NO FEELING FOR "UDDERS"?: A CRITICAL NOTE ON THE REPORT OF THE A.C.T. MILK AUTHORITY

Fluid milk marketing in Australia is generally associated with an administered system where free market forces are unable to operate due to public intervention. Such interference creates a situation where, as Throsby [6, p. 243] puts it, 'returns to the fluid milk sector are maintained by monopoly pricing and supply control measures which vary from State to State'. The Australian Capital Territory (A.C.T.) is, similarly, not immune to the effects of producer protection. Indeed, it is contended that the implementation of the proposals contained in the A.C.T. Milk Authority Report of March 1974 [3] would have the effect of institutionalizing the power of the dairy industry to act in a manner opposed to the interests of A.C.T. consumers. The basic reason why the interests of consumers are so often put second to those of suppliers is summed up by J.N. Lewis [2, p. 283]: 'A determined close-knit group with strong interests in a particular policy issue can often impose its desires upon an apathetic majority whose interests are weak and diffused'. It is proposed to develop this theme by looking at the history of milk supply in the A.C.T. as a background to an examination of the Report, an appraisal of its contents, the advocacy of an alternative (competitive) solution and an estimation of costs, to consumers, of producer protection.Marketing,

Funding Media, Strengthening Democracy: Grantmaking for the 21st Century

Despite the pervasiveness of media, the amount of philanthropic dollars in support of public interest media remains minuscule and, therefore largely ineffective. The report, based on a survey of the the funding sector, calls on philanthropists to embrace a practice of transparency and information sharing via technology, to determine how existing funds are being used and how they can best be leveraged to increase philanthropic impact within the media field

Ethnographic research: a significant context for engaging young children in dialogues about adults’ writing

This paper brings together socio-cultural theorising about language and literacy learning as well as work which explores ethical issues associated with young children’s participation in research in order to interrogate unplanned discussions between researchers and young children about research writing. The data discussed were derived from two separate ethnographic research projects conducted in English early childhood settings. We argue that dialogues between child participants and adult-researchers are replete with opportunities for learning about researchers’ writing practices and constitute an important ethical research practice in itself. Our key areas of analysis focus on what children can learn about adults’ research writing and what researchers can learn about children as research participants. By positioning such dialogues within broader considerations around ethical research practice and children’s participation we add to the burgeoning literature in this area

Towards the Development of a Team Learning Theory for Information Systems: Implications for Universities, Academics, and Academic Developers

Contemporary universities are charged with the education and preparation of work ready graduates, evident in the establishment of graduate attributes. One attribute particularly applicable for information systems students, is the ability to work in teams. An examination of teamwork in the literature and in teaching practice indicates that many academics are unprepared or ill-equipped to prepare students for a world of work requiring team players. The unavailability of a comprehensive theory to drive the development of team learning in universities may have contributed to their failure to embrace this as a significant and warranted pedagogy. This paper explores a theory of team learning and pedagogy, critically appraises the enablement of students to acquire this attribute, and considers the research necessary to further shape the theory. Implications for curriculum and academic development are highlighted as these are the mechanisms to assist staff in applying the pedagogy

Reconciling Culture and Digital Literacy in the United Arab Emirates

For a number of years, there has been a concerted effort by the United Arab Emirates to take a prominent role in introducing e-business initiatives throughout the Gulf region, and this effort has translated into widespread access of internet technology for its own citizens. The country, in setting out to become a hub for foreign and domestic companies, realized that to achieve these goals it must provide appropriate e-business frameworks and infrastructures, which it has successfully done. Although, while not the only means of acquiring digital literacy, regular exposure to the internet does contribute to gaining these necessary 21st century skills. It might be expected that with such widespread access to the internet the population would contribute to becoming digitally competent. Using an ethnographic case study methodology, this paper investigates issues contributing to what might be a new form of digital divide; cultural issues which limit the acquisition of such digital skills

Reconciling Culture and Digital Literacy in the United Arab Emirates

© 2013 by IGI Global. All rights reserved. For a number of years, there has been a concerted effort by the United Arab Emirates to take a prominent role in introducing e-business initiatives throughout the Gulf region, and this effort has translated into widespread access of internet technology for its own citizens. The country, in setting out to become a hub for foreign and domestic companies, realized that to achieve these goals it must provide appropriate e-business frameworks and infrastructures, which it has successfully done. Although, while not the only means of acquiring digital literacy, regular exposure to the internet does contribute to gaining these necessary 21st century skills. It might be expected that with such widespread access to the internet the population would contribute to becoming digitally competent. Using an ethnographic case study methodology, this paper investigates issues contributing to what might be a new form of digital divide; cultural issues which limit the acquisition of such digital skills

Developing an IT Project Management Course to Meet Changing Industry Needs

Acknowledging that an awareness of project management skills was an important outcome for their graduates, the IT faculty of one Australian university developed and introduced a new IT Project Management course into their undergraduate curriculum in 2002. A three stage approach that involved identifying students expected learning outcomes, selecting relevant content and choosing the most applicable pedagogy was applied in designing this course. An integrated case study approach, developed over a five year period which was to be the recipient of many teaching awards is described. However, despite its popularity and successes the course was totally rewritten for the 2008 academic year, reflecting alternative views about what IT Project Management courses should contain, which in turn prompts the question of what project management skills should we be teaching students in preparing them for professional IT careers

Towards a better understanding of learning and teaching in non-native languages in higher education

In this paper we propose a framework designed for more effective teaching of discipline content to non-native English speaking (non-NES) students, extending beyond the boundaries of language itself. While attempts to address the complex issues confronting international students often included language instruction for the learner, less emphasis has been placed on pedagogical issues confronting instructors delivering content to such students. Although students\u27 competency in the language of instruction may still remain of vital importance, our research indicates that there are other factors that need to be addressed in providing competent instruction to non-NES students. This action research study conducted in the United Arab Emirates (UAE) with local Arab students as participants provided a rare opportunity to examine the challenge of teaching non-NES students from a homogeneous ethnic background, rather than consolidating findings from a single but diverse cohort of international students. The findings reflect the interrelationship between non-NES Arab university students and teachers, and positions this within an embedded component model for effective teaching. The conclusions may also have broader implications for teaching students of other ethnic backgrounds in other non-native speaking environments

Does the Vigilance-Avoidance Gazing Behavior of Children with Separation Anxiety Disorder Change after Cognitive-Behavioral Therapy?

Cognitive biases are of interest in understanding the development of anxiety disorders. They also play a significant role during psychotherapy, where cognitive biases are modified in order to break the vicious cycle responsible for maintaining anxiety disorders. In a previous study, the vigilance-avoidance pattern was shown in children with separation anxiety disorder (In-Albon et al. Journal of Abnormal Child Psychology 38:225-235, 2010). The exhibited avoidance pattern may be essential for the maintenance of the anxiety disorder. Therefore, in the present study we used eye tracking methodology presenting disorder specific pictures to examine possible changes in the vigilance-avoidance pattern in 18 children with separation anxiety disorder after cognitive-behavioral treatment (CBT) and 13 healthy controls. Results indicated that following treatment, the vigilance pattern of children with separation anxiety disorder reduced significantly. Thus, the vigilance-avoidance pattern can be modified by CB