title: Genre, academic writing and e-learning: An integrated tertiary level Taiwan-based study

authors: Lin, Hsiu-Chen (Antonia)

subjects: genre

abstract: The research reported here has two main focus points: online learning and the teaching of academic writing to learners of English as an additional language. At its core is a study involving an intensive genre-centered writing course conducted in a tertiary educational institution in Taiwan and delivered in three modes - face-to-face, fully online and blended. That study, preceded by a pilot study conducted in New Zealand, involved a writing course that focused on cognitive genres (e.g. argument) that have been identified as being fundamental to academic writing. It included model texts (constructed in segments with accompanying discussion of their language and structure) and writing exercises. Analysis of post-course questionnaires and focus group discussions revealed a high level of satisfaction with the course. Analysis of pre-test and post-test writing tasks in terms of a wide range of criteria provided evidence of improvement in the writing of course participants in a range of areas. Although those involved in blended and face-to-face modes were most positive about the advantages of the course, it was not necessarily always the case that they outperformed online group members in terms of improvement in writing. 

Also included are two questionnaire-based surveys of samples of teachers of English in tertiary level educational institutions in Taiwan. The first investigated attitudes and practices in relation to the integration of instructional technology into teaching. Although the vast majority of survey participants believed that it was important to incorporate instructional technology into their teaching, this was not necessarily reflected in their more specific beliefs and practices. Very few reported having spent more than a few hours attending instructional technology-related workshops, more than half indicated that very little or none of the interaction in their language classes was computer-mediated, only approximately one third reported having used a learning platform in the six weeks prior to the survey, and over one third reported that they had never used a learning platform. The second questionnaire-based survey investigated attitudes and practices in relation to the teaching and assessment of writing. Although survey participants were familiar with process-centered approaches to the teaching of writing, they appeared to be much less familiar with genre-centered approaches. Using model texts as a way of introducing, demonstrating and explaining language in use seemed to be the exception rather than the rule. Additionally, although they reported spending a considerable amount of time grading and commenting on their students' writing, most of them indicated that they did not design grading criteria that related specifically to course content, and many of the sample comments on student writing that they provided were of a type that is unlikely to help students to improve their writing. 

Overall, the study provides evidence that a genre-centered academic writing course can be associated with a high level of student satisfaction and can lead to demonstrable improvement in student writing. However, it also demonstrates that teachers of English at tertiary level in Taiwan are generally unfamiliar with this sort of approach and that many of them are not yet ready to provide their students with options in terms of delivery modes.

text: Genre, academic writing and e-learning: An integrated tertiary level Taiwan-based study The research reported here has two main focus points: online learning and the teaching of academic writing to learners of English as an additional language. At its core is a study involving an intensive genre-centered writing course conducted in a tertiary educational institution in Taiwan and delivered in three modes - face-to-face, fully online and blended. That study, preceded by a pilot study conducted in New Zealand, involved a writing course that focused on cognitive genres (e.g. argument) that have been identified as being fundamental to academic writing. It included model texts (constructed in segments with accompanying discussion of their language and structure) and writing exercises. Analysis of post-course questionnaires and focus group discussions revealed a high level of satisfaction with the course. Analysis of pre-test and post-test writing tasks in terms of a wide range of criteria provided evidence of improvement in the writing of course participants in a range of areas. Although those involved in blended and face-to-face modes were most positive about the advantages of the course, it was not necessarily always the case that they outperformed online group members in terms of improvement in writing. 

Also included are two questionnaire-based surveys of samples of teachers of English in tertiary level educational institutions in Taiwan. The first investigated attitudes and practices in relation to the integration of instructional technology into teaching. Although the vast majority of survey participants believed that it was important to incorporate instructional technology into their teaching, this was not necessarily reflected in their more specific beliefs and practices. Very few reported having spent more than a few hours attending instructional technology-related workshops, more than half indicated that very little or none of the interaction in their language classes was computer-mediated, only approximately one third reported having used a learning platform in the six weeks prior to the survey, and over one third reported that they had never used a learning platform. The second questionnaire-based survey investigated attitudes and practices in relation to the teaching and assessment of writing. Although survey participants were familiar with process-centered approaches to the teaching of writing, they appeared to be much less familiar with genre-centered approaches. Using model texts as a way of introducing, demonstrating and explaining language in use seemed to be the exception rather than the rule. Additionally, although they reported spending a considerable amount of time grading and commenting on their students' writing, most of them indicated that they did not design grading criteria that related specifically to course content, and many of the sample comments on student writing that they provided were of a type that is unlikely to help students to improve their writing. 

Overall, the study provides evidence that a genre-centered academic writing course can be associated with a high level of student satisfaction and can lead to demonstrable improvement in student writing. However, it also demonstrates that teachers of English at tertiary level in Taiwan are generally unfamiliar with this sort of approach and that many of them are not yet ready to provide their students with options in terms of delivery modes.

year: 2010

title: The Identification, Isolation and Partial Characterisation of VapA-encoding virulence plasmids in Rhodococcus equi found in New Zealand.

authors: Singh, Niharika

subjects: Rhodococcus equi

abstract: This thesis describes the identification, isolation and partial characterisation of VapA-encoded virulence plasmids present in Rhodococcus equi (R. equi) found in foals in New Zealand. R. equi infection associated with the presence of virulence plasmids causes severe pyogranulomatous pneumonia in foals and, if left untreated, it can be lethal. Foals are thought to be infected when they ingest or breathe in bacteria present in soil, dust and faecal particles after which the bacteria multiply inside macrophages and cause pneumonia. Studies have shown that virulence is associated with the presence of the vapA gene in a plasmid that encodes a VapA protein. Twelve different types of VapA-encoding virulence plasmids have been described so far. Epidemiological studies of America, Australia, Korea, Japan and some parts of Europe have revealed that more than one subtype can exist in a farm or even a country. The aim of the study was to investigate if more than one subtype of VapA-encoded plasmids exists in a farm in New Zealand.
Nasal swabs for the analysis were obtained from the Auckland Veterinary Centre in Papakura. Based on colony morphology and 16S primers, successful identification of R. equi was possible, VapA primers assisted with distinguishing bacteria that carried VapA-encoded plasmids. Since success with plasmid isolations was modest, characterization of plasmids was conducted by sequence analysis of an approximately 1-kb variable region present in VapA-encoded plasmids. Sequence analysis and restriction digestion patterns revealed two distinct patterns of sequences from the variable region which were divided into two groups: PI and PII.
Results indicated that PI sequences were significantly similar to published 85-kb type I plasmids and must also be from 85-kb type I plasmids but more detailed analysis of other regions is required to confirm the results. PII sequences on the other hand were distinctly different from PI sequences and displayed poor matches with published plasmid sequences. This is the first attempt at characterising VapA-encoded virulence plasmids from R. equi isolates in New Zealand. This work will contribute towards increasing our knowledge regarding the unique characteristics of the VapA-encoding plasmids, which could define transmission characteristics, possible sources of infection in disease outbreaks and vaccine development.

text: The Identification, Isolation and Partial Characterisation of VapA-encoding virulence plasmids in Rhodococcus equi found in New Zealand. This thesis describes the identification, isolation and partial characterisation of VapA-encoded virulence plasmids present in Rhodococcus equi (R. equi) found in foals in New Zealand. R. equi infection associated with the presence of virulence plasmids causes severe pyogranulomatous pneumonia in foals and, if left untreated, it can be lethal. Foals are thought to be infected when they ingest or breathe in bacteria present in soil, dust and faecal particles after which the bacteria multiply inside macrophages and cause pneumonia. Studies have shown that virulence is associated with the presence of the vapA gene in a plasmid that encodes a VapA protein. Twelve different types of VapA-encoding virulence plasmids have been described so far. Epidemiological studies of America, Australia, Korea, Japan and some parts of Europe have revealed that more than one subtype can exist in a farm or even a country. The aim of the study was to investigate if more than one subtype of VapA-encoded plasmids exists in a farm in New Zealand.
Nasal swabs for the analysis were obtained from the Auckland Veterinary Centre in Papakura. Based on colony morphology and 16S primers, successful identification of R. equi was possible, VapA primers assisted with distinguishing bacteria that carried VapA-encoded plasmids. Since success with plasmid isolations was modest, characterization of plasmids was conducted by sequence analysis of an approximately 1-kb variable region present in VapA-encoded plasmids. Sequence analysis and restriction digestion patterns revealed two distinct patterns of sequences from the variable region which were divided into two groups: PI and PII.
Results indicated that PI sequences were significantly similar to published 85-kb type I plasmids and must also be from 85-kb type I plasmids but more detailed analysis of other regions is required to confirm the results. PII sequences on the other hand were distinctly different from PI sequences and displayed poor matches with published plasmid sequences. This is the first attempt at characterising VapA-encoded virulence plasmids from R. equi isolates in New Zealand. This work will contribute towards increasing our knowledge regarding the unique characteristics of the VapA-encoding plasmids, which could define transmission characteristics, possible sources of infection in disease outbreaks and vaccine development.

year: 2010

title: 'Chris Finlayson and James Christmas, He Kupu Taurangi'

authors: Simon, Hemopereki

abstract: Twenty-five years on from the Ngāi Tahu Treaty settlement this book authored by Former Minister for Treaty of Waitangi Negotiations Hon. Chris Finlayson QC and Senior Ministerial Advisor James Christmas seems timely to capture the modern history and processes of the Treaty Settlement here in Aotearoa New Zealand. After all, the effects of these settlements is driving change economically, socially, environmentally, and politically, not only within hapū and iwi but nationally.

text: 'Chris Finlayson and James Christmas, He Kupu Taurangi' Twenty-five years on from the Ngāi Tahu Treaty settlement this book authored by Former Minister for Treaty of Waitangi Negotiations Hon. Chris Finlayson QC and Senior Ministerial Advisor James Christmas seems timely to capture the modern history and processes of the Treaty Settlement here in Aotearoa New Zealand. After all, the effects of these settlements is driving change economically, socially, environmentally, and politically, not only within hapū and iwi but nationally.

year: 2022