title: Decomposing complete equipartite graphs into short even cycles

authors: Smith, Benjamin R.

subjects: graph decomposition

abstract: In this article we find necessary and sufficient conditions to decompose a complete equipartite graph into cycles of uniform length, in the case that the length is both even and short relative to the number of parts.

text: Decomposing complete equipartite graphs into short even cycles In this article we find necessary and sufficient conditions to decompose a complete equipartite graph into cycles of uniform length, in the case that the length is both even and short relative to the number of parts.

year: 2010

title: A Shift from Traditional Pedagogy in Nepali Rural Primary Schools

authors: Rana, Karna

subjects: ICT

abstract: This article reports a study of primary teachers’ experiences of using digital technologies in rural primary schools in Nepal, particularly the training they received, the resources they can access, and the impact on their teaching approaches. Policy by the government of Nepal emphasises the need to develop ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. Teachers’ experiences indicated that to some extent the integration of digital technologies in instructional activities changed their role in the classroom, created a learner-friendly learning environment and improved aspects of their teaching. The study also found that there was often insufficient access to ICT in and outside the school premises, and that pre-service teacher education, as well as government-provided in-service training, does not cover the use of ICT in instructional activities. Rather provision of infrastructures and training in the use of digital devices is carried out by non-governmental organisations (NGOs). It is argued that for policy to be realised in practice, more sustainable and more comprehensive systems need to be developed to train teachers in ICT use and to provide them with necessary facilities.

text: A Shift from Traditional Pedagogy in Nepali Rural Primary Schools This article reports a study of primary teachers’ experiences of using digital technologies in rural primary schools in Nepal, particularly the training they received, the resources they can access, and the impact on their teaching approaches. Policy by the government of Nepal emphasises the need to develop ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. Teachers’ experiences indicated that to some extent the integration of digital technologies in instructional activities changed their role in the classroom, created a learner-friendly learning environment and improved aspects of their teaching. The study also found that there was often insufficient access to ICT in and outside the school premises, and that pre-service teacher education, as well as government-provided in-service training, does not cover the use of ICT in instructional activities. Rather provision of infrastructures and training in the use of digital devices is carried out by non-governmental organisations (NGOs). It is argued that for policy to be realised in practice, more sustainable and more comprehensive systems need to be developed to train teachers in ICT use and to provide them with necessary facilities.

year: 2018

title: Applying the Ka Awatea model to Māori students’ experiences at university

authors: Derby, Melissa

abstract: Understanding key factors that contribute to (or negatively impact on) Māori student success can: 
• Promote the development of better policy that supports Māori students to achieve educational success; 
• Aid in targeting resources to support success; 
• Encourage a move away from deficit insinuation that the challenges some Māori face in education are based on ethnicity; and 
• Promote better understanding of contextual factors and the myriad of things that contribute to the outcomes we experience.

text: Applying the Ka Awatea model to Māori students’ experiences at university Understanding key factors that contribute to (or negatively impact on) Māori student success can: 
• Promote the development of better policy that supports Māori students to achieve educational success; 
• Aid in targeting resources to support success; 
• Encourage a move away from deficit insinuation that the challenges some Māori face in education are based on ethnicity; and 
• Promote better understanding of contextual factors and the myriad of things that contribute to the outcomes we experience.

year: 2022-11-16