Search results

This paper provides a critical interpretative analysis of the first secondary English syllabus for schools in New South Wales (NSW), Australia, contained within the Courses for Study for High Schools (New South Wales Department of Public Instruction, 1911). The purpose of the paper is to examine the “continuities that link English curriculum discourses and practices with previous discourses and practices” in the rhetorical curriculum. The analysis identifies those aspects of the 1911 English syllabus that have since become normative and challenges the appropriateness of certain enduring orthodoxies in a twenty-first century context.

Focussing on a landmark historical curriculum document from 1911, this paper draws on methods of historical comparative and documentary analysis. It sits within the tradition of historical curriculum research that critiques curriculum documents as a primary source for understanding continuities of discourses and practices. A social constructionist approach informs the analysis.

The conceptualisation of subject English evident in the structure, content and emphases of the 1911 English syllabus encodes a range of “discourses and practices” that have in some form endured or been “reconstituted and remade” (Cormack, 2008, p. 275) over the course of a century. The analysis draws attention to those aspects of the subject that have remained unproblematised and taken-for-granted, and the implications of this for universal student participation and attainment.

This paper reorients critical attention to a significant historical curriculum document that has not, to date, been explored against the backdrop twenty-first century senior secondary English curriculum. In doing so, it presents extended insights into a range of now normative structures, beliefs, ideas, assumptions and practices and questions the potential impact of these on student learning, access and achievement in senior secondary English in NSW in the twenty-first century.

The purpose of this paper is to examine the strong influence of Herbartian ideas on the first secondary school-based English course (1911) in New South Wales (NSW), Australia. Whilst previous research has established the influence of the “New Education” on the (NSW Director of Education, Peter Board, the architect of the) 1911 courses, no specific analysis of Johann Friedrich Herbart’s educational ideas has been undertaken in relation to this seminal secondary English course.

Through using three of Herbart’s key educational ideas as an interpretive framework to analyse the 1911 NSW Courses of Study for High Schools English course, the paper demonstrates the influence of those ideas on this inaugural secondary English course.

The analysis reveals that the NSW 1911 secondary English course was influenced by Herbartian educational ideas underpinning the course.

This paper focuses on the “pre-active”1911 rhetorical English curriculum in NSW, rather than the “enacted” implemented curriculum.

The paper identifies Herbartian influences on the 1911 NSW English syllabus, revealing important philosophical ideas.

Future English curriculum design will benefit from the identification of the philosophical ideas embedded in the NSW 1911 English curriculum.

This analysis provides insights into the Herbartian influences on the first secondary English course in NSW.

Briefly reports on the function, installation and use of the new PASSPORT version 2 software for OCLC. Assesses the merits of the new software, noting in particular the role of the function key at the end of the template.

This paper aims to provide a critical interpretative analysis of an innovative model of assessment in subject English in New South Wales, Australia. The purpose of this paper is to explore the theoretical and practical dimensions of assessment in the English Extension 2 course. This course forms part of suite of senior secondary English courses within the Higher School Certificate program that includes high-stakes external examination.

The paper draws on methods of documentary analysis. It sits within the tradition of curriculum research that critiques pre-active curriculum documents as a primary source for interpreting the theoretical and pedagogical principles and assumptions encoded in such documents. A social constructionist approach informs the analysis.

The model of assessment in the New South Wales (NSW) English Extension 2 course provides students with the opportunity to engage in sustained research and the production of a major piece of work. In its emphasis on student creativity, reflective practice, metacognition and independent research, the course exemplifies the ways in which the principle of assessing both process and product as organic is achievable in a context of high-stakes external examinations.

In an era of high-stakes, external and standardised testing regimes, this paper challenges the normative definitions of assessment prevalent in secondary schools, particularly at the senior secondary level. The assessment model underpinning the NSW English Extension 2 course offers a robust alternative to the increasingly prescriptive models evident in current education policy and practice. The paper calls for renewed attention to the potential for such a model of authentic assessment to be considered in the assessment programs of other subjects constituting the curriculum.

We attempt to go beyond media representations as we explore the following question: Is Ben & Jerry′s Inc. a socially responsible organization? This exploration includes a description of the concept of corporate social responsibility, and an investigation of some specific actions by Ben & Jerry’s to ascertain whether or not these actions are indeed socially responsible in nature.

With the rise in calls for the democratizing of the workplace and for greater entrepreneurship and innovation in work roles, the concept of internal marketing has achieved some prominence as a mechanism, especially for service firms. Considers the possibility that women may be “natural” internal marketers and that, when they establish and dominate the culture of a business enterprise, this may make for more cohesive organizational arrangements and hence more successful business. Introduces a framework for operating a parallel or collateral organization which focuses on development and improvement and considers its implications for management style. Examines characteristics of the male and female character structure to see how they might impact on communication and management style. Concludes that female managers will be characteristically more at home with the requirements of a marketized enterprise and that this can be of positive benefit to the “health” of members’ working relationships and of overall corporate performance.

(2) Relationship of Hypovitaminosis B1 to Man—Beriberi.—In human beings the only influence of vitamin B1 is that in relation to beriberi. This disease occurs in two forms—(a) Dry Type: Characterised by muscular wasting, anaesthesia of the skin, and finally paralysis of the legs, and in some cases of the arms, intercostal muscles, and diaphragm; there is an associated degeneration of the peripheral nerves, both motor and sensory; and (b) Wet Type: The most marked feature in this form is oedema of limbs and trunk, and effusion into the serous cavities; dilatation of the heart with congestion of the lungs is present, and there is a high mortality from cardiac failure.

This chapter highlights an unexplored aspect of corporate social responsibility, that is animal violence and welfare. According to (Dadds, M. R., Turner, C. M., & McAloon, J. (2002). Developmental links between cruelty to animals and human violence. The Australian and New Zealand Journal of Criminology, 35(3), 363–382), cruelty against animals can be a predictor of future violence. If one wants to avoid violence in general, one has to think about ways to prevent violence against animals. No longer accepting violence against animals in the fashion industry, a sector that has a big impact on youth, can be a major step in the reduction of violence.

The purpose of this chapter is to analyse how non-violence against animals is integrated as a business strategy into the fashion industry and how companies are trying to influence each other. The methodological approach is based on qualitative comparative studies between small and large firms. Five cases are selected taking multiple levels of corporate sustainability into account: JBC, ARFshop, Doekjes en Broekjes, Bellerose and Fake Fur.

The research shows that large companies do more to benefit human welfare, whereas the smaller ones attach more importance to the environment. Yet all companies agreed that long-term relationships are crucial in partnerships and that the process of exchanging information is valuable in order to act in a transparent way. They are all aware that animal welfare and environmental welfare will gain importance in the future, and therefore something must be done about the impact companies have. Hence, they are implementing strategies at their own pace to benefit the welfare of animals. A change in mind set is growing, slowly but certainly and partnerships with NGOs can benefit this transition process.

This book has presented theoretically driven empirical research that confirms the impact of workplace bullying on the community college campus. Theoretical insights and methods such as equal opportunity theory (Mithaug, 1996), Hochschild’s emotional labour (2003), McPhail’s culture management theory (2002), Bandura’s self-efficacy (1977), and theories on power (Goldblatt, 2007) provide a framework for these data. Further, social dominance theories, (Sidanius & Pratto, 1999) and employee disengagement theories (Samnani, Salamon, & Singh, 2014) give different lenses from which to consider bullying.

Theories provide solid backdrops, yet for those facing workplace bullying, there is nothing theoretical about the experience. The abuse is real and demoralizing; by the definition used throughout this book, bullying is escalating (Einarsen, 2003). In response to bullying, study respondents confirm filing EEO complaints, leaving the job, taking stress leave, and changing work schedules to find relief. The following scenarios provide an opportunity to reflect objectively on workplace bullying and its application to different community college constituencies.

The goal for each discussion is to find relief for the target, and develop recommendations to create a healthy environment. As one reflects on these scenarios, one also needs to consider: (1) A rationale reaction or strategy that is not informed by outrage, anger, or helplessness, (2) what resources can be or should be at the disposal of the target, and (3) what policies or legislations are available to assist the target. Readers should be encouraged to utilize the findings and data in this book and policy at their respective institutions to craft possible solutions. These scenarios are appropriate for those considering the nuances of workplace bullying and leadership in scholastic or practical arenas. Further, emerging leaders and graduate students can also consider solutions to workplace bullying.