title: Use of LA-ICP-MS to analyse dental enamel in order to locate the geographical origin of teeth

authors: Cameron, Nicola

subjects: enamel

abstract: The investigation reported here involved the analysis of possum tooth samples by Laser Ablation-Inductively Coupled Plasma-Mass Spectrometry (LA-ICP-MS) to determine whether or not the data obtained from the elemental composition of the dental enamel was sufficient to differentiate samples according to their geographical origin. The possum jaws were processed, and the teeth removed and cleaned and mounted on slides before analyses could be carried out. A LA-ICP-MS method was developed in order to obtain data for the tooth enamel. This involved optimising specific laser parameters, such as laser spot size, laser power, and acquisition time. It was also essential to determine the best calibration standard for the project, which proved to be NIST 612. Data was collected from samples from across ten different regions. The data was statistically analysed by Principal component analysis (PCA) and Linear Discriminant Analysis (LDA). It was found that some regions overlapped in the PCA, meaning they could not be 100% separated however, many regions could be distinguished, and it was determined, by that using LDA, 75.75% of the samples could be correctly grouped into their regions of origin. A further analysis was conducted once several regions were removed (for historical or statistical reasons), which greatly improved the results. 82.9% of the samples could be placed into their region of origin.

text: Use of LA-ICP-MS to analyse dental enamel in order to locate the geographical origin of teeth The investigation reported here involved the analysis of possum tooth samples by Laser Ablation-Inductively Coupled Plasma-Mass Spectrometry (LA-ICP-MS) to determine whether or not the data obtained from the elemental composition of the dental enamel was sufficient to differentiate samples according to their geographical origin. The possum jaws were processed, and the teeth removed and cleaned and mounted on slides before analyses could be carried out. A LA-ICP-MS method was developed in order to obtain data for the tooth enamel. This involved optimising specific laser parameters, such as laser spot size, laser power, and acquisition time. It was also essential to determine the best calibration standard for the project, which proved to be NIST 612. Data was collected from samples from across ten different regions. The data was statistically analysed by Principal component analysis (PCA) and Linear Discriminant Analysis (LDA). It was found that some regions overlapped in the PCA, meaning they could not be 100% separated however, many regions could be distinguished, and it was determined, by that using LDA, 75.75% of the samples could be correctly grouped into their regions of origin. A further analysis was conducted once several regions were removed (for historical or statistical reasons), which greatly improved the results. 82.9% of the samples could be placed into their region of origin.

year: 2011

title: Implications of the Improvement of Teaching Quality for Professional Development (PD) of Academics at the Colleges of Applied Sciences (CASs) in the Sultanate of Oman

authors: Al Aufi, Mohammed Ali

subjects: quality assurance

abstract: The Oman Accreditation Council (OAC), which is called later the Oman Academic Accreditation Authority (OAAA), designed a higher education institution (HEI) Quality Assurance (QA) framework for Omani public and private Higher Education Institutions (HEIs), starting with a quality audit process in 2008. The Colleges of Applied Sciences (CASs), as a public HEI, are required to ensure the quality of all services and activities to meet particular national standards (specified in the framework) in order to gain a HEI and programme certificate. In line with a quality audit scope, the quality of the fields of PD and related teaching quality should be ensured and enhanced by the promotion and contribution of the former field to the maintenance and improvement of the latter one.  
The chief purpose of this study was to identify the uptake and implications of the growing requirement to improve teaching quality and the PD of academics at the CASs in the Sultanate of Oman especially in the context of the application of the QA framework. The study focused on examining the academics’ participation in professional development programmes (PDPs) and current perceptions of PD with respect to the improvement of teaching quality improvement at these colleges. The current study also dealt with a reorganization and prioritization of academics’ PD needs, barriers to effective PD, and factors to enhance PD of academics regarding teaching quality improvement in the colleges. 
Based on the purpose and research objectives, the current study adopted both positivist (quantitative) and interpretive (qualitative) research paradigms. Because the study perused quantitative and qualitative data regarding certain variables, it chose a mixed-research design. The researcher designed survey questionnaire to collect quantitative data and a semi-structured interview and a focus group discussion to probe and interpret quantitative findings. After fulfillment of the validity and reliability measurements, a self-completion questionnaire was distributed to a stratified random sample of academics (170) over the six CASs. A total of 150 questionnaires (out of 170) were completed and returned and the response-rate reached 88.2%. The quantitative data was analyzed by appropriate analysis using the Statistical Package for Social sciences (SPSS), while the qualitative data was analyzed by appropriate qualitative analysis.   
The findings of the study showed that the level of academics’ participation in PDPs to improve teaching quality in the last two years in the CASs seems to be unsatisfactorily low. The current perceptions of the PD situations in the colleges, relating to teaching quality improvement, signified a shortage in the number of available PDPs and/or a discouragement of academics’ participation in these programmes in the last two years. The study also revealed all the 22 PD needs of academics regarding the improvement of teaching quality are significantly demanded by participants; the higher rated needs focused on a development of ‘student centred’ skills, such as critical thinking and problem-solving skills. 
Furthermore, the study illustrated that the highest significant perceived barriers to effective PD in the CASs, as related to teaching quality improvement, focus on a lack of a clear institutional PD policy and a lack of appropriately systematic PD plans. The study also revealed all 10 perceived factors to enhance PD regarding teaching quality improvement are very important. The most significant factors represented and stressed particular problematic issues (the high rated barriers) and a reduction of a heavy workload to enhance academics’ participation in PD regarding the improvement of teaching quality. 
Conclusions drawn from the discussion of the findings of study include a lack of a clear PD policy at national and institutional levels and absence of a particular authority/unit concerning PD issues in Omani HEIs. The two problematic issues resulted in a lack of systematic and realistic PD plans in the CASs, involving a lack of academics’ involvement in PD plans, a misconnection of academics’ PD needs to PD, inappropriate facilities and resources allocation, and inappropriate evaluation processes of PD. In addition, the conclusions also include that PD of academics regarding the improvement of teaching quality in the colleges requires more attention and focus to manage particular significant issues perceived by participants as both barriers and potential facilitators relating to PD of academics.
Based on identified conclusions, particular implications for policy and practice to enhance PD to improve teaching quality were set at three levels: governmental, institutional, and individual. Moreover, achievements of the current study according to the research questions were identified and contributions of the study to the fields of PD, teaching quality, and the context of QA and quality audit in HE were addressed. Based on the findings and conclusions, particular directions and recommended issues were suggested to be studied by further research to benefit the enhancement of PD and related teaching quality improvement.

text: Implications of the Improvement of Teaching Quality for Professional Development (PD) of Academics at the Colleges of Applied Sciences (CASs) in the Sultanate of Oman The Oman Accreditation Council (OAC), which is called later the Oman Academic Accreditation Authority (OAAA), designed a higher education institution (HEI) Quality Assurance (QA) framework for Omani public and private Higher Education Institutions (HEIs), starting with a quality audit process in 2008. The Colleges of Applied Sciences (CASs), as a public HEI, are required to ensure the quality of all services and activities to meet particular national standards (specified in the framework) in order to gain a HEI and programme certificate. In line with a quality audit scope, the quality of the fields of PD and related teaching quality should be ensured and enhanced by the promotion and contribution of the former field to the maintenance and improvement of the latter one.  
The chief purpose of this study was to identify the uptake and implications of the growing requirement to improve teaching quality and the PD of academics at the CASs in the Sultanate of Oman especially in the context of the application of the QA framework. The study focused on examining the academics’ participation in professional development programmes (PDPs) and current perceptions of PD with respect to the improvement of teaching quality improvement at these colleges. The current study also dealt with a reorganization and prioritization of academics’ PD needs, barriers to effective PD, and factors to enhance PD of academics regarding teaching quality improvement in the colleges. 
Based on the purpose and research objectives, the current study adopted both positivist (quantitative) and interpretive (qualitative) research paradigms. Because the study perused quantitative and qualitative data regarding certain variables, it chose a mixed-research design. The researcher designed survey questionnaire to collect quantitative data and a semi-structured interview and a focus group discussion to probe and interpret quantitative findings. After fulfillment of the validity and reliability measurements, a self-completion questionnaire was distributed to a stratified random sample of academics (170) over the six CASs. A total of 150 questionnaires (out of 170) were completed and returned and the response-rate reached 88.2%. The quantitative data was analyzed by appropriate analysis using the Statistical Package for Social sciences (SPSS), while the qualitative data was analyzed by appropriate qualitative analysis.   
The findings of the study showed that the level of academics’ participation in PDPs to improve teaching quality in the last two years in the CASs seems to be unsatisfactorily low. The current perceptions of the PD situations in the colleges, relating to teaching quality improvement, signified a shortage in the number of available PDPs and/or a discouragement of academics’ participation in these programmes in the last two years. The study also revealed all the 22 PD needs of academics regarding the improvement of teaching quality are significantly demanded by participants; the higher rated needs focused on a development of ‘student centred’ skills, such as critical thinking and problem-solving skills. 
Furthermore, the study illustrated that the highest significant perceived barriers to effective PD in the CASs, as related to teaching quality improvement, focus on a lack of a clear institutional PD policy and a lack of appropriately systematic PD plans. The study also revealed all 10 perceived factors to enhance PD regarding teaching quality improvement are very important. The most significant factors represented and stressed particular problematic issues (the high rated barriers) and a reduction of a heavy workload to enhance academics’ participation in PD regarding the improvement of teaching quality. 
Conclusions drawn from the discussion of the findings of study include a lack of a clear PD policy at national and institutional levels and absence of a particular authority/unit concerning PD issues in Omani HEIs. The two problematic issues resulted in a lack of systematic and realistic PD plans in the CASs, involving a lack of academics’ involvement in PD plans, a misconnection of academics’ PD needs to PD, inappropriate facilities and resources allocation, and inappropriate evaluation processes of PD. In addition, the conclusions also include that PD of academics regarding the improvement of teaching quality in the colleges requires more attention and focus to manage particular significant issues perceived by participants as both barriers and potential facilitators relating to PD of academics.
Based on identified conclusions, particular implications for policy and practice to enhance PD to improve teaching quality were set at three levels: governmental, institutional, and individual. Moreover, achievements of the current study according to the research questions were identified and contributions of the study to the fields of PD, teaching quality, and the context of QA and quality audit in HE were addressed. Based on the findings and conclusions, particular directions and recommended issues were suggested to be studied by further research to benefit the enhancement of PD and related teaching quality improvement.

year: 2014

title: Ngā Whanaketanga: Minimising contradictions and maximising opportunities for teacher learning.

authors: Hohepa, Margie Kahukura

subjects: Māori medium teacher professional development

abstract: In 2010 the assessment of student progress and achievement against National Standards became mandatory in English medium schooling in Aotearoa New Zealand. In that same year information gathering and revision work was carried out on the then draft Whanaketanga, developed in 2009. The Whanaketanga are deemed to be the equivalent to National Standards for classrooms implementing Te Marautanga o Aotearoa, the curriculum for immersion Māori medium settings. The information gathering and revision work was carried out in readiness for mandatory implementation of the Whanaketanga in 2011. The work also provided important opportunities for Māori medium teacher professional learning and development. The introduction of National Standards has been controversial. The development of Whanaketanga has also been controversial and challenging in nature. The first half of this paper provides an overview of Whanaketanga development and the challenges its developers worked hard to address. The second part discusses implications for Māori medium teacher professional learning and development, drawn from findings from research case studies of the information gathering and revision work.

text: Ngā Whanaketanga: Minimising contradictions and maximising opportunities for teacher learning. In 2010 the assessment of student progress and achievement against National Standards became mandatory in English medium schooling in Aotearoa New Zealand. In that same year information gathering and revision work was carried out on the then draft Whanaketanga, developed in 2009. The Whanaketanga are deemed to be the equivalent to National Standards for classrooms implementing Te Marautanga o Aotearoa, the curriculum for immersion Māori medium settings. The information gathering and revision work was carried out in readiness for mandatory implementation of the Whanaketanga in 2011. The work also provided important opportunities for Māori medium teacher professional learning and development. The introduction of National Standards has been controversial. The development of Whanaketanga has also been controversial and challenging in nature. The first half of this paper provides an overview of Whanaketanga development and the challenges its developers worked hard to address. The second part discusses implications for Māori medium teacher professional learning and development, drawn from findings from research case studies of the information gathering and revision work.

year: 2012