Sustainable consumption as a means to self-realization: a Hindu perspective on when enough is enough

In this paper, I investigate the religious notion of self-realization or self-actualization in the context of sustainability, and argue that sustainability is the means to this end. I am particularly interested in Hindu perspectives on self-realization or the Purusharthas. The Purusharthas provide an interesting sustainability critique because they consider the satisfaction of material want as an important step to self-actualization; the reconciliation of want and need is a fundamental sustainability tension. The issue of growing want is doubtless an important one, given the rapidly growing middle classes in the developing world that aspire to Western material dreams, as illustrated by the case of Delhi. The Purusharthas may be seen to give consumption legitimacy; however, I argue that it is the selective understanding and institutionalization of the religious message that causes the sustainability problem. Viewed in their entirety, the Purusharthas provide the correct prescriptions for the sustainable enjoyment of want, and take the adherent beyond sustainability into greater transcendence or self- awareness.

Collaborative learning experience of students in distance education

Educational institutions recognised that the distance education mode is a preferred way to combine study with life, family and work commitments for distance learners. Distance education has played an important role in the provision of educational equity for distance learners who live in remote Australian communities. Engaging students and academic staff will always enhance student-learning outcomes to ensure a positive experience in distance education. It can be effectively achieved through collaborative learning. In distance education, academic staff and students face a number of challenges such as lack of student motivation, high student attrition rates, and a sense of isolation from a university community. Collaborative learning experience will enhance learner-staff and learner-learner interactions in distance learning, which can be achieved through developing a learning process. The learning process for distance learners involves student-learning strategy, Staff interactive sessions, peer-to-peer support, e-assessment, and self-realization of graduate learning outcomes. This distance learning process is confined for Deakin University learning environment, however the expectations is that the distance learning will be more mainstream in future of learning and teaching in Australian institutions. The focus of this research is to analyse and share collaborative learning experience of distance learners (off-campus) students in project management unit. It helps to analyse the barriers in distance education and finding ways to initiate collaborative programs in future. It also helps to fulfil the distance learners’ expectations on program delivery.

Challenges of multimedia self-presentation : taking, and mistaking, the show on the road

One privilege enjoyed by new-media authors is the opportunity to realize representations of Self that are rich textual worlds in themselves and also to engage the wider world, with a voice, a smile, imagery, and sound. Still, closer investigation of multimedia composition practices reveals levels of complexity with which the verbal virtuoso is unconcerned. This article argues that while technology-afforded multimedia tools make it comparatively easy to author a vivid text, it is a multiplicatively more complicated matter to vividly realize and publicize an authorial intention. Based on analysis of the digital story creation process of a youth named “Steven,” the authors attempt to demonstrate the operation of two forces upon which the successful multimodal realization of the author's intention may hinge: “fixity” and “fluidity.” The authors show how, within the process of digital self-representation, these forces can intersect to influence multimodal meaning making, and an author's life, in consequential ways.