Constructing emergent literacy : negotiating literacy technologies in preschool-school transition

Examines conflicting views about early literacy in homes, Preschools and schools as interactive technologies challenge traditional print-based literacies. The research found that significant differences between children's multimodal literacies and versions of emergent policies, may threaten successful literacy acquisition.

Supporting gen Y's engagement, enrichment and entertainment in interactive technologies

This research explored the potential for expansion of the current function, and usage of Interactive Television. The interviews and group discussions assisted in the determination of the theoretical framework for "Interactive Digital Vision", including its inspiration from current technologies to provide an engaging, enriching and intertaining user experience.

Supporting community, culture and collaboration with emerging e-Learning technologies

This thesis examined whether wikis, online lectures and Drupal could be used to support community, culture and collaboration in an e-Learning environment. A series of information technology usability studies informed the iterative development of the technologies, culminating in a framework for implementing e-Learning technologies to support community, culture and collaboration.

Self-service technologies and consumer complaining behaviour : an empirical investigation

Consumers often report dissatisfaction with technology-based services. This thesis, for the first time, examines consumer complaining behaviour with regard to these services, and identifies the factors that influence it. Complaint management strategies are recommended that benefit both organisations and consumers in this evolving service context.

Examination of the relationship between advanced manufacturing technologies (AMTs) and workforce development activities : implications for organisational performance

This study examines the relationship among organisational performance, advanced manufacturing technologies and workforce development activities. A model of this relationship is proposed with the workplace needs acting as a mediator between technology and workforce development activities. This survey examined the technology and developmental practices of manufacturing companies in Hong Kong.

Information communication technologies (ICTs) an knowledge sharing : the case of professional accountants in Malaysia

Based on the knowledge sharing model by Nonaka (1994), this study examines the relative efficacy of various Information Communication Technologies (ICTs) applications in facilitating sharing of explicit and tacit knowledge among professional accountants in Malaysia. The results of this study indicate that ICTs, generally, facilitate all modes of knowledge sharing. Best-Practice Repositories are effective for sharing of both explicit and tacit knowledge, while internet/e-mail facilities are effective for tacit knowledge sharing. Data warehousing /mining, on the other hand, is effective in facilitating self learning through tacit-to-tacit mode and explicit-to-explicit mode. ICT facilities used mainly for office administration are ineffective for knowledge sharing purpose. The implications of the findings are
discussed.

Real-time early infectious outbreak detection systems using emerging technologies

The use of emerging technologies ( such as RFID - Radio Frequency Identification and remote sensing) can be employed to reduce health care costs and also to facilitate the automatic streamlining of infectious disease outbreak detection and monitoring processes in local health departments. It can assist medical practitioners with fast and accurate diagnosis and treatments. In this paper we outline the design and application of a real-time RFID and sensor-base Early Infectious (e.g., cholera) Outbreak Detection and Monitoring (IODM) system for health care.

Solar thermal aided power generation

Fossil fuel based power generation is and will still be the back bone of our world economy, albeit such form of power generation significantly contributes to global CO2 emissions. Solar energy is a clean, environmental friendly energy source for power generation, however solar photovoltaic electricity generation is not practical for large commercial scales due to its cost and high-tech nature. Solar thermal is another way to use solar energy to generate power. Many attempts to establish solar (solo) thermal power stations have been practiced all over the world. Although there are some advantages in solo solar thermal power systems, the efficiencies and costs of these systems are not so attractive. Alternately by modifying, if possible, the existing coal-fired power stations to generate green sustainable power, a much more efficient means of power generation can be reached. This paper presents the concept of solar aided power generation in conventional coal-fired power stations, i.e., integrating solar (thermal) energy into conventional fossil fuelled power generation cycles (termed as solar aided thermal power). The solar aided power generation (SAPG) concept has technically been derived to use the strong points of the two technologies (traditional regenerative Rankine cycle with relatively higher efficiency and solar heating at relatively low temperature range). The SAPG does not only contribute to increase the efficiencies of the conventional power station and reduce its emission of the greenhouse gases, but also provides a better way to use solar heat to generate the power. This paper presents the advantages of the SAPG at conceptual level.

Using technologies in teaching : an initiative in academic staff development

Academic staff development in the pedagogical applications of new technologies is fundamental to the transformation of teaching and learning in tertiary education settings. We present a case study of a staff development activity at Deakin University, a multi-campus university offering on and off-campus programs, which aimed to develop a collegial online experience for academics interested in using online technologies. It is contextualised within a broadly based centrally funded project initiated by the University to extend the use of technologies in significant curriculum areas. The initiative employed a text-based, asynchronous computer conferencing environment. We describe the structure of the online environment and explore the major issues raised by the participants based on their experience and evaluation of the conference. We conclude by raising key questions that draw on our experience of the successful outcome of this initiative to advance relevant and meaningful opportunities for academic staff development.

Clean technology, willingness to pay and market size

This paper extends Salop’s model of localized competition by introducing the consumers’ willingness to pay (WTP) for clean products and allows an individual firm to choose between a clean or a dirty technology. We assume that a clean technology is relatively costly to adopt. The consumer is willing to pay more for a product produced with clean technology and the model can also be interpreted as a world economy model where each firm represents a country. There exists a critical value of m (proportion of firms adopting the clean technology), m*, such that if m < m* then no country adopts the clean technology, all countries adopt the clean technology only if m > m* while some countries will adopt the clean technology and some will not adopt the clean technology if m = m*. Our results also identify an example of coordination failure. Since symmetric technology adoption delivers the same level of profits as non-adoption, global coordination will be necessary to achieve the clean technology adoption outcome. Finally, we demonstrate that the
private and public (social planner) incentives to adopt clean technology differ.

Changing technologies / renewing pedagogies : implications for university teaching and learning

This chapter describes a project that researched the use of Web Enhanced Learning (WEL) with postgraduate students from rural and remote communities who were studying through two Australian universities. We examine, in detail, the experiences of a university teacher using WEL in an off-campus course for the first time. As with many academic teachers, she was willing to use new technologies and integrate these into her teaching but required time, technical support and professional development to achieve this. Using a design-based rnethodological approach, the experiences and frustrations in introducing WEL are described from the teacher's perspective trough her progressive reflections at stages throughout the course. The findings and their implications for university policy and leadership are detailed with conclusions about how teachers and students are best supported in their engagernent with WEL.

Technologies in literacy learning : a case study

This article draws on outcomes of a study which explored changes in teachers’ literacy pedagogies as a result of their participation in a collaborative teacher professional learning project. The educational usability of schemas drawn from multiliteracies and Learning by Design theory is illustrated through a case study of a teacher’s work on website exploration and design with 8- to 11-year-olds. The teacher sought to develop pedagogical responses which were cognisant of multimodal shifts resulting from an increasingly digitised, networked communications environment. Engagement with the schemas influenced the teacher’s print-based literacy pedagogies to incorporate multimodal literacy practices.