title: Self-value, belonging, and EAL migrants

authors: Lee, Jinah

abstract: Here I discuss main findings from my Ph.D. research into English as an additional language (EAL) learner identities, in the process inquiring into our practices as EAL education providers and educators.

text: Self-value, belonging, and EAL migrants Here I discuss main findings from my Ph.D. research into English as an additional language (EAL) learner identities, in the process inquiring into our practices as EAL education providers and educators.

year: 2017

title: The nuts and bolts of scent detection

authors: Edwards, Timothy L.

subjects: scent detection

abstract: In this tutorial, the basic requirements and ideal conditions for successfully training, evaluating, and deploying animals for scent-detection tasks will be outlined. Fundamental chemical and environmental factors that influence scent detection will be described, as will some factors to consider when selecting species and strains for this work. Because operational scent detection often involves detection of a variety of odor combinations, training requirements are similar to those for concept formation, which has important implications for selection of training samples. These and other considerations related to sample presentation will be discussed. Common training methods for both “discrete-trial” and “free-operant” scent-discrimination tasks will be presented and critical components of training highlighted. Evaluation of the scent-detection accuracy of animal detectors is a critical step prior to and during operational deployment. Some key features of precise estimation of performance will be discussed followed by a description of some operational deployment scenarios and features that are more and less conducive to success. Finally, common challenges associated with scent-detection work and some methods of overcoming the challenges will be presented for discussion.

text: The nuts and bolts of scent detection In this tutorial, the basic requirements and ideal conditions for successfully training, evaluating, and deploying animals for scent-detection tasks will be outlined. Fundamental chemical and environmental factors that influence scent detection will be described, as will some factors to consider when selecting species and strains for this work. Because operational scent detection often involves detection of a variety of odor combinations, training requirements are similar to those for concept formation, which has important implications for selection of training samples. These and other considerations related to sample presentation will be discussed. Common training methods for both “discrete-trial” and “free-operant” scent-discrimination tasks will be presented and critical components of training highlighted. Evaluation of the scent-detection accuracy of animal detectors is a critical step prior to and during operational deployment. Some key features of precise estimation of performance will be discussed followed by a description of some operational deployment scenarios and features that are more and less conducive to success. Finally, common challenges associated with scent-detection work and some methods of overcoming the challenges will be presented for discussion.

year: 2015

title: Teachers' perceptions of the effectiveness of the Whānau Rūmaki teacher education programme, 1990-1992

authors: Kana, Fred

subjects: Maori Language

abstract: In 1990 the School of Education, the University of Waikato, initiated a special option within its regular pre-service teacher training programmes, an option designed to prepare teachers to deliver the New Zealand curriculum in bilingual and total immersion schools through the medium of te reo Māori. This alternative programmed, designated Whānau Rūmaki, was experimental and evolutionary. Inevitably particular elements of it had to be varied with each year's operation as its architects attempted 'to get the mix right'. It is difficult, however, when engaged in the day to day running of a programme, to stand back and review with any degree of objectivity its strengths and weaknesses. This study, therefore, in retrospect attempts to do three things: one, to follow the initial Whānau Rūmaki student cohort through its three or four year training cycle noting especially the difficulties confronting individual students some of whom dropped out of the programme; two, to gather information from as many as possible of the graduates who graduated about how well they felt they had been prepared for the rigours of classroom teaching; three, to be able, after analysing the data gathered, to recommend ways of improving the on-going Whānau Rūmaki programme.

text: Teachers' perceptions of the effectiveness of the Whānau Rūmaki teacher education programme, 1990-1992 In 1990 the School of Education, the University of Waikato, initiated a special option within its regular pre-service teacher training programmes, an option designed to prepare teachers to deliver the New Zealand curriculum in bilingual and total immersion schools through the medium of te reo Māori. This alternative programmed, designated Whānau Rūmaki, was experimental and evolutionary. Inevitably particular elements of it had to be varied with each year's operation as its architects attempted 'to get the mix right'. It is difficult, however, when engaged in the day to day running of a programme, to stand back and review with any degree of objectivity its strengths and weaknesses. This study, therefore, in retrospect attempts to do three things: one, to follow the initial Whānau Rūmaki student cohort through its three or four year training cycle noting especially the difficulties confronting individual students some of whom dropped out of the programme; two, to gather information from as many as possible of the graduates who graduated about how well they felt they had been prepared for the rigours of classroom teaching; three, to be able, after analysing the data gathered, to recommend ways of improving the on-going Whānau Rūmaki programme.

year: 1997