More than a reader and less than a critic: literary authority and women`s book-discussion groups

The phenomenon of women reading books collaboratively is largely invisible, and certainly under-researched. This study, based on extensive circulation figures and on a small sample of members of four Council of Adult Education reading groups in metropolitan Melbourne, argues that such groups have a reading repertoire which is seriously middlebrow, far removed from the “wish-fulfillment” or “lazy reader” stereotypes purveyed by some who would scorn such groups. The study finds that such groups are sensitively served by the institution which hosts them. While such groups do not question the aesthetic assumptions that underlie their practice, they are combative with some manifestations of the literary establishment. Their powerful preferences for contemporary Australian women's fiction and their participation in global debates via identity politics suggests they warrant closer examination, both within Australian culture, and to find out if such groups have counterparts in other cultures.

The participation of volunteers in contemporary palliative care

Historically, in Australia, individuals with widely differing interests, skills and values have engaged collaboratively, in a voluntary capacity, to establish services to assist persons experiencing particular need or hardship. Gradual recognition and acceptance by the State of its social responsibilities to citizens with various needs in areas of health, welfare, education and others, have seen the provision of a range of statutory services available to all Australians. Volunteer participation in the delivery of modern health services, therefore, is not usual; palliative care is an exception rather than a norm. This article explores the relationship between understandings of death and dying in Western culture and the participation of volunteers in contemporary palliative care. The author presents a view that volunteers provide a distinctive contribution to the quality of care delivery and to enrichment of the social environment of the wider community also. The topic is of relevance to all nurses and especially those involved in the care of dying persons and of their families.

The treatment of multicultural issues in contemporary forensic psychology textbooks

This article examines whether practice issues relating to clients from different cultural or ethnic groups are adequately addressed in a wide selection of contemporary forensic psychology textbooks. Specifically, we examine the extent to which cross-cultural issues are engaged within these texts, and how well the information provided informs forensic practice. While most of the reviewed texts acknowledged the need to consider cultural issues, there was relatively little discussion of specific issues, and practical guidelines were rarely offered. It is argued that without more widespread acknowledgment of the direct implications of cultural issues for forensic practice, it is unlikely that a fair and reliable system for the investigation and treatment of complaints made by and against people from different cultural groups will be obtained.

Specialisation within specialisation? Thoughts on the content of contemporary forensic psychology programs

This paper provides details of, and the rationale for, a Doctorate of Forensic Psychology recently developed at Deakin University, Melbourne, Australia. The course prioritises training in psycho-legal issues with children and young people. In discussing this program, the presenters identify two issue  that guided the development of the program. The first concerns the need to delineate forensic content from that in clinical programs, while still maintaining appropriate focus on the skills needed to work effectively in forensic settings. The second addresses the need for courses to acknowledge the marked diversity among forensic clientele and to develop competencies that lead to effective work practices with these sub-groups. In constructing the Deakin forensic program, it was noted that forensic psychologists required an increasing degree of expertise in the procedural and substantive aspects of the legal system. The authors propose that as forensic psychology gains momentum as a discrete area of expertise, there is an increasing need for practitioners to have a sound understanding of the legal institutions and practices they work under, as well as being able to apply specialist knowledge to particular sub-groups. This paper discusses these issues, and outlines how the authors sought to address them in their course curriculum.

Contemporary learning environments: designing e-learning for education in the professions

Designing e-learning environments for quality professional education is a challenge for education designers, as the continuing practice of simply moving courses online can be surprisingly disabling. We argue that as universities strive to educate for excellence in professional practice, design approaches for the e-learning components must be conceptualized in a broader view of a contemporary learning environment involving integrated virtual and physical dimensions. These are comprehensively considered in an integrated way to facilitate learning experiences providing an emphasis on grounded practice. Our paper considers learning environments in the service of a broader understanding of a professional "practicum." In providing the more flexible, immediate and evolving virtual experiences, e-learning as a feature must take account of a range of education design considerations we model in a framework of elements. These are outlined, and broader issues are illuminated through a comparative case analysis of educational technology developments at Deakin University in the two professional fields of teaching and journalism. The Education Studies Online (ESO) project and the HOTcopy newsroom simulation project exemplify elements of the approach recommended in addressing the challenges of quality professional education. We highlight the generative role of the education designer in adopting an integrative and strategic stance, when creating such environments. Implications for the selection and use of various e-learning resources and corporate e-learning systems become evident as we highlight the dangers of a returning "instructional industrialism" as we risk allowing courses to "move online", rather than moving towards proposed features of contemporary learning environments.

Postmodern rituals : contemporary Australia responds to Bali

AFTER BALI, OCTOBER 12, 2002, A RANGE OF PUBLIC rituals took place in Australia to remember those who had been killed in the bombing. In Melbourne, the most visible, and collective ritual was the laying of flowers by members of the public on the steps of the State Parliament building, at the highly visible apex of Bourke St. This was a much-publicized event that took place over a period of two weeks. It was a riveting and moving sight/site for many people, who left notes expressing grief and regret, promises of remembrance, and of revenge. The choice of the site, and what would happen there, was prompted by talk-back listeners to Radio 3AW's Nell Mitchell, who called in with many different suggestions as to where and why the laying of flowers should take place. This essay seeks to understand the processes and purposes of the popular, public rituals after Bali, asking who made them, what was made, and how popular--that is, open to formation by those not primarily and directly connected with the mass media and party politics--were the constructions? Further, in calling such an event a "postmodern ritual," the essay will inaugurate an analysis, through cultural studies methodologies, of the attributes of public rituals in contemporary Western cultures.

Contemporary racism in Australia: the experiences of Aborigines

In recent decades, social psychologists have suggested that contemporary racism is more subtle in nature than it had been in previous times. However, such theorizing has been from the perspective of the perpetrators. The present study follows a small number of other studies that have focused on the perspective of the victims of racism. It investigated the experiences of racism reported by 34 Aboriginal Australians during semi-structured, open-ended interviews. The data suggest that racism is experienced commonly and frequently by the participants and that much of it is overt or old-fashioned rather than subtle and modern. It is argued that if the data are reflective of what happens in intergroup encounters, social scientists may have embraced the theories of modern racism too readily. This may have contributed to the maintenance of social institutions that impact negatively on the minority populations in the community.

Designing contemporary learning environments for excellence in public relations

Universities are striving to enhance the quality of the educational experience in the professions in response to external and internal pressures. The professional field of public relations (PR) is not immune to these forces. Previously, enhancements were often pursued through particular initiatives relating to curriculum, pedagogical or assessment redesign at the unit level. While such initiatives are valuable we argue for a strategic, integrated, programmatic approach. This requires the design of learning environments, with integrated virtual and physical dimensions, based on a relevant and meaningful curriculum, and student-centred approaches to learning. These learning environments enable quality learning in fields like public relations with diverse student cohorts studying on- and off-campus. The challenges involved in designing what we term ‘contemporary learning environments’ are illuminated through a case study of Deakin University’s Public Relations Program. Over the last three years redesigning PR online has led to changed curriculum, and pedagogical and assessment practices. We conclude by suggesting that a commitment to continuous quality improvement will be required to ensure the program’s learning environment remains relevant to the needs of students studying in the field.

Feudal tenure and native title: revising an enduring fiction

This article argues that the feudal doctrine of tenure continues to endure as the foundation for Australian land law despite its obvious social and historical irrelevance. The doctrine of tenure is a derivation of feudal history. The article examines some of its historical foundations with the aim of highlighting the disparity between the fiction of this inherited form and the reality of a colonial Australian landscape. Particular attention is given to the fact that Australian feudal tenure was always a passive framework. It was disconnected with the landscape and therefore incapable of responding to the needs of colonial expansion. This resulted in a clear disparity between feudal form and the reality of a land system populated by statutory grants. The article argues that feudal tenure was never truly devised as a responsive land system but rather, adopted as a sovereignty device. In this sense, legal history was utilised with the aim of promoting imperial objectives within colonial Australia. Tenure was equated with absolute Crown ownership over all Australian territory despite the fact that this was inconsistent with the orthodox tenets of feudal tenure.
The article argues that the consequence of adopting feudal tenure and absolute Crown ownership has been the estrangement of indigenous rights, title and culture. The creation and legitimisation of a land framework with a fundamentally Eurocentric perspective completely destroyed indigenous interests during the settlement and colonial era. It created an imperial ideology where colonists silently accepted the denial of indigenous identity. The decision of the Mabo High Court to reassess this historical perspective and accept the validity of proven native title claims clearly disturbed tenurial assumptions. However, the High Courts' reification of the feudal form created a fundamental paradox: indigenous title was accepted as a proprietary right within a framework incapable of and unequipped to recognise the fundamentally different cultural perspectives of customary ownership. The article argues that native title cannot evolve within a common law framework that regards ownership as a derivation of the English Crown. It is suggested that ultimately, a pluralist property culture, where indigenous and non-indigenous title exist as equalised entities, can only be properly nurtured with the full and absolute abolition of the feudal doctrine of tenure.