Workplace mobbing: Expulsion, exclusion, and transformation

The issue of workplace bullying has received considerable attention in recent times in both the academic literature and in the print and electronic media. The stereotypical bullying scenario can be described as the “bully boss” model, where those in more senior positions tend to bully the staff they supervise. By way of contrast, this paper presents the findings of a three year exemplarian action research study into the lesser known phenomenon of workplace mobbing. Consistent with grounded theory methods, the findings are discussed in the context of emergent propositions in relation to the broader social, cultural, and organisational factors that can perpetuate workplace mobbing in the public sector

What influences the emergence of a new subject in schools? The case of environmental education

New subjects are always emerging but only some gain a place in the formal school curriculum. In fact, most of the now accepted conventional school subjects have, at some stage, struggled to become established. This paper presents findings of a three-year study of teacher and school responses to the introduction of environmental education (EE) as a new subject within the Taiwan national curriculum. School leaders and teachers were interviewed the year prior to the introduction of the new curriculum and during the first two years of implementation. Findings substantiate the importance of six themes (such as examination status and a university pathway) raised in elaborations of the traditional Layton/Goodson model. However, the complex community-school relationships and the value accorded in EE to community-based and even global action, as opposed to academic outcomes, highlighted the need for curriculum policy makers to consider expanding the traditional model with another five themes and most importantly introducing three particular themes. When seeking to promote the emergence of a holistic and integrative subject such as environmental education there is a need to also consider local environment involvement, the transformative nature of EE within whole school involvement, and linkages with a national cooperation network. Without these factors it appears EE may struggle to gain a place in the curriculum

Sociocultural Competency Training for Migrants in a Job Placement Program

Recent migrants from culturally and linguistically diverse (CALD) backgrounds are often unfamiliar with the implicit social rules for effective workplace interactions vital for career search and advancement in the adopted country. Job placement programs available for the unemployed may have limited use for CALD clients unless they also receive intercultural social skills training aimed at enhancing their sociocultural competency in preparation for the culturally different workplace. This paper will report the implementation and preliminary evaluation of the EXCELL (Excellence in Cultural Experiential Learning and Leadership) Program - as a sociocultural competency training module - in an innovative and comprehensive labour market program for CALD migrants in Brisbane, Australia. On completion of EXCELL, a sample of 101 migrant jobseekers (37% male, median age = 35 years, median residence in Australia = 2.25 years, 80% from non-English-speaking background) reported increases in job search self-efficacy and intercultural social self-efficacy, compared with their pre-training survey responses. Program ratings and trainers' observations have further indicated high levels of client satisfaction with the EXCELL training and its relevance to enhancing social interactions in job placements. The implications for future evaluation research as well as practice in employment and migrant services will be discussed.No Full Tex

Buddhism in Australia: traditions in change

The number of Buddhists in Australia has grown dramatically in recent years. In 2006, Buddhists accounted for 2.1 per cent of Australia's population, almost doubling the 1996 figures, and making it the fastest growing religion in the country. This book analyses the arrival and localisation of Buddhism in Australia in the context of the globalisation of Buddhism. Australia's close geographical proximity to Asia has encouraged an intense flow of people, ideas, practices and commodities from its neighbouring countries, while at the same time allowing the development of the religion to be somewhat different to its growth in other Western countries. The book seeks to explore the Buddhist experience in Australia, looking at the similarities and particularities of this experience in relation to other Western countries. The inception of Buddhism in Australia is investigated, and a voice is provided to people on the ground who have been fundamental in making this process possible. For the first time, academic analysis and practitioners' experience are juxtaposed to show the adaptations and challenges of Buddhism in Australia from above and below. This book is a unique and valuable contribution to the study of Buddhism in the West, globalization of religion, and studies in Asian Religion

Introduction

[Extract] In late 2009 people driving down one of Sydney's busiest roads, stopping when the lights turned red, could look up in the sky to see the Dalai Lama looking down at them from an oversized billboard on top of a building. Next to him stood the question: 'Our Future: Who is Responsible?' This was an advertising campaign carried by the Dalai Lama in Australia organization that was managing his teaching events and his participation in the annual 'Mind and Its Potential' conference in Australia. The campaign erected nine large billboards in key city sites for five weeks that stayed lit up all night. The same image also circulated on about 30 buses for the same period; smaller posters were put up in many cafes and on light poles and bus stops. This was the Dalai Lama's seventh visit to Australia; the first one had been in 1982. In an interview with the Sydney Morning Herald, Lynn Bain (general manager of the Dalai Lama in Australia organization) observed: 'You don't have to be Buddhist to connect to His Holiness is what we're trying to say' (Harvey 2009)

Introduction to Science Gateways and Portals Minitrack

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Bridging Formal and Informal Learning Environments

Out-of-school time programs that provide science, technology, engineering, and mathematics (STEM) educational content are promising approaches to develop skills and abilities in students. These programs may potentially inspire students with engaging hands-on, minds-on activities that encourages their natural curiosity around STEM content areas. However, it is also important to align out-of-school time learning activities with what is being taught in the formal classroom so that the experiences are congruent. Two examples of congruent programs are described in this article

Exploring the Relationship between Environmental Impact and Nutrient Content of Sandwiches and Beverages Available in Cafés in a UK University

The threat of climate change and population growth has led to calls for the adoption of environmentally sustainable diets; however, concerns have been raised over the nutritional quality of low Greenhouse Gas Emission (GHGE) diets. This study examined the relationship between measures of environmental sustainability and nutrient content of sandwiches and beverages sold in a UK university café. GHGE and Water Footprint Impact Indicator (WFII) values for the ingredients of sandwiches and beverages were used with recipe information to calculate GHGE (gCO2e per portion) and WFIIs (scarcity weighted litres per portion). These estimates were then combined via orthogonal regression to produce a single Environmental Impact Score (EIS); higher scores equate to greater environmental impact. The relationship between EIS and nutrient content was explored using correlation analysis. Sandwiches that contained meat and animal products as well as beverages that contained milk, cocoa, and/or coffee had the highest EIS. EIS was positively associated with the portion size of sandwiches but not the serving size of beverages. EIS was positively correlated with calories, saturated fat, and sodium. However, EIS was also positively correlated with micronutrients: iron, calcium (beverages only), and B12 (beverages only). The choice of smaller or plant-based sandwiches as well as beverages without milk would reduce environmental impact as well as caloric and sodium intake. However, the selection of low impact options may also reduce the intake of nutrients required for good health. This study revealed possible tensions between nutritional quality and environmental sustainability