Relevant bibliographies by topics / Monash 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 'Monash University'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 February 2023

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Journal articles on the topic "Monash University"

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Marriott, Helen. "Monash University." Japanese Studies 11, no. 3 (December 1991): 83–86. http://dx.doi.org/10.1080/10371399108521981.

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MIYASHITA, Kouichi. "Monash University Department of Mechanical Engineerinc, Monash University Clayton, Victoria, Australia." Wind Engineers, JAWE 1993, no. 57 (1993): 46–48. http://dx.doi.org/10.5359/jawe.1993.57_46.

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Potts, Anthony. "University Unlimited: The Monash Story." Australian Historical Studies 44, no. 1 (March 2013): 163–64. http://dx.doi.org/10.1080/1031461x.2013.761656.

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Singh, Jasbir, Soon Cheang Quah, and Keang Peng Song. "BIOTECHNOLOGY AND MONASH UNIVERSITY MALAYSIA." Asia-Pacific Biotech News 11, no. 08 (April 30, 2007): 481–82. http://dx.doi.org/10.1142/s0219030307000535.

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Strasser, Roger P. "Monash University Centre for Rural Health." Medical Journal of Australia 158, no. 5 (March 1993): 297–98. http://dx.doi.org/10.5694/j.1326-5377.1993.tb121778.x.

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Innis, J. L., K. Thompson, and D. W. Coates. "The Monash University Observatory: equipment and research." Symposium - International Astronomical Union 118 (1986): 293–94. http://dx.doi.org/10.1017/s0074180900151563.

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The Monash Observatory, located at Mount Burnett, Victoria, seventy kilometres east of the city of Melbourne, at a latitude of 38° S has a 0.45-m Cassegrainian and a 0.25-m Newtonian telescope. Both are equipped for photoelectric photometry, with microcomputer-based data logging systems. The 0.45-m has recently replaced the observatory's original 0.4-m Newtonian. Our site is near the coast, and has less than 20% photometric weather. Access to the telescopes and facilities of Mount Stromlo and Siding Spring Observatories (MSSSO) increases our observing time and the scope of our research. For a description of the Monash Observatory at mid-1984 see Coates et al, (1984).
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Scott, Janet L., Colin L. Raston, Christopher R. Strauss, and W. Roy Jackson. "Centre for Green Chemistry, Monash University, Australia." Pure and Applied Chemistry 73, no. 8 (August 1, 2001): 1251–55. http://dx.doi.org/10.1351/pac200173081251.

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The Centre for Green Chemistry is an Australian Research Council (ARC) Special Research Centre (SRC), located at Monash University in Melbourne, Australia. SRCs are funded by the Australian federal government, via the vehicle of the ARC, with the express goal of supporting excellent basic research and research training that has strong international links. The goal of the center is to provide a fundamental scientific base for future green chemical technology, identifying niche areas in the Australian context and beyond. Establishment of this SRC and its modus operandi are discussed.
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Yule, Catherine M. "Environmental Research at Monash University in Malaysia." Asia-Pacific Biotech News 11, no. 08 (April 30, 2007): 478–80. http://dx.doi.org/10.1142/s0219030307000523.

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Teh, Pei-Lee. "158 Is it Just an Idea…Or More? Gerontechnology Research in Monash University Malaysia." Age and Ageing 48, Supplement_4 (December 2019): iv34—iv39. http://dx.doi.org/10.1093/ageing/afz164.158.

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Abstract Malaysia is set to become an ageing population by 2030, when older people aged 65 years and above will constitute over 7% of the total population. In a bid to prepare for rapid ageing, Monash University Malaysia took the lead to establish the Gerontechnology Laboratory in 2016, the first of its kind in Malaysia. The aims of the Gerontechnology Laboratory are to translate research into new products, change existing business models and services, and shape public policies to improve the health and wellbeing of older people and those who care for them. The Gerontechnology Laboratory is a multidisciplinary research platform that brings together students, researchers, business partners, universities, government and the broader community to lead on research and innovations for older people within the five domains of human activity: health and self-esteem, housing and daily living, mobility and transport, communication and governance, and work and leisure. The lab also serves as a centre for education and training, assessment and consultation concerning gerontechnology, home safety, and independent living environment. Examples of external engagement include Gerontechnology Symposium (2017, 2018), Monash-Petrosains Gerontechnology Challenge (2018) and Monash Gerontechnology Lab Volunteer Community (2017-present). At the international level, the Monash University Malaysia’s Gerontechnology Lab was recognised as one of 21 international AACSB Innovations that Inspire 2019. This seminar will share how Monash University Malaysia builds the gerontechnology hub and leads the research and development for the study of gerontechnology in Malaysia.
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Fernandes, Adam, Allie Ford, Gerry Rayner, and Lynette Pretorius. "Building a sense of belonging among tertiary commuter students: The Monash Non-Residential Colleges program." Student Success 8, no. 2 (July 23, 2017): 31–42. http://dx.doi.org/10.5204/ssj.v8i2.380.

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Student engagement at university is significantly influenced by sense of belonging. In 2013, our university developed a novel extra-curricular program designed to foster a sense of belonging in students who commute to university – the Monash Non-Residential Colleges (NRC) program. This study examines whether participation in the Monash NRC program changed students’ perceptions about their university experience and their sense of belonging to the university community. We show that our NRC program appears to be effective in fostering a more positive university experience for students when compared with non-NRC students. Additionally, we demonstrate that our NRC program influenced students’ sense of belonging through increased interaction with peers and staff as well as greater reported attendance on campus.
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Dissertations / Theses on the topic "Monash University"

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Samarawickrema, Ramya Gayani, and Gayani Samarawickrema@deakin edu au. "Technology adoption : voices of teaching academics, educational designers and students." Deakin University. School of Education, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080404.104044.

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This folio presents three studies (a dissertation and two electives) which use qualitative case study methodologies to investigate technology adoption from three perspectives. Central to all three studies is the study context of Monash University. The Dissertation explores adoption of web-based learning and teaching approaches from the perspective of teaching academics as they incorporate these to facilitate their students’ learning. The study investigates teaching academics’ reasons for adopting these new technologies, the factors that influenced their adoption decisions, and the challenges they were confronted with, including the contributing factors that impacted on their adoption decisions. The study shows that while contextual factors such as power and politics of the school, department, faculty and the institution impact on adoption, supportive organisational infrastructures and policy frameworks are necessary to encourage adoption, including wider adoption. In turn, on going staff development, adoption of new work practices and being adaptive to changing work environments are key demands made on teaching academics as a result of adopting web-based teaching approaches. Elective 1, a smaller study, leads on from the dissertation and examines the impact of technology adoption on the evolving role of educational designers. The study identifies the educational designers’ role change in assisting teaching academics to move from more conventional forms of teaching to more technology based learner-centred collaborative models. An important aspect of the study is the managers’ perspectives of this role in a university that has adopted a strong flexible learning and technology policy. The findings show that educational designers now work as project managers in larger teams consisting of a wider range of professionals, their expanded role in introducing technology into learning designs, providing staff development in the area, and giving technical help including advice on copyright and intellectual property issues. Elective 2 explores student readiness to adopt these technologies for learning. The study is designed to achieve an understanding of three broad categories of learners from a first year design unit: (1) South East Asian and East Asian students, (2) all other international students, and (3) local Australian students are studied to examine their readiness for modes of learning that are flexible; their approaches to study in a creative discipline area; and their openness to using technology. Findings of the study are discussed under the key themes – dependence on the teacher and classroom environment, flexible learning and working alone, structure, communication and work patterns. The study concludes by discussing the possible cultural attributes that have an impact on the learning. The three studies found that the institution, its people, structures and processes must all adapt, evolve and grow in order to provide effective, engaging, student-centred web-based learning environments. Students in turn must be enabled to manage their study, make use of the technologies and maximise their learning experience. The findings revealed the stage of technology use reached at Monash University at the time of the study through the voices of the teaching academics, educational designers and students.
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Mgquba, Sibusisiwe K. "Library as a collaborative partner in teaching and learning : role and Contribution of the library in e-learning at Monash University." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/51263.

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Technology enhanced learning has become one of the dominant modes of teaching and learning in higher education today. Indeed, it seems that no higher education institution can survive without embracing the new educational technologies that have come to define teaching and learning in the knowledge era. E-learning as such, has become one of the dominant forms of delivering teaching and learning content. Rooted in established pedagogical foundations, e-learning adopts the constructivist approach to teaching and learning which attributes the construction of knowledge to learner experiences. Thus learners construct their own understanding and knowledge through interaction with others. As universities adopt the e-learning approach, libraries are also forced to find ways to deliver their content in ways and in platforms where the new generation of students interact. The focus of this research is to find out how Monash University Library has risen to the challenge of integrating its vast resources and services through the medium of e-learning, especially pertaining to the delivery of Information Research and Learning Skills (IRLS). The research aims to find out what the challenges, strengths and limitations are in this mode of information and content delivery. But the most pertinent question the study seeks to answer is “What is the effectiveness of e-learning in the provision of IRLS”. The results of the study culminate in a few suggestions by the researcher which could be employed to better assess the effectiveness of e-learning in IRLS.
Mini Dissertation (MIT)--University of Pretoria, 2015.
Information Science
MIT
Unrestricted
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Blumtritt, Ute. "MONARCH - Publikationsserver der Technischen Universität Chemnitz." Universitätsbibliothek Chemnitz, 2005. http://nbn-resolving.de/urn:nbn:de:swb:ch1-200500435.

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Der Vortrag wurde auf dem 5. Workshop DissOnline: Abschlussworkshop des DFG-Projektes "Aufbau einer Koordinierungsstelle für elektronische Hochschulschriften" am 25. Februar 2005 gehalten. Der Datentransfer elektronischer Hochschulschriften an die Deutsche Bibliothek (DDB) sowie den Südwestdeutschen Bibliotheksverbund (SWB) ist erläutert. Die Technologie zur Erfassung, Aufbereitung und Datenübermittlung ist für das Meldeinterface DDB und SWB äquivalent. Dabei erfolgt die automatische Vergabe von Persistent Identifiern (URN) für jedes Dokument. Die per Onlineformular vom Autor eingetragenen Metadaten werden zur Abholung und Speicherung auf dem Server der Deutschen Bibliothek in das Format XMetaDiss transformiert und über die OAI Schnittstelle zum Download bereitgestellt. Für die in MONARCH achivierten Dissertationen und Habilitationen ist die Langzeitverfügbarkeit und der persistente Zugriff auf den Volltext gesichert.
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Blumtritt, Ute, and Christoph Ziegler. "Volltextarchiv und Dokumentenserver MONARCH." Universitätsbibliothek Chemnitz, 2002. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-200201700.

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Vorstellung des Volltextarchivs MONARCH der Technischen Universität Chemnitz. Auf der Basis von Betriebs- und Entwicklungsprinzipien wird MONARCH aus Nutzer- und Bibliothekssicht charakterisiert. Speziell wird auf die Aspekte eines Autors/Archivierenden eingegangen, z.Bsp. workflow und Statistik. Im zweiten Teil werden Interna dargelegt, wie Integration in die Gesamt-DV-Technologie, Verwendung von Standards und Basis-Werkzeugen sowie aktuelle Weiterentwicklungen.
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Kwan, Chinachote Sriprapha Petcharamesree. "Buddhism and human rights : forest monks' perspectives on human rights and the Songha administration /." Abstract, 2007. http://mulinet3.li.mahidol.ac.th/thesis/2550/cd399/4536976.pdf.

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Schmidt, Jason. "Forage species alters animal performance, carcass quality, and fatty acid composition of forage-finished beef produced in summer months." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1246565685/.

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Blumtritt, Ute. "Online-Hochschulschriften der Technischen Universität Chemnitz." Universitätsbibliothek Chemnitz, 2001. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-200100241.

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Die Technische Universität Chemnitz startete 1995 als eine der ersten Einrichtungen mit dem Aufbau eines Volltextarchives unter dem Namen "Multimedia Online Archiv Chemnitz" (MONARCH). Durch die enge Zusammenarbeit von Universitätsrechenzentrum und Universitätsbibliothek ist MONARCH seitdem kontinuierlich weiterentwickelt worden, so dass für die Archivierung immer bessere Voraussetzungen bestehen. Die Serviceleistungen wurden erweitert und die Verarbeitung der Daten verbessert. Die Präsentation gibt Einblick in die Verknüpfung zwischen MONARCH und Bibliothek. Während das Rechenzentrum auf edv-technische Angelegenheiten spezialisiert ist (Datenformate, Unversehrtheit der Dokumente, Verarbeitung der Daten, Automatisierung von Arbeitsgängen, z.B. Meldungen an die Deutsche Bibliothek und den Südwestdeutschen Bibliotheksverbund Baden-Württemberg...), bearbeitet die Bibliothek in der Arbeitsgruppe MONARCH die bibliothekarischen Aufgaben. So wurden z.B. FAQ's und Hilfetexte erstellt, Formulare entworfen, Layoutfragen und Urheberrechtsprobleme diskutiert usw. Die Auskunfts- und Informationstätigkeit zu Online-Hochschulschriften wird beschrieben sowie der Geschäftsgang innerhalb der Bibliothek bis zum Nachweis der elektronischen Hochschulschriften im Volltext im OPAC der Universitätsbibliothek Chemnitz. In Zukunft wollen wir uns vor allem um die Verbesserung der Nutzerbetreuung und der Autorenberatung bemühen, besonders hinsichtlich der Vorbereitung und Durchführung der Archivierung sowie bei der Recherche nach archivierten Publikationen. Dabei soll die Eigenständigkeit und Verantwortung der Autoren bei der Archivierung gefördert werden. Unsere Aktivitäten erweitern wir auf eine enge Zusammenarbeit mit den Promotionsausschüssen der Fakultäten. Erfahrungswerte werden an dieser Stelle vermittelt. Abschließend wird ein Einblick in die zukünftigen Aufgaben zur Entwicklung von MONARCH gegeben.
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Cavanaugh, Teresa M. "Comprehensive direct medical costs associated with six months of care status post acute rejection events in renal transplant patients a single center retrospective matched case control analysis /." Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1243007844.

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Thesis (M.S.)--University of Cincinnati, 2009.
Advisor: Jill Martin-Boone. Title from electronic thesis title page (viewed July 29, 2009). Includes abstract. Keywords: cost; rejection; kidney transplantation; cost of care. Includes bibliographical references.
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Somana, Svay Sirikul Isaranurug. "Factors associated with the occurrence of acute respiratory infections in children from six months to five years of age in Tapraya hospital, Tapraya district (Sakeo province) /." Abstract, 2004. http://mulinet3.li.mahidol.ac.th/thesis/2547/cd363/4637941.pdf.

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Xu, Nan. "Tones and vowels in Cantonese infant directed speech hyperarticulation during the first 12 months of infancy /." View thesis, 2008. http://handle.uws.edu.au:8081/1959.7/37423.

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Thesis (Ph.D.) -- University of Western Sydney, 2008.
A thesis submitted to the University of Western Sydney, College of Arts, MARCS Auditory Laboratories, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographical references.
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Books on the topic "Monash University"

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Marginson, Simon. Monash: Remaking the university. St Leonards, N.S.W: Allen & Unwin, 2000.

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Vivien, Nash, and McGinnes Rosemary, eds. Monash University theses, 1961-1986. Clayton, Vic: Monash University Library, 1986.

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Davison, Graeme. University unlimited: The Monash story. Crows Nest, N.S.W: Allen & Unwin, 2012.

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Monash University. Museum of Art. Change: Monash University Museum of Art. Caulfield East, Vic: Monash University Museum of Art, 2010.

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Irene, MacDonald, and Radvansky Susan, eds. New Zealand literature to 1925 in Monash University Library. Clayton, Vic., Australia: The Library, 1985.

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Library, Monash University. Monash University theses on Southeast Asia, 1961-1987. Clayton, Vic: Monash University Library, 1988.

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Art, Monash University Museum of. Extra-aesthetic: 25 views of the Monash University collection. Melbourne: Monash University, Museum of Art, 2005.

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Byrne, Edward. Universities in 2025: What Newman got right and what he got wrong. Victoria, Australia: Mannix College, 2012.

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Gregory, Alan. The surprise rival: A history of the Education Faculty, Monash University, 1964-2014. Clayton, Victoria: Monash University Publishing, 2014.

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Library, Hargrave. Guide to the map collection in the Hargrave Library, Monash University. 4th ed. Clayton, Vic: The Library, 1993.

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Book chapters on the topic "Monash University"

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Williams, Judy, Ange Fitzgerald, and Graham Parr. "Monash University International Professional Experience Program." In Narratives of Learning Through International Professional Experience, 1–14. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4867-8_1.

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Innis, J. L., K. Thompson, and D. W. Coates. "The Monash University Observatory: Equipment and Research." In Instrumentation and Research Programmes for Small Telescopes, 293–94. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-010-9433-7_59.

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Torres, Lynette, and Barbara Yazbeck. "The Pedagogical Frameworks Adopted by Monash University Library." In Connecting the Library to the Curriculum, 15–36. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3868-8_2.

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AbstractThis chapter describes three of the pedagogical frameworks that comprise the Models of Engaged Learning and Teaching (Willison, J. (2017). The Models of Engaged Learning and Teaching (MELT); Willison, J. (2020). The models of engaged learning and teaching: Connecting sophisticated thinking from early childhood to PhD. Springer). Monash University Library (MUL) adopted the MELT to underpin its teaching practice and guide library–faculty teaching collaborations. The MELT include the Research Skill Development (RSD) framework (Willison, J., & O'Regan, K. (2006/2018). Research skill development framework), the Work Skill Development (WSD) framework (Bandaranaike, S., & Willison, J. (2009/2018). Revised by Monash University Library, 2019. Work skill development framework; Revised by Monash University Library 2019) and the Digital Skill Development (DSD) framework (Torres, L., McLeod, A., Yazbeck, B., Rayner, G., Skrbis, M., Yates, S., Dickson, N., & Fulton, H. (2018). Digital skill development framework). The MELT have proved effective and adaptable in a range of disciplines and learning contexts by describing not only what students’ research, work and digital skills are but how they can be explicitly developed as a critical part of learning. Successful application of these models has strengthened and maximised the effectiveness of library–faculty teaching collaborations. This has enabled the library to remain responsive to contemporary skill agendas and as such, catalysed transformative change by repositioning the Library as a key contributor to student learning.
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Ainsworth, A. Barbara, Chris Avram, and Judithe Sheard. "The Monash University Museum of Computing History: Ten Years On." In History of Computing. Learning from the Past, 216–27. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15199-6_22.

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Pagliaro, Annamaria, and Samuele Grassi. "Q&A with Annamaria Pagliaro: From Italy to Australia and Back." In Biblioteca di Studi di Filologia Moderna, 173–79. Florence: Firenze University Press, 2022. http://dx.doi.org/10.36253/978-88-5518-597-4.14.

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This essay-interview traces Annamaria Pagliaro’s contribution to cultural relationships, cultural and educational exchanges between Australia and Italy, particularly based on her work as Director of the Monash University Prato Centre (2005-2008).
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Trapè, Roberta. "Australians’ Literatures and Cultures in Tuscany." In Biblioteca di Studi di Filologia Moderna, 129–43. Florence: Firenze University Press, 2022. http://dx.doi.org/10.36253/978-88-5518-597-4.11.

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Italy has been the destination of a lifetime for an endless stream of travellers and since the start of Australian travel to Italy, Tuscany has always had a special and persistent attraction for Australian writers and artists. The connection between Italy and Australia will be explored here highlighting two periods in which Tuscany, and particularly Florence and Prato, became active and lively hubs for the reflection and study of the relationship between Australia and Italy. I will refer to a conference organised by Gaetano Prampolini and Marie Christine Hubert in 1989 at the University of Florence, “An Antipodean Connection: Australian Writers, Artists and Travellers in Tuscany”, and to the first decade of the 21st century when Anna Maria Pagliaro was Director of the Monash Prato Centre (2005-2008).
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Ainsworth, Barbara, Neil Clarke, Chris Avram, and Judy Sheard. "MONET – Monash University’s Campus LAN in the 1980s – A Bridge to Better Networking." In IFIP Advances in Information and Communication Technology, 23–48. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-49463-0_2.

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Hashim, Datuk Abdul Rahim. "Redefining the Role of Universities in a Rapidly Changing Landscape." In The Promise of Higher Education, 245–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_38.

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AbstractOver the past few decades, the Malaysian higher education sector has experienced important reform, particularly guided by the Malaysia Education Blueprint for Higher Education 2015–2025 to stimulate continued excellence in the system. However, the dawn of 2020 has unfolded many challenges as COVID-19 rages across the globe bringing sudden paralysis to the whole world. Indeed, the pandemic has affected the world and greatly impacted our lives not only from a health perspective, but also from the political, economic, and social aspects. To date, universities in Malaysia have been closed for more than four months, although the Ministry of Higher Education has recently permitted postgraduate students undertaking full-time research programmes to return to the university should their research necessitate their physical presence in laboratories, workshops, design studios or to use specific equipment available only on campus. For other university students, online or virtual teaching and learning is set to continue until the end of this year, although identified groups of students will be allowed to return to the campus in stages.
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"Monash University." In The Grants Register 2018, 515–16. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1007/978-1-349-94186-5_796.

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"Monash University." In The Grants Register 2023, 744–48. London: Palgrave Macmillan UK, 2022. http://dx.doi.org/10.1057/978-1-349-96053-8_5446.

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Conference papers on the topic "Monash University"

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Ramakrishnan, Sita. "Accreditation of Monash University Software Engineering (MUSE) Program." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3060.

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Engineering programs in Australian Universities are accredited by Engineers Australia (EA) based on certain strict guidelines. This paper discusses the undergraduate SE curriculum and accreditation effort undertaken over the last ten years at Monash University in order to achieve a successful outcome. The paper describes how the SE curriculum has evolved over this period at Monash and maintained its product quality by benchmarking against various international efforts such as the CMU-SEI effort in early 1990s, ACM/IEEE efforts on Software Engineering Body of Knowledge (SWEBOK, versions 2001-2004) and the curriculum guidelines for each major area of computing in Computing Curricula (CC2001) such as a Software Engineering volume (SE2004). Currently at Monash, student-centric evaluations are used to determine the teach-ing/learning outcome and in-form the world through the web to support the University’s quality assurance and improvement strategies. We discuss our effort in providing an aligned, evidence-based approach to quality assurance for continued accreditation of MUSE.
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Lowery, A. J., and M. Premaratne. "Active photonic circuits and biophotonics at Monash University, Australia." In 2005 IEEE LEOS Annual Meeting. IEEE, 2005. http://dx.doi.org/10.1109/leos.2005.1547854.

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Brown, J. M. C., M. R. Dimmock, J. E. Gillam, and D. M. Paganin. "MULECS: The Monash University Low Energy Compton scattering package." In 2011 IEEE Nuclear Science Symposium and Medical Imaging Conference (2011 NSS/MIC). IEEE, 2011. http://dx.doi.org/10.1109/nssmic.2011.6154623.

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Das, A. g. M. "Web-based technology assisted teaching: A pilot project at Monash University." In Annual International Conference on Infocomm Technologies in Competitive Strategies. Global Science and Technology Forum, 2010. http://dx.doi.org/10.5176/978-981-08-7240-3_i-64.

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Darcy, Raya. "THE ROLE OF EDUCATIONAL DESIGN IN TERTIARY EDUCATION AT MONASH UNIVERSITY, AUSTRALIA." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1128.

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Das, A. G. M. "Technology assisted enhanced teaching and learning methods: A research project at Monash University." In 2012 Second International Conference on Digital Information and Communication Technology and it's Applications (DICTAP). IEEE, 2012. http://dx.doi.org/10.1109/dictap.2012.6215398.

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Ramakrishnan, Sita. "Innovation and Scaling up Agile Software Engineering Projects." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3357.

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Software Engineering capstone projects have been running successfully since 2002 for the final year software engineering (SE) students of the Bachelor of Software Engineering (BSE) Program at Monash University, accredited by Engineers Australia and Australian Computer Society. Agile methods are being increasingly adopted in the industry. In this paper, we describe the objectives of SE capstone projects and report on how our innovative projects for supporting the software engineering projects in undergraduate programs at Monash University have evolved and have been scaled up to support agile SE capstone projects. We detail the evolution from our early innovative software engineering projects in the mid 1990s that have served as catalysts for more innovation in the early 2000, and for scaling up agile SE projects with increasing central technical infrastructure support from the School. More recently, we have adapted our approach with a combination of open-source and commercial tools under academic licence for developing and deploying these projects effectively with agile distributed teams. The paper concludes with a discussion on lessons learnt from our innovative projects in the mid 1990s and from the evolution in scaling up to agile practices for the SE capstone projects from 2002-2008.
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van Haaster, Kelsey, and Dianne Hagan. "Teaching and Learning with BlueJ: Evaluation of a Pedagogical Tool." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2798.

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BlueJ is a programming environment that has been used to teach object-oriented introductory programming since 1999 in two consecutive first year units at Monash University. An earlier evaluation of its effectiveness in helping students to learn OO programming in the first unit was inconclusive, although most students who participated in the study believed that it did help them to learn Java. It was hoped at that time that students would show positive effects of using BlueJ more in the second unit than in the first. This paper reports on a later evaluation study, when the BlueJ environment had become more stable and easier to install. It examines the reactions and results of students in the second of the two units. It also introduces a set of criteria for evaluating environments designed for novice programmers.
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Al-Mazrouee, A., R. N. Ibrahim, and R. K. Singh Raman. "High Temperature Oxidation of Cr-Mo Steels in the Context of Accelerated Rupture Testing for Creep Life Prediction." In ASME 2005 Pressure Vessels and Piping Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/pvp2005-71736.

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Accelerated Rupture Testing is used to aid in assessing the remaining life for components such as pipes and tubes used in high temperature plants. Due to the high temperature nature of the test, oxide growth plays a role in affecting the test by enhancing the stress. This paper includes the study of oxide-scale growth and metal loss kinetics during air oxidation of three Cr-Mo steels used in the manufacturing of boiler tubing. These tests were carried out using cylindrical specimens similar to creep test pieces at 700°C for times up to 600 h. 1.25Cr-0.5Mo and 2.25Cr-1Mo steels showed a similar oxidation behavior, however, the 9Cr-1Mo was much higher in oxidation resistance in air. Multilayer oxide formation was observed to occur in 1.25Cr-0.5Mo and 2.25Cr-1Mo steels, involving oxides with various compositions. This paper also explains the ongoing investigations at Monash University regarding the high temperature oxidation of Cr-Mo steels and the role of oxidation in affecting the accelerated creep tests.
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Slattery, Robyn Maree. "Objective versus subjective methods to assess discipline-specific knowledge: a case for Extended Matching Questions (EMQs)." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5473.

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Background: Extended matching questions (EMQs) were introduced as an objective assessment tool into third year immunology undergraduate units at Monash University, Australia. Aim: The performance of students examined objectively by multiple choice questions (MCQs) was compared to their performance assessed by EMQs; there was a high correlation coefficient between the two methods. EMQs were then introduced and the correlation of student performance between related units was measured as a function of percentage objective assessment. The correlation of student performance between units increased proportionally with objective assessment. Student performance in tasks assessed objectively and subjectively was then compared. The findings indicate marker bias contributes to the poor correlation between marks awarded objectively and subjectively. Conclusion: EMQs are a valid method to objectively assess students and their increased inclusion in the assessment process increases the consistency of student marks. The subjective assessment of science communication skills introduces marker bias, indicating a need to identify, validate and implement, more objective methods for their assessment. Keywords: Extended matching question (EMQ); Objective assessment (OA); SA (SA); Marker bias; Discipline-specific assessment; Science communication assessment
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Reports on the topic "Monash University"

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Author, Not Given. Colorado State University program for developing, testing, evaluating and optimizing solar heating and cooling systems: Project status report for the months of May and June 1989. Office of Scientific and Technical Information (OSTI), July 1989. http://dx.doi.org/10.2172/6071170.

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Ladkany, S. G. Six month progress report on the Waste Package Project at the University of Nevada, Las Vegas, July 1991--January 1992: Management, quality assurance and overview. Office of Scientific and Technical Information (OSTI), December 1991. http://dx.doi.org/10.2172/10146834.

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Ladkany, S. G. Six month progress report on the Waste Package Project at the University of Nevada, Las Vegas, July 1991--January 1992: Management, quality assurance and overview. Office of Scientific and Technical Information (OSTI), January 1991. http://dx.doi.org/10.2172/5249394.

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Skalli, Hasna. Local 'Job Counters' at Casal del Infants: Personal support to help vulnerable young people into work. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7925.

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After graduating from university, Warda struggled a lot. For a few years, she had to take odd jobs for that had no security, days off or health insurance. Eventually she connected with Youth Participation and Employment (YPE) programme partner Casal Del Infants. With their support, she successfully entered the formal labour market. She was selected by Casal to join a jobs programme, where she was trained for one month as a quality control officer. After completing her training, she obtained a placement in maintenance at an automotive company. This was facilitated through Casal’s ‘Activa Counter’, its employment integration desk. This programme supports internships and helps young people to integrate into the private sector. The programme has gained in popularity over the years and has the potential to help many young people into work.
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Haver, Samara. Analysis of underwater soundscape conditions at Buck Island Reef National Monument during the COVID-19 pandemic: Focused condition assessment report. National Park Service, October 2022. http://dx.doi.org/10.36967/2294883.

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In partnership with the National Oceanic and Atmospheric Administration and Oregon State University, the National Park Service has been collecting continuous acoustic recordings at a stationary autonomous recorder in Buck Island Reef National Monument since 2016. The audio data were previously analyzed to establish baseline soundscape conditions as well as monitor the acoustic presence of vessels and humpback whales. This report specifically investigates potential changes to the soundscape environment during the onset of the COVID-19 pandemic and the consequent “anthro-pause” when human activities such as tourism and commercial shipping were interrupted by public health guidance. Although major declines of anthropogenic activities were observed in other regions of the world, soundscape conditions in Buck Island Reef National Monument were only minimally impacted during early 2020. Furthermore, in latter months of 2020 and into 2021, vessel movement and related noise levels slightly increased from historic levels. Humpback whale vocalizations were also analyzed for seasonal presence in Buck Island Reef National Monument, revealing a consistent pattern with previously analyzed seasons. Ongoing passive acoustic soundscape monitoring will provide data that can be used to evaluate continued impacts of anthropogenic activity in and near Buck Island Reef National Monument.
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Clement, Timothy, and Brett Vaughan. Evaluation of a mobile learning platform for clinical supervision. University of Melbourne, 2021. http://dx.doi.org/10.46580/124369.

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Context: This report details a formative evaluation of the Clinical Supervision Online (CSO) course, a fee-paying, fully online ‘light touch’ program of study for clinical supervisors offered by the Melbourne Medical School, which was developed in conjunction with the University’s Mobile Learning Unit. The course requires between six to ten hours of self-directed study and is designed for any clinicians who teach. Methods: Evaluation of the course was guided by Rossi, Lipsey and Freeman’s (2004) approach to program evaluation, addressing the need for the course, its design, implementation, impact, and return on investment. Data were collected through interviews with key informants, document analysis, an embedded student survey, learning analytics data, financial data, and an audit against ‘best practice’ standards for online course design. Findings: The findings suggest that course development was driven by both a financial imperative and genuine concern to meet training needs of clinical supervisors. Two hundred and four students enrolled on the course in its first 18 months. This has been enough to cover its developmental costs. In relation to 64 quality standards for online course design, the level of performance was rated as ‘meets’ for 44 items; ‘exceeds’ for one item; ‘developing for 13 items’; and, ‘non-existent’ for six items. An additional 33 items were identified as ‘not applicable’ for the ‘light touch’ course design. Significance: From a learning design perspective there is much to like about the CSO course and the outcome of assessing it against the standards for ‘best practice’ online course design suggests that an evolutionary approach - making incremental changes - could improve the course whilst retaining its existing ‘light touch’ format. The CSO course on its own is unlikely to realise the depth of achievement implied in the course aims and learning outcomes. The CSO course may best be seen as an entrée into the art of clinical supervision.
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Venäläinen, Ari, Sanna Luhtala, Mikko Laapas, Otto Hyvärinen, Hilppa Gregow, Mikko Strahlendorff, Mikko Peltoniemi, et al. Sää- ja ilmastotiedot sekä uudet palvelut auttavat metsäbiotaloutta sopeutumaan ilmastonmuutokseen. Finnish Meteorological Institute, January 2021. http://dx.doi.org/10.35614/isbn.9789523361317.

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Climate change will increase weather induced risks to forests, and thus effective adaptation measures are needed. In Säätyö project funded by the Ministry of Agriculture and Forestry, we have summarized the data that facilitate adaptation measures, developed weather and climate services that benefit forestry, and mapped what kind of new weather and climate services are needed in forestry. In addition, we have recorded key further development needs to promote adaptation. The Säätyö project developed a service product describing the harvesting conditions of trees based on the soil moisture assessment. The output includes an analysis of the current situation and a 10-day forecast. In the project we also tested the usefulness of long forecasts beyond three months. The weather forecasting service is sidelined and supplemented by another co-operation project between the Finnish Meteorological Institute and Metsäteho called HarvesterSeasons (https://harvesterseasons.com/). The HarvesterSeasons service utilizes long-term forecasts of up to 6 months to assess terrain bearing conditions. A test version of a wind damage risk tool was developed in cooperation with the Department of Forest Sciences of the University of Eastern Finland and the Finnish Meteorological Institute. It can be used to calculate the wind speeds required in a forest area for wind damage (falling trees). It is currently only suitable for researcher use. In the Säätyö project the possibility of locating the most severe wind damage areas immediately after a storm was also tested. The method is based on the spatial interpolation of wind observations. The method was used to analyze storms that caused forest damages in the summer and fall of 2020. The produced maps were considered illustrative and useful to those responsible for compiling the situational picture. The accumulation of snow on tree branches, can be modeled using weather data such as rainfall, temperature, air humidity, and wind speed. In the Säätyö project, the snow damage risk assessment model was further developed in such a way that, in addition to the accumulated snow load amount, the characteristics of the stand and the variations in terrain height were also taken into account. According to the verification performed, the importance of abiotic factors increased under extreme snow load conditions (winter 2017-2018). In ordinary winters, the importance of biotic factors was emphasized. According to the comparison, the actual snow damage could be explained well with the tested model. In the interviews and workshop, the uses of information products, their benefits, the conditions for their introduction and development opportunities were mapped. According to the results, diverse uses and benefits of information products and services were seen. Information products would make it possible to develop proactive forest management, which would reduce the economic costs caused by wind and snow damages. A more up-to-date understanding of harvesting conditions, enabled by information products, would enhance the implementation of harvesting and harvesting operations and the management of timber stocks, as well as reduce terrain, trunk and root damage. According to the study, the introduction of information is particularly affected by the availability of timeliness. Although the interviewees were not currently willing to pay for the information products developed in the project, the interviews highlighted several suggestions for the development of information products, which could make it possible to commercialize them.
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Weinberg, Zwi G., Adegbola Adesogan, Itzhak Mizrahi, Shlomo Sela, Kwnag Jeong, and Diwakar Vyas. effect of selected lactic acid bacteria on the microbial composition and on the survival of pathogens in the rumen in context with their probiotic effects on ruminants. United States Department of Agriculture, January 2014. http://dx.doi.org/10.32747/2014.7598162.bard.

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This research project was performed in context of the apparent probiotic effect of selected lactic acid bacteria (LAB) silage inoculants on the performance of ruminants (improved feed intake, faster live-weight gain, higher milk yields and improved feed efficiency). The overall objective was to find out how LAB affect ruminant performance. The project included several “chapters” as follows: 1. The effect of LAB silage inoculants on the survival of detrimental bacteria in rumen fluid, in vitro study (Weinberg et al., The Volcani Center). An in vitro model was developed to study the interaction between selected LAB and an E. coli strain tagged with green fluorescence protein (GFP) in buffered RF. Results indicated that both LAB inoculants and E. coli survived in the RF for several days; both LAB inoculants and LAB-treated silages did not affect survival of E. coli in rumen fluid in vitro. The effect of feeding baled wheat silages treated with or without three selected LAB silage inoculants on the performance of high-lactating cows (Weinberg et al., The Volcani Center). Treatments included control (no additive), Lacobacillusbuchneri40788 (LB), Lactobacillus plantarumMTD1 40027 (LP) and Pediococcuspentosaceus30168 (PP), each applied at 10⁶ cfu/g FM. The silages were included in the TMR of 32 high milking Holstein cows in a controlled feeding experiment. All baled silages were of good quality. The LB silage had the numerically highest acetic acid and were the most stable upon aerobic exposure. The cows fed the LB silages had the highest daily milk yields, percent milk fat and protein. The microbiome of baled wheat silages and changes during ensiling of wheat and corn (Sela et al., The Volcani Center). Bacterial community of the baled silages was dominated mainly of two genera in total, dominated by Lactobacillus and Clostridium_sensu_stricto_12 with 300 other genera at very low abundance. Fungal community was composed mainly of two genera in total, dominated by Candida and Monascuswith 20 other genera at very low abundance. In addition, changes in the microbiome during ensiling of wheat and corn with and without addition of L. plantarumMTD1 was studied in mini-silos. Overall 236 bacterial genera were identified in the fresh corn but after 3 months Lactobacillus outnumbered all other species by acquiring 95% of relative abundance. The wheat silage samples are still under analysis. The effect of applying LAB inoculants at ensiling on survival of E. coli O157:H7 in alfalfa and corn silages(Adesogan et al., University of Florida). E. coli (10⁵ cfu/g) was applied to fresh alfalfa and corn at ensiling with or without L. plantarumor L. buchneri. The pathogen was added again after about 3 moths at the beginning of an aerobic exposure period. The inoculants resulted in faster decrease in pH as compared with the control (no additives) or E. coli alone and therefore, the pathogen was eliminated faster from these silages. After aerobic exposure the pathogen was not detected in the LAB treated silages, whereas it was still present in the E. coli alone samples. 5. The effect of feeding corn silage treated with or without L. buchnerion shedding of E. coli O157:H7 by dairy cows (Adesogan et al., UFL). BARD Report - Project 4704 Page 2 of 12 Five hundred cows from the dairy herd of the University of Florida were screened for E. coli shedding, out of which 14 low and 13 high shedders were selected. These cows were fed a total mixed ration (TMR) which was inoculated with E. coli O157:H7 for 21 days. The TMR included corn silage treated with or without L. buchneri. The inoculated silages were more stable upon aerobic exposure than the control silages; the silage inoculant had no significant effect on any milk or cow blood parameters. However, the silage inoculant tended to reduce shedding of E. coli regardless of high or low shedders (p = 0.06). 6. The effect of feeding baled wheat silages treated with or without three selected LAB silage inoculants on the rumen microbiome (Mizrahi et al., BGU). Rumen fluid was sampled throughout the feeding experiment in which inoculated wheat silages were included in the rations. Microbial DNA was subsequently purified from each sample and the 16S rRNA was sequenced, thus obtaining an overview of the microbiome and its dynamic changes for each experimental treatment. We observed an increase in OTU richness in the group which received the baled silage inoculated with Lactobacillus Plantarum(LP). In contrast the group fed Lactobacillus buchneri(LB) inoculated silage resulted in a significant decrease in richness. Lower OTU richness was recently associated in lactating cows with higher performance (Ben Shabatet al., 2016). No significant clustering could be observed between the different inoculation treatments and the control in non metric multi-dimentional scaling, suggesting that the effect of the treatments is not the result of an overall modulation of the microbiome composition but possibly the result of more discrete interactions. Significant phylum level changes in composition also indicates that no broad changes in taxa identity and composition occurred under any treatment A more discrete modulation could be observed in the fold change of several taxonomic groups (genus level analysis), unique to each treatment, before and after the treatment. Of particular interest is the LB treated group, in which several taxa significantly decreased in abundance. BARD Report - Project 4704 Page 3 of 12
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Colorado State University program for developing, testing, evaluating and optimizing solar heating systems. Project status report for the months of April and May 1996. Office of Scientific and Technical Information (OSTI), July 1996. http://dx.doi.org/10.2172/248687.

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Colorado State University Program for developing, testing, evaluating and optimizing solar heating systems. Project status report for the months of June and July 1995. Office of Scientific and Technical Information (OSTI), August 1995. http://dx.doi.org/10.2172/101265.

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