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From the late nineteenth century, academic disciplines emerged in universities, marking boundaries of knowledge, teaching and research. Education became a transnational academic discipline, developing across Britain, Europe and North America and providing a foundation for the teaching profession.

Educated in Edinburgh, Alexander Mackie was influenced by German idealist philosophy and by progressive views of teaching drawn from the United States. He carried his academic values across the Empire when he was appointed the inaugural principal of լ�е��� Teachers’ College and professor of education at the University of լ�е���.

For almost four decades, Mackie struggled to sustain education as an academic discipline and teaching as an autonomous profession. Failing health hindered his efforts, but many of his values were passed on to his children. Grounded in their father’s educational philosophy, Mackie’s daughter, Margaret, and son, John, became academics, engaging with the transnational postwar worlds of inquiry and research.

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During the 1950s, with the electron microscope fast becoming the characterisation tool par excellence for many scientific and engineering disciplines, the University of լ�е��� recognised that its academic community needed access to electron microscopy to do quality research. In 1958, in a bold move, the University established a centralised facility – the Electron Microscope Unit – comprising two support staff and the premier microscope of the day, the Siemens Elmiskop I. The Electron Microscope Unit was unique for its time and has since become a model for many advanced microscopy centres at other universities. During the past 50 years, the unit has supported a steadily growing amount and diversity of research, and has developed into an integral part of the University. Today, the Electron Microscope Unit has nearly 30 different microscopes and more than 45 staff members.

This captivating book presents 50 great moments from the past five decades of the Electron Microscope Unit's activities. Blending history and science in an engaging style, 50 Great Moments tells the story of the unit's creation and profiles the key figures that have forged the facility into the success that it is today. The book looks at the instruments, events and achievements that have defined the unit's character and contributed so much to Australian microscopy and microanalysis. Finally, this volume explores some of the important research done by the scientists and engineers who have used the unit's advanced microscopes.

This book makes a fascinating read for those with an interest in the historical development of Australian microscopy and microanalysis, and it will be an important reference for scholars studying the history of our nation's science.

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What does sport mean to young people in Australia? How does it affect their social, personal and moral development? What is the relationship between elite level 'media sport' and the games children play for fun and friendship? Sport in the lives of young Australians offers an informative look into the practice of sport, the nature of children's and young people's experiences, and its significance for their development. For anyone involved in youth sport – from coaches, teachers and parents, to researchers and policymakers – this book will provide invaluable understanding of the place and meaning of sport in the lives of young Australians.

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լ�е��� University Sport 1852-2007: More than a Club offers a fascinating and highly informative overview of the development of sport at the University of լ�е��� over the past century and a half. The story is set in the wider context of the history of the University and the history of Australian sport.

The University of լ�е���, with the oldest rugby football club and some of the oldest cricket, boating, tennis and athletic clubs, played a decisive, pioneering and previously undocumented role in the development of these and other sports in Australia. Apart from highlighting the contribution that the University has made to the development of sport within the wider Australian community, this study illuminates the new understandings of the role that sport has played in the life of the University and its students, and more generally of the importance of sport within Australian cultural institutions. It shows how universities have both adapted and influenced the development of the values and administration of sport within Australia.

լ�е��� University Sport 1852-2007: More than a Club is recommended reading for anyone involved in sport and education - from sport administrators and coaches, to historians, students, researchers and policy-makers. It will provide valuable understanding of the place and meaning of sport in the context of Australian schools and universities.

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The Lectures on Greek Philosophy of 1928 are among the earliest lectures we have of John Anderson's, delivered in the year following his arrival in լ�е��� in 1927. In these teachings he closely and critically followed John Burnet's classic work Early Greek Philosophy.

Anderson's complete course covered the pre-Socratics extensively before progressing to the Socratic Dialogues and Aristotle. The study of Greek Philosophy for Anderson provided an important corrective to the attitudes and forms of inquiry dominating modern philosophy.

The study of Greek philosophy was essential to Anderson because the Greeks ‘are far clearer on many questions than modern philosophers...they avoid many modern errors, and especially... they are not, like the moderns, obsessed with “the problem of knowledge”... they do not set out to discover (that is to say, to know!) how, or how much, we can know, before they are prepared to know anything.’

Modern philosophers need to return to ‘the Greek consideration of things,’ to finally abandon epistemology as ‘an intrusion of mind into logic and of a false logic into psychology’ and accept the direct common sense realism of the Greek philosophers.

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Academic fieldwork data collections are often unique and unrepeatable records of highly significant events collected at considerable expense of researcher time, effort and resources. While fieldworkers have been quick to take advantage of digital technologies to enable them to collect and organise their data, standards and workflows are only now beginning to emerge to assist researchers to submit their data for archiving and access. This collection of refereed papers from the conference of the same name held at the University of լ�е��� in December 2006 provides a record of recent research practice by fieldworkers in linguistics, botany and anthropology, and by archive and repository managers.

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These lectures from the 1930s on David Hume, Thomas Reid and William James trace the development of John Anderson's empirical realism, helping to distinguish his position from "English" empiricism, Scottish commonsense and direct realism, radical empiricism and pragmatism. They also demonstrate Anderson's approach to the study of the history of philosophy.

The lectures on David Hume place Anderson in direct opposition to his teacher and colleague at Edinburgh, Norman Kemp Smith, who heavily influenced the direction of Hume studies in the twentieth century. The lectures on Thomas Reid are unique in Anderson's works in addressing this seminal figure in the Scottish philosophical tradition, providing background reflections upon his own theory of mind as feeling, and arguing for the critical importance of Freud for contemporary philosophical realists. The lectures on William James offer a final accounting with this major American influence on Anderson's early philosophical development.

For Anderson there can be no reconciliation between rationalism and empiricism. The view of the development modern philosophy as an emerging synthesis of these competing epistemological positions must be rejected. Rationalism is a persistent source of philosophical error and the philosophies of the so-called "empiricists" are fundamentally weakened by their rationalist assumptions. The very idea of providing a foundation for knowledge in notions of self-certainty represents an inherently rationalist project and must be rejected by any truly empiricist philosophy.

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Social work and social development in the Asia-Pacific region continue to grow in new and exciting ways. Social work educators are an essential part of shaping social work and development. In this second edition we hear four new voices, from Cambodia, Fiji, Japan and Vietnam, together with revised and updated chapters from social work educators in Australia, China, Hong Kong, India, Korea, Nepal, and New Zealand. Summaries of each chapter are included in Chinese, Japanese and Korean, as well as in the first language of the author.

Despite the astonishing diversity of languages, cultures, philosophies, religions, economic systems and ways that social work is taught and practised in the region, social work in the Asia-Pacific is becoming more internationally cohesive. At the same time it maintains strong foundations in its local contexts. In an increasingly globalised world, international social work belongs in every 21st-century social work curriculum. While this book does not provide all the answers, it will help educators and practitioners ask better questions.

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The Other Glass Ceiling offers an insightful male perspective to a debate on the lack of work-family balance in modern day families. Based on research and full of entertaining anecdotes, this book challenges the predominant gender roles that expect a mother to care for her family and doubt her commitment to a career, while at the same time requiring a father to provide for his family financially and doubting his ability to look after his own children. This is the other glass ceiling - the one reflected in gender inequity in the family home and preventing equality in parenting.

The other glass ceiling is perpetuated by both genders equally, and the solution requires compromises from both sides. Charles Areni and Stephen Holder encourage dads to ‘step up’, to take on a bigger share of the burden of home duties. They encourage mums to ‘let go’, to let dad get involved in child-rearing, and to bring to the task his own skills and approaches. Breaking through the other glass ceiling will be good for mum, good for dad – oh, and good for the children too!

‘This book is an important contribution to our understanding of modern day families in that it explores a topic that is pervasive in society: the lack of work-family balance.’
Rosina McAlpine Author of "Inspired Children"

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The Enchantment of English is a study of the teaching of English in Australian universities, from its beginnings in the second half of the 19th century through to the 1960s and 1970s, a period in which universities proliferated and diversified. Written from the belief that every discipline is enhanced by understanding the arguments made for its existence and the conditions in which it was established, the author aims to help students and colleagues to think critically about the impact of institutional location in forming our habits of mind.

Amidst these stories of politics, critical debates, scrambling for appointments in specific areas and disputes about the need to satisfy the demands of students and the public for 'usefulness', this history reveals something intangible but durable: the power of the literary text over the imagination, and the power of the idea of England and its writers as a basis and motive for reading and study - hence, The Enchantment of English.

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'With this scheme, John Anderson joins a very distinguished line of philosophers who have presented us with a set of categories. We have first Plato (the doctrine of Highest Kinds in his dialogue The Sophist), then Aristotle, Kant, Hegel, and Samuel Alexander.'
– D. M. Armstrong, from the introduction.

Space, Time and the Categories presents a unique record of personal influence and inspiration over three generations of philosophers in Australia, England and Scotland. This work is a vitally important text in the history of the development of realist philosophy in Australian universities. With an introduction by emeritus professor D.M. Armstrong whose own student notes are the basis for the text used, this book brings together three of the major figures in the history of Australian philosophy.

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Delivered during the years of heightened national security of World War II these lectures present Anderson's views on the major questions in political theory in relation to the major influences upon his own early education: modern Idealism and Marxism.

In place of a simplistic contrast between individual and state Anderson insisted upon the complex interplay of movements, institutions and traditions. His modernist, realist project drew upon the major theorists of conflict, struggle and cyclic historical movement: Heraclitus, Vico and Sorel.

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Type: Hardback
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լ�е��� University Sport 1852-2007: More than a Club offers a fascinating and highly informative overview of the development of sport at the University of լ�е��� over the past century and a half. The story is set in the wider context of the history of the University and the history of Australian sport.

The University of լ�е���, with the oldest rugby football club and some of the oldest cricket, boating, tennis and athletic clubs, played a decisive, pioneering and previously undocumented role in the development of these and other sports in Australia. Apart from highlighting the contribution that the University has made to the development of sport within the wider Australian community, this study illuminates the new understandings of the role that sport has played in the life of the University and its students, and more generally of the importance of sport within Australian cultural institutions. It shows how universities have both adapted and influenced the development of the values and administration of sport within Australia.

լ�е��� University Sport 1852-2007: More than a Club is recommended reading for anyone involved in sport and education - from sport administrators and coaches, to historians, students, researchers and policy-makers. It will provide valuable understanding of the place and meaning of sport in the context of Australian schools and universities.

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Type: Paperback
Price: 30.00

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Type: Paperback
Price: 39.95

Demand for childcare has soared over the past decade as Australian families seek to reconcile work and care responsibilities. But the cost of care keeps rising, waiting lists in many metropolitan centres are long, and high quality services are not always available.

Australia’s system of early childhood education and care is fragmented, and the major political parties have failed to take a comprehensive approach to policy development. So what would a good system of early childhood education and care in Australia look like?

In this book, a selection of Australia's leading early childhood researchers, teachers, advocates and social policy experts consider:

• The goals of a good national system
• How a high quality and equitable early childhood education and care system can be delivered.
• What makes quality care?
• Who should provide and who should pay?
• Training and professional development for workers
• Regulation and funding of services

The authors offer a comprehensive set of policy principles that would deliver a better early childhood education and care regime for Australian children and their families.

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The State of the Art: Teaching Drama in the 21st Century presents cutting-edge scholarship from leading drama education in New South Wales. This collection features discussions that are directly relevant to drama teachers in primary and secondary schools, artists and theatre makers, drama education researchers and those interested in the relevance of arts and drama education in reforming the curriculum. The book reminds of the connection between practice and research in drama education, and reflects changes in curriculum and new areas of research on:

• playwriting
• improvisation and play building
• young people as audiences
• technology and drama education
• dialogue in drama education
• the opportunities for drama as a curriculum change event

The scholarship assembled here reflects some of the best and most insightful reflections on how research can directly inform the transformation of learning and teaching.

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Political Economy Now! is the story of one of the most substantial and enduring conflicts in the history of Australian universities. Beginning in the late 1960s, it pitted those committed to the teaching of mainstream economics at the University of լ�е��� against the proponents of an alternative program in political economy. The dispute continued for decades until a Department of Political Economy was established in the Faculty of Arts in 2008.

Why all the fuss over the teaching of economics? Why were the disagreements so deep and protracted? What has been at stake? Why did dissident staff and students commit so much time and energy to establishing and developing alternative courses and administrative arrangements?

The dispute involved substantial differences of opinion about the nature of the curriculum, the style of teaching, and the structures of power and decision making. Although locally focused at the University of լ�е��� and at its most intense during the 1970s and 1980s, the dispute also has wider implications for how we understand the economic system and the role of economic policy. It reflects a broader tension in Australian society about what economic arrangements best serve social needs.

The story of the struggle for alternative economics told from the political economists' perspective weaves together a general historical narrative with illustrations and interpretations of the causes and consequences of the conflict, and personal recollections of eleven former student activists, all now in significant professional positions.

Political Economy Now! is a fascinating read for those concerned about how a discipline of great social and political significance is understood and taught to its would-be practitioners.

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The essays contained in this volume canvass a broad range of issues, including accounting theory, accounting history, international accounting, management accounting, internal auditing, and accounting education. The contributions range in style from thought pieces to histories to cross-sectional and case study analyses.

The volume as a whole stands as a testament to the significant intellectual legacies of the late Professor Bill Birkett, both locally and globally, with respect to the development of accounting as an academic discipline informed by understandings of accounting practices and a profession informed by systematic and rigorous frameworks for cognition and action.

The unifying conclusion of the essayists included in this volume is that Bill was ahead of his time - he was visionary in his thinking about accounting and uniquely distinctive in terms of the voice that conveyed his ideas. Bill's ideas have and will continue to influence many as a result of personal interaction and exposure to the educational institutions that Bill shaped. As Bruce Grey (FTSE) has stated, these essays 'are a wonderful and appropriate tribute to great man missed by many'.

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Studies in Empirical Philosophy was published in 1962 shortly after Anderson's death and had been prepared by him to include most of his published articles from the Australasian Journal of Philosophy and Psychology. It also includes a couple of articles written especially for the book. It remains the main published source of material on Anderson's systematic philosophy. John Passmore has kindly granted permission for his introduction to be included in this new release.

John Anderson (1893-1962) was Challis Professor of Philosophy at the University of լ�е��� from 1927 until 1958. He is generally regarded as the most important philosopher to have worked in Australia. His students included not only academic philosophers but also important figures in politics, law and journalism. His impact upon լ�е���'s social and cultural life was enormous.