Relevant bibliographies by topics / University of Canberra

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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 'University of Canberra'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "University of Canberra"

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Wettenhall, Roger. "The IPAA/University of Canberra Public Administration Research Fund." Australian Journal of Public Administration 61, no. 4 (December 2002): 118–23. http://dx.doi.org/10.1111/1467-8500.00307.

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Cordell, John. "Traditional Ecological Knowledge: Wisdom for Sustainable Development. Edited by Nancy M. Williams and Graham Baines, 1993. Canberra: Centre for Resource and Environmental Studies, Australian National University." Journal of Political Ecology 2, no. 1 (December 1, 1995): 43. http://dx.doi.org/10.2458/v2i1.20159.

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Traditional Ecological Knowledge: Wisdom for Sustainable Development. Edited by Nancy M. Williams and Graham Baines, 1993. Canberra: Centre for Resource and Environmental Studies, Australian National University. Reviewed by John Cordell, Faculty of Environmental Sciences, Griffith University, Queensland 4111, Australia.
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Quanchi, Max. "Tulagi: Pacific Outpost of British Empire, Clive Moore (2019)." Journal of New Zealand & Pacific Studies 8, no. 1 (May 1, 2020): 127–29. http://dx.doi.org/10.1386/nzps_00027_5.

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Hung, Nguyen Quoc, Vo Hong Hai, Tran Kim Tuyet, and Ho Lai Tuan. "A Low Background Gamma Ray Spectrometer with Anticosmic Shielding." Communications in Physics 26, no. 1 (July 27, 2016): 93. http://dx.doi.org/10.15625/0868-3166/26/1/7474.

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The article describes a gamma ray spectrometer protected by a lead shield (Model 747E Canberra lead shield) and an active shield made of an 80~cm \(\times\) 80~cm \(\times\) 3~cm plastic scintillator plate in anticoincidence on top of the lead shield. The detector used as low background gamma-spectrometer is a high purity Germanium crystal of model GC2018 Canberra. The background count rate currently achieved (30-2400 keV) is 1.27 cps without anticoincidence. The level of background suppression obtained from the active protection is 0.80 overall and about 0.43 for the 511 keV gamma line. The gamma ray spectrometer is installed and operated in the Nuclear Laboratory, Department of Nuclear Physics, University of Science, HCMC-Vietnam National University.
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Palmer, Kingsley. "Comparing the Policy of Aboriginal Assimilation, by Andrew Armitage; Vancouver, BC: University of British Columbia Press, 1995." Journal of Political Ecology 2, no. 1 (December 1, 1995): 21. http://dx.doi.org/10.2458/v2i1.20169.

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Comparing the Policy of Aboriginal Assimilation, by Andrew Armitage; Vancouver, BC: University of British Columbia Press, 1995. xiii + 286 pp. Reviewed by Kingsley Palmer, Deputy Principal, Australian Institute for Aboriginal and Torres Strait Islander Studies, Canberra, Australia.
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Rowley, Peter. "Sporadic group geometries and the action of involutions." Journal of the Australian Mathematical Society. Series A. Pure Mathematics and Statistics 57, no. 1 (August 1994): 35–48. http://dx.doi.org/10.1017/s144678870003603x.

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AbstractThis paper is an expository introduction to recent and current work on geometries associated with minimal parabolic subgroups and maximal 2-local subgroups of finite sporadic, based on lectures given by the authors at the Canberra Group Workshop, held at the Australian National University in June 1993.
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Stalker, Caroline, Richard Morgan, and Roger I. Tanner. "Raymond John Stalker 1930–2014." Historical Records of Australian Science 27, no. 1 (2016): 70. http://dx.doi.org/10.1071/hr15012.

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Raymond John Stalker was born in Dimboola, Victoria on 6 August 1930 and died in Brisbane on 9 February 2014. He had a distinguished academic career at the Australian National University in Canberra and at the University of Queensland. His work on hypersonic flow was universally recognized, and the ‘Stalker Tube' facilities he pioneered were able to reach unprecedented flow speeds and were reproduced in many laboratories around the world.
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Parrish, Dominique R., and Alisa Percy. "JUTLP Issue 13.3 Editorial." Journal of University Teaching and Learning Practice 13, no. 3 (July 1, 2016): 2–4. http://dx.doi.org/10.53761/1.13.3.1.

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Welcome to the third edition of the Journal of University Learning and Teaching Practice for 2016. It is also the first edition that we are assuming the role of Lead Editors, having served as Associate Editors for 3 years. We would like to acknowledge the contribution of Professor Romy Lawson over the past 3 years and wish her every success in her new role. We would also like to welcome to the Editorial Team our five new Associate Editors - Dr Peter Copeman, University of Canberra, Dr Jo-Anne Kelder, University of Tasmania, Dr Tracey Kuit, University of Wollongong, Dr Morag McFadyen, Robert Gordon University, and Dr Vikki Pollard, Deakin University.
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Bonner, Daniel, Paul Maguire, Björn Cartledge, Philip Keightley, Rebecca Reay, Raj Parige, Jeff Cubis, Michael Tedeschi, Peggy Craigie, and Jeffrey CL Looi. "A new graduate medical school curriculum in Psychiatry and Addiction Medicine: reflections on a decade of development." Australasian Psychiatry 26, no. 4 (February 26, 2018): 422–28. http://dx.doi.org/10.1177/1039856218758561.

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Objectives: The aim of this study is to reflect upon the rationale, design and development of the Psychiatry and Addiction Medicine curriculum at the Australian National University Medical School, Canberra, Australian Capital Territory, Australia. Conclusions: We conclude that the development of the fourth-year curriculum of a four-year graduate medical degree was a complex evolutionary process.
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Day, Maxwell F. C., Maxwell J. Whitten, and Don P. A. Sands. "Douglas Frew Waterhouse, C.M.G. 3 June 1916 – 1 December 2000." Biographical Memoirs of Fellows of the Royal Society 48 (January 2002): 459–81. http://dx.doi.org/10.1098/rsbm.2002.0027.

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Doug Waterhouse was a renowned entomologist, a fine scientist and an accomplished administrator. He worked within the Commonwealth Scientific Industrial Research Organisation (CSIRO) Division of Entomology for over 60 years, and was its Chief for 21 years until his retirement in 1981. Doug was responsible for many developments in insect and weed control, both in Australia and around the globe, especially in developing countries across Asia and the Pacific. He not only guided the Division to international prominence, but was also an ardent humanitarian whose work had beneficial effects in many neighbouring countries. Much of his ‘public good’ work was done as an Honorary Fellow (1981–2000). As well as his extensive entomological interests, Doug was active in other areas such as education and community services. He was the foundation Chairman of the Canberra College of Advanced Education and continued as Chancellor when it became the University of Canberra.
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Dissertations / Theses on the topic "University of Canberra"

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Nilsson, Anna, and n/a. "Case study : green education in an Australian university." University of Canberra. Professional & Community Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20060825.125532.

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This thesis contends that conservative academic culture and the predominance of science-based courses can block the inclusion of green education into tertiary curricula. In the study, I used a participatory action research approach, embedded in a critical research paradigm, in order to work with interested students and community groups as well as academia at the University of Canberra. During the research period, I aimed to further develop green education on the campus, while observing responses of academia, students and environmentally related community groups. Data were analysed using an analytical model linking education with social change. The thesis addresses the following questions: how do students demonstrate their interest in environmental sustainability; why are formal studies within an institution unable to respond to student interest; what characterises the gap between formal university studies and non-formal environmental education in relevant community groups; what is green education, how is it put into practice, and does it bridge the gap between formal studies and community-based environmental education. The study found that the environmental science-based course at the university was focussed on the transmission of knowledge rather than the teaching of contemporary problem solving in the form of green education. The formal environmental education of the university setting varied greatly in terms of purpose, culture, values and philosophy from the environmental education of the community, which was compatible with the theory of green education. Communication between academia and community groups was minimal. The study also demonstrates that following student activities, green education has now been implemented in many universities around the globe, resulting in a breakdown of the barrier between formal and nonformal education sectors. Students have set-up and maintained links with the green education practiced by community groups, and have then brought ideas of green education into universities. Recommendations are made for green education at the University of Canberra.
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Githiomi, Jane, and n/a. "Overseas students and library use : a study at the Australian National University and the University of Canberra of patterns of use and difficulties encountered." University of Canberra. Information, Language & Culture, 1994. http://erl.canberra.edu.au./public/adt-AUC20060712.093327.

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The present study attempted to investigate the usage of libraries by overseas students. The research was carried out in two universities in the ACT, namely, the Australian National University (ANU) and the University of Canberra (UC). The study investigated two main aspects: the use of institutional as well as other libraries in the ACT, and the difficulties encountered in utilising institutional libraries. These two aspects were also treated as the dependent variables. Relationships between these two dependent variables and the following characteristics, which were regarded as the independent variables, were tested: the institution attended (ANU or UC), having had library orientation in the institution attended, previous use of libraries, mediums of instructions in previous educational institutions, level of study, year of study, period of time spent in Australia, gender, and age. The research used survey methodology. A questionnaire was sent to a sample of 521 overseas students and a response rate of 72 percent was obtained. With regard to the use of institutional libraries, it was found that most students visited their libraries more than once a week. The three most used library facilities were borrowing books, use of library staff for assistance and the short loan service, while the three least used facilities were inhouse information sheets, abstracts and indexes, and CD-ROM databases. The three most used libraries in the ACT in descending order were the ANU library system, the National library of Australia, and the University of Canberra library. Difficulties encountered in utilising institutional libraries included difficulty in utilising library facilities, difficulty with library rules and regulations, difficulty in looking for required materials in the libraries, unsuccessful library visits, difficulties as a result of English being a second language, difficulty following the layout of the libraries and perception of the libraries' atmosphere. Relationships were found between some of the independent variables and the dependent variables. In some cases, the findings were expected while in other cases they were unexpected. With the unexpected findings, it is possible that one or more independent variables, other than the ones under consideration, influenced the findings thus leading to surprising results. The study concludes with recommendations and suggestions for further research.
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Hewitt, Stephen, and n/a. "Critical thinking : an investigation of its perceived use in educational and organisational settings." University of Canberra. Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20060721.150358.

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The key purposes of this study were to determine the extent that people purport to utilise critical thinking in educational and organisational settings; second, to examine the forces that encouraged and discouraged critical thinking and third, to identify strategies and environments that encourage and foster critical thinking. The literature examined shows that the use and teaching of critical thinking has been well represented in educational settings. However, upon an initial review of literature within organisations it appeared that the term critical thinking was not commonly used. While critical thinking occurred within organisations it tended to be defined as problem solving and decision making approaches. The model of critical thinking which underpinned this research was that of Stephen Brookfield (1987). Brookfield's model was tested through the design of the methodology. A total of ninety three surveys were completed by students at the University of Canberra from the Faculty of Education and the Faculty of Management. Thirteen individual, semi-structured interviews were conducted with a selection of these students. The data suggested that critical thinking occurred both within educational and organisational environments. One of the main impediments to the use of critical thinking was the availability of ample time and the respondents claimed that they had more time to apply critical thinking during their studies rather than at work. The respondents identified strategies such as brainstorming, role playing and modelling behaviour as some of the approaches that would increase the likelihood of the use of critical thinking at work and study. An unanticipated finding was that individuals applied a different interpretation in the application of critical thinking within organisations compared to educational settings.
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Herbert, Jill, and n/a. "English in the workplace: meeting the need of the non English-speaking background staff at the University of Canberra." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050809.120042.

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Limited English proficiency (LEP) amongst non-English-speaking background (NESB) employees is a major concern for the Government, employers and unions in Australia. Due to their low levels of English proficiency, NESB employees are often unable to carry out effectively the required workplace tasks. In the current climate of rapid change in workplaces, as a result of Award Restructuring, NESB employees may also lack the communication skills necessary to undertake skill-based training and, therefore, be further disadvantaged. In light of these concerns, this study investigated the English learning needs of a group of NESB non-academic staff at the University of Canberra (UC). It established that there was a gap between their present levels of English proficiency and the levels required in their current positions. As a result, these employees are unable to engage effectively in all communication tasks required in the workplace. Following a detailed analysis of the current literature on the provision of workplace English training it is recommended that an English in the Workplace (EWP) program be provided at the UC for NESB non-academic employees. Specific recommendations are made regarding the design and implementation of the learning program.
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Ramaoka, Elizabeth, and n/a. "Evaluation of the impact of the University of Canberra library's CD-ROM hands-on instruction program : an experimental study." University of Canberra. Information, Language & Culture, 1995. http://erl.canberra.edu.au./public/adt-AUC20061107.092039.

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This experiment was designed to investigate the effectiveness of the CDROM hands on instruction program provided by the University of Canberra library by comparing it with demonstration only sessions and a group that received no instruction at all. The results indicated that the hands-on instruction program evaluated did not prove to be superior to a demonstration in providing students with necessary skills to search CDROM databases. A sample of 98 novice users enrolled in Research Skills were randomly allocated to three groups. The first group received hands on instruction on CD-ROM searching. The second group watched a demonstration using a liquid crystal display. The third group acted as a control group and received no instruction. Each group conducted a search on three pre-determined questions. The experiment was conducted in three stages. The first stage was a pretest in which students searched the three search questions. The second stage was instruction. Two groups of students were instructed, either hands on or demonstration. The final stage was a post-test which involved searching the three questions used in the pre-test. The following databases were used in the study: ERIC, MEDLINE and Sports Discus. The results were measured in terms of a number of search terms used, number of retrieved records, number of Boolean operators used, and a appropriate choice of a database. The statistical significance level among the groups was tested by the means of the technique of oneway analysis of variance to test The F test was used to compare differences between the different groups. The results of this experiment indicated that groups of students instructed on either method of instruction, hands-on and demonstration, performed significantly better than the control group. However, there was no significant difference between the two methods of instruction. This research confirms the need for CD-ROM instruction for novice users if CD-ROM databases are to be used effectively by students. Furthermore, this result shows that demonstrations can be used as alternative methods of instruction.
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James, Jennifer Ann, and n/a. "The extent to which registered nurses in the ACT state that they use physical assessment skills as a basis for nursing practice." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060406.121506.

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The purpose of this research was to discover the extent to which practising registered nurses in the ACT undertake physical assessment. It was also organized to discover the perceived reasons why, in appropriate instances, it was not undertaken and the extent to which certain variables may have influenced its practice or non-practice. It was directed also at discovering the extent to which the practising registered nurse would be prepared to undertake workshops on the subject, so that, if appropriate, a core of registered nurses could be provided to act as the role-models and to create the necessary learning environment in the ACT hospitals and agencies where most of the Canberra College's graduates would find employment. Since the first undergraduate course in nursing was introduced in the tertiary sector, nurse academics have placed significant emphasis on the teaching of the nursing process. It is within the first phase of this process, the assessment phase, that the physical assessment of the patient/client is conducted. Discussions with practising registered nurses and observations, led to some uncertainty as to the extent to which physical assessment was actually being used. A review of the literature showed that no investigation of the matter had been reported in the Australian literature. It was, therefore, proposed to make good this deficiency and to resolve any uncertainty about the extent of use of physical assessment in the ACT. This study was restricted to registered nurses in the ACT where all beginning nurses are educated at the CCAE with a curriculum which includes a comprehensive study of physical assessment. Even so, it is recognized that such studies will only reach a beginning level of competency. In order to ensure that the graduates of these courses extend their competency in physical assessment they need to be able to use these skills in every day nursing practice. This research, therefore, was conducted using a questionnaire which incorporated questions about the use of 36 physical assessment skills. The survey, on a onetime participation basis, was conducted for all registered nurses rostered on a fortnightly period in April 1987. A 66.7% response rate was achieved. The responses were analyzed and the findings, results and recommendations are included in the appropriate sections of this thesis.
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West, Susan, and susan west@anu edu au. "A new paradigm in music education : the Music Education Program at The Australian National University." The Australian National University. Centre for Educational Development and Academic Methods, 2007. http://thesis.anu.edu.au./public/adt-ANU20090816.132910.

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This thesis describes a qualitative action research process undertaken ‘in the field’ over approximately eight years of the development of an alternative paradigm for music education. This new paradigm evolved from a simple, practical approach that was not, in the first instance, designed to be transformational, but which quickly showed itself to have potential for providing a different model for conceptualising musical engagement. ¶ It is argued that the standard and widely accepted approach to music education has aspects that does not encourage on-going music making. This study conceptualises that ‘traditional’ Western approach in terms of a ‘virtuosic mountain’ that prioritises and rewards technical achievement. The concept of the virtuosic mountain is developed in terms of three ‘P’s’: Perfection, Practice and Performance. The concept was developed by not just reviewing current literature but also by analysing that literature in light of the developing new paradigm as a means of comparing and contrasting the approaches. ¶ Called ‘The Music Education Program’, this new paradigm is based on a practical approach to the sharing of music making beyond institutional boundaries like the school gate. Children do not ‘perform’ in the community but seek to engage others in making music with them without reference to age, disability or skill level. The focus is on the social outcomes that derive from music making rather than the improvement of skills, which develop as a natural part of community engagement. In this respect, the approach has roots in community enculturation processes that are no longer prominent in Western society. ¶ The new paradigm is presented with a contrasting set of ‘three I’s’: Intent, Identity and Involvement, which are designed to illustrate how the community ‘outreach’ of the Music Education Program provides a model for consciously reconceptualising our approach to music education through re-visiting what might be regarded as ‘old’ practices in a ‘new’ guise. The three ‘I’s’ are illustrated through a series of critical incidents that highlight the necessary change in theoretical underpinnings that the practical application of the Program demands. This includes a particular focus on the Intent behind our music making, rather than the ‘quality’ in terms of technomusical outcomes; stress on the individual and group choices that develop musical Identity; and demonstration of the ways in which this paradigm may contribute to voluntary, rather than enforced, Involvement. ¶ The critical incident data is supplemented by some survey and evaluation data which supports the view that the social component of musical engagement provides an alternate focus to musical development than does an achievement paradigm. The range of data collected shows that classroom teachers can take a significant role in the encouragement of music making in the primary school without relying solely on the expertise of those with specific musical training; and that overcoming negative attitudes and experiences can transform not only the teacher’s relationship with music but produce a positive effect on her students. ¶ The model described here has evolved through a longitudinal process that constantly maintains the centrality of the practical operation of the program. In so doing, it moves away from theoretical constructs that often do not seem to relate directly to practitioners but, at the same time, it avoids prescriptive methodology. Theory is elucidated through practice in a way that encourages teachers to develop their own practices that are consistent with underlying principles. This model is transformative in nature, having first a transformative effect on the principal researcher and thence on those teachers engaging in professional development with the Program. ¶ Since the Music Education Program does not yet have students who have exited the school system, this study does not attempt to claim success in the long-term in terms of promoting ongoing engagement through life. Data suggest, however, that it has had an impact in encouraging teachers to reconnect with music making and enables them to share that music making with their students, thereby helping to develop more school-based musical engagement that is also affecting the broader community in the Australian Capital Territory.
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Macpherson, Karen, and n/a. "The development of enhanced information retrieval strategies in undergraduates through the application of learning theory: an experimental study." University of Canberra. Information Management & Tourism, 2002. http://erl.canberra.edu.au./public/adt-AUC20060405.130648.

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In this thesis, teaching and learning issues involved in end-user information retrieval from electronic databases are examined. A two-stage model of the information retrieval process, based on information processing theory, is proposed; and a framework for the teaching of information literacy is developed. The efficacy of cognitive psychology as a theoretical framework that enhances the understanding of a number of information retrieval issues, is discussed. These issues include: teaching strategies that can assist the development of conceptual knowledge of the information retrieval process; individual differences affecting information retrieval performance, particularly problemsolving ability; and expert and novice differences in search performance. The researcher investigated the impact of concept-based instruction on the development of information retrieval skills through the use of a two-stage experimental study conducted with undergraduates students at the University of Canberra, Australia. Phase 1 was conducted with 254 first-year undergraduates in 1997, with a 40 minute concept-based teaching module as the independent variable. A number of research questions were proposed: 1. Wdl type of instruction influence acquisition of knowledge of electronic database searching? 2. Will type of instruction influence information retrieval effectiveness? 3. Are problem-solving ability and information retrieval effectiveness related? 4. Are problem-solving ability and cognitive maturity related? 5. Are there any differences in the search behaviour of more effective and less effective searchers? Subjects completed a pre-test which measured knowledge of electronic databases, and problem-solving ability; and a post-test that measured changes in these abilities. Subjects in the experimental treatment were taught the 40 minute concept-based module, which incorporated teaching strateges grounded in leaming theory. The strategies included: the use of analogy; modelling; and the introduction of complexity. The aims of the module were to foster the development of a realistic concept of the information retrieval process; and to provide a problem-solving heuristic to guide subjects in their search strategy formulation. All subjects completed two post-tests: a survey that measured knowledge of search terminology and strategies; and an information retrieval assignment that measured effectiveness of search design and execution. Results suggested that using a concept-based approach is significantly more effective than using a traditional, skills-demonstration approach in the teaching of information retrieval. This effectiveness was both in terms of increasing knowledge of the search process; and in terms of improving search outcomes. Further, results suggested that search strategy formulation is significantly correlated with electronic database knowledge, and problemsolving ability; and that problem-solving ability and level of cognitive maturity may be related. Results supported the two-stage model of the information retrieval process suggested by the researcher as one possible construct of the thinking processes underlying information retrieval. These findings led to the implementation of Phase 2 of the research in 1999. Subjects were 68 second-year undergraduate students at the University of Canberra. In this Phase, concept-based teaching techniques were used to develop four modules covering a range of information literacy skills, including: critical thinking; information retrieval strategies; evaluation of sources; and determining relevance of articles. Results confirmed that subjects taught by methods based on leaming theory paradigms (the experimental treatment group), were better able to design effective searches than subjects who did not receive such instruction (the control treatment group). Further, results suggested that these teaching methods encouraged experimental group subjects to locate material from more credible sources than did control group subjects. These findings are of particular significance, given the increasing use of the unregulated intemet environment as an information source. Taking into account literature reviewed, and the results of Phases 1 and 2, a model of the information retrieval process is proposed. Finally, recognising the central importance of the acquisition of information literacy to student success at university, and to productive membership of the information society, a detailed framework for the teaching of information literacy in higher education is suggested.
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Wardlaw, Carole, and n/a. "An investigation of preservice teachers' relational understanding of mathematics." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050816.145921.

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This study investigates the nature of the mathematical understanding possessed by preservice teachers as they enter Early Childhood and Primary Teacher Education Programmes. The subjects comprised thirty students divided into groups of ten to represent three levels of mathematics competency as measured on a mathematics competency test. Evidence of mathematical understanding was gathered from videotaped interviews in which students were required to provide solutions for a set of six tasks. The analysis of student performance included monitoring students' ability to provide multiple representations for tasks as well as the students' demonstration of connections between mathematical ideas. The results show that preservice teachers entering the Early Childhood and Primary Teacher Education Programmes at the University of Canberra do so with weak understanding of many of the mathematical concepts that are fundamental to primary level mathematics curricula. The type of understanding demonstrated by these students was predominantly instrumental in nature. Differences between groups were found with reference to the amount of confidence and interest displayed during tasks. The implications of these results on mathematics teacher education are discussed. The study identifies the need for alternative assessment protocol for mathematics screening of preservice teachers. Discussion of appropriate techniques for the reconstruction of mathematical understanding is also considered.
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Clayton, Peter, and n/a. "User involvement in academic library strategic planning: congruence amongst students, academic staff and libary staff at the Canberra College of Advanced Education." University of Canberra. Library and Information Studies, 1988. http://erl.canberra.edu.au./public/adt-AUC20050627.142122.

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The present study attempted to answer two questions: do academic library users have a distinctive and useful input to make to library strategic planning? If they do, what mechanisms will permit them to participate effectively in this planning process? To address these questions research was carried out in two stages at a single institutional site, the Canberra College of Advanced Education. The first of these utilised a structured group discussion process, Nominal Group Technique (NGT). This was used both as an indicator of user planning priorities and as a pilot research technique contributing to the design of a subsequent survey. This survey obtained a response rate of over 90 percent from a sample of 379. The study attempted to establish that academic staff and students do have a worthwhile input to make to planning by testing for congruence between the rankings of library planning priorities of these user groups and the rankings of planning priorities of Library staff. No strong positive correlations were established between the priorities of student groups and Library staff, although in the survey the priorities of academic staff and Library staff were found to be related. These results suggest users do have a worthwhile input to make to library strategic planning. Other tests for congruence were also applied between and within respondent groups, because if a group was found to have different priorities there would be a prima facie case for consulting members of that group as part of the planning process. Both mechanisms used in the present study were considered successful. User surveys have been employed for planning in previous studies with a future-oriented component. However, it appears that this may have been the first formally reported application of NGT to library management. Experience in the present study suggests it is a highly suitable technique for situations such as strategic planning, where generation of ideas or comment on priorities is required. However, an attempt to establish congruence between the results obtained using NGT and those obtained from the survey yielded inconclusive results. It is believed that major changes in the institutional environment were principally responsible for this, although a methodological limitation may also have contributed. The study concludes with suggestions for further research.
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Books on the topic "University of Canberra"

1

Perkins, Elizabeth (Elizabeth M.), ed. A love affair with Australian literature: The story of Tom Inglis Moore. Charnwood, A.C.T: Ginninderra Press, 2004.

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University), Canberra International Physics Summer School (22nd 2008 Australian National. Complex physical, biophysical and econophysical systems: Proceedings of the 22nd Canberra International Physics Summer School, the Australian National University, Canberra, 8 - 19 December 2008. Singapore: World Scientific, 2010.

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Tourism Education National Conference (1990 Canberra). Tourism education in Australia and New Zealand: Tourism Education National Conference papers, University of Canberra, 1990. Canberra: Bureau of Tourism Research, 1991.

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Hydrology, and Water Resources Symposium (18th 1988 Canberra A. C. T. ). Hydrology and Water Resources Symposium 1988: Australian National University, Canberra, 1-3 February 1988 : preprints of papers. [Barton, A.C.T.]: The Institution, 1988.

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International Conference on Thai Studies (1987 Australian National University). Proceedings of the International Conference on Thai Studies, the Australian National University, Canberra, 3-6 July 1987. [Canberra: Dept. of Anthropology, Research School of Pacific Studies, the Australian National University], 1987.

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Japanese Studies Association of Australia. (7th 1991 Canberra, A.C.T.). Proceedings, Seventh Biennial Conference, Japanese Studies Association of Australia: Australian National University, Canberra, 11-13 July 1991. Canberra, A.C.T: Australia-Japan Research Centre, Australian National University, 1991.

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Conference on Optoelectronic and Microelectronic Materials and Devices (1996 Canberra, Australia). 1996 Conference on Optoelectronic and Microelectronic Materials and Devices: Proceedings, 8-11 December 1996, Australian National University, Canberra, Australia. Edited by Jagadish C and Institute of Electrical and Electronics Engineers. New York: Institute of Electrical and Electronic Engineers, 1996.

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Catalyst '95 Design and Environment Conference (1995 : Canberra, A.C.T.). Rethinking the built environment: Proceedings of the Catalyst '95 Design & Environment conference, University of Canberra, 13-16 July, 1995. Belconnen A.C.T: Centre Environmental Philosophy, Planning and Design, University of Canberra, 1995.

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C, Jagadish, and Welham N. J, eds. SIMC-XI: 2000 International Semiconducting and Insulating Materials Conference : 3-7 July, 2000, the Australian National University, Canberra, Australia. Piscataway, NJ: IEEE, 2000.

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Brown, Peter, 1946 Apr. 14-, Liu Shuangzhe, and Sharma Dharmendra, eds. Contributions to probability and statistics: Applications and challenges : proceedings of the International Statistics Workshop, University of Canberra, 4-5 April 2005. Singapore: World Scientific, 2006.

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Book chapters on the topic "University of Canberra"

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"University of Canberra." In The Grants Register 2020, 887. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-349-95943-3_886.

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"University of Canberra." In The Grants Register 2019, 804. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1007/978-1-349-95810-8_1184.

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"University of Canberra." In The Grants Register 2021, 928. London: Palgrave Macmillan UK, 2020. http://dx.doi.org/10.1057/978-1-349-95988-4_916.

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"University of Canberra." In The Grants Register 2018, 805. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1007/978-1-349-94186-5_1150.

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"University of Canberra." In The Grants Register 2022, 1014. London: Palgrave Macmillan UK, 2021. http://dx.doi.org/10.1057/978-1-349-96042-2_12440.

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"Summary of discussion Australian National University, Canberra." In Business, Markets and Government in the Asia-Pacific, 332–53. Routledge, 2002. http://dx.doi.org/10.4324/9780203027332-16.

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Weisser, D. C., and N. R. Lobanov. "AUSTRALIAN NATIONAL UNIVERSITY NUCLEAR PHYSICS DEPARTMENT CANBERRA, AUSTRALIA." In Symposium of North Eastern Accelerator Personnel, 297–98. WORLD SCIENTIFIC, 2001. http://dx.doi.org/10.1142/9789812811721_0024.

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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.

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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
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"International Applications of Agenda-Setting Theory’s Acapulco Typology Maxwell E. McCombs, University of Texas–Austin, Salma Ghanem, Central Michigan University, Federico Rey Lennon, Catholic University, Argentina, R. Warwick Blood, University of Canberra, Australia, Yi-Ning (Katherine) Chen, National Chengchi University, Taiwan, and Hyun Ban, University of Incheon." In Sourcebook for Political Communication Research, 405–16. Routledge, 2010. http://dx.doi.org/10.4324/9780203938669-33.

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FUJITA, MASAHIRO. "Internationalization of Japanese Commercial Banking and the Yen: The Recent Experience of City Banks**I would like to express my deep appreciation for Professor Kazuya Mizushima, Professor Ryoichi Mikitani, and Professor Kenichi Ishigaki. These professors are my closest colleagues at Kobe University.The members of our research group are Professor M. Fujita, Kobe University, Professor K. Mizushima, Kobe University, Professor R. Mikitani, Kobe University, Professor Y. Futatsugi, Kobe University, Professor N. Miyata, Kagawa University, Professor K. Ishigaki, Kobe University, Associate Professor N. Niwa, Toyama University, Associate Professor K. Shimomura, Kobe University, and Assistant H. Izawa, Kobe University. Moreover, all these members belong to the Special Research Committee of International Finance, Kobe University, and Professor Fujita serves as the chief of that committee. We would like to particularly acknowledge the work of Mr. Miyata, Mr. Ishigaki, Mr. Niwa, and Mr. Izawa as members of our most important working group.The following banks cooperated in our research. City banks: Daiichi Kangyo, Daiwa, Fuji, Hokkaido-Takushoku, Kyowa, Mitsubishi, Mitsui, Sanwa, Sumitomo, Taiyo-Kobe, Tokai, and Tokyo; Nihon Saiken Shinyo, Japan Export Import Bank, and some regional banks; Hokuriku, Yokohama, and some stock companies; Nomura, Nikko, Yamaichi, Daiwa, and many life insurance companies; Nihon Seimei, Dai-ichi Seimei, Meiji Seimei. We would like to express our appreciation for their kindly cooperation.Furthermore, we would like to acknowledge the financial support provided by Grants in Aid for Scientific Research, the Ministry of Education, and Nihon-Shoken-Shogaku-Zaidan (Japan Securities Scholarship Foundation).The subject of this paper is Internationalization of Japanese commercial banking—the recent experience of city banks in Japan. This is a summary of the results of the questionnaire-based research work that we conducted twice, once in 1977–78 and once in 1981–82. We have been working very closely since the questionnaires were drafted in compiling the responses and in discussing the summary of the results and its interpretation. Therefore this project is really a “joint product” of our cooperation, and the computation of each member's contribution to this project is very difficult to assess.The actual writing of the summary has been done by our working group—Professor Fujita, Professor Mizushima, Professor Mikitani, and especially Mr. Miyata, Mr. Ishigaki, Mr. Niwa, and Mr. Izawa. The other working members were Professor Yusaku Futatsugi, Professor Nobuo Miyata, and Assistant Hideki Izawa. They could not attend our Canberra seminar at Australian National University in October, 1983, but other members (Mr. Fujita, Mr. Migustima, Mr. Mikitani, Mr. Ishigaki, and Mr. Niwa) could attend, and we were very happy to have fruitful academic discussions." In Developments in Japanese Economics, 217–51. Elsevier, 1989. http://dx.doi.org/10.1016/b978-0-12-619845-4.50015-1.

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Conference papers on the topic "University of Canberra"

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Smith, Warren F. "Design and Build for Gondwanna: A Course in Mechanical and Electronic Design." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-46646.

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The subject course has as its central focus a design and build project that draws its context from addressing problems faced by a mythical Gondwannan population. Through it, students are exposed to an authentic design experience across a range of technical domains in an integrated semester long process. They grapple with user needs, requirements analysis, concept and detail design reviews and prototype demonstration. The course, as run at the University of New South Wales, Canberra, is described in the paper and the facilitation of the course academically and physically is discussed.
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Reports on the topic "University of Canberra"

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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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