Australian Medical Intellectuals and the Great War

This article considers the way in which the Great War created unique conditions where medical intellectuals became part of a wider canvas of debate about psychology and medicine; mind and body; and, more broadly, crossed the artificial divide between the humanities and the medical sciences. Medicine has not been usually identified as a field for “intellectuals” as such. The nature of cultural and social analysis lends itself more readily to those working in the fields of sociology, political science, literature and history. But the medical intellectuals who are the subject of this article can be seen as extending our understanding of the relationship between the self and society. Such an intellectual engagement was considerably assisted, it is argued, by the advent of the Medical Journal of Australia a month before the outbreak of war. which initially served to document practices associated with medical science, but quickly evolved into a journal that connected medicine to the broader society and wider culture. The devastating impact of the war provided an extraordinary context within which these discussions took place, and radically challenged many assumptions held by the medical profession, especially with regard to the relationship between the mind and the body.     

The 2005 World Summit: UN Reform, Security, Environment and Development

This article reviews the negotiations leading up to the High-Level Plenary Meeting of the United Nations General Assembly, which centred on United Nations reform, a review of the Millennium Declaration and the Millennium Development Goals (MDGs) and a follow-up of major UN conferences. The article considers the human security concept and the different perspectives of developed and developing countries in environmental negotiations. It provides an overview of the negotiations in the months before the Summit. The final part of the article considers the outcome of the World Summit and institutional questions related to the General Assembly, the Economic and Social Council and the new UN Peace-Building Commission.     

The Three Natures and the Path to Liberation in Yogācāra-Vijñānavāda Thought

This paper provides a new interpretation of the three natures theory of Yogācāra-Vijñānavāda thought by means of an examination of the path theory associated with it, which has not been previously examined in scholarly literature. The paper first examines this path theory in a number of foundational texts to show that the widely accepted pivotal model is not in fact the three natures model that predominates in foundational Yogācāra-Vijñānavāda literature. Second, the paper offers a new interpretation of the three natures theory as providing a new causal model of the arising of suffering, and a corresponding theory of its cessation. This new causal model both makes possible the continued use of the kind of dharma analysis that Abhidharma thought employs to provide a causal analysis of the arising of suffering, and also couches such dharma analysis within the Mahāyāna framework of the emptiness of dharmas.     

Equity in assessment: discrimination and disability issues from an Australian legal perspective

Assessment equity concerns all educational authorities and practitioners. When educators consider issues of equity, their predominant concern is accommodation of students with special needs, cultural issues, and creating alternative assessment activities that have equivalence to standard activities, so as not to advantage or disadvantage any student in their demonstration of knowledge. This paper examines equity issues in assessment from a legal perspective, drawing on case history from Australia, and based in discrimination and disability law. The paper is intended to assist authorities and practitioners to understand legal implications of educational assessment in order to promote practices that reduce the likelihood of legal claims and the resultant use of financial and human resources away from educational activities. However, the discussion of cases and judgements is also intended to raise issues of whether educational providers and authorities should be more conscionable in their consideration of educational equity and assessment.