Beyond externalizing and finalizing definitions : standards for teachers of english language and literacy in Australia (STELLA)

This article explores issues relating to the development of the Standards for Teachers of English Language and Literacy in Australia (STELLA). STELLA is the product of work by members of the Australian Association for the Teaching of English (AATE) and the Australian Literacy Educators' Association (ALEA), the two key professional bodies in Australia representing secondary English teachers and primary school literacy teachers respectively. However, the question remains as to the extent to which English literacy teachers around Australia can meaningfully identify with these standards. This article asks whether professional standards can provide a framework for practitioner inquiry and the renewal of the English teaching profession in contradistinction to managerial pressures to impose standards for regulatory purposes.

Professional standards : maintaining a critical stance

The following article asks whether professional standards can provide a framework for practitioner inquiry and the renewal of the English teaching profession in Australia. This is in contradistinction to managerial pressures to impose standards for regulatory purposes. The article draws on research conducted for PRIME (Portfolio Research in Mathematics and English), a collaborative project involving members of the Victorian Association for the Teaching of English, the Australian Literacy Educators’ Association and the Mathematics Association of Victoria. PRIME was designed to explore the professional learning which English and Mathematics teachers experienced as they prepared portfolios within a standards framework. This article focuses on the experiences of one English teacher who participated in the project.

Public and personal domains : professional standards for teachers of English in Australia

For many teachers the term ‘professional standards’ conjures up notions of benchmarks against which to measure their performance. This is to locate standards in a public domain that is external to individual teachers, defining their professional role largely in terms of their accountability to other stakeholders in education. The following article argues an alternative view of standards as mediating between public and personal domains. Those domains should remain distinct – indeed, sometimes they may exist in a productive tension – but for standards to have any purchase with the profession they must be personally meaningful. The author draws on both his experience in teaching graduate English students in the pre-service Diploma in Education course at Monash University and his research in a national project to develop subject specific standards for primary and secondary teachers of English. The project, Standards for Teachers of English Language and Literacy in Australia (STELLA), is federally funded and involves a consortium of universities, state government bodies and the two English teaching associations, whose members constitute the panels of teachers at the heart of the project.

Pre-cursors to physical employment standards for rural tanker-based bushfire suppression work

This thesis quantified the physical demands of Australian rural bushfire suppression and developed a controlled bushfire simulation suitable for ongoing bushfire research. The findings of this thesis will be used to develop physical employment standards and OH&S strategies to protect the 200,000 volunteer firefighters Australia wide.

Standards-based accountability : reification, responsibility and the ethical subject

Over the last two decades, teachers in Australia have witnessed multiple incarnations of the idea of ‘educational accountability’ and its enactment. Research into this phenomenon of educational policy and practice has revealed various layers of the concept, particularly its professional, bureaucratic, political and cultural dimensions that are central to the restructuring of educational governance and the reorganization of teachers’ work. Today, accountability constitutes a core concept of neoliberal policy-making in education, both fashioning and normalizing what counts as teacher professionalism in the ‘audit society.’ This article focuses specifically on the recent introduction by the Australian Federal Government of standardised literacy testing in all states across Australia, and raises questions about the impact of this reform on the work practices of English literacy teachers in primary and secondary schools. We draw on data collected as part of a major research project funded by the Australian Research Council, involving interviews with teachers about their experiences of implementing standardised testing. The article traces the ways in which teachers’ work is increasingly being mediated by standardised literacy testing to show how these teachers grapple with the tensions between state-wide mandates and a sense of their professional responsibility for their students.

Aligning anti-money laundering, combating of financing of terror and financial inclusion : Questions to consider when FATF standards are clarified

Purpose – The purpose of this paper is to identify key questions that should be addressed to enable the Financial Action Task Force (FATF) to provide guidance regarding the alignment of anti-money laundering, combating of financing of terror and financial inclusion objectives.
Design/methodology/approach – The paper draws on relevant research and documents of the FATF to identify questions that are relevant to consider when it formulates guidance regarding the alignment between financial integrity and financial inclusion objectives.
Findings – The FATF advises that its risk-based approach enables countries and institutions to further financial inclusion. It is, however, not clear what the FATF means when its uses the terms “risk” and “low risk”. It is also unclear whether current proposals for financial inclusion regulatory models will necessarily limit money laundering (ML) aswell as terror financing risks to levels that can be described as “low”. The FATF will need to clarify its own thinking regarding low money laundering and low terror financing risk before it will be able to provide clear guidance to national regulators and financial institutions.
Originality/value – This paper was drafted to inform current FATF discussions regarding guidance on financial inclusion. The questions are relevant to all stakeholders in financial regulation.

Are we raising the standards of language use or just playing games?

Given the current state of play with respect to literacy 'crises' in Western democracies, this article revisits the 'language games' that often inform these concerns, examining their rules and who benefits from them. It argues that to focus narrowly on the technical aspects of language, as the current emphasis does, misses the point of what is at stake for students: those who advocates claim to want to help. Drawing on twenty semi-structured interviews and observations of teachers in primary and secondary schools within Queensland (Australia), the article outlines four perspectives on language use and how these variously position students as literate and illiterate. It concludes that we now need a different game plan to address students' use of language, one that provokes a stance and praxis in keeping with a more inclusive politics and which provides real challenges to broader social constraints.

Perceptions of corporate boards about standards of corporate governance in Thailand

The aim in this study is to discover the nature and extent of corporate governance in listed companies in Thailand. This includes a consideration of theoretical underpinning for amendments made to the western models of corporate governance that have been implemented by Thai listed companies, and of the effect of corporate governance principles on financial information, including financial reports, used by stakeholders in Thai listed companies. The results in this study show that after the Asian financial crisis corporate governance in Thailand improved especially in enforcement and disclosure, and outside/independent directors and professional organisations are playing leading roles in that process. Better corporate governance has resulted from improved internal corporate governance mechanisms and enhanced accounting standards, information disclosure, and auditing standards. New and up-dated rules, new and revised laws, and increased regulation are in the forefront of improved corporate governance. Process-related activities like monitoring, supervising, enforcing, and higher awareness have increased. Moreover, corporate governance practices are now in the spotlight throughout the financial and investment markets.

Unification of the copper(I) binding affinities of the metallo-chaperones Atx1, Atox1, and related proteins : Detection probes and affinity standards

Literature estimates of metal-protein affinities are widely scattered for many systems, as highlighted by the class of metallo-chaperone proteins, which includes human Atox1. The discrepancies may be attributed to unreliable detection probes and/or inconsistent affinity standards. In this study, application of the four CuI ligand probes bicinchoninate, bathocuproine disulfonate, dithiothreitol (Dtt), and glutathione (GSH) is reviewed, and their CuI affinities are re-estimated and unified. Excess bicinchoninate or bathocuproine disulfonate reacts with CuI to yield distinct 1:2 chromatophoric complexes [CuIL2] 3- with formation constants β2 = 1017.2 and 1019.8 M-2, respectively. These constants do not depend on proton concentration for pH ≥7.0. Consequently, they are a pair of complementary and stable probes capable of detecting free Cu+ concentrations from 10-12 to 10-19 M. Dtt binds CuI with KD∼10-15 M at pH 7, but it is air-sensitive, and its CuI affinity varies with pH. The CuI binding properties of Atox1 and related proteins (including the fifth and sixth domains at the N terminus of the Wilson protein ATP7B) were assessed with these probes. The results demonstrate the following: (i) their use permits the stoichiometry of high affinity CuI binding and the individual quantitative affinities (KD values) to be determined reliably via noncompetitive and competitive reactions, respectively; (ii) the scattered literature values are unified by using reliable probes on a unified scale; and (iii) Atox1-type proteins bind CuI with sub-femtomolar affinities, consistent with tight control of labile Cu+ concentrations in living cells.