Volcanoes -Recovery from Rage

Abstract

The transition town movement started in the United Kingdom in 2005, with the aim of addressing peak oil and climate change through self-organising community groups. A “transition model” was proposed to guide individual transition town initiatives in their governance processes. More than 40 community groups in Australia have since become recognised as official transition town initiatives by the Transition Network in the United Kingdom. This study explored the adoption of the transition model by community members in one small rural Australian town. The qualitative study used semistructured interviews with 10 active members of this transition town initiative to gather information on its governance processes, aims, gender relations, and carbon reduction strategies. Preliminary findings have indicated that the transition town model offers guidance to facilitate the self-organising required to enable community groups with skilled communicators to promote changes in lifestyle practices of local people in ways that may reduce carbon emissions.     

Careers and productivity in an internal labor market

This paper contributes to the existing literature by evaluating the effects of age and tenure on careers and productivity within an internal labor market. We use the administrative personnel records of a long balanced panel of blue-collar workers from a manufacturing firm in Germany with a distinct classification of wage groups and unique information on workers’ productivity in form of suggestions for productivity improvement. Using robust locally weighted regression, our main findings suggest that the probability of promotion is highest for younger workers and early in the career. Older workers are less likely to be promoted. The likelihood of making a rewarded suggestion is inversely u-shaped with respect to tenure and age. Furthermore, workers’ ability and firm-specific human capital determine the workers’ careers and productivity.     

Teaching Critical Reflection: A Tool for Transformative Learning in Social Work?

In an Australian Bachelor of Social Work degree, critical reflection is a process explicitly taught in a fourth year subject to students who have returned from their first field placement experience in agencies delivering social work programmes. The purpose of teaching critical reflection is to enable social work students to become autonomous and critical thinkers who can reflect on society, the role of social work and social work practices. The way critical reflection is taught in this fourth year social work unit relates closely to the aims of transformative learning. Transformative learning aims to assist students to become autonomous thinkers. Specifically, the critical reflection process taught in this subject aims to assist students to recognise their own and other people's frames of reference, to identify the dominant discourses circulating in making sense of their experience, to problematise their taken-for -granted ‘lived experience’, to reconceptualise identity categories, disrupt assumed causal relations and to reflect on how power relations are operating. Critical reflection often draws on many theoretical frameworks to enable the recognition of current modes of thinking and doing. In this paper, we will draw primarily on how post-structural theories, specifically Foucault's theorising, disrupt several taken-for-granted concepts in social work.     

Earning While Learning: When and How Student Employment is Beneficial

Although studies of student employment (‘earning while learning’) mostly find positive wage effects, they do not adequately consider the relation of the employment to the field of study. We investigate how different types of student employment during tertiary education affect short‐ and long‐term labour market returns. Beyond examining differences between non‐working and part‐time working students, we distinguish between student employment related and unrelated to the field of study. Our results show significant positive labour market returns of ‘earning while learning’ only for student employment related to the field of study. These returns consist of a lower unemployment risk, shorter job‐search duration, higher wage effects, and greater job responsibility.     

Limits of Object Persistence: Young Infants Perceive Continuity of Vertical and Horizontal Trajectories,But Not 45‐Degree Oblique Trajectories

Previous research indicated that 4‐month‐old infants perceive continuity of objects moving on horizontal trajectories but appear to have difficulty processing occlusion events involving oblique trajectories. However, because perception of continuity of vertical trajectories has not been tested, it is uncertain whether this indicates a specific deficit for oblique trajectories or a specific advantage for horizontal trajectories. We evaluated the contribution of trajectory orientation and the form of occlusion in three experiments with one hundred and forty‐four 4‐month‐olds. Infants perceived continuity of horizontal and vertical trajectories under all conditions presented. However, they did not perceive continuity of an oblique (45°) trajectory under any condition. Thus, 4‐month‐olds appear unable to process continuity of a 45° trajectory. In a fourth experiment with forty‐eight 6‐ and 8‐month‐old infants, we demonstrated that by 6 months, infants' difficulty with oblique trajectories is overcome. We suggest that young infants' difficulty with markedly oblique trajectories likely relates to immature eye movement control.