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Reflections on the uniform domain name dispute resolution policy as it enters its second decade
No full textOn 24 October 1999, the Internet Corporation for Assigned Names and Numbers (ICANN) implemented the Uniform Domain Name Dispute Resolution Policy (UDRP) as a dispute resolution procedure for resolving domain name disputes. The UDRP has been a very popular method for resolving disputes, and since its inception the principal UDRP global dispute resolution provider – the WIPO Arbitration and Mediation Center, has administered over 20,000 proceedings under the UDRP (or UDRP-related policies). This article examines the core principles which have emerged in UDRP jurisprudence and practice, and outlines some of the major criticisms and suggestions for reform as the UDRP enters its second decade
Introducing Indigenous education in Japan and Australia
No full textThis chapter explains the motivation for writing this book, the topic taking as its conceptual starting point the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP). Though a non-binding document adopted by the UN on 13 September 2007, it provides a pivotal opportunity to bring together Japanese and Australian scholars from a range of disciplines who share a sub-field interest in international and comparative education perspectives focused on the field of Indigenous studies. The chapter concludes with a detailed summary of the structure and content of the book
Those who have and those who don't : an investigation into the limited scope of application of social security in South Africa
No full textOne of the most crucial areas of concern in South African social security relates to the position of the excluded and marginalised groups (i.e. those excluded and marginalised in terms of the present formal social security system and classification). The scant attention (or lack of attention) paid to these categories in legal and other terms, the vast number of people affected in South Africa by the lack of proper social security protection, and the wide notion of what is constitutionally meant to be included and required in terms of social security regulation favoured in the South African context, warrant an in-depth investigation into their position. This is borne out by the constitutional imperative which grants to everyone the right to have access to social security and social assistance (s 27(1)(c) of the Constitution) and which obliges the state to implement appropriate measures to achieve the same (s 27(2))
Professional development to support gender equity in STEM education in Australia and Saudi Arabia
No full textSTEM plays a pivotal role in human cognition and is part of goal five of the United Nations 2030 Agenda for Sustainable Development of gender equity. Despite this, females worldwide continue to face inequalities in their education and job opportunities in these fields. Our project developed and delivered practical workshops to actively engage Early Childhood (EC) teachers in Saudi Arabia, fostering gender equity in the implementation of STEM education. The project was funded by the Council of AustralianArab Relations (CAAR) within the Australian Department of Foreign Affairs and Trade. Following the 2024 workshops, collaborative research was conducted, studying the impact of the professional development on early childhood teachers’ STEM teaching practices
An Efficient Method for Face Localization and Recognition in Color Images
No full textThis paper introduces an efficient method for face localization and recognition in color images. The proposed method uses the location of eyes for computation and extraction of a face's bounding ellipse. In this way, parameters of a face's ellipse (center, orientation, major and minor axis), is computed by the location of eyes in a face image. In the next step, we apply Pseudo Zernike Moments (PZM), Zernike Moments (ZM) and Principal Component Analysis (PCA) for feature extraction. For classification of these feature vectors a new structure of RBF neural networks with a novel distance function is introduced and a new method for determination of RBF unit parameters is proposed. Finally, we compare the efficiency of the proposed system for three types of feature vectors (PZM, ZM and PCA). Results emphasize the high accuracy and efficiency of the PZM features proportion to other features (ZM and PCA) for use in the proposed recognition system
Implementation of the optometry Aboriginal and Torres Strait Islander health curriculum framework
No full textClinical relevance: There is now an Optometry Council of Australia and New Zealand (OCANZ) accreditation requirement for Australian and Aotearoa New Zealand optometry programs to ensure students can provide culturally safe care for First Nations Peoples. To assist programs, OCANZ developed the Optometry Aboriginal and Torres Strait Islander Health Curriculum Framework (Optometry Framework).Background: The objective of this study was to evaluate early progress towards the implementation.Methods: All seven Australian optometry programs were invited to complete a modified version of the OCANZ curriculum mapping tool. Where available, online unit outlines were reviewed to verify and supplement the data. Curriculum maps were synthesised using qualitative content analysis.Results: None of the five participating programs had a standalone Aboriginal and Torres Strait Islander health unit; instead, programs were integrating content into core units. Only 25% of the units with relevant content had a directly related learning outcome. All programs had at least some content that was either directly or indirectly related to each of the Optometry Framework themes, and included some content related to novice and intermediate levels of learning. Four programs had content related to entry to practice levels of learning. The average total duration of directly related content in programs (excluding clinical placements) was 18 hours. Not all programs offered an Aboriginal and Torres Strait Islander health setting clinical placement opportunity. Directly related assessment was minimal in most programs, where the format was predominantly reflective journals or questions within written examinations.Conclusion: Progress has been made in implementing the Optometry Framework; however, further efforts are required. Programs need to integrate additional directly related learning outcomes, content (particularly entry to practice level learning), and assessment. Further curriculum enhancements will improve the likelihood of optometry students acquiring the necessary capabilities for providing culturally safe care
Situating engineering within the Australian pre-tertiary education system
No full textA global shortage of engineers is coinciding with an increasing demand for engineering skills. Clear education pathways are needed to attract future engineers who will work across the traditional boundaries of disciplines. This paper explores the visibility of engineering-related learning in pre-tertiary education as a means to spark students' interests and skills and encourage them to enter engineering as a profession. The national Early Years Learning Framework for Australia (EYLF) and Australian Curriculum, Version 9 for Foundation to Year 10, are analysed as pre-tertiary documents that guide learning from birth to Year 10. Engineering is not explicitly named in the EYLF, but associated behaviours are woven through the document. Within the content of the Australian Curriculum F-10, whilst engineering may be named in the sub-strand title, it is predominantly located in optional elaborations rather than content descriptors. Further, despite shared characteristics of engineering learning identified in the EYLF and the Australian Curriculum, the differing structures of the documents impede the articulation of learning across education contexts. This highlights the need for vertical alignment of guiding documents so that engineering-related learning outcomes and pedagogical approaches build cumulatively through pre-tertiary learning environments. Concerns regarding equity and access are highlighted, as these have implications for workforce participation and the extent to which Australia will be equipped to meet sector demands in a world that increasingly relies on engineering skills
Pose-Invariant Multimodal (2D+3D) Face Recognition using Geodesic Distance Map
No full textIn this paper, an efficient pose-invariant face recognition method is proposed. This method is multimodal means that it uses 2D (color) and 3D (depth) information of a face for recognition. In the first step, the geodesic distances of all face points from a reference point are computed. Then, the face points are mapped from the 3D space to a new 2D space. The proposed mapping is robust under the in-depth face rotations. Finally, the feature extraction and face classification task is done in the new 2D space. For feature extraction, we use the Patch Pseudo Zernike Moments (PPZM) with a new weighting method to decline the self-occlusion caused by in-depth rotations. For this purpose, a novel approach for self-occlusion detection based on geodesic distances of face points is proposed and a self-occlusion map is created. For evaluation purpose, a large scale 3D face database is used and the various in-depth rotations (vertical and horizontal) are tested. The performance of the proposed method in two scenarios is compared with a classical 3D face recognition method. The results emphasize the performance of the proposed method in the pose-invariant face recognition
Resettlement Experiences of African Migrants in Australia
No full textThis paper reports part of a doctoral study which investigated the resettlement experiences of African migrants in Australia (N= 115), and focuses upon the findings of those who participated in individual face-to-face interviews (N= 30). It examines the resettlement challenges facing African migrants in Western Australia (WA), such migration having increased in recent years. Although migrating to relatively wealthy countries such as Australia may be a cause for optimism among African migrants, the challenges associated with resettlement may have a negative effect on their well-being. The findings indicate that participants experienced a variety of resettlement challenges including separation experiences, language difficulties, parenting and cultural issues, under-employment and unemployment, financial problems, and racial discrimination. The study confirms the limited existing research, contributes to a better understanding of the major challenges affecting African migrants in Australia, and has implications for the formulation of effective policies and practices aimed at mitigating resettlement challenges
Enriching Mathematics understandings through Drama-based pedagogies in STEAM education
No full textDrama-based pedagogies (DBP) are known as embodied, student-centred alternatives to conventional teacher-centred instruction. Studies suggest that teaching mathematics with DBP requires additional time, space, and expertise, and covers limited mathematics content. In this design-based research (DBR) study, conventional middle school mathematics lessons were replaced with lessons designed with DBP to teach the same content from the Australian Curriculum (v8.4) Number and Algebra strand. Deductive and inductive retrospective thematic analysis of feedback from teachers and students identified eight principles for effective and efficient lesson design that combine as a three-part model. The results are likely to be of interest to school leaders, teachers, and academics in the fields of drama and mathematics education, particularly STEAM education