Journal articles on the topic 'Australian Catholic University'
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Maiden, John. "The Emergence of Catholic Charismatic Renewal ‘in a Country’: Australia and Transnational Catholic Charismatic Renewal." Studies in World Christianity 25, no. 3 (December 2019): 274–96. http://dx.doi.org/10.3366/swc.2019.0268.
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Global Catholic Charismatic Renewal (CCR) has been the subject of few scholarly historical studies. Outside the United States, Australia was one of the main early contexts for its emergence and expansion. This article assesses the historical origins and early development of CCR in Australia from a transnational perspective, exploring the relationships and flows between this country and the American upper Midwest ‘cockpit’ of early CCR – the university cities of South Bend, Indiana, and Ann Arbor, Michigan. These global linkages may be understood as part of a broader ‘drift’ towards US Christianity in Australia after 1945. Such connections were formative for much of Australian CCR in terms of the development of leadership structures and patterns of practice – in particular, the construction of charismatic communities, such as the Emmanuel Covenant Community, Brisbane, Queensland. The dynamics of these transnational relationships, however, also shaped the emergence of a national movement with a distinctively Australian identity and global sensibility. Increasingly during the 1970s Australians themselves became leading actors in CCR worldwide.
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Pulla, Venkat. "Unprecedented Move." Space and Culture, India 4, no. 2 (November 16, 2016): 1. http://dx.doi.org/10.20896/saci.v4i2.221.
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In this issue, Dr. Venkat Pulla, Coordinator, Social Work Discipline & Senior Lecturer, Australian Catholic University, Australia (Brisbane Campus), writes the editorial on denominations by Modi Government to deal the pervasive corruption in India.
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DORMAN, JEFFREY P. "COMPARING THE UNIVERSITY-LEVEL ENVIRONMENT IN THE AUSTRALIAN CATHOLIC UNIVERSITY WITH OTHER AUSTRALIAN UNIVERSITIES." Christian Higher Education 1, no. 1 (January 2002): 39–53. http://dx.doi.org/10.1080/15363750213771.
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Pink, M. A., H. Rosing, and S. C. Jones. "The Australian Catholic University and DePaul University (Chicago) service-learning partnership." RIDAS. Revista Iberoamericana de Aprendizaje-Servicio, no. 12 (January 4, 2022): 136–48. http://dx.doi.org/10.1344/ridas2021.12.14.
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In this paper, we report on the service-learning partnership between Australian Catholic University and DePaul University (Chicago) and how this partnership has enriched the scholarship of service-learning for both institutions. Using a case study methodology, we explore how two large Catholic Higher Education Institutions (CHEIs) with similar, yet distinct missions have partnered to learn about each other’s approaches and contexts. Since 2018, the SteansCenter for Community-Based Service-learning and Community Service Studies (DePaul) and ACU Engagement, the central agency responsible for supporting the extensive service-learning program at ACU, have met to discuss their programs and explore opportunities for collaboration. These discussions have led to new understandings and translations in the pedagogical terminology across Australian and US contexts and the identification of how mission coherence can inform partnerships between CHEIs. The partnership has also led to ongoing collaborations that have furthered the service-learning mission and institutionalisation of both universities. The paper concludes by reflecting upon the value of partnerships between CHEIs across national boundaries and the value of mutually exploring mission, principles, and practice as the field seeks further institutionalisation of service-learning. That is, service-learning for the mutual benefit and transformation of the community and university.
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Ray, Anita C. "Comparative Theology in the Contemporary Australian Context." International Journal of Asian Christianity 3, no. 2 (September 3, 2020): 139–51. http://dx.doi.org/10.1163/25424246-00302003.
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Abstract This essay examines the practice of comparative theology within the culturally and religiously plural landscape of contemporary Australia. Tracing the early stages of the discipline in Australia to the Faculty of Theology and Philosophy at Australian Catholic University (acu) in 2012, the paper tracks its subsequent progress in the vibrant Asia-Pacific region. For the sake of clarity, I investigate a specific example of comparative theology, testing the feasibility of an engagement between Anglo-Celtic Christians and Indigenous Australian peoples. Seeking greater theological depth, I isolate a precise theme—the creation of the universe—and position the Indigenous viewpoint within the oral ‘Dreaming’ myths of the central Australian desert. The Christian perspective derives from written Biblical sources.
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Davis, Wendy. "The End of an Era: Sixteen Years of the Adelaide Theological Library." ANZTLA EJournal, no. 12 (May 20, 2015): 2–6. http://dx.doi.org/10.31046/anztla.vi12.278.
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Presented at the End of an Era dinner held 12th November, 2013 at the Glenelg Golf Club. The dinner marks the departure of Catholic Theological College from the Adelaide College of Divinity. Catholic Theological College ceases to exist from 2014. Catholic postgraduate students will continue their studies through the Australian Catholic University, and most staff of CTC will become part of the ACU faculty.
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Insole, Christopher. "Author’s Reflections on the Responses and Questions from the Book Launch." Studies in Christian Ethics 34, no. 3 (April 27, 2021): 298–306. http://dx.doi.org/10.1177/09539468211009763.
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This is the author’s reflections on formal responses, and a discussion, which took place at the book launch for Christopher Insole’s Kant and the Divine: From Contemplation to the Moral Law (Oxford: Oxford University Press, 2020), hosted jointly, in November 2020, by the Centre for Catholic Studies, Durham University, and the Australian Catholic University. Topics covered include: the aesthetic properties of Kant’s philosophy, the difference between the received Kant and the textual Kant, the theological hostility to (and appropriation of) Kant, Insole’s claim that Kant believes in God, but is not a Christian.
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Herdt, Jennifer A., and Christopher Insole. "Conversation between Jennifer Herdt and Christopher Insole." Studies in Christian Ethics 34, no. 3 (April 20, 2021): 283–89. http://dx.doi.org/10.1177/09539468211009760.
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This is a conversation held at the book launch for Christopher Insole’s Kant and the Divine: From Contemplation to the Moral Law (Oxford: Oxford University Press, 2020), hosted jointly, in November 2020, by the Centre for Catholic Studies, Durham University, and the Australian Catholic University. The conversation covers the claim made by Insole that Kant believes in God, but is not a Christian, the way in which reason itself is divine for Kant, and the suggestion that reading Kant can open up new possibilities for dialogue between Christian thinkers and contemporary forms of secular religiosity.
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Bruckmayr, Philipp. "From Dialogue to Collaboration." American Journal of Islam and Society 26, no. 3 (July 1, 2009): 153–55. http://dx.doi.org/10.35632/ajis.v26i3.1389.
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Conferences focusing on the thought of Fethullah Gülen, especially the activitiesof the faith-based movement inspired by it, can nowadays be consideredcommon events. Indeed, by now the organization of such academic conferencescan rightfully be regarded as yet another regular field of activity of themovement, besides its major and relentless endeavors in interreligious dialogue,secular education, welfare, and the media. Whereas the major eventsof the last two years took place in Europe and the United States (London andRotterdam, 2007; Washington DC, 2008; and Potsdam, 2009), the AustralianCatholic University, the Australian Intercultural Society, and Monash Universityput Australia back on the map with this conference. Convened during 15-16 July 2009 at the Australian Catholic University, Melbourne, it was alsomeant to celebrate last year’s establishment of the university’s FethullahGülen Chair for Islamic Studies, held by Prof. Ismail Albayrak ...
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MacLaren, Duncan. "Tertiary Education for Refugees: A Case Study from the Thai-Burma Border." Refuge: Canada's Journal on Refugees 27, no. 2 (January 18, 2012): 103–10. http://dx.doi.org/10.25071/1920-7336.34727.
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The Australian Catholic University (ACU) has, since 2003, been involved in providing tertiary education for young refugees who have fled persecution in Burma to end up in refugee camps in Thailand. This paper examines the origins of the program, the changes made as lessons are learned, and the current Diploma program which is also supported by three US universities and York University in Toronto. It also examines how past graduates have used their qualifications for the common good, a term derived from Catholic social thought which informs ACU’s specific Catholic identity as a university. The paper further looks at what challenges lie ahead within the Thai-Burmese context and how this model can be replicated in other protracted refugee situations.
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Adams, Nicholas. "Response to Christopher Insole’s Kant and the Divine: From Contemplation to the Moral Law (Oxford: Oxford University Press, 2020)." Studies in Christian Ethics 34, no. 3 (April 6, 2021): 293–97. http://dx.doi.org/10.1177/09539468211009762.
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This is a response given at the book launch for Christopher Insole’s Kant and the Divine: From Contemplation to the Moral Law (Oxford: Oxford University Press, 2020), hosted jointly, in November 2020, by the Centre for Catholic Studies, Durham University, and the Australian Catholic University. The response considers the gap between the textual Kant (as set out by Insole), and the received Kant, and reflects on how theologians have been too quick either to condemn and dismiss (a poorly interpreted) Kant, or to rehabilitate Kant for theological projects, which Kant would have been opposed to, given his deepest philosophical commitments.
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Carlisle, Clare. "Response to Christopher Insole’s Kant and the Divine: From Contemplation to the Moral Law (Oxford: Oxford University Press, 2020)." Studies in Christian Ethics 34, no. 3 (April 22, 2021): 290–92. http://dx.doi.org/10.1177/09539468211009761.
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This is a response given at the book launch for Christopher Insole’s Kant and the Divine: From Contemplation to the Moral Law (Oxford: Oxford University Press, 2020), hosted jointly, in November 2020, by the Centre for Catholic Studies, Durham University, and the Australian Catholic University. The response focuses on the continuity and rupture that Insole claims to find between Kant’s early and late philosophy, and draws attention to an aesthetic sensibility across Kant’s thought: a Platonic and rationalist aesthetics which focuses on the qualities of harmony, plenitude and perfection that Insole finds to be the ‘base notes’ of Kant’s thought.
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Russell, Kylie P., and Tracey H. Coventry Coventry. "Transition to practice: Supporting first year nurses within a collaborative faith based graduate program." Journal of Nursing Education and Practice 11, no. 5 (December 31, 2020): 1. http://dx.doi.org/10.5430/jnep.v11n5p1.
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Objective: Faith-based organisations play a major role in health care in Australia providing a unique service supported by compassionate and concerned staff. In response to the changing Australian health care landscape the increasing demands placed on first year registered nurses, a graduate program provided in partnership with a Catholic University, engages students in academic and clinical learning. The study aimed to determine if the provision of nursing care in the context of catholic faith and values provides first year nurses with a supportive learning environment.Methods: This study used a mixed method explanatory sequential design in two phases: (1) quantitative online surveys sent to graduate nurses (n = 60) to report on their perceptions of work integrated learning prior to and during their first year of nursing at the private catholic hospital; and (2) focus groups were conducted to explore key themes in further detail. The evaluation occurred at both the halfway and the end point of the 12-month Graduate Program. Data was analysed using descriptive statistics and theming of the text data to identify emergent ideas.Results: The findings suggest that the graduate nurses felt engaged with the programs academic and clinical learning outcomes. This was achieved in a supportive pastoral care environment underpinned by catholic faith and values.Conclusions: The Graduate Program in collaboration with a Catholic University School of Nursing and Midwifery has provided a positive learning experience and support structure for its first year registered nurses with the achievement of a formally recognised qualification.
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Howard, Peter, Jude Butcher, and Luke Egan. "Transformative education: Pathways to identity, independence and hope." Gateways: International Journal of Community Research and Engagement 3 (November 25, 2010): 88–103. http://dx.doi.org/10.5130/ijcre.v3i0.1637.
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In 2008–2010, the Australian Government’s social inclusion agenda and the Bradley Review of Higher Education profiled the importance of education for people from disadvantaged backgrounds. This education needs to be transformative in both its nature and its outcomes. The Clemente Australia program is presented here as a means of providing such transformative education for people who are disadvantaged or socially isolated. This case study of Clemente Australia shows how the program is built upon a psychology of hope and provides pathways not only to new hope but also to a new sense of identity and independence.
Clemente Australia (CA) is an example of community embedded, socially supported university education (CESS). Essential elements of CA are respecting people for who they are and for where they are within their individual life journeys; building student capacity to be more proactive in reflecting upon and engaging with the world; learning with and relating to others; and promoting educative justice through the recognition of the students’ human rights to participate in tertiary education in a way that meets their personal and academic learning needs.
For the students, the university (Australian Catholic University) and other partners in CA, it is evident that there has been an ongoing shift from dependence upon the provision of materials and services to empowerment and enhanced capabilities in identifying the supports and processes required to meet the personal and professional needs of students, staff and community agencies. This shift has occurred through the scaffolding processes provided, the establishment of innovative partnerships and purposeful reflection. It has involved listening to one another, welcoming people into new worlds and challenging one another in the provision of transformative education to realise the fulfilment of hope for many Australians experiencing disadvantage.
key words: transformation; education; community; hope; homelessness; disadvantage
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McQuillan, Paul, and Eric Marx. "From Original Vision to World Vision. A comparison of the level of recognition and reporting of religious experience of two groups of catholic high schools students." Journal of Youth and Theology 6, no. 2 (February 17, 2007): 24–40. http://dx.doi.org/10.1163/24055093-90000237.
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The research reported in this paper began as a result of Dr Paul McQuillan's quest to verify his personal experience teaching senior high school students (age 16 and 17) in Australian Catholic Schools. Over a number of years of teaching Religious Education to groups of students he noted that they often witnessed to their deep experience of the transcendent, even though this was not always interpreted religiously by the students. His own teaching methodology was based on the experiential approach to Religious Education espoused by Hammond, Hay, Moxon, Netto, Raban, Straugheir and Williams and facilitated the recognition and recording of these experiences by the students. The statistical analysis in comparisons between survey groups was the work of Dr Eric Marx from the School of Psychology at the McAuley (Brisbane) Campus of Australian Catholic University. The authors suggest ways to address an apparently diminishing level of recognition and reporting of these experiences.
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Thwaite, Anne. "Inclusive and Empowering Discourse in an Early Childhood Literacy Classroom with Indigenous Students." Australian Journal of Indigenous Education 36, no. 1 (2007): 21–31. http://dx.doi.org/10.1017/s1326011100004385.
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AbstractThis paper presents an analysis of the classroom discourse and strategies of Marcia, an early childhood teacher of a class with a high percentage of Indigenous Australian students. These students have been demonstrably successful on standardised literacy tests, which is not the case for Indigenous students in general in Australia (e.g., MCEETYA, 200). It will be suggested here that Marcia’s approach and relationships with the students, as constructed in her discourse, have been a large contributing factor in this success. Marcia’s discourse can be described as both inclusive and empowering and, as such, it will be proposed that awareness of her techniques may be of benefit to teachers who are working with groups whom education systems tend to marginalise and disempower. Marcia’s lessons were observed as part of the project, “Teaching Indigenous Students with Conductive Hearing Loss in Remote and Urban Schools of Western Australia”. This project was based in Kurongkurl Katitjin, School of Indigenous Studies, at Edith Cowan University, Perth, Western Australia, and was funded by an Australian Research Council Strategic Partnerships with Industry [SPIRT] Grant and the industry partners: Department of Education of Western Australia, Catholic Education Commission of Western Australia and Aboriginal Independent Community Schools, Western Australia.
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Champagne, Elaine. "Eighth International Conference on Children’s Spirituality, Australian Catholic University, Ballarat, 20–24 January 2008." International Journal of Children's Spirituality 13, no. 2 (April 16, 2008): 191–92. http://dx.doi.org/10.1080/13644360802005341.
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Clooney, Francis X. "Introduction to Comparative Theology in Australia and Asia." International Journal of Asian Christianity 3, no. 2 (September 3, 2020): 129–38. http://dx.doi.org/10.1163/25424246-00302002.
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Abstract Comparative theology is a form of theology, and as such, a matter of “faith seeking understanding.” Like other forms of Christian theology, it is indebted to scripture and tradition, attentive to texts, and also to images, ritual practice, piety, and experience. Like other forms of theological reflection, it also needs to be contextually nuanced, lest it be too much identified with the North American and Western European academic contexts. The growth of comparative theology in Asia and Australia over the last decade is one of the most exciting developments in the field. These essays, the majority of which were given at an international conference at the Australian Catholic University in July 2019, signal the ways in which comparative theology benefits from its clarification and adaptation in Australia, China, India, Indonesia, Japan, Singapore, and South Korea.
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Thao, Le Nguyen Nguyen. "The theme of nature in The Thorn Birds." Science & Technology Development Journal - Social Sciences & Humanities 4, no. 2 (June 5, 2020): 357–64. http://dx.doi.org/10.32508/stdjssh.v4i2.552.
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The Thorn Birds by Colleen McCullough (1937-2015) is one of the most popular Australian novels in Vietnam, which is mentioned in the curriculum of Australian Studies – a major of the Faculty of Oriental Studies, University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City). In general, the themes which mainly attract readers’ attention are the great love story between Meggie Cleary – a beautiful, tough woman and Ralph de Bricassart – an ambitious Catholic priest, and (or) an inevitable tragedy resulted from the conflict between the love for God and that for man. However, exerting much focus on human relationships in The Thorn Birds makes it hard to see another important “figure” – nature – as well as the relationship between human and nature in the West of Australia, the main setting of the novel where the climate is harsh, unique and sometimes unpredictable. Since the theme of nature accounts for a large content of the novel, The Thorn Birds is likely to be an interesting subject to eco-critical studies. In this paper, from the perspective of ecocriticism, we try to point out how the theme of nature is treated in this novel, including how the figure of nature being depicted, how the human-nature relationship being dealt with and how nature is embracing human life and “telling” human stories. We also indicate the possible connection between literature and daily human life, and between a 1977 Australian novel which tells us the stories of the natural cycle, the bushfires, the imported animals, etc. and the unusual wildfires which occurred in this country at the beginning of the year 2020. In addition, by evaluating as a typical Australian novel from eco-critical perspectives, we hope to introduce a new approach to conduct research on Australian literature at the Department of Australian Studies and for other researches of literature major in the University.
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Kitic, Cecilia M., Steve Selig, Kade Davison, Tania L. B. Best, Belinda Parmenter, Kate Pumpa, Bonnie Furzer, et al. "Study protocol for a multicentre, controlled non-randomised trial: benefits of exercise physiology services for type 2 diabetes (BEST)." BMJ Open 9, no. 8 (August 2019): e027610. http://dx.doi.org/10.1136/bmjopen-2018-027610.
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IntroductionControlled trials support the efficacy of exercise as a treatment modality for chronic conditions, yet effectiveness of real-world Exercise Physiology services is yet to be determined. This study will investigate the efficacy and cost-effectiveness of services provided by Accredited Exercise Physiologists (AEPs) for clients with type 2 diabetes (T2D) in clinical practice.Methods and analysisA non-randomised, opportunistic control, longitudinal design trial will be conducted at ten Exercise Physiology Clinics. Participants will be individuals with T2D attending one of the Exercise Physiology Clinics for routine AEP services (exercise prescription and counselling) (intervention) or individuals with T2D not receiving AEP services (usual care) (control). The experimental period will be 6 months with measurements performed at baseline and at 6 months. Primary outcome measures will be glycosylated haemoglobin (HbA1c), resting brachial blood pressure (BP), body mass index, waist circumference, 6 min walk test, grip strength, 30 s sit to stand, Medical Outcomes Short-Form 36-Item Health Survey and Active Australia Questionnaire. Secondary outcomes will be medication usage, out-of-pocket expenses, incidental, billable and non-billable health professional encounters and work missed through ill health. Healthcare utilisation will be measured for 12 months prior to, during and 12 months after trial participation using linked data from Medicare Benefits Schedule and Pharmaceutical Benefits Scheme data.Ethics and disseminationThe study is a multicentre trial comprising: University of Tasmania, University of New South Wales Lifestyle Clinic, University of Canberra, Baker Heart and Diabetes Institute (covered under the ethics approval of University of Tasmania Health and Medical Ethics Committee H0015266), Deakin University (Approval number: 2016–187), Australian Catholic University (2016–304R), Queensland University of Technology (1600000049), University of South Australia (0000035306), University of Western Australia (RA/4/1/8282) and Canberra Hospital (ETH.8.17.170). The findings of this clinical trial will be communicated via peer-reviewed journal articles, conference presentations, social media and broadcast media.Trial registration numberACTRN12616000264482.
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Middleton, S., and W. Pfeilschifter. "International translation of Fever, Sugar, Swallow Protocols: The Quality in Acute Stroke Care Europe Project." International Journal of Stroke 15, no. 6 (April 16, 2020): 591–94. http://dx.doi.org/10.1177/1747493020915130.
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The Quality in Acute Stroke (QASC) trial demonstrated a significant reduction in death and disability when clinicians were assisted to introduce protocols to manage fever, hyperglycaemia (sugar) and swallowing (FeSS) following stroke. We describe a unique international collaboration between the Nursing Research Institute at Australian Catholic University; the European Stroke Organisation; and the Angels Initiative, working collaboratively to support implementation of the nurse-led FeSS Protocols in 20 European countries. We currently have 71 hospitals from 16 countries participating (hospitals from four countries are in the preparation phase) with 49 hospitals currently entering data (n=2819 patients to-date). Baseline data have been received from 39 hospitals, with FeSS Protocol implementation commenced at 16 hospitals. Five hospitals have completed the Project. 'Upscale and spread' of these evidence-based, nursing protocols into countries with vastly different healthcare systems, many of whom also have no access to the latest stroke therapies, is likely to make a significant impact in reducing death and disability after stroke.
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Cerin, Ester, Anthony Barnett, Basile Chaix, Mark J. Nieuwenhuijsen, Karen Caeyenberghs, Bin Jalaludin, Takemi Sugiyama, et al. "International Mind, Activities and Urban Places (iMAP) study: methods of a cohort study on environmental and lifestyle influences on brain and cognitive health." BMJ Open 10, no. 3 (March 2020): e036607. http://dx.doi.org/10.1136/bmjopen-2019-036607.
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IntroductionNumerous studies have found associations between characteristics of urban environments and risk factors for dementia and cognitive decline, such as physical inactivity and obesity. However, the contribution of urban environments to brain and cognitive health has been seldom examined directly. This cohort study investigates the extent to which and how a wide range of characteristics of urban environments influence brain and cognitive health via lifestyle behaviours in mid-aged and older adults in three cities across three continents.Methods and analysisParticipants aged 50–79 years and living in preselected areas stratified by walkability, air pollution and socioeconomic status are being recruited in Melbourne (Australia), Barcelona (Spain) and Hong Kong (China) (n=1800 total; 600 per site). Two assessments taken 24 months apart will capture changes in brain and cognitive health. Cognitive function is gauged with a battery of eight standardised tests. Brain health is assessed using MRI scans in a subset of participants. Information on participants’ visited locations is collected via an interactive web-based mapping application and smartphone geolocation data. Environmental characteristics of visited locations, including the built and natural environments and their by-products (e.g., air pollution), are assessed using geographical information systems, online environmental audits and self-reports. Data on travel and lifestyle behaviours (e.g., physical and social activities) and participants’ characteristics (e.g., sociodemographics) are collected using objective and/or self-report measures.Ethics and disseminationThe study has been approved by the Human Research Ethics Committee of the Australian Catholic University, the Institutional Review Board of the University of Hong Kong and the Parc de Salut Mar Clinical Research Ethics Committee of the Government of Catalonia. Results will be communicated through standard scientific channels. Methods will be made freely available via a study-dedicated website.Trial registration numberACTRN12619000817145.
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Winkworth, Gail, and Morag McArthur. "Being ‘child centred’ in child protection: What does it mean?" Children Australia 31, no. 4 (2006): 13–21. http://dx.doi.org/10.1017/s1035077200011305.
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In 2005 the Institute of Child Protection Studies, Australian Catholic University, was approached by the ACT Government and asked to evaluate the ‘child centredness’ of its child protection policies and procedures. An early review of the literature discovered some use of the term ‘child centred’ in government documents but very little clear indication of its meaning in the theoretical and empirical literature. This paper canvasses the literature and develops a set of principles for child centred practice which may apply to all child and family agencies. In developing these principles, the researchers identified four key themes which provide a broad, overarching framework for child centred approaches. These themes emphasise the importance of: recognising critical time frames in childhood and adolescence; taking into account the developmental needs of children and young people in all practice contexts; providing children and young people with appropriate opportunities to participate in decisions that affect them; and promoting a collaborative approach to influencing children’s multiple environments. The researchers claim these principles can be used to provide the basis for evaluating policies and practices and for ongoing training.
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Robson, Joan, Peter Routcliffe, and Robert Fitzgerald. "Remote Schooling and Information Technology." Australian and International Journal of Rural Education 2, no. 2 (July 1, 1992): 33–36. http://dx.doi.org/10.47381/aijre.v2i2.365.
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In October 1990, a group from Australian Catholic University received a grant from the Department of Employment, Education and Training (DEET) under the Structural Efficiency Principle for staff development. The aim of the project was to summarise and describe the use of technology for the provision and delivery of education to remote students. Typically these students are located in isolated rural areas. The intention was to produce an information kit for pre-service primary and secondary teachers, particularly those we see in the Bachelor of Teaching and Bachelor of Education programs offered at Signadou campus. While it is important to provide appropriate information and professional development for p.actising teachers, pre-service teachers must not be neglected in this process. It will be these teachers who will be helping set the agenda for the nature and type of developments that will take place with technology. As a result of the project a booklet and a short video were produced showing teachers and students using a variety of technologies for remote schooling.
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Shields, Nora, Claire Willis, Christine Imms, Luke A. Prendergast, Jennifer J. Watts, Ben van Dorsselaer, Georgia McKenzie, Andrea M. Bruder, and Nicholas F. Taylor. "FitSkills: protocol for a stepped wedge cluster randomised trial of a community-based exercise programme to increase participation among young people with disability." BMJ Open 10, no. 7 (July 2020): e037153. http://dx.doi.org/10.1136/bmjopen-2020-037153.
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IntroductionThere is a need to develop relevant, acceptable initiatives that facilitate physical activity participation in young people with disability. FitSkills was developed to support young people with disability to exercise. The primary aims are to investigate if FitSkills can be scaled up from a small, university-led programme to run as a larger community-university partnership programme, and to determine its effectiveness in improving physical activity participation and health-related quality of life for young people with disability. The secondary aims are to evaluate cost-effectiveness, changes in attitudes towards disability and other health-related outcomes for young people with disability.Methods and analysisA stepped wedge cluster randomised trial using a cohort design and embedded health economic evaluation will compare the effect of FitSkills with a control phase. FitSkills matches a young person with disability with a student mentor and the pair exercise together at their local gymnasium for 1 hour, two times per week for 12 weeks (24 sessions in total). One hundred and sixty young people with disability aged 13 to 30 years will be recruited. Eight community gymnasia will be recruited and randomised into four cluster units to have FitSkills introduced at 3-month intervals. Primary (feasibility, participation and health-related quality of life) and secondary outcomes will be collected longitudinally every 3 months from trial commencement, with eight data collection time points in total. The Practical Robust Implementation and Sustainability Model will be used to support knowledge translation and implementation of project findings into policy and practice.Ethics and disseminationEthical approval was obtained from the La Trobe University Human Ethics Committee (HEC17-012), Australian Catholic University (2017–63R), Deakin University (2017–206) and the Victorian Department of Education and Training (2018_003616). Results will be disseminated through published manuscripts, conference presentations, public seminars and practical resources for stakeholder groups.Trial registration numberACTRN12617000766314.Trial sponsorLa Trobe University.
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Retallick, John, Doug Hill, and Colin Boylan. "Workplace Learning and the use of Curriculum Statements and Profiles by Teachers of Educationally Disadvantaged Students." Australian and International Journal of Rural Education 5, no. 1 (March 1, 1995): 25–33. http://dx.doi.org/10.47381/aijre.v5i1.393.
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The development of Australian National Curriculum Statements and Profiles has significant implications for teacher professional development at the present time. In March 1994, the Commonwealth Department of Employment, Education and Training (D.E.E.T.) initiated the National Professional Development Program (NPDP) with an element for teachers of educationally disadvantaged students. In this element submissions were sought to implement the National Curriculum Statements and use student Profiles as a means of improving learning outcomes of students effected by some form of educational disadvantage. This issue has particular significance for rural schools because one of their main concerns is accessing relevant and meaningful professional development which is cost effective in terms of travel and time out of school. In this context, the Centre for Professional Development in Education at Charles Sturt University (CSU) was awarded an NPDP grant to trial a particular approach to professional development with schools in the Riverina region of the New South Wales Department of School Education and the Canberra-Goulburn Archdiocese Catholic Education Office. The approach known as 'workplace learning' was thought to have benefits for rural schools in addressing the problems of travel and cost of teacher release.
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Kiel, Ida Almenning, Sofie Lionett, Evelyn Bridget Parr, Helen Jones, Maria Aurora Hernandez Røset, Øyvind Salvesen, Eszter Vanky, and Trine Moholdt. "Improving reproductive function in women with polycystic ovary syndrome with high-intensity interval training (IMPROV-IT): study protocol for a two-centre, three-armed randomised controlled trial." BMJ Open 10, no. 2 (February 2020): e034733. http://dx.doi.org/10.1136/bmjopen-2019-034733.
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IntroductionPolycystic ovary syndrome (PCOS) is a common endocrine disorder in women of reproductive age and the leading cause of anovulatory infertility. Women with PCOS have a 15-fold higher prevalence of infertility, compared with women without PCOS, independent of body mass index (BMI). A healthy lifestyle is recommended to improve overall health and fertility in PCOS but there is limited evidence on the isolated effects of exercise, especially for reproductive outcomes. Previous findings indicate superior metabolic health benefits after vigorous compared with moderate-intensity exercise. Our primary aim is to determine the effect of high-intensity interval training (HIT) on menstrual frequency, as a proxy of reproductive function, in women with PCOS.Methods and analysisThe study is a two-centre, randomised, controlled trial with three parallel groups. Women (n=64) from Trondheim (Norway) and Melbourne (Australia) with PCOS according to the Rotterdam criteria will be randomly allocated (1:1:1) to high-volume HIT, low-volume HIT or a control group with no exercise after stratifying for BMI < or ≥ 27 kg/m2and study centre. Measurements for study end points will be undertaken at baseline, after a 16 week exercise intervention and at 12 months following baseline assessments. The primary outcome measure is menstruation frequency, measured as the number of self-reported menstrual bleedings divided by the number of expected menstrual bleedings during a 12-month period. Secondary outcome measurements include markers of cardiovascular, metabolic and reproductive health, as well as quality of life and adherence to and enjoyment of exercise.Ethics and disseminationThe Regional Committee Medical Research Ethics, Norway, and The Australian Catholic University Human Research Ethics Committee, Australia, have approved the trial protocol. This trial will provide new insight regarding the impact of exercise on fertility in PCOS. We expect this trial to contribute to new therapeutic exercise strategies as part of clinical care for women with PCOS.Trial registration numberClinical trial govNCT02419482.
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Stapinski, Lexine, Kylie Routledge, Mieke Snijder, Michael Doyle, Katrina Champion, Cath Chapman, James Ward, et al. "A Web-Based Alcohol and Other Drug Prevention Program (Strong & Deadly Futures) for Aboriginal and Torres Strait Islander School Students: Protocol for a Cluster Randomized Controlled Trial." JMIR Research Protocols 11, no. 1 (January 7, 2022): e34530. http://dx.doi.org/10.2196/34530.
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Background There are no available school-based alcohol and drug prevention programs with evidence of effectiveness among Aboriginal and Torres Strait Islander youth. To address this, we codeveloped the Strong & Deadly Futures well-being and alcohol and drug prevention program in partnership with an Indigenous creative design agency and 4 Australian schools. Objective This paper presents the protocol to evaluate the effectiveness of Strong & Deadly Futures in reducing alcohol and other drug use and improving well-being among Aboriginal and Torres Strait Islander youth. Methods The target sample will be 960 year 7 and 8 students from 24 secondary schools in Australia, of which approximately 40% (384/960) will identify as Aboriginal or Torres Strait Islander. The study design is a 2-group, parallel cluster randomized controlled trial with allocation concealment. Recruited schools will be block randomized (ratio 1:1), stratified by geographical remoteness, by an independent statistician. Schools will be randomized to receive Strong & Deadly Futures, a web-based alcohol and drug prevention and social and emotional well-being program that delivers curriculum-aligned content over 6 lessons via an illustrated story, or health education as usual (control). Control schools will be supported to implement Strong & Deadly Futures following trial completion. Surveys will be administered at baseline, 6 weeks, 12 months, and 24 months (primary end point) post baseline. Primary outcomes are alcohol use (adapted from the National Drug Strategy Household Survey), tobacco use (Standard High School Youth Risk Behavior Survey), and psychological distress (Kessler-5 Psychological Distress Scale). Secondary outcomes are alcohol and drug knowledge and intentions, alcohol-related harms, binge drinking, cannabis use, well-being, empowerment, appreciation of cultural diversity, and truancy. Results The trial was funded by the National Health and Medical Research Council in January 2019, approved by the Human Research Ethics Committee of the University of Sydney (2020/039, April 2020), the Aboriginal Health and Medical Research Council of New South Wales (1620/19, February 2020), the Western Australian Aboriginal Health Ethics Committee (998, October 2021), and the ethics committees of each participating school, including the New South Wales Department of Education (2020170, June 2020), Catholic Education Western Australia (RP2020/39, November 2020), and the Queensland Department of Education (550/27/2390, August 2021). Projected dates of data collection are 2022-2024, and we expect to publish the results in 2025. A total of 24 schools have been recruited as of submission of the manuscript. Conclusions This will be the first cluster randomized controlled trial of a culturally inclusive, school-based alcohol and drug prevention program for Aboriginal and Torres Strait Islander youth; therefore, it has significant potential to address alcohol and other drug harms among Aboriginal and Torres Strait Islander youth. Trial Registration Australian New Zealand Clinical Trials Registry ACTRN12620001038987; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=380038&isReview=true International Registered Report Identifier (IRRID) PRR1-10.2196/34530
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Van Gelderen, Ben. "Growing our own: A 'two way', place-based approach to Indigenous initial teacher education in remote Northern Territory." Australian and International Journal of Rural Education 27, no. 1 (April 25, 2017): 14–28. http://dx.doi.org/10.47381/aijre.v27i1.81.
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Growing Our Own is an innovative and unique program for Initial Teacher Education (ITE) in the remote Northern Territory. As a partnership between Catholic Education, Northern Territory (CENT) and Charles Darwin University (CDU), lecturers travel to remote Indigenous communities to deliver unit content to local 'Assistant Teachers’ enrolled in the Bachelor of Education: Primary degree. However, it is much more than an effective scheduling exercise; the program has been intentionally established to function under the ‘two way’ pedagogy whereby the pre-service teachers, their mentors and lecturers engage in a process of epistemological dialogue and exchange. There is also a place-based emphasis, with a clear pattern of teaching ‘on country’. Overall, such a process of genuine negotiation to incorporate localised Indigenous Language and Knowledge within the Australian Curriculum is opening up new and exciting possibilities for (school) student learning and a tertiary Indigenous ‘standpoint’.Growing Our Own was established in 2009 and has been refined over the years to meet the increasing demands on Initial Teacher Education and local community desires. This paper is both a report concerning the successes of the program thus far and a critical reflection on some of the key findings that have evolved in regards to such a ‘two way’, place-based, Indigenous andragogic approach.
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Teesson, Maree, Katrina E. Champion, Nicola C. Newton, Frances Kay-Lambkin, Cath Chapman, Louise Thornton, Tim Slade, et al. "Study protocol of the Health4Life initiative: a cluster randomised controlled trial of an eHealth school-based program targeting multiple lifestyle risk behaviours among young Australians." BMJ Open 10, no. 7 (July 2020): e035662. http://dx.doi.org/10.1136/bmjopen-2019-035662.
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IntroductionLifestyle risk behaviours, including alcohol use, smoking, poor diet, physical inactivity, poor sleep (duration and/or quality) and sedentary recreational screen time (‘the Big 6’), are strong determinants of chronic disease. These behaviours often emerge during adolescence and co-occur. School-based interventions have the potential to address risk factors prior to the onset of disease, yet few eHealth school-based interventions target multiple behaviours concurrently. This paper describes the protocol of the Health4Life Initiative, an eHealth school-based intervention that concurrently addresses the Big 6 risk behaviours among secondary school students.Methods and analysisA multisite cluster randomised controlled trial will be conducted among year 7 students (11–13 years old) from 72 Australian schools. Stratified block randomisation will be used to assign schools to either the Health4Life intervention or an active control (health education as usual). Health4Life consists of (1) six web-based cartoon modules and accompanying activities delivered during health education (once per week for 6 weeks), and a smartphone application (universal prevention), and (2) additional app content, for students engaging in two or more risk behaviours when they are in years 8 and 9 (selective prevention). Students will complete online self-report questionnaires at baseline, post intervention, and 12, 24 and 36 months after baseline. Primary outcomes are consumption of sugar-sweetened beverages, moderate-to-vigorous physical activity, sleep duration, sedentary recreational screen time and uptake of alcohol and tobacco use.Ethics and disseminationThis study has been approved by the University of Sydney (2018/882), NSW Department of Education (SERAP no. 2019006), University of Queensland (2019000037), Curtin University (HRE2019-0083) and relevant Catholic school committees. Results will be presented to schools and findings disseminated via peer-reviewed journals and scientific conferences. This will be the first evaluation of an eHealth intervention, spanning both universal and selective prevention, to simultaneously target six key lifestyle risk factors among adolescents.Trial registration numberAustralian New Zealand Clinical Trials Registry (ACTRN12619000431123), 18 March 2019.
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Dar, Showkat Ahmad. "Naser Ghobadzadeh, Religious Secularity: A Theological Challenge to the Islamic State." ICR Journal 7, no. 1 (January 15, 2016): 144–46. http://dx.doi.org/10.52282/icr.v7i1.294.
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This book is an important - though controversial - addition to the discourse surrounding Islamic political thought. It traces its lineage to the debate advocating a separation of religion and politics. By putting this politico-religious discourse into a new oxymoronic term, ‘religious secularity’, the author attempts to construct another theological challenge to the concept of an Islamic state. Hailing from Iran, Dr. Naser Ghobadzadeh (currently a Research Fellow at the Institute for Social Justice, the Australian Catholic University), examines Islamic politico-religious discourse in the context of his homeland. Briefly reviewing the political struggles Muslims have faced during the second half of the twentieth century while trying to fulfil their aspirations of establishing an Islamic state, he attempts to describe the parallel Iranian quest for a democratic secular state. Being aware of the varied definitions and understandings of the term ‘secularism’, he intentionally uses the term ‘secularity’ to clarify the distinction between the emerging discourse in Iran and the conventional understanding of secularism as a global paradigm. This discourse, according to the author, was first developed following a series of articles written by Abdulkarim Soroush in 1989, in which the latter emphasized a separation of religion from religious knowledge (p.25). The author ignores, however, the Sunni scholar, Shaykh Ali Abdul Raziq, who, in his book entitled al-Islam wa usul al-Hukm (1925), held the same view. This might be because of the author’s focus on Shi'ite political thought.
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Wyse, Rebecca, Tessa Delaney, Pennie Gibbins, Kylie Ball, Karen Campbell, Sze Lin Yoong, Kirsty Seward, et al. "Cluster randomised controlled trial of an online intervention to improve healthy food purchases from primary school canteens: a study protocol of the ‘click & crunch’ trial." BMJ Open 9, no. 9 (September 2019): e030538. http://dx.doi.org/10.1136/bmjopen-2019-030538.
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IntroductionSchool canteens are the most frequently accessed take-away food outlet by Australian children. The rapid development of online lunch ordering systems for school canteens presents new opportunities to deliver novel public health nutrition interventions to school-aged children. This study aims to assess the effectiveness and cost-effectiveness of a behavioural intervention in reducing the energy, saturated fat, sugar and sodium content of online canteen lunch orders for primary school children.Methods and analysisThe study will employ a cluster randomised controlled trial design. Twenty-six primary schools in New South Wales, Australia, that have an existing online canteen ordering system will be randomised to receive either a multi-strategy behavioural intervention or a control (the standard online canteen ordering system). The intervention will be integrated into the existing online canteen system and will seek to encourage the purchase of healthier food and drinks for school lunch orders (ie, items lower in energy, saturated fat, sugar and sodium). The behavioural intervention will use evidence-based choice architecture strategies to redesign the online menu and ordering system including: menu labelling, placement, prompting and provision of feedback and incentives. The primary trial outcomes will be the mean energy (kilojoules), saturated fat (grams), sugar (grams) and sodium (milligrams) content of lunch orders placed via the online system, and will be assessed 12 months after baseline data collection.Ethics and disseminationThe study was approved by the ethics committees of the University of Newcastle (H-2017–0402) and the New South Wales Department of Education and Communities (SERAP 2018065), and the Catholic Education Office Dioceses of Sydney, Parramatta, Lismore, Maitland-Newcastle, Bathurst, Canberra-Goulburn, Wollongong, Wagga Wagga and Wilcannia-Forbes. Study results will be disseminated through peer-reviewed publications, reports, presentations at relevant national and international conferences and via briefings to key stakeholders. Results will be used to inform future implementation of public health nutrition interventions through school canteens, and may be transferable to other food settings or online systems for ordering food.Trial registration numberACTRN12618000855224.
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Mullins, Patrick James. "A (Lay) Catholic Voice Against a National Consensus." Pólemos 15, no. 1 (April 1, 2021): 121–37. http://dx.doi.org/10.1515/pol-2021-2004.
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Abstract In both a canon law student’s essay and in oral remarks to the 2017 Onclin Chair conference at KU Leuven, the author critiques his own country’s closed border consensus excluding admission of boat people. He argues this political consensus in Australia is at odds with the celebrated national identity of Australians. Moreover, the author identifies that the closed border consensus is contrary to the Gospel, because it does not welcome the stranger and because it betrays the universality of the love of neighbour which the Gospel demands. The author argues that the voice of the Catholic lay person is not to remain silent, but is to speak out against the injustice of the policy because the Gospel, the magisterium of the Second Vatican Council in its decree on the Apostolate of the laity, the Canon law, Catholic moral theology and the dictates of conscience all demand the articulation of a contrary view.
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Fallon, Barry J. "The Abstracts of the 5th Annual Conference of the APS on the Psychology of Relationships Interest Group The good, the bad, and the ugly in personal, national, and international relationships 12-13 November 2005 Australian Catholic University, Melbourne, V." Australian Journal of Psychology 57, S1 (December 2005): 281–92. http://dx.doi.org/10.1080/00049530600940012.
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Duran, Kevin. "Reviewer Acknowledgements for International Business Research, Vol. 10, No. 7." International Business Research 10, no. 7 (June 28, 2017): 185. http://dx.doi.org/10.5539/ibr.v10n7185-186.
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International Business Research wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.International Business Research is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to ibr@ccsenet.org.Reviewers for Volume 10, Number 7 Abedalqader Rababah, Arab Open University, OmanAlina Badulescu, University of Oradea, RomaniaAlireza Athari, Eastern Mediterranean University, IranAmran Awang, Head of Entrepreneurship Center, MalaysiaAnca Gabriela Turtureanu, “DANUBIUS” University Galati, RomaniaAndrea Carosi, University of Sassari, ItalyAnna Paola Micheli, Univrtsity of Cassino and Southern Lazio, ItalyArash Riasi, University of Delaware, USAAshford C Chea, Benedict College, USABenjamin James Inyang, University of Calabar, NigeriaCheng Jing, eBay, Inc. / University of Rochester, USACristian Marian Barbu, “ARTIFEX” University, RomaniaGilberto Marquez-Illescas , Clarkson University , USAGiuseppe Granata, University of Cassino and Southen Lazio, ItalyGrzegorz Zasuwa, The John Paul II Catholic University of Lublin, PolandHanna Trojanowska, Warsaw University of Technology, PolandHung-Che Wu, Nanfang College of Sun Yat-sen University, ChinaIonela-Corina Chersan, “Alexandru Ioan Cuza” University from Iași, RomaniaJorge Mongay-Hurtado, ESIC Business and Marketing School, SpainKaren Gulliver, Argosy University, Twin Cities, USAManlio Del Giudice, University of Rome "Link Campus", ItalyMaria do Céu Gaspar Alves, University of Beira Interior, PortugalMaria J. Sanchez-Bueno, Universidad Carlos III se Madrid, SpainMaria Teresa Bianchi, University of Rome “LA SAPIENZA”, ItalyMaria-Madela Abrudan, University of ORADEA, RomaniaMiriam Jankalová, University of Zilina, SlovakiaMohamed Abdel Rahman Salih, Taibah University, Saudi ArabiaMohamed Rochdi Keffala, University of Kairouan, TunisiaMohsen Malekalketab Khiabani, University Technology Malaysia, MalaysiaMongi Arfaoui, University of Monastir, TunisiaOzgur Demirtas, Turkish Air Force Academy, TurkeyRadoslav Jankal, University of Zilina, SlovakiaRafiuddin Ahmed, James Cook University, AustraliaRaphaël Dornier, Université Savoie Mont Blanc, FranceRoberto Campos da Rocha Miranda, University Center Iesb, BrazilRoxanne Helm Stevens, Azusa Pacific University, USASang-Bing Tsai, University of Electronic Science and Technology of China, ChinaValeria Stefanelli, Università degli Studi Niccolò Cusano, ItalyVassili JOANNIDES de LAUTOUR, Grenoble École de Management (France) and Queensland University of Technology School of Accountancy (Australia), FranceVincent Grèzes, University of Applied Sciences Western Switzerland (HES-SO Valais-Wallis), SwitzerlandYan Lu, University of Central Florida, USA
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Duran, Kevin. "Reviewer Acknowledgements for International Business Research, Vol. 10, No. 7." International Business Research 10, no. 7 (June 28, 2017): 185. http://dx.doi.org/10.5539/ibr.v10n7p185.
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International Business Research wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.International Business Research is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to ibr@ccsenet.org.Reviewers for Volume 10, Number 7 Abedalqader Rababah, Arab Open University, OmanAlina Badulescu, University of Oradea, RomaniaAlireza Athari, Eastern Mediterranean University, IranAmran Awang, Head of Entrepreneurship Center, MalaysiaAnca Gabriela Turtureanu, “DANUBIUS” University Galati, RomaniaAndrea Carosi, University of Sassari, ItalyAnna Paola Micheli, Univrtsity of Cassino and Southern Lazio, ItalyArash Riasi, University of Delaware, USAAshford C Chea, Benedict College, USABenjamin James Inyang, University of Calabar, NigeriaCheng Jing, eBay, Inc. / University of Rochester, USACristian Marian Barbu, “ARTIFEX” University, RomaniaGilberto Marquez-Illescas , Clarkson University , USAGiuseppe Granata, University of Cassino and Southen Lazio, ItalyGrzegorz Zasuwa, The John Paul II Catholic University of Lublin, PolandHanna Trojanowska, Warsaw University of Technology, PolandHung-Che Wu, Nanfang College of Sun Yat-sen University, ChinaIonela-Corina Chersan, “Alexandru Ioan Cuza” University from Iași, RomaniaJorge Mongay-Hurtado, ESIC Business and Marketing School, SpainKaren Gulliver, Argosy University, Twin Cities, USAManlio Del Giudice, University of Rome "Link Campus", ItalyMaria do Céu Gaspar Alves, University of Beira Interior, PortugalMaria J. Sanchez-Bueno, Universidad Carlos III se Madrid, SpainMaria Teresa Bianchi, University of Rome “LA SAPIENZA”, ItalyMaria-Madela Abrudan, University of ORADEA, RomaniaMiriam Jankalová, University of Zilina, SlovakiaMohamed Abdel Rahman Salih, Taibah University, Saudi ArabiaMohamed Rochdi Keffala, University of Kairouan, TunisiaMohsen Malekalketab Khiabani, University Technology Malaysia, MalaysiaMongi Arfaoui, University of Monastir, TunisiaOzgur Demirtas, Turkish Air Force Academy, TurkeyRadoslav Jankal, University of Zilina, SlovakiaRafiuddin Ahmed, James Cook University, AustraliaRaphaël Dornier, Université Savoie Mont Blanc, FranceRoberto Campos da Rocha Miranda, University Center Iesb, BrazilRoxanne Helm Stevens, Azusa Pacific University, USASang-Bing Tsai, University of Electronic Science and Technology of China, ChinaValeria Stefanelli, Università degli Studi Niccolò Cusano, ItalyVassili JOANNIDES de LAUTOUR, Grenoble École de Management (France) and Queensland University of Technology School of Accountancy (Australia), FranceVincent Grèzes, University of Applied Sciences Western Switzerland (HES-SO Valais-Wallis), SwitzerlandYan Lu, University of Central Florida, USA
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FREND, W. H. C. "Quodvultdeus of Carthage. The apocalyptic theology of a Roman African in exile. By Daniel van Slyke. (Early Christian Studies, 5.) Pp. xiii+344. Strathfield, NSW: St Pauls Publications (with the Centre for Early Christian Studies, Australian Catholic University), 2003. $47 (paper). 0 9577483 6 1." Journal of Ecclesiastical History 55, no. 4 (October 2004): 755. http://dx.doi.org/10.1017/s0022046904361567.
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PLESTED, MARCUS. "Prayer and spirituality in the early Church, III: Liturgy and life. Edited by Bronwen Neil, Geoffrey D. Dunn and Lawrence Cross. Pp. x + 412 + 13 plates. Virginia, QLD: Centre for Early Christian Studies, Australian Catholic University, 2003. A$38.50 (paper) 0 9577483 8 8." Journal of Ecclesiastical History 56, no. 4 (October 2005): 761–62. http://dx.doi.org/10.1017/s0022046905285329.
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PLESTED, MARCUS. "The life of Maximus the Confessor. Recension 3. Edited and translated by Bronwen Neil and Pauline Allen. (Early Christian Studies, 6.) Pp. ix+212. Strathfield, NSW: St Pauls Publications/Banyo, QLD: Centre for Early Christian Studies, Australian Catholic University, 2003. 0 9577483 5 3." Journal of Ecclesiastical History 57, no. 2 (March 30, 2006): 325–26. http://dx.doi.org/10.1017/s0022046906377305.
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 8, No. 4." Higher Education Studies 8, no. 4 (November 30, 2018): 200. http://dx.doi.org/10.5539/hes.v8n4p200.
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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.
Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.
Reviewers for Volume 8, Number 4
Abdelaziz Mohammed, Albaha University, Saudi Arabia
Anna Liduma, University of Latvia, Latvia
Arbabisarjou Azizollah, Zahedan University of Medical Sciences, Iran
Bahar Gün, İzmir University of Economics, Turkey
Barba Patton, University of Houston-Victoria, USA
Edward Lehner, Bronx Community College, City University of New York, USA
Evrim Ustunluoglu, Izmir University of Economics, Turkey
Gerard Hoyne, University of Notre Dame Australia, Australia
Gregory S. Ching, Fu Jen Catholic University, Taiwan
John Cowan, Edinburgh Napier University, United Kingdom
John Rafferty, Charles Sturt University, Australia
Kartheek R. Balapala, University Tunku Abdul Rahman, Malaysia
Laid Fekih, University of Tlemcen Algeria, Algeria
Mehmet Ersoy, Eskisehir Osmangazi University, Turkey
Meric Ozgeldi, Mersin University, Turkey
Michael John Maxel Okoche, Uganda Management Institute, Uganda
Mirosław Kowalski, University of Zielona Góra, Poland
Najia Sabir, Indiana University Bloomington, USA
Nancy Maynes, Nipissing University, Schulich School of Education, Canada, Canada
Philip Denton, Liverpool John Moores University, United Kingdom
Qing Xie, Jiangnan University, China
Sahar Ahadi, Islamic Azad University of Mashhad, Iran
Savitri Bevinakoppa, Melbourne Institute of Technology, Australia
Suat Capuk, Adiyaman University, Turkey
Teguh Budiharso, Center of Language and Culture Studies, Indonesia
Tuija A. Turunen, University of Lapland, Finland
Zahra Shahsavar, Shiraz University of Medical Sciences, Iran
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 9, No. 2." Higher Education Studies 9, no. 2 (May 30, 2019): 166. http://dx.doi.org/10.5539/hes.v9n2p166.
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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.
Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.
Reviewers for Volume 9, Number 2
Abdelaziz Mohammed, Albaha University, Saudi Arabia
Alina Mag, University Lucian Blaga of Sibiu, Romania
Anna Liduma, University of Latvia, Latvia
Antonina Lukenchuk, National Louis University, USA
Arbabisarjou Azizollah, Zahedan University of Medical Sciences, Iran
Ausra Kazlauskiene, Siauliai University, Lithuania
Aynur Yürekli, İzmir University of Economics, Turkey
Bahar Gün, İzmir University of Economics, Turkey
Bo Chang, Ball State University, USA
Evrim Ustunluoglu, Izmir University of Economics, Turkey
Gamze Kasalak, Akdeniz University, Turkey
Gregory S. Ching, Fu Jen Catholic University, Taiwan
Jisun Jung, University of Hong Kong, Hong Kong
Karsten Krauskopf, University of Potsdam, Germany
Lung-Tan Lu, Fo Guang University, Taiwan
Meric Ozgeldi, Mersin University, Turkey
Mirosław Kowalski, University of Zielona Góra, Poland
Oana-Mihaela Rusu, Unviersity of Iasi, Romania
Olusola Ademola Olaniyi, Prince Mohammad Bin Fahd University, Saudi Arabia
Prashneel Ravisan Goundar, Fiji National University, Fiji
Rafizah Mohd Rawian, Universiti Utara Malaysia, Malaysia
Ranjit Kaur Gurdial Singh, The Kilmore International School, Australia
Sumita Chowhan, Jain University, India
Tuija A. Turunen, University of Lapland, Finland
Uher Ivan, University P.J.Safarika Kosice, Slovakia
Zahra Shahsavar, Shiraz University of Medical Sciences, Iran
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Cheytani, Samir, and Sammy Lap Ip Chan. "Data analysis of the long-term residual effect of cathodic protection on reinforced concrete structures." MATEC Web of Conferences 361 (2022): 02002. http://dx.doi.org/10.1051/matecconf/202236102002.
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The application of impressed current cathodic protection (CP) is a well-established technology for the corrosion protection of reinforced concrete structures situated in marine environments. While the protective benefits of cathodic protection are well known, the lasting effects following the discontinuation of CP current are not entirely understood. This paper presents research findings on the residual protective effect which is known to occur following long durations of impressed current cathodic protection. The residual effect was replicated in university laboratories using reinforced concrete test blocks and accelerated CP testing methods. The experimental results depicted a clear improvement in the electrochemical state of the reinforcing steel with a shift of 150 to 300 mV to more positive values following CP application. The research also involved analysis of monitoring data from six in-service cathodic protection systems which were operating in Australia for nearly two decades. The behaviour of the steel potential readings was analysed and the results of the combined research confirmed that the protection provided by cathodic protection systems does not actually cease when the CP current is switched off. Rather, the embedded steel undergoes a significant and sustained shift to more positive values and this phenomenon is documented and discussed in this paper.
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Brook, Angus, Sandra Lynch, and Moira Debono. "Using standards rubrics to assure graduate capabilities within the context of undergraduate liberal arts programmes." Journal of Teaching and Learning for Graduate Employability 4, no. 1 (December 18, 2013): 23–38. http://dx.doi.org/10.21153/jtlge2013vol4no1art559.
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This paper discusses the challenges and opportunities that have arisen out of developing graduate capability standards rubrics for the LOGOS Programme; a liberal education core curriculum programme in philosophy, ethics, and theology that all students at the University of Notre Dame Australia are required to undertake. The paper will focus upon the specific challenges which face liberal education Catholic universities in promoting, fostering and forming graduate attributes amongst their students. In doing so, we will attempt to demonstrate the usefulness of developing standards rubrics as a basis for careful and systematic review of our pedagogical approach, curriculum and assessment design oriented towards assuring graduate attributes and capabilities.
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Oscar, William. "Reviewer Acknowledgements." International Journal of Contemporary Education 1, no. 2 (October 31, 2018): 95. http://dx.doi.org/10.11114/ijce.v1i2.3736.
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International Journal of Contemporary Education (IJCE) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether IJCE publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 1, Number 2 Alexandra Ingram, University of Tennessee, USACarme Pinya, University of Balearic Islands, SpainCristina Simões, Portuguese Catholic University, PortugalDorota Celinska, Roosevelt University, USAFederica Cornali, University of Turin, ItalyFroilan Delute Mobo, Philippine Merchant Marine Academy, PhilippinesGiuseppe Maugeri, Ca' Foscari University, ItalyIonel Bondoc, University of Agricultural Sciences and Veterinary Medicine Iasi, RomaniaIosif Fragkoulis, Hellenic Open University, GreeceLucilia Falcão, University of Fortaleza -UNIFOR, BrazilMakrina Nina Zafiri, Aristotle University of Thessaloniki, GreeceMatthew Schatt, University of Florida, USABruna Gabriela Augusto Marçal Vieira, Universidade Estadual Paulista, BrazilNatalia V. Andraphanova, Kuban State University, RussiaNesrin Ozturk, Ege University, TurkeyNoelia Navarro Gómez, Universidad de Almería, SpainRaymond Aaron Younis, ACU Australia, AustraliaSaid K. Juma, The State University of Zanzibar, FinlandSandro Sehic, Oneida BOCES, USASandro Serpa, University of the Azores, PortugalVassiliki Pliogou, Metropolitan College of Thessaloniki, GreeceVassilios Papadimitriou, University of Thessaly, Greece William OscarEditorial AssistantInternational Journal of Contemporary Education---------------------------------------------------------Redfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USATel: 1-503-828-0536 ext. 509Fax: 1-503-828-0537E-mail: ijce@redfame.comURL: http://ijce.redfame.com
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Johnson, Patricia. "Reviewer Acknowledgements." Studies in Media and Communication 7, no. 2 (November 26, 2019): 98. http://dx.doi.org/10.11114/smc.v7i2.4633.
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Studies in Media and Communication (SMC) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether SMC publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 7, Number 2 Andreas Veglis, Aristotle University of Thessaloniki, GreeceAntonio García Gómez, University of Alcalá de Henares, SpainAslı Sezgin, Osmaniye Korkut Ata University, TurkeyBegoña Montero-Fleta, Universitat Poltècnica de València, SpainBernard Naledzani Rasila, University of Venda, South AfricaCarmen Pérez-Sabater, Universitat Politècnica de València, SpainDiego Santos Vieira de Jesus, International Relations, BrazilImed Ben Labidi, Doha Institute for Graduate Studies, USAJavier Serrano Puche, University of Navarra, SpainJenny-Ann Danell, Umea University, SwedenJoerg Tropp, Pforzheim University, GermanyKunle Olufemi Aramide, The Polytechnic Ibadan, NigeriaMillaray Salas, Pontificia Universidad Católica De Valparaíso, ChileNuran E. Isik, Izmir University of Economics, TurkeyPhilemon Bantimaroudis, University of Cyprus, CyprusRefat Aljumily, Newcastle University, UKShiza Nisar, Lahore School of Economics, PakistanSimone Tosoni, Catholic University of Milan, ItalyWilliam Thomas Howe, University of Oklahoma, USAYoung Joon Lim, University of Texas Rio Grande Valley, USAYuan Gao, Curtin University, Australia Patricia JohnsonEditorial AssistantOn behalf of,The Editorial Board of Studies in Media and CommunicationRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://smc.redfame.com
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 8, No. 3." Higher Education Studies 8, no. 3 (August 31, 2018): 113. http://dx.doi.org/10.5539/hes.v8n3p113.
Full textAbstract:
Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.Reviewers for Volume 8, Number 3Ana-Cornelia Badea, Technical University of Civil Engineering Bucharest, RomaniaAntonina Lukenchuk, National Louis University, USAArbabisarjou Azizollah, Zahedan University of Medical Sciences, IranAusra Kazlauskiene, Siauliai University, LithuaniaÇelebi Uluyol, Gazi University, Turkey, TurkeyDonna Harp Ziegenfuss, The University of Utah, USADonna.Smith, The Open University, UKFirouzeh Sepehrian Azar, Orumieh University, IranGerard Hoyne, School of Health Sciences, University of Notre Dame Australia, AustraliaGregory S. Ching, Fu Jen Catholic University, TaiwanHermes Loschi, University of Campinas, Braziljames badger, University of North Georgia, USAJisun Jung, University of Hong Kong, Hong KongJohn Cowan, Edinburgh Napier University, United KingdomJohn Lenon Ednave Agatep, AMA Computer College, PhilippinesLaid Fekih, University of Tlemcen Algeria, AlgeriaMichael John Maxel Okoche, Uganda Management Institute, UgandaNajia Sabir, Indiana University Bloomington, USANicos Souleles, Cyprus University of Technology, CyprusQing Xie, Jiangnan University, ChinaRanjit Kaur Gurdial Singh, The Kilmore International School, AustraliaSakiru Abiodun, Adeniran Ogunsanya College of Education, NigeriaSandhya Rao Mehta, Sultan Qaboos University, IndiaSavitri Bevinakoppa, Melbourne Institute of Technology, AustraliaTeguh Budiharso, Center of Language and Culture Studies, IndonesiaVasiliki Brinia, Athens University of Economic and Business, GreeceYi Luo, University of Illinois at Urbana- Champaign, USA
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Gee, David. "Laying the Foundations for Law Library Co-operation around the world." Legal Information Management 3, no. 3-4 (2003): 201–3. http://dx.doi.org/10.1017/s1472669600002164.
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In October 2002 I was lucky enough to spend three stimulating days at the New York University Law School Library participating in the annual Legal Information Transfer Network workshop. The Legal Information Transfer Network (ITN) is funded by a generous grant from The Starr Foundation (established in 1955 by insurance entrepreneur Cornelius Van der Starr) and is headed by the dynamic Director of the NYU Law School Library, Professor Kathie Price. ITN aims to establish a global network of prestigious law libraries which ultimately can offer a 24/7 virtual reference service, both to its own partner libraries in the developed world and to academic legal communities in less developed countries. Previous annual workshops in such cities as Lausanne in Switzerland have given senior librarians from ITN partner libraries the opportunity to meet and make progress on issues such as providing a global virtual reference desk, sharing database access across the libraries, developing interactive legal research guides, and creating imaginative training programmes for local law librarians in China and Southern Africa (http://www.law.nyu.edu/library/itn). Between workshops the exchange of ideas is continued by email discussion. Currently the list of law library partners includes New York University, Washington University in Seattle, Toronto University in Canada, IALS Library in the UK, the Catholic University of Leuven in Belgium, Tilburg University in the Netherlands, Konstanz University in Germany, Cape Town University in South Africa, Melbourne University in Australia, Yerevan State University in Armenia, and Tsinghua University in China.
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 9, No. 1." Higher Education Studies 9, no. 1 (February 28, 2019): 159. http://dx.doi.org/10.5539/hes.v9n1p159.
Full textAbstract:
Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.
Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.
Reviewers for Volume 9, Number 1
Abdelaziz Mohammed, Albaha University, Saudi Arabia
Ana-Cornelia Badea, Technical University of Civil Engineering Bucharest, Romania
Anna Liduma, University of Latvia, Latvia
Antonina Lukenchuk, National Louis University, USA
Arbabisarjou Azizollah, Zahedan University of Medical Sciences, Iran
Ausra Kazlauskiene, Siauliai University, Lithuania
Barbara N. Martin, University of Central Missouri, USA
Carmen P. Mombourquette, University of Lethbridge, Canada
Deniz Ayse Yazicioglu, Istanbul Technical University, Turkey
Dibakar Sarangi, Teacher Education and State Council for Educational research and Training, India
Evrim Ustunluoglu, Izmir University of Economics –Izmir/Turkey, Turkey
Firouzeh Sepehrianazar, Orumieh university, Iran
Geraldine N. Hill, Elizabeth City State University, USA
Gerard Hoyne, School of Health Sciences, University of Notre Dame Australia, Australia
Gregory S. Ching, Fu Jen Catholic University, Taiwan
Hüseyin Serçe, Selçuk University, Turkey
Jayanti Dutta, Panjab University, India
Jisun Jung, University of Hong Kong, Hong Kong
John Cowan, Edinburgh Napier University, United Kingdom
John Walter Miller, Benedict College in Columbia, USA
Laid Fekih, University of Tlemcen Algeria, Algeria
Lung-Tan Lu, Fo Guang University, Taiwan, Taiwan
Mehmet Ersoy, Department of Computer Education and Instructional Technologies, Turkey
Mei Jiun Wu, Faculty of Education, University of Macau, China
Meric Ozgeldi, Mersin University, Turkey
Mirosław Kowalski, University of Zielona Góra, Poland
Nicos Souleles, Cyprus University of Technology, Cyprus
Okedeyi Sakiru Abiodun, Adeniran Ogunsanya College of Education, Nigeria
Philip Denton, Liverpool John Moores University, United Kingdom
Rachida Labbas, Washington State University, USA
Ranjit Kaur Gurdial Singh, The Kilmore International School, Australia
Sahar Ahadi, Islamic Azad University of Mashhad, Iran
Tuija A. Turunen, University of Lapland, Finland
Vasiliki Brinia, Athens University of Economic and Business, Greece
Zahra Shahsavar, Shiraz University of Medical Sciences, Iran
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 8, No. 2." Higher Education Studies 8, no. 2 (May 30, 2018): 107. http://dx.doi.org/10.5539/hes.v8n2p107.
Full textAbstract:
Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.Reviewers for Volume 8, Number 2Abdelaziz Mohammed, Albaha University, Saudi ArabiaAlina Mag, University Lucian Blaga of Sibiu, RomaniaAnna Liduma, Riga Teacher Training and Educational Management Academy, LatviaAntonina Lukenchuk, National Louis University, USAArbabisarjou Azizollah, Zahedan University of Medical Sciences, IranAynur Yürekli, İzmir University of Economics, TurkeyCarmen P. Mombourquette, University of Lethbridge, CanadaDibakar Sarangi, Directorate of Teacher Education and State Council for Educational research and Training, IndiaGerard Hoyne, School of Health Sciences, University of Notre Dame Australia, AustraliaGregory S. Ching, Fu Jen Catholic University, TaiwanHermes Loschi, University of Campinas, BrazilHuda Fadhil Halawachy, University of Mosul, IraqHüseyin Serçe, Selçuk University, TurkeyJayanti Dutta, Panjab University, IndiaJohn Cowan, Edinburgh Napier University, United KingdomKholood Moustafa Alakawi, Al-Imam Muhammad Ibn Saud Islamic University, Saudi ArabiaLung-Tan Lu, Fo Guang University, Taiwan, TaiwanMehmet Ersoy, Lecturer-Department of Computer Education and Instructional Technologies, TurkeyMei Jiun Wu, Faculty of Education, University of Macau, ChinaMeric Ozgeldi, Mersin University, TurkeyMichael John Maxel Okoche, Uganda Management Institute, UgandaNancy Maynes, Nipissing University, Schulich School of Education, Canada, CanadaNicos Souleles, Cyprus University of Technology, CyprusQing Xie, Jiangnan University, ChinaRanjit Kaur Gurdial Singh, The Kilmore International School, AustraliaSahar Ahadi, Islamic Azad University of Mashhad, IranSakiru Abiodun, Adeniran Ogunsanya College of Education, NigeriaSandhya Rao Mehta, Sultan Qaboos University, IndiaTeguh Budiharso, Center of Language and Culture Studies, IndonesiaVasiliki Brinia, Athens University of Economic and Business, GreeceWaldiney Mello, Universidade do Estado do Rio de Janeiro, Brazil
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Dong, Bella. "Reviewer Acknowledgements for Journal of Food Research, Vol. 10 No. 2." Journal of Food Research 10, no. 2 (March 31, 2021): 56. http://dx.doi.org/10.5539/jfr.v10n2p56.
Full textAbstract:
Journal of Food Research wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.
Journal of Food Research is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please contact us for the application form at: jfr@ccsenet.org
Reviewers for Volume 10, Number 2
Ammar Eltayeb Ali Hassan, University of Tromsø, Norway
Bernardo Pace, Institute of Science of Food Production (ISPA), National Research Council (CNR), Italy
Cheryl Rosita Rock, California State University, United States
Diego A. Moreno-Fernández, CEBAS-CSIC, Spain
Elke Rauscher-Gabernig, Austrian Agency for Health and Food Safety, Austria
Jose Maria Zubeldia, Clinical Regulatory Consultant for the HIV & Hepatitis C initiative at Drugs for Neglected Diseases Initiative, Spain
Leonardo Martín Pérez, Pontifical Catholic University of Argentina, Argentina
Marco Iammarino, Istituto Zooprofilattico Sperimentale della Puglia e della Basilicata, Italy
Marta Mesias, Spanish National Research Council, Spain
Mohd Nazrul Hisham Daud, Malaysian Agricultural Research & Development Institute, Malaysia
Olutosin Otekunrin, Federal University of Agriculture, Nigeria
Rozilaine A. P. G. Faria, Federal Institute of Science, Education and Technology of Mato Grosso, Brazil
Tanima Bhattacharya, Novel Global Community Education Foundation, Australia
Teodora E. Coldea, University of Agricultural Sciences and Veterinary Medicine of Cluj-Napoca, Romania
Xingjun Li, Academy of the National Food and Strategic Reserves Administration, China