Psychosocial mechanisms underlying the emergence of social anxiety in youth

This research illustrates that social anxiety likely emerges in middle childhood in light of developments in social perspectiove-taking ability. Once these abilities develop children experience social anxiety when self-monitoring and doubting their social abilities. This occurs even in children who are relatively well integrated and happy with their social relationships.

Pigs, hogs and Aussie blokes: the emergence of the term 'six o'clock swill'

‘Six o’clock swill’ is one of the best known terms in Australian history, popularly associated with the drinking practices of a fifty-year period when pubs closed at six o’clock in most Australian states. Historians have tended to link the emergence of the’six o’clock swill’ to the introduction of early or six o’clock closing during the Great War. A closer analysis suggests it was not licensing law alone which impelled its emergence but historically specific conditions during World War II. Moreover, the term ‘six o’clock swill’ was no mere description of drinking practices; importantly it generated cultural politics particular to time and place.

Asynchronous emergence by loggerhead turtle (Caretta caretta) hatchlings

For many decades it has been accepted that marine turtle hatchlings from the same nest generally emerge from the sand together. However, for loggerhead turtles (Caretta caretta) nesting on the Greek Island of Kefalonia, a more asynchronous pattern of emergence has been documented. By placing temperature loggers at the top and bottom of nests laid on Kefalonia during 1998, we examined whether this asynchronous emergence was related to the thermal conditions within nests. Pronounced thermal variation existed not only between, but also within, individual nests. These within-nest temperature differences were related to the patterns of hatchling emergence, with hatchlings from nests displaying large thermal ranges emerging over a longer time-scale than those characterised by more uniform temperatures.

Patterns in the emergence of green (Chelonia mydas) and loggerhead (Caretta caretta) turtle hatchlings from their nests

The emergence patterns of both green (Chelonia mydas) and loggerhead (Caretta caretta) turtle hatchlings were observed in great detail over three seasons at Alagadi beach, northern Cyprus. In total, 38 green turtle and 50 loggerhead turtle nests were monitored, accounting for the emergence of 2,807 and 2,259 hatchlings, respectively. We quantified these emergences into 397 green turtle and 302 loggerhead turtle emergence groups. Overall, 85.0% of green turtle and 79.5% of loggerhead turtle groups emerged at night; these accounted for 85.5 and 90.8% of hatchlings, respectively. The remaining emergences were dispersed throughout the day for green turtle nests but confined to the morning in loggerhead turtle nests. Hatchling emergence from individual nests occurred over periods of between 1 and 7 nights, with most hatchlings typically emerging on the first night. Group sizes of green turtles emerging during the day were significantly smaller than those emerging at night. Hatchlings of both species that emerged from nests during the day had longer emergence durations than those that emerged from nests at night only.

Mediating teacher professional identity : The emergence of humanness and ethical identity

Over the past couple of years, international vocational education and training has been much debated at the nexus of the commercialisation of vocational education and social justice for international students. This nexus has significantly affected the professional identity and responsibilities of teachers who are directly involved in providing vocational education and training for international students. Drawing on a research project funded by the Australian Research Council, this paper offers an alternative lens on vocational teachers' process of mediating professional identity in response to the flow of international students and the commercialisation of vocational education. It employs the logic of relationality as a conceptual framework to interpret teachers' journey of identity re-construction. The humanness and ethical dimensions of identity have been at the heart of the teachers' negotiation over the kind of teachers they are and to which they aspire. The teachers in this research draw on humanness and ethical dimensions to engage in critical reflection of their own teaching practices, their interaction with international students and the socio-political context shaping international vocational education and training. They perceive their professional responsibility not only in relation to the facilitation of students' development of vocational skills and knowledge, but also the provision of pastoral care for international students and the advocating for social justice for this student cohort.

Developing economies and the emergence of new stakeholder group: an examination of stakeholders in the Chinese stock market

As a consequence of the development of the Chinese economy, there has been an emergence of “new” stakeholder groups for the Chinese listed firms. New stakeholder groups include creditors, regulatory agencies, private investors, professional associations and environmentalists. With the use of secondary data, a review was undertaken to explore the emergence of these new stakeholder groups and discuss their influence over listed firms in China. The stakeholder typology developed by Mitchell et al (1997) is used to identify stakeholder attributes of each stakeholder group and assess their stakeholder power. The changes of stakeholder power over the years mirror China’s transition from a centrally planned economy to a more market oriented one.

Using Mead's Theory of Emergence as a framework for sociological inquiry into pre-service teacher education

In this paper we take up Chang's (2004) challenge to apply Mead's theory of emergence in sociological inquiry. Largely overlooked by scholars, this theory is shown to prove explanatory in one field where limited solutions have been found to date. Specifically, the theory sheds light on how the theory-practice gap is created and sustained in pre-service teacher education. The argument is that under current institutional arrangements the trainee/beginning teacher encounters different and oft-times conflicting environmental, social and cultural conditions in the two 'fields of interaction' (Mead, 1934: 249) of their training program, namely, the on-campus pre-service program and the school. The argument draws on interview and focus group data collected via a study of first-year graduate teachers of an Australian pre-service teacher education program. We conclude that the Meadian mechanisms of role taking and self-regulated behaviour within the two environmental fields of interaction inhibit the trainee/beginning teacher from exercising the power of agency to implement theory learned at university in practice in the classroom. In this sense Mead's theory of emergence predicts the obduracy of the gap between theory and practice in teacher education.

The ABC, the Australian Children’s Television Foundation, and the emergence of digital children’s television in Australia

 This paper analyses the campaign to establish terrestrial digital children’s public service broadcasting in Australia. It finds that the development of the Australian Broadcasting Corporation’s digital children’s channel (ABC3), an initiative initially embraced somewhat opportunistically, enabled an expansion strategy for the public service broadcaster that ultimately helped determine the shape of its current digital channel portfolio. Contrasting the collective and divergent interpretations of future audience behaviours and needs developed by the Australian Children’s Television Foundation (ACTF) and the ABC, it argues that both organisations developed strategies and made policy decisions that were influential in conditioning the current digital television ecology.

Identifying a taxonomy for the emergence of metacognition in young learners

This paper details a study of upper primary (elementary) students’ thinking as they go about solving a problem, presented in an innovative computer program. Student responses to a metacognitive probe question reveal levels of responses that can be classified because of their shared quality. A thematic analysis was conducted with the initial classifications being based on theoretically derived categories from the metacognitive literature. These classifications were subsequently ordered into a taxonomy of hierarchical progression towards metacognition. Results in this instance indicated that less than 20% of these upper primary students showed they were capable of operating at a metacognitive level.