title: The Effects of ECT upon simple visual reaction time and serial anticipation learning

authors: Saunders, Steven Arthur

abstract: A 2 x 3 analysis of variance design with repeated measures on the second factor (n = 10 in each group) was employed to assess the effects of ECT upon psychomotor speed and serial learning ability. The results revealed that ECT did not increase either simple reaction time or serial learning scores. These findings are interpreted to indicate:
 (a) that ECT does not reduce the psychomotor retardation found in psychiatric patients, and 
(b) that ECT alone does not facilitate learning

text: The Effects of ECT upon simple visual reaction time and serial anticipation learning A 2 x 3 analysis of variance design with repeated measures on the second factor (n = 10 in each group) was employed to assess the effects of ECT upon psychomotor speed and serial learning ability. The results revealed that ECT did not increase either simple reaction time or serial learning scores. These findings are interpreted to indicate:
 (a) that ECT does not reduce the psychomotor retardation found in psychiatric patients, and 
(b) that ECT alone does not facilitate learning

year: 1970

title: Can we avoid high coupling?

authors: Taube-Schock, Craig

subjects: coupling

abstract: It is considered good software design practice to organize source code into modules and to favour within-module connections (cohesion) over between-module connections (coupling), leading to the oft-repeated maxim "low coupling/high cohesion". Prior research into network theory and its application to software systems has found evidence that many important properties in real software systems exhibit approximately scale-free structure, including coupling; researchers have claimed that such scale-free structures are ubiquitous. This implies that high coupling must be unavoidable, statistically speaking, apparently contradicting standard ideas about software structure. We present a model that leads to the simple predictions that approximately scale-free structures ought to arise both for between-module connectivity and overall connectivity, and not as the result of poor design or optimization shortcuts. These predictions are borne out by our large-scale empirical study. Hence we conclude that high coupling is not avoidable--and that this is in fact quite reasonable.

text: Can we avoid high coupling? It is considered good software design practice to organize source code into modules and to favour within-module connections (cohesion) over between-module connections (coupling), leading to the oft-repeated maxim "low coupling/high cohesion". Prior research into network theory and its application to software systems has found evidence that many important properties in real software systems exhibit approximately scale-free structure, including coupling; researchers have claimed that such scale-free structures are ubiquitous. This implies that high coupling must be unavoidable, statistically speaking, apparently contradicting standard ideas about software structure. We present a model that leads to the simple predictions that approximately scale-free structures ought to arise both for between-module connectivity and overall connectivity, and not as the result of poor design or optimization shortcuts. These predictions are borne out by our large-scale empirical study. Hence we conclude that high coupling is not avoidable--and that this is in fact quite reasonable.

year: 2011

title: Changing hearts and minds: Investigating transformative praxis from participating in the Poutama Pounamu Blended Learning

authors: Maisey, Carma

subjects: Poutama Pounamu

abstract: The Poutama Pounamu Blended Learning offers a unique bicultural opportunity to critically examine ourselves within the fabric of our society. This metaphoric fabric includes an inequitable education system which was shaped by, and designed to support, an oppressive colonial agenda. Within this education system, which has methodically assimilated and underserved its indigenous Māori children, holding a mirror up to ourselves as teachers to examine our own beliefs, values and practices is absolutely critical but very rarely done. The Blended Learning’s carefully considered underpinnings of Critical and Kaupapa Māori theories provide the tools to raise consciousness. A conscientised educator can recognise, understand and deconstruct prejudice, bias and racism when it reveals itself. This process is achieved by resisting systems and practices that perpetuate the marginalisation of Māori in favour of power-balancing transformative praxis which works to value language, culture and identity as assets in education.
This thesis describes the enduring implications of participating in the Poutama Pounamu Blended Learning by focusing on a number of educators in English-Medium state schools - the very context where our Māori children struggle the most to fit in and prove their potential. These educators suggest that this is an indigenised, evidence based, transformative education reform programme which has changed their lives and the lives of many others who have participated within this project. It has empowered and liberated Māori, Pākehā and Tauiwi participants alike by modelling the nurturing and liberating cultural relationships for responsive pedagogy that all students in Aotearoa should be experiencing. This is a pedagogy which can open hearts and minds and nurture a mauri ora pathway to educational freedom and success.

text: Changing hearts and minds: Investigating transformative praxis from participating in the Poutama Pounamu Blended Learning The Poutama Pounamu Blended Learning offers a unique bicultural opportunity to critically examine ourselves within the fabric of our society. This metaphoric fabric includes an inequitable education system which was shaped by, and designed to support, an oppressive colonial agenda. Within this education system, which has methodically assimilated and underserved its indigenous Māori children, holding a mirror up to ourselves as teachers to examine our own beliefs, values and practices is absolutely critical but very rarely done. The Blended Learning’s carefully considered underpinnings of Critical and Kaupapa Māori theories provide the tools to raise consciousness. A conscientised educator can recognise, understand and deconstruct prejudice, bias and racism when it reveals itself. This process is achieved by resisting systems and practices that perpetuate the marginalisation of Māori in favour of power-balancing transformative praxis which works to value language, culture and identity as assets in education.
This thesis describes the enduring implications of participating in the Poutama Pounamu Blended Learning by focusing on a number of educators in English-Medium state schools - the very context where our Māori children struggle the most to fit in and prove their potential. These educators suggest that this is an indigenised, evidence based, transformative education reform programme which has changed their lives and the lives of many others who have participated within this project. It has empowered and liberated Māori, Pākehā and Tauiwi participants alike by modelling the nurturing and liberating cultural relationships for responsive pedagogy that all students in Aotearoa should be experiencing. This is a pedagogy which can open hearts and minds and nurture a mauri ora pathway to educational freedom and success.

year: 2022