Suchergebnisse

'Sing at the Moon: the contextual narrative of isolation and grief in Australia women's writing' comprises two complementary elements of a single thesis: a novel and a critical essay. My novel takes as its starting point the impact of unsolved murders on small regional communities and uses this to explore the effects of isolation and grief on subjectivities, particularly women's. The novel represents an original contribution to that strand of contemporary Australian fiction, especially as written by women, which deals with the Australian bush myth and the effects on women of the masculinism of Australian national identity. The critical component of my thesis examines Thea Astley's Drylands and Dorothy Hewett's Neap Tide in terms of how each novel engages with Australian literary traditions and offers an explicit critique of Australian masculinist culture. I focus on the ways the novels represent violence against women and show how this violence works to underpin the masculinist myth of mateship - to reveal a more sinister underbelly of Australian culture. Their critique of Australian masculinist culture also works at the level of form where both writers subvert a traditional 'realist' form for political as well as aesthetic purposes. I see myself primarily as a writer and feminist who uses theory and criticism as a way of reflecting on my own creative practice in the light of writing as social responsibility. My approach both to my own novel and to Drylands and Neap Tide is shaped by Susan Lever's proposal that 'writing and reading lie at the heart of feminism; they are the means by which women can explore and communicate the deepest aspects of their condition' (2000,132). In my essay I am interested in providing a critical context for the novel by exploring feminist theories of subjectivity and the ways these can be represented in fiction. As a result I will analyse some of the narrative conventions employed in Hewett's and Astley's novels. I will show that the work of both writers operates in the context of an ...

In recent years, researchers investigating conflict resolution processes have developed various problem-solving workshops. These workshops serve two functions: research of the participant-observer variety, allowing researchers to observe real-world conflict behavior; and service, providing insight and training to the conflict participants regarding peaceful resolution of their conflict. They are a form of experiment in international communication and rose from a belief that conventional methods of third-party intervention in international disputes were not very successful. This article analyzes the workshops developed by Burton, Doob, and Kelman, and suggests how we might progress from "pretheories" to theories of conflict and its resolution.

Introduction: Working with Respect -- Chapter 1: The benefits of On Country Experiences at the tertiary level -- Chapter 2: Politics, and the Self -- Chapter 3: Curriculum to scaffold the students' cultural competence journey: whole of program assessment in allied health -- Chapter 4: Doing what is right: Behavioural change in service delivery at the higher end of cultural competence. A psycho-socio-cultural model for undergraduate and postgraduate health care professionals -- Chapter 5: Course and Subject Design Facilitating Indigenous Cultural Competence -- Chapter 6: Pushback and Progress- A Culturally Competent Law Degree -- Chapter 7: Reconciliation in Teacher Education -- Chapter 8: Grounding the teaching of anatomy and physiology in Indigenous pedagogy -- Chapter 9: The biases we bring: "Debiasing" higher education curriculum through the dynamics of implicit and unconscious bias -- Chapter 9: The biases we bring: "Debiasing" higher education curriculum through the dynamics of implicit and unconscious bias -- Chapter 11: Exploration of identity, relationships, learning, wisdom with cultural competence -- Chapter 12: Identity and success for Aboriginal students in higher education -- Chapter 13: The place of individual spirituality in the pedagogy of discomfort and resistance -- Chapter 14: The importance of cultural competence in sport-related higher education courses at CSU -- Chapter 15: Exploring the notion of cultural competence in regards to health and Physical Education and AITSL standards -- Chapter 16: Nursing and Cultural Competence -- Chapter 17: Searching for the middle ground of Indigenous and Western science -- Chapter 18: Facilitating critical reflexivity in undergraduate psychology -- Chapter 19: Chapter 19: Indigenous places as Learning Spaces: Fostering initial teacher education students' cultural competence using Yindyamaldhuray Yalbilinya framework.

Problem-solving procedures and processes are a major concern to people working with groups and organizations. Some attention has been paid to the phases and steps involved. The authors report that predictable affec tive responses are evoked during each phase of a generic problem-solving process: needs assessment (hopeful, energetic); goal setting (confusion, dissatisfaction); action planning (involvement, accomplishment); im plementation (stage fright, joy); evaluation (pride, sadness). There are also particular interventions that a consultant or leader can make that are helpful in relation to the task and affective climate; these vary from phase to phase relative to the affective climate.

This article reports the results of a pilot survey to examine staff burnout and sources of job satisfaction and job stress among intensive family preservation workers. Participants in this study were found to be moderately to highly emotionally exhausted as measured by the Maslach Burnout Inventory. The intense time-limited nature of the work was perceived as a stressor. Opportunities for improving skills and professional growth were viewed as major sources of satisfaction. Implications are drawn for social work in-service training and worker supervision.