Sveta Bogorodica (The Church of the Holy Mother), Zavoj, Macedonia : writing about an insignificant vernacular building

Sveta Bogorodica (Church of the Holy Mother), Zavoj, is a small church built in 1934 in a village in the Republic of Macedonia. It presented a quintessential architectural division between a richly ornamented interior and a pure white formal exterior. The paper will examine the question of tradition in relation to architecture. What of the formal Byzantine architectural tradition is inherited in this folk vernacular church building? Secondly, tradition as an inherited liturgical ritual and ceremony. How are these two forms of tradition autonomous or intertwined, and how the question about transcendence in architecture pursued in the 2005 paper on Hagia Sofia might be understood within the parameters offered by this church building, will be explored in the paper .

This story wants to be danced : creative writing, dance, convergence and confluence

I suggest ways the discipline of dance can enrich and challenge the discipline of creative writing. I focus particularly on improvisation in dance, relating this to creative writing pedagogy, classroom structure and activities. Much possibility exists in utilising moments when creative arts disciplines touch. How might creative writers and creative writing courses use such fusions? I draw on material theory and briefly upon transformative and collaborative education theories in my exploration of these ideas.

Football's world cup and its fans - reflections on national styles : a photo essay on Germany 2006

The football World Cup is the greatest multicultural sporting extravaganza of modern times. The notion of post-fandom tries to capture the ways in which fans now participate in and engage in self-aware and reflexive strategies to obtain their desired outcomes from attendance at or viewing such major events. This illustrated photo-essay on the World Cup looks at the experiences and behaviour of fans in three countries, Scotland, Germany and Australia, during the tournament with a view to extending our understanding of the relationships between fans and others temporarily interested in the World Cup and the promoters of such mega-events. It argues that the participants brought a wide range of expectations to the tournament and engaged in highly flexible and innovative approaches to ensure that they gained the maximum benefit, individually and collectively, from the experience.

Writing, digital culture and English curriculum

In their out-of-school lives, young people are immersed in rich and complex digital worlds, characterised by image and multimodality. Computer games in particular present young people with specific narrative genres and textual forms: contexts in which meaning is constructed interactively and drawing explicitly on a wide range of design elements including sound, image, gesture, symbol, colour and so on. As English curriculum seeks to address the changing nature of literacy, challenges are raised, particularly with respect to the ways in which multimodal texts might be incorporated alongside print based forms of literacy. Questions focus both on the ways in which such texts might be created, studied and assessed, and on the implications of the introduction of such texts for print based literacies. This paper explores intersections between writing and computer games within the English classroom, from a number of junior secondary examples. In particular it considers tensions that arise when young people use writing to recreate or respond to multimodal forms. It explores ways in which writing is stretched and challenged by enterprises such as these, ways in which students utilise and adapt print based modes to represent multimodal forms of narrative, and how teachers and curriculum might respond. Consideration is given to the challenges posed to teaching and assessment by bringing writing to bear as the medium of analysis of, and response to, multimodal texts.

A case for blended and collaborative learning as strategies for teaching editing and publishing within a postgraduate writing program

Several recent studies have called for the breakdown of' arbitrary distinctions between virtual and "face-to-face" classrooms' (Comeaux & McKenna-Byington 2003: 348; see also McDonald 2002; Rosset, Douglis & Frazee 2003; Morse 2003). In 2004 the Professional and Creative Writing discipline at Deakin University added Editing and Publishing (which had previously been available as on-campus-only units at our institution) to an established list of online postgraduate writing units taught via the auspices of the new (to our university) WebCT technology. This paper describes and evaluates our experience of challenging the 'arbitrary distinctions' between our two cohorts of students by incorporating blended and collaborative learning strategies into our course via two specific projects.

Evolution and everging trends of university writing groups

Writing groups have developed in universities to assist academics to publish. Knowledge of these groups and their successes and challenges is valuable, and informs the wider academic writing community. However there is a paucity of research in this support area. This article will discuss writing groups from two other universities and report on the evolution of our writing group over a three-year period. It will then compare the characteristics of the three in terms of publishing acumen, collegiality, leadership and affect, and discuss emerging trends.

Being made redundant: from 'the writing on the wall' to 'a bolt from the blue' - 'being disposed of' as a human tragedy

This paper focuses on the experience of being made redundant. A qualitative study conducted in Australia involved phenomenological, in-depth interviews with middle- and senior-level executives. Ten respondents were interviewed about their experiences of being made redundant. What is evident from their stories is a clear passage of "being disposed of" differing only in whether their fate was evident prior to their disposal - "the writing on the wall" - or whether it was a complete shock - "a bolt from the blue". Ultimately, whether respondents knew what was coming or not, the process was often shocking, hurtful, humiliating, and harsh. Many respondents reported going through the process of being made redundant more than once. All believed it could have been handled better.