title: Isolation and structure determination of two new hydrophobic microcystins from Microcystis sp. (CAWBG11)

authors: Puddick, Jonathan

subjects: Microcystis sp. CAWBG11

abstract: Two new hydrophobic microcystins, microcystin-FA (1) and microcystin-WA (2), were isolated from the cyanobacterium Microcystis sp. (CAWBG11). The structures were deduced using one- and two-dimensional nuclear magnetic resonance spectroscopy and tandem mass spectrometry. The absolute stereochemistry of the amino acid residues in 1 and 2 was determined using the Advanced Marfey's method.

text: Isolation and structure determination of two new hydrophobic microcystins from Microcystis sp. (CAWBG11) Two new hydrophobic microcystins, microcystin-FA (1) and microcystin-WA (2), were isolated from the cyanobacterium Microcystis sp. (CAWBG11). The structures were deduced using one- and two-dimensional nuclear magnetic resonance spectroscopy and tandem mass spectrometry. The absolute stereochemistry of the amino acid residues in 1 and 2 was determined using the Advanced Marfey's method.

year: 2013

title: Digital technologies and online learning in primary education (New Zealand)

authors: Forbes, Dianne Leslie

abstract: Two key sources of research on digital technologies and online learning come in the form of largescale surveys of schools. First, Research New Zealand’s survey (Johnson, Maguire, and Wood 2017) of more than 300 primary schools reports that schools use a mix of desktop devices, laptops, Chromebooks, and tablets. Findings indicate that most New Zealand schools have a strategic plan for the use of digital technologies in learning, incorporating consideration of safety, teacher professional development, and infrastructure. Increasingly, schools seek input from students on the use of digital technologies for learning. Most schools make use of Cloud platform resources for teaching and learning, with Google Classroom being the most popular. A majority of students access online learning resources, including online educational games.
Parallel to the work of Research New Zealand, Bolstad (2017), working for the New Zealand Council of Educational Research, surveyed parents and school leaders nationally, about the role and impact of digital technologies for learning. Teachers report that the use of digital technologies is often limited to practising skills, searching, and presenting documents and slideshows. Parents indicated that they valued opportunities for learning through digital technologies at school, alongside a balance of other learning activities and opportunities.
While the large surveys paint a broad picture of the use of digital technologies in New Zealand primary schools, there is a proliferation of small-scale research studies. A popular focus for these in recent years is mobile learning, particularly the use of iPads in primary school classrooms, learning with apps and mixed realities (virtual/augmented reality) (e.g., Calder and Murphy 2017; Cowie and Williams 2013).

text: Digital technologies and online learning in primary education (New Zealand) Two key sources of research on digital technologies and online learning come in the form of largescale surveys of schools. First, Research New Zealand’s survey (Johnson, Maguire, and Wood 2017) of more than 300 primary schools reports that schools use a mix of desktop devices, laptops, Chromebooks, and tablets. Findings indicate that most New Zealand schools have a strategic plan for the use of digital technologies in learning, incorporating consideration of safety, teacher professional development, and infrastructure. Increasingly, schools seek input from students on the use of digital technologies for learning. Most schools make use of Cloud platform resources for teaching and learning, with Google Classroom being the most popular. A majority of students access online learning resources, including online educational games.
Parallel to the work of Research New Zealand, Bolstad (2017), working for the New Zealand Council of Educational Research, surveyed parents and school leaders nationally, about the role and impact of digital technologies for learning. Teachers report that the use of digital technologies is often limited to practising skills, searching, and presenting documents and slideshows. Parents indicated that they valued opportunities for learning through digital technologies at school, alongside a balance of other learning activities and opportunities.
While the large surveys paint a broad picture of the use of digital technologies in New Zealand primary schools, there is a proliferation of small-scale research studies. A popular focus for these in recent years is mobile learning, particularly the use of iPads in primary school classrooms, learning with apps and mixed realities (virtual/augmented reality) (e.g., Calder and Murphy 2017; Cowie and Williams 2013).

year: 2019

title: Inter-propositional semantic relations and semantic relational encoding in written discourse in Maori: an investigation

authors: Houia, Waldo

subjects: Maori

abstract: This thesis is an investigation of the various ways in which relationships of meaning between propositions (such as reason-result and temporal overlap) are encoded (as clauses, sentences and groups of sentences) and signalled in Maori.
In Chapter 1, the overall research topic and research questions are outlined.
Chapter 2 locates the research on inter-propositional semantic relations with reference to the concept of cohesion which is central to inter-propositional relational signalling and encoding. Here, reference is made to a number of relevant publications in the area.
Chapter 3 provides an introductory examination of the role of cohesion in the encoding and signalling of inter-propositional semantic relations in Maori.
Chapter 4 introduces a corpus of written texts and examines that corpus in terms of the ways in which inter-propositional semantic relations are encoded.
Chapter 5 examines a number of textbooks designed for learners of both English and Maori in terms of the extent to which they draw upon insights relating to the operation of inter-propositional semantic relations.
In Chapter 6, the research findings are summarised and their implications for aspects of the teaching and learning of Maori are discussed. In addition, suggestions are made in relation to future research possibilities.
Overall, the conclusion reached is that the study of semantic relational encoding and signalling in Maori texts reveals a number of aspects of language that appear not to be commonly taught and suggests the need for further studies of this type.

text: Inter-propositional semantic relations and semantic relational encoding in written discourse in Maori: an investigation This thesis is an investigation of the various ways in which relationships of meaning between propositions (such as reason-result and temporal overlap) are encoded (as clauses, sentences and groups of sentences) and signalled in Maori.
In Chapter 1, the overall research topic and research questions are outlined.
Chapter 2 locates the research on inter-propositional semantic relations with reference to the concept of cohesion which is central to inter-propositional relational signalling and encoding. Here, reference is made to a number of relevant publications in the area.
Chapter 3 provides an introductory examination of the role of cohesion in the encoding and signalling of inter-propositional semantic relations in Maori.
Chapter 4 introduces a corpus of written texts and examines that corpus in terms of the ways in which inter-propositional semantic relations are encoded.
Chapter 5 examines a number of textbooks designed for learners of both English and Maori in terms of the extent to which they draw upon insights relating to the operation of inter-propositional semantic relations.
In Chapter 6, the research findings are summarised and their implications for aspects of the teaching and learning of Maori are discussed. In addition, suggestions are made in relation to future research possibilities.
Overall, the conclusion reached is that the study of semantic relational encoding and signalling in Maori texts reveals a number of aspects of language that appear not to be commonly taught and suggests the need for further studies of this type.

year: 2001