ABSTRACT This study examines the politics of knowledge benefit-sharing within the re-regulatory framework of the Trade-related Intellectual Property Rights (TRIPS) Agreement which entered into force in 1995 under the auspices of the World Trade Organisation (WTO). The thesis argues that TRIPS both represents a mainstream legal mechanism for states and organisations to govern ideas through trade, and is characterised by a commercial direction away from multilateralism to bilateralism. In its post-implementation phase, this situation has seen the strongest states and corporations consolidate extensive markets in knowledge goods and services. Through analyses of the various levels of international and national governance within the competitive knowledge structure of international political economy (IPE), this study argues that the politicisation of intellectual property has resulted in the dislocation of reciprocity from its normative roots in fairness and trade equity. In conducting this enquiry the research focuses on the political manifestations of intellectual property consistent with long-standing epistemic considerations of reciprocity to test the extent to which the intrinsic public good value of knowledge and its importance to human societies can be reconciled with the privatisation of public forms of knowledge related to discoveries and innovations. This thesis draws on Becker's virtue-theoretic model of reciprocity premised on normative obligations to social life to ground its claim that an absence of substantive reciprocal requirements capable of sustaining equivalent returns and rewards is detrimental, both theoretically and practically, to the intrinsic socio-cultural foundation and public good value of knowledge. The conceptual framework of reciprocity defined and developed in this study challenges the materialist controlling authority and proprietary ownership vested in intellectual property law. A new conceptual approach proposed through reciprocity, and provoked by on-going debates about IP recognition, knowledge protection, access and distribution is advanced to counter strengthened and expanded IPRs. Theories of knowledge and property drawn from political philosophies are employed to test whether reciprocity is sufficiently robust enough, or even capable of, encompassing the gap between capital and applied science. This thesis argues that hyper-capitalism at global, national and local levels, accompanied by the boundless accumulation of technology, closes down competition both compromising IP as private rights and the viability of their governance. The political implications of the protection and enforcement of private rights through IP is examined in two key chapters utilising empirical data in relation to traditional knowledge (TK) and reciprocity; the first sets the parameters of TK and the second explores aspects of Māori knowledge systems and reciprocity directed at identifying national and local issues of significance to the debates on IP governance. As a viable direction for knowledge governance this thesis concludes that the gap between the re-regulatory trade framework of intellectual property on the one hand, and reciprocity on the other, requires closing to ameliorate the detrimental disruptions to democratic integrity, fairness and trade equity for significant numbers of communities and peoples around the world.

A growing body of research suggests that cross-examination may be detrimental to the accuracy of children�s event reports. The primary goal of the present research was to investigate three specific ways in which the negative effect of cross-examination could be reduced. Experiment 1 examined the effect of reducing the delay between the collection of the primary evidence and cross-examination. Five- and 6-year-old children (N = 76) took part in a staged event and were interviewed 1 to 2 days later. In this interview, children were asked to recall everything they could remember about the event. Children were then asked specific yes/no questions. Next, either 1 to 3 days or 8 months later, all children were interviewed for a second time in a cross-examination format. The 8-month delay was equivalent to the average delay experienced by children in New Zealand courts (Lash, 1995). The aim of the cross-examination interview was to talk the children out of their original responses, irrespective of the accuracy of their original account. Cross-examination questioning had a significant negative effect on the accuracy of children�s reports, regardless of timing. That is, children cross-examined soon after the memory event performed no better than those who were cross-examined after an 8-month delay. Furthermore, one week after cross-examination, children were interviewed again. The purpose of this interview was to establish whether children actually believed the responses they had given during cross-examination. During this interview, many children reversed what they had said during cross-examination, indicating that the responses they had given during cross-examination were due primarily to compliance to authority. Given the finding that compliance to authority played a significant role in children�s cross-examination performance in Experiment 1, Experiment 2 addressed whether a pre-interview intervention aimed to decrease compliance would reduce the negative impact of cross-examination. Five- and 6-year-old children (n = 59) and 9- and 10-year-old children (n = 62) participated in the same staged event and were interviewed for their primary evidence as in Experiment 1. Prior to the cross-examination interview, however, some children were warned that the interviewer might ask some questions which were tricky and that it was okay to tell her that she was wrong. Warning children prior to the cross-examination interview did not reduce the negative impact of cross-examination for either age group, even when the warning was delivered by the cross-examining interviewer. Experiment 3 addressed whether a more intensive pre-interview intervention could reduce the negative impact of cross-examination. Using the same experimental procedures as Experiment 2, half of the 5- and 6-year-old children (n = 77) and 9- and 10-year-old children (n = 87) received a practice and feedback session with cross-examination type questions prior to the target interview. While cross-examination still resulted in a decrease in children�s accuracy, children in the preparation condition performed significantly better than the control children. Taken together, these findings demonstrate that the negative effect of cross-examination is highly robust and that compliance appears to be the underlying mechanism responsible for this. A practice and feedback session targeting the factors that contribute to compliance reduced, but did not eliminate, the negative effect of this questioning style. Therefore, children�s accuracy may be facilitated to some extent by cross-examination preparation prior to testifying.

Structural change in organisations is stressful for staff and the managers who must implement it. Most change programs use employee communication techniques to support change directions set by senior executive decision makers-dominant coalitions. This research used a single case study to explain the context and management discourses of a major re-structure of an Australian Federal Government agency, the former Civil Aviation Authority (CAA), during the early 1990s. A content analysis examined the use of keywords in management discourses that argued the need for change. The keywords represented the two major change discourses: micro-economic reform and aviation safety regulation. A critical discourse analysis investigated the dominant coalition's discourse strategies to justify change. Content and process communication theories, and the role of framing in organisational change, were used to explain how employees may have reacted to change directions. The research found that change directions were framed as an economic imperative that clashed with a traditional organisational culture that emphasised the primacy of aviation safety. It found that mixed messages by the two principal members of the dominant coalition who drove change exacerbated the clash. The results suggest a need for further analysis of management discourses used to inform employees about structural change, especially in organisations that have legislative responsibilities. Further analysis of change messages framed by dominant coalitions could lead to a deeper understanding ofhow they affect employees and the change process.

The study presents a review of the establishment and operation of the Curriculum Consultancy Section of the ACT Schools Authority over the period of the first decade of its existence. It considers the move to establish a new and different education system; the important reports which gave impetus to that move; first the Currie Report (1967.), Report on an Independent Education Authority for the Australian Capital Territory and the three further reports which kept the spirit of the Currie Report alive, i.e. the Neal-Radford Report (1972.), the Campbell Report (1973.), and the Hughes Report (1973.). The study emphasises the haste with which the new system was finally established; that there was not time to develop a 'coherent, imaginative and suitable plan' (Currie, 1967, p.9.) and that staff resources were inadequate. As Beare (1978.) has noted, 'At no time in its first four years was the Schools Office given the manpower needed merely for maintenance functions let alone for development activities ... .' (p.80.) The curriculum issues that arose in planning this new system and the curriculum context within Australia are considered prior to a close examination of the development and operation of the section during the decade; the pressures which affected it and the changes which occurred This examination as the main body of the study falls easily into three periods; The First Years; The Middle Years of the First Decade; and the Final Years of the First Decade; each period coinciding with the period of tenure of one of the three principals the section has had in those ten years. Throughout this main body of the study the major recurring themes affecting the life of the section are closely followed, i.e. the conflict within the system, the diversity of demands and the difficulties of meeting those demands, the difficulty of defining role and function and the problems of leadership. In conclusion the study reflects on these recurring themes and examines the changes which have occurred over the decade, e.g. the changes in role and function, the shift in orientation to consultancy, the changes in selection and professional development of consultants, the concentration of consultants in priority areas and the developing cohesiveness of the consultancy section. Finally the study addresses the future; consideration is given to the stage in the life cycle of an organisation that the ACT Schools Authority is at currently and to the effect that this may possibly have upon the undoubtedly troubled future of the Curriculum Consultancy Section. The study draws on the documents available; on interviews with people who have worked in the area and also on the extensive body of literature which is available.

This study describes an evaluation of some aspects of the Australian Capital Territory Resource Teacher Program during 1985. The Resource Teacher Program was an Australian Capital Territory Schools Authority initiative whereby an additional specially trained teacher was allocated to a school to assist with fulfilling particular needs which the school had identified. The study used two techniques to collect information, questionnaire and interview. The questionnaire data was analysed and provided response frequencies of all 263 respondents in relation to students, teachers, parents and schools in each of the sixteen schools in the Program. Interviews were also conducted to allow for those involved in the Resource Teacher Program to make a direct contribution to the study's information base. Aspects of two theoretical education evaluation approaches were used as the basis of the study's theoretical framework. The TenBrink model was used, working from required judgements through to recommendations. Aspects of Stake's approach to educational evaluational were also used to enable identification of issues and to facilitate input of the Resource Teacher Program's participants. It was shown that students who had been involved in the Resource Teacher Program benefitted in the areas of academic progress, behaviour modification programs, previously unmet needs and gifted and talented programs. Teacher benefits were in the areas of in-school curriculum and advisory support. Parents who had been involved in the Program had benefitted by developing an increased understanding of current educational practice and how to help their children. Schools had benefitted through better use of school counsellors, increased parent participation and improved teaching resources. The identification of issues which required consideration in order to enhance the Program's effectiveness were of major importance in this study. These included the Resource Teachers' role definition, Resource Teacher stress, school commitment to the Resource Teacher Program, evaluation of the Program, the training program, the notion of secondary school resource teachers and the Australian Capital Territory's Schools Authority's commitment to the Resource Teacher Program.

This study attempts to identify any patterns of decision making behaviour evident from the formal meetings of the Council of the Interim Australian Capital Territory Schools Authority up to the end of its second year of operation, In an analysis of the minutes, the topics mentioned in them were grouped into fifteen broad categories, six of which - professional staffing, policy making/procedures, central staff and services, boundary maintenance, school buildings and curriculum Matters - were found to have been given the greatest attention by the Council. The study reveals that decision making was associated with only slightly more than half of the issues discussed and that three quarters of those decisions could be termed effective, in that they might lead to a change in the education system's operations or in relationships with another body or in that they appeared to finalize the discussion on an issue. It also demonstrates changes over time in both the types of issues discussed and the ways in which the Council operated as a decision unit. Some attention is given to variables which might account for the observed patterns. The decision making strategies used are explored as are the methods of policy determination. An attempt is made to identify stages in the Council's history which might correspond to those postulated in organizational growth models. Finally, there are some suggestions for further research, particularly in relation to pressure group theory, to change in organizational structure and to growth models.

This field study addresses the question of how one organisation organised for the purposes of policy review and development. It does so through a case study of the A.C.T. Schools Authority Review of Provision for Children with Special Needs. This review, which took place during 1981, was conducted by an intra-organisational Task Force formed specifically for that purpose. In line with the principles established as a basis for the A.C.T. government school system, the review was organised in a way which encouraged wide participation by educationalists and the community at large. The field study comprises three main chapters, the first of which traces the history and development of the A.C.T. school system. Here the emphasis is upon the methods adopted to develop policy from the earliest days of the organisation to the time of the review. The second chapter provides an account of the establishment and conduct of the review stressing the vital importance of matters related to leadership and resources. In the third chapter various aspects of the review are analysed in relation to selected literature on organisations. It analyses the organisational context and structure of the review, and in the light of this, considers questions of the styles of leaderhsip actually adopted. Throughout the study the aim is to understand the organisational processes involved with an emphasis upon the appropriateness of the means employed to meet the demands for policy review.

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Thesis (M. Div.)--Emmanuel School of Religion, 2004. / Vita. Includes bibliographical references (leaves 88-94).

As a reader and as a teacher of introductory reading and writing courses, I am persuaded by the concept of a genuine authority in which all readers both value and seek to examine their early readings of texts. What I have come to regard as a pretended authority or mastery, on the other hand, is troubling to me as a teacher and reader. This more traditional way of reading and writing, in which readers seek to "find" an author's "meaning" and to communicate this meaning with an assured and knowing voice, has seemed in my experience as both an instructor and student to ignore or brush over the real complexity in both written texts and in the texts of students' and others' lives. In spite of my belief in the importance and efficacy of a questioning rather than a masterful authority, I sometimes, in my teaching and reading and writing, still search for and value what I perceive as author's meanings. I have encountered this tendency in many of my students, as well, and in many of my own past reading and writing teachers; tradition has deeply lodged in us the looming image of the Great Author, and the notion that we must master this author's meanings to be successful readers of their texts. Perhaps one of the most powerful dilemmas facing instructors of reading and writing courses--a dilemma which helps to shape this thesis--is that of fostering an authority based on self-valuing, self-conscious reading while at the same time communicating to readers that the texts we are reading can be as complex as the meanings we make of them. While the formal, institutionalized authority of authors must be challenged by all readers, these authors' genuine authority as writers--as makers of meaning like ourselves and our students--must be respected as we respect our own developing and individual authority. / Graduation date: 1994