Thinking about difference in student supervision

Over the past decade, educators have given greater recognition to the influence of race and culture on practice and policy. Whilst educators are now including specific courses that take account of diversity, scant attention has been paid to how these issues may be addressed in student supervision. This article reports on a qualitative study examining how three experienced supervisors addressed difference in student supervision. Supervisory approaches were compared examining the supervisors' goals, focus, supervisory strategies, theoretical orientation, contribution made to student learning and the limitation of their particular approach. These findings emphasise the complexity of addressing difference in supervision, and suggest that some additional issues to address in supervision.

Bribery and networking: Is there a difference?

Nature of bribery contrasted with the practice of networking - whether the different moral and legal treatment of the practices is based on principle or simply cultural preference - bribery and the form of networking known as expenditure networking both have the affect of distorting the proper functioning of the market economy by encouraging business decisions to be made on the basis of economically irrelevant considerations - the objective of both practices is to gain a market advantage by providing a 'sweetener' to a person responsible for delegating the provision of goods and services - expenditure networking does have the positive side effect of drawing people together in a social setting.

Clock synchronization state graphs based on clock precision difference

Consistent and stable global states of clock synchronization are very important in distributed and parallel systems. This paper presents an innovative strategy and method to obtain stable global clock synchronization state graphs in asynchronous Internet environments. Our model will introduce the concept of clock precision difference as a means to evaluate running states of all clocks in this system and make this system  self-adaptive well. Finally, we introduce the concept of clock precision difference into global states analysis of clock synchronization and construct clock synchronization state graphs in order to evaluate distributed clock synchronization states. We also present detailed simulations of the strategy and mathematical analysis used on real Internet environments.

Feed intake, growth, plasma glucose and urea nitrogen concentration, and cacass traits of lambs fed isoenergetic amounts of canola meal, soybean meal, and fish meal with forage based diet.

This experiment was conducted to examine the effect of feeding small, isoenergetic amounts of supplements containing high protein and functional lipid components, rather than the greater amounts of cereal and/or legume grains usually fed during the dry season in Australia, on dry matter intake (DMI), growth performance, plasma metabolites, and fat deposition in lambs consuming low quality roughage. Thirty two crossbred wether lambs ([Merino × Border Leicester] × Poll Dorset) were divided into four groups by stratified randomization according to liveweight (26–33 kg). After a 7-day adaptation to a hay diet (lucerne hay:oaten hay; 30:70), lambs were allocated to four treatments consisting of (1) basal diet of lucerne hay:oat hay (20:80; metabolizable energy (ME) = 7.0 MJ/kg DM), Basal; (2) basal + canola meal (84 g per day), CM; (3) basal + soymeal (75 g per day), SM; or (4) basal + fishmeal (80 g per day), FM. Daily hay and supplement DMI, and weekly liveweight were recorded during a 53-day experimental study. Blood samples were taken on day 1 and pre- and post-feeding on days 30 and 53 to measure changes in plasma glucose and plasma urea nitrogen (PUN) concentration. At the end of the experiment, lambs were slaughtered and hot carcass weight (HCW) recorded; cold carcass fatness (total muscle and adipose tissue depth at 12th rib, 110 mm from midline; GR) was determined at 24 h postmortem. Total DMI was increased (P < 0.001) in CM, SM and FM treatments, but basal hay DMI intake was only increased (P < 0.01) in CM and FM treatments compared with Basal treatment. This resulted in significant (P < 0.01) increases in metabolizable energy (ME) and crude protein (CP) intakes in all supplemented treatments, with the highest intakes recorded in the FM treatment. Liveweight gain (LWG) was significantly increased in CM and SM (P < 0.05) and FM (P < 0.01) treatments but HCW was significantly (P < 0.01) heavier slaughter only in the FM treatment. Feed conversion efficiency (P < 0.001) and GR fat at depth (P < 0.05) was reduced in all supplement treatments compared with Basal. Plasma glucose concentration was significantly (P < 0.05) increased after feeding in all treatments but there was no treatment effect. PUN was significantly increased over time in the supplemented treatments compared with the Basal treatment; there was no significant difference between supplement treatments by day 53. Results show that feeding small amounts of high protein and lipid-containing supplements improves production responses and are beneficial in producing carcasses with more lean compared with carcasses from lambs fed a low quality hay diet.

Self-adaptive clock synchronisation based on clock precision difference

This paper presents an innovative strategy to synchronize all virtual clocks in asynchronous Internet environments. Our model is based on the architecture of one reference clock and many slave clocks communicating with each other over the Internet. The paper makes three major contributions to this research area. Firstly, one-way information transmission is applied to reduce traffic overhead on the Internet for the purpose of clock synchronization. Secondly, the slave nodes use local virtual time and the arrival timestamp, from the reference node, to create linear mathematical trend models and to retrieve the clock precision differences between reference clock and slave clocks. Finally, a fault-tolerant and self-adaptive model executed by each slave node based on the above linear trend model is created in order to ensure that the virtual clock is running normally, even when the link between the reference node and this slave node has crashed. We also present detailed simulations of this strategy and mathematical analysis on real Internet environments.

Catastrophic subjects: feminism, the posthuman, and difference

This article considers the question of difference in posthuman representations, through an interrogation of feminist reclamations of monstrous and cyborg forms. Through a critical analysis of the popular culture phenomenon Marilyn Manson, I pursue an alternative engagement with hybrid forms that disrupts the oppositional structuring of self/Other relations upon which a politics of identity and difference gains currency. Theories of the monstrous, Jean Baudrillard's writing on catastrophe, and digital morphing are explored to interrogate established understandings of difference within the context of a simulation culture that complicates the binaries of gender difference. Theorizing the posthuman subject as catastrophic occasions new imaginings for the subject that reside beyond the fixity of signifying practice.

How schooling, and particular schools, make a difference: values, identities and futures in longitudinal study

Just over a decade ago the authors set out to select and follow a range of young people from the age of 12 and their end of primary or first days in secondary school, to the age of 18 when most of them had embarked on the first steps of the post-school lives. Students from four different types of schools were chosen: a Melbourne high school, a high school in a Victorian regional city, a large non-government school, and a secondary school that had once been a technical school. The students were interviewed twice a year about their views of self, of school, of the future. In this article the authors discuss two aspects of the study: what sense did they get of schools and their effects on the subjectivities being formed by young people today? And, what sense did the authors get of how gender is working in young lives now? The article outlines some of the findings in relation to these two issues.

Critically interrogating classroom constructions of 'community' and 'difference' : a case study

Within educational literature, the concept of 'community' has been problematised over the last decade, particularly as regards how constructs of 'community' that aim to provide 'a sense of belonging… of collective concern for each individual' (Nodding 1996: 258) can also operate to exclude, devalue or homogenise diverse groups of students.

The tensions that exist between desirable features of a learning community that provides a sense of belonging and at the same time recognises and celebrates difference and diversity are suggested by Fines, et al (1997: 252) who argue that '(t)he process of sustaining a community must include a critical interrogation of difference as the rich substance of community life…'

This paper reports on an aspect of an empirical research project that examined relations of power between teachers and students as these operate through explicit processes used to create classroom communities. Through a case study of one composite grade primary classroom with children of diverse cultural heritage, we critically analyse constructs of 'community' in light of current literature on difference and diversity. Specifically we address the question: what pedagogical processes create a learning community where acceptance of difference is reworked to better address unequal relations of power?

Making sense of difference? Teaching identities in postmodern contexts

How do teachers make sense of ethnic and classed differences? Frequently students from non-mainstream cultures and of lower socio-economic status are constructed in the literature and through practice as ‘deficit’ and consequently become marginalised. A range of short-term, ‘quick fix’ policy and curriculum approaches have aimed to address the ‘problems’ of those ‘othered’ from the mainstream due to their perceived difference. These have had little effect on improving educational results for students of specific ethnic and/or class backgrounds whose outcomes remain below the national average.

Poststructural theories offer opportunities to think about how teachers are positioned within discourses of identity. Our research (and others’) suggests the need for teachers to interrogate their assumptions about class and culture and how these are played out in their pedagogical relationships with students.

In this paper we report on a small research project that investigates the professional practices and personal beliefs of teachers. Empirical data from this study will build knowledge about how difference is constructed and diversity is ‘taken up’ by teachers as they engage with secondary students who have Language Backgrounds Other Than English and who are economically disadvantaged.

Dry your eyes princess : an analysis of gender and 'other' based discources in police organisations

This paper examines the literature relevant to an analysis of gender and discourse in police organisations with a view to testing it through research. Much of the literature on policing can be divided into four key topic areas: the features and construction of police culture; women’s integration into policing; organisational structures and styles of police leadership; and debates about the nature of police work. An examination of the literature has revealed a deficiency of research in discourses within policing and in particular, the impact of discourses on gender and police training. Assumptions underpinning the research project and supported by literature include: formal and informal structures and practices within organisations produce and reproduce gender relations; power, gender relations and masculinity are characteristics of police culture; discourses are products and resources of interactions which establish particular truths; and police organisations have been slow to respond to anti-discrimination legislation and to integrate women into police services. Critical to any analysis of culture, power, gender, discourses, difference, and subjectification is the dynamic and complex nature of culture. Applying Shearing’s and Ericson’s definition of culture as ‘figurative logic’ has resonance in police organisations where symbols, rhetoric and metaphors function as vehicles for discourses.