Dancing on a moving floor : lay women and the principalship in Catholic education

Female disadvantage has been the explanation given in previous studies to explain the under-representation of laywomen who achieve principalships in Catholic Education. Women, themselves, have overcome many of the barriers that disadvantage them. These include an apparent inability to cope with financial management and time constraints due to family commitments. The introduction of Equal Opportunity legislation and related programmes has assisted this process, but as my research shows the under-representation of women in principalship in proportion to the numbers of women teachers in Catholic Education still remains. This thesis examines the phenomenon in three dioceses in three Australian states. I have investigated this problem using a feminist research approach which is characterised by an emphasis on the significance of everyday life. Statistical material as to percentages of teachers in comparison with percentages of female principals was collected; dates of formulation and acceptance of relevant policies at diocesan levels were checked and questionnaires compiled. The questionnaires were distributed to appropriate stakeholders. Following the compilation of data from the questionnaires, themes emerged which provided the initial questions for focus groups made up of male and female principals and potential principals. These focus groups were then conducted in all three dioceses. Through all stages I carried out cross-referencing with my own journal sentries (Power, 1993—1999) . The qualitative and quantitative data generated from the focus groups was examined and analysed drawing on feminist concepts. I have found two major features emerging from the materials that I have generated. The first was the unpredictable, ambiguous and often contradictory relations that occur within Catholic Education, and how they were experienced by lay women. This aspect gave rise to the title of my thesis: 'Dancing on a Moving Floor' as many women felt the rules changed the closer they got to achieving principalship. Then both male and female participants highlighted 'male advantage' in terms that have been identified in other education systems, but this factor emerged as being further heightened in Catholic Education and occurring at systemic, organisational and individual levels. I have made a number of policy recommendations that could possibly change attitudes and practices for each of these levels. I conclude with some suggestions for further research.

Reforms in the Bangladesh agriculture input sector : room for complacency?

Market-based reforms implemented in the agricultural input management system are often claimed to be one of the success stories in Bangladesh. Based on the findings of 154 surveys and 16 in-depth interviews with the stakeholders during 2003-2004, the paper found that although there have been some notable achievements, the reforms have not achieved their expected outcomes and more importantly, in cases where they have been achieved, their sustainability is in question. The paper discusses the underlying reasons for the success and the problems of the reforms and also offers some policy recommendations to resolve the gap between the expected and the achieved outcomes. In the context of increasing donor pressure for adopting market-based reforms, the findings are likely to have important implications for both the donors and other countries in South Asia.

Painting that moves : digital realism and the single moving image

Explores space and object relations in a digital 3-D animation production, "Moving-Image". The exegesis examines these relations through an analysis of pictorial realism in painting. The illusion of three dimensional forms in the space of the computer screen is contextualised by investigation of the work's underlying digital conditions.

The room that was

Wood, sensor, found office chair, DVD player and screen, spy-hole, carpet 1.9x2.5x7m. The ghost of a mad astormonk inhabits the space the viewer sits in. The Room That Was creates a new learning space for the improvement of the unco-operative body – a mobile mnemonia room. It is a place where the subject’s memory can be rendered to suit other points of view. The subject can be indoctrinated anytime, anywhere, and by any method inside the The Room That Was – especially designed for the dimensions of the average sized human body (astromonk – an incipient being). It is a mobile asylum for the European consciousness (much like Australia).

Deformation mechanisms in mg alloys and the challenge of extending room-temperature Plasticity

Magnesium alloys show promise for application in formed components where weight saving is an advantage. In most instances forming is carried out at elevated temperatures. However, there are considerable gains to be had if forming can be carried out under ambient conditions. The present article outlines some of the difficulties that lie in the way of achieving this objective. The underlying metallurgical characteristics of the issues are considered and means for overcoming them are discussed. It is concluded that a combination of microstructure and texture control remains a promising strategy.

Students' perceptions of the value of the elements of an online learning environment : looking back in moving forward

In 2003, Deakin University implemented a centralised learning management system (LMS) under the banner of Deakin Studies Online (DSO), as well as implementing policies requiring all its units of study to have at least a basic online presence from 2004. Given the scope of the university's commitment to online education, it was considered essential to evaluate the effectiveness of this investment. Based on more than 5400 responses obtained from students in 2004 and 2005 as part of the DSO evaluation survey, the analysis presented here identifies those elements of the online learning environment (OLE) that are most used and valued by students, those elements of the OLE that students most want to see improved, and, those factors that most contribute to students' perceptions that use of the OLE enhanced their learning experience. The most used and valued elements were core LMS functions, including accessing unit information, accessing lecture/tute/lab notes, interacting with unit learning resources, reading online discussions, contacting lecturers/tutors and submitting assignments online. The OLE elements identified as most needing attention were receiving feedback on assignments; viewing my marks; and reviewing unit progress. Students felt that using DSO enhanced their learning experience when they were adequately supported by unit teachers and technical support services; when they were able to find and use unit information; and when they were able to read the online contributions of other unit members. The retrospective analysis of data collected in the period 2004-2005 has been shaped by a forward-looking agenda. The array of elements available within, and in association with, traditional LMSs which has emerged since that time raises the future challenge of how to maximise and evidence educational value through the optimal combination of elements from the portfolio of e-learning technologies increasingly available to educators.

The mnemonia room

"The Mnemonia Room places the viewer at the centre of a number of perspectives, their own and others. It invites the viewer into what looks like a benign space (a sauna), only to discover that the illusion of depth is false and that they are as much a part of the work as the astromonk trapped in the back of the room."

Putting theory into practice : moving from student identity to teacher identity

As teaching is a highly skilled and complex profession, pre-service teachers’ need to develop a series of attributes for their practice in relation to pedagogy, content, student learning, classroom management and their ability to engage in reflection. Through reflective narrative, this article seeks to share how a tertiary music educator prepares her generalist primary pre-service teachers to engage, explore and experience music education within the Bachelor of Education (Primary) course at Unnamed University. It also presents one pre-service teacher’s experience of teaching music during her school placements in 2009 in what she calls ‘putting theory into practice’ moving from student identity to teacher identity. Although the ‘hands-on’ approach to teaching and learning on-campus and when on school placement provide pre-service teachers with knowledge, skills and understanding, the continued support of professional learning is well recognised and will be an ongoing process as pre-service teachers create their own professional identity.