UniSA Open Journal System (Univ. of South Australia)
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Regulating Home-Sharing in South Australia: A Response to Lazar
No full textThis commentary responds to Alex Lazar’s article in this volume entitled ‘Home-Sharing in South Australia: Protecting the Rights of Hosts, Guests, and Neighbours’. It concurs with two conclusions reached by Lazar: first, that there is adequate legal protection for hosts and their guests, and therefore no present need for reform in this area; and secondly, that there are few remedies available to neighbours who are affected by home-sharing, which is a problem that may require greater council oversight. Part I discusses home-sharing as a land use by reference to the Development Act 1993 (SA) and Development Regulations 2008 (SA). Part II then proffers some suggestions on how home-sharing could be regulated under the Planning, Development and Infrastructure Act 2016 (SA) or the Local Nuisance and Litter Control Act 2016 (SA)
Home-Sharing in South Australia: Protecting the Rights of Hosts, Guests, and Neighbours
No full textInternet facilitated home-sharing services like Airbnb present new challenges for South Australian law because they appear to create seemingly novel legal relationships. This article considers whether South Australian law adequately protects the rights of hosts, guests and neighbours who are affected by home-sharing agreements. It argues, first, that home-sharing is currently a legal activity and land use in most of South Australia; secondly, that the relationships between host and guest are capable of being recognised under residential tenancy and property law; and thirdly, that while current legislation protects home-sharing neighbours living in strata housing, the law of private nuisance is not capable of protecting the rest. This article concludes that the rights of the host and guest are capable of being recognised and regulated by existing domestic law; however, it suggests that local councils should set up home-sharing complaints systems to protect neighbours
Home-Sharing, Airbnb and The Role of the Law in a New Market Paradigm
No full textThis commentary responds to the primary article by Alex Lazar in this volume entitled ‘Home-Sharing in South Australia: Protecting the Rights of Hosts, Guests and Neighbours’. It provides some insights into the Airbnb home-sharing model from a property, rather than a legal, perspective and argues that the law should evolve to sustain the changing paradigm and embrace the benefits that it can bring to South Australia.
Doxing in Australia: A Practitioner's Perspective
No full textThis article provides a response to Åste Corbridge’s article entitled ‘Responding to Doxing in Australia: Towards a Right to Informational Self-determination’ and considers the solutions to the problems of doxing suggested in that article. It also considers whether Australia’s privacy laws need further reform and whether Europe’s General Data Protection Regulation would provide an appropriate model for a solution in Australia. It concludes that for any change to the law to have an impact, it must not only be complemented by social leadership and education, but must also be backed by enforcement and resources
The Effects of Social Support on the Relationship between Infant Sleep and Postnatal Depression
No full textTo date, research on social support as a factor affecting the relationship between infant sleep and postnatal depression (PND) has not been widely examined. This study aimed to determine the extent to which social support affects this relationship. The sample consisted of 108 caregivers of children between 6-18 months of age. Participants completed an online survey comprised of the Edinburgh PostnatalDepression Scale, The Social Provisions Scale and The Brief Infant Sleep Questionnaire. Results indicated that parents of children who were sleep disturbed had higher levels of PND and less social support. Correlations between PND and nocturnal sleep (r = -.231, p = .016) and nocturnal wakefulness (r = -.228, p = .018) were significant. Social support was also significantly correlated with nocturnal sleep (r = .329, p = .001) and nocturnal wakefulness (r = .199, p = .039). A significant negative relationship between social support and PND was found (r = -.539, p = .000). No moderating effect of social support on the relationship between child sleep disturbance and PND was found for either sleep variables (b = -0.014, 95% CI [-0.099, 0.071], t = -0.33, p = .745; b = 0 .065, 95% CI [-0.267, 0.396], t = 0.39, p = .700). Overall, the results conclude that social support has a substantial impact on both PND and a child’s sleep problems. Although a significant moderating effect of social support was not found, the significant correlations reveal that further research is needed.
Book Review: The Routledge International Handbook of Philosophy for Children
No full textThe Routledge international handbook of philosophy for children offers ‘a wide variety of critical perspectives on this diverse and controversial field, in order to generate new discussions and to identify emerging questions and themes’ (xxi). As a collection of scholarly papers on Philosophy for Children (P4C), the volume is a thorough and detailed handbook which highlights the distance P4C has travelled since its inception 50 years ago. Several uses of this volume spring to mind. Somebody new to P4C would do well to read the concise introduction which covers the history and thematic strands which shape P4C. Experienced practitioners or researchers could use the handbook to explore new directions and ideas in the field. School leaders and policy makers could refer to the section headings to identify uses of P4C that would pertain to their particular situations. The editors have identified a fairly definitive list of key questions for P4C; while the papers do not form a cohesive whole, they do function as a useful handbook to give readers a taste of some of the answers currently available to these questions.
How effective is Philosophy for Children in contributing to the affective engagement of pupils in the context of secondary Religious Education?
No full textThis paper reports the findings of a predominantly qualitative study that explored the effects of the practice of Philosophy for Children (P4C) on pupils’ affective engagement.[1] From its conception, the practice of P4C has been linked to the development of caring and collaborative thinking and the study aimed to closely consider that relationship. An appropriate self-designed P4C program was implemented with 75 Year 9 pupils (aged 14 and 15) of Religious Education (a compulsory subject in the British education system in which pupils explore world religions in a non-confessional manner) at an independent secondary school in the United Kingdom. An interpretive research approach was taken and thematic analysis was appropriated to analyse the data. Findings supported the claims of previous research that P4C can foster affective engagement in many pupils, particularly those pupils who find emotional expression and interpersonal interactions challenging. A tentative conclusion reached supposes that P4C has the potential to contribute to the affective engagement of pupils, but with the recommendation that implementing a P4C program must be executed carefully and with the mindfulness that it may not have the same potential or usefulness for all pupils universally.[1] This research was conducted at the University College London. The author is currently a doctoral candidate at the University of Birmingham
Using a philosopher’s pedagogy to teach school subjects: The case of Ethnic Studies at Kailua High School
No full textThis article examines the impact of using a philosopher’s pedagogy to teach school subjects (Lewis & Sutcliffe 2017) through the case study of Ethnic Studies at Kailua High School. Conducted in a multicultural setting, the participants in the study are 89 high school students and data comes from their course assignments. A constructivist approach to grounded theory methods is used to analyse data. Findings reveal how two facets of the philosopher’s pedagogy helped engage students and positively impact their personal and academic development. They are: (1) the seven-part inquiry process and (2) the community of inquiry. In the article’s conclusion, using the philosopher’s pedagogy to teach Ethnic Studies is presented as an important means for developing student engagement and carrying out the aims of multicultural, culturally responsive, and social justice approaches to schooling.
A Case Study of Meditation to Reduce Alcohol Use Disorder Symptomology in Veteran PTSD Comorbidity
No full textBackground: Post traumatic stress disorder (PTSD) and alcohol comorbidity is becoming a rising issue within the military veteran community highlighted by research indicating individuals diagnosed with PTSD are more likely to have a drinking problem [1]. The implementation of meditation as an alternative form of stress release was aimed at reducing PTSD symptomology and therefor reducing factors that lead to drinking.Methods: A single veteran was recruited to complete a two-week intervention. The participant completed a behavioural diary noting alcohol consumption and mood respectively. During the middle of the study, an interview was undertaken to determine reasons of alcohol consumption and potential reasons and motivations for the cessation of drinking.Results: A moderate correlation between using meditation as a tool to reduce alcohol consumption in veterans with PTSD however this was not significant. Conversely, meditation was able to reduce PTSD symptomology.Conclusions: These results indicate that an alternative to drinking can be implemented as a successful form of treatment. However, these findings are specific to this study and need to be amplified and reproduced to determine if it can be applied to the general population
Philosophical ethics in early childhood: A pilot study
No full textThe Philosophical Ethics in Early Childhood (PEECh) project aims to advance knowledge of preschool children’s (ages 3-5) ethical understanding and explores the effectiveness of philosophical discussion of children’s literature and extension activities for fostering ethical development in early childhood. In this article we discuss results of our ethics education study with preschool children, including pre-post measurement of experimental and control groups and a 12-week educational intervention focusing on the themes of fairness, empathy (perspective-taking), personal welfare and inclusion versus exclusion of peers. As compared to our control group, study results demonstrated significant developments in our experimental group’s ability to respond to ethical questions, increased use of emotion markers, and increased use of justification terms in support of responses.