2,103 research outputs found
Jill Burrett, counsellor, Sydney, 1978? [picture] /
No full textTitle devised by cataloguer based on acquisitions documentation.; Part of the collection: Staff of the Family Court of Australia 1975-86.; Inscriptions: "Jill Burrett counsellor and later DCC Sydney. Now a successful author."--In ink on label.; Also available in electronic version via the Internet at: http://nla.gov.au/nla.pic-vn5742916
Author Talk 1
No full textDebra Adelaide is a Sydney-based author. Her recent novel, The Household Guide to Dying, has been a worldwide success, having been published so far in Australia, the United Kingdom, New Zealand, France, Germany, the Netherlands, Brazil, Spain, Portugal, China, Italy and Poland. In 2009 the novel was longlisted for the prestigious Orange Prize for fiction, along with 19 other novels by women from around the world. In Australia, it was recently shortlisted for the inaugural Randwick Literary Award.The first author talk is presented by Debra Adelaide, author of The Household Guide to Dying, published in 2009. Debra reads a piece of short fiction about reading as an obsession called 'In Bed with Flaubert' and discusses the topic of reading as it relates to her novel.UTS Librar
The witches flight [music] : galop caprice /
No full textFor piano solo.; Caption title.; "Solo"--Cover.; "Author of La midget"--Cover.; "Universal edition"--At top of cover.; Publisher's address: D. Davis & Co., Music Publishers, Queen Victoria Markets, Sydney, and at 101 Queen Street, Brisbane.; Publication date approxiamted from the song advertised on back cover.; Also available online http://nla.gov.au/nla.mus-vn5717669; NLA's NL copy from the collection of Keith Watson. ANL
The witches flight [music] : galop caprice /
No full textFor piano.; Caption title.; "Solo"--Cover.; "Author of La midget"--Cover.; "Universal edition"--At top of cover.; Publication date approximated from publisher's imprint: D. Davis & Co. Ltd., Music Publishers, Queen Victoria Buildings, George ST., Sydney.; Also available online http://nla.gov.au/nla.mus-an14296938
Rethinking pro bono : students lending a legal hand
No full textThis paper proposes a solution for law schools seeking to enhance access to justice in their communities, but with inadequate resources to divert towards fully-fledged clinical legal education (CLE) programs. The solution, it is suggested, is a student-led initiative based on a Canadian model entitled Pro Bono Students Canada (PBSC). The author learned of this initiative during a seven-month term at Osgoode Hall Law School in Toronto, Canada, a visit which triggered a realisation that Australia may not be meeting its potential when it comes to inculcating a vibrant pro bono culture in law school curricula. Part A of this paper explores pro bono in the Australian context, and the historical ambivalence towards involving law students at a national and concerted level. Part B looks at PBSC as a useful example of what can be achieved when law students are strategically involved in the delivery of pro bono legal services, as well as some of the practical issues associated with the Canadian program. Part C turns to the important issue of whether or not the Canadian program could be applied in the Australian context, acknowledging the contentious issues of supervision, liability concerns and jurisdictional idiosyncrasy. Part D of the paper provides conclusions, canvassing ongoing research and potential avenues for launching a Pro Bono Students Australia (PBSA)
Disseminating scholarship of teaching and learning: Using grass roots networking to share research and influence teaching practice
No full textBackground
Most mathematicians develop their teaching practice through a combination of on the job experience and guidance from colleagues. However this preparation may not be sufficient to equip them to face the many challenges of teaching undergraduate mathematics, such as diverse first-year cohorts, incorporation of new teaching technologies and student disengagement. However due to research priorities and high workloads, most academics do not have the time or capacity to actively seek out information or assistance in developing their approach to teaching (Cretchley, 2009; Probert, 2014).
There is an active research community in undergraduate mathematics education who disseminate their research findings and teaching innovations through workshops, conferences, articles and websites. However the impact of these activities can be limited to those already engaged in scholarship of teaching and learning (SOTL) and may not reach the wider audience of teaching academics. This second group is more likely to be interested in practical information and advice relating to implementation of teaching innovations, which is not generally presented in formal academic sources (Southwell, Gannaway, Orrell, Chalmers, & Abraham, 2010).
Purpose
The First Year in Maths project (FYiMaths) identified many challenges for those teaching first-year mathematics, including limited access to information about teaching practices in mathematics at other universities and limited engagement with current research in SOTL. This motivated further investigation to identify mathematician’s information needs, their preferred methods of information seeking and how these factors relate to the way information about learning and teaching is disseminated.
Methodology
This qualitative study involved semi-structured interviews with thirteen mathematicians and statisticians teaching in undergraduate programs in Australian universities. Using a phenomenological approach to analysis, the interviews were coded to identify the main themes in relation to information seeking and teaching practice.
Conclusions
The study found that mathematicians needed discipline specific, practical and evidence-based information and advice about teaching, but that there were a number of barriers to them finding relevant information. Time pressures and past difficulties in locating useful information, meant they did not actively search traditional academic journals, the internet or libraries. The main sources of information were trusted colleagues, local presentations and seminars on teaching initiatives, mentors and institutional working groups. These information seeking methods were largely passive, involving referral of information from trusted sources and accidental discovery. Their natural information-seeking behavior reflected a strong interest in networking and accessing shared discipline knowledge. This study indicates that there is potential for grass roots discipline networks and communities of practice for improving access to information to support the development of scholarly teaching. The findings indicate that dissemination of research and teaching innovations should involve a program of targeted presentations, engagement with disciplines networks and development of connections with target academic faculties and schools to successfully engage with peers.
Cretchley, P. (2009). Are Australian universities promoting learning and teaching activity effectively? An assessment of the effects on science and engineering academics. International Journal of Mathematical Education in Science and Technology, 40(7), 865-875.
Probert, B. (2014). Why scholarship matters in higher education. Discussion paper 2. Sydney: Australian Government Office for Learning and Teaching.
Southwell, D., Gannaway, D., Orrell, J., Chalmers, D., & Abraham, C. (2010). Strategies for effective dissemination of the outcomes of teaching and learning projects. Journal of Higher Education Policy and Management, 32(1), 55-67
Repositioning the graphic designer as researcher
No full textIn academic terms, the discipline of graphic design is relatively young. Consequently the position of the discipline within academic territory, and the role of the designer, continue to be debated. In part, these debates have been a product of attempts to define and defend the discipline’s borders from within, in order to establish a sense of the role of graphic design and the graphic designer as commensurate with other disciplines both within and beyond art and design. In recent years graphic designers have variously been defined as ‘authors’, ‘producers’ and ‘readers’, yet none of these definitions seem to have provided any kind of productive or lasting impact within the academy. This paper suggests that rather than continue to seek territorial definitions and positions from within, it could be more productive to look beyond the confines of the discipline. Gaining a broader, interdisciplinary perspective on, and understanding of, qualitative research methods from other disciplines may enable the graphic designer to more fully position his or her practice within the wider academy. Such a perspective could help facilitate the repositioning and redefinition of the graphic designer as ‘researcher’ - a move that would be productive in relation to the future development of postgraduate research within the discipline
Summary of macrofloral biostratigraphy of Sydney Coalfield, Nova Scotia, Canada (Carboniferous, Westphalian/Cantabrian age)
No full textBell's (1938) macrofloral biostratigraphy (three floristic zones of Westphalian C and D ages) of the Sydney Coalfield is fundamentally revised. The revision is based mainly on two lines of evidence: (1) newly collected macrofloras (sphenophylls, odontopterids, pecoplerids) by the present author and K. McCandlish since 1974 from the upper part of the Sydney Coalfield in the Point Aconi area, and (2) extension of ranges for some of Bell's records, especially S. cuneifolium and Linopteris oblique. As interpretative results, the age of the Sydney Coalfield is considered to be Westphalian C to Cantabrian (earliest Stephanian), with the two recognized macrofloristic zones (Lonchopteris eschweileriana and L. oblique zones) of Westphalian C, and Westphalian D and Cantabrian ages, respectively. Key words: macrofloral biostratigraphy revision, Westphalian C-Cantabrian, Sydney Coalfield, Canada.
RÉSUMÉ
La biostratigraphie macrofloristique du Bassin houiller de Sydney, telle qu'éablie par Bell en 1938 (trois zones floristiques d'âges westphaliens C et D), fait l'objetd'une profonde révision qui se jusdfie surtout (l)par de nouveIles récoltes de macroflore (sphénophyllées, odontoptéridées, pecoptéridées) réalisés depuis 1974 par l'auteur et K. McCandlish dans la partie supérieure de ce bassin (région de Point Aconi), ainsi que (2) par relargissement de l'extension d'une portion des taxons recensés par Bell, notamment S. cunefolium et Linopieris oblique. Suite à cette inteiprètalion,on considère que l’âge du Bassin houiller de Sydney s'échelonne du Westphalien B au Cantabrien (début du Stéphanien). De plus, on y reconnait deux zones macrofloristiques, soil la Zone à Lonchopteris eschweileriana et la Zone a L. oblique, respectivement d'âges westphalien C et westphalien D â cantabrien. Mots-clés: biostratigraphie macrofloristique, révision, Westphalien C à Cantabrien, Bassin houiller de Sydney, Canada.
[Traduit par le journal
How To Mend a Broken Heart
No full textThese stories address the research question: which is the most appropriate voice (first, second, third person) to employ in representations of characters whose lives are vastly different from those of the author and reader
Scientific representational fluency: Defining, diagnosing and developing
No full textScientific Representational Fluency:
Defining, Diagnosing and Developing
Matthew Hilla, Manjula Sharmaa, Helen Johnstona
Presenting Author: Matthew Hill ([email protected])
aSchool of Physics, The University of Sydney, Sydney NSW 2006, Australia
KEYWORDS: Multiple Representations, Physics, Representational Fluency Survey, Graphs, Words, Equations, Diagrams
BACKGROUND
Research into the multiple representations (e.g. graphs, words, equations and diagrams) used by scientists for reasoning and communication has progressed from focussing one individual representations, to an integrated skill set we refer to as representational fluency.
Representational fluency incorporates making meaning from representations (metavisualization, Gilbert, 2008)), metacognitive awareness of the purposes and affordances of different representations (metarepresentational competence (diSessa, 2004)) with a recognition of the domain specific constellation of representational use with particular characteristics (representational competence (Kohl & Finkelstein, 2006).
METHODS
In 2012, we developed the Representational Fluency Survey (RFS) (Hill et al., In Press). To date this has been used with over 2000 physics students at The University of Sydney to diagnose representational fluency.
Initially, the results have been used to further define characteristics of representational fluency and diagnose variation of representational fluency across a cross-section of physics students at the university.
More recently, the RFS has diagnosed representational fluency development of first year students across the first semester of study at the university and informed the design of a sequence of 11 weekly online learning modules encouraging more varied representational use.
RESULTS
Two years of cross-sectional research revealed that there was a threshold of representational fluency distinguishable at The University of Sydney, specifically amongst the first year students. First year advanced students (those who scored well in high school physics) scored significantly better than those in the first year regular cohort (those who also did physics at high school with lower final marks). Notably, the regular students did not perform significantly better than those in the first year fundamental cohort even though fundamental students did not study physics in their final two years of high school.
Individual student responses were coded and analysed for the representations used and the results indicate that students with a higher representational fluency use more representations and use representational modes that are typically more symbolic and visual than students with a lower representational fluency.
2014 data will be added to 2013 data regarding the development of representational fluency across students’ first semester of university and will be presented at the conference.
CONCLUSIONS
The RFS is a helpful tool that allows for the defining, diagnosing and development of representational fluency to take place. This has been demonstrated over multiple years of research in novel ways, helpful to the science education community.
REFERENCES
diSessa, A., (2004). Metarepresentation: Native competence and targets for instruction. Cognition and Instruction, 22(3). 293-331. doi: 10.1207/s1532690xci2203_2
Gilbert, J. K. (2008). Visualization: An Emergent Field of Practice and Enquiry in Science Education. In J. K. Gilbert, R. Miriam & M. Nakhleh (Eds.), Visualization: Theory and Practice in Science Education (pp. 3-24): Springer.
Hill, M Reference TBC with the imminent publication of the paper.
Kohl, P., & Finkelstein, N. (2006). Student representational competence and the role of instructional environment in introductory physics. In P. Heron, L. McCullough & J. Marx (Eds.), 2005 Physics Education Research Conference (Vol. 818, pp. 93-96). doi. 10.1063/1.217703
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