The relationship between environmental activism, pro-environmental behaviour and social identity

Research on environmental activism remains poorly integrated and ill-defined and to date, there has been little examination of the relationship of environmental activism, pro-environmental behaviour and social identity. 131 students from an Australian University (M = 25.04 years old, SD = 8.17) voluntarily participated by returning an anonymous questionnaire containing an environmental activism scale, a pro-environmental behaviour scale and a social identity scale. The results revealed that while there was a significant relationship between social identity and environmental behaviour, only the citizenship component of environmental behaviour significantly predicted environmental activism. In other words, the relationship between social identity and environmental activism was indirect. This research presents the opportunity for further exploration of these relationships and to further investigate their relationship to inter-group processes.

Hyphenated Australia : putting intercultural identity on the conceptual map

Interculturality and intercultural identity is a local effect of the global movement and mixing of people, and those of intercultural identities constitute the fastest growing sector of the Australian population. In an age of globalisation and diversification, what does identity mean for those situated in-between governing notions of racial/ethnic formations, and how is intercultural identity experienced? For those informed by (at least) two cultures, what does multiculturalism, ethnicity and 'Australianness' mean, and where are these individuals positioned in relation to these structures? These questions have critical implications for the Australian nation. Within Australian discourses, interculturality and intercultural identity, in particular, has historically been excluded, rendered invisible. This dissertation is, therefore, one of facilitating visibility. Using the hyphens as a conceptual tool, I argue that in this age of accelerating globalisation the hyphens both makes visible and is made visible by interculturality. The hyphens is that grey and fluid site of intersection between structures of identity and is characterised by liminality - contestation, uncertainty, fundamentally ambivalence. Experiences of liminality, however, dissolve in any given time, opening up new terrain for creativity. Some of these emerging and creative forms of identity, as instigated by interculturality, are explored. Based on interviews with 20 daughters (and their mothers) from intercultural unions, this dissertation places intercultural identity on the Australian conceptual map and analyses the unique position occupied by those with an intercultural identity in their relationship with governing discursive formations of race/ethnicity, embodiment, nation and culture. In essence, the dissertation is concerned with examining the ways in which discursive identity structures intersect with subjective experience, and with the ways in which those with an intercultural identity negotiate those structures and their social relations. This examination raises the fundamental question: is the modernist notion of the material realities of individual lives reconcilable with the poststructural notion of identity as always located in discourse. This modernist/postmodernist tension permeates the dissertation.

New teachers, professional knowledge and educational reform in New Zealand

This thesis examines the professional knowledge of new secondary school teachers in New Zealand, their negotiation of multiple discourses encountered in policy and practice, and their processes of professional identity formation. It is also a study of policy reform. In New Zealand, as elsewhere, recent educational and social reforms have brought about major changes to the way education is managed and implemented. These reforms emphasise market ideologies promoting consumer choice and responsibility, while measuring and monitoring quality and effectiveness. At the same time, the reforms attempt to alleviate social inequality. Teachers' negotiation of an accountability culture and the dominant equity policies is a major focus of this study. The study draws upon group interviews held with nine new teachers during the first two years of their teaching careers. The group interviews were designed to elicit extended narratives from individual teachers, as well as promote more interactive dialogue and reflections within the groups. Because the interviews were conducted at different points in their early careers, the study also has a longitudinal element, allowing insight into how teachers' views are formed or changed during an intense period of professional learning. Analysis of the teachers' narratives is informed by poststructural and feminist understandings of identity and knowledge and by a methodological orientation to writing as a method of enquiry. The thesis develops three main types of discussion and sets of arguments. The first examines new teachers' negotiation of the 'macro' context of teacher knowledge formation that is, their negotiation of an educational policy environment that juxtaposes an equity agenda with accountability controls. In order to historically situate these dilemmas, the particular political, social and educational context of New Zealand is examined. It is argued that teachers negotiate competing political and conceptual debates about social justice, equity and difference, and that this negotiation is central to the formation of professional knowledge. The analysis illustrates ways in which teachers make sense of equity discourses in educational policy and practice, and the apparent contradictions that arise from placing tight accountability standards on schools and teachers to achieve associated equity goals. The second type of discussion focuses on teachers' negotiation of the 'micro' dimension of professional knowledge, looking closely at the processes and practices that form professional identity. Against stage or developmental models of teacher identity, it is argued that professional identity is formed in an ongoing, uneven and fluid manner and is socially and discursively situated/embedded. It is further argued that professional knowledge and identity are entwined and that this relationship is most usefully understood through analysis of the discursive practices that frame teachers' working lives and through which teachers work out who they are or should become and what and how they (should) think. This analysis contributes new perspectives to debates in teacher education about teacher preparation and the knowledge required of teachers in current 'new times'. The final cluster of arguments brings together these macro and micro aspects of professional knowledge and identity with a case study of how new teachers negotiated a recent educational reform of senior secondary school qualifications in New Zealand. This reform has had a significant impact on secondary schools and on the way teachers, and New Zealanders in general, think about education, achievement and success. It was found that this reform significantly challenged new teachers to question their beliefs about assessment and justice in education, and what counts as success. This case study draws attention to the tensions between equity, academic excellence and standards-based assessment, and contributes to understanding how teacher professional knowledge forms both in the context of a specific educational policy reform and in relation to educational reform in general. This study contributes new knowledge to the formation of teacher professional knowledge and identity in an educational climate of change in New Zealand. The findings offer new insights for teacher educators, policymakers and schools into how teachers build, shape and sustain professional knowledge; how they juggle contradictions between a desire for justice, policy imperatives and teacher education rhetoric; the self-constructed, but contingent nature of professional knowledge and identity; and the urgency to address identity formation as part of teacher education and to take account of the dynamic ways in which identities form. These matters need to be articulated in teacher education both pre-service and in-service in order to address teacher retention and satisfaction, and teachers' commitment to equity reform in education.

Japanese investment on the Gold Coast : the interface of globalization and locality

This study explored the interface between the forces of globalization and a given place, at a given time, the Gold Coast during the 1980s. The global economic boom of the 1980s was one in which the role of Japan was particularly important. In less than half a decade capital flows from Japan surged to make it the world's largest investor. Locations in the Pacific Basin were favoured destinations for Japanese investment, one of the most significant was the Gold Coast. Japanese capital and tourism helped transform its urban area from a national resort to an international tourist destination and resort centre, The surge of capital arriving to the Gold Coast was a function of economic conditions in Japan, as was its steep reduction after November 1989, Thus the Gold Coast became integrated into global capital flows and so dependent on decisions made in Tokyo, one of the main financial centres of the world. However this study has also sought to explore a more complex reality; namely, that this place also became the interface of complex cultural forces and perceptions. The wealth of the Japanese investors on the Gold Coast enabled them to realize their dream of developing projects in the most fashionable global styles. These styles were essentially Western, and it was onto these that their Japanese owners ascribed their own meanings; meanings that reflected the cultural baggage that they had brought from Japan, and through which were filtered the economic and environmental realities of the Gold Coast. The Gold Coast as locality also included residents. Hence it became an interface between two different groups of people, the Japanese and the strongly Anglo-Celtic local community. Some in the local community perceived the Japanese presence as a threat to their perception of the Gold Coast, in fact, a threat to their perception of Australia's national identity. A campaign based on the politics of memory of the Japanese developed on the Gold Coast. Within weeks it became a national debate in which isolationalist, if not xenophobic traditionalists, concentrated on the Gold Coast challenged the economic rationalism and multicultural tolerance of the self-interested and ideologically convinced advocates of globalization. Governments at all levels sought to arbitrate, to legitimize standpoints, but more often than not were seen to move into positions of ineffectual flexibility. The forces of globalization on the Gold Coast were catalysts for change that in turn provoked local opposition which rapidly became a debate about national identity and direction. It is in the exploration of the complex and contradictory economic, cultural and political forces engendered by globalization that this study has sought to make a distinctive contribution.

First time tragedy: second time farce

The re-enactment of the First Fleet from the United Kingdom to Australia and the arbitrary celebration of the two hundred years of British settlement becomes a catalyst to consider the issues of colonialism, cultural and national identity. This film looks at the construction of national identity and dissent around the Australian Bicentennial.

Ko Un and the poetics of postcolonial identity

Ko Un is one of South Korea's most important writers of the past 50 years, and a poet whose work provides important insights into crucial linkages between language, identity and community. He lived through, chronicled and critically engaged most of the traumatic events his nation faced during the last century: a brutal colonial occupation by Japan; the division of the peninsula into communist North and capitalist South; an unusually devastating fraternal war; the integration of the divided peninsula into global Cold War politics; periods of authoritarian rule on both sides; and the more recent challenge to promote reconciliation. Some of these episodes challenged the very existence of Korea as a people, nation and state. Ko Un's poetry was part of a larger effort to regain a sense of being and national identity in the face of turmoil, war and globalisation. We argue that by engaging with these highly political issues Ko Un's work provides important clues about how to articulate notions of identity and community in a way that empathetically portrays other people and their identities. In doing so he offers an alternative to the prevailing inside/outside logic that often leads to problematic forms of nationalism.

Westphalia and the Taiwan conundrum : a case against the exclusionist construction of sovereignty and identity

It is often argued that at the root of the Taiwan question are the myriad differences in politics, ideology, identity, and economy between mainland China and Taiwan. Any prospect for its peaceful resolution, it seems, hinges on bridging those differences through economic and/or political integration. Although the Taiwan conundrum has much to do with wide-ranging cross-strait divergence, this article argues that it cannot be disconnected from one important commonality between Beijing and Taipei, namely, a cross-strait normative convergence on the Westphalian notion of state sovereignty. Encompassing an exclusionary understanding of final authority, territory, and identity, Westphalian sovereignty provides both Beijing and Taipei with a common meaning that Taiwan is an issue of sovereignty, central to their respective national identity and political survival and hence not subject to compromise. As a consequence, it argues that this common meaning is paradoxically responsible for much of the mistrust, tension, and deadlock in cross-strait relations. In order to find a long-term solution to the Taiwan impasse, we need to pay attention to this particular normative convergence as well as to the many differences across the Taiwan Strait.

Exponential stabilization of neural networks with various activation functions and mixed time-varying delays

This paper presents some results on the global exponential stabilization for neural networks with various activation functions and time-varying continuously distributed delays. Based on augmented time-varying Lyapunov-Krasovskii functionals, new delay-dependent conditions for the global exponential stabilization are obtained in terms of linear matrix inequalities. A numerical example is given to illustrate the feasibility of our results.

Cultural destruction and identity politics : targeting the history of Iraq

Since its inception in 1921, a number of successive regimes have sought to politicize Iraq‟s cultural history in order to develop national identity and foster social cohesion across this rich and complex nation. Foremost among these were the Baath party, particularly under the rule of Saddam Hussein, who used much of the nation‟s Oil wealth to undergo an extensive nation-building campaign. However, identity in Iraq is far from monolithic and various factions have long resisted the state sanctioned version of “Iraqi” identity and asserted alternative histories and narratives to underpin their own identity politics. With the invasion of Iraq by Coalition forces in 2003, however, came an unprecedented era of cultural destruction. Following the devastation of the battle phase of the war, there were further attacks on Iraq‟s cultural heritage including everything from the carefully choreographed removal of the giant bronze statue of Saddam in Firdos square, through to military bases set up at sensitive archaeological sites such as the ancient city of Babylon. In addition, Iraqi civilians targeted the cultural history of their nation with wanton looting and arson, as well as systematic attacks on sites of archaeological or ethno-religious significance. More recently, the Shia and Kurdish dominated Iraqi Government have organised the “Committee for Removing Symbols of the Saddam Era” and drew up plans to purge the state of its Sunni dominated past.

This paper argues that the unprecedented scale and magnitude of the destruction of Iraq‟s cultural history has played a part in eroding the various intersecting and overlapping versions of identity politics in Iraq. In turn, this has provided fertile ground for terrorists and sectarians to plant the seeds of their own narrow and deadly ideologies. This has brought about the rise of ethno-religious based violence and seen a series of bloody and protracted conflicts emerge between previously peaceful and compatible factions. In this way, Iraq serves as a powerful case study in furthering academic discussion on the complex inter-relationships between cultural and historical destruction and identity politics, sectarianism, violence and democracy.

Feminine hero body project

Working within painting's conventions, yet breaking from the tradition of rendering the female form according to social codes, allows the affect of everyday experiences to enter the activity of painting. This enables reading and interpretation of artwork that is not confined to social or cultural stereotypes from which feminine identity is often formed.

Defining national identity? Visiting the architectural spaces of the Museum of Scotland

National Cultures construct identities by producing meanings about the nation with which we can identify, meanings which are contained in the stories which are told about it, memories which connect its present within its past, and images which are constructed of it. A museum, the repository of a nation’s culture, which connects the past to the present through recounting stories about the artefacts of past cultures is clearly significant in representing the culture of a nation.

This paper explores the architectural spaces of the new Museum of Scotland, which opened in Edinburgh in November 1998. The museum has opened at a crucial time in Scottish history. The Scottish cultural renaissance is manifested in the increase in cultural production and call for Scottish cultural institutions. Parallel to this renaissance are political developments with the re-creation of a Scottish Parliament in 1999. When the idea of ‘Scotland’ is itself in a state of flux, the stories of the nation told in the museum, which attempt to give a sense of location, a connection between the individual and the nation are especially important.

Thus, issues of identity and ‘self’ are crucially important in understanding the contemporary museum. Within this, the relations between the production of these narratives and their consumption by the public are little understood. The majority of studies have concentrated, although not exclusively, on the production of museum displays, primarily with the "politics and poetics" of display. This paper analyses the relationship between producer and consumer within the Museum of Scotland, attempting to reconnect the forces of production and consumption. In doing so, it focuses primarily on the differing conceptions of the ability of the Museum to be able to narrate the nation.

Based on interviews both with museum staff and with visitors to the museum, it argues that an understanding of the relationship between the museum and Scottish national identity can only be considered through an understanding of the tension between the producers’ intentions and the way in which consumers conceptualise the museum as a space for "telling the nation".

Stereotypes and self-perceptions of physical education pre-service teachers

Stereotypes and self-perceptions are important in understanding how people develop their self-knowledge and social identity, become members of groups, and view groups and their members. While we have some understanding of the stereotypical view of the physical education teacher, we currently have little knowledge of how physical education pre-service teachers (students studying a physical education degree) are stereotyped, and also if there is any relationship between these stereotypes and how physical education pre-service teachers perceive themselves. The purpose of this study was to examine the stereotypes and self-perceptions of physical education pre-service teachers. The aims were to describe how physical education pre-service teachers stereotype and perceive themselves, examine if there are differences in the stereotypes and self-perceptions between males and females, and to explore if there were relationships between what the physical education pre-service teachers believed stereotyped them and how they perceived themselves. Participants were 250 students (n=120 males, n=130 female) studying a 4-year Bachelor of Education (Physical Education) degree at a university who completed a questionnaire which contained 10 items about how they viewed physical education pre-service teachers (stereotypes), and 26 items on how they viewed male physical education pre-service teachers and female pre-service teachers (stereotypes) and 26 items on how they view themselves (self-perceptions). Factor analysis revealed 2 stereotype factors, which were labelled as Sociable (e.g., socialise, partying, drinking, loud and outgoing) and Health and Lifestyle (e.g., fit, playing sport and not smoking). The stereotype of the male physical education pre-service teacher, comprised two factors: physical, assertive and aggressive behaviour (e.g., aggressive, dominant, self-confident, and competitive) and physical and self-presentation factors (muscular, athletic, physically fit, physically coordinated, and attractive). The stereotype of female physical education pre-service teachers comprised three factors: physical appearance and ability (e.g., physically fit, athletic, able-bodied, attractive, thin, and physically coordinated), aggressive and assertive behavioural style (e.g., intimidating, unapproachable, and aggressive), and masculine behavioural style (e.g., aggressive, masculine, feminine, muscular and dominant). The self-perception of male physical education pre-service teachers comprised three factors: perceived appearance and ability (e.g., athletic, physical fit, thin, attractive, muscular and pleased with their body), aggressive and confident behaviour (e.g., intimidating, dominant, show off and aggressive) and independence and intellect (e.g., independent, ambitious, self confident and intelligent). The self-perception of female physical education pre-service teachers comprised three factors: strong willed behaviour (e.g., ambitious, and dominant), presentation and appearance (e.g., pleased with their body, attractive, thin and self confident), and aggressive and dominant behaviour (e.g., aggressive, intimidating, masculine and show off). There were significant relationships between the male physical and self-presentation stereotype factor stereotype and perceived appearance and ability self-perception factor and between the male physical, assertive and aggressive behaviour stereotype factor and the male aggressive and confident behaviours self-perception factor. For females, the aggressive and dominant behaviour stereotype was related to both the aggressive and assertive behavioural style self-perception factor and the masculine behavioural style self-perception factor. It is suggested that future studies investigate the stereotypes and self-perceptions of students in schools during the recruitment phase of socialisation, and the possible influence of the physical education teacher education programme, faculty leaders, and significant others on the physical education pre-service teachers’ self-perceptions, stereotypes and socialisation into physical education.

Age at quitting smoking as a predictor of risk of cardiovascular disease incidence independent of smoking status, time since quitting and pack-years

Background: Risk prediction for CVD events has been shown to vary according to current smoking status, pack-years smoked over a lifetime, time since quitting and age at quitting. The latter two are closely and inversely related. It is not known whether the age at which one quits smoking is an additional important predictor of CVD events. The aim of this study was to determine whether the risk of CVD events varied according to age at quitting after taking into account current smoking status, lifetime pack-years smoked and time since quitting.
Findings. We used the Cox proportional hazards model to evaluate the risk of developing a first CVD event for a cohort of participants in the Framingham Offspring Heart Study who attended the fourth examination between ages 30 and 74 years and were free of CVD. Those who quit before the median age of 37 years had a risk of CVD incidence similar to those who were never smokers. The incorporation of age at quitting in the smoking variable resulted in better prediction than the model which had a simple current smoker/non-smoker measure and the one that incorporated both time since quitting and pack-years. These models demonstrated good discrimination, calibration and global fit. The risk among those quitting more than 5 years prior to the baseline exam and those whose age at quitting was prior to 44 years was similar to the risk among never smokers. However, the risk among those quitting less than 5 years prior to the baseline exam and those who continued to smoke until 44 years of age (or beyond) was two and a half times higher than that of never smokers.
Conclusions: Age at quitting improves the prediction of risk of CVD incidence even after other smoking measures are taken into account. The clinical benefit of adding age at quitting to the model with other smoking measures may be greater than the associated costs. Thus, age at quitting should be considered in addition to smoking status, time since quitting and pack-years when counselling individuals about their cardiovascular risk.

Partial state and unknown input estimation for time-delay systems

This article considers the problem of estimating a partial set of the state vector and/or unknown input vector of linear systems driven by unknown inputs and time-varying delay in the state variables. Three types of reduced-order observers, namely, observers with delays, observers without internal delays and delay-free observers are proposed in this article. Existence conditions and design procedures are presented for the determination of parameters for each case of observers. Numerical examples are presented to illustrate the design procedures.

Keeping connected: the design and overview of the research

The special issue Keeping Connected: Identity, Social Connection and Education for Young People opens with a paper that discusses the research design and overview of a three-year project by a Melbourne (Australia)-based multi-disciplinary team. Over 2007–2009, the Keeping Connected team of 10 researchers investigated the lives of adolescents with ongoing health conditions. The project centrally is developed by the young people's perspectives, their identity and wellbeing, relationships with others and engagement within changing contexts and their altered opportunities in the world. The research design includes image production underpinned by visual methods and a narrative-informed approach to interview and interpretation of images. The study, which crosses the health and education interface, set out to highlight differences of perspectives adopted by 31 young people, their families and the professional groups, such as teachers and health professionals. The special issue discusses key project findings and contributes a body of scholarship that expands our knowledge of evidence-based research across the education and health interface. The longitudinal study highlighted two themes of importance for education, and poorly catered for in current policies and guidelines: that the situation of these young people needs to be addressed by schools as a process over time (including prospectively); and that the young people's identity is strongly marked by a desire to be seen and treated as ‘normal’ combined with an awareness of being vulnerable.