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Urban health problems and visibility degradation problems are associated with particulate matter in the air, especially PM10 and PM25 (particles with aerodynamic diameter less than 10 j.tm and 2.5 jsm, respectively). The aim of this study was to investigate the characteristics and sources of PM25 and PM20 aerosols in Brisbane. This study collected aerosol samples over a period of two and a half years at five sites around Brisbane. Source samples of soil dusts, road-side dusts and sea salt were also collected and analysed to provide information on source emission composition. The aerosol samples were analysed by a wide range of techniques, including Ion Beam Analysis and Scanning Electron Microscopy, for their chemical composition and particle size distribution. Some methodologies have been specifically developed in this study. The results presented here show that the chemical composition of PM20 aerosols in Brisbane varies largely with particle size and locations. The chemical composition of the samples are generally related to the land use near the monitoring sites. On average, the major components in the PM10 aerosol samples at five sites in Brisbane were identified as: crustal matter (27% by mass), organic matter (16%), sea salt (12%), soot (11%), and ammonium sulphate (7%). Among the Australian studies, in general, the results show that the composition of the PM25 aerosol samples collected at the Griffith University site (Brisbane) is closest to those of the New South Wales samples. The samples from Melbourne and Perth are generally richer in industry-and vehicle-related species. The major components of the PM25 aerosols at the GU site were identified as: organic matter (27% by mass), elemental carbon (23%), ammonium sulphate (14%), sea salt (9%) and crustal matter (6%). The results show that contribution of emission sources also has large particle size, temporal and spatial variations. Based on the results of source apportionment from the chemical mass balance method, the major contributors of PM20 aerosol mass in samples collected at five sites in Brisbane were found to include: soiL/road-side dusts (25% by mass, results of analysis also indicate a higher contribution from road-side dusts than from soil dusts), motor vehicle exhausts (13%, more than 80% of which are from diesel trucks/buses), elemental carbon and secondary products (around 15%), sea salt (12%), Ca/Ti-rich compounds from cement plant and mineral processing industries (11%), and biomass burning and bioaerosols (7%). On average, the PM25 aerosol mass at the Griffith University (GU) site was found to have contributions mainly from sources related to combustion. These sources include elemental carbon (24% by mass), secondary organics (21%), biomass burning (15%) and secondary sulphate (14%). Although motor vehicle exhausts contribute directly to only 6% of the PM25 aerosol mass at the GU site, their actual contribution could be substantial because most of the elemental carbon and secondary products are related to motor vehcile exhausts. On average, the results show that the visibility degradation problems in Brisbane are worse in winter/autumn than in summer. Soot and sulphate particles are the main visibility degrading species. In terms of visibility degrading sources, the main contributors are (excluding the contribution of NO2 gas): motor vehicles (up to 50%, including the secondary products), secondary sulphates (17%) and biomass burning (10%). In general, emission sources which contribute more to the fine particle fraction, and to gaseous pollutants, are most responsible for the aerosol associated health problems and visibility degradation problems. In Brisbane, these sources include motor vehicle exhausts, soil dusts, biomass burning and industrial dust.

This study investigates current teaching practice of the classroom religion program in two preschool settings in the Archdiocese of Brisbane. It also examines the approach to, and construction of, religious education in key Church and Brisbane Archdiocesan documents. Since the first Catholic school opened in Australia in 1820, research and scholarship have elucidated deeper understandings of the nature and purpose of religious education. Over time, a variety of approaches and curriculum models for the classroom religion program have been implemented in both primary and secondary schools. Broadly speaking there are two approaches to the Catholic primary school classroom religion program: educational and catechetical. The educational approach does not presume students' faith, and aims to develop students' religious literacy. The catechetical presumes student faith and aims to develop it. Currently, the Brisbane Catholic Education Religious Education Guidelines (Barry & Brennan, 1997a, 1997b; Barry et al., 2003) adopts an educational approach to the classroom religion program. However, while the approach to religious education in Catholic primary and secondary schools has received scholarly and professional attention over the years, the nature and purpose of religious education in early childhood education in the context of the Catholic preschool, have received minimal attention. Although the first preschools in Catholic schools in the Brisbane Archdiocese opened in 1988, there is no set curriculum for the classroom religion program for the preschool sector. However, Brisbane Catholic Education is presently preparing such a document in preparation for the introduction of the preparatory year of schooling into all Archdiocesan Catholic schools in 2007. The specific focus of the study is to use teachers' talk-in-interaction with their students during classroom religion lessons, as a means to exemplify their approaches to, and constructions of, their classroom religion programs. Underpinned by an Ethnomethodological methodology, the study gathered data in the form of lesson recordings from two preschool teachers. The lesson transcripts are analysed using the ethnomethodological analytic tools of Conversation Analysis and Membership Categorisation Analysis. These analyses reveal deep insights into teachers' practices: the nature of the content they present, their approaches to, and constructions of, their religion programs, as well as the ways in which they construct their students. In addition to classroom practice, this study also investigates relevant sections of the key Church documents The Religious Dimension of Education in a Catholic School (Congregation for Catholic Education, 1988) and the General Directory of Catechesis (Congregation for the Clergy, 1997), as well as the Archdiocese of Brisbane Catholic Education document, 'Religious Education in Preschools', which is part of the Preschool Handbook: Towards Continuity of Learning in the Early Years (Catholic Education Archdiocese of Brisbane, 2002b). Together with the Ethnomethodological methodology, this part of the investigation adopts a functional linguistic methodology using the analytic technique, Systemic Functional Linguistics. Both Systemic Functional Linguistics and Membership Categorisation Analysis are used to explicate these documents. The two Church documents are critical documents, as they contribute to curriculum development and implementation of the classroom religion program in all Australian Catholic schools, whilst the Brisbane document outlines the current policy for religious education in Catholic preschools in the Archdiocese. These analyses elucidate key insights into how the classroom religion program is approached, and reveal that whilst the Church documents maintain an educational approach, aspects of the documents are ambiguous. Analysis of the Brisbane Archdiocesan preschool document reveal it to be at variance with the current educational approach taken by the Archdiocese in its classroom religion curriculum for primary and secondary schools. This study contributes significantly to the nature and purpose of religious education in the early years. It has implications for the theory and practice of the classroom religion program in early childhood, and for preservice and inservice teacher education programs. It also contributes to policy design that guides and shapes curriculum development and implementation. The use of analytic techniques drawn from two different methodologies, Ethnomethodology and functional linguistics, enables a detailed and in-depth analysis, showing them to be effective techniques to be used together in research. These methodologies complement each other to reveal critical insights into both the document studies and teacher classroom interaction. The nature and purpose of religious education in early childhood education is evolving. As Catholic dioceses continue to expand into early childhood education, the focus on religious education in this sector becomes more critical. This study provides a significant foundation for future research.

This Field Study centered on the preparation, presentation and evaluation of an introductory course in educational media for first year teacher education students. The introduction provides the rationale (theoretical and practical) for such a course and outlines the nature and purpose of the project. The approach used is clarified and justified. Basically the approach is on formal, traditional lines with regard to curriculum development; but the intention is to provide the first detailed written account of such proceedings in the educational media field. Necessary terms (educational media, multi-media, older and newer media) are defined and general aims and objectives are developed taking into account the usual constraints as well as the results of classroom surveys, consultations and case studies. Appropriate reviews of literature and previous research which are relevant to the topic are dealt with under the following headings: the need for the course; the operation of equipment; selection and production of materials; application to the classroom; the place of media in the curriculum; theory, background and attitudes. The plan follows systematic lines along the model provided in Teaching and Media. A Systematic Approach, (Gerlach and Ely: 1971:7). This involves providing the detailed objectives, specifying content, assessing time and space, selecting resources, evaluating performance and finally analysing feedback. Experiments conducted fall into three categories. Firstly, students were evaluated by means of a multi-media kit of materials, ability to operate equipment and a multi-choice test. Secondly, the course itself was evaluated by means of a questionnaire given to the students. This questionnaire was subsequently rewritten to eliminate the predictability of some of the responses. The third experiment involved two classroom surveys on media use (details included in the introduction). These provided useful evidence in connection with the project. Findings and recommendations for better practice are provided under the following headings: General Objectives of Course and Content of the Course Strategy Time for Course Resources Evaluation Location of Course Staff Education.

The music history that is generally presented to students in Queensland secondary schools as the history of music is underpinned by traditions associated with the social and cultural elite of colonialist Europe. On the other hand, contemporary popular music is the style with which most in this community identify and its mass consumption by teenagers in Brisbane was heralded with the arrival of rock 'n' roll in the mid-1950s. This project proposes that the involvement of the music education system in, and the application of digital technology to, the collection and storage of musical memories and memorabilia with historical potential is an important first step on the journey to a music history that is built on the democratic principles of twenty-first century, culturally and socially diverse Australia rather than on the autocratic principles of colonialist Europe. In taking a first step, this project focused on collecting memories and memorabilia from people who were involved in an aspect of the coming of rock 'n' roll to Brisbane. Memories were collected in the form of recorded conversations and these recordings, along with other audio and visual material were transferred to digital format for distribution. As an oral history focusing its attention on those who were involved with the coming of rock 'n' roll to Brisbane in the mid to late 1950s and the early 1960s, this project is intended as a starting point for that journey. Even as a starting point however, some interesting findings emerged. For example: * Early Brisbane rock 'n' roll was a suburban affair. * Dancers were just as important in bringing rock 'n' roll to Brisbane as were the musicians. * Musicians not only had to learn new music on new instruments, they had to, in many cases, make their own instruments. * The rock 'n' roll story as promoted by the newspapers of the day was very different to how it is remembered by the participants. * Community institutions such as family, school and church played a vital support role in the lives of young rock 'n' roll musicians. * Brisbane's rock 'n' roll musicians generally reflected the conservative nature of their community. * Brisbane's very early rock 'n' roll musicians were strongly influenced by country and western music. * Once the commercial viability of rock 'n' roll became evident, it became more accepted as an entertainment format. Of the many thousands of people who lived in Brisbane during the 1950s and who had an interest in or were affected by the coming of rock 'n' roll, only a very small percentage were involved in this project. This would indicate that there is a significant body of untold memories and stories waiting to respond to the interest of Queensland music students.