Peri-gondwanan permian correlations : the meso-tethyan margins

Correlations of the Permian sequences for sixteen regions of north eastern Gondwana during the Permian are presented in this review. These correlations are compared with Permian sequences of the Australian continent. Broad conclusions on palaeoclimatic change and tectonic events are summarised for six time intervals of the Permian Period.

The Asselian-Sakmarian-early Artinskian time interval indicates a change from cold to temperate depositional environments. Glacial deposits and low diversity Gondwanan marine faunas are succeeded by younger, warmer water, clastic and bioclastic sequences with moderately diverse marine faunas. Deposition of these sequences is occasionally associated with basaltic volcanism and initial rifting of the peripheral northern Gondwanan margin.

During the Late Artinskian-Kungurian (including Early Ufimian) time interval, climate amelioration occurred with the onset of carbonate deposition in several Cimmerian terranes. Basaltic volcanism in several terranes is indicative of significant rifting and the opening of the Meso-Tethys.

The Roadian (Late Ufimian) and Wordian-Capitanian (including Kazanian-Midian) time intervals were characterised by widespread, subtropical, marine carbonate depositional sequences. These occurred throughout the Cimmerian blocks as they drifted northward and on the more northerly parts of the Meso-Tethyan southern margin. These transgressive sequences may rest on significant unconformity surfaces. Equivalent carbonate units are known in the offshore and subsurface sequences of western Australia. Andesitic, convergent plate margin volcanism and volcaniclastic sequences are present in eastern Australia.

The Wuchiapingian time slice is characterised by widespread marine transgressions which extended into the north western basins of Australia.

The Changhsingian time slice is represented by relatively minor marine transgressive events in the Trans-Himalaya with the Selong section of Tibet being probably the most complete Permo-Triassic sequence for the southern margin of the Meso-Tethys.

The role of perspective taking in anger arousal

Although there are strong grounds to expect that perspective taking deficits are associated with anger arousal following an interpersonal provocation, there has been little research directly testing this hypothesis. In this study, 636 volunteers were asked to rate their likely reactions to two brief video representations of potentially anger arousing social transgressions. Results confirm the relationship between dispositional perspective taking and the likelihood of anger arousal following an interpersonal provocation. Perspective taking was also predictive of trait anger (negatively) and of the means of control and expression of anger. Associations between personal distress and anger measures indicate the possible influence of the intensity, regulation, and direction of emotion on anger.

Intertextual turns in curriculum inquiry : fictions, diffractions and deconstructions

This thesis is based primarily on work published in academic refereed journals between 1994 and 2003. Taken as a whole, the thesis explores and enacts an evolving methodology for curriculum inquiry which foregrounds the generativity of fiction in reading, writing and representing curriculum problems and issues. This methodology is informed by the narrative and textual 'turns' in the humanities and social sciences - especially poststructuralist and deconstructive approaches to literary and cultural criticism - and is performed as a series of narrative experiments and 'intertextual turns'. Narrative theory suggests that we can think of all discourse as taking the form of a story, and poststructuralist theorising invites us to think of all discourse as taking the form of a text; this thesis argues that intertextual and deconstructive readings of the stories and texts that constitute curriculum work can produce new meanings and understandings. The thesis places particular emphasis on the uses of fiction and fictional modes of representation in curriculum inquiry and suggests that our purposes might sometimes be better served by (re)presenting the texts we produce as deliberate fictions rather than as 'factual' stories. The thesis also demonstrates that some modes and genres of fiction can help us to move our research efforts beyond 'reflection' (an optical metaphor for displacing an image) by producing texts that 'diffract' the normative storylines of curriculum inquiry (diffraction is an optical metaphor for transformation). The thesis begins with an introduction that situates (autobiographically and historically) the narrative experiments and intertextual turns performed in the thesis as both advancements in, and transgressions of, deliberative and critical reconceptualist curriculum theorising. Several of the chapters that follow examine textual continuities and discontinuities between the various objects and methods of curriculum inquiry and particular fictional genres (such as crime stories and science fiction) and/or particular fictional works (including Bram Stoker's Dracula, J.M. Coetzee's Disgrace, and Ursula Le Guin's The Telling). Other chapters demonstrate how intertextual and deconstructive reading strategies can inform inquiries focused on specific subject matters (with particular reference to environmental education) and illuminate contemporary issues and debates in curriculum (especially the internationalisation and globalisation of curriculum work). The thesis concludes with suggestions for further refinement of methodologies that privilege narrative and fiction in curriculum inquiry.

Palaeo-geomorphological significance of miocene and pliocene euryhaline ostracoda in the Nepean 1 borehole, Port Phillip Basin, SE Australia

Ostracoda able to tolerate significant fluctuations in salinity occur as fossils in latest Late Miocene and earliest Late Pliocene strata of the Nepean 1 borehole within the Port Phillip Basin. The main euryhaline species present are Osticythere baragwanathi (Chapman & Crespin), Leptocythere hartmanni (McKenzie), Xestoleberis cedunaensis Hartmann and Tanella gracilis Kingma. Euryhaline ostracods occur in both high diversity, high abundance fossil ostracod assemblages and in low diversity, high abundance  assemblages. These latest Late Miocene and earliest Late Pliocene fossil ostracod assemblages accumulated close to the maximum point of flooding during respective marine transgressions onto the northern Bass Strait hinterland. The presence of euryhaline Ostracoda in these assemblages  is reminiscent of ostracod occurrences associated with modern day SE Australian barrier coastlines. Euryhaline ostracods are not common in earlier Cenozoic sediments of SE Australia and Osticythere baragwanathi makes its first appearance in the latest Late Miocene beds of the Nepean 1 borehole. This latter occurrence is interpreted to reflect the initial phase of development for the modern SE Australian barrier coastline and in particular, the initial formation of Port Phillip Bay as a coastal geomorphological feature.

The principles of learning and teaching (PoLT)

In Victoria, Australia, under the Blueprint agenda, The Principles of Learning and Teaching (Department of Education and Training, 2005) are being used to operationalise pedagogical change and curriculum renewal. The University of Melbourne is one of the three contracted providers and in 2005 and 2006 has supported 450 teachers from state, independent and special schools in Victoria and 70 teachers in Singapore. The paper outlines the workings of the model and illustrates how through a deeper and renewed focus on pedagogy schools are being asked to examine and change their practice for all students. One benefit of the initiative is that special schools are an integral part of the cluster network and are reconsidering their role in school renewal and systems transformation more broadly. However the regime of pedagogical renewal must be understood as part of the past and the present, multiple transgressions and intense struggles in reform practices more broadly. None the least being the persistent stratification of schooling into special and regular in the Victorian context and professional learning being constructed as weak professional socialization. Working visually and reading intertextually undoing some of the problematics of the implementation process the challenges of system wide professional learning and curriculum reform are exposed.

Scandalous women: gender and identity in top-notch smut

Examining a diverse range of texts offering controversial representations of female sexuality, this paper demonstrates a persistent link between literary scandal and anxieties about women's sexuality. Texts from Madame Bovary (1857) to The Sexual Life of Catherine M (2001) have provoked various arguments, from debates about the need to restrain the unruly bodies of women to contestations about aesthetic merit, morality, and obscenity. Indeed, the scandalous literature of sexual women is distinguished by efforts to reduce its transgressions into something manageable, whether through naming and categorisation (‘chick lit’ and ‘posh porn’), textual analysis, public censure, or critical excoriation. The desire to manage controversial material signifies a discourse of containment that suggests both women and literature require strict control. As this paper will argue, the relationship between women, literature, and scandal is one marked by both intra- and extra-textual efforts to restrain not only the unpredictability and power of female sexuality, but also the unruly energies of literature itself.

Post-crisis: rebuilding a company, a reputation, a community

It is well recognised that when an organisation experiences a crisis caused by a natural disaster,publics are less likely to apportion responsibility to that organisation. This contrasts with crisesinvolving events such as product tampering, accidents or management transgressions where thelevel of organisational control is perceived or judged to be greater (Coombs, 2000, p. 86). In 2012,biomedical company Gambro’s manufacturing plant, based in Medolla, a small town of 6000 in theModena region of Italy, was hit by a devastating series of earthquakes. Damage to the plant hadsignificant and immediate impact for employees, customers and other key stakeholders, as operationsceased in the wake of the earthquakes.This chapter will reflect on Gambro’s crisis management response and their crisis communicationstrategies in response to the earthquakes and the ensuing rumours. An analysis ofGambro’s crisis response shows they acted to counteract stakeholder concerns and leveragewell-established stakeholder relationships. As Coombs (2000, 2006, 2007a, 2007b) makes clear,relationships are central to effective crisis management, and, although stakeholders often view anatural disaster as being removed from the organisation’s responsibility, this concession may not exist in a prolonged recovery period or where the stakeholders face a life or death outcome. Thesewere the very conditions Gambro faced. So, a relational approach can add depth to the attributionalanalysis of such a crisis (Coombs 2000, p. 86). To extend the analysis of crises caused bynatural disaster and Gambro’s crisis response, the chapter will also examine crisis communicationstrategies of similar disaster case studies.The international medical-technical company Gambro, headquartered in Sweden, has 13 productionfacilities in more than 90 countries, and employs more than 8000 people worldwide. Gambrohas operated in the Medolla region of Emilia-Romagna since the early 1960s.

Elite athletes as charitable ambassadors: risks associated with indiscretions

Elite athletes can reach a level of notoriety where media and fans are interested in various aspects of their lives beyond that of their on-field success or failure. By receiving this level of attention, these sporting celebrities attract sponsorships from commercial, fee-paying corporations. With considered alignment, manufacturers can enhance the visibility of their product with target audiences that consume every aspect of the lives of celebrity endorsers. While this form of commodification has been explored from the perspective of the private sector, there is limited research that reflects on the ambassador relationship between sport celebrities and charitable organisations.While a charity ambassador role omits financial support, a win-win outcome can be achieved. Enhanced visibility can benefit both parties: the sports celebrity adds another dimension to their personal brand portfolio, and the charitable organisation broadens awareness of their social issue. Retired athletes continue to harbour desirable brand equity; they have ongoing potential to reach to multiple stakeholders and act as important catalysts for social change.Whilst heightened visibility of an issue is desired, the immense stakeholder interest in the life of a successful athlete has a downside if the celebrity transgresses. Minor transgressions may pass with little impact, yet what constitutes a minor transgression for one set of stakeholders may result in reputational damage for both athlete and brand. Adopting a case study approach, this chapter investigates the construction of the sports celebrity persona at various stages of their career and the response by all actors to transgressions.Findings reveal that media framing of successful sports personalities can exacerbate future failings and heighten the impact on stakeholders, thus lessening their viability and longevity as positive social catalysts. Replicating actions adopted by the private sector, charitable​ organisations may respond to scandals by immediately severing the relationship, or at the other extreme, provide visible support as the celebrity seeks to repair and restore their image. The cases lead to a cohesive set of risk assessment considerations.

Beyond the habits of punishing, criticising and nagging : fostering respectful and socially just student relations using critical pedagogies

This chapter presents a pedagogical approach to fostering respectful and inclusive student relations. Rather than a narrow focus on managing or controlling students, this approach enables a broad and located view of student behaviour that seeks to develop and extend students' understandings of themselves and others. A key premise here is that many 'misbehaviours' in classrooms are associated with issues of identity and power and, in particular, the ways in which conventional classrooms and teacher-student relations tend to render students with little power or agency. Acting out or against this positioning as a means of asserting a sense of power or legitimacy is often at the root of disruptive or harmful behaviours. Thus, it is contended here that beginning to transform such behaviours necessitates an environment where students are accorded a voice and where they are supported to reflect critically on issues of power and identity in connected and meaningful ways. The chapter explores these issues with reference to the practices of 'Rachel', the deputy principal of a working-class secondary school in Queensland. Her practice is theorised drawing on the Productive Pedagogies model - a model designed as a meta-language for teachers to reflect on ways that they can integrate social justice issues within, rather than separate to, the pedagogical process. Given that boys continue to perpetuate the lion's share of disciplinary transgressions in schools, the focus in this chapter is on issues of masculinity.