The main objective of this study is to examine the characteristics of the literature of Indonesian Economics, Indonesian Agricultural Development Economics, and Indonesian Demography. The data used are the references made by Ph.D. and master's candidates in these three subject fields in their theses, which were submitted to the Australian National University during the period from 1971 to 1981. At first the references were examined according to four researcher groups : Ph.D.'s in Indonesia Economics (Ph.D Indec); Masters of Agricultural Development Economics (MADE), with Indonesia as the subject area; Ph. D.'s in Demography (PhD Demog), with Indonesia as the subject area; Masters of Arts in Demography ( MAD ), with Indonesia as the subject area. The results indicate that the literature referred to by the four researcher groups has many of the same characteristics, as well as/ a high degree of relationship amongst them. Therefore, the references made by the four researcher groups were combined. In total, there were 5235 references from 42 theses. It was found that 54.48% of the references were to monographs and 44.85% were to serials. Academic research centres, which contributed 21.32% to the literature of the four researcher groups, constituted the major source' institution, slightly above the contribution of commercial publishers. The United States was the most important source country, contributing 35.28%; and Indonesia was the second most important, contributing 25.86%. The main language used was English, accounting for 82.35% with Indonesian the second, accounting for 15.01%. Materials of up to 10 years old accounted for 68.41% of the total.

The present study attempted to investigate the usage of libraries by overseas students. The research was carried out in two universities in the ACT, namely, the Australian National University (ANU) and the University of Canberra (UC). The study investigated two main aspects: the use of institutional as well as other libraries in the ACT, and the difficulties encountered in utilising institutional libraries. These two aspects were also treated as the dependent variables. Relationships between these two dependent variables and the following characteristics, which were regarded as the independent variables, were tested: the institution attended (ANU or UC), having had library orientation in the institution attended, previous use of libraries, mediums of instructions in previous educational institutions, level of study, year of study, period of time spent in Australia, gender, and age. The research used survey methodology. A questionnaire was sent to a sample of 521 overseas students and a response rate of 72 percent was obtained. With regard to the use of institutional libraries, it was found that most students visited their libraries more than once a week. The three most used library facilities were borrowing books, use of library staff for assistance and the short loan service, while the three least used facilities were inhouse information sheets, abstracts and indexes, and CD-ROM databases. The three most used libraries in the ACT in descending order were the ANU library system, the National library of Australia, and the University of Canberra library. Difficulties encountered in utilising institutional libraries included difficulty in utilising library facilities, difficulty with library rules and regulations, difficulty in looking for required materials in the libraries, unsuccessful library visits, difficulties as a result of English being a second language, difficulty following the layout of the libraries and perception of the libraries' atmosphere. Relationships were found between some of the independent variables and the dependent variables. In some cases, the findings were expected while in other cases they were unexpected. With the unexpected findings, it is possible that one or more independent variables, other than the ones under consideration, influenced the findings thus leading to surprising results. The study concludes with recommendations and suggestions for further research.

This thesis describes a qualitative action research process undertaken ‘in the field’ over approximately eight years of the development of an alternative paradigm for music education. This new paradigm evolved from a simple, practical approach that was not, in the first instance, designed to be transformational, but which quickly showed itself to have potential for providing a different model for conceptualising musical engagement. ¶ It is argued that the standard and widely accepted approach to music education has aspects that does not encourage on-going music making. This study conceptualises that ‘traditional’ Western approach in terms of a ‘virtuosic mountain’ that prioritises and rewards technical achievement. The concept of the virtuosic mountain is developed in terms of three ‘P’s’: Perfection, Practice and Performance. The concept was developed by not just reviewing current literature but also by analysing that literature in light of the developing new paradigm as a means of comparing and contrasting the approaches. ¶ Called ‘The Music Education Program’, this new paradigm is based on a practical approach to the sharing of music making beyond institutional boundaries like the school gate. Children do not ‘perform’ in the community but seek to engage others in making music with them without reference to age, disability or skill level. The focus is on the social outcomes that derive from music making rather than the improvement of skills, which develop as a natural part of community engagement. In this respect, the approach has roots in community enculturation processes that are no longer prominent in Western society. ¶ The new paradigm is presented with a contrasting set of ‘three I’s’: Intent, Identity and Involvement, which are designed to illustrate how the community ‘outreach’ of the Music Education Program provides a model for consciously reconceptualising our approach to music education through re-visiting what might be regarded as ‘old’ practices in a ‘new’ guise. The three ‘I’s’ are illustrated through a series of critical incidents that highlight the necessary change in theoretical underpinnings that the practical application of the Program demands. This includes a particular focus on the Intent behind our music making, rather than the ‘quality’ in terms of technomusical outcomes; stress on the individual and group choices that develop musical Identity; and demonstration of the ways in which this paradigm may contribute to voluntary, rather than enforced, Involvement. ¶ The critical incident data is supplemented by some survey and evaluation data which supports the view that the social component of musical engagement provides an alternate focus to musical development than does an achievement paradigm. The range of data collected shows that classroom teachers can take a significant role in the encouragement of music making in the primary school without relying solely on the expertise of those with specific musical training; and that overcoming negative attitudes and experiences can transform not only the teacher’s relationship with music but produce a positive effect on her students. ¶ The model described here has evolved through a longitudinal process that constantly maintains the centrality of the practical operation of the program. In so doing, it moves away from theoretical constructs that often do not seem to relate directly to practitioners but, at the same time, it avoids prescriptive methodology. Theory is elucidated through practice in a way that encourages teachers to develop their own practices that are consistent with underlying principles. This model is transformative in nature, having first a transformative effect on the principal researcher and thence on those teachers engaging in professional development with the Program. ¶ Since the Music Education Program does not yet have students who have exited the school system, this study does not attempt to claim success in the long-term in terms of promoting ongoing engagement through life. Data suggest, however, that it has had an impact in encouraging teachers to reconnect with music making and enables them to share that music making with their students, thereby helping to develop more school-based musical engagement that is also affecting the broader community in the Australian Capital Territory.

This field study is about well-being. It examines the proposition that exercise is a pathway to well-being. Participants in two "keep fit" groups at the Australian National University Sports Union and members of Lifestyle health and fitness club in Woden, Canberra, A.C.T. provided the population for the study. A critical review of the literature on well-being suggests that a number of differing perspectives exist and that these should be clarified before commencing such a study. The existence of multidimensional indices of well-being points to the use of a holistic model of well-being but did not provide an existing methodology. Therefore an experimental method was attempted using established and open-ended questionnaires. In addition, a short participant observation study of exercise programming in the A.N.U. groups was carried out. Implications for future studies of well-being are drawn, particularly suggesting that existing tools designed for special unidimensional examinations are inherently unsuitable. The development of new research tools to evaluate the different dimensions of well-being which together form the whole are foreshadowed.

This study examined the effect of enhanced electronic access to information on patterns of scholarly communication. Using a panel typology, the academics at the Australian National University were surveyed in 1991 and again in 1994, with the data collected by means of mailed questionnaires. The research drew on the literature of scholarly communication and information-seeking behaviour. Principles of systems theory were used to explain the changes taking place within the academics' environments, including both the system of scholarly communication and the culture of the three disciplinary groupings: science, social science and the humanities. Three research questions directed the study focussing on the effect of enhanced electronic access to information on the academics' use of the library and on their patterns of information seeking and dissemination. Results found that between 1991 and 1994, while some aspects of communication technologies - such as email - had been almost universally adopted, overall, few changes had taken place in academics' information related behaviour. Scientists were more likely to have adopted the new technologies than social scientists or scholars from the humanities. However, there was strong evidence that a small group of academics were adopting the new technologies with enthusiasm suggesting that the overall pattern of use would change in the future.