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Vivisectors and the vivisected, the painter figure in the postcolonial novelMingay, Philip Frederick James January 2001 (has links) (PDF)
No description available.
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Coach Knowledge Management: The Needs and Wants of Elite Coaches from African and Small Island Regions of the CommonwealthPatry, Philippe January 2016 (has links)
Coaching knowledge is an essential resource for improving competition quality. The purpose of this study was to explore the needs and wants of elite coaches from the African and small island regions of the Commonwealth at the 2014 Commonwealth Games in Glasgow, Scotland. Specifically, their development of coaching knowledge and their context was analyzed to understand their needs and wants. Using a knowledge management framework, 19 semi-structured interviews identified the process of combining knowledge as predominant in the development of coaching knowledge within these regions. Tacit knowledge was developed through their social environment, mentorship, and athletic or coaching experience. The need for formal knowledge development opportunities and basic coaching resources were also identified. Finally, technology helped to reduce challenges around accessibility to knowledge, and coach certification programs helped with the transition from athlete to coach.
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The attitude of the dominions to organization for international security and welfare, 1939-45Forbes, Alexander James de Burgh January 1954 (has links)
No description available.
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Metaphorik in der ministeriellen Fragestunde in Parlamenten des Commonwealth of Nations – eine kontrastive Analyse unter spezieller Berücksichtigung von pragmatischen und interkulturellen Gesichtspunkten / Metaphors in ministerial question times in parliaments of the Commonwealth of Nations - a contrastive analysis in special consideration of pragmatic and intercultural aspectsMedynska, Thomas January 2015 (has links) (PDF)
In demokratischen Regierungssystemen sind die Minister als Agenten der exekutiven Staatsgewalt gegenüber dem Parlament für ihre Handlungen verantwortlich. Die ministerielle Fragestunde ist hierbei ein gewichtiges Kontollinstrument und Gegenstand der vorliegenden kontrastiven Metaphernanalyse unter spezieller Berücksichtigung von pragmatischen und kulturellen Gesichtspunkten. Neben einer Diskussion und Kontextualisierung kognitiver Metapherntheorien wird vor allem im Rahmen einer Korpusanalyse festgestellt, welche Quelldomänen in diesem Diskursgenre quantitativ am häufigsten und qualitativ am bedeutsamsten für das zum Zeitpunkt der globalen Wirtschafts- und Finanzkrise relevante Makrotopik der Wirtschaftsrezession auftreten; außerdem welche interkulturellen Variationen und Konventionaliäten in den konzeptuellen Metaphern bestehen. / In the course of this contrastive metaphor analysis the metaphoric source domains in the parliamentary discourse of question time are qualitatively and quantitatively examined against the background of cognitive metaphor theories . A detailed original corpus analysis of three versions of question time reveals which intercultural variations and conventionalities exist in the assessed conceptual metaphors
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Britain 1939-1945: The economic cost of strategic bombingFahey, John T January 2004 (has links)
The strategic air offensive against Germany during World War II formed a major part of Britain�s wartime military effort and it has subsequently attracted the attention of historians. Despite the attention, historians have paid little attention to the impact of the strategic air offensive on Britain. This thesis attempts to redress this situation by providing an examination of the economic impact on Britain of the offensive. The work puts the economic cost of the offensive into its historical context by describing the strategic air offensive and its intellectual underpinnings. Following this preliminary step, the economic costs are described and quantified across a range of activities using accrual accounting methods. The areas of activity examined include the expansion of the aircraft industry, the cost of individual aircraft types, the cost of constructing airfields, the manufacture and delivery of armaments, petrol and oil, and the recruitment, training and maintenance of the necessary manpower. The findings are that the strategic air offensive cost Britain �2.78 billion, equating to an average cost of �2,911.00 for every operational sortie flown by Bomber Command or �5,914.00 for every Germany civilian killed by aerial bombing. The conclusion reached is the damage inflicted upon Germany by the strategic air offensive imposed a very heavy financial burden on Britain that she could not afford and this burden was a major contributor to Britain�s post-war impoverishment.
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A Study of Commonwealth Public InquiriesPrasser, Gavin Scott, n/a January 2004 (has links)
This thesis seeks to provide a comprehensive overview of the extent and use of public inquiries appointed by the Commonwealth government since federation. Given the increased incidence in public inquiries since the 1970s, particular attention is given to assessing inquiries during this period. The thesis develops a clear definition of public inquiries to better identify the number established and to distinguish them from other advisory institutions and to allow more accurate comparison of their use by different governments over extended timeframes. The thesis addresses a number of key issues concerning public inquiries such as the reasons for their appointment, their roles and functions in the political system, their powers of investigation, processes of operation, their different organisational forms and their impact on policy development. In addition, the thesis seeks to explain both the long term use of public inquiries in Australia, and in particular their increased incidence since the 1970s. Supported by new data, and a more rigorous definition of public inquiries, the thesis identifies trends in the number and type of public inquiries appointed, their use by different governments, the range of issues investigated, the processes employed and the changing composition of their memberships. The thesis proposes that an important means of explaining the continuing appointment of inquiries is their intrinsic 'publicness' - their public appointment, external membership, temporary nature, open processes, and public reporting arrangements. This 'publicness' has given public inquiries a particular standing and legitimacy in the political system that for a variety of reasons, other institutions are increasingly unable to provide. Other issues concerning public inquiry appointment such as the effect of government partisanship, the impact of the electoral cycle, and the political motivations of governments are also assessed. A number of theories such as public choice are examined in relation to explaining inquiry appointment and found to have limited application in providing an overall explanation of inquiry use and their functions. These different issues are analysed by examination of many individual inquiries and supplemented by in depth assessment of three clusters of case studies. The case studies cover seven inquiries of different types and powers appointed over a twenty year period by both Labor and Coalition governments into a range of different fields including public sector reform, allegations of corruption and maladministration and financial deregulation. Each set of case studies examines why the inquiries were appointed, their classification and type, the processes employed, the form and content of their reports, and their policy impact. The thesis concludes that in examining why public inquiries are appointed and their roles in the political system, they need to be assessed not just by the effectiveness of their processes or the quality of their advice. These are important, but alone are not sufficient in explaining the persistent use of inquiries by all governments and their proliferation since the 1970s. The thesis contends that it is the 'publicness' of inquiries which distinguishes them from other advisory bodies and gives inquiries particular standing in the Australian political system to be perceived to be able to legitimately investigate and advise on a wide of issues. Despite the growth of other advisory bodies in recent times, public inquiries have continued to be appointed in increasing numbers since the early 1970s regardless of the government in power and therefore need to be seen less as an aberration of the Australian political system and more as an important, if often understudied, component. Future research areas recommended include the need for greater comparative analysis of their use with other Westminster democracies such as the United Kingdom, Canada and New Zealand.
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The application of risk management in the Commonwealth Public Service with specific emphasis on the Australian Customs ServiceCaligari, Sandra, n/a January 1994 (has links)
n/a
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Compensation for Commonwealth Government employees 1901-1980 : an admnistrative historyHughes, Ronald William, n/a January 1982 (has links)
n/a
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The establishment of a national curriculum centreMoran, Beth, n/a January 1980 (has links)
This study examines the establishment of the national curriculum centre and the historical, political, social and educational
factors which contributed to the decision of the Minister for
Education on the recommendation of the Australian Education Council,
to establish such a centre.
This study looks at the historical background which resulted in
States' responsibility for education, at the Australian Constitution
which avoids any mention of education but which allows Commonwealth
support for education through grants to the States. It briefly traces
the development of an increasing Commonwealth involvement in education,
notes the very significant inquiries at national level into areas of
need resulting in reports such as the Murray Martin, Karmel and Kangan
recommending Commonwealth funding for specific areas of education.
Other significant institutions and influences are identified. These
include bodies such as the Australian Council for Education Research,
the Conference of Directors' General and the Australian Education Council.
The Commonwealth Department of Education is seen to play a major part in
the decision to establish a national curriculum centre supported as it
has been in this policy, by all major political parties and by successive
governments in office.
Much of this concern for curriculum reflects an environment of change
typical of the 60's both educationally and politically. It was a period
when philosophies of education and attitudes to the whole process of
schooling were being questioned.
Some influence emerges from contact by Australian teachers and academics
with major overseas curriculum centres, notably the Schools Council and
from large scale curriculum projects both in the U.S. and the U.K., notably
in the area of science.
A variety of factors contributed to the Australian Science Education
Project as a major national curriculum program which gave support to the
view that all States and systems could and would co-operate, with some
Commonwealth support, in the provision of curriculum materials and the
development of curricula with relevance for all Australian students.
UNESCO conferences such as that at Burwood in 1967 on the "Teaching
of the Social Sciences at the Secondary Level" and the Sydney one
concerned with the Teaching of English, among others, brought together
a range of concerned teachers who were involved in the subsequent
establishment of the National Committee on Social Science Teaching and
the National Committee for Teaching English. A third Committee, the
Asian Studies Co-ordinating Committee arose from a Commonwealth inquiry
into the teaching of Asian language and culture. These three committees
undertook programs in curriculum development which responded to the need
for work in these areas, and for the need for such programs to involve all
States and systems and to rationalise expenditure and utilise available
expertise in the curriculum area.
This study supports the view that the Curriculum Development Centre,
established under a 1975 Act of Parliament by that name, is a unique step
in the development of a national view of education and an example of a
co-operative model of development of curriculum at a national level. It
is not solely a funding body nor does it direct funds to State Departments.
Its small budget maintains a secretariat and a curriculum staff with
involvement and concern for national issues and the avoidance of overlaps
and duplication, and for the rationalization of resources. Its decision
making process requires involvement by all State departments, by Contact
Officers from State, Catholic and Independent schools and an input from
specialists in the field, from parents, academics, and the community. In
this regard it represents a marked change from the strictly State based
curriculum pattern in Australia.
The role of the Australian Education Council, the Commonwealth Department
of Education, the Australian Council for Education Research and two major
UNESCO conferences are examined as significant influences.
This study identifies other influences, political, social, educational and
financial which were significant in the decision by the Government of the
day to establish a national curriculum centre, and the persons and institutions
which influenced that decision, and worked to achieve its establishment,
The process of change is examined and the rational, re-educative and power
co-ercive strategies used by those seeking to effect a change in school
curriculum in Australia and to establish a national centre for curriculum
development,are identified.
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Promoting quality schooling in Australia : Commonwealth Government policy-making for schools (1987-1996)Welsh, Mary, n/a January 2000 (has links)
Promoting the quality of school education has been an issue of international, national
and local significance in Australia over the past three decades. Since 1973 the pursuit
of quality in school education has been embedded in the rhetoric of educational
discourse and framed by the wider policy context.
This study focuses on the Commonwealth (federal) government's policy agenda to
promote the quality of schooling between 1987 and 1996. During this ten year period,
successive Labor governments sought to promote quality through a range of policy
initiatives and funding programs. Through extensive documentary research, fifty
semi-structured interviews and one focus group with elite policy makers and
stakeholders, the study examines how the Commonwealth government's 'quality
agenda' was constructed and perceived. An analysis of relevant government reports
and ministerial statements provides documentary evidence of this agenda, both in
terms of stated policy intentions and the actual policy initiatives and funding programs
set in place in the period 1987-1996. Set against this analysis are elite informants'
perspectives on Commonwealth policy-making in this period - how quality was
conceptualised as a policy construct and as a policy solution, the influences on
Commonwealth policies for schools, whether there was a 'quality agenda' and how
that agenda was constructed and implemented. Informants generally perceived quality
as a diffuse, but all-encompassing concept which had symbolic and substantive value
as a policy construct. In the context of Commonwealth schools' policies, quality was
closely associated with promoting equity, outcomes, accountability, national
consistency in schooling and teacher quality. Promoting the quality of 'teaching and
learning' in Australian schools took on particular significance in the 1990s through a
number of national policy initiatives brokered by the Commonwealth government.
An exploration of policy processes through interview data reveals the multi-layered
nature of policy-making in this period, involving key individuals, intergovernmental
and national forums. In particular, it highlights the importance of a strong, reformist
Commonwealth Minister (John Dawkins), a number of 'policy brokers' within and
outside government and national collaboration in constructing and maintaining the
Commonwealth's 'quality agenda' for schools. While several Australian education
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policy analysts have described policy-making in this period in terms of 'corporate
federalism' (Lingard, 1991, 1998; Bartlett, Knight and Lingard, 1991; Lingard,
O'Brien and Knight, 1993), a different perspective emerges from this study on policymaking
at the national level. Despite unprecedented levels of national collaboration on
matters related to schooling in this period, this research reveals an apparent
ambivalence on the part of some elite policy makers towards the Commonwealth's
policy agenda and its approach to schools' policy-making within the federal arena.
Policy coherence emerged as a relevant issue in this study through analysis of
interview data and a review of related Australian and international policy literature.
Overall, informants perceived the Commonwealth's quality agenda to be relatively
coherent in terms of policy intentions, but much less coherent in terms of policy
implementation. Perceptions of Commonwealth domination, state parochialism,
rivalry, delaying tactics and a general lack of trust and cooperation between policy
players and stakeholders were cited as major obstacles to 'coherent' policy-making.
An analysis of informants' views on policy-making in this period highlights features of
coherent policy-making which have theoretical and practical significance in the
Australian context.
This research also demonstrates the benefits of going beyond the study of written
policy texts to a richer analysis of recent policy history based on elite interviewing.
The wide range of views offered by elite policy makers and stakeholders in this study
both confirms and challenges established views about policy-making in the period
1987-1996. Elite interviewing lent itself to a grounded theory approach to data
collection and analysis (Glaser and Strauss, 1967; Strauss and Corbin, 1998). This
approach was significant in that it allowed relevant issues to emerge in the process of
research, rather than relying on 'up front' theoretical frameworks for the analysis of
data.
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