Conventions of pictorialism (iconic imagery, perceived space and the picture plane) deconstructed and reconstructed as alternative models of perception, embodied in paintings and drawings

This thesis is concerned with conventions of pictorialism, viz. the surface of an artwork or the plane of denotation (in my case paper, canvas or wood); and iconic imagery and the depiction of perceptual space that is connotated by marks, colours and forms upon that surface. Most importantly this thesis is concerned with the relationship between these elements and the deconstruction of them. That the reconstruction of the deconstructed language can create expressive iconic structures that perhaps contain conflicting information and elements, but are simultaneously single and self-contained perceptual models of seeing the world, and the things in it, in another way; is a major focus. The thesis is embodied in the paintings and drawings which are documented in the exegesis that follows.

Re-engaging learners in schooling through applied learning reform : exploring the Victorian Certificate of Applied Learning as an 'alternative' senior schooling pathway in Australia

The Victorian Certificate of Applied Learning (VCAL) emerged in Australia to provide more relevant curriculum programs that would cater for increasing retention rates of high school students. It is also an example of the ‘new’ learning arising from contemporary debates and reforms that highlight inadequacies of the more traditional modes of learning. This book focuses on the pedagogical and sociological issues emerging from the VCAL being introduced as an ‘alternative’ learning pathway for ‘at-risk’ students within a traditional high school culture. Through the eyes of an insider- researcher, the book argues for a deeper understanding of applied learning as a ‘re-engaging’ pedagogy by studying the schooling experience of VCAL students and teachers. The book concludes that traditional modes of school teaching contribute to the social construction of ‘at-risk’ students and argues that high school pedagogy needs to be redefined as a cultural phenomenon requiring teachers to be reflexively aware of their role in bridging the gap between students’ life experiences and the curriculum.

An alternative approach to understanding second-order conditions for constrained optimization - lagrange multipliers

This paper presents an alternative approach to solving a standard problem, frequently encountered in advanced microeconomics, using the technique of Lagrange multipliers. The objective is to enhance the understanding of students as to the derivation of the second-order conditions.

Alternative naming strategies : family versus individual brand names

Increased competition in the consumer goods marketplace has resulted in too many brands chasing too few consumers. In an attempt to ease pressure on margins, and both brand and product range profitability, marketers would be well advised to reinspect their policies towards brand naming and the attendant costs associated with those policies. Is it really necessary for each new product to be individually named? If it is, then what are the strategic and financial implications of this decision? Why is it that the practice in some companies is to resort to a string of unrelated brand names whereas the practice elsewhere is to use an umbrella family name, with or without, a brand name as a suffix? The answers to such questions are by no means obvious and closer inspection of the issues relating to naming policy fails to yield any consensus let alone a definitive approach. This article seeks to depict the alternative naming strategies engaged by marketers and to focus on those considerations that would favour a family name in preference to an individualised brand name. The article concludes with recommendations that are drawn from current literature and the experience of marketers with a view to determining those circumstances that may influence the formulation of a more appropriate naming policy.

Teacher education and critical inquiry : the use of activity theory in exploring alternative understandings of language and literacy

This paper explores the challenges of espousing a critical pedagogy within the managerial climate that presently shapes teacher education. It argues that current discourses of professionalism are incommensurate with a view of literacy as social practice and that they disregard complex semiotic ecologies in which both school and university students operate. Graduate teachers are constructed as the ‘providers’ of decontextualised literacy skills to school students whose existing communication networks are ignored. Rejecting this narrow view of professional practice, we draw on activity theory to analyse the social configuration of tertiary students’ identities and the textual resources that mediate their professional learning. This kind of research is needed to reveal the contradictions within and between activity systems in which tertiary students participate as well as to construct possible solutions to the contradictions identified.

Teacher education and critical inquiry : the use of activity theory in exploring alternative understandings of language and literacy

This article explores the challenges of espousing a critical pedagogy within the managerial climate that presently shapes teacher education. Current discourses of professionalism are incommensurate with an understanding of the way that literacy practices are grounded in the social worlds in which both school and university students operate. Such discourses construct graduate teachers as the providers of decontextualised literacy skills to school students whose existing communication networks are ignored. We argue that an alternative understanding of professional practice can be developed by focusing on the textual resources university students use to mediate their learning, and by locating their emerging professional identities within the activity systems and meaning-making practices in which they participate.

Does every child know they matter? : Pupil's views of one alternative to exclusion

Schools are now urged to make every child matter. In this paper we present the case of the Coalfields Alternatives to Exclusion (CATE) strategy in which pupils at risk of permanent exclusion are offered the opportunity to start afresh in a new school. Without the stigma of exclusion, pupils are able to develop new relationships with peers and teachers and enhance self-esteem. We argue that this system of managed moves, despite some difficulties and challenges, offers an insight into the ways in which feelings of mattering can be translated into new behaviours and intentions. This we suggest provides pupils with a positive opportunity to resume their education and to be genuinely included in the life of their new school.

Managing alternative stable states in constructed wetlands using artificial substrates

Algal blooms are a management concern in shallow water bodies. This project investigated the use of artificial substrates to enhance biofilm growth and shift primary production from the open water to artificial surfaces. This resulted in a shift from algal dominated wetland back to a clear water macrophyte dominated wetland.

Reformulating competitive advantage and advancing sustainability : the alternative approach of Universiti Sains Malaysia

The Universiti Sains Malaysia APEX program is an attempt to engage the difficult and complex problems of competition, moral leadership and responsibility in Malaysian education. This paper discusses and gives an analysis of some central issues with regards to USM’s reform agenda. I seek to place the USM project within a broader debate over the nature of reform and the possibilities of business unusual in the Malaysian and global environment. The paper is part of a broader project of theorization of USM in the context of understanding what APEX is and how it truly offers a new and vigorous engagement with the problems of higher education in Malaysia.