Description:
The social work and welfare profession has experienced change and challenge from a number of sources in the late 20th Century. In Western countries, changing government ideology and policy about welfare provision has fundamentally altered the landscape in which social and welfare workers are employed. The role and purpose of the social welfare profession has been interrogated, with a resulting perceived 'crisis' for the profession. Government policies have also affected the provision of education for students, and this, too, has had an impact on the shape and structure of courses, and the work of academics. In addition, broader changes in society have created a challenging environment, for example, there is a general distrust of professionals together with the speaking out by marginalised groups about their place and treatment within society and by professional groups such as social welfare. Such a context affects the profession, and recruitment of students. Within this milieu, social work and welfare education must equip graduates to work effectively in a changing and sometimes hostile world. This paper broadly examines the context affecting provision of education for social work and education in the 21st century. These issues are similar across Western countries, and affect many other professional groups.
Description:
The social work and welfare profession has experienced change and challenge from a number of sources in the late 20th Century. In Western countries, changing government ideology and policy about welfare provision has fundamentally altered the landscape in which social and welfare workers are employed. The role and purpose of the social welfare profession has been interrogated, with a resulting perceived 'crisis' for the profession. Government policies have also affected the provision of education for students, and this, too, has had an impact on the shape and structure of courses, and the work of academics. In addition, broader changes in society have created a challenging environment, for example, there is a general distrust of professionals together with the speaking out by marginalised groups about their place and treatment within society and by professional groups such as social welfare. Such a context affects the profession, and recruitment of students. Within this milieu, social work and welfare education must equip graduates to work effectively in a changing and sometimes hostile world. This paper broadly examines the context affecting provision of education for social work and education in the 21st century. These issues are similar across Western countries, and affect many other professional groups.
Description:
Children’s activity choices and patterns of activity in the after-school-hours period (between the end of school and dinner) can be important predictors of daily activity levels The Out of School Hours Sports Program (OSHSP) is a state-wide physical activity initiative that provides structured sporting experiences for children in formal out-of-school-hours care (OSHC) involving 17 State Sporting Associations (SSAs) and 70 OSHC services. Participants in the evaluation were 86 children (27 girls and 59 boys) and 86 parents, and 20 deliverers of the OSHSP at various OSHC services. The average age of the children was 7.7 years (SD = 1.6). Measures included surveys, focus groups, semi-structured interviews, and document analysis. The OSHSP initiative was evaluated over three years on four levels: reactions of the deliverers, advances in skills and knowledge, attitudes of the deliverers, and success of the initiatives against program objectives. The evaluation suggested that deliverers remained concerned about the requirements of delivering the initiative. Often deliverers did not modify their current practices to match the objectives of the OSHSP, possibly due to a clash between deliverer beliefs and program objectives. The children were having fun (97.5%) and learning new skills (89%). Most participants (76.7%) indicated an intention to continue their participation in the sport being delivered at the OSHSP into club sport participation. Children in the OSHSP were generally very active, with most (88%) already participating in sport outside the OSHSP suggesting that the target population may be difficult to access.
Description:
Since Roland Wilson’s (1951) tribute to L. F. Giblin as ‘the grand old man’ or father figure of modern Australian economics there has been a tendency to underestimate the achievements and legacy of Douglas Berry Copland. It became fashionable, moreover, with the post-war generation of economists to belittle his contribution to interwar Australian economic thought especially that relating to stabilisation policy. Copland was quite aware of the chiselling away at his reputation. Commenting to a friend while reading Harrod’s biography of Keynes he wrote ‘Still reading Keynes and I remember most of the controversy and the discussion he was involved from the 1920’s onwards. A few of us had been working on similar lines and I have somewhere a set of memorandums to the government of NSW from 1932 to 1936 urging with all the persuasion I could muster an expansionist policy, but we could not get pass the Commonwealth Treasury. It would be fun to dig them out now and circulate for the younger brethren who still think we are past praying for. I’m sure he (Keynes) would disown Coombs and his school if he was with us now’. By that reflection Copland revealed not just his close dealings with Keynes but his fear that a hydraulic Keynesianism was taking hold within the Australian economics fraternity. It also showed Copland’s pride of the policy advocacy and controversies he had actively participated in during the 1930’s.
Description:
Since Roland Wilson’s (1951) tribute to L. F. Giblin as ‘the grand old man’ or father figure of modern Australian economics there has been a tendency to underestimate the achievements and legacy of Douglas Berry Copland. It became fashionable, moreover, with the post-war generation of economists to belittle his contribution to interwar Australian economic thought especially that relating to stabilisation policy. Copland was quite aware of the chiselling away at his reputation. Commenting to a friend while reading Harrod’s biography of Keynes he wrote ‘Still reading Keynes and I remember most of the controversy and the discussion he was involved from the 1920’s onwards. A few of us had been working on similar lines and I have somewhere a set of memorandums to the government of NSW from 1932 to 1936 urging with all the persuasion I could muster an expansionist policy, but we could not get pass the Commonwealth Treasury. It would be fun to dig them out now and circulate for the younger brethren who still think we are past praying for. I’m sure he (Keynes) would disown Coombs and his school if he was with us now’. By that reflection Copland revealed not just his close dealings with Keynes but his fear that a hydraulic Keynesianism was taking hold within the Australian economics fraternity. It also showed Copland’s pride of the policy advocacy and controversies he had actively participated in during the 1930’s.
Description:
Three dimensional games are compelling and provide a forum for interactivity and engagement. A dramatically different environment from typical settings for the discussion of issues in addition the interactivity and all-engaging nature of the 3D environment is expected to facilitate deliberative attitudes. Complex reasoning if represented in a 3D environment is likely to be more compelling and interesting than the same issue represented using other means.
Description:
Three dimensional games are compelling and provide a forum for interactivity and engagement. A dramatically different environment from typical settings for the discussion of issues in addition the interactivity and all-engaging nature of the 3D environment is expected to facilitate deliberative attitudes. Complex reasoning if represented in a 3D environment is likely to be more compelling and interesting than the same issue represented using other means.
Description:
Derivative free optimization methods have recently gained a lot of attractions for neural learning. The curse of dimensionality for the neural learning problem makes local optimization methods very attractive; however the error surface contains many local minima. Discrete gradient method is a special case of derivative free methods based on bundle methods and has the ability to jump over many local minima. There are two types of problems that are associated with this when local optimization methods are used for neural learning. The first type of problems is initial sensitivity dependence problem- that is commonly solved by using a hybrid model. Our early research has shown that discrete gradient method combining with other global methods such as evolutionary algorithm makes them even more attractive. These types of hybrid models have been studied by other researchers also. Another less mentioned problem is the problem of large weight values for the synaptic connections of the network. Large synaptic weight values often lead to the problem of paralysis and convergence problem especially when a hybrid model is used for fine tuning the learning task. In this paper we study and analyse the effect of different regularization parameters for our objective function to restrict the weight values without compromising the classification accuracy.
Description:
Over the last three decades the way in which public policy analysts learn about the structure and function of Australia’s small towns has shifted from the intensive, in-depth analysis provided by the anthropologist living in the community (called “community studies”) to a more empirically oriented, demographic-based research carried out at a distance from these places (called “sustainability studies”). Rather than just understanding the functioning of small towns through case studies, recent research emphasis has centred on the more “aggregative” question of small town sustainability in all it forms. This alters the way in which small towns are viewed and complicates the current policy approaches to small town development and change. This paper identifies the two different methodologies implied by these divergent approaches and examines what this means to understanding of small towns and the policy implications that emerge. By reviewing the community studies approach to learning about small towns popular in the 1960s and 1970s, and contrasting this approach with recent, more aggregative approaches to learning about the sustainability of towns; this paper aims to find points of alignment and suggest a broader research framework that incorporates both approaches. This provides a comprehensive understanding of small towns, leading to a more effective development of public policies for these communities.
Description:
Over the last three decades the way in which public policy analysts learn about the structure and function of Australia’s small towns has shifted from the intensive, in-depth analysis provided by the anthropologist living in the community (called “community studies”) to a more empirically oriented, demographic-based research carried out at a distance from these places (called “sustainability studies”). Rather than just understanding the functioning of small towns through case studies, recent research emphasis has centred on the more “aggregative” question of small town sustainability in all it forms. This alters the way in which small towns are viewed and complicates the current policy approaches to small town development and change. This paper identifies the two different methodologies implied by these divergent approaches and examines what this means to understanding of small towns and the policy implications that emerge. By reviewing the community studies approach to learning about small towns popular in the 1960s and 1970s, and contrasting this approach with recent, more aggregative approaches to learning about the sustainability of towns; this paper aims to find points of alignment and suggest a broader research framework that incorporates both approaches. This provides a comprehensive understanding of small towns, leading to a more effective development of public policies for these communities.
Description:
This paper interrogates recurring discourses in Australia’s public domain with regards to the issue of refugees and Australianness, and how they have been used to ratify notions of inclusion and exclusion with regards to what being Australian - or indeed being un-Australian - does and should mean. The unpacking of these primary discursive positions will be based on an analysis of the letters to the editor published in both The Australian (Australia’s national newspaper) and The West Australian, covering one key period from 22 January to 28 February 2002 (a period encompassing the Woomera hunger strike).
Description:
This paper interrogates recurring discourses in Australia’s public domain with regards to the issue of refugees and Australianness, and how they have been used to ratify notions of inclusion and exclusion with regards to what being Australian - or indeed being un-Australian - does and should mean. The unpacking of these primary discursive positions will be based on an analysis of the letters to the editor published in both The Australian (Australia’s national newspaper) and The West Australian, covering one key period from 22 January to 28 February 2002 (a period encompassing the Woomera hunger strike).
Description:
Since the time of European exploration of Australia, the topography of the continent has been mapped from a colonial cartographic perspective. Colonial government guidelines have ‘controlled’ the knowledge base of understanding of the landscape for non-indigenous Australians. This perspective has lead to a colonial-tainted sense of place for non-Indigenous (and some Indigenous) Australians. Such euro-centric focused governance and management of the development of our understanding of the landscape was strongly exemplified during a recent six-month review of State forest names in Victoria. By the beginning of 2004 over 90 percent of State forests in Victoria did not have officially registered names in the Australian Gazetteer. Thus, the Victorian Department of Sustainability and Environment employed the researchers to undertake a pilot study program, investigating different methods for officially naming the State forests in the Midlands Region of Victoria. This pilot study program focussed on producing a best practice model for naming State forest areas, which would then be utilised for all State forests across Victoria. It was understood by the researchers that placenames were markers of national, regional, local and personal identity, and as such, part of the State forest review concentrated on recognising all the various historical and contemporary identities apparent in the Midlands region. This attempt to recognise historical and contemporary associations with the State forest areas proved to be a challenge to the researchers. Difficulties arose in multiple areas of the review process. In the first instance, there was difficulty in applying the vague government guidelines on dual-naming, to a practical and tangible situation. In addition, an interesting challenge faced the researchers in trying to recognise Indigenous heritage, within a colonial geographical framework. Indigenous landscape boundaries did not align with the State forest areas designated on official government maps, and in some instances State forest areas contained three Indigenous language borders. Similarly, there were difficulties in engaging the Indigenous communities into the review process. Fluency in some local Indigenous languages had been lost. Some Indigenous groups were involved in inter-factional disagreements. One Indigenous group did not want to have their heritage ‘controlled’ by government naming guidelines. In addition, the local non-indigenous community also proved difficult on occasion, especially in relation to the proposal of dual-naming State forest areas. The notion of native-title claims, and a deficiency of general community understanding in relation to indigenous sense of place was all pervasive, and caused a great deal of resistance to be built against the recognition of Indigenous heritage in the State forest areas. The paper will explore the issues that arise in conducting research that requires an incorporation of more than one dominant cultural ideology. Moreover, strategies utilised in working through these issues, to ensure inclusivity of all identified parties, will be discussed.
Description:
In this project, an in-situ soil treatment technique based on electrokinetics was tested in order to identify the potential of this approach to modify the engineering properties of salt affected soils.
Description:
The objective of this project is to improve and simplify data collection of Suspected Adverse Reactions to Drugs and Vaccines (commonly referred to as the ‘blue card’) (TGA, 2004) by electronic transmission of quality data to the Therapeutic Goods Administration (TGA). General Practitioners (GPs) will create an electronic ‘Suspected Adverse Reaction to Drugs and Vaccines Report’ in their desktop prescribing software and send the report securely to TGA. The electronic messaging project will show early benefits to GPs by enhancing the efficiency of the reporting process. Additionally, it is anticipated that the increase in efficiency and ease of reporting will result in a steady rise in the volume of reporting which in turn will provide more information to the Adverse Drug Reactions Advisory Committee (ADRAC) database for analysis.
Description:
This paper explores some of the possibilities and dilemmas that have arisen for us as tertiary teachers of future teachers as we attempt a critical pedagogy through literacy. We are interested in problematising both the so-called 'literacy problems' of current preservice teachers, and also the orthodox canonical understanding of academic literacies. Grounded in the constraints of contemporary neo-conservative socio-political circumstances of life, including education, we imagine the possibility that education could be otherwise. Our critical literacy pedagogical approach seeks to disrupt our students' taken-for-granted understandings of themselves, their world and what it is, and could be like, to be teachers in schools. The material on which this paper is based is derived from our reflections on students' written responses to our pedagogy as we engage in on-going action research about our teaching. Through the language used in the responses, we see evidence of students' engagement (or not) in the critical enterprise. Contradictions emerge regarding the varying discourses about learning, knowledge, teaching and academic literacies that the students and we, as teachers, live out in the tertiary classroom. In making visible our struggles to explore with our students that which is 'not yet', we foreground and celebrate tertiary teaching.
Description:
This paper explores the potential of enhancing effective communication of information arising from statistical analyses to a non-statistical audience using various graphical forms. In this regard we can learn a lot from the business world where often senior management don’t have the time to wade through complex summary tables of statistical analyses. It is far more efficient to use good graphic displays in order to communicate the essential ideas. Modern computer software packages offer a goldmine of opportunities to present statistical information to non-statistical audiences. As communicators we need to provide appropriate experiences within the structure of our teaching and/or consulting programs. The importance of context in understanding graphical output is discussed as well as examples of a few of the many and various graphical options available in several commonly used software packages.
Description:
Computer mediated communication (CMC) skills are essential in todays rapidly changing, technologically focused environment. This study reports student perceptions towards using CMC to improve learning. Twenty-two Tertiary and Further Education students participated in a pilot study that measured student preferences and perceptions of e-communication tools via a combination of qualitative and quantitative methods. Three units of varying levels and complexities of e-communication tools were used in the study, which provided perceptions influenced through varying levels of exposure and usage. The research indicated that students perceived most tools as being useful, but not all preferred to use them. A most important finding was students indicated a shared perception and preference for combinations of e-communication tools, and that by promoting the use of these tools, teachers help encourage students to develop as lifelong learners.
Description:
Computer mediated communication (CMC) skills are essential in todays rapidly changing, technologically focused environment. This study reports student perceptions towards using CMC to improve learning. Twenty-two Tertiary and Further Education students participated in a pilot study that measured student preferences and perceptions of e-communication tools via a combination of qualitative and quantitative methods. Three units of varying levels and complexities of e-communication tools were used in the study, which provided perceptions influenced through varying levels of exposure and usage. The research indicated that students perceived most tools as being useful, but not all preferred to use them. A most important finding was students indicated a shared perception and preference for combinations of e-communication tools, and that by promoting the use of these tools, teachers help encourage students to develop as lifelong learners.