`Modern` learning methods : rhetoric and reality - further to Sadler-Smith et al

Working in the UK, Sadler-Smith, Down and Lean, in their article “‘Modern’ learning methods: rhetoric and reality”, Personnel Review, Vol. 29 No. 4, 2000, pp. 474-90, have shown that distance learning methods are neither favoured nor perceived as effective by enterprises pursuing training that yields a competitive edge. They have suggested that these methods need to be integrated with other more conventional on-job training methods. This paper, based on Australian research, shows a tension between the requirements of flexible training methods based on distance learning methods, and the characteristics that typify learners and their workplaces. That identified tension is used to suggest how an integration of training methods may be effected in workplaces.

A Taylor Model Based Description of the proof stress of magnesium AZ31 during hot working

A series of hot-compression tests and Taylor-model simulations were carried out with the intention of developing a simple expression for the proof stress of magnesium alloy AZ31 during hot working. A crude approximation of wrought textures as a mixture of a single ideal texture component and a random background was employed. The shears carried by each deformation system were calculated using a full-constraint Taylor model for a selection of ideal orientations as well as for random textures. These shears, in combination with the measured proof stresses, were employed to estimate the critical resolved shear stresses for basal slip, prismatic slip, ⟨c+a⟩ second-order pyramidal slip, and { } twinning. The model thus established provides a semianalytical estimation of the proof stress (a one-off Taylor simulation is required) and also indicates whether or not twinning is expected. The approach is valid for temperatures between ∼150 °C and ∼450 °C, depending on the texture, strain rate, and strain path.

Description of loxocythere (novoloxocythere) pelius subgen. sp. nov. (ostracoda) from the cenozoic of S.E. Australia with comments on species of antarctiloxoconcha hartmann, 1986 and loxoreticulatum benson, 1964 from Australian and Antarctic marine waters

Loxocythere (Novoloxocythere) pelius subgen. et sp. nov. is described from Upper Miocene strata of the Port Phillip and Western Port Basins. Victoria. It has its acme in shallow open marine facies of latest Miocene (Cheltenhamian) age. This species, along with Loxocythere (Novoloxocythere) kerryswansoni Yassini and Jones, 1995, forms a discrete group of rotund Australian Loxocythere species that possess posterior extremities in both valves that are positioned well above mid carapace height (i.e. adjacent to dorsal margin). This feature along with a sub-triangular inner margin outline, defines a carapace shape that is distinct from that of rotund species of Loxocythere (loxocythere) Hornibrook, 1952 and Antarctiloxoconcha Hartmann, 1986. The type species of Antarctiloxoconcha – A.frigida (Neale. 1967), possesses internal carapace features that are very similar to the type species of Loxocythere - L. crassa Hornibrook, 1952. Both have relatively short carapaces and sub-quadrate inner margin outlines with posterior extremities in both valves positioned below mid carapace height. Species of Loxocythere (Novoloxocythere), in particular L. (N.) kerryswansoni, have a carapace shape that is transitional between Loxocythere and Loxoreticulatum Benson, 1964. Species of Loxoreticulatum generally possess a sub-parallelogram shaped carapace/inner margin and arched median hinge element. The latter feature is distinct from the mostly straight median hinge elements of Loxocythere (Loxocythere) and Loxocythere (Novoloxocythere) species. Species of Loxocythere (Novoloxocythere) are also readily distinguishable from relatively elongate species of Loxocythere, such as L. (L.) hornibrooki McKenzie, 1967, as the latter possess long (for genus), sub-rectangular shaped carapaces/inner margin outlines and posterior extremities below mid height.

Working in teams : the influence of rhetoric-from sensemaking to sadness

At a time when teams are increasingly and routinely being used in Public Administration (PA) organizations, the prevailing wisdom about teams continues to confirm that teams axiomatically bring increases and improvements in effectiveness, productivity and communication. There has been relatively little critical address of whether these benefits actually accrue, nor what the experience of team members actually is. The PA literature, in particular, remains silent on this important issue. This paper shares findings from an exploratory phenomenological study. Members of teams in organizations were interviewed and asked about their experiences of working in teams. In contrast to the current wisdom, not only did team members not report the anticipated improvements and benefits, their stories tended to highlight the negative influence that the rhetoric surrounding teams might have on individuals. This paper shares the responses of team members to that rhetoric, revealing themes of "Teams, Rhetoric and Sensemaking," a challenge to the notion of "Teams as One Big Happy Family?" while identifying "Teams as Crucibles of Resignation and Sadness." These findings indicate the continuing need for further research into understanding the experience of individuals within various team and organizational structures, especially as they operate in PA organizations.

Human right to food security in refugee setting: rhetoric versus reality

Despite recent advances in the area of humanitarian responses and the publication and dissemination of various guidelines with regard to nutritional interventions, there is, however a paucity of studies which have examined the human right to food in complex emergencies. 186 countries including those affected by both human made and natural disasters and countries who are donors of humanitarian relief aid adopted the Rome Declaration on Food Security and World Summit plan of Action reaffirming “ the right to adequate food and the fundamental right of everyone to be free from hunger”. The human right to adequate and nutritious food in refugee settings implies that every refugee has physical and economic access to sufficient food to provide the necessary nutrients for effective physical and physiological functions and achieve well being. There are many grounds for believing that the current humanitarian responses to disasters more often violate than respect the human right to adequate and nutritious food. Using elements of household food security as our working framework this paper focuses on the complex ethical and moral questions raised by the conventional humanitarian assistance framework and in particular the issue of human right to food and household food security in refugee settings.

Meaningful UDDI web services description

There is a lack of meaningful description of Web Services in UDDI, however, it is necessary for automatic services discovery. In this paper, a language is proposed for semantics description of Web Services which complements the UDDI standards to derive relationships among Web Services. The semantics description can be used to automatically derive relationships among Web Services. We describe how the semantics description of Web Services, based on the proposed language, can be integrated with UDDI.

Rhetoric versus practice: 'limits' in early modernism

This paper looks at the relationship between rhetoric and practice in the early days of Modernism in Europe by two proponents, Otto Wagner and Adolf Loos. It interprets their 'discrepancies' not so much as limits but different forms of rhetoric.

Working in teams: the influence of rhetoric-from sensemaking to sadness

The prevailing wisdom tells us that teams axiomatically bring increases and improvements in effectiveness, productivity and communication. There has been too little critical address of whether these benefits actually accrue, nor what the experience of team members actually is. This paper shares findings from a Heideggerian phenomenological study, where members of teams in organizations were interviewed and asked about their experiences of working in teams. Astonishingly, not only did team members not report these anticipated improvements, their stories tended to highlight the negative influence that the rhetoric surrounding teams might have on individuals. This paper shares the responses of team members to that rhetoric, revealing themes of "Teams, Rhetoric and Sensemaking", a challenge to the notion of "Teams as One Big Happy Family?", and "Teams as Crucibles of Resignation and Sadness". These findings indicate the need for future research into understanding the experience of individuals within various team and organizational structures.

Corporate ethics and trust in intra-corporate relationships, an in-depth and longitudinal case description

Theoretically, a contribution of this article is the pinpointed connection between corporate ethics and trust in intra-corporate relationships. Furthermore, it contributes to a conceptual framework that distinguishes between the constructs of business ethics and corporate ethics. The authors also provide a grounded conceptual framework of corporate ethics and trust. The principal dyadic determinants of corporate ethics in intra-corporate relationships are interpreted to be management behaviour versus employee perception of that behaviour. Empirically, the contribution is an in-depth and longitudinal case description that underpins the topic and the discussion provided in the article.

Editorial

When The Who sang about teenage angst in the 60s, their rock anthem ‘Talking about my Generation’ captured the divide between youth and beyond. Today, another divide – the digital divide – speaks to the issues of access, capital, and input that follow digital technologies. Like the earlier ‘me generation’, the new millennium D(igital) generation remains enigmatic, its members variously praised for their technological wizardry, criticised for their self-absorption, and pathologised for their unsociability. The D generation does not comprise youth alone, but the young are more exposed than others to the influence of new media and digital technologies. And like previous youth generations, they are often viewed as degenerate. A cybernetic degeneration symbolising society’s fears and cultural anxieties concerning the dehumanising prospects of technology appears most vividly in arguments about youth (Green & Bigum’s ‘aliens in the classroom’ [1993] is an apt description in this respect). Such negative rhetoric presents a dystopic view that tempers the more utopian, but equally reductionist visions of new technologies.

Preparing students for a world which is global in its outlook and influences: the rhetoric, reality and response

The imperative for schools and teachers to understand and teach with a global perspective has been reiterated in Victoria recently with the release of the Victorian Curriculum Reform Consultation Paper (VCAA, 2004). This paper states that, "the purposes of schooling are to prepare students for a world which is global in its outlook and influences." (p.4).

The introductory paragraphs of selected states' and territories' Studies of Society and Environment (SOSE) curriculum statements include and reiterate 'global' in the rationale for teaching and learning. Teaching in SOSE is charged with responsibility for incorporating 'global' into classroom practice. What is the role and place of SOSE in this teaching and how can SOSE teachers be better equipped to teach in a time of internationalisation and globalisation? Are teachers prepared to meet this challenge?

This paper will position the importance of teachers' lived experiences, their capacity to reflect upon these experiences, to their preparedness and competency in teaching 'global education' both within a SOSE classroom and beyond. How can personal critical reflection sharpen the focus for teaching in and to this global world? What are the place of narrative and the lived experiences of teachers in sharpening this focus? The data for this paper is drawn from a self study of the author who is studying a Masters by Research and teaches Social Education and Education Studies at Deakin University.

The paper argues that pedagogy around teaching global education in the classroom cannot be isolated from the teacher's identities, background experiences, which influence and shape their approaches to teaching in a global education curriculum. The methodology in teaching global education needs to be further aligned to teacher narratives and the lived experiences of teachers in order to link local, national and global domains.

The paper will describe how teaching for a 'world which is global in outlook and influences' can be researched by examining a selection of personal stories and lived experiences. The paper will conclude with a draft framework of global education that acknowledges reflection on lived experiences and narratives.