Greek cuisine on a budget

Last summer, I spent three weeks on the island of Thassos, Greece discovering, eating, and savoring life. Immersing myself under the cool seawater and climbing out onto the rocky shore I was met not only by great natural beauty but also great natural food. I was struck with the question as to why I could not replicate this kind of healthy and satisfying food in my own kitchen -- all the while taking into consideration that I am broke, jobless, and therefore possibly trapped within a typical cycle of bad food. The first item of consideration is the type of meal you are wanting, combined with the resources that are at hand in your town. This list of recipes will not only cause you to be a “more desirable dinner companion,” but it will also aide in creating meals that will strengthen your body. But first, let me introduce you to Paradise

Contemporary learning environments: designing e-learning for education in the professions

Designing e-learning environments for quality professional education is a challenge for education designers, as the continuing practice of simply moving courses online can be surprisingly disabling. We argue that as universities strive to educate for excellence in professional practice, design approaches for the e-learning components must be conceptualized in a broader view of a contemporary learning environment involving integrated virtual and physical dimensions. These are comprehensively considered in an integrated way to facilitate learning experiences providing an emphasis on grounded practice. Our paper considers learning environments in the service of a broader understanding of a professional &quot;practicum.&quot; In providing the more flexible, immediate and evolving virtual experiences, e-learning as a feature must take account of a range of education design considerations we model in a framework of elements. These are outlined, and broader issues are illuminated through a comparative case analysis of educational technology developments at Deakin University in the two professional fields of teaching and journalism. The Education Studies Online (ESO) project and the HOTcopy newsroom simulation project exemplify elements of the approach recommended in addressing the challenges of quality professional education. We highlight the generative role of the education designer in adopting an integrative and strategic stance, when creating such environments. Implications for the selection and use of various e-learning resources and corporate e-learning systems become evident as we highlight the dangers of a returning &quot;instructional industrialism&quot; as we risk allowing courses to &quot;move online&quot;, rather than moving towards proposed features of contemporary learning environments. <br /

Creating and sustaining quality e-learning environments of enduring value for teachers and learners

Australian universities continue staking a claim on the future of e-learning, acquiring Learning Management Systems (LMS) as rapidly as universities overseas. Much is published on processes and criteria for selecting the best LMS for an organisation\u27s needs and attempts to establish training and support mechanisms for deploying these systems. Beyond initial efforts to commission these technologies, particularly in the hands of teachers and students, what should happen to ensure these commitments yield real educational value in the long term? The search for and realisation of systemic and substantial new value requires a more profound reconceptualisation of what it means to design and work within contemporary learning environments, incorporating e-learning, in support of excellence in educational outcomes. This demands the foregrounding of the role of the academic teacher in the system in relation to other parties who can make important educational contributions in support of student learning. Central to new strategies is a transformation of the role of academic teacher, but on terms understood by them and supportive of their educational values. Six areas of value creation for teachers and learners are considered in relation to this transformation.<br /

From product centricism to systems-wide education design: making corporate technology systems work for the learning organisation

Deakin University has established a major integrated corporate technology infrastructure in the last two years to enhance and bring together its distance education and on-campus education. This environment has been called Deakin Online. With Deakin Online rapidly developing, efforts are beginning to focus more fundamentally on how the potentials of the environment can be realised to create enduring teaching and learning value. This search must be understood in the context of the University&rsquo;s commitment to the values of relevance, responsiveness and innovation. The question is: how can these values be realised in the digitally-based evolving educational enterprise using the new corporate technologies and new concepts of organisational structure and function? We argue for the transforming role of the academic teacher and new forms of open academic collegiality as being critical to realise strategic and enduring educational value. Moreover, change in role and process needs to be grounded in more systemic organisation and program-wide approaches to designing and working within the new contemporary learning environments. We believe the shift from the dangers of product centricism to system-wide education design modelling situating e-learning within broader curricular and pedagogical concerns represents the best strategy to create enduring educational benefits for all stakeholder groups (notably academic teachers and their learners) while preserving teachers&rsquo; sense of agency in the changing learning environments of higher education.<br /

The 6 by the power of 3 model for enhancing academic teachers\u27 capacities for effective online teaching and learning: benefits, initiatives and future directions

To gain the full educational benefits of the major new investments in corporate technologies supporting online teaching and learning it is argued that a strategic, systems based approach of academic professional development (APD) is required. Such an approach requires a clear view of the key areas of potential and enduring teaching and learning benefit which can be realised from online developments, including an understanding of the changing role of the academic teacher in higher education, the identification of the desired professional capacities to educate online and the implementation of a number of coordinated initiatives to develop these professional capacities in order to engage constructively with the learning and technology opportunities. Based on previous work, we propose a \u276\u27 by the power of \u273\u27 model of Academic Professional Capacities Development for effective APD of online teaching and learning. The model can help inform the actions of policy makers, executives and practitioners in ways that promote an authentic learning organisation. <br /

New students, new learning, new environments in higher education : literacies in the digital age

Information literacy is developing new meanings and importance in the online age of teaching and learning in higher education. Information literacy, as a highly prized graduate attribute, is related to the development of lifelong learning capacities. Its strong re-emergence in the form of digital literacy in the context of major online developments at Deakin University is considered through four cases. In each case the reader is asked to consider how the teaching staff members have conceived critical discipline-based information and digital literacies, how these conceptions are related to desired learning outcomes, the types of digital and online environments designed to support the development of these literacies, and how each one contributes to the development of lifelong learning capacities. Information and digital literacy is enlivened through being situated in broader understandings of new generations of learners, new forms of learning and new e-supported learning environments. Educational design, evaluation, research and technology implications of these new types of digital and online-based teaching and learning environments are finally examined.<br /

In the Eyes of the Beholder: Border enforcement, suspect travellers and trafficking victims

Over the past decade, the border and border policing has figured as central to identifying and responding to trafficking. This article draws on original research into immigration officers’ decision-making — both at the border and within the nation — to identify the persistent preoccupation with suspect travellers. Examining research in Australia and Thailand that spans seven years, the article brings together research that demonstrates the predominance of the binary category of victim of trafficking/unlawful migrant worker and highlights the ambiguity of daily decision-making processes that categorise women who come into contact with immigration authorities. While the policy rhetoric is based on categories and risk profiles for identifying suspected victims of trafficking or those deemed at risk, we contribute to the growing body of work that has highlighted the presence of gendered and racialised stereotypes in immigration decision-making and consider implications this may have on women’s mobility across and within borders

Freeing the Modern Slaves, One Click at a Time: Theorising human trafficking, modern slavery, and technology

This paper analyses relations between human trafficking, modern slavery, and information communication technology. It looks at the history of the technology-trafficking nexus and flags some key advances in the counter-trafficking discourse in the last two decades. It provides an overview of how technology has been framed as both a part of the problem and part of the solution in the trafficking/slavery context and emphasises the impact of such developments on a range of actors, in particular, potential victims, NGOs, and the nation state. We suggest that the technology-slavery/trafficking connections, while often elusive, act as potent narrative and policy setters that can advance existing challenges and create new points of tension in the counter-trafficking context. We critically analyse these points of tension and destabilise some of their underpinning assumptions. In the conclusion, we highlight the need for rigorous empirical evidence, arguing that a more robust scholarly engagement with the role of technology in enabling and disrupting exploitation is essential. We also point to the importance of ensuring that technology is not a distraction from addressing the root causes of exploitation and abuse

Online Social Networks: An Online Brand Community Framework

This article explores the various stances and ideas that firms must both heed and consistently adapt to in the perpetuation ofthe Web 2.0 phenomenon of online social networks (OSNs). Within the article, the sociological implications of OSNs areexplored before discussing various strategies, opportunities, and problems that are associated with the continued growth ofOSNs within and outside of the firm, ending with the creation of a theoretical framework for value co-creation using OSNsand brand communities, and critical success factors in utilizing said framework

Policing intimate partner violence in Victoria (Australia): examining police attitudes and the potential of specialisation

The adequacy of police responses to intimate partner violence has long animated scholarly debate, review and legislative change. While there have been significant shifts in community recognition of and concern about intimate partner violence, particularly in the wake of the Victorian Royal Commission into Family Violence, it nonetheless remains a significant form of violence and harm across Australian communities and a key issue for police, as noted in the report and recommendations of the Royal Commission. This article draws on findings from semi-structured interviews (n 163) with police in Victoria and pursues two key inter- related arguments. The first is that police attitudes towards incidents of intimate partner violence remain overwhelmingly negative. Despite innovations in policy and training, we suggest that this consistent dissatisfaction with intimate partner violence incidents as a poli- cing task indicates a significant barrier, possibly insurmountable, to attempts to reform the policing of intimate partner violence via force-wide initiatives and the mobilisation of general duties for this purpose. Consequently, our second argument is that specialisation via a com- mitment to dedicated intimate partner violence units – implemented more consistently and comprehensively than Victoria Police has to date – extends the greatest promise for effective policing of intimate partner violence in the future