In the Syrian taste : crusader churches in the Latin East as architectural expressions of orthodoxy

This paper explores how the architectural expression of orthodoxy in the Eastern churches was transferred to Europe before the Crusades and then reinforced through the Crusaders’ adoption of the triple-apsed east end “in the Syrian Taste” in the Holy Land. Previously, I have shown how it can be deduced from the archaeological remains of churches from the 4th-6th C that early church architecture was influenced by the theological ideas of the
period. It is proposed that the Eastern orthodox approach to church
architecture as adopted by the Crusaders paralleled the evolution of medieval theology in Europe and can be seen as its legitimate expression.

Sustaining regional environmental NGOs in Latin America and Eastern Europe : considering the experience of the FARN and the REC

Democratisation presents opportunities and threats to non-governmental organisations (NGOs). Greater openness associated with democratic regimes provides opportunities for participation and influence not previously available. At the same time, increasing state capacity may threaten the continued relevance of NGOs. The article examines the Environment and Natural Resources Foundation (FARN) of Argentina and the Regional Environmental Center (REC) of eastern Europe to assess environmental support organisations in post-authoritarian contexts. The aims of the article are to identify opportunities and threats to environmental support organisations and to examine the strategies they adopt to advance their interests and achieve their goals.

Introducing creative language learning in Japan through educational drama

Educational Drama as a teaching and learning methodology is already widely in use and well accepted by Australian teachers and students. This paper reports on a study in which the author investigated Japanese primary school students' and teachers' responses to educational drama as a pedagogical tool in their English language classes. The participants had no prior experience of drama in education. Along with the participants' responses, the applicability of educational drama as a teaching method for the Japanese teachers is also discussed. The author, as a teacher-researcher, used action research methods for this study. It became evident that educational drama tended to motivate the Japanese students' foreign language learning of English, by providing them with an opportunity for a higher level of engagement and participation in learning. In the study, the students showed enhancement of the skills necessary for learning, including social, communication, linguistic, non-linguistic and problem-solving skills.

The waterhole : using educational drama as a pedagogical tool in a foreign language class at a public primary school in Japan

This study investigates Japanese primary school students’ and teachers’ responses to educational drama as a pedagogical tool in their English language classes. Along with the participants’ responses, the applicability of educational drama as a teaching method for the Japanese teachers is also discussed. The study was conducted in Japan as ateacher-researcher using participatory action research methods. The participants of the study are three Year Six classes and their teachers in a public primary school in Japan. Educational drama is introduced as an alternative teaching and learning method to these participants who have had no experience of drama in education.

Fatal women in renaissance tragedy, 1550-1650

Drawing upon the femme fatale of film noir, this thesis examines the presence of a fatal woman on the Renaissance stage. The thesis analyses the representation of emotionally and sexually independent women as fatally attractive to, yet ultimately destructive of, the men they entrap and seduce.

Process drama and digital games as text and action in virtual worlds : developing new literacies in school

This article explores the intersections between drama and digital gaming and the educational possibilities for literacy of both. The article draws on a model for the educational uses of digital gaming and three case studies from the Australian Research Council funded three and a half year project, Literacy in the digital world of the twenty first century: Learning from computer games. This model theorises the scope of the possibilities for literacy outcomes from the usage of computer games. The article describes how the model works, and then applies the model to drama education, specifying some new ways of thinking about the literacy outcomes from drama education. Process drama is theorised as the creation of text-in-action.