Adelaide Graduate Centre publications
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Item Metadata only The synthesis of U-shaped cavity molecules with ''inner-surface'' functionality(Elsevier Science, 1997) Warrener, R.N.; Wang, S.D.; Russell, R.A.Abstract not availableItem Metadata only Discipline-related Models for a Structured Program at the Commencement of a PhD(1999) Kiley, Margaret Mary; Liljegren, David Roland; ACUE (now Learning and Teaching Development Unit)Item Metadata only Research Development: Adopting a Partnership Model(2001) Naidoo, K.; Higher Education Research and Development Society of Australasia Conference (24th : 2001 : Newcastle NSW Australia)Universities are fundamentally still academic communities as opposed to being corporations. The core processes that are fundamental to creating and sustaining communities according to Bryan Smith (Senge, Ross, Smith, Roberts, & Kleiner, 1994) enhance capability, commitment, contribution, continuity, collaboration and conscience. These processes underpin the principles and practice of a research skills development program at a large multi-modal, multi-campus university. With increasing emphasis on the need for staff to undertake research and student growth in post-graduate study programs it is crucial to provide staff with opportunities to enhance their skills both to undertake and supervise research. There are several tensions at tertiary education institutions currently, viz. increasing workloads and accountability, decreasing growth in some programs and increasing post-graduate registration, financial cutbacks in government subsidies, staff reductions as a result of institutional restructuring resulting in conflict and competition among staff, among others. This has resulted in increasing demands being made on staff time. They are expected to 'do more with less', that is, being responsible for teaching more students, undertaking research and engaging in professional development. An attempt is made in this paper to describe a learning partnership model adopted to develop and enhance research expertise thereby sustaining a collegial, academic community. The staff development unit plays a dual role of acting as catalyst to initiate and sustain learning partnerships as well as furthering the aim of collegiality, viz. sharing best practice. This is achieved by harnessing the expertise of senior experienced staff in the planning and delivery of training sessions. The training is designed to give all staff participating the opportunity to share their ideas, experience and expertise. Maintaining the balance between being 'instructive' and 'constructive' is the ultimate challenge facing the Unit, viz. of being catalyst in the learning partnership relationship. The Research Skills Certificate, an example of a partnership initiative launched at the beginning of 2001 provides staff with the incentive and reward to engage in professional development activities despite time and other pressures. Staff members attend the training sessions for a variety of reasons that range from being personal interests to institutional requirements. Obtaining a Certificate provides staff with the incentive to attend generic research management skills training required to undertake successful research which varies from general consciousness raising in terms of policy and guidelines, writing good proposals for research and funding, being able to supervise student research, to writing for publication, among other skills. Other learning partnerships facilitated by the staff development unit include both departmental and individual consultations. Finally, in the light of under-resourced and -staffed development units generally, analysing, showcasing and documenting the practice of one university provide the opportunity for extending partnerships between and among staff development units. There would be sharing of expertise and resources across units that would avoid re-inventing the wheel each time. In conclusion, the extent to which the adoption of a learning partnership model is effective is summed up. If learning partnerships work within institutions, why shouldn't they work across institutions in higher education?Item Metadata only 'It's a PhD, not a Nobel Prize': how experienced examiners assess research theses(Carfax Publishing, 2002) Mullins, G. P.; Kiley, Margaret MaryItem Metadata only Lessons for onshore ESL from offshore scientific writing workshops(Australian Council of T E S O L Associations (A C T A), 2002) Cargill, M.This paper aims to draw out the implications for teaching practice in Australia of evaluative findings from three workshops, delivered offshore but designed in Australia, to help Vietnamese and Chinese scientists develop skills for publishing their work in the international scientific literature, which is dominated by English-language journals. All used an integrated, task-based approach which has proved highly successful in Australia. Issues raised included: to what extent can participants’ needs be predicted in advance from a distance? how do the goals of employing or facilitating institutions intersect or conflict with the needs and goals of participants and presenters? and, what is the relationship of these issues to a range of onshore ESL contexts? An earlier version of this paper was published in Cadman, K. (Ed.) 2002. Learners from Diverse Cultures: Advancing Australia’s Potential. Proceedings of the ACTA/ESLE National Conference, Adelaide, SA. It is published here with permission of the Editor.Item Metadata only Consuming the feminist methodology of memory-work: Unresolved power issues(Association for Consumer Research, 2002) Cadman, K.; Friend, L.; Gannon, S.; Ingleton, C.; Koutroulis, G.; McCormack, C.; Mitchell, P.; Onyx, J.; O'Regan, K.; Rocco, S.; Small, J.; Conference on Gender, marketing and consumer behavior (6th : 2002 : Dublin, Ireland); MacLaran, P.; Tissier-Desbordes, E.Item Metadata only Synthesis and preliminary analytical evaluation of the chemiluminescence from (4-[4-(dichloromethylsilanyl)-butyl]-4'-methyl-2 2'-bipyridyl)bis(2 2'-bipyridyl))ruthenium(II) covalently bonded to silica particles(Royal Soc Chemistry, 2002) Barnett, N.; Bos, R.; Brand, H.; Jones, P.; Lim, K.; Purcell, S.; Russell, R.This paper describes, for the first time, a simple and effective synthetic route for covalently bonding the chemiluminescence reagent, (4-[4-(dichloromethylsilanyl)-butyl]-4-methyl-2,2-bipyridyl)bis(2,2-bipyridyl)ruthenium(II) onto silica particles. The subsequent preparation of chemically regeneratable detection cells and their preliminary analytical evaluation with both sequential injection analysis and flow injection analysis are also reported. Unoptimised analytical figures of merit were established for standard solutions of codeine and sodium oxalate with detection limits calculated from three times the standard deviation of the blank signal, of 1 × 10–8 M and 3 × 10–7 M respectively. The chemically immobilised reagent exhibited some intriguing solvent and kinetic effects, which are also briefly discussed.Item Metadata only Synthesis of [n]polynorbornanes with differing edge substitution: a new class of regioselectively addressable framework(Royal Society of Chemistry, 2002) Pfeffer, F.; Russell, R.Polynorbornanes with differing edge functionality have been synthesised from the appropriate cyclobutene epoxides substituted with two, unlike, electron withdrawing groups. These latter compounds were prepared by the monohydrolysis of symmetric cyclobutene diesters and subsequent elaboration of the resulting carboxylic acid.Item Metadata only Why collaborate? Initiatives for improving participation and completion for students with a disability in South Australia(Trentham Books Ltd, 2002) Noble, A. E.; Mullins, G. P.; Adelaide Graduate Centre; Learning and Teaching Development UnitItem Metadata only Silent issues for international postgraduate research students: Emotion and agency in academic success(The Australian Association for Research in Education, 2002) Ingleton, C.; Cadman, K.Item Metadata only English for academic possibilities: the research proposal as a contested site in postgraduate genre pedagogy(Pergamon, 2002) Cadman, K.The EAP debates of the 1990s have challenged TESOL practitioners in postgraduate research contexts to reconsider the assumptions underpinning their teaching. As coordinator of an Integrated Bridging Program for international research students in a conventional Australian university, I have primarily seen my role as investigating the contextual expectations, as well as the text features, of the target research genres required in my teaching. In pursuing the first of these goals, I surveyed faculty research supervisors, asking them to prioritise the particular features they expected to see in a successful 'research proposal', as this is the compulsory assessment task for each research student's initial probationary period. I also invited them to add personal written comments about their priorities. I then interviewed seven experienced supervisors representing all University faculties about the same issues. The results demonstrated an overwhelming concurrence of criteria for success in the research proposal across the University. Perhaps even more significantly, however, supervisors' personal responses presented in writing and in interview suggested a recurring reading of the proposal not in terms of document features but in terms of the student who wrote it, constructed either as the discoursally instantiated writer/persona, or even as the embodied student as subject. For me, the implications of such assessment practices provoke a reconsideration of genre-oriented pedagogy and strongly support a critical rather than a purely pragmatic EAP in research contexts.Item Metadata only Characterisation of a synthesised fluorescent ligand (4-acridinol-1-sulphonic acid) using nuclear magnetic resonance spectroscopy(Elsevier Science BV, 2002) Bos, R.; Barnett, N.; Dyson, G.; Russell, R.The synthesis and complete characterisation of the fluorescent ligand, 4-acridinol-1-sulphonic acid (the acridine analogue of 8-quinolinol-5-sulfonic acid) is described. Using a judicious array of nuclear magnetic resonance spectroscopy experiments, the structural elucidation and full assignment of all proton and carbon chemical shifts were afforded. The 4-acridinol-1-sulphonic acid was found to behave in a similar manner to 8-quinolinol-5-sulphonic acid, forming fluorescent complexes with magnesium(II) and zinc(II). The uncorrected emission maxima for the metal–acridinol complexes were found to be at around 620 nm compared to 505 nm for the respective quinolinol complexes. Unfortunately, preliminary spectrofluorimetric analytical figures of merit revealed that the detection limits of the new acridinol metal complexes were one and a half orders of magnitude poorer than those attained with the corresponding quinolinol ligand. However, in contrast to 8-quinolinol-5-sulphonic acid, the 4-acridinol-1-sulphonic acid ligand showed considerable selectivity for magnesium(II) and zinc(II) over aluminium(III).Item Metadata only The genetic status of Murrinh-patha(Pacific Linguistics, Australian National University, 2003) Green, I.; Nicholas Evans,Item Metadata only Position-Addressable Nano-Scaffolds. I. The Preparation of N O- N C- and N N-Bridged Sesquinorbornadiene Succinimides as Compact Highly Functionalized Addressable Building Blocks(C S I R O Publishing, 2003) Warrener, R.; Margetic, D.; Sun, G.; Russell, R.Succinimide-functionalized N,O-, N,C-, and N,N-bridged benzo[2]polynorbornanes (benzosesquinorbornadienes) are reported for the first time and are prepared by the cycloaddition of either five-membered cyclic 1,3-dienes onto N-substituted benzo-7-azanorbornadienomaleimides or N-substituted isoindoles onto the appropriate norbornadienomaleimides. These products contain an end-fused norbornene (or a 7-substituted relative) and have been designed to act as alkene BLOCKs for the production of nano-scaffolds with up to six addressable sites supplied by each norbornene unit. The N-bridges in these BLOCKs (and their coupled products) allow N-substituent mobility by invertomerization of the sp3 nitrogen whereas the N-substituents on the succinimides are attached to an sp2 nitrogen atom and remain static. Preferred invertomer geometry can be determined using molecular modelling.Item Metadata only Learning in the clinical environment(The TIMES Higher Education Supplement, 2003) Mullins, G.; Wetherell, J.; Robbe, I.; Sweet, J.; Huttly, S.; Taylor, I.Item Metadata only Knowing that the other knows: using experience and reflection to enhance communication in cross-cultural postgraduate supervisory relationships(HERDSA, 2003) Adams, K.; Cargill, M.; Higher Education Research and Development Society of Australasia Conference (26th : 2003 : Christchurch, NZ); Bond, C.; Bright, P.International postgraduate research students and their supervisors sail into an unknown future when they embark on their supervisory relationships. Difficulties may arise when their beliefs and expectations about the relationship are not complementary. Differences may derive from expectations based on past learning experiences, understandings about the rights and responsibilities of the parties involved, and beliefs about appropriate communicative behaviours and politeness strategies. Communication may be further hampered by either party's lack of awareness of his or her own communicative behaviour and how it influences the responses of the other person. As a result, without ways to enhance communication and clarify issues, international students and their supervisors can spend a good deal of time and energy miscommunicating, especially early in the relationship. Occasionally these difficulties become entrenched and may threaten the student's candidature. This paper describes a workshop for commencing international postgraduate research students and their supervisors that aims to address these concerns. Structured around a pyramid discussion format, the workshop engages participants in a process of critiquing viewpoints and negotiating consensus in a cross-cultural environment. Participants also reflect on their own communicative behaviours as well as those of others. The workshop encourages students and supervisors to consider the way they ... [more]communicate their points of view in group settings and how this is relevant to their interactions in supervisory meetings. Observation and participant feedback indicate that students and supervisors gain valuable insights into the way they communicate with each other, and that the shared experience of the workshop process - knowing that the other knows - provides a supportive background for future communicationItem Metadata only Strategies and methods for the attachment of amino acids and peptides to chiral [n]polynorbornane templates(Royal Soc Chemistry, 2003) Pfeffer, F.; Russell, R.A versatile synthesis of amino acid and peptide functionalised [n]polynorbornane scaffolds is described. The frameworks are constructed using the stereoselective and regioselective cycloaddition of suitably functionalisedchiral cyclobutene epoxides with similar norbornenes. The strategies employed allow a range of topologies to be accessed and a number of regioselectively addressable linkage points to be accommodated.Item Metadata only Quality in postgraduate research education: what are the real issues?(Australian Universities Quality Agency, 2004) Mullins, G.; Gould, D.; Australian Universities Quality Forum (3rd : 2004 : Adelaide, Australia); Carmichael, R.Item Metadata only Postgraduate induction: Emerging evidence from a discipline-based program(Australian Universities Quality Agency, 2004) Adams, K.; Zander, A.; Australian Universities Quality Forum (3rd : 2004 : Adelaide, Australia); Carmichael, R.This paper describes the process of developing a structured induction program for postgraduate research students. The program curriculum attempts to make explicit elements of research and professional cultures in the field of Mechanical Engineering, and to foster the skills and knowledge needed by students to participate in them. Initial findings from surveys of students and staff reveal that the program has succeeded in improving students’ research communication and general progression through candidature. They also suggest that students appear to be showing less initiative in their approach to research, a finding that has particular relevance to the Engineering profession.
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