Revision of tertiary species of Anaskopora Wass (Bryozoa: Cribrimorpha)

The subgenus Anaskopora Wass, 1975 is raised to generic rank, separated from the genus Corbulipora, and redefined. The type species, Cribrilina elevata MacGillivray, 1895, is a Tertiary fossil from Victoria with small globular colonies formed principally by a special kind of interzooidal frontal budding. Other Tertiary fossil species with a similar colony structure, here assigned to Anaskopora, are Cribrilma cornuta MacGIllIvray, 1895 and Lepralia rotundata MacGillivray, 1895. Two further new Tertiary species, A. simplex and A. mesa, from Victoria and South Australia have small encrusting colonies. A key to species is given.

First fossil finds of some Australian Bryozoa (Cheilostomata)

The abundant fossil record of well-preserved Bryozoa in samples from the Tertiary of Victoria and South Australia includes some 'first fossil finds' which are recorded here. Several are of species known from the Recent of the Australian or Indo-West-Pacific regions, but some represent genera with a much wider temporal and geographical range. Of the 11 species illustrated, six are known, or may be inferred, to have inhabited 'sand fauna' environments. Specimens of one species are complete enough to allow its formal description as Chlidoniopsis inopina sp. nov.

"Sexually transmitted debts":the scope of defences to directors' liability for insolvent trading

The recent demise of prominent Australian corporations, such as GIO Australia Holdings Ltd, One.Tel Ltd, HIH Insurance Ltd and Ansett Australia Ltd, have highlighted the relevance of, inter alia, the Australian insolvent trading provisions embodied in the Corporations Act 2001 (Cth) (formerly Corporations Law). What may not be appreciated, however, is that insolvent trading is not only concerned with large public companies. Many of the insolvent trading cases that come before the courts involve small proprietary companies. Moreover, in many cases these are small “family” companies where there may only be one active director. This gives rise to a difficult issue as to the appropriateness of imposing liability for insolvent trading on a spouse who is, factually, merely a dormant director. This article explores the issue of spousal liability for insolvent trading, particularly focusing on the scope of the current defences to insolvent
trading under s 588H.

Lack of genetic divergence found with microsatellite DNA markers in the tarakihi Nemadactylus macropterus

Three classes of molecular markers are commonly employed during population genetic studies of marine taxa: allozymes, mitochondrial DNA (mtDNA), and microsatellite DNA. These markers differ in their levels of polymorphism, and the ease and cost of their application. Nemadactylus macropterus is a commercially important marine fish from New Zealand and southern Australia that has been the subject of genetic (allozyme, mtDNA) and non-genetic (otolith microchemistry, larval advection) studies of stock structure. We collected microsatellite DNA data from this species to compare the utility of these molecular markers with those genetic methods previously applied to N. macropterus. Microsatellites did not indicate significant divergence among Australian samples, or between Australian and New Zealand samples. The latter is incongruent with the allozyme and mtDNA studies, and it is suggested that allelic homoplasy has hindered the resolution of population structure when using microsatellites.

Experiencing change: an inside view from the outside

As a South African of Indian descent I bring to education in Victoria an intimate knowledge of 'change in progress' and seek to use that for the benefit of my disciplines as a practitioner and teacher, primarily of music at primary, secondary and tertiary levels. In this article, I discuss some of the gains made by Australian teachers through using African music in their settings, and also describe what some of their teaching and learning needs are. This article arises from two research projects that I undertook: with students at Deakin University (2002-2003) and with music teachers who are currently teaching African music in Melbourne, Australia (2004). The student project investigated the potential for using African music to enhance the generic musical experiences, learning, motivation, interest, confidence and competence of non-specialist primary pre-service teachers. The teacher project explored why teachers are embracing change through the use of African music, what type of African music is taught and how it is being taught. In a world that is in a state of almost constant flux, teachers face the challenge to maintain the relevance of the curriculum and to promote openness to the cultural diversity represented in our contemporary Australian society. Both groups report highly positive changes.

Women's art as indicator of social change

The support for feminism in Australia came not from the scientific field, where there was almost total opposition to it, but from literature, philosophy and the arts. An art museum is an arbiter of taste and a cultural building that points important ideas throughout its lifetime.

Automated Negotiation for Grid Notification Services

Notification Services mediate between information publishers and consumers that wish to subscribe to periodic updates. In many cases, however, there is a mismatch between the dissemination of these updates and the delivery preferences of the consumer, often in terms of frequency of delivery, quality, etc. In this paper, we present an automated negotiation engine that identifies mutually acceptable terms; we study its performance, and discuss its application to a Grid Notification Service. We also demonstrate how the negotiation engine enables users to control the Quality of Service levels they require.

Preparing pre-service teachers for rural teaching: a new approach

In Australia, recruitment of high quality teachers is seen as critical for the future of rural education provision. A national inquiry into rural and remote education conducted in 2000 by HREOC supported this claim stating that there is a crisis for rural schools attracting new teachers and blamed teacher education for not doing enough to equip beginning teachers with the skills and knowledge needed for teaching in rural and remote Australia. Although state governments provide financial incentives for potential graduates to embark on a rural practicum placement, this incentive does not appear sufficient. There is an urgent need in teacher education to consider  alternative ways to generate interest in a rural teaching career. This paper describes a pre-service initiative between the metropolitan Burwood campus of Deakin University and a Victorian rural school community. The initiative was designed to enable a cohort of 45 city-based student teachers studying a particular unit to better understand rural issues, pedagogy and ultimately to foster interest in country teaching.

The molecular systematics of Leiopotherapon unicolor (Günther, 1859): testing for cryptic speciation in Australia’s most widespread freshwater fish

Leiopotherapon unicolor is the most widespread freshwater fish species in Australia. A comprehensive allozyme and mitochondrial DNA 16S rRNA data set was assembled from 141 specimens of L. unicolor collected Australia-wide in order to test for cryptic speciation in this far-ranging species. Surprisingly, little genetic diversity was observed within L. unicolor and provided no evidence for the existence of cryptic species within this lineage. In contrast, a small sample set of L. aheneus used as the outgroup showed two highly divergent haplotypes strongly suggestive of cryptic speciation. L. unicolor has a number of ecological and life history attributes that may explain the lack of significant genetic divergence over substantial geographical distances. The occurrence of other widespread fish and crustacean species that also display only limited genetic diversity indicate that climate conditions more favourable to dispersal across central and northern Australia than is suggested by the extent of present-day aridity have occurred in the relatively recent geological past.

Thinking multimedia

Children in our society have access to many information resources and communication options. As we witness the convergence of art, literacy and publishing, individuals need to learn how to make sense of information presented in many different forms, and how to construct their own communications in multiple media.
Thinking Multimedia is a program that has developed out of many projects that I have run in several school and some tertiary institutions over the past 12 years. It is an attempt to integrate skills and knowledge from different academic disciplines and to encourage students to understand learning processes and their own learning preferences. The course, offered at this stage at Year 10 level at St Catherine’s School in Melbourne, aims to provide background and basic skills in how to construct and deconstruct information in multiple media and to provide students with the opportunity to explore a ‘real need’ project of their own in a project-based team environment. The course is supported by an online resource and discussion component.
In this presentation I will explain the background to the Thinking Multimedia program and explore some of the work by the students involved.

Constructing the Australian musical child

This paper makes use of Foucauldian discourse analysis to examine some of the current directions in Arts education and Music Education, in particular, that are being promoted by education authorities in Australia. Foucault's concept of discourse, and analytical procedures developed from his ideas, have been much discussed recently but have not been applied very rigorously or very widely other than by Foucault himself. This paper will introduce some of the basic concepts and demonstrate how application of these concepts can identify, explain or elucidate basic misconceptions that are currently being promoted as the way forward in arts education.

Curriculum development and implementation has become an important focus for educational policy in the past ten years. Inspired by the work of the Federal Labour government between 1989 and 1994 which developed the national curriculum Statements and Profiles, many states have adopted a model of centralized curriculum development in which learning is mapped out for all students up to the age of eighteen. These learning "profiles" have been developed and disseminated at great expense in terms of time, money and effort. They represent a considerable investment of educational resources. Typically, however the resulting curriculum documents are complex, difficult to understand and use, and can appear unrelated to many of the normal practices in school. This has placed teachers in the position of having either to ignore them or to work against much of their own training and personal assumptions about what constitutes music education.

It will be suggested that there are some basic flaws in the way that many curriculum documents in Australia have conceived of music education and learning. With recent new developments in Victoria, South Australia and Western Australia, there is no indication that this process of profiling student development is really devoted to improving our understanding either of learning or of teaching. In fact, it would appear to be developing a life of it's own, oblivious to the practices and structures of our educational systems. It will be suggested that a more realistic assessment of our practices needs to form the basis of our frameworks and that they should not be developed as abstract theoretical models.

Celebrating the use of African music : change in motion

I undertook a research project regarding the use of African music at both primary and secondary school level with Victorian teachers in Melbourne in 2004. This study grew out of my first project, which examined the effectiveness of using African music with non-specialist primary teacher education students at Deakin University, Melbourne (see Joseph, 2002, 2003). In this paper the concept of 'change' in relation to teaching and learning is explored regarding practising teachers’ teaching and learning of African music in Australian schools. According to Campbell (2004), a guiding principle for shaping educational experiences designed to promote students’ musical and cultural understanding is for teachers to make music both meaningful and useful in their lives. She further contends that such an experience can 'come alive' for students if teachers promote active involvement for them as music listeners as well as makers of music. This paper discusses some of the findings in relation to why and how teachers are engaging with African music and what their students are learning from it. It may be argued that both students (Deakin University student project) and teachers (Victorian music project) perceived African music to be an effective way to transmit and engage with a 'new music and culture'.

Time to make a difference: using action research to foster student engagement

This paper reports on a project, funded by the Victorian Department of Education and Training (Australia), undertaken to explore the capacity for teachers to develop innovative teaching and learning strategies aimed at improving the educational experiences of students in the middle years. Central to this charter was the need for local schools to form Clusters, share ideas and develop strategies designed to improve student engagement and connection. In forming the Buxton (pseudonym) Cluster, four schools came together to declare their shared interest in improving student connection through the teaching and learning of mathematics. The 22 teachers involved in the project shared a broad concern that the traditional pedagogies built up around the maths discipline were contributing to the wider level of student disconnection observed in the middle years. In thinking about change, the group were attracted to constructivist approaches to pedagogy in which learning opportunities and tasks are varied sufficiently to appeal to the various learning styles and aptitudes of learners. Favouring an action research framework teachers involved in the project embarked on the implementation of pedagogic reforms aimed at improving levels of student engagement.

Teaching values

Teaching Values has been designed to support teachers to introduce the Nine Values for Australian Schooling (Australian Government 2005) to their students and to build on the work that they and their schools do in the name of values education. It does not set out to be the definitive text rather it contributes to the current and historical discourse in this area by providing a unique approach to this complex area of the school curriculum. Using a range of texts sourced from collections held by the National Museum of Australia the book uses textual analysis as an approach to teaching values.