Early Connections : reflections on the canonical lineage of Southeast Asian temples

Temples were constructed across Southeast Asia following the spread of Brahmanic/Hindu culture between the fifth to eight centuries CE. Epigraphic evidence, architectural and stylistic similarities between temples in the region are strongly indicative of historic cross cultural links between the traditions. This paper presents the findings of a research project that pieces together fragments of evidence from early temple sites in Southeast Asia to establish the linkages between the Southeast Asian temple building traditions. The focus of the paper is on tracing the canonical connections between these traditions through an examination of temple sites in Cambodia and Java respectively. The legacy of this ancient diasporic movement remains celebrated today in the admiration of Southeast Asian monuments such as Angkor Wat and Prambanan. However this architecture evolved over time through a process of long experimentation with philosophies, world-views, and methods. . In order to permit a deeper examination of canonical connections, the authors use methods such as photogrammetry, digital and physical models to reconstruct the architectural forms. A detailed analysis of the canonical geometry and compositional form of these temples is undertaken with reference to Indic texts and temples. Comparing the relationships between cosmology, geometry and physical form in this earlier sites with both Indian and developed Southeast Asian models, it is intended that its generative role within Southeast Asian architectural historiography can be clarified and more fully celebrated.

The effect of guessing vocabulary in reading authentic texts among pre-university students

The omnibus question proposed here is to pinpoint the impact of a contextual guessing strategy (CGS) on vocabulary and reading authentic texts at the pre-university level. One hundred male and female students were randomly selected and assigned to ‘context’ and ‘non-context’ groups. The context group received a CGS instruction to infer the meaning of low-frequency words while the non-context participants were treated by a direct method. The results revealed that CGS instruction was more effective vis-à-vis direct vocabulary instruction in all particulars, and was more effective than the non-context method in improving reading. The tentative estimation would be that some of the assumptions about the futility of teaching contextual clues should be rigorously re-examined and that CGS can account for a substantial proportion of vocabulary growth during the school years.

Learners' incidental vocabulary acquisition : a case on narrative and expository texts

This study was intended to determine whether or not the genre of a reading text affects the incidental vocabulary acquisition of L2 learners while reading. To this aim, 40 Iranian EFL students whose vocabulary knowledge was within a limited range (already determined by Nation’s Vocabulary Levels Test) were divided into two groups of 20 each for the reading sections. The Narrative Group comprised the participants who read the narratives, and the Expository Group were those who read the expository texts. Three types of vocabulary tests (i.e., Form recognition, Meaning translation and Multiple-choice items) were administered after the reading sessions to assess the incidental vocabulary gains of the participants. Overall, this study demonstrated the relative superiority of expository texts over narratives in terms of enhancing readers' incidental acquisition of unknown words. It is argued that depending on the genre of a text, readers will invest processing resources with different depths and varying degrees of cognitive elaboration for the task of comprehension.

Literary praxis : engaging with texts in classroom settings

This article focuses on a small group of teachers as they reflect on the strategies they use to support their students in their efforts to interpret literary texts. We argue that the interpretation of literary texts within classroom settings is mediated in complex ways: by the social context of the classroom, the insti-tutional setting of the school (including its curriculum and organization), as well as mandated educa-tional policies. These dimensions shape the relationships between teachers and students as they engage in the ‘social exchange of meanings’ (Reid, 1984) that is prompted by the texts chosen for study. Stu-dents bring their own biographies to this exchange, drawing on their experiences outside school in order to make meanings from the texts they are required to read. Teachers, on the other hand, also bring their biographies with them into classrooms, including their beliefs about the value of a literary educa-tion. By exploring the reflections in which a small group of teachers of literature engage about their work, we ask questions about the value of a literary education, reaffirming its significance in the con-temporary world.

The politics of ancient Mesopotamia

Conventional wisdom asserts that the empires of ancient Mesopotamia were ruled by blood-thirsty tyrants with a penchant for megalomania and a lust for power.

However, archaeological work conducted during the nineteenth and twentieth centuries has begun to unearth a more sophisticated political landscape. Many of the empires of ancient Mesopotamia can be seen to have practised forms of governance remarkably similar to the democratic systems employed by the Greeks many centuries later.

This lecture will examine the democratic tendencies of various Mesopotamian empires and trace their influence on later Grecian developments.

Framework for the relational analysis of texts : theory and practice.

This workshop is useful for academic researchers and postgraduate students who wish to explore relational approaches to the examination of the organisation of academic texts.
The first part of the workshop introduces the theory and premises of the framework for the rhetorical analysis of the structure of texts (FARS). FARS provides a functional account of the structure of text in terms of the strategies employed by writers to achieve their communicative purposes. Its coherence relations obtain from the level of text as a whole to the clausal level. The discourse parts at all levels except the bottom level constitute relational schemata. FARS relational taxonomy includes the following relational clusters: Elaboration, List, Causal, Adversative, Facilitation, Assessing and Digression. The second part of the workshopl provides opportunity to practice relational analyses of selected texts within this framework.

The politics of Ancient Mesopotamia : prelude to democracy?

Conventional wisdom asserts that the empires of ancient Mesopotamia were ruled by blood-thirsty tyrants with a penchant for megalomania and a lust for power.
However, archaeological work conducted during the nineteenth and twentieth centuries has begun to unearth a more sophisticated political landscape. Many of the empires of ancient Mesopotamia can in fact be seen to have practised forms of governance remarkably similar to the democratic systems employed by the Greeks many centuries later.
This lecture will examine the democratic tendencies of various Mesopotamian empires and trace their influence on later Grecian developments.

Place-related identities through texts : from interdisciplinary theory to research agenda

The implications of the transdisciplinary spatial turn are attract- ing growing interest in a broad range of areas related to education. This paper draws on a methodology for interdisciplinary thinking in order to articulate a new theoretical configuration of place-related identity, and its implications for a research agenda. The new configuration is created through an analy- sis of place-related identities in narrative theory, texts and literacy processes. The emerging research agenda focuses on the ways children perceive and rep- resent their place-related identities through reading and writing as inspired by and manifested in texts.

Cross-curriculum priorities and the ethics of interpreting Indigenous texts

Deakin University’s first-year unit, ‘Reading Children’s Texts’, is mandatory for the B.Ed. (Primary). Newly revised, it addresses the cross- curriculum priorities, Indigenous histories and cultures, and Australia’s engagements with Asia. The unit introduces the study of narrative, genre, and ideology. But how should the political topics embedded in the English curriculum be framed for pre-service teachers, and how relevant are literary texts to the teaching of ethical interpretation of texts to both primary and secondary students?

Place-related identity, texts, and transcultural meanings

The spatial turn has been marked by increasing interest in conceptions of space and place in diverse areas of research. However, the important links between place and identity have received less attention, particularly in educational research. This paper reports an 18-month research project that aimed to develop a theory of place-related identity through the textual transactions of reading and writing. The research was an in-depth qualitative study in two phases: the first phase involved the development of an interdisciplinary theory of place-related identity, which was ‘tested’ in a second empirical phase. Two contrasting primary school classes were the site for the research that included the development of a unit of work, inspired by the book My place, as a vehicle for exploring place-related identity. The data were interviews, classroom observations and outcomes from pupils’ work. The construct of transcultural meanings, established from the analytic categories of localising identity, othering identity and identity as belonging, was identified as a defining phenomenon of place-related identity. The conclusions offer reflections on the development of our initial theory as a result of the empirical work, and the implications for practice and future research.

Application of white-beam X-ray microdiffraction for the study of mineralogical phase identification in ancient Egyptian pigments

High-brightness synchrotron X-rays together with precision achromatic focusing optics on beamline 7.3.3 at the Advanced Light Source have been applied for Laue microdiffraction analysis of mineralogical phases in Egyptian pigments. Although this task is usually performed using monochromatic X-ray diffraction, the Laue technique was both faster and more reliable for the present sample. In this approach, white-beam diffraction patterns are collected as the sample is raster scanned across the incident beam (0.8 µm × 0.8 µm). The complex Laue diffraction patterns arising from illumination of multiple grains are indexed using the white-beam crystallographic software package XMAS, enabling a mineralogical map as a function of sample position. This methodology has been applied to determine the mineralogy of colour pigments taken from the ancient Egyptian coffin of Tjeseb, a priestess of the Apis bull dating from the Third Intermediate to Late period, 25th Dynasty to early 26th Dynasty (747 to 600 BC). For all pigments, a ground layer of calcite and quartz was identified. For the blue pigment, cuprorivaite (CuCaSi4O10) was found to be the primary colouring agent with a grain size ranging from ∼10 to 50 µm. In the green and yellow samples, malachite [Cu2(OH)2CO3] and goethite [FeO(OH)] were identified, respectively. Grain sizes from these pigments were significantly smaller. It was possible to index some malachite grains up to ∼20 µm in size, while the majority of goethite grains displayed a nanocrystalline particle size. The inability to obtain a complete mineralogical map for goethite highlights the fact that the incident probe size is considerably larger than the grain size. This limit will continue to improve as the present trend is toward focusing optics approaching the diffraction limit (∼1000× smaller beam area).