTIVE--Observational studies show breaking up prolonged sitting has beneficial associations with cardiometabolic risk markers, but intervention studies are required to investigate causality. We examined the acute effects on postprandial glucose and insulin levels of uninterrupted sitting compared with sitting interrupted by brief bouts of light- or moderate-intensity walking.

RESEARCH DESIGN AND METHODS--Overweight/obese adults (n = 19), aged 45-65 years, were recruited for a randomized three-period, three-treatment acute crossover trial: I) uninterrupted sitting; 2) seated with 2-min bouts of light-intensity walking every 20 rain; and 3) seated with 2-min bouts of moderate-intensity walking every 20 min. A standardized test drink was provided after an initial 2-h period of uninterrupted sitting. The positive incremental area under curves (iAUC) for glucose and insulin (mean [95% CI]) for the 5 h after the test drink (75 g glucose, 50 g fat) were calculated for the respective treatments.

RESULTS--The glucose iAUC (mmol/L) x h after both activity-break conditions was reduced (light: 5.2 [4.1-6.6]; moderate: 4.9 [3.8-6.1]; both P < 0.01) compared with uninterrupted sitting (6.9 [5.5-8.7]). Insulin iAUC (pmol/L) x h was also reduced with both activity-break conditions (light: 633.6 [552.4-727.1]; moderate: 637.6 [555.5-731.9], P < 0.0001) compared with uninterrupted sitting (828.6 [722.0-950.9]).

CONCLUSIONS--Interrupting sitting time with short bouts of light- or moderate-intensity walking lowers postprandial glucose and insulin levels in overweight/obese adults. This may improve glucose metabolism and potentially be an important public health and clinical intervention strategy for reducing cardiovascular risk.

Parents' and children's views on whether active video games are a substitute for the 'real thing'

Background:
Research has examined the energy cost associated with playing seated and active video games (AVGs), but not whether AVGs may benefit fundamental movement skills (FMS) in typically developing children. Improving FMS proficiency is a priority given its association with physical activity. This study aimed to identify children’s and parents’ perceptions of: (1) AVGs as a tool for developing FMS and (2) whether any skills gained during AVG play had potential to transfer to real life.

Methods:
This qualitative descriptive study included 29 parents of children aged 9–10 years who participated in semi-structured telephone interviews and 34 children who participated in six group discussions at school. Interview and discussion group data were recorded, transcribed and analysed thematically.

Results:
Parents and children had different perspectives on the potential of AVGs for FMS, which largely rested on different views of ‘reality’. Parents felt AVGs were not a substitute for the ‘real thing’, and therefore had limited FMS benefits. Overall, parents thought any FMS gained through AVGs would have poor transferability to ‘real life’. In contrast, children had a more fluid and expansive view of reality which incorporated both ‘real life’ and ‘virtual’ space. Whilst children could articulate limitations of AVGs for skill learning, they still reported extensive use of AVGs as a learning tool for movement skill, and considered that skill acquisition was highly transferable.

Conclusions:
Despite contrasting beliefs from parents and children, children used AVGs for FMS learning. Future research needs to determine whether actual FMS benefits are gained through AVGs.

The impact of an exercise physiologist coordinated resistance exercise program on the physical function of people receiving hemodialysis: a stepped wedge randomised control study

Background: