Global education: stories from Australia

Students today are living in a global world There is a need for schools to educate students about this world This world needs to be seen through a range of perspectives - social, cultural, environmental,political, economic and spiritual In order to educate about this 'world', 'new' curriculum policy needs to reflect this globalised world This proposal will give an insight into the curriculum designed to prepare students for the future worlds they are entering with specific reference to Victoria, Australia.

Estimating the economic value of Mount Buffalo National Park with the travel cost and contingent valuation models

The Mount Buffalo National Park is the oldest national park in Victoria, Australia. There has been a rapid increase in the number of visitors to the park during the last decade and park management has been a concern, especially in the light of declining budgetary allocations and potential damage due to the increased visitor numbers. Policy options to increase park revenue remain unclear because of a lack of information on demand parameters and user costs. This study estimates the economic value of the park using the travel cost method (TCM) and the contingent valuation method (CVM). The TCM gives higher consumer surplus (CS) than the CVM. The CS shows that the economic value of the park is high and that there are opportunities to introduce innovative fee schemes to enhance its revenue. Present entry fee systems do not capture the economic value of the park.

Global now : searching for meaning

How do teacher educators prepare students to become teachers for a world which is global in its outlook and influences? There are now strong imperatives for teacher educators to develop pre- service students' understandings about a world which is 'global'. It is not only curriculum statements, textbooks, films, videos, that are the carriers and resources in global education but teachers themselves through their own stories
and narratives and the meanings attached to these. The role of teachers' lived experiences in teaching global education is often silenced in teacher education courses, policy documents and school classrooms.

In searching for meaning in global education, it is the capacity of the teacher to reflect not only on their own multiple identities but on the nexus between their local and global worlds and the struggle often evident here. A resource teachers have to teach global education is their own stories, lived experiences of being in a global world. This comes from giving meaning to travel, of living in a multi-cultural multi-faith world of viewing and noticing similarities and differences and giving meaning to these.

Despite increasing demands from education systems and governments for teachers to teach with a global focus, many teachers do not feel confident or prepared to do so. Importantly curriculum policy statements are carrying imperatives to teach to a global world that is rapidly changing. Curriculum statements in Society and Environment area in Australia include 'global' in their rationale. However this does not mean that global education is taught nor understood by teachers who translate these documents to practice. In curriculum documents such as those
produced by the state and territory governments there is some inclusion of global education. Singh (1998) argues that there is a marginalisation of global education in official curriculum policies in Australia. Integrating global education into different subjects is really up to the creativity, expertise and experience of teachers. If it is up to teachers to teach global education as stated by Singh then it will be the capacity of the teacher to draw on a range of resources, pedagogy and approaches to teach global education. One resource is teachers' stories and
narratives and students own lived experiences and stories.

Banks (2001, p. 5) states that "teachers must develop reflective cultural national and global identifications themselves if they are to help students become thoughtful caring and reflective citizens in a multicultural world society." Teacher educators who wish to embed global perspectives in their teaching require reflective practices on their own identities, prejudices, choice of curriculum content and pedagogy.

Teaching global education requires a conscious understanding and reflection to begin the journey of self as located in the classroom. The central issue of this paper is to bring forth emphasis on the lived experiences of teachers and teachers educators in order to develop deeper global understandings in students.

Stories seldom told: paediatric nurses` experiences of caring for hospitalized children with special needs and their families.

Stories seldom told: paediatric nurses' experiences of caring for hospitalized children with special needs and their families

Aims of the study. This study explored paediatric nurses' experiences of caring for children with special needs and their families in an acute care setting. The aim of the study was to increase understanding of nurses' experiences of caring for these children and their families. The study was designed to reveal the caring practices embedded within these relationships through exploring nurses' stories.

Study design/methods. Gadamerian hermeneutic phenomenology and feminist research principles were the approaches used to guide the study. Interviews were held with experienced paediatric nurses and interpretation of interview transcripts using a Gadamerian hermeneutic phenomenological approach resulted in the identification of four themes.

Findings. The four themes revealed were: Special Relationships; Multiple Dimensions of Who is Expert; Development of Trust Between Nurses and Families; and Feelings of Frustration and Guilt.

Conclusions. The study emphasized the context-specific nature of relationships between nurses and children and their families. The nurses spoke about the difficulties they encountered in their practice and some of the ways that they dealt with these problems. They discussed the things that they valued and those that made them feel guilty and frustrated. In doing so, they revealed their warmth, strength, humanity and caring.

Volunteering abroad : motives for travel to volunteer at the Athens Olympic Games

Volunteers have become essential to the delivery of sport events. Megaevents, such as the Olympic Games, rely on a large number of volunteers for the successful running of the event, some of whom travel to volunteer. This study investigates the motives of a group of people who volunteered at the Sydney Olympics as they prepared to travel to volunteer at the 2004 Athens Olympic Games. Four key motives were identified: (a) nostalgia, (b) camaraderie and friendship, (c) Olympic (i.e., subcultural) connection, and (d) sharing and recognition of expertise. The motives identified distinguish event volunteer tourists from other volunteer tourists and from other event volunteers. It is suggested that the recruitment, retention, and reacquisition of event volunteers will be served by understanding the motives and experiences of repeat event volunteers.

Residential proximity to school and the active travel choices of parents

Issue addressed: Walking for transport can contribute significantly to health-enhancing physical activity. We examined the prevalence and duration of walking to and from school, together with perceived influences on doing so, among parents of primary school children. Methods: Questionnaires were completed by parents from four primary schools (one government and three private) located in south-east Queensland (n=559; 40% response rate). Results: Eighteen per cent of parents reported walking for at least 10 minutes during journeys to school. Significantly greater proportions of parents with only one car in their household, with a child who attended a government school, with no driver’s licence, who had less than 11 years of education, and lived within two kilometres of the school walked for at least 10 minutes during the school journey. Factors perceived by parents most strongly to influence walking to school were: being physically active; safety concerns for the child walking alone; not having to park; walking being the child’s preferred option; too much motor vehicle traffic; and their child’s age and level of road sense. Conclusions: Despite the overall low prevalence of walking to school by parents, health-enhancing benefits may be achieved even when other modes of transport are used in conjunction with walking.

Stop telling me stories (she said)

I remember when I was young, an advertising billboard poster proudly proclaimed: Coke Adds Life. An anti-advertising group were always at the ready to delete a D and graffiti a cross over the F to create the more believable slogan: Coke Ads Lie. Take the ‘f’ out of Life and we are left with a lie. This ad-busting was not only a reminder that Coke ads lie, but that all advertisements lie.

Stories of ambivalence : Australian executives' experiences of outplacement services

The increasing prevalence of organizational downsizing has been matched by growth in the provision of outplacement services. Yet there has been limited research on either the effectiveness of these programs or the experience of individuals undertaking them. Within a qualitative study investigating the experiences of Australian executives who had been made redundant, one of the focus areas explored was the experience of using outplacement services. Respondents' stories revealed a sense of ambivalence towards these programs. This paper discusses the conflicting experiences giving rising to this ambivalence, namely, positive outcomes with respect to the use of office services and the receiving of proactive support, and more negative aspects of an absence of counselling skills and impersonal treatment through the organizational exit process. It is argued that further research on the outplacement experience is required to determine the type and quality of services which will best serve those who have been made redundant.

Marketing research and small travel agents: an exploratory study

The research study reported on in this paper examined the marketing research (MR) orientation of small Australian travel agents. A survey was undertaken involving personal interviews with 91 travel agents in Melbourne, each agency having fewer than 20 employees. Agents were asked about their organisation with regard to MR, which MR activities were undertaken and wich MR techniques were employed. Additional questions gathered data on organisational and individual demographics, and some perceptual and attitudinal data. Although approximately half the respondents had no employee assigned to MR, the majority of agents reported engaging in most of the MR activities nominated, although most agents did not use most of the MR techniques covered in the study. Most general demographics were not related to MR participation, although greater devotion of resources to MR was reflected in more comprehensive usage of MR, and a more positive attitude to the cost-effectiveness of MR in small organisations. The desirability of travel agents considering seriously the role of MR in assisting in clarifying the future options for the sector is noted.

Conversion stories as shifting narratives of organizational change

This paper is concerned with how employees talk about their experiences of organizational change and focuses specifically on the construction of conversion stories. These are particularly positive narratives that consider change as a turning point in which individuals depart from an old way of life pre-change to embrace a post-change organization. In this study, employees seek conversion into management groups and report the values and philosophies of management in their narratives, thus highlighting the benefits of change while suppressing any negative aspects. This paper draws attention to the dramatic nature of the conversion story and explores the sharp distinction between the reporting of experiences prior to and after change. We also investigate the relationship between constructing conversion stories and gaining personal and career advancement at work and suggest that beneath the positive exterior of the conversion narratives lies a theme of silence, which may be related to career advancement. Our findings suggest that such stories of silence complicate the conversion story as an example of positive organizational change and discuss implications for both the theory and practice of narrative change research.