423 results for Conference item, 2010

  • Experiences with the use of Classroom Response System (CRS) in a Chemistry Foundation Course

    Arewgoda, Chandra; Brittain,, JM (2010-07)

    Conference item
    The University of Auckland Library

    The University of Auckland invited applications to participate in a project trialing the use of ‘personal response systems’. A chemistry course, which is a component of the Tertiary Foundation Certificate (TFC) program, participated in the trial in the second semester of 2009. The TFC program at the University of Auckland is a well established, two semester bridging program for students who do not meet university entry requirements. On satisfactory completion of the TFC program students can enroll in degree programs. TFC students electing to include chemistry in their TFC program take a chemistry course in each semester.

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  • Developing responsible and accountable leadership and management education for a changing and sustainable health system - a New Zealand perspective

    Waterworth, S; Benipal, J; Jacobs, S; Aspinall, Cathleen (2010)

    Conference item
    The University of Auckland Library

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  • SLA of Mandarin Nominal Syntax: Early stages

    Charters, Areta (2010)

    Conference item
    The University of Auckland Library

    SLA of Mandarin Nominal Syntax: Early stages Abstract In SLA, certain structures of the L2 emerge in the same order in the speech of learners with different L1s, taught in different contexts, regardless of the teaching order (Dulay and Burt, 1974; Clahsen 1984; Pienemann, 1998). Processability Theory (PT) (Pienemann, 1989, 2005) suggests that this natural emergence order reflects the architecture of the mental language processor. When learners can perform only the simplest syntactic process, they can produce only the simplest structures, but they are also ready to begin acquiring a more complex process that involves the first. This cycle repeats allowing learners gradually to perform more and more complex processes, producing more and more complex structures. A couple of factors impede the application of PT to Chinese. First, few studies of CSL have collected data in the way PT requires i.e. unrehearsed speech elicited in ways that encourage the use of target structures. Secondly, Chinese and other isolating languages lack the inflectional morphology – plural marking; agreement in the NP, and Subject-Verb agreement- that PT uses to assess the relative processing demands of syntactic structures in Indo-European languages. This paper reports on a study of the acquisition of Mandarin as a Foreign Language (MFL) that did employ the standard PT methodology for elicitation and calculates processing demands through an analysis of syntactic relations in the theoretical framework of Lexical Functional Grammar. It describes the acquisition order for Mandarin Nominal structures (NP/DP) observed during the first year of formal study in New Zealand, then explains the observed emergence order for structures that include the functional particle 'de' (的) by reference to different syntactic relationships existing in different 的- structures. It concludes that standard PT cannot account for the emerged observance order, but proposes a modified framework, based on processability that can: Emergent Functional Grammar. 从第二语言习得的初步阶段分析汉语的名词性句法 (nominal syntax) 提要: 在第二语言的习得过程中,不管母语、 学习情况、教学顺序如何,第二语言的某些句法结构是随着一定的顺序而出现在学习者的自发言语里 (Dulay and Burt, 1974; Clahsen 1984; Pienemann, 1998)。按照处理能力理论(Processability Theory (PT) (Pienemann, 1989, 2005) 的解释,这么一种自然显现顺序 natural emergence order)反映出心理句法处理者(mental language processor) 的内在构造。习得第二语言的过程分阶段进行.把握了初步阶段的语法处理过程后才有条件开始习得下一阶段的处理过程. 这种习得循环陆续重复,使学习者能够逐步地习得越来越复杂的处理过程,而产生越来越复杂的句法结构。若要把处理能力理论应用于汉语作为第二语言的研究当中,有两种阻碍元素。首先,处理能力理论要特意设计材料来引起学习者在自发言语中运用目标结构,而到目前为止只有少数研究汉语作为第二语言的项目用这种方法来收集材料。 其次,为了推算印欧语系中的各种句法结构的认知处理需求 (cognitive processing demands),处理能力理论依赖屈折形态的标志,比如复数标志名词词组内在的一致标志动主之间的一致关系标志等等 而汉语像其他孤立性语言一样缺乏这种屈折形态 。本项研究应用处理能力理论的通用方法来推导出资料调查汉语作为外语的习得, 观察了三位学习者在新西兰大学的中文系里在第一年学习汉语时的汉语名词性结构(NP/DP)的习得顺序, 通过词汇功能语法理论(Lexical Functional Grammar, LFG)分析汉语名词性短语的结构,计算了其认知处理需求. 本文描写各种包括“的”字助词的结构显现顺序, 通过“的”字结构表示的不同句法关系和其不同的处理要求解释“的”字结构的显现顺序, 做出结论,认为标准的处理能力理论无法解释所观察出来的显现顺序,而提出基于处理能力理论的新解释方法论,称为“显现功能语法”(Emergent Functional Grammar),来更好地处理此类现象。

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  • Metabolomics-on-a-chip: integrating microfluidic single cell culture with mass spectroscopy

    Wlodkowic, Donald; Wright, BEW; Akagi, JA; Greenwood, DG; Villas-Boas, SVB; Williams, DEW (2010)

    Conference item
    The University of Auckland Library

    We are developing microfluidic systems to study the metabolome of a single cell or small cell groups in well-defined culture conditions. [1] Microfluidic systems, also called labs-on-a-chip, are constructed on the same scale as cells (features in the range of 1-100 µm) cell culture numbers with high spatial and temporal control of culture conditions. [2] Toward this end, we have adapted the use of microfluidic single cell traps capable of capturing and housing the culture of a single cell or small cell groups using polydimethysiloxane (PDMS) based microfluidics. [3] Further, we have integrated microfluidic cell culture with novel monolithic PDMS electrospray ionisation (ESI) emitters. We have tested the fully integrated cell traps/ESI emitters using both test solutions and in trial runs on small yeast cell groups using an ion trap and fourier transform ion cyclotron resonance mass spectrometer. Initial results on the microfluidic cell traps, microfluidic-ESI characteristics, and performance of the integrated cell traps/ESI system will be presented along with an comparison of conventional nanospray-ESI with the integrate microfluidic system with emphasis placed on detection sensitivity and interference effects from PDMS.

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  • Microfluidics: new vistas for systems biology and high-throughput chemogenomics

    Wlodkowic, Donald (2010)

    Conference item
    The University of Auckland Library

    Functional cytomics is slowly becoming an omnipotent part of the post-genomic drug discovery pipelines. The last decade, in particular, has brought many innovations to the field of cytomics and cytometry. Although, it is widely recognized in the drug discovery arena that the validation of therapeutic targets revealed by proteomic and genetic screens requires 4D functional cell-based assays, their widespread clinical applications are still underdeveloped. In this context, microfluidic technologies provide important technological advances that allows for fundamentally new capabilities in the spatiotemporal control of molecules and cells. The application of laminar fluid flow under low Reynolds numbers provides an appealing analytical avenue for a rapid delivery of reagents with unprecedented accuracy and real-time control. The confining dimensions of the microfluidic structures facilitate precise positioning of cells and sequential delivery of drugs and/or functional probes to the distinct cell microenvironment. Pioneering Lab-on-a-Chip (LOC) devices allow for a lucid integration of multiparameter data, obtained from functional cell-based assays, as well as from proteomic and genetic screening. As only low cell numbers and operational reagent volumes are required, high-throughput integrated cytomics on a single cell level finally appears within the reach of clinical diagnostics and drug screening routines. Lab-on-a-Chip microfluidic technologies provide therefore new opportunities for the development of content-rich personalized clinical diagnostics and cost effective drug discovery. It is largely anticipated that advances in microfluidic technologies should aid in tailoring of investigational therapies and support the current computational efforts in the systems biology.

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  • Mathematical Outdoor Play: Toddler’s Experiences

    Lee, Annette (2010)

    Conference item
    The University of Auckland Library

    Mathematics is a subject area that is generally understood and accepted as an important part of academic learning and therefore has an important part to play in the formal education of our children. However, in New Zealand there is no such formal requirement in early childhood education and therefore mathematics is an area often overlooked by early childhood teachers and parents. This paper reports a summary of the findings of a case study where observations of toddler’s outdoor play episodes showed evidence of mathematical knowledge and skill in unstructured play activity

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  • SAS Students’ First Year Experience

    Lee, MSK (2010-10-06)

    Conference item
    The University of Auckland Library

    Research conducted at the Australian universities on first year students found that students’ first year experience in campus is very important. It could impact on their academic performance and their decision to continue their study in the university. This project investigates the SAS’s first year students’ experience and trying to identify the factors that could impact on the students’ academic performance and their choice of continuing of the subject.

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  • Mathematical play of toddlers

    Lee, S (2010)

    Conference item
    The University of Auckland Library

    Mathematics is a subject area that is generally understood and accepted as an important part of academic learning and therefore has an important part to play in the formal education of our children. However, in New Zealand there is no such formal requirement in early childhood education and therefore mathematics is an area often overlooked by early childhood teachers and parents. This paper reports a summary of the findings of a case study where observations of toddler’s outdoor play episodes showed evidence of mathematical knowledge and skill in unstructured play activity

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  • Agent-enabled Adaptive Decision Support Systems

    Dong, Ching-Shen; Peko, G; Sundaram, D (2010)

    Conference item
    The University of Auckland Library

    Decision support systems (DSS) are typically built for efficiency but fail to address adaptability in support for decision makers. They provide insufficient resources and inadequate support for decision makers to manage the process of complex decision making. Their ability to adapt to changes in user requirements and to provide support for the evolution of DSS is typically constrained. The above situation worsens when resources are distributed at different locations across organisations; decision making processes are required to be integrated at different points in time; and when collaboration is needed among decision makers. To address these problems we propose an adaptive decision making process. We leverage the power of component independence and modelling concepts for designing a DSS framework to support this process. We develop an adaptive distributed DSS architecture to realise the proposed framework with object-oriented and agent paradigms. The architecture is refined and validated with a prototype.

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  • Teachers’ conceptions of feedback: Growth-orientation in a national sample of New Zealand teachers.

    Brown, GTL; Harris, LR; Harnett, Jennifer (2010)

    Conference item
    The University of Auckland Library

    A key step in assessment is responding (i.e., feedback) to interpretations of learner performance. Effective feedback focuses on task, processes, and self-regulation, rather than the self; in other words, it is on a growth pathway rather than a well-being one. Assessment for Learning also argues that feedback should be learning rather than grading-oriented. Teachers’ beliefs about the nature and purpose of feedback may explain how feedback is implemented. A 71 item Teachers’ Conceptions of Feedback inventory was trialled on a nation-wide sample of New Zealand primary and secondary school teachers (N=518). Participants indicated their degree of agreement for each item using a 6-point, positively-packed rating scale. Exploratory factor analysis (MLE, oblimin rotation) retained 48 items in 10 factors. These were tested with CFA in an inter-correlated model, with acceptable fit. Teachers endorsed most highly learning-oriented feedback and rejected grading-oriented factors. These data suggest that that New Zealand teachers’ espoused conceptions of feedback lay predominantly on a growth pathway, rather than a well-being pathway.

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  • A comparison study of road condition cognition by visual and torque feedback

    Igari, Y; Cihan, A; Murakami, T (2010-11-15)

    Conference item
    The University of Auckland Library

    The traffic accident becomes social trouble along with the driver's increase and diversification. To solve this problem, the driving support system that everyone can drive a vehicle always safely is required. Then, the electric vehicle(EV) come under the spotlight in recent years. In this paper, the comparison between torque feedback and visual feedback is conducted to show the validity of force feedback communication. First, driving force and slip ratio is estimated and road condition is culcuated. Second, the slipping restrain by the feedback of road condition in torque to driver with haptic pedal. Then visual indicator to show the road condition is also constructed. Finally, each strategy is evaluated by several numerical results.

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  • Literacy in early childhood education.

    Hamer, J. (2010)

    Conference item
    Open Polytechnic

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  • Social enterprise dynamics - NZ context.

    Awan, N. (2010)

    Conference item
    Open Polytechnic

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  • Transforming minds for ethical leadership.

    Sahrawat, K. (2010)

    Conference item
    Open Polytechnic

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  • Building GLAMour: convergent practice in New Zealand public memory institutions.

    Wellington, S. (2010)

    Conference item
    Open Polytechnic

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  • Records management to complement organisational developments.

    Cossham, A. F. (2010)

    Conference item
    Open Polytechnic

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  • Understanding archives: What people (don't) know and how archivists can learn from this.

    Welland, S. (2010)

    Conference item
    Open Polytechnic

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  • 21st century psychological research - the international wellbeing study.

    Jarden, A. (2010)

    Conference item
    Open Polytechnic

    Looks in depth at peoples� wellbeing from around the world, particularly psychological aspects that contribute to wellbeing, and how wellbeing changes over time.

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  • Building positive psychology research projects.

    Jarden, A. (2010)

    Conference item
    Open Polytechnic

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  • How to understand and build wellbeing in organizations: Insights from positive psychology.

    Jarden, A. (2010)

    Conference item
    Open Polytechnic

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