scholarly journals Case Study: The State of Information Systems in Australian Capital Territory Universities

2006 ◽  
Vol 14 (1) ◽  
Author(s):  
Shirley Gregor ◽  
Edward Lewis ◽  
Craig McDonald
2021 ◽  
Vol 22 (S1) ◽  
pp. 124-137 ◽  
Author(s):  
Iain Gordon ◽  
Melissa Snape ◽  
Don Fletcher ◽  
Brett Howland ◽  
Graeme Coulson ◽  
...  

Author(s):  
Cláudia Ribeiro

This chapter provides an overview of the state of the art concerning the application of ICTs in parliaments and of the main problems identified when considering engaging the public through ICTs. Using the Portuguese Parliament as a case study, the chapter analyzes some effective approaches using ICTs to involve citizens and to support the dialogue regarding the legislative process. The conclusion emerging from the chapter is that the use of ICTs is not enough to get citizens to trust the parliament and to maintain their involvement. Parliaments need to follow a strategic and coherent plan that considers other questions apart from technology and goes beyond making documents available to the public. Parliaments need to ensure that their information systems provide both information and communication and meet the criteria of clarity, accuracy, timeliness, completeness, and the provision of feedback.


2017 ◽  
Vol 23 (1) ◽  
pp. 90-99 ◽  
Author(s):  
Merryn McKinnon ◽  
Mizaan Ahmad ◽  
Meg Bongers ◽  
Rory Chevalier ◽  
Isabel Telfer ◽  
...  

1994 ◽  
Vol 38 (1) ◽  
pp. 56-77
Author(s):  
Denise Meredyth

Critical educational commentary on the problem of assessment has attempted to apply political and philosophical coherence to a dispersed collection of problems, by representing the field as polarised by absolute oppositions of principle. This paper attempts to set aside these global formulations, arguing that they bear little relation to the more piecemeal elements of the problems endemic to the modern apparatus of assessment. Drawing on recent Foucaultian work on Australian education, it explores these arguments via a case study of debates on the Australian Scholastic Aptitude Test and gender equity in the Australian Capital Territory. The conundrums arising from this example are treated as suggestive of some limitations of current forms of educational critique.


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