title: I’d like to complain about this software…

authors: Nichols, David M.

subjects: computer science

abstract: Software is often frustrating. You need only walk past a group of users to hear exclamations of annoyance as the users’ expectations and the software interface clash head on.

text: I’d like to complain about this software… Software is often frustrating. You need only walk past a group of users to hear exclamations of annoyance as the users’ expectations and the software interface clash head on.

year: 2003

title: A general method for the synthesis of peptidyl substrate for proteolytic enzymes

authors: Whitmore, Andrew

subjects: biology

abstract: The synthesis of an heterogeneous peptide substrate for the assay of proteases was carried out by cleaving a protein using a protease to generate small peptides which were then coupled to a chromophore, p-nitroaniline. The chromophoric peptide product could be used to assay for the protease which produced the original peptides.

text: A general method for the synthesis of peptidyl substrate for proteolytic enzymes The synthesis of an heterogeneous peptide substrate for the assay of proteases was carried out by cleaving a protein using a protease to generate small peptides which were then coupled to a chromophore, p-nitroaniline. The chromophoric peptide product could be used to assay for the protease which produced the original peptides.

year: 1995

title: Teaching te reo Māori as a second language in primary schools: two case studies.

authors: Hill, Richard Kenneth

subjects: second languages

abstract: The provision of second language education in New Zealand primary schools has been, until recently, a rare addition to programmes. Its wider implementation in New Zealand primary schools has always been limited by low numbers of fluent bilingual teachers, and a perception that in a predominantly English speaking country such as New Zealand there is no need to teach additional languages in primary schools. The New Zealand Curriculum (Ministry of Education, 2007) provides the first opportunity to formally include second language education in primary schools, and to establish the learning of second languages as a worthwhile pursuit in New Zealand. However, the success of such a policy change will depend on the ability of the Ministry of Education and course providers to upskill teachers in their ability to speak additional languages and teach them. This article reports on the outcomes of a Ministry-funded project designed to strengthen the second language teaching approaches of upper primary school teachers who teach te reo Maori. It provides case studies of two of the teachers who completed this course, and finds that while there are clear benefits to be derived from such teacher professional development courses, these courses need to focus on long-term objectives and be channelled to those teachers and students who stand to benefit the most from professional development courses.

text: Teaching te reo Māori as a second language in primary schools: two case studies. The provision of second language education in New Zealand primary schools has been, until recently, a rare addition to programmes. Its wider implementation in New Zealand primary schools has always been limited by low numbers of fluent bilingual teachers, and a perception that in a predominantly English speaking country such as New Zealand there is no need to teach additional languages in primary schools. The New Zealand Curriculum (Ministry of Education, 2007) provides the first opportunity to formally include second language education in primary schools, and to establish the learning of second languages as a worthwhile pursuit in New Zealand. However, the success of such a policy change will depend on the ability of the Ministry of Education and course providers to upskill teachers in their ability to speak additional languages and teach them. This article reports on the outcomes of a Ministry-funded project designed to strengthen the second language teaching approaches of upper primary school teachers who teach te reo Maori. It provides case studies of two of the teachers who completed this course, and finds that while there are clear benefits to be derived from such teacher professional development courses, these courses need to focus on long-term objectives and be channelled to those teachers and students who stand to benefit the most from professional development courses.

year: 2010