title: Micro-eukaryotic diversity in hypolithons from Miers Valley, Antarctica

authors: Gokul, Jarishma K.

subjects: Antarctica

abstract: The discovery of extensive and complex hypolithic communities in both cold and hot deserts has raised many questions regarding their ecology, biodiversity and relevance in terms of regional productivity. However, most hypolithic research has focused on the bacterial elements of the community. This study represents the first investigation of micro-eukaryotic communities in all three hypolith types. Here we show that Antarctic hypoliths support extensive populations of novel uncharacterized bryophyta, fungi and protists and suggest that well known producer-decomposer-predator interactions may create the necessary conditions for hypolithic productivity in Antarctic deserts.

text: Micro-eukaryotic diversity in hypolithons from Miers Valley, Antarctica The discovery of extensive and complex hypolithic communities in both cold and hot deserts has raised many questions regarding their ecology, biodiversity and relevance in terms of regional productivity. However, most hypolithic research has focused on the bacterial elements of the community. This study represents the first investigation of micro-eukaryotic communities in all three hypolith types. Here we show that Antarctic hypoliths support extensive populations of novel uncharacterized bryophyta, fungi and protists and suggest that well known producer-decomposer-predator interactions may create the necessary conditions for hypolithic productivity in Antarctic deserts.

year: 2013-02-22

title: Using shared displays to support group design; A study of the use of informal user interface designs when learning to program

authors: Plimmer, Beryl

abstract: Hand-drawn sketches have traditionally been used to depict design ideas because they are quick to draw and can include as much or little detail as is required to convey the essence of the ideas. Computer tools are now an alternative and offer advantages for editing, storing and transmitting designs. However, designers consistently reject using current computer tools because these tools interrupt the creative process. Various studies have supported the designer's position, consistently showing that traditional tools produce more and better design ideas. 

This thesis describes the development and evaluation of a design-friendly computer tool that focuses specifically on the needs of the novice programmer who is designing user interfaces. From an extensive review of the literature on design, learning to programming and previous sketch tools we extracted the specifications for a tool that: compares favourably as a design medium with traditional tools such as the pen, paper and whiteboards, provides the editing and storage support expected of computer tools, helps students to gain a better understanding of programming problems and integrates seamlessly into a program development environment.

Freeform, the tool we have developed to these specifications, has had two iterations of development and usability testing. This tool is unique in that it: is integrated into a commercial program development environment, uses a digital whiteboard for interaction and includes character recognition. Using Freeform, students can both quickly hand-draw user interface designs and interact with the design while it is still rendered as a sketch. When satisfied with the design the student invokes the recognition engine. The sketch is then overlaid with recognition data. Any incorrect interpretations can be altered by the student. The student can then instruct Freeform to create the formal user interface in the program development environment. The translation of sketch glyphs to user interface widgets is achieved by parsing the sketch and recognition data with transformation rules. 

We have conducted two evaluation studies using Freeform. The first study directly compared Freeform to a traditional alternative. We found that, although the design quality was similar, the students believed that when they were using Freeform they both understood the problem better and enjoyed the experience more. We noted during this study that the interactive checking available in Freeform prompted more changes to the designs than the static checking done on a standard whiteboard. In the second study, we asked students to check designs rendered as both sketches in Freeform and as formal diagrams in a user interface builder. The students made significantly more revisions to the Freeform sketches and therefore produced better designs from Freeform. 

The usability tests and evaluation studies we have conducted suggest that computer-based low-fidelity design tools: can compete favourably with traditional tools as a design medium, offer better support for editing and storage, and may have advantages for checking over both traditional sketch mediums and formal interactive computer designs.

text: Using shared displays to support group design; A study of the use of informal user interface designs when learning to program Hand-drawn sketches have traditionally been used to depict design ideas because they are quick to draw and can include as much or little detail as is required to convey the essence of the ideas. Computer tools are now an alternative and offer advantages for editing, storing and transmitting designs. However, designers consistently reject using current computer tools because these tools interrupt the creative process. Various studies have supported the designer's position, consistently showing that traditional tools produce more and better design ideas. 

This thesis describes the development and evaluation of a design-friendly computer tool that focuses specifically on the needs of the novice programmer who is designing user interfaces. From an extensive review of the literature on design, learning to programming and previous sketch tools we extracted the specifications for a tool that: compares favourably as a design medium with traditional tools such as the pen, paper and whiteboards, provides the editing and storage support expected of computer tools, helps students to gain a better understanding of programming problems and integrates seamlessly into a program development environment.

Freeform, the tool we have developed to these specifications, has had two iterations of development and usability testing. This tool is unique in that it: is integrated into a commercial program development environment, uses a digital whiteboard for interaction and includes character recognition. Using Freeform, students can both quickly hand-draw user interface designs and interact with the design while it is still rendered as a sketch. When satisfied with the design the student invokes the recognition engine. The sketch is then overlaid with recognition data. Any incorrect interpretations can be altered by the student. The student can then instruct Freeform to create the formal user interface in the program development environment. The translation of sketch glyphs to user interface widgets is achieved by parsing the sketch and recognition data with transformation rules. 

We have conducted two evaluation studies using Freeform. The first study directly compared Freeform to a traditional alternative. We found that, although the design quality was similar, the students believed that when they were using Freeform they both understood the problem better and enjoyed the experience more. We noted during this study that the interactive checking available in Freeform prompted more changes to the designs than the static checking done on a standard whiteboard. In the second study, we asked students to check designs rendered as both sketches in Freeform and as formal diagrams in a user interface builder. The students made significantly more revisions to the Freeform sketches and therefore produced better designs from Freeform. 

The usability tests and evaluation studies we have conducted suggest that computer-based low-fidelity design tools: can compete favourably with traditional tools as a design medium, offer better support for editing and storage, and may have advantages for checking over both traditional sketch mediums and formal interactive computer designs.

year: 2004

title: Equity, inclusivity and shared humanity:  Addressing intergenerational failure of schooling for Māori

authors: Egan, Margaret

subjects: Equity of Māori learners

abstract: Despite decades of education reform aimed at Māori students succeeding in schooling, the New Zealand education system’s failure to engage effectively with Māori is persistent with Māori underachievement remaining chronic and seemingly intractable.
This thesis examines the interface between leadership and professional learning in a single sex secondary school during their engagement with Te Kotahitanga (Unity of Purpose). The school’s leaders were focused on closing the achievement gap between Māori and non-Māori students and asserted that if students remained engaged at school into the senior year levels, they were more likely to “achieve success”. Te Kotahitanga’s initial focus on teaching and learning in the junior years 9 and 10 presented a potential solution. As this school began to engage with Te Kotahitanga, Ka Hikitia (to step up), a strategy aimed at Māori students achieving educational success as Māori, was launched. Thus, a mandate for school reform focused on Māori potential supported the professional learning provided by Te Kotahitanga.
The findings, presented as quantitative and qualitative evidence, show that school leaders focused on their teachers implementing a more culturally responsive and relational pedagogy at Years 9 and 10 in order to close the achievement gap between Māori and their non-Māori peers. They believed that this would prepare Māori students for the more formal and traditional learning experience required in the senior school, aimed at getting through important national qualifications. While teachers and leaders who were fully engaged in Te Kotahitanga transformed the classroom experiences for their junior and senior learners, not all teachers and leaders engaged, therefore not all learners experienced the change in pedagogy throughout their time at this school. The findings also uncover layers of bias within the school and its community which prevented Māori families from contributing to their children’s education on their own terms. The two key foci, closing the achievement gap between Māori and non-Māori and retaining Māori students into the senior school obfuscated a focus on shared humanity, equity, belonging and better engagement for all.
While this research took place in New Zealand with Māori students these findings can contribute to those involved with school reform especially those in other colonised countries where indigenous students and their families face similar issues.

text: Equity, inclusivity and shared humanity:  Addressing intergenerational failure of schooling for Māori Despite decades of education reform aimed at Māori students succeeding in schooling, the New Zealand education system’s failure to engage effectively with Māori is persistent with Māori underachievement remaining chronic and seemingly intractable.
This thesis examines the interface between leadership and professional learning in a single sex secondary school during their engagement with Te Kotahitanga (Unity of Purpose). The school’s leaders were focused on closing the achievement gap between Māori and non-Māori students and asserted that if students remained engaged at school into the senior year levels, they were more likely to “achieve success”. Te Kotahitanga’s initial focus on teaching and learning in the junior years 9 and 10 presented a potential solution. As this school began to engage with Te Kotahitanga, Ka Hikitia (to step up), a strategy aimed at Māori students achieving educational success as Māori, was launched. Thus, a mandate for school reform focused on Māori potential supported the professional learning provided by Te Kotahitanga.
The findings, presented as quantitative and qualitative evidence, show that school leaders focused on their teachers implementing a more culturally responsive and relational pedagogy at Years 9 and 10 in order to close the achievement gap between Māori and their non-Māori peers. They believed that this would prepare Māori students for the more formal and traditional learning experience required in the senior school, aimed at getting through important national qualifications. While teachers and leaders who were fully engaged in Te Kotahitanga transformed the classroom experiences for their junior and senior learners, not all teachers and leaders engaged, therefore not all learners experienced the change in pedagogy throughout their time at this school. The findings also uncover layers of bias within the school and its community which prevented Māori families from contributing to their children’s education on their own terms. The two key foci, closing the achievement gap between Māori and non-Māori and retaining Māori students into the senior school obfuscated a focus on shared humanity, equity, belonging and better engagement for all.
While this research took place in New Zealand with Māori students these findings can contribute to those involved with school reform especially those in other colonised countries where indigenous students and their families face similar issues.

year: 2022