Conceptualization of Space within the Tang Landscape Quatrain

The thesis explores the poet’s creation of conceptualized space within the Tang landscape quatrain in the Tang dynasty (618-907) by usage of literary techniques, the focal point being that of temporal and spatial progression to create dynamic and static space. “Space” within the thesis is defined as the “matrix of which forms emerge, medium in which they are related,” a mentalization and visualization of breadth, depth, and width created within the artistic medium. I argue that the concision of Classical Chinese allows the poet to transcend the linguistic limitations imposed by rules of verse to create boundless, semantic space by constructing vivid tableaus of scene and emotion. In Classical Chinese, there are no verb tenses, no indication of plurality in nouns, and no gender or cases for pronouns. The poet must use language to mold intangible form into tangible existence. The deliberate application of ambiguity is a vital component in the creation of multi-layered dimensions of space within Classical Chinese poetry. The Tang dynasty is often known as the golden age of Chinese poetry, dominated by the emergence of new innovations and form as poetry writing became more ubiquitous. The breaking from traditional rules of verse allowed the poet to uniquely utilize space to further their reflections in their poetry. The thesis examines the poet’s creation of spatiality through two lenses of spatiality: creation of external space through landscape, and secondly, the creation of internal space through mental reflection upon that very landscape. The Tang poet approaches the landscape not only as a place setting, but also as an entire subliminal entity in which he aims to capture with his senses and perceptions to create space in which the reader can visualize. The descriptive poetry of the landscape quatrain is simply not a limitation as a medium of visual communication as Tang poets infuse layers of meaning with the economy of a few characters. The significance of framing this study within traditional poetic concerns is to understand the intersections of nature, landscape, literary technique, and aesthetic experience. There has been much academic scholarship on the poetry of the High Tang by scholars such as James J. Y. Liu, Stephen Owen, Burton Watson, just to name a few. However, the objective of this thesis is to offer a new perspective through the lens of spatial creation. Quatrains written by famous Tang poets, Li Bai (701-762), Wang Wei (701-761), and Meng Haoran (689-740) are selected to illustrate how the technique of progression is uniquely utilized to create depth and perspective of space.Asian Studie

ACS Accreditation: What‟s in the name?

In Australia, all higher education Information and Communications Technology (ICT) programs seek accreditation at the professional level with the Australian Computer Society (ACS). It acts as the basis for national and international benchmarking of ICT professional education. Additionally, meeting the requirements of an independent professional body is vital for onshore and offshore course marketing purposes, hence contributing towards the University‘s performance portfolio. The overriding task of the ACS accreditation is to examine all aspects in the provision of a quality ICT education program designed to produce competent graduates. To this end, the ACS seeks evidence that comprehensively covers the three main aspects of accreditation assessment: the structure and content of curricula; the resources of the teaching and learning environments; and the quality assurance processes in place at the applying University. This paper describes the recent ACS accreditation of Victoria University computing courses: the accreditation process, the preparation for the accreditation, the visit of the accreditation panel and their feedback. The paper reports on the local response and the process of addressing the panel recommendations which posed a number of local challenges. An insight into issues of importance in the execution of the recommendations is discussed as the ACS accreditation informs the framework for future course reviews

Time for Cloud? Design and implementation of a time-based cloud resource management system

The current pay-per-use model adopted by public cloud service providers has influenced the perception on how a cloud should provide its resources to end-users, i.e. on-demand and access to an unlimited amount of resources. However, not all clouds are equal. While such provisioning models work for well-endowed public clouds, they may not always work well in private clouds with limited budget and resources such as research and education clouds. Private clouds also stand to be impacted greatly by issues such as user resource hogging and the misuse of resources for nefarious activities. These problems are usually caused by challenges such as (1) limited physical servers/ budget, (2) growing number of users and (3) the inability to gracefully and automatically relinquish resources from inactive users. Currently, cloud resource management frameworks used for private cloud setups, such as OpenStack and CloudStack, only uses the pay-per-use model as the basis when provisioning resources to users. In this paper, we propose OpenStack Café, a novel methodology adopting the concepts of 'time' and booking systems' to manage resources of private clouds. By allowing users to book resources over specific time-slots, our proposed solution can efficiently and automatically help administrators manage users' access to resource, addressing the issue of resource hogging and gracefully relinquish resources back to the pool in resource-constrained private cloud setups. Work is currently in progress to adopt Café into OpenStack as a feature, and results of our prototype show promises. We also present some insights to lessons learnt during the design and implementation of our proposed methodology in this paper

The introduction of a \u27Learning in the Workplace\u27 component for an undergraduate IT program and its impact on professional accreditation

A new learning in the workplace and community policy (LiWC) at Victoria University has been introduced to ensure that graduates are job and career ready. The policy mandates that all programs incorporate at least a 25% workplace contextual learning component by 2010. For the IT undergraduate program, compliance with this policy poses a number of significant challenges, not least of which is the meeting of professional accreditation criteria. Acquiring a recognized professional body accreditation, like that of the Australian Computer Society (ACS), is pivotal for all IT Australian programs, in that, it is a vital quality assurance measure and it enhances program marketability. For an ACS accreditation, the course structure and content of the IT program is examined against the Society‘s defined core body of knowledge (CBOK) which covers both generic and ICT specific skill sets. This paper describes the current Bachelor of Science in Information Technology degree structure with respect to the ACS‘s CBOK. Within this framework, a possible strategy is proposed for realizing the University‘s LiWC policy whilst conforming to accreditation requirements. Finally the advantages and disadvantages of the proposed approach are discussed

Impact of a Cross-Institutional Assessment Designed to Shape Future IT Professionals

IT graduates need a suite of technical competencies and soft skills married with an understanding of the social and business contexts of the systems that they build. To instill in students an awareness of current IT industry practice coupled with the broader impact of their discipline in society, academics from Victoria University and Federation University initiated an across-institutional collaboration. The initiative resulted in a common formative assessment task undertaken by teams of students enrolled in each institution’s professional development units. An initial survey of students was undertaken prior to the assessment task. The survey queried students’ perceptions of a broad range of professional attitudes and skill sets needed by IT professionals when compared to non-skilled workers. Upon the completion of the assessment task, students were surveyed again as to their perceptions of the importance of personal skills, technical competencies, professional and team working skills, workplace knowledge, and cultural awareness for their future professional lives. Comparisons of both surveys’ results revealed that the cohort had a greater appreciation of technical abilities and team-working skills post the assessment task

The impact of learning in the workplace policy on differing ICT degrees

At Victoria University, the release of a new Learning in the Workplace and Community (LiWC) policy has been introduced to ensure that graduates are job and career ready. The policy underlines the importance of workplace contextual learning in all course deliveries and is scheduled for progressive implementation by 2010. For each degree, the policy mandates that a minimum of 25% of program content and assessment must be related to work integrated learning.Compliance with the 25% shift poses significant challenges for its implementation upon all undergraduate programs since the policy is expected to impact upon program structures, unit deliveries, assessment practices, and course administrations. In particular, there has been an extensive review of existing approaches to learning and teaching in the programs that deliver information and communications technology (ICT) degrees across business and science faculties. This paper describes the current Bachelor of Science in Computer Science and Bachelor of Business in Information Systems programs identifying similarities and differences between the two offerings with respect to their learning in workplace components. It explores possible synergies between the two programs that could be capitalized upon to implement the LiWC policy and details the challenges to both faculties in mounting a coordinated response.<br /

Improving Progression and Satisfaction Rates of Novice Computer Programming Students Through ACME - Analogy, Collaboration, Mentoring and Electronic Support

The problems encountered by students in first year computer programming units are a common concern in many universities, including Victoria University. As a fundamental component of a computer science curriculum computer programming is a mandatory unit. It is also one of the most challenging units for many commencing students who often drop out from a computing course as a consequence of having failed, or performed poorly, in an introductory programming unit. This paper reports on a research project undertaken to develop and implement a strategy to improve the learning outcomes of novice programming students. Aimed at ‘befriending’ computer programming to help promote success among new programming students, the strategy incorporates the use of analogy, collaboration, mentoring sessions, and electronic support. The paper describes the elements of the strategy and discusses the results of its implementation in semester 1, 2007