Childhood cruelty to animals : a tri-national study

Childhood cruelty to animals is a symptom of conduct disorder that has been linked to the perpetration of violence in later life. Research has identified several factors associated with its etiology, including social factors. However, no cross-cultural studies on this phenomenon have been reported. This study investigated childhood cruelty to animals in Japan, Australia and Malaysia. Parents of 1,358 children between the ages of 5 and 13 years completed the Children’s Attitudes and Behaviours towards Animals questionnaire (CABTA) which assesses Typical and Malicious Cruelty to animals. Analyses revealed no overall differences between children from these countries on either scale. However, younger boys were more likely to be cruel than younger girls in each country, and younger children in Australia and Japan were more likely to be cruel that older children in those countries. The findings are discussed in relation to previous research, and recommendations for future studies are suggested.

How Hollywood projects foreign policy

The interactions between popular culture and public policy in general, and foreign policy in particular, have always been an important area of scholarly enquiry and popular interest. However with the end of the bipolar world system and the emergence of a single world superpower in the form of the United States of America, which is waging a War Against Terror, this nexus has become critical. This is especially true because of the almost Manichean tendency of the United States to see other countries in terms of "good" or "evil". Indeed President Bush himself has coined the term "The Axis of Evil" for states, which in a kinder age were simply referred to by his predecessors as being "Rogue States".

This book draws together elements from several academic disciplines - politics, international relations, psychology, film and cultural studies and examines US foreign policy toward the so-called "rogue states" and the products of the Hollywood film industry in relation to these states, which promises to make a significant contribution to our understanding of the 'soft power' that is popular culture.

Levy grant training scheme evolution : focus on Fiji and Singapore

This thesis examines the evolution of national training policy in Fiji since 1973 with a particular emphasis on the national levy-grant scheme that was introduced in Fiji in that same year. Developments in the Fiji National Training Council (FNTC) levy-grants scheme since its inception, including substantive amendments to the legislation in late 2002, form part of the scholarship. The thesis will provide an analytical narration of the training policy objectives and their transformation over a time span of almost three decades in the context of a small island nation. To inform this study, it was considered essential to compare the Fiji experience of levy grants schemes with other levy grants scheme. The author decided to use as the focal comparative benchmark the case of the Skills Development Fund (SDF) in Singapore. The SDF has been increasingly portrayed, by the World Bank, the International Labour Organisation and other influential agencies, as the best practice case when it comes to managing a training levy grants scheme. The thesis adopted a qualitative approach that utilized elements of case study, historical research, and key person interviews. The challenges of doing 'insider* research were explored because of its pertinence to the study. Because the study also involved the comparison of the policy experiences of two distinct countries, it was imperative to consider the issues and challenges of undertaking comparative research with particular reference to training matters- Given that training is often enmeshed with other human resources management issues, cognisance was taken of some of the broader debates in this regard. Following consideration of the methodological issues, the research paper explores the objectives of national training strategies and, in particular, issues relating to national competitiveness and skills development. The purpose is to situate the issue of training and skills development within the broader discourse of national development. Alternative approaches to the strategic role of training are considered both at the national and organisational level and some of the classic and current debates surrounding human capital investment are visited. The thesis then proceeds to examine the forms of, and rationale for government interventions in the area of training. One of the challenges both in practice and theoretically is to arrive at a consensual definition of training because of the constantly evolving context and boundaries in which training policies are fashioned. This provides the setting to examine the role that governments can and do play in skills development and how levy-grant schemes, in particular, contribute to the process. Three forms of levy grants schemes are identified and examined: levy-generating; levy-exemption; and levy-grant and reimbursement schemes. The levy-grant and reimbursement variant is the basic thrust of this thesis. In this regard, the UK experience with the levy-grant system from 1964 to 1981 is also reviewed. Some of the issues in relation to training levies are scrutinized including the levy as a sheltered source of training finance, levy rates, duration of levy, impact of levy on the quality and quantity of training, benefits to small businesses, links between training and strategic business objectives, repackaging of training to qualify for grants, and the process by which training levy policies are devised. In looking at the policy formulation, it was necessary to unpack the processes involved and explore the role of the state further. In relation to policy development and implementation, the consultation processes, role of bureaucrats, the policy context, and approaches to policy transfer are examined. In looking at the role of the state in policy development, the alternative roles of government are explored and the concepts of the 'developmental state' and the 'corporatist state* evaluated. The notion of the developmental state has particular relevance to this study given the emphasis placed by the Singaporean government on human resource development policies. This sets the scene for a detailed examination of the role of levy-grant training schemes in Fiji and Singapore. The Skills Development Fund in Singapore was developed as an integral component of national economic policy when the Singaporean government decided to break out of the 'low-skills' trap and move the economy towards a higher value adding structure. The levy-grant system was designed to complement the strategy by focusing on upgrading the skills of employees on lower incomes, the assumption being that employees on lower remuneration were more likely to need skills upgrading. The study notes that the early objectives of the SDF were displaced when it was revealed that the bulk of SDF expenditure was directed at higher level supervisory and management training. As a result, the SDF had to refocus its activities on small and medium enterprises and the workers who were likely to miss out on formal training opportunities. The Singaporean context also shows trade unions playing a significant role in worker education and literacy programmes financed under the SDF. To understand this requires some understanding of the historical linkages between the present Singaporean government and trade union leadership. Another aspect of the development of the SDF has been the constant shifting of the institutional responsibility for the scheme. As late as September 2003, the SDF was again moved, this time to the newly created Singapore Workforce Development Agency, with the focus turning to lifelong learning and assisting Singaporeans who are unemployed or made redundant as a result of the economic restructuring. The Fiji experience with the FNTC scheme is different. It evolved in the context of perceived skills shortages but there was a degree of ambiguity over its objectives. There were no specific linkages with economic policy. Relationships with other public training institutions and more recently, private training providers, have been fraught with difficulties. The study examines the origins of the policy, the early difficulties including perceived employer grievances, and the numerous external assessments of the Fiji levy-grant scheme noting that some of them were highly critical. The thesis also examines an attempted reform of the scheme in 1992-93 that proved unsuccessful and the more recent legislative reforms to the scheme in 2002 that have expanded the role of the scheme to encompass, inter alia, national occupational standards and accreditation activities. The thesis concludes by comparing the two schemes noting that the SDF is well entrenched as a policy instrument in Singapore whilst the FNTC is facing a struggle to assert its legitimacy in Fiji.

Dancing on a moving floor : lay women and the principalship in Catholic education

Female disadvantage has been the explanation given in previous studies to explain the under-representation of laywomen who achieve principalships in Catholic Education. Women, themselves, have overcome many of the barriers that disadvantage them. These include an apparent inability to cope with financial management and time constraints due to family commitments. The introduction of Equal Opportunity legislation and related programmes has assisted this process, but as my research shows the under-representation of women in principalship in proportion to the numbers of women teachers in Catholic Education still remains. This thesis examines the phenomenon in three dioceses in three Australian states. I have investigated this problem using a feminist research approach which is characterised by an emphasis on the significance of everyday life. Statistical material as to percentages of teachers in comparison with percentages of female principals was collected; dates of formulation and acceptance of relevant policies at diocesan levels were checked and questionnaires compiled. The questionnaires were distributed to appropriate stakeholders. Following the compilation of data from the questionnaires, themes emerged which provided the initial questions for focus groups made up of male and female principals and potential principals. These focus groups were then conducted in all three dioceses. Through all stages I carried out cross-referencing with my own journal sentries (Power, 1993—1999) . The qualitative and quantitative data generated from the focus groups was examined and analysed drawing on feminist concepts. I have found two major features emerging from the materials that I have generated. The first was the unpredictable, ambiguous and often contradictory relations that occur within Catholic Education, and how they were experienced by lay women. This aspect gave rise to the title of my thesis: 'Dancing on a Moving Floor' as many women felt the rules changed the closer they got to achieving principalship. Then both male and female participants highlighted 'male advantage' in terms that have been identified in other education systems, but this factor emerged as being further heightened in Catholic Education and occurring at systemic, organisational and individual levels. I have made a number of policy recommendations that could possibly change attitudes and practices for each of these levels. I conclude with some suggestions for further research.

Comprehension strategies of above average English as a foreign language (EFL) readers

The study reported in this thesis is a single-shot case study, which aims to provide a detailed description ofthe reading comprehension strategies used by fifteen student teachers ofEnglish from Indonesian- and Javanese-speaking backgrounds in the last year of their four-year Strata-One study at a university In Yogyakarta, Indonesia. These readers were above average among their peers in that their average indexes of grades in Reading and Speaking classes were 3.22 and 3,34 respectively, while the average indexes ofthe peer group were 271 and 2.63, respectively, out ofa scale of 0 to 400. In addition, while students in this university may complete their study by course work or by research, these readers were all enrolled as research students. As studying comprehension strategies involves complex issues, a multi-method approach is required, not only for breadth of coverage, but also to allow for a check on the validity of individual methods. To achieve the goal of the study, thinka1oud tasks, retellings, a reading comprehensIon test, indepth interviews and observations were employed to explore the strategies used. An analysis of the recorded data indicates that these readers used thirty strategies classified under five clusters: infomiation gathering, information processing, text interpretation, comprehension monitoring, and comprehension utilisation. In general, readers started gathering information by silent reading, interpreted the text by an inference or a paraphrase, and ended the task by making selfreflections relevant to the text. Most readers managed to identify problems when they occurred, and monitored their comprehension when they doubted their interpretation, as could be seen from their rereading the text or vocalising its pail(s). When direct interpretation was difficult, readers associated the text with prior knowledge or interrelated parts of the text, The readers in this study share characteristics of both poor and good native readers, in the sense that there was evidence ofgood strategy use butthe readers did not manage to maintain it consistently. As a result, even the successful readers were not able to maximise their potential. The implication is that in order to develop students into independent readers, strategy instruction should be part of and appropriately embedded in, the reading instruction. There is a need not merely to teach strategies as such, but rather to teach flexibility in strategy use. While there was sufficient evidence that thinkaloud tasks and their complementary methods worked to achieve the goals ofthe present study, similar studies with different cohorts are suggested for crosschecks.

Critical teachers as early adopters of technology : agency and structures of indifference in higher education

No abstract

Student support : bridging the gap between students and the university

Bangladesh introduced open and distance learning as a means of providing education for people in isolated and remote locations through the establishment of the Bangladesh Open University (BOU). The broad aim of the BOU is to provide flexible and needs-based education to those unable or not wishing to enter conventional educational institutions. The BOU is presently the only university in Bangladesh to provide mass education and also to provide continuing education and professional and technical education to support the existing educational system. The BOU has a mission that encompasses secondary and higher levels of education. BOU operates its programs through a centralised academic and administrative staff, and regional and local offices throughout Bangladesh that organise local tutorials and distribute information and materials. BOU has adult students in all parts of the country, and most of the students live in rural areas. They need support that is appropriate to their local circumstances. Using an interpretive approach, this research examines the support needs of students studying for the Secondary School Certificate and the Bachelor of Education, assesses the effectiveness of current support services and explores alternatives to the current system. The underlying assumption is that support needs to be appropriate to the country’s culture and circumstances, and useful and feasible from the perspectives of students, staff, administrators and senior university officials. To investigate the appropriate support for distance education students, this research was conducted in four sample regions. Two were selected from areas of sparse population where the terrain makes transport difficult and two from areas that are more densely populated and where transport is easier. A questionnaire survey and focus groups were conducted with students, focus groups with local staff and interviews with Regional Directors within the four sample regions. Interviews were also undertaken with central University senior staff to get their perspectives on current and future policies for student support.

Hyphenated Australia : putting intercultural identity on the conceptual map

Interculturality and intercultural identity is a local effect of the global movement and mixing of people, and those of intercultural identities constitute the fastest growing sector of the Australian population. In an age of globalisation and diversification, what does identity mean for those situated in-between governing notions of racial/ethnic formations, and how is intercultural identity experienced? For those informed by (at least) two cultures, what does multiculturalism, ethnicity and 'Australianness' mean, and where are these individuals positioned in relation to these structures? These questions have critical implications for the Australian nation. Within Australian discourses, interculturality and intercultural identity, in particular, has historically been excluded, rendered invisible. This dissertation is, therefore, one of facilitating visibility. Using the hyphens as a conceptual tool, I argue that in this age of accelerating globalisation the hyphens both makes visible and is made visible by interculturality. The hyphens is that grey and fluid site of intersection between structures of identity and is characterised by liminality - contestation, uncertainty, fundamentally ambivalence. Experiences of liminality, however, dissolve in any given time, opening up new terrain for creativity. Some of these emerging and creative forms of identity, as instigated by interculturality, are explored. Based on interviews with 20 daughters (and their mothers) from intercultural unions, this dissertation places intercultural identity on the Australian conceptual map and analyses the unique position occupied by those with an intercultural identity in their relationship with governing discursive formations of race/ethnicity, embodiment, nation and culture. In essence, the dissertation is concerned with examining the ways in which discursive identity structures intersect with subjective experience, and with the ways in which those with an intercultural identity negotiate those structures and their social relations. This examination raises the fundamental question: is the modernist notion of the material realities of individual lives reconcilable with the poststructural notion of identity as always located in discourse. This modernist/postmodernist tension permeates the dissertation.