Teaching narrative journalism and the APN Professional Development Program

This paper extends the familiar concept of ‘journalism-as-storytelling’ into a description of some of its practical applications in a university and industry partnership resulting in a commercial training arrangement in early 2007. It describes the APN/USQ Professional Development Program for newspaper employees (with no formal journalism qualification) and exemplifies how print journalism courses may be adapted to teach narrative writing techniques. It demonstrates how foundation skills in journalistic practice may be incorporated into an adapted teaching model, suggesting that “the basics” of narrative writing should not be thought of as discrete components of journalism education. This argument is further supported by the description of a robust pedagogical approach informed by Mezirows’ transformative learning theory for a cross-disciplinary knowledge base.

Re-conceptualizing disability and assistive technology : Australian consumers driving policy change

For people living with a disability, enablers such as assistive technologies, environmental modifications and personal care can make the difference between living fully and merely existing. This article is written from the standpoints of people with disabilities and professionals in one Australian State who found their government and service system to be a constraining rather than an enabling force. It presents two key components of policy and practice change in the area of assistive technology: challenging understandings of disability, assistive technology, and the desired life outcomes that assistive technology contributes to; and building a public evidence base through consumer-focussed research. In short, government funding of assistive technology needs to move beyond a limited focus on functional needs and take responsibility for fully equipping people to live the lives they aspire to.

Supporting information needs of senior citizens in community aged care

To address the challenge of an ageing population in an information society, it is important to introduce information systems to assist the aged people in maintaining and improving their quality of life. An understanding of what information aged people need, how they seek and use information, and how they adopt Information and Communication Technology (ICT) is required. This paper reports the findings of an empirical study undertaken in Australia to understand the information needs of senior citizens who reside in the community. The study aims to understand how ICT can support the independent living of senior people in the community from both the social and health perspectives. We offer a new understanding of the information needs of aged people in the community and extend the information systems research in aged care. This research also contributes to the development of innovative ICT enabled aged care service solutions in community aged care.

Process improvement and ICTs in Australian SMEs: a selection and implementation framework

This article describes the development, modification and testing of a tool designed to assist small firms in making more appropriate decisions regarding information and communication technology (ICT) selection and implementation. Using a combination of quantitative and qualitative methods, a number of possible tools were initially developed to support firm-based self-diagnostic exercises. Research outcomes from a joint European–Australian research project were regionalised for Australian conditions through collaborative product development with a number of Australian SME manufacturing firms. This article reports on the pilot implementations and the outcomes achieved with these Australian SMEs. These implementations have shown successful outcomes for the trial SME participants and have led to the creation of an online self-assessment tool to allow wider access by interested SMEs

Social comparisons, appearance related comments, contingent self-esteem and their relationships with body dissatisfaction and eating disturbance among women

This study examined social comparisons, appearance related comments and contingent self-esteem, and their relationships with body dissatisfaction and eating disturbance in young adult women. Importantly, the role of both positive and negative appearance related comments, and upward and downward comparisons, were investigated. A self-report questionnaire assessing each of these variables was completed by one hundred and ninety-six women aged 18–35. A higher frequency of negative comments and contingent self-esteem were associated with higher upward comparisons, and more positive comments were associated with higher downward comparisons. Overall, social comparisons were shown to be more important than verbal commentary and contingent self-esteem. More upward comparisons and less downward comparisons uniquely predicted higher body dissatisfaction and eating disturbance. In addition, negative appearance comments were found to be more salient than positive comments. Negative comments and contingent self-esteem uniquely predicted more eating disturbance but positive comments were not a predictor of body dissatisfaction or eating disturbance. Longitudinal studies are now required to establish the direction of these relationships and to more fully examine the interplay among the factors. In addition, given that our study only assessed self-reported social comparisons, our findings need to be validated against experimental methods.

Public and personal domains : professional standards for teachers of English in Australia

For many teachers the term ‘professional standards’ conjures up notions of benchmarks against which to measure their performance. This is to locate standards in a public domain that is external to individual teachers, defining their professional role largely in terms of their accountability to other stakeholders in education. The following article argues an alternative view of standards as mediating between public and personal domains. Those domains should remain distinct – indeed, sometimes they may exist in a productive tension – but for standards to have any purchase with the profession they must be personally meaningful. The author draws on both his experience in teaching graduate English students in the pre-service Diploma in Education course at Monash University and his research in a national project to develop subject specific standards for primary and secondary teachers of English. The project, Standards for Teachers of English Language and Literacy in Australia (STELLA), is federally funded and involves a consortium of universities, state government bodies and the two English teaching associations, whose members constitute the panels of teachers at the heart of the project.

How dynamic capabilities drive performance in the Indian IT industry : the role of information and co-ordination

This study examines key issues and effects of capability management on a fast-growing area of knowledge-intensive global business services – IT outsourcing and offshoring. An exploratory study is undertaken of Indian companies providing complex process-oriented offshore IT services to their global customers. The analysis of the data related to the service provider side shows that developing dynamic capabilities is strongly driven by management and top-clients and results in the development of business processes and in establishing a strategic partnership with the client organization. Key findings are that information exchange and coordination are the key to a leveraging firm performance.

How different is it really? – rural and urban primary students’ use of ICT in mathematics

Information and Communication Technology (ICT) offers the potential for changing mathematics education for both teachers and students. However, how ICT is used, and by whom, is critical to realizing this potential. This paper reports on an investigation of the use of ICT in the learning and teaching of mathematics in rural and urban primary schools in Victoria, Australia. Thirty-six teachers and almost 700 students were surveyed regarding their use of ICT for mathematics at home and at school, with a small number of selected teachers and students taking part in interviews. This paper focuses on students’ perceptions of ICT use. A comparison of rural and urban students’ responses shows little difference across most aspects of ICT use, and where there was a difference, the frequency of rural use almost always exceeded that in urban schools.