Lives in limbo : voices of refugees under temporary protection

Lives in Limbo contains the words of 35 recognised refugees languishing in Australia on temporary protection visas. But it is not merely a succession of stories. It locates these experiences solidly within the historical, political and legal context in which they are endured.

Making modern lives: subjectivity, schooling and social change

Making Modern Lives looks at how young people shape their lives as they move through their secondary school years and into the world beyond. It explores how they develop dispositions, attitudes, identities, and orientations in modern society. Based on an eight-year study consisting of more the 350 in-depth interviews with young Australians from diverse backgrounds, the book reveals the effects of schooling and of local school cultures on young people's choices, future plans, political values, friendships, and attitudes toward school, work, and sense of self. Making Modern Lives uncovers who young people are today, what type of identities and inequalities are being formed and reformed, and what processes and politics are at work in relation to gender, class, race, and the framing of vocational futures.

The value of work in younger and older adults' lives: an Australian perspective

In the present study we examined the perceived role of work in the lives of younger and older adults in three different occupations: teaching, nursing, and small business. On the basis of lifespan developmental theory of changes in work-related values across the lifespan we expected that (1) older adults would rate their job satisfaction and organisational commitment more highly than younger adults, and (2) younger adults would rate the importance of work more highly than older workers. Based on utility theory we expected that nurses and teachers would view early retirement more positively than small business employees because of early retirement incentives in these two careers. One-hundred-sixty-two participants completed a 118-item survey. Overall few age differences were found between older and younger workers. On average, all participants rated work as moderately important and their job satisfaction as moderately high. Nonetheless, older participants rated their job satisfaction higher than younger participants. On average, all groups believed they would retire before 65 years of age. The latter finding is important for workability theory and raises issues about how to change attitudes, perceptions and values about working past traditional retirement ages.

Floating lives : cultural citizenship and the limits of diaspora

Cultural citizenship may, in the simplest terms, be taken to mean a certain 'fit' or compatibility between the cultural attributes of an individual or group and those of the society in which they live. It is a complex concept, taking in rights, responsibilities and competencies as well as the more intangible issues of identity and belonging which have been the subject of intense debates within cultural studies in the last decade. In the case of diasporic or transnational peoples, it is further complicated by the fact of their multiple and unstable cultural and/or civic allegiances (to home and host nations in the first instance, but frequently also to the cultural space of diaspora itself).

This essay examines recent life stories by Chinese Australians: Clara Law's film Floating Life (1996) and two novellas by Liu Guande and Huangfu Jun, published together in English under the title Bitter Peaches and Plums (1995). Focusing on the diversity of experience evoked by notions of cultural belonging, it argues against the prevalent tendency within diaspora studies to engage in a rhetoric of cultural essentialism. The literatures of diaspora deserve to be read as documents of unique and complex cultural experiences rather than mere illustrations of archetypes

Bringing shared values out of the shadows

As part of its wider promotion of a world that is peaceful and tolerant, the United Nations declared 2005 the International Year of Sport and Physical Education. At the fore of the UN's proclamation was recognition of the important role sport and PE play in nurturing the health and harmony of society. Sport and PE, the UN declared, provide important nodes for social connection around which shared values and understandings can be formed. In the wake of the UN's endorsement of the role that sport and PE can play in fostering social and emotional development, it is more important that ever that we reflect on and refine our practices towards this end. This paper draws on two research narratives to illustrate how easily this potential can be undermined. Indeed, behind some of the wonderful opportunities for connection that exist through a participation in PE and sport exists a dark shadow of alienation and oppression. The challenge raised through this paper centres on the need for PE teachers and coaches to work deliberately and strategically towards the cultivation of inclusive, tolerant and responsible forms of participation, and not leave their development to chance.

Authoring lives and the burden of representation

An examination of some the current practices and dilemmas of photojournalism, particularly with regard to the documenting of pain and of otherness. This is looked at in the context of the death of the photo essay and the relegation of the photojournalist to that of a hunter/gatherer. In support of my argument of a current crissi of photojournalism I draw on some of my own practical experience and I include some of my images and captions with this paper.

Cross-adaptation and bitterness inhibition of L-Tryptophan, L-Phenylalanine and urea : further support for shared peripheral physiology

A previous study investigating individuals' bitterness sensitivities found a close association among three compounds: L-tryptophan (L-trp), L-phenylalanine (L-phe) and urea (Delwiche et al., 2001, Percept. Psychophys. 63, 761-776). In the present experiment, psychophysical cross-adaptation and bitterness inhibition experiments were performed on these three compounds to determine whether the bitterness could be differentially affected by either technique. If the two experimental approaches failed to differentiate L-trp, L-phe and urea's bitterness, then we may infer they share peripheral physiological mechanisms involved in bitter taste. All compounds were intensity matched in each of 13 subjects, so the judgments of adaptation or bitterness inhibition would be based on equal initial magnitudes and, therefore, directly comparable. In the first experiment, cross-adaptation of bitterness between the amino acids was high (>80%) and reciprocal. Urea and quinine-HCl (control) did not cross-adapt with the amino acids symmetrically. In a second experiment, the sodium salts, NaCl and Na gluconate, did not differentially inhibit the bitterness of L-trp, L-phe and urea, but the control compound, MgSO4, was differentially affected. The bitter inhibition experiment supports the hypothesis that L-trp, L-phe and urea share peripheral bitter taste mechanisms, while the adaptation experiment revealed subtle differences between urea and the amino acids indicating that urea and the amino acids activate only partially overlapping bitter taste mechanisms.

Educational partnerships on-line: global collaborative learning through an on-line student exchange programme

Deakin University and the University of Calgary have used the internet to provide workplace-based learners with the possibility of a student exchange programme which does not disrupt their careers, lives or families.  The programmes involved in this on-line exchange were both developed in response to the needs of workplace learners and are representative of the role of universities in the field of life-long learning.  This paper describes the first phase of the exchange and discusses the shared pedagogical philosophies and shared implementation of on-line groupware which provided a rationale for the exchange.  The paper will explore the cross-cultural implications of the educational experience and the possibilities such an exchange opens up for life-long learners.

Synergy : a comprehensive software distributed shared memory system

Considerable research and development has been invested in software Distributed Shared Memory (DSM). The primary focus of this work has traditionally been on high performance and consistency protocols. Unfortunately, clusters present a number of challenges for any DSM systems not solvable through consistency protocols alone. These challenges relate to the ability of DSM systems to adjust to load fluctuations, computers being added/removed from the cluster, to deal with faults, and the ability to use DSM objects larger than the available physical memory. This paper introduces the Synergy DSM System and its integration with the virtual memory, group communication and process migration services of the Genesis Cluster Operating System.

The performance of a parallel TSP program and byte sequential benchmarks executing on a shared cluster

Although individual PCs of a cluster are used by their owners to run sequential applications (local jobs), the cluster as a whole or its subset can also be employed to run parallel applications (cluster jobs) even during working hours. This implies that these computers have to be shared by parallel and sequential applications, which could lead to the improvement of the execution performance and resource utilization. However, there is a lack of experimental study showing the behavior and performance of executing parallel and sequential applications concurrently on a non-dedicated cluster. The result of such research would be beneficial for the development of new global scheduling algorithms. We present the result of an experimental study into scheduling of a mixture of parallel and sequential applications on a non-dedicated cluster. The aim of this study is to learn how the concurrent execution of a communication intensive parallel application and sequential applications influences their execution performance and utilization of the cluster.

Shared learning: reflecting on practice using a collaborative approach

Independent learning and critical thought are developed when students are encouraged to express and review their own understandings and the ideas of others as part of their learning journey. This paper focuses on an innovation to engage and support pre-service teachers (students) in a collaborative approach to learning following a teaching practicum. Through the creation of a learning community, information and practice is shared and further challenged in a supportive environment. The opportunity for students to review their own work in relation to responses of peers enables them to become involved in the process of critiquing their own beliefs and practices as well as their peers, within a set framework. Favourable outcomes for both students and university staff augur well for the future development of the process.

Investigating the shared visual context in distributed collaborative work

Distributed collaborators require computermediated communication (CMC) technologies in order to work together. Various systems have been developed for this express purpose with varying degrees of success. A basic method of evaluating the usability of a system is to compare it with face-to-face interaction. To replicate the face-to-face context, it is necessary to investigate how visual information plays a role in supporting collaborators performing tasks.
This research examines the effects of visual information and its role in both face-to-face and video generated visual contexts. The results were generated by asking participants to collaboratively solve visual tasks in either of the two contexts. The results show that both the face-to-face and the video conferencing contexts have similar effects on subjects’ ability to perform tasks. Task outcomes exhibited no significant difference between these two contexts. Awareness and conversational grounding had positive effects on the subject’s task performance and communication. On the other hand, presence had mixed effects on a subject’s task performance and communication behaviors.

Living safer sexual lives: research and action

In spite of changes in the way people with learning disabilities are perceived, issues of sexuality and personal relationships remain particularly problematic for them. Living Safer Sexual Lives' was a three-year Australian action research project which sought to address how people with learning disabilities view these issues. During the first stage of the project, 25 people with learning disabilities told their life stories, with a focus on sexuality and human relationships, to experienced qualitative researchers. In the second stage of the project, these stories were used to provide people with learning disabilities, families and service providers with workshops and resources designed to help people with learning disabilities to live safer sexual lives.