title: Running greenstone on an iPod

authors: Bainbridge, David

subjects: computer science

abstract: The open source digital library software Greenstone is demonstrated running on an iPod. The standalone configuration supports browsing, searching and displaying documents in a range of media formats. Plugged in to a host computer (Mac, Linux, or Windows), the exact same facilities are made available to the world through a built-in web server.

text: Running greenstone on an iPod The open source digital library software Greenstone is demonstrated running on an iPod. The standalone configuration supports browsing, searching and displaying documents in a range of media formats. Plugged in to a host computer (Mac, Linux, or Windows), the exact same facilities are made available to the world through a built-in web server.

year: 2008

title: A supercapacitor based enhancement technique for stand-alone surge protection circuits

authors: Fernando, Jayathu

subjects: supercapacitors

abstract: With the International Technology Roadmap for Semiconductors predicting below-25nm feature-size VLSIs, powered by DC power supplies of less than 1V, protection against transients has become mandatory for modern electronic systems. Surge protection circuits are usually designed using non-linear devices such as metal oxide varistors and semiconductor devices and these devices are rated for short-term energy absorption, based on transient waveforms defined by standards such as IEEE C62.41. Despite their very low voltage DC ratings, supercapacitors are characterized by large time constants and significant continuous energy absorption ratings. This paper presents details of a patent-pending technique where multi-winding magnetic core with a supercapacitor based energy absorber stage can be combined with the commonly used non-linear devices, for enhanced protection. Comparison of the supercapacitor-enhanced circuit together with a commercial surge protection circuit is provided.

text: A supercapacitor based enhancement technique for stand-alone surge protection circuits With the International Technology Roadmap for Semiconductors predicting below-25nm feature-size VLSIs, powered by DC power supplies of less than 1V, protection against transients has become mandatory for modern electronic systems. Surge protection circuits are usually designed using non-linear devices such as metal oxide varistors and semiconductor devices and these devices are rated for short-term energy absorption, based on transient waveforms defined by standards such as IEEE C62.41. Despite their very low voltage DC ratings, supercapacitors are characterized by large time constants and significant continuous energy absorption ratings. This paper presents details of a patent-pending technique where multi-winding magnetic core with a supercapacitor based energy absorber stage can be combined with the commonly used non-linear devices, for enhanced protection. Comparison of the supercapacitor-enhanced circuit together with a commercial surge protection circuit is provided.

year: 2013

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