Relevant bibliographies by topics / A.C.T

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'A.C.T'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "A.C.T"

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Harvey, Isabel. "Issues and Questions from the A.C.T." Australian Emergency Nursing Journal 2, no. 2 (July 1999): 10. http://dx.doi.org/10.1016/s1328-2743(99)80009-1.

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Davies, Tamsin. "AVA campaign to support new A.C.T. law." Australian Veterinary Journal 78, no. 1 (January 2000): 5. http://dx.doi.org/10.1111/j.1751-0813.2000.tb10333.x.

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Follett, Rosemary. "COMMONWEALTH-TERRITORY RELATIONS FROM AN A.C.T. PERSPECTIVE." Australian Journal of Public Administration 51, no. 4 (December 1992): 405–9. http://dx.doi.org/10.1111/j.1467-8500.1992.tb01085.x.

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Butler, J. R. G., and Amanda L. Neil. "FISCAL STRESS AND HEALTH POLICY IN THE A.C.T.*." Australian Journal of Public Administration 52, no. 1 (March 1993): 75–94. http://dx.doi.org/10.1111/j.1467-8500.1993.tb00256.x.

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TUGBY, DONALD J., and ELISE TUGBY. "Measurements on a Stone Axe-head from Canberra, A.C.T." Mankind 6, no. 4 (May 10, 2010): 190–92. http://dx.doi.org/10.1111/j.1835-9310.1964.tb01332.x.

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Dunstone, Mark, and Julie Smith. "Is Urban Consolidation Economical? The A.C.T.'S North Watson Case*." Urban Policy and Research 12, no. 4 (December 1994): 222–41. http://dx.doi.org/10.1080/08111149408551643.

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Pócs, Tamás, and Heinar Streimann. "Contributions to the Bryoflora of Australia, I." Bryophyte Diversity and Evolution 27, no. 1 (August 11, 2006): 19–24. http://dx.doi.org/10.11646/bde.27.1.4.

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During a joint field trip organised by H. Streimann in 1999, the authors collected large amount of bryophytes in Queensland, New South Wales, and Victoria states and in the Austral Capital Territory (A.C.T.). Some of them proved to be new state records, or new records for Australia. The list below is the first selection of these records in Hepaticae, with 16 species newly reported from the whole continent.
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Mcilroy, JC, and RJ Saillard. "The Effect of Hunting With Dogs on the Numbers and Movements of Feral Pigs, Sus-Scrofa, and the Subsequent Success of Poisoning Exercises in Namadgi-National-Park, Act." Wildlife Research 16, no. 3 (1989): 353. http://dx.doi.org/10.1071/wr9890353.

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A week-long hunting trial with dogs, Canis familiaris, to control feral pigs, Sus scrofa, in Namadgi National Park, A.C.T., did not cause the pigs to disperse from the area or adversely affect the success of two subsequent poisoning exercises. Hunting was generally not as effective in reducing pig numbers as poisoning with warfarin, but could be useful for obtaining samples of pigs for monitoring disease during the first few days of an exotic disease outbreak, and also for killing pigs that have survived other control methods.
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Read, VT, KWJ Malafant, and K. Myers. "A Comparison of Grid and Index-Line Trapping Methods for Small Mammal Surveys." Wildlife Research 15, no. 6 (1988): 673. http://dx.doi.org/10.1071/wr9880673.

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An investigation is made of trapping methods used to survey small mammal communities in Australia. Assessment is made of sampling configuration and intensity by comparing combinations of those variables at a field site on Blundells Creek in the Brindabella Range, A.C.T. Indices of diversity were used to analyse capture data. These show that capture data from traps set in a grid configuration are highly sensitive to sampling intensity and are unlikely to represent the true community diversity. In contrast, capture data from traps set along index-lines are relatively immune to sampling intensity differences and closely measure true community diversity.
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Readshaw, JL. "Phasmatid Outbreaks Revisiting." Australian Journal of Zoology 38, no. 3 (1990): 343. http://dx.doi.org/10.1071/zo9900343.

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An aerial survey in June 1988 of highland Eucalyptus forests on the western slopes of the Great Dividing Range, between Canberra, A.C.T., and Cabramurra, N.S.W., revealed extensive light to medium defoliation of peppermint-gum forests, covering several thousand hectares. The defoliation was heaviest near the Corin Dam, where ground observations identified the cause of the damage as the spurlegged phasmatid, Didymuria violescens (Leach). It is suggested that the defoliation represents the start of a new outbreak, similar to that of the 1960s, which will increase in area and extend further south with each generation every 2 years causing defoliation in correspondence with the insects 2-year life cycle.
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Dissertations / Theses on the topic "A.C.T"

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Wilks, Patricia A., and n/a. "Teacher morale in A.C.T. primary schools." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061110.132233.

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This study investigates morale as perceived by primary school teachers. A survey was administered to level 1 teachers in A.C.T. government schools. Of the 280 surveys distributed 165 returns were able to be processed, a 59% response rate. Teacher morale has an effect on the quality of teaching and hence student outcomes and is currently an important aspect of the education debate. Teacher stress, a product of low morale, has been of concern to teacher unions and to education departments across Australia. Morale, for the purpose of this study, is defined as a confident and forward looking state of mind relevant to a shared and vital purpose. The survey used in this study was a modified version of Smith's Staff Morale Questionnaire. This instrument identifies three factors of morale : "Cohesive Pride", "Leadership Synergy", "Personal Challenge". Responses relating to these factors were analysed with respect to age, gender, years of experience, school in which the teacher is employed and type of teaching duties. Results indicated that school attended has an influence on the level of "leadership synergy" and gender has an influence on the level of "personal challenge". This research may have implications for school leadership and professional development programs and policy.
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Burkum, Steven Karl. ""A.C.T." -- assimilating new members into the local church." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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Cameron, Patricia, and n/a. "Development of a curriculum in supervision for A.C.T. TAFE." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060623.161003.

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It had been apparent for some time that the supervision course taught by ACT TAFE (based on the 1970 NSW curriculum) was not meeting the training needs of ACT supervisors. This study is a detailed account of how the new curriculum in supervision was developed. The first section is a literature survey directed toward the most relevant problems concerning supervision: the duties and responsibilities of supervisors and their training. The literature shows how the perception of a supervisor has changed from that of a craftsman in charge of men in an assembly plant to that of a first-line or sub-manager, technical specialist or workgroup coordinator working with men and women in white collar occupations. Training research was surveyed in the areas of training needs assessment, curriculum, management development and evaluation. From these and further studies specifically on supervision courses in TAFE (the only post-secondary provider of training in this area), it was concluded that its piecemeal and haphazardly developed courses were unlikely to fulfil supervisors' training needs or gain the acceptance of employers. The second part of the field study is a survey of the opinions of ACT supervision students, supervisors and managers on their training needs in supervision. The techniques used were structured interviews with students and a postal questionnaire to managers and supervisors in the public and private sectors. Finally, the curriculum was formulated using results from the two previous sections. Although the response rate from the postal survey was low, the results were nevertheless useful, confirming the data obtained from past students. In the final analysis, three factors contributed almost equally to the design of the curriculum: ideas and findings in the literature, the surveys, and my own experience as a supervisor, manager and teacher.
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Weddell, Peter, and n/a. "Student perceptions of decision making in A.C.T. high schools." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061110.114343.

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The purpose of the study was to survey students in Australian Capital Territory High Schools regarding their perceptions of who makes and who should make decisions in their schools, the effectiveness of present decision making structures and the relative importance of a range of concerns that might be affected by decisions made in their schools. The survey instrument comprising of five separate questionnaires (Parts A, B, C, D and E) was administered to a random, stratified sample of 384 students drawn from three A.C.T. High Schools. Variables included (a) School, (b) Year Group and (c) Gender. Part A and Part B of the survey instrument were developed specifically to explore the perception of students towards the involvement of parents, teachers, the principal and students in school decision making processes; particularly as this is evidenced in School Board operations. The results for each of the five questionnaires were compiled into separate frequency and ranked percentage tables. The tables were analysed in terms of the total responses recorded for each questionnaire and as a school by school comparison of responses. Use of the Cochran Q Test indicated a positive statistical significance in the overall shift of student perceptions of decision making from Part A (What happens in my school) to Part B (What should happen in my school) of the survey instrument. The findings of the study indicate that students are concerned about their role in the decision making process, and issues that affect their schooling and would like a greater say in how their schools are run. In particular, students would like to participate to a greater degree than at present in decision making that affects homework, the timetable, how teachers teach, subjects offered, text books, and school sporting activities. As regards knowledge about decision making structures within the school and about student representatives, the findings indicate that the students surveyed are not fully aware of the purpose or function of the school board or its representatives. However the majority of students surveyed indicate they would like to have a greater say in how their schools are run. In the comparative analysis of data recorded for each of the schools surveyed, a considerable degree of similarity is found in the responses to all Parts of the survey instrument. Of major concern is the uniform lack of knowledge and interest in survey items connected with the School Board in each of the schools surveyed. A more encouraging result is that in all three schools respondents perceive that they are encouraged to become involved in the School Board and the Student Representative Council (SRC). The survey findings demonstrate that the students would like greater participation in a wide variety of issues and concerns. However current official structures which are designed to include students as equal partners in school based decision making do not appear to interest the majority of students surveyed in this study.
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Uddin, Mohammed Kamal, and n/a. "Public participation in planning: a case study of Canberra A.C.T." University of Canberra. Design & Architecture, 2004. http://erl.canberra.edu.au./public/adt-AUC20050726.095212.

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Traditional models of public participation in planning have been criticized as 'top-down' segregating planners from ordinary citizens; thus, there has been a quest for greater public involvement in planning decisions and policy-making. The public demands a greater voice in planning and development affairs. To provide public input into the planning process, planning agencies often establish Citizen Advisory Committees (CAC) to involve the public in planning decisions. The increasing redevelopment pressure in inner city suburbs in most Australian cities has led to the creation of many advisory groups for advising planning agencies and Ministers for Planning on planning and development matters. These advisory committees usually consist of people of diverse backgrounds elected, selected and/or appointed by the planning agency to provide community input into planning policy making. However, little is known about the context and operational process in the consultation processes of advisory committees. Much of the existing literature on public participation lacks widely applicable evaluation approaches for determining whether the existing context and process is fair and effective in the participation process. As complex social phenomena, public participation processes are influenced by contextual factors. This thesis examines the Terms of Reference and the operational process of planning advisory committees, and evaluates them through two proposed meta-criteria: fairness and effectiveness. LAPACs in Canberra have been selected for the evaluation of the participation process, providing a basis to develop a conceptual model for its improvement. The analysis is based on a theoretical framework, which focuses on the criteria of fairness and effectiveness in the public participation process. This study uses a qualitative approach to data analysis using multi-method techniques such as focus interviews, document analysis and participant observation. The interviews were conducted with LAPAC members and other planning community who were directly or indirectly involved in the ACT's consultation process, and aware of its planning decisions. They are development proponents, the enthusiastic wider public, planning staff, the Minister for Planning, and planning spokespersons of political parties. The data provide insight into the details of the proposed criteria to evaluate the fairness and effectiveness of a participation process. The results suggest that improving the participation process in a planning advisory committee requires changes in committee protocols, operational processes and planner roles in conducting the participation processes. Specifically, there needs to be a move away from static processes toward more strategic, active and accountable processes. This thesis suggests some practical steps, in order to ensure greater fairness and effectiveness in the participation process of a planning advisory committee, and recommends the proposed evaluative criteria as a new framework for evaluating planning advisory committees.
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Gordon, Phillipa, and n/a. "Years 11 and 12 English curriculum in the A.C.T 1984." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060712.110221.

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In 1976, following the recommendations of the Campbell Report, school-based course development and assessment replaced the New South Wales Higher School Certificate courses and public examinations. Under the auspices of the A.C.T. Schools Authority, the A.C.T. Accrediting Agency took control of administering the new system. Nine years after the system was introduced, the benefits of the new system were very clear in the area of English curriculum at Years 11 and 12 level. To a considerable degree, the hopes of the Campbell Report have been fulfilled in terms of providing students with greater freedom of choice and flexibility in the selection of options in an English course composed of a number of term or term equivalent units. Assessment instruments have become much more wide-ranging. Teacher/student relationships have become less authoritarian. Teaching strategies and learning approaches have generally made students more active participants in the learning process. The field study drew heavily on English course documents in the senior secondary colleges, presenting an overview of the workings of the English curriculum. Because courses are being continually reaccredited, it was necessary to set the curriculum overview at a particular time, in 1984. As the A.C.T. is a small education system in Australian terms, it was possible to gain some concept of the whole picture, although 428 term units is not an inconsiderable number. The field study, because of its significant data base, poses more questions than it answers. It does, to a degree, present "what is", or rather "what was" in the 1984 English curriculum at Years 11 and 12 level in A.C.T. colleges. And it points directions for further research.
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Mazza, Rose, and n/a. "Multicultural education and A.C.T. government high schools : an investigative study." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060907.142249.

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Newman, W. S., and n/a. "Factors leading to the non-completion of units at an A.C.T. secondary college." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060411.115702.

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This study looks at factors relating to the noncompletion of units of study by students in a secondary college. It is aimed at providing information for decision-makers at Erindale College specifically in the area of course counselling. Administrators and counsellors at other colleges should also find the information of value. The study compared a sample of students who completed all their chosen units of study in one semester with all students who did not complete all of their chosen units in that semester. The latter group consisted of those who withdrew from one or more units during the semester, those who left the college and those who were deemed "unassessable" as a result of poor attendance or nonsubmission of assessment items. All 362 students in the college were asked to complete a Baseline Questionnaire during Week 3 of Semester 1, 1985. This sought background information about reasons for enrolling at college, influences on their choice of units, future intentions, preferred ways of learning and other details. Students who withdrew from, or changed units during the semester were asked to complete a Change of Unit Survey and any leavers were asked to complete a Leaver's Survey. In Week 16 (May, 1985) all students still enrolled were asked to complete an End of Semester Questionnaire designed to enable comparisons of attitudes between those who completed all units and those who did not. The study looks at a number of characteristics of students and their attitudes to various aspects of learning, college life and choice of units of study. It attempts to look at factors that might affect the student's decision to complete or not complete a chosen unit of study. The factors considered were largely based upon studies of early school leavers. FINDINGS. 1. Students who do not complete units tend to have one or more of the following characteristics (significant at the 0.05 level): (a) do not enrol to gain tertiary entrance qualifications (b) enrol to improve their chances of getting a job (c) are not definitely seeking a tertiary entrance score (d) have no definite intention of completing Year 12 (e) have no firm intention of studying subjects in order to complete major or minor courses in them (f) are less likely to have a part-time job (g) by the end of the semester, are not happy with their marks in most units (h) finish the semester studying less than 3 T-units (i) continue into Semester 2 with 3 or more A-units and less than 3 T-units (j) do not consider their parents' wishes an important influence on the choice of units for Semester 2. In addition to these, one other finding of interest, with a significance of 0.055 (approx.), showed that noncompleters tend to come from a socio-economic background of parents who are either managers/employers/self-employed or manual-skilled workers (i.e. not professional or nonmanual/clerical). 2. No significant differences at the 0.05 level were found between males and females nor between Year 11 and Year 12 students in their tendency to complete units. 3. Students who change or withdraw from units give the following reasons (in rank order of frequency): - they are getting poor marks - they are unable to understand the work - they find the class activities uninteresting - they state that the content is not very relevant to their needs - the unit is not suited to their career plans. IMPLICATIONS. The implications for administrators at Erindale College are: 1. Students should be encouraged to formulate specific goals and develop a commitment to their education. 2. Students who are "at risk" need to be identified early and given tutorial assistance in units where they are having difficulty with understanding. 3. The curriculum must be kept under review in order to provide for the needs of all students.
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Raharjo, Irawati, and n/a. "Teaching Indonesian as a foreign language in the A.C.T using the communicative approach." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061107.091143.

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For some years now, linguists have been developing methods of teaching second language learners to communicate effectively in the foreign language, concentrating on methods of developing skills in oral communication. Although there are many factors in Australia which would favour the introduction of Communicative Language Teaching for Indonesian - such as well-equipped classrooms and small class sizes - the Communicative Approach to teaching does not appear to have been fully developed. This is partly because of the lack of communicatively-based textbooks and teaching materials. The aim of this study is to suggest some ways in which Australian teachers could adapt the currently available materials and textbooks for use in communicative teaching of Indonesian, and also to propose methods of assessing students' communicative abilities. Chapter One describes the background to the study, and defines its aims, its scope and the research method used. Chapter Two looks at the teaching of Indonesian in the A.C.T., concentrating on the equipment and textbooks which are available. Some of the problems of teaching and assessment are also outlined. The discussion of Communicative Language Teaching in Chapter Three covers the development of language teaching methodology in general terms. A description and analysis of my research conducted on students and teachers of Indonesian in the A.C.T. is included in Chapter Four. The last two chapters contain a presentation of possible teaching materials and methods of introducing communicative activities (Chapter Five), and possible ways of assessing communicative activities (Chapter Six). Some of the problems of the Communicative Approach are also discussed. This Study Report is intended only to suggest some ways of introducing communicative activities into A.C.T. classrooms in the waiting period before new textbooks and materials, hopefully based on the Communicative Approach, become available.
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Nelipa, Tanya, and n/a. "The changing role of the A.C.T. government school principal : an investigation of administrators' perceptions." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060824.095312.

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This study researched three major areas of the school Principalship within the Australian Capital Territory government school system. The three major areas of research concern related to school Principalship were: 1. Changes in the role and responsibilities of the Principal 2. Skills Principals require to perform effectively within the role and responsibility. 3. How the education department may best facilitate and support effective performance of its Principals. An outline of the history of administrative and organisational restructuring within the A.C.T. government education system during the past two decades has been presented to provide the context of the study. A review of the literature also contributed to the contextual understanding of the study by examining specific issues and understandings within the literature. The specific issues and understandings related to: context and the role of the Principal concept of the role of the Principal instructional leadership and the role of the Principal administrative and organisational devolution and the role of the Principal The research methodology used to examine the issues central to this study is qualitative or descriptive in nature, reflecting a phenomenological perspective. The data was collected through personal interviews conducted with senior administrators of the A.C.T. government school system and written questionnaires completed by Principals of the A.C.T. government school system. The data comprises the perceptions, ideas and beliefs of the two defined groups targeted in the study. The analysis of responses presented the major findings regarding the perceptions, ideas and beliefs of the Principals and senior administrators of the A.C.T. government school system relating to the key research areas of this study. The major findings show that the role of the school Principal has changed, with Principals requiring a broader array of skills to effectively meet the challenges of the new role. The major findings discuss how the education department may best facilitate and support effective performance in the Principalship. The conclusions of the study discuss how changes to the role of the Principal have increased the Principal's workload, with Principals now required to utilise a broader scope of often new skills to effectively perform their changed role and responsibilities. The Principal respondents and senior administrator respondents suggest best ways that the education department may facilitate and support effective performance of the Principalship. It was also suggested that the amount of professional development and training was inadequate to facilitate the performance of effective Principalship. Respondents indicated that incentives such as sabbatical leave for Principals be facilitated by the education department to ensure Principals' professional renewal. Finally, the implications of the conclusions of the study address the ways in which the education department may best assist Principals to acquire the necessary new skills to effectively perform their changed role. The implications of the conclusions of the study also address the ways in which the education department may best facilitate and support Principals' professional renewal. The implications of the conclusions of the study state that the responsibility for Principals' professional development and renewal should be a shared responsibility between the school Principal and the education department.
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Books on the topic "A.C.T"

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Exploring the A.C.T. and southeast N.S.W. Kenthurst [N.S.W.]: Kangaroo Press, 1985.

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1943-, Kuveke Susan H., ed. A.C.T.: All Can Thrive : supporting mainstreamed students. West Lafayette, Ind: Kappa Delta Pi, 1996.

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Pascoe, Timothy. Arts in the A.C.T.: Funding priorities and grant administration. [Canberra]: ACT Arts Development Board, 1985.

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Bruce, David. A.C.T. en action: Abordabilité et choix toujours : leçons apprises : rapport final. Ottawa, Ont: Société canadienne d'hypothèques et de logement, 1998.

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Duntroon: The Royal Military College of Australia, 1911-1986. Sydney: Allen & Unwin, 1986.

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Mort, Eirene. Old Canberra: A sketchbook of the 1920s. Canberra: National Library of Australia, 1987.

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Moore, Darren. Duntroon: A history of the Royal Military College of Australia, 1911-2001. Canberra: Royal Military College of Australia, 2001.

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Albert Hall: The heart of Canberra. Sydney, New South Wales: UNSW Press, 2014.

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Barrow, Graeme. The Prime Minister's Lodge: Canberra's unfinished business. Canberra: Dagraja Press, 2008.

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Barrow, Graeme. The Prime Minister's Lodge: Canberra's unfinished business. Canberra: Dagraja Press, 2008.

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Book chapters on the topic "A.C.T"

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Page, Kevin. "A.C.T. Program Design and the Enlightened Actor." In Advanced Consciousness Training for Actors, 197–229. New York ; London : Routledge, Taylor & Francis Group, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315145594-11.

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Goré, Rajeev, and Ekaterina Lebedeva. "Simulating STV Hand-Counting by Computers Considered Harmful: A.C.T." In Electronic Voting, 144–63. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52240-1_9.

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Page, Kevin. "Why Do Actors Need Advanced Consciousness Training or A.C.T.?" In Advanced Consciousness Training for Actors, 68–79. New York ; London : Routledge, Taylor & Francis Group, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315145594-4.

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Adler, Mark, Pierre Moerbeke, and Pol Vanhaecke. "A.c.i. Systems." In Algebraic Integrability, Painlevé Geometry and Lie Algebras, 153–97. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-662-05650-9_6.

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Adler, Mark, Pierre van Moerbeke, and Pol Vanhaecke. "Weight Homogeneous A.c.i. Systems." In Algebraic Integrability, Painlevé Geometry and Lie Algebras, 199–261. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-662-05650-9_7.

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Essannouni, Hassane, and Amin Kaidi. "Semiprime alternative rings with A.C.C." In Ring Theory, 82–93. Berlin, Heidelberg: Springer Berlin Heidelberg, 1988. http://dx.doi.org/10.1007/bfb0100918.

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Beumler, Tanja, and Gustav Harder. "Outdoor-a.r.t. — Handlungsorientiertes Lernen als Beitrag zur Personal- und Organisationsentwicklung." In Power Tools, 393–402. Wiesbaden: Gabler Verlag, 2001. http://dx.doi.org/10.1007/978-3-322-84461-3_33.

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Puninski, Gennadi. "Serial Rings with the A.C.C. on annihilators and Nonsingular Serial Rings." In Serial Rings, 55–63. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0652-1_5.

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Mapelli, Carlo, Roberto Venturini, and Antonio Guindani. "Effect of Nb and V in the Development of Texture and Plastic Strain Ratio in Low Carbon Microalloyed Steels Produced by A.S.T. Technology." In Materials Science Forum, 279–86. Stafa: Trans Tech Publications Ltd., 2005. http://dx.doi.org/10.4028/0-87849-981-4.279.

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"Front Matter." In A.C.R. Grønland, 1–5. Presses de l'Université du Québec, 2011. http://dx.doi.org/10.2307/j.ctv18pghq8.1.

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Conference papers on the topic "A.C.T"

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Farally-Semerad, Gail, and Geroge Thompson. "The A.R.T. of content management training." In the ACM SIGUCCS fall conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1629501.1629504.

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Germain, George L., and Terry W. Clarke. "The A.R.T. of Supervisory Control and Data Acquisition." In 1998 2nd International Pipeline Conference. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/ipc1998-2104.

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Understanding Business Process needs is critical to successful implementation of new Information Technology. Understanding Information Technology capabilities is critical to successful evolution of Business Processes. Supervisory Control and Data Acquisition (SCADA) systems have been in the gas industry since the 1960’s. Earlier systems provided some data or information from the remotely controlled locations and a few key inter-connections. Now, sophisticated networked systems which contain layers of information detail from field devices and other computerized processes, feed simulators designed to study the process, use expert systems to advise on capability, and provide excellent data and information retention and retrieval tools. The potential to automate business processes is more complete than ever before. Computers can now help to manage integrated business processes where important data and information is moved regularly from one business process to another under the watchful eye of validation steps, at specified frequencies, with all the necessary reporting to process workers about the health, and performance, of the business process, process links, and the computer system. The business must understand the benefits and constraints which technology offers to a business process, and find ways to evolve the process with the new technology in hand. The IT manager must understand the business process needs in order to provide the appropriate technology to enable the business process with quick-change capability when change is indicated. This paper explores some of the relationships between the business process, and the technology impacting the process, on the way to producing a flexible, enduring, and friendly SCADA network, ready to interact with other SCADA systems, other internal processes, and the external world.
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Sword, Terrenz. "The A.R.T. System™: Artificial Reality Television System™." In SMPTE Advanced Television and Electronic Imaging Conference. IEEE, 1994. http://dx.doi.org/10.5594/m00859.

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Simons, C. A. J. "A.C.S. van Heel: teacher and inspirator of technical optics." In Fifth International Topical Meeting on Education and Training in Optics. SPIE, 1997. http://dx.doi.org/10.1117/12.294379.

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CHAVY, S., and F. FANTAR. "DESIGN OF ATTITUDE CONTROL SYSTEM (A.C.S.) FOR INJECTION OF SPINNED PAYLOADS." In Navigation and Control Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1991. http://dx.doi.org/10.2514/6.1991-2708.

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BLISS, DONALD, and JAMES GOTTWALD. "Reduction of sound transmission through fuselage walls by alternate resonance tuning (A.R.T.)." In 12th Aeroacoustic Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1989. http://dx.doi.org/10.2514/6.1989-1046.

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da Cunha Campelo, Antônio. "A.C.H. Support of aircraft conception; A step in the direction of simultaneous engineering." In SAE Brasil. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 1993. http://dx.doi.org/10.4271/931603.

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Bouafia, A., and J. Dimnet. "Comparison of different knee states: intact, without A.C.L. and with a prosthetic using a kinematics simulator." In BIOMED 2007. Southampton, UK: WIT Press, 2007. http://dx.doi.org/10.2495/bio070081.

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Prins, M. H., G. J. H. den Ottolander, R. Gelsema, T. C. M. van Woerkom, A. K. Sing, and I. Heller. "DEEP VENOUS THROMBOSIS PR0FYLAXIS WITH A LMW HEPARIN (KABI 2165) IN STROKE PATIENTS." In XIth International Congress on Thrombosis and Haemostasis. Schattauer GmbH, 1987. http://dx.doi.org/10.1055/s-0038-1643217.

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In a group of 60 patients entering our hospital for completed stroke, within 72 hours after onset of symptoms, treatment with Kabi 2165 2x 2500 anti-Xa U s.c. was compared to placebo 2x s.c. in a double blind trial to test the assumption that Kabi 2165 could prevent DVT, without causing cerebral bleeding in the ischaemic area. The diagnosis of stroke was made on clinical grounds. A.CT-scan of the head was performed before entering the trial to exclude cerebral bleeding or tumor. Follow-up during a trial period of 14 days included a Fibrinogen scan - if positive followed by flebografy. After the trial period or when clinical deterioration occurred a CT-scan of the head was repeated. Before and during the trial period haematologic and coagulation data were obtained and will be reported. Obduction was obtained whenever possible.The patient groups were comparable, except for a slight preponderance of disturbed consciousness and atrial fibrillation in the Kabi 2165-treated group. This difference did not reach statistic significance. In the Kabi 2165 group there were 6 cases of DVT compared to 15 in the placebo group (p=0,05). In the Kabi 2165-treated group there were slightly more cases of cerebral bleeding and death during trial, respectively 4 versus 2 and 9 versus 4 (both NS). Cerebral bleeding occurred only in patients with a bloodpressure above 150/90 mmHg on entering.Although the patient group is still small, we like to conclude that in normotensive stroke patients Kabi 2165 2x 2500 anti-Xa U s.c. per 24 hours, is a safe method of DVT profylaxis.
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Silva, Julia de Oliveira, Luane De Macêdo E. Silva, Indiana Lua Mendes Araújo, Selmar Moreira, and Maria José Lima Do Nascimento. "COMPLEXO HIPERPLASIA ENDOMETRIAL CÍSTICA ASSOCIADO A PIOMETRA EM CADELA - RELATO DE CASO." In I Congresso On-line Nacional de Clínica Veterinária de Pequenos Animais. Revista Multidisciplinar em Saúde, 2021. http://dx.doi.org/10.51161/rems/1889.

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Introdução: O Complexo hiperplasia endometrial cística-Piometra (CHEC-P) é uma afecção crônica que afeta o útero. A sua etiopatogenia está relacionada a resposta exagerada do endométrio à exposição prolongada a elevados níveis de estrógeno e progesterona, fazendo com que o tecido glandular torne-se em cístico, espessado e edemaciado. É uma enfermidade de alta incidência na rotina clínica, acometendo principalmente, fêmeas nulíparas, idosas não castradas. Os principais sinais clínicos são distensão abdominal, dor à palpação, com presença ou não de corrimento vaginal, anorexia, depressão e vômito. Objetivo: Esse trabalho tem como objetivo descrever um caso de Complexo Hiperplasia-Endometrial-Cística associado a Piometra em uma cadela. Material e métodos: Uma cadela da raça Poodle de 09 anos, pesando 6,3 kg, há 2 semanas apresentava claudicação bilateral dos membros pélvicos, e na noite anterior a consulta apresentou apatia, anorexia, vômito de aparência branca e espumosa. Ao exame físico pode-se observar temperatura de 38,6ºC, mucosas hipocoradas, apatia, respiração ofegante, abdome rígido, claudicação do membro pélvico direito mais evidente e tosse improdutiva. Recomendou-se a realização de exames hematológicos, bioquímico e ultrassonografia da região abdominal. Resultados: No hemograma verificou-se hemácias normocíticas normocrômicas, leucocitose por neutrofilia , linfocitose absoluta com desvio à esquerda regenerativo e eosinopenia absoluta. O bioquímico da paciente apresentou as seguintes alterações: T.G.P/A.L.T: 19,0U/L, proteínas totais: 8,9g/dL, creatinina 0,7 mg/dL. No exame ultrassonográfico observou-se útero e cornos uterinos com volume moderadamente aumentados, com presença de conteúdo luminal rico em celularidades, parede espessada, cisto intramurais,e também a presença de estrutura cística no ovário esquerdo medindo 3,12 cm no seu eixo maior. Fechado o diagnóstico de CHEC e Piometra fechada, realizou-se a internação para realização da Ovariossalpingohisterectomia (OSH), havendo melhora clínica do paciente após o procedimento cirúrgico. Conclusão: Devido a CHEC-P ser uma enfermidade frequentemente relatada na clinica veterinária, faz-se essencial o seu conhecimento, bem como a realização de exames de imagem como a ultrassonografia, uma vez que por meio deste tem-se um diagnóstico precoce e preciso a cerca da doença, e associado ao tratamento cirúrgico, há um melhor prognóstico para o paciente.
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