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This article focuses on the qualitative methodologies employed in a research project developed in collaboration with Aboriginal advisors and gaining an in‐depth understanding of Aboriginal Victorian peoples’1 connection to their ancestral lands. It outlines why qualitative methodologies were used and highlights the ethical dimensions of working with Aboriginal Victorian communities. A research partnership was developed between Aboriginal Victorian communities and the non‐Aboriginal researcher and this process was emphasised because in the past Australian Indigenous people have been grossly exploited in health research. The methods of semi‐structured interviews and focus groups were used to gain a better understanding of this topic. The novel point of this article is that it provides an honest reflection of the benefits and limitations of this qualitative research process from the perspectives of a non‐Aboriginal researcher and an Aboriginal participant, when emphasis is placed on a collaborative approach. The paper outlines what a successful qualitative research project looks like in Victorian Aboriginal communities. This can be used as a blueprint not only for working with Aboriginal Victorian communities, who have been marginalised within Australian society, but may also be relevant to other culturally diverse communities throughout the world.

The purpose of this paper is to relate additive manufacturing (AM) and machining (CNC) synergistically in a modular approach in the design and manufacturing domains, to generate value for end‐users and manufacturers (a teleological system).

The research methodology decomposes a part into modules, by employing a teleological systems theory approach paired with principles of modular design. Modules are manufactured with either additive manufacturing (fused deposition modeling, FDM) or machining (CNC). Process selection is determined by a decision‐making framework that quantifies strength and weakness comparisons of FDM and CNC machining processes, accomplished using the analytic hierarchy process (AHP).

The developed methodology and decision‐making framework is successfully applied to the design and manufacturing of a large, complex V6 engine section sand casting pattern. This case study highlights the merits of the research.

The research assumes that the processes being considered are capable of meeting the product functional requirements. The proposed methodology can be extended to evaluate additional processes.

Value is assessed in this research relative to: time and cost opportunities, managing knowledge limitations of a process by leveraging hybrid options, and aligning design and manufacturing to create a product that accomplishes the goals of the end‐user (teleological effectiveness).

Utilizing the AHP process and a teleological perspective are new, and proven effective, approaches in relating additive and subtractive processes in a hybrid approach with end‐user perspectives. The research demonstrates a systematic methodology to quantify additive and subtractive process selection.

This article proposes a new paradigm including the concepts of contextualized multiple intelligences (CMIs) and triplization for reforming education. A pentagon theory is developed as the base for learning and teaching, to help students develop the necessary CMIs in the new century. Then the article illustrates the concepts and processes of triplization, including globalization, localization, and individualization, and explains why they together can provide a completely new paradigm to reform school education, curricula and pedagogy and how they can substantially contribute to the development of CMIs, of not only students, but also teachers and schools. Finally, the implications of the new paradigm for changing curricula and pedagogy are advanced. It is hoped that the new century education can support students becoming CMI citizens, who will be engaged in life‐long learning and will creatively contribute to building up a multiple intelligence society and global village.

At perhaps all levels of education, strong leadership skills are often equated with the ability to engage in critical thinking, and effective oral and written communication. The purpose of this study was to identify the self-perceived expansion of animal health interns’ leadership, critical thinking and communication competencies using the University of Florida – Engagement, Cognitive Maturity, and Innovativeness (UF-EMI) and Leadership Skills Inventory (LSI) assessments. For the UF-EMI, the total mean score of the pre-critical thinking disposition of all interns was 104.73; post-critical thinking disposition was 114.46, an increase of 9.73. Results of the LSI indicate just 70% accept who they are and don’t see themselves as good listeners.

The purpose of this paper is to examine Anzac Day commemoration in schools during World War 1.

Empirical research from newspapers and education department publications is used to illustrate key themes in these commemorations.

Despite claims made at the time that school commemorations did not promote militarism, the available evidence proves the fallacy of these assertions. Moreover, schools became very significant sites for the institutionalising of Anzac Day and shaping it in quite specific ways.

While other authors have examined the militarisation of schools in Australia in the early decades of the 20th century, no study has focussed on schools specifically in relation to Anzac Day.

Considers the changing role of parents and the community within the framework of devolution and accountability in educational decision making in Australia. Calls on international literature to provide a global perspective for the changes currently under way. Considers the changing relationship between schools and their local communities since the Karmel report of 1973 and gives examples of some of the recent innovations at both state and federal level. Questions the processes being used for many of the restructuring activities and suggests that the current acceptance of the role of the community in educational decision making is not new, but is based on community education principles and practices. Concludes that the devolution of education may still have some way to go and that consideration of the needs of the whole community, rather than just the students of that community, might be one avenue for schools to consider.

Presents a study which investigated how school councils operate in the Australian state of Victoria and how parent councillors participate in the affairs of the school council. Data were collected through a questionnaire survey on 172 schools, as well as visits to schools and attendance at school council meetings. Proposes a theoretical model linking personal, institutional and community‐related factors to the successful operation of the school council. Uses data collected in the survey to test and confirm the model by using structural modelling analysis. Concludes that most of the parent councillors are relatively highly educated and the working class is under‐represented in school councils. Finds several factors to be positively associated with successful operation of school councils: the readiness of and mutual acceptance between parents and teachers; commitment of principal; parents’ satisfaction with their participation; and parents’ contribution and donations to the school.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).