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Chapter 7 - Torres Strait Screen Media ‘Post-Mabo’: BetweenRepresentation and Institution
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- By Peter Kilroy
- Edited by Geoff Rodoreda, Eva Bischoff
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- Book:
- Mabo's Cultural Legacy
- Published by:
- Anthem Press
- Published online:
- 23 February 2022
- Print publication:
- 08 June 2021, pp 103-118
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- Chapter
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Summary
With substantive constitutional change andstructural reform, we believe this ancientsovereignty can shine through as a fullerexpression of Australia's nationhood.
—The Uluru Statement from the Heart,2017On 26 May 2017, Aboriginal and Torres Strait Islandermembers of the government-and opposition-appointedReferendum Council released the Uluru Statement fromthe Heart (Referendum Council 2017). This documenthas been on a significant geographical and politicaljourney since its release, including a widelypublicised rejection under the Turnbull government(Wahlquist 2017) and a growing contemporary momentumtoday (Synot 2019). However, it has been widelyregarded in the context of ‘treaty’ documents, inthis case calling for a First Nations Voice inparliament (McKay 2017, 2–3). Despite the persistentreferences to recognition within the statement, thistreaty focus is often read in opposition to therhetoric of the ill-fated Recognise campaign forconstitutional recognition of Aboriginal and TorresStrait Islander peoples (McKay 2017, 2;Reconciliation Australia 2017). As Daniel McKay putsit:
The Uluru Statement sets up a position thatstrongly contrasts with that taken in the campaignfor symbolic constitutional recognition advancedby the Recognise campaign. This echoes a 2015online survey conducted by IndigenousX which foundthat 58.0 per cent of Indigenous respondents didnot support Recognise. (2017, 2)
Indeed, this moment arguably marks the culmination of abroader set of tensions between political strategiescentred on symbolic recognition, such as federal orstate recognition of native title, and strategiescentred on more concrete forms of political oreconomic redistribution, such as the permutations ofland rights legislation (Laing 2007). These tensionsplace the famous Mabo High Court decision of 1992and the subsequent Native Title Act of 1993 into awider context. Indeed, in the years since the Mabodecision, it has become customary to point to thediscrepancies between its extraordinary symbolicresonance and its relatively limited political andeconomic benefits for the majority of Aboriginal andTorres Strait Islander peoples (Behrendt 2002;Ritter 2009). One argument suggests that nativetitle might even actively impede land rights, inpart because native title can so often be formallyrecognised and extinguished at the same time(Behrendt 2002, 1–2).
19 - Moving beyond the counter: mobile library support and the use of tablet PCs at Leeds University Library
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- By Peter Kilroy
- Edited by Mohamed Ally, Gill Needham
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- Book:
- M-Libraries 4
- Published by:
- Facet
- Published online:
- 10 September 2022
- Print publication:
- 23 April 2014, pp 177-186
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Summary
Introduction
This chapter documents an attempt by Leeds University Library to trial a mobile ‘Library Support’ concept, in which iPads and Android tablets are being used to bring the functionality of the counter directly to Library users at the point of need. This represents a convergence of two important processes that are becoming increasingly common across higher education libraries in the UK and beyond: the shift to selfservice systems and burgeoning mobile strategies. The chapter offers a broad overview of the project, focusing on its background and technical implementation, as well as outlining some of the logistical challenges and possible future developments. It concludes with a provisional list of dos and don’ts for implementing tablet-orientated roving reference systems.
Background
The Library Support project began just in 2011, when Leeds University Library decided to adopt a full self-service system comprising a set of 3M self-service units and one 3M book sorter. (The machines were in use prior to the Library Support project, and have now become the main means of issuing and returning books.) This meant shifting the emphasis away from some of the basic functions performed at the counter, such as issuing and returning books, and towards a more advanced and all-round enquiry service that we branded as Library Support. We used bright lanyards, shoulder bags and display-screen posters to make the point visible (other visibility options that were considered, e.g. bright T-shirts, having proved unpopular with staff). We wanted the service to be available to our users at the point of need, which meant not only redefining the role of customer services staff, but more fundamentally – and more ambitiously – also redefining or rethinking the role of the University Library itself: from a static counter to a more dynamic team of roving staff, and from relatively passive to more pre-emptive and proactive (Brown, Sulz and Pow, 2011).
Choosing a mobile device
Of course, the obvious question for such roving staff was this: how do we bring some of the counter functions to staff and students at the point of need? Our initial solution was to think of using smartphones, but it quickly became apparent that these would be too limiting in terms of screen size (Widdows, 2011). We wanted to be able to show students the process of our enquiries, not just tell them the results.
International Federation for Emergency Medicine model curriculum for medical student education in emergency medicine
- Cherri Hobgood, Venkataraman Anantharaman, Glen Bandiera, Peter Cameron, Pinchas Halperin, James Holliman, Nicholas Jouriles, Darren Kilroy, Terrence Mulligan, Andrew Singer, International Federation for Emergency Medicine
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- Journal:
- Canadian Journal of Emergency Medicine / Volume 11 / Issue 4 / July 2009
- Published online by Cambridge University Press:
- 21 May 2015, pp. 349-354
- Print publication:
- July 2009
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- Article
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There is a critical and growing need for emergency physicians and emergency medicine resources worldwide. To meet this need, physicians must be trained to deliver time-sensitive interventions and life-saving emergency care. Currently, there is no internationally recognized standard curriculum that defines the basic minimum standards for emergency medicine education. To address this deficiency, the International Federation for Emergency Medicine convened a committee of international physicians, health professionals and other experts in emergency medicine and international emergency medicine development, to outline a curriculum for foundation training of medical students in emergency medicine. This curriculum document represents the consensus of recommendations by this committee.
The curriculum is designed with a focus on the basic minimum emergency medicine educational content that any medical school should be delivering to its students during undergraduate training. It is designed not to be prescriptive, but to assist educators and emergency medicine leadership in advancing physician education in basic emergency medicine content. The content would be relevant not just for communities with mature emergency medicine systems, but also for developing nations or for nations seeking to expand emergency medicine within current educational structures. We anticipate that there will be wide variability in how this curriculum is implemented and taught, reflecting the existing educational milieu, the resources available and the goals of the institutions' educational leadership.