Leadership identity is a pivotal concept that shapes individuals' responses to challenges and potential to assume leadership roles, which could significantly impact organisational success, especially in the realm of education. However, the multifaceted nature of leadership identity development has been relatively unexplored in previous research. Our study aims to address that research gap by shedding light on the intricate process of self-identification as teacher leaders. We elucidate whether the transition towards leadership identity is an incremental realisation or a catalytic event that propels self-recognition as a leader.This paper offers a preliminary exploration into the transformative journey undertaken by New Zealand educators in which they may experience a transition from uncertain leadership identity to self-assured leadership. Focused within the framework of the Master of Contemporary Education programme, our study employs a mixed-method design, combining surveys and semi-structured interviews, to uncover the factors influencing educators’ self-perception in their leadership identity.Drawing on Leadership Identity Formation Theory (LIFT) and examining data collected from teachers of diverse ethnic backgrounds across various educational contexts in New Zealand, we delve into the interplay between personal and contextual factors that either foster or impede the emergence of teacher leaders. By uncovering the nuances of the internalisation process within a diverse educational landscape, we anticipate that our findings will foster inclusivity and diversity in leadership roles. Our work invites participants to embark on an exploration of leadership identity, gaining insights into the intricate formation of this crucial facet of professional development. As barriers and enablers are delineated, this research endeavours to facilitate a richer comprehension of the factors shaping leadership identity and to contribute to a deeper understanding of leadership identity dynamics. The findings hold practical implications for leadership development programs and the trajectory of educational leadership in New Zealand.

I contend that access to powerful knowledge is the cornerstone of education in the Good Society. Such powerful knowledge is accessed by students through engagement in vertical discourse. I adopt Bernstein's definition of vertical discourse as a form of pedagogical discourse that enables students to link symbolic knowledge, derived from a context, to other symbolic knowledge structures in a vertical manner. Engagement in vertical discourse enables students to transcend an immediate context to examine social classifications and control mechanisms that are inherent in pedagogical discourse. In the process, both education and technologies integrated into the curriculum are revealed to be ideologically charged. To illustrate this, I use the example of the study of augmented reality in a Postgraduate Certificate of Applied Practice. I then make suggestions regarding engagement in vertical discourse, so that practising teachers enrolled in the course are enabled to recognise and engage with the classifications and control mechanisms inherent in technological discourse. Finally, I suggest that engagement in vertical discourse is not an inevitable aspect of 21st Century learning design. Rather, engagement in vertical discourse and access to powerful knowledge have to be incorporated consciously in learning design by teachers who are familiar with the territory.

This article reports on a survey of teachers undertaking a postgraduate applied practice certificate in digital and collaborative learning. The survey was intended to capture how mobile learning was currently being used by the teachers both on the course and in their own classrooms. The objective was to investigate to what extent mobile learning was being used by our students, and which particular mobile learning activities were, or were not, being integrated into teaching and learning in their own classrooms. We also wanted to explore how interested the teachers might be in seeing new mobile learning activities embedded within the course. Our results suggested that teachers and their students are frequently engaged in activities that utilise mobile learning affordances, but that these activities focus on simple, supplementary activities such as taking photographs and making videos. However, our results also indicate that there was significant interest among our teachers to explore more sophisticated mobile learning activities such as outdoor discovery activities. One conclusion we might draw from this study is that, despite many years of research into mobile learning and how it can be used both inside and outside the classroom, teachers need to be explicitly guided and supported to adopt these approaches in their schools. The feedback from this survey will be used to help to develop the course curriculum to integrate new elements of mobile learning.

This paper investigates some participant outcomes from a part-time postgraduate course for in-service teachers, focusing on digital and collaborative learning and leadership, delivered in several locations across New Zealand. In order to monitor the success of the course, regular anonymous feedback is gathered. One question in particular is essential to this feedback; to what extent does attending the course lead to transformation of classroom practice by the participants? The authors analysed free text responses to on-line surveys which posed this question to two different course cohorts. Their findings were that almost all of those who had completed the relevant course modules reported making changes their practice. Some were still making tentative steps towards new forms of pedagogy, but the majority were transforming the way they managed the learning processes within their classrooms, and many were beginning to apply their newly developed awareness of leadership skills to extend their ambitions to aim to transform their schools.

This case involves the implementation of an automated capture solution, aimed at replacing a manual lecture capture service at the University of Canterbury in New Zealand. The implementation of such a solution, within a very short timeframe and subject to a constrained budget, was necessitated by a significant change in lecturer-student interaction brought about by a devastating earthquake and associated aftershocks. In consequence, recently adopted project management methodology at the institution had to be amended in order to incorporate software selection processes under way at another institution. The university project management approach (based on Prince 2 project management philosophy) includes an exhaustive comparison of software packages, based on detailed "Request for Information" and "Request for Proposal" procedures. Severe time constraints forced the project team to omit these procedures by tapping into the same process at another university undergoing the same exercise. This was the only way in which the project could be completed within the proposed timeframe. Currently, the automated capture solution is being prepared for handover from the project manager to the institution in December 2012, as planned.

Traditionally, at least according to popular wisdom, learning took place in venues that were custom-designed for the purpose. The purpose, given the evidence of the artefacts with which we are confronted, seems to have been the educational equivalent of the production line that so succinctly characterised the industrialisation of society. One consequence of this design logic, however, is that learning is defined as something that is married to a 'place'. This paper will argue that the conceptual 'slippage' that characterises the disappearing differences between 'learning spaces' and 'learning environments', coupled with the further 'displacement' of the learner (turned avatar) in virtual spaces such as Facebook and Second Life, serves to 'displace' learning itself. The paper argues further that we have failed to recognise the primacy of 'physical situatedness' to our conceptions of learning itself. In short, our difficulty in understanding and articulating the nature of learning is partly brought about by our inability to articulate where learning takes place-in a world characterised by virtual space and electronic selves. If we are to articulate the nature of learning in our age, then we need to articulate the nature of the real and virtual spaces and bodies that we inhabit.

In this paper we describe South Africa's information and communication technologies (ICTs) infrastructure, highlight the issues South African Higher Education Institutions (HEIs) face in terms of ICT access and argue that a greater awareness of these issues can help us plan better e-learning interventions in Higher Education. We draw on recent research about the use of ICTs in our sector describing the prevailing and emergent practices with regard to the pedagogic integration of ICTs as well as a survey conducted amongst 14 "e-Learning managers" from South African HEIs. The South African ICT infrastructure of concern to HEIs are evaluated in terms of issues such as internet users, bandwidth, demographic divides, cost and cell phone subscriptions. Barriers to e-learning that affect staff and students across institutions are also highlighted. We then examine what these constraints mean for teaching and learning and provide some suggestions as to how opportunities can be maximised. It is concluded that despite our varied HE institutional contexts, each with their own infrastructural and organisational challenges, there are definite areas for collaboration, joint research projects and sharing of good practice. These opportunities are critical for e-learning practitioners, especially whilst we are operating in an environment of resource constraint.

This study investigates influences on the sustainability of a computers-in-schools project during the implementation phase thereof. The Computer Assisted Learning in Schools (CALIS) Project (1992–1996) is the unit of analysis. A qualitative case study research design is used to elicit data, in the form of participant narratives, from people who were involved in the regional management of the Project, as well as teachers who implemented the Project in their classrooms. These narratives are then analysed from a postmodern perspective (Kvale 1996). The analysis reveals personal, programmatic, physical and systemic influences on the Project. These influences can be identified on all structural levels of the education system (Mooij and Smeets 2001). Furthermore, metaphoric patterning across narratives is analyzed in terms of implicatures, postulated by RelevanceTheory (Sperber and Wilson 1995). Analysis of the data provides evidence in supportof Fullan's (2005) definition of sustainability as a quality of dynamic, complex systems.Personal, programmatic, physical and systemic influences on the Project are found tobe interrelated on, and across, structural levels of the system. In addition, influences aredynamically related to the changing Project in particular host environments (Cavallo2004). The resulting ecological or viral growth is characteristic of complex systems,where further development is indeterminate. Finally, suggestions are made regardingthe possible implications of these findings for the development of a framework for thesustainable implementation of ICT- enabled educational projects. South African Journal of Higher Education Vol. 21 (6) 2008: pp. 759-780

We describe in detail the hyracoid material of Saghatherium from the early Oligocene locality of Jebel at Hasawnah (Libya), which is referred to the Fayum species S. antiquum on the basis of the affinity of its dentition. S. antiquum from Jebel at Hasawnah is illustrated by the best preserved (articulated) material known from mammals in the Paleogene of Africa, and it is one of the best known African fossil mammals. The Libyan fossils provide the first data on the postcranial skeleton of Paleogene hyracoids and a primary reference to their locomotor adaptations.The overall construction of the skeleton of S. antiquum is very close to that of extant procaviids, which indicates a remarkable old and stable pattern. This is especially true of the intracarpal and intratarsal construction (taxeopody and relationships of proximal and distal bony rows). S. antiquum differs mostly in the morphology of the distal part of the limbs. Its most distinctive features are the lengthened foot and hand (marked especially in the metapodials, the astragalar neck, and the cuboid), and the hoof-like morphology of the distal phalanges. These features and others (e.g., metapodials-phalanges articulation, columnar metapodials), suggest mostly an overall unguligrad stance. The whole postcranial morphology, especially the long bones, indicates striking cursorial specializations which are well distinctive from procaviids, although they are much less advanced than in the large Paleogene hyrax Antilohyrax pectidens. Some of these cursorial features are well advanced in S. antiquum (e.g., the tridactyl mesaxonic pes), which suggests a pattern established very early in hyraxes. Nevertheless, other characters indicate that S. antiquum was not a rapid cursorial mammal; this is especially true of the astragalus morphology, which is characterized by an asymmetrical and oblique trochlea. S. antiquum has a high number of thoraco-lumbar vertebrae as in other paenungulates, but a lower number than in extant hyraxes; it therefore illustrates an intermediate structural pattern between the noticeable derived condition of modern hyraxes and the more primitive condition of tubulidentates and other paenungulates.There is no known postcranial material of Paleogene hyraxes closely related to S. antiquum from Libya. Most of the described bones, which are from the Fayum, differ by their noticeable larger size and belong to different genera. The described Fayum astragalus and metapodials that are close in size to S. antiquum probably belong to Thyrohyrax.The known Jebel at Hasawnah material of S. antiquum is dominated by juvenile individuals, which allows the description of the nearly complete deciduous dentition of the species; it is characterized by a small dI1/ by contrast with procaviids which have a striking and similar tusk-like I1/and dI1/. The identification of S. antiquum at Jebel at Hasawnah supports a correlation of the local Tarab Formation with the faunal zone FFZ2 (lower part) of the Jebel Qatrani Fm from the Fayum, and its early Oligocene age.All the mammalian material known from Jebel at Hasawnah belongs to the single species S. antiquum. It is representative of an autochtonous gregarious local population. The Jebel at Hasawnah fossil assemblage is representative of one of the very few known mammal paleobiocenosis in the Arabo-African endemic province.

Two colobine species occur at the early Pliocene (MN 14) locality of Dorkovo: Dolichopithecus ruscinensis Deperet, 1889 and Mesopithecus monspessulanus (Gervais, 1849). Such an association is known from at least three other Ruscinian or earliest Villafranchian sites, and at two other localities a cercopithecine taxon joins the two colobines. The large colobine from the Kuchurgan localities of Ukraine has previously been considered either a distinct genus or a separate species of Dolichopithecus, but it is here synomymized with D. ruscinensis; an isolated Kuchurgan molar previously published as a macaque is here tentatively re-identified as a colobine, perhaps M. monspessulanus. No temporal patterning has been observed either for associations among these Pliocene genera or of size change within the two Dorkovo taxa.

La grotte du Moine de Ban Fa Suai est un site original découvert dans le Nord de la Thaïlande, dans le cadre de la mission paléolithique française en Thaïlande, dont l’objectif est de mettre au jour la présence des premières populations humaines locales. Constitué de trois réseaux superposés – deux réseaux fossiles ayant livré respectivement des restes fauniques appartenant au complexe Stegodon–Ailuropoda et un assemblage lithique se rapportant au Hoabinhien et un réseau actuel actif –, ce site est l’occasion d’illustrer la nécessité de s’intéresser plus en détail aux modalités de remplissage et à la mise en place des restes dans une grotte emblématique de celles nombreuses existant en Asie du Sud-Est. Seize familles, 25 genres et 38 espèces de mammifères ont été identifiés parmi le matériel dentaire accumulé par des porcs-épics. L’analyse technologique du matériel lithique permet de le rapprocher de celui mis au jour en Indonésie. Pour citer cet article : V. Zeitoun et al., C. R. Palevol 4 (2005).

Discovery of subcomplete skeletons of mammals (Hyracoidea) in the Palaeogene of Africa (Libya). Africa is the cradle of a number of major groups of placental mammals but their early record, in the Palaeogene, is extremely scarce and limited to fragmentary fossils. Here we report on exceptionally well preserved, articulated skeletons of a mammal from the lower Oligocene of Libya, which provide a first reconstruction of a Palaeogene hyrax and key information about the primitive skeletal morphology of this endemic African mammal order. Preliminary study indicates that they belong to a single species of Saghatherium, similar in size to S. antiquum. It shows a cursorial and probably digitigrad locomotion. To cite this article: H. Thomas et al., C. R. Palevol 3 (2004). (C) 2004 Academie des sciences. Publie par Elsevier SAS. Tous droits reserves.

In 1993, the discovery of several pairs of lyre-shaped horns with corrugations was recorded in Vietnam and regarded as evidence for a new, large bovid, later referred to as Pseudonovibos spiralis Peter & Feiler, 1994. Despite numerous field investigations made since 1994 in Vietnam and Cambodia, no new anatomical evidence has ever been found, except for two frontlets with their horn cores and horn sheaths. A new investigation has been carried out on six frontlets and based on a histological analysis of the keratin. It shows that the horns of P. spiralis are merely a skillful forgery made by carving and distorting ordinary cow horns. The horns of Pseudonovibos spiralis were, in some cases, positioned back onto the corresponding horn cores of domestic cow frontlets. The name Pseudonovibos spiralis is thus a junior synonym of Bos taurus, yet it remains valid and available.

Fossil wood, collected near the western coast of Saudi Arabia, originates either from the Raghama Formation (Miocene), or from the Dhaylan Formation (Oligocene). Its structure designates this wood as a representative of Recent tropical rain forest Sindora trees and the fossil species Hopeoxylon indicum. The largely disjoined distribution of Recent Sindora is in contrast to the continuity of localities yielding fossils closely related to Sindora. A discussion is held on the dispersion direction of Sindora and geographic and climatic modifications in the Tertiary: Early Miocene land connection; climatic drying at the beginning of the Middle Miocene in the west; and later on in India and Pakistan. (C) 1999 Elsevier Science B.V. All rights reserved.

Three Pleistocene vertebrate localities in lacustrine deposits which accumulated in interdune depressions were discovered in the south-western part of the An Nafud sand sea (northern Saudi Arabia). Although the fossil vertebrate fauna is restricted in diversity, its composition and stage of evolution suggest an Early Pleistocene age in contrast with the recent Pleistocene or Holocene lake beds occurring in several other interdune depressions in central and southern An Nafud. The Nafud fauna has clear African affinities whereas faunas from the Levant, dating from the Middle Pleistocene onwards, contain typically European elements. (C) Academie des sciences/Elsevier, Paris.

This article outlines the impact of forms of communication technology on our understanding of the concepts ‘literacy’ and ‘literacies’. Particular attention is paid to the influence of the personal computer on modern forms of communication, and thus, by implication, on our definition of literacy. The unique quality of the hypertextual structure which underlies computer‐based communication challenges many traditionally‐accepted notions of the nature and structure of written communication. In this way, computer‐based hypertextual communication has profound implications for our definition of literacy itself. In the near future it will not be possible to define ‘literacy’ in terms other than those associated with computers, and, more particularly, the asynchronous, nonlinear nature of hypertextual design.

Deux gisements à vertébrés terrestres (Thaytiniti et Taqah) ont été découverts dans la zone méridionale du Dhofar (Sultanat d'Oman) à la base d'une unité marine transgressive, la Formation Ashawq. Des arguments paléomagnétiques et biostratigraphiques permettent de dater ces gisements de l'extrême base de l'Oligocène. De l'ensemble des observations, il résulte que l'un des gisements (Thaytiniti), dans lequel on observe une association d'Invertébrés marins et de Vertébrés marins, estuariens, dulçaquicoles et terrestres, peut être daté de 35,8 Ma. La faune de Mammifères recueillie à Taqah et Thaytiniti comprend 11 espèces réparties en 5 ordres (Primates, Proboscidea, Embrithopoda, Hyracoidea et Rodentia). Les Primates représentés par 4 dents isolées pourraient être attribuées à un Omomyidé et à deux Catarrhiniens (cf. Oligopithecus et cf. Aegyptopithecus). Le stade d'évolution des Rongeurs (Phiomyidés) et des Proboscidiens, suggère que les gisements du Dhofar sont plus anciens que ceux de la Formation Qatrani du Fayoum (Egypte).