Literatura académica sobre el tema "Griffith University"
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Artículos de revistas sobre el tema "Griffith University"
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Uchiyama, Hiromichi. "Griffith University". Japanese Studies 11, n.º 3 (diciembre de 1991): 79–83. http://dx.doi.org/10.1080/10371399108521980.
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Kornspan, Alan S. "Alfred W. Hubbard and the Sport Psychology Laboratory at the University of Illinois, 1950-1970". Sport Psychologist 27, n.º 3 (septiembre de 2013): 244–57. http://dx.doi.org/10.1123/tsp.27.3.244.
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Although most history of sport psychology literature provides information about Coleman Griffith, little is known about Griffith’s activities related to the discipline after 1940. Thus, the purpose of the present paper is to explain Griffith’s influence on the reinstitution of the Sport Psychology Laboratory at the University of Illinois in 1951. In addition, the work of the Sport Psychology Laboratory at the University of Illinois under the direction of Alfred W. Hubbard is documented. Specifically, this manuscript provides information about sport psychology at the University of Illinois from 1950 until 1970.
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Bulbeck, Chilla. "Gender studies at Griffith University". Women's Studies International Forum 10, n.º 5 (enero de 1987): 537–41. http://dx.doi.org/10.1016/0277-5395(87)90010-0.
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R. Fulton, Graham. "Birdwatching Tourism in Australia". Pacific Conservation Biology 8, n.º 2 (2002): 142. http://dx.doi.org/10.1071/pc02142a.
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DR DARRYL JONES graduated from the University of New England. He is a senior lecturer in ecology at Griffith Univesity. Prof. Ralf Buckley is Chair in Ecotourism and Director of the International Centre for Ecotourism Research at Griffith University.
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Cooper, Rhys. "PECS: An Evidence-Based Orientation Event Framework for Enhancing Students' Sense of Belonging". Student Success 12, n.º 2 (3 de agosto de 2021): 51–60. http://dx.doi.org/10.5204/ssj.1906.
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In 2020, staff at Griffith University, Australia used a best practice and evidence-informed orientation event framework to create the University’s first series of fully online, university-wide orientation sessions. The PECS design framework was created to ensure that orientation events at Griffith focused on developing students’ sense of belonging at their institution. For the first time, this framework was used as the foundation of the new “Griffith Welcome Sessions”. This study uses established qualitative methods to analyse 572 student surveys about the Griffith Welcome Sessions. It finds that the use of a PECS orientation design framework improved students’ orientation experience and helped them to develop a sense of connection at university. This study also establishes that the PECS-based orientation sessions remained a key driver for many students’ continued sense of belonging five weeks after the sessions were delivered.
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R. Fulton, Graham. "A Tourism Classification of Australian Wildlife". Pacific Conservation Biology 8, n.º 2 (2002): 142. http://dx.doi.org/10.1071/pc020142.
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DR GREEN is both a research ecologist and an ecotour operator, with research interests in frugivorous seed dispersal and habitat modification. Dr Higginbottom is a lecturer at Griffith University where she teaches wildlife management, vertebrate biology, and nature based tourism. Ms Northrope holds a BSc in Ecotourism from Griffith University and was awarded the Bachelor's Medal for highest overall GPA in her faculty.
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Cock, Ian. "Biomolecular and Physical Sciences, Griffith University, Australia". Pharmacognosy Communications 1, n.º 1 (1 de julio de 2011): 96–98. http://dx.doi.org/10.5530/pc.2011.1.10.
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Nowak, Raphaël. "Digital Music Distribution: The Sociology of Online Music Streams". Nordic Journal of Science and Technology Studies 7, n.º 1 (19 de mayo de 2019): 51–52. http://dx.doi.org/10.5324/njsts.v7i1.3064.
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Jain, Purnendra. "Griffith University: Division of Asian and International Studies". Japanese Studies 12, n.º 1 (mayo de 1992): 103–5. http://dx.doi.org/10.1080/10371399208521933.
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Mohd. Elmagzoub Eltahir, Najeh Rajeh Alsalhi, Geraldine Torrisi-Steele y Sami Sulieman Al-Qatawneh. "The Implementation of Online Learning in Conventional Higher Education Institutions During the Spread of COVID-19: A Comparative Study". International Journal of Emerging Technologies in Learning (iJET) 18, n.º 01 (10 de enero de 2023): 68–99. http://dx.doi.org/10.3991/ijet.v18i01.36005.
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The purpose of this study is to investigate and explore the degree of success of the implementation of online learning in conventional higher education institutions instead of face-to-face learning during the spread of the Covid-19 Pandemic during the 2019/2020 academic year, via exploring the undergraduate students' perceptions of the application of the online learning system at Ajman University in UAE, and Griffith University in Australia. In the study, the descriptive approach was used. A questionnaire consisting of 40 items was designed and distributed to 630 students from Ajman University and 675 students from Griffith University, who were randomly selected from different faculties of the two universities during the 2019/2020 academic year during the COVID-19 pandemic. The results of the study revealed that students' a moderate satisfaction with the University's readiness, training, and technical support for online learning and the university's teaching and learning process during the COVID-19 pandemic, with female students finding them more satisfaction than male students. Disciplines and computer skills also showed an impact on such satisfaction, with Pharmacy & Health Science College students at Ajman University and Architecture, Art, and Design discipline students at Griffith University, and those with excellent computer skills in both Universities. In addition, the results showed positive attitudes of students towards the use of online learning at the two universities during the COVID-19 pandemic.
Tesis sobre el tema "Griffith University"
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Cook, Rebecca C. "First Peoples' Perspectives on Engagement at University: What Keeps Students Coming Back to Indigenous Education Units?" Thesis, Griffith University, 2021. http://hdl.handle.net/10072/403244.
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The purpose of this study is to investigate the factors which influence First Peoples students’ decisions to access and engage with GUMURRII Student Success Unit, the Indigenous Education Unit at Griffith University, Queensland, Australia. Higher education plays a critical role in improving socioeconomic outcomes in First Peoples communities; however, First Peoples are underrepresented, with lower participation and higher attrition rates than non-Indigenous students. Engagement with Indigenous Education Units can improve student progression, retention and success; however, the nature of engagement with Indigenous Education Units has not been widely examined. This research adopts an interpretive case study approach using concurrent mixed methods including survey, focus groups, individual interviews, and document analysis to examine students’ engagement with GUMURRII. The incorporation of Nakata’s Cultural Interface and Indigenous Standpoint Theory into the research design privileged First Peoples students’ voices, and allowed experiences to be shared from their perspectives. There were six clear findings identified in this study, indicating that students access and engage with GUMURRII for reasons far beyond seeking traditional forms of support. Findings include (a) making the initial connection to GUMURRII, (b) becoming part of the First Peoples’ student community, (c) understanding the full resource potential of GUMURRII, and (d) knowing how to access these resources. Finally, there were (e) additional factors identified as contributing to student success, and (f) new, creative suggestions from First Peoples students that should be pursued. Through understanding why students initially access and engage with GUMURRII and continue to do so, recommendations surrounding targeted programs and opportunities that contribute to retention, progression and success of students could be made. This research could be used to not only improve First Peoples students’ success and work toward parity, but more broadly could inform university-wide support and the work of Indigenous Education Units across Australia.Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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Storrs, Mark J. "A Prospective Evaluation of Interprofessional Team-Based Clinical Education at the School of Dentistry and Oral Health, Griffith University". Thesis, Griffith University, 2020. http://hdl.handle.net/10072/391591.
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Students in diverse health programs taught separately from each other with a focus on profession ‘specific’ content rather than comprehensive collaborative patient care promotes a limited understanding of and respect for the collaborative role of different health professionals when undertaking treatment planning and patient-centred care. This may result in oral health graduates educated within a uniprofessional context becoming ill-prepared to manage patients with complex conditions that require collaboration with different oral health professionals (OHPs) through a team-based patient-centred approach.
As the potential value of interprofessional education (IPE) is strongly advocated in the literature, the Griffith University School of Dentistry and Oral Health (DOH) introduced the interprofessional teams-based treatment planning (TBTP) process in 2009 to address these educational challenges and facilitate IPE. The TBTP process incorporated student practice teams and an expansion of peer learning through collaboration between students enrolled in three different oral health programs, namely dentistry, dental technology and oral health therapy. It was perceived that shared learning, understanding of complementary knowledge, collaborative participation in managing patient care, and having knowledge/respect for each professions’ role were all necessary to improve communication and teamwork skills in a pre-qualification context in readiness for collaborative oral health practice.
However, a systematic evaluation of the TBTP process, its contribution to student clinical learning and experiences, and whether those experiences contributed to advancing interprofessional competencies and capabilities at DOH has not been conducted since its commencement. This thesis documents an evaluation that researched the attitudes, perceptions and experiences of students, clinical teaching staff, patients and newly graduated OHPs involved with the TBTP process at DOH between 2012 and 2015. The evaluation framework proposed in this research uses the first three levels of Kirkpatrick’s expanded typology of learner outcomes for educational interventions as a feedback process. The levels include student reaction to the learning experience such as a change in attitude towards interprofessional practice, acquisition of knowledge/skills which incorporates collaborative oral health learning experiences and behavioural change.
This study employed a mixed methodology, primarily quantitative supplemented by a qualitative approach where data were collected prospectively and annually at similar points in time between 2012 and mid-2015. The first phase of this study developed, and pilot tested instruments to collect relevant information from the cohorts included in the study and conducted a psychometric evaluation of the student survey to establish its validity and reliability. The second phase prospectively collected data utilising instruments specific for each of these cohorts. Quantitative and qualitative analyses of collected data and an interpretation of the results were then employed to answer the research question: ‘What is the impact of interprofessional student team-based processes, based on best practice principles, on attitudes, perceptions and experiences of students, clinical teaching staff, patients and newly graduated OHPs affiliated with DOH?’
A triangulation of data determined the amount of convergence in the study results thereby enhancing confidence in the findings and the research methodology as being well developed, comprehensive and robust. The results suggest that students had positive attitudes towards shared learning as indicated by their willingness to share information about patients with students in other oral health programs and engage in collaborative discussions to arrive at mutually agreed decisions about treatment plans within a team environment. The TBTP process was identified as a supportive environment where interprofessional clinical learning and experience was gained. It was perceived that effective supervision in this context facilitated collaborative treatment planning and teamwork skills, positive opinions of other OHPs, enhanced communication with colleagues and an improved understanding of clinical problems where students engaged in patient-centred collaborative care. New graduates noted that their behaviour became more respectful towards other OHPs as indicated through improved communication and by effectively contributing as part of a patient’s interprofessional team-based care.
Interprofessional shared learning alone had a large predictive effect and correlated strongly and significantly with students’ interprofessional clinical learning and experiences. The effect that chance, selection bias, measurement bias and confounding may have had on findings were considered and outcomes attributed to students were found to possess internal validity. Findings from clinical teaching staff were deemed valid and reliable within DOH, and information collected from other cohorts was considered innovative and provided meaning to help answer the research question. Through the TBTP process students acquired several interprofessional competencies and capabilities that included an understanding of roles and interprofessional values; interprofessional communication including collaborative decision-making and an ability to recognise and resolve conflict, and teamwork abilities relevant towards providing team-based patient-centred care.
This research provides valuable information for accrediting authorities and oral health educational providers seeking to incorporate interprofessional team-based clinical oral health education within their curricula to improve program outcomes. Strategies to guide a more efficient and effective interprofessional model of clinical oral health education at DOH have been proposed in this thesis. Recommendations have also been made for further research opportunities, both nationally and internationally, to improve an understanding of the educational needs of oral health students and graduates to better equip educational facilities to expedite students’ interprofessional clinical learning and experience reflective of best practice clinical oral health education.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Dentistry&Oral Hlth
Griffith Health
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Peach, Deborah. "Improving the Provision of Learning Assistance Services in Higher Education". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/365399.
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This study is motivated by the need to look continually for ways to improve Griffith University’s learning assistance services so that they meet the changing needs of stakeholders and are at the same time cost-effective and efficient. This study uses the conceptual tools of cultural-historical activity theory and expansive visibilisation to investigate the development and transformation of learning assistance services at Griffith University, one of Australia's largest multi-campus universities. Cultural-historical activity is a powerful theoretical framework that acknowledges the importance of dimensions such as cultural context, local setting, collective understanding, and the influence of historical variables on interactions in settings. Expansive visibilisation is a practical four-stage process that was used in this study to make visible and analysable the work context of the Learning Assistance Unit. The study uses these conceptual tools to illustrate how learning assistance services at the University have moved through several stages of historical development and that historical variables, such as the political setting and physical location of services continue to influence current work practices. The investigation involved gathering data through interviews and focus group discussions with key stakeholders in order to map the University's Learning Assistance Unit as an activity system that appears to have separated out from the overall activity system of the University. It involved making visible problems and tensions in the activity system, and identifying ways of improving future practice. The study reveals problem clusters and underlying tensions amongst the interacting activity systems of the Learning Assistance Unit, faculty, library and student. These problem clusters relate to different understandings about the purpose of the Learning Assistance Unit and the role of the learning adviser, the difficulties in offering a quality service on a restricted budget, and tensions between contextualised and de-contextualised learning assistance. The study suggests that resolving these tensions depends on staff taking an active role in critically examining their practice, in particular the way that they collaborate with key stakeholders in the learning environment. The dissertation concludes by suggesting that one way forward is to expand the activity system on its socio-spatial, temporal, moral-ideological, and systemic-developmental dimensions (Engeström, 1999c).Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
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Peach, Deborah y n/a. "Improving the Provision of Learning Assistance Services in Higher Education". Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040319.163140.
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This study is motivated by the need to look continually for ways to improve Griffith Universitys learning assistance services so that they meet the changing needs of stakeholders and are at the same time cost-effective and efficient. This study uses the conceptual tools of cultural-historical activity theory and expansive visibilisation to investigate the development and transformation of learning assistance services at Griffith University, one of Australia's largest multi-campus universities. Cultural-historical activity is a powerful theoretical framework that acknowledges the importance of dimensions such as cultural context, local setting, collective understanding, and the influence of historical variables on interactions in settings. Expansive visibilisation is a practical four-stage process that was used in this study to make visible and analysable the work context of the Learning Assistance Unit. The study uses these conceptual tools to illustrate how learning assistance services at the University have moved through several stages of historical development and that historical variables, such as the political setting and physical location of services continue to influence current work practices. The investigation involved gathering data through interviews and focus group discussions with key stakeholders in order to map the University's Learning Assistance Unit as an activity system that appears to have separated out from the overall activity system of the University. It involved making visible problems and tensions in the activity system, and identifying ways of improving future practice. The study reveals problem clusters and underlying tensions amongst the interacting activity systems of the Learning Assistance Unit, faculty, library and student. These problem clusters relate to different understandings about the purpose of the Learning Assistance Unit and the role of the learning adviser, the difficulties in offering a quality service on a restricted budget, and tensions between contextualised and de-contextualised learning assistance. The study suggests that resolving these tensions depends on staff taking an active role in critically examining their practice, in particular the way that they collaborate with key stakeholders in the learning environment. The dissertation concludes by suggesting that one way forward is to expand the activity system on its socio-spatial, temporal, moral-ideological, and systemic-developmental dimensions (Engeström, 1999c).
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Zhi, Xulong. "Chinese Students' Learning Experiences and Understanding of Social Work in China and Australia". Thesis, Griffith University, 2021. http://hdl.handle.net/10072/406983.
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The Chinese Central Government has focused significant attention on the social work profession as a pivotal solution to address social issues and tensions resulting from rapid social and economic development. In 2006, the Chinese Government announced an ambitious target of educating a workforce of three million social workers by 2020. Even when, subsequently, this number was halved, it continues to remain an ambitious goal. To achieve the new target of 1.5 million social workers, graduates from associated disciplines are allowed to become social workers by taking the Professional Level Examination. Despite these measures, and although social work in China is advancing rapidly, the social work profession remains relatively underdeveloped.
China faces many challenges in developing both social work education and the profession itself. This thesis argues that to meet these challenges, Chinese social work needs to experience an indigenisation and a professionalisation process to adapt Western values, theories, and knowledge into the Chinese cultural, social, and political contexts. Three main issues relate to this process of indigenisation and professionalization: social work’s low status, a lack of knowledge about the profession, and its blurred professional roles in China. These factors have led to reluctance by many Chinese students to study and practise social work.
Little is known about the experiences of Chinese social work students who have straddled both Western and Chinese education boundaries, with their different learning styles and practices. This study investigated Chinese undergraduate students’ experiences of learning social work in both a China-based program and in a joint China-Australia program, by asking two research questions. Why and how do Chinese students learn social work in China and in Australia? What is Chinese students’ understanding of the social work profession both in China and in a cross-cultural context? This research draws on participants within a joint social work program between GU and CCNU, the first collaborative initiative at the undergraduate level (CCNU, 2019) and established in 2011 with a collaborative Bachelor of Social Work program to deliver a 2 plus 2.5-year joint degree program between China and Australia. This study recruited participants from two cohorts of Chinese students. One cohort studied exclusively in China, while the other studied first in China and then in Australia. From 2014 to 2015, a qualitative study with an insider approach was adopted. Data were collected from several stages of semi-structured interviews with two cohorts of participants over 1.5 years of learning in China and in Australia. Data were first transcribed in Chinese, then translated into English, and converted into NVivo for analysis. Six steps of thematic analysis were applied, from familiarisation with the data, coding, searching for themes, reviewing (including translating)) and refining.
The study concludes that participants reported five different reasons for studying social work, with only one student who studied social work because of an interest in the profession. In regard to how they learned social work, five components emerged that were used to compare and contrast between Chinese and Australian universities, namely classroom learning experiences, experiences of undertaking assessment, teacher and student relationships, support systems, and challenges in learning. In terms of how participants learned social work in practice, the application of learning emerged with two themes including the ability to use theory in practice and learning influenced values.
In relation to the second research question regarding students’ understanding of the profession, the study found three perspectives and the results on professional identity. The first perspective reported participants’ perceptions of social work with two themes. The second perspective was the influence of the government on the role of social work, and two themes were reported. The third perspective related to incongruities in values and ethics, and two themes emerged. The study has concluded that the weak professional identity that both cohorts developed led to their reluctance to choose social work as a future career.
Although a relatively small study in terms of number of participants, this research has some implications for social work education in both China and Australia. It concludes that Chinese universities would benefit from improved promotion of social work to assist Chinese students to understand the profession and that Chinese social work education could adopt five possible changes to provide students with practiceoriented learning in the Chinese context. It also concludes that Australian universities could provide more specific and tailored assistance to Chinese students to enable them to participate fully in their education.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Health Sci & Soc Wrk
Griffith Health
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Parsons, Rebecca Lindsey. "The Effects of the Internationalisation of Universities on Domestic Students". Thesis, Griffith University, 2008. http://hdl.handle.net/10072/365867.
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The internationalisation of universities is currently a very common goal for both educators and politicians. However, few universities look beyond increasing participation in the typical activities of internationalisation, (including study abroad, the presence of international students, and internationalisation of the curriculum), to specifying the desired outcomes. Furthermore, no current and complete instrument exists to measure whether students are achieving these outcomes.
Through a review of the theoretical an empirical literature, a list of the potential outcomes of internationalisation was composed and refined into three knowledge areas:
Foreign Language Proficiency, Knowledge of a Specific Region or Country, and International Knowledge, and three affective areas: International Attitudes and Perceptions, Cross-Cultural Skills, and International Behaviours. Questions in each area were taken from previous instruments or composed by the researcher, then refined and selected by content area experts who judged new questions for sampling and item validity. Pilot testing was conducted on the majority of the scales in order to establish construct and internal consistency reliability. The final instrument consisted of six scales representing the different areas of the desired outcomes of internationalisation. Thirteen hundred and two students (from Griffith University in Australia and Kennesaw State University and University College at Buffalo State in the U.S.) completed these scales and a background information questionnaire. Factor analysis was conducted on the three affective scales, resulting in 10 subscales. The scale of International Attitudes and Perceptions consisted of three subscales: Global Interdependence and Cooperation, Cultural Pluralism, and Cultural and National Self-Awareness. The scale of Cross-Cultural Skills consisted of three subscales: Intercultural Communication and Teamwork, Intercultural Friendship, and Behavioural Flexibility. The scale of International Behaviours consisted of four subscales: Academic Involvement, Intercultural Curiosity and Involvement, Charitable Involvement, and Political Involvement.
MANOVAs were used to assess the relationship between background and internationalisation variables, and the scale and subscale scores. The results confirmed that the primary components of an internationalised education (study abroad, contact with international students, and an internationalised curriculum) and frequent attendance at international events, were significantly correlated with higher scores on almost all of the scales and subscales. Other international variables were also significantly correlated, but with fewer scales. In addition, a number of background variables were found to be significantly correlated with one or more scale scores: age, gender, being born or having parents born outside the country, speaking a second language at home, level of parental education, GPA, course of study, religion, frequency of attendance at religious services, political beliefs, exposure to international news media, and source of television news.
This study supports the hypothesis that an internationalised education is effective in bringing about change in students. Students who have had greater participation in the components of internationalisation during their education were shown to have greater foreign language skills, higher levels of general and region- and country-specific international knowledge, more worldminded attitudes, behaviours that reflected those attitudes, and higher levels of cross-cultural skills. These findings offer renewed support and scientific vigour to the claims made by international educators, which should help fuel the effort to bring internationalisation to the forefront of university strategic plans. They also shed greater light on the areas of internationalisation that are correlated with various outcomes so that internationalisation strategies can better target specific outcomes. An additional side benefit of this study is the creation of an instrument that with some changes, can serve as an up-to-date, valid, and reliable instrument to measure a wide-ranging set of outcomes of an internationalised education and to track a university’s progress in achieving these outcomes.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Faculty of Education
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Mahardhika, Hapsara. "Effectiveness of Soil/Spoil Amendments in Minimising Adverse Impacts of Runoff and Erosion at Coal Mine Rehabilitation Sites in the Bowen Basin Region, Central Queensland". Thesis, Griffith University, 2012. http://hdl.handle.net/10072/367329.
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Effects of vegetation cover on runoff and soil loss reduction at mine rehabilitation sites are well documented. However, the knowledge of soil amendment applications, namely polyacrylamide (PAM) and gypsum, prior to the establishment of vegetation is still very limited. These soil amendment methods have proven to have the ability to improve soil surface stability in agriculture, however, the application of soil amendments to improve the spoil surface at mine rehabilitation sites is still un–trialled and their effectiveness largely unknown.
This study covers 4 topics namely; (1) to analyse the effectiveness of soil amendments towards improving the hydraulic conductivity of the soil and spoil; (2) to determine the effect of soil amendments application on sediment concentration in the runoff and total soil loss generated from the laboratory based soil erosion experiments; (3) to assess WinSEADS model (Soil Erosion and Deposition Simulation – Windows) to predict sediment concentration and total soil loss under a variety of scenarios; (4) to carry out cost assessment of possible field application of soil amendments under several scenarios.
In the small–scale experiments, the application of soil amendments to the soil and spoil was found to be beneficial in increasing the hydraulic conductivity. The results indicate that gypsum is more effective in maintaining a high hydraulic conductivity when compared with PAM. The percentage increase of hydraulic conductivity was found to depend on the soil amendment application rates; and the physical and chemical characteristics of the soil and spoil.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith School of Engineering
Science, Environment, Engineering and Technology
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Kirchhubel, Julie y n/a. "Adolescent Music Development and the Influence of Pre-Tertiary Specialised Music Training". Griffith University. School of Cognition, Language and Special Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040427.122927.
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The study explores the music development, achievement and aspirations of adolescent students who participate in pre-tertiary specialised music programs. A theoretical model is developed for the study to investigate the role and influence of such training in the development of music skills, and explores relationships amongst music experience, music engagement, academic achievement, interpersonal and intrapersonal relationships, personal learning styles, and affective response to music. The data source for the study was the Young Conservatorium program (YCP) at Griffith University. Three sub-studies formed the investigation, two focussing on music development, and one, the program. The first sub-study involved 117 enrolled students, the second, 44 teachers and 112 former students, and the third, 15 case studies. Quantitative and qualitative data were obtained using surveys, tasks, tests, interviews, discussions, reflective journals, and practice logs. A large body of literature has identified a continued need for research that traces the music development of young musicians in adolescence, research that utilises both large and small sampling (particularly case studies), and is conducted at the time of training. The present study was conducted over two years, utilised a larger population than many previous studies, involved case studies, and combined contemporaneous and retrospective approaches. Research findings contribute to knowledge regarding young musicians' music training and learning in pre-tertiary specialised music programs, and the nature of pre-tertiary specialised music programs themselves: their rationale, methods of instruction, and overall effectiveness. They highlight the types of music programs and music training provisions available to young Australian musicians, and, though showing students to frequently engage in multiple music learning environments, confirm the need for individuals demonstrating above-average music ability to access specialised music tuition and opportunities, develop in a supportive learning environment, and interact with students of similar interests and abilities. Although also suggesting there to be a number of factors associated with pre-tertiary specialised music training that can deter some students, such factors tend to be non-musical in nature. In all, the study does show a trend for the families of young, above-average musicians to choose to provide for their children access to pre-tertiary specialised training, and for participants to gain from this experience. The study seeks to enhance understanding of the conditions though which music development is nurtured; it confirms the importance of exposure and opportunity, the collective efforts of the family and community, and the need for hard work and perseverance to usually be exercised by young musicians themselves. Common trends associated with the music development of young, above-average musicians pertained to music training and influences, characteristics, goals, and achievement. Early music exposure, guidance, and positive music experiences were found to be conducive to music learning. The establishment of a practice routine, increasing engagement with music, the formation of broad music preferences, demonstration of high music aptitude, musical and academic achievement, and goal-setting all characterised the experiences and marked the qualities of students sustaining their music interests in adolescence. Interpersonal support and developing intrapersonal attributes, personal learning styles and increasing affective response to music, together with developing cognitive and metacognitive skills, were generally shown to typify the music development of young, above-average musicians in adolescence.
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Kirchhubel, Julie. "Adolescent Music Development and the Influence of Pre-Tertiary Specialised Music Training". Thesis, Griffith University, 2003. http://hdl.handle.net/10072/367185.
Texto completoResumen
The study explores the music development, achievement and aspirations of adolescent students who participate in pre-tertiary specialised music programs. A theoretical model is developed for the study to investigate the role and influence of such training in the development of music skills, and explores relationships amongst music experience, music engagement, academic achievement, interpersonal and intrapersonal relationships, personal learning styles, and affective response to music. The data source for the study was the Young Conservatorium program (YCP) at Griffith University. Three sub-studies formed the investigation, two focussing on music development, and one, the program. The first sub-study involved 117 enrolled students, the second, 44 teachers and 112 former students, and the third, 15 case studies. Quantitative and qualitative data were obtained using surveys, tasks, tests, interviews, discussions, reflective journals, and practice logs. A large body of literature has identified a continued need for research that traces the music development of young musicians in adolescence, research that utilises both large and small sampling (particularly case studies), and is conducted at the time of training. The present study was conducted over two years, utilised a larger population than many previous studies, involved case studies, and combined contemporaneous and retrospective approaches. Research findings contribute to knowledge regarding young musicians' music training and learning in pre-tertiary specialised music programs, and the nature of pre-tertiary specialised music programs themselves: their rationale, methods of instruction, and overall effectiveness. They highlight the types of music programs and music training provisions available to young Australian musicians, and, though showing students to frequently engage in multiple music learning environments, confirm the need for individuals demonstrating above-average music ability to access specialised music tuition and opportunities, develop in a supportive learning environment, and interact with students of similar interests and abilities. Although also suggesting there to be a number of factors associated with pre-tertiary specialised music training that can deter some students, such factors tend to be non-musical in nature. In all, the study does show a trend for the families of young, above-average musicians to choose to provide for their children access to pre-tertiary specialised training, and for participants to gain from this experience. The study seeks to enhance understanding of the conditions though which music development is nurtured; it confirms the importance of exposure and opportunity, the collective efforts of the family and community, and the need for hard work and perseverance to usually be exercised by young musicians themselves. Common trends associated with the music development of young, above-average musicians pertained to music training and influences, characteristics, goals, and achievement. Early music exposure, guidance, and positive music experiences were found to be conducive to music learning. The establishment of a practice routine, increasing engagement with music, the formation of broad music preferences, demonstration of high music aptitude, musical and academic achievement, and goal-setting all characterised the experiences and marked the qualities of students sustaining their music interests in adolescence. Interpersonal support and developing intrapersonal attributes, personal learning styles and increasing affective response to music, together with developing cognitive and metacognitive skills, were generally shown to typify the music development of young, above-average musicians in adolescence.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
Faculty of Education
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Su, Yi-Jing y 蘇怡兢. "The development of the Taiwan student sports：the University Basketball Association（UBA）and NCCU Griffins". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/nbbub4.
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碩士國立政治大學
傳播學院傳播碩士學位學程
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Abstract Basketball is a popular sport in Taiwan .However, the development of UBA（University Basketball Association）is ratively low . By discussing the development of the UBA and the NCCU Griffins, this thesis is aim to understanding the roles of the state, the business, and the media in the student sports in Taiwan. Through in-depth interviews and literature analysis, this research finds that UBA is dominated by the state, which is facilitated by the business and the media. Compared to the league, the role of the business organization is more crucial in NCCU Griffins. Nevertheless, the state is more important in Taiwanese student sport, compared with its counterpart in the United States, and therefore this thesis emphasizes the formation of “sport-media-businss-state complex” in Taiwan.
Libros sobre el tema "Griffith University"
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Quirke, Noel. Preparing for the future: A history of Griffith University, 1971-1996. Brisbane, QLD: Boolarong Press, 1996.
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Bodman, Richard. Harold Griffith: The evolution of modern anaesthesia. Toronto: Hannah Institute & Dundurn Press, 1992.
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Deirdre, Gillies y Hannah Institute for the History of Medicine., eds. Harold Griffith: The evolution of modern anaesthesia. Toronto: Hannah Institute, 1992.
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Sanderson, Marie. Griffith Taylor: Antarctic scientist and pioneer geographer. Ottawa: Carleton University Press, 1988.
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Quality Assurance Agency for Higher Education. Institutional Review Directorate. The Nottingham Trent University and Griffith College Dublin: Overseas quality audit report. Gloucester: Quality Assurance Agency for Higher Education, 2000.
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Australia-Indonesia Conference (3rd 1984 Griffith University). Proceedings of the Third Australia-Indonesia Confrence, Griffith University, July 1984. Nathan, Australia: Griffith University, 1985.
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Hydrology and Water Resources Symposium (17th 1986 Brisbane, Qld.). Hydrology and Water Resources Symposium 1986: "River Basin Management" : Griffith University, Brisbane, 25-27 November, 1986, preprints of papers. Barton, A.C.T: Institution of Engineers, Australia, 1986.
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International Symposium Cultivating Wisdom, Harvesting Peace (2005 Brisbane, Qld.). Proceedings of the International Symposium Cultivating Wisdom, Harvesting Peace: Education for a culture of peace through values, virtues, and spirituality of diverse cultures, faiths, and civilizations, 10-13 August 2005, Multi-Faith Centre, Griffith University, Brisbane, Queensland, Australia. Editado por Toh Swee-Hin, Floresca-Cawagas Virginia y Griffith University. Brisbane: Multi-Faith Centre, Griffith University, 2006.
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International, Symposium Cultivating Wisdom Harvesting Peace (2005 Brisbane Qld ). Proceedings of the International Symposium Cultivating Wisdom, Harvesting Peace: Education for a culture of peace through values, virtues, and spirituality of diverse cultures, faiths, and civilizations, 10-13 August 2005, Multi-Faith Centre, Griffith University, Brisbane, Queensland, Australia. Brisbane: Multi-Faith Centre, Griffith University, 2006.
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New Jersey. Legislature. Joint Legislative Committee on Public School Funding Reform. Committee meeting of Joint Legislative Committee on Public School Funding Reform: The Committee will hear invited testimony by Molly A. Hunter, Director of the National Access Network at Teachers College, Columbia University; and Michael Griffith, education finance consultant to the National Conference of State Legislatures : [August 22, 2006, Trenton, New Jersey]. Trenton, NJ: The Unit, 2006.
Buscar texto completoCapítulos de libros sobre el tema "Griffith University"
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Rose, Calvin W., Keppel J. Coughlan y Banti Fentie. "Griffith University Erosion System Template (GUEST)". En Modelling Soil Erosion by Water, 399–412. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/978-3-642-58913-3_30.
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Panuwatwanich, Kriengsak. "Flipping a Postgraduate Classroom: Experience from Griffith University". En The Flipped Classroom, 229–43. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3413-8_14.
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Desha, Cheryl, Savindi Caldera y Rob Hales. "Sustainability Competences and Pedagogical Approaches at Griffith University". En Developing Sustainability Competences Through Pedagogical Approaches, 159–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64965-4_11.
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Drew, Richard A. I. y Meredith C. Romig. "Materials and methods." En The fruit fly fauna (Diptera: Tephritideae: Dacinae) of Papua New Guinea, Indonesian Papua, Associated Islands and Bougainville, 5. Wallingford: CABI, 2022. http://dx.doi.org/10.1079/9781789249514.0003.
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Abstract Large numbers of dacine specimens were collected throughout Papua New Guinea by trapping and host fruit sampling. Steinertype fruit fly traps, baited with cue lure, methyl eugenol or vanillylacetone (zingerone), were set in many localities over a wide range of ecosystems. In most cases, the traps were serviced on 2-week cycles for at least 1 year. Samples of rainforest and cultivated fruits were collected in some provinces. All specimens collected were preserved in a dry state and sent to R.A.I. Drew at Griffith University, Brisbane, Australia, for microscopic identification and curation. Data and photographs of Bactrocera longicornis were received from the Museum Nationale d'Histoire Naturelle, Paris, France. The subgeneric classification used herein follows Drew and Hancock (2016) and Hancock and Drew (2006, 2015, 2016, 2017a,b,c,d,e, 2018a,b,c, 2019).
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Tedman, Raymond A., Heather Alexander y Robert Loudon. "Problem-Based Learning in an e-Learning Environment: A Case Study at Griffith University School of Medicine". En Evolution of Teaching and Learning Paradigms in Intelligent Environment, 31–45. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-71974-8_3.
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"Griffith University". En The Grants Register 2018, 353–54. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1007/978-1-349-94186-5_530.
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"Griffith University". En The Grants Register 2023, 526–27. London: Palgrave Macmillan UK, 2022. http://dx.doi.org/10.1057/978-1-349-96053-8_2422.
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"Griffith University". En The Grants Register 2020, 383. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-349-95943-3_408.
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"Griffith University". En The Grants Register 2021, 413. London: Palgrave Macmillan UK, 2020. http://dx.doi.org/10.1057/978-1-349-95988-4_421.
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"Griffith University". En The Grants Register 2022, 452–53. London: Palgrave Macmillan UK, 2021. http://dx.doi.org/10.1057/978-1-349-96042-2_1022.
Texto completoActas de conferencias sobre el tema "Griffith University"
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Pankhurst, Ned. "Griffith University [welcome]". En 2013 IEEE Intelligent Vehicles Symposium (IV). IEEE, 2013. http://dx.doi.org/10.1109/ivs.2013.6629672.
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Amin, U., M. J. Hossain, J. Lu y Edstan Fernandez. "Optimal Utilization of Renewable Power Production by Sharing Power among Commercial Buildings: Case Study of Griffith University". En 2018 Australasian Universities Power Engineering Conference (AUPEC). IEEE, 2018. http://dx.doi.org/10.1109/aupec.2018.8757963.
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Karaksha, Abdullah, Andrew K. Davey y Andrew R. Battle. "STUDENT LEARNING PREFERENCE: THE IMPACT OF HORIZONTAL ALIGNMENT COMPARING SECOND AND THIRD YEAR COHORTS UNDERTAKING A PHARMACEUTICAL ANALYSIS COURSE IN THE SCHOOL OF PHARMACY, GRIFFITH UNIVERSITY, AUSTRALIA". En International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0630.
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von Hellens, Liisa, Kaylene Clayton, Jenine Beekhuyzen y Sue Nielsen. "Perceptions of ICT Careers in German Schools: An Exploratory Study". En InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3348.
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This paper reports on an exploratory investigation of the perceptions of information and communication technology (ICT) as a field of study and work in German secondary schools. A total of 160 students from five secondary schools in Lower Saxony participated in the study in February 2007, and four teachers of the students were interviewed. The investigation is part of the research carried out by the authors within the Griffith University Women in Information Technology (WinIT) project, which has been studying the problem of low female participation since 1995. In this paper we discuss German school students’ (male and female) and their teachers’ views of ICT, its use at school and home, their influences in using technology, and their ideas about working with technology in the future. We drew on the challenges faced and opportunities available to teachers in the study to put this in context. We found that many senior secondary students have not decided what they want to do when they finish school, suggesting that the environment is ripe for them to receive relevant and useful information that may help them to choose to study tertiary ICT courses. By dispelling negative ICT perceptions and allowing students to make an informed choice as to whether to take up a career in ICT, we can hopefully encourage more students into this ever-growing and exciting industry.
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Versen, Martin y Michael Hayn. "Introduction to Verification and Test Using a 4-Bit Arithmetic Logic Unit Including a Failure Module in a Xilinx XC9572XL CPLD". En ISTFA 2014. ASM International, 2014. http://dx.doi.org/10.31399/asm.cp.istfa2014p0533.
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Abstract In order to educate students in a practical way, a test object for a lab course is created: shorts and opens in an electrical model of physical defects are injected to a net list of a 4-bit arithmetic logic unit and are implemented in a Xilinx CPLD 9572XL. The fails are electrically controllable and observable in verification and electrical hardware test. By using a Test Access Port (TAP), the fails are analyzed in terms of their root cause. The arithmetic logic unit is used as a key component for lab exercises that complement the test part of an Integrated Circuit System Design and Test course in the master program Electrical Engineering and Information Technology at the University of Applied Sciences in Rosenheim. The labs include an introduction to a HILEVEL Griffin III test system, creation of pin and test setup, the import of vector files from verification test benches, control of a scan test engine and analysis of scan test data.
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Wir-Konas, Agnieszka y Kyung Wook Seo. "Between territories: Incremental changes to the domestic spatial interface between private and public domains". En 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.6061.
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Between territories: Incremental changes to the domestic spatial interface between private and public domains. Agnieszka Wir-Konas¹, Kyung Wook Seo¹ ¹Department of Architecture and Built Environment, Northumbria University, Newcastle upon Tyne. Newcastle City Campus, 2 Ellison Pl, Newcastle upon Tyne NE1 8ST. E-mail: agnieszka.wir-konas@northumbria.ac.uk, kyung.seo@northumbria.ac.uk Keywords (3-5): building-street interface, incremental change, micro-morphology, private-public boundary, territory Conference topics and scale: Urban form and social use of space In this paper we investigate incremental changes to the relationship between private and public territory on the micro-morphological scale of the residential building-street interface. The building-street interface lies on the edge between two distinctively different spatial domains, the house and the street, and provides a buffer which may be adjusted to aid the transition from private to public territory. The structure of the space impacts both domains: it provides a fit transition from the private dwelling to the public territory, creates a space for probabilistic encounters between inhabitants and strangers, and maintains the liveability of the public street. The aim of this paper is threefold: Firstly, we recognise morphological differences in the structure of the interfaces and the way the transition from private to public territory was envisioned and designed in different societal periods. Secondly, we study incremental changes to the interface, representing individual adjustments to the private-public boundary, in order to recognize common types of adaptations to the existing structure of the interface. The history of changes to each individual building and building-street interface was traced by analysing planning applications and enforcements publicly provided by the city council. Lastly, we compare the capacity of each building-street interface to accommodate incremental change to the public-private transition. We argue that studying the incremental change of the interface and the capacity of each interface to accommodate micro-scale transformations aids in the understanding of the complex social relationship between an individual and a collective in the urban environment. References (180 words) Conzen, M. R. G. (1960). Alnwick, Northumberland: a study in town-plan analysis. Transactions and Papers (Institute of British Geographers) 27, iii-122. Gehl, J. (1986) ‘Soft edges in residential streets’. Scandinavian Housing and Planning Research 3(2), 89-192 Gehl, J. (2013) Cities for People (Island Press, Washington DC). Habraken, N. J. and Teicher, J. (2000) The structure of the ordinary: form and control in the built environment (MIT press, Cambridge). Hillier, B. and Hanson, J. (1984) The Social Logic of Space (Cambridge: Cambridge University Press). Jacobs, J. (1961) The Death and Life of Great American Cities (Middlesex: Penguin, Harmondsworth). Lawrence, R. J. (1987) Housing, dwellings and homes: Design theory, research and practice (John Wiley, Chichester). Palaiologou, G., Griffiths, S., and Vaughan, L. (2016), ‘Reclaiming the virtual community for spatial cultures: Functional generality and cultural specificity at the interface of building and street’. Journal of Space Syntax 7(1), 25-54. Whitehand, J. W. R. and Morton, N. J. and Carr, C. M. H. (1999) ‘Urban Morphogenesis at the Microscale: How Houses Change’, Environment and Planning B: Planning and Design 26(4), 503-515.