Beyond compliance: ACE and the disability standards for education in 2005.

The Disability Standards for Education 2005 make it unlawful for an education authority to discriminate against a person on the grounds of the person's disability, and providers of adult and community education (ACE) are specifically noted as education authorities in the Standards. Most ACE providers, working as they do from a community development basis, would consider themselves to be non-discriminatory. The devil, nevertheless, is in the detail, and it is one particular detail of the Standards that this article considers – Part 7: Standards for student support services. Research has indicated that this is an area with which ACE providers are likely to have problems. This article looks firstly at the place of people with a disability in ACE, and then at some of the provisions of the Standards as they relate to student support. Evidence to support the discussion is taken from three research projects into ACE provision for people with a disability. These studies are outlined before the author moves on to some of the issues indicated in the research. Further, some suggestions are made for compliance, and the need for ACE providers to go beyond compliance and consider advocacy to support the inclusion of people with a disability into ACE.

Who's afraid of designer babies?

Australian scientists in Sydney made medical history by creating a life-saving brother for a child with an incurable genetic disease. Features the case of a Tasmanian couple who, with their help, have this life-saving baby, at their third try. The pioneering IVF treatment, which is legal only in N.S.W., hit the news headlines, sparking an ethical storm. Examines the moral and ethical issues that genetic manipulation raises, including the potential uses and misuses of genetic technology. Raises also the spectre of an extreme form of eugenics, as seen in the World War II Nazi push to create a master race through human genetics. Some view eugenics as another form of PGD. Presents the diverse views of eminent ethicists and the Catholic Church, world wide.

Teachers' work and gifted education

This paper examines the perspectives of teachers and personnel working in a State Government primary school situated in the eastern suburbs of Melbourne, four years after participating in the Bright Futures gifted professional development. Although the school proudly proclaims a tradition of scholarship and excellence within a friendly, caring and democratic ethos, the data from semi-structured interviews in a qualitative, single case casestudy, shows considerable ambivalence towards gifted education programs. This has significant negative repercussions for meeting the individual educational needs of gifted students. Using a Foucaultian framework, I analyse the data showing that whilst teachers are striving to improve the learning outcomes for all students, they are caught within a complex reality, created by the often conflicting influences of educational policy, formal school rhetoric and their own personal beliefs, which in turn have been influenced by egalitarian principles detrimental to gifted education.

Partnerships and place : mobilising resources from outside

Partnerships facilitate sharing of resources and can create outcomes that are more than the sum of partners’ contributions. The concept of partnership has entered policy rhetoric and is urged as good practice, sometimes along with consideration of place. For example, Mears et al’s recent academic critique of health policy holds that modern health systems should have a sense of place and be partnership orientated, as well as being primary care based and pragmatic in adopting effective practice. It is easy to regard partnership as unequivocally a good thing, however this is a simplistic view that ignores issues such as power imbalances, self-seeking behaviour of partners and the often complex, resource intensive and sensitive process required to establish and sustain partnerships. Rural communities tend to have fewer resources available for the provision of services such as health and education than their metropolitan counterparts, and so could be expected to benefit from partnerships with outside services and resource providers. Factors such as distance and lack of power in many professional and political domains imply that rural communities are also more likely to encounter barriers in establishing and maintaining partnerships with metropolitan based partners.

There is a growing literature on the composition and outcomes of partnerships in a variety of contexts and settings, including rural place-based communities, but relatively little about the partnership process. Understanding this process is a key step in designing policy at the system level and in developing and maintaining partnerships at the grass roots level. This paper makes a contribution to this gap by presenting lessons from the analysis of rural-urban partnerships around health services for two rural Tasmanian communities.

Our health in our hands : building effective community partnerships for rural health service provision

This paper reports findings from a study in two small Tasmanian rural communities that examined the process of developing and sustaining partnerships between health services and their communities. It identifies a generic framework for partnership development that appears to be common to partnerships, regardless of their purpose or of partners involved. The framework comprises ten predictors or indicators of effectiveness, and a sequential nine-stage partnership development process. Integral to the framework are social capital, and the leadership practices of health service and community leaders. The influence of context on the partnership development process is also examined, with reference to historical precedent, age or maturity of the partnership, and community readiness.

Interactional infrastructure in rural communities : matching training needs and provision

This paper reports some of the main lessons learnt from a collaborative project titled Generating jobs in regional Tasmania: a social capital approach investigating how two small rural Tasmanian communities could better match local training needs with training provision. The project was conducted within the context of the wider social, economic and demographic changes affecting the two rural communities and their ongoing efforts to manage such change. The paper provides a profile of the two communities with particular attention to their local education, training and employment infrastructure. Three research questions in terms of improving the contributions of leadership, partnerships and social capital are addressed. Development and utilisation of social capital, particularly in the form of interactional infrastructure (defined as opportunities and structures for interaction in a community) that brought together the range of stakeholders, appeared the key to successfully matching needs with provision.

Single-sex classes in co-educational schools

This research investigated social and academic outcomes from single-sex classrooms in a Tasmanian coeducational government primary school. Interviews, observations and surveys formed the basis of the evidence. Teachers, parents and children reported positive benefits from the class organisation, but these differed according to gender. Staff identified increased confidence and higher self-esteem among girls, whereas boys developed increased motivation and more commitment to schoolwork. Teachers and parents noted that boys' accountability and self-discipline improved. Teachers adopted different strategies from those used with mixed-gender classes and gained higher levels of satisfaction from teaching, attributable to increased children's time 'on task'. Paradoxically, standardised school testing indicated no increase in academic achievements. However, there may be an extended lag between establishing changed social relationships and measurable academic outcomes, suggesting that if the new class structure is to achieve its full potential, it should be established early in primary school and continue to adolescence.

The effect of smoke-free policies on revenue in bars in Tasmania, Australia

Objective: To examine the impact of smoke-free policies on revenue in Tasmanian bars.

Method: Monthly sales turnover from January 2002 to March 2007, provided by the Australian Bureau of Statistics was analysed. There were two outcome measures: (1) the ratio of monthly bar sales turnover in Tasmania to monthly bar sales turnover in four other Australian states, and (2) the ratio of monthly bar turnover to monthly retail turnover in Tasmania. Linear regression was used to assess the impact of the smoke-free policy on expenditure.

Results: The smoke-free policy had no effect on sales turnover.

Conclusion: The smoke-free policy protects hospitality workers and patrons from exposure to secondhand smoke and has had no adverse effect on sales turnover.

Lichen flora of the Mount Donna Buang Scenic Reserve, Victoria

This report investigated the lichen flora of the Mt Donna Buang Scenic Reserve in Victoria, There were several aims: to describe the lichens of the region, to produce a pictorial key enabling field identification and to determine any distribution patterns. A floristic survey covering approximately 50 square km was undertaken to determine lichen diversity of the region generally. Lichens were sampled along roads, tracks, walking trails and in sections of bush, taking into account forest type and, particularly, areas that were lichen rich. Seventy-five lichen species in 43 genera and 27 families were identified and described from the region. An unknown, species H, also was described. Of the 76 lichen species, 22 were crastose and the remainder macrolichens. The best represented families were: Cladoniaceae (8 species), Hypogymniaceae (6), Lobariaceae (7), Lecideaceae (6), Pannariaceae (6) and Parmeliaccae (6). This study described 12 species (17%) which previously were not known for Victoria and which are a first record for the state. These include: Cladonia sarmentosa (J.D. Hook & Taylor) Dodge, Graphis librata Knight, Parmelinopsis neodamaziana (Elix & Johnston) Elix & Hale, Pertusaria novaezelandiae Szatala, Placopsis pardlina f. microphylla Lamb, Porina leptalea AX. Sm., Pseudocyphellaria ardesiaca Galloway, Trapeliopsis congregant (Zahlbr.) Brako, Menegazzia myriotrema (Mull. Arg.) P. James, Bunodophoron scrobiculatum (Church. Bab,) Wedin, Parmelia testacea Stirton and Menegazzia purpurascens S. Louwhoff sp. nov.. The last eight species are new to the mainland and, apart from Menegazzia purpurascens, previously were known only from Tasmania. Five main elements of distribution were identified for the lichen flora of the Mt Donna Buang Scenic Reserve: cosmopolitan, austral/australasian, paleotropical, pantropical and western pacific. The majority of species (68%) had austral/australasian distributions, eleven (16%) were endemic to Australia and nine (13%) occurred only in Tasmania , Victoria and New Zealand. A pictorial, dichotomous key was constructed for the lichen flora of the Mt Donna Buang Scenic Reserve. Previously, keys to the lichen flora of Tasmanian rainforests were suggested as appropriate to similar areas in Victoria, however, the Victorian forests include a significant sclerophyll element The key presented is specific for the study site but is appropriate to similar regions in Victoria and has been tested in a number of these areas. The key was designed to be ‘user-friendly’ so that the experienced and inexperienced alike are able to use it. A more detailed investigation of the lichen flora of the Mt Donna Buang Scenic Reserve was carried out in order to determine distribution. A total of 50 quadrats, each 20m x 20m in size, were sampled. Within each, the dominant vegetation type was determined and individuals were identified and location noted. The cover abundance of each lichen species on each individual tree was estimated using a modified Braun-Blanquet scale. A total of 710 trees, representing 13 different species, were examined. Nothofagus cunninghamii (Hook.) Oerst, Eucalyptus regnans R Mull., Acacia dealbata Link, A. melanoxylon R. Br., Hedycarya angustifolia A. Cunn. and Atherosperma moschatum Labill. were the six most common tree species encountered at the study site. Nothofagus cunninghamii supported the greatest lichen diversity (39 species), although most species occurred on less than 10% of the trees. The majority of lichens occurring on N. cunninghamii A. melanoxylon, A. dealbata and H. angustifolia were foliose or crustose, those on Ł. regnans fruticose and foliose and those on A moschatum crustose. Bunodophoron australe was the only lichen species at the study site to occur on one host, Nothofagus cunninghamiL Many occurred on a number of different hosts, but were most common on one particular tree species. The distribution of lichens at the study site was analysed with a rnultivariate statistical package (PATN) which dealt with ‘pattern analysis’. The program ‘SSH’ in PATN which uses the Bray-Curtis ordination technique, was used to create scatterplots displaying the degree of dissimilarity between quadrats in terms of presence/absence of lichen species. The program ‘TWAY’ in PATN was used to construct a two way table to display which lichen species occurred in each vegetation type. The pattern analysis revealed that the lichens of the Mt Donna Buang Scenic Reserve were not restricted to any particular forest type, but particular lichens, or groups of lichens, tended to predominate in certain vegetation communities. This concurs with work done by others in Tasmanian forests. Quadrats which were situated in cool temperate rainforest were grouped more closely with each other than with quadrats in other vegetation types. These also supported the greatest number of lichen species. This was not surprising since N. cunninghamii the dominant tree species in cool temperate rainforest, supported the greatest lichen diversity.

Inclusive schooling : contexts, texts and politics

The title ‘Inclusive schooling: contexts, texts and politics’, names a thesis which critically analyses the development of inclusive schooling in the small Australian Island state of Tasmania between 1996 and 1998. The ‘Inclusion of Students with Disabilities’ policy, introduced in 1995 by the Tasmanian Department of Education, Community and Cultural Development, provides an opportunity to understand the cultural context and politics of change in schooling over this period. The qualitative methodology deployed here is informed by poststructuralism and captures the everyday experiences of university teaching as a research site. The teacher/researcher as the visible maker of the research use metaphors of fibre and textile practice, techniques of textual juxtaposition and her positioned subjectivity as a female academic to tell a 'big story'. The researcher develops a 'double method' as a possible model for Inclusive research practice and educational policy analysis. Using a critical ethnographic method, derived from the work of Carspecken (1996), 'data stories' (Lather & Smithies 1997, p.34) are produced from the narratives of five key informants – a parent, two teachers, a policy-maker and the researcher. Assembled as the data of the thesis the multi-voiced texts provide an account of the sociocultural, professional and systemic context of Inclusive schooling over a three-year period. In the analysis these data are interpreted from a feminist poststructural standpoint. A deconstructuive reading of the data stories interprets the discourse of inclusive schooling emphasising the dominant foundation of the special education knowledge tradition. The idea of author function (after Foucault 1975, 1984b and Grundy and Hatton 1995) is used to interpret the 'texts' of the key Informants as discursive constructions. The researcher theorises inclusive schooling as an entangled, multiple and contradictory discourse, embedded in the social, cultural and material contexts, rather than a singular unitary Idea of the progress within the special education knowledge tradition. The study contributes a fine-grained analysis of the constructed knowledge of inclusive schooling in one locality. The thesis advocates continuing engagement with questions of epistemology and social transformation in inclusive schooling, rather than persisting with technical rationality and the status quo. The researcher takes the position that the opportunities to theorise inclusive schooling lie within the multiple and disparate constructed texts of the micro world of everyday practice and the macro understanding of understandings of contemporary social justice. The poststructuralist writing/reading questions traditionalist theorising in the special education field. Central to the negotiations of power and truth inclusive schooling research and practice is a communicative theory that transforms populist conceptions of inclusion.

Foucauldian analysis and 'the best interests of the child'

In this thesis I have developed a theoretical framework using Michel Foucault’s metaphor of the panopticon and applied the resulting discursive methodology to prominent risk assessment texts in Tasmanian Government child protection services. From the analysis I have developed an innovation poststructural practice of discursive empathy for use in child protection social work. Previous research has examined discourses such as madness, mothering, the family and masculinity using Foucault’s ideas and argued that each is a performance of social government. However my interest is in ‘the best interests of the child’ as governmentality; risk as the apparatus through which it is conducted and child abuse its social effect. In applying a discursive analysis, practices of risk assessment are therefore understood to actually produce intellectual and material conditions favourable to child abuse, rather than protect children from maltreatment. The theoretical framework produces in this thesis incorporates three distinct components of Foucault’s interpretive analytics of power: archaeology, genealogy and ethics. These components provide a structure for discourse analysis that is also a coherent methodical practice of Foucault’s notion of ‘parrhesia’. The practice of parrhesia involves social workers recognised that social power is subjectively dispersed yet also hierarchical. Using this notion I have analysed ‘the best interest of the child’ as a panopticon and argued that child abuse is a consequence. This thesis therefore demonstrates how child protection social workers can expose the political purpose involved in the discourse ‘the best interests of the child’, and in doing so challenge the hostile intellectual and material conditions that exist for children in our community. In concluding, I identify how discursive empathy is a readily accessible skill that social workers can use to practice parrhesia in a creative way.

Eric Reece, society, Labor and developmentalism in Tasmania, 1900-1975

The thesis examines the life and times of former union organiser and Tasmanian ALP Premier, Eric Reece. It analyses the historical and biographical forces shaping state Labor politics in twentieth century Australia and investigates the ideologies of development, progress and environmentalism in Tasmania.

Skill development for volunteering in rural communities

This paper examines the skills required of volunteers in the voluntary sector organisations that operate in three rural Tasmanian communities. It reports how volunteers acquire those skills and reveals the challenges faced by voluntary sector organisations in rural communities whose industries and, following from this, community members have a low-qualification profile. Training for volunteers in these rural communities must take account of motivations for volunteering, rural context, preferred learning styles, education and training, and the volunteers' confidence as learners.