Curtin University

Robert Kane: For your willingness to invest so much time with me, bouncing statistical ideas back and forth. I don't know if you know this, our journey together has taught me well beyond the numbers. K. Anders Ericsson: I recall our first meeting at ACE conference 2010, and what you told me about "passing it on." At our second ACE conference 2013, your reminded me of your continued support. Thank you for your continued guidance and encouragement. It meant a great deal to me. You left a personal imprint of what it means to be a true professional. Bruce Wampold: You have been instrumental in inspiring me to go into the woods of psychotherapy research. Your years of research and writing have been like a pillar that I could lean on. William Andrews: Quite frankly, without you, the project is screwed. Thank you for being this crazy to place your trust in me and to support me in this endeavor. Participating therapists: We all know how hard it is to get surveys done. Thank you for supporting this research, for taking the time to spare, and allowing me to learn from your experiences. I also thank all your clients for indirectly helping us to be better at our craft. They are blessed to have your healing touch. Robbie Wagner: Even though the research with your organisation didn't take off, I am sure we will in the future. Thank you for your support. Bill Robinson, Sharon Lu, Eeuwe Schuckard: Thank you all for your patience with me in the pilot testing of the research protocol. I treasure your friendship.

The household a migrant belonged to pre-migration. Human Capital: The stock of competencies, knowledge, education, and social attributes, including health, embodied in the ability to perform labour so as to produce economic value. Labour Force: All people employed or unemployed above a certain age, deemed appropriate to undertake employment. Migrant: A migrant is defined as an individual who has changed their usual place of residence, spending more than 3 months away from the household in the past 12 months. Panel Data: Data containing observations on multiple variables observed in a single sample over multiple time periods and used in data analysis. Poverty Incidence: The measure of the proportion of the population that is counted as poor, living below a specific poverty indicator. Poverty Gap: The extent to which individuals, on average, fall below the poverty line. Expressed as a percentage of the poverty line. Poverty Severity: A construct of the measure of poverty that takes into account inequality among the poor. The weighted sum of the poverty gaps (as a proportion of the poverty line). Transfer: This definition was extended for the purpose of this research to include all money and goods that are transferred to a household by others living outside the xx community such as migrants, family, friends and/or government solidarity or transfers from non-government organisations (NGOs) that are not a payment for goods or services provided by the household.

This paper draws on the initial analysis of data from an education design research study that investigated the experience of Indigenous higher education students in online learning. The interrelated themes of racial identity and relatedness were found to be significant to the experiences of these students. The paper examines a number of widely used learning design models and online facilitation approaches to determine the extent to which identity and relatedness are considered in the design of online environments and in the facilitation of learning. It concludes with a series of recommendations as to how an institution may mediate a level of relatedness for its students in online learning environments.

“I long to be many selves distributed through the networks... I AM many selves... A distribution of consciousness... I want to recognise my potential of being immortal in that sense”. (Roy Ascot, 1998)

Throughout the project Everyone’s a Hero in Valhalla, my intention has been to question techno-utopian postmodernism. Specifically I am interested in the way subjectivities ‘perform’ as entities: lost, confused, split, merged, unwrapped or appropriated by their translation into virtual space.

Using an interdisciplinary approach, I navigate this world as a schizophrenic and shamanic figure. From an irreverent state of precariousness between a system of binaries: the ‘real’ and the ‘not real’, the ‘self’ and the ‘not self’, or the ‘screen’ and ‘the body’ - I play as a liminal trickster, capitalising on a sunny irony and sense of humour.

Using this strategic persona, a technomadic “one person art making machine” (Amerika, 2008); I become many beings, and give birth to even more. By using my own body or clay, I imagine how psychologies contained within these ‘materials’ can be either immortalised or fragmented when subjected to the computer.

My interest lies in the paradoxical nature of the post-digital age. Is the screen beneficial or consuming? Are we empowered or narcissistic? Can spirituality form from a symbiosis with technology, or is this kind of hope lost? When we voraciously consume our own images in the form of profile pictures or video game avatars, are we building a stronger sense of ‘self’ or merely consuming disposable, digitised, projected ‘versions’ of ‘self’?

Research has identified that students have access to and use a wide range of mobile devices to informally support their learning practices, however few students have access to educator-led initiatives to support mobile learning (Farley, Lane, Hafeez-Baig & Carter, 2014). Many educators are keen to leverage the affordances of mobile technologies to improve collaboration, interactivity and personalization within their courses, yet tight budgets and lack of training opportunities leave them wondering where to begin. This session will discuss a eight principles that have emerged from a recent study conducted by researchers from the University of Southern Queensland (USQ), in partnership with researchers at the Australian National University (ANU) and the University of South Australia (UniSA) (Farley, Murphy & Johnson, 2015). The aim of the project is to develop a Mobile Learning Evaluation Framework (MLEF) and is funded by the Australian Government’s Collaborative Research Network (CRN)...

In most Australian correctional jurisdictions, prisoners are not allowed access to the internet precluding them from participating in higher education online. This paper reports on an Australian government-funded project, Making the Connection, which is taking digital technologies, that don’t require internet access, into correctional centres to enable prisoners to enroll in a suite of pre-tertiary and undergraduate programs. A version of the University of Southern Queensland’s learning management system has been installed onto the education server of participating correctional centres. The second stage of the project will see notebook computers preloaded with course materials, allocated to participating prisoners. At the time of writing, the project has been deployed at eight correctional centres in Queensland and Western Australia, with negotiations underway for further rollout to Victoria, New South Wales and South Australia. It is expected that the technologies and processes dev...

This study was a 360 degree exploration of the effectiveness of online learning experiences facilitated via Voice-over-Internet-Protocol (VoIP) by incorporating the insights afforded by students, their lecturers, and the administrator responsible for a VoIP trial in an Australian university. Also examined were the teaching considerations in designing effective online learning experiences and institutional rationale for adopting VoIP. This research investigated potential relationships between the adult learners’ motivations to engage with the Voice-over-Internet- Protocol learning environment and their multiple intelligences (Gardner’s theory) and learning management styles (Lessem’s Spectral Management theory) A pragmatic paradigm underpinned the mixed methods approach whereby questionnaires and inventories were used to ascertain students’ multiple intelligences, learning management styles, and their perceptions of the learning experiences. An interpretive orientation was represente...

Dalam Artikel ini membahas tetang  Corporet Internet Sustability Reporting yang mana dalam konsep penerapan dan membahsa mengenai Corporete Social Responsibilty diIndonesia secara mandatori maupun volantori dari hasil pembahasan dapat disimpulkan bahwa bahwa perkembanga Internet Suntanbility Report di Indonesia. Masih belum diterapkan sepenuhnya dari konsep konsep teori diatas sebenarnya menerang bahwa kewajiban perusahaan menurut aturan G4 yang dikeluarkan oleh lembaga GRI Harus menerapkan Laporan Bekelanjutan di Internet.Walapun secara Undang – Undang  maupun aturan sudah  harus menjalankan. Tetapi banyak Perusahaan Belum menjalakan dikarena alasan yang belum diketahui.

Where does art sit in between the singularity of the art outcome, residue or object and the contrasting multiplicity of process, performance and participation? Can performance frame and unite the two? The September Performance Relay was a four week event taking place inside the Think Tank at Curtin University that I coordinated to help answer these questions.

Previous studies have shown some students with good word recognition skills and high levels of reading fluency fail to comprehend what they read. This study examined the explicit teaching of the rule based Question Answer Response (QAR) strategies to overcome specific learning difficulties in reading comprehension. Case study methods were used on five Year 4 students in Western Australia who were at different developmental levels in reading comprehension. The study revealed that within the conceptual framework of the transactional model of reading, the Question Answer Response strategies were effective in improving literal, inferential, critical and creative comprehension at varying levels for each of the five students in the study. The strategies also proved to be an effective way to teach the resolution of anaphoric pronouns that are particularly problematic for students with poor comprehension. The study indicates that the teaching of reading comprehension skills to students with...