Relevant bibliographies by topics / Deakin University

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

Academic literature on the topic 'Deakin University'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 January 2023

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Journal articles on the topic "Deakin University"

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Ruddock, Philip. "National Security and Human Rights." Deakin Law Review 9, no. 2 (November 1, 2004): 296–300. http://dx.doi.org/10.21153/dlr2004vol9no2art244.

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My predecessor, Alfred Deakin, after whom this Oration and this University are named, became Australia’s first Attorney-General in 1901. He subsequently became Prime Minister in 1903. I think it says something about Alfred Deakin that this is one of a number of lectures named in his honour. The Melbourne University Lib- eral Club established a lecture trust in his honour in 1967 -- their lectures continue today. In 2001, the Victorian Government held a series of lectures as part of the centenary of Federation celebrations and in 2005, there will be a further series of lectures named after Deakin dealing with innovation.
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Alic, Dijana, Shilpi Tewari, and Michele Lobo. "Multicultural Architecture Workshop, Deakin University, Melbourne." Fabrications 29, no. 3 (September 2, 2019): 424–26. http://dx.doi.org/10.1080/10331867.2019.1658371.

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Day, Ron, and Jane Angus. "Off-campus acquisitions at Deakin University Library." Library Acquisitions: Practice & Theory 10, no. 1 (January 1986): 33–42. http://dx.doi.org/10.1016/0364-6408(86)90014-1.

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Richmond, Cate, and Ebe Kartus. "Providing Access to Course Material at Deakin University." Journal of Internet Cataloging 3, no. 2-3 (November 20, 2000): 203–16. http://dx.doi.org/10.1300/j141v03n02_06.

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Patilaya, Theresa Irene, Thi Thuy An Pham, My Nguyen Nguyen, Zhen Wu, and Yu Zhu. "Alliance Catering at Deakin: the Economics of University Cafeterias." Deakin Papers on International Business Economics 3, no. 1 (July 1, 2010): 1–10. http://dx.doi.org/10.21153/dpibe2010vol3no1art187.

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University cafeterias are a common and crucial component of university life as they provide cheap and convenient meals for students. Ideally, university cafeterias should also be responsible for providing nutritious food at reasonable prices. In practice though, university cafeterias often provide less nutritious food and at high prices. One reason for why this may happen is that cafeterias are aware of their unique market power. For instance, students consider the opportunity and transportation costs in the price they are willing to pay for on-campus services. The costs of preparing meals at home or walking to the alternatives are high, as students may prefer to use the time for studying or socializing. Thus, for a variety of reasons, university cafeterias become more practical in their delivery of services by placing less concern on the health quality of products and the fairness of prices. In this paper, we study the market power of university cafeterias specifically due to a locational advantage by analysing the case of the Alliance Cafeteria operating in Buildings La and Lb at Deakin University’s Burwood campus in Melbourne. We begin by examining Alliance as a monopolistically competitive firm and assess how its location gives market power.
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Lane, Lorraine, Cecelia Lewis, Elizabeth Povinelli, Linda Yarrowin, Sandra Yarrowin, David Boarder Giles, Melinda Hinkson, and Timothy Neale. "A Conversation with the Karrabing Film Collective." Commoning Ethnography 2, no. 1 (December 19, 2019): 166. http://dx.doi.org/10.26686/ce.v2i1.5663.

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This piece is a lightly edited transcript of a conversation with members of the Karrabing Film Collective – Lorraine Lane, Linda Yarrowin, Cecilia Lewis, Sandra Yarrowin, and anthropologist Elizabeth Povinelli – interviewed by anthropologists Melinda Hinkson and David Boarder Giles. The Karrabing Film Collective are a community of Indigenous Australians and their whitefella collaborators who make films that analyse and represent their contemporary lives and also keep their country alive by acting on it. This conversation appeared first as Episode Eighteen of Conversations in Anthropology@Deakin, a podcast about ‘life, the universe, and anthropology’ based at Deakin University and produced by Giles and Timothy Neale, with support from the Faculty of Arts and Education at Deakin University, and in association with the American Anthropological Association.
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Davies, Gordon, and Brian J. Garner. "Telematics helpdesk for external students of computing at Deakin University." ACM SIGCSE Bulletin 31, no. 4 (December 1999): 29–31. http://dx.doi.org/10.1145/349522.349385.

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Oo, Aman Than, and Arun Patil. "Engineering Education Quality Assurance within the School of Engineering: A Holistic Approach." Balkan Region Conference on Engineering and Business Education 1, no. 1 (November 1, 2015): 108–13. http://dx.doi.org/10.1515/cplbu-2015-0013.

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AbstractBACKGROUNDQuality assurance is a key element of engineering education at Deakin University and is monitored through various mechanisms which also include the process of collecting students’ feedback within the Schools and faculties. The information received are then looked at holistically and action plan is developed to implement. This has proven to be very effective to ensure feedback received from the students has been properly addressed.PURPOSEThe School of Engineering at Deakin University, has initiated the formation of Engineering Educational Quality Working Group (QWG). The aim of QWG is to provide a focal point for learning and teaching quality and its assurance in undergraduate and postgraduate Engineering courses. The school approach complements Deakin University processes of collecting and analysing student feedback on unit curricula design, delivery and facilitator delivery performance; feedback regarding individual facilitator, unit evaluations and graduate course experiences.DESIGN/METHODThe data are collected through face to face feedback from both on and off campus students. Feedback received from the end of trimester student evaluation process was also analysed.RESULTSThe motivation behind the practise is to close the loop for the feedback received from the students and take appropriate action against the feedback. This is to enhance overall delivery of engineering education at Deakin University.CONCLUSIONSThis paper outlines the activities planned by the QWG and elaborates on quality assurance approaches and key strategies to be implemented by the working group to achieve the desired quality as well as efficacy of those recommendations/actions undertaken at the school level.
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Langston, Craig. "Facilities Economics in Australia." Construction Economics and Building 5, no. 1 (November 19, 2012): 67. http://dx.doi.org/10.5130/ajceb.v5i1.2947.

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Facilities Economics in AustraliaAuthor: Bernard Williams with Brian PurdeyPublished by International Facilities & Property Information Ltd, forthcomingReviewed by Professor Craig Langston, Deakin University
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Cardwell, Paul. "Competency‐based service reviews and workforce planning at Deakin University library." Library Management 30, no. 8/9 (October 23, 2009): 539–48. http://dx.doi.org/10.1108/01435120911006502.

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Dissertations / Theses on the topic "Deakin University"

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Zeegers, Margaret, and bhoughton@deakin edu au. "A Mercantilist Cinderella: Deakin University and the Distance Education Student in the Postmodern World." Deakin University. Faculty of Education, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20030404.161615.

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This is a thesis presented on the position of the distance education student at a distance education university in the present era. Traditionally, the distance education student has been a sort of Cinderella: marginalised, being constructed as some form of lesser version of the on campus one. A largely invisible part of the higher education system in Australia since 1911, the distance education student has really only come to be foregrounded in university education discourses from 1983 onwards. It was not until then that the distance education student emerged from ‘hidden pools’ identified by Karmel (1975), and since then the construction of this student has undergone a number of modifications, mapped in this thesis. At the same time university education itself has undergone a series of modifications, not least of which has been its taking on mercantilist overtones as investments made by students in their own careers and professional development. The modifications, also mapped in this thesis, have progressed to the stage where the construction of the old distance education student is now one of a flexible learner in a mercantilist system of university education. The notion of distance education and the distance education student has undergone significant shifts, redefinitions and constructions, which are tracked in this thesis. My research has focussed on a number of pertinent questions, based on a study of Deakin University and its practice since its establishment. The thesis draws on a number of works which have been informed by those of Foucault, and I have framed my research questions accordingly. I have asked why and how Deakin University came into being as a distance education provider at tertiary level. What were the conditions of its establishment and progression in relation to the political events, economic practices and communication technology in use over time? To consider such questions, I needed to analyse the changes that I had seen occurring in the context of wider restructurings in university education. These had occurred in the context of government forging a closer interconnectedness between education and national economic aims and objectives at the same time as it demanded greater productivity in the face of commercial and industrial sector pushes for applied knowledge. Poststructuralist philosophical developments offer tools to explore not only questions of power, but the practical outcomes of questions of power, and how the complicity of individuals is established. This thesis explores ways in which such considerations helped to shape the changing constructions of the distance education student from a marginalised, disadvantaged and under-represented participant in higher education to a privileged, well catered for and advantaged learner. These same considerations are used to explore ways in which they have helped to shape university distance education courses from a perceived second-rate form of higher education to a prototype that better captures the essential elements of learning for what has been styled in a postmodern world as the Information Age. Overlaid on these considerations is a changing view of the economics of such provision of higher education. It is anticipated that this thesis will contribute to developing new understandings of the construction of subjectivities in relation to the distance education university student specifically, and to the university student generally, in the postmodern world. The implications of this examination are not inconsiderable for students and academics in a self-styled Information Society.
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Barty, Karin, and edu au jillj@deakin edu au mikewood@deakin edu au kimg@deakin. "Students' experiences of e-learning at school." Deakin University. School of Education, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040614.145900.

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The dissertation describes the experiences of senior secondary students taking an online course for the first time to further their language education. The experiences are presented from the perspective of students, of supervising teachers and the 'virtual' teacher. Issues of importance with younger learners are identified and discussed and guidelines for the conduct of online courses at school level developed. It is proposed that online courses may have a worthwhile place in school education if specific learning needs can be met using this medium.
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OLIVEIRA, FABIOLA STAPPAZZOLI DE. "A TRADITIONAL UNIVERSITY, FAMOUS FOR ITS RESEARCH, DEALING WITH TEACHERS FORMATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=5198@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Este estudo objetivou apreender como uma universidade tradicionalmente reconhecida pela pesquisa, a PUC-Rio, vem reagindo às novas resoluções estabelecidas pelo MEC, que recomendam especialmente o aumento de horas destinado à prática nos cursos de licenciatura, correspondendo esta a diversas atividades a serem realizadas ao longo de toda a formação e perpassando todas as disciplinas. Para isso, foram observados encontros que buscam discutir as sugestões da lei e entrevistados os professores de Prática de Ensino e os coordenadores desses cursos. Verificou-se grande dificuldade em compreender o novo significado atribuído à prática, principalmente em virtude da necessidade de reflexão e discussão em sala de aula de como o conteúdo específico que vem sendo trabalhado pode e deve ser tratado nas escolas. Também foram questionados a provável perda da formação teórica desses alunos e o tempo de duração do curso, que deve agora apresentar currículo próprio, ou seja, distinto do Bacharelado. Isso muito se deve à desvalorização das questões de ensino no ambiente acadêmico, mas, igualmente, à falta de vivência desses profissionais no ensino básico. Nesse sentido, ao mesmo tempo em que se assinalou a necessidade de revisão e criação de disciplinas para a adaptação às recomendações da legislação, foi salientada a importância de ajuda financeira do Estado e de formação de um núcleo de formação de professores na instituição, que possa reunir formadores interessados pela temática a fim de reestruturar adequadamente as licenciaturas. Os depoimentos apontam que ainda é preciso tempo para que os professores e a própria universidade tenham claro para si como deve um curso de licenciatura estar estruturado e organizado para de fato formar um professor.
The purpose of this study is to understand how a traditional university, famous for its research, PUC-Rio, has been dealing with the new MEC indications, that recommend as a main point the increase of time designated to the practice in the licenciatura courses. This new concept of practice relates to many different activities that were not considered before, and should be introduced into the whole course and in all subjects. To collect the necessary information, meetings, where the application of the new indications has been discussed, were observed, and coordinators and Prática de Ensino professors were interviewed. It was identified a considerable difficulty to understand the new meaning of practice, specially because of the reflection and necessity of discussion at classroom about how the specific contents that have been studied should and may be treated at school. The probably loose of theoretical base and the duration of the course were also questioned. The devaluation of educational issues at the academic environment and the lack of experience of those professionals at school contribute to explain these problems. In this study, it was figured out not only the need of subjects creation and review, but also the need of financial government support and the development of a new group of educational studies, in which interested professors in that theme can join and point out ways to improve it. This research evidence that both, professors and the university itself, require more time to clarify how a licenciatura course should be structured and organized.
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Gottardello, Debora. "Professors’ roles in dealing with university students’ plagiarism: a cross-cultural perspective." Doctoral thesis, Universitat Rovira i Virgili, 2019. http://hdl.handle.net/10803/667153.

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El plagi és un fenomen molt estès en l'àmbit universitari global i representa una amenaça per a la integritat universitària i les normes ètiques. L'objectiu de la present tesi és el d'aconseguir una perspectiva holística de la percepció dels professors pel que fa la etica en la educació i més especifícament al plagi dels estudiants universitaris, així com entendre quin rol juguen en la seva prevenció, detecció i gestió. A tal efecte, s'utilitza una metodologia qualitativa recollint dades a través d'entrevistes semi-estructurades. La mostra consisteix en 81 professors de sis facultats d'economia i empresa de sis països diferents, la qual cosa permet analitzar la influència del factor cultural en aquesta qüestió. Els resultats mostren com l'ètica (en general) i el plagi (en particular) són percebuts de manera diferent en diferents contextos culturals, fins i tot entre països de l'espai educatiu europeu, i evidencien com les diferents percepcions influeixen en la forma i grau de dedicació que els professors exerceixen per prevenir-lo, detectar-lo i gestionar-lo.
El plagio es un fenómeno muy extendido en el ámbito universitario global y representa una amenaza para la integridad universitaria y las normas éticas. El objetivo de la presente tesis es el de conseguir una perspectiva holística de la percepción de los profesores con respecto a la etica en educación y mas especificamente al plagio de los estudiantes universitarios, así como entender qué rol juegan en la prevención, detección y gestión del mismo. Para ello, se utiliza una metodología cualitativa recogiendo datos a través de entrevistas semi-estructuradas. La muestra consiste en 81 profesores de seis facultades de economía y empresa de seis países diferentes, lo cual permite analizar la influencia del factor cultural en esta cuestión. Los resultados muestran cómo la ética (en general) y el plagio (en concreto) son percibidos de forma distinta en diferentes contextos culturales, incluso entre países del espacio educativo europeo, y evidencian cómo las distintas percepciones influyen en la forma y grado de dedicación que los profesores ejercen para prevenirlo, detectarlo y gestionarlo.
Plagiarism is a widespread phenomenon in the global university environment and represents a threat to academic integrity and ethical standards. The objective of this thesis is to achieve a holistic perspective of professors' perception about ethics in education and more specifically university students' plagiarism, as well as to understand the role that they play in its prevention, detection and management. To this end, a qualitative methodology is used, collecting data through semi-structured interviews. The sample consists of 81 professors from six universities of economics and business faculties in six different countries. Thus, it allows analyzing the influence of the cultural context on this issue. The results show how ethics (more generally) and plagiarism (more specifically) are perceived differently in different cultural contexts, including between countries of the European educational area, and show how different perceptions influence the form and degree of dedication that teachers exercise to prevent, detect and manage it.
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Chen, Qiaoran, and Yu Wang. "Intervention strategies used by University of Gavle when dealing with alcohol problems." Thesis, Högskolan i Gävle, Socialt arbete, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-24069.

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This study aims at exploring the intervention strategies directed to reduce alcohol drinking in Hogskolan in Gavle. Although many students consume alcohol in different settings such as parties and gathering, few of them can understand the whole picture of the school’s intervention strategies. As shown by the research, the social workers in health center attempt to form a collective relationship with students and use the open-ended questions when conducting the counseling. Meanwhile, the employees who are responsible for school bar not only try to create a safer environment based on Responsible Alcohol Drinking but also apply prevention strategies including a high alcohol price and a long waiting line. According to the overall situation in the community, a meeting has been organized among different sectors regarding health center, student union, and municipalities. The topics of the meetings are not only about the current situation in this region but also about the cooperative strategies of each sector. To take a closer look at the school’s alcohol methods, we interviewed two social workers at the health center as well as two employees in the students’ union who are mainly responsible for school bar.
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Pieterse, Carl. "Pre-service teachers’ experiences of lecturers’ approaches to dealing with diversity in university classrooms." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14499.

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This study explores pre-service student teachers’ experiences of lecturers’ approaches to dealing with diversity in university classrooms. It includes student insights into the strategies that lecturers employ as they manage the complexities of diversity in university classrooms. The research is located in the realm of diversity education and diversity pedagogy and is contextualized against the backdrop of the historical and socio-political climate in South Africa. The challenging consequences of the desegregation of educational institutions in a post-apartheid South Africa has resulted in the advent of diverse and heterogeneous student populations which both challenge and de-marginalise educational practices bringing into focus the need for a humanizing and culturally relevant pedagogy. This, to counter the hegemonic dangers of perpetuating the status quo by further entrenching deep-seated racism disguised as integration. Using qualitative data generated by pre-service student teachers, the results suggest that lecturers fail to embrace diversity to its fullest. The findings illuminate the disparity between policy and practice in a forward-thinking faculty and lecturers’ lack of pedagogical knowledge and skills, which inhibit them from embodying the principles of diversity education. The lecturers’ approaches to dealing with diversity in practice indicate that they are stuck in the quagmire of assimilationist, colour-blind, contributionist and business-as-usual strategies which militate against culturally responsive pedagogy thereby marginalizing learners.
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Peltola, Xana Colleen. "Moving historic buildings a study of what makes good preservation practices when dealing with historicaly [sic] significant buildings and structures /." Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1211390423/.

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Rasheed, Lisa R. "Lucy Diggs Slowe, Howard University Dean of Women, 1922-1937: Educator, Administrator, Activist." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/55.

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ABSTRACT LUCY DIGGS SLOWE, HOWARD UNIVERSITY DEAN OF WOMEN, 1922-1937: EDUCATOR, ADMINISTRATOR, ACTIVIST by Lisa R. Rasheed Within the last twenty years, some educational researchers initiated an emphasis to study the accomplishments and contributions of African-American women in higher education. Although they were marginally recognized, some African-American women forged into uncharted territories by providing examples of administrative leadership in post-secondary settings. Their triumphs and failures have gone unnoticed, leaving a vacant space in the chronicles of history in higher education. Little is know about one African-American woman, as an administrator at a co-educational institution in terms of her vision about her position as a professional, her view of student-oriented services and activities, and her acknowledgement and realization of the need for a student-centered community as a vital context for learning. Using historical methods, this study examines the life and work of Lucy Diggs Slowe, Howard University Dean of Women from 1922 until her death in 1937. The purpose of this study is to offer a more comprehensive illumination about Slowe’s experiences and contributions as an educational leader. Lucy Diggs Slowe was a woman of strong constitution and substance. A woman of many firsts, she was one of the founding members of the African-American sorority Alpha Kappa Alpha in 1908. Slowe would go on to leave an indelible imprint philosophically, professionally, and personally on the lives she touched as both an administrator at Howard University and a member of the Washington, D.C. community. Slowe’s contributions are worthy of study to better understand how she embodied leadership by focusing on her career in higher education as an administrator.
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Koh, Jason S. H. "Comparison of the new "econophysics" approach to dealing with problems of financial to traditional econometric methods." View thesis, 2008. http://handle.uws.edu.au:8081/1959.7/38828.

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Thesis (Ph.D.)--University of Western Sydney, 2008.
Thesis submitted to fulfil the requirements for the degree of Doctor of Philosophy in the School of Economics and Finance, College of Business, University of Western Sydney. Includes bibliography.
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Sartorius, Kelly C. "Emily Taylor, dean of women: inter-generational activism and the women's movement at the University of Kansas." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/8449.

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Doctor of Philosophy
Department of History
Sue Zschoche
Historians have often linked the route of the second wave of the women's movement on college campuses with the development of women's liberation as young women involved in the New Left came to feminist consciousness working in civil rights and anti-Vietnam protests. This dissertation considers a “longer, quieter” route to feminist consciousness on a college campus by considering the role of a dean of women, Dr. Emily Taylor, at the University of Kansas between 1956 and 1974. Through her office that centered on women’s affairs, Taylor used the student personnel and counseling profession to instigate the dissolution of parietals at KU, a project that has long been associated with New Left student protests. A liberal feminist committed to incremental change to benefit women’s equal status in society, Taylor structured her office to foster feminist consciousness in undergraduate students, and provided staff support to New Left and radical women’s groups as they emerged on the KU campus. As a result, the inter-generational exchange that occurred within the KU dean of women’s office illustrates one example of how liberal and radical feminists interacted to foster social change within an institution of higher learning. The projects undertaken within her office illustrate that these seemingly separate groups of women overlapped, collaborated, and sometimes clashed as they worked toward achieving feminist goals. Her career at KU also shows that the metaphor of a first and second wave of the women’s movement may not be an accurate picture of the growth of feminism on co-educational campuses. Little scholarly work exists on the role of deans of women in higher education, or regarding women college students in the years immediately following World War II. This dissertation adds to the literature in both areas, showing that in the case of KU the administration was not a monolithic obstacle to student protest, the New Left, civil rights, and feminism. Instead, Taylor as dean of women pushed initiatives that bore on all of these areas. While Taylor is one example, her career illustrates patterns in deans of women’s activities that deserve further study and consideration.
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Books on the topic "Deakin University"

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Deakin University. Deakin University Gallery. The Deakin University art collection. Toorak: Deakin University, 1994.

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Tinning, Richard, Richard Tinning, and Karen Sirna, eds. Education, Social Justice and the Legacy of Deakin University. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-639-7.

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Rumble, Greville. Activity costing in mixed-mode institutions: A report based on a study of Deakin University. Victoria: Distance Education Unit, Deakin University, 1986.

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Australian Artificial Intelligence Congress (1st 1986 Deakin University). 1st Australian Artificial Intelligence Congress, Melbourne, November 18-21, 1986, Deakin University. [Melbourne: Deakin University, 1986.

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Research in Distance Education Seminar (1st 1989 Deakin University, Vic.). Research in Distance Education, 1: Revised papers from the first Research in Distance Education seminar, Deakin University, 1989. Geelong, Vic: Institute of Distance Education, Deakin University, 1990.

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Research in Distance Education Seminar (3rd 1993 Deakin University, Vic.). Research in Distance Education 3: Revised papers from the third Research in Distance Education conference, Deakin University 1993. Geelong, Vic: Deakin University Press, 1994.

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Research in Distance Education Seminar (2nd 1991 Deakin University, Vic.). Research in Distance Education, 2: Revised papers from the second Research in Distance Education seminar, Deakin University, 1991. Geelong, Vic: Institute of Distance Education, Deakin University, 1992.

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International Workshop on the Approximation and Computation of Complicated Dynamical Behavior (1993 Deakin University). Chaotic numerics: An International Workshop on the Approximation and Computation of Complicated Dynamical Behavior, Deakin University, Geelong, Australia, July 12-16, 1993. Edited by Kloeden Peter E, Palmer Kenneth J. 1945-, and Deakin University. Providence, R.I: American Mathematical Society, 1994.

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Embodied, energy: the current state of play (Seminar) (1996 Geelong Australia). Proceedings of the Embodied energy: the current state of play seminar held at Deakin University, Woolstores Campus, Geelong, Australia, Thursday 28th-Friday 29th November,1996. Geelong, Australia: Australian Sustainable Materials Group, Deakin University, 1998.

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Australian Sociological Association. (1994 Deakin University). With a rural focus: An edited and refereed collection of papers with a rural focus presented to the annual conference of the Australian Sociological Association Inc, Deakin University, December 1994. Wagga, Wagga, NSW: Centre for Rural social Research, Charles Sturt University, 1995.

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Book chapters on the topic "Deakin University"

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Smyth, John. "The Deakin Experience." In Education, Social Justice and the Legacy of Deakin University, 173–85. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-639-7_14.

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Green, Bill. "My Deakin Days." In Education, Social Justice and the Legacy of Deakin University, 53–64. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-639-7_5.

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Kemmis, Stephen. "Becoming Critical at Deakin." In Education, Social Justice and the Legacy of Deakin University, 77–91. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-639-7_7.

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Kirk, David. "Writing the Past, Writing the Self, Recollecting Deakin." In Education, Social Justice and the Legacy of Deakin University, 105–15. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-639-7_9.

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Fitzclarence, Lindsay. "Reflections on the Deakin Assemblage Of/For the Critical Project." In Education, Social Justice and the Legacy of Deakin University, 41–52. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-639-7_4.

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Bates, Richard. "And What Rough Beast, Its Hour Come Round At Last, Struggles …To Be Born?" In Education, Social Justice and the Legacy of Deakin University, 1–13. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-639-7_1.

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McTaggart, Robin. "Leftist Hegemony: Personal, Professional and Institutional." In Education, Social Justice and the Legacy of Deakin University, 117–34. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-639-7_10.

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Reid, Jo-Anne. "Avenging Betty." In Education, Social Justice and the Legacy of Deakin University, 135–43. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-639-7_11.

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Rizvi, Fazal, and Fazal Rizvi. "Contesting Criticality in a Scholarly Diaspora." In Education, Social Justice and the Legacy of Deakin University, 145–56. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-639-7_12.

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Singh, Michael. "Transformative Knowledge Exchange and Critical Pedagogy." In Education, Social Justice and the Legacy of Deakin University, 157–71. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-639-7_13.

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Conference papers on the topic "Deakin University"

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Davies, Gordon, and Brian J. Garner. "Telematics helpdesk for external students of computing at Deakin University." In Working group reports from ITiCSE. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/349316.349385.

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McKenzie, Sophie, Jo Coldwell-Neislon, Stuart Palmer, and Kathryn Coleman. "Understanding career aspirations of Information Technology students at Deakin University." In 2014 International Conference of Teaching, Assessment and Learning (TALE). IEEE, 2014. http://dx.doi.org/10.1109/tale.2014.7062553.

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Coldwell, Jo, and Douglas Newlands. "Deakin Online: An Evolving Case Study." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2795.

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This paper describes the planning, implementation and current progress of the Deakin Online Project which aims to establish a virtual campus for Deakin University. The project is built upon the WebCT Vista© learning management system. Strategies for eTeaching and eLearning are analysed and the dangers and opportunities are identified. Approaches to the preparation of both students and faculty for working in the online environment are discussed including online training, mentoring schemes and a dedicated teaching and learning support unit. An in-depth account of the project is presented which is potentially useful to any organization considering embarking on online teaching on a large scale.
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McKenzie, Sophie, and Guy Wood-Bradley. "Using rubrics in IT: Experiences of assessment and feedback at Deakin University." In 2014 International Conference of Teaching, Assessment and Learning (TALE). IEEE, 2014. http://dx.doi.org/10.1109/tale.2014.7062631.

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Connoley, Kathy. "Integration for a New Generation - Technological Solutions for Linking Core Functions of Teaching and Learning." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3012.

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The Teaching and Learning Group, in the Faculty of Arts, Deakin University, Australia, has successfully implemented Stage One of a Teaching and Learning Database. The database is unique in Deakin, and aims to integrate the core functions of curriculum, unit chair and assessment panel maintenance, academic workloads and quality assurance reporting for the Faculty of Arts. Stage One developments have already replaced many hard-copy forms. The following paper describes the database project, how it was initiated in the Faculty, the options considered, and an illustration of its progress to date. It will also describe the future developments planned for this project during the next six months, developments that will add capabilities to manage academic workloads.
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JOOSTEN, MATHEW, ZI LI, and CHENG HUANG. "3D PRINTED CONTINUOUS FIBRE COMPOSITE RESEARCH AT DEAKIN UNIVERSITY: DESIGN AND ANALYSIS METHODS FOR UD, HYBRID AND PSEUDO-WOVEN PLY ARCHITECTURES." In Thirty-sixth Technical Conference. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/asc36/35755.

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At Deakin University we have been researching the performance of continuous fibre 3D printed composite structures and a summary of three research activities related to this research theme are provided herein. 3D printed continuous fibre composites can be used to realise significant gains in stiffness and strength compared to an equivalent component fabricated using a neat thermoplastic. To investigate the performance of these materials both commercially available and customised printers were used to fabricate composite laminates and the behaviour of these laminates evaluated experimentally. Finite element and analytical models were used to predict the mechanical response. These approaches were originally developed for thermoset matrices, however, the models have shown to be capable of predicting the behaviour of 3D printed carbon fibre and hybrid carbon-fibreglass thermoplastic composites. These validated models can be used to generate design charts to identify feasible UD and semi-woven textile architectures, thereby, allowing designers to tailor the ply architecture and stacking sequence to meet specific design requirements.
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de St Jorre, Trina Jorre. "Deakin Launch Network: an employability network that improves engagement, graduate outcomes and wellbeing by connecting and leveraging the expertise of diverse students and alumni." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0141.

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Graduates require opportunities to gain experience and develop professional networks to enhance their employability and career progression. However, students’ access to relevant networks and opportunities to gain experience is not equitable, and this contributes to gaps in employment outcomes at graduation and beyond (Harvey et al., 2017; Tomaszewski et al., 2019). This paper showcases key principles underpinning the design and success of a student and alumni-led network designed to enhance employability. In addition to creating networks between students and alumni, Deakin Launch Network, leverages their skills and experience to identify and create opportunities to enhance the employability of Deakin graduates, especially for those more likely to face disadvantage in the graduate employment market. In doing so, the network provides students with valuable connections, experience, and knowledge relevant to employability. Students also report that the connections and collaborations supported by the network, contributed to their wellbeing and sense of belonging during remote learning, and satisfaction with their educational experience. For alumni, the network has provided motivation and opportunity to reconnect or remain connected to the university. Our case study shows that students and alumni are a valuable source of networks, experience and influence that can, and should, be better utilised by universities. Furthermore, distributed student-leadership and purposeful inclusion can positively impact the outcomes of student-staff partnerships, including project deliverables, the student experience and learning outcomes.
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Connoley, Rob. "Will It Work? An Initial Examination of the Processes and Outcomes of Converting Course Materials to CD-ROMs." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3020.

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The Faculty of Business and Law at Deakin University (Victoria, Australia) decided to dispense of all printed post-graduate learning materials and replace them with CD-ROMs from the commencement of the 2006 academic year. In addition, CD-ROMs were developed for a limited number of undergraduate units as part of a future delivery plan for this cohort of students. The following paper describes this project, the reasons underpinning it, and the processes the Faculty adopted to implement the project. The project is ongoing and part of a broader agenda for change that will see an even greater application of electronic technology to teaching and learning within the Faculty. Although only initial findings and observations are possible at this stage, the project provides a basis for longitudinal reporting and, potentially, a guide for other institutions who may be considering such a move. The paper reports on these observations and on those in the educational development arena and suggests that the Faculty will need to learn from these initial experiences and evaluate the project in greater depth to guarantee a smooth transition for all stakeholders.
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"Implications of Updating Digital Literacy – A Case Study in an Optometric Curriculum." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4192.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The aim of this project was to explore a method to enable an updated under-standing of digital literacy to be implemented in curricula in an environment of an existing, but outdated, understanding of digital literacy. . Background: The changing healthcare environment increasingly emphasizes the importance of digital literacy skills; therefore academics in the optometry discipline at Deakin University sought to better understand where digital literacy skills were taught in their program, and whether delivery was implicit or explicit. Methodology: This case study describes a systematic review of the optometric curriculum to first identify where and what digital literacy skills are currently being addressed in the curriculum, identify the gaps, and develop a strategy to address the gaps. Contribution: The main outcome of this work is the development of a spiraling curriculum to support the development of digital literacy skills required in later units of the program and for clinical practice post-graduation. Findings: Although the definition of digital literacy may be outdated, the digital literacy capabilities being addressed in the curriculum had grown as digital technology use by staff and students had expanded. This, together with the realization that students were not as digitally capable as expected, indicated that teaching digital literacy skills needed to be made overt throughout the curriculum. Recommendations for Practitioners: The process developed through this case study provides a strong foundation for course teams, curriculum developers and educational designers to efficiently analyze digital literacy expectations in existing, accredited health-related curricula and improve the curricula by more overtly embedding digital literacy teaching into it. Impact on Society: Graduates of the amended program of study are expected to be better prepared to undertake their future careers in a digitally enhanced and disrupted environment. Future Research: The framework will be used to explore digital literacy teaching practices in other disciplines. A systematic evaluation will be undertaken to identify the benefits and short comings of using the framework. The elements that make up the new definition of digital literacy need to be better articulated to allow curriculum developers to be better informed as to how to interpret the framework in their context.
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Nyewe, Peter. "STRATEGIES USED BY FEMALE UNIVERSITY STUDENTS IN DEALING WITH POVERTY." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2324.

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Reports on the topic "Deakin University"

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Morini, Luca, and Arinola Adefila. Decolonising Education – Fostering Conversations - Interim Project Report. Coventry University, September 2021. http://dx.doi.org/10.18552/glea/2021/0001.

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‘Decolonising Education – Fostering Conversations’ is a project funded by RECAP involving Coventry University (CU) and Deakin University. While originated as a comparative study focussing on exploring respective decolonisation practices and discourses from staff and student perspectives, the pandemic forced a shift where Coventry focused data collection and developments were complemented, informed and supported by literatures, histories, institutional perspectives, and methodologies emerging from Indigenous Australians’ struggle against colonialism. Our aims are (1) map what is happening in our institution in terms of decolonisation, and (2) to explore accessible and inclusive ways of broadening the conversation about this important topic.
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McReynolds, Stephanie JH, Peter Verheyen, Terriruth Carrier, and Scott Warren. Library Impact Research Report: Distinct Academic Learning Communities at Syracuse University Libraries. Association of Research Libraries, July 2022. http://dx.doi.org/10.29242/report.syracuse2022.

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As part of ARL’s Research Library Impact Framework initiative, a team at Syracuse University Libraries conducted a study to explore the impact of embedding three “distinct academic learning communities” in Syracuse University’s Bird Library: the Blackstone LaunchPad; the Center for Learning and Student Success; and the Syracuse Office of Undergraduate Research and Creative Engagement. Three objectives guided the team: (1) explore how the libraries impact the communities; (2) determine how the communities impact the libraries; and (3) identify methods/metrics that could demonstrate reciprocal impact and be useful to the Association of Research Libraries (ARL). Impact was explored from multiple perspectives, including community directors, community participants, the libraries’ dean, and libraries’ staff. Results point to the value of the library as a central and interdisciplinary academic space for the communities, one that helps break down disciplinary borders by allowing community participants to more easily meet and collaborate with students from other schools and colleges.
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Wandeler, Christian, and Steve Hart. The Central Valley Transportation Challenge. Mineta Transportation Institute, December 2022. http://dx.doi.org/10.31979/mti.2022.2029.

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The Central Valley Transportation Challenge provides underserved minority students, who are primarily from rural areas, with high quality transportation-related educational experiences so that they learn about transportation-related topics and opportunities in transportation careers. The CVTC is a project-based learning program that brings university faculty and students to K–12 classrooms in rural areas. The project operated with three main objectives: (1) support K–12 teachers’ understanding and implementation of the CVTC programs; (2) connect K–12 students with university faculty and students, and transportation professionals through the CVTC program; and (3) develop an online hub with transportation-related lesson plans and sequences. The results of this study are reported as five case studies and a description of the online hub. The case studies illustrate how different pedagogical approaches and uses of technology were implemented and how the project connections between the schools, community members and professionals from transportation-related fields were developed. In addition, to support the sustainability of transportation-related learning across subsequent years, the research team created an online transportation resource repository. This hub was populated with lessons and units developed by pedagogical and content experts. The lessons cover the grades K–12 and range from brief lessons to very engaging and holistic two-week-long lesson sequences. The CVTC has proven to be a highly flexible and adaptive model due to the use of technology and the teachers’ experience and pedagogical expertise. The timing of the program during the COVID-19 pandemic also provided the students that were learning from home with an engaging learning experience and some relief for teachers who were already dealing with a lot of adjustments. In that sense, the program reached traditionally underserved students, but did so in a critical time where these students faced even more obstacles.
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McKenna, Patrick, and Mark Evans. Emergency Relief and complex service delivery: Towards better outcomes. Queensland University of Technology, June 2021. http://dx.doi.org/10.5204/rep.eprints.211133.

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Emergency Relief (ER) is a Department of Social Services (DSS) funded program, delivered by 197 community organisations (ER Providers) across Australia, to assist people facing a financial crisis with financial/material aid and referrals to other support programs. ER has been playing this important role in Australian communities since 1979. Without ER, more people living in Australia who experience a financial crisis might face further harm such as crippling debt or homelessness. The Emergency Relief National Coordination Group (NCG) was established in April 2020 at the start of the COVID-19 pandemic to advise the Minister for Families and Social Services on the implementation of ER. To inform its advice to the Minister, the NCG partnered with the Institute for Governance at the University of Canberra to conduct research to understand the issues and challenges faced by ER Providers and Service Users in local contexts across Australia. The research involved a desktop review of the existing literature on ER service provision, a large survey which all Commonwealth ER Providers were invited to participate in (and 122 responses were received), interviews with a purposive sample of 18 ER Providers, and the development of a program logic and theory of change for the Commonwealth ER program to assess progress. The surveys and interviews focussed on ER Provider perceptions of the strengths, weaknesses, future challenges, and areas of improvement for current ER provision. The trend of increasing case complexity, the effectiveness of ER service delivery models in achieving outcomes for Service Users, and the significance of volunteering in the sector were investigated. Separately, an evaluation of the performance of the NCG was conducted and a summary of the evaluation is provided as an appendix to this report. Several themes emerged from the review of the existing literature such as service delivery shortcomings in dealing with case complexity, the effectiveness of case management, and repeat requests for service. Interviews with ER workers and Service Users found that an uplift in workforce capability was required to deal with increasing case complexity, leading to recommendations for more training and service standards. Several service evaluations found that ER delivered with case management led to high Service User satisfaction, played an integral role in transforming the lives of people with complex needs, and lowered repeat requests for service. A large longitudinal quantitative study revealed that more time spent with participants substantially decreased the number of repeat requests for service; and, given that repeat requests for service can be an indicator of entrenched poverty, not accessing further services is likely to suggest improvement. The interviews identified the main strengths of ER to be the rapid response and flexible use of funds to stabilise crisis situations and connect people to other supports through strong local networks. Service Users trusted the system because of these strengths, and ER was often an access point to holistic support. There were three main weaknesses identified. First, funding contracts were too short and did not cover the full costs of the program—in particular, case management for complex cases. Second, many Service Users were dependent on ER which was inconsistent with the definition and intent of the program. Third, there was inconsistency in the level of service received by Service Users in different geographic locations. These weaknesses can be improved upon with a joined-up approach featuring co-design and collaborative governance, leading to the successful commissioning of social services. The survey confirmed that volunteers were significant for ER, making up 92% of all workers and 51% of all hours worked in respondent ER programs. Of the 122 respondents, volunteers amounted to 554 full-time equivalents, a contribution valued at $39.4 million. In total there were 8,316 volunteers working in the 122 respondent ER programs. The sector can support and upskill these volunteers (and employees in addition) by developing scalable training solutions such as online training modules, updating ER service standards, and engaging in collaborative learning arrangements where large and small ER Providers share resources. More engagement with peak bodies such as Volunteering Australia might also assist the sector to improve the focus on volunteer engagement. Integrated services achieve better outcomes for complex ER cases—97% of survey respondents either agreed or strongly agreed this was the case. The research identified the dimensions of service integration most relevant to ER Providers to be case management, referrals, the breadth of services offered internally, co-location with interrelated service providers, an established network of support, workforce capability, and Service User engagement. Providers can individually focus on increasing the level of service integration for their ER program to improve their ability to deal with complex cases, which are clearly on the rise. At the system level, a more joined-up approach can also improve service integration across Australia. The key dimensions of this finding are discussed next in more detail. Case management is key for achieving Service User outcomes for complex cases—89% of survey respondents either agreed or strongly agreed this was the case. Interviewees most frequently said they would provide more case management if they could change their service model. Case management allows for more time spent with the Service User, follow up with referral partners, and a higher level of expertise in service delivery to support complex cases. Of course, it is a costly model and not currently funded for all Service Users through ER. Where case management is not available as part of ER, it might be available through a related service that is part of a network of support. Where possible, ER Providers should facilitate access to case management for Service Users who would benefit. At a system level, ER models with a greater component of case management could be implemented as test cases. Referral systems are also key for achieving Service User outcomes, which is reflected in the ER Program Logic presented on page 31. The survey and interview data show that referrals within an integrated service (internal) or in a service hub (co-located) are most effective. Where this is not possible, warm referrals within a trusted network of support are more effective than cold referrals leading to higher take-up and beneficial Service User outcomes. However, cold referrals are most common, pointing to a weakness in ER referral systems. This is because ER Providers do not operate or co-locate with interrelated services in many cases, nor do they have the case management capacity to provide warm referrals in many other cases. For mental illness support, which interviewees identified as one of the most difficult issues to deal with, ER Providers offer an integrated service only 23% of the time, warm referrals 34% of the time, and cold referrals 43% of the time. A focus on referral systems at the individual ER Provider level, and system level through a joined-up approach, might lead to better outcomes for Service Users. The program logic and theory of change for ER have been documented with input from the research findings and included in Section 4.3 on page 31. These show that ER helps people facing a financial crisis to meet their immediate needs, avoid further harm, and access a path to recovery. The research demonstrates that ER is fundamental to supporting vulnerable people in Australia and should therefore continue to be funded by government.
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MacFarlane, Andrew. 2021 medical student essay prize winner - A case of grief. Society for Academic Primary Care, July 2021. http://dx.doi.org/10.37361/medstudessay.2021.1.1.

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As a student undertaking a Longitudinal Integrated Clerkship (LIC)1 based in a GP practice in a rural community in the North of Scotland, I have been lucky to be given responsibility and my own clinic lists. Every day I conduct consultations that change my practice: the challenge of clinically applying the theory I have studied, controlling a consultation and efficiently exploring a patient's problems, empathising with and empowering them to play a part in their own care2 – and most difficult I feel – dealing with the vast amount of uncertainty that medicine, and particularly primary care, presents to both clinician and patient. I initially consulted with a lady in her 60s who attended with her husband, complaining of severe lower back pain who was very difficult to assess due to her pain level. Her husband was understandably concerned about the degree of pain she was in. After assessment and discussion with one of the GPs, we agreed some pain relief and a physio assessment in the next few days would be a practical plan. The patient had one red flag, some leg weakness and numbness, which was her ‘normal’ on account of her multiple sclerosis. At the physio assessment a few days later, the physio felt things were worse and some urgent bloods were ordered, unfortunately finding raised cancer and inflammatory markers. A CT scan of the lung found widespread cancer, a later CT of the head after some developing some acute confusion found brain metastases, and a week and a half after presenting to me, the patient sadly died in hospital. While that was all impactful enough on me, it was the follow-up appointment with the husband who attended on the last triage slot of the evening two weeks later that I found completely altered my understanding of grief and the mourning of a loved one. The husband had asked to speak to a Andrew MacFarlane Year 3 ScotGEM Medical Student 2 doctor just to talk about what had happened to his wife. The GP decided that it would be better if he came into the practice - strictly he probably should have been consulted with over the phone due to coronavirus restrictions - but he was asked what he would prefer and he opted to come in. I sat in on the consultation, I had been helping with any examinations the triage doctor needed and I recognised that this was the husband of the lady I had seen a few weeks earlier. He came in and sat down, head lowered, hands fiddling with the zip on his jacket, trying to find what to say. The GP sat, turned so that they were opposite each other with no desk between them - I was seated off to the side, an onlooker, but acknowledged by the patient with a kind nod when he entered the room. The GP asked gently, “How are you doing?” and roughly 30 seconds passed (a long time in a conversation) before the patient spoke. “I just really miss her…” he whispered with great effort, “I don’t understand how this all happened.” Over the next 45 minutes, he spoke about his wife, how much pain she had been in, the rapid deterioration he witnessed, the cancer being found, and cruelly how she had passed away after he had gone home to get some rest after being by her bedside all day in the hospital. He talked about how they had met, how much he missed her, how empty the house felt without her, and asking himself and us how he was meant to move forward with his life. He had a lot of questions for us, and for himself. Had we missed anything – had he missed anything? The GP really just listened for almost the whole consultation, speaking to him gently, reassuring him that this wasn’t his or anyone’s fault. She stated that this was an awful time for him and that what he was feeling was entirely normal and something we will all universally go through. She emphasised that while it wasn’t helpful at the moment, that things would get better over time.3 He was really glad I was there – having shared a consultation with his wife and I – he thanked me emphatically even though I felt like I hadn’t really helped at all. After some tears, frequent moments of silence and a lot of questions, he left having gotten a lot off his chest. “You just have to listen to people, be there for them as they go through things, and answer their questions as best you can” urged my GP as we discussed the case when the patient left. Almost all family caregivers contact their GP with regards to grief and this consultation really made me realise how important an aspect of my practice it will be in the future.4 It has also made me reflect on the emphasis on undergraduate teaching around ‘breaking bad news’ to patients, but nothing taught about when patients are in the process of grieving further down the line.5 The skill Andrew MacFarlane Year 3 ScotGEM Medical Student 3 required to manage a grieving patient is not one limited to general practice. Patients may grieve the loss of function from acute trauma through to chronic illness in all specialties of medicine - in addition to ‘traditional’ grief from loss of family or friends.6 There wasn’t anything ‘medical’ in the consultation, but I came away from it with a real sense of purpose as to why this career is such a privilege. We look after patients so they can spend as much quality time as they are given with their loved ones, and their loved ones are the ones we care for after they are gone. We as doctors are the constant, and we have to meet patients with compassion at their most difficult times – because it is as much a part of the job as the knowledge and the science – and it is the part of us that patients will remember long after they leave our clinic room. Word Count: 993 words References 1. ScotGEM MBChB - Subjects - University of St Andrews [Internet]. [cited 2021 Mar 27]. Available from: https://www.st-andrews.ac.uk/subjects/medicine/scotgem-mbchb/ 2. Shared decision making in realistic medicine: what works - gov.scot [Internet]. [cited 2021 Mar 27]. Available from: https://www.gov.scot/publications/works-support-promote-shared-decisionmaking-synthesis-recent-evidence/pages/1/ 3. Ghesquiere AR, Patel SR, Kaplan DB, Bruce ML. Primary care providers’ bereavement care practices: Recommendations for research directions. Int J Geriatr Psychiatry. 2014 Dec;29(12):1221–9. 4. Nielsen MK, Christensen K, Neergaard MA, Bidstrup PE, Guldin M-B. Grief symptoms and primary care use: a prospective study of family caregivers. BJGP Open [Internet]. 2020 Aug 1 [cited 2021 Mar 27];4(3). Available from: https://bjgpopen.org/content/4/3/bjgpopen20X101063 5. O’Connor M, Breen LJ. General Practitioners’ experiences of bereavement care and their educational support needs: a qualitative study. BMC Medical Education. 2014 Mar 27;14(1):59. 6. Sikstrom L, Saikaly R, Ferguson G, Mosher PJ, Bonato S, Soklaridis S. Being there: A scoping review of grief support training in medical education. PLOS ONE. 2019 Nov 27;14(11):e0224325.
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