title: Mathematics education ITE students examining the value of digital learning objects

authors: Hawera, Ngārewa

abstract: One issue in mathematics initial teacher education (ITE) is how to best support students to use digital technologies (DTs) to enhance their teaching of mathematics. While most ITE students are probably using DTs on a daily basis for personal use, they are often unfamiliar with using them for educative purposes in New Zealand primary school settings. Our mathematics education programme is finding ways to address this issue, beginning with a small research project. The study’s aim is to support ITE students to develop critical thinking, confidence, knowledge and skill using DTs in teaching and learning. This paper arises from the larger action research study that sought 40 Year two ITE students’ perceptions about the mathematical content of particular Digital Learning Objects (DLOs) promoted by the Ministry of Education, and how these might be used with learners in the classroom. Key research methods were survey instruments, field notes and classroom observations. Findings from two questions in student perception surveys (centred on any mathematics concepts and skills they thought the relevant DLOs would support children’s learning, plus how these same DLOs could be used in primary classrooms) suggest that they would mainly use the DLOs to consolidate ideas already taught or learned.

text: Mathematics education ITE students examining the value of digital learning objects One issue in mathematics initial teacher education (ITE) is how to best support students to use digital technologies (DTs) to enhance their teaching of mathematics. While most ITE students are probably using DTs on a daily basis for personal use, they are often unfamiliar with using them for educative purposes in New Zealand primary school settings. Our mathematics education programme is finding ways to address this issue, beginning with a small research project. The study’s aim is to support ITE students to develop critical thinking, confidence, knowledge and skill using DTs in teaching and learning. This paper arises from the larger action research study that sought 40 Year two ITE students’ perceptions about the mathematical content of particular Digital Learning Objects (DLOs) promoted by the Ministry of Education, and how these might be used with learners in the classroom. Key research methods were survey instruments, field notes and classroom observations. Findings from two questions in student perception surveys (centred on any mathematics concepts and skills they thought the relevant DLOs would support children’s learning, plus how these same DLOs could be used in primary classrooms) suggest that they would mainly use the DLOs to consolidate ideas already taught or learned.

year: 2017

title: Does bispectral analysis of the electroencephalogram add anything but complexity?

authors: Miller, A.

subjects: anaesthesia

abstract: Background: Analysis of the bispectrum of EEG waveforms is a component of the proprietary BIS index—a commonly used commercial monitor of depth of anaesthesia. Does the use of the bispectrum give more information about depth of anaesthesia than the power spectrum? Methods: We collected and analysed EEG waveforms during induction of general anaesthesia in 39 patients, comparing the changes in bispectral parameter (SynchFastSlow), with an analogous power spectrum-based parameter (PowerFastSlow). Both compare the logarithmic ratio of high frequency components (40–47 Hz) with the total (1–47 Hz). Because the changes in bispectrum are affected by signal amplitude, we also calculated a third parameter (SFSbicoh) from the bicoherence, which is an amplitude-independent statistic. Results: The SynchFastSlow and PowerFastSlow were correlated (r=0.84) and neither was superior in predicting the awake or anaesthetized state (area under receiver operating characteristic curves = 0.85 vs 0.93). There was no change in the SFSbicoh over the induction period, and it did not correlate with SynchFastSlow (r=0.07). Conclusions: We could not show that bispectral analysis gave more information than power spectral-based analysis. Most of the changes in the bispectral values result from decreases in the relative high frequency content of the EEG caused by anaesthesia.

text: Does bispectral analysis of the electroencephalogram add anything but complexity? Background: Analysis of the bispectrum of EEG waveforms is a component of the proprietary BIS index—a commonly used commercial monitor of depth of anaesthesia. Does the use of the bispectrum give more information about depth of anaesthesia than the power spectrum? Methods: We collected and analysed EEG waveforms during induction of general anaesthesia in 39 patients, comparing the changes in bispectral parameter (SynchFastSlow), with an analogous power spectrum-based parameter (PowerFastSlow). Both compare the logarithmic ratio of high frequency components (40–47 Hz) with the total (1–47 Hz). Because the changes in bispectrum are affected by signal amplitude, we also calculated a third parameter (SFSbicoh) from the bicoherence, which is an amplitude-independent statistic. Results: The SynchFastSlow and PowerFastSlow were correlated (r=0.84) and neither was superior in predicting the awake or anaesthetized state (area under receiver operating characteristic curves = 0.85 vs 0.93). There was no change in the SFSbicoh over the induction period, and it did not correlate with SynchFastSlow (r=0.07). Conclusions: We could not show that bispectral analysis gave more information than power spectral-based analysis. Most of the changes in the bispectral values result from decreases in the relative high frequency content of the EEG caused by anaesthesia.

year: 2004

title: Dreaming Ourselves and Aspirations into Places of Higher Education

authors: Nikora, Linda Waimarie

subjects: Maori

abstract: Dreams and aspirations are at the core of what higher education is about.  Students and scholars alike, the world over, are engaged in the realization of dreams that bring forth new opportunities, new ways of seeing and being and of changing the world. Many Maori students dream of making a difference and see the pursuit of higher education as a way to bring their dreams into reality. Often their dreams reflect family and community aspirations bringing with it a significant burden of responsibility and obligation.  And for Maori academics and researchers like me, my dreams are not too different to those of my own students except that where students pursue a pathway towards becoming relevant, academics are challenged to remain so. In this chapter, I will share some of my/our hopes and experiences and how Maori went about dreaming ourselves into the staff make up, curriculum and research activities in the School of Psychology at the University of Waikato.

text: Dreaming Ourselves and Aspirations into Places of Higher Education Dreams and aspirations are at the core of what higher education is about.  Students and scholars alike, the world over, are engaged in the realization of dreams that bring forth new opportunities, new ways of seeing and being and of changing the world. Many Maori students dream of making a difference and see the pursuit of higher education as a way to bring their dreams into reality. Often their dreams reflect family and community aspirations bringing with it a significant burden of responsibility and obligation.  And for Maori academics and researchers like me, my dreams are not too different to those of my own students except that where students pursue a pathway towards becoming relevant, academics are challenged to remain so. In this chapter, I will share some of my/our hopes and experiences and how Maori went about dreaming ourselves into the staff make up, curriculum and research activities in the School of Psychology at the University of Waikato.

year: 2013