This thesis examines the use of scripture by religious education teachers with their students in Victorian Catholic secondary schools in late 1999. The aims of the research were: to present a picture of the incorporation of scripture into the religious education program of Victorian Catholic secondary schools in 1999, and in particular the incorporation of the historical-critical method of modern biblical scholarship (focus will also be placed on the purpose for which scripture is used, the extent to which it is used and the methods employed in its use); to investigate how and to what extent VCE Texts and Traditions1 Units 1 to 4 have been adopted by senior Victorian Catholic secondary students and its influence on Years Seven to Ten religious education curriculum; and to extend the work of Stead (1996b) into the use of scripture in Victorian Catholic primary schools. This study is built on an understanding of religious education based on an educational rationale, and it examines the use of scripture in the light of modern critical biblical scholarship, particularly the historical-critical method. Religious Education Coordinators from 67 of the 99 Victorian Catholic secondary schools and 61 teachers of Years Seven to Ten religious education in these same schools completed self administering questionnaires in this area. The research demonstrated that while there is an extensive range of good modern biblical scholarship material present in these schools, there is no policy concerning how scripture is to be used in the curriculum, questionable translations of the bible are used, and there is a limited use of many sections of the bible. A key finding of the research is that a thematic, proof-texting use of scripture is prevalent in these schools. This thematic use can lead to a literal, fundamentalist use of scripture within Catholic secondary religious education. This approach is linked with many religious education teachers. predominantly catechetical understanding of the nature of religious education. The self administering questionnaires asked for an indication of the personal practice of respondents in their own religious education classrooms. The data indicated the presence of the historical-critical method in the classrooms of Victorian Catholic secondary schools, however there was an over-reliance on the student text and the predominance of a thematic, literal, non-critical use of scripture. This thesis indicates that this misuse of scripture comes about from teachers. catechetical understanding of the nature of religious education. In particular the study of scripture in Years 11 and 12 is an area of concern. Except for a small percentage of students studying Texts and Traditions (13%), the use of the historical-critical method of biblical studies is almost non-existent.

The aim of the research was to analyse the organisational dynamics surrounding a health care reform implementation process associated with the introduction of coordinated care, which is an Australian Government initiative to introduce structural changes to the funding and delivery of health-care in response to rising health care costs. A longitudinal case study of an implementation team was studied. This included the perceptions and experiences of individuals and institutions within hospitals, the general practice community and Divisions of General Practice. Furthermore, the case study explored organisational structures, decision-making processes and management systems of the Project and included an examination of the difficulties and conflicts that ensued. The broader context of health care reform was also considered. The study found that an effective change management strategy requires clarity around the definition of primary task in health care delivery, particularly when the task is complex and the environment uncertain. This requires a management and support structure able to accommodate the tensions that exists between providing care and managing cost, in a changing and complex system. The case study indicated that where tensions were not managed the functions of providing care and managing costs became disconnected, undermining the integrity of the task and impacting on the effective facilitation of the change process and hence, the capacity of stakeholders to embrace the model of co-ordinated care. Moreover, the micro dynamics of the project team seemed to parallel the macro dynamics of the broader system where economic and health care provision imperatives clash. Through its close analysis of change dynamics, the study provides suggestions for the improved engagement of stakeholders in health care change.

There have been a limited number of studies carried out on employee workplace identity. There have been many studies carried out on organizational change; however, they have been carried out mostly from an instrumentalist perspective where the topic of organizational change has been treated in isolation from other aspects of organization. The question of how a relationship exists between employee workplace identity and organizational change has been left unanswered. This thesis applies narrative theory as a conceptual bridge across identity and change. By considering how employees derive a sense of workplace identity from the workplace narratives, and organizational change as the destruction of existing workplace narratives and adoption of new workplace narratives, it is possible to gain new understandings of these concepts. A theory is developed which explains how narrative theory creates a relationship between identity and change. This new theory is further developed to explain how narrative theory creates a relationship between organizational identity, culture, leadership, conflict, and change. The new extended theory is applied to a narrative presentation of empirical data, which offers a powerful explanatory lens for understanding the relationship between these chosen aspects of organization.

The population of Australia is increasing in age, consequently the incidence of cancer diagnoses is rising. This rise will have a dramatic impact on hospitals with much of the disease burden extending to psychological support for cancer care. At present few men diagnosed with cancer seek support. This study sought to explore men's perceptions of support and prostate cancer support groups. The benefits of support groups for men with prostate cancer have been well documented in international studies. In Australia however, relatively few men diagnosed with prostate cancer join such groups and few studies have examined the factors that influence membership and attendance. This study investigated the experiences of a sample of 181 Australian men diagnosed with prostate cancer, 80 of whom were members of support groups and 107 who were not. The participants were recruited from prostate cancer support groups and an outpatient department of a major cancer hospital, in Melbourne, Australia. The two groups were compared on a range of factors, including disease characteristics, illness perceptions and views of prostate cancer support groups. Further, members of support groups rated a number of objectives to determine the effectiveness of the groups. The majority of members recommended prostate cancer support groups to other men with prostate cancer (92%), however of the non-members of prostate cancer support groups, almost half (48%) had never heard of them. Factors that discriminated between support group members and non-members were emotional perceptions of the illness, symptom reports and illness coherence, with support group members reporting higher scores on these variables. Length of diagnosis and age were also factors that discriminated between the groups with support group members younger and diagnosed longer than non-members. There were no differences between the groups on personal control, both groups reported high perceptions of control over the disease. Members reported more benefits and less costs associated with prostate cancer support groups than non-members. Benefits included information, support, sharing experiences, and supporting other men with the disease. Costs included negative discussions, other men dying, and the distance required to travel to the groups. Both members and non-members reported distance to travel to the groups as a major barrier to attendance. The majority of members had heard of the groups through friends and, for non-members who had heard of the groups, through hospital staff. General practitioners were one of the least likely sources of information about prostate cancer support groups reported by members. Prostate cancer support group members reported high levels of satisfaction with the groups on a range of objectives outlined by the Cancer Council of Victoria. Making friends and accessing community assistance exceeded men's expectations of attendance, however men reported a desire for more information and communication. A need for more funding, advertising, and recognition of prostate cancer support groups by medical staff was also reported. Many men with prostate cancer are unaware of support groups, however a number of benefits were noted by both members and non-members. Greater recognition of prostate cancer support groups by medical staff may provide men with prostate cancer an opportunity to access those benefits. Health service providers should consider the important role prostate cancer support groups play in the recovery of men from prostate cancer and consider ways of dispelling myths men may hold regarding the notion of support.

The ability to successfully innovate on a sustained basis is critical in today�s �hyper-competitive� environment characterised by increasingly rapid technological change and shortening product life cycles, and where competitors quickly imitate sources of competitive advantage. At the same time, organisations find managing innovation difficult; both larger firms who fight to avoid being outplayed by smaller, more nimble competitors, and smaller firms struggling to compete against the resources and reach of larger, global competitors. This research develops an assessment instrument designed to assist organisations to improve their ability to innovate. An inductive, case-based methodology is adopted utilising action research techniques to develop the Innovation Capability Assessment instrument. The starting point of the research was an extensive analysis of the corporate entrepreneurship and innovation literature. The literature provided a basis for understanding what question areas might need to be included in such an instrument and led to the development of an initial theoretical framework and a preliminary assessment instrument. The preliminary assessment instrument was further developed and refined via five exploratory case studies. Three subsequent confirmatory case studies were used to validate the instrument�s effectiveness. The case studies were carried out at Australian organisations operating within a variety of industries and of varying sizes, all of whom were looking to improve their innovation performance. Data was collected through interviews with key members of each organisation and through assessment and action planning workshops involving participants from a cross-section of each organisation. The case studies led to additional assessment questions being added to the instrument, and the rationalisation of others. This research identifies the enablers of organisational innovation and finds that these are common to all the case organisations involved in the fieldwork. The innovation enablers form the basis of the Innovation Capability Assessment instrument that measures innovation performance against 21 questions within three key assessment areas: strategic management of innovation, the internal environment, and a series of innovation competencies. The relative importance of each innovation enabler to the organisation is also assessed. The Innovation Capability Assessment instrument is shown to be very relevant across a variety of organisation types and sizes. In addition, it is useful for an organisation to identify and prioritise weaknesses, and develop actions for improving their innovation capability.

Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the project and their personal observations and comments were to form part of the data. This research project was set in the context of a single primary school and case study methodology was used to document the broader situational and daily influences which affected the teacher's practice. It was apparent soon after starting the action research that there were factors which did not allow for the development of the project along the intended lines. By the end of the project, the teacher felt that the action research had been distorted - specifically there had been no opportunity for critical reflection. The collaborative nature of the project did not seem to work. The teacher started to wonder just what had gone wrong. It was only after a break from the school environment that the teacher-researcher had the opportunity to really reflect on what had been happening in her teaching practice. This reflection took into account the huge amount of data generated from the context of the school but essentially reflected on the massive number of changes that were occurring in all schools. Several issues began to emerge which directly affected teaching practice and determined whether teachers had the opportunity to be self-reflective. These issues were identified as changes in curriculum and the teaching role, increased workload, changed power relations and changed security/morale on the professional context. This thesis investigates the structural and policy changes occurring in Victorian education by reference to documentation and the lived experiences of teachers. It studies how the emerging issues affect the practices of teachers, particularly the teacher-researcher. The case study has now evolved to take in the broader context of the policy and structural changes whilst the action research has expanded to look at the ability of a teacher to be self-reflective: a meta-action research perspective. In concluding, the teacher-researcher reflects on the significance of the research in light of the recent change in state government and the increased government importance placed on science education in the primary context.

In this research I investigated ecological attributes of Powerful Owls (Ninox strenua) in a continuum of habitats throughout the Yarra Valley corridor of Victoria, Australia. These habitats ranged from a highly urbanized parkland (the Yarra Valley Metropolitan Park) to a relatively undisturbed closed forest (Toolangi State Forest). Different aspects of the owls' ecology were investigated at six sites to determine whether their behaviour changed when they occupied habitats with different levels of urbanization and disturbance. The ecological attributes investigated were habitat utilization and habitat requirements (for both roosting and nesting), adult behaviour (through radio-tracking), juvenile behaviour and dispersal (through radio tracking), diet (through analysing regurgitated food pellets) and breeding success rates. A number of methods were used to capture adult Powerful Owls. These are described and their effectiveness discussed. The types of radio-transmitters and colour bands used for identification of owls are also described. The results showed that Powerful Owls are present and successfully breed in urban and suburban areas and that they can tolerate moderate levels of disturbance. However, Powerful Owls do require sites with high prey densities, roost trees and trees with suitable breeding hollows. In comparison with Powerful Owls living elsewhere in forests, the urban owls displayed higher tolerance levels to disturbance and were less selective in terms of habitat usage and diet. Home range sizes of urban Powerful Owls also appeared much smaller than those of the forest-dwelling Powerful Owls. This is probably due to the high prey densities in the urban areas. The ecology of the Powerful Owl is compared with that of two owl species from North America, the Northern Spotted Owl (Strix occidentalis caurind) and the Great Horned Owl (Bubo virginianus). In particular, I compared the similarities and differences in habitat requirements and breeding successes in different habitats for the three species. Overall, it would appear that urban areas can support Powerful Owls providing some old-growth trees are maintained to provide nest hollows. Implications for the long-term management of Powerful Owls in urban areas are also discussed.

This phenomenological study of the meaning of home from the perspectives of people with and without an intellectual disability sought to identify, (a) any common ‘essence’ of meaning held by and, (b) the nature of any differences of perception between, the groups. Purposive samples of 18 people with an intellectual disability and 21 non-disabled people were surveyed using a semi-structured interview to ascertain their experiences of home and 'non-homes'. Inductive analysis of the data revealed a shared understanding of the meaning of home at a fundamental level. This shared meaning of home was found to comprise: the ability to exert control over an area; having a personalised space; feeling content with the living situation; a sense of familiarity with the setting; a set of behaviours and routines usually only enacted when at home; common names and uses for rooms; socialising at home with others; the importance of a positive social atmosphere in the home; and, recognition of places as non-homes because they lacked one or more of these attributes. Further analysis revealed the essence of home is its experience as the place where stress is most reduced or minimised for the individual. The study demonstrates that the concept of stress is superordinate to previously identified concepts considered fundamental to home such as privacy, control and non-homes. Major differences between the two samples were largely differences of degree with people who have an intellectual disability reporting the same fundamental attributes of home as people who do not have an intellectual disability, but in a less elaborated form. Principal among these differences of degree was the notion of control over the home and its derivative elements which encompassed the whole dwelling including its setting for people without an intellectual disability but was very restricted for people with an intellectual disability being largely confined to the person's bedroom. Socialising in or from the home was also very limited for people with an intellectual disability in comparison with that experienced by non-disabled informants with the former group conveying an impression of leading significantly socially isolated lives at home. The major implications of this study are related to the meaning of home per se, to residential service provision to people with an intellectual disability, and to future research.

The attainment of high grades on the Victorian Certificate of Education (VCE) is critical to the future study and employment prospects of many Australian adolescents. Thus it is important to understand the factors that contribute to performance in the VCE. The aims of this study were twofold: the main aim was to test competing models of academic performance, subsuming a range of situational and dispositional variables based on a) self-efficacy theory, b) target and purpose goals, c) cognitive skills and self-regulatory strategies, and d) positive psychology. These models were each tested in terms of English performance and mathematics performance as these units contribute proportionally the most to overall VCE scores. In order to study whether pressures peculiar to the VCE impact on performance, the competing models were tested in a sample of Victorian students prior to the VCE (year 10) and then during the VCE (year 11). A preliminary study was conducted in order to develop and test four scales required for use in the major study, using an independent sample of 302 year nine students. The results indicated that these new scales were psychometrically reliable and valid. Three-hundred and seven Australian students participated in the year 10 and 11 study. These students were successively asked to provide their final years 9, 10 and 11 English and mathematics grades at times one, three and five and to complete a series of questionnaires at times two and four. Results of the year 10 study indicated that models based on self-efficacy theory were the best predictors of both English and mathematics performance, with high past grades, high self-efficacy and low anxiety contributing most to performance. While the year 10 self-efficacy models, target goal models, positive psychology models, self-regulatory models and cognitive skill based models were each robust in the sample in year 11, a substantial increase in explained variance was observed from year 10 to year 11 in the purpose goal models. Results indicated that students’ mastery goals and their performance-approach goals became substantially more predictive in the VCE than they were prior to the VCE. This result can be taken to suggest that these students responded in very instrumental ways to the pressures, and importance, of their VCE. An integrated model based on a combination of the variables from the competing models was also tested in the VCE. Results showed that these models were comparable, both in English and mathematics, to the self-efficacy models, but explained less variance than the purpose goal models. Thus in terms of parsimony the integrated models were not preferred. The implications of these results in terms of teaching practices and school counseling practices are discussed. It is recommended that students be encouraged to maintain a positive outlook in relation to their schoolwork and that they be encouraged to set their VCE goals in terms of a combination of self-referenced (mastery) and other-referenced (performance-approach) goals.

This study examines whether recent changes to the mathematics courses offered in the final year of secondary school (Year 12) in the state of Victoria, Australia have affected the learning outcomes of students in terms of then: skill levels in algebra, calculus and problem solving; and in terms of their preparation for a tertiary mathematics unit. The impact of these changes on the transition from secondary to tertiary mathematics is also considered. A comparison is made between students who attempted a first year mathematics unit at the University of Melbourne (U. of M.) having completed the new V.C.E. (Victorian Certificate of Education) mathematics courses and mathematics courses from the previous H.S.C. (Higher School Certificate) system. The comparison involves the use of tests administered upon entrance to a tertiary mathematics unit at the U. of M., and questionnaires. In 1991, V.C.E, students and H.S.C. students attempted the same mathematics test at the U. of M. and their results were compared. In 1992, the tests were attempted by V.C.E. students only. To compare new V.C.E. students and H.S.C. students, questions on the 1991 test were matched with similar questions on the 1992 tests and a panel of experts determined what the H.S.C. students who attempted the 1991 test would have been expected to average on these matched questions on the 1992 tests had they attempted them. These expected average scores were then compared with the actual scores of the new V.C.E. students. The scores of the groups were scaled when necessary. Questionnaires were administered to 1991 U. of M, mathematics students who were part of the V.C.E. pilot group in 1990, secondary mathematics educators, tertiary mathematics educators, and 1991 V.C.E. (1992 U. of M.) students. The mathematical misconceptions exhibited by new V.C.E. students are discussed and their frequencies stated. The research indicates that the new V.C.E. mathematics courses have provided the V.C.E. mathematics students in this study with significantly lower skill levels and a significantly poorer preparation for a tertiary mathematics unit than those which were previously provided by the H.S.C. mathematics courses.