Статті в журналах: "Charles Sturt University Dissertations"

1

Link, Perry. "Chinese Reportage: The Aesthetics of Historical Experience. By Charles A. Laughlin. [Durham and London: Duke University Press, 2002. 334 pp. £16.95. IBSN: 0822329719.]." China Quarterly 179 (September 2004): 845–48. http://dx.doi.org/10.1017/s0305741004410601.

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From early times, Chinese culture has taken language, literature, history, morality, governance, and cosmology to be shades on a spectrum and not easily separable. Twentieth-century “literary reportage” (baogaowenxue), despite some foreign influences in its origins, very much continued this Chinese tradition. Its purpose, in the minds of its creators and readers, was to enter the sturm und drang of modern Chinese history – to expose social ills, re-organize society, resist invaders, and so on.The topic has not been well studied, either in China or the West. Yin-hwa Chou and Thomas Moran have written good dissertations on it, and T.A. Hsia, Paul Pickowicz and others have published insightfully on related areas. But no one has published the full-length study that the field needs, and it is disappointing that Charles Laughlin's new book also falls short.

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2

Dobbins, Rosemary, and Jane Mitchell. "Charles Sturt University Extended Practicum Program: Deliberative and Serendipitous Learning." Mentoring & Tutoring: Partnership in Learning 4, no. 2 (September 1996): 32–40. http://dx.doi.org/10.1080/0968465960040205.

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3

ABBOTT, K. A. "Innovation in veterinary education: the Charles Sturt University programme (Wagga Wagga, Australia)." Revue Scientifique et Technique de l'OIE 28, no. 2 (August 1, 2009): 763–70. http://dx.doi.org/10.20506/rst.28.2.1912.

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4

Hider, Philip, Mary Anne Kennan, Lyn Hay, Sigrid McCausland, and Asim Qayyum. "Moving from LIS to IS+L: curriculum renewal at Charles Sturt University." Australian Library Journal 60, no. 3 (August 2011): 205–17. http://dx.doi.org/10.1080/00049670.2011.10722617.

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5

Austin, Heidi E., Jennifer H. Hyams, and Kym A. Abbott. "Training in Animal Handling for Veterinary Students at Charles Sturt University, Australia." Journal of Veterinary Medical Education 34, no. 5 (December 2007): 566–75. http://dx.doi.org/10.3138/jvme.34.5.566.

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6

McKinnon, David H., and Andrew Mainwaring. "The Charles Sturt University Remote Telescope Project: Astronomy for Primary School Students." Publications of the Astronomical Society of Australia 17, no. 2 (2000): 125–28. http://dx.doi.org/10.1071/as00125.

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AbstractThe Charles Sturt University Remote Telescope Project aims to make available to primary school students and their teachers a simple-to-use telescope and CCD camera set up over the Internet. Access to the telescope is supported by a 10 week curriculum unit of Astronomy activities. The telescope is not a robotic device. It is controllable in real time with images being transmitted to the user also in real time. Visitors to the site are able to view what is happening at the telescope without being able to take control of it. This paper describes the project, the software control system and the related curriculum activities. Discussion centres around how to ignite students' and teachers' interest in science and how projects such as this one may lead to more exciting coverage of important topics in the primary and lower secondary schools.

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7

McKinnon, David H. "Distance/Internet Astronomy Education." Highlights of Astronomy 13 (2005): 1037–40. http://dx.doi.org/10.1017/s1539299600018050.

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This paper briefly reports two major programs being operated by Charles Sturt University, Bathurst: the Cosmology Distinction Course for gifted and talented senior high school students and the CSU Remote Telescope Project for upper-elementary and lower secondary school students.

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8

Boylan, Colin, and Keith Collins. "Developing a Partnership between the Riverina Environmental Education Centre and Charles Sturt University." Australian Journal of Environmental Education 22, no. 2 (2006): 3–12. http://dx.doi.org/10.1017/s0814062600001336.

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AbstractA collaborative partnership has evolved between the Riverina Environmental Education Centre (REEC) and Charles Sturt University in Wagga Wagga. The Riverina Environmental Education Centre (REEC) is one of 24 Department of Education and Training environmental education centres in New South Wales (see www.reec.nsw.edu.au). As part of this partnership relationship, final year BTeach(Sec)/BSc students have worked with REEC and CSU staff on developing learning materials that support and enrich the programs offered through the REEC. In particular, these students have developed materials focussing on exploring student understanding about biodiversity and salinity. Additionally, the development of web based learning activities that use regional scientists as exemplars of current scientific research and possible career options (called Real Science) has occurred. Through this partnership arrangement, it has been a ‘win-win’ outcome for REEC staff, CSU staff and the CSU final year secondary science students with all participants gaining valuable insights and pedagogical understandings from the partnership.

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9

Roberts, David, Bruce Boyton, Susan Buete, and Dolores Dawson. "Applying Kember's Linear‐Process Model to distance education at Charles Sturt University‐Riverina." Distance Education 12, no. 1 (January 1991): 54–84. http://dx.doi.org/10.1080/0158791910120105.

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10

Skinner, John C., Ward L. Massey, and Mark A. Burton. "Rural oral health workforce issues in NSW and the Charles Sturt University Dentistry Program." New South Wales Public Health Bulletin 20, no. 4 (2009): 56. http://dx.doi.org/10.1071/nb08065.

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11

Tanny, Liyana, Takashi Komabayashi, D. Leann Long, Yoshio Yahata, Susan M. Moffat, and Helen Tãne. "The effect of education on oral health students’ attitudes in Australia and New Zealand." European Journal of Dentistry 10, no. 04 (October 2016): 491–95. http://dx.doi.org/10.4103/1305-7456.195178.

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ABSTRACT Objective: The aim of this study was to evaluate the oral health attitudes and behavior of students in the oral health curriculum in Australia and New Zealand. Materials and Methods: The Hiroshima University - Dental Behavioral Inventory was administered to students in the first (year 1) and final years (year 3) of the oral health curriculum at Charles Sturt University in Australia and the University of Otago in New Zealand. A total of fifty-two year 1 students and forty-five year 3 students completed English version of the questionnaire in 2013. The responses were statistically analyzed by Fisher's exact tests and exact logistic regression models. Results: The responses of students in years 1 and 3 differed significantly for “I worry about the color of my teeth” at Charles Sturt University and at the University Otago, for “I think my teeth are getting worse despite my daily brushing,” “I put off going to the dentist until I have a toothache,” and “I don't feel I've brushed well unless I brush with strong strokes.” The estimated odds ratios from the exact logistic regression models showed that year 1 students were more likely to agree with above-mentioned four questions. Conclusions: Oral Health students who had been educated in a 3-year oral health curriculum in Australia and New Zealand had more positive attitudes and behaviors related oral health than did students at the beginning of their curriculum.

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12

Llewellynn, Anne, and Deborah Clarke. "How are CSU Advertising students being prepared to be industry-ready graduates?" Journal of Teaching and Learning for Graduate Employability 4, no. 1 (January 23, 2014): 73–85. http://dx.doi.org/10.21153/jtlge2013vol4no1art562.

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The need for University graduates to be industry-ready on completion of a tertiary degree is a topic which is being examined in increasing depth (Frawley & Litchfield, 2009). There is concern that Australia is facing a shortage of professional, qualified talent in the advertising industry (Ma, 2012). There is increasing demand for universities to produce industry-ready graduates who can fulfil advertising jobs and make a meaningful contribution to their employers immediately. In an effort to successfully prepare graduates to make a meaningful initial workplace contribution, Charles Sturt University (CSU) is adopting strategies that aim to close the gap between the lecture hall and the workplace. Advertising students at Charles Sturt University spend their final year in the on-campus student advertising agency, Kajulu Communications. To transition easily into full time employment, students must apply best industry practice and skills to a range of authentic situations to develop the skills employers require of them in order to enter the workforce industry-ready. Whilst much has been written about graduate employability and the skills and attributes students need (Andrews & Higson, 2010; Boden & Nedeva, 2010; Bridgstock, 2009; Lowden, Hall, Elliott & Lewin 2011; Mason, Williams & Cranmer, 2009), this paper examines the students’ perception of being industry-ready and identifies the key attributes which inform course design.

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13

Kiernan, Michael J., Elizabeth Murrell, and Stephen Relf. "Professional education of psychologists using online problem-based learning methods: Experience at Charles Sturt University." Australian Psychologist 43, no. 4 (December 2008): 286–92. http://dx.doi.org/10.1080/00050060802479553.

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14

Simpson, Maree D., and Jenny M. Wilkinson. "The First Graduate Cohort at Charles Sturt University: What Impact on the Rural Pharmacist Shortage?" Journal of Pharmacy Practice and Research 32, no. 1 (March 2002): 69–71. http://dx.doi.org/10.1002/jppr200232169.

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15

Heazlewood, Jane, Bob Pymm, and Roy Sanders. "Where are they now? A survey of Charles Sturt University library and information management graduates." Australian Library Journal 55, no. 4 (November 2006): 330–42. http://dx.doi.org/10.1080/00049670.2006.10721879.

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16

Guisard, Y., and J. Kent. "OPTIMISATION OF UNDERGRADUATE HORTICULTURE COURSE DESIGN AT CHARLES STURT UNIVERSITY (AUSTRALIA): A STRUCTURE FOR THE FUTURE." Acta Horticulturae, no. 832 (June 2009): 87–94. http://dx.doi.org/10.17660/actahortic.2009.832.12.

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17

Hill, Barbara, Marian Tulloch, Susan Mlcek, and Melinda Lewis. "The ‘Within’ Journey: Assessment of the Online Indigenous Australian Cultural Competence Training Programme at Charles Sturt University." Australian Journal of Indigenous Education 49, no. 1 (September 14, 2018): 14–22. http://dx.doi.org/10.1017/jie.2018.12.

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This paper explores the impact of self-reflective processes of staff at Charles Sturt University (CSU) while undertaking an online Indigenous Cultural Competency Program (ICCP). The ICCP was designed for completion by all university staff to enhance their knowledge and understanding of Indigenous cultures, histories and contemporary realities. Staff were requirement to complete and submit answers to an online quiz, and a written reflection on their learning. This paper reflects on the responses of 64 volunteers and indicates large positive shifts are self-reported knowledge and understanding. The reflective texts of staff provide a rich source of information on the ‘journey within’. In-depth thematic analysis (Braun & Clarke, 2006) identified three key themes: evaluation, the mapped learning journey and the personal learning journey. The participant feedback, not only pointed to the cognitive, attitudinal and emotional impact of the content and pedagogical approach of the programme, but also identified barriers and issues for programmes aimed at complex change in a contested space. Our programme assessment relied on self-reported individual perception that surfaced hidden assumptions about Indigenous cultural competency (Kumas-Tan¸ Beagan, Loppie, MacLeod, & Frank, 2007). We acknowledge in the longer term a range of comprehensive outcome measures are needed.

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18

Boadle, Don. "Academic or community resource? Stakeholder interests and collection management at Charles Sturt University Regional Archives, 1973–2003." Australian Library Journal 52, no. 3 (August 2003): 273–86. http://dx.doi.org/10.1080/00049670.2003.10721555.

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19

Daylight, Russell, and John O'Carroll. "Teaching University Students to Read and Write." Literacy and Numeracy Studies 27, no. 1 (January 31, 2020): 1–19. http://dx.doi.org/10.5130/lns.v27i1.6672.

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Recent government initiatives have required universities to include specific literacy and numeracy targets for the students. The authors – both members of the English discipline at Charles Sturt University – were invited to develop and run a two-semester program for all students studying to become early childhood, primary, and secondary teachers. This article outlines the nature of the two subjects which comprise the program: the first focused on reading and comprehension, the second on writing and composition. These subjects were conceived from collegial dialogues between academics in education and the humanities, and then developed from these different assumptions and starting points. Over the last five years, the shared experiences of teaching these prospective teachers has grown into a strongly coherent first year of study. This article seeks the describe the experiences of teaching literacy to first-year education students, and it is by turns hypothesising and speculative, reflective and qualitative, in its approach. In the process, this article offers colleagues across the country a reflection on the hypotheses of literacy education, some new ideas for teaching literacy, and some optimism for the future of the teaching profession, and the dignity of those who aspire to be a part of it.

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20

O'Toole, John. "A grand renaissance bloke John Carroll 11 September 1943–27 October 2011 Professor in Communication Research, Charles Sturt University." NJ 37, no. 1 (January 2013): 76–78. http://dx.doi.org/10.1080/14452294.2013.11649565.

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21

Dunn, Tony. "Rapid Rural Appraisal: A description of the methodology and its application in teaching and research at Charles Sturt University." Rural Society 4, no. 3-4 (January 1994): 30–36. http://dx.doi.org/10.5172/rsj.4.3-4.30.

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22

Alston, Margaret M., and Jenny Kent. "Educational Access for Australia's Rural Young People: A Case of Social Exclusion." Australian Journal of Education 47, no. 1 (April 2003): 5–17. http://dx.doi.org/10.1177/000494410304700102.

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The social and economic effects of globalisation in rural communities is well documented. Ageing populations, loss of services and employment opportunities are typical of rural areas in many western industrialised countries. Focusing on declining access to tertiary education, this paper argues that a lack of adequate policy is creating socially excluded young people in country towns. In particular, drawing on research conducted in the Centre for Rural Social Research at Charles Sturt University, it argues that the financial cost of education is creating a huge barrier for many rural families. If rural areas are to benefit from globalisation, a skilled workforce is critical. Declining rural access to tertiary education exacerbates power differentials resulting from globalisation and therefore restrains access to the opportunities of globalisation and hinders rural revitalisation.

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23

Messing, John, and Irfan Altas. "Using IT Industry Practices to Modernize University Education." Industry and Higher Education 20, no. 1 (February 2006): 25–30. http://dx.doi.org/10.5367/000000006776150765.

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Incorporating industry training into university courses is not in itself a radically new concept. Many examples in a variety of professions have demonstrated the value of industry input into university curricula. The information technology (IT) profession is different from many others in that it has high volatility and a short shelf-life of information and skills. Incorporating IT industry certification within the curriculum of university Masters courses has solved a number of problems associated with the relevance and currency of the content. However, there are other factors that have led to the approach used at Charles Sturt University in Australia, which has made it a world leader in this area. This paper discusses the factors that have been integral to the process. Among the most significant of these are a flexible delivery model that makes use of a long tradition in distance education, a well-developed university infrastructure to produce and deliver materials on a global scale, extensive experience in the use of information and communications technologies, the use of online examinations that borrow from the model used by IT industry certification and, most significantly, the support of commercial IT training organizations. The result has been an outstanding success, with record enrolments in a period of global and domestic downturn in students taking up IT courses at universities.

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24

Ma, Leo F. H., and Ling Ling Yu. "Ubiquitous Learning for Distance Education Students: The Experience of Conducting Real-Time Online Library Instruction Programs through Mobile Technology." International Journal of Librarianship 4, no. 1 (July 30, 2019): 93. http://dx.doi.org/10.23974/ijol.2019.vol4.1.107.

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Library services for Hong Kong-based students enrolled in distance learning programs on information studies, offered by the Charles Sturt University (CSU), Australia in collaboration with the School of Professional and Continuing Education of the University of Hong Kong (HKUSPACE), were supported by the University of Hong Kong Libraries utilizing a face-to-face format for many years. With the advancement of internet technology, new e-learning software, mobile technology and ever-growing online resources, CSU and HKUSPACE course administrators considered that online library instruction programs could be supported and delivered by the librarians of CSU at Australia remotely to Hong Kong students. Several real-time, online instruction programs were initiated since late 2013. The successful launching of the programs provides evidence to support the provision of online library instruction through not only personal computers, but also mobile devices. Based on a qualitative analysis, it was concluded that delivering library instruction programs by internet and mobile technology to distance learning students in higher education is achievable. More library services can be planned by making use of this successful experience.

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25

Krautloher, Amita. "CSU Pathway Courses during COVID-19: A multi-faceted support strategy for online engagement." Journal of the Australian and New Zealand Student Services Association 29, no. 1 (May 24, 2021): 101–7. http://dx.doi.org/10.30688/janzssa.2021.1.06.

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In March 2020, Charles Sturt University (CSU) launched two new pathway courses: the Diploma of General Studies (DGS) and the CSU Pathway course. These courses are offered at five regional campuses, along with an online offering. This particular cohort of students lack the skills and confidence necessary to engage withuniversity-level study. With the advent of COVID-19, the challenge was to transition the five on-campus cohorts to a fully online mode of delivery within a few weeks. This task was further complicated as a number of teaching staff on the program were new to CSU, with little to no experience teaching explicitly online.This paper showcases the student-centric strategies adopted to transition on-campus students to online delivery. A summary will also be provided of the successes of this approach (to date), particularly in terms of retention and progression, along with the lessons learnt as part of the process.

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26

Ritter, Leonora. "Power and Perspectives: a historian's analysis of the management of change at Charles Sturt University from a federation to a centralised model." Journal of Higher Education Policy and Management 20, no. 1 (May 1998): 77–88. http://dx.doi.org/10.1080/1360080980200108.

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27

Hollow, Robert P., W. B. McAdam, J. O’Byrne, Graeme L. White, R. Holmes, J. K. Webb, L. R. Allen, W. J. Zealey, and R. Hafner. "The Cosmology Distinction Course in NSW." Publications of the Astronomical Society of Australia 11, no. 1 (April 1994): 39–43. http://dx.doi.org/10.1017/s1323358000019640.

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AbstractThe Cosmology Distinction Course is a new one-year course to be introduced for Year 12 candidates in the 1994 Higher School Certificate examinations in NSW. It is one of three challenging courses of study that will enrich the HSC for talented students who accelerate and complete part of the HSC one year early. The courses will be taught through distance learning and will include residential seminars. They will be implemented on behalf of the Board of Studies by Charles Sturt University and the University of New England.The Cosmology Course is organised into nine modules of course work covering historical and social aspects of cosmology, observational techniques, key observations and the various models developed—Newtonian, de Sitter, Friedmann, Lemaitre, steady-state, quasi-steady-state and big bang. Assessment will be through assignments, exams and a major project.As the first Distinction Course in a scientific area, the Cosmology Course represents an exciting and important educational initiative that needs the cooperation of NSW astronomers and, in return, promises to benefit the astronomical and general scientific community in Australia.

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28

Soon, Lisa. "Redesign Subject to Support Group Work in Distance Education." Balkan Region Conference on Engineering and Business Education 1, no. 1 (November 1, 2015): 245–58. http://dx.doi.org/10.1515/cplbu-2015-0028.

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AbstractThis paper is about a distance education subject redesign undertaken in School of Information Studies at Charles Sturt University. This paper presents a theoretical framework supporting a constructive alignment in subject redesign grounded on some valuable learning theories, namely social constructivism, cooperative learning and collaborative learning. The theoretical framework guided the redesign of a postgraduate subject INF441 Information Management in Organizations. In the subject redesign, constructive alignment for learning environment, intended learning outcomes, teaching and learning activities and assessment tasks were carefully checked. The paper reports the effects of the subject learning design after the subject was subsequently taught by the same designer in the role of a subject coordinator/lecturer. Group work tools in CSU Interact (a learning management system using Sakai) were able to create an appropriate learning environment for the successful running of the subject. The subject redesign created an effective beneficial learning environment in the presence of the affordance of the learning management system ‘CSU Interact’.

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29

A. Lawler, L. M., P. A. Logan-Sinclair, L. E. Holland, and G. Troutma n. "Black and White Learning Interchange." Australian Journal of Primary Health 6, no. 4 (2000): 164. http://dx.doi.org/10.1071/py00050.

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The unchanging status of Aboriginal health initiated the need for changes to training for Aboriginal Health Workers. Charles Sturt University, in partnership with the Remote and Rural Health Training Unit (RARHTU) initiated, in consultation with the local Indigenous community, a program for upgrading qualifications of Aboriginal Health Workers to degree level. Several unique features were incorporated in the program design: an educational facilitator without a health career background; a challenging first subject based upon student's familial personal history; specialist sessions provided by professional health workers; recognition of prior learning taking into account the many varied levels of existing regional health services training. This paper discusses the course design and evaluation results, including the impact of the program upon lecturer's teaching style, students' personal and working lives and the effects the course may have regarding the status of Aboriginal health in the local area. Results of the initial program evaluation are presented and discussed in this paper.

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30

Maxwell, T. J. "Critical Landcare. Edited by S. Lockie and F. Vanclay. Wagga Wagga, Australia: Charles Sturt University (1997), pp. 239, A$25.00. ISBN 1-8646006-1." Experimental Agriculture 34, no. 4 (October 1998): 497–505. http://dx.doi.org/10.1017/s0014479798214116.

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31

Bangura, A., Y. Oo, C. Kamara, A. Raman, D. Hodgkins, and H. Nicol. "Effect of Shelterbelt and Land Management on Soil Carbon Sequestration in Shelterbelt-pasture System at Charles Sturt University, Orange Campus New South Wales Australia." American Journal of Experimental Agriculture 7, no. 1 (January 10, 2015): 36–44. http://dx.doi.org/10.9734/ajea/2015/14497.

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32

Ma, Leo F. H., and Ling Ling Yu. "The Quality Assurance System of HKU SPACE: The Implementation of Collaborative Quality Assurance for Programs in Library and Information Studies with Charles Sturt University." Journal of the Australian Library and Information Association 67, no. 4 (October 2, 2018): 450–58. http://dx.doi.org/10.1080/24750158.2018.1533061.

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33

Lamb, D. W. "The use of qualitative airborne multispectral imaging for managing agricultural crops - a case study in south-eastern Australia." Australian Journal of Experimental Agriculture 40, no. 5 (2000): 725. http://dx.doi.org/10.1071/ea99086.

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Charles Sturt University has operated an airborne multispectral imaging system as a research support and management tool over south-eastern Australian crops since 1994. Our experiences have demonstrated the utility, timeliness and cost-effectiveness of qualitative multispectral imagery for monitoring and managing spatial variability in a range of agricultural crops, yet to date the technology remains underutilised in Australia. Images showing variations in the texture of soils in paddocks are a useful indicator of the location of different soil zones for soil sampling, and can assist in siting of treatment plots within paddocks. Multispectral imagery can be used for a synoptic assessment of early weed pressure in fallow paddocks or seedling crops. Locating variability in crop emergence and, later, canopy vigour and biomass, are all potentially means of undertaking precision farming without the capital investment associated with yield mapping. However, like any remote monitoring tool, follow-up ground-truthing must always be used to establish or confirm the causes of observed variability. The use of the technology as part of a greater data acquisition strategy is recommended.

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Harper, John D. I., Geoffrey E. Burrows, J. Sergio Moroni, and Rosanne Quinnell. "Mobile Botany." American Biology Teacher 77, no. 9 (November 1, 2015): 699–702. http://dx.doi.org/10.1525/abt.2015.77.9.9.

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In our first-year university botany classes at Charles Sturt University, we noticed that in laboratory class, students were taking photographs of their specimens with the dissecting and compound microscopes using their mobile phones. Student-generated images as “learning objects” were used to enhance the engagement of all students, including Distance Education students who used images provided by the on-campus students. The Distance Education students did all the laboratory work at an intensive residential school, and they were encouraged to take images; these were shared with on-campus students, making them aware of the laboratory practical work they were yet to do. In other cases, images from students were incorporated into lectures and tutorials, preparing students for the lab exam. Botany students have shared their photomicrographs with their friends and family via social media. We saw interesting examples of students excitedly describing their images to non-science friends, teaching them what they were learning! In the second year, students were also encouraged to use their phones to capture their own images of plant specimens to help them master plant identification. Although we do not have any quantitative evidence of these activities enhancing student learning, it was evident that those students who took and shared their own images were more engaged in the learning process.

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35

Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 10, No. 3." Higher Education Studies 10, no. 3 (August 30, 2020): 133. http://dx.doi.org/10.5539/hes.v10n3p133.

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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please contact us for the application form at: hes@ccsenet.org Reviewers for Volume 10, Number 3 Arbabisarjou Azizollah, Zahedan University of Medical Sciences, Iran Arwa Aleryani, Saba University, Yemen Aurora-Adina Colomeischi, Stefan cel Mare University, Romania Aynur Yürekli, İzmir University of Economics, Turkey Bo Chang, Ball State University, USA Carmen P. Mombourquette, University of Lethbridge, Canada Evrim Ustunluoglu, Izmir University of Economics, Turkey Ezgi Pelin Yildiz, Kafkas University in KARS, Turkey Huda Fadhil Halawachy, University of Mosul, Iraq Hüseyin Serçe, Selçuk University, Turkey Jayanti Dutta, Panjab University, India John Rafferty, Charles Sturt University, Australia John W. Miller, Benedict College, USA Kartheek R. Balapala, University Tunku Abdul Rahman, Malaysia Mei Jiun Wu, Faculty of Education, University of Macau, China Meric Ozgeldi, Mersin University, Turkey Minna Körkkö, Unversity of Lapland, Finland Mirosław Kowalski, University of Zielona Góra, Poland Muhammad Ishtiaq Ishaq, Global Institute Lahore, Pakistan Nayereh Shahmohammadi, Academic Staff, Iran Oktavian Mantiri, Asia-Pacific International University, Thailand Qing Xie, Jiangnan University, China Rouhollah Khodabandelou, Sultan Qaboos University, Oman Saheed Ahmad Rufai, Lagos State University, Nigeria Salwa El-Sobkey, Modern University for Technology and Information, Egypt Savitri Bevinakoppa, Melbourne Institute of Technology, Australia Waldiney Mello, Universidade do Estado do Rio de Janeiro, Brazil Yvonne Joyce Moogan, Leeds University Business School, United Kingdom Zahra Shahsavar, Shiraz University of Medical Sciences, Iran

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Cameron, Andrew, Bruce Stevens, Rhonda Shaw, Peter Bewert, Mavis Salt, and Jennifer Ma. "Towards a ‘Social Anthropology’ of End-of-Life Moral Deliberation: A Study of Australian Salvation Army Officers." Studies in Christian Ethics 33, no. 3 (May 29, 2019): 299–317. http://dx.doi.org/10.1177/0953946819847996.

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A research project by the Schools of Theology and Psychology of Australia’s Charles Sturt University surveyed a large sample of Salvation Army officers. This article considers survey responses to two questions relating to end-of-life care: the use of pain medications that may shorten life, and the cessation of fluid and food intake. The results of the analyses are evaluated in terms of Michael Banner’s proposal that moral theology should more assiduously converse with ‘patient ethnographic study’, which the survey instantiates to some extent. Banner’s proposal and the results of the survey are contrasted to Peter Singer’s analytical moral philosophical dictums on end-of-life care. The results are also compared to a metastudy by Andrea Rodríguez-Prat and Evert van Leeuwen of 14 ethnographic studies of those who wish to hasten death at the end of life. We conclude that respondents exemplify a form of moral reasoning that is embedded within Christian spirituality; counters the assumptions of Singer’s approach; contrasts the diminishment of ‘meaning’ at the end of life, as seen in Rodríguez-Prat and van Leeuwen; and deserves further respectful ethnographic study.

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Pymm, Bob. "Visionary Leaders for Information20116Arthur Winzenried. Visionary Leaders for Information. Wagga Wagga: Centre for Information Studies, Charles Sturt University 2010. 238 pp., ISBN: 9781876938857 $A88.00 soft cover." Electronic Library 29, no. 4 (August 9, 2011): 556–57. http://dx.doi.org/10.1108/02640471111156849.

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Burch, David. "Book reviews : CRITICAL LANDCARE Stewart Lockie and Frank Vanclay (eds) Wagga Wagga, Centre for Rural Social Research, Charles Sturt University, 1997, x, 239 pp., $25.00 (paperback)." Journal of Sociology 34, no. 2 (August 1998): 212–13. http://dx.doi.org/10.1177/144078339803400223.

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Ozalp, Mehmet, and Tamana Daqiq. "Muslim Student Expectations From Islamic Studies Courses in Australia." ICR Journal 7, no. 4 (October 15, 2016): 509–26. http://dx.doi.org/10.52282/icr.v7i4.232.

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In 2009, the Islamic Sciences and Research Academy of Australia (ISRA Australia) partnered with Australia’s Charles Sturt University to establish the Centre for Islamic Studies and Civilisation (CISAC). From 2011, CISAC began offering undergraduate and graduate courses combining traditional higher Islamic learning with the modern quality standards of tertiary-level education. Since the opportunity to study Islam in an Australian university is rare, CISAC has attracted students from a diversity of age, ethnic and educational backgrounds, and with wide-ranging academic skills and motivations. While such diversity sets a unique opportunity, it also poses challenges for educators in terms of course design, approaches to learning and student services. For this study, we surveyed 360 students from CISAC to determine their motivations for undertaking undergraduate and postgraduate degrees in Islamic Studies and the expectations they had from those courses. It was found that, by providing a holistic Islamic higher education within a structured and measured university model, CISAC has filled a unique gap. Also, whilst the vast majority of students seek to gain a well-rounded Islamic education, a small number undertake CISAC courses with the aim of pursuing further study. In that context, we concluded that CISAC needs to supply supplementary traditional scholarly programmes for those students who wish to go further. The study also highlights the importance of student engagement and feedback as a means of adequately meeting the demands of those students pursuing Islamic Studies in the West.

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Rashid, Shaista, Amira Khattak, Murtaza Ashiq, Shafiq Ur Rehman, and Muhammad Rashid Rasool. "Educational Landscape of Virtual Reality in Higher Education: Bibliometric Evidences of Publishing Patterns and Emerging Trends." Publications 9, no. 2 (April 25, 2021): 17. http://dx.doi.org/10.3390/publications9020017.

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This bibliometric study examines the overall research trends and productivity in the field of virtual reality (VR) in higher education. Bibliometric data were retrieved from Scopus databases. The findings suggest a rising trend in terms of citations and publications showing increased interest in the VR domain have been seen during the last few decades. The year in which the most citations of this type occurred was 2009, in which 1913 citations were recorded, whereas 2019 was the most productive year, as 127 documents on this subject were published in that year. The data analysis revealed that all the top ten researchers belong to Australia. Further, the top three researchers (Gregory S., Lee, M.J.W., and Wood, D.), countries (United States, the United Kingdom, and Australia), organizations (Charles Sturt University, Queensland University of Technology, and University of New England, Australia), journals (Computers and Education, International Journal of Emerging Technologies in Learning, and Journal of Surgical Education) and collaborations (Australia and New Zealand, United States and the United Kingdom, and Australia and the United Kingdom) belong to developed countries. Virtual reality, virtual worlds, augmented reality, e-learning, and simulations are the top keywords used in the VR domain. The thematic evolution of the keyword shows the importance of “Virtual Reality” as a keyword throughout the 27 years of its existence (1994–2020). Furthermore, the main finding of the study is the interdisciplinary nature of the VR domain, which extends from the field of computer sciences to other disciplines.

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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 8, No. 4." Higher Education Studies 8, no. 4 (November 30, 2018): 200. http://dx.doi.org/10.5539/hes.v8n4p200.

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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org. Reviewers for Volume 8, Number 4 Abdelaziz Mohammed, Albaha University, Saudi Arabia Anna Liduma, University of Latvia, Latvia Arbabisarjou Azizollah, Zahedan University of Medical Sciences, Iran Bahar Gün, İzmir University of Economics, Turkey Barba Patton, University of Houston-Victoria, USA Edward Lehner, Bronx Community College, City University of New York, USA Evrim Ustunluoglu, Izmir University of Economics, Turkey Gerard Hoyne, University of Notre Dame Australia, Australia Gregory S. Ching, Fu Jen Catholic University, Taiwan John Cowan, Edinburgh Napier University, United Kingdom John Rafferty, Charles Sturt University, Australia Kartheek R. Balapala, University Tunku Abdul Rahman, Malaysia Laid Fekih, University of Tlemcen Algeria, Algeria Mehmet Ersoy, Eskisehir Osmangazi University, Turkey Meric Ozgeldi, Mersin University, Turkey Michael John Maxel Okoche, Uganda Management Institute, Uganda Mirosław Kowalski, University of Zielona Góra, Poland Najia Sabir, Indiana University Bloomington, USA Nancy Maynes, Nipissing University, Schulich School of Education, Canada, Canada Philip Denton, Liverpool John Moores University, United Kingdom Qing Xie, Jiangnan University, China Sahar Ahadi, Islamic Azad University of Mashhad, Iran Savitri Bevinakoppa, Melbourne Institute of Technology, Australia Suat Capuk, Adiyaman University, Turkey Teguh Budiharso, Center of Language and Culture Studies, Indonesia Tuija A. Turunen, University of Lapland, Finland Zahra Shahsavar, Shiraz University of Medical Sciences, Iran

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Al-Aubaidy, Hayder A., and Herbert F. Jelinek. "Oxidative DNA damage and obesity in type 2 diabetes mellitus." European Journal of Endocrinology 164, no. 6 (June 2011): 899–904. http://dx.doi.org/10.1530/eje-11-0053.

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ObjectiveThis study illustrates the relationship between oxidative DNA damage and obesity in patients with prediabetes and type 2 diabetes compared with controls.Design and methodsParticipants attended the School of Community Health, Diabetes Screening Clinic, Charles Sturt University, Australia, between February 2006 and June 2008. A total of 162 participants (35 type 2 diabetic patients; eight prediabetic subjects; and 119 age-, gender-, and weight-matched controls) were investigated. All patients were selected on clinical grounds.ResultsSerum 8-hydroxy 2′-deoxy-guanosine (8-OHdG) level was significantly greater in the prediabetic subjects (671.3±140 pg/ml) compared with controls (210.1±166 pg/ml; P<0.01). The diabetic group (1979.6±1209 pg/ml) had the highest level of 8-OHdG. There was a significant increase in serum 8-OHdG in obese subjects (848.5±103 pg/ml; P<0.001) and overweight subjects (724±102 pg/ml; P=0.005) compared with the lean subjects (196.5±327 pg/ml).ConclusionOur results indicate that serum 8-OHdG is increased already in prediabetes suggesting oxidative DNA damage to be present with minor elevation of blood glucose levels (BGLs). The statistically significant positive correlation between serum 8-OHdG and body mass index in the diabetic group indicates that obesity has an additive effect to increased BGL contributing to oxidative DNA damage.

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Broster, J. C., J. E. Pratley, R. H. L. Ip, L. Ang, and K. P. Seng. "A quarter of a century of monitoring herbicide resistance in Lolium rigidum in Australia." Crop and Pasture Science 70, no. 3 (2019): 283. http://dx.doi.org/10.1071/cp18584.

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Charles Sturt University has operated a commercial herbicide resistance testing service since 1991, following a random survey of the South West Slopes region of New South Wales that identified significant incidence of herbicide resistance in annual ryegrass (Lolium rigidum Gaud.). Other surveys of cropping regions of southern Australia conducted at that time also found a significant incidence of resistance. In the subsequent 25-year period, the testing service has received samples from the majority of the southern Australian cropping belt. Overall, 80% of samples tested were resistant to acetyl-CoA carboxylase (ACCase) inhibiting aryloxyphenoxypropionate and phenylpyrazole herbicides, 56% to acetolactate synthase (ALS) inhibiting herbicides, and 24% to ACCase-inhibiting cyclohexanedione herbicides. The incidences of resistance to inhibitors of photosynthesis at PSII, tubulin-formation inhibitors, and 5-enolpyruvylshikimate-3-phosphate (EPSP) synthase inhibiting herbicides have remained <10% of samples tested. The relationships between many herbicide groups and subgroups are discussed, as is the variability in resistance incidence and the forms of cross or multiple resistance for each state. This paper builds on an earlier publication of 14 years of testing history. At >5000 samples, the size and geographical spread of this dataset allows for valuable analyses of the relationships present in herbicide-resistant populations of annual ryegrass.

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Uys, Philip. "Educational Technology for Active Connections in Blended Learning Environments." EDEN Conference Proceedings, no. 1 (June 16, 2019): 183–90. http://dx.doi.org/10.38069/edenconf-2019-ac-0021.

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This conference focuses on employing educational technology for connections. It assumes that these connections will be active, and not latent – otherwise these will be meaningless and ineffective. The emphasis is thus on creating effective learning environments. Such learning environments are not just online or digital, but can also be physical learning spaces in which educational technology can play a key role.A key strategy to ensure that educational technology connections are indeed active is to employ educational technology within an active learning framework for both online and on-campus learning i.e. blended learning. Educational technology on its own does not lead to active learning – only when it is used within well-founded learning designs – of which constructive alignment is highlighted below. I am thus agreeing with Veletsianos and Moe (2017) that educational technology by itself is not “education’s silver bullet” but should be located within “the essentials of teaching and learning: theory, pedagogy and emergent trends in the research.” Such active learning will lead to learner engagement, leading to effective learning and learner success. The vision for instance for educational technologies at Charles Sturt University is to “support educational practices focussed on student success by providing cutting edge, stable learning environments”.

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Lu, Yaxin, Nathan Ussher, Yuling Zhou, Herbert Jelinek, Brett Hambly, Amy Li, and Craig S. McLachlan. "Matrix Metalloproteinase-3 (MMP-3) Polymorphisms Are Associated with Prolonged ECG-Derived QTc Interval: A Cross-Sectional Study of the Australian Rural Population." Journal of Personalized Medicine 11, no. 8 (July 23, 2021): 705. http://dx.doi.org/10.3390/jpm11080705.

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Matrix metalloproteinases (MMPs) are enzymes that are integral in extracellular matrix (ECM) remodeling. In age or disease, ECM may become dysregulated and contribute to fibrosis, which impairs cardiac electrical conduction. Two alleles regulate matrix metalloproteinase-3 (MMP-3) activity: one with five adenosine bases (5A; associated with higher MMP-3 activity and decreased fibrosis) and another with six adenosine bases (6A; associated with lower MMP-3 activity and increased fibrosis). Here, we determined whether ECG-derived QTc and related parameters are associated with the MMP-3 5A/6A genotype in a cross-section of the Australian rural population. A retrospective cross-sectional population was obtained from the Charles Sturt University Diabetes Screening Research Initiative. Genotype and resting 12-lead ECG parameters of 295 participants were analyzed. Amongst these participants, 85 individuals carried the 5A/5A genotype, 141 individuals carried the 5A/6A genotype, and 65 individuals carried the 6A/6A genotype. Compared to 5A/5A genotype carriers, 5A/6A genotype carriers had a significantly longer QTc duration by 9.50 ms (95% CI: 3.48–15.52, p = 0.002), whilst 6A/6A genotype carriers had an even longer QTc duration by 12.19 ms (95% CI: 5.04–19.34, p = 0.001). We found an association between MMP-3 5A/6A polymorphisms and QTc, independent of adjustments for age, gender, alcohol consumption, smoking status, body mass index and blood pressure.

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Tulloch, John, Tom Burvill, and Andrew Hood. "Reinhabiting ‘The Cherry Orchard’: Class and History in Performing Chekhov." New Theatre Quarterly 13, no. 52 (November 1997): 318–28. http://dx.doi.org/10.1017/s0266464x00011441.

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Chekhov's The Cherry Orchard is clearly ‘about’ the end of one social order – about time changing and time static. Yet different interpretive communities – academics in journal articles and students in their classrooms, newspaper reviewers, theatre writers like Trevor Griffiths and David Mamet, and theatre directors like Adrian Noble and Richard Eyre – ‘read’ Chekhov's representation of history and class change in different ways. The authors of this study have been exploring these different reading formations in a three-year project funded by the Australian Research Council, ‘Chekhov: in Criticism, Performance, and Reading’. Here – grounding their work in industry ‘readings’ via production study and interviews – they focus on production and performance of The Cherry Orchard, contrasting the Richard Eyre/Trevor Griffiths production of 1977 (reproduced in 1981 for BBC TV) with Adrian Noble's production at the Swan Theatre, Stratford, in 1995. In particular, they discuss the writing, directing, acting, and staging of Chekhov's ‘modernity’ in these productions, suggesting that whereas Noble referenced and yet simultaneously occluded class in his rehearsal style and staging, Griffiths and Eyre worked for a production which not only embodied the intra-class mobility of the Thatcher era in 1981, but also the ‘then’ of Chekhov's own particular engagement with modernity and environment. John Tulloch, Professor of Cultural Studies at Charles Sturt University, New South Wales, is author of Chekhov: a Structuralist Study. Tom Burvill is Associate Professor of Drama and Cultural Studies at Macquarie University, Sydney, where Andrew Hood is a PhD student working on reception cultures.

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Raidal, S. L., and K. J. Hughes. "Effect of a novel fermented soy product on gastric ulcer scores in horses." Journal of Applied Animal Nutrition 8, no. 3 (November 15, 2020): 105–13. http://dx.doi.org/10.3920/jaan2020.0011.

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Non-pharmaceutical methods are desirable to treat or prevent gastric ulceration in horses. This two-period, randomised, double-blinded placebo-controlled study was designed to evaluate the efficacy of dietary supplementation (25 g once daily in feed for 30 days) with Fermaid®Ease 187 (FE, Lallemand Australia Pty Ltd, Maroochydore, Australia) on gastric squamous and glandular mucosal ulcer scores in horses. Gastroscopy of 120 horses presented to the Veterinary Clinical Centre at Charles Sturt University (CSU; Bathurst, Australia) or at local training establishments identified 60 horses with spontaneous gastric ulcer disease (50%). Of horses eligible for inclusion, 29 horses were recruited and randomised to receive either the FE or placebo for 30 days. Effects were assessed by repeat gastroscopy (Day 31), at which time horses started the reciprocal treatment. Eleven horses successfully completed both treatment periods. Treatment with FE showed a significant decrease in squamous ulcer scores in period 1 (P=0.008), with a similar effect observed in period 2. No change was observed in squamous ulcer scores for horses receiving placebo treatment in period 1, but increased squamous scores were observed in horses receiving placebo treatment in period 2 (P=0.062). Squamous ulcer scores on Day 31 were significantly lower (P=0.005) following FE treatment than for horses receiving the placebo treatment. No effects were observed on glandular ulcer scores. This study supported the use of FE in horses predisposed to ulceration of the squamous gastric mucosa.

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Broster, J. C., and J. E. Pratley. "A decade of monitoring herbicide resistance in Lolium rigidum in Australia." Australian Journal of Experimental Agriculture 46, no. 9 (2006): 1151. http://dx.doi.org/10.1071/ea04254.

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Charles Sturt University commenced herbicide resistance monitoring in 1991. A random survey in 1991 to determine the level of resistance in annual ryegrass (Lolium rigidum) to selective herbicides across the south-west slopes region of New South Wales found that 30% of samples were resistant to at least 1 herbicide. A subsequent survey of commercially available ryegrass seed found that 58% of these samples were resistant to at least 1 herbicide. As a result of these findings, a commercial testing service was established and has since received samples from a large proportion of the southern Australian cropping belt. Seventy-seven percent of samples tested were resistant to Group AI, 40% to Group B and 22% to Group AII herbicides. Lower levels of resistance were found to Group D (8%), Group C (1%) and Group M (0.4%) herbicides. The correlation between resistance in Group AI and AII herbicides was lower than expected given that these herbicides are considered to have the same mode of action. Within the Group AI herbicides the observed response of the samples was consistent across herbicide formulations. Resistance to clethodim varied from observed responses to other Group AII herbicides. The variation in resistance levels (and degree of multiple resistance) in each Australian state is discussed in relation to environmental conditions and cultural practices. The size of this dataset allows for the analysis of the relationships present among herbicide resistant annual ryegrass.

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Ewang, F. "Teaching Law to Accounting and Business Students: A Cumulative Dual Model." Journal of University Teaching and Learning Practice 5, no. 2 (April 1, 2008): 20–44. http://dx.doi.org/10.53761/1.5.2.3.

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This article presents a reflection and comparison of two of my teaching pedagogical approaches for the Business Organisations Law curriculum to undergraduate non-law students at Charles Sturt University. The purpose is to compare and evaluate efficacy of a traditional, lecture-based learning (LBL)i with a combination of LBL and problem-based learning (PBL)ii in improving performance and outcomes for students enrolled in the accounting and business degrees. Research methods to compare outcomes and performances were evaluated using modified versions of several LBL and PBL related survey questionnaires and a Study Process Questionnaire (SPV) developed by John Biggs for use with Australian tertiary students, and validated for use with students in several Asian countries. Data regarding students’ perceptions of LBL and a combination of LBL and PBL were further collected using a 13-point interview questionnaire. Responses from a Likert scale were calculated in percentages and considered in terms of a mean response and data from the qualitative responses coded in NVIVO and analysed thematically. Also, ‘tests scores’ (assignments and final exam results - mostly problem questions) from a traditional LBL class were compared with the scores from a mixture of both LBL and PBL. Though groups’ means of both LBL and PBL were closer, the results combined with other indicia revealed that students studying the course through a combination of both lectures and PBL tutorials in a teaching session performed significantly better. The paper recommends a cumulative dual approach as effective course delivering methods.

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Ryan, David. "Archives: Recordkeeping in Society20061Edited by Sue McKemmish, Michael Piggott, Barbara Reed and Frank Upward. Archives: Recordkeeping in Society. Centre for Information Studies, Charles Sturt University, 2005. , ISBN: 1 876938 84 6." Records Management Journal 16, no. 1 (January 2006): 67–68. http://dx.doi.org/10.1108/09565690610654800.

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