Mathematical modelling of the crankshaft pin grinding process

Novel mathematical models to predict crankshaft pin grinding forces, out-of-roundness and thermal damage were developed as part of this thesis. The models were validated at a local automotive manufacturer's plant. The outcomes of this research have resulted in reduced scrap and warranty costs, improved manufacturing process quality and reduced lead times.

Examining representations of women's leadership in the media and Australian universities

Examines how diverse academic women educational leaders experienced and negotiated media representations of leadership in their work. The thesis argues that feminist leadership analyses assume a commonality of women's interests, ignoring the diversity, which exists between different groups of women and the material impact of diversity upon female leaders' work.

Illness representations and cancer screening in older women

This research investigated why some older women do not obtain screening mammograms and Pap smear tests. In-depth interviews found many beliefs which are contrary to screening and influenced the women's screening behaviour.

Painful wrench for a European mind : land claims and representations of history and aboriginal tradition in the Darwin hinterland

The first longitudinal study of the way the statutory recognition of Aboriginal traditional rights to land has affected Aboriginal groups in the north western Northern Territory. An interdisciplinary approach is used drawing on methods from both history and anthropology.

Architecture - culture : connections, representations, interpretations and implications

The thesis proposes a theory of the "relevance" and "significance" of cultures to human beings and the world, and a methodology to measure these. It applies architecture (as a culture) as the generator of thought and as an experimental case. A case study applies the theory and methodology in practice and contains as its main material a history of ideas in contemporary architecture.

Developing mathematical understanding

The notion of scaffolding is used to introduce research on differentiated learning trajectories that make use of activities termed 'prompts'. The prompts are used to enable children to develop the necessary mathematical understanding and skills to keep up with the rest of the class.  They focus on aspects of teaching that teachers identified as important aspects of classroom interactivity that contribute to the understanding: the use of physical representation of concepts: actions aimed at building conceptual links; and the use of language based activity.

Developing mathematical concepts in Australian pre-school settings : the background

The SIMERR project Mathematical Thinking of Pre-school Children in Rural and Regional Australia: Research and Practice included a review of relevant research literature with the aim of making this accessible to researchers as well as early childhood teachers and educators. This paper introduces the methods used in the project and provides a brief summary of the literature pertaining to the development of mathematical concepts.

Impact of context and representation on year 10 students' expression of conceptions of rate

Rate is an important, but difficult mathematical concept. More than twenty years of research, especially with calculus students, report difficulties with this concept. This paper reports on an alternative analysis, from the perspective of multiple representations and context, of interviews probing twenty Victorian Year 10 students’ conceptions of rate. This analysis shows that multiple representations of functions provide different rate-related
information for different students. Understandings of rate in one representation or context are not necessarily transferred to another representation or context.

Assessment of mathematical development in early childhood : some views of preschool practitioners in regional and rural Australia

As part of the project Mathematical Thinking of Preschool Children in Rural and Regional Australia: Research and Practice directors, teachers, and assistants in prior-to-school settings from regional and rural eastern Australia were interviewed to ascertain their beliefs and practices concerning early childhood mathematics. This paper reports the responses to  uestions about their assessment of children’s mathematical activity and development. The practitioners provided examples of both incidental and planned assessment activities, the different forms these took, methods of recording, and how the results were used.

Tasks and pedagogies that facilitate mathematical problem solving

This is a report from one aspect of a project seeking to identify teacher actions that support mathematical problem solving. The project developed a planning and teaching model that describes the type of classroom tasks that can facilitate mathematical problem solving, the sequencing of the tasks, the nature of teaching heterogeneous groups, ways of dfferentiating tasks, and particular pedagogies. We report here one teacher's implementation of the
model using a unit of work that he planned and taught. The report provides important insights into the implementation of the theoretically founded model and the responses of students. We found that the model can be used for planning and teaching and for encouraging problem solving. The model has a positive effect on the learning of most students. Specific teachers actions were identified in order to address the needs of the students we are most
keen to support, those experiencing dfficulties.

How early childhood practitioners view young children's mathematical thinking

Interviews were held with 64 professionals in childcare centres. This paper reports on their responses to 3 questions seeking their perceptions of mathematical thinking in very young children. Generally, the interviewees were found to have a good sense of mathematical concepts relevant to babies and toddlers, and they cited evidence of young children’s mathematical development. It is concluded that this practical knowledge would provide a strong foundation for further professional development.

Using web-based mathematical interactive exercises and exploratory investigations : the possibilities and pitfalls

This case study looks at how a teacher used interactive exercises and exploratory investigations to reinforce concepts that have been learnt in a Year 8 Mathematics class. It highlights the practical problems faced by the teacher in terms of technical issues such as slow download times and logging on problems as well as class management issues. The findings are discussed in the light of the teacher’s mediation with the affordances of the Internet.

Beyond ‘good’ and ‘evil’: breaking down binary oppositions in holocaust representations of ‘privileged’ Jews

In 1986, Auschwitz survivor Primo Levi’s paradigmatic essay entitled ‘The Grey Zone’ highlighted the complex and sensitive issue of so-called ‘privileged’ Jews, an issue that remains at the margins of popular and academic discourse on the Holocaust. ‘Privileged’ Jews include those prisoners in the Nazi concentration camps and ghettos who held positions that gave them access to material and other benefits whilst compelling them to act in ways that have been judged both self-serving and harmful to fellow inmates. The unprecedented ethical dilemmas that confronted ‘privileged’ Jews may be viewed as exemplifying the ‘limit’ events or experiences that were characteristic of the Holocaust, situating them at the threshold of representation, understanding and judgement. Levi’s essay singles out history and film as particularly predisposed to a simplifying trend he identifies – the ‘Manichean tendency which shuns half-tints and complexities,’ and resorts to the black-and-white binary opposition(s) of ‘friend’ and ‘enemy,’‘good’ and ‘evil.’ In the case of ‘privileged’ Jews in particular, such binary oppositions would appear to be inadequate. Adopting an interdisciplinary approach that incorporates the fields of history, philosophy and literature, this paper analyses representations of ‘privileged’ Jews, particularly those prisoners of the Sonderkommandos who were forced to work in the crematoria. The paper demonstrates how easily the boundary Levi maps out for moral judgement can be crossed. It is shown that while Levi suggests judgement should be suspended when confronted with the experiences of victims in extremis, moral evaluations of ‘privileged’ Jews permeate discussions and representations of the Holocaust. When confronted with such emotionally and morally freighted issues, judgement may itself be seen as a ‘limit of representation.’