Play and cultural transition

In many countries, early childhood educators have to confront the issue of how to assist immigrant children adapt to life in a new context. For example, in 2007-08, 44 771 children aged 0- 14 years old came to Australia with their familes to start life afresh (Australian Government 2009). Countries need to put into place policies and Practices that minimise the dislocation that immigrant families and their children face. Knowledge of what other countries are doing to educationally support immigrant children can assist professionals to better understand what is sound practice and what should be avoided. This chapter discusses some of the identified immigration issues of a small sample of Chinese children who have PMR parents/caregivers in Hong Kong. This chapter also examines how the
role of play in early childhood settings can help immigrant children adjust to their new teaching and learning context. Seven early childhood teachers and the principal of a local childcare centre were invited to participate in a small scalc study that is reported on in this chapter. Using convenience sampling, interviews were conducted for qualitative data collection.

Sexual and relationship satisfaction among heterosexual men and women : the importance of desired frequency of sex

Little is known of the extent to which heterosexual couples are satisfied with their current frequency of sex and the degree to which this predicts overall sexual and relationship satisfaction. A population-based survey of 4,290 men and 4,366 women was conducted among Australians aged 16 to 64 years from a range of sociodemographic backgrounds, of whom 3,240 men and 3,304 women were in regular heterosexual relationships. Only 46% of men and 58% of women were satisfied with their current frequency of sex. Dissatisfied men were overwhelmingly likely to desire sex more frequently; among dissatisfied women, only two thirds wanted sex more frequently. Age was a significant factor but only for men, with those aged 35-44 years tending to be least satisfied. Men and women who were dissatisfied with their frequency of sex were also more likely to express overall lower sexual and relationship satisfaction. The authors' findings not only highlight desired frequency of sex as a major factor in satisfaction, but also reveal important gender and other sociodemographic differences that need to be taken into account by researchers and therapists seeking to understand and improve sexual and relationship satisfaction among heterosexual couples. Other issues such as length of time spent having sex and practices engaged in may also be relevant, particularly for women.

'I do lots of things that the University would not approve of'. What counts as professional knowledge in the eyes of pre-service and beginning teachers -implications of the encounter for the role of teacher educators in pre-service middle school preparati

This paper is an account of teacher educator perceptions of the take-up by beginning teachers of the values and practices advocated in pre-service education. Methodologically grounded in a critical ethnographic account, two teacher educator/researchers retell their understanding of the one-month experience as middle school classroom teachers in an allocated school. The paper examines the consequences of what counts as professional knowledge in the eyes of pre-service and beginning teachers and the implications of the encounter for the role of teacher educators in preservice preparation. The purpose of the research is to consider the well-researched issue of the rejection of academic training (to greater or lesser extents) that is experienced by very many preservice and beginning teachers at some stage after experience in schools. As an exemplary colleague teacher said to us as we negotiated our participation in the school: "I do lots of things that the University would not approve of". Our argument is that teacher education needs the kind of participatory inquiry represented by the undertaking and methodology of this project. The paper is the 'primary record' (Carspecken 1996) of the research and works to open the next phase, the dialogical stage of the research process.

Teleological business ethics : formative, rationalist and transformative – illustrations and analogies

The strategic, tactical and operational levels of an organization may have different perceptions and convictions on how the organization’s behaviours and practices of business ethics should be managed in the marketplace and the surrounding society. We examine organizations’ behaviours and practices of business ethics in the marketplace and the surrounding society with the aid of complexity sciences. The objective is to describe organizations’ behaviours and practices of business ethics using different teleological approaches. Unethical behaviours and practices may be the outcome of conscious actions, but they may also be subconscious. We will discuss reasons for both possibilities of unethical behaviours and practices by organizations, their managers and employees. An important insight based upon the presented illustrations and analogies is that the different teleological approaches to business ethics in behaviours and practices may be consecutive and simultaneous within an organization. An essential subject for further research is how to deal with the durabilty and variabitlity of behaviours and practices of business ethics of organizations in the marketplace and the surrounding society.

The impact of a parenting intervention in Australia among migrants and refugees from Liberia, Sierra Leone, Congo, and Burundi : results from the African migrant parenting program

African migrants and refugee families who resettle in high-income countries such as Australia face many challenges. Negotiating parenting in a new culture is one of the most pressing challenges that is faced by most African migrant and refugee parents. As a consequence of the new cultural environment reflecting values and practices that may seem inconsistent with traditional parenting from countries of origin, differing acculturation rates of parents as compared to their children may lead to difficulties and challenges. An eight-session parenting program for African migrant and refugee parents living in Melbourne was evaluated. Thirty-nine families participated in the program, which involved pre-test and post-test measures of parenting domains, using the Bavolek and Keene (1999) revised Adult–Adolescent Parenting Inventory (AAPI-2). Exposure to the program was related to positive changes in parental expectations of children, attitudes towards corporal punishment, and restriction of children’s access to food. The program facilitated positive change in almost all parenting domains. In light of these findings, recommendations are made for policy and future programs.

Green pedagogy – guidance and doubt in teaching outdoor and environmental education

This article grapples with my endeavour to guide teacher education students to think critically about environmental issues and action. While students repeatedly claim my efforts helped them to think critically, my interviews with them about environmental issues and practices cause me to doubt their claims of burgeoning critical engagement. This article demonstrates the fraught nature of critical pedagogy and my inability to create a climate in which guidance in the field of Outdoor and Environmental Education might come to be doubted. Drawing from a larger longitudinal study of the formation of environmental ethics among tertiary Outdoor and Environmental Education students, in this article I examine the experience of one student to critique my pedagogical practice and also to consider how this has provoked a revision of my own approach to teaching in this field. In the final section, I highlight the importance in teacher education more broadly of providing space for guidance to be doubted and opportunity for students to self-stylise and create their own responses to current issues.

Social justice in Australian higher education policy : an historical and conceptual account of student participation

This article provides a synoptic account of historically changing conceptions and practices of social justice in Australian higher education policy. It maps the changes in this policy arena, beginning with the period following the Second World War and concluding with an analysis of the most recent policy proposals of the Bradley Review. Concurrently, it explores the different meanings ascribed to social justice, equity and social inclusion over this time span and what these have meant and will mean for students, particularly those from low socio-economic backgrounds. It concludes that a relational understanding of social justice – ‘recognitive justice’ – is yet to inform student equity policy in higher education, although this is now what is required in the context of the planned shift from mass to universal participation.

Corporate governance and information technology : findings from an exploratory survey of Australian organizations

An exploratory survey (n = 57) of the Melbourne Chapter of the Information Systems Audit and Control Association was conducted to ascertain the attitudes and practices relating to corporate governance and the corporate governance of Information Technology (CGIT) in Australia. The survey found the respondents had clear views on corporate governance but most were not engaged with it, the organizational approach to corporate governance and its expected benefits was largely conformance oriented, awareness of CGIT management frameworks and associated standards was high but implementation was not widespread, and although the CGIT standard ISOIIEC 38500 was not widely implemented IT practitioners agreed with its principles. We conclude that the value of the CGIT standard has yet to be recognised by executives in Australia.

Shophouse and Thai urbanism : towards a 'software approach'?

The role of the shophouse, both as typology and urban stock, in Thai urbanism as a type which is both universal-regional and local. Also discusses the potential of shophouses for sustainable regeneration of Thai urban spaces and practices.

Challenges in conserving indigenous culture in Minahasa : culture, Genius Loci and the Indonesian Environmental Planning system

Culture and spirit of land is integral to Indigenous community meaning and identity. With colonisation, transmigration and assimilation policies and practices over the last 200 years, many Indigenous communities, like the Minahasa, have witnessed their culture, curatorial responsibilities, and their mythological associations to their lands eroded. Minahasa, meaning 'becoming one united', encompasses some eight ethnic communities who reside in the Minahasa regencies in the North Sulawesi Province on Sulawesi Island in Indonesia. The region was first colonised by the Portuguese in the 16th century, and then by the Dutch VOC (Verenigde Oostindische Compagnie) in the 17th and 18th centuries bringing a strong Christian Protestant faith to the communities that appropriated many of the cultural symbols and mythological narratives of the Minahasa, and now compromises the largest concentration of Christian faith in the Indonesian archipelago being one of the reasons why there was considerable political requests for the region to formally become a province of The Netherlands in the lead up to Indonesian independence in 1945.

North Sulawesi never developed any large empire like on other islands in the archipelago. In 670, the leaders of the different tribes, who all spoke different languages, met by a stone known as Watu Pinawetengan. There they founded a community of independent states, who would form one unit and stay together and would fight any outside enemies if they were attacked, and the Dutch used this cultural ethos to help unite the linguistically diverse Minahasa confederacy under their colonial regime. Integral to the Minahasa is the Watu Pinawetengan and the series of narratives that enjoin the Minahasan communities to this place and around Lake Tondano. With Indonesian governance considerable angst has been launched by the Minahasa about loss of local autonomy, generic Indonesian policies, and a lack of respect of Indigenous culture and non-mainstream religions within this predominantly Moslem nation. This paper reviews the state of knowledge as to the cultural associations and genius loci meanings of the Minahasa, to their landscape and place, cast against contemporary Indonesian 10 year plans and policies that seek to generically manage the collective Indonesian archipelago as one community and landscape. It is a critique about the Minahasan Indigenous land use and planning philosophies, against top-down generic land use and environmental policies and plans written in Jakarta for generic application across the Indonesian archipelago.

Mobile texts and migrant audiences : rethinking literacy and assessment in a new media age

This article highlights the importance of rethinking literacy assessment in a digital and global world. Although pressures currently abound to narrow conceptions and practices of literacy, especially in an era of high stakes testing, digital multimodality and connectivity offer the potential for new ways of thinking, representing, and communicating, as well as new avenues for participating in relationships across social, geographic, and cultural difference. We explore the challenges of redesigning assessments so that they better take into account children's multiliterate capabilities. In so doing, we offer examples from our work in afterschool contexts that demonstrate how we have grappled with the complexities of assessment in new times.

Festivals and music : negotiating culture, identity and place

It is noted in the introduction to this book that ' Festivals are believed to recreate and emphasize relationships that are normally submerged; of being built in structures whilst following unstructured codes, of creating a separate world with its own rules, personnel and expectations; of encompassing contradictory ideas and practices while involving formal and informal institutions: So what is this 'separate world'? What relationships, normally unseen or unnoticed, are made apparent within the space of the festival? While the origins of festivals lie in the close relationship of the quotidian and ritual aspects of traditional communities, how do contemporary festivals relate to the diversity of multicultural societies? Conversely, how are they inflected by the forces of globalization, by the festivalization of culture that in recent years has become a widespread tactic for the promotion of cities and regions? While many traditional festivals still exist, increasing urbanization, improved communications and diversified migration have meant that many contemporary festivals are of recent origin, the products of what Giddens refers to as the post-traditional state of present societies (Giddens 1994). This description highlights the self-conscious nature of dealing with culture in a world of competing and overlapping world views. While cultural identity and authenticity are still used to infer the existence of qualities intrinsic to communities, ethnicities or nations, the fragmentation and interconnectedness of contemporary societies have long made assertions of essence untenable. Meanings have become dependent on performativity and context. Cultural identity, while traditionally applied to those sharing a particular geographic, linguistic, ethnic or religious background, has become extended to other senses of belonging, to communities based on sexuality, physicality or simply shared experience and taste. The notion that festivals might create separate worlds suggests that part of the reason for their recent proliferation in recent times is that they provide the ideal medium for both performance and participation in this diffuse and shifting environment.

The honeymoon killer : plea bargaining and intimate femicide : a response to Watson

In October 2003, US citizen Christina Thomas died while scuba diving on Queensland’s Great Barrier Reef. Following over five years of delays, her husband David Watson accepted a plea bargain to which he pleaded guilty to manslaughter on the basis of criminal negligence. Watson was initially sentenced to four and a half years imprisonment, suspended after 12 months, however this was later increased on appeal to suspension after 18 months. Using Watson as a framework for analysis, this article examines some of the limitations of an inefficient justice system, with a particular focus on the private nature of the plea bargaining process, and the potentially favourable representations and sentencing of men who kill a female intimate partner. The authors argue that the need to respond to court inefficiency and under-resourcing in the criminal courts creates pressures that can result in a desire for increased efficiency being prioritised above other justice concerns, and this allows for existing flaws within the operation of the criminal justice system to be exacerbated, and excused.

Student centred approaches : teachers' learning and practice

Student-centred approaches to teaching and learning in mathematics is one of the reforms currently being advocated and implemented to improve mathematics outcomes for students from low SES backgrounds. The models, meanings and practices of student-centred approaches explored in this paper reveal that a constructivist model of student-centred teaching and learning is being promoted and implemented with some success. The ways in which teachers and leaders are being supported through network and school-based professional learning are described.

The role of representation in teaching and learning ideas about matter

The research described in this paper is designed around the notion that learning involves the recognition and development of students’ representational resources. This paper describes a classroom sequence in Ideas about Matter that focuses on representations and their negotiation, and reports on the effectiveness of this perspective in guiding teaching, and in providing further insight into student learning. Classroom sequences involving two experienced teachers (2008, Year 8 students) and an inexperienced teacher (2010, Year 7 students) were videotaped using a combined focus on the teacher and groups of students. Video analysis software was used to code the variety of representations used teachers and students, and sequences of representational negotiation. The paper reports on the effect of this approach on teacher pedagogy and on student learning of Ideas about Matter. The paper will present data from video of classroom activities, students’ work samples, student and teacher interviews and pre and post-unit testing, to explore what a representational focus might entail in teaching Ideas about Matter, and the role of representations in learning and reasoning and exploring scientific ideas.