907 research outputs found
Clive Small on the real-life "Underbelly"
No full textOver the course of his career, Clive Small, one of NSW\u27s most successful detectives, saw it all. His book, "Smack Express: How organised crime got hooked on drugs" is an insight into drug trafficking and organised crime on Australia\u27s east coast. Written with journalist Tom Gilling, it features an extraordinary range of colourful characters and situations. Take "Aunty", the female drug lord who has been successfully importing kilos of cocaine into Australia for decades. Or the bloke who thought that throwing someone into the boot of a car and driving it to South Australia wasn\u27t kidnapping, because "he never asked to get out of the boot".
Clive Small is a former Assistant Commissioner of Police in NSW, and a former ICAC chief investigator. He resigned from ICAC in 2007 to pursue a defamation case against broadcaster Alan Jones. His investigations included the death of Griffith anti-drugs campaigner Donald McKay, the assassination of Cabramatta MP John Newman and the backpacker murders of Ivan Milat.
Tom Gilling is a former journalist and author. He has written a number of novels and co-authored "The Bagman: Final Confessions of Jack Herbert", about a corrupt Queensland policeman whose evidence in the 1980s Fitzgerald Inquiry had a huge impact on Queensland
Being, Becoming and Belonging: The Phenomenological Essence of Spiritual Leisure Experiences
No full textThis study reports on an investigation into individuals’ experiences of spiritual leisure. Though there is a range of literature and research that examines the independent concepts of leisure and spirituality, there continues to be a lack of empirical research into the existence and experience of leisure that may be spiritual. Given that both traditional and ongoing understandings of leisure emphasise their impact on the whole of the person, this lack of attention to the spiritual dimension creates a gap in our understanding. Leisure is increasingly seen as having a role to play in human well-being. What is less well known is the role and place of spirituality in that interplay. It is recognised that a sense of spirituality can be accessed in a diversity of ways, through, for example prayer, meditation and an engagement with sacred places. The spiritual forum of leisure however, remains less acknowledged and understood despite the fact that spiritual benefits have been identified as part of leisure participation. The purpose of this study was to develop insight into the existence and nature of this relationship by exploring the phenomenon of spiritual leisure experiences. As a primary research focus, this topic is rarely directly considered. Rather it is most often raised as an anecdotal benefit of leisure, a philosophical potential for leisure, or more recently, a component of people’s spiritual and general well-being. Based on personal interest, informed by intuition and grounded in the theoretical and philosophical concepts of leisure and spirituality, this study sought to fill some gaps in our understandings of spiritual leisure experiences. Using a phenomenological approach, this descriptive, qualitative study aimed to explore the subjective meanings individuals give to experiences they refer to as spiritual leisure. Thus, 24 co-researchers were invited to share their self-defined spiritual leisure experiences, through open, unstructured interviews and reflective journaling. The leisure experiences the co-researchers described as spiritual occurred within various locations and involved multiple contexts. These included social and solo experiences, nature based or urban environments and active or passive pursuits. Reflective of what happened, the descriptions of the co-researchers revealed that spiritual leisure experiences could vary in situation, conditions, activity and contexts. The meanings behind these descriptions were also sought and three groupings of common themes were recognised: namely triggers; responses and outcomes. These structural components of spiritual leisure were interrelated in the co-researchers conscious understandings and represented a suite of feelings, thoughts, sensations and meanings embedded in the context, actions and locations of their leisure. Finally, the research included an exploration of the underlying essences of the experiences. Five interrelated essences of spiritual leisure emerged representing the phenomenon of spiritual leisure. These were: experiencing self; time and space for self; being; becoming; and belonging. Overall, the results demonstrated that experiences of leisure that were spiritual were evident for the 24 co-researchers. The experience of spiritual leisure was understood as an event that was lived physically, emotionally and affectively and while it varied in context it also shared the characteristics of providing a forum for knowing, being and becoming more of the self. In spiritual leisure, individuals found a life-space in which to discover and know aspects of themselves and to feel a sense of belonging. This study clearly identifies leisure as a valuable and edifying aspect of some people’s lives in relation to developing their spiritual self or for experiencing their spirituality. The essential themes remind us of the true potential leisure can have in people’s lives. More broadly, the study acknowledges the nature of spiritual leisure, its structural components and the value of studying the phenomenon from the perspective of the experiencing person.Thesis (PhD Doctorate)Doctor of Philosophy (PhD)Department of Tourism, Leisure, Hotel and Sport ManagementFull Tex
A Study of Ethical Responses to Contemporary Cultural Influences in the Workplace: in Particular the Construction Industry in Queensland with Implications for Vocational Education and Training
No full textThe study explored ways to intervene in Vocational Education and Training (VET) for enhancing ethical action of workers in the Building and Construction Industry in Queensland It was undertaken through a hermeneutic or interpretive design in which the data were grounded in the ethical issues from events experienced by 14 participants who identified with various sectors of the industry and its particular culture. The participants took part in unstructured interviews and their individual recorded transcripts were analysed through a conceptual framework highlighting five concerns: the events, the ethical actions, the influences of prior learning, the educational interventions and the cultural context. A three-stage analysis process progressively identified the key issues in terms of the conceptual framework From the analysis emerged 23 ethical qualities distributed across Thur variable dimensions of ethical action, each with a bipolar ethical extremes: the social dimension of altruism to egoism, the temporal dimension of actions to consequences, the spatial dimension of situationalism to universalism and the existential dimension of personal to others. From these dimensions was drawn an understanding of the contemporary cultural context as it unfolded within the ethical events and the particular application to ethics portrayed by the qualities. Early upbringing emerged as the most influential factor in learning of ethical sensitivities Other learning experiences, especially schooling, work-experience, other social contexts and ungrounded self-attribution also contributed to the development of ethical knowledge and skill. The study related these influential factors to the four variable dimensions of ethical action That process revealed an association of different ethical emphases and different enviromnents, for example, an emphasis on ethical action and virtues was strongly associated with upbringing as an influential factor and an emphasis on ethical consequences and situationalism was strongly associated with learning on the job. Leading on fiom these categories and associations is the study's main focus on findings pertaining to the educational interventions. These were drawn out of the data and the implications of the foregoing findings A model was created to depict the indicated interventions and their relationship with the field of VET in four categories: educational imperatives, the desired educational outcomes, the educational engagements and the industry context. Eifteen principles of ethical learning in VET were here identified: (a) three principles identif~iing educational imperatives (those of vocational, early intervention and formal intervention); (b) six principles identif~ting desired educational outcomes (of specialised knowledge, self-preservation, situatedness, colleagiality, negotiation and diversity); (c) four principles recommending educational engagements (of experiential learning, individuality, feedback and modelling); (d) and two principles related to the industry context (normalisation and image) It was concluded from the study that the industry exemplifies a situationalist ethic It was argued finally that ethics learning might best be offered through a contextually reflexive and flexibly provided VET environment - that ethics can be taught to workers and that it can be done effectively within the workplace.Thesis (PhD Doctorate)Doctor of Philosophy (PhD)School of Vocational, Technology and Arts EducationFull Tex
Education and Incarceration: An Interpretive Study of Prisoners' Narratives
No full textThe study had two aims. The first aim was to develop and present an understanding of the lived experience of selected individual prisoners relating to their formal education and vocational training. The second aim was to identify points of potential heuristic interest relating to ostensible needs for social action to reduce the incidence of juvenile and continuing engagement by individuals in criminal activities, and to address education and vocational training issues relating to the integration or reintegration of incarcerated offenders into the wider Australian society after their release from custody. A constructivist conceptual framework was adopted to guide the selection of the methodology of the study and the interpretation of the data obtained through implementation of the methodology. The methodology involved analysis of written transcripts of audio-recorded self-narratives of selected prisoners to generate the data used in the study. Prisoners from three Queensland correctional centres for adult males were selected for participation in the study primarily on the basis of their personal history of juvenile and continuing engagement in criminal offending principally associated with obtaining financial income, and their willingness to voluntarily participate. Participants’ self-narratives, relating principally to their lived experience of formal education and vocational training, were audio-recorded in individual, relatively unstructured interview sessions with the researcher. Written transcripts of the audio-recordings of interview sessions with a total of 15 participants were selected for analysis on the basis of their apparent relevance to the aims of the study. Two general types of narrative analysis methods were used to analyse the transcripts. The first of these was simple inspection of each transcript, which was used to identify categories of background information about the participants, including selected inferred general characteristics of such prisoners, and to identify instances of the content of these categories in individual cases. Inferred characteristics of prisoners were constructed from a review of literature relating to prisoners in Australia, and were selected for inclusion in the study on the basis of claimed relationships between people’s experience of disadvantage during their juvenile years and their engagement in a criminal career which they began in their juvenile years...Thesis (PhD Doctorate)Doctor of Philosophy (PhD)School of Education and Professional StudiesFaculty of EducationFull Tex
Children's Matching of Melodies and Their Visual Representations
No full textThe matching of melodies with their visual representations is predicated on the ability to relate changes of melodic pitch with changes of spatial position, usually in a vertical direótion. Previous studies have investigated the matching process in terms of factors such as melodic tonality, contour complexity, presentation rate (in notes per second), modality (visual & auditory) and musical training. This investigation sought to answer a number of questions which arose from reflections on the results of such prior work - questions about musical training and the related notion of musical ability; questions about the role, if any, of mathematical ability, given the graphical nature of the visual materials; questions about the role of the type of visual materials; and questions about the strategies used in the matching process. The investigation was carried out with school children aged 10 and 11 years. The first three experiments in this investigation investigated the effects associated with the nature of the visual materials, along with the effects of ability factors (musical ability, mathematical ability, and simultaneous and successive cognitive processing ability). The last two experiments examined the strategies that children used in the auditory/visual matching process, and whether analytical or holistic processing took precedence during the matching process. Experiment 1 investigated cross-modal (visual-auditory, auditory-visual) and intramodal (visual-visual, auditory-auditory) matching of short melodies and line graphs, and showed that the matching process was influenced by visual/graphical factors as well as auditory/melodic factors in that matching with conventional format graphs (time on the horizontal axis) was superior to matching with non-conventional graphs (time on the vertical axis). It was also found that intramodal tasks were superior to cross-modal tasks, and within these categories, visual-first tasks were superior to auditory-first tasks. This result was at variance with the claim in the literature (the contour abstraction hypothesis) that visual-first matching tasks were superior to auditory-first matching tasks across intramodal and cross-modal categories. Limited positive effects of musical ability and musical training were observed but a close relationship between the two factors was noted. A positive effect of mathematical ability was revealed also, and evidence relating to type of visual format pointed towards the effect being attributable to mathematics experience, rather than just mathematical ability.
The effect of visual factors on the matching process was further investigated in Experiment 2 with the use of music notation. Again, it was demonstrated that the process was influenced by visual as well as auditory factors. Also, the modality effects of the first experiment were observed although performance levels with tasks involving visual materials indicated that matching melodies with music notation was more difficult than graphic notation for the children. Results for the visual-to-melody condition confirmed previous claims that the process of reading music is more complex than the cross-modal transfer of auditory and visual information. Musical ability and music experience were positive factors in the melody-to-visual condition. However, overall, the effects of ability factors were overshadowed by the effects of modality condition and complexity. The fact that musically experienced children did not outperform their inexperienced counterparts suggests that, generally speaking, children who learn music find the task of reading music notation a difficult exercise. The third experiment examined the matching of melodies and their visual representations with respect to abilities in simultaneous and successive cognitive processing. Simultaneous cognitive processing was a significant positive factor in the performance of tasks in the two visual-first modality conditions (visual-to-visual and visual-to-melody), whereas successive cognitive processing was a significant positive factor in all four modality conditions. The results indicate that simultaneous processing was involved in the ability to inter-relate features not only of the visual materials, but also of the short melodies in the case of low complexity examples. The effect of successive cognitive processing ability was attributed firstly to the processing of the notes of a melody as elements of a chain-like progression, and secondly to the consecutive presentation of the two stimuli to the children. Experiment 3 also confirmed the assertion made in consideration of the results of Experiments 1 and 2, that music notation is more complex visually than line graphs, and thus requires a higher level of simultaneous processing to abstract the significant perceptual and symbolic features. The features of the melodic and visual materials and their associated processing strategies were the major issues investigated in Experiments 4 and 5. Children's recognition of differences in the materials at the local and global levels was examined with respect to analytical and global processing, and presentation rate. It was found that global processing took precedence in this context, confirming Navon's (1977, 1981) global precedence hypothesis. Global information with respect to overall contour was accessed more easily and more quickly than local information in the form of interval sizes. Attention to these local and global properties was able to be manipulated by mode of instruction (as predicted from the results of Palmer, 1990), such that detection of local differences was reinforced by instructions to act analytically and hindered by instructions to act globally. Similarly, detection of global differences was reinforced by instructions to act holistically and hindered by instructions to act analytically, notably at the faster presentation rate. Decreasing the presentation rate led to a reduction of cohesion of local and global melodic information in terms of the children's perception of relative interval sizes. Although the children recognised global-change items reasonably well, they incorrectly reported more differences for global-change items compared to local-change items. The results from this investigation indicate that the form of the visual representation of musical melodies has a significant influence on matching-task performance levels, even for musically trained children. It appears that the more perceptual and the less abstract and symbolic a visual representation system is, the more easily children will be able to perform the melody/visual matching. It is clear that, in general, children find the task of reading music notation difficult and even those who have had two or three years of formal musical experience would not be able to rely on it in their music lessons, rehearsals or performances to any great extent. Reading music notation requires an ability to process symbolic as well as perceptual information, which, in turn, requires a high level of simultaneous cognitive processing ability. Reading notation also requires an ability to judge the size of musical intervals and to match their notated form with the aural interval. The research conducted in my project complements the work of Morrongiello and Roes (1990) in identifying the influence of visual factors (such as graphical format and system of music notation) as well as auditory factors in auditory/visual matching task performance. Although the results confirmed the existence of presentation-rate and modality effects established by Balch & Muscatelli (1986), the patterns of results from my project showed that the contour abstraction hypothesis does not necessarily hold in other auditory/visual contexts. It appears that orders of performance of the various modality conditions depend also on the nature and complexities of the auditory and visual materials as well as modality condition. Although positive effects of musical ability and mathematics ability on auditory/visual matching were demonstrated, it was clear that these effects could be attributed to the closely-associated notions of music experience and mathematics experience respectively. Nevertheless, the demonstrated positive effects of simultaneous and successive cognitive processing abilities in the various conditions of auditory/visual matching suggest that the ability factors are more generic than the disciplines, and lend support for the Luria model of cognitive processing (Das, Kirby & Jarman, 1979; Naglieri & Das, 1990). The investigation of further aspects of processing showed that (i) global processing took precedence over analytical processing, thus confirming Navon's (1977, 1981) global precedence hypothesis in the context of auditory/visual matching, mid (ii) that attention to the local and global properties could be manipulated by instructions, as predicted from the work of Palmer (1990). A number of areas for further research arise from the results of this investigation. One is the role of instructions (global and local) in the matching of short melodies with music notation, focussing on the conditions which facilitate the recognition of local features such as inter-note intervals. It has been shown firstly that music notation is more complex visually than line graphs, secondly that children have more difficulty processing local information such as interval details comØred to global features such as overall shape, and thirdly that local instructions reinforce the processing of local information. One would expect that levels of performance at melody/notation matching tasks involving local differences would be lower than those reported for melody/graph matching tasks in Experiment 5, but would be more dependent on type of instruction. An extension of that research would be an investigation of the extent to which dimensions such as tempo, rhythm and timbre could be considered to be locaL/analytic or globallholistic. Following on from this, an investigation could be carried out on the role and possible benefits of instruction and extended practice in the matching of musical intervals (aural) and their notated forms. If found to be beneficial to music students in terms of reading music notation, such instruction and practice may exemplify those activities required in addressing the call in the music education literature (Walker, 1992) to develop the ability to integrate information gained from auditory and visual perception.Thesis (PhD Doctorate)Doctor of Philosophy (PhD)School of EducationArts, Education and LawFull Tex
An-Arcadia: A Visual Representation of Cultural Hybridity as a Multidimensional Trialectic Space
No full textArcadia is an imaginary and socially constructed space in which pastoral harmony is played out in various creative guises. The classic Eurocentric interpretation of Arcadia is relatively static, and was formed on a mythological and monocultural vision that reflected a particular time and place, a golden age formed through nostalgia as a “longing for a home that no longer exists—or never existed” (Legg 2004, 100). The title of this research is An-Arcadia: A Visual Representation of Cultural Hybridity as a Multidimensional Trialectic Space, and therefore the notion of anarchy refers directly to the wordplay of the title An-Arcadia, or more commonly referred to as trouble in paradise. Prompted by this idea, this creative research investigates a timely reimagining of Australia’s hybridised identity using Homi Bhabha’s (1994) thirdspace theory as a point of departure. The research interprets and develops Henri Lefebvre’s (1991) cumulative trialectics as a more appropriate model that extends thirdspace theories of contestation into a triangulated framework that is positive and creative, accommodating the embodied ‘self’ as a changing state of being: one that is dependent on a more fluid interpretation of history, time, and place.
Through reflexive praxis and artistic collaboration and production, this research explores a unique visual language to propose an imaginary space that creates new knowledge and the repositioning of cultural difference across cultural and language groups. As an experienced practice-led researcher using reflexive praxis as my methodology, I create a dialogic space based on my ongoing experiences of working with Aboriginal artists in Western Australia and, more recently, with Chinese artists in Mainland China. Besides that felt by migrant groups, the feeling of displacement brought about through cultural transformation is often manifested through the arts by contemporary urban Aboriginal people who do not fit Western ideals of Aboriginal art and who often find themselves alienated within their own country and culture (Bell 2003; Langton 2003). Within this Sino-Australian model, the issues surrounding displacement and cultural identity are examined through a more fluid interpretation of space, 5including the use of Disney characters and found objects as a way of introducing imaginary and nostalgic stimuli.
The development of a new multidimensional model through studio enquiry extends our understanding of constructed histories by the use of images and materials, prompting experiential, sensory and imaginative responses from the audience that in turn promotes a questioning of the validity of current textual systems of understanding and knowledge transfer. The research concludes that the artworks made as a response to Henri Lefebvre’s cumulative trialectics have the ability to communicate complex ideas that avoid polarisation, offering a theoretical model of praxis that is adaptable for artists in particular who approach their research from an autoethnographical position. Through this, the research contributes to the ongoing dialectic regarding the representation of cultural hybridity in Australia and beyond.Thesis (PhD Doctorate)Doctor of Philosophy (PhD)Queensland College of ArtArts, Education and LawFull Tex
CLIVE - An Artificially Intelligent Chat Robot for Conversational Language Practice
No full textThis paper presents an artificially intelligent chat robot called CLIVE. The aim of CLIVE is to provide to a useful and engaging method for people learning a foreign language, to practice their conversational skills. Unlike other systems that focus on providing a limited or structured tutoring experience for language learning, CLIVE has the ability of holding open, natural human-like conversations with people on a wide range of topics. This provides users with a life-like experience that is a more natural way of learning a new language. Experiments were conducted between CLIVE and real human users and an analysis of the conversations shows that CLIVE performs with accuracy and is an accepted method of language practice amongst users.No Full Tex
Photograph - Burrows, Geoff, Accounting and Business Law, and Clive Morton, co-author, after receiving award for their book ‘The Canecutters’
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/283960Burrows, Geoff, Accounting and Business Law, and Clive Morton, co-author, after receiving award for their book ‘The Canecutters’286830
Item: [2003.0003.00938] "Photograph - Burrows, Geoff, Accounting and Business Law, and Clive Morton, co-author, after receiving award for their book ‘The Canecutters’
Photograph - Burrows, Geoff, Accounting and Business Law, and Clive Morton, co-author, who won award for their book ‘The Canecutters’
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/283981Burrows, Geoff, Accounting and Business Law, and Clive Morton, co-author, who won award for their book ‘The Canecutters’ 27 Feb 1987286851
Item: [2003.0003.00959] "Photograph - Burrows, Geoff, Accounting and Business Law, and Clive Morton, co-author, who won award for their book ‘The Canecutters’
Review of “St. Clive:” An Eastern Orthodox Author Looks Back at C. S. Lewis
No full textReview of C. J. S. Hayward, “St. Clive:” An Eastern Orthodox Author Looks Back at C. S. Lewis (Wheaton, Illinois: C. J. S. Hayward Publications, 2000-19). 381 pages. $49.99. ISBN 9781794669956
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