title: Creating and reading realistic electronic books

authors: Liesaputra, Veronica

subjects: electronic books

abstract: A digital library project aims to combine the look and feel of physical books with the advantages of online documents such as hyperlinks and multimedia. A lightweight open source implementation enables highly responsive page turning and works within standard Web browsers.

text: Creating and reading realistic electronic books A digital library project aims to combine the look and feel of physical books with the advantages of online documents such as hyperlinks and multimedia. A lightweight open source implementation enables highly responsive page turning and works within standard Web browsers.

year: 2009

title: The Viscometric determination of somatic cell levels in cows' milk

authors: Milne, John Ross

abstract: The California Mastitis Test (CMT) is a test used for estimating the number of somatic cells in a milk sample. A reagent (secondary alkyl sulphate) is added to the milk and the number of somatic cells estimated from the resultant viscosity of the mixture. 
The Ruakura rolling ball viscometer has been developed to measure the viscosity of the CMT gel. It consists of a tube mounted horizontally so that the milk-reagent mixture can be introduced into it. After a holding time of 26 seconds the tube tips through an angle of 25° allowing a stainless steel ball to roll through the mixture for a standard time before returning to the horizontal. The distance the ball has rolled is inversely related to the viscosity developed. The physical function of the viscometer follows Stokes' Law. 
The range of the instrument is suited to reading the viscosity developed by the CMT reaction in New Zealand herd milks. 
The viscous reaction in milk is caused by somatic cell nuclei forming a fibrillar network. The reaction intensity is related to the DNA content of the milk sample. Proteins can modify the viscosity developed. Bacterial DNA does not enter the reaction. The network is fragile and rheomalaxic in nature. The reaction intensity in milk varies with time. An approximate 25 second holding time is required before determining the viscosity. After this holding time the reaction intensity progressively decreases. Milk to be tested should be under 24 hours old although refrigeration or boric acid preservative can extend this time. Different operators can rank milk samples by somatic cell count in a similar order with the Ruakura rolling ball viscometer. 
There is a significant correlation (r = 0.92***) between Ruakura rolling ball viscometer and somatic cell count of herd milk samples.

text: The Viscometric determination of somatic cell levels in cows' milk The California Mastitis Test (CMT) is a test used for estimating the number of somatic cells in a milk sample. A reagent (secondary alkyl sulphate) is added to the milk and the number of somatic cells estimated from the resultant viscosity of the mixture. 
The Ruakura rolling ball viscometer has been developed to measure the viscosity of the CMT gel. It consists of a tube mounted horizontally so that the milk-reagent mixture can be introduced into it. After a holding time of 26 seconds the tube tips through an angle of 25° allowing a stainless steel ball to roll through the mixture for a standard time before returning to the horizontal. The distance the ball has rolled is inversely related to the viscosity developed. The physical function of the viscometer follows Stokes' Law. 
The range of the instrument is suited to reading the viscosity developed by the CMT reaction in New Zealand herd milks. 
The viscous reaction in milk is caused by somatic cell nuclei forming a fibrillar network. The reaction intensity is related to the DNA content of the milk sample. Proteins can modify the viscosity developed. Bacterial DNA does not enter the reaction. The network is fragile and rheomalaxic in nature. The reaction intensity in milk varies with time. An approximate 25 second holding time is required before determining the viscosity. After this holding time the reaction intensity progressively decreases. Milk to be tested should be under 24 hours old although refrigeration or boric acid preservative can extend this time. Different operators can rank milk samples by somatic cell count in a similar order with the Ruakura rolling ball viscometer. 
There is a significant correlation (r = 0.92***) between Ruakura rolling ball viscometer and somatic cell count of herd milk samples.

year: 1973

title: Are they really at risk? Students' stories of success.

authors: Gray, Sheridan

subjects: Student engagement

abstract: In 2011, as the year level dean for year 13, I was surprised and pleased to see a group of students complete their fifth year of secondary schooling, contrary to teacher expectations, and in spite of earlier signs of disengagement and struggle.  Such students are frequently labelled “at risk” in our secondary schools. Truancy, lack of achievement, conduct issues, learning difficulties and health problems are seen as indicators of an at risk student by teachers. 

Statistically in Aotearoa, Māori and Pasifika students and students from low socio-economic families tend to be overrepresented among disengaged or early leavers from secondary schools, and so being from these cultures, and being from a low socio-economic group becomes a “risk” factor.   This can lead to assumptions among teachers about the students’ families, how parents value education, and even about the capacity of these groups to be able to succeed in education.  A range of strategies and programmes have been implemented in an attempt to address these issues, including Te Kotahitanga, Ka Hikitia and the Pasifika Education Plan, Resource Teachers Learning and Behaviour, Restorative Practice, and more recently Positive Behaviour for Learning

While there has been a shift in such approaches from deficit of students to emphasising more positive attitudes in teachers, the perspectives of the students themselves are missing from the discussion about these issues.  This study asks students what factors helped them to stay, and to achieve at least a level one NCEA qualification

The findings show that retention and engagement of “at risk” students requires careful attention to the quality of relationships across the school community: students, teachers and parents. They discredit some commonly held assumptions that “at risk” students and their parents do not value education and that teachers cannot support these students sufficiently. These quality relationships are respectful, responsive and tenacious showing a high level of respect for and interest in the students that goes beyond a teaching and learning relationship.  It also suggests that the discourse of “risk” invites a disrespectful response to retention and engagement of students.

text: Are they really at risk? Students' stories of success. In 2011, as the year level dean for year 13, I was surprised and pleased to see a group of students complete their fifth year of secondary schooling, contrary to teacher expectations, and in spite of earlier signs of disengagement and struggle.  Such students are frequently labelled “at risk” in our secondary schools. Truancy, lack of achievement, conduct issues, learning difficulties and health problems are seen as indicators of an at risk student by teachers. 

Statistically in Aotearoa, Māori and Pasifika students and students from low socio-economic families tend to be overrepresented among disengaged or early leavers from secondary schools, and so being from these cultures, and being from a low socio-economic group becomes a “risk” factor.   This can lead to assumptions among teachers about the students’ families, how parents value education, and even about the capacity of these groups to be able to succeed in education.  A range of strategies and programmes have been implemented in an attempt to address these issues, including Te Kotahitanga, Ka Hikitia and the Pasifika Education Plan, Resource Teachers Learning and Behaviour, Restorative Practice, and more recently Positive Behaviour for Learning

While there has been a shift in such approaches from deficit of students to emphasising more positive attitudes in teachers, the perspectives of the students themselves are missing from the discussion about these issues.  This study asks students what factors helped them to stay, and to achieve at least a level one NCEA qualification

The findings show that retention and engagement of “at risk” students requires careful attention to the quality of relationships across the school community: students, teachers and parents. They discredit some commonly held assumptions that “at risk” students and their parents do not value education and that teachers cannot support these students sufficiently. These quality relationships are respectful, responsive and tenacious showing a high level of respect for and interest in the students that goes beyond a teaching and learning relationship.  It also suggests that the discourse of “risk” invites a disrespectful response to retention and engagement of students.

year: 2012