SI cube helps students learn SI units and volume

A 10 cm x10 cm x 10 cm "SI cube", which helps students learn SI units, is presented. Students cn physically handle and manipulate the SI cube, which also helps them to have a better appreciation of volume. A template for making the cube is available as supplementary material.

Environmental sustainability orientation and financial resources of small manufacturing firms in the Philippines

Purpose - This study challenges the conventional view that resources determine the extent of environmental sustainability orientation (ESO) of small firms in a developing Southeast Asian country context. First, this study attempts to develop a measurement model of ESO of small firms in the manufacturing sector in the Philippines. Second, the study explores the impact of the financial resources on the ESO of firms.

Design/methodology/approach - The study uses survey data from 166 small manufacturing firms in three Philippine cities. Multiple regression modelling is used to estimate the relationships between firm resources and ESO.

Findings - The results indicate that ESO is a multi-dimensional construct with three facets: awareness of, actions for, and appreciation of environmental sustainability. The empirical evidence does not support the conventional firm resources – ESO proposition.

Research limitations/implications - A proactive ESO is not necessarily beyond the reach of resource-constrained small firms. The generalisability of the findings however is limited to small manufacturing firms in the Philippines.

Practical implications - This study informs owner-managers of small firms that a proactive ESO does not largely depend on financial resources. Government policies and programs to encourage small firms to become sustainable should not only focus on financial forms of assistance.

Originality/value -  To date, this is the only Philippine-based study and one of the scarce small firm-focused studies that examine the proposition that small firms are unable to pursue a proactive ESO due to resource-constraints.

Barry Hindess and the critique of democracy

In the wake of the collapse of the Communist regime in the Soviet Union, liberal democracy was triumphantly celebrated as the ‘‘end of history.’’ Against this backdrop, Hindess wrote a number of critical essays launching his intellectual critique of liberal democracy. His approach was primarily conceptual, highlighting the problems and weaknesses of the conceptualization of democracy and democratization. This article reviews and offers a brief assessment of the key arguments made in Hindess’ writings on democracy and democratization. In particular, it attempts to summarize the methodological steps through which Hindess engages conceptual critique. While offering an appreciation of Hindess’analysis, insight, and intellectual integrity, it also addresses some difficulties in his arguments.

Examining the aesthetic dimensions of teaching : relationships between teacher knowledge, identity and passion

Having an appreciation for the subject, their students and what the subject can offer their students has both cognitive and emotional dimensions for teachers. This paper uses empirical data to explore the efficacy of a Deweyan inspired framework called “Aesthetic Understanding” to scrutinise relationships between teacher knowledge, identity and passion. The paper uses case study data of three teachers of maths and/or science generated from a video study to illustrate the relationships between the three elements of Aesthetic Understanding. The need to value the aesthetic dimensions of teaching when examining the subject-specific nature of secondary teaching is discussed.

An analysis of Fiji's monetary policy transmission

Purpose – The purpose of this paper is to examine the monetary policy transmission mechanism for the Fiji Islands using a structural vector autoregressive (SVAR) model for the period 1975 to 2005.

Design/methodology/approach – The SVAR model investigates how a monetary policy shock – defined as a temporary and exogenous rise in the short-term interest rate – affects real and nominal macro variables; namely real output, prices, exchange rates, and money supply.

Findings – The results suggest that a monetary policy shock statistically significantly reduces output initially, but then output is able to recover to its pre-shock level. A monetary policy shock generates inflationary pressure, leads to an appreciation of the Fijian currency and reduces the demand for money. The paper also analysed the impact of a nominal effective exchange rate (NEER) shock (an appreciation) on real output and found that it leads to a statistically significant negative effect on real output.

Practical implications – The findings of this study should be of direct relevance to the research and policy work undertaken at the Reserve Bank of Fiji.

Originality/value – For a small economy, such as Fiji, where monetary policy is key to sustainable macroeconomic management, this is the first paper that undertakes a dynamic analysis of monetary policy transmission. The paper uses time series data over three decades and builds a structural VAR model, rooted in theory. This paper will be of direct relevance to the Reserve Bank of Fiji. The approach and model proposed will also be useful for applied monetary policy researchers in other developing countries where inflation rate targeting is a key element of the monetary policy setting.

The development of Australian tertiary education to 1939

Some accounts of Australian education have suggested that the growth of mass public education has been the result of two factors. First, mass public demand, in the wake of the development of an industrial society which gave the working man more leisure, a rising standard of living, and an appreciation of the benefits of education. Second, the concern of more enlightened sections of the upper class for the welfare of the working class. The development of education is seen as linked with the development of the liberal democratic state. Other accounts have linked educational development with the development of capitalism in a more direct way. They suggest that schools developed with factories, wage labour and work dependence as agents of socialization, and for basic skill transmission, in the face of the declining influence of the church, family and artisan.

Embodied choreography and performance of gender

Norms of fitting embodied behaviour for males and females, as promoted in Australian public arenas of popular culture and the everyday, disempower and marginalise those not inclined to embody in gendernormative and heteronormative ways.

This thesis engages with concepts of embodiment as meaning the manner of physical deportment in which a physical practice is performed, and with concepts of gender as social constructions of femininity and masculinity. It investigates the demands and implications of dominant norms of gender embodiment for those whose embodied inclinations do not fit comfortably with such dichotomous models. It interrogates gender inequitable machinations of education and performance arts disciplines by which educators and arts practitioners train, teach, choreograph, and direct those with whom they work, and theorises ways of broadening personal and social notions of possible, aesthetic, and acceptable embodiment for all persons, regardless of biological sex or sexual orientation.

This research is grounded in two major qualitative methods of enquiry. First, through an autoethnographic lens, it focuses on the impacts that social constructions of masculinity have on me, both as a person in the everyday and as a performance arts practitioner/educator. Through writing, illustration, choreography, and performance, as well as interviews with 3 members of my family, I analyse the delicacy of the relationship between social control/surveillance and personal agency over my embodiment of gender. Second, through empirical ethnographic fieldwork with some 400 high school students and 160 educators and performance arts practitioners, I utilise a combination of performance, discussion, practical workshop, and avenues for anonymous response to explore the potential of the performance arts in challenging inequitable notions of gender embodiment.

My findings demonstrate that inherent ideologies in dominant discourses regarding the execution and display of feminine and masculine embodiment continue to work, overtly and covertly, as definitive and restrictive barriers to the realm of possibilities of embodied gender expression and appreciation in the everyday and in the performance arts. This thesis recommends drawing individuals’ attention to embodied gender inequities and enculturation processes, not ordinarily critiqued within mainstream society, as a key toward safeguarding the well-being of those whose embodied performance inclination is at odds with prescribed norms of behaviour. Performance arts arenas are powerful sites in which such deconstructive work can occur, both cognitively and practically. However, as this thesis explores and illustrates, performance arts practitioners/educators need to first scrutinise existing and hidden inequities regarding the embodiment of gender within their own habitus, perspectives, taste, and practices.

Lipid membrane : a novel target for viral and bacterial pathogens

Abstracts: Lipid rafts are defined as specialized, dynamic microdomains that can be found in plasma membrane, and they are enriched with cholesterol and sphingolipids. Since lipid rafts’ first debut in the mid 1990’s, their existence, function and biological relevance have been a subject of intense scrutiny within the scientific community. Throughout this debate, we have learned a great deal regarding how cargos (both pathogens and cellular factors) are transported into and out of the cell through raft-dependent or raft-independent pathways. It is now apparent that a number of toxins, bacterial-, and viral-pathogens are able to exploit cholesterol and/or lipid rafts to gain a foot hold in their target hosts. The objective of this review is to describe our current appreciation on how selected pathogens utilise cholesterol and/or lipid rafts to support their propagation and to speculate on how some of these observations can be explored for the development of novel strategies that target plasma membrane lipids to control the spread of these viral- and bacterial-pathogens.

Indigenous climate change adaptation perspectives : understanding urban and peri‐urban indigenous people’s vulnerability and adaptive capacity to climate change

The National Climate change Adaptation Research Plan: Indigenous Communities (2011) highlighted that research on Indigenous communities and climate change, including the variables of impacts, vulnerability and adaptive capacity and adaptation has been limited. While most research has focused on identifying the biophysical impacts of climate change, a minority of studies have considered the Indigenous knowledge and peoples whom continue to reside in Australia and care for; ‘country’;. The report concluded that “there is a need for research that expands knowledge about these and other dimensions of Indigenous adaptation to climate change.“ This paper reviews work in progress on a NCCARF funded research project that is seeking to investigate select coastal urban and per-urban Indigenous community vulnerability to, and capacity for climate change adaptation. Working collaboratively with Indigenous communities resident in Adelaide, Heywood/Portland, Mornington Peninsula, Stradbroke Island and Brisbane, it seeks to explore and articulate strategies that enhance Indigenous capacity to climate change including possible protocols, frameworks, processes and procedures that may lead directly to a more informed appreciation of what is transpiring around Australia’s coastal per-urban regions for their Indigenous communities who still hold strong bonds and responsibilities to their ‘country’.

Student attention, engagement and participation in a Twitter-friendly classroom

Guided by a participatory action research methodology, this paper outlines an approach to integrating the social media Twitter platform within a tertiary education course, based on a social, constructivist pedagogy. It explores the perceptions of students on the benefits of using this technology for enhancing attentiveness, engagement and participation in the classroom. Previous studies have shown that greater participation and communication can stimulate student learning and lead to better academic performance, increased motivation, and an appreciation of different points of views. The untested hypothesis is that social media tools like Twitter can foster this type of communication. Students posted their responses during classroom activities via Twitter and then were surveyed on their perceived benefits associated with using the social media platform. The preliminary findings of the qualitative study suggest that, while not without its challenges, social media tools like Twitter have the potential to be used effectively for education-based activities in the classroom to improve communication and engagement both amongst the students and with the instructor.

Multicultural arts education : attitudes and perceptions of Australian tertiary students

Through social interaction the Arts connects communities and brings people together where both contemporary and traditional arts can be preserved, protected and promoted. In multicultural Australia, the Arts provides a space in teaching and learning that enables students the opportunity to engage, create and imagine both individually and collectively. The ‘Arts’ in the wider community fosters empathy, acceptance and appreciation of difference where diversity is celebrated between people of different cultures, languages, religions, and ethnicities. Through a discussion of multiculturalism, teacher education and multicultural education, I argue that the Arts can be seen as an agent of social change, a powerful dais to alter perceptions, attitudes and beliefs. This paper situates itself in Melbourne (Australia) through the lens of celebrating our rich multicultural arts. Through questionnaire data collected in October 2010 from Arts Education final year students at Deakin University, I present a snapshot of their understandings of multiculturalism: what they value, believe and understand as agents of change in education. By experiencing multicultural arts, both new and different hybrid art forms can be explored in schools and the wider society. Through such connections, the Arts can foster a positive experience that promotes diversity and enhances intercultural and cross-cultural understanding in our multicultural Australian society.

The social work bursary in England : impact of funding arrangments upon social work education and the future workforce

The financial support available to students on social work qualifying programmes appears to be a neglected topic in published social work research. This article draws on a literature review and secondary data analysis of an existing dataset to discuss what is known about this topic and specifically considers the impact of a financial incentive to undertake social work qualifying education in England, the social work bursary. In the context of major changes to the funding of higher education in England, it suggests that the introduction of the social work bursary has helped increase the number of students enrolling on social work qualifying programmes in England and supported some students whose personal and financial circumstances might have prevented them from undertaking social work qualifying education. While students report their appreciation of financial assistance in the form of the bursary, many have additional needs in the form of support for children and other dependants, and for help in defraying the costs of travel while undertaking practice placements. The paper concludes that attention needs to be paid to the specific needs of social work students when considering the impact of changes to funding higher education.

Expanding children's food experiences : the impact of a school-based kitchen garden program

Objective: Evaluate achievement of the Stephanie Alexander Kitchen Garden Program in increasing child appreciation of diverse, healthy foods.

Design: Comparative 2-year study.

Setting: Six program and 6 comparison primary schools in rural and metropolitan Victoria, Australia, matched for socioeconomic status and size.

Participants: A total of 764 children in grades 3 to 6 (8–12 years of age) and 562 parents recruited. Retention rates at follow-up included 85% children and 75% parents.

Intervention: Each week of the school year, children spent 45 to 60 minutes in a garden class and 90 minutes in a kitchen class.

Phenomenon of interest: Program impact on children’s willingness to try new foods, capacity to describe foods, and healthy eating.

Analysis: Qualitative data analyzed using inductive thematic analysis. Quantitative data analyzed using random-effects linear regressions adjusted for school clustering.

Results: Child and parent qualitative and quantitative measures (if never tried before, odds ratio 2.0; confidence interval, 1.06–3.58) showed increases in children’s reported willingness to try new foods. No differences in articulation of food descriptions (program vs comparison groups). Qualitative evidence showed that the program extended its influence to healthy eating, but this was not reflected in the quantitative evidence.

Conclusions and Implications: Findings indicate program success in achieving its primary objective, meriting further program research.

Learning from the experts: exploring playground experience and activities using a write and draw technique

Background: Qualitative research into the effect of school recess on children’s physical activity is currently limited. This study used a write and draw technique to explore children’s perceptions of physical activity opportunities during recess.

Methods: 299 children age 7–11 years from 3 primary schools were enlisted. Children were grouped into Years 3 & 4 and Years 5 & 6 and completed a write and draw task focusing on likes and dislikes. Pen profiles were used to analyze the data.

Results: Results indicated ‘likes’ focused on play, positive social interaction, and games across both age groups but showed an increasing dominance of games with an appreciation for being outdoors with age. ‘Dislikes’ focused on dysfunctional interactions linked with bullying, membership, equipment, and conflict for playground space. Football was a dominant feature across both age groups and ‘likes/dislikes’ that caused conflict and dominated the physically active games undertaken.

Conclusion: Recess was important for the development of conflict management and social skills and contributed to physical activity engagement. The findings contradict suggestions that time spent in recess should be reduced because of behavioral issues.

Landscape and consciousness

Most conceptions of landscape tend to differentiate the term from mere land or territory by way of introducing an  intervening subject. In this respect, landscapes, whether “real” or depicted may be said to involve an encounter between subjectivity and an external space. What is largely absent from landscape literature however is an appreciation of this encounter or interaction in light of a 21st century conversation around consciousness.This paper asks: what is the relationship between consciousness and landscape and how can consciousness studies extend our interpretive and conceptual tools for both theorizing and creating landscapes? To explore this relationship, I draw on a familiar supposition of folk psychology: that experiences with landscape can enable states of heightened consciousness. I do this not to come to any firm conclusions on the matter but rather to address this broader question of relationships in a systematic way. The notion that an experience with a landscape quantitatively alters consciousness also prompts the counterintuitive possibility: that landscape diminishes rather than augments consciousness. In particular I draw on a hypothesis of the neural correlates of consciousness (NCC’s) developed by neuroscientist, Susan Greenfield. Greenfield proposes a quantitative model of subjective experience in which the subject’s sense of self exists not merely in on/off states but rather expands or diminishes from moment to moment and develops throughout one’s lifetime. The paper concludes that landscape may be regarded equally as a means by which consciousness is heightened or diminished. More broadly, the paper argues that both landscape and consciousness function as similar kinds of integrating/unifying/ defragmenting machines. They construct and preserve unity but do not necessarily put the subject “in touch” with reality.