1,904 results for Book item

  • Synthesis of 5,6- and 6,6-Spirocyclic Compounds

    Brimble, Margaret; Stubbing, Louise (2014-01)

    Book item
    The University of Auckland Library

    The selective and efficient synthesis of spiroacetals has attracted attention from the synthetic community, both because of the synthetic challenge of complex spiroacetal natural product scaffolds, as well as the drive to develop and improve existing methods. A number of recently reported methods for the synthesis of spiroacetals are discussed, including their application in the synthesis of natural products containing the spiroacetal scaffold.

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  • The benefits of regular standardized assessment in childhood education: Guiding improved instruction and learning

    Brown, Gavin; Hattie, JAC (2012)

    Book item
    The University of Auckland Library

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  • Error-prone PCR and effective generation of gene variant libraries for directed evolution

    Copp, JN; Hanson-Manful, Paulina; Ackerley, DF; Patrick, WM (2014)

    Book item
    The University of Auckland Library

    Any single-enzyme directed evolution strategy has two fundamental requirements: the need to efficiently introduce variation into a gene of interest and the need to create an effective library from those variants. Generation of a maximally diverse gene library is particularly important when employing nontargeted mutagenesis strategies such as error-prone PCR (epPCR), which seek to explore very large areas of sequence space. Here we present comprehensive protocols and tips for using epPCR to generate gene variants that exhibit a relatively balanced spectrum of mutations and for capturing as much diversity as possible through effective cloning of those variants. The detailed library preparation methods that we describe are generally applicable to any directed evolution strategy that uses restriction enzymes to clone gene variants into an expression plasmid.

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  • Using pregnant sheep to model developmental brain damage

    van den Heuij, LG; Wassink, Guido; Gunn, Alistair; Bennet, Laura (2016)

    Book item
    The University of Auckland Library

    In order to develop more effective ways of identifying, managing, and treating preterm asphyxial brain injury, stable experimental models are essential. The present review describes the key experimental factors that determine the pattern and severity of brain injury in chronically instrumented fetal sheep, including the depth (???severity???) and duration of asphyxia, and the maturity, and condition of the fetus. These models are valuable to dissect the pathogenesis of key clinical patterns of brain injury in a stable thermal and biochemical environment, and to test therapeutic interventions.

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  • Samoan Childrens Bilingual Language and literacy development

    McCaffery, John; Tuafuti, Patisepa (2003)

    Book item
    The University of Auckland Library

    This chapter reports in a publication from a.... major international publisher on the findings from a ten year longitudinal action research project to examine the effects of a bilingual/ biliteracy education programme developed by the authors in partnership with the Samoan staff and senior staff of the school, on a group of decile one Samoan children in a South Auckland school. It also reviews and integrates two other parallel Masters research studies that took place on the programme during this time and reports the project as a case study. The project also involved and reports on our joint developemnt of graded literacy assessment strategies in Samoan. The intervention found that at years five and six nearly all students could read in both Samoan and English at or above their grade age norms and this achievement is the major fiocus of this particular chapter. The study is significant because it is the only Pasifika education research study that has been done on the effects and potential of bilingual/ immersion education for raising student academic achievement and for language maintenance.The study has create great deal of Pasifika academic, professional and community discussion and been increasingly extensively cited and referred to in a growing number of New Zealand and international publications. In this context it is also significant as it mentored Pasifika teachers in the bilingual programme in to a research and reporting research programme. The staff from the school are listed as associated authors and have presented with us at several presentations. (See Contibution to Research Environment also)

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  • Curriculum and Course Design

    McKimm, J; Barrow, Mark (2010)

    Book item
    The University of Auckland Library

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  • Reframing teacher professional learning: an alternative policy approach to strengthening valued outcomes for diverse learners

    Timperley, Helen; Alton-Lee, A (2008)

    Book item
    The University of Auckland Library

    This chapter engages in the debate about what counts as professional knowledge from the perspective of improving outcomes for diverse learners. We begin by highlighting the importance of assumptions about appropriate roles for teachers and how those assumptions have shaped the debate about what teachers need to know. Then we consider some myths and evidence about teacher agency that have contributed to a recent international shift in policy attention to the importance of teacher knowledge and, more particularly, how to develop teacher agency and capability. The main focus of the chapter is on a policy approach to building a multidisciplinary evidence base in education that both identifies the kinds of teacher knowledge that has a positive impact on a range of student outcomes and, at the same time, develops that knowledge through a national collaborative knowledge-building and knowledge-use strategy. The approach described is the New Zealand Iterative Best Evidence Synthesis (BES) Programme, which deliberately and systematically draws on and develops a rich multidisciplinary knowledge base in education. We situate our account of this program within (a) a comparison of a range of international policy approaches to strengthening the evidence base informing what teachers need to know, (b) a vision of the role of teaching as responsive to diverse learners and the evolving challenges of the 21st century, and (c) a touchstone of effectiveness as defined by impacts on a range of valued learner outcomes. We present the findings of a new synthesis of the evidence from 97 empirical studies that identify the development of the kinds of teacher knowledge that have a demonstrated positive impact on outcomes for diverse learners. The findings of the synthesis are exemplified through an in-depth case study of effective professional development designed to support student learning, teacher learning, teacher-educator research, and policy learning.

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  • Schooling in Samoa

    Coxon, Evelyn (2007)

    Book item
    The University of Auckland Library

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  • Emerging international trends in curriculum

    Sinnema, Claire; Aitken, Graeme (2013)

    Book item
    The University of Auckland Library

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  • Straight from the underground: New York City's legal graffiti writing culture

    Kramer, Ronald (2016)

    Book item
    The University of Auckland Library

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  • New York City???s moral panic over graffiti: Normalizing neoliberal penality and paving the way for growth machines

    Kramer, Ronald (2016)

    Book item
    The University of Auckland Library

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  • Synthesis of mannosylated glycopeptides as components for synthetic vaccines

    Kowalczyk, R; Brimble, Margaret; Dunbar, R (2009)

    Book item
    The University of Auckland Library

    Introduction The immune system often recognizes tumour cells and infectious agents from the unique peptides (epitopes) found on their surfaces [1] therefore, synthetic vaccines that combine many epitopes together with appropriate glycal adjuvants that stimulate Cytotoxic T Lymphocytes (CTLs) would have considerable clinical utility. The cells responsible for initiating an immune response are APCs (antigenpresenting cells) that capture and process antigen-derived peptides for presentation to CTLs. Dendritic cells are a type of APC that express receptors capable of recognizing and internalizing foreign agents. Several of these receptors are C-type lectin receptors that bind carbohydrates [2]. The receptors we are interested in, in particular, are mannose receptors that are known in the uptake and presentation of mannosylated antigens to T cells [3]. In order to target these receptors and test their specificity for binding human skin APCs in vitro we have synthesized twenty mannosylated peptide derivatives, which differ in their chain length and the position of the mannosyl unit on the peptide backbone.

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  • Foreword

    Langdon, Frances (2008)

    Book item
    The University of Auckland Library

    This book is designed to stimulate and challenge thinking about pedagogy and learning. The book includes recent research but is also strongly practitioner-based, i.e. all chapters and sections show how the findings might be implemented into classrooms. It comprises a collection of research papers and brief reports related to teaching and learning. It includes articles that cover all levels of schooling: early childhood, elementary, middle school, secondary and tertiary as well as articles that have direct relevance for teacher education and teacher professional development, including reports that use sociological or psychological frameworks.

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  • Practicum's contribution to students' learning to teach

    Haigh, M; Pinder, Heather; McDonald, Lynette (2008)

    Book item
    The University of Auckland Library

    "This book is designed to stimulate and challenge thinking about pedagogy and learning. The book includes recent research but is also strongly practitioner-based, i.e. all chapters and sections show how the findings might be implemented into classrooms. It comprises a collection of research papers and brief reports related to teaching and learning." "It includes articles that cover all levels of schooling: early childhood, elementary, middle school, secondary and tertiary as well as articles that have direct relevance for teacher education and teacher professional development, including reports that use sociological or psychological frameworks"--BOOK JACKET.

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  • Philosopher or philistine?

    Lee, Kerry (2011)

    Book item
    The University of Auckland Library

    Integrating adult learning and technology is exceptionally challenging. The one certainty present for adult educators is that they can rely on change and therefore catering for learners??? needs, interests and abilities is no easy task. In order to be effective, an adult educator must be aware of their own philosophy to cater for this ever increasing diversity. Delivery styles and activities need to be reflective of the philosophy held by the educator and their institution. Although a philosophy may be an eclectic mix, there is usually a key underlying belief which is held by the educator and or institution. Learning will occur most naturally when discussion, activities and direction sit comfortably within their identified philosophy. When teaching approaches are contrary to an educator???s philosophy learning cannot be optimized. This chapter outlines well-known philosophies, and teaching approaches which are commonly utilized. By becoming aware of one???s philosophy an educator is thus better able to devise learning strategies and situations which cater for the ever changing learners??? needs.

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  • Chinese Media in New Zealand: transnational outpost or unchecked floodtide?

    Ip, Manying (2006)

    Book item
    The University of Auckland Library

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  • Prisoners' families

    Mills, Alice; Codd, H (2007)

    Book item
    The University of Auckland Library

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  • New Zealand

    Ashton, Toni (2009)

    Book item
    The University of Auckland Library

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  • Staphylococcal immune evasion toxins

    Langley, Ries; Fraser, John; Proft, Thomas (2009)

    Book item
    The University of Auckland Library

    With the advent of complete microbial genomes, the identification and characterization of novel immune evasion proteins from Staphylococcus aureus has increased significantly. Studies of these proteins have revealed significant conservation of protein structures and a range of activities that are all directed at the two key elements of host immunity, complement and neutrophils. This chapter focuses on some of these secreted virulence factors and the ways in which they assist the bacterium to survive in the face of a hostile immune response. In particular, the chapter discusses the structure and function of complement inhibiting molecules SSL7, CHIPS, Efb, Ehp, SCIN, and Sbi and the leucocyte-inhibiting SAgs, SSLs, CHIPS, and Eap.

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  • The road belongs to me: promising practices in distance education

    Airini; Toso, Meripa; Sauni, SL; Leaupepe, Manutai; Pua, V; Tuafuti, P (2010)

    Book item
    The University of Auckland Library

    We often like to start with a story: This one is about the end and the journey to completing a university qualification.

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