Institution
Edith Cowan University
Education•Perth, Western Australia, Australia•
About: Edith Cowan University is a education organization based out in Perth, Western Australia, Australia. It is known for research contribution in the topics: Population & Tourism. The organization has 4040 authors who have published 13529 publications receiving 339582 citations. The organization is also known as: Edith Cowan & ECU.
Topics: Population, Tourism, Isometric exercise, Higher education, Health care
Papers published on a yearly basis
Papers
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TL;DR: In this article, electron beam melting can fabricate functionally graded Ti-6Al-4V alloy interconnected mesh structures with a combination of low density (0.5-2'g/cm3), high fatigue strength (∼70'MPa), and energy absorption ( ∼50'MJ/mg), which is superior to the ordinary uniform cellular structures.
146 citations
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TL;DR: In this paper, the authors explore some of the philosophical problems associated with building a unified and coherent cross-disciplinary body of knowledge and theory associated with designing and designs, and propose definitions of core concepts in research and theory-making relating to design and designs.
146 citations
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TL;DR: This paper found strong evidence that abundant deliberate practice is necessary (but not sufficient) to achieve high levels of expert performance, and they also found evidence that other factors play a role in chess skill: general cognitive abilities, sensitive period, handedness, and season of birth.
Abstract: Deliberate practice (DP) occurs when an individual intentionally repeats an activity in order to improve performance. The claim of the DP framework is that such behavior is necessary to achieve high levels of expert performance. The proponents of the framework reject evidence that suggests that other variables are also necessary to achieve high levels of expert performance, or they claim that the relationship between those variables and expert performance is mediated by DP. Therefore, the DP framework also implies that DP is sufficient to achieve high levels of expert performance. We test these claims by reviewing studies on chess expertise. We found strong evidence that abundant DP is necessary (but not sufficient) and estimated that the minimum requirement to achieve master level is 3,000 hours of DP. We also review evidence showing that other factors play a role in chess skill: general cognitive abilities, sensitive period, handedness, and season of birth.
146 citations
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TL;DR: A review of the concept of whiteness and how the power and privilege of white privilege is reproduced within societies such as Australia and South Africa is presented in this paper, where the authors highlight and establish dialogue about how research on whiteness may contribute to decolonisation and work towards social justice.
Abstract: This article is a review of the concept of whiteness and how the power and privilege of whiteness is reproduced within societies such as Australia and South Africa. As well as providing a broad overview of whiteness, our aim is to highlight and establish dialogue about how research on whiteness may contribute to decolonisation and work towards social justice. The review begins by outlining the meanings and complexity of whiteness. having established some parameters for understanding whiteness the second part of the article focuses on how whiteness produces itself. Three different, but related, practices or mechanisms through which whiteness is reproduced have been identified in the literature. These have been labelled: knowledge and history construction; national identity and belonging; and anti-racism practice. In conclusion, we briefly discuss how we are investigating whiteness further in relation to pedagogy and applied research. While this article is not aimed at providing a complete review of whiteness, it does provide a background against which we can start thinking differently about racism, race relations, and anti-racism. These different ways of thinking include interrogating power and privilege in the analysis of racism, which in turn may lead to more effective and critical action addressing racism.
146 citations
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TL;DR: This article investigated the role of work-integrated learning (WIL), more specifically work placements, in developing pre-professional identity among undergraduates and found that placements can offer a valuable platform for fostering identity construction.
Abstract: Pre-professional identity is a complex phenomenon spanning awareness of and connection with the skills, qualities, behaviours, values and standards of a student’s chosen profession, as well as one’s understanding of professional self in relation to the broader general self. It is an important, yet under-explored, aspect of graduate employability and can influence academic success, well-being and productivity. This study investigates the role of Work-Integrated Learning (WIL), more specifically work placements, in developing pre-professional identity among undergraduates. It uses qualitative data, in the form of structured reflections, gathered over two time periods from 105 business students in a Western Australian university. Findings indicate that work placements can offer a valuable platform for fostering identity construction. Students use the experience to make sense of their intended profession through observing, questioning and interacting with seasoned professionals. Appraising and reflecting on their experience, through learning activities and assessment, are highlighted as important elements of placement design and critical for students to question and make sense of what they observed and learned. Strategies are presented for industry and education practitioners to enhance pre-professional identity development among undergraduates. The study underlines the important role of work placements in preparing students for graduate-level employment, beyond the traditional focus on non-technical skill development and the application of disciplinary knowledge.
146 citations
Authors
Showing all 4128 results
Name | H-index | Papers | Citations |
---|---|---|---|
Paul Jackson | 141 | 1372 | 93464 |
William J. Kraemer | 123 | 755 | 54774 |
D. Allan Butterfield | 115 | 504 | 43528 |
Kerry S. Courneya | 112 | 608 | 49504 |
Robert U. Newton | 109 | 753 | 42527 |
Roger A. Barker | 101 | 620 | 39728 |
Ralph N. Martins | 95 | 630 | 35394 |
Wei Wang | 95 | 3544 | 59660 |
David W. Dunstan | 91 | 403 | 37901 |
Peter E.D. Love | 90 | 546 | 24815 |
Andrew Jones | 83 | 695 | 28290 |
Hongqi Sun | 81 | 265 | 20354 |
Leon Flicker | 79 | 465 | 22669 |
Mark A. Jenkins | 79 | 472 | 21100 |
Josep M. Gasol | 77 | 313 | 22638 |