Thesis (Ph. D.)--University of Sydney, 2004. / Title from title screen (viewed 5 May 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Law. Includes bibliographical references. Also available in print form.

Alkalic porphyry style Au-Cu deposits of the Cadia district are associated with Late-Ordovician monzonite intrusions, which were emplaced during the final phase of Macquarie Arc magmatism at the end of the Benambran Orogeny. N-striking faults, including the curviplanar, northerly striking, moderately west-dipping basement thrust faults of the Cadiangullong system, developed early in the district history. NE-striking faults formed during rifting in the late Silurian. Subsequent E-W directed Siluro- Devonian extension followed by regional E-W shortening during the Devonian Tabberabberan Orogeny dismembered these intrusions, thereby superposing different levels porphyry Au-Cu systems as well as the host stratigraphy. During the late Silurian, the partially exhumed porphyry systems were buried beneath the Waugoola Group sedimentary cover sequence, which is generally preserved in the footwall of the Cadiangullong thrust fault system. The Waugoola Group is a typical rift-sag sequence, deposited initially in local fault-bounded basins which then transitioned to a gradually shallowing marine environment as local topography was overwhelmed. Basin geometry was controlled by pre-existing basement structures, which were subsequently inverted during the Devonian Tabberabberan Orogeny, offsetting the unconformity by up to 300m vertically. In the Waugoola Group cover, this shortening was accommodated via a complex network of minor detachments that strike parallel to major underlying basement faults. For this reason, faults and folds measured at the surface in the sedimentary cover can be used as a predictive tool to infer basement structures at depth. / Science, Faculty of / Earth, Ocean and Atmospheric Sciences, Department of / Graduate

Submitted in fulfilment of the requirements for the degree of master of Philosophy Macquarie University, Australian Centre for Educational Studies, Institute of Early Childhood. 2007. / Thesis (MPhil)--Macquarie University (Australian Centre for Educational Studies, Institute of Early Childhood), 2007. / Bibliography: p. 199-227. / Introduction -- The context of the study -- Literature review -- Methodology -- Teachers' interpretations: the impact of Reggio Emilian pedagogy -- Themes of influence: Reggio Emilian pedagogy and teachers' philosophies and practice -- Relevance to the local context -- Conclusion. / Reggio Emilian pedagogy is an acknowledged and burgeoning world-wide influence in early childhood education, yet it claims not to be a model for emulation. Where practising teachers engage with Reggio Emilian pedagogy in their classrooms, such 'influence without emulation' creates a paradox in the process. This qualitative study aims to investigate the process and theorize the paradox. Following the tradition of interpretive research into teacher reflection, research, inquiry and professional development, eight Australian teachers, working across a range of early childhood contexts, were interviewed for their interpretations of the impact, influence and local relevance of this foreign pedagogy. Analysis revealed strong responses, common themes of influence and a shared perspective on the issue of translocation - engagement in an alternative process to mere replication. / Mode of access: World wide Web. / iii, 283 p

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The New South Wales Medical Board established a Health Programme for the assessment and rehabilitation of doctors whose clinical performance was impaired by alcohol or psychoactive substance use, mental or physical illness. This programme was developed to be individualized to the needs of each registrant. The present study has three aims: 1. To describe those doctors who participated in the Board???s Health Programme. 2. To chart the duration of involvement of these doctors through the programme. 3. To examine the outcomes associated with this programme. The study is based on the prospective cohort of all 181 impaired doctors who participated in the Health Programme between July 1st 1993 and April 30th 2001. Information on each registrant was collected at the time of the initial assessment and at each review conducted as part of the programme. Additional qualitative data was also collected and supplemented by a file audit conducted in August and September 2001. One hundred and eighty-one doctors were prospectively monitored as part of this study. The largest source of impairment was psychiatric illness (45.3%), 77% of the doctors were male. The average age of the cohort was 41.6 (sd 11.1) years. Impaired doctors were more likely to be working in emergency medicine or psychiatry and be based in a rural area. Of those who had finished their involvement in the programme, successful graduates participated for a mean of 38.2 (sd 22.3) months. In general outcomes of involvement were positive, 64 of 113 (56.6%) of doctors successfully graduated from the programme. One hundred and ten of 168 (65.5%) improved during the period of their involvement and 111 of 126 (88.1%) were working in medicine. Five, 2.8% of the participants died during the period of this study. Measures of registrant insight and support tended to increase during the period of involvement with the Health Programme. Future studies will need to establish evidence for the most appropriate interventions with impaired doctors. This process would be strengthened by the collection of standardized data across intervention programmes, supplemented with functional assessments and the collection of qualitative data.

Between 1870 and 1901, seventeen officers from the British army were appointed by the governments of the Australian colonies and New Zealand as commanders of their colonial military forces. There has been considerable speculation about the roles of these officers as imperial agents, developing colonial forces as a wartime reserve to imperial forces, but little in depth research. This thesis examines the role of the imperial commandants with an embryonic system of imperial defence and their contribution to the development of the colonial military forces. It is therefore a topic in British imperial history as much as Australian and New Zealand military history. British officers were appointed by colonial governments to overcome a shortfall in professional military expertise but increasingly came to be viewed by successive British administrations as a means of fulfilling an imperial defence agenda. The commandants as ???men-on-the-spot???, however, viewed themselves as independent reformers and got offside with both the imperial and colonial governments. This fact reveals that the commandants occupied a difficult position between the aspirations of London and the reality of the colonies. They certainly brought an imperial perspective to their commands and looked forward to the colonies playing a role on the imperial stage but generally did so in terms of a personal agenda rather than one set by London. This assessment is best demonstrated in the commandants??? independent stance at the outset of the South African War. The practice of appointing British commandants in Australasia was fraught with problems because of an inherent conflict in the goals of the commandants and their colonial governments. It resembles the Canadian experience of the British officers which reveals that the system of imperials military appointments as a whole was flawed. The problem remained that until a sufficient number of colonial officers had the prerequisite professional expertise for high command there was no alternative. The commandants were therefore the beginning rather than the end of a traditional reliance upon British military expertise. The lasting legacy of the commandants for the military forces of Australia and New Zealand was the development of colonial officers, transference of British military traditions, and the encouragement of a colonial military identity premised on the expectation of future participation in defence of the empire. The study provides a major revision to the existing historiography of imperial officers in the colonies, one which concludes that far from being ???imperial agents??? they were largely marching to their own drum.

There is a need for research to understand change processes and knowledge management in health service organisations, and indeed public sector organisations in general. This research seeks to explain how knowledge becomes formulated and thereby mobile, and also how practice has come to be established, visibilised and thereby sustained in a specific context. Exploring practice within a health service organisation, and in particular a public health service organisation, is a particular feature of this research. The research demonstrates how collaboration becomes necessitated under pressure of enacting increasingly complex work activities, an outcome being changing practices and extended accountability relationships which enacts discipline while realising expertise. Using an ethnographic approach, the research explores how the practice of early childhood nursing in the South Western Sydney Area Health Service became a specialised expert undertaking. The research examines how change has occurred, whereby early childhood nursing was refined from being one part of the generalist community nursing practice to being a specialised practice through the increasing technologisation of practice. The technologisation of practice refers to the artefacts, conduct and the processes through which the conceptualisation and enactment of early childhood nursing has become increasingly standardised. Through the technologisation of practice explicit knowledge becomes distributed within the artefacts for practice and tacit knowing becomes distributed across, and is continually enacted by, the collaboration of the practice community. There are four interrelated aspects to the technologisation of practice. Firstly, the technologisation of practice involves standardising the conceptualisation and enactment of practice through constructing a multi-dimensional practice resource within a community of practice. Secondly, the technologisation of practice involves the mobilisation and refinement of the multi-dimensional practice resource to realise a practice network involving extended relationships of accountability. These relationships of accountability are within a profession and also with other professionals. Thirdly, the technologisation of practice involves the ongoing enactment of accountability in a collaborative community of practice. The research shows that a team can become a collaborative community by constructing an accountability context, reorganising and facilitating the team, and then amalgamating the organising and service delivery activities through integrating formal meetings and informal interactions. Fourthly, the technologisation of practice involves the collaborative community assemblage and/or appropriation of further technologies into practice thereby strengthening the local and extended relationships of accountability and expanding the boundaries of practice. The research describes how the technologisation of practice is the enactment of a number of mutually enabling practice dualities, which together simultaneously discipline and realise expertise. The interrelated practice dualities are individual-community, subjective-objective, local-global, formal-informal and governmentality-communal self-governance. The situatedness of practice is shown to necessitate a subjectivity-objectivity duality, whereby individual and communal experience is drawn upon to see through the otherwise opaque nature of statistics and information. The alignment of practice with the broader organisation and professional colleagues realises a local-global duality, whereby the community's local understandings are informed and shaped by distant issues. The formal-informal duality is a mechanism by which practice is increasingly collaboratively conceptualised and enacted, and thereby standardised. Individual and communal 'expertise' becomes realised through the assemblage and appropriation of organising and transforming tools and artefacts, or alternatively technologies. At the same time, the community in defining the use of such technologies as competent practice is disciplining their own conduct. Through this action a governmentality-communal self-governance duality is realised as the nursing community pursues expertise while disciplining themselves; by engaging in collaborative interactions and using standardised technologies the community constructs and makes visible their knowing, practice and expertise.

Health is an organising principle of contemporary neoliberal citizenship, particularly evident in the political rhetoric of individual responsibility articulated around the privatisation of public health and welfare systems. The popular culture of these political technologies is expressed via the discourses of self-help and self-care, exemplified by the commercial success of consumer health magazines, and the responsibilising strategies of public health interventions. This thesis investigates the contemporary function of health magazines by examining both the content and the context of reader letters published between 1997 and 2000 in six Sydney-based 'commercial' and 'community' publications, and incorporating interviews with magazine editors. The three commercial magazines address the health media 'publics' of women (Good Medicine), men (Men's Health) and alternative health consumers (Nature & Health), whereas the three community publications address the 'counterpublics' of people living with HIV/AIDS (Talkabout), sex workers (The Professional) and illicit drug users (User's News). Despite their different social contexts, these six magazines are all exemplary of the advanced liberal health imperatives of Australian popular culture, although the community magazines also empower audiences to facilitate social change. Reader letters are approached via the interpretive lens of cultural studies, in which the specific local characteristics of each text is seen to have wider global implications. Each magazine's letters are positioned within a complex cultural, political and economic context that includes the rise of consumer culture, the social function of narrative disclosures, the increased validation of exhibitionism and the gendered politics of health and medicine. This research advocates for interdisciplinary dialogue between media/cultural studies, health/medical sociology and political theory, suggesting that health magazine reader letters can help to identify the role of popular and alternative media in constructing ideals of 'citizenships' within advanced liberalism.

Doctor of Philosophy / The current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions in situated learning experiences in community settings. The contextual framework of the study focused on the development of the student teachers’ unique understandings and awareness of people with disabilities through processes of biographical situated learning. The investigation examined participants’ voluntary out-ofcourse experiences with people with disabilities across three community settings for the ways in which these experiences facilitated the participants’ emerging role understandings. These settings included respite experiences in families’ homes of young children with disabilities receiving early intervention, an after-school recreational program for primary and secondary aged children and adolescents with disabilities, and an independent living centre providing post-school options and activities for adults with disabilities. ii Two groups participated in the current study, each consisted of six student teachers in the Bachelor of Education Course at the Bathurst campus of Charles Sturt University. Group One participants were in the second year compulsory inclusive education subject and Group Two participants were in the third year elective early intervention subject. The investigation examines the nature of reflexive and reflective processes of the student teachers from subjective, conflict realities in an attempt to link community experiences with real-life issues affecting inclusive educational practices. The voluntary community experiences engaged the research participants in multi-faceted interactions with people with disabilities, providing thought-provoking contexts for their reflections on observations, responses and reactions to situations, such as critical incidents. The participants engaged in reflexive and reflective processes in records made in learning journals and in semi-structured interviews conducted throughout the investigation. Results were analysed from a constructivist research paradigm to investigate their emerging role understandings. Prior to this study there had been few practical components in the compulsory undergraduate inclusive education subject which meant that previously student teachers gained theoretical knowledge without the opportunity to apply their learning. Many student teachers had expressed their feelings of anxiety and uneasiness about what they should do and say to a person with a disability. Thus, the community experiences were selected in order to give a specific context for student teachers’ learning and to provide participants with expanded opportunities to consider their professional identity, social awareness and acceptance of people with disabilities. iii An analysis of the data demonstrated the centrality of reflection within a situated teaching and learning framework. Understandings of prior experiences and motivation were shown to interact with the outcomes of the community experiences through an on-going process of reflection and reflexivity. This reconstructing process encouraged learners to reflect on past, present and projected future experiences and reframe actions from multiple perspectives as a way of exploring alternatives within broader contexts. The data reveal the participants’ engagement in the community experiences facilitated their awareness of wider socio-cultural educational issues, while focusing their attention on more appropriate inclusive teaching and learning strategies. The reflective inquiry process of identifying diverse issues led participants to consider other possible alternatives to current community practices for better ways to support their changing perspectives on ideal inclusive classroom practices. The dialogic nature of participants’ on-going deliberations contributed to the construction of their deeper understandings of an inclusive educator’s role. The findings of the study identified external environmental and internal personal factors as contributing biographical influences which shaped the student teachers’ emerging role understandings. The results emphasised the value of contextual influences in promoting desirable personal and professional qualities in student teachers. Importantly, situated learning enhanced participants’ unique interpretations of their prospective roles. As a result of analysing their insights from interactions in community contexts, the student teachers had increased their personal and professional understandings of individuals with disabilities and broadened their perceptions of their roles as inclusive educators. Thus, the study found that encouraging a biographical reflexive and reflective orientation in participants was conducive iv to facilitating changes in their understandings. Overall, the outcomes had benefits for student teachers and teacher educators in finding innovative ways for integrating biographical perspectives into situated teaching and learning approaches. The study showed that contextual influences facilitated deeper understanding of role identity and produced new ideas about the nature of reflexivity and reflection in guiding student teachers’ learning. (Note: Appendices not included in digital version of thesis)