The demarchy manifesto: for better public policy

What is wrong with democracy as we know it? Too many decisions are the result of political deals based on the power strategies and tactics of politicians, not on the merits of the case. The voters can only accept or reject the packages the parties offer them. The Demarchy Manifesto exploits the possibilities of modern communications to give a new role and focus to public discussion. It proposes taking the formulation of public policy out of the hands of political parties and putting it into the hands of those most strongly affected by particular issues. The aim is to tell the politicians what we want, after serious and focused open, discussion. Burnheim explains why this needs to be done, and how it can be achieved through voluntary means without constitutional change

Effect of Threaded and Serrated Holes on the Limited Time and Fatigue Strength of Flat Light-alloy Strips

The investigation was made for the purpose of ascertaining the notch sensitivity of flat strips of light alloy with cylindrical holes under initial tension stress, with special attention to the change in notch-effect factors with the number of load cycles. Then the studies were extended to similar flat strips with pin-loaded holes (tension lugs). This report deals with fatigue tests under initial tension load on flat test specimens of 3116.5 duralumin and AZM 3510.1 electron with plain unloaded and pin-loaded holes (tension lugs) of different forms

Pathways for non-traditional learners in a research-intensive university

The current Australian higher education policy environment has been shaped by the Commonwealth targets for 40 per cent of 25- to 34-year-olds to hold a bachelor’s-level degree or higher by 2020, and for low socio-economic status (LSES) participation to increase to 20 per cent by 2025. Universities have responded to this policy agenda by increasing enrolments and developing a range of pathway programs, including enabling programs, VET articulation agreements and nested awards. For “selecting”, research-intensive institutions such as Monash University, responding to the access agenda is fraught with tensions concerning institutional identity, status and contribution. In developing a set of access strategies for mature-age learners, Monash University is seeking to broaden access without compromising academic status. This involves creating mechanisms to engage high-potential LSES mature-age students through recruitment and selection processes with activities that assist them to translate their workplace and community experiences into the university environment, and provide a balance of opportunity, support and challenge

ATIVIDADE DE VÓO DE UMA COMUNIDADE DE PASSALIDEOS (COLEOPTERA: PASSALIDAE) NO ALTO RIO URUBU, AMAZONAS, BRASIL

Adult passalids were collected nocturnally in an andiroba (Carapa guianensis) plantation, surrounded by tiopical rain forest, at the upper Urubu River, Amazonas, Brazil, using artificial light, at monthly intervals between January 1982 and December 1983, Startmg in March 1983, different developmental stages of these beetles were also collected diurnally from rotten tree-trunks in the forest around the light collection place. The passalids found were Popilius marginatus (Perch., 1835), Veturius transversus (Dalm., 1817), V. aff. platyrhinus (Hope, 1845), Veturius sp., Verres furcilabris (Eschs., 1829), Paxillus leachi (Mac Leay, 1819), Passalus rhodocanthopoides (Kuw., 1891), P. variiphyllus Kuw., 1891, P. latifrons Perch., 1841, P. convexos Dalm., 1817, P, unicornis Lep. & Serv., 1825, P. aff. coarctatus Perch., 1835, P. inierstitialis Eschs., 1829, P. abortivos Perch., 1835, P. elfriedae Luederw., 1931 and P. interruptus (Lin,, 1758). Observations on the richness of the passalids, flight and dispersal activities, seasonality, relative abundance, sex ratio, number of colonies and number of each immature stage por colony, are reported and discussed.Coleópteros passalideos adultos foram coletados durante dois períodos sazonáis completos de coletas mensais noturnas, com fonte luminosa, de janeiro de 1982 a dezembro de 1983, num cultivo de andiroba (Carapa guianensis), cercado por floresta tropical de térra firme, no alto no Urubú, Amazonas, Brasil. De marco de 1983 em diante, os passalideos também foram coletados durante o día, diretamente dos troncos em decomposicao na floresta em torno do local de coleta com luz. Foram encontrados Popilus marginatus (Perch., 1835), Veturius transversus (Dalm., 1817), V. aff platyrhmus (Hope, 1845), Veturius sp., Verres furcilabris (Eschs., 1829), Paxillus leachi (Mac Leay, 1819), Passalus rhodocanthopoides (Kuw., 1891), P. variiphyllus Kuw., 1891, P. latifrons Perch., 1841, P. convexus Dalm., 1817, P. unicornis Lep, & Serv., 1825, P. aff. coarctatus Perch., 1835, P. interstitialis Eschs., 1829, P. abortivus Perch., 1835, P, elfriedae Luederw., 1931 e P. interruptus (Lin., 1758). Seo relatados e discutidos dados sobre riqueza dos passalideos, atividade de vóo e dispersao, sazonalidade, abundancia relativa, razáo sexual, número de colonias e indivídiuos de cada estágio imaturo por colonia

The problem of constitutional legitimation: what the debate on electoral quotas tells us about the legitimacy of decision-making rules in constitutional choice

Proponents of electoral quotas have a ‘dependent interpretation’ of democracy, i.e. they have formed an opinion on which decision-making rules are fair on the basis of their prior approval of the outcomes these rules are likely to generate. The article argues that this position causes an irresolvable problem for constitutional processes that seek to legitimately enact institutional change. While constitutional revision governed by formal equality allows the introduction of electoral quotas, this avenue is normatively untenable for proponents of affirmative action if they are consistent with their claim that formal equality reproduces biases and power asymmetries at all levels of decision-making. Their critique raises a fundamental challenge to the constitutional revision rule itself as equally unfair. Without consensus on the decision-making process by which new post-constitutional rules can be legitimately enacted, procedural fairness becomes an issue impossible to resolve at the stage of constitutional choice. This problem of legitimation affects all instances of constitutional choice in which there are opposing views not only about the desired outcome of the process but also about the decision-making rules that govern constitutional choice

Assessment tasks in vocational education and training: Is the student required to work with information?

This is a study of the levels of information processing skills required to complete assessment tasks in four vocational education and training programs: Associate Diploma programs in Justice Administration, Engineering, Accounting and Rural Technology. The study was based on a contention that many of the driving forces, Federal Government review committees and industry groups, affecting the competency-based vocational education and training curricula have clearly stated an expectation that students not only gain basic competencies in various skill and knowledge areas, but also that they should be challenged to maximise their skill and knowledge levels through being confronted with tasks requiring higher levels of information processing. A review of literature revealed that, while research has been undertaken in other educational sectors into the information processing levels required to answer questions, no research was able to be found on this topic, based on data gathered from the vocational education and training sector. One of the outcomes of this study has been that this information, that of information processing levels identified with a number of vocational education and training programs, has become available. To gather these data, several taxonomies and schemes to classify question types were examined and two, the Bloom (1956) taxonomy and the Armbuster and Ostertag (1989) scheme, were chosen for use. The study provides information and comment based on data gathered from three sources: curriculum documentation, assessment tasks set within the four program areas and information provided through a questionnaire/structured interview put to a number of vocational education and training teachers. These data are compared to the information gained from interpretation of the desired direction, as indicated by vocational education and training driving forces, of the curricula. The findings of this study were that, while organisations and committees, described as curriculum drivers, supported the use of higher level information processing skills, the majority of curriculum documents and assessment tasks set by teachers focussed on the use of lower levels of information processing. Overall, there was only minimal assessment of the use of higher level information processing skills. In some cases, the ability to use higher level information skills was not assessed. As this study was undertaken as part of an Ed.D. program, an outcome focus was on the improvement of educational practice. In this case, the results of the study have been applied to a Diploma-level program for persons involved in the correctional services industry. The way in which the outcomes of the study have been applied are discussed. In particular, reference is made to an assessment task structure that purposely requires the use of information processing skills at increasingly higher levels of cognitive activity. To assist future researchers, bearing in mind that little if any data of this type had been previously gathered from the vocational education and training sector, comprehensive data tables are included in the appendices

The Return to Reason. Essays in Realistic Philosophy. Edited by John Wild

Burnheim J. The Return to Reason. Essays in Realistic Philosophy. Edited by John Wild. In: Revue Philosophique de Louvain. Troisième série, tome 52, n°33, 1954. pp. 169-172

The Return to Reason. Essays in Realistic Philosophy. Edited by John Wild

Burnheim J. The Return to Reason. Essays in Realistic Philosophy. Edited by John Wild. In: Revue Philosophique de Louvain. Troisième série, tome 52, n°33, 1954. pp. 169-172