This thesis is a report of a study of masculinity at Canberra Grammar School, a corporate boys' school. The data were collected during 1991 and 1992. The thesis questions the conventional wisdom that a school like Canberra Grammar produces a particular hegemonic masculinity. Indeed, it identifies the production of a hierarchy of exalted, multiple masculinities. There were limitations to what could be investigated in this study, as well as to how it could be investigated. However, the ideas and work of several people were blended in order to provide a way into the questions of masculinity in this school. This eclectic approach drew upon the literature of Popkewitz, Lather, and Parlett and Hamilton, who called for narrative descriptions and interpretation, as well as Beare, Caldwell and Millikan, whose framework of school culture, albeit modified, provided very rich information. This method resulted in an emphasis on what was observed and read within the school, rather than on what might have been heard, but, nevertheless, a great deal of relevant and useful data were generated. The data were then interpreted with the help of questions and insights formed by immersion in the literature on masculinity and schools, particularly that of corporate boys' schools. It was possible to identify multiple masculinities in the school, and arrange them into a hierarchy based on the degree to which each of them was exalted. These masculinities were fluid and the hierarchy was dynamic. During the time of the study greatest support was for "the man as scholar", "the sportsman" and "the man as leader", three notions of masculinity traditionally associated with these schools. There was also considerable support for the notion of "the sensitive man", a notion that has been promoted in schools like this for many years, but which draws upon traits and qualities less traditionally associated with these schools. One area of fluidity was an official move by the school's leaders towards the notion of "the person", rather than the man. Contestation was evident as changes occurred within this hierarchy, as well as within the notions themselves. These findings are significant for several reasons. Firstly, they challenge the conventional wisdom about corporate boys' schools. Secondly, for those working in this school and schools like it who are searching for ways to bring about different gender and social relations, the findings offer an encouraging, optimistic picture of what this school is trying to do. The findings also identify those within the school who might support or oppose counterhegemonic practice, as well as areas of the school's culture that should be targeted in the future. Thirdly, for those wanting to find out about notions of maculinity in these schools, they show that the method used here can be very productive, despite its limitations. The first chapter of this thesis explains the reasons for this study in more detail, and the second chapter describes and accounts for the nature of the study. The main body of the thesis is in Chapters Three, Four and Five, where findings about the school's setting, curriculum and rituals are described and interpreted. The thesis concludes with a chapter containing reflections on the reasons for this study, as well as possible ways forward for those wishing to investigate questions of masculinity in corporate boys' schools in the future.

House cat movements in Canberra suburbs adjacent to grassland and forest/woodland areas were examined using radio-telemetry over 9 months. Information on the composition of vertebrate prey caught by house cats in Canberra was also collected by recording prey items deposited at cat owners' residences over 12 months. Home range areas of 10 suburban house cats, and a colony of seven farm cats, were examined using 95% convex polygons. Nocturnal home range areas of the suburban cats varied between 0.02 and 27.93 ha (mean 7.89 ha), and were larger than diurnal home range areas (range 0.02 to 17.19 ha - mean 2.73 ha). Nocturnal home range areas of cats from the farm cat colony varied between 1.38 and 4.46 ha (mean 2.54 ha), and were also larger than diurnal home range areas (range 0.77 to 3.70 ha - mean 1.70 ha). Activity levels were greater at night than during the day, though diel activity patterns varied seasonally in response to ambient temperature. Four suburban house cats moved between 390 m and 900 m into habitat adjoining the suburb. Movements further than 100-200 m from the suburb edge were always made at night. Polygons describing the home ranges of these animals were strongly spatially biased away from the suburban environment, though the cats spent the majority of their time within the bounds of the suburb. In addition to nocturnal and diurnal effects, home range areas, and subsequently habitat utilisation, appeared primarily determined by the density and spatial distribution of cats utilising separate food resources, and the dominance of individual cats in local social hierarchies, rather than gender or neutering effects. Home ranges of cats in the farm cat colony overlapped extensively, as did those of cats living at the same suburban residence. There was little or no overlap between the home ranges of cats from different residences. Barriers, in the form of busy roads, appeared to also significantly influence home range size and shape. Within home range areas, house cat movements during the day appeared strongly influenced by available cover (drains, tall grass, fences and shrubs etc.), and the location of resting/sunning spots and hunting sites close to home. At night, movement patterns appeared influenced by the location of favoured hunting sites toward the outer edges of home range areas (in this study, tall grass and scrub/forest habitat, and farm buildings). Nineteen hundred and sixty one prey items representing 67 species were reported or collected. Sixty-four percent of the prey items were introduced mammals, with native birds comprising 14%, introduced birds 10%, unidentified birds 3%, reptiles 7%, amphibians 1% and native mammals 1%. Predation appeared to be largely opportunistic with respect to spatial and temporal (daily and seasonal) prey availability and accessibility. All amphibians and 62% of mammals taken by cats not confined at night, were caught at night. In contrast, 70% of birds caught, and 90% of reptiles, were taken during the day (45% of birds between 0600 h and 1200 h, and 61% of reptiles between 1200 h and 1800 h). There was some evidence that small mammals are preferred prey of house cats. The mean number of prey items reported per cat over 12 months - 10.2 � 2.66 (2SE, n=138) - was significantly lower than mean predation per cat per year - 23.3 � 6.16 (2SE, n=138) - estimated by cat owners before the prey survey began. Seventy percent of cats were observed to catch less than 10 prey items over 12 months, but for 6% of cats, more than 50 prey items were recorded. Because counts of the amount of prey caught per house cat per unit time were highly positively skewed, data assumptions and statistical parameters used to extrapolate results from the study sample of cats, to the house cat population of Canberra, had a significant effect on estimates of total predation in Canberra. The precision of the total predation estimate was low (± 25%), from a sample of 0.3% of the Canberra house cat population. The accuracy of such estimates are dependent on how representative the study cat sample is of the wider house cat population, and on the proportion of prey items not observed by cat owners. The total amount of prey taken was not significantly influenced by cat gender, age when desexed, or cat breed. Nor did belling or the number of meals provided per day have a significant influence on predatory efficiency. Cat age and the proportion of nights spent outside explained approximately 11 % of the variation in the amount of prey caught by individual cats. House cat density and distance to prey source areas (rural/grassland habitat) explained 43% of variation in predation on introduced mammals and birds. The impact of predation beyond suburb edges is likely to be most significant on populations of small to medium sized arboreal and ground-dwelling mammals, because of their nocturnal nature, and because they appear to be preferred prey types of house cats. Impacts on diurnally active prey, such as most birds and reptiles, are likely to be confined to within 200 m of residential housing (possibly further where good cover is available). Properly enforced nocturnal confinement should restrict the range sizes of cats that roam widely and utilisation of habitat beyond suburb edges, and also reduce predation on mammals and amphibians. Night-time curfews however, are unlikely to greatly reduce predation on diurnally active species, including most birds and reptiles. Curfews are currently neither widely adopted nor effectively practiced in Canberra. Estimates of predation by house cats, particularly extrapolated estimates, should be treated with caution. They do not necessarily reflect relative impacts on different prey types. Nor do high rates of predation prove prey populations are detrimentally effected, particularly in urban environments. Nonetheless, on a small (backyard) scale in suburban environments, and in habitat within 1 km of residential housing, including isolated private properties, predation by individual cats may threaten populations of native wildlife. Hunting by house cats is particularly undesirable in relatively undisturbed habitat because of fundamental differences in the ecological processes operating in these areas (especially isolated remnants) compared with contrived and modified suburban environments. Adverse impacts on native fauna will always be potentially greatest in undisturbed habitat adjacent to new residential developments

Many students undertaking courses at tertiary institutions find that lack of basic mathematical skills, or lack of confidence in these skills, is impeding their progress. This can arise with students in science, administration, geography, nursing, computing, education and many other courses. The problem can be anticipated with mature age students who are often admitted to courses lacking formal entry qualifications, but younger students are increasingly involved. The problem is not a static one but has been developing rapidly in recent years. This Field Study commenced by analysing the extent of the problem at CCAE, its past development and possible further developments in the near future. A search was then undertaken for instances of recognition of, and response to, the problem in other institutions. Instances of responses elsewhere, and of theory relating to adult learning and mathematical learning, were assessed for relevance to the CCAE situation. A response appropriate to the CCAE situation was designed, implemented, and its initial success evaluated. This response was based upon an individualised approach, involving diagnosis of individual problems and needs, self-learning materials in modular form, one-to-one tutorial assistance in a "Maths Lab", self-paced learning, testing for mastery of modules using criterion referenced tests. The evaluation undertaken indicates that this response is basically successful in the CCAE situation. However, some recommendations for the future development of the response follow from the evaluation; the most important of these involves a requirement upon students with weaknesses in their basic mathematics, to use the Lab.

The Australian Constitution of 1901 required Parliament to establish its seat of Government in territory in New South Wales, but distant from Sydney. Interpreted as cause for building a new city it was, from the earliest deliberations, conceived as a city beautified by landscape and enhanced by water. Despite Australia's variable climate, particularly it's unreliable rainfall, the Canberra site on the Molonglo River provided an opportunity for storing a large body of ornamental water in a picturesque landscape setting, provided storage reservoirs were built to maintain water levels. Walter Burley Griffin's design gave the Lake form as a chain of ornamental lakes and parklands through the centre of the city. However, developing the Lake was complex and costly and although Parliament met at Canberra from 1927 it was not until the early 1960s that work began on implementing the Lake. Lake Burley Griffin was inaugurated in 1964. Inquiring into the significance of landscape setting and ornamental water for Australia's National capital the thesis reviews designed landscapes in cities that Australia aspired to emulate and the role of the professions in these designs. Using Canberra's lake as a focus this thesis examines the national and international context of landscape ideas, analyses the processes of landscape implementation in the public domain and evaluates the design outcome. The thesis also highlights the role of national aspiration, the rivalry between Federal and State governments, the power of government bureaucracy, the influence of the design professions and the ascendancy of Modernism as a design force in the built environment. The thesis establishes that over the sixty-year period Australian perceptions and expectations of landscape underwent a fundamental change. From the idea of landscape as a part of the aesthetic and moral high ground of national consciousness and international discourse, landscape, particularly landscape with water, became a device to consolidate power, bolster national pride, garner international recognition and enhance recreational opportunity. The thesis establishes the fundamental importance of the Lake landscape in creating a distinctive image of a visually unified National capital as well as a public place for people. As an empirical thematic history the thesis articulates landscape ideas and practice with the creation of a place of national significance. Through links with cultural context, the history of cities, and the history of design the research and its findings extend the knowledge base of the profession and practice of landscape architecture in Australia.

The present study attempted to investigate the usage of libraries by overseas students. The research was carried out in two universities in the ACT, namely, the Australian National University (ANU) and the University of Canberra (UC). The study investigated two main aspects: the use of institutional as well as other libraries in the ACT, and the difficulties encountered in utilising institutional libraries. These two aspects were also treated as the dependent variables. Relationships between these two dependent variables and the following characteristics, which were regarded as the independent variables, were tested: the institution attended (ANU or UC), having had library orientation in the institution attended, previous use of libraries, mediums of instructions in previous educational institutions, level of study, year of study, period of time spent in Australia, gender, and age. The research used survey methodology. A questionnaire was sent to a sample of 521 overseas students and a response rate of 72 percent was obtained. With regard to the use of institutional libraries, it was found that most students visited their libraries more than once a week. The three most used library facilities were borrowing books, use of library staff for assistance and the short loan service, while the three least used facilities were inhouse information sheets, abstracts and indexes, and CD-ROM databases. The three most used libraries in the ACT in descending order were the ANU library system, the National library of Australia, and the University of Canberra library. Difficulties encountered in utilising institutional libraries included difficulty in utilising library facilities, difficulty with library rules and regulations, difficulty in looking for required materials in the libraries, unsuccessful library visits, difficulties as a result of English being a second language, difficulty following the layout of the libraries and perception of the libraries' atmosphere. Relationships were found between some of the independent variables and the dependent variables. In some cases, the findings were expected while in other cases they were unexpected. With the unexpected findings, it is possible that one or more independent variables, other than the ones under consideration, influenced the findings thus leading to surprising results. The study concludes with recommendations and suggestions for further research.

In 1983 a programme was initiated by the School of Education, Canberra College of Advanced Education (CCAE) and the Australian Schools Commission to enable parents to assist their own children in literacy. The children had previously been identified as experiencing difficulties in acquiring the skills of literacy. The purpose of this study was to evaluate the effects of the parents' intervention on the children's achievements in literacy, and to assess the quality of the programme by examining particular subskills taught in the course. The methods of assessment were also evaluated for their appropriateness for the circumstances. The thirty nine children in the study were the sample of fifty two children for whom there was complete information. Parents of these children began the programme in July 1985 or in March 1986. They attended a course of ten sessions over thirteen weeks in a semester. The following semester they were allocated to a teacher who was a post graduate or fourth year degree student in education, and given individual assistance from six to ten sessions, and longer if necessary. Aspects of oral reading, comprehension, writing and spelling were tested at the beginning of the programme and again in November 1986, and the results compared. Observational records were also kept and changes evaluated. In addition, oral reading was measured at the end of the parents' course, and before individual assistance commenced. Case studies were built up for every child, and the findings grouped to observe the effect of the intervention on the population. The results showed that the programme achieved its aim of giving parents the skills to assist; their own children in the acquisition of literacy. The content of the course and the subskills taught were also justified by the outcomes. Furthermore, the method of evaluation revealed specific and succinct information on which to base the intervention and to monitor progress. The research took place over 18 months, during which time teaching and progress were continual. A longitudinal study over several years would confirm the results of the research.

This thesis contends that conservative academic culture and the predominance of science-based courses can block the inclusion of green education into tertiary curricula. In the study, I used a participatory action research approach, embedded in a critical research paradigm, in order to work with interested students and community groups as well as academia at the University of Canberra. During the research period, I aimed to further develop green education on the campus, while observing responses of academia, students and environmentally related community groups. Data were analysed using an analytical model linking education with social change. The thesis addresses the following questions: how do students demonstrate their interest in environmental sustainability; why are formal studies within an institution unable to respond to student interest; what characterises the gap between formal university studies and non-formal environmental education in relevant community groups; what is green education, how is it put into practice, and does it bridge the gap between formal studies and community-based environmental education. The study found that the environmental science-based course at the university was focussed on the transmission of knowledge rather than the teaching of contemporary problem solving in the form of green education. The formal environmental education of the university setting varied greatly in terms of purpose, culture, values and philosophy from the environmental education of the community, which was compatible with the theory of green education. Communication between academia and community groups was minimal. The study also demonstrates that following student activities, green education has now been implemented in many universities around the globe, resulting in a breakdown of the barrier between formal and nonformal education sectors. Students have set-up and maintained links with the green education practiced by community groups, and have then brought ideas of green education into universities. Recommendations are made for green education at the University of Canberra.

decisionmaking in a free-associative, or non-imperative, organisation, focusing on the Anglican Diocese of Canberra and Goulburn as a case study. Because people choose to participate in the Anglican Church as a religious community, it is postulated that they may perceive its decision-making as being characterised by consensus. Through an analysis of the organisational elements and the participants involved in the decision-making process, their inter-relationships are examined. By survey the biographical nature of synod participants is specified and elites identified. Finally, by case-decision analysis the process of decision-making is explored, and the presence and use of consensus examined. The study draws upon those members attending the 1988 session of the Diocesan Synod of the Diocese of Canberra and Goulburn as the population to be surveyed. Members of synod are also members of the various decision-making groups in the diocese. Two recently implemented decisions are used as case studies in order to examine the process of decision-making in the diocese. Results of the Synod survey are detailed at Chapter 4, and the analysis of the case decisions is at Chapter 5. The study found that there was an indication of an elite in the decision-making structure and that a strong administrative agenda was promoted by that group. The study concludes by suggesting that there are similarities in function between public, commercial and free-associative bodies of comparative size in regard to elites, professionalism and the lack of consensus in the decision-making process. The study also concludes that the nature of elites may be similar to that portrayed by the community studies school where the organisation is sufficiently like a community in the nature of its interpersonal relationships. The researcher suggests that the study provided illumination about church management procedures and a framework applicable to the study of other organisations.

The concept of the Canberra Teaching Resources Centre was derived partly from the teachers' centre movement which originated in England and to a lesser extent from the American educational materials centre concept. This field study uses historical method to trace the establishment and development of the Centre with an emphasis on the role of its first Director. The planning initiative lay with the Commonwealth Department of Education and Science from 1968 to 1972 although considerable teacher input was invited and received in 1970. Originally seen as a regional centre in the N.S.W. education systemf the Centre, when its Director took up duty in 1972, was influenced by educational reports of A.C.T. and national significance and in 1974 became part of the Interim A.C.T. Schools Authority. It operated in a limited way in 1973 but was ready by 1974 to act not only as a teachers' centre for the A.C.T. but as an agency of the new education system. The Centre's activities, involving integration of five main functions, expanded rapidly in 1974 and 1975. Demand as a meeting place for teachers soon overtaxed accommodation in the City Education Centre and additional space was acquired in Griffith Infants' School late in 1975. Displays of educational material evoked the least response from teachers. Demands on the multi-media Library's loan service grew so quickly that related services could not be developed. The entrepreneurial in-service education activities expanded quickly in volume and range and played an important part in establishing a new system. Audio-visual services developed more slowly and production of curriculum materials was just beginning in 1976. While teacher demand continued to grow, the Centre's development was held back from late 1975 by government economic policy and in mid-1976 it faced serious staffing and accommodation constraints. Closer integration with the Authority's Curriculum Branch selmed the Centre's most likely future path.

This experiment was designed to investigate the effectiveness of the CDROM hands on instruction program provided by the University of Canberra library by comparing it with demonstration only sessions and a group that received no instruction at all. The results indicated that the hands-on instruction program evaluated did not prove to be superior to a demonstration in providing students with necessary skills to search CDROM databases. A sample of 98 novice users enrolled in Research Skills were randomly allocated to three groups. The first group received hands on instruction on CD-ROM searching. The second group watched a demonstration using a liquid crystal display. The third group acted as a control group and received no instruction. Each group conducted a search on three pre-determined questions. The experiment was conducted in three stages. The first stage was a pretest in which students searched the three search questions. The second stage was instruction. Two groups of students were instructed, either hands on or demonstration. The final stage was a post-test which involved searching the three questions used in the pre-test. The following databases were used in the study: ERIC, MEDLINE and Sports Discus. The results were measured in terms of a number of search terms used, number of retrieved records, number of Boolean operators used, and a appropriate choice of a database. The statistical significance level among the groups was tested by the means of the technique of oneway analysis of variance to test The F test was used to compare differences between the different groups. The results of this experiment indicated that groups of students instructed on either method of instruction, hands-on and demonstration, performed significantly better than the control group. However, there was no significant difference between the two methods of instruction. This research confirms the need for CD-ROM instruction for novice users if CD-ROM databases are to be used effectively by students. Furthermore, this result shows that demonstrations can be used as alternative methods of instruction.