About Me

Showing posts with label Presentation. Show all posts
Showing posts with label Presentation. Show all posts

Thursday, January 23, 2014

NZ to AUS - Experiences from an academic

John Grundy:
Reasons for moving to AUS:
  • Was professionally happy in NZ; personally not so. Was the best time to be headhunted.
  • Opportunities for the children.
  • Opportunity to improve financially.
  • New place to live.
  • More focus on the research.
  • Tip: Get Australian Permanent Residency.

Australian way:
  • AUS richer than NZ.
  • More bureaucratic.
  • Steadily reducing Government funding (nothing new).
  • Government decides the student fees.
  • Recently changed to a "bums on seats" funding approach.
  • Competition for grants becoming more intense.
  • Universities may have multiple campuses overseas.
  • Feeder colleges (supplies new students to the University).
  • Deals with TAFEs, private providers, and feeders.
  • More unionised staff.
  • Superannuation is better. 17% employer, 8% employee.
  • Can salary package superannuation with cars, house, etc.
  • Salary levels about the same as in NZ (at the same currency?). Professors have a fixed salary of $160k.
  • Higher tax in AUS. 46% for the top earners.
  • Have to pay levies (e.g., flood levies)

Swinburne University:
  • Workload-model driven.
  • Some rank-based (e.g., prof -> tutor) research loadings.
  • A lot of time spent arguing about workloads
  • More diverse range of students.
  • Commericalisation not a big focus.
  • Common to have industrial-based learning.
  • Increasing number of students with mental health challenges.
  • Nomenclature of courses is different.

Funding:
  • Discovery projects:
    • Like the Marsden Fund.
    • 15-20% success rate.
    • 90-100 page proposals.
    • Does not cover overhead costs.
    • No salary - University donates staff time to the grant (Cost is recovered through teaching).
  • Linkage projects:
    • Like the Ministry of Business, Innovation, and Employment grants.
    • Australian industrial partner needed.
  • Excellence in Research for Australia:
    • Like the PbRF scheme.
    • Counts publications, grant income, etc.
    • Number crunching.
    • Central data collection.
    • Magic number generated only useful for bragging rights.
    • Quality of papers irrelevant?

My impression:
  • John has held leadership positions at UoA and now at SUT, and was able to convey the differences of both Universities and countries.
  • Since a large portion of the audience was UoA staff members who have worked with John, it felt like a personal and frank discussion (some anecdotes I could not pick up on because I didn't have the backstory).
  • The research/academic profession/environment of AUS is similar to NZ. Although, AUS is more bureaucratic and has a different work culture that is workload driven (not necessarily bad).
  • Everyone has to assess their own personal situation before changing jobs or moving to another country. It seemed like John was in a position where he needed a change and was headhunted at the right time and seems to be enjoying it (got his Australian Residency approved).
  • Previously, the main drawcard to working in Australia was the relatively higher pay. However, since the significant rise in the NZ dollar, this advantage is diminishing. This means the cost of living is not that much different between AUS and NZ.

Wednesday, October 28, 2009

Part 4 physics presentations

Missed the first presentation.


Anna Yang - Mechanical model of the breast
  • Aid clinicians
  • Cancer research
  • Segmentation of regions from MR images
  • Three interests: Air, skin, fat
  • Using active contour models to find a 3D model from a series of pictures.

Matthew Walbran - All fibre Coherent Anti-stokes Raman Scattering
  • CARS for spectroscopy
  • Multiplex CARS to cut down tuning time.
  • Fibre being an optical fibre.

Ihab Ramadaan - Investigating the use of "colour" spectral CT
  • Imaging modality
  • Distinguishing different oragans/tissues
  • Current techiques use markers but triple xray doses and time. Also dual energy scans but again double the time and xray. Also spectral CT works like RGB
  • LHC = Large Hadron Collider
  • Testing spectral CT and acquisition developed in collaboration with the university of Canterbury.
  • Stopping power determined by the sensor layer.

Yukti Srivastava - Construction of an EDFA for use in an adavance lab
Speaker is crazy with the laser pointer. She needs a light saber!
  • Amplification of light in long fibres.
  • Connectorised components of the lab equipment.

Pratik Raval - LED as replacements to traditional lighting.
  • Light is confined in LEDs because of internal reflection. Angle of illumination is small as well.
  • Thermal management of LEDs due to thermal output over a small component size.
Poor guy. Not sure what his contributions were.


Jason Kuo - Bacterial tagging with optode
  • Using labview and a single fibre probe
  • Ended up a two fibre probe to compact coupling issues causing an irregular peak.

Amy Lin - Construction of a femtosecond Kerr shutter
  • Need to combact "chirp" in super-continuum production
  • Super-continuum source
  • Optical delay line
  • Polarizer
  • Kerr medium
  • Orthoginally, a femtosecond pulse source
  • Analyzer

Kaidi Liang - Super-continuum generation
  • Making tapers for super-continuum generation
  • Third order effects most prominent in super-continuum generation
  • Taper = heating a fibre and stretching under control.
Terminology issue: core


Neil Alan Campbell - Determining iron loading using MRI T2* decay curves
  • Iron loading is the amount of iron in tissue.
  • MRI for determining iron loading without having to take biopsies.

Friday, September 11, 2009

ECE Part 4 project on an intelligent online tutoring system

The Felder-Silverman model

  • Facts
  • Discover relationships
  • See it
  • Hear it
  • Logical steps
  • Random order
  • Try it out
  • Think it through

Testing -> Learning -> Application

  • What type of questions can be asked to students?
  • Notion of time to measure stress levels or improvement?
  • Rephrasing a question?
  • Active/Reflective
  • Sensing/Intuitive
  • Visual/Verbal
  • Sequential/Global

Wednesday, September 3, 2008

Presentation skills seminar

To verbally communicate information in a limited amount of time. Cannot automatically assume that the audience are technically aware. You are the expert. Structure to facilitate. Effective balance between concepts and detail.

Visual aids for the audience. They cannot replace poor content. Guy in the audience just echoed "crisp" when the point was made about simple slide layouts.

Graphical information. Some other guy just took a photo of a slide on image resolution.

Delivery techniques and issues. Speak to the audience and not to the screen. Try not to read from text and use spoken English, not written. Use the keynotes to talk. Don't be afraid to use personal pronouns. Verbal hints with pauses and enthusiasm. Be careful of where you stand so you don't block people's views. Maintain eye contact. Emphasize what you have done.

Question time. Clarification of issues. Interested in opinion and point of view. Don't pass the buck. Try a guess but have some sort of insurance statement. "I don't have the answer to that, but I could get it to you by tomorrow."

Know your presentation. Know the room.

Composed and transmitted from my iPod Touch