Think global, act local: from naive comparison to critical participation in the teaching of strategic international human resource management

In this paper, we examine the implications of ethnocentrism and paternalism in teaching approaches for the field of strategic international human resource management (SIHRM), as an example of management studies. We argue that the teaching of SIHRM has been approached in a colonizing fashion, joining and extending the territories of human resource management and organizational strategy through the definition and teaching of a new language and conceptual vocabulary. We explore philosophical approaches and processes involved in teaching SIHRM, and consider implications of pedagogical developments in this field of management education.

Criminal laws in Australia : cases and materials

This book is the most user-friendly of all the criminal law books currently available in Australia. This is the only book that deals comprehensively with the criminal law in all Australian states and territories. Unlike the other criminal law books available to Australian law lecturers, it is both a casebook and textbook.

Criminal laws in Australia, cases and materials

Criminal Laws in Australia: Cases and Materials" deals comprehensively with the criminal law in all Australian states and territories and is both a casebook and textbook.

Health impact assessment in Australia

A recently published paper which describes the status of health impact assessment (HIA) in Australia in 2003 provides a vantage point from which to see how rapidly HIA is developing across the country. When the report Health impact assessment: a tool for policy development in Australia was released in 2002 there was little use of HIA beyond environmental management applications. By late 2005, most states and territories are undertaking a variety of HIA activities either routinely or experimentally. Traditional divisions between environmental project-level applications that focus on health protection and public health policy-level applications that focus on health promotion, are largely disappearing. These are being replaced by a growing understanding of the need for complementarity in approach and cross-sectoral working. This is not to say that there are high levels of activity, but both awareness and action are increasing.

SOSE curriculum structures: Where to now?

The article discusses the Studies of Society and Environment (SOSE) curriculum structures which was originally given at the Australian Curriculum Studies Association Conference held on July 8-10, 2007 in Melbourne, Victoria. It is noted that Key Learning Areas (KLAs) as curriculum organizers was introduced across all Australian States and Territories. An overview of a debate about the purpose and nature of SOSE is given. It also examines political attempts toward a national curriculum as a factor shaping the future of SOSE.

Preparing students for a world which is global in its outlook and influences: the rhetoric, reality and response

The imperative for schools and teachers to understand and teach with a global perspective has been reiterated in Victoria recently with the release of the Victorian Curriculum Reform Consultation Paper (VCAA, 2004). This paper states that, "the purposes of schooling are to prepare students for a world which is global in its outlook and influences." (p.4).

The introductory paragraphs of selected states' and territories' Studies of Society and Environment (SOSE) curriculum statements include and reiterate 'global' in the rationale for teaching and learning. Teaching in SOSE is charged with responsibility for incorporating 'global' into classroom practice. What is the role and place of SOSE in this teaching and how can SOSE teachers be better equipped to teach in a time of internationalisation and globalisation? Are teachers prepared to meet this challenge?

This paper will position the importance of teachers' lived experiences, their capacity to reflect upon these experiences, to their preparedness and competency in teaching 'global education' both within a SOSE classroom and beyond. How can personal critical reflection sharpen the focus for teaching in and to this global world? What are the place of narrative and the lived experiences of teachers in sharpening this focus? The data for this paper is drawn from a self study of the author who is studying a Masters by Research and teaches Social Education and Education Studies at Deakin University.

The paper argues that pedagogy around teaching global education in the classroom cannot be isolated from the teacher's identities, background experiences, which influence and shape their approaches to teaching in a global education curriculum. The methodology in teaching global education needs to be further aligned to teacher narratives and the lived experiences of teachers in order to link local, national and global domains.

The paper will describe how teaching for a 'world which is global in outlook and influences' can be researched by examining a selection of personal stories and lived experiences. The paper will conclude with a draft framework of global education that acknowledges reflection on lived experiences and narratives.

The key learning area movement : A force for pedagogical change or a facade for continued conservatism?

Throughout the early 1990s the formal curriculum across all Australian States and Territories was re-organised to accommodate a Key Learning Area (KLA) focus.  The KLA approach to schooling marked a departure from an historical reliance on individualised school subjects as the organisers of disciplinary knowledge.  Indeed a KLA structure has the potential to promote interdisciplinary teaching and learning, a focus on the skills, values, attitudes and knowledge students are to learn and to break away from the sometimes divisive subject subcultures that permiate schools.  In short the potential for a KLA 'movement' of positive benefit to teaching and learning exists.

Over the last decade however, the impact of the 'KLA movement' on teacher practice has become more apparent.  Far from being a force for pedagogical change, some KLAs are merely re-badged versions of traditionalist conceptions of school subject and knowledge.  This paper draws on data from a study of New South Wales (NSW) history and Human Society and Its Environment (HSIE) teachers and provides an evidenced argument about the use and misuse of Key Learning Areas.

Banding and radio-tracking juvenile powerful owls in Melbourne, Victoria : trials and tribulations

The Powerful Owl (Ninox strenua) is Australia's largest owl. Considering their large size they are a very cryptic species, with limited sexual dimorphism, silent fight and a highly camouflaged presence amongst secluded canopy vegetation. These features enable Powerful Owl presence to often go unnoticed and even for the trained eye, extremely difficult to study. Our research has focused on monitoring the behaviour of individual Powerful Owls in urban Melbourne, Australia.
The leg banding of Powerful Owls is a somewhat contentious issue in Australia and here we report on the suitability of different types of legs bands placed on the tarsus of juvenile Powerful Owls. There has been some debate over the band size that should be used and the consequent effects bands may pose for the owls as they mature. We also investigate the usefulness of bands as a technique to identify Powerful Owls once they have dispersed from the natal territory.
Radio-tracking juvenile Powerful Owls was also undertaken during this study, primarily to determine individual behaviour from post fledging until dispersal. This is the first study in Australia to attempt radio-tracking juvenile Powerful Owls and the results from this research highlight behavioural characteristics, mortality rates post fledging and dispersal movements for the twelve months post fledging.
Overall we found that aluminium legs bands are a useful tool for individual identification of juvenile Powerful Owls post fledgling, however, their presence is somewhat difficult to determine on mature adults as the tarsus feathers tend to cover the band and make vision from the ground difficult. Aluminium leg bands are also useful as an identification tool for deceased birds. Leather leg bands are more suitable than aluminium bands when attaching radio-transmitters as these provide more flexibility and can be removed by the owl if they become irritating.
Radio-tracking juvenile Powerful Owls provided invaluable information relating to juvenile behaviour and movements, showing that juveniles actually remain in territories adjacent to their natal territory for the twelve months post fledging. This information is vital for the successful conservation of this species, particularly in relation to habitat conservation and home-range modelling.

Nurse practitioner standards : an Australian and New Zealand research collaboration

This paper will report the findings from research conducted in Australia and New Zealand to inform development of standards for nurse practitioner education and practice competencies. In New Zealand and Australia the nurse practitioner is a new and unique level of health-care provider. The shifting boundaries caused by health-care reform have created impetus and demand for development of new models of health-care, but have also created some uncertainty regarding nurse practitioner standards, education and models of care. The title, Nurse Practitioner, is now legislated in New Zealand and most jurisdictions in Australia but there is scant research to inform development of nurse practitioner standards. This research, sponsored by the Australian Nursing Council and the Nursing Council of New Zealand, was conducted to develop generic standards that could be applied for the education, authorisation and practice of nurse practitioners in both countries. The study involved collection and triangulation of data from a range of sources across Australia and New Zealand including: in-depth interviews with 15 nurse practitioners from different geographical and clinical contexts; curriculum survey of all nurse practitioner courses in the two countries and interview with convenors of these courses; collation of the authorisation/registration processes and policies from states and territories in Australia, New Zealand and internationally. These data were analysed within and across the data modalities to provide information on standards for nurse practitioner practice and education. Findings from the study included identification of the core role of the nurse practitioner as it is expressed in New Zealand and Australia and generic standards for nurse practitioner competencies, education and authorisation. These findings will standardise expectations, support mutual recognition of nurse practitioner authorisation across the two countries and make an important contribution to the current international debate on nurse practitioner standards and scope of practice.

SOSE curriculum structures : where to now?

SOSE curriculum structures have changed dramatically over the last few decades. Teachers who once taught history, geography and economics have found themselves teaching in the SOSE KLA which many perceive as a generic mish-mash of former school subjects. Some saw this as the death of their disciplines whilst others saw it as an opportunity to explore transdiciplinary and inter-disciplinary teaching and learning. Regardless of opinion, many teachers and tertiary education students often asked a familiar question - What am I supposed to teach and how am I supposed to teach it?

Whilst NSW retained a disciplinary structure for the teaching and learning of SOSE in secondary schools, all other Australian States and Territories adopted a Key Learning Area [KLA] approach. In recent years Victorian curriculum change has seen the re-emergence of a disciplinary approach to the teaching and learning of SOSE in upper primary schools and secondary schools and we can only wonder what curriculum change in other States and Territories will bring. In this paper we explore disciplinary, transdiciplinary and interdisciplinary approaches to SOSE and critique these in relation to effective teaching and learning.

Steve Bracks: quiet trailblazer

When Steve Bracks became Victorian Labor leader in February 1999, replacing the struggling John Brumby, he took over a party that despaired of the political ascendancy of Liberal premier Jeff Kennett.

Curriculum frameworks : who (or what) is framing whom?

Various theorists and educators over the years have produced their preferred knowledge groupings or frameworks. Most well-known ones include those produced by Hirst (1974) and Phenix (1964).

Curriculum frameworks were advocated by many educators in the 1990s as an important springboard and focus for teachers in terms of curriculum planning. It was argued that they would be a stimulus for evoking creative ideas and activities. Yet, they are also a major tool for control and direction.

The use of curriculum frameworks were very evident in Australia in April 1991 when eight learning areas were created by the Australian Education Council (AEC) and planned for use in all states and territories. These eight learning areas, or key learning areas (KLA's) have largely endured in all states and territories even though the ambitious plans for national statements and profiles did not survive.

This paper provides a stock-take on the current uses, benefits and problems in using KLA's as curriculum frameworks in Australia. There are many different contextual factors operating, which affect their use and effectiveness. Disjunctions can occur between major players at federal and state levels which provide different and often conflicting points of leverage. It is timely to analyse their impact on curriculum planning and implementation in Australia.

Hollow avowals of human rights protection-time for an Australian federal bill of rights?

Unlike the constitutions of many nations, such as the United States of America and the Republic of South Africa, the constitutions of the Australian States and Territories and the Commonwealth Constitution Act 1901 (UK) contain no bill of rights. Australia is the only western democracy without a federal bill of rights. The debate regarding the need for a bill of rights necessitates an understanding of what human rights the people of Australia already enjoy. If sufficient protection can be found in existing sources, does Australia really need a federal bill of rights? Opponents of a bill of rights state that we have sufficient protection from arbitrary government intervention in our personal affairs and thus a bill of rights is unnecessary. There are a number of potential sources of human rights in Australia that might provide the suggested existing protection, including the common law, specific domestic legislation, international law and constitutional law. Each of these sources of human rights has, however, important limitations. The focus of this article is on the inadequacy of the Australian constitutions as a source of purported protection. This in turn suggests that an alternative source of rights is needed - a federal bill of rights? In the course of this analysis the author makes suggestions for reform; specifically how a federal bill of rights may address the paucity of constitutional protection.

Phytophthora cinnamomi and Australia’s biodiversity : impacts, predictions and progress towards control

Phytophthora cinnamomi continues to cause devastating disease in Australian native vegetation and consequently the disease is listed by the Federal Government as a process that is threatening Australia’s biodiversity. Although several advances have been made in our understanding of how this soil-borne pathogen interacts with plants and of how we may tackle it in natural systems, our ability to control the disease is limited. The pathogen occurs widely across Australia but the severity of its impact is most evident within ecological communities of the south-west and south-east of the country. A regional impact summary for all states and territories shows the pathogen to be the cause of serious disease in numerous species, a significant number of which are rare and threatened. Many genera of endemic taxa have a high proportion of susceptible species including the iconic genera Banksia, Epacris and Xanthorrhoea. Long-term studies in Victoria have shown limited but probably unsustainable recovery of susceptible vegetation, given current management practices. Management of the disease in conservation reserves is reliant on hygiene, the use of chemicals and restriction of access, and has had only limited effectiveness and not provided complete control. The deleterious impacts of the disease on faunal habitat are reasonably well documented and demonstrate loss of individual animal species and changes in population structure and species abundance. Few plant species are known to be resistant to P. cinnamomi; however, investigations over several years have discovered the mechanisms by which some plants are able to survive infection, including the activation of defence-related genes and signalling pathways, the reinforcement of cell walls and accumulation of toxic metabolites. Manipulation of resistance and resistance-related mechanisms may provide avenues for protection against disease in otherwise susceptible species. Despite the advances made in Phytophthora research in Australia during the past 40 years, there is still much to be done to give land managers the resources to combat this disease. Recent State and Federal initiatives offer the prospect of a growing and broader awareness of the disease and its associated impacts. However, awareness must be translated into action as time is running out for the large number of susceptible, and potentially susceptible, species within vulnerable Australian ecological communities.

Parental awareness and attitudes about food advertising to children on Australian television

Objective: To assess parents' concern regarding television food advertising to children and the marketing methods used, their awareness of existing regulations and support for strengthening restrictions, and to determine whether these factors differ across sociodemographic groups.

Methods: A randomly selected sample of 400 parents of children under 14 years in all Australian States and Territories completed the cross-sectional telephone survey in March 2007. Data were weighted by metropolitan and regional population proportions.

Results: Parents were concerned about unhealthy food advertising to children (67.3%), use of popular personalities (67.7%), toys (76.4%), and advertising volume (79.7%). Older parents, of high socioeconomic status (SES), with fewer household televisions were more likely to be concerned. Only 47.4% of parents were aware of current regulations and those with a tertiary education were more likely to be aware: odds ratio (OR) 2.96 (95% CI: 1.55-5.65). Parents supported a change from self-regulation (92.8%), a ban on unhealthy food advertising to children (86.8%) and, to a lesser extent, a ban on all food advertising (37.3%).

Conclusions and implications: There was widespread parental concern about food advertising and strong support for tighter restrictions. Given that the existing regulations rely on complaints and awareness is low, particularly among parents with lower education levels, a system of external monitoring and enforcement is essential. Clearly more effective regulations are needed to protect children and parental support for this is high.