title: Freezing rich fragments of the World Wide Web

authors: Holmes, Geoffrey

subjects: computer science

abstract: While the World Wide Web (WWW) is an attractive option as a resource for teaching and research it does have some undesirable features. The cost of allowing students unlimited access can be high-both in money and time; students may become addicted to ‘surfing’ the web-exploring purely for entertainment-and jeopardise their studies. Students are likely to discover undesirable material because large scale search engines index sites regardless of their merit. Finally, the explosive growth of WWW usage means that servers and networks are often overloaded, to the extent that a student may gain a very negative view of the technology. 
We have developed a piece of software which attempts to address these issues by capturing rich fragments of the WWW onto local storage media. It is possible to put a collection onto CD ROM, providing portability and inexpensive storage. This enables the presentation of the WWW to distance learning students, who do not have internet access. The software interfaces to standard, commonly available web browsers, acting as a proxy server to the files stored on the local media, and provides a search engine giving full text searching capability within the collection. The software gives educators the opportunity to provide the look and feel of WWW technology while limiting undesirable features of the WWW.

text: Freezing rich fragments of the World Wide Web While the World Wide Web (WWW) is an attractive option as a resource for teaching and research it does have some undesirable features. The cost of allowing students unlimited access can be high-both in money and time; students may become addicted to ‘surfing’ the web-exploring purely for entertainment-and jeopardise their studies. Students are likely to discover undesirable material because large scale search engines index sites regardless of their merit. Finally, the explosive growth of WWW usage means that servers and networks are often overloaded, to the extent that a student may gain a very negative view of the technology. 
We have developed a piece of software which attempts to address these issues by capturing rich fragments of the WWW onto local storage media. It is possible to put a collection onto CD ROM, providing portability and inexpensive storage. This enables the presentation of the WWW to distance learning students, who do not have internet access. The software interfaces to standard, commonly available web browsers, acting as a proxy server to the files stored on the local media, and provides a search engine giving full text searching capability within the collection. The software gives educators the opportunity to provide the look and feel of WWW technology while limiting undesirable features of the WWW.

year: 1997-04

title: Validating the depression anxiety stress scales (DASS-21) across Germany, Ghana, India, and New Zealand using Rasch methodology

authors: Adu, P

subjects: Anxiety

abstract: Psychological distress is widespread globally, affects both mental and physical health, and has been significantly exacerbated by the COVID-19 pandemic. Reliable and valid instruments to assess psychological distress are needed so that interventions to address this condition can be directed and evaluated. We evaluated the psychometric statistics of the Depression Anxiety Stress Scales (DASS-21) using the Rasch method and a population survey sample dataset from four nations. To meet the requirements of the Rasch model, we randomly selected 500 participants (at least 110 from each country) from a total sample of 1822 individuals from Germany (n = 475), Ghana (n = 523), India (n = 411), and New Zealand (n = 413). Minor testlet modifications were necessary to achieve a satisfactory model fit for the depression (χ2 (30) = 40.32, p = 0.099), anxiety (χ2 (32) = 31.22, p = 0.510), and stress (χ2 (20) = 29.64, p = 0.076) subscales, and the full-scale (χ2 (18) = 23.93, p = 0.16). The scales were strictly unidimensional with acceptable reliability reflected by Person Separation Index (PSI) values of 0.86 for depression, 0.74 for anxiety, 0.82 for stress, and 0.87 for the total scale. The scales’ items showed invariance across the countries and sociodemographic factors. The scales also demonstrated convergent, structural, and external validities. The study supported the reliability and validity of the DASS-21 for assessing psychological distress in four countries. Rasch model algorithms developed in this study enable conversion of the ordinal DASS-21 scale and its subscale scores to interval-level scores, which increases the precision of measurement. Future studies should apply Rasch methodology to the DASS-21 in various cultural contexts, incorporating subgroup analyses.

text: Validating the depression anxiety stress scales (DASS-21) across Germany, Ghana, India, and New Zealand using Rasch methodology Psychological distress is widespread globally, affects both mental and physical health, and has been significantly exacerbated by the COVID-19 pandemic. Reliable and valid instruments to assess psychological distress are needed so that interventions to address this condition can be directed and evaluated. We evaluated the psychometric statistics of the Depression Anxiety Stress Scales (DASS-21) using the Rasch method and a population survey sample dataset from four nations. To meet the requirements of the Rasch model, we randomly selected 500 participants (at least 110 from each country) from a total sample of 1822 individuals from Germany (n = 475), Ghana (n = 523), India (n = 411), and New Zealand (n = 413). Minor testlet modifications were necessary to achieve a satisfactory model fit for the depression (χ2 (30) = 40.32, p = 0.099), anxiety (χ2 (32) = 31.22, p = 0.510), and stress (χ2 (20) = 29.64, p = 0.076) subscales, and the full-scale (χ2 (18) = 23.93, p = 0.16). The scales were strictly unidimensional with acceptable reliability reflected by Person Separation Index (PSI) values of 0.86 for depression, 0.74 for anxiety, 0.82 for stress, and 0.87 for the total scale. The scales’ items showed invariance across the countries and sociodemographic factors. The scales also demonstrated convergent, structural, and external validities. The study supported the reliability and validity of the DASS-21 for assessing psychological distress in four countries. Rasch model algorithms developed in this study enable conversion of the ordinal DASS-21 scale and its subscale scores to interval-level scores, which increases the precision of measurement. Future studies should apply Rasch methodology to the DASS-21 in various cultural contexts, incorporating subgroup analyses.

year: 2025

title: An exploration of different outlooks on science: towards an understanding of the under-representation of girls, and of Maori and Pacific Island students, in science

authors: Stead, Keith Eric

abstract: The research reported here was undertaken as a supplementary study to the Learning in Science Project conducted at Waikato University (1979-1981) and sought to understand why girls, Maori and Pacific Island students, are under-represented in the sciences. Two distinctive, but complementary, perspectives were developed; one qualitative, the other quantitative, to provide data from which an understanding of the problem was sought.
The qualitative perspective was provided by using a Kelly Repertory Grid methodology and intensive individual interviews with 26 students (and many of their parents) carefully chosen to provide a reasonably heterogeneous sample of students from a variety of different schools, of both sexes, of the three major ethnic groups (European, Maori, and Pacific Island), and from each of the four middle-school form levels (Fl to F4, inclusively).
The quantitative perspective was provided by a series of empirical measures chosen, not only to identify the students for the qualitative sample but also, to investigate particular variables suggested by the literature search to have possible implications for the teaching and learning of science. 
The resultant analyses suggested the sex differences in the students’ outlooks on science could be accounted for by the existence of a broad based ‘gender-related inequality’ in the way science is presented to them by the communication media, home, and school.
Similarly, the ethnic differences in students’ outlooks on science could be accounted for by the ‘cultural inequality’ present in New Zealand society which was identified in the way many of the Polynesian students and their parents, perceived the products, processes, and practitioners of science. 
The simplification presented here masks the complexity of the issues involved but, series of educational within these two broad postulates, a series of educational recommendations was suggested for affecting current educational practices identified as maintaining (or even creating) the existing under-representation of girls, Maori and Pacific Island students in the sciences. 
These included:
(i) Student beliefs about science need to be explored, challenged, modified, and/or extended
(ii) Students’ perceptions of other people’s views need to be identified, explored, challenged and/or extended 
(iii) Teachers’ styles of teaching science need to be examined
(iv) Parents’ own outlooks on science need to be developed.
This research has emphasised the need to have all students, but particularly girls, Maori, and Pacific Island students, develop positive outlooks on science in order that the current imbalance of girls and Polynesians in the sciences be redressed.

text: An exploration of different outlooks on science: towards an understanding of the under-representation of girls, and of Maori and Pacific Island students, in science The research reported here was undertaken as a supplementary study to the Learning in Science Project conducted at Waikato University (1979-1981) and sought to understand why girls, Maori and Pacific Island students, are under-represented in the sciences. Two distinctive, but complementary, perspectives were developed; one qualitative, the other quantitative, to provide data from which an understanding of the problem was sought.
The qualitative perspective was provided by using a Kelly Repertory Grid methodology and intensive individual interviews with 26 students (and many of their parents) carefully chosen to provide a reasonably heterogeneous sample of students from a variety of different schools, of both sexes, of the three major ethnic groups (European, Maori, and Pacific Island), and from each of the four middle-school form levels (Fl to F4, inclusively).
The quantitative perspective was provided by a series of empirical measures chosen, not only to identify the students for the qualitative sample but also, to investigate particular variables suggested by the literature search to have possible implications for the teaching and learning of science. 
The resultant analyses suggested the sex differences in the students’ outlooks on science could be accounted for by the existence of a broad based ‘gender-related inequality’ in the way science is presented to them by the communication media, home, and school.
Similarly, the ethnic differences in students’ outlooks on science could be accounted for by the ‘cultural inequality’ present in New Zealand society which was identified in the way many of the Polynesian students and their parents, perceived the products, processes, and practitioners of science. 
The simplification presented here masks the complexity of the issues involved but, series of educational within these two broad postulates, a series of educational recommendations was suggested for affecting current educational practices identified as maintaining (or even creating) the existing under-representation of girls, Maori and Pacific Island students in the sciences. 
These included:
(i) Student beliefs about science need to be explored, challenged, modified, and/or extended
(ii) Students’ perceptions of other people’s views need to be identified, explored, challenged and/or extended 
(iii) Teachers’ styles of teaching science need to be examined
(iv) Parents’ own outlooks on science need to be developed.
This research has emphasised the need to have all students, but particularly girls, Maori, and Pacific Island students, develop positive outlooks on science in order that the current imbalance of girls and Polynesians in the sciences be redressed.

year: 1984