Gender and equity in e-Learning

Literature to date suggests contrary indicators of acceptance of the use of technology to support learning by females. With the increasing adoption of information technology to support teaching and learning, it is imperative that factors which may impede student learning are identified. The research reported here is of a large-scale survey of the perceptions of university students about eLearning and their use of the online learning environment. The aim of the survey was to gather data to inform about online learning practices at the University. The results were explored, amongst other factors, by gender. Findings include no significant differences between the female and male students with respect to being able to use the online learning environment confidently and effectively. In general the female students were more willing to participate in online discussions. However, there was no difference between the female and male students regarding their willingness to voice their opinions online. An unexpected result was the greater value placed by female students on using the online environment for communicating and collaborating with students of diverse background.

The role of dualities in arbitrating continuity and change in forms of organizing

A substantial body of literature on new forms of organizing has forecast the end of bureaucracy. More recent empirical studies, however, indicate that high-performing organizations are adopting dual forms of organizing in which the controllability advantages associated with traditional forms work to complement and support the responsiveness attributes of new forms of organizing. The paradox is that, if organizations discard the key planning, co-ordinating and direction-setting mechanisms of traditional forms of organizing, they also remove the stabilizing dimensions of organizational form that are essential in periods of uncertainty and change. The challenge for organizations lies in learning how to manage the tensions or dualities between traditional and new forms of organizing, a process demanding the arbitration of continuity and change. This paper explores the concept of dualities and its salience in the management of organizing forms. First, the nature of dualities is explained; secondly, a set of characteristics is developed to describe the behaviour of dualities; and thirdly, suggestions are presented for arbitrating the tensions that exist in organizing form dualities. These three contributions are relevant because they signal the route to the effective creation and management of organizing form dualities, the benefit of which is the constructive combination of dynamic capabilities (underpinning innovation and responsiveness, the hallmarks of new forms of organizing) and operational capabilities (underpinning stability and efficiency, the hallmarks of traditional forms of organizing).

Equity and access in an e-enhanced, international, university environment: learning style implications

Globalisation and technological development have simultaneously pressured universities to provide students with flexible and innovative learning options. Among the ways universities address these issues are by internationalising their curriculum and investing in educational technology. These changes have affected pedagogical and andragogical approaches and outcomes. Learning styles potentially affect the strategic approach of academics when utilising innovative technological tools in their teaching, which converges with internationalisation of the curriculum and a diverse student body to accentuate the issues of equity and access. The literature in this field is explored in context with the authors’ diverse experiences to provide policy makers, academics and other education stakeholders with a new perspective.

Career planning and development in elite sport : an AFL perspective

This paper examines career development in elite sport, specifically the perceptions of Australian Football League (AFL) players on the career development programs offered by the AFL Players Association. HRM literature reveals considerable research in the area of career planning and development. There is however a paucity of research into career planning for elite athletes in Australia. While overseas studies indicate a lack of career planning by elite athletes for their life after sport, that is not the findings of this research. This pilot study reveals that AFL Players not only recognise the need for and value of career planning, they actively utilise the AFL Players Association, Player Development program, in particular the training and development and guidance aspects of the program, This research is useful because it provides feedback to those who formulate such programs to better cater for and create more focused programs. It also provides the basis for further research across the sport and the potential to test its applicability across other elite sports.

Framing the discourses of harm and loss: a case study of power relations, mobile phones, and children in Australia

The current penetration of mobile phones in Australia is 92% and it records one of the world’s highest rates of ownership among children under 18. The paper reviews the literature on mobile phones and Australian children and examines the various discourses dominating the public debates; the systematic frames used in these discourses; and whose interests are served in the process. The frames discussed fall under the optimistic (gains); pessimistic (losses, costs or harms); pluralistic (technology per se is neutral but how it is used matters); historical development (skills learnt and the importance of using mobiles); futuristic predictions (promises and dangers for the future); current uses (connectivity, convergence and interactivity); and the techno-realist view (as a mixed blessing) views of technology. Taking the critical perspective and borrowing from Joshua Meyrowitz, the paper illustrates how mobile phones have eroded parental power over how, when, where and with whom their children communicate, surpassing adult supervision, intervention or knowledge, while at the same time, becoming a ‘digital leash’ for parents to re-establish their control an d an ‘umbilical cord’ for their off spring to remain connect! ed with parents, at all times.

New social orders: reconceptualising family and community in utopian fiction

A study focusing on family and community as they are represented in seven utopian/dystopian fictions written for children and young adults by Australian, American, Canadian, and British writers is illustrated. These novels depict reflections of how various notions of new social orders have impacted on children's literature and how this affects the utopian/dystopian strain, present in children's literature.

Photochemical degradation of 2,4-D and atrazine in well-defined media

Atrazine and 2,4-D are common herbicides used for crop, lawn, and rangeland management. Photochemical degradation has been proposed as one safe and efficient remediation strategy for both 2,4-D and Atrazine. In the presence of iron(llI) and hydrogen peroxide these herbicides decay by both thermal and light induced oxidation. Past studies have focused primarily on sun light as an energy source. This work provides a mechanistic description of herbicide degradation incorporating intermediate degradation products produced in the dark and under well-defined light conditions.

Emerging futures : innovation in teaching and learning in VET

This report on Innovation in Teaching and Learning in the vocational education and training (VET) sector demonstrates that pressures for change are flowing with increasing force into teaching and learning practice within VET. As a consequence of this ongoing change, wider, deeper and more frequent innovation is now needed in VET teaching and learning practices. However, this report shows that there are good grounds for optimism about the quality and scope of current innovation in teaching and learning practices in VET. The particular and local instances of practitioner innovation found in the research for this project serve as a reminder of the many different ways in which VET practitioners are knowledgeable and innovative. Positive futures for VET are emerging, as a result of this practitioner innovation. A literature review, interviews, focus groups and case study research inform the key findings.

Working and learning in vocational education and training in the knowledge era : final report of the professional development for the future project

This Report summarises the outcomes of the phases of the Professional
Development for the Future Project and presents the implications of this research for professional development of staff in Vocational Education and Training (VET), as they become knowledge workers.

These shifts are occurring within the knowledge era. Distinguishing features of this era are summarised into four broad areas:
- the importance and value placed on knowledge in organisations
- the time span of discretion
- the complexity of relationships, and
- the ubiquitous nature of information and communication technology.

It is within this context that work is currently performed, and understanding this context provides the foundation for considering new capabilities required in the knowledge era.
Key capabilities required of knowledge workers to work effectively in the
knowledge era were drawn together from an analysis of the theoretical literature and the results of interviews with knowledge workers. The core capabilities identified include:
- adaptive problem solving – becoming designers as well as problem -
solvers
- rapid knowledge gathering and sharing with others
- discriminating between relevant and irrelevant information, and
- understanding and working effectively with the organisation’s culture.

Knowledge era characteristics and knowledge worker capabilities have been mapped to each other illustrating conceptual linkages between these two areas.

Professional development themes drawn from interviews with knowledge
workers are presented. While global trends in knowledge work have been well documented, the impact of these trends on the capabilities of workers, and the ways in which knowledge workers develop these capabilities is less well understood. Their learning methods challenge our current thinking in relation to the ways in which workers acquire skills and knowledge. Some of the professional development methods include seeking exposure to new ideas from a wide variety of sources, embracing intense learning opportunities, and using relationships to increase knowledge.

‘Thought pieces’ (see p17 ff) commissioned for this Project, as well as
subsequent interviews with the authors, provided further insights into the
professional development of knowledge workers. The implications of these insights are an extension of earlier themes and emphasise:
- the emergent nature of knowledge work
- the importance of relationships that facilitate knowledge sharing
- coherent conversations and dialogue
- collaborative work and generosity.

A key insight is the shift from thinking about knowledge work in terms of
borrowed knowledge to an emphasis on generated knowledge within a context.

Data from focus groups of the Project provide further insights for knowledge worker professional development. These augment the perspectives of the earlier data analysis but also add greater emphasis to:
- the clear and direct relationship between professional development and
work and career aspirations of knowledge workers,
- the relationship of professional development to the organisational
mission, and
- the issues of managing and leading knowledge workers and their
development.

As part of this analysis the defining features of organisational life in VET were reviewed in relation to effective professional development of knowledge workers.

The final section of the Report revisits the core dimensions of the Project.
Concise commentaries on working and learning in the knowledge era,
professional development in the knowledge era, and leadership and
management in the knowledge era are presented.

The Report concludes with a discussion of the enablers of professional
development for knowledge workers in VET. This discussion is introduced by a re-statement of the VET sector’s positioning in the knowledge era and the consequences of this for VET managers an d staff in terms of complexity, uncertainty and diminished prospects for accurate predictiveness. The enablers comprised:
- integration of information technology into socio -technical systems
- greater understanding of the organisation from within
- connecting staff to the organisation’s fundamental identity
- connecting to the work and career trajectories of workers
- establishing work structures which integrate the use of professional
development resources with knowledge work
- providing workers with the autonomy to design their own professional
development activities
- building professional development into the iterative nature of knowledge
work, and
- creating organisational contexts that value intuitive thinking and working.

Professional development needs to be thou ght of in a much broader context in the knowledge era. What each VET staff member knows and shares will become increasingly central to their work, and in that sense all VET workers require capabilities for knowledge work. This report accurately describes t he VET context, the capabilities required, and the organisational enablers that will promote ‘knowing’ and thus embed a new style of professional development within VET.

Language processing and acquisition in languages of Semitic, root-based, morphology / Joseph Shimron

This book addresses a fundamental question in the morphological analysis and representation of Semitic languages—namely, whether Semitic word morphology is root based or word based. As Shimron suggests, “there are reasons to view the templates, not the roots, as the more influential factor in determining Semitic morphology” (p. 5). Yet, as others would argue, there are reasons not to disregard the root-based hypothesis altogether. In the case of Arabic morphology, for example, verbal forms inherently contain three nonlinear levels: the consonantal root, the vowel pattern, and the templatic prosody. This nonlinear feature provided a perfect illustration of what has become termed in the literature as root-and-patterns morphology (McCarthy & Prince, 1986, 1990).

Who says boys don`t read? They do in literature circles!

This article is about Literature Circles and its ongoing implementation at Parade College, where it is regarded as an innovative, flexible and inclusive strategy that motivates adolescent learners, particularly boys, to read for enjoyment, for independent learning, and for the enhancement of literacy knowledge, skills and capabilities.

To stay or to go? 'At risk' young women speak about their influences and experiences in making decisions about post-compulsory schooling

Recent research indicates that young women who leave school early (ie at or before year 10) are the group most 'at risk' of becoming only marginally attached to the labour force or unemployed. Young women from low socio-economic backgrounds are more often those who 'choose' to leave schooling, often for complex reasons, some of which are only marginally connected to their schooling experiences. In order to better understand-and address-the needs of this cohort, it is necessary to examine the multi layered connections between students' lives in and out of school.

This paper reports on the initial stage of a three year ARC-funded study, 'Young women negotiating from the margins of education and work.' In interviews and focus groups, young women identified as 'at risk' of leaving school early speak about the factors that have influenced their decisions. We examine the data with specific reference to the question: what type of social capital do these young women deploy in making their choices? Recent research (Croninger & Lee, 2001) suggest that teachers' support and guidance are a form of social capital that can make a difference, particularly in regards to students from lower socio-economic backgrounds. We discuss the young women's and teachers' interview data in light of recent debates about social capital and education.

The Body of Christ : blasphemy, eroticism and transgression in Martin Scorses's The Last Temptation of Christ

Martin Scorsese’s film The Last Temptation of Christ (1988) has polarised critics and audiences for almost two decades. The film is most often remembered for offending the religious sensibilities of fundamentalist Christians, who objected to Scorsese’s representation of Christ as a neurotic figure who struggles to reconcile his divinity with his sexual impulses.

Even critics who reject the fundamentalist accusations of blasphemy are divided about the film’s value. For example, Rolando Caputo praises the film as an unrecognised masterpiece, which confirms Scorsese’s status as an auteur. Conversely, Leonard W. Levy, dismiss the film as having little artistic merit. This paper re-evaluates the film as a serious theological text by re-examining the film in the light of Michel Foucault’s essay ‘A Preface to Transgression,’ arguing that the film can be read as a sophisticated attempt to examine the connections between corporeality, divinity and human subjectivity.

Teaching educational leadership and administration in Australia

Despite the ubiquity of programmes in educational administration and leadership little is known about the resources used to teach them. This article reviews the sources currently employed in such programmes in Australia by examining the textbooks, book chapters and journal articles specified for 53 separate units (papers) offered at 15 of the key institutions that responded to requests for copies of their reading lists. Surprisingly, few of the units prescribed textbooks (35), relying instead on book chapters (243) and journal articles (362). While there was a very eclectic spread of sources across institutions, 10 major themes emerged. However, there appeared to be little emphasis on Australian research on educational leadership and little reference to major Australian authors of the previous decades. This may be because the field has become global. The second part of the article therefore examines an audit of the contributions made by Australian authors to the global literature represented by leading journals in the field. The audit shows that during the period 1977-2007 an average of 12-13% of papers in key journals were contributed by Australian authors, perhaps more than might be expected given the comparative size of the Australian community.

New world orders and the dystopian turn : transforming visions of territoriality and belonging in recent Australian children's fiction

Through the 1990s and into the new millennium, Australian children's literature responded to a conservative turn epitomised by the Howard government and to new world order imperatives of democracy, the market economy, globalisation, and the IT revolution. These responses are evidenced in the ways that children's fiction speaks to the problematics of representation and cultural identity and to possible outcomes of devastating historical and recent catastrophes. Consequently, Australian children's fiction in recent years has been marked by a dystopian turn. Through an examination of a selection of Australian children's fiction published between 1995 and 2003, this paper interrogates the ways in which hope and warning are reworked in narratives that address notions of memory and forgetting, place and belonging. We argue that these tales serve cautionary purposes, opening the way for social critique, and that they incorporate utopian traces of a transformed vision for a future Australia. The focus texts for this discussion are: Secrets of Walden Rising (Allan Baillie, 1996), Red Heart (Victor Kelleher, 2001), Deucalian (Brian Caswell, 1995), and Boys of Blood and BOlle (David Metzenthen, 2003).