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A lot of clay has fl owed through the kilns since the 1989 Newcastle earthquake. Several signifi cant changes have occurred to make masonry veneer construction safer and stronger over this period, both in the methods of construction of the veneer and the understanding of the behaviour of the veneer panels. These changes have lead to the conclusion that masonry veneer construction can be reliably considered to provide some bracing resistance to a light timber-framed structure, even if only to resist its own inertial loads. Recent research undertaken at BRANZ has investigated the behaviour of full-scale brick veneer single- and two-storey buildings under slow static and dynamic cyclic loading. This paper describes the developments that have occurred since 1989 and this recent research that has provided the new confi dence in the seismic performance of clay brick veneer. [ABSTRACT FROM AUTHOR]

Although high-stakes tests play an increasing role in students' schooling experiences, scholars have not examined these tests as sites for socialisation. Drawing on qualitative data collected at an American urban primary school, this study explores what educators teach students about motivation and effort through high-stakes testing, how students interpret and internalise these messages, and how student hierarchies develop as a result. I found that teachers located boys' failure in their poor behavior and attitudes, while arguing that girls simply needed more self-esteem to pass the test. Most boys accepted their teachers' diagnosis of the problem. However, the boys who felt that they were already 'doing their best' and 'working hard' began to doubt that educational success is a function of merit and effort. I conclude that students learn about much more than the three Rs through their experiences with high-stakes testing, and argue that future research should attend to the social dimensions of these experiences. [ABSTRACT FROM AUTHOR]

In this article we describe the background to the recent development of citizenship education in Australia, Canada and England and then, following an account of our methods, discuss issues arising from an analysis of a sample of textbooks from these countries. We suggest that the current policies to introduce versions of citizenship education have emerged in these countries in the context of diverse challenges to the legitimacy of the nation state. We argue, generally, that all three countries tend, in the textbooks we have examined, to emphasize forms of citizenship education that may submerge citizen empowerment under essentially orthodox agendas. We see differences in textbooks between and within the three countries but argue that, despite many exceptions, we are able to characterize textbooks in Ontario, Canada as education in civics (provision of information about formal public institutions), those in England as education for citizenship (a broad‐based promotion of socially useful qualities) and those in Australia as social studies (societal understanding that emerges from the development of critical thinking skills related to existing academic subjects such as history and English). [ABSTRACT FROM AUTHOR]

From the earliest British colonization of Australia, draughtsmen and watercolourists were eager to depict their new home. A demand for paintings in the more permanent and prestigious medium of oil was met by many of these first artists, even though most were not trained in this medium. In the first 40 years, artists often depended on personal patrons and friends in Britain for the supply of painting materials. The problems of shortages led to some improvisation and substitution of materials. By the 1830s the number of professionally trained British artists who had emigrated to Australia had increased, and the supply of artists' materials had also become more reliable. This early period, greatly dependent on irregular supplies from England, was followed by rapid commercial development of the colonies and faster shipping which ensured that new materials and techniques from England quickly appeared in the Australian colonies. [ABSTRACT FROM AUTHOR]