Small businesses as social formations : diverse rationalities in the context of e-business adoption

Small-business adoption of electronic business has been analyzed largely in conventional business terms such as benefits and costs, returns on investment, and competitive advantage. While these factors are important, small businesses are also embedded in social contexts which shape the rationalities with which they approach e-business. These rationalities are different from those that characterize larger businesses. They involve personal relationships, social esteem, lifestyle issues, and family considerations. Drawing on the theoretical work of Granovetter and Weber, this chapter examines interview data from a number of Australian studies of e-commerce by small businesses. These interviews illustrate the influence of the social context on the adoption (or deferral) of e-commerce. By recognizing that small businesses are social as well as economic formations, governments can tailor their programs to assist this important group of businesses in their approach to e-business.

Diverse eukaryotes have retained mitochondrial homologues of the bacterial division protein FtsZ

Mitochondrial fission requires the division of both the inner and outer mitochondrial membranes. Dynamin-related proteins operate in division of the outer membrane of probably all mitochondria, and also that of chloroplasts – organelles that have a bacterial origin like mitochondria. How the inner mitochondrial membrane divides is less well established. Homologues of the major bacterial division protein, FtsZ, are known to reside inside mitochondria of the chromophyte alga Mallomonas, a red alga, and the slime mould Dictyostelium discoideum, where these proteins are likely to act in division of the organelle. Mitochondrial FtsZ is, however, absent from the genomes of higher eukaryotes (animals, fungi, and plants), even though FtsZs are known to be essential for the division of probably all chloroplasts. To begin to understand why higher eukaryotes have lost mitochondrial FtsZ, we have sampled various diverse protists to determine which groups have retained the gene. Database searches and degenerate PCR uncovered genes for likely mitochondrial FtsZs from the glaucocystophyte Cyanophora paradoxa, the oomycete Phytophthora infestans, two haptophyte algae, and two diatoms – one being Thalassiosira pseudonana, the draft genome of which is now available. From Thalassiosira we also identified two chloroplast FtsZs, one of which appears to be undergoing a C-terminal shortening that may be common to many organellar FtsZs. Our data indicate that many protists still employ the FtsZ-based ancestral mitochondrial division mechanism, and that mitochondrial FtsZ has been lost numerous times in the evolution of eukaryotes.

Enhancing learning for culturally and linguistically diverse (CALD) students

Objectives: Academic staff have noted that culturally and linguistically diverse (CALD) students have faced difficulties during their studies and in adapting to workplace experiential learning.

Method: To explore this issue, three focus groups were held to identify the barriers to learning faced by CALD students and to develop strategies for CALD students, academic staff and workplace supervisors to assist in the students' academic progress and skill development. The three focus groups represented academic staff: CALD students and placement supervisors in courses where workplace supervision was a requirement of the course.

Results: The barriers to learning were identified as difficulties with English language communication skills, including reading, writing and verbal skills; course content that was too local; extra time not being allocated to academic and placement staff to allow for the greater time commitment required for CALD students; large tutorial groups; social isolation; discriminatory assessment, and lack of awareness of existing support services for academic staff dealing with international students.

Conclusions: Strategies suggested to help assist CALD students to learn included conducting introductory sessions on Australian culture for CALD students; having additional and smaller tutorial groups; having academics spend time with individual CALD students; incorporating international issues into the course content and assessment; providing support and assistance for academic staff teaching CALD students, and organising experienced CALD students to mentor their less experienced peers. Implementing the strategies suggested would require greater resources to be committed to CALD students, which may be difficult given competing demands within the university for limited financial resources.

Working with 'diverse bodies, diverse identities': an approach to professional education about 'diversity'

The complexity and diversity of populations in contemporary Western societies is becoming a significant public policy issue. The concept of 'diversity' has come to represent cultural, ethnic, racial and religious differences between the 'dominant group' and immigrant and indigenous populations. 'Diversity training' is amongst many strategies being implemented to address social and economic objectives in complex societies. This paper discusses and critically evaluates a professional education programme, 'Diverse Bodies, Diverse Identities', that is offered to human service practitioners and social work students in Victoria, Australia. It is concluded that a range of approaches is needed to address 'diversity' in contemporary societies.

Plasma phospholipid fatty acid composition as a biomarker of habitual dietary fat intake in an ethnically diverse cohort

Background and aim
As an evaluation of fatty acid intake measurement, our aim was to examine associations between diet and plasma phospholipid (PL) fatty acids, and whether these were modified by age, sex, country of birth, fasting status, use of cholesterol-lowering medication, body size, chronic disease and other lifestyle factors.

Methods and results
Cross-sectional analysis of plasma PL fatty acid composition and dietary fatty acid intake over 12 months from a 121-item food frequency questionnaire (FFQ) in 4439 men and women aged 40–69 years, born in Australia, Greece or Italy. Crude correlation coefficients ranged from 0.18 to 0.40; and corrected correlation coefficients from 0.38 to 0.78 for total monounsaturated, polyunsaturated, n-6, n-3 fatty acids, oleic acid, linoleic acid, EPA and DHA. Weaker associations were observed for other fatty acids. The associations did not vary significantly by fasting status, use of lipid lowering medication or alcohol intake, but for some fatty acids did vary by sex, age, body mass index, country of birth, smoking and previous heart attack or diabetes.

Conclusions
The FFQ provides useful information on intakes of mono- and polyunsaturated fatty acids. Correlations did not differ by fasting status, or use of lipid-lowering medication.

Whose homework? researching parental labour in socio-economically diverse communities

Recent government education policies in Britain, USA and Australia advocate increased parental involvement in schooling. In the context of inadequate resourcing of public schools, increasingly parents assume significant responsibility for their children's education through active involvement in schools and at home. However, numerous studies have identified barriers to inclusion in the life of schools faced by families living in poverty, by families whose first language is not English, by Indigenous families. Class linked analyses of homework suggest that homework can be a source of stress in many families which serves to reinforce educational and social inequalities and underline cultural differences.


This paper reports on a feminist ethnographic study of homework which examines the nature and underlying purposes of tasks children bring from school for completion at home, the impact of homework on families, and the kinds of parental labour performed in homes where homework is completed. It reconceptualises homework as a 'field of practice' and develops a Bourdiueian analysis of parental management of homework across 2 socio-economically diverse communities. The paper argues that the pedagogical work in the home is increasingly complex and that the labour performed by parents is misunderstood and devalued in policies which shape homework.

Whose identity? Valuing the culture built heritage in diverse and tensioned societies

The UNESCO declaration on cultural diversity in 2002 has raised more questions than answers. More recent events around the World have highlighted the immediate need for legislative actions to protect cultural built heritage in tensioned societies. This paper discusses the potential global risks that face cultural built Heritage. The paper argues that such risks are not only limited to regions where military operations are taking place but also to nations where questions of identity and cultural diversity are raised. The paper questioned the reasons and the impact of the rise of ethno nationalism on the protection of cultural built heritage. The different discourses of these groups that will lead to destruction of cultural artefacts are also explored. In order to properly legislate means for the protection of vulnerable cultural built heritage in conflict areas, the underline value system should be clarified and the values under threat identified. The paper concludes with a plea to move our understanding and definition of culture from the previous 'old' definition with relation to "people' to a 'new' one which is more relevant to context.

‘Outsiders’ and ‘others’: ‘different’ teachers teaching in culturally diverse classrooms

This article draws on data from two separate qualitative research studies that investigated the experiences of Indigenous teachers and ethnic minority teachers in Australian schools. The data presented here were collected via in-depth individual semi-structured interviews with teachers in 2004 and 2005. Data analysis was informed by poststructuralist discourse theory and the data were examined for broad themes and recurring discourse patterns relevant to the projects’ foci. The article explores how teachers who are not from the Anglo-Celtic Australian ‘mainstream’ use their cultural knowledge and experiences as ‘other’ to develop deep understandings of ethnic minority and/or Indigenous students. I suggest that the teachers’ knowledge of ‘self’ in regards to ethnicity and/or Indigeneity and social class enables them to empathize with students of difference, to contextualize their students’ responses to schooling through understanding their out-of-school lives from perspectives not available to teachers from the dominant cultural majority. I raise in this paper a number of important implications for teacher education including the need to recruit and retain greater numbers of teachers of difference in schools, the need to acknowledge their potential to make valuable contributions to the education of minority students as well as their potential to act as cross-cultural mentors for their ‘mainstream’ colleagues.

Western Australia intercultural arts research project : an investigation into culturally and linguistically diverse art and artists in Western Australia

Background: The introduction of the Australia Council's 'Arts in a Multicultural Australia Policy' (AIMAP) (2000) represented a shift in how the arts in multicultural communities were viewed. It has long been recognised that the arts play a significant role in promoting social cohesion, social policy goals, economic growth, and shaping a nation’s sense of identity. However, prior to the introduction of this policy, multicultural arts was typically seen as involving cultural retentive activities which had their roots in expressions of migrant cultural traditions. The introduction of the policy heralded the beginning of an era in which culturally and linguistically diverse (CaLD) Australians were seen as integral to the fabric of the Australian arts sector. Evaluation of the policy in 2005 however, revealed that culturally and linguistically diverse Australians were under-represented in most artistic categories. Western Australia is the most culturally diverse state in Australia. It is therefore of great interest to the State Government to have a comprehensive picture of the situation in that state. Hence, the Office of Multicultural Interests (OMI) commissioned Deakin University to undertake an investigation into the participation rates of CaLD artists in the arts sector in Western Australia.

Scope: The project examined the participation in the arts of CaLD artists in Western Australia. The arts sector comprises many more individuals and organisations than artists. For example, there are arts agency administrators, venue operators, policy officers, curators, and countless others who work together to make up the arts sector. This project focused on the artists, the individuals such as those who make music, visual art, dance and theatre performances. In the past it has been shown that CaLD populations are not well represented in the broader arts sector. This research aimed to discover the current position for CaLD artists in terms of participation in the broader arts sector and what factors influence their situation.

Ethics and advance care planning in a culturally diverse society

Emerging international research suggests that in multicultural countries, such as Australia and the United States, there are significant disparities in end-of-life care planning and decision making by people of minority ethnic backgrounds compared with members of mainstream English-speaking background populations. Despite a growing interest in the profound influence of culture and ethnicity on patient choices in end-of-life care, and the limited uptake of advance care plans and advance directives by ethnic minority groups in mainstream health care contexts, there has been curiously little attention given to cross-cultural considerations in advance care planning and end-of-life care. Also overlooked are the possible implications of cross-cultural considerations for nurses, policy makers, and others at the forefront of planning and providing end-of-life care to people of diverse cultural and language backgrounds. An important aim of this article is to redress this oversight.