Multilateral development assistance : good, bad or just plain ugly?€

Discusses the trends in multilateral development assistance in comparison to bilateral aid, and if multilateral development assistance can be seen as good, bad, or plain ugly. The paper additionally looks at the issues of effectiveness of multilateral aid, selectivity, poverty focus, and aid concentration.

I think it's a good idea, I just don't know how to do it : the struggle for PE reform in China

Among the many changes occurring across Chinese society in the early phase of Y2K is the construction and implementation of a new physical education (PE) curriculum. Not unlike recent changes in Australia, New Zealand and the UK, this process has seen a heightening of the emphasis on health. Presented within a wider framework for making the school curriculum more relevant, PE is more closely aligned with China’s emerging population health concerns around lifestyle practices of its youth. Foremost here are burgeoning social anxieties about decreased levels of physical activity, poor dietary practices, risk-taking tendencies, and a general shift in focus from ideology to skills.

This paper reports on a study undertaken to explore the perceptions of Chinese PE teachers and their engagement with the new PE & Health curriculum. The data reveals a number of structural, personal and cultural factors that work against PE teachers taking up the opportunities presented in the new curriculum. Prominent here are; low professional status, lack of resources, lack of training and the grip of deeply rooted cultural values.

Hypermasculinity in schools: the good, the bad and the ugly

Beneath the common-sense understandings that some boys are sporty and some are not lies a complex suite of identity positions. For those that manage to have their identity confirmed within the powerful sporting discourses that dominate the masculinity landscape, the path to peer acceptance is a clearer one. Conversely, for boys that have their identity diminished by these same discourses, the consequences can be quite dramatic. While physical and athletic prowess are clearly prominent vectors in this sorting process there is a range of other personal and social conditions that impact such trajectories. Built on narrative methodological approaches, this chapter draws on research conducted in a range of settings to describe some of the ways young males understand and enact sporting masculinities. Through a series of research narratives I present the voices of a number of young males as they navigate their identities within and against dominant sporting discourses. To help make sense of the identity practices contained within these narratives a theoretical leaning towards ambivalence will be engaged. Drawing on the work of Foucault, the formation of a masculine sporting identity can be understood as the development of a specific relationship with oneself and with others. Within this framework, sporting identities, like all other identities, are viewed as a process not a state.

Representation and judgement : 'privileged' Jews in Holocaust writing and film

This thesis analyses the ways in which moral judgements of so-called privileged Jews are constructed in Holocaust representations. ‘Privileged’ Jews include those prisoners in the camps and ghettos who held positions which gave them access to material and other benefits. Subject to extreme levels of coercion, these victims were compelled to act in ways that have often been judged as both self-serving and harmful to fellow inmates. Such controversial figures constitute an intrinsically important, frequently misunderstood and hastily judged facet of the Holocaust. Scholars have neglected the problem of judgement in relation to ‘privileged’ Jews; nonetheless, Holocaust texts frequently portray these liminal figures.

Of crucial importance to the thesis is Primo Levi’s paradigmatic essay entitled ‘The Grey Zone,’ which directly engages with the complex and sensitive issue of ‘privileged’ Jews. Levi argues that due to the extreme ethical dilemmas that ‘privileged’ Jews confronted, any judgement of these victims needs to be suspended. However, if, as Levi suggests, judgement is at times impossible, the thesis challenges Levi’s assumption by contending that representations of ‘privileged’ Jews inevitably take a moral position. In this way, the thesis conceptualises judgement as a ‘limit’ of representation. Indeed, it is shown that Levi himself cannot abstain from judging those for whom he argues judgement should be suspended.

The thesis takes Levi’s concept of the ‘grey zone’ as a point of departure in order to examine the problems of judgement and representation in relation to ‘privileged’ Jews. Analysis focuses on Raul Hilberg’s influential historical work and examples of documentary and fiction films. The thesis examines how Hilberg and several filmmakers employ conventions as a means of conveying judgement. It is argued that self-reflexive representations of ‘privileged’ Jews in film, particularly fictional dramatisation, have the potential to provide a nuanced representation of ‘privileged’ Jews, which engages with Levi’s ideas by questioning the possibility of judgement.

The good, the bad and the ugly : Facebook and higher education

The use of Social Networking and Web 2.0 are clearly reshaping the ways in which Higher Education is facilitated and experienced by students. Increasingly, there is a social and cultural expectation that Information Communication Technologies (ICT) should be ubiquitous within peoples’ daily lives. Specifically, through auto-ethnographic methodology, this presentation will showcase the use of Facebook across several units of study. Within these auto-ethnographies are exemplars of collaboration between students, and between students and lecturers. There are also examples which highlight the ways in which the lecturer uses Facebook to inform teaching, and monitor student engagement with ‘real time’ student feedback. Other examples demonstrate the ways in which Facebook is utilised as a mode of representation for student assessment, knowledge production and dissemination. Two examples specifically focus on lecturer responses to student use of Facebook which resulted in infringement of academic conduct. The presenter will draw upon this series of auto-ethnographies to highlight multiple considerations for academia, the institutions in which they work and the development of policy more broadly across Higher Education. This presentation explores the potential capacities, strengths and pitfalls in adopting social technologies. It further highlights the vigilance with which these spaces must be ‘monitored’ in protecting intellectual property, academic integrity and in demonstrating a duty of care for those with whom we interact.

Do indicated preventive interventions for depression represent good value for money?

The prevention of depression is of growing interest to researchers and policy makers. However, the question of whether interventions designed to prevent depression provide value for money at a population level remains largely unanswered. The current study assesses the cost-effectiveness of two indicated interventions designed to prevent depression: a brief psychological intervention based on bibliotherapy and a more comprehensive group-based psychological intervention following opportunistic screening for sub-syndromal depression in general practice. Method: Economic modelling using a cost utility framework was used to assess the incremental cost effectiveness ratios (ICERs) of the two interventions within the Australian population context, modelled as add-ons to current practice. The perspective was the health sector and outcomes were measured using disability-adjusted life years (DALYs). Uncertainty was measured using probabilistic uncertainty testing and important model assumptions were tested using univariate sensitivity testing. Results: The brief bibliotherapy intervention had an ICER of AU$8600 per DALY and the group-based psychological intervention had an ICER of AU$20 000 per DALY. The majority of the uncertainty simulations for both interventions fell below the cost-effectiveness threshold value of $50 000 per DALY. Extensive sensitivity testing showed that the results were robust to the assumptions made in the analyses. Conclusions: Following screening in general practice, both psychological interventions, particularly brief bibliotherapy, appear to be good value for money and worthy of further evaluation under routine care circumstances. Acceptability issues associated with such interventions, particularly to primary care practitioners as providers of the interventions and health system administrators, also need to be considered before wide-scale adoption is contemplated.

Confronting 'choiceless choices' in Holocaust videotestimonies : judgement, 'privileged' Jews, and the role of the interviewer

'Privileged' Jews include those prisoners in the camps and ghettos who held positions which gave them access to material and other benefits. Subject to extreme levels of coercion, these victims were compelled to act in ways that have been judged as both self-serving and harmful to fellow inmates. Such situations, which exemplify what influential theorist Lawrence Langer terms 'choiceless choices', are the chief concern of Primo Levi's paradigmatic essay on the 'grey zone'. In light of these key conceptualizations of the ethical dilemmas of Holocaust victims, the paper analyses the representation of 'privileged' Jews in several videotestimonies recorded at the Jewish Holocaust Museum and Research Centre (JHMRC) in Melbourne, Australia. It will be shown that judgements of victims in extremis cause considerable problems for attempts to testify to the complex situations and experiences of 'privileged' Jews. The role of the interviewer is a crucial factor in this, particularly when interviewers are themselves Holocaust survivors. The paper reveals that while it might be argued that moral evaluations of 'privileged' Jews should be suspended, judgements are often imposed on Holocaust testimonies in various ways and have a significant impact on their content.

Judgement, reflexivitiy and interdisiciplinarity : reframing construction management education

A core skill of the construction management professional is decision making. Disciplinary content knowledge provides the basis for effective decision making, but is largely insufficient in contexts where projects demand a responsive and flexible approach to scenarios as they evolve and change. As Beckett and Hager suggest, ‘professional practice requires a much richer set of phenomena – a capacity to make judgements, sensitivity to intuition and an awareness of the purposes of the actions are all involved ‘(2002: 12). This paper begins by exploring judgement to develop a conceptual model for initiating and developing decision making skills for construction management professionals. The capacity to respond to change in a structured and self aware manner is examined through the concept of reflexivity, a concept borrowed from sociology. Reflexivity is an individual’s capacity to be aware, responsive and adaptability to constant changing and evolving environments. Coupled with this is the challenge for all built environment professionals in the need to integrate knowledge and processes from various specialist knowledge domains, particularly design domains. The conceptual model is then refined by synthesising concepts from interdisciplinary research.

The aim of this paper is to describe a framework to analyse and review current undergraduate and postgraduate coursework programs offerings from Deakin University in the School of Architecture and Building. Following Boud and Falchikov (2007) this framework starts with practice, that is, the actual ‘doing’ of construction management as the basis for shaping curriculum development.