Australia : webcasting : "pretty dead, really" - or is it?

Webcasting, sometimes labeled the "last frontier" or "the next stage of evolution" of the internet era, has been slow in its diffusion in Australia, due to technical constraints related to internet transmission speeds and bandwidth (Morrissey, 2003, cited in Lin, 2004, p. 446). According to Craig Preston, Operations Coordinator for New Media and Digital Services at the Australian Broadcasting Corporation (or ABC, a national broadcaster), webcasting in Australia is "pretty dead, really" (c. Preston, personal communication, August 23, 2005). This statement will be examined in this chapter, especially since the Australian Media Guide does not list "web casting" or "streaming" as a category or include the terms among its long list of entries (Gee, 2005)

Biography : an interdisciplinary quarterly

The article presents information about the December 2005 issue of the journal "Biography: An Interdisciplinary Quarterly." The Annual Bibliography for 2004-05, while containing few surprises, is nevertheless rather overwhelming. The numbers are very suggestive. Almost 1,000 individual entries appear: 127 Books, 451 Articles in 63 Collections or Special issues, 298 articles in Periodicals, and 104 Doctoral Dissertations. Publication advertisements appear in this issue for Miriam Fuchs's "The Text is Myself: Women's Life Writing and Catastrophe," and William Todd Schultz's "Handbook of Psychobiography."

Music education research in Australia - 2006

This article summaries some research on music education in Australia. During 2006, the Bibliography of Australian Music Education Research (BAMER) database has undergone a major revision with the addition of several newly-located research studies and the updating of existing inaccurate or incomplete entries. The 27th World Conference of the International Society for Music Education (ISME) was held at the Kuala Lumpur Conference Centre in Malaysia from 16 to 21 July and was attended by several Australian delegates. Forthcoming conferences are listed.

Anti-Americanism: recent sources

Anti-American sentiment has, it would seem, increased in the wake of the election of George Bush, jr. and the US’s response to the events of
September 11. Commentators within the US, and globally, have analysed the recent variants of a long-standing condition. Below is a review of recent coverage of the phenomenon. The entries for the print sources are divided into:

(1) analyses of anti-Americanism written in the US,
(2) accounts of international expressions of anti-Americanism.

The learning outcomes of an online reflective journal in engineering

Reflective thinking based on experiential learning is a key skill required for the lifelong learner and the socially mature professional. Following several semesters employing a written reflective journal as an assessable task, a fourth-year engineering management unit adopted an online reflective journal. During the initial semester of use, an evaluation was undertaken to investigate student perceptions of the online journal. A summary of this previous work is presented here. Following three semesters of use of the online journal, an analysis of the student use of the journal was undertaken to investigate its contribution to unit learning outcomes. Based on the evaluation of student perceptions of the online reflective journal, it was found that a majority of students understood the purpose of the journal, and valued the journal in their learning; a majority of students read the journal entries of other students, and indicated that this assisted their learning; and the two most frequently reported ‘most useful’ aspects of the journal were the ‘enforced’ continuous revision of course material, and the ability to compare their understanding of the course material with that of other students. Based on a regression analysis of the factors related to student usage of the online reflective journal, it was found that the significant contributors to final unit mark where: prior academic performance; number of journal postings; and mode of study. This research confirmed that the online reflective journal was fertile territory in the landscape of educational technology, both in terms of student perceptions and contribution to unit learning outcomes.

Texture recognition by using GLCM and various aggregation functions

We discuss the problem of texture recognition based on the grey level co-occurrence matrix (GLCM). We performed a number of numerical experiments to establish whether the accuracy of classification is optimal when GLCM entries are aggregated into standard metrics like contrast, dissimilarity, homogeneity, entropy, etc., and compared these metrics to several alternative aggregation methods.We conclude that k nearest neighbors classification based on raw GLCM entries typically works better than classification based on the standard metrics for noiseless data, that metrics based on principal component analysis inprove classification, and that a simple change from the arithmetic to quadratic mean in calculating the standard metrics also improves classification.

Rethinking a learning environment strategy

I have committed a significant period of time (in my case five years) to the purpose development of learning environments, with the belief that it would improve the self-actualisation and self-motivation of students and teachers alike. I consider it important to record and measure performance as we progressed toward such an outcome. Education researchers and practitioners alike, in the higher (university/tertiary) education systems, are seeking among new challenges to engage students and teachers in learning (James, 2001). However, studies to date show a confusing landscape littered with a multiplicity of interpretations and terms, successes and failures. As the discipline leader of the Information Technology, Systems and Multimedia (ITSM) Discipline, Swinburne University of Technology, Lilydale, I found myself struggling with this paradigm. I also found myself being torn between what presents as pragmatic student learning behaviour and the learner-centred teaching ideal reflected in the Swinburne Lilydale mission statement. The research reported in this folio reflects my theory and practice as discipline leader of the ITSM Discipline and the resulting learning environment evolution during the period 1997/8 to 2003. The study adds to the material evidence of extant research through firstly, a meta analysis of the learning environment implemented by the ITSM Discipline as recorded in peer reviewed and published papers; and secondly, a content analysis of student learning approaches, conducted on data reported from a survey of ‘learning skills inventory’ originally conducted by the ITSM Discipline staff in 2002. In 1997 information and communication technologies (ICT) were beginning to provide plausible means for electronic distribution of learning materials on a flexible and repeatable basis, and to provide answers to the imperative of learning materials distribution relating to an ITSM Discipline new course to begin in 1998. A very short time frame of three months was available prior to teaching the course. The ITSM Discipline learning environment development was an evolutionary process I began in 1997/8 initially from the requirement to publish print-based learning guide materials for the new ITSM Discipline subjects. Learning materials and student-to-teacher reciprocal communication would then be delivered and distributed online as virtual learning guides and virtual lectures, over distance as well as maintaining classroom-based instruction design. Virtual here is used to describe the use of ICT and Internet-based approaches. No longer would it be necessary for students to attend classes simply to access lecture content, or fear missing out on vital information. Assumptions I made as discipline leader for the ITSM Discipline included, firstly, that learning should be an active enterprise for the students, teachers and society; secondly, that each student comes to a learning environment with different learning expectations, learning skills and learning styles; and thirdly, that the provision of a holistic learning environment would encourage students to be self-actualising and self-motivated. Considerable reading of research and publications, as outlined in this folio, supported the update of these assumptions relative to teaching and learning. ITSM Discipline staff were required to quickly and naturally change their teaching styles and communication of values to engage with the emergent ITSM Discipline learning environment and pedagogy, and each new teaching situation. From a student perspective such assumptions meant students needed to move from reliance upon teaching and prescriptive transmission of information to a self-motivated and more self-actualising and reflective set of strategies for learning. In constructing this folio, after the introductory chaperts, there are two distinct component parts; • firstly, a Descriptive Meta analysis (Chapter Three) that draws together several of my peer reviewed professional writings and observations that document the progression of the ITSM Discipline learning environment evolution during the period 1997/8 to 2003. As the learning environment designer and discipline leader, my observations and published papers provide insight into the considerations that are required when providing an active, flexible and multi-modal learning environment for students and teachers; and • secondly, a Dissertation (Chapter Four), as a content analysis of a learning skills inventory data collection, collected by the ITSM Discipline in the 2002 Swinburne Lilydale academic year, where students were encouraged to complete reflective journal entries via the ITSM Discipline virtual learning guide subject web-site. That data collection included all students in a majority of subjects supported by the ITSM Discipline for both semesters one and two 2002. The original purpose of the journal entries was to have students reflectively involved in assessing their learning skills and approaches to learning. Such perceptions were tested using a well-known metric, the ‘learning skills inventory’ (Knowles, 1975), augmented with a short reflective learning approach narrative. The journal entries were used by teaching staff originally and then made available to researchers as a desensitised data in 2003 for statistical and content analysis relative to student learning skills and approaches. The findings of my research support a view of the student and teacher enculturation as utilitarian, dependent and pragmatically self-motivated. This, I argue, shows little sign of abatement in the early part of the 21st Century. My observation suggests that this is also independent of the pedagogical and educational philosophy debate or practice as currently presented. As much as the self-actualising, self-motivated learning environment can be justified philosophically, the findings observed from this research, reported in this folio, cannot. Part of the reason for this originates from the debate by educational researchers as to the relative merits of liberal and vocational philosophies for education combined with the recent introduction of information and communication technologies, and commodification of higher education. Challenging students to be participative and active learners, as proposed by educationalists Meyers and Jones (1993), i.e. self-motivated and self-actualising learners, has proved to be problematic. This, I will argue, will require a change to a variable/s (not yet identified) of higher education enculturation on multiple fronts, by students, teachers and society in order to bridge the gap. This research indicates that tertiary educators and educational researchers should stop thinking simplistically of constructivist and/or technology-enabled approaches, students learning choices and teachers teaching choices. Based on my research I argue for a far more holistic set of explanations of student and staff expectations and behaviour, and therefore pedagogy that supports those expectations.

Improving primary school health education through action research : a case study

Limited research has been conducted concerning the actual practice of health education in Victorian schools. This study investigates the health education curriculum at a large primary school in the south-eastern suburbs of Melbourne. The investigation involves a critical analysis of current practices in health education in the upper school through the development of a ‘small’ action research group. Data were gathered through document collection, questionnaires, interviews, discussions, diary and reflective journal entries. The action research group, consisting of the teacher-researcher and upper school teachers, developed, implemented and reflected upon units of work piloted with upper school students. Alternative approaches to health education were explored. The aim was to accommodate critically informed discourse amongst colleagues to promote self-reflective enquiry and facilitate improvements to existing pedagogic practices. During the course of the investigation, factors limiting and facilitating action research and curriculum change in health education, became evident. These included personal, practical, curriculum and organisational constraints operating externally and internally on the school and classroom environments. Despite these constraints, it was demonstrated in this study, that action research can contribute to the improvement of pedagogic practices in health education. Small ‘authentic’ action research projects may provide alternative internal professional development structures for teachers and consequently improve learning opportunities for students.

Ethnomusicological study of music makers in an Australian military band

This dissertation reports on a study of music making in a band of the Australian Army Band Corps. The thesis of the dissertation is how the world views of the soldier-musicians of the Australian Army Band, Kapooka, are constructed in the context of their work in military music performance. In arguing this thesis, the author provides a brief history of military music in Australia, and - demonstrates how rank and military discipline intersect with music making in the lived experience of the soldier-musicians; - explores how the dichotomy between music making as a craft and music making as art is resolved in a setting where the employer regards music making as a trade, while the soldier-musicians strive to meet artistic goals; - demonstrates how successful music making and successful soldiering are both forms of work which depend upon effective collective action; - demonstrates that while military bands play the widest repertoire of musical styles of any Western music ensemble, the styles converge toward a homogenous, eclectic, military band performance style: and - explores how military music, which may have limited intrinsic interest, in certain ceremonial settings may link with other visual and auditory symbol systems to generate profound meaning both for the soldier-musicians themselves and for their audiences. The study examines the processes by which the world views of soldier-musicians are shaped by the institutional context in which they work, as they participate in a music tradition which has been a powerful agent in the shaping of Australian patriotic traditions. The study uses a naturalistic participant observation methodology. The author worked as an honorary guest civilian member of the band’s trombone section to collect data in the form of fieldnotes and interviews. Data analysis and interpretation was made according to the tenets of grounded theory. Evidence in the form of first hand accounts from the perspective of the researcher and from the soldier-musicians themselves is employed to generate both emic and etic understandings. An understanding of a music culture from the participant's point of view is a central concern of the study.

Common structural basis for central nervous system drug design

The main theme of this thesis is that there is a common structural basis for drugs acting on the central nervous system (CNS), and that this concept may be used to design new CNS-active drugs which have greater specificity and hence less side-effects. To develop these ideas, the biological basis of how drugs modify CMS neurotransmission is described, and illustrated using dopaminergic pathways. An account is then given of the use of physicochemical concepts in contemporary drug design. The complete conformational analysis of several antipsychotic drugs is used to illustrate some of these techniques in the development of a model for antipsychotic drug action. After reviewing current structure-activity studies in several classes of CNS drugs (antipsychotics, anti-depressants, stimulants, hal1ucinogens, anticonvulsants and analgesics), a hypothesis for a common structural basis of CNS drug action is proposed- This is based on a topographical comparison of the X-ray structures of eight representative CNS-active drugs, and consists of three parts: 1.there is a common structural basis for the activity of many different CNS-active drug classes; 2. an aromatic ring and a nitrogen atom are the primary binding groups whose topographical arrangement is fundamental to the activity of these drug classes; 3. the nature and placement of secondary binding determines different classes of CNS drug activity. A four-Point model for this common structural basis is then defined using 14- CNS-active drug structures that include the original eight used in proposing the hypothesis. The coordinates of this model are: R1 (0. 3.5, 0), R2 (0, -3.5, O), N (4.8. -0.3, 1.4), and R3 (6.3, 1.3, 0), where R1 and R2 represent the point locations of a hydrophobic interaction of the common aromatic ring with a receptor, and R3 locates the receptor point for a hydrogen bond involving the common nitrogen, N. Extended structures were used to define the receptor points R1, R2 and R3, and the complete conformational space of each of the 14 molecules was considered. It is then shoun that the model may be used to predict whether a given structure is likely to show CNS activity: a search over 1,000 entries in the current Merck Index shows a high probability (82%) of CNS activity in compounds fitting the structural model. Analysis of CNS neurotransmitters and neuropeptides shows that these fit the common model well. Based on the available evidence supporting chemical evolution, protein evolution, and the evolution of neurotransmitter functions, it is surmised that the aromatic ring/nitrogen atom pharmacophore proposed in the common model supports the idea of the evolution of CNS receptors and their neurotransmitters, possibly from an aromatic amine or acety1cho1ine acting as a primaeval communicating molecule. The third point in the hypothesis trilogy is then addressed. The extensive conformation-activity analyses that have resulted in well-defined models for five separate CNS drug classes are used to map out the locations of secondary binding groups relative to the common model for anti-psychotics, antidepressants, analgesics, anticholinergics, and anticonvulsants. With this information, and knowledge derived from receptor-binding data, it is postulated that drugs having specified activity could be designed. In order to generate novel structures having a high probability of CNS-activity, a process of drug design is described in which known CNS structures are superimposed topographically using the common model as a template. Atoms regarded as superfluous may be selectively deleted and the required secondary binding groups added in predicted locations to give novel structures. It is concluded that this process provides the basis for the rational design of new lead compounds which could further be optimized for potent and specific CNS activity.

Developing english skills through reflective portfolios in Hong Kong universities

This research concerns the use of portfolios by teachers of English (L2) to assist non-native speakers in Hong Kong universities to complete their studies in English. Portfolios as an English learning tool have yet to win converts from the ranks of language teachers in Hong Kong chiefly because of concerns about reliability and fairness. Two recent initiatives in Hong Kong have, however, prompted a reappraisal of the place of portfolios in English language learning. They include the use of learning portfolios in secondary school and ePortfolios by university students for learning and employment purposes.

As an English (L2) teacher of many years, I initiated my research to investigate the experiences of seven university students in Hong Kong in using reflective portfolios for English learning. Three research questions framed my research: 1) in what ways can reflective portfolios impact on L2 learning strategies? 2) what are the effects of reflective portfolios on progress in L2 acquisition as perceived by students? 3) what are the perceptions of university students towards reflective portfolios as a method of L2 learning?

To gain a holistic understanding of the complex phenomena under scrutiny, a case study methodology and grounded theory were utilised, the former to organise and generate qualitative data, and the latter to analyse data from three sources provided by the seven participating students: semi-structured interviews, portfolio artefacts, and weekly learning diaries.

There were two levels of data analysis. For the first level, analysis focused on coded data from portfolio artefacts, diary entries and interview transcripts as reported by students. The second level involved analysis from the Confucian and sociocultural perspectives. I pursued interpretation and continuous refinement of the data by using techniques drawn from grounded theory. The findings revealed that students generally employed a wide spread of L2 learning strategies in the cognitive, meta-cognitive, and socio-affective domain, reported increased awareness of effective language strategies, and considered portfolios a means of supporting time management and record-keeping, and a site for extended writing practice through reflection.

The findings suggest that students display a cyclical, context-specific shift in learning conception from quantitative to qualitative. Connected to this is students’ apparent ability to formulate strategic responses to externally imposed demands. It is found that such responses are culturally triggered, underpinned by Confucian beliefs. Although the Confucian tradition emphasises respect for established authority, the findings point to students’ creative re-configuration of mental schemata to engender change in role enactment and power relations, with the portfolio as a mediating tool of their experiences.

Based on the findings, I argue that my research has addressed the three research questions and contributed to two crucial aspects of L2 learning. The first pertains to the need for a balanced view of individual effort and social context in second language acquisition, corroborating the significant link between context and learner engagement. Another contribution centres on an enhanced understanding of the relationship between portfolios, reflection and L2, where students’ diaries in English and portfolio artefacts enable them to engage in critical reflection and to identify strategies for L2 improvement.

Recent research (N=9,305) underscores the importance of using age-stratified actuarial tables in sex offender risk assessments

A useful understanding of the relationship between age, actuarial scores, and sexual recidivism can be obtained by comparing the entries in equivalent cells from “agestratified” actuarial tables. This article reports the compilation of the first multisample age-stratified table of sexual recidivism rates, referred to as the “multisample age-stratified table of sexual recidivism rates (MATS-1),” from recent research on Static-99 and another actuarial known as the Automated Sexual Recidivism Scale. The MATS-1 validates the “age invariance effect” that the risk of sexual recidivism declines with advancing age and shows that age-restricted tables underestimate risk for younger offenders and overestimate risk for older offenders. Based on data from more than 9,000 sex offenders, our conclusion is that evaluators should report recidivism estimates from age-stratified tables when they are assessing sexual recidivism risk, particularly when evaluating the aging sex offender.

Pre- and posttrip factors influencing the visitor experience at a battlefield commemorative event : Gallipoli, a case study

Battlefield tourism is a major component of national and international tourism. This article sets out to provide a holistic understanding of the preevent factors influencing attendance at an event commemorating a famous World War I battle and to follow the cycle through to gain an understanding of what postevent factors influence event satisfaction and how this translates into recommending behavior. The Anzac Day commemorative event at Gallipoli, Turkey, provides the backdrop for this study. A two-step process was used to gather information from Australians partaking in the Gallipoli commemorations in 2007. A preevent questionnaire was distributed to a convenience sample of respondents while they were in transit from Istanbul to Gallipoli for the commemoration. In total, 482 preevent questionnaires were obtained. Step two of this process saw an exit questionnaire administered to a convenience sample of participants on the return journey to Istanbul, resulting in 331 completed postevent questionnaires. The pre- and postevent datasets were separately analyzed using factor analysis and structural equation modeling (SEM) where appropriate. The findings highlight the role of various event attributes, most prominently the ceremonial and experiential aspects of the Anzac Day commemorations, in encouraging visitor satisfaction and further flow-on effects for recommending behavior.