Productive leaders and productive leadership: Schools as learning organisations

This paper draws on a three-year study of 24 schools involving classroom observations and interviews with teachers and principals. Through an examination of three cases, sets of leadership practices that focus on the learning of both students and teachers are described. This set of practices is called productive leadership and how these practices are dispersed among productive leaders in three schools is described. This form of leadership supports the achievement of both academic and social outcomes through a focus on pedagogy, a culture of care and related organizational processes. The concepts of learning organisations and teacher professional learning communities as ways of framing relationships in schools, in which ongoing teacher learning is complementary to student learning, are espoused.

Diversification and extensible networks: The strategies of Chinese businesses in Australia

The paper reports on a study of 28 ethnic Chinese businesses in Brisbane, Adelaide, and Perth, carried out in 2000 and 2001. It focuses on their strategies of vertical, horizontal, and unrelated diversification often combining different activities, products, and markets at the same time. It demonstrates how these practices are socially embedded in their preference for using personal networks. Non-related diversification, in particular, promotes and is facilitated by using weak ties that serve as bridges, leading into new networks (Granovetter, 1973). This can create links to Chinese of different national and dialect origins and to those of other ethnicities. It is suggested that open networks and diversification mutually interact to support each other and may have evolved in tandem from earlier, more closed and niche bound business cultures and practices.

Accelerating, hyperaccelerating, and decelerating networks

Many growing networks possess accelerating statistics where the number of links added with each new node is an increasing function of network size so the total number of links increases faster than linearly with network size. In particular, biological networks can display a quadratic growth in regulator number with genome size even while remaining sparsely connected. These features are mutually incompatible in standard treatments of network theory which typically require that every new network node possesses at least one connection. To model sparsely connected networks, we generalize existing approaches and add each new node with a probabilistic number of links to generate either accelerating, hyperaccelerating, or even decelerating network statistics in different regimes. Under preferential attachment for example, slowly accelerating networks display stationary scale-free statistics relatively independent of network size while more rapidly accelerating networks display a transition from scale-free to exponential statistics with network growth. Such transitions explain, for instance, the evolutionary record of single-celled organisms which display strict size and complexity limits.

Genetics and genomics of osteoclast differentiation: Integrating cell signaling pathways and gene networks

The regulation of osteoclast differentiation in the bone microenvironment is critical for normal bone remodeling, as well as for various human bone diseases. Over the last decade, our knowledge of how osteoclast differentiation occurs has progressed rapidly. We highlight some of the major advances in understanding how cell signaling and transcription are integrated to direct the differentiation of this cell type. These studies used genetic, molecular, and biochemical approaches. Additionally, we summarize data obtained from studies of osteoclast differentiation that used the functional genomic approach of global gene profiling applied to osteoclast differentiation. This genomic data confirms results from studies using the classical experimental approaches and also may suggest new modes by which osteoclast differentiation and function can be modulated. Two conclusions that emerge are that osteoclast differentiation depends on a combination of fairly ubiquitously expressed transcription factors rather than unique osteoclast factors, and that the overlay of cell signaling pathways on this set of transcription factors provides a powerful mechanism to fine tune the differentiation program in response to the local bone microenvironment.

Context-aware vertical handovers between WLAN and 3G networks

Vertical handovers can transform heterogeneous networks into an integrated communication environment. Such integration can lead to seamless communication if context information is used to support vertical handovers. Seamless communication environments are needed for future pervasive/ubiquitous systems, which are context aware and can adapt to context changes, including network disconnections, changes in network quality of service and changes in user preferences. This paper describes a generic, context-aware handover solution for multimedia applications and illustrates how this handover works for redirection of communication between WLANs and GPRS or UMTS networks. A description of a prototype for WLAN/GPRS handover and the results of handover experiments are also presented.

Maintaining the change: Studying and supporting teaching for new learning

Teacher educators who advocate new learning approaches hope that their graduates will address the needs of digitally and globally sophisticated students. A critical, enquiry-based framework for teaching attempts to unravel many traditional assumptions about learning, assumptions which continue to shape preservice teachers’ practices even through early career years. Evidence in relation to effective take up of New Learning education approaches by graduates is sparse. This paper will explore how three teacher educators attempt to wrestle with ways New Learning frameworks can transform outmoded yet embedded views in beginning teachers. They ask: Can changed approaches be consolidated and mobilised against some of the adverse conditions that predominate in schools? And if this is possible, what support might be required for beginning teachers who are struggling to implement a change process