Exploring the benefits and pitfalls of using mutual wills

The purpose of this article is to consider a peculiar type of will known in equity as a mutual will. The major focus is a consideration of the interplay of the legal effect of mutual wills and the practical use of such wills, It is hoped that this discussion will assist legal practitioners in identifying those clients who may benefit from executing mutual wills, identifying those clients who might intend to execute mutual wills, advising clients as to the pros and cons of mutual wills and the benefits of accompanying such wills with a deed or contract.

Osborne v Estate of Osborne: an equitable agreement or a contract in law: merely a matter of nomenclature?

It has been more than lOO years since the leading case on mutual wills was handed down in Dufour v Pereira. Despite the passage of time. there continues to be a comparative dearth of modern authority), on this type of will. This area of the law was. however. recently considered by the Victorian Court of Appeal in Osborne. This case note evaluates Osborne in light of the relevant grounds of appeal. It is ultimately concluded that Osborne was very much a lost opportunity. The grounds of appeal raised many key issues pertaining to both the substantive law and evidential aspects of mutual wills. However the Court of Appeal did not take the opportunity to articulate clearly its views of the relevant law.

Two mums and a dad

2 Mums and a Dad is the story of the rocky road of 3-way parenting, a unique exploration of the nature of family in today’s complicated society, as well as an insightful resource for everyone concerned with issues regarding the raising of children such as access, parent’s rights and family conflict. Fiona is 33 and wants to have a baby. But her partner, Kellie, is a woman and sperm isn’t handy. Fiona has a solution: an English gay guy from work wants to be a dad. Fiona and Kelly want their child to have a father. It seems perfect…but is it?

Life (or more so death) after Barns v Barns

Critical analysis of the High Court decision in Barns v Barns - relationship between mutual wills and testator family maintenance legislation - whether an agreement for mutual wills was void for public policy reasons - whether property of a deceased that was obligated under maintenance legislation could be passed to an applicant contrary to the mutual wills agreement - implications of decision.

Single-sex classes in co-educational schools

This research investigated social and academic outcomes from single-sex classrooms in a Tasmanian coeducational government primary school. Interviews, observations and surveys formed the basis of the evidence. Teachers, parents and children reported positive benefits from the class organisation, but these differed according to gender. Staff identified increased confidence and higher self-esteem among girls, whereas boys developed increased motivation and more commitment to schoolwork. Teachers and parents noted that boys' accountability and self-discipline improved. Teachers adopted different strategies from those used with mixed-gender classes and gained higher levels of satisfaction from teaching, attributable to increased children's time 'on task'. Paradoxically, standardised school testing indicated no increase in academic achievements. However, there may be an extended lag between establishing changed social relationships and measurable academic outcomes, suggesting that if the new class structure is to achieve its full potential, it should be established early in primary school and continue to adolescence.

Repeated sprint ability, recovery time and aerobic fitness

Aims to ascertain whether a relationship exists between repeated sprint ability (RSA) and aerobic fitness. RSA was assessed by 3 repeated sprint sessions departing avery 15, 30, or 60 seconds. Peak oxygen uptake and running velocity at VO2peak assessed aerobic fitness. When recovery time was increased between sprints, running velocity was better maintained, repeated sprint time was faster and the decrement in running velocity was smaller. Higher Vmax scores appear related to improved RSA as measured by the better maintainance of sprinting velocity.

Reshaping dominant stories : a poststructuralist approach to online role play

Online role play is an increasingly popular teaching/learning technique in higher education (Wills & McDougall 2009) but there has been little research into ways a poststructuralist approach may be supported in this format. This paper describes two very different means of incorporating a poststructuralist approach into role plays in higher education to problematise dominant assumptions in the language and content of the subject matter. The first method was a series of interventions in a face-to-face role play in which medical students practised consultations with adolescent school students. The consultations were interrupted repeatedly with activities designed to interrogate assumptions and the school students acted as coaches to improve the medical students' technique. Although this role play was performed face-to-face, some of its activities may be redeveloped to suit an online role-playing format. The second method was a feature of an online role play involving Middle-East politics and journalism students, in which daily online newspapers provided a reflecting and distorting mirror to the political events simulated by the politics students. Indications of ways in which the two methods produced changes in understanding were gathered using a mixture of qualitative and quantitative methods: questionnaires, focus groups, interviews, participant observation and analysis of online discussions and artefacts.

Designing online role plays with a focus on story development to support engagement and critical learning for higher education students

Online role plays, as they are designed for use in higher education in Australia and internationally, are active and authentic learning activities (Wills, Leigh & Ip, 2011). In online role plays, students take a character role in developing a story that serves as a metaphor for real-life experience in order to develop a potentially wide range of subject-related and generic learning outcomes. The characteristics of these stories are rarely considered as factors in the design―and success―of these activities. The unspoken cultural assumptions, norms and rules in the stories that impact on the meanings students make from their experiences are also rarely scrutinised in the online role play literature. This paper presents findings from a case study of an asynchronous text-based online role play involving politics and journalism students from three Australian universities. The findings highlight the centrality of students’ collaborative story-building activity to their engagement and learning, including their development of critical perspectives. The study underlines the importance of certain aspects of the role play's design to support students' story-building activity.

Cultural heritage and development in South East Asia

This chapter discusses research undertaken into the developmental role of museums and heritage sites in Thailand and the Greater Mekong Subregion, a geographical area that also includes Cambodia, Laos PDR and Myanmar. It contextualizes an international project, the Lampang Temples Project, to explore the potential role that museums and heritage sites can play in place-based development work, particularly in an Asian context where sacred places are simultaneously valued by local members of the community and as desinations for religious pilgrims and international tourists. The discussion of the Lampang Temples Project is located within an understanding of the international discourse concerning the roles of museums in development, including those contributions to the discourse that have originated in the Asia-Pacific region. It is also situated within an understanding of the roles of international agencies and local governments in the promotion of programmes and infrastructure for the preservation of Buddhist heritage and the relationship of this development strategy with tourism. Furthermore, due to the participatory and observational experience of the authors in the Lampang Temples Project, the chapter also considers the issues involved in applying cross-cultural pedagogies to the management of cultural tourism sites, including UNESCO World Heritage Sites. The results of the Lampang Temples Project support the contention that colaborative training models and pedagogies can be adapted, provided that differing cultural contexts and suppositions are appropriately articulated and integrated. Further, it suggests that this type of collaborative approach to the management of cultural tourism sites has the potential to play an important role in Buddhist heritage development processes.

Daemons & deities

Solo exhibition of works by Deborah Walker exhibited at 69 Smith Street Gallery, and a related survey & biography written by independent arts writer, Gillian Wills