Статті в журналах: "University of Western Sydney"

1

Austin, Mr Kevin J. "Grievance Advisors: A University of Western Sydney Perspective." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 4, no. 1 (2006): 0. http://dx.doi.org/10.18848/1447-9532/cgp/v04/38822.

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Dı´az *, Criss Jones. "Difference and diversity at the University of Western Sydney." Teaching Education 15, no. 1 (March 2004): 97–101. http://dx.doi.org/10.1080/1047621042000180022.

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3

Bhathal, Ragbir. "A SETI course at University of Western Sydney Macarthur." Physics Education 34, no. 2 (January 1, 1999): 88–91. http://dx.doi.org/10.1088/0031-9120/34/2/019.

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4

Henrickson, Mark, and Christa Fouché. "Vulnerability and marginality in human services." Aotearoa New Zealand Social Work 30, no. 2 (August 26, 2018): 79–81. http://dx.doi.org/10.11157/anzswj-vol30iss2id525.

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5

Murphy, Kate. "A University of the People: A History of the University of Western Sydney." Australian Historical Studies 45, no. 2 (May 4, 2014): 290–91. http://dx.doi.org/10.1080/1031461x.2014.912735.

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6

Duke, Chris. "A university of the people: a history of the university of Western Sydney." International Journal of Lifelong Education 33, no. 6 (October 22, 2014): 832–44. http://dx.doi.org/10.1080/02601370.2014.969050.

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7

Achari, Angelin. "A university of the people: a history of the University of Western Sydney." Higher Education Research & Development 34, no. 1 (January 2, 2015): 223–25. http://dx.doi.org/10.1080/07294360.2014.942047.

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8

Anning, Berice. "Embedding an Indigenous Graduate Attribute into University of Western Sydney's Courses." Australian Journal of Indigenous Education 39, S1 (2010): 40–52. http://dx.doi.org/10.1375/s1326011100001125.

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AbstractThe paper reports on embedding an Indigenous graduate attribute into courses at the University of Western Sydney (UWS), providing the background to the development and implementation of a holistic and individual Indigenous graduate attribute. It details the approach taken by the Badanami Centre for Indigenous Education in advising the UWS staff on the process for endorsement of the Indigenous graduate attribute. The UWS's recognition of its moral purpose and social responsibility to Indigenous people in Greater Western Sydney has led to the successful re-establishment of Indigenous education at UWS. The paper outlines the unique and innovative approach taken to implement the Indigenous graduate attribute, including: consultation across the Schools at UWS; developing and establishing relationships through the respect of disciplinary culture and tradition; the UWS-wide reform of the traditional discipline approach and the first step towards recognition of the domain of Indigenous knowledge in teaching and research; establishing a team of Indigenous academics; developing a learning and teaching framework for Indigenous knowledge and Indigenous studies; and integrating Indigenous content into curricula at UWS. The Department of Education, Employment and Workplace Relations funded UWS to develop the Indigenous graduate attribute and implement it by embedding cultural competency and professional capacity into UWS courses.

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9

Osman, Frederick. "Guest Editor's Preface: Workshop on Fast High Density Plasma Blocks Driven By Picosecond Terawatt Lasers." Laser and Particle Beams 23, no. 4 (October 2005): 399–400. http://dx.doi.org/10.1017/s0263034605050561.

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This issue of Laser and Particle Beams includes papers presented at the Workshop on “Fast High Density Plasma Blocks Driven by Picosecond Terawatt Lasers” held at the University of Western Sydney, Campbelltown Campus, Australia from 1–4 December 2004.

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10

Bhathal, R. "Campbelltown Rotary Observatory." Publications of the Astronomical Society of Australia 17, no. 2 (2000): 176–78. http://dx.doi.org/10.1071/as00176.

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AbstractDonations (in cash and kind) amounting to $200,000 from companies in the south-western Sydney region have allowed the construction of a teaching, research and public access Observatory at the University of Western Sydney in Campbelltown. The Observatory will also serve as the home of the Australian Optical SETI Project (OZ OSETI for short). Two fibre-glass domes will be installed at the site. The main 4.5 m fibre-glass dome will house a 0.4 m telescope while the smaller 2.9 m dome will house a 0.3 m telescope. Both telescopes are fork-mounted Schmidt-Cassegrains working at f/10. An outside observation area will be used for tripod-mounted telescopes for public use and teaching purposes. The expected completion date for the project is July 2000.

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11

Curach, Liz. "It's Time—To Reveal the Whitlam Institute within the University of Western Sydney." Australian Academic & Research Libraries 36, no. 1 (January 2005): 37–48. http://dx.doi.org/10.1080/00048623.2005.10755290.

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12

White, Graeme L., Paul A. Jones, Alex Hons, Ron Edgar, Mark Suchting, and Chris Burdett. "The New Teaching and Public Access Observatory at the University of Western Sydney, Nepean." Publications of the Astronomical Society of Australia 11, no. 2 (August 1994): 188–90. http://dx.doi.org/10.1017/s1323358000019871.

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AbstractA grant from the Department of Employment, Education and Training and matching funding from the University of Western Sydney, Nepean, has allowed the construction of a teaching and public access observatory on the University’s Werrington North campus. The observatory consists of a lecture theatre for about 50 students, an office for administration and project/souvenir sales, and an enclosed office for research activities. The 6·5 m dome will house a fork-mounted 0·6 m (24 inch) Ritchey-Chrétien telescope working at f/10. There will also be two outside observation areas for tripod-mounted telescopes. The expected completion date for the entire project is mid-1994.

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13

Greenwood, Jennifer, and Genevieve Gray. "Developing a nursing researchculture in the university and health sectors in Western Sydney, Australia." Nurse Education Today 18, no. 8 (November 1998): 642–48. http://dx.doi.org/10.1016/s0260-6917(98)80062-2.

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14

Lessy, Zulkipli, Abd Rachman Assegaf, and Sangkot Sirait. "Inclusive Education at Islamic and General Universities: An Analysis of Policies, Teaching Strategies, and Curriculum Implementation." TARBIYA: Journal of Education in Muslim Society 8, no. 1 (September 20, 2021): 1–19. http://dx.doi.org/10.15408/tjems.v8i1.18992.

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AbstractThis study recruited participants from UIN Sunan Kalijaga and Universitas Sanata Dharma in Yogyakarta and the University of Sydney, and the University of Western Sydney in Australia and aimed at investigating whether policies are implemented as a bridge to accommodate disabled students for admission and academic pursuits. In this combined policy research and case study, individual, group, and policymaker interviews were conducted. The findings indicate that, while university policymakers admit students with special needs, a lack of academic advocates among faculty has hampered understanding of pertinent policies. As a result, some lecturers do not pay attention to inclusiveness. There are environmental impediments, a dearth of services throughout the enrollment process, a lack of faculty competencies, and a paucity of information in syllabi indicating where impaired students can access resources. In Australia, colleges are more forthright about accommodating students with special needs during the enrolling process and during class time. Both campuses have disability assessment clinics. However, some are more physically and centrally positioned to facilitate impaired students who self-refer for services. The purpose of this paper is to argue that genuinely inclusive education is not segregated schooling that separates 'normal' pupils from those with special needs. For authentic inclusion, disabled populations require considerate, if not extraordinary, care and services. AbstrakPenelitian ini merekrut partisipan di UIN Sunan Kalijaga dan Universitas Sanata Dharma di Yogyakarta serta University of Sydney dan University of Western Sydney di Australia dan bertujuan untuk investigasi apakah kebijakan sebagai sarana untuk mengakomodasi mahasiswa difabel pada proses pendaftaran dan pencapaian akademik. Penelitian kebijakan dan studi kasus ini dilakukan melalui serangkaian interview dengan individu, kelompok, pembuat kebijakan. Hasil penelitian menunjukkan bahwa meskipun para pengambil kebijakan menjamin penerimaan mahasiswa dengan kebutuhan khusus, lemahnya dukungan para pengajar telah mengurangi perhatian penerapan kebijakan yang relevan. Akibatnya, beberapa pengajar kurang menaruh perhatian pada inklusivitas. Terdapat halangan lingkungan, kurangnya layanan selama proses pendaftaran dan kompetensi para pengajar, serta kurangnya petunjuk dalam silabus menjelaskan dimana mahasiswa difabel mengakses sumber-sumber yang diperlukan. Kampus-kampus di Sydney lebih transparan dalam memfasilitasi mahasiswa difabel selama proses pendaftaran dan kuliah. Terdapat banyak pusat layanan, beberapa secara struktural terpusat di kampus untuk diakses. Artikel ini berargumentasi bahwa pendidikan inklusif itu bukan sistem kelas yang memisahkan mahasiswa ‘normal’ dari yang berkebutuhan khusus. Untuk inklusi, mahasiswa difabel perlu digandeng dan mendapatkan pengajaran dan layanan yang memadai.How to Cite: Lessy, Z., Assegaf, A. R., Sirait, S. (2021). Inclusive Education at Faith-Based and Non-Faith Based Universities: A Policy, Teaching, and Curriculum Analysis. TARBIYA: Journal of Education in Muslim Society, 8(1), 1-15. doi:10.15408/tjems.v8i1.18992.

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15

Cameron, Fiona, and Conal McCarthy. "Museum, Field, Colony: collecting, displaying and governing people and things." Museum and Society 13, no. 1 (January 1, 2015): 1–6. http://dx.doi.org/10.29311/mas.v13i1.313.

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The papers selected for this special issue of Museum and Society have their beginnings in the workshop, ‘Colonial Governmentalities’, held in late October 2012 and hosted by the Institute of Culture and Society, University of Western Sydney, followed by the seminar ‘Reassembling the material,’ hosted by the Museum and Heritage Studies programmes at Victoria University of Wellington in early November. The stimulus for these events was the international research collaboration, ‘Museum, Field, Metropolis, Colony: Practices of Social Governance funded by the Australian Research Council’.

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16

Oktaviani, Jusmalia. "Asia Rising: Who Is Leading?" Global South Review 2, no. 2 (October 30, 2017): 171. http://dx.doi.org/10.22146/globalsouth.28872.

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Pembelajar Ilmu Hubungan Internasional (HI) biasanya tidak akan asing dengan nama Amitav Acharya. Berasal dari India, Acharya merupakan salah satu akademisi HI non-western yang sudah banyak memberikan sumbangan bagi ilmu HI. Ia sudah menulis beberapa buku terutama yang berkaitan dengan Asia Tenggara. Acharya juga mengajar di berbagai perguruan tinggi di beberapa negara seperti Kanada (York University), Amerika Serikat (Harvard University dan American University), Australia (Sydney University), Singapura (National University of Singapore dan Nanyang Technological University), dan Inggris (University of Bristol).Buku terbitan tahun 2008 ini merupakan kumpulan artikel yang ditulis Acharya di berbagai koran. Artikel-artikel yang ditulis dalam rentang waktu 2002 hingga 2006 tersebut kemudian dikodifikasi menjadi buku. Setelah dibukukan, beberapa judul artikel pun ikut disesuaikan karena perbedaan konteks tulisan untuk surat kabar dan buku.

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17

Power, Anne, and Debra Costley. "Preservice Teachers’ Learning Among Students With Autism Spectrum Disorder." Australasian Journal of Special Education 38, no. 1 (May 29, 2014): 34–50. http://dx.doi.org/10.1017/jse.2014.6.

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This article reports on a collaborative venture between Autism Spectrum Australia and the University of Western Sydney, New South Wales, Australia. The Social Club network was formed for children and adolescents to provide structured opportunities for positive peer interactions in safe, stimulating and nonjudgmental environments. The Social Clubs were run by expert facilitators with additional workers drawn from preservice teachers undertaking a service-learning unit of study within the Master of Teaching Secondary course at the University of Western Sydney. The research design included surveys and reflections. Data were drawn from 4 sources: 58 parent survey responses, 51 Social Club member survey responses, 9 facilitator survey responses and 9 preservice teachers’ reflections. Data analysis was framed by Bourdieu's work, which refers to the allocation of social power. After the experience, surveyed parents confirmed that their children were relaxed when changing topics in a conversation and working in groups. Members demonstrated that they engaged with other members and with preservice teachers. Club facilitators felt that the preservice teachers developed an understanding that students with autism spectrum disorder thrive in structured environments and that they would set up their own classrooms accordingly. For the future teachers, it was authentic learning that enriched their preparation for the classroom, however multilayered its student population might be.

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Metcalf, Thomas. "ANNE BOYD AT 75: A CELEBRATION THROUGH THE STRING QUARTET." Tempo 75, no. 297 (June 28, 2021): 35–47. http://dx.doi.org/10.1017/s0040298221000218.

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AbstractAnne Boyd (b. 1946) is one of Australia's most celebrated composers and educators. Her formal training began at the University of Sydney, where she worked with Peter Sculthorpe (1929–2014), who became a highly influential figure for her both musically and personally. Having completed her DPhil at the University of York in 1972 on a Commonwealth Scholarship, Boyd took up teaching posts in Sussex and Hong Kong, before returning to Sydney as Professor of Music, the first Australian and first woman to hold this position. Her music has been performed worldwide and draws on a synthesis of East-Asian and Western elements, with a clear focus on timbre and texture, invoking ideas of meditation, nature and ritual. This article presents a transcription of a virtual interview conducted with Boyd in February 2021 and uses the genre of the string quartet as a lens through which the composer elaborates and expands upon some of the key aspects of her musical approach and philosophy.

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19

Ravulo, Jioji. "Social work as a recognised profession in the Pacific region." International Social Work 62, no. 2 (December 18, 2017): 712–25. http://dx.doi.org/10.1177/0020872817747027.

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This article explores how social work is understood as a profession in the Pacific region, alongside forces of globalisation and the consequent neo-colonialism that can emerge where Western models are perceived as superior to indigenous models of social work. Eight Western Sydney University social work students who completed their final 500-hour field practicums in Fiji and Samoa between 2013 and 2015 provided feedback on their experience. Issues include the lack of recognition of social work as a profession, as it is often perceived to occur naturally within Pacific cultures, and the role of social work education in preparing qualified practitioners.

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Oktaviani, Jusmalia. "Tinjauan Buku." Jurnal Dinamika Global 1, no. 02 (December 1, 2016): 141–46. http://dx.doi.org/10.36859/jdg.v1i02.29.

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Penstudi Hubungan Internasional (HI) biasanya tidak asing dengan nama Amitav Acharya. Berasal dari India, Acharya merupakan salah satu akademisi HI non-Western yang sudah banyak memberikan sumbangan bagi ilmu HI. Ia sudah menulis beberapa buku, terutama yang berkaitan dengan Asia Tenggara. Acharya juga mengajar di berbagai perguruan tinggi di beberapa negara, seperti Kanada (York University), Amerika Serikat (Harvard University), Australia (Sydney University), Singapura (National University of Singapore dan Nanyang Technological University) dan Inggris (University of Bristol). Buku terbitan tahun 2008 ini merupakan kumpulan artikel yang ditulis Acharya di berbagai koran. Artikel-artikel yang ditulis dalam rentang waktu 2002 hingga 2006 tersebut kemudian dikodifikasi menjadi buku. Setelah dibukukan, beberapa judul artikel pun ikut disesuaikan, karena perbedaan konteks tulisan untuk surat kabar dan buku.

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Hanson, Susan, and Godfrey Isouard. "The introduction of the Frontline Management Initiative in South Western Sydney Area Health Service." Australian Health Review 23, no. 3 (2000): 209. http://dx.doi.org/10.1071/ah000209.

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This article provides an overview of the development and implementation of a management development strategy forthe South Western Sydney Area Health Service (SWSAHS). The program, the Frontline Management Initiative(FMI), was introduced as a developmental tool which enabled managers to identify those competencies that theyalready possess and those which they need to develop. The FMI will be progressively implemented throughout the fivesector health services of SWSAHS comprising approximately 1500 managers. This article outlines the introductionand experience of FMI in one sector health service, the development and assessment of a manager's portfolio, thepathway developed from FMI to university based health management courses, the lessons learnt and the futuredirections for management development.

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Naidoo, Loshini. "Embracing Technology and Community Engagement as a Teaching and Learning Medium in Social Justice Education." International Journal of Cyber Ethics in Education 1, no. 4 (October 2011): 1–9. http://dx.doi.org/10.4018/ijcee.2011100101.

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This paper examines the varied learning experiences that integrated socio-cultural theory, community engagement and e-learning offered by the “Diversity, Social Justice and Schooling” subject at the University of Western Sydney. This subject engaged university students in the learning process in a reflective and critical way, by responding to a need identified by community. Together with education technology, subject content knowledge and community engagement, the social justice subject aimed to enhance the educational achievement of marginalised groups, while simultaneously supporting pre-service teachers in the context of their development as educators committed to a social justice ethos.

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Burvill, Tom. "Sidetrack: Discovering the Theatricality of Community." New Theatre Quarterly 2, no. 5 (February 1986): 80–89. http://dx.doi.org/10.1017/s0266464x00001949.

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In the interview above, Malcolm Blaylock referred to Sidetrack, a community theatre company in the inner-western suburbs of Sydney, as ‘arguably the best company in Australia’. Here, Tom Burvill examines some of the company's recent work, and sets it in the context of an understanding of community theatre which he traces back to Brecht and Walter Benjamin. Tom Burvill, who has himself acted as a dramaturg for Sidetrack, lectures in English and linguistics at Macquarie University.

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Fulton, Graham R. "Museum: The Macleays, Their Collections and the Search for Order." Pacific Conservation Biology 17, no. 2 (2011): 162. http://dx.doi.org/10.1071/pc110162.

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STACEY and Hay have previously collaborated on the volume Herbarium (Stacey and Hay 2004) regarding collections held in the herbarium of the Royal Botanic Gardens, Sydney. Ashley Hay has published two books of narrative non-fiction. Her essays, short stories and journalism have appeared in various periodicals including The Bulletin where she was a literary editor. Robyn Stacey is a Senior Lecturer in the School of Communication and Arts at the University of Western Sydney. She is an acclaimed photographer, in Australia, with her photography shown in Australia and internationally. This book is about the history, collectors and collections of The Macleay Museum at The University of Sydney. Its aim is to bring the reader closer to the collectors and collections by breathing life into the characters and selected specimens in the collection; according to the dust-jacket’s hyperbole, to throw open the doors of the museum and its rich collections. The authors develop the book with their individual skills, one of writing and one of photography. The second is facilitated through its aesthetic appeal, its folio size and large photographic reproductions of strikingly coloured specimens. The whole is a coffee-table-style-book with a text that digs deeper developing the background to the personalities and collections, intertwining them with the history of early systematists/collectors, which provides the backbone of the text.

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Power, Anne, Beth Southwell, and Ros Elliott. "Teacher Education for the Future: Some Australian Perspectives." Journal of Teacher Education for Sustainability 7, no. 1 (January 1, 2007): 27–39. http://dx.doi.org/10.2478/v10099-009-0003-8.

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Teacher Education for the Future: Some Australian PerspectivesAs a result of presentations in the PCC Conference in Sydney in 2005, this research aims to contribute Australian voices to the project being conducted simultaneously in other countries from the Pacific Circle Consortium. The research used project-devised survey and interview instruments with purposive sampled pairs of teachers and pre-service teachers during professional experience in 2005 and with teacher educators from the University of Western Sydney. The findings indicated that the participants have a common view of the purpose of education. However, there were range of issues that this view prompted participants to discuss. There were also perceived constraints, especially expressed by the experienced teachers. Implications of this finding are that teachers need forums in which to discuss their deep-seated philosophical approaches as they build a sustainable community of practice. The findings of this project can powerfully contribute to policy making at national and international government and university levels as they raise implications of how we meet challenges in future teacher education.

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Reading, Judy. "Providing Enhanced Information Skills Support to Students From Disadvantaged Backgrounds: Western Sydney University Library Outreach Program." Journal of Academic Librarianship 42, no. 6 (November 2016): 694–704. http://dx.doi.org/10.1016/j.acalib.2016.08.002.

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Merrillees, R. S. "Greece and the Australian Classical connection." Annual of the British School at Athens 94 (November 1999): 457–73. http://dx.doi.org/10.1017/s006824540000068x.

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The study of ancient Greek and Latin in Australia and New Zealand, especially at Sydney Church of England Grammar School in New South Wales, produced this century a number of leading scholars who made a major contribution to the study of Old World archaeology in Europe and Australia this century. Among them were V. G. Childe, T. J. Dunbabin, J. R. Stewart and A. D. Trendall. In developing their respective fields of expertise, all spent some time in Greece, as students, excavators, research workers and soldiers, and had formative links with the British School at Athens. Australia's debt to the Classics is reflected not only in the life-long attachment to their legacy, and to Greece, by the former Prime Minister, the Hon. E. G. Whitlam, but in the perpetuation of their influence in such Colonial and modern structures as the monument of Lysicrates in Sydney's Botanic Gardens and the National Library and new Parliament House in Canberra, and in an official poster illustrating multiculturalism in Australia. Despite their role in shaping Australia's European history, the teaching of Classics is under threat as never before, and the late Enoch Powell, at one time Professor of Ancient Greek at the University of Sydney, has stigmatised the obscurantism which threatens to impoverish if not undermine Western civilisation by closing access to knowledge of our Classical past.

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Sanagavarapu, Prathyusha, and Bob Perry. "Concerns and Expectations of Bangladeshi Parents as their Children Start School." Australasian Journal of Early Childhood 30, no. 3 (September 2005): 45–51. http://dx.doi.org/10.1177/183693910503000308.

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This study aimed to examine views, concerns and expectations of immigrant Bangladeshi parents and children in Sydney concerning transition to kindergarten (the first year of school). This study builds on the previous work of the Starting School Research Project at the University of Western Sydney by: • deriving data from families and children for whom English is not the first language; and • exploring the transitional experiences of culturally and linguistically diverse (CALD) children from prior-to-school to school settings. Ten parents and four children were interviewed on the topic of transition to school. In particular, parents were asked to indicate their concerns and expectations that would assist schools in meeting the needs of Bangladeshi children and would make transition to school a positive experience for all concerned. The results revealed issues specific to families and children of non-English-speaking background regarding transition to school.

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Venturini, Carola, Aleksandra Petrovic Fabjian, and Ruby CY Lin. "Bacteriophage therapy for severe infections." Microbiology Australia 40, no. 1 (2019): 20. http://dx.doi.org/10.1071/ma19005.

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The rise of multiple antibiotic resistance in clinically relevant bacteria has created a global crisis with increasing burden on healthcare systems. The need to optimise alternative therapies to antibiotics, particularly in high risk nosocomial settings, is therefore immediate. Bacteriophages are specialised lethal viruses of bacteria, and an underused clinical resource for the treatment of severe infections refractory to antibiotics. Both the gaps in knowledge of bacteriophage biology, particularly the details of host-pathogen dynamic interactions, and legislative hurdles related to the regulation of natural microorganisms for therapy have delayed progress in bacteriophage clinical applications. At the Westmead Institute for Medical Research (WIMR), in collaboration with Westmead Hospital (Western Sydney Local Health District, WSLHD) and the University of Sydney (USyd), we have been investigating rational design protocols for routine bacteriophage application in clinical practice and testing bacteriophage therapeutics on patients suffering from multidrug resistant (MDR) severe infections.

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Ceprnja, Dragana, Lucinda Chipchase, Pranee Liamputtong, and Amitabh Gupta. "How do Australian women cope with pelvic girdle pain during pregnancy? A qualitative study protocol." BMJ Open 8, no. 7 (July 2018): e022332. http://dx.doi.org/10.1136/bmjopen-2018-022332.

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IntroductionPelvic girdle pain is commonly experienced during pregnancy and results in significant physical, psychosocial and work-related challenges. Few studies have investigated the lived experiences of pregnant women with pelvic girdle pain and their coping strategies. There is a need to develop a greater understanding of this prevalent condition among Australian women. Thus, this study seeks to gain information about the impact of pelvic girdle pain on daily life and how women cope with this condition during pregnancy.Methods and analysisA qualitative research design, situated within a phenomenological framework, is adopted. The participants will be invited to describe their lived experiences of pregnancy-related pelvic girdle pain, the impact on their daily life and the strategies they use to cope with the condition. A stratified purposive sample will be undertaken to ensure the sample provides information-rich cases representative of women with pregnancy-related pelvic girdle pain. Face-to-face, individual, semistructured interviews will be conducted with participants at Westmead Hospital, Sydney, Australia. A solicited diary will be offered to any participants who may find attending the interview difficult. All participants will also be invited to attend a focus group session. The different methods of data collection used in this study will allow for triangulation, thereby increasing the trustworthiness of findings.Ethics and disseminationEthical approval has been granted by the Human Research Ethics Committees of Westmead Hospital, Sydney, and Western Sydney University, Sydney. Dissemination of results will be via journal articles and conference presentations.

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Sadozai, Ayesha K., Kate Kempen, Colin Tredoux, and Rachel A. Robbins. "Can we look past people’s race? The effect of combining race and a non-racial group affiliation on holistic processing." Quarterly Journal of Experimental Psychology 72, no. 3 (March 5, 2018): 557–69. http://dx.doi.org/10.1177/1747021818760482.

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Face memory is worse for races other than one’s own, in part because other-race faces are less holistically processed. Both experiential factors and social factors have been suggested as reasons for this other-race effect. Direct measures of holistic processing for race and a non-racial category in faces have never been employed, making it difficult to establish how experience and group membership interact. This study is the first to directly explore holistic processing of own-race and other-race faces, also classed by a non-racial category (university affiliation). Using a crossover design, White undergraduates (in Australia) completed the part-whole task for White (American) and Black South African faces attributed to the University of Western Sydney (own) and University of Sydney (other). Black South African undergraduates completed the same task for White and Black South African faces attributed to the University of Cape Town (own) and Stellenbosch University (other). It was hypothesised that own-race faces would be processed more holistically than other-race faces and that own-university faces would be processed more holistically than other-university faces. Results showed a significant effect of race for White participants (White faces were matched more accurately than Black faces), and wholes were matched more accurately than parts, suggesting holistic processing, but only for White faces. No effect of university was found. Black South African participants, who have more experience with other-race faces, processed wholes better than parts irrespective of race and university category. Overall, results suggest that experiential factors of race outweigh any effects of a non-racial shared group membership. The quality of experience for the named populations, stimuli presentation, and degree of individuation are discussed.

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Holford, Paul, Jann Conroy, Carolyn Webb, and Janne Malfroy. "Enhancing the Research Competencies of Horticulture Graduates through Improved Communications Skills." HortTechnology 9, no. 2 (January 1999): 267–72. http://dx.doi.org/10.21273/horttech.9.2.267.

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Research Philosophy and Methodology (RPM) is a core course designed for postgraduate students studying horticulture at the University of Western Sydney Hawkesbury. This course has two aims. First, RPM introduces the different paradigms found within science to students, and develops their understanding of different approaches to problem solving and extending knowledge. Second, RPM encourages an exploration of different forms of expression used within science and provides students with opportunities to practice communicating their ideas through written and oral presentations. It is intended that students will complete this course with a deeper understanding of how science is conducted and communicated.

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Marsh, Herbert W., and Lawrence A. Roche. "The Use of Student Evaluations of University Teaching in Different Settings: The Applicability Paradigm." Australian Journal of Education 36, no. 3 (November 1992): 278–300. http://dx.doi.org/10.1177/000494419203600305.

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The applicability paradigm has been used in five studies to evaluate the applicability of items from two North American instruments designed to measure students' evaluations of teaching effectiveness. In the present investigation, the paradigm is used at the new University of Western Sydney, Macarthur (UWSM). Items from both instruments were seen as appropriate and important, and differentiated among lecturers chosen as good, average and poor teachers. A multitrait-multimethod analysis of responses from the two instruments supported their convergent and divergent validity. The pattern of items judged to be most important at UWSM was more similar to patterns found at two research universities than patterns in the technical and further education sector or at two other institutions. These results support the applicability of the instruments at UWSM and across a diversity of educational settings.

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Phillips, Michael, and Julie Markham. "Providing an authentic experience of laboratory accreditation processes in a final year microbiology unit." Microbiology Australia 37, no. 2 (2016): 90. http://dx.doi.org/10.1071/ma16030.

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The value of gaining industry experience during undergraduate degrees is well recognised1,2 and there is much interest currently in the concept of work-integrated learning (WIL)3,4. Industry experience equips graduates with job-ready skills, but university staff have reported that time, resources, and availability of industry places are obstacles in setting up placements for students3,5. An alternative approach is to provide a ‘real-world’ learning experience within the university. In this paper we will describe an example of an ‘authentic’ learning experience that familiarises students with the procedures involved in laboratory accreditation, and enables students to develop skills that address issues identified by employers during recruitment. These issues include lack of team work, communication, understanding how industry ‘does business’, and lack of practical experience and laboratory skills2,6. Laboratory Quality Management (LQM) is a final year unit at Western Sydney University that addresses some of these issues.

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Smith, Martin. "Inside Running." Australian Journal of Career Development 5, no. 2 (July 1996): 10–11. http://dx.doi.org/10.1177/103841629600500204.

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The relationship between the higher education sector and employment is under close examination, with the employment outcomes of graduates being seen as an important indicator of institutional performance. Universities have responded by providing a range of services and programs. One such program, Inside running, has been implemented at the University of Western Sydney, with the financial support of all sectors of the institution, to develop graduates who have a greater awareness of the culture and operations of large corporations. Inside running addresses the integral elements of a career education program through student participation in an intensive six day exposure to the corporate world. This article describes the program and its outcomes.

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Shea, Glenn M. "From lineages to webs: a history of the Australian Society of Herpetologists." Australian Journal of Zoology 62, no. 6 (2014): 431. http://dx.doi.org/10.1071/zo14095.

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The foundation of the Australian Society of Herpetologists in 1964 occurred at a time of change in Australian herpetology, as university-based herpetological studies began to spread, both within and between institutions, and a new generation of museum researchers was employed. The Society’s foundation can be traced to a single lineage of anuran research at the University of Western Australia, which flowered in the 1950s with the stimulus of new techniques and technology introduced to Australia by John Alexander Moore and then spread to the University of Melbourne and Monash University as former students established new research groups. This stimulus coincided with new zoology staff appointments, particularly of New Zealand herpetologists, at the University of Sydney and the Australian National University, all of whom began to support students working on herpetological topics. The spreading of herpetology across institutions and scientific disciplines necessitated increasing communication, provided by the Society through its newsletters and meetings, and the Society has continued to expand over the half a century of its existence, and in turn encouraged the diversification of Australian herpetological research and the training of new generations of herpetological students.

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Smit, Eline Adrianne, Andrew J. Milne, Hannah S. Sarvasy, and Roger T. Dean. "Emotional responses in Papua New Guinea show negligible evidence for a universal effect of major versus minor music." PLOS ONE 17, no. 6 (June 29, 2022): e0269597. http://dx.doi.org/10.1371/journal.pone.0269597.

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Music is a vital part of most cultures and has a strong impact on emotions [1–5]. In Western cultures, emotive valence is strongly influenced by major and minor melodies and harmony (chords and their progressions) [6–13]. Yet, how pitch and harmony affect our emotions, and to what extent these effects are culturally mediated or universal, is hotly debated [2, 5, 14–20]. Here, we report an experiment conducted in a remote cloud forest region of Papua New Guinea, across several communities with similar traditional music but differing levels of exposure to Western-influenced tonal music. One hundred and seventy participants were presented with pairs of major and minor cadences (chord progressions) and melodies, and chose which of them made them happier. The experiment was repeated by 60 non-musicians and 19 musicians in Sydney, Australia. Bayesian analyses show that, for cadences, there is strong evidence that greater happiness was reported for major than minor in every community except one: the community with minimal exposure to Western-like music. For melodies, there is strong evidence that greater happiness was reported for those with higher mean pitch (major melodies) than those with lower mean pitch (minor melodies) in only one of the three PNG communities and in both Sydney groups. The results show that the emotive valence of major and minor is strongly associated with exposure to Western-influenced music and culture, although we cannot exclude the possibility of universality.

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Dalal, Ajit K. "Book Reviews : Geoffrey H. Blowers and Alison M. Turtle (eds.), Psychology Moving East: The Status of Western Psychology in Asia and Oceania. Sydney: Sydney University Press, 1987, pp. 362." Psychology and Developing Societies 1, no. 1 (March 1989): 127–30. http://dx.doi.org/10.1177/097133368900100110.

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Han, Jinghe. "Information literacy challenges for Chinese PhD students in Australia: A biographical study." Journal of Information Literacy 6, no. 1 (April 20, 2012): 3. http://dx.doi.org/10.11645/6.1.1603.

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This study explored the information literacy (IL) development of international higher degree research (HDR) students from China as they undertook their research studies in an Australian university. International HDR students need advanced IL skills to complete their research degree. However, IL research and training in western countries has tended to regard international HDR students no differently from their undergraduate counterparts. That is, there has been a focus on basic information skills rather than considering the more complicated and advanced IL needs within a research context. The project presented in this paper aimed to explore this gap. Three international PhD students from China participated in this research. A biographical approach was used to collect the data, and a total of 222 reflective accounts were collected from the participants over a period of fifteen months. In these reflections, they recorded significant life and study experiences at the University of Western Sydney. This approach allowed the participants freedom to express their thoughts and feelings without interruption and enabled them to speak frankly and freely without prejudice. The approach to data analysis underpinning this study was based on Bruce’s (1997) relational model of IL. The findings indicate that these international HDR students experience significant difficulties in developing their IL skills during their research studies in their western university. The complex nature of research study, which demands high levels of IL, significantly contributes to these difficulties, as do the different language and culture of international students which pose additional challenges to their information use. This article concludes with recommendations for research supervisors and librarians to consider in the provision of IL education for international students.

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40

Fang, Gu. "Design and Delivery of a Subject in Robotics." Journal of Robotics and Mechatronics 23, no. 5 (October 20, 2011): 658–64. http://dx.doi.org/10.20965/jrm.2011.p0658.

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Course design in engineering should be able to address the core competencies that are required by the engineering profession. To implement this concept many courses are structured to include real-situation projects. From the view point of mechatronic engineering education, it is clear that a robotic project will be suitable to integrate the course contents. However, to provide necessary theoretical skills for students to solve real engineering problems, project only is not sufficient in the subject. In this paper the design and delivery of a subject in robotics at the University of Western Sydney (UWS) is presented and discussed. In particular, this paper reviews the concept behind the course contents, assessments and delivery design. The paper has also demonstrated the impact of such course design in student performance and perception using student survey results and final grades in classes.

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Forrest, James. "Book reviews : Horvath, R.J., Mills, C. and Mee, K.J. 1989: A skills atlas of western Sydney. Department of Geography, University of Sydney, Research Monograph No. 4. xi + 113 pp. £8.00 paper." Progress in Human Geography 15, no. 3 (September 1991): 356–57. http://dx.doi.org/10.1177/030913259101500322.

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Stoddard, FL, and DR Marshall. "Variability in grain protein in Australian hexaploid wheats." Australian Journal of Agricultural Research 41, no. 2 (1990): 277. http://dx.doi.org/10.1071/ar9900277.

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Grain protein content and grain yield data were collected from 11 Interstate Wheat Variety Trials (IWVT) and other sources. The level of variation in grain protein content beyond that attributable to covariation in environment and yield was estimated using a generalized linear model. A range of almost 4% in corrected protein content was found among 204 lines tested in IWVT. The Western Australian cv. Tincurrin was approx1% lower in grain protein content than any other line, while Shortim, Sun 43A, QT2200-20, QT2612-1 and Sun 92A were all 1.4-1.7% higher than the pooled mean of 4 control cultivars (Cook, Eagle, Halberd and Oxley). Accessions did not vary significantly in protein content with change in yield. Results from a range of other independent trials confirmed those from IWVT. Wheats genetically capable of producing a higher concentration of protein in their grain at a given yield level came principally from the Sydney University and Queensland breeding programmes, and those producing a lower concentration principally from Victoria and Western Australia. Grain hardness was independent of grain protein content and many low protein hard wheats entering the IWVT fell well outside current international market requirements.

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Hu, Pan, Chin Leo, Samanthika Liyanapathirana, Fidelis Mashiri, and Ming Zhao. "Student Learning Experience in a New Education Environment During the COVID-19 Pandemic." International Journal of Online Pedagogy and Course Design 12, no. 1 (January 1, 2022): 1–15. http://dx.doi.org/10.4018/ijopcd.306688.

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This paper presents results of a student survey carried out among Civil and Construction Engineering undergraduate students within the School of Engineering, Design and Built Environment at Western Sydney University. The survey investigated the learning experience of students and the effectiveness of new educational processes implemented during the COVID-19 pandemic. Both quantitative and qualitative approaches were employed to examine the perceptions of students on online teaching modes. The survey results indicated some positive features of online teaching such as flexibility, comfortable educational environments and efficient time utilisation. However, students also found many challenges such as network instability, distractions, lack of engagement and mental stress. The identified areas of improvement were closely related to these challenges. The survey results highlighted that most students were satisfied with the teaching strategies and assessment methods. Improved and effective teaching methodologies for students to achieve better learning outcomes are proposed and discussed.

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Stout, Brian, Heather Dalby, and Ingrid Schraner. "Measuring the Impact of Juvenile Justice Interventions: What Works, What Helps and What Matters?" Youth Justice 17, no. 3 (December 2017): 196–212. http://dx.doi.org/10.1177/1473225417741226.

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This article considers the findings of three different research studies on one juvenile justice intervention. In 2015, Juvenile Justice New South Wales received three different research findings on the same programme, the Intensive Supervision Program (ISP). The Bureau of Crime Statistics Research (BOCSAR) provided a report on the reoffending rates of those young people who underwent the programme. A team of researchers from Western Sydney University produced a report in two parts: first, a qualitative study that told the story of the young people’s path towards desistance, and second, a related economic analysis plotting the possible economic benefits to society of this programme producing desistance in participants. It is a rare situation to have three such different research reports on the same programme so this article will consider the wider implications of this and how to best judge whether a criminal justice intervention is successful and worth pursuing.

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Andersson, Ellaina, Cari McIlduff, Karen Turner, Sue Thomas, Jadnah Davies, Elizabeth J. Elliott, and Stewart Einfeld. "Jandu Yani U ‘For All Families’ Triple P—positive parenting program in remote Australian Aboriginal communities: a study protocol for a community intervention trial." BMJ Open 9, no. 10 (October 2019): e032559. http://dx.doi.org/10.1136/bmjopen-2019-032559.

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IntroductionThe population-based (Lililwan) study of fetal alcohol spectrum disorder (FASD) revealed a high prevalence of FASD in the remote communities of the Fitzroy Valley, Western Australia (WA) and confirmed anecdotal reports from families and teachers that challenging child behaviours were a significant concern. In response, Marninwarntikura Women’s Resource Centre initiated a partnership with researchers from The University of Sydney to bring the positive parenting program (Triple P) to the Valley. Triple P has been effective in increasing parenting skills and confidence, and improving child behaviour in various Indigenous communities.Methods and analysisExtensive consultation with community leaders, service providers, Aboriginal health networks and academic institutions was undertaken and is ongoing. Based on community consultations, the intervention was adapted to acknowledge local cultural, social and language complexities. Carers of children born after 1 January 2002 and living in the Fitzroy Valley are invited to participate in Group Triple P, including additional Stepping Stones strategies for children with complex needs. Programme are delivered by local community service workers, trained and accredited as Triple P providers or ‘parent coaches’. Assessments for parent coach pretraining and post-training includes their perceived ability to deliver the intervention and the cultural appropriateness of the programme. Carers complete preintervention and postintervention and 6-month follow-up assessments of parenting practices, self-efficacy and child behaviour.Ethics and disseminationApproval was granted by the University of Sydney Human Ethics Committee, WA Aboriginal Health Ethics Committee, WA Country Health Services Ethics Committee and Kimberley Aboriginal Health Planning Forum. Consultation with community is imperative for efficacy, engagement, community ownership and sustainability of the programme, and will be ongoing until findings are disseminated. Anonymous findings will be disseminated through peer-reviewed journals, community feedback sessions and scientific forums.

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Carmichael, Erst, and Helen Farrell. "Evaluation of the Effectiveness of Online Resources in Developing Student Critical Thinking: Review of Literature and Case Study of a Critical Thinking Online Site." Journal of University Teaching and Learning Practice 9, no. 1 (January 1, 2012): 38–55. http://dx.doi.org/10.53761/1.9.1.4.

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A graduate's ability to be a critical thinker is expected by many employers; therefore development of students’ critical-thinking skills in higher education is important. There is also a perception that today’s students are technologically "savvy", and appreciate the inclusion of a technological approach to learning. However, the complexity of the concept of critical thinking and the assumptions about students’ technological skills are debatable issues that require clarification and evidence-based research in terms of teaching and learning. This paper reports on a case study of an online Blackboard site at the University of Western Sydney, where analysis of patterns of usage of the online site and qualitative analysis of student feedback provide evidence to support its effectiveness for encouraging students' critical thinking. There is potential to expand this into a more widely usable teaching and learning resource in the future, and for further research to explore the benefits for student learning.

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Allatson, Paul, and Andrea Connor. "Ibis and the city: bogan kitsch and the avian revisualization of Sydney." Visual Communication 19, no. 3 (May 24, 2020): 369–90. http://dx.doi.org/10.1177/1470357220912788.

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The Australian White Ibis (Ibis) ( Threskiornis molucca) is one of three endemic Ibis species in Australia. In a short time frame beginning in the 1970s, this species has moved from inland waterways to urban centres along the eastern and southeastern seaboards, Darwin and the Western Australian southwest. Today Ibis are at home in cities across the country, where they thrive on the food waste, water resources and nesting sites supplied by humans. In this article, the authors focus on Sydney to argue that the physical and cultural inroads of Ibis, and the birds’ urban homeliness, are resignifying urban surfaces and the multispecies ecologies in which contemporary Australians operate. They explore how the very physical and sensory presence of Ibis disrupts the assumptions of many urban Australians, and visitors from overseas, that cities are human-centric or human-dominant, non-hybrid assemblages. They also introduce to this discussion of disrupted human expectations a cultural parallel, namely, the recent rise of Ibis in popular culture as an icon-in-the-making of the nation and as a totem of the modern Australian city itself. This trend exemplifies an avian-led revisualization of urban spaces, and is notable for its visual appeals to Ibis kitsch, and to working class or ‘bogan’ sensibilities that assert their place alongside cosmopolitan visions of being Australian. Sometimes kitsch Ibis imagery erupts across the urban landscape, as occurs with many Ibis murals. At other times it infiltrates daily life on clothing, on football club, university and business logos, as tattoos on people’s skin, and as words in daily idiom, confirmed by terms such as ‘picnic pirates’, ‘tip turkeys’ and ‘bin chickens’. The article uses a visual vignette methodology to chart Ibis moves into Sydney and the realms of representation alike, and thus to reveal how new zoöpolitical entanglements are being made in the 21st century.

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Almeida, Laura, Vivian W. Y. Tam, Khoa N. Le, and Yujuan She. "Effects of occupant behaviour on energy performance in buildings: a green and non-green building comparison." Engineering, Construction and Architectural Management 27, no. 8 (June 26, 2020): 1939–62. http://dx.doi.org/10.1108/ecam-11-2019-0653.

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PurposeOccupants are one of the most impacting factors in the overall energy performance of buildings, according to literature. Occupants’ behaviours and actions may impact the overall use of energy in more than 50%. In order to quantify the impact that occupant behaviour has in the use of energy, this study simulated interactions between occupants and the systems present in two actual buildings. The main aim was to compare the deviations due to occupant behaviour with the actual conditions and energy use of the two buildings.Design/methodology/approachThe buildings used as a case study in this research were green buildings, rated according to the Australian Green Star certification system as a 6-star and a non-rated building. The two buildings are university buildings with similar characteristics, from Western Sydney University, in Sydney, Australia. A comparison was performed by means of building simulations among the use of energy in both buildings, aiming to understand if the green rating had any impact on the energy related to occupant behaviour. Therefore, to represent the actual buildings' conditions, the actual data related with climate, geometry, systems, internal loads, etc. were used as input variables in the simulation models of the green and the non-rated buildings. Both models were calibrated and validated, having as target the actual monitored use of electricity.FindingsOccupants were categorized according to their levels of energy use as follows: saving, real and intensive energy users. Building simulations were performed to each building, with varying parameters related with lighting, plug loads, windows/doors opening, shading and air conditioning set points. Results show that occupant behaviour may impact the buildings' energy performance in a range of 72% between the two extremes. There is no significant relationship between the green rating and the way occupants behave in terms of the energy use.Originality/valueThis study intends to show the impact of different categories of occupant behaviour in the overall energy performance of two university buildings, a non-rated and a green-rated building, having as reference an actual representation of the buildings. Additionally, the study aims to understand the main differences between a green-rated and a non-rated building when accounting with the previous categories.

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Eapen, Valsamma, Siaw-Teng Liaw, Raghu Lingam, Susan Woolfenden, Bin Jalaludin, Andrew Page, Jane Kohlhoff, et al. "Watch me grow integrated (WMG-I): protocol for a cluster randomised controlled trial of a web-based surveillance approach for developmental screening in primary care settings." BMJ Open 12, no. 8 (August 2022): e065823. http://dx.doi.org/10.1136/bmjopen-2022-065823.

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IntroductionThe increasing prevalence of developmental disorders in early childhood poses a significant global health burden. Early detection of developmental problems is vital to ensure timely access to early intervention, and universal developmental surveillance is recommended best practice for identifying issues. Despite this, there is currently considerable variation in developmental surveillance and screening between Australian states and territories and low rates of developmental screening uptake by parents. This study aims to evaluate an innovative web-based developmental surveillance programme and a sustainable approach to referral and care pathways, linking primary care general practice (GP) services that fall under federal policy responsibility and state government-funded child health services.Methods and analysisThe proposed study describes a longitudinal cluster randomised controlled trial (c-RCT) comparing a ‘Watch Me Grow Integrated’ (WMG-I) approach for developmental screening, to Surveillance as Usual (SaU) in GPs. Forty practices will be recruited across New South Wales and Queensland, and randomly allocated into either the (1) WMG-I or (2) SaU group. A cohort of 2000 children will be recruited during their 18-month vaccination visit or opportunistic visit to GP. At the end of the c-RCT, a qualitative study using focus groups/interviews will evaluate parent and practitioner views of the WMG-I programme and inform national and state policy recommendations.Ethics and disseminationThe South Western Sydney Local Health District (2020/ETH01625), UNSW Sydney (2020/ETH01625) and University of Queensland (2021/HE000667) Human Research Ethics Committees independently reviewed and approved this study. Findings will be reported to the funding bodies, study institutes and partners; families and peer-reviewed conferences/publications.Trial registration numberANZCTR12621000680864.

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Devenish, Louise, Cecilia Sun, Cat Hope, and Vanessa Tomlinson. "TEACHING TERTIARY MUSIC IN THE #METOO ERA." Tempo 74, no. 292 (March 6, 2020): 30–37. http://dx.doi.org/10.1017/s0040298219001153.

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AbstractOver the past two decades significant changes in approaches to gender equity have taken place in the fields of contemporary music and music research. However, women in music are still disadvantaged in terms of income, inclusion and professional opportunities. In Australia a national approach to improving gender equity in music has begun to emerge as once-controversial strategies trialled by four tertiary institutions have become established practices. This article discusses successful inclusion strategies for women in music, including the commitment to gender-balanced programming across all concerts at Queensland Conservatorium of Music by 2025, the introduction of mandatory quotas in recital programmes at Monash University, mentoring programmes for women composers at Sydney Conservatorium of Music, and the development of coursework devoted to women in music at The University of Western Australia, as well as other initiatives that have emerged from them, both within and beyond the institution. Each approach is examined in the context of broader global discussions around gender and feminism. The public willingness to engage in discussions over sexual harassment, sexual assault and gender discrimination in the workplace that has resulted from the #MeToo movement is cited as key in influencing the engagement of students and professionals with these strategies and subsequent influence on performance practices, project development and presentational formats in new music.

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