696 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
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No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete.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No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete.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
EMPLOYMENT SKILLS DEVELOPMENT IN A SIMULATION ACTIVITY: an investigation of postgraduate student perceptions:(Extended Abstract)
No full textThe authors report a short-term research study which is at the nexus of two current avenues of importance in business school education: 1) Development of skills that enhance students’ employability prospects and future career development; 2) Embedding of experiential learning within business school curricula – in the context of this study, through simulation-based training [SBT]. The contemporary Higher Education institution [HEI] environment in the UK and elsewhere is rapidly evolving. Within this dynamic arena, students are increasingly indicating financial drivers as the primary motivator (Crockford, Hordósy, and Simms, 2015) for undertaking study. As such, HEIs are becoming increasingly aware of the need to support students’ transition into employment by addressing the needs of employers more effectively. Consequently, universities engage with a number of activities designed to support employability of graduates, including work placement schemes (representing a form of on-the-job training [OTJT]) and a wide range of simulations and role-playing scenarios. These are intended to contribute to the development of generic employability skills, as well as provide a ‘head start’ for graduates at the outset of their careers (Wilton, 2012). Similarly, universities are more alert to how their programs, assessment strategies and on-campus activities can support graduate and postgraduate employability. One such approach is the use of SBT in the classroom as a form of ‘free-practice’ activity, often linked to assessment. The use of SBT has been shown to act as both a catalyst and a vehicle for learning (e.g. Loon, Evans, and Kerridge, 2015)
Employment Skills Development in a Simulation Activity: an investigation of postgraduate student perceptions
No full textThe authors report a short-term research study which is at the nexus of two current avenues of importance in business school education:Development of skills that enhance students’ employability prospects and future career development;Embedding of experiential learning within business school curricula – in the context of this study, through simulation-based training [SBT]The contemporary Higher Education institution [HEI] environment in the UK and elsewhere is rapidly evolving. Within this dynamic arena, students are increasingly indicating financial drivers as the primary motivator (Crockford, Hordósy, and Simms, 2015) for undertaking study. As such, HEIs are becoming increasingly aware of the need to support students’ transition into employment by addressing the needs of employers more effectively. Consequently, universities engage with a number of activities designed to support employability of graduates, including work placement schemes (representing a form of on-the-job training [OTJT]) and a wide range of simulations and role-playing scenarios. These are intended to contribute to the development of generic employability skills, as well as provide a ‘head start’ for graduates at the outset of their careers (Wilton, 2012). Similarly, universities are more alert to how their programs, assessment strategies and on-campus activities can support graduate and postgraduate employability. One such approach is the use of SBT in the classroom as a form of ‘free-practice’ activity, often linked to assessment. The use of SBT has been shown to act as both a catalyst and a vehicle for learning (e.g. Loon, Evans, and Kerridge, 2015)
CLIVE STAPLES LEWIS’S FANTASTIC STORY
No full textRad predstavlja priču Lav, Vještica i ormar iz ciklusa Kronike iz Narnije britanskog pisca irskog podrijetla Clivea Staplesa Lewisa (1898.-1963.) s ciljem utvrđivanja osebujnosti Lewisove varijante fantastične priče. Polazi se od odabrane literature gdje se bez iznimke problematizira kršćanski podtekst, koji je Lewis uključio u sve priče narnijskoga ciklusa, te elementi više književnih vrsta pored fantastične priče, kao što su bajka, mit, priča o životinjama i romansa.The paper presents story The Lion, the Witch and the wardrobe from series Chronicles of Narnia, written by British author of the Irish origins Clive Staples Lewis (1898.-1963.) with the aim to establish the singuliarities of Lewis’s fantasy story. There are considered selected literature and sources that without exception speak about Christian subtext, which Clive Staples Lewis incorporated in all of narnian stories, as well as about the elements of various genres alongside fantasy, such as fairy tale, myth, animal stories and romance. In the story The Lion, the Witch and the Wardrobe Clive Staples Lewis used the structure of the fantasy story, marked in the tradition of English children’s literature with Lewis Carroll’s fantasy stories Alice’s Adventures in Wonderland and Through the Looking-Glass and What Alice found there. As esteemed scholar and expert for English medieval and renaissance literature Lewis included in his story elements of romance and Christian subtext, influenced by his religious believes that he intended to pass to the young readers as a form of their reading pre-baptism
Initial teacher education and the New Zealand curriculum.
No full textNew Zealand teacher educators are faced with the challenge of how to prepare their student teachers to become beginning teachers who are able to base their teaching upon the national curriculum. To meet this challenge, designers of initial teacher education (ITE) programmes need to consider the interface between ITE curriculum and the legislated curriculum for schools. This paper looks at some of the historical influences upon the curriculum in both initial teacher education and schools by examining wider contextual influences. We point out that in ITE there has been an ongoing search for the most appropriate knowledge base for teaching, a search that is made problematic due to differing views of knowledge, teaching and learning We argue that in spite of these differences, there is benefit in an ITE curriculum that has a close relationship with the school curriculum in terms of what is learned and the teaching and learning approaches. New Zealand has a revised national curriculum for schools (Ministry of Education, 2007) that schools are expected to implement from 2010. In preparing student teachers to become beginning teachers, ITE providers are in a phase of designing learning experiences that link ITE curriculum and school curriculum. This process is problematic, for there are various internal and external pressures that lead to a crowded ITE curriculum and challenge ITE autonomy and innovation in curriculum decision-making
Response by Clive Barnett. Book review forum discussion: The Priority of Injustice: Locating Democracy in Critical Theory, by Michael Samers, Joshua Barkan, Kirsi Pauliina Kallio, Jennifer L. Fluri and Clive Barnett
No full textThis is the author accepted manuscript. The final version is available from Routledge via the DOI in this recordThis is the response by Clive Barnett within the book review forum discussion "The Priority of Injustice: Locating Democracy in Critical Theory", by Michael Samers, Joshua Barkan, Kirsi Pauliina Kallio, Jennifer L. Fluri and Clive Barnett which constitutes the whole article cited in this record. The response is on pp. 50-53 of the articl
Benefits of using business simulations as an experiential learning method
No full textAbstractBased on evidence and assertions about the greater efficacy of experiential learning pedagogies over traditional didactic methods, a range of techniques and technologies have been applied in higher education courses e.g. role-plays, scenarios, games, simulations. There has also been considerable discussion in the management education literature about the relative benefits of individual vs. cooperative group-working activities and learning; the creation of stimuli for enhanced student experience. One field where these various elements coincide is in the application of simulation-based training [SBT] in management education. The author posits that PBL and experiential learning be considered as part of a continuum within the context of blended learning pedagogies. This paper focuses on the specific case of business simulation games delivered via an online digital platform. The nature of simulation games as an experiential learning technique is discussed, along with research findings from undergraduate student responses to questionnaires (sample size n>500) and interviews. The findings are reviewed in relation to published work on heuristic principles for successful application of games in higher education, and to the Salas at al (2009) seven-stage model for SBT, originally developed for medical and aviation training, applied to management education. Findings are also compared with reported outcomes and impact from student and staff responses in two UK universities where similar types of business simulation are applied. Observations are made on benefits and applicability of simulations in undergraduate and/ or postgraduate business courses in relation to: blended learning deliveries; flexibility in time and duration of simulations; incorporation into group vs. individual assessments; competitive vs. non-competitive scenarios; learning guided (or not) by tutors; technology as facilitator e.g. in provoking group challenges and dynamics; provision of opportunities for reflective learning, both during and after the simulations. The paper concludes by proposing some guidelines for why and how to incorporate simulations into business and other university courses – with the aims of having happier, more engaged students (and tutors), as well as better educated ones
- …
