Journal articles on the topic 'Royal Melbourne Institute of Technology (Australia) Students'

Establishing strong connections between universities within initial teacher education (ITE) programs not only takes time, but it also presents opportunities and challenges. Tertiary music educators are called to prepare ITE students/pre-service teachers to be culturally responsive. This article forms part of our wider study “See, Listen and Share: Exploring Intercultural Music Education in a Transnational Experience Across Three Universities (Royal Melbourne Institute of Technology University, Australia; Deakin University, Australia; and Universitat Jaume I of Castelló, Spain). For this article, we draw on student web survey data, anecdotal feedback, and our reflections. We employ Interpretative Phenomenological Analysis as a tool to thematically group our surveys into three broad overarching themes to inform our findings and discussions. We argue that music education is an effective vehicle for exploring culture and diversity through song. Our findings show that our ITE students built positive attitudes about using songs in their generalist primary and early childhood classrooms. They also recognized the importance of collaborative sharing using face-to-face and Skype. This project proved a worthy experience for all concerned, it formed a rich part of our professional learning. We encourage others to consider the approach as one way to promote multicultural music and cultural diversity within ITE programs and across other educational settings.

The concepts of environmental education and education for sustainability have been acknowledged by many tertiary institutions for over a decade. An appreciable number of institutions have signed agreements to educate students in all disciplines about sustainability. Although several Australian institutions of higher education have signed the Talloire Declaration, a recent survey finds little indication that their curricula have been changed to include sustainability education. Despite the apparent widespread support for the concept of student education in sustainability, there is little implementation. The experience of Royal Melbourne Institute of Technology (RMIT) University suggests that those concerned about education and environment/sustainability need more than conviction and vision. A strategic approach – based on change management and supported by staff development – is needed to implement these sorts of changes. Rather than attempting to outline a grand plan or model for implementation, this paper identifies key issues and looks into the current experience associated with implementation approaches.

This lecture was first delivered at the Royal Melbourne Institute of Technology (RMIT), Melbourne, Australia (05-2003). Following this delivery, the text and project illustrations are constantly being amended, expanded and updated. The lecture was subsequently delivered at:1. Thammasat University at Rangsit Campus, Bangkok, Thailand, (08-2003)2. Nanjing University, Nanjing, China (09-2003)3. Goethe Institute Hanoi and The University for Civil Engineering, Hanoi, Vietnam (12-2003)4. AESA Awards Presentation, Pune, India (01-2004)

Purpose – The purpose of this paper is to explore the foundation and development of public relations education (PRE) in Australia between 1950 and 1975. Design/methodology/approach – This paper utilises Australian-held primary and official industry association material to present a detailed and revisionist history of PR education in Australia in its foundation decades. Findings – This paper, which locates Australia's first PRE initiatives in Sydney, Melbourne and Adelaide in the 1960s, contests the only published account of PR education history by Potts (1976). The orthodox account, which has been repeated uncritically by later writers, overlooks earlier initiatives, such as the Melbourne-based Public Relations Institute of Australia, whose persistence resulted in Australia's first PR course at Royal Melbourne Institute of Technology in 1964. So too, educational initiatives in Adelaide and Sydney pre-date the traditional historiography. Originality/value – A detailed literature review suggests this paper represents the only journal-length piece on the history of PRE in Australia. It is also the first examination of relationships between industry, professional institutes, and educational authorities.

El objetivo de este artículo es presentar la organización y realización de un curso de inmersión de español como lengua extranjera (ELE) por parte del Royal Melbourne Institute of Technology (RMIT), de Australia, y la Pontificia Universidad Javeriana (PUJ), de Bogotá, Colombia. El curso fue realizado durante dos semanas, en noviembre de 2012, y en él participaron diez estudiantes australianos. Se presenta la manera como se realizó la experiencia y sus resultados, entre los cuales se destacan el mejoramiento en la competencia comunicativa y en la competencia cultural e intercultural de los estudiantes, a propósito de haber trabajado la lengua y la cultura como aspectos intrínsecamente relacionados. Se concluye que esta modalidad de cursos permite un mayor desarrollo lingüístico y también un aprendizaje cultural e intercultural invaluable para el estudiante, en el proceso de adquisición de la denominada competencia comunicativa intercultural.

Objectives: Allergic rhinitis (AR) is an immunoglobulin (Ig)E-mediated inflammatory condition that is highly prevalent worldwide. The aim of this pilot trial was to evaluate the feasibility and safety of self-administered acupressure for AR. Methods: A randomized, single-blind, non-specific controlled clinical trial was conducted at Royal Melbourne Institute of Technology (RMIT) University, Melbourne, Australia. Fifteen AR patients were randomized into two groups: self-administered acupressure at five specific acupressure (SA) points or five non-specific acupressure (NSA) points (1 min/point, twice a day), and treated for 4 weeks with an 8-week follow-up period. The primary outcome was the change in 7-point scale symptom severity. Secondary outcomes included the rhinoconjunctivitis quality of life questionnaire and standardized activities (RQLQs), medication usage, adverse events and participants’ opinions of the blinding method. The Statistical Package for the Social Science (SPSS) version 26 was used for data analyses. Results: Fourteen participants completed the study and no major adverse events were reported. No statistically significant differences between SA and NSA groups were identified in 7-point scale symptom severity scores, RQLQs or medication usage. However, participants in the SA group believed that SA was useful for AR and recommended it for self-care. The credibility of the blinding method was successful. No adverse effects were considered to be related to the intervention. Conclusion: Acupressure is feasible and appears to be safe for self-administration by AR sufferers. Experience from this pilot study has guided minor amendments to the protocol. A large-scale randomized controlled trial is warranted to further investigate the efficacy and safety of self-administered acupressure for the management of AR.

The author, a graduate of the Architectural Association (AA) London , with further studies at the Department of City and Regional Planning, Harvard University, USA , has since 1960 been professionally involved in architecture , planning and development economics , as principal architect at Malayan Architects Co-Partnership, Design Partnership (later renamed DP Architects) and until 2002, William Lim Associates. In addition to his role as Co-founder and Chairman of the Asian Urban Lab and President of AA Asia, Dr Lim was President of the Singapore Heritage Society and President of the Singapore Planning and Research Group (SPUR). Presently, he is Adjunct Professor of the Royal Melbourne Institute of Technology (RMIT), Australia - where he was conferred a Doctor of Architecture Honoris Causa - and Honorary Professor of La Salle-SIA College of the Arts (Singapore). Mr Lim is a member of the World Society for Ekistics. His numerous writings and lectures on a wide range of subjects relating to architecture, urbanism and culture in Asia as well as on current issues relating to the postmodern, "glocality" and social justice, are compiled in nine books, some of which have been translated into Japanese and Thai. Furthermore, he is co-author with Tan Hock-Beng of Contemporary Vernacular: Evoking Traditions in Asian Architecture (1997), co-editor of vol. 10, Southeast Asia (1999) of World Architecture: A Critical Mosaic 1 900-2000, and Editor of Postmodern Singapore (2002).

Objective: To describe a formal process designed to determine the nature and extent of change that may enhance the depth of student learning in the pre-professional, clinical chiropractic environment. Methods: Project teams in the Royal Melbourne Institute of Technology (RMIT) School of Health Sciences and the Division of Chiropractic explored questions of clinical assessment in several health care disciplines of the School and the issue of implementing change in a manner that would be embraced by the clinicians who supervise student-learning in the clinical environment. The teams applied to RMIT for grant funding within the Learning and Teaching Investment Fund to support two proposed studies. Results: Both research proposals were fully funded and are in process. Discussion: The genesis of this work is the discovery that the predominant management plan in the chiropractic teaching clinics is based on diagnostic reductionism. It is felt this is counter-productive to the holistic dimensions of chiropractic practice taught in the classroom and non-supportive of chiropractic's paradigm shift towards wellness. A need is seen to improve processes around student assessment in the contemporary work-integrated learning that is a prime element of learning within the clinical disciplines of the School of Health Sciences, including chiropractic. Conclusion: Any improvements in the manner of clinical assessment within the chiropractic discipline will need to be accompanied by improvement in the training and development of the clinicians responsible for managing the provision of quality patient care by Registered Chiropractic Students.

This article describes an empirical study to evaluate how the flipped learning (FL) approach has impacted a learner’s perception in attaining the graduate attributes (GAs) of five capstone project units offered at Melbourne Institute of Technology in Australia, where the authors are affiliated. The subjects include one undergraduate and one postgraduate business unit, and one undergraduate and two postgraduate units in networking. Our study is distinguished from previous research in two novel aspects. First, the subject matter concerns capstone project units which are taken by students in the final year of their degree. In these units, students are expected to apply a variety of knowledge and skills that they have acquired thus far in carrying out an industry-based project of substantial complexity. The learning outcomes (LOs) require students to apply skills and knowledge that they have learned across completed units and connect them with real-world problems. Second, the FL approach has been applied wholly in an online virtual classroom setting due to the social distancing restrictions enforced by local authorities in response to the COVID-19 pandemic. Our hypothesis is that FL has positively influenced the perception of learners in their attaining the GAs. We tested this hypothesis by using data collected by an online survey administered to the student cohorts of the five chosen units at the end of Trimester 1 of 2021. The survey, which comprised 14 questions, assesses a student’s perception of achieving the LOs through developments in three dimensions, including cognitive, affective, and behavioural, acquired in a real-world client setting. Statistical analyses of the survey data reveal that the FL approach resulted in a positive perception by students of their attaining the GAs through achieving the LOs of the capstone project units, which in turn is supported by the responses to the three measured dimensions.

This issue of The Journal of Public Space marks our Editorial Team’s fourth year of activities, that I’m proudly leading as Editor in Chief. Over the past three years we have published eight issues, 121 papers from more than 140 authors from 30 countries, engaging more than 60 academic reviewers at the global level. More than 50% of those papers were double blind peer reviewed, following academic standards; other published papers included reports from United Nations events (like the Habitat III conference and the 9th World Urban Forum) or reports concerning art-based or placemaking-led projects, professionals’ viewpoints, artists’ portfolios, editorials from influential scholars, leading experts affiliated to global NGOs and practitioners serving as guest editors. In this issue we are publishing two viewpoints related to the Placemaking movement, one from Ethan Kent, Co-director of the newly established PlacemakingX and Senior Fellow at Project for Public Spaces in New York, and another from Jeroen Laven, Anna Bradley and Levente Polyak from Placemaking Europe, the European chapter of the global Placemaking movement, founded by STIPO in Rotterdam. Each viewpoint opens a new section of the journal, aimed at incorporating placemaking as a relevant field of action: we are interested in publishing articles related to design projects and community-led interventions, collecting successful and also unsuccessful stories, from research into action, from theory to implementation, providing case studies, best practices on capacity building, education and empowerment, tackling the complexity of the process, at the community and governmental level, from top-down to bottom-up, with a particular focus on youth. With this issue we welcome two new academic partners, who will be cooperating with us during the coming years: KTH Royal Institute of Technology, Centre for the Future of Places, based in Stockholm (Sweden) and RMIT University, based in Melbourne (Australia).

Over the last decade in response to the Universities Australia National Best Practice Framework for Indigenous Cultural Competency (2011), Australian Higher Education curricula have become increasingly permeable to First Nations ways of knowing being and doing. Online Campus Floras ("Turning campus grounds into botanical learning and teaching spaces,"Quinnell, The University of Sydney, 2020) can offer valuable teaching resources for biology and for experiential place-based learning beyond biology (e.g., in ecology, human geography, storytelling) as Aboriginal and Torres Strait Islander heritage walking trails (Muecke & Eadie, 2020), and as portals to translate intergenerational knowledge by offering cultural, experiential learning for everyone (Muecke & Eadie, 2020). Partnerships between schools, two Australian universities (one in Brisbane and one in Sydney) and respectful working practices with First Nations knowledge holders in use of co-designed citizenship science projects to create, curate and disseminate location and information about Indigenous Knowings in plants by incorporating learning objects (photos, videos) derived from observations of campus flora at a university in Brisbane, Queensland, is the first of its kind to create a distinctive learning environment celebrating co-creation alongside Indigenous Knowings in curriculum via use of technology. The value of outdoor learning in the context of First Nations’ cultural connections to the living worlds is well-documented, with most botanical gardens and universities offering Aboriginal heritage trails (e.g., Royal Melbourne Institute of Technology("RMIT Keelbundoora scarred trees and heritage trail," 2020), Murdoch University ("Murdoch University: Ngoolak, Poolgala and Koorloo Walk Trail," 2020), Monash University ("Monash University:Aboriginal Trail," 2020)), The University of Sydney (“Patyegarang Language Trail, 2016). In addition, citizen science approaches offered the means for students and knowledge experts to collaborate in an online environment whilst working outdoors (e.g., Pettit et al., 2014; Struwe et al., 2014). Citizen science applications like iNaturalist App, resolve the challenges for collaborators (students and knowledge experts) when unable to physically meet due to remote locations and COVID-19 restrictions, to meet online and work in equal partnership to develop their digital literacies and resources. Here, First Nations plant knowledge was gathered in partnership from an external Indigenous plants/garden local consultant for Brisbane with students from our school collaborators via regular guidance and consultation. Learning objects (i.e. plants, yarning circles, native beehives) were crafted into a virtual educational tour using an online mapping system iNaturalist App to facilitate blended learning experiences. Students follow up by participating in development of appropriate inclusion of this information in the curriculum. Use of these online resources can widen participation outcomes and deeply embed Aboriginal and Torres Strait Islander perspectives into school and university curricula leading to preservation and promotion of Indigenous Knowings both to a national and international audience. Permission to disseminate and share this information as a teaching resource between First Nations, participating schools and the two participating universities was secured. Implications for further practice include co-creation and development of online Aboriginal & Torres Strait Islander heritage walking trails at other universities, linking to local and national botanical gardens and Aboriginal and Torres Strait Islander resource websites.

The symposium INSIDEOUT was held in Melbourne Australia from 22 to 24 April 2005. Its focus was to encourage new thinking, research and teaching between interior and landscape discourse and practice. Papers by national and international academics, practitioners and postgraduate students in the disciplines of interior design, landscape architecture, art and design were presented and published in this issue of IDEA Journal. All papers – except the invited papers by Elizabeth Grosz and Ross Gibson – have been refereed in accordance with the IDEA Journal refereeing process. The symposium was supported by IDEA (Interior Design/Interior Architecture Educators Association), RMIT School of Architecture and Design, The Australian Institute of Landscape Architects, the Louis Laybourne Smith School of Architecture and Design at the University of South Australia, and the Royal Botanic Gardens, Melbourne. In keeping with the concept of bringing two sides together – insides and outsides – this introduction is composed of two views.

05–396Altenberg, Evelyn P. (Hofstra U, USA; sphepa@hofstra.edu), The perception of word boundaries in a second language. Second Language Research (London, UK) 21.4 (2005), 325–358.05–397Baker, Wendy (Brigham Young U, USA) & Pavel Trofimovich, Interaction of native- and second-language vowel system(s) in early and late bilinguals. Language and Speech (Twickenham, UK) 48.1 (2005), 1–27.05–398Bardovi-Harlig, Kathleen (Indiana U, USA; bardovi@indiana.edu) & Robert Griffin, L2 pragmatic awareness: evidence from the ESL classroom. System (Amsterdam, the Netherlands) 33.3 (2005), 401–415.05–399Barron, Anne (Universität Bonn, Germany; a.barron@uni-bonn.de), Variational pragmatics in the foreign language classroom. System (Amsterdam, the Netherlands) 33.3 (2005), 519–536.05–400Barwell, Richard (U of Bristol, UK; richard.barwell@bris.ac.uk), Working on arithmetic word problems when English is an additional language. British Educational Research Journal (Abingdon, UK) 31.3 (2005), 329–348.05–401Benazzo, Sandra (CNRS & U of Lille 3, France), L'expression de la causalité dans le discours narratif en français L1 et L2 [The expression of causality in French narrative discourse]. Langages (Paris, France) 155 (2005), 33–51.05–402Carroll, Susanne E. (U of Potsdam, Germany; carroll@rz.uni-potsdam.de), Input and SLA: adults' sensitivity to different sorts of cues to French gender. Language Learning (Malden, MA, USA) 55.S1 (2005), 177, 79–138.05–403Chamot, Anna Uhl (George Washington U, Washington, DC, USA; auchamot@gwu.edu), Language learning strategy instruction: current issues and research. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 112–130.05–404Chen, Aoju (Max-Planck-Institute for Psycholinguistics, Nijmegen, the Netherlands), Carlos Gussenhoven & Toni Rietveld, Language-specificity in the perception of paralinguistic intonational meaning. Language and Speech (Twickenham, UK) 47.4 (2004), 311–349.05–405Cheng, Gao Yihong, Ying Zhao Yuan & Zhou Yan (Peking U, China; gaoyh@pku), Self-identity changes and English learning among Chinese undergraduates. World Englishes (Oxford, UK) 24.1 (2005), 39–51.05–406Chew, Kheng-Suan (Hong Kong Baptist U, Hong Kong, China; kschew@hkbu.edu.hk), An investigation of the English language skills used by new entrants in banks in Hong Kong. English for Specific Purposes (Amsterdam, the Netherlands) 24.4 (2005), 423–435.05–407Chieh-Fang, Hu (Taipei Municipal Teacher's College, Taiwan, China; cfhu@tmtc.edu.tw) & C. Melanie Schuele, Learning non-native names: the effect of poor native phonological awareness. Applied Psycholinguistics (Cambridge, UK) 26.3 (2005), 343–362.05–408Clachar, Arlene (U of Miami, USA; aclachar@miami.edu), Creole English speakers' treatment of tense-aspect morphology in English interlanguage written discourse. Language Learning (Malden, MA, UK) 55.2 (2005), 275–334.05–409Clark, Martyn K. & Saori Ishida (U of Hawai'i, Manoa, USA; martync@hawaii.edu), Vocabulary knowledge differences between placed and promoted EAP students. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.3 (2005), 225–238.05–410Dahl, Tove I., Margrethe Bals & Anne Lene Turi (U of Tromsø, Norway; tdahl@psyk.uit.no), Are students' beliefs about knowledge and learning associated with their reported use of learning strategies?British Journal of Educational Psychology (Leicester, UK) 75.2 (2005), 257–273.05–411Dalton-Puffer, Christiane (U of Vienna, Austria; christiane.dalton-puffer@univie.ac.at), Negotiating interpersonal meanings in naturalistic classroom discourse: directives in content-and-language-integrated classrooms. Journal of Pragmatics37.8 (2005), 1275–1293.05–412DaSilva, Iddings & Ana Christina (Vanderbilt U, USA), Linguistic access and participation: English language learners in an English-dominant community of practice. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 165–183.05–413Davis, Adrian (Macao Polytechnic Institute, China), Teachers' and students' beliefs regarding aspects of language learning. Evaluation and Research in Education (Clevedon, UK) 17.4 (2004), 207–222.05–414De Angelis, Gessica (U of Toronto at Mississauga, Canada; gdeangel@utm.utoronto.ca), Interlanguage transfer of function words. Language Learning (Malden, MA, USA) 55.3 (2005), 379–414.05–415Dekydtspotter, Laurent (Indiana U, USA; ldekydts@indiana.edu) & Jon C. Hathorn, Quelque chose…de remarquable in English–French acquisition: mandatory, informationally encapsulated computations in second language interpretation. Second Language Research (London, UK) 21.4 (2005), 291–323.05–416Demagny, Annie-Claude (Université de Paris VIII, France) & Urszula Paprocka-Pietrowska, L'acquisition du lexique verbal et des connecteurs temporels dans les récits de fiction en français L1 et L2 [The acquisition of the lexis of verbs and of temporal connectors in the telling of fictional stories in French as L1 and L2]. Langages (Paris, France) 155 (2005), 52–75.05–417Dewaele, Jean-Marc (U of London; j.dewaele@bbk.ac.uk), Investigating the psychological and emotional dimensions in instructed language learning: obstacles and possibilities. The Modern Language Journal (Malden, MA, USA) 89.3 (2005), 367–380.05–418Fleckenstein, Kristie S. (Ball State U, Muncie, USA; kflecken@bsu.edu), Faceless students, virtual places: emergence and communal accountability in online classrooms. Computers and Composition (Amsterdam, the Netherlands) 22.2 (2005), 149–176.05–419Goldschneider, Jennifer M. & Robert M. DeKeyser (U of Pittsburgh, USA; RDK1@pitt.edu), Explaining the ‘natural order of L2 morpheme acquisition’ in English: a meta-analysis of multiple determinants. Language Learning (Malden, MA, UK) 55.S1 (2005), 27–77.05–420Grüter, Theres (McGill U, Québec, Canada; theres.gruter@mail.mcgill.ca), Comprehension and production of French object clitics by child second language learners and children with specific language impairment. Applied Psycholinguistics (Cambridge, UK) 26.3 (2005), 363–391.05–421Hincks, Rebecca (The Royal Institute of Technology, Sweden; hincks@speech.kth.se), Measures and perceptions of liveliness in student oral presentation speech: a proposal for automatic feedback mechanism. System (Amsterdam, the Netherlands) 33.4 (2005), 575–591.05–422Huang, Jing (Zhanjiang Teachers U, China; peterjh@hkusua.hku.hk), A diary study of difficulties and constraints in EFL learning. System (Amsterdam, the Netherlands) 33.4 (2005), 609–621.05–423Kempe, Vera (U of Stirling, UK) & Patricia J. Brooks, The role of diminutives in the acquisition of Russian gender: can elements of child-directed speech aid in learning morphology?Language Learning (Malden, MA, USA) 55.S1 (2005), 139–176.05–424Kirtley, Susan (Western Oregon U, USA; kirtleys@wou.edu), Students' views on technology and writing: the power of personal history. Computers and Composition (Amsterdam, the Netherlands) 22.2 (2005), 209–230.05–425Kiss, Csilla (Tessedik Sámuel College, Hungary; cskiss@hu.inter.net) & Marianne Nikolov, Developing, piloting, and validating an instrument to measure young learners' aptitude. Language Learning (Malden, MA, USA) 55.1 (2005), 99–150.05–426Krashen, Stephen (U of Southern California, USA) & Clara Lee Brown, The ameliorating effects of high socioeconomic status: a secondary analysis. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 185–196.05–427Mahoney, Kate S. & Jeff MacSwan (Arizona State U, USA), Reexamining identification and reclassification of English language learners: a critical discussion of select state practices. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 31–42.05–428McColl, Hilary (Tayside, Scotland, UK; h.mccoll@clara.co.uk), Foreign language learning and inclusion: Who? Why? What? – and How?Support for Learning (Oxford, UK) 20.3 (2005), 103–108.05–429Meiring, Lynne (U of Wales, Swansea, UK) & Nigel Norman, How can ICT contribute to the learning of foreign languages by pupils with SEN?Support for Learning (Oxford, UK) 20.3 (2005), 129–134.05–430Morgan, Brian (York U, Toronto, Canada; bmorgan@yorku.ca) & Vaidehi Ramanathan, Critical literacies and language education: global and local perspectives. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 151–169.05–431Mortimore, Tilly (U of Southampton, UK; t.mortimore@soton.ac.uk), Dyslexia and learning style–a note of caution. British Journal of Special Education (Oxford, UK) 32.3 (2005) 145–148.05–432Murphy, Ellen (Trinity College, Dublin, Ireland; igrey@tcd.ie), Ian M. Grey & Rita Honan, Co-operative learning for students with difficulties in learning: a description of models and guidelines for implementation. British Journal of Special Education (Oxford, UK) 32.3 (2005), 157–164.05–433Murray, Denise E. (Macquarie U, Australia; denise.murrays@mq.edu.au), Technologies for second language literacies. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 188–201.05–434Myles, Florence (U of Newcastle, UK; Florence.Myles@ncl.ac.uk), Interlanguage corpora and second language acquisition research. Second Language Research (London, UK) 21.4 (2005), 373–391.05–435Odlin, Terence (Ohio State U, USA; odlin.1@osu.edu), Crosslinguistic influence and conceptual transfer: what are the concepts?Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 3–25.05–436Orsini-Jones, Marina (Coventry U, UK; m.orsini@coventry.ac.uk),Kathy Courtney & Anne Dickinson, Supporting foreign language learning for a blind student: a case study from Coventry University. Support for Learning (Oxford, UK) 20.3 (2005), 146–152.05–437Ortega, Lourdes (U of Hawai'i, Manoa, USA; lortega@hawaii.edu) & Gina Iberri-Shea, Longitudinal research in second language acquisition: recent trends and future directions. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 26–45.05–438Parodi, Teresa (U of Cambridge, UK; tp209@cam.ac.uk) & Ianthi-María Tsimpli, ‘Real’ and apparent optionality in second language grammars: finiteness and pronouns in null operator structures. Second Language Research (London, UK) 21.3 (2005), 250–285.05–439Peñate, Marcos & Geraldine Boylan (U of Las Palmas, Spain), The effect of interactional adjustments on the overall comprehension of spoken texts: a case study. JALT Journal (Tokyo, Japan) 27.2 (2005), 187–207.05–440Reder, Stephen & Erica Davila (Portland State U, USA; reders@pdx.edu), Context and literacy practices. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 170–187.05–441Reinders, Hayo (U of Auckland, New Zealand), Nonparticipation in university language support. JALT Journal (Tokyo, Japan) 27.2 (2005), 209–226.05–442Robinson, Peter (Aoyama Gakuin U, Tokyo; peterr@cl.aoyama.ac.jp), Aptitude and second language acquisition. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 46–73.05–443Rydland, Veslemøy & Vibeke Grøver Aukrust (U of Oslo, Norway; veslemoy.rydland@ped.uio.no), Lexical repetition in second language learners' peer play interaction. Language Learning (Malden, MA, USA) 55.2 (2005), 229–274.05–444Sparks, Richard L. (College of Mount St. Joseph, USA; richard_sparks@mail.msj.edu),James Javorsky & Lois Philips, Comparison of the performance of college students classified as ADHD, LD, and LD/ADHD in foreign language courses. Language Learning (Malden, MA, USA) 55.1 (2005), 151–177.05–445Stevens, Anne (The Open U, UK) & David Marsh, Foreign language teaching within special needs education: learning from Europe-wide experience. Support for Learning (Oxford, UK) 20.3 (2005), 109–114.05–446Strenski, Ellen (U of California, Irvine, USA; strenski@uci.edu),Caley O'DwyerFeagin & Jonathan A. Singer, Email small group peer review revisited. Computers and Composition (Amsterdam, the Netherlands) 22.2 (2005), 191–208.05–447Tarone, Elaine & Martha Bigelow (U of Minnesota, USA; etarone@umn.edu), Impact of literacy on oral language processing: implications for second language acquisition research. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 77–97.05–448Thomas, Margaret (Boston College, USA; thomasm@bc.edu), Theories of second language acquisition: three sides, three angles, three points. Second Language Research (London, UK) 21.4 (2005), 393–414.05–449Tickoo, Asha (Southern Illinois U, USA; atickoo@siue.edu), Text building, language learning and the emergence of local varieties in world Englishes. World Englishes (Oxford, UK) 24.1 (2005), 21–38.05–450Tokimoto, Shingo (Mejiro U, Japan), Disambiguation of homonyms in real-time Japanese sentence processing: case-markings and thematic constraint. Language and Speech (Twickenham, UK) 48.1 (2005), 65–90.05–451Wigglesworth, Gillian (U of Melbourne, Australia; gillianw@unimelb.edu.au), Current approaches to researching second language learner processes. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 98–111.05–452Wilks, Clarissa (Kingston U, UK; C.Wilks@kingston.ac.uk),Paul Meara & Brent Wolter, A further note on simulating word association behaviour in a second language. Second Language Research (London, UK) 21.4 (2005), 359–372.05–453Williams, John N. (U of Cambridge, UK; jnw12@cam.ac.uk) & Peter Lovatt, Phonological memory and rule learning. Language Learning (Malden, MA, USA) 55.S1 (2005), 177–233.05–454Wire, Vivienne (East Ayrshire, Scotland, UK; vivienne.wire@east-ayrshire.gov.uk), Autistic Spectrum Disorders and learning foreign languages. Support for Learning (Oxford, UK) 20.3 (2005), 123–128.05–455Wright, Margaret & Orla McGrory (Queen's U Belfast, Northern Ireland), Motivation and the adult Irish language learner. Educational Research (London, UK) 47.2 (2005), 191–204.05–456Wright, Wayne E. (U of Texas, San Antonio, USA), English language learners left behind in Arizona: the nullification of accommodations in the intersection of federal and state policies. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 1–29.05–457Zareva, Alla (Northern Arizona U, USA; Alla.Zareva@nau.ed), Models of lexical knowledge assessment of second language learners of English at higher levels of language proficiency. System (Amsterdam, the Netherlands) 33.4 (2005), 547–562.05–458Zareva, Alla (Northern Arizona U, Flagstaff; Alla.Zareva@nau.edu), Paula Schwanenflugel & Yordanka Nikolova, Relationship between lexical competence and language proficiency: variable sensitivity. Studies in Second Language Acquisition (Cambridge, UK) 27.4 (2005), 567–595.

2021 The 7th International Conference on Digital Manufacturing and Automation (ICDMA 2021) was held from May 10-12, 2021 with workshop of 2021 6th International Conference on Mechanical and Electronics Engineering. Our attendees safty would be the highest priority, some participants are now facing travel restrictions and may have to cancel their schedule because of COVID-19. According to this situation, the conference is available to use all social media methods, such as online/video presentation, etc, except the regular presentation types (oral & poster). The conference is co-sponsored by National Tsing-Hua University, Taiwan and Royal Melbourne Institute of Technology, Australia, Science and Engineering Institute. It aims to bring together researchers, developers, and users in both industry and academia in the world for sharing state-of-art results, for exploring new areas of research and development, and to discuss emerging issues on digital manufacturing and automation. As is well known to us all, digital manufacturing and automation technology plays a more and more important role in industry advancing now, The conference is aimed at reporting up-to-the-minute innovations and developments, brought together leading researchers, engineers and scientists in the domain of interest from around the world. For conference online, three keynote speakers were invited to give the keynote speeches on May 11, 2021. This proceeding including 12 papers in two chapters of material design and optimization and industrial automation and manufacturing, the authors are from varies countries, hope those papers can help you to gain something and promote the development of Digital Manufacturing and Automation and Mechanical and Electronics Engineering. The conference received 23 submissions, and every paper was reviewed by in two rounds For the success helding of ICDMA 2021, we would like to express our appreciation to all the reviewer's review works and their support, all the conference website editor and committee members' hard works. It very nice to have you worked for conference ICDMA 2021. The conference would welcome to your join for next conference series. At last, wish you could get something from our conference and conference proceedings!! Conference Committees, Peer Review Statement, are available in this pdf

04–198Chandler-Olcott, Kelly and Mahar, Donna (Syracuse U., USA; Email: kpchandl@syr.edu). ‘Tech-savviness’ meets multiliteracies: exploring adolescent girls' technology-mediated literacy practices. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 356–85.04–199Chung, Teresa Mihwa & Nation, Paul (Victoria U., New Zealand; Email: Paul.Nation@vuw.ac.nz). Identifying technical vocabulary. System (Oxford, UK), 32, 2 (2004), 251–63.04–200Ellis, Rod and Yuan, Fangyuan (U. of Auckland, New Zealand; Email: r.ellis@auckland.ac.nz). The effects of planning on fluency, complexity, and accuracy in L2 narrative writing. Studies in Second Language Acquisition (New York, USA) 26, 1 (2004), 59–84.04–201Gascoigne, Carolyn (U. of Nebraska-Omaha, USA). Examining the effect of feedback in beginning L2 composition. Foreign Language Annals (New York, USA), 37, 1 (2004) 71–76.04–202Hamston, J. and Love, K. Reading relationships: Parents, boys, and reading as cultural practice. Australian Journal of Language and Literacy (Adelaide, Australia), 26, 3 (2003), 44–57.04–203Hobbs, Renee and Frost, Richard (Babson College, USA). Measuring the acquisition of media-literacy skills. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 330–55.04–204Huang, Jingzi (Monmouth University, USA; Email: jhuang@Monmouth.edu). Socialising ESL students into the discourse of school science through academic writing. Language and Education (Clevedon, UK), 18, 2 (2004), 97–123.04–205Johnston, Brenda (U. of Southampton, UK; Email: bhm@soton.ac.uk). Teaching and researching critical academic writing: scrutiny of an action research process. Educational Action Research (Oxford, UK), 11, 3 (2003), 365–87.04–206Kamler, B. (Deakin University, Australia). Relocating the writer's voice – from voice to story and beyond. English in Australia (Norwood, Australia), 138 (2003), 34–40.04–207Kim, Hae-Ri (Kyungil U., South Korea; Email: hrkimasu@hanmail.net). Dialogue journal writing through a literature-based approach in an EFL setting. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 293–318.04–208Kim, Myonghee (Indiana University, USA; Email: mahn@indiana.edu). Literature discussions in adult L2 learning. Language and Education (Clevedon, UK), 18, 2 (2004), 145–66.04–209Lee, Icy (Hong Kong Baptist U., Hong Kong; Email: icylee@hkbu.edu.hk). L2 writing teachers' perspectives, practices and problems regarding error feedback. Assessing Writing (New York, USA), 8, 3 (2003), 216–37.04–210Lindgren, Eva (Email: eva.lindgren@engelska.umu.se) and Sullivan, Kirk P. H. Stimulated recall as a trigger for increasing noticing and language awareness in the L2 writing classroom: a case study of two young female writers. Language Awareness (Clevedon, UK), 12, 3&4 (2003), 172–86.04–211Luke, A. (U. of Queensland, Australia/National Institute of Education, Singapore). Making literacy policy and practice with a difference. Australian Journal of Language and Literacy. (Adelaide, Australia), 26, 3 (2003), 58–82.04–212Mission, R. (U. of Melbourne, Australia). Imagining the self: the individual imagination in the English classroom. English in Australia (Norwood, Australia) 138 (2003), 24–33.04–213Morris, Darrell, Bloodgood, Janet W., Lomax, Richard G. and Perney, Jan (Appalachian State U., USA). Developmental steps in learning to read: a longitudinal study in kindergarten and first grade. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 302–28.04–214Ryu, Hoyeol (Hankyong National University, Korea; Email: hoyeol@hnu.hankyong.ac.kr). Process approach to writing in the post-process era: A case study of two college students' writing processes. English Teaching (Anseonggun, Korea), 58, 3 (2003), 123–42.04–215Shen, Helen H. (University of Iowa, USA; Email: Helen-shen@uiowa.edu). Level of cognitive processing: effects on character learning among non-native learners of Chinese as a foreign language. Language and Education (Clevedon, UK), 18, 2 (2004), 167–82.04–216Shi, Ling (U. of British Columbia, Canada). Textual borrowing in second-language writing. Written Communication (Thousand Oaks, California, USA), 21, 2 (2004), 171–200.04–217Spence, Lucy K. (Arizona State University, USA). Stepping out of the conversation: giving students a space to co-construct writing. Bilingual Research Journal (Arizona, USA), 27, 3 (2003), 523–32.

05–466Cheng Pui-Wah, Doris (Hong Kong Institute of Education, Hong Kong, China; doris@ied.edu.hk) & Philip Stimpson, Articulating contrasts in kindergarten teachers' implicit knowledge on play-based learning. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 339–352.05–467Collins, Fiona M. (Roehampton U, London, UK; f.collins@roehampton.ac.uk), ‘She's sort of dragging me into the story!’ Student teachers' experiences of reading aloud in Key Stage 2 classes. Literacy (Oxford, UK) 39.1 (2005), 10–17.05–468Fischl, Dita (Kaye College for Teacher Education, Israel) & Shifra Sagy, Beliefs about teaching, teachers and schools among pre-service teachers: the case of Israeli-Bedouin students. Language, Culture and Curriculum (Clevedon, UK) 18.1 (2005), 59–71.05–469Gamliel, Eyal & Liema Davidovitz (Ruppin Academic Center, Israel; eyalg@ruppin.ac.il), Online versus traditional teaching evaluation: mode can matter. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.6 (2005), 581–592.05–470Gebhard, Jerry G. (Indiana U of Pennsylvania, USA), Awareness of teaching through action research: examples, benefits, limitations. JALT Journal (Tokyo, Japan) 27.1 (2005), 53–69.05–471Gillies, Robyn M. (U of Queensland, Australia; r.gillies@uq.edu.au), The effects of communication training on teachers' and students' verbal behaviours during cooperative learning. International Journal of Educational Research (Amsterdam, the Netherlands) 41.3 (2005), 257–279.05–472Grugeon, Elizabeth (De Montfort U, Bedford, UK; egrugeon@dmu.ac.uk), Listening to learning outside the classroom: student teachers study playground literacies. Literacy (Oxford, UK) 39.1 (2005), 3–9.05–473Harfitt, Gary & Nicole Tavares (U of Hong Kong, Hong Kong, China; gharfitt@hkucc.hku.hk), Obstacles as opportunities in the promotion of teachers' learning. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 353–366.05–474Hosie, Peter (Curtin U of Technology, Australia; Peter.Hosie@cbs.curtin.edu.au), Renato Schibeci & Ann Backhaus, A framework and checklists for evaluating online learning in higher education. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.5 (2005), 539–553.05–475Katyal, Kokila & Colin Evers (U of Hong Kong, Hong Kong, China; kkatyal@hkusua.hku.hk), Teacher leadership and autonomous student learning: adjusting to the new realities. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 367–382.05–476Kwo, Ora W. Y. (U of Hong Kong, Hong Kong, China; wykwo@hku.hk), Understanding the awakening spirit of a professional teaching force. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 292–306.05–477Lewis, Ramon (La Trobe U, Melbourne, Australia), Shlomo Romi, Xing Qui & Yaacov J. Katz, Teachers' classroom discipline and student misbehavior in Australia, China and Israel. Teaching and Teacher Education21.6 (2005), 729–741.05–478Ogier, John (U of Canterbury, New Zealand; john.ogier@canterbury.ac.nz), Evaluating the effect of a lecturer's language background on a student rating of teaching form. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.5 (2005), 477–488.05–479Orland-Barak, Lily (The U of Haifa, Israel) & Hayuta Yinon, Different but similar: student teachers' perspectives on the use of L1 in Arab and Jewish EFL classroom settings. Language, Culture and Curriculum (Clevedon, UK) 18.1 (2005), 91–113.05–480Pearson, Sue (Leeds U, UK; S.E.Pearson@education.leeds.ac.uk) & Gary Chambers, A successful recipe? Aspects of the initial training of secondary teachers of foreign languages. Support for Learning (Oxford, UK) 20.3 (2005), 115–122.05–481Perry, Bill & Timothy Stewart (Kumamoto U, Japan; perry@kumamoto-u.ac.jp), Insights into effective partnership in interdisciplinary team teaching. System (Amsterdam, the Netherlands) 33.4 (2005), 563–573.05–482Ricketts, Chris (Plymouth U, UK; C.Ricketts@plymouth.ac.uk) & Stan Zakrzewski, A risk-analysis approach to implementing web-based assessment. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.6 (2005), 603–620.05–483Tajino, Akira (Kyoto U, Japan) & Craig Smith, Exploratory practice and Soft Systems Methodology. Language Teaching Research (London, UK) 9.4 (2005), 448–469.05–484Wu, Zongjie (Zhejiang U, China; zongjiewu@zju.edu.cn), Being, understanding and naming: teachers' life and work in harmony. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 307–323.05–485Zeegers, Margaret (U of Ballarat, Australia), English community school teacher education and English as a second language in Papua New Guinea: a study of a practicum. Asia-Pacific Journal of Teacher Education (London, UK) 33.2 (2005), 135–146.

06–208Bertinetto, Pier Marco (Scuola Normale Superiore, Pisa, Italy; bertinetto@sns.it) & Michele Loporcaro, The sound pattern of Standard Italian, as compared with the varieties spoken in Florence, Milan and Rome. Journal of the International Phonetic Association (Cambridge University Press) 35.1 (2005), 131–151.06–209Bruton, Anthony (U Seville, Spain; abruton@siff.us.es), Process writing and communicative-task-based instruction: Many common features, but more common limitations?TESL-EJ (www.tesl-ej.org) 9.3 (2005), 33 pp.06–210Canagarajah, A. Suresh (City U New York, USA), TESOL at forty: What are the issues. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 9–34.06–211Davies, Alun (Aichi Shukutoku U; Japan alun1917@yahoo.co.uk), What do learners really want from their EFL course?ELT Journal (Oxford University Press) 60.1 (2006), 3–12.06–212Eckert, Germana (U Technology, Sydney, Australia; geckert@aim.edu.au), Optimal class sizes in EAP programs. English in Australia (www.englishaustralia.com.au) 22.2 (2005), 12 pp.06–213Ellis, Rod (U Auckland, New Zealand), Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 83–107.06–214Farrell, Thomas S. C. (Brock U, Canada; tfarrell@brocku.ca) & Particia Lim Poh Choo, Conceptions of grammar teaching: A case study of teachers' beliefs and classroom practices. TESL-EJ (www.tesl-ej.org) 9.2 (2005), 13 pp.06–215Felix, Uschi (Monash U, Melbourne, Australia; uschi.felix@arts.monash.edu.au), What do meta-analyses tell us about CALL effectiveness?ReCALL (Cambridge University Press) 17.2 (2005), 269–288.06–216Haneda, Mari (Ohio State U, USA; haneda.1@osu.edu), Some functions of triadic dialogue in the classroom: examples from L2 research. The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 313–333.06–217Hinkel, Eli (Seattle U, USA), Current perspective on teaching the four skills. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 109–131.06–218Hu, Guangwei (Technological U, Singapore; gwhu@nie.edu.sg), English language education in China: Policies, progress, and problems. Language Policy (Springer) 4.1 (2005), 5–24.06–219Jenkins, Jennifer (King's College, London, UK; Jennifer.jenkins@kcl.ac.uk), Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 157–181.06–220Johnson, David (Kennesaw State U, USA; djohnson@kennesaw.edu), Teaching culture in adult ESL: Pedagogical and ethical considerations. TESL-EJ (www.tesl-ej.org) 9.1 (2005), 12 pp.06–221Kern, Richard (U California at Berkeley, USA), Perspectives on technology in learning and teaching languages. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 183–210.06–222Kumaravidivelu, B. (San José State U, USA), TESOL methods: changing tracks, challenging trends. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 59–81.06–223Li, Song (Harbin Institute of Technology, China) & Fu Li, Intercultural communicative language teaching: Rethinking the communicative approach to ELT in China. English in Australia (www.englishaustralia.com.au) 22.1 (2004), 24 pp.06–224Mantero, Miguel (U Alabama, USA; mmantero@bamaed.ua.edu), Language, education, and success: A view of emerging beliefs and strategies in the Southeastern United States. TESL-EJ (www.tesl-ej.org) 9.1 (2005), 15 pp.06–225Morgan, Angela (U Wolverhampton, UK; Angela-Morgan@wlv.ac.uk) & Kevin Hogan, School placement and conductive education: the experiences of education administrators. British Journal of Special Education (Blackwell) 32.3 (2005), 149–156.06–226Ryan, Mary, Systemic literacy initiatives: Stories of regulation, conflict and compliance. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 28.2 (2005), 114–126.06–227Savickienė, Ineta & Violeta Kalėdaitė (Vytautas Magnus U, Kaunas, Lithuania), Cultural and linguistic diversity of the Baltic states in a new Europe. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.5 (2005), 442–452.06–228Schauer, Gila (Lancaster U, UK; g.schauer@lancaster.ac.uk) & Svenja Adolphs, Expressions of gratitude in corpus and DCT data: Vocabulary, formulaic sequences, and pedagogy. System (Elsevier) 34.1 (2006), 119–134.06–229Silver, Rita Elaine & Rita Skuja Steele (Nanyang Technological U, Singapore; resilver@nie.edu.sg), Priorities in English language education policy and classroom implementation. Language Policy (Springer) 4.1 (2005), 107–128.06–230Sugita, Yoshihito (Yamanashi U, Japan; sugita@yamanshi-ken.ac.uk), The impact of teachers' comment types on students' revision. ELT Journal (Oxford University Press) 60.1 (2006), 34–41.06–231Vandergriff, Ilona (San Francisco State U, USA; vdgriff@sfsu.edu), Negotiating common ground in computer-mediated versus face-to-face discussion. Language Learning & Technology (http://llt.msu.edu/intro.html) 10.1 (2006), 110–138.06–232Wells-Jensen, Sheri (Bowling Green State U, USA; swellsj@bgnet.bgsu.edu), The Braille International Phonetic Alphabet and other options: The blind student in the phonetics classroom. Journal of the International Phonetic Association (Cambridge University Press) 35.1 (2005), 221–230.06–233Williams, Howard (Columbia U, USA; howwil@aol.com), Maths in the grammar classroom. ELT Journal (Oxford University Press) 60.1 (2006), 23–33.06–234Zacharias, Nugrahenny T. (Satya Wacana Christian U, Indonesia), Teachers' beliefs about the use of the students' mother tongue: A survey of tertiary English teachers in Indonesia. English in Australia (www.englishaustralia.com.au) 22.1 (2004), 9 pp.

05–267Aitchison, Claire (U of Western Sydney, Australia), Thesis writing circles. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 97–115.05–268Allison, Desmond (The National U of Singapore), Authority and accommodation in higher degree research proposals. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 155–180.05–269Bazerman, Charles (U of California, Santa Barbara, USA), An essay on pedagogy by Mikhail M. Bakhtin. Written Communication (Thousand Oaks, CA, USA) 22.3 (2005), 333–338.05–270Belanger, Joe (U of British Columbia, USA), ‘When will we ever learn?’: the case for formative assessment supporting writing development. English in Australia (Norwood, Australia) 141 (2004), 41–48.05–271Bodwell, Mary Buchinger (Massachusetts College of Pharmacy and Health Sciences, USA; mary.bodwell@bos.mcphs.edu), ‘Now what does that mean, “first draft”?’: responding to text in an adult literacy class. Linguistics and Education (Amsterdam, the Netherlands) 15.1–2 (2004), 59–79.05–272Broadley, Guy, Seeing forward looking back: the New Zealand literacy picture. Australian Journal of Language and Literacy (Norwood, Australia) 28.1 (2005), 8–18.05–273Bruton, Anthony & Emilia Alonso Marks (Universidad de Sevilla, Spain), Reading texts in instructed L1 and FL reading: student perceptions and actual selections. Hispania (Exton, PA, USA) 87.4 (2004), 770–783.05–274Chandrasegaran, Antonia (Nanyang Technical U, Singapore), Mary Ellis & Gloria Poedjosoedarmo, Essay Assist: developing software for writing skills improvement in partnership with students. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 137–155.05–275Chujo, Kiyomi (Nihon U, Japan; chujo@cit.nihon-u.ac.jp) & Masao Utiyama, Understanding the role of text length, sample size and vocabulary size in determining text coverage. Reading in a Foreign Language (Honolulu, HI, USA) 17.1 (2005), 1–22.05–276Cromley, Jennifer G. & Roger Azevedo (U of Maryland College Park, USA), What do reading tutors do? A naturalistic study of more and less experienced tutors in reading. Discourse Processes (Mahwah, NJ, USA) 40.1 (2005), 83–113.05–277Crompton, Peter (crompton@fastmail.fm), ‘Where’, ‘In which’, and ‘In that’: a corpus-based approach to error analysis. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 157–176.05–278Day, Richard (U of Hawaii, Manoa, USA) & Jeong-suk Park, Develop ing reading comprehension questions. Reading in a Foreign Language (Honolulu, HI, USA) 17.1 (2005), 60–73.05–279Dunlosky, John & Katherine A. Rawson (U of North Carolina at Greensboro, USA), Why does rereading improve metacomprehension accuracy? Evaluating the Levels-of-Disruption Hypothesis for the Rereading Effect. Discourse Processes (Mahwah, NJ, USA) 40.1 (2005), 37–55.05–280Guillot, Marie-Noëlle (U of East Anglia, UK), Il y a des gens qui disent que…‘there are people who say that…’. Beyond grammatical accuracy in FL learners' writing: issues of non-nativeness. International Review of Applied Linguistics in Language Teaching (IRAL) (Berlin, Germany) 43.2. (2005), 109–128.05–281Haan, Pieter de (p.dehaan@let.ru.nl) & Kees van Esch, The development of writing in English and Spanish as foreign languages. Assessing Writing (Amsterdam, the Netherlands) 10.2 (2005), 100–116.04–282Hitosugi, Claire Ikumi & Richard R. Day (U of Hawaii, Manoa, USA), Extensive reading in Japanese. Reading in a Foreign Language (Honolulu, HI, USA) 16.1 (2004), 21–39.05–283Hunt, Alan (Kansai U, Osaka, Japan) & David Beglar, A framework for developing EFL reading vocabulary. Reading in a Foreign Language (Honolulu, HI, USA) 17.1 (2005), 23–59.05–284Jackson, Sue & Susan Gee (Victoria U of Wellington, New Zealand; sue.jackson@vuw.ac.nz), ‘Look Janet’, ‘No you look John’: constructions of gender in early school reader illustrations across 50 years. Gender and Education (Abingdon, UK) 17.2 (2005), 115–128.05–285Kaplan, B. Robert (U of Southern California, USA) & Richard B. Baldauf, Jr., Editing contributed scholarly articles from a language management perspective. Journal of Second Language Writing (Amsterdam, the Netherlands) 14.1 (2005), 47–62.05–286Keen, John (Manchester U, UK; john.keen@man.ac.uk), Sentence-combining and redrafting processes in the writing of secondary school students in the UK. Linguistics and Education (Amsterdam, the Netherlands) 15.1–2 (2004), 81–97.05–287Liu, Lu (Purdue U, USA), Rhetorical education through writing instruction across cultures: a comparative analysis of select online instructional materials on argumentative writing. Journal of Second Language Writing (Amsterdam, the Netherlands) 14.1 (2005), 1–18.05–288Liu, Yongbing (Nanyang Technological U, Singapore), The construction of pro-science and technology discourse in Chinese language textbooks. Language and Education (Clevedon, UK) 19.4 (2005), 281–303.05–289McCarthey, Sarah J. & Georgia Earnest García (U of Illinois at Urbana-Champaign, USA), English language learners' writing practices and attitudes. Written Communication (Thousand Oaks, CA, USA) 22.2 (2005), 36–75.05–290McCarthey, Sarah J., Yuey-Hi Guo & Sunday Cummins (U of Illinois, USA), Understanding changes in elementary Mandarin students' L1 and L2 writing. Journal of Second Language Writing (Amsterdam, the Netherlands) 14.2 (2005), 71–104.05–291Mills, Kathy, Deconstructing binary oppositions in literacy discourse and pedagogy. Australian Journal of Language and Literacy (Norwood, Australia) 28.1 (2005), 67–82.05–292Mišak, Aleksandra, Matko Marušić & Ana Marušić (Zagreb U School of Medicine, Croatia), Manuscript editing as a way of teaching academic writing: experience from a small scientific journal. Journal of Second Language Writing (Amsterdam, the Netherlands) 14.2 (2005), 151–172.05–293Misson, Ray (U of Melbourne, Australia), What are we creating in creative writing?English in Australia (Norwood, Australia) 141 (2004), 132–140.05–294Nelson, Cynthia D. & Caroline San Miguel (U of Technology, Sydney, Australia), Designing doctoral writing workshops that problematise textual practices. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 116–136.05–295Oller, Jr., John W., Liang Chen, Stephen, D. Oller & Ning Pan (U of Louisiana at Lafayette, USA), Empirical predictions from a general theory of signs. Discourse Processes (Mahwah, NJ, USA) 40.2 (2005), 115–144.05–296Paltridge, Brian (U of Sydney, Australia), Teaching thesis and dissertation writing. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 78–96.05–297Pantaleo, Sylvia, Young children engage with the metafictive in picture books. Australian Journal of Language and Literacy (Norwood, Australia) 28.1 (2005), 19–37.05–298Pearson, Lynn (Bowling Green State U, USA), The web portfolio: a project to teach Spanish reading and Hispanic cultures. Hispania (Exton, PA, USA) 87.4 (2004), 759–769.05–299Peterson, Shelley & Theresa Calovini (Toronto U, Canada; slpeterson@oise.utoronto.ca), Social ideologies in grade eight students' conversation and narrative writing. Linguistics and Education (Amsterdam, the Netherlands) 15.1–2 (2004), 121–139.05–300Reynolds, Dudley W. (U of Houston, USA), Linguistic correlates of second language literacy development: evidence from middle-grade learner essays. Journal of Second Language Writing (Amsterdam, the Netherlands) 14.1 (2005), 19–45.05–301Roache-Jameson, Sharyn, Kindergarten connections: a study of intertextuality and its links with literacy in the kindergarten classroom. Australian Journal of Language and Literacy (Norwood, Australia) 28.1 (2005), 48–66.05–302Ryan, Josephine, Young people choose: adolescents' text pleasures. Australian Journal of Language and Literacy (Norwood, Australia) 28.1 (2005), 38–54.05–303Rymes, Betsy (Georgia U, USA; brymes@coe.uga.edu), Contrasting zones of comfortable competence: popular culture in a phonics lesson. Linguistics and Education (Amsterdam, the Netherlands) 14.3–4 (2003), 321–335.05–304Skillen, Jan & Emily Purser (U of Wollongong, Australia), Teaching thesis writing: policy and practice at an Australian university. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 17–33.05–305Stapleton, Paul (Hokkaido U, Japan; paulstapleton@gmail.com), Using the web as a research source: implications for L2 academic writing. The Modern Language Journal (Malden, MA, USA) 89.2 (2005), 177–189.05–306Starfield, Sue (U of New South Wales, Australia), The evolution of a thesis-writing course for Arts and Social Sciences students: what can applied linguistics offer?Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 137–154.05–307Strauss, Pat, Jo Ann Walton & Suzanne Madsen (Auckland U of Technology, New Zealand), ‘I don't have time to be an English teacher’: supervising the EAL thesis. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 1–16.05–308Terras, Melissa (U of London, UK; m.terras@ucl.ac.uk), Reading the readers: modelling complex humanities processes to build cognitive systems. Literary and Linguistic Computing (Oxford, UK) 20.1 (2005), 41–59.05–309Turner, Joan (U of London, UK), Writing a Ph.D. in the contemporary humanities. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 34–53.05–310Wallace, Catherine (Institute of Education, UK; c.wallace@ioe.ac.uk), Conversations around the literacy hour in a multilingual London primary school. Language and Education (Clevedon, UK) 19.4 (2005), 322–338.05–311Yamada, Kyoko (wsedikol@hotmail.com), Lexical patterns in the eyes of intermediate EFL readers. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 177–188.05–312Yamashita, Junko (Nagoya U, Japan), Reading attitudes in L1 and L2, and their influence on L2 extensive reading. Reading in a Foreign Language (Honolulu, HI, USA) 16.1 (2004), 1–19.05–313Zhang, Hao & Rumjahn Hoosain (The U of Minnesota, USA), Activation of themes during narrative reading. Discourse Processes (Mahwah, NJ, USA) 40.1 (2005), 57–82.

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05–225Acevedo Butcher, Carmen (Sogang U, Korea), The case against the ‘native speaker’. English Today (Cambridge, UK) 21.2 (2005), 13–24.05–226Barcroft, Joe & Mitchell S. Sommers (Washington U in St. Louis, USA; barcroft@wustl.edu), Effects of acoustic variability on second language vocabulary learning. Studies in Second Language Acquisition (Cambridge, UK) 27.3 (2005), 387–414.05–227Barr, David, Jonathan Leakey & Alexandre Ranchoux (U of Ulster, UK), Told like it is! An evaluation of an integrated oral development pilot project. Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 55–78.05–228Belz, Julie A. (Pennsylvania State U, USA), Intercultural questioning, discovery and tension in Internet-mediated language learning partnerships. Language and Intercultural Communication (Clevedon, UK) 5.1 (2005), 3–39.05–229Berry, Roger (Lingan U, Hong Kong, China), Who do they think ‘we’ is? Learners' awareness of personality in pedagogic grammars. 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Introduction: From Trifle to Tiramisu Tiramisu is an Italian dessert cake, usually comprising sponge finger biscuits soaked in coffee and liquor, layered with a mixture of egg yolk, mascarpone and cream, and topped with sifted cocoa. Once a gourmet dish, tiramisu, which means “pick me up” in Italian (Volpi), is today very popular in Australia where it is available for purchase not only in restaurants and cafés, but also from fast food chains and supermarkets. Recipes abound in cookery books and magazines and online. It is certainly more widely available and written about in Australia than the once ubiquitous English trifle which, comprising variations on the theme of sherry soaked sponge cake, custard and cream, it closely resembles. It could be asserted that its strong coffee taste has enabled the tiramisu to triumph over the trifle in contemporary Australia, yet coffee is also a recurrent ingredient in cakes and icings in nineteenth and early twentieth century Australian cookbooks. Acknowledging that coffee consumption in Australia doubled during the years of the Second World War and maintained high rates of growth afterwards (Khamis; Adams), this article draws on examples of culinary writing during this period of increasing popularity to investigate the use of coffee in cookery as well as a beverage in these mid-twentieth century decades. In doing so, it engages with a lively scholarly discussion on what has driven this change—whether the American glamour and sophistication associated with coffee, post-war immigration from the Mediterranean and other parts of Europe, or the influence of the media and developments in technology (see, for discussion, Adams; Collins et al.; Khamis; Symons). Coffee in Australian Mid-century Epicurean Writing In Australian epicurean writing in the 1950s and 1960s, freshly brewed coffee is clearly identified as the beverage of choice for those with gourmet tastes. In 1952, The West Australian reported that Johnnie Walker, then president of the Sydney Gourmet Society had “sweated over an ordinary kitchen stove to give 12 Melbourne women a perfect meal” (“A Gourmet” 8). Walker prepared a menu comprising: savoury biscuits; pumpkin soup made with a beef, ham, and veal stock; duck braised with “26 ounces of dry red wine, a bottle and a half of curacao and orange juice;” Spanish fried rice; a “French lettuce salad with the Italian influence of garlic;” and, strawberries with strawberry brandy and whipped cream. He served sherry with the biscuits, red wine with the duck, champagne with the sweet, and coffee to finish. It is, however, the adjectives that matter here—that the sherry and wine were dry, not sweet, and the coffee was percolated and black, not instant and milky. Other examples of epicurean writing suggested that fresh coffee should also be unadulterated. In 1951, American food writer William Wallace Irwin who travelled to, and published in, Australia as “The Garrulous Gourmet,” wrote scathingly of the practice of adding chicory to coffee in France and elsewhere (104). This castigation of the French for their coffee was unusual, with most articles at this time praising Gallic gastronomy. Indicative of this is Nancy Cashmore’s travel article for Adelaide’s Advertiser in 1954. Titled “In Dordogne and Burgundy the Gourmet Will Find … A Gastronomic Paradise,” Cashmore details the purchasing, preparation, presentation, and, of course, consumption of excellent food and wine. Good coffee is an integral part of every meal and every day: “from these parts come exquisite pate de fois, truffles, delicious little cakes, conserved meats, wild mushrooms, walnuts and plums. … The day begins with new bread and coffee … nothing is imported, nothing is stale” (6). Memorable luncheons of “hors-d’oeuvre … a meat course, followed by a salad, cheese and possibly a sweet” (6) always ended with black coffee and sometimes a sugar lump soaked in liqueur. In Australian Wines and Food (AW&F), a quarterly epicurean magazine that was published from 1956 to 1960, coffee was regularly featured as a gourmet kitchen staple alongside wine and cheese. Articles on the history, growing, marketing, blending, roasting, purchase, and brewing of coffee during these years were accompanied with full-page advertisements for Bushell’s vacuum packed pure “roaster fresh” coffee, Robert Timms’s “Royal Special” blend for “coffee connoisseurs,” and the Masterfoods range of “superior” imported and locally produced foodstuffs, which included vacuum packed coffee alongside such items as paprika, bay leaves and canned asparagus. AW&F believed Australia’s growing coffee consumption the result of increased participation in quality dining experiences whether in restaurants, the “scores of colourful coffee shops opening their doors to a new generation” (“Coffee” 39) or at home. With regard to domestic coffee drinking, AW&F reported a revived interest in “the long neglected art of brewing good coffee in the home” (“Coffee” 39). Instructions given range from boiling in a pot to percolating and “expresso” (Bancroft 10; “Coffee” 37-9). Coffee was also mentioned in every issue as the only fitting ending to a fine meal, when port, other fortified wines or liqueurs usually accompanied a small demi-tasse of (strong) black coffee. Coffee was also identified as one of the locally produced speciality foods that were flown into the USA for a consulate dinner: “more than a ton of carefully selected foodstuffs was flown to New York by Qantas in three separate airlifts … beef fillet steaks, kangaroo tails, Sydney rock oysters, King prawns, crayfish tails, tropical fruits and passion fruit, New Guinea coffee, chocolates, muscatels and almonds” (“Australian” 16). It is noteworthy that tea is not profiled in the entire run of the magazine. A decade later, in the second half of the 1960s, the new Australian gourmet magazine Epicurean included a number of similar articles on coffee. In 1966 and 1969, celebrity chef and regular Epicurean columnist Graham Kerr also included an illustrated guide to making coffee in two of the books produced alongside his television series, The Graham Kerr Cookbook (125) and The Graham Kerr Cookbook by the Galloping Gourmet (266-67). These included advice to buy freshly roasted beans at least once a week and to invest in an electric coffee grinder. Kerr uses a glass percolator in each and makes an iced (milk) coffee based on double strength cooled brewed coffee. Entertaining with Margaret Fulton (1971) is the first Margaret Fulton cookery book to include detailed information on making coffee from ground beans at home. In this volume, which was clearly aimed at the gourmet-inclined end of the domestic market, Fulton, then cookery editor for popular magazine Woman’s Day, provides a morning coffee menu and proclaims that “Good hot coffee will never taste so good as it does at this time of the day” (90). With the stress on the “good,” Fulton, like Kerr, advises that beans be purchased and ground as they are needed or that only a small amounts of freshly ground coffee be obtained at one time. For Fulton, quality is clearly linked to price—“buy the best you can afford” (90)—but while advising that “Mocha coffee, which comes from Aden and Mocha, is generally considered the best” (90), she also concedes that consumers will “find by experience” (90) which blends they prefer. She includes detailed information on storage and preparation, noting that there are also “dozens of pieces of coffee making equipment to choose from” (90). Fulton includes instructions on how to make coffee for guests at a wedding breakfast or other large event, gently heating home sewn muslin bags filled with finely ground coffee in urns of barely boiling water (64). Alongside these instructions, Fulton also provides recipes for a sophisticated selection of coffee-flavoured desserts such as an iced coffee soufflé and coffee biscuits and meringues that would be perfect accompaniments to her brewed coffees. Cooking with Coffee A prominent and popular advocate of Continental and Asian cookery in Melbourne in the 1950s, Maria Kozslik Donovan wrote and illustrated five cookery books and had a successful international career as a food writer in the 1960s and 1970s. Maria Kozslik was Hungarian by birth and education and was also educated in the USA before marrying Patrick Donovan, an Australian, and migrating to Sydney with him in 1950. After a brief stay there and in Adelaide, they relocated to Melbourne in 1953 where she ran a cookery school and wrote for prominent daily newspaper The Age, penning hundreds of her weekly “Epicure’s Corner: Continental Recipes with Maria Kozslik” column from 1954 to 1961. Her groundbreaking Continental Cookery in Australia (1955) collects some 140 recipes, many of which would appear in her column—predominantly featuring French, Italian, Viennese, and Hungarian dishes, as well as some from the Middle East and the Balkans—each with an informative paragraph or two regarding European cooking and dining practices that set the recipes in context. Continental Cookery in Australia includes one recipe for Mocha Torte (162), which she translates as Coffee Cream Cake and identifies as “the favourite of the gay and party-loving Viennese … [in] the many cafés and sweet shops of Salzburg and Vienna” (162). In this recipe, a plain sponge is cut into four thin layers and filled and covered with a rich mocha cream custard made from egg yolks, sugar and a good measure of coffee, which, when cooled, is beaten into creamed butter. In her recipe for Mocha Cream, Donovan identifies the type of coffee to be used and its strength, specifying that “strong Mocha” be used, and pleading, “please, no essence!” She also suggests that the cake’s top can be decorated with shavings of the then quite exotic “coffee bean chocolate,” which she notes can be found at “most continental confectioners” (162), but which would have been difficult to obtain outside the main urban centres. Coffee also appears in her Café Frappe, where cooled strong black coffee is poured into iced-filled glasses, and dressed with a touch of sugar and whipped cream (165). For this recipe the only other direction that Donovan gives regarding coffee is to “prepare and cool” strong black coffee (165) but it is obvious—from her eschewing of other convenience foods throughout the volume—that she means freshly brewed ground coffee. In contrast, less adventurous cookery books paint a different picture of coffee use in the home at this time. Thus, the more concise Selected Continental Recipes for the Australian Home (1955) by the Australian-born Zelmear M. Deutsch—who, stating that upon marrying a Viennese husband, she became aware of “the fascinating ways of Continental Cuisine” (back cover)—includes three recipes that include coffee. Deutsch’s Mocha Creams (chocolate truffles with a hint of coffee) (76-77), almond meringues filled with coffee whipped cream (89-90), and Mocha Cream Filling comprising butter beaten with chocolate, vanilla, sugar, and coffee (95), all use “powdered” instant coffee, which is, moreover, used extremely sparingly. Her Almond Coffee Torte, for example, requires only half a teaspoon of powdered coffee to a quarter of a pint (300 mls) of cream, which is also sweetened with vanilla sugar (89-90). In contrast to the examples from Fulton and Donovan above (but in common with many cookbooks before and after) Deutsch uses the term “mocha” to describe a mix of coffee and chocolate, rather than to refer to a fine-quality coffee. The term itself is also used to describe a soft, rich brown color and, therefore, at times, the resulting hue of these dishes. The word itself is of late eighteenth century origin, and comes from the eponymous name of a Red Sea port from where coffee was shipped. While Selected Continental Recipes appears to be Deutsch’s first and only book, Anne Mason was a prolific food, wine and travel writer. Before migrating to England in 1958, she was well known in Australia as the presenter of a live weekly television program, Anne Mason’s Home-Tested Recipes, which aired from 1957. She also wrote a number of popular cookery books and had a long-standing weekly column in The Age. Her ‘Home-Tested Recipes’ feature published recipes contributed by readers, which she selected and tested. A number of these were collected in her Treasury of Australian Cookery, published in London in 1962, and included those influenced by “the country cooking of England […] Continental influence […] and oriental ideas” (11). Mason includes numerous recipes featuring coffee, but (as in Deutsch above) almost all are described as mocha-flavoured and listed as such in the detailed index. In Mason’s book, this mocha taste is, in fact, featured more frequently in sweet dishes than any of the other popular flavours (vanilla, honey, lemon, apple, banana, coconut, or passionfruit) except for chocolate. These mocha recipes include cakes: Chocolate-Mocha Refrigerator cake—plain sponge layered with a coffee-chocolate mousse (134), Mocha Gateau Ring—plain sponge and choux pastry puffs filled with cream or ice cream and thickly iced with mocha icing (136) and Mocha Nut Cake—a coffee and cocoa butter cake filled and iced with mocha icing and almonds (166). There are also recipes for Mocha Meringues—small coffee/cocoa-flavoured meringue rosettes joined together in pairs with whipped cream (168), a dessert Mocha Omelette featuring the addition of instant coffee and sugar to the eggs and which is filled with grated chocolate (181) and Mocha-Crunch Ice Cream—a coffee essence-scented ice cream with chocolate biscuit crumbs (144) that was also featured in an ice cream bombe layered with chocolate-rum and vanilla ice creams (152). Mason’s coffee recipes are also given prominence in the accompanying illustrations. Although the book contains only nine pages in full colour, the Mocha Gateau Ring is featured on both the cover and opposite the title page of the book and the Mocha Nut Cake is given an entire coloured page. The coffee component of Mason’s recipes is almost always sourced from either instant coffee (granules or powdered) or liquid coffee essence, however, while the cake for the Mocha Nut Cake uses instant coffee, its mocha icing and filling calls for “3 dessertspoons [of] hot black coffee” (167). The recipe does not, however, describe if this is made from instant, essence, or ground beans. The two other mocha icings both use instant coffee mixed with cocoa, icing sugar and hot water, while one also includes margarine for softness. The recipe for Mocha Cup (202) in the chapter for Children’s Party Fare (198-203), listed alongside clown-shaped biscuits and directions to decorate cakes with sweets, plastic spaceships and dolls, surprisingly comprises a sophisticated mix of grated dark chocolate melted in a pint of “hot black coffee” lightened with milk, sugar and vanilla essence, and topped with cream. There are no instructions for brewing or otherwise making fresh coffee in the volume. The Australian culinary masterwork of the 1960s, The Margaret Fulton Cookbook, which was published in 1968 and sold out its first (record) print run of 100,000 copies in record time, is still in print, with a revised 2004 edition bringing the number of copies sold to over 1.5 million (Brien). The first edition’s cake section of the book includes a Coffee Sponge sandwich using coffee essence in both the cake and its creamy filling and topping (166) and Iced Coffee Cakes that also use coffee essence in the cupcakes and instant coffee powder in the glacé icing (166). A Hazelnut Swiss Roll is filled with a coffee butter cream called Coffee Creme au Beurre, with instant coffee flavouring an egg custard which is beaten into creamed butter (167)—similar to Koszlik’s Mocha Cream but a little lighter, using milk instead of cream and fewer eggs. Fulton also includes an Austrian Chocolate Cake in her Continental Cakes section that uses “black coffee” in a mocha ganache that is used as a frosting (175), and her sweet hot coffee soufflé calls for “1/2 cup strong coffee” (36). Fulton also features a recipe for Irish Coffee—sweetened hot black coffee with (Irish) whiskey added, and cream floated on top (205). Nowhere is fresh or brewed coffee specified, and on the page dedicated to weights, measures, and oven temperatures, instant coffee powder appears on the list of commonly used ingredients alongside flour, sugar, icing sugar, golden syrup, and butter (242). American Influence While the influence of American habits such as supermarket shopping and fast food on Australian foodways is reported in many venues, recognition of its influence on Australian coffee culture is more muted (see, for exceptions, Khamis; Adams). Yet American modes of making and utilising coffee also influenced the Australian use of coffee, whether drunk as beverage or employed as a flavouring agent. In 1956, the Australian Women’s Weekly published a full colour Wade’s Cornflour advertorial of biscuit recipes under the banner, “Dione Lucas’s Manhattan Mochas: The New Coffee Cookie All America Loves, and Now It’s Here” (56). The use of the American “cookie” instead of the Australian “biscuit” is telling here, the popularity of all things American sure to ensure, the advert suggested, that the Mochas (coffee biscuits topped with chocolate icing) would be so popular as to be “More than a recipe—a craze” (56). This American influence can also been seen in cakes and other baked goods made specifically to serve with coffee, but not necessarily containing it. The recipe for Zulu Boys published in The Argus in 1945, a small chocolate and cinnamon cake with peanuts and cornflakes added, is a good example. Reported to “keep moist for some time,” these were “not too sweet, and are especially useful to serve with a glass of wine or a cup of black coffee” (Vesta Junior 9), the recipe a precursor to many in the 1950s and 1960s. Margaret Fulton includes a Spicy Coffee Cake in The Margaret Fulton Cookbook. This is similar to her Cinnamon Tea Cake in being an easy to mix cake topped with cinnamon sugar, but is more robust in flavour and texture with the addition of whole bran cereal, raisins and spices (163). Her “Morning Coffee” section in Entertaining with Margaret Fulton similarly includes a selection of quite strongly flavoured and substantially textured cakes and biscuits (90-92), while her recipes for Afternoon Tea are lighter and more delicate in taste and appearance (85-89). Concluding Remarks: Integration and Evolution, Not Revolution Trusted Tasmanian writer on all matters domestic, Marjorie Bligh, published six books on cookery, craft, home economics, and gardening, and produced four editions of her much-loved household manual under all three of her married names: Blackwell, Cooper and Bligh (Wood). The second edition of At Home with Marjorie Bligh: A Household Manual (published c.1965-71) provides more evidence of how, rather than jettisoning one form in favour of another, Australian housewives were adept at integrating both ground and other more instant forms of coffee into their culinary repertoires. She thus includes instructions on both how to efficiently clean a coffee percolator (percolating with a detergent and borax solution) (312) as well as how to make coffee essence at home by simmering one cup of ground coffee with three cups of water and one cup of sugar for one hour, straining and bottling (281). She also includes recipes for cakes, icings, and drinks that use both brewed and instant coffee as well as coffee essence. In Entertaining with Margaret Fulton, Fulton similarly allows consumer choice, urging that “If you like your coffee with a strong flavour, choose one to which a little chicory has been added” (90). Bligh’s volume similarly reveals how the path from trifle to tiramisu was meandering and one which added recipes to Australian foodways, rather than deleted them. Her recipe for Coffee Trifle has strong similarities to tiramisu, with sponge cake soaked in strong milk coffee and sherry layered with a rich custard made from butter, sugar, egg yolks, and black coffee, and then decorated with whipped cream, glace cherries, and walnuts (169). This recipe precedes published references to tiramisu as, although the origins of tiramisu are debated (Black), references to the dessert only began to appear in the 1980s, and there is no mention of the dish in such authoritative sources as Elizabeth David’s 1954 Italian Food, which features a number of traditional Italian coffee-based desserts including granita, ice cream and those made with cream cheese and rice. By the 1990s, however, respected Australian chef and food researcher, the late Mietta O’Donnell, wrote that if pizza was “the most travelled of Italian dishes, then tiramisu is the country’s most famous dessert” and, today, Australian home cooks are using the dish as a basis for a series of variations that even include replacing the coffee with fruit juices and other flavouring agents. Long-lived Australian coffee recipes are similarly being re-made in line with current taste and habits, with celebrated chef Neil Perry’s recent Simple Coffee and Cream Sponge Cake comprising a classic cream-filled vanilla sponge topped with an icing made with “strong espresso”. To “glam up” the cake, Perry suggests sprinkling the top with chocolate-covered roasted coffee beans—cycling back to Maria Koszlik’s “coffee bean chocolate” (162) and showing just how resilient good taste can be. Acknowledgements The research for this article was completed while I was the recipient of a Research Fellowship in the Special Collections at the William Angliss Institute (WAI) of TAFE in Melbourne, where I utilised their culinary collections. Thank you to the staff of the WAI Special Collections for their generous assistance, as well as to the Faculty of Arts, Business, Informatics and Education at Central Queensland University for supporting this research. Thank you to Jill Adams for her assistance with this article and for sharing her “Manhattan Mocha” file with me, and also to the peer reviewers for their generous and helpful feedback. All errors are, of course, my own.References “A Gourmet Makes a Perfect Meal.” The West Australian 4 Jul. 1952: 8.Adams, Jill. “Australia’s American Coffee Culture.” Australasian Journal of Popular Culture (2012): forthcoming. “Australian Wines Served at New York Dinner.” Australian Wines and Food 1.5 (1958): 16. Bancroft, P. A. “Let’s Make Some Coffee.” Australian Wines & Food Quarterly 4.1 (1960): 10. Black, Jane. “The Trail of Tiramisu.” Washington Post 11 Jul. 2007. 15 Feb. 2012 ‹http://www.washingtonpost.com/wp-dyn/content/article/2007/07/10/AR2007071000327.html›. Bligh, Marjorie. At Home with Marjorie Bligh: A Household Manual. Devonport: M. Bligh, c.1965-71. 2nd ed. Brien, Donna Lee. “Australian Celebrity Chefs 1950-1980: A Preliminary Study.” Australian Folklore 21 (2006): 201-18. Cashmore, Nancy. “In Dordogne and Burgundy the Gourmet Will Find … A Gastronomic Paradise.” The Advertiser 23 Jan. (1954): 6. “Coffee Beginnings.” Australian Wines & Food Quarterly 1.4 (1957/1958): 37-39. Collins, Jock, Katherine Gibson, Caroline Alcorso, Stephen Castles, and David Tait. A Shop Full of Dreams: Ethnic Small Business in Australia. Sydney: Pluto Press, 1995. David, Elizabeth. Italian Food. New York: Penguin Books, 1999. 1st pub. UK: Macdonald, 1954, and New York: Knoft, 1954. Donovan, Maria Kozslik. Continental Cookery in Australia. Melbourne: William Heinemann, 1955. Reprint ed. 1956. -----.“Epicure’s Corner: Continental Recipes with Maria Kozslik.” The Age 4 Jun. (1954): 7. Fulton, Margaret. The Margaret Fulton Cookbook. Dee Why West: Paul Hamlyn, 1968. -----. Entertaining with Margaret Fulton. Dee Why West: Paul Hamlyn, 1971. Irwin, William Wallace. The Garrulous Gourmet. Sydney: The Shepherd P, 1951. Khamis, Susie. “It Only Takes a Jiffy to Make: Nestlé, Australia and the Convenience of Instant Coffee.” Food, Culture & Society 12.2 (2009): 217-33. Kerr, Graham. The Graham Kerr Cookbook. Wellington, Auckland, and Sydney: AH & AW Reed, 1966. -----. The Graham Kerr Cookbook by The Galloping Gourmet. New York: Doubleday, 1969. Mason, Anne. A Treasury of Australian Cookery. London: Andre Deutsch, 1962. Mason, Peter. “Anne Mason.” The Guardian 20 Octo.2006. 15 Feb. 2012 Masterfoods. “Masterfoods” [advertising insert]. Australian Wines and Food 2.10 (1959): btwn. 8 & 9.“Masters of Food.” Australian Wines & Food Quarterly 2.11 (1959/1960): 23. O’Donnell, Mietta. “Tiramisu.” Mietta’s Italian Family Recipe, 14 Aug. 2004. 15 Feb. 2012 ‹http://www.miettas.com/food_wine_recipes/recipes/italianrecipes/dessert/tiramisu.html›. Perry, Neil. “Simple Coffee and Cream Sponge Cake.” The Age 12 Mar. 2012. 15 Feb. 2012 ‹http://www.theage.com.au/lifestyle/cuisine/baking/recipe/simple-coffee-and-cream-sponge-cake-20120312-1utlm.html›. Symons, Michael. One Continuous Picnic: A History of Eating in Australia. Adelaide: Duck Press, 2007. 1st. Pub. Melbourne: Melbourne UP, 1982. ‘Vesta Junior’. “The Beautiful Fuss of Old Time Baking Days.” The Argus 20 Mar. 1945: 9. Volpi, Anna Maria. “All About Tiramisu.” Anna Maria’s Open Kitchen 20 Aug. 2004. 15 Feb. 2012 ‹http://www.annamariavolpi.com/tiramisu.html›. Wade’s Cornflour. “Dione Lucas’ Manhattan Mochas: The New Coffee Cookie All America Loves, and Now It’s Here.” The Australian Women’s Weekly 1 Aug. (1956): 56. Wood, Danielle. Housewife Superstar: The Very Best of Marjorie Bligh. Melbourne: Text Publishing, 2011.

Refereed publications (also known as peer-reviewed) are the currency of academia, yet many PhD theses in Australia result in only one or two such papers. Typically, a doctoral thesis requires the candidate to present (and pass) a public Confirmation Seminar, around nine to twelve months into candidacy, in which a panel of the candidate’s supervisors and invited experts adjudicate upon whether the work is likely to continue and ultimately succeed in the goal of a coherent and original contribution to knowledge. A Final Seminar, also public and sometimes involving the traditional viva voce or oral defence of the thesis, is presented two or three months before approval is given to send the 80,000 to 100,000 word tome off for external examination. And that soul-destroying or elation-releasing examiner’s verdict can be many months in the delivery: a limbo-like period during which the candidate’s status as a student is ended and her or his receipt of any scholarship or funding guerdon is terminated with perfunctory speed. This is the only time most students spend seriously writing up their research for publication although, naturally, many are more involved in job hunting as they pin their hopes on passing the thesis examination.There is, however, a slightly more palatable alternative to this nail-biting process of the traditional PhD, and that is the PhD by Published Papers (also known as PhD by Publications or PhD by Published Works). The form of my own soon-to-be-submitted thesis, it permits the submission for examination of a collection of papers that have been refereed and accepted (or are in the process of being refereed) for publication in academic journals or books. Apart from the obvious benefits in getting published early in one’s (hopefully) burgeoning academic career, it also takes away a lot of the stress come final submission time. After all, I try to assure myself, the thesis examiners can’t really discredit the process of double-blind, peer-review the bulk of the thesis has already undergone: their job is to examine how well I’ve unified the papers into a cohesive thesis … right? But perhaps they should at least be wary, because, unfortunately, the requirements for this kind of PhD vary considerably from institution to institution and there have been some cases where the submitted work is of questionable quality compared to that produced by graduates from more demanding universities. Hence, this paper argues that in my subject area of interest—film and television studies—there is a huge range in the set requirements for doctorates, from universities that award the degree to film artists for prior published work that has undergone little or no academic scrutiny and has involved little or no on-campus participation to at least three Australian universities that require candidates be enrolled for a minimum period of full-time study and only submit scholarly work generated and published (or submitted for publication) during candidature. I would also suggest that uncertainty about where a graduate’s work rests on this continuum risks confusing a hard-won PhD by Published Papers with the sometimes risible honorary doctorate. Let’s begin by dredging the depths of those murky, quasi-academic waters to examine the occasionally less-than-salubrious honorary doctorate. The conferring of this degree is generally a recognition of an individual’s body of (usually published) work but is often conferred for contributions to knowledge or society in general that are not even remotely academic. The honorary doctorate does not usually carry with it the right to use the title “Dr” (although many self-aggrandising recipients in the non-academic world flout this unwritten code of conduct, and, indeed, Monash University’s Monash Magazine had no hesitation in describing its 2008 recipient, musician, screenwriter, and art-school-dropout Nick Cave, as “Dr Cave” (O’Loughlin)). Some shady universities even offer such degrees for sale or ‘donation’ and thus do great damage to that institution’s credibility as well as to the credibility of the degree itself. Such overseas “diploma mills”—including Ashwood University, Belford University, Glendale University and Suffield University—are identified by their advertising of “Life Experience Degrees,” for which a curriculum vitae outlining the prospective graduand’s oeuvre is accepted on face value as long as their credit cards are not rejected. An aspiring screen auteur simply specifies film and television as their major and before you can shout “Cut!” there’s a degree in the mail. Most of these pseudo-universities are not based in Australia but are perfectly happy to confer their ‘titles’ to any well-heeled, vanity-driven Australians capable of completing the online form. Nevertheless, many academics fear a similarly disreputable marketplace might develop here, and Norfolk Island-based Greenwich University presents a particularly illuminating example. Previously empowered by an Act of Parliament consented to by Senator Ian Macdonald, the then Minister for Territories, this “university” had the legal right to confer honorary degrees from 1998. The Act was eventually overridden by legislation passed in 2002, after a concerted effort by the Australian Universities Quality Agency Ltd. and the Australian Vice-Chancellors’ Committee to force the accreditation requirements of the Australian Qualifications Framework upon the institution in question, thus preventing it from making degrees available for purchase over the Internet. Greenwich University did not seek re-approval and soon relocated to its original home of Hawaii (Brown). But even real universities flounder in similarly muddy waters when, unsolicited, they make dubious decisions to grant degrees to individuals they hold in high esteem. Although meaning well by not courting pecuniary gain, they nevertheless invite criticism over their choice of recipient for their honoris causa, despite the decision usually only being reached after a process of debate and discussion by university committees. Often people are rewarded, it seems, as much for their fame as for their achievements or publications. One such example of a celebrity who has had his onscreen renown recognised by an honorary doctorate is film and television actor/comedian Billy Connolly who was awarded an Honorary Doctor of Letters by The University of Glasgow in 2006, prompting Stuart Jeffries to complain that “something has gone terribly wrong in British academia” (Jeffries). Eileen McNamara also bemoans the levels to which some institutions will sink to in search of media attention and exposure, when she writes of St Andrews University in Scotland conferring an honorary doctorate to film actor and producer, Michael Douglas: “What was designed to acknowledge intellectual achievement has devolved into a publicity grab with universities competing for celebrity honorees” (McNamara). Fame as an actor (and the list gets even weirder when the scope of enquiry is widened beyond the field of film and television), seems to be an achievement worth recognising with an honorary doctorate, according to some universities, and this kind of discredit is best avoided by Australian institutions of higher learning if they are to maintain credibility. Certainly, universities down under would do well to follow elsewhere than in the footprints of Long Island University’s Southampton College. Perhaps the height of academic prostitution of parchments for the attention of mass media occurred when in 1996 this US school bestowed an Honorary Doctorate of Amphibious Letters upon that mop-like puppet of film and television fame known as the “muppet,” Kermit the Frog. Indeed, this polystyrene and cloth creation with an anonymous hand operating its mouth had its acceptance speech duly published (see “Kermit’s Acceptance Speech”) and the Long Island University’s Southampton College received much valuable press. After all, any publicity is good publicity. Or perhaps this furry frog’s honorary degree was a cynical stunt meant to highlight the ridiculousness of the practice? In 1986 a similar example, much closer to my own home, occurred when in anticipation and condemnation of the conferral of an honorary doctorate upon Prince Philip by Monash University in Melbourne, the “Members of the Monash Association of Students had earlier given a 21-month-old Chihuahua an honorary science degree” (Jeffries), effectively suggesting that the honorary doctorate is, in fact, a dog of a degree. On a more serious note, there have been honorary doctorates conferred upon far more worthy recipients in the field of film and television by some Australian universities. Indigenous film-maker Tracey Moffatt was awarded an honorary doctorate by Griffith University in November of 2004. Moffatt was a graduate of the Griffith University’s film school and had an excellent body of work including the films Night Cries: A Rural Tragedy (1990) and beDevil (1993). Acclaimed playwright and screenwriter David Williamson was presented with an Honorary Doctorate of Letters by The University of Queensland in December of 2004. His work had previously picked up four Australian Film Institute awards for best screenplay. An Honorary Doctorate of Visual and Performing Arts was given to film director Fred Schepisi AO by The University of Melbourne in May of 2006. His films had also been earlier recognised with Australian Film Institute awards as well as the Golden Globe Best Miniseries or Television Movie award for Empire Falls in 2006. Director George Miller was crowned with an Honorary Doctorate in Film from the Australian Film, Television, and Radio School in April 2007, although he already had a medical doctor’s testamur on his wall. In May of this year, filmmaker George Gittoes, a fine arts dropout from The University of Sydney, received an honorary doctorate by The University of New South Wales. His documentaries, Soundtrack to War (2005) and Rampage (2006), screened at the Sydney and Berlin film festivals, and he has been employed by the Australian Government as an official war artist. Interestingly, the high quality screen work recognised by these Australian universities may have earned the recipients ‘real’ PhDs had they sought the qualification. Many of these film artists could have just as easily submitted their work for the degree of PhD by Published Papers at several universities that accept prior work in lieu of an original exegesis, and where a film is equated with a book or journal article. But such universities still invite comparisons of their PhDs by Published Papers with honorary doctorates due to rather too-easy-to-meet criteria. The privately funded Bond University, for example, recommends a minimum full-time enrolment of just three months and certainly seems more lax in its regulations than other Antipodean institution: a healthy curriculum vitae and payment of the prescribed fee (currently AUD$24,500 per annum) are the only requirements. Restricting my enquiries once again to the field of my own research, film and television, I note that Dr. Ingo Petzke achieved his 2004 PhD by Published Works based upon films produced in Germany well before enrolling at Bond, contextualized within a discussion of the history of avant-garde film-making in that country. Might not a cynic enquire as to how this PhD significantly differs from an honorary doctorate? Although Petzke undoubtedly paid his fees and met all of Bond’s requirements for his thesis entitled Slow Motion: Thirty Years in Film, one cannot criticise that cynic for wondering if Petzke’s films are indeed equivalent to a collection of refereed papers. It should be noted that Bond is not alone when it comes to awarding candidates the PhD by Published Papers for work published or screened in the distant past. Although yet to grant it in the area of film or television, Swinburne University of Technology (SUT) is an institution that distinctly specifies its PhD by Publications is to be awarded for “research which has been carried out prior to admission to candidature” (8). Similarly, the Griffith Law School states: “The PhD (by publications) is awarded to established researchers who have an international reputation based on already published works” (1). It appears that Bond is no solitary voice in the academic wilderness, for SUT and the Griffith Law School also apparently consider the usual milestones of Confirmation and Final Seminars to be unnecessary if the so-called candidate is already well published. Like Bond, Griffith University (GU) is prepared to consider a collection of films to be equivalent to a number of refereed papers. Dr Ian Lang’s 2002 PhD (by Publication) thesis entitled Conditional Truths: Remapping Paths To Documentary ‘Independence’ contains not refereed, scholarly articles but the following videos: Wheels Across the Himalaya (1981); Yallambee, People of Hope (1986); This Is What I Call Living (1988); The Art of Place: Hanoi Brisbane Art Exchange (1995); and Millennium Shift: The Search for New World Art (1997). While this is a most impressive body of work, and is well unified by appropriate discussion within the thesis, the cynic who raised eyebrows at Petzke’s thesis might also be questioning this thesis: Dr Lang’s videos all preceded enrolment at GU and none have been refereed or acknowledged with major prizes. Certainly, the act of releasing a film for distribution has much in common with book publishing, but should these videos be considered to be on a par with academic papers published in, say, the prestigious and demanding journal Screen? While recognition at awards ceremonies might arguably correlate with peer review there is still the question as to how scholarly a film actually is. Of course, documentary films such as those in Lang’s thesis can be shown to be addressing gaps in the literature, as is the expectation of any research paper, but the onus remains on the author/film-maker to demonstrate this via a detailed contextual review and a well-written, erudite argument that unifies the works into a cohesive thesis. This Lang has done, to the extent that suspicious cynic might wonder why he chose not to present his work for a standard PhD award. Another issue unaddressed by most institutions is the possibility that the publications have been self-refereed or refereed by the candidate’s editorial colleagues in a case wherein the papers appear in a book the candidate has edited or co-edited. Dr Gillian Swanson’s 2004 GU thesis Towards a Cultural History of Private Life: Sexual Character, Consuming Practices and Cultural Knowledge, which addresses amongst many other cultural artefacts the film Lawrence of Arabia (David Lean 1962), has nine publications: five of which come from two books she co-edited, Nationalising Femininity: Culture, Sexuality and Cinema in Britain in World War Two, (Gledhill and Swanson 1996) and Deciphering Culture: Ordinary Curiosities and Subjective Narratives (Crisp et al 2000). While few would dispute the quality of Swanson’s work, the persistent cynic might wonder if these five papers really qualify as refereed publications. The tacit understanding of a refereed publication is that it is blind reviewed i.e. the contributor’s name is removed from the document. Such a system is used to prevent bias and favouritism but this level of anonymity might be absent when the contributor to a book is also one of the book’s editors. Of course, Dr Swanson probably took great care to distance herself from the refereeing process undertaken by her co-editors, but without an inbuilt check, allegations of cronyism from unfriendly cynics may well result. A related factor in making comparisons of different university’s PhDs by Published Papers is the requirements different universities have about the standard of the journal the paper is published in. It used to be a simple matter in Australia: the government’s Department of Education, Science and Training (DEST) held a Register of Refereed Journals. If your benefactor in disseminating your work was on the list, your publications were of near-unquestionable quality. Not any more: DEST will no longer accept nominations for listing on the Register and will not undertake to rule on whether a particular journal article meets the HERDC [Higher Education Research Data Collection] requirements for inclusion in publication counts. HEPs [Higher Education Providers] have always had the discretion to determine if a publication produced in a journal meets the requirements for inclusion in the HERDC regardless of whether or not the journal was included on the Register of Refereed Journals. As stated in the HERDC specifications, the Register is not an exhaustive list of all journals which satisfy the peer-review requirements (DEST). The last listing for the DEST Register of Refereed Journals was the 3rd of February 2006, making way for a new tiered list of academic journals, which is currently under review in the Australian tertiary education sector (see discussion of this development in the Redden and Mitchell articles in this issue). In the interim, some university faculties created their own rankings of journals, but not the Faculty of Creative Industries at the Queensland University of Technology (QUT) where I am studying for my PhD by Published Papers. Although QUT does not have a list of ranked journals for a candidate to submit papers to, it is otherwise quite strict in its requirements. The QUT University Regulations state, “Papers submitted as a PhD thesis must be closely related in terms of subject matter and form a cohesive research narrative” (QUT PhD regulation 14.1.2). Thus there is the requirement at QUT that apart from the usual introduction, methodology and literature review, an argument must be made as to how the papers present a sustained research project via “an overarching discussion of the main features linking the publications” (14.2.12). It is also therein stated that it should be an “account of research progress linking the research papers” (4.2.6). In other words, a unifying essay must make an argument for consideration of the sometimes diversely published papers as a cohesive body of work, undertaken in a deliberate journey of research. In my own case, an aural auteur analysis of sound in the films of Rolf de Heer, I argue that my published papers (eight in total) represent a journey from genre analysis (one paper) to standard auteur analysis (three papers) to an argument that sound should be considered in auteur analysis (one paper) to the major innovation of the thesis, aural auteur analysis (three papers). It should also be noted that unlike Bond, GU or SUT, the QUT regulations for the standard PhD still apply: a Confirmation Seminar, Final Seminar and a minimum two years of full-time enrolment (with a minimum of three months residency in Brisbane) are all compulsory. Such milestones and sine qua non ensure the candidate’s academic progress and intellectual development such that she or he is able to confidently engage in meaningful quodlibets regarding the thesis’s topic. Another interesting and significant feature of the QUT guidelines for this type of degree is the edict that papers submitted must be “published, accepted or submitted during the period of candidature” (14.1.1). Similarly, the University of Canberra (UC) states “The articles or other published material must be prepared during the period of candidature” (10). Likewise, Edith Cowan University (ECU) will confer its PhD by Publications to those candidates whose thesis consists of “only papers published in refereed scholarly media during the period of enrolment” (2). In other words, one cannot simply front up to ECU, QUT, or UC with a résumé of articles or films published over a lifetime of writing or film-making and ask for a PhD by Published Papers. Publications of the candidate prepared prior to commencement of candidature are simply not acceptable at these institutions and such PhDs by Published Papers from QUT, UC and ECU are entirely different to those offered by Bond, GU and SUT. Furthermore, without a requirement for a substantial period of enrolment and residency, recipients of PhDs by Published Papers from Bond, GU, or SUT are unlikely to have participated significantly in the research environment of their relevant faculty and peers. Such newly minted doctors may be as unfamiliar with the campus and its research activities as the recipient of an honorary doctorate usually is, as he or she poses for the media’s cameras en route to the glamorous awards ceremony. Much of my argument in this paper is built upon the assumption that the process of refereeing a paper (or for that matter, a film) guarantees a high level of academic rigour, but I confess that this premise is patently naïve, if not actually flawed. Refereeing can result in the rejection of new ideas that conflict with the established opinions of the referees. Interdisciplinary collaboration can be impeded and the lack of referee’s accountability is a potential problem, too. It can also be no less nail-biting a process than the examination of a finished thesis, given that some journals take over a year to complete the refereeing process, and some journal’s editorial committees have recognised this shortcoming. Despite being a mainstay of its editorial approach since 1869, the prestigious science journal, Nature, which only publishes about 7% of its submissions, has led the way with regard to varying the procedure of refereeing, implementing in 2006 a four-month trial period of ‘Open Peer Review’. Their website states, Authors could choose to have their submissions posted on a preprint server for open comments, in parallel with the conventional peer review process. Anyone in the field could then post comments, provided they were prepared to identify themselves. Once the usual confidential peer review process is complete, the public ‘open peer review’ process was closed and the editors made their decision about publication with the help of all reports and comments (Campbell). Unfortunately, the experiment was unpopular with both authors and online peer reviewers. What the Nature experiment does demonstrate, however, is that the traditional process of blind refereeing is not yet perfected and can possibly evolve into something less problematic in the future. Until then, refereeing continues to be the best system there is for applying structured academic scrutiny to submitted papers. With the reforms of the higher education sector, including forced mergers of universities and colleges of advanced education and the re-introduction of university fees (carried out under the aegis of John Dawkins, Minister for Employment, Education and Training from 1987 to 1991), and the subsequent rationing of monies according to research dividends (calculated according to numbers of research degree conferrals and publications), there has been a veritable explosion in the number of institutions offering PhDs in Australia. But the general public may not always be capable of differentiating between legitimately accredited programs and diploma mills, given that the requirements for the first differ substantially. From relatively easily obtainable PhDs by Published Papers at Bond, GU and SUT to more rigorous requirements at ECU, QUT and UC, there is undoubtedly a huge range in the demands of degrees that recognise a candidate’s published body of work. The cynical reader may assume that with this paper I am simply trying to shore up my own forthcoming graduation with a PhD by Published papers from potential criticisms that it is on par with a ‘purchased’ doctorate. Perhaps they are right, for this is a new degree in QUT’s Creative Industries faculty and has only been awarded to one other candidate (Dr Marcus Foth for his 2006 thesis entitled Towards a Design Methodology to Support Social Networks of Residents in Inner-City Apartment Buildings). But I believe QUT is setting a benchmark, along with ECU and UC, to which other universities should aspire. In conclusion, I believe further efforts should be undertaken to heighten the differences in status between PhDs by Published Papers generated during enrolment, PhDs by Published Papers generated before enrolment and honorary doctorates awarded for non-academic published work. 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In this paper we explore the rise of anti-gambling apps in the context of the massive expansion of gambling in new spheres of life (online and offline) and an acceleration in strategies of anticipatory and individualised management of harm caused by gambling. These apps, and the techniques and forms of labour they demand, are examples of and a mechanism through which a mode of governance premised on ‘self-care’ and ‘self-control’ is articulated and put into practice. To support this argument, we explore two government initiatives in the Australian context. Quit Pokies, a mobile app project between the Moreland City Council, North East Primary Care Partnership and the Victorian Local Governance Association, is an example of an emerging service paradigm of ‘self-care’ that uses online and mobile platforms with geo-location to deliver real time health and support interventions. A similar mobile app, Gambling Terminator, was launched by the NSW government in late 2012. Both apps work on the premise that interrupting a gaming session through a trigger, described by Quit Pokies’ creator as a “tap on the shoulder” provides gamblers the opportunity to take a reflexive stance and cut short their gambling practice in the course of play. We critically examine these apps as self-disciplining techniques of contemporary neo-liberalism directed towards anticipating and reducing the personal harm and social risk associated with gambling. We analyse the material and discursive elements, and new forms of user labour, through which this consumable media is framed and assembled. We argue that understanding the role of these apps, and mobile media more generally, in generating new techniques and technologies of the self, is important for identifying emerging modes of governance and their implications at a time when gambling is going through an immense period of cultural normalisation in online and offline environments. The Australian context is particularly germane for the way gambling permeates everyday spaces of sociality and leisure, and the potential of gambling interventions to interrupt and re-configure these spaces and institute a new kind of subject-state relation. Gambling in Australia Though a global phenomenon, the growth and expansion of gambling manifests distinctly in Australia because of its long cultural and historical attachment to games of chance. Australians are among the biggest betters and losers in the world (Ziolkowski), mainly on Electronic Gaming Machines (EGM) or pokies. As of 2013, according to The World Count of Gaming Machine (Ziolkowski), there were 198,150 EGMs in the country, of which 197,274 were slot machines, with the rest being electronic table games of roulette, blackjack and poker. There are 118 persons per machine in Australia. New South Wales is the jurisdiction with most EGMs (95,799), followed by Queensland (46,680) and Victoria (28,758) (Ziolkowski). Gambling is significant in Australian cultural history and average Australian households spend at least some money on different forms of gambling, from pokies to scratch cards, every year (Worthington et al.). In 1985, long-time gambling researcher Geoffrey Caldwell stated thatAustralians seem to take a pride in the belief that we are a nation of gamblers. Thus we do not appear to be ashamed of our gambling instincts, habits and practices. Gambling is regarded by most Australians as a normal, everyday practice in contrast to the view that gambling is a sinful activity which weakens the moral fibre of the individual and the community. (Caldwell 18) The omnipresence of gambling opportunities in most Australian states has been further facilitated by the availability of online and mobile gambling and gambling-like spaces. Social casino apps, for instance, are widely popular in Australia. The slots social casino app Slotomania was the most downloaded product in the iTunes store in 2012 (Metherell). In response to the high rate of different forms of gambling in Australia, a range of disparate interest groups have identified the expansion of gambling as a concerning trend. Health researchers have pointed out that online gamblers have a higher risk of experiencing problems with gambling (at 30%) compared to 15% in offline bettors (Hastings). The incidence of gambling problems is also disproportionately high in specific vulnerable demographics, including university students (Cervini), young adults prone to substance abuse problems (Hayatbakhsh et al.), migrants (Tanasornnarong et al.; Scull & Woolcock; Ohtsuka & Ohtsuka), pensioners (Hing & Breen), female players (Lee), Aboriginal communities (Young et al.; McMillen & Donnelly) and individuals experiencing homelessness (Holsworth et al.). While there is general recognition of the personal and public health impacts of gambling in Australia, there is a contradiction in the approach to gambling at a governance level. On one hand, its expansion is promoted and even encouraged by the federal and state governments, as gambling is an enormous source of revenue, as evidenced, for example, by the construction of the new Crown casino in Barangaroo in Sydney (Markham & Young). Campaigns trying to limit the use of poker machines, which are associated with concerns over problem gambling and addiction, are deemed by the gambling lobby as un-Australian. Paradoxically, efforts to restrict gambling or control gambling winnings have also been described as un-Australian, such as in the Australian Taxation Office’s campaign against MONA’s founder, David Walsh, whose immense art collection was acquired with the funds from a gambling scheme (Global Mail). On the other hand, people experiencing problems with gambling are often categorised as addicts and the ultimate blame (and responsibility) is attributed to the individual. In Australia, attitudes towards people who are arguably addicted to gambling are different than those towards individuals afflicted by alcohol or drug abuse (Jean). While “Australians tend to be sympathetic towards people with alcohol and other drug addictions who seek help,” unless it is seen as one of the more socially acceptable forms of occasional, controlled gambling (such as sports betting, gambling on the Melbourne Cup or celebrating ANZAC Day with Two-Up), gambling is framed as an individual “problem” and “moral failing” (Jean). The expansion of gambling is the backdrop to another development in health care and public health discourse, which have for some time now been devoted to the ideal of what Lupton has called the “digitally engaged patient” (Lupton). Technologies are central to the delivery of this model of health service provision that puts the patient at the centre of, and responsible for, their own health and medical care. Lupton has pointed out how this discourse, while appearing new, is in fact the latest version of the 1970s emphasis on the ‘patient as consumer’, an idea given an extra injection by the massive development and availability of digital and interactive web-based and mobile platforms, many of these directed towards the provision of health and health-related information and services. What this means for patients is that, rather than relying solely on professional medical expertise and care, the patient is encouraged to take on some of this medical/health work to conduct practices of ‘self-care’ (Lupton). The Discourse of ‘Self-Management’ and ‘Self-Care’ The model of ‘self-care’ and ‘self-management’ by ‘empowering’ digital technology has now become a dominant discourse within health and medicine, and is increasingly deployed across a range of related sectors such as welfare services. In recent research conducted on homelessness and mobile media, for example, government department staff involved in the reform of welfare services referred to ‘self-management’ as the new service paradigm that underpins their digital reform strategy. Echoing ideas and language similar to the “digitally engaged patient”, customers of Centrelink, Medicare and other ‘human services’ are being encouraged (through planned strategic initiatives aimed at shifting targeted customer groups online) to transact with government services digitally and manage their own personal profiles and health information. One departmental staff member described this in terms of an “opportunity cost”, the savings in time otherwise spent standing in long queues in service centres (Humphry). Rather than view these examples as isolated incidents taking place within or across sectors or disciplines, these are better understood as features of an emerging ‘discursive formation’ , a term Foucault used to describe the way in which particular institutions and/or the state establish a regime of truth, or an accepted social reality and which gives definition to a new historical episteme and subject: in this case that of the self-disciplined and “digitally engaged medical/health patient”. As Foucault explained, once this subject has become fully integrated into and across the social field, it is no longer easy to excavate, since it lies below the surface of articulation and is held together through everyday actions, habits and institutional routines and techniques that appear to be universal, necessary and/normal. The way in which this citizen subject becomes a universal model and norm, however, is not a straightforward or linear story and since we are in the midst of its rise, is not a story with a foretold conclusion. Nevertheless, across a range of different fields of governance: medicine; health and welfare, we can see signs of this emerging figure of the self-caring “digitally engaged patient” constituted from a range of different techniques and practices of self-governance. In Australia, this figure is at the centre of a concerted strategy of service digitisation involving a number of cross sector initiatives such as Australia’s National EHealth Strategy (2008), the National Digital Economy Strategy (2011) and the Australian Public Service Mobile Roadmap (2013). This figure of the self-caring “digitally engaged” patient, aligns well and is entirely compatible with neo-liberal formulations of the individual and the reduced role of the state as a provider of welfare and care. Berry refers to Foucault’s definition of neoliberalism as outlined in his lectures to the College de France as a “particular form of post-welfare state politics in which the state essentially outsources the responsibility of the ‘well-being' of the population” (65). In the case of gambling, the neoliberal defined state enables the wedding of two seemingly contradictory stances: promoting gambling as a major source of revenue and capitalisation on the one hand, and identifying and treating gambling addiction as an individual pursuit and potential risk on the other. Risk avoidance strategies are focused on particular groups of people who are targeted for self-treatment to avoid the harm of gambling addiction, which is similarly framed as individual rather than socially and systematically produced. What unites and makes possible this alignment of neoliberalism and the new “digitally engaged subject/patient” is first and foremost, the construction of a subject in a chronic state of ill health. This figure is positioned as terminal from the start. They are ‘sick’, a ‘patient’, an ‘addict’: in need of immediate and continuous treatment. Secondly, this neoliberal patient/addict is enabled (we could even go so far as to say ‘empowered’) by digital technology, especially smartphones and the apps available through these devices in the form of a myriad of applications for intervening and treating ones afflictions. These apps range fromself-tracking programs such as mood regulators through to social media interventions. Anti-Pokie Apps and the Neoliberal Gambler We now turn to two examples which illustrate this alignment between neoliberalism and the new “digitally engaged subject/patient” in relation to gambling. Anti-gambling apps function to both replace or ‘take the place’ of institutions and individuals actively involved in the treatment of problem gambling and re-engineer this service through the logics of ‘self-care’ and ‘self-management’. Here, we depart somewhat from Foucault’s model of disciplinary power summed up in the institution (with the prison exemplifying this disciplinary logic) and move towards Deleuze’s understanding of power as exerted by the State not through enclosures but through diffuse and rhizomatic information flows and technologies (Deleuze). At the same time, we retain Foucault’s attention to the role and agency of the user in this power-dynamic, identifiable in the technics of self-regulation and in his ideas on governmentality. We now turn to analyse these apps more closely, and explore the way in which these articulate and perform these disciplinary logics. The app Quit Pokies was a joint venture of the North East Primary Care Partnership, the Victorian Local Governance Association and the Moreland City Council, launched in early 2014. The idea of the rational, self-reflexive and agentic user is evident in the description of the app by app developer Susan Rennie who described it this way: What they need is for someone to tap them on the shoulder and tell them to get out of there… I thought the phone could be that tap on the shoulder. The “tap on the shoulder” feature uses geolocation and works by emitting a sound alert when the user enters a gaming venue. It also provides information about each user’s losses at that venue. This “tap on the shoulder” is both an alert and a reprimand from past gambling sessions. Through the Responsible Gambling Fund, the NSW government also launched an anti-pokie app in 2013, Gambling Terminator, including a similar feature. The app runs on Apple and Android smartphone platforms, and when a person is inside a gambling venue in New South Wales it: sends reminder messages that interrupt gaming-machine play and gives you a chance to re-think your choices. It also provides instant access to live phone and online counselling services which operate 24 hours a day, seven days a week. (Google Play Store) Yet an approach that tries to prevent harm by anticipating the harm that will come from gambling at the point of entering a venue, also eliminates the chance of potential negotiations and encounters a user might have during a visit to the pub and how this experience will unfold. It reduces the “tap on the shoulder”, which may involve a far wider set of interactions and affects, to a software operation and it frames the pub or the club (which under some conditions functions as hubs for socialization and community building) as dangerous places that should be avoided. This has the potential to lead to further stigmatisation of gamblers, their isolation and their exclusion from everyday spaces. Moreland Mayor, Councillor Tapinos captures the implicit framing of self-care as a private act in his explanation of the app as a method for problem gamblers to avoid being stigmatised by, for example, publicly attending group meetings. Yet, curiously, the app has the potential to create a new kind of public stigmatisation through potentially drawing other peoples’ attention to users’ gambling play (as the alarm is triggered) generating embarrassment and humiliation at being “caught out” in an act framed as aberrant and literally, “alarming”. Both Quit Pokies and Gambling Terminator require their users to perform ‘acts’ of physical and affective labour aimed at behaviour change and developing the skills of self-control. After downloading Quit Pokies on the iPhone and launching the app, the user is presented an initial request: “Before you set up this app. please write a list of the pokies venues that you regularly use because the app will ask you to identify these venues so it can send you alerts if you spend time in these locations. It will also use your set up location to identify other venues you might use so we recommend that you set up the App in the location where you spend most time. Congratulation on choosing Quit Pokies.”Self-performed processes include installation, setting up, updating the app software, programming in gambling venues to be detected by the smartphone’s inbuilt GPS, monitoring and responding to the program’s alerts and engaging in alternate “legitimate” forms of leisure such as going to the movies or the library, having coffee with a friend or browsing Facebook. These self-performed labours can be understood as ‘technologies of the self’, a term used by Foucault to describe the way in which social members are obliged to regulate and police their ‘selves’ through a range of different techniques. While Foucault traces the origins of ‘technologies of the self’ to the Greco-Roman texts with their emphasis on “care of oneself” as one of the duties of citizenry, he notes the shift to “self-knowledge” under Christianity around the 8th century, where it became bound up in ideals of self-renunciation and truth. Quit Pokies and Gambling Terminator may signal a recuperation of the ideal of self-care, over confession and disclosure. These apps institute a set of bodily activities and obligations directed to the user’s health and wellbeing, aided through activities of self-examination such as charting your recovery through a Recovery Diary and implementing a number of suggested “Strategies for Change” such as “writing a list” and “learning about ways to manage your money better”. Writing is central to the acts of self-examination. As Jeremy Prangnell, gambling counsellor from Mission Australia for Wollongong and Shellharbour regions explained the app is “like an electronic diary, which is a really common tool for people who are trying to change their behaviour” (Thompson). The labours required by users are also implicated in the functionality and performance of the platform itself suggesting the way in which ‘technologies of the self’ simultaneously function as a form of platform work: user labour that supports and sustains the operation of digital systems and is central to the performance and continuation of digital capitalism in general (Humphry, Demanding Media). In addition to the acts of labour performed on the self and platform, bodies are themselves potentially mobilised (and put into new circuits of consumption and production), as a result of triggers to nudge users away from gambling venues, towards a range of other cultural practices in alternative social spaces considered to be more legitimate.Conclusion Whether or not these technological interventions are effective or successful is yet to be tested. Indeed, the lack of recent activity in the community forums and preponderance of issues reported on installation and use suggests otherwise, pointing to a need for more empirical research into these developments. Regardless, what we’ve tried to identify is the way in which apps such as these embody a new kind of subject-state relation that emphasises self-control of gambling harm and hastens the divestment of institutional and social responsibility at a time when gambling is going through an immense period of expansion in many respects backed by and sanctioned by the state. Patterns of smartphone take up in the mainstream population and the rise of the so called ‘mobile only population’ (ACMA) provide support for this new subject and service paradigm and are often cited as the rationale for digital service reform (APSMR). Media convergence feeds into these dynamics: service delivery becomes the new frontier for the merging of previously separate media distribution systems (Dwyer). Letters, customer service centres, face-to-face meetings and web sites, are combined and in some instances replaced, with online and mobile media platforms, accessible from multiple and mobile devices. These changes are not, however, simply the migration of services to a digital medium with little effective change to the service itself. Health and medical services are re-invented through their technological re-assemblage, bringing into play new meanings, practices and negotiations among the state, industry and neoliberal subjects (in the case of problem gambling apps, a new subjectivity, the ‘neoliberal addict’). These new assemblages are as much about bringing forth a new kind of subject and mode of governance, as they are a solution to problem gambling. 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It seems not insignificant that the cult film Donnie Darko is set in the final stages of the Bush-Dukakis election campaign, which had the twin effects of inaugurating the Bush presidential dynasty and making “liberal” an insurmountably derogatory term in American politics. Donnie’s gift of seeing into the future is, at least superficially, a reaction to his medication for “emotional problems”. But the count-down to his apocalyptic date with a giant bunny-rabbit also coincides with the demise of any remaining hope for a certain kind of progressive Left politics. With the options for escaping a conservative small town life fast disappearing, an impenetrable theory of time-travel appears to offer a plausible reprieve from Donnie’s destiny. As we learn very early in the movie, however, even time-travel cannot offer salvation: Donnie, like a particular idea of America, is doomed. Strangely representative of cultural studies’ theoretical preoccupations, Donnie’s character is unavoidably implicated in an omnipresent therapeutic culture while also demonstrating good taste in 80s music, an attraction to mischief and a fitful enthusiasm for saving the world. In the context of this editorial, the film acts as a useful retrospective archive of the moment when “affect” came to wide attention as the key site for politics in the United States. Donnie Darko documents the rise and spectacular fall of Jim Cunningham (Patrick Swayze), a charismatic motivational speaker and incidental kiddy-porn ringleader who makes a fortune with his book, Attitudinal Beliefs. Cunningham’s converts find liberation by freeing themselves from their own fears, for according to his paradigm, there are only two features of the “energy spectrum”: fear and love. The trick to a successful life – and good grades – is to choose the “Right-eous” path of the latter (Gregg and Fuller). But as the film develops, the audience slowly comes to realise that no one will avoid the truly terrifying fate that is Grandma Death’s secret: everyone dies alone. Donnie Darko encapsulates the overwhelming nature of adolescent angst which gravitates between the “indifference of terror and boredom” and which Lawrence Grossberg has claimed to be “the most powerful and pervasive affective relations in everyday life” (184). Donnie and his peers aren’t just subject to the petty tyrannies of high-school; the film’s plot allegorises a much wider cultural shift. As Grossberg argued extensively throughout the 1990s, the strategy of new conservatives has been to conduct a political agenda at the level of affect, or what today we might recognise as “the battle for hearts and minds”. It succeeds by colonising the very mood, imagination and hope of a citizenry. When Karen Pomeroy (Drew Barrymore) is fired as English teacher at Donnie’s school – the result of a moral values campaign against a prescribed textbook – she says of the students: “We are losing them to apathy. They are slipping away”. Karen conveys despair and anger at this prospect, only to be met with the headmaster’s rebuke: “I am sorry that you have failed”. Here the apparently naïve optimism of a brilliant teacher is subject to the same indignant script her students face: individualised torment for a structurally ingrained lack of hope. Grossberg has consistently urged that cultural studies intellectuals recognise scenarios like these as the perniciously mundane locations where the fight for the future is waged: When the very possibility of political struggle is being erased – not because the scene of politics (or the public sphere) has disappeared in some postmodern apocalypse, but because there is an active attempt to use popular discourses to restructure the possibilities of everyday life – the political intellectual has no choice but to enter into the struggle over affect in order to articulate new ways of caring. (23) This issue of M/C Journal reveals some of the many ways this objective continues to be thwarted in the current political climate and in contexts which veer to varying degrees from the mainstream political situation in the United States. In the lead article for the issue, Shane McGrath makes the point that the politics of compassion are far from straightforward in an era of “compassionate conservatism” but that they are noticeably straight (see also Berlant). One of the most important distinctions he asks us to make is to “recognise and affirm feelings of compassion while questioning the politics that seem to emanate from those feelings”. The essay that follows is a helpful explanation of the theoretical legacies behind “Feeling, Emotion and Affect”. Eric Shouse provides an introduction to the vocabulary that many writers for this issue share and in some cases challenge. “The importance of affect”, Shouse claims, is that “in many cases the message consciously received may be of less import to the receiver of that message than his or her non-conscious affective resonance with the source of the message”. This is precisely the difficulty of forming any rational model of political opposition to apparently personable leaders like Bush, or concertedly “ordinary” leaders like John Howard: a diverse population will often interpret a manifest message through a quite different set of unconscious criteria. Anne Aly and Mark Balnaves offer an example of this kind of affective resonance in their article, “The Atmosfear of Terror”. Chilling riots around Sydney’s southern beaches in the week of this issue’s production lend added pertinence to their reading which argues that attitudes towards Muslims in Australia are “less to do with the actual threat of a terrorist attack on Australian soil and more to do with….reprisal for the terrorist attacks” that have already occurred elsewhere. Describing a quite different and highly intimate experience of fear is Lessa Bonniface, Lelia Green and Maurice Swanson’s essay documenting their work developing HeartNET, a Website devoted to discussion amongst heart patients. This collaborative project is part of an Australian Research Council linkage grant and illustrates how cultural theory can be tested and extended in productive partnerships with the wider community. Megan Watkins’s eloquent essay on the affects of classroom practice shares a similar attention to corporeality in the way that it highlights the neglected bodily dimensions of learning and motivation, while Glen Fuller’s “The Getaway” offers a quite different example of the ways that our bodies can surprise us by betraying disciplines we may not have consciously registered. Two further essays by Beth Seaton and Margaret Hair have the specific purpose of drawing attention to affective relations otherwise suppressed in the landscapes around us, reflecting upon the ethics of acknowledging past and present trauma. The issue then embarks on a series of exciting new approaches to popular media, in Anna Gibbs’s article on the hypnotic properties of television, Leanne Downing’s introduction to the politics of “eater-tainment” accompanying block-buster films, and finally, Gregory Seigworth’s affirming reading of indie darling, Sufjan Stevens. In a fitting gesture given the imperatives Grossberg sets out, Seigworth considers the significance of Stevens’ live show in terms of an “affect of corn” that he submits as one humble exercise that might help to “redeem a future for the present”. In the amount of time since the issue’s conception “affect” has moved from being regarded as something that “cultural studies has always been crap at” (Noble) to “the new cutting edge” (Hemmings) while for some it has become “that word I never want to hear again” (Sofoulis). As Elspeth Probyn notes in the contribution that closes the issue, witnessing a cherished theoretical interest become fashionable can be bemusing and disabling – what I hope these essays demonstrate is that fashion need not relinquish usefulness. This issue of M/C Journal involved some tough editorial decisions due to a remarkably high number of submissions. I thank all of the writers who offered work for consideration as well as those who responded so enthusiastically to my invitation. Thanks also to the referees who gave their time and expertise and the correspondents whose patience was doubtlessly tested in the finishing stages. I am particularly indebted to Laura Marshall and Neysa Ellison-Stone for their excellent and speedy copy-editing. Finally, the stunning cover image for this M/C Journal is “Collage” by Jane Simon with stills from Undiegate, a Super-8 film by Marian Prickett and Jane Simon (Melbourne, 2002). Its rich texture, exciting juxtaposition and overriding implication of possibility couldn’t have been more fitting my hopes for this issue. References Berlant, Lauren. “Introduction: Compassion (and Withholding).” Compassion: The Culture and Politics of an Emotion. Ed. Lauren Berlant. Essays from the English Institute. London: New York, 2004. Donnie Darko. [motion picture] Directed by R. Kelly, 2001. Gregg, Melissa and Glen Fuller. “Where Is the Law in ‘Unlawful Combatant’? Resisting the Refrain of the Right-eous.” Cultural Studies Review 11.2 (2005): 147-59. Grossberg, Lawrence. Dancing in Spite of Myself: Essays on Popular Culture. Durham: Duke UP, 1997. Hemmings, Clare. “Invoking Affect: Cultural Theory and the Ontological Turn.” Cultural Studies 19.5 (2005): 548-67. Noble, Greg. “What Cultural Studies Is Crap At.” Cultural Studies Association of Australasia Newsletter October, 2004. Sofoulis, Zoe. Comment at Culture Fix: The Cultural Studies Association of Australasia Annual Conference, University of Technology, Sydney, November 2005. Citation reference for this article MLA Style Gregg, Melissa. "Affect." M/C Journal 8.6 (2005). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0512/01-editorial.php>. APA Style Gregg, M. (Dec. 2005) "Affect," M/C Journal, 8(6). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0512/01-editorial.php>.