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The relevance of religion within the discipline and practice of education remains paramount, not only in understanding how social control operates in contemporary society, but also in addressing draconian measures intended to combat radicalisation in schools. With this in mind this chapter draws upon Foucault’s analysis of governmentality to explore how religious schooling and education facilitates the ‘governing of the soul’. It also explores Gane’s analytical development of this concept, while broadening the definition of religion to include policies and practices related to violent religious extremism. Consequently, through the lens of neoliberal governmentalities, it can be seen that elements of religion and education have been appropriated to introduce repressive social controls, which benefit neoliberal markets. In conclusion, it is maintained that these practices need to be challenged through the introduction of radical and critical, religion and ethics education.
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Aim To describe the demographics, frequency, location, imaging modality and clinician-identified factors of rib stress injury in a cohort of elite rowers over the Rio Olympiad (2012-2016). Methods Analysis of prospectively recorded medical records for the Australian Rowing Team in 2013-2015 and the combined Australian Rowing Team and Olympic Shadow Squad in 2016, examining all rib stress injuries. Results 19 rib stress injuries (12 reactions and 7 fractures) were identified among a cohort of 151 athletes and included 12 female and 7 male cases, 11 open weight, 8 lightweight, 12 scull and 7 sweep cases. The most common locations of injury identified by imaging, were the mid-axillary line and rib 6. Period prevalence varied from 4 to 15.4 and incidence ranged from 0.27 to 0.13 per 1000 athlete days. There were no significant differences in prevalence by sex, sweep versus scull or weight class. There was a statistically significant increase in incidence in the pre-Olympic year (2015, p<0.001). MRI was the most commonly used modality for diagnosis. Stress fracture resulted in median 69 (IQR 56-157) and bone stress reaction resulted in 57 (IQR 45-78) days lost to full on water training. Conclusions In our 4-year report of rib stress injury in elite rowing athletes, period prevalence was consistent with previous reports and time lost (median
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SCOPE20: ARTS ACADEMY VISUAL ARTS LECTURERS, TEACHERS AND HONORARIES FRI 21 FEB – SAT 7 MAR 2020 Please join us for the exhibition opening, with remarks by Associate Professor Rick Chew, Director, Arts Academy, Federation University Australia @ 5:30 for 6pm on Thu 20 Feb 2020. All welcome! Loris BUTTON, Lucinda HORROCKS & Jary NEMO, Paul MAH, Jill ORR, Jimmy PASAKOS, Kim PERCY, Peter PILVEN, PITCHA MAKIN FELLAS, Elke VARGA, Morgan WILLIAMS, Carole WILSON In the Arts Academy’s important annual exhibition, SCOPE presents a diverse selection of works on paper, video, ceramics, printmaking, painting and design, by Visual Arts lecturers, teachers, Research Associates, Associate and Adjunct Professors and Research Fellows who, as artists, also sustain a rigorous artistic research and/or teaching practice at Federation University's School of Arts. Participating artists present work across disciplines including drawing, painting, photography, performance art, video, ceramics, textiles and printmaking. Presenting works of beauty and contemplation alongside the real and unsettling, participating artists express complex ideas related to fact and fiction, identity, empathy, politics and global unrest, as well as climate change, Indigenous art and cultural appropriation. Image: Wind & Sky Productions & Chris Hayward, Collections and Climate Change, 2019 Video: 9.01 mins. Courtesy the artists
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SCOPE20: ARTS ACADEMY VISUAL ARTS LECTURERS, TEACHERS AND HONORARIES FRI 21 FEB – SAT 7 MAR 2020 Please join us for the exhibition opening, with remarks by Associate Professor Rick Chew, Director, Arts Academy, Federation University Australia @ 5:30 for 6pm on Thu 20 Feb 2020. All welcome! Loris BUTTON, Lucinda HORROCKS & Jary NEMO, Paul MAH, Jill ORR, Jimmy PASAKOS, Kim PERCY, Peter PILVEN, PITCHA MAKIN FELLAS, Elke VARGA, Morgan WILLIAMS, Carole WILSON In the Arts Academy’s important annual exhibition, SCOPE presents a diverse selection of works on paper, video, ceramics, printmaking, painting and design, by Visual Arts lecturers, teachers, Research Associates, Associate and Adjunct Professors and Research Fellows who, as artists, also sustain a rigorous artistic research and/or teaching practice at Federation University's School of Arts. Participating artists present work across disciplines including drawing, painting, photography, performance art, video, ceramics, textiles and printmaking. Presenting works of beauty and contemplation alongside the real and unsettling, participating artists express complex ideas related to fact and fiction, identity, empathy, politics and global unrest, as well as climate change, Indigenous art and cultural appropriation. Image: Wind & Sky Productions & Chris Hayward, Collections and Climate Change, 2019 Video: 9.01 mins. Courtesy the artists
Description:
Play is an inherent part of childhood, often cast as an innate behaviour of children. Over the years, play has been scrutinised by theorists, researchers and educators alike in their attempts to understand how children engage in play, the role of play in development and how to identify, define and measure play. For children with impairments, play is frequently subjected to surveillance and compared to that of children whose development is considered typical. This thesis interrogates the play-based learning experiences of five children who attended a special educational school in rural Victoria, Australia. It examines the experiences that these children had in play and how teacher actions and responses enabled and supported their engagement in play-based learning. The theoretical framework for this study draws on critical ethnography underpinned by disability studies. Disability studies recognises the social model of disability, in which disability is a social construction. Using this model, impairment is distinct and separate from disability. In this study, socially constructed barriers that confront children in their play are identified as being created by attitudes, structures and environments (Bishop et al., 1999). These barriers are overlaid by the psycho-emotional dimensions of disability (C. Thomas, 1999) in an effort to represent the experiences of children as shaped by the actions and responses of others. This thesis introduces a new analytic tool in the learning portal framework. The learning portal framework aims to provide a platform through which teacher actions and responses can be analysed to understand how children are enabled to access play-based learning. The findings of this study indicate that children with impairments play in complex and nuanced ways. They show purpose in their play, are able to self-initiate, and independently investigate play-based learning experiences. Adult actions and responses often enable children with impairments to engage in play by offering opportunities and pathways for exploration. Indirect adult facilitation in play supports children’s ability to act in play with individuality and determination.
Description:
Play is an inherent part of childhood, often cast as an innate behaviour of children. Over the years, play has been scrutinised by theorists, researchers and educators alike in their attempts to understand how children engage in play, the role of play in development and how to identify, define and measure play. For children with impairments, play is frequently subjected to surveillance and compared to that of children whose development is considered typical. This thesis interrogates the play-based learning experiences of five children who attended a special educational school in rural Victoria, Australia. It examines the experiences that these children had in play and how teacher actions and responses enabled and supported their engagement in play-based learning. The theoretical framework for this study draws on critical ethnography underpinned by disability studies. Disability studies recognises the social model of disability, in which disability is a social construction. Using this model, impairment is distinct and separate from disability. In this study, socially constructed barriers that confront children in their play are identified as being created by attitudes, structures and environments (Bishop et al., 1999). These barriers are overlaid by the psycho-emotional dimensions of disability (C. Thomas, 1999) in an effort to represent the experiences of children as shaped by the actions and responses of others. This thesis introduces a new analytic tool in the learning portal framework. The learning portal framework aims to provide a platform through which teacher actions and responses can be analysed to understand how children are enabled to access play-based learning. The findings of this study indicate that children with impairments play in complex and nuanced ways. They show purpose in their play, are able to self-initiate, and independently investigate play-based learning experiences. Adult actions and responses often enable children with impairments to engage in play by offering opportunities and pathways for exploration. Indirect adult facilitation in play supports children’s ability to act in play with individuality and determination.
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After a 26-mm precipitation in February 2014, noticeable ground movements were recorded on the north batter of Maddingley brown coal open pit, Victoria. To investigate the rainfall effect on the stability of the brown coal batter with opened cracks, a three-dimensional geologic model was developed, and the finite element program encoded in Plaxis 3D was employed to conduct a complex two-phase (fluid-solid) coupled numerical simulation. It was found that the simulated deformations were well agreed with the field survey data. There were ground movements along the length of cracks on both sides of the crack with larger movement towards the pit bottom. The coupled effect of hydrostatic forces from the crack in the rear of the batter and from the clay layer underlain the batter caused the block to slide, or batter failure. From the results, it revealed that both short-term high rainfall intensity precipitation and long enduring low rainfall intensity precipitation could cause the brown coal batter with opened cracks instable.
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Australian Research Training Program (RTP) Scholarship Federation University Australia George Collins Memorial Scholarship.
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Funding details: Fondo Nacional de Desarrollo CientÃfico, Tecnológico y de Innovación Tecnológica, FONDECYT, PIA AFB-170001, 1190110, 1190012 Funding details: Universidad de Alicante, BEA- GAL 18/00205, PGC2018-097960-B-C21 Funding details: Australian Research Council, ARC, DP 180100602 Funding details: Comisión Nacional de Investigación CientÃfica y Tecnológica, CONICYT Funding details: Ministerio de Ciencia e Innovación, MICINN Funding text 1: Research supported by CONICYT (Fondecyt 1190012 and 1190110), Proyecto/Grant PIA AFB-170001, MICIU of Spain and Universidad de Alicante (Grant Beatriz Galindo BEA- GAL 18/00205), and Research Project PGC2018-097960-B-C21 from MICINN, Spain. The research of the third author is also supported by the Australian ARC - Discovery Projects DP 180100602
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Funding details: Fondo Nacional de Desarrollo CientÃfico, Tecnológico y de Innovación Tecnológica, FONDECYT, PIA AFB-170001, 1190110, 1190012 Funding details: Universidad de Alicante, BEA- GAL 18/00205, PGC2018-097960-B-C21 Funding details: Australian Research Council, ARC, DP 180100602 Funding details: Comisión Nacional de Investigación CientÃfica y Tecnológica, CONICYT Funding details: Ministerio de Ciencia e Innovación, MICINN Funding text 1: Research supported by CONICYT (Fondecyt 1190012 and 1190110), Proyecto/Grant PIA AFB-170001, MICIU of Spain and Universidad de Alicante (Grant Beatriz Galindo BEA- GAL 18/00205), and Research Project PGC2018-097960-B-C21 from MICINN, Spain. The research of the third author is also supported by the Australian ARC - Discovery Projects DP 180100602
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The paper concerns multiobjective linear optimization problems in
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Funding details: European Commission, EC Funding details: European Regional Development Fund, FEDER Funding details: Australian Research Council, ARC Funding details: Australian Research Council, ARC, DP180100602 Funding details: Australian Research Council, ARC, DP-190100555 Funding details: Air Force Office of Scientific Research, AFOSR, 15RT04 Funding details: DMS-1512846, DMS-1808978 Funding text 1: This research has been partially supported by grants MTM2014-59179-C2-(1,2)-P and PGC2018-097960-B-C2(1,2) from MINECO/MICINN, Spain, and ERDF, “A way to make Europe”, European Union. Funding text 2: Research of the second author is also partially supported by the Australian Research Council (ARC) Discovery Grants Scheme (Project Grant # DP180100602). Funding text 3: Research of third author was partially supported by the USA National Science Foundation under grants DMS-1512846 and DMS-1808978, by the USA Air Force Office of Scientific Research grant #15RT04, and by Australian Research Council under grant DP-190100555.
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The paper concerns multiobjective linear optimization problems in
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Funding details: European Commission, EC Funding details: European Regional Development Fund, FEDER Funding details: Australian Research Council, ARC Funding details: Australian Research Council, ARC, DP180100602 Funding details: Australian Research Council, ARC, DP-190100555 Funding details: Air Force Office of Scientific Research, AFOSR, 15RT04 Funding details: DMS-1512846, DMS-1808978 Funding text 1: This research has been partially supported by grants MTM2014-59179-C2-(1,2)-P and PGC2018-097960-B-C2(1,2) from MINECO/MICINN, Spain, and ERDF, “A way to make Europe”, European Union. Funding text 2: Research of the second author is also partially supported by the Australian Research Council (ARC) Discovery Grants Scheme (Project Grant # DP180100602). Funding text 3: Research of third author was partially supported by the USA National Science Foundation under grants DMS-1512846 and DMS-1808978, by the USA Air Force Office of Scientific Research grant #15RT04, and by Australian Research Council under grant DP-190100555.