Includes bibliographical references (leaves 504-529) Argues that social tensions evolved at Port Adelaide, South Australia, between the stable, traditional environment both the working and middle class settlers were trying to create for their families, and the wharfside activities of brawls, bars and brothels which were a common way of life for many transient seafarers after long periods at sea.

Bibliography: leaves 537-555.

Trees represent important living components in many urban parkland spaces. As living landscape entities, they have the capacity for potentially long life spans. As a result of these longevities, issues concerning tree death or senescence are not often engaged until the end of tree life spans have been reached, or are fast approaching. As organisms with finite life spans, tree senescence must be expected at some future point in time, and due consideration of this inevitable change is imperative within an urban parkland context. An understanding of tree longevity in urban parkland spaces must therefore be considered advantageous to subsequent design, management, and planning decisions enacted upon these landscapes. For appropriate decision-making to take place with regard to urban tree populations, figures reflecting expected tree longevity could purvey estimations of future tree senescence, and assist in providing practical information for all stakeholders of urban landscapes. In addition to this, developed models of parkland spaces supplying visual and spatial analysis of future tree senescence patterns could indicate potential landscape scenarios, and highlight tree populations most at risk of senescence within the near future. The development of models predicting possible future tree senescence patterns required a review of various fields of research in order to establish appropriate models for use, and to assign confidence levels based upon the knowledge of tree growth, longevity, and senescence in predicted landscapes. This thesis examined the subjects of tree longevity and senescence, with a particular focus upon the Adelaide Park Lands region in Adelaide, South Australia. Various tree growth parameters were collected from the field and combined with assigned tree ages to create matrix models that represented expected tree growth trends. Through the incorporation of curves fitted to these matrix models, tree ages could be assigned to tree specimens of unknown age, to determine dates of establishment based upon key growth parameters. Tree longevity figures for each taxon were sourced from a peer reference group survey conducted specifically for this purpose. Through the combination of calculated tree age and predicted tree longevity, senescence patterns for a region of the Adelaide Park Lands were modelled. Interactive structured query-based GIS software was incorporated to display these senescence patterns visually, and to provide interpretations of future landscape scenarios. Results obtained from the peer reference group survey provided a range of valuable figures representing expected tree longevities for 131 taxa from within the Adelaide Park Lands environment. These longevity figures, combined with matrix models and GIS simulations, revealed that considerable populations of established trees within Tuttangga/Park 17 in the Adelaide Park Lands are at a high risk of reaching senescence within the near future. / Thesis (Ph.D.) -- University of Adelaide, School of Architecture, Landscape Architecture, and Urban Design, 2008

Cover title: Success and failure of first year university students with special reference to the school attended. Includes bibliographical references (p. 95-96)

This thesis explores the expectations that parents had of a particular Catholic secondary school for boys during the first half of the 1990s. By exploring in some detail the expectations of one group of parents whose children attended one particular Catholic secondary school in suburban Adelaide (South Australia), the research illuminates the larger issue of the changing nature of parent expectations of Catholic secondary schooling, and how these expectations were being shaped in the last decade of the twentieth century. The social, educational and ecclesial context within which Catholic secondary education operates has altered in the three decades following the Second Vatican Council (1962-1965). The literature reviewed in this thesis indicates that parent expectations of Catholic secondary education in the 1990s were increasingly shaped by a complex variety of factors beyond traditional religious or denominational loyalty. The post-1973 organisational and administrative structures established for the delivery and development of Catholic schooling in Australia reset the centralisation/decentralisation balance. These changes in administrative centre of gravity have of themselves created a climate in which a greater range of parent expectations is evident. This research used an established questionnaire to gather data from parents about their expectations of the school as their sons entered the first year of secondary schooling. The same parents were then surveyed four years later to gauge the extent to which they believed the school had met their expectations. Exploratory analyses were conducted to investigate if there were significant statistical differences in parent expectations, or in parent perceptions of the school's meeting their expectations, that were due to different parent characteristics. In particular, the research investigated whether parent gender, religion, religious practice, level of education, or length of parent association with the school played a significant role in parent expectations. A further important research aim was to investigate the statistical properties of the research questionnaire, first used to explore parent expectations of Catholic secondary education in the early 1980s, and to suggest appropriate changes to the way in which the items and scales of the questionnaire were constructed. Eight of the nine scales of the research instrument, whether used in the first round of the survey (as the student entered Year 8, and parents were asked what their expectations were in anticipation of their child's Catholic secondary education) or the second round (as the student entered Year 12, and parents were asked to indicate the degree to which the school had met their expectations) were found to be reliable. The results from the research reported in this thesis indicate that the parents believed that the school in large measure met their expectations. The results also demonstrate that, for these parents, there was no significant relationship between their expectations of the school and the sample characteristics of parent religion, gender, or level of education. Only two parent characteristics were found to demonstrate a significant relationship with parent expectations as measured by the questionnaire scales: the frequency of parent religious practice (as measured by reported church attendance) and whether the parents had earlier enrolled their sons in the primary section of the school. A more finely-nuanced examination of the data indicated that parent religion and parent gender may indeed have an influence on parent expectations of the school, but that the influence of these parent characteristics on parent expectations of the school are mediated by the degree to which the parents practice their religion. This research appears to confirm that parent expectations of Catholic secondary schooling are not a simple function of parent religion. The research indicates that parents, whether Catholic or not, whether practising church goers or not, tend to share a reasonably coherent view of what a Catholic secondary education should include, and of what constitutes a

Bibliography: leaves 118-122. Presents the history of this boys' school chronologically, using the periods of tenure of the various principals as a basis for organizing the material. -- abstract.

I worked as a school administrator in 'disadvantaged schools' for many years. In this study I asked colleagues from sixteen schools in the northern and western suburbs of Adelaide to co - theorise about changes in their neighbourhood, school populations and programs, now that their schools are no longer recognised by policy as 'disadvantaged1. I explore the use of narrative method and arts based approaches by constructing a 'literary' research text that uses conventional sociological forms together with images, poetry and personal stories. I use anthropological and geographical theoretical constructs to look at the changing material, economic, cultural and social landscapes and the mosaic of inequalities in the city of Adelaide. I suggest that this is not a simple binary polarisation, although large numbers of people are similarly positioned by de-industrialisation and the diminishing social wage. After examining the literature on poverty in Australia, I am eventually prepared to call this space class, understanding that this is a sociological metaphor. Through a theorisation of each school as a 'place' within a specific neighbourhood, I look at the similarities and differences across sites. I suggest that 'disadvantaged schools' are similarly positioned as sites for the mediation of social inequalities, and that this can be readily seen in the time consuming 'housework' of discipline and welfare. I indicate how each school is differently able to 'do more with less', because of their unique neighbourhood and its narratives, knowledges, histories, teleologies and people. I show that the common coercive regimes of market devolution, new public management and the 'distributive curriculum' frame the work of teachers, students and administrators in ways that are not conducive to 'doing justice', despite the policy rhetoric of equity and community. I provide evidence that the neoliberal imaginary of context free schooling enshrined in effective schools literatures is Utopian and irrational. I argue that the capacity of the school to 'generate context' is always paradoxically dependent on 'context derived'. I discuss the notion of 'doing justice' and the benefits of 'disadvantaged schools' having a local set of principles that guide their decisions and actions and provide evidence that the school administrator's understandings of 'doing justice' are important. I also suggest that, despite being increasingly isolated and hindered by policy directions, the majority of the sixteen schools continue to work for and with principles of justice and equity, drawing on a range of emotional and intellectual resources and deep, longstanding commitments. I conclude by speculating on the kinds of policy and research agendas that might take account of both the commonalities and differences amongst 'disadvantaged schools', and what might be included in a comprehensive and systematic approach to 'doing justice'.

Bibliography: leaves 128-136.

Thesis (M App Sci in Physiotherpy) -- University of South Australia, 1992

Thesis (MEng) -- University of South Australia, 1997