The ‘Security of Security’: making up the Australian intelligence community 1975–2015

The legal and institutional arrangements for Australian security and intelligence underwent major changes in the 1970s. Existing agencies were publicly acknowledged for the first time, new agencies were established, new powers of investigation and surveillance were introduced and an emergent ‘intelligence community’ was formed. As in Canada (and the USA), numerous ‘crises’ in Australian intelligence practices led to and informed various commissions of inquiry that made visible previously hidden intelligence institutions and associated surveillance practices. Subsequent inquiries, security and intelligence plans, national statements and reforms in Australia built upon these developments, which were indicative of a good measure of continuity in intelligence and surveillance arrangements. This chapter identifies how intelligence and security arrangements were 'problematised’ from the 1970s, and a new ‘intelligence community’ was created as an object of governing.

Emotional intelligence and teaching situations : development of a new measure

This article reports on the development of a new measure entitled: Reactions to Teaching Situations to indicate levels of emotional intelligence among beginning teachers. This article discusses the concept of emotional intelligence and defends the development of such a measure specifically related to the situations in the teaching environment, an environment where emotional intelligence is considered to influence a teachers' thoughts and actions. The measure was found to have acceptable reliability and a range of individual differences was reported. Gender differences were found where female teachers reported greater likelihood of demonstrating emotional intelligence compared to male teachers. There was partial support for the four branch model of emotional intelligence. The discussion includes some projections for these findings and for the use of this measure with more experienced teachers.

Emotional intelligence and teaching : further validation evidence

Further evidence is presented to demonstrate the validity of a new measure of emotional intelligence: Reactions to Teaching Situations (RTS). Using criterion-related groups of high and low scorers on the RTS, it is shown that high scorers give more responses coded as emotional intelligence in their answers to sentence completion tasks relating to ten situations found in teaching. The questions of convergent and discriminant validity is tackled by examination of correlations of emotional intelligence scores and scores on the Multiple Intelligences Checklist for Adults (MICA) and information processing preferences as measured by the Myers-Briggs Type Indicator (MBTI). The results confirm that emotional intelligence (as assessed by the RTS) bears significant relationships to both intrapersonal and interpersonal intelligences and also to linguistic intelligence, but emotional intelligence shows no significant relationships with the MBTI preferences.

Emotional intelligence, attachment styles and couple relationship satisfaction

This study examined links between emotional intelligence (EI), attachment styles and gender as part of a larger study into the relationship between EI and relationship satisfaction. Two hundred and forty-six participants (age range 18-79, M=36.41, SD=13.78) were recruited via media advertisements. They completed measures of EI and attachment style in addition to providing demographic information. A significant main effect was found for attachment style across all aspects of EI. For gender, a significant main effect was found only for the empathy aspect of EI. Further, significant effects were found for the interaction of gender and attachment on both the mood and empathy factors of EI. These differences are discussed in the context of attachment style theory.

Can experiential learning improve emotional intelligence and can that, in turn, improve the work performance of middle managers?

A group of middle managers in the Australian arm of a large Global company participated in a program of experiential leadership training over a period of one year. One aim of the program was increased interpersonal skills and awareness. Change was measured using a mixed quantitative and qualitative longitudinal design. Pre and post-training measures of emotional intelligence were obtained using the EIQ (Dulewicz & Higgs, 2000) and compared with content analysis of journals kept by participants during the program. The dependent variable was measured by pre and post training measures of work performance. Findings are discussed in terms of their implications for management development as well as for further research.

Integrated governance: a possible solution for a sustainable private sector led development in Bangladesh?

In the quest for 'good governance', the developing countries have embarked on ambitious NPM style market-oriented reform policies mainly advocated by international development agencies (IDA) over the last two decades. Bangladesh has been pursuing decades of market-oriented reforms advocated by IDAs with the prime objectives of achieving an efficient, cost effective service delivery through increased involvement of the private sector. The shift towards marketisation has led to a complex, horizontal and networked structure of partnerships between state and non state actors. The private sector and NOOs are now delivering goods and services which were once the exclusive domain of the state. These changes have however, not been associated with changes in institutional arrangements, safeguards and regulation required to support the private sector led development, which is not sustained independently of the context in which it operates. Using the agriculture input sector as an exemplar, this paper explores the constraints of sustainable private sector led development. The paper argues that the main impediment to private sector led development in this sector centre on lack of good governance. In addition, lack of an integrated market structure, market information, capacity and awareness building are other factors that are inhibiting the private sector led development. We argue that a functional governance model is required in Bangladesh that engages the state, civil society and the private sector to work effectively in a participatory approach to deal with the constraints of private sector led development and for improving good governance.

Emotional intelligence and teacher self efficacy : the contribution of teacher status and length of experience

Practicing teachers and principals in selected Government schools in Victoria provided data on their levels of emotional intelligence and teacher efficacy beliefs. The data supported the theoretical expectation of a linkage between emotional intelligence and teacher self efficacy. Regression analyses showed that neither gender nor age moderated this relationship. However length of teaching experience and current status add significant direct effects on predicting teacher self efficacy but did not moderate the relationship between emotional intelligence and teacher self efficacy. These findings are significant as this now demonstrates a relationship between levels of emotional intelligence in teachers, their self efficacy beliefs and teacher effectiveness.

Dealing constructively with negatively evaluated emotional situations: the key to understanding the different reactions of teachers with high and low levels of emotional intelligence

Recent work on the distinctive features of emotions appraised as either negative or positive has links to the investigation of differences in levels of emotional intelligence. In a study with experienced teachers as participants, it was found that emotional reactions to positive or negative situations was moderated by level of emotional intelligence. The reactions to positively charged emotional situations involving students and peers were similar for teachers with high and low levels of emotional intelligence, although the low level group showed somewhat lower likelihood of making an “emotionally intelligent” response compared to the high level group. A much sharper contrast in response likelihood was found for negatively charged emotional situations involving students and peers. Teachers with high levels of emotional intelligence responded quite differently to those with low levels of emotional intelligence. The results indicate the prospect of clarifying a neglected area of exploration of differences in the likely behaviour of teachers differing in levels of emotional intelligence.

Export-led growth hypothesis: evidence from Papua New Guinea and Fiji

Purpose - This paper aims to examine the export-led growth hypothesis for Fiji and Papua New Guinea (PNG).

Design/methodology/approach – The paper investigates the export-led growth hypothesis for Fiji and PNG who have been facing dismal economic growth performances over the last couple of decades.

Findings – Findings of the study suggest that for Fiji there is evidence of export-led growth in the long-run, while for PNG there is evidence of export-led growth in the short-run.

Originality/value – The findings of this paper have important messages for policy makers given that export sectors in both countries investigated are underdeveloped due mainly to a sustained period of political instability.

Visions of the virtual : the role of computers and artificial intelligence in a selection of Australian young adult fiction

Advances in computer technology over the last twenty years have resulted in a number of different visions of what it means to be real, and of what it means to be human. This paper will explore how computers and artificial intelligence are used as major themes in four Australian novels written for young adults: Gillian Rubinstein’s Space Demons trilogy — comprising Space Demons, Skymaze and Shinkei — and Michael Pryor’s The Mask of Caliban. In so doing, the paper will look at how these texts explore the relationship between increasingly developed technology and visions of a better world. By comparing a series of oppositions that occur in all four books, this paper will look at how the theme of technology is used to privilege particular values and to advocate particular beliefs.

Client identification and money laundering control : perspectives on the Financial Intelligence Centre Act 38 of 2001

The Financial Intelligence Centre Act 38 of 2001 (FICA) compels certain persons and institutions (defined as "accountable institutions'') to identify and verify the identity of a new client before any transaction may be concluded or any business relationship is established.1 Accountable institutions are listed in schedule ¹ to FICA and include banks, brokers, financial advisers, insurance companies, attorneys and estate agents. This duty to identify new clients came into effect on 30 June 2003. However, FICA also requires a similar procedure to be followed in respect of all current clients. Current clients are those with whom an accountable institution had business relationships on 30 June 2003.² After 30 June 2004 an institution may not conclude a transaction in the course of its business relationship with an unidentified current client, until it has established and verified that client's identity as prescribed. An institution that concludes any transaction in contravention of this prohibition, commits an offence and is liable to a fine not exceeding R10 million or to imprisonment of up to 15 years.³

The majority of accountable institutions and their clients failed to meet the June 2004 current client identification deadline.4 This failure posed serious economic and legal risks. With a few days to spare, the minister of finance granted a partial and temporary exemption in respect of these requirements. This article explores the statutory scheme for identification and re-identification of clients and some of the practical problems that were encountered. The June 2004 exemptions from these requirements are also considered and proposals for law reform are made.

The discussion of the FICA identification scheme necessitates the following brief overview of the international and South African money laundering control framework.

1 s 21(1) of FICA.
2 s 21(2) of FICA. See also s 82(2)(b).
3 s 46(2) of FICA read with s 68(1) of FICA.

Identifying the underlying dimensions of teachers' emotional intelligence

Within the area of educational research that has its focus on individual differences, the concept of emotional intelligence and its study in relation to the professional lives of teachers has raised considerable interest over the past decade. This article reports on data from a new measure of emotional intelligence specifically related to situations in the teaching environment. The four underlying dimensions that are identified in this study appear to be a more relevant way of characterising emotional intelligence for those in the teaching profession than other conceptualisations of emotional intelligence. The article concludes with an examination of the contention that emotional intelligence is strongly connected to effective teaching practice