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 new roadmap to life: media, culture, and modernity in the United Arab Emirates

Critical to the vision of a new United Arab Emirates is an educated, skilled workforce that fuels the intelligent growth needed in a knowledge-based economy. As the country begins developing its version of that economy, the mediated, transparent environment fundamental to this process will carry with it new visions of (and possibilities for) living life. If peaceful change is to be achieved, a transitional generation faces the conundrum of adapting the best that modernity can offer while retaining the best of tradition. As have others, this study suggests two things: that (1) media literacy, growing in part from education, is correlated with urbanization and a changing infrastructure, and that (2) media in all its forms is inseparable from the outcome of this drive to modernization.

A cross-national comparison of school drug policies in Washington State, United States, and Victoria, Australia

Using mail survey data collected from primary and secondary school administrators in Washington State, United States, and in Victoria, Australia, this study compared aspects of the school drug policy environment in the 2 states. Documented substance-use policies were prevalent in Washington and Victoria but less prevalent in primary schools, especially in Victoria. Victorian school policy-setting processes were significantly more likely to involve teachers, parents, and students than processes in Washington schools. Consistent with expectations based on their respective national drug policy frameworks, school drug policies in Washington schools were more oriented toward total abstinence and more frequently enforced with harsh punishment (such as expulsion or calling law enforcement), whereas policies in Victorian schools were more reflective of harm-minimization principles. Within both states, however, schools more regularly used harsh punishment and remediation consequences for alcohol and illicit-drug violations compared to tobacco policy violations, which were treated more leniently. (J Sch Health. 2005;75(4):134-140)

The role of human resource management in moderating the relationship between organisational culture and TQM adoption

Culture has been considered as one of the factors that influences the TQM adoption process of organisations. Based on Hofstede’s cultural dimensions, we suggest that individualist organisations would find difficulties in adopting TQM, which tends to reflect a more collectivist than individualist culture. We, however, believe that individualist organisations can overcome this problem by establishing collectivist HRM policies by creating collectivistic TQM environment. This paper thus fills the gap between literature on culture, HRM and TQM. Notably, based upon the examination of the impact individualist versus collectivist culture have on HRM policies and TQM adoption, this paper proposes collectivist HRM policies as the significant moderating variable on the relationship between the culturally diverse members and the TQM adoption within the organisational context. Based upon the theoretical framework developed in this paper, implications for future research are outlined.

Transnational citizenship: problems of definition, culture and democracy

There is widespread disagreement over whether transnational citizenship provides defensible extensions of, or meaningful complements to, national citizenship. A significant strand of criticism relies upon empirical arguments about political motivation and the consequences of transnationalism. This paper addresses two questions arising from empirical arguments relating to the nation state and democracy. Do the alleged cultural requirements for effective political action provide an insuperable barrier to transnational citizenship? Does transnational citizenship necessarily require a commitment to transnational democracy? I argue that these largely empirical criticisms do not succeed in casting doubt upon the normative plausibility or practical viability of transnational projects. On the first question, I point to a growing transnational political culture that serves to motivate transnational citizens. On the second question, I argue for a legitimate category of transnational citizenship that, although inspired by cosmopolitan morality, is different from it, and that does not require transnational democracy.

Culture and entrepreneurship

Deals with issues and topics about entrepreneurship in relation to arts.

Publishing in six socially oriented journals - the state of play globally and in Australia/NZ

This paper overviews the institutional publishing performance within 6 socially oriented journals. It identifies that authors publishing in these works come from a diverse range of countries. Although there is a dominance of publishing by North American Academics within the area, Australia and New Zealand in fact perform relatively better than one might anticipate based on the region’s size. A review of publishing performance by institutions in the region identifies that socially oriented research in fact occurs in a diverse cross section of institutions within the region as well.