title: Genetic tools – fact sheet

authors: Hogg, Ian D.

abstract: Morphological identification of organisms can be challenging and often requires specialist knowledge to ensure accurate identifications especially, if specimens are microscopic, as is the case with zooplankton (Figure 1). It can also be challenging to know what species of fish or other taxa are in a lake or waterway without extensive surveys. For these reasons, LERNZ has been developing the use of genetic tools for species identification.

text: Genetic tools – fact sheet Morphological identification of organisms can be challenging and often requires specialist knowledge to ensure accurate identifications especially, if specimens are microscopic, as is the case with zooplankton (Figure 1). It can also be challenging to know what species of fish or other taxa are in a lake or waterway without extensive surveys. For these reasons, LERNZ has been developing the use of genetic tools for species identification.

year: 2015

title: A Taxonomy of model-based testing

authors: Utting, Mark

abstract: Model-based testing relies on models of a system under test and/or its environment to derive test cases for the system. This paper provides an overview of the field. Seven different dimensions define a taxonomy that allows the characterization of different approaches to model-based testing. It is intended to help with understanding benefits and limitations of model-based testing, understanding the approach used in a particular model-based testing tool, and understanding the issues involved in integrating model-based testing into a software development process. To illustrate the taxonomy, we classify several approaches embedded in existing model-based testing tools.

text: A Taxonomy of model-based testing Model-based testing relies on models of a system under test and/or its environment to derive test cases for the system. This paper provides an overview of the field. Seven different dimensions define a taxonomy that allows the characterization of different approaches to model-based testing. It is intended to help with understanding benefits and limitations of model-based testing, understanding the approach used in a particular model-based testing tool, and understanding the issues involved in integrating model-based testing into a software development process. To illustrate the taxonomy, we classify several approaches embedded in existing model-based testing tools.

year: 2006-04-01

title: Words on Walls: Te reo Māori (loan)words in Aotearoa New Zealand primary school classrooms

authors: Burnette, Jessie

abstract: The unique language contact situation within Aotearoa New Zealand has informed a range of studies of the defining and increasingly salient feature of New Zealand English (NZE): the integration of loanwords from the indigenous, donor language, te reo Māori, into the dominant recipient language, English (Hay et al. 2008). As NZE is experiencing a state of great lexical flux, it is important to establish which (loan)words children are regularly exposed to and what social meanings they may be acquiring in relation to these. One relevant domain that can be examined for this purpose is that of the classroom. The classroom is educational in the traditional sense, but also in the developmental sense, in the acquisition of broader social meaning. Previous schoolscape research has highlighted not only the pedagogical importance of these spaces, but their influence in the construction and transmission of language ideologies (Pzymus and Huddleston 2021; Brown 2012). The present study aims to answer two questions: RQ1) Which (loan)words are children regularly exposed to through schoolscapes in Aotearoa (and do these words align with the loanwords identified as frequently appearing in previously collected corpora)? RQ2) What implicit language ideologies does the presentation of loanwords display (e.g. are loanwords presented as ‘flagged’/foreign (Levendis and Calude 2019))? This study brings together quantitative and qualitative analysis methods in an in-depth investigation of nine classrooms within three separate primary schools, and aims to provide a broad and perationalizable framework for conducting LL.

text: Words on Walls: Te reo Māori (loan)words in Aotearoa New Zealand primary school classrooms The unique language contact situation within Aotearoa New Zealand has informed a range of studies of the defining and increasingly salient feature of New Zealand English (NZE): the integration of loanwords from the indigenous, donor language, te reo Māori, into the dominant recipient language, English (Hay et al. 2008). As NZE is experiencing a state of great lexical flux, it is important to establish which (loan)words children are regularly exposed to and what social meanings they may be acquiring in relation to these. One relevant domain that can be examined for this purpose is that of the classroom. The classroom is educational in the traditional sense, but also in the developmental sense, in the acquisition of broader social meaning. Previous schoolscape research has highlighted not only the pedagogical importance of these spaces, but their influence in the construction and transmission of language ideologies (Pzymus and Huddleston 2021; Brown 2012). The present study aims to answer two questions: RQ1) Which (loan)words are children regularly exposed to through schoolscapes in Aotearoa (and do these words align with the loanwords identified as frequently appearing in previously collected corpora)? RQ2) What implicit language ideologies does the presentation of loanwords display (e.g. are loanwords presented as ‘flagged’/foreign (Levendis and Calude 2019))? This study brings together quantitative and qualitative analysis methods in an in-depth investigation of nine classrooms within three separate primary schools, and aims to provide a broad and perationalizable framework for conducting LL.

year: 2024