Relevant bibliographies by topics / Royal Melbourne Institute of Technology ;Library

Academic literature on the topic 'Royal Melbourne Institute of Technology ;Library'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Royal Melbourne Institute of Technology ;Library"

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Drummond, Calum John. "Royal Melbourne Institute of Technology and a Road Less Traveled." Technology & Innovation 22, no. 2 (March 16, 2022): 251–56. http://dx.doi.org/10.21300/22.2.2021.14.

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Lim, William S. W. "Asian Architecture in The New Millennium - A Postmodern Imagery." Journal of Architectural/Planning Research and Studies (JARS) 2 (September 30, 2004): 101–20. http://dx.doi.org/10.56261/jars.v2.168992.

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This lecture was first delivered at the Royal Melbourne Institute of Technology (RMIT), Melbourne, Australia (05-2003). Following this delivery, the text and project illustrations are constantly being amended, expanded and updated. The lecture was subsequently delivered at:1. Thammasat University at Rangsit Campus, Bangkok, Thailand, (08-2003)2. Nanjing University, Nanjing, China (09-2003)3. Goethe Institute Hanoi and The University for Civil Engineering, Hanoi, Vietnam (12-2003)4. AESA Awards Presentation, Pune, India (01-2004)
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John Gleeson, Damian. "Public relations education in Australia, 1950-1975." Journal of Communication Management 18, no. 2 (April 29, 2014): 193–206. http://dx.doi.org/10.1108/jcom-11-2012-0091.

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Purpose – The purpose of this paper is to explore the foundation and development of public relations education (PRE) in Australia between 1950 and 1975. Design/methodology/approach – This paper utilises Australian-held primary and official industry association material to present a detailed and revisionist history of PR education in Australia in its foundation decades. Findings – This paper, which locates Australia's first PRE initiatives in Sydney, Melbourne and Adelaide in the 1960s, contests the only published account of PR education history by Potts (1976). The orthodox account, which has been repeated uncritically by later writers, overlooks earlier initiatives, such as the Melbourne-based Public Relations Institute of Australia, whose persistence resulted in Australia's first PR course at Royal Melbourne Institute of Technology in 1964. So too, educational initiatives in Adelaide and Sydney pre-date the traditional historiography. Originality/value – A detailed literature review suggests this paper represents the only journal-length piece on the history of PRE in Australia. It is also the first examination of relationships between industry, professional institutes, and educational authorities.
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Rogers, Hannah Star. "Superhuman: Revolution of the Species Australian Network for Art & Technology (ANAT) and the Royal Melbourne Institute of Technology (RMIT), RMIT Galleries, Melbourne, Australia, 5 November–5 December 2009." Leonardo 43, no. 5 (October 2010): 503–4. http://dx.doi.org/10.1162/leon_r_00055.

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Mejía, Glenda, and Nancy Agray Vargas. "La competencia comunicativa intercultural en cursos de inmersión en ELE. Una experiencia con estudiantes australianos en Colombia." Signo y Pensamiento 33, no. 65 (September 15, 2014): 104. http://dx.doi.org/10.11144/javeriana.syp33-65.lcci.

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El objetivo de este artículo es presentar la organización y realización de un curso de inmersión de español como lengua extranjera (ELE) por parte del Royal Melbourne Institute of Technology (RMIT), de Australia, y la Pontificia Universidad Javeriana (PUJ), de Bogotá, Colombia. El curso fue realizado durante dos semanas, en noviembre de 2012, y en él participaron diez estudiantes australianos. Se presenta la manera como se realizó la experiencia y sus resultados, entre los cuales se destacan el mejoramiento en la competencia comunicativa y en la competencia cultural e intercultural de los estudiantes, a propósito de haber trabajado la lengua y la cultura como aspectos intrínsecamente relacionados. Se concluye que esta modalidad de cursos permite un mayor desarrollo lingüístico y también un aprendizaje cultural e intercultural invaluable para el estudiante, en el proceso de adquisición de la denominada competencia comunicativa intercultural.
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Morley, Jane. "Technology Transfer in Historical Perspective-The 1988 Scandinavian Symposium on the History of Technology/Historical Library of the Royal Institute of Technology, Stockholm." Technology and Culture 30, no. 4 (October 1989): 1004. http://dx.doi.org/10.2307/3106201.

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Thomas, Ian. "Sustainability in tertiary curricula: what is stopping it happening?" International Journal of Sustainability in Higher Education 5, no. 1 (March 1, 2004): 33–47. http://dx.doi.org/10.1108/14676370410517387.

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The concepts of environmental education and education for sustainability have been acknowledged by many tertiary institutions for over a decade. An appreciable number of institutions have signed agreements to educate students in all disciplines about sustainability. Although several Australian institutions of higher education have signed the Talloire Declaration, a recent survey finds little indication that their curricula have been changed to include sustainability education. Despite the apparent widespread support for the concept of student education in sustainability, there is little implementation. The experience of Royal Melbourne Institute of Technology (RMIT) University suggests that those concerned about education and environment/sustainability need more than conviction and vision. A strategic approach – based on change management and supported by staff development – is needed to implement these sorts of changes. Rather than attempting to outline a grand plan or model for implementation, this paper identifies key issues and looks into the current experience associated with implementation approaches.
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Liang, Yaqun, George Binh Lenon, Mingdi Li, and Angela Wei Hong Yang. "Feasibility of self-administered acupressure for allergic rhinitis: a pilot randomized controlled trial and lessons learnt for future studies." Acupuncture in Medicine 40, no. 2 (November 12, 2021): 142–51. http://dx.doi.org/10.1177/09645284211055757.

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Objectives: Allergic rhinitis (AR) is an immunoglobulin (Ig)E-mediated inflammatory condition that is highly prevalent worldwide. The aim of this pilot trial was to evaluate the feasibility and safety of self-administered acupressure for AR. Methods: A randomized, single-blind, non-specific controlled clinical trial was conducted at Royal Melbourne Institute of Technology (RMIT) University, Melbourne, Australia. Fifteen AR patients were randomized into two groups: self-administered acupressure at five specific acupressure (SA) points or five non-specific acupressure (NSA) points (1 min/point, twice a day), and treated for 4 weeks with an 8-week follow-up period. The primary outcome was the change in 7-point scale symptom severity. Secondary outcomes included the rhinoconjunctivitis quality of life questionnaire and standardized activities (RQLQs), medication usage, adverse events and participants’ opinions of the blinding method. The Statistical Package for the Social Science (SPSS) version 26 was used for data analyses. Results: Fourteen participants completed the study and no major adverse events were reported. No statistically significant differences between SA and NSA groups were identified in 7-point scale symptom severity scores, RQLQs or medication usage. However, participants in the SA group believed that SA was useful for AR and recommended it for self-care. The credibility of the blinding method was successful. No adverse effects were considered to be related to the intervention. Conclusion: Acupressure is feasible and appears to be safe for self-administration by AR sufferers. Experience from this pilot study has guided minor amendments to the protocol. A large-scale randomized controlled trial is warranted to further investigate the efficacy and safety of self-administered acupressure for the management of AR.
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Joseph, Dawn, Rohan Nethsinghe, and Alberto Cabedo-Mas. "“We learnt lots in a short time”: Cultural exchange across three universities through songs from different lands." International Journal of Music Education 38, no. 2 (October 3, 2019): 177–93. http://dx.doi.org/10.1177/0255761419880027.

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Establishing strong connections between universities within initial teacher education (ITE) programs not only takes time, but it also presents opportunities and challenges. Tertiary music educators are called to prepare ITE students/pre-service teachers to be culturally responsive. This article forms part of our wider study “See, Listen and Share: Exploring Intercultural Music Education in a Transnational Experience Across Three Universities (Royal Melbourne Institute of Technology University, Australia; Deakin University, Australia; and Universitat Jaume I of Castelló, Spain). For this article, we draw on student web survey data, anecdotal feedback, and our reflections. We employ Interpretative Phenomenological Analysis as a tool to thematically group our surveys into three broad overarching themes to inform our findings and discussions. We argue that music education is an effective vehicle for exploring culture and diversity through song. Our findings show that our ITE students built positive attitudes about using songs in their generalist primary and early childhood classrooms. They also recognized the importance of collaborative sharing using face-to-face and Skype. This project proved a worthy experience for all concerned, it formed a rich part of our professional learning. We encourage others to consider the approach as one way to promote multicultural music and cultural diversity within ITE programs and across other educational settings.
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Dilevko, Juris, and Esther Atkinson. "Evaluating Academic Journals without Impact Factors for Collection Management Decisions." College & Research Libraries 63, no. 6 (November 1, 2002): 562–77. http://dx.doi.org/10.5860/crl.63.6.562.

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Evaluation of academic journals for collection management decisions is made all the more difficult when some journals do not have impact factors as assigned by the Institute for Scientific Information and its Journal Citation Reports. Focusing on science, technology, and medicine journals, this study presents a method of evaluating such nonranked journals. The method is based on finding a comparator journal to the nonranked journal, distinguishing between original research articles and other article types, tracing citations to these two target journals in citing journals, comparing the quality of the citing journals that cite both target journals, and describing the contextual typology of the citations to the target journals. A case study of two medical science journals, the nonranked Annals of the Royal College of Physicians and Surgeons of Canada and the comparator ranked Canadian Family Physician, illustrates the method. This method can help in determining the value of a nonranked journal in relation to a ranked journal.
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Dissertations / Theses on the topic "Royal Melbourne Institute of Technology ;Library"

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Varughese, Varughese Kuzhumannil, and varughese varughese@rmit edu au. "Students' Approaches To Learning: A Case Study of Learning Biology in Foundation Studies at the Royal Melbourne Institute of Technology." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080530.123852.

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The large influx of international students to universities of the developed world, the increased use of Problem-Based method of teaching and learning in the field of Health Education and growing awareness of the need to accommodate varying learning styles in any classroom are the three factors that influenced this research. This study was designed to investigate the effect of learning styles and demographic differences on performance in Biology when taught using two different methods of teaching. One was the teacher-directed Traditional Teaching and Learning (TTL) and the other was the student-centred Problem-Based Learning (PBL). The preferred learning styles of all Foundation Studies (FS) Biology students over four academic years at RMIT were determined using the Paragon Learning Style Inventory (PLSI). These students were taught two selected topics in Biology by the researcher using the two different methods and their performance assessed by a written test at the end of each topic. Two instruments were developed to assess student participation in PBL. The first instrument Students' Participation in Group Discussions (SPGD) rating scale was designed for teacher evaluation of student participation in PBL group discussions while the second instrument the Student Self Evaluation (SSE) rating scale was for self-evaluation by stud ents. Individual interviews provided students' views and opinions about their learning styles and the two teaching methods. The analysis of data was predominantly conducted by quantitative methods, supported by qualitative analysis of the interview data. Effect size analyses were used to investigate differences in performance under the two teaching methods on the basis of demographic and learning style differences. Further probes were conducted to elicit any interactions among the demographic variables and the learning style traits in their effect on performance under the two teaching methods and a quantitative measure for interaction was derived using effect sizes. While results confirmed some of the trends displayed by learning style traits in other disciplines, a number of interactions among variables were found to affect performance in Biology as well as performance under the two teaching methods. Gender, age, prior qualification and the language of instruction of prior education had various levels of interactions with the introvert/extrovert, intuitive/sensing, thinking/feeling and perceiving/judging learning traits and affected performance in Biology to varying extents. However, it was found that international students from diverse backgrounds were able to cope with both methods of teaching though there was a definite preference expressed for the traditional teacher directed method. The conclusions from this study have resulted in a number of recommendations for Biology educators, FS administrators, authors and all practitioners of PBL. Several suggestions have opened new avenues for future research. These recommendations for pedagogy and suggestions for future research can improve the outcomes of Biology education as well as other disciplines in related fields. As a consequence of this study two new instruments have been developed to assess student participation in the group discussions of PBL. These could prove to be valuable assessment tools for practitioners of this methodology.
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Books on the topic "Royal Melbourne Institute of Technology ;Library"

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Forum on Australian Library History (7th 1996 Royal Melbourne Institute of Technology). Coming together: Papers from the seventh Australian Library History Forum, Royal Melbourne Institute of Technology, 12 October 1996. Melbourne: Ancora, 1997.

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Office, Victoria Audit. Report of the Auditor-General on RMIT's finances, June 2003. Melbourne: Govt. Printer, 2003.

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A, Reilly, Indo-Pacific Fishery Commission. Working Party on Fish Technology and Marketing., and Food and Agriculture Organization of the United Nations., eds. Spoilage of tropical fish and product development: Proceedings of a symposium held in conjunction with the sixth session of the Indo-Pacific Fishery Commission Working Party on Fish Technology and Marketing : Royal Melbourne Institute of Technology, Melbourne Australia, 23-26 October 1984. Rome: Food and Agriculture Organization of the United Nations, 1985.

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The Tech a Centenary History of the Royal Melbourne Institute of Technology. International Specialized Book Services, 1988.

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Rahmi, Akçelik, ed. Turkish youth in Australia: Conference papers, 29 August 1992, Royal Melbourne Institute of Technology. Melbourne: Australian-Turkish Friendship Society, 1993.

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Peter, Connolly, Velde, René van der, 1966-, and Royal Melbourne Institute of Technology. School of Architecture and Design., eds. Technique: Landscape architecture graduate design research at RMIT University, 1995-2002. Melbourne: RMIT University Press, 2002.

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Building 8: Edmond & Corrigan at Rmit. Schwartz City, 1998.

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RMIT Storey Hall. Melbourne, Vic., Australia: Faculty of Environmental Design and Construction, Royal Melbourne Institute of Technology, 1996.

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Little, C. H. C. Combinatorial Mathematics V.: Proceedings of the Fifth Australian Conference, Held at the Royal Melbourne Institute of Technology, August 24 - 26 1976. Springer London, Limited, 2006.

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Book chapters on the topic "Royal Melbourne Institute of Technology ;Library"

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Tynan, Belinda, Carina Bossu, and Shona Leitch. "Academic Professional Development to Support Mixed Modalities." In Handbook of Open, Distance and Digital Education, 1–16. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_36-1.

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AbstractThis chapter will explore professional development (PD) of academic and teaching staff in the use of technologies to support learning in mixed modalities including blended and online modalities in higher education contexts. The authors will explore current practices in both face-to-face (f2f) and online/distance education contexts. A succinct annotated review of key seminal and recent texts will be provided of current trends in relation to PD of staff and the implications that arise from this research for practitioners. Two very different but relevant examples of PD will be provided to bring the discussion to life: (i) at the Open University, UK, and (ii) at Royal Melbourne Institute of Technology, Australia.
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Tynan, Belinda, Carina Bossu, and Shona Leitch. "Academic Professional Development to Support Mixed Modalities." In Handbook of Open, Distance and Digital Education, 659–74. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_36.

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AbstractThis chapter will explore professional development (PD) of academic and teaching staff in the use of technologies to support learning in mixed modalities including blended and online modalities in higher education contexts. The authors will explore current practices in both face-to-face (f2f) and online/distance education contexts. A succinct annotated review of key seminal and recent texts will be provided of current trends in relation to PD of staff and the implications that arise from this research for practitioners. Two very different but relevant examples of PD will be provided to bring the discussion to life: (i) at the Open University, UK, and (ii) at Royal Melbourne Institute of Technology, Australia.
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"Royal Melbourne Institute of Technology University." In The Grants Register 2021, 730–31. London: Palgrave Macmillan UK, 2020. http://dx.doi.org/10.1057/978-1-349-95988-4_773.

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"Royal Melbourne Institute of Technology University." In The Grants Register 2020, 700–701. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-349-95943-3_748.

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"Royal Melbourne Institute of Technology University." In The Grants Register 2022, 811. London: Palgrave Macmillan UK, 2021. http://dx.doi.org/10.1057/978-1-349-96042-2_5140.

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"Royal Melbourne Institute of Technology University." In The Grants Register 2023, 961–63. London: Palgrave Macmillan UK, 2022. http://dx.doi.org/10.1057/978-1-349-96053-8_5140.

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Wenn, Andrew. "Topological Transformations." In Human Centered Methods in Information Systems, 14–38. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-64-3.ch002.

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This chapter describes some aspects of the development of VICNET, an assemblage of computers, cables, modems, people, texts, libraries, buildings, dreams and images. It is a system that is difficult to characterise, it is dynamic both in geographical and ontological scope, size and usage. I have attempted to capture some of its nature through the use of several vignettes that may give the reader a small insight into parts of its being, then using some of the techniques and explanatory and exploratory mechanisms available from the field of science studies such as heterogeneous engineering and Actor Network Theory (ANT), I reveal some of the ways that VICNET came into existence. Many computer systems are undergoing continual evolution and it is extremely difficult to discern their configuration and what objects have agency at any given point in time; they can be thought of as open systems as described by Hewitt and de Jong (1984). VICNET, an Internet information provider established in 1994 as a joint venture between the State Library of Victoria and Royal Melbourne Institute of Technology, is one such system; it is being used by a large number of people and public libraries, yet simultaneously it is evolving and being shaped by the technology, the users and the environment of which it is part. Consider the system, VICNET as it is called, as a node of a much larger network. I have attempted to unfold this node to reveal the social and technical worlds contained therein, but I also fold the VICNET node in itself so that it becomes part of a much larger sociotechnical system – the Internet. This process of folding I refer to as a topological transformation and it is by studying transformations of this type that may help us understand how open systems come into being and evolve. In what follows, I provide a brief background to VICNET and the data collection method I used. Next, I discuss some the analytical techniques that are available for those who wish to study the development of technological systems. Following this all-too-brief comment I then present a selection of vignettes that show the varied nature of this socio-technical system. Presenting these then allows me to develop further the idea of social topologies introduced in the section on analytical techniques. In the final section there is some discussion as to why this way of looking at socio-technical systems may be useful.
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Wheeler, Leone, and Cheryl Lewis-Fitzgerald. "Building a Framework for the Development of RMIT Learning Networks." In Encyclopedia of Developing Regional Communities with Information and Communication Technology, 47–52. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-575-7.ch009.

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Learning networks is a unit within Community & Regional Partnerships (C&RP) at the Royal Melbourne Institute of Technology (RMIT University). Community & Regional Partnerships (C&RP) is charged with enacting RMIT’s mission to “make a difference” in the world and be “engaged, partnered and creative in supporting individuals, enterprises and communities.”1 C&RPs work is to establish, broker, facilitate and monitor sustainable partnerships between our stakeholders and the university and to build capacity in the university to enable the knowledge society and civic participation.
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Wheeler, Leone, and Cheryl Lewis-Fitzgerald. "Building a Framework for the Development of RMIT Learning Networks." In Global Information Technologies, 606–13. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-939-7.ch048.

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Learning networks is a unit within Community & Regional Partnerships (C&RP) at the Royal Melbourne Institute of Technology (RMIT University). Community & Regional Partnerships (C&RP) is charged with enacting RMIT’s mission to “make a difference” in the world and be “engaged, partnered and creative in supporting individuals, enterprises and communities.”1 C&RPs work is to establish, broker, facilitate and monitor sustainable partnerships between our stakeholders and the university and to build capacity in the university to enable the knowledge society and civic participation.
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Khan, Tehmina. "Sustainability, Ethics and Education." In Practice, Progress, and Proficiency in Sustainability, 424–40. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5856-1.ch021.

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Accounting education has faced limitations as a highly technical and discipline-specific body of knowledge. The case presented in this chapter demonstrates and reflects on an attempt at incorporating the study of sustainability-related accounting knowledge through multiple forms of delivery and assessment. Sustainability-related material that draws from business, accounting and ethics' perspectives was included in an accounting ethics course for accounting majors at Royal Melbourne Institute of Technology (RMIT) University in Melbourne, Australia. This pedagogy has encouraged the development of students' soft skills including their emotional intelligence. Sustainability education has been found as engaging and thought provoking, albeit involving a steep learning curve for students as far as knowledge and awareness are concerned. It has allowed for the promotion of multiple and broader perspectives and education on key sustainability-related concerns, from a range of angles including ethics and accounting frameworks for sustainability as well as multidisciplinary approaches to sustainability and business.
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Conference papers on the topic "Royal Melbourne Institute of Technology ;Library"

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Jasiulevicius, Audrius, and Bal Raj Sehgal. "Validation of HELIOS Neutron Cross-Section Library for RBMK Reactors Against the Data From the Critical Facility Experiments." In 10th International Conference on Nuclear Engineering. ASMEDC, 2002. http://dx.doi.org/10.1115/icone10-22081.

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The RBMK reactors are channel type, water-cooled and graphite moderated reactors. The first RBMK type electricity production reactor was put on-line in 1973. Currently there are 13 operating reactors of this type. Two of the RBMK-1500 reactors are at the Ignalina NPP in Lithuania. Experimental Critical Facility for RBMK reactors, located at Kurchiatov Institute, Moscow was designed to carry out critical reactivity experiments on assemblies, which imitate parts of the RBMK reactor core. The facility is composed of Control and Protection Rods (CPR’s), fuel assemblies with different enrichment in U-235 and other elements, typical for RBMK reactor core loadings, e.g. additional absorber assemblies, CPR imitators, etc. A simulation of a set of the experiments, performed at the Experimental Critical Facility, was carried out at the Royal Institute of Technology (RIT), Nuclear Power Safety Division, using CORETRAN 3-D neutron dynamics code. The neutron cross sections for assemblies were calculated using HELIOS code. The aim of this work was to evaluate capabilities of the HELIOS code to provide correct cross section data for the RBMK reactor. The calculation results were compared to the similar CORETRAN calculations, when employing WIMS-D4 code generated cross section data. For some of the experiments, where calculation results with CASMO-4 code generated cross sections are available, the comparison is also performed against CASMO-4 results. Eleven different experiments were simulated. Experiments differ in size of the facility core (number of assemblies loaded): from simple core loadings, composed only of a few fuel assemblies, to complicated configurations, which represent a part of the RBMK reactor core. Diverse types of measurements were carried out during these experiments: reactivity, neutron flux distributions (both axial and radial), rod reactivity worth and the voiding effects. Results of the reactivity measurements and relative neutron flux distributions were given in the Experiment report [1] as parameters, to be obtained using static calculations, i.e. the reported results were already processed numerically using the facility equipment, e.g. the reactimeter. The reported measurement errors consist only of instrumentation errors, i.e. measurement method errors and the influence from the space–time effects were not included in the error evaluation.
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"Flipping Business Computing Class: An Integration of Design Thinking and Blended Implementation in the Vietnamese Educational Culture." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3973.

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Aim/Purpose: This study aims to provide a description of how flipped classroom was designed in the Business Computing (BC) course in order to adapt with the changes in the Vietnamese students’ learning needs, as well as social and technological developments that disrupt student’ behaviours and living styles. Background: The flipped classroom (FC) model is widely implemented, especially in the English language classes due to an immensely high demand in the Vietnamese market. However, there has not been any imperative published research on the impact of using FC models on higher education in Vietnam. The BC course was implemented the FC model across the Royal Melbourne Institute of Technology (RMIT) University’s campuses. The idea of using this model was to adapt with changes in social and technological developments. Methodology: A comprehensive literature related to the common pedagogy in practice in Vietnam was provided. This helped the design team of the BC course to understand the characteristics of the Vietnamese students and subsequently, offer a suitable flipped model that improves student’s engagement. A proposed method of using the design thinking (DT) approach while flipping a BC class was underlined. Contribution: The outcome of this study assists national educators in Vietnam to confidently embrace the FC concept as a model for pedagogical modernisation and advocate the real need to provide a dynamic learning environment. Findings: The initial conclusion showed that there is an existence of preparation for student’s study, especially during post-class periods. Recommendations for Practitioners: It is vital to conduct a rigorous student’s need and their learning styles before designing learning contents that matches with course learning outcomes. Recommendation for Researchers: In order to increase student’s engagement with the course content and materials, educators and designers may explore a combination of multimedia, pictures and narrative sources to enrich learning sessions while simplifying theoretical concepts. Impact on Society: Utilizing advanced technologies in teaching gives students advantages to interact and gain other skills that meet the demands of potential employers.
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