title: Evaluation of wood pretreatments on oak and cedar

authors: Hoper, S.T.

subjects: radiocarbon

abstract: In a separate study, we conducted a series of high-precision radiocarbon measurements using wood from Britain and New Zealand to investigate interhemispheric offsets and possible temporal variations. To minimize variability associated with different species, the pretreatment of the oak (Quercus patraea) and cedar (Librocedrus bidwilli) was to acellulose for both. This study investigates the thoroughness of a range of pretreatment processes by the stable isotope analysis of the products.

text: Evaluation of wood pretreatments on oak and cedar In a separate study, we conducted a series of high-precision radiocarbon measurements using wood from Britain and New Zealand to investigate interhemispheric offsets and possible temporal variations. To minimize variability associated with different species, the pretreatment of the oak (Quercus patraea) and cedar (Librocedrus bidwilli) was to acellulose for both. This study investigates the thoroughness of a range of pretreatment processes by the stable isotope analysis of the products.

year: 1998

title: Teaching novice conceptual data modellers to become experts

authors: Venable, John R.

subjects: computer science

abstract: This paper describes teaching practices designed to help novice data modellers become expert data modellers. We base these practices on extant empirical research which highlights the strengths of expert data modellers and reveals the weaknesses of novices. After reviewing this research and analysing the causes of the novices' difficulties, we describe the strategy and specific techniques for helping novices to overcome their weaknesses and acquire the strengths and skills of expert data modellers. Techniques recommended include explicit comparison and teaching of novice and expert characteristics and behaviours, providing students with a realistic plan for how to acquire expert data modellers' capabilities, exposure to and comparison of a wide variety of data modelling approaches and topics, extensive amounts of practice on a wide variety of application domains, and critique of practical work in light of the understanding of novice errors and expert behaviours. Our intent is not just to make significant progress during a course, but to provide students with a means to continue to learn and improve in the long term.

text: Teaching novice conceptual data modellers to become experts This paper describes teaching practices designed to help novice data modellers become expert data modellers. We base these practices on extant empirical research which highlights the strengths of expert data modellers and reveals the weaknesses of novices. After reviewing this research and analysing the causes of the novices' difficulties, we describe the strategy and specific techniques for helping novices to overcome their weaknesses and acquire the strengths and skills of expert data modellers. Techniques recommended include explicit comparison and teaching of novice and expert characteristics and behaviours, providing students with a realistic plan for how to acquire expert data modellers' capabilities, exposure to and comparison of a wide variety of data modelling approaches and topics, extensive amounts of practice on a wide variety of application domains, and critique of practical work in light of the understanding of novice errors and expert behaviours. Our intent is not just to make significant progress during a course, but to provide students with a means to continue to learn and improve in the long term.

year: 1995-09

title: Dis-lodging literature from English: Challenging linguistic hegemonies

authors: Locke, Terry

subjects: literature

abstract: This paper problematises the location of literature "teaching" within the English (L1) curriculum, as is the case in New Zealand and other settings. It defamiliarises this arrangement by drawing attention to official New Zealand policies of biculturalism and to the increasing cultural and linguistic diversity in many New Zealand classrooms. It identifies a number of social justice issues arising from the current arrangement, and also raises issues in respect of educational policy and ways in which canonical subjects become constructed in practice. It then discusses ways in which a new qualifications template developed at the University of Waikato might provide a vehicle for establishing a new arrangement, in terms of which literature study is dislodged from English and reshaped as a course of study entitled Literature in Society. It indicates ways in which Comparative Literature, as a predominantly university-constituted discipline, might contribute to the theorisation of this new arrangement.

text: Dis-lodging literature from English: Challenging linguistic hegemonies This paper problematises the location of literature "teaching" within the English (L1) curriculum, as is the case in New Zealand and other settings. It defamiliarises this arrangement by drawing attention to official New Zealand policies of biculturalism and to the increasing cultural and linguistic diversity in many New Zealand classrooms. It identifies a number of social justice issues arising from the current arrangement, and also raises issues in respect of educational policy and ways in which canonical subjects become constructed in practice. It then discusses ways in which a new qualifications template developed at the University of Waikato might provide a vehicle for establishing a new arrangement, in terms of which literature study is dislodged from English and reshaped as a course of study entitled Literature in Society. It indicates ways in which Comparative Literature, as a predominantly university-constituted discipline, might contribute to the theorisation of this new arrangement.

year: 2004-05-01