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Relevant bibliographies by topics / Central Queensland University

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Academic literature on the topic 'Central Queensland University'

Author: Grafiati

Published: 19 February 2023

Last updated: 10 August 2023

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Journal articles on the topic "Central Queensland University"

1

Cryle, Denis. "Creating a Culture: Literary Events, Institutions and Communities in Central Queensland." Queensland Review 13, no. 2 (July 2006): 85–104. http://dx.doi.org/10.1017/s132181660000444x.

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Professor J.J. Stable, a pioneer of Australian literature at the University of Queensland, recognised the sporadic development of the state's literary culture when he observed in 1924 that, while Queensland writing was ‘not what it was’: ‘There is however very evident in Queensland at the present time a revival of interest in all matters appertaining to art and literature.’ The moment for this optimistic reflection was, aptly, the Brisbane centenary celebrations. While predominantly a metropolitan event, it was not without ramifications for regional Queensland writers. Like the state and national commemorations of 1959 and 1988, it began to recognise local talent and Queensland cultural achievement in a cohesive and semi-official manner.

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Hovenga, E. J. S., and G. K. Whymark. "Health Informatics and Health Management Education at Central Queensland University." Yearbook of Medical Informatics 07, no. 01 (August 1998): 78–84. http://dx.doi.org/10.1055/s-0038-1637888.

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AbstractHealth informatics education is relatively new in Australia. It began at Central Queensland University in the early 1990s with the development of postgraduate programs in health administration and information systems. The University has a long tradition of distance education. The adoption of this approach for our combined health informatics and management courses enabled program delivery to students located anywhere in Australia and beyond. This paper describes course development and planned future developments

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Orr, Debbie, and Cathy Dennis. "Unmediated document delivery and academic staff at Central Queensland University." Interlending & Document Supply 24, no. 4 (December 1996): 25–31. http://dx.doi.org/10.1108/02641619610151412.

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Cribb, Gulcin. "Central Video Replay System (CVRS) at the University of Queensland." Electronic Library 9, no. 6 (June 1991): 333–34. http://dx.doi.org/10.1108/eb045096.

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Richards, Jonathan. "Betty Cosgrove, Shoalwater Bay: Settlers in a Queensland Wilderness, Central Queensland University Press, 1996, 108 pages - Ray Blackwood, The Whitsunday Islands: An Historical Dictionary, Central Queensland University Press, 1997, 283 pages." Queensland Review 6, no. 1 (May 1999): 93–94. http://dx.doi.org/10.1017/s132181660000194x.

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Kele, B., D. J. Midmore, K. Harrower, B. J. McKennariey, and B. Hood. "An overview of the Central Queensland University self-contained evapotranspiration beds." Water Science and Technology 51, no. 10 (May 1, 2005): 273–81. http://dx.doi.org/10.2166/wst.2005.0376.

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The Central Queensland University (CQU) has championed a self-contained concrete lined evapotranspiration channel. Any non-transpired effluent returns to a holding tank and is recirculated through the evapotranspiration channel until it is used. This paper examines the results from the Rockhampton trial site. Nutrient ions in the effluent were quantified over time and found not to accumulate in solution. Microbial analysis of the treated effluent was performed and was found to be within the ranges required by the relevant legislative codes. Citrus fruit grown in the evapotranspiration channel were sampled and no elevated levels of faecal coliforms were recorded. Macronutrients and micronutrients of the soil in the channels were measured over a 5-year period. No toxic accumulations or nutrient deficiencies in the soil occurred. Levels of salinity and sodicity in the evapotranspiration channel soil were quantified. Salinity rose slightly, as did sodium. Concentrations of salts and sodium did not reach unsustainable levels. The aim of the trial was to develop an on-site treatment and reuse system that is sustainable and protects public and environmental health.

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Mackinlay, Elizabeth, and Martin Nakata. "Editorial." Australian Journal of Indigenous Education 43, no. 1 (August 2014): iii. http://dx.doi.org/10.1017/jie.2014.1.

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We are very proud to present this timely and significant Special Issue of The Australian Journal of Indigenous Education, guest edited by Katelyn Barney (The University of Queensland), Cindy Shannon (The University of Queensland) and Martin Nakata (The University of New South Wales). This collection of articles focuses on the activities of the Australian Indigenous Studies Learning and Teaching Network, an initiative funded by the Office for Teaching and Learning. The Australian Indigenous Studies Learning and Teaching Network was formed to bring leaders and early career academics in the field together to build relationships, debate and discuss central issues, and explore and share teaching and learning strategies in the discipline at tertiary level. These discussions at once untangle and re-entangle the processes, pedagogies and politics at play when Indigenous Studies becomes defined as a discipline.

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Wu, Peng, Sui Pheng Low, Jun Ying Liu, Josua Pienaar, and Bo Xia. "Critical Success Factors in Distance Learning Construction Programs at Central Queensland University: Students’ Perspective." Journal of Professional Issues in Engineering Education and Practice 141, no. 1 (January 2015): 05014003. http://dx.doi.org/10.1061/(asce)ei.1943-5541.0000217.

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Lane, Suzie, and Anne Kitchen. "Gladstone Energy Training Centre—building technical excellence for the Australasian region." APPEA Journal 55, no. 2 (2015): 493. http://dx.doi.org/10.1071/aj14128.

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The Australian resource sector makes significant investment in its people and also places the highest priority on safe practices. To be competitive globally the sector needs to focus on and invest in education, training and competence to the highest of standards. The ongoing development of major CSG to LNG projects in Queensland has created an opportunity for an energy industry operations and maintenance training facility of world class respond to the regional demand for a skilled workforce. Central Queensland University (CQU) is establishing such a training facility through the recent merger of CQU and Central Queensland Institute of TAFE. The proposed training facility will create pathways from trade to professional streams to support workforce development, quality and adaptive capacity. The authors describe the collaborative approach between CQU and industry sectors to contextualise units of competency in selected industry required qualifications, as well as mapping the training for the Australian Qualifications Framework. The key to the success of the CQU-industry partnership will be a holistic, blended learning approach that incorporates leading industry practices and processes. The methodologies will include in-class, onsite, online, project-based simulations, and coaching and mentoring. This blended learning approach will ensure direct application of the learning conducted through CQU to the workplace of industry. In addition, it will be able to deliver the latest insights from cutting-edge research available through the university, opening a new avenue for the partnership to grow and deliver on industry-led initiatives.

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Ryan, Delyse. "Judith McKay, Showing Off: Queensland at World Expositions, 1862–1988, Brisbane: Central Queensland University Press, 2004, ISBN 1876 780 37 1, 128pp." Queensland Review 12, no. 1 (January 2005): 101–3. http://dx.doi.org/10.1017/s1321816600003949.

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Dissertations / Theses on the topic "Central Queensland University"

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Blake, Paul Raymond. "The Devonian corals of the Yarrol province, Eastern-central Queensland /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18944.pdf.

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Karunaratne, Asanka. "Molecular genetics of cell-type specification in the vertebrate spinal cord /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17059.pdf.

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Ma, KeYang. "Hydrocarbon source and depositional environments in the central Papual Basin, Papua New Guinea /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18901.pdf.

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Kopittke, Gillian Ruth. "Long-term ecosystem development on an open-cut coal mine in central Queensland /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19408.pdf.

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Sbeghen, Jo-Anne Maree. "An analysis of the sculpture of Candi Sukuh in Central Java : its meanings and religious functions 1437-1443 C.E. / Jo-Anne Maree Sbeghen." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18558.pdf.

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Mahardhika, Hapsara. "Effectiveness of Soil/Spoil Amendments in Minimising Adverse Impacts of Runoff and Erosion at Coal Mine Rehabilitation Sites in the Bowen Basin Region, Central Queensland." Thesis, Griffith University, 2012. http://hdl.handle.net/10072/367329.

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Effects of vegetation cover on runoff and soil loss reduction at mine rehabilitation sites are well documented. However, the knowledge of soil amendment applications, namely polyacrylamide (PAM) and gypsum, prior to the establishment of vegetation is still very limited. These soil amendment methods have proven to have the ability to improve soil surface stability in agriculture, however, the application of soil amendments to improve the spoil surface at mine rehabilitation sites is still un–trialled and their effectiveness largely unknown. This study covers 4 topics namely; (1) to analyse the effectiveness of soil amendments towards improving the hydraulic conductivity of the soil and spoil; (2) to determine the effect of soil amendments application on sediment concentration in the runoff and total soil loss generated from the laboratory based soil erosion experiments; (3) to assess WinSEADS model (Soil Erosion and Deposition Simulation – Windows) to predict sediment concentration and total soil loss under a variety of scenarios; (4) to carry out cost assessment of possible field application of soil amendments under several scenarios. In the small–scale experiments, the application of soil amendments to the soil and spoil was found to be beneficial in increasing the hydraulic conductivity. The results indicate that gypsum is more effective in maintaining a high hydraulic conductivity when compared with PAM. The percentage increase of hydraulic conductivity was found to depend on the soil amendment application rates; and the physical and chemical characteristics of the soil and spoil.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith School of Engineering
Science, Environment, Engineering and Technology
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Draper, Paul A. "New learning: The challenge of flexible delivery in higher education." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36625/1/36625_Digitised%20Thesis.pdf.

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Information technologies now enable people to communicate m real-time on a planetary scale. Previously isolated cultures have become interdependent in dynamic relationships of economy, government and society, where electronic information is a universal currency instantly distributed by a global web of inter-computer networks. Traditional labour theories of value are being rapidly superseded by knowledge value systems. Government and corporate rhetoric is now suffused with references to intellectual capital and employment opportunities that increasingly depend on people who can put knowledge to work in fluid, fast-changing landscapes. Thus, education has a critical and enhanced role in this new world order where knowledge is seen as the key to wealth and the engine of social change. By implication, universities are under increased pressure to develop and produce 'fast' knowledge workers by means of flexible formats of educational delivery. This dissertation examines the implications of these imperatives by undertaking an investigation into the professional development of the author as university teacher. The work responds to what has become known as the 'triple challenge' for universities, that is, i) to provide increased accessibility and student-centredness of higher education, ii) to achieve greater economy of operations but with less traditional sources of funding, and iii) to maintain quality, but also improve learning outcomes. The aim is to scrutinise the meaning of the terms 'flexible delivery' and 'lifelong learning' in the context of changing university structures and priorities. To do so, the author investigates teaching and learning practices that arise from within his specialist domains of professional music-making and education in music technology. The dissertation then argues the implications of this project for an overarching investigation of 'new learning' arising out of global change and its effects on all participants within the pedagogical arena - students, teachers, and the university as an organisational culture. The research is located amid two sets of contestations - that which exists between corporate managers and practitioners, and that which exists between practical creativity and the traditional research culture. In keeping with the challenge of working in this shifting and fragmented terrain, the research methodology makes a postmodern break with traditional formats by employing a generative 'double-science' approach to practitioner-research. However, the project was not generated out of postmodern theory, but out of the 'messiness' inherent in teaching practice. It is not, therefore, a 'postmodern' project, despite the fact that postmodern scholarship informs recent developments in the author's thinking about pedagogical praxis. The enquiry strives to transcend the divides of 'science' and 'experience' by generating a confluence of knowledges, a co-authorship arising from a symbiosis of analytical scholarship and artistic creativiry. The action is about both 'doing practice' and 'troubling practice'. It acknowledges the non-innocence of any knowledge production where the practitioner is both the researcher and the researched. Central to the design is a double-pronged engagement in/with analysis/application whereby recurring themes are deconstructed in chaptered sub-cycles that spiral toward validation and theory-building. It is a reflexive process which works through compounding reconstructions of information, through re-comparisons and member-checks that provide multiple accounts of the data-as-evidence. The dissertation argues a new logic that arises out of an explicit interrogation of the complexiry, uncertainty, and artistry of pedagogical practices in the context of the author's work. It demonstrates how flexible learning mechanisms can exist amid the artificially imposed boundaries of class segregation and discipline. In the exploration of these opportunities, it is shown that powerful new relationships can be mobilised by the supportive use of information technologies. An examination of collaborative teamwork, interdisciplinary groupings and cross-year activities suggests ways in which current demands for increased accessibility and student-centredness might be met. With its focus on improving practice, the research documents pedagogical activity that is not only generative of theory, but of learning and self-improvement. In its open-endedness, the dissertation also signals that this pedagogical project is unfinished, yet amenable to completion. It imagines a complete, yet on-going body of work that invites further experimentation, innovation and self-reflection in university teaching.

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(9895040), ME Amiet. "Converts to the cause: Community support and the establishment of the Mackay CQU campus 1987-1997." Thesis, 1998. https://figshare.com/articles/thesis/Converts_to_the_cause_Community_support_and_the_establishment_of_the_Mackay_CQU_campus_1987-1997/13456757.

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Introduction: The Mackay campus of Central Queensland University (CQU) celebrated its tenth birthday on the 19th April, 1997. The focus of this occasion was a dinner attended by members of the Mackay Advisory Committee who had been involved in the establishment of the campus.

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(9781769), Ian Bofinger, and G. Whateley (9881903). "The virtual conservatorium." Thesis, 2004. https://figshare.com/articles/thesis/The_virtual_conservatorium/13437776.

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The problem for this project is the solution to the question, 'How can a conservatorium in a geographically isolated area with a relatively small catchment area survive and thrive in the 2000's?' This project chronicles the story of a three year strategic plan that has taken on this challenge. In order to do this it has been appropriate to discuss global conditions that are the driving forces of economies and the education systems within them. In adittion we show how these 'macro-conditions' affect the Australian Unviersity system and especially conservatoria. Having contextualized the project, we then move to an exploration of the main facilitating conditions that provided an orrprtunity to diversity the Central Queensland Conservatorium of Music in ways that better fit the international and national pressures that beset university based conservatoria. The Virtual Conservatorium, we then argue, provides a workable alternative to current conservatorium practice and at the same time provides a cost effective, contemporary, technology friendly paradigm that ensures ongoing quality and delivery effectiveness.

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Books on the topic "Central Queensland University"

1

Fisher, Rod. Applied and public history: Theory and practice in academia. Brisbane: Applied History Centre, Dept. of History, University of Queensland, 1998.

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Moroney, Robyn. (AUCM) Auditing and Professional Ethics for Central Queensland University. Wiley & Sons, Incorporated, John, 2016.

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Book chapters on the topic "Central Queensland University"

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"Central Queensland University." In The Grants Register 2018, 238. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1007/978-1-349-94186-5_313.

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"Central Queensland University." In The Grants Register 2023, 317–21. London: Palgrave Macmillan UK, 2022. http://dx.doi.org/10.1057/978-1-349-96053-8_9738.

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"Central Queensland University." In The Grants Register 2020, 249–50. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-349-95943-3_244.

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"Central Queensland University." In The Grants Register 2021, 274–76. London: Palgrave Macmillan UK, 2020. http://dx.doi.org/10.1057/978-1-349-95988-4_247.

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"Central Queensland University." In The Grants Register 2022, 296–98. London: Palgrave Macmillan UK, 2021. http://dx.doi.org/10.1057/978-1-349-96042-2_9838.

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"Central Queensland University." In The Grants Register 2019, 232. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1007/978-1-349-95810-8_315.

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Sultan, Parves, and Ho Yin Wong. "Cultural Influence on Global Assessment of Higher Education Service Quality." In Cultural and Technological Influences on Global Business, 447–68. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3966-9.ch024.

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This study compares students’ cultural influence on global assessment of higher education service quality. In particular, this study surveyed the full-time students (that is at least 24 credit points of study in a semester) studying at the Central Queensland University (CQU), Australia. CQU has ten campuses and is one of the largest universities in Australia, with more than 14,000 students, in which 3,000 students are enrolled as full-time students and 11,000 as part-time students. An online survey was undertaken, and 227 responses from full-time students were returned for data analysis. Exploratory factor analysis and confirmatory factor analysis were performed to determine valid and reliable dimensions of perceived service quality. Tests of differences such as ANOVA and t-test were conducted to examine the differences of perceived service quality in terms of four cultural dimensions; namely, power distance, individualism, uncertainty avoidance, and masculinity. Findings show that different cultures perceive service quality differently; especially administrative service quality and physical facilities service quality.

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Sultan, Parves, and Ho Yin Wong. "Cultural Influence on Global Assessment of Higher Education Service Quality." In Cross-Cultural Interaction, 1637–57. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4979-8.ch093.

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This study compares students’ cultural influence on global assessment of higher education service quality. In particular, this study surveyed the full-time students (that is at least 24 credit points of study in a semester) studying at the Central Queensland University (CQU), Australia. CQU has ten campuses and is one of the largest universities in Australia, with more than 14,000 students, in which 3,000 students are enrolled as full-time students and 11,000 as part-time students. An online survey was undertaken, and 227 responses from full-time students were returned for data analysis. Exploratory factor analysis and confirmatory factor analysis were performed to determine valid and reliable dimensions of perceived service quality. Tests of differences such as ANOVA and t-test were conducted to examine the differences of perceived service quality in terms of four cultural dimensions; namely, power distance, individualism, uncertainty avoidance, and masculinity. Findings show that different cultures perceive service quality differently; especially administrative service quality and physical facilities service quality.

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Conference papers on the topic "Central Queensland University"

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Sahoo, Ratikanta, and Abdul Md Mazid. "Effective supervision of postgraduate engineering students at Central Queensland University." In 2009 IEEE International Conference on Industrial Technology - (ICIT). IEEE, 2009. http://dx.doi.org/10.1109/icit.2009.4939716.

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Palmer, Edward. "The use of siemens PTI PSS/E in undergraduate teaching at central Queensland university." In 2016 Australasian Universities Power Engineering Conference (AUPEC). IEEE, 2016. http://dx.doi.org/10.1109/aupec.2016.7749336.

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Partridge, Helen, and Sylvia Edwards. "Establishing the IT Student’s Perspective to e-Learning: Preliminary Findings from a Queensland University of Technology Case." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2871.

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The Queensland University of Technology (QUT) is committed to providing outstanding learning environments and programs that lead to excellent outcomes for students. This paper will discuss how the Faculty of Information Technology is helping to meet this commitment by using information and communication technology to transform teaching and learning in ways in which engage and challenge students. The paper will provide a case study explore how e-learning is being implemented within the Bachelor of Information Technology. The paper will discuss the practical implications of incorporating e-learning into the teaching curriculum and how it impacts on the teaching and learning process. Student attitudes and expectations towards e-learning will be explored. The paper concludes that e-learning should be a part of a ‘whole of learning’ approach in which technology is not just an add on to traditional teaching, nor is it the central focus of teaching, but rather, it is one of many tools that is integrated into the curriculum to foster learning. The current project suggests that students appreciate and prefer a mix of e-learning and face-to-face classes and that e-learning is most successful when a holistic approach to teaching and learning is taken.

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Parr, Sharon. "Organising Information And Procedures For Effective Communication Across Multinational Campuses." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2554.

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The Faculty of Informatics and Communication at Central Queensland University (CQU) is well known for providing a quality product and service to its customers. CQU’s central campus is located in Rockhampton. CQU operates within a complex tertiary environment, and offers its programs and courses from a multitude of campuses around the world. The organization of information and procedures that define the way in which the Faculty does business is a complicated process that requires a high level of interaction between staff and associated partners. Communicating through email is convenient; however, it can be ineffective if it is not understood correctly and completely at the receiving end. This paper presents an overview of how the Faculty of Informatics and Communication operates in a complicated tertiary environment and how it uses different communication tools to effectively coordinate the delivery of its educational product and is able to build relationships with remote campuses.

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Taylor, Wal, and Stewart Marhsall. "Collaboration: the Key to Establishing Community Networks in Regional Australia." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2581.

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Despite the promise of community involvement, cohesion and empowerment offered by local community networks (CN) using Internet Technologies, few communities in regional Australia have been able to demonstrate sustainable and vibrant CN which demonstrate increased social, cultural or self-reliance capital. The Faculty of Informatics and Communication at Central Queensland University (CQU) and a local council have established a formal alliance to establish the COIN (Community Informatics) projects to research issues around this topic. This paper presents the initial findings from this work and draws conclusions for possible comparison with other international experience. The research focuses attention on community understanding and cohesion, local government priorities in a community with relatively low diffusion of the Internet and the competing demands in a regional university between traditional service provision in an increasingly competitive market and the needs of establishing outreach research for altruistic, industry establishment and commercial rationale.

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Gardiner, Fiona. "Yes, You Can Be an Architect and a Woman!’ Women in Architecture: Queensland 1982-1989." In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online: SAHANZ, 2022. http://dx.doi.org/10.55939/a4001phps8.

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From the 1970s social and political changes in Australia and the burgeoning feminist movement were challenging established power relationships and hierarchies. This paper explores how in the 1980s groups of women architects actively took positions that were outside the established professional mainstream. A 1982 seminar at the University of Queensland galvanised women in Brisbane to form the Association of Women Architects, Town Planners and Landscape Architects. Formally founded the association was multi-disciplinary and not affiliated with the established bodies. Its aims included promoting women and working to reform the practice of these professions. While predominately made up of architects, the group never became part of the Royal Australian Institutes of Architects, it did inject itself into its activities, spectacularly sponsoring the Indian architect Revathi Kamath to speak at the 1984 RAIA. For five years the group was active organising talks, speakers, a newsletter and participating in Architecture Week. In 1984 an exhibition ‘Profile: Women in Architecture’ featured the work of 40 past and present women architects and students, including a profile of Queensland’s then oldest practitioner Beatrice Hutton. Sydney architect Eve Laron, the convenor of Constructive Women in Sydney opened the exhibition. There was an active interchange between Women in Architecture in Melbourne, Constructive Women, and the Queensland group, with architects such as Ann Keddie, Suzanne Dance and Barbara van den Broek speaking in Brisbane. While the focus of the group centred around women’s issues such as traditional prejudice, conflicting commitments and retraining, its architectural interests were not those of conventional practice. It explored and promoted the design of cities and buildings that were sensitive to users including women and children, design using natural materials and sustainability. While the group only existed for a short period, it advanced positions and perspectives that were outside the mainstream of architectural discourse and practice. Nearly 40 years on a new generation of women is leading the debate into the structural inequities in the architectural profession which are very similar to those tackled by women architects in the 1980s.

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Partridge, Helen, and Gillian Hallam. "New Pathways to Learning: The Team Teaching Approach. A Library and Information Science Case Study." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2851.

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The Queensland University of Technology (QUT) challenges its teachers to provide innovative and dynamic learning environments that foster excellence in student learning. This paper discusses how the Faculty of Information Technology is using collaborative teaching and learning strategies to meet this challenge. The paper explores how team teaching and learning is being implemented within the Graduate Diploma in Library and Information Studies. The core unit ITN336 Information Resources is used as a case study. The paper discusses the practical implications of incorporating team teaching into a unit’s curriculum and how it impacts on the teaching and learning process. Student attitudes towards team teaching are explored. The paper concludes by discussing how team teaching is not just a technique that can be applied to divide the labour within a unit, rather it is a creative and thoughtful mechanism for fostering a dynamic student-centred learning environment.

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Reports on the topic "Central Queensland University"

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Research Department - Central Bank - General - Miscellaneous Committees - Inspection of Projects - Rural Credits Department Fund - File 2 - University of Queensland - 1955 - 1956. Reserve Bank of Australia, September 2021. http://dx.doi.org/10.47688/rba_archives_2006/16789.

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