title: Dispositions, disciplines, and marble runs: a case study of resourcefulness

authors: Carr, Margaret

subjects: computer science

abstract: In this paper, three researchers and two teachers have zoomed in on three 'mid-level' episodes of learning in a childcare centre and analyzed them using two lenses: a dispositional lens and a disciplinary (science) practices lens. We wonder how these two perspectives could be combined, in order to provide a coherent and illuminating analysis of the learning and to have something to say about the transactional and progressive processes towards 'being a competent learner' and 'being a scientist' that might be at work here. We have found the notion of 'resourcefulness' to be a useful boundary object; it works differently in the different lenses, but has core features in common. We look back across three documented learning episodes and teacher reflections from an early childhood centre, and consider ways in which 'resourcefulness' can provide a boundary-crossing concept that has value for discussions about learning across educational sectors.

text: Dispositions, disciplines, and marble runs: a case study of resourcefulness In this paper, three researchers and two teachers have zoomed in on three 'mid-level' episodes of learning in a childcare centre and analyzed them using two lenses: a dispositional lens and a disciplinary (science) practices lens. We wonder how these two perspectives could be combined, in order to provide a coherent and illuminating analysis of the learning and to have something to say about the transactional and progressive processes towards 'being a competent learner' and 'being a scientist' that might be at work here. We have found the notion of 'resourcefulness' to be a useful boundary object; it works differently in the different lenses, but has core features in common. We look back across three documented learning episodes and teacher reflections from an early childhood centre, and consider ways in which 'resourcefulness' can provide a boundary-crossing concept that has value for discussions about learning across educational sectors.

year: 2010

title: Modelling and Evaluation of 60 GHz IEEE 802.11 Wireless Local Area Networks in ns-3

authors: May, Michael

subjects: 802.11

abstract: In this thesis we present modifications made to the popular network simulation environment ns-3 to provide accurate simulation of IEEE 802.11ad Wireless Local Area Networks (WLANs) in the 60 GHz band. There is a need for such a framework as it allows research into how a directional, high performance wireless link affects various parts of the networking stack and Medium Access Control (MAC) design.

The work contained herein describes changes made to the existing WLAN MAC and Physical Layer (PHY) model in ns-3 to support antenna directionality and multi-Gbps throughput. The resulting model is then analysed and found to accurately match optimal theoretical values in a number oftest scenarios.

The result of this work is a simulation model capable of emulating IEEE 802.11ad WLANs with correct MAC and PHY representations.

text: Modelling and Evaluation of 60 GHz IEEE 802.11 Wireless Local Area Networks in ns-3 In this thesis we present modifications made to the popular network simulation environment ns-3 to provide accurate simulation of IEEE 802.11ad Wireless Local Area Networks (WLANs) in the 60 GHz band. There is a need for such a framework as it allows research into how a directional, high performance wireless link affects various parts of the networking stack and Medium Access Control (MAC) design.

The work contained herein describes changes made to the existing WLAN MAC and Physical Layer (PHY) model in ns-3 to support antenna directionality and multi-Gbps throughput. The resulting model is then analysed and found to accurately match optimal theoretical values in a number oftest scenarios.

The result of this work is a simulation model capable of emulating IEEE 802.11ad WLANs with correct MAC and PHY representations.

year: 2014

title: Responding to the message: Responsive written feedback in a Maori to English transition context

authors: Glynn, Ted

subjects: New Zealand

abstract: This paper reports on the writing component of a community and
school Maori to English literacy transition programme implemented in a kura
kaupapa Maori (Maori language immersion school. 21 Year 6, 7 and 8
students received responsive written feedback for their writing in English,
over a ten-week period, during their weekly independent writing time.
Students’ stories were mailed to a young Maori woman (the third author) in a
provincial city 100 kilometres from the kura . She was not known to any of the
students prior to the study, but she acted as an interested audience, and
responded in writing by focussing on the content or messages in students’
stories. She did not provide any corrective feedback on students’ writing.
The study employed an intra-subject multiple-baseline research design across
four school terms, with the responsive written feedback being introduced
sequentially to each of three student Year groups. Measures were taken of
total words written, adventurous words written, as well as holistic ratings of
audience impact and language quality. Data demonstrate positive gains in
both the quantity and quality of students’ writing, as well as maintenance of
high levels of writing accuracy for all Year groups.

text: Responding to the message: Responsive written feedback in a Maori to English transition context This paper reports on the writing component of a community and
school Maori to English literacy transition programme implemented in a kura
kaupapa Maori (Maori language immersion school. 21 Year 6, 7 and 8
students received responsive written feedback for their writing in English,
over a ten-week period, during their weekly independent writing time.
Students’ stories were mailed to a young Maori woman (the third author) in a
provincial city 100 kilometres from the kura . She was not known to any of the
students prior to the study, but she acted as an interested audience, and
responded in writing by focussing on the content or messages in students’
stories. She did not provide any corrective feedback on students’ writing.
The study employed an intra-subject multiple-baseline research design across
four school terms, with the responsive written feedback being introduced
sequentially to each of three student Year groups. Measures were taken of
total words written, adventurous words written, as well as holistic ratings of
audience impact and language quality. Data demonstrate positive gains in
both the quantity and quality of students’ writing, as well as maintenance of
high levels of writing accuracy for all Year groups.

year: 2005