title: Using a computer programming environment and an interactive whiteboard to investigate some mathematical thinking

authors: Taylor, Merilyn

subjects: elementary mathematics

abstract: Scratch is a free graphical programming language designed for children to create their own interactive games, animations, simulations and stories. Scratch provides a virtual space where children use some mathematics ideas in order to build their own animated artefacts. This paper reports on some preliminary findings from a research project where two elementary teachers in an urban New Zealand school introduced Scratch to nine and ten year old children in their classrooms. In each of the classrooms a small number of computers and an interactive whiteboard (IWB) were utilised. This paper uses a case study approach to describe how engagement with Scratch and independent use of the IWB enabled children to work collaboratively to solve design challenges. Initial results indicate that the Scratch program is engaging for children. It created an environment where the children were, by necessity, using problem-solving processes such as goal setting, and generating and testing of ideas. The interactive whiteboard afforded rich opportunities for children to collaborate and share their thinking. Some questions and implications for the learning and teaching of elementary school mathematics are explored at the conclusion of the paper.

text: Using a computer programming environment and an interactive whiteboard to investigate some mathematical thinking Scratch is a free graphical programming language designed for children to create their own interactive games, animations, simulations and stories. Scratch provides a virtual space where children use some mathematics ideas in order to build their own animated artefacts. This paper reports on some preliminary findings from a research project where two elementary teachers in an urban New Zealand school introduced Scratch to nine and ten year old children in their classrooms. In each of the classrooms a small number of computers and an interactive whiteboard (IWB) were utilised. This paper uses a case study approach to describe how engagement with Scratch and independent use of the IWB enabled children to work collaboratively to solve design challenges. Initial results indicate that the Scratch program is engaging for children. It created an environment where the children were, by necessity, using problem-solving processes such as goal setting, and generating and testing of ideas. The interactive whiteboard afforded rich opportunities for children to collaborate and share their thinking. Some questions and implications for the learning and teaching of elementary school mathematics are explored at the conclusion of the paper.

year: 2010

title: Spontaneous action potential initiation and propagation in developing cell segments of Acetabularia mediterranea

authors: Thavarungkul, Panote

abstract: The spontaneous action potentials which occur during the redevelopment of anucleate isolated stalk segments (ISS’s) of the unicellular alga Acetabularia mediterranea have been studied using a novel non-invasive technique. This involved measurement of spatial samples of the time dependent potential in the external medium (sea water) and an inverse transformation to give the current distribution at the cell surface. A detailed description of the method of regularization needed to handle this ill-conditioned inversion problem is presented, along with the results of test experiments to demonstrate its validity.
The initiation region and subsequent propagation (if any) of each action potential was then analysed from the computed transmembrane currents. The results showed that the occurrences of the spontaneous action potentials followed a rhythm which had a period of ~24-30 hours. These action potentials initiated more frequently at the ends of the ISS’s than in the middle region. Contrary to the findings of Novak and Bentrup (1972) in which the cell segments had been maintained in unnatural conditions (a partitioned cuvette with electrical isolation between partitions) which could very well have resulted in perturbation of the cell environment, our results show no firm correlation between the regions of action potential initiation and the site of the redeveloping apex. Generally both propagating and non-propagating action potentials were observed in the same ISS, the ratio of which seems to depend on the length of the cell. The analysed initiation sites and the propagation behaviour of the spontaneous action potentials generated by the ISS’s during the redevelopmental process do not provide any support to the symmetry-breaking role of the propagating action potentials as proposed by Novak and Bentrup.

text: Spontaneous action potential initiation and propagation in developing cell segments of Acetabularia mediterranea The spontaneous action potentials which occur during the redevelopment of anucleate isolated stalk segments (ISS’s) of the unicellular alga Acetabularia mediterranea have been studied using a novel non-invasive technique. This involved measurement of spatial samples of the time dependent potential in the external medium (sea water) and an inverse transformation to give the current distribution at the cell surface. A detailed description of the method of regularization needed to handle this ill-conditioned inversion problem is presented, along with the results of test experiments to demonstrate its validity.
The initiation region and subsequent propagation (if any) of each action potential was then analysed from the computed transmembrane currents. The results showed that the occurrences of the spontaneous action potentials followed a rhythm which had a period of ~24-30 hours. These action potentials initiated more frequently at the ends of the ISS’s than in the middle region. Contrary to the findings of Novak and Bentrup (1972) in which the cell segments had been maintained in unnatural conditions (a partitioned cuvette with electrical isolation between partitions) which could very well have resulted in perturbation of the cell environment, our results show no firm correlation between the regions of action potential initiation and the site of the redeveloping apex. Generally both propagating and non-propagating action potentials were observed in the same ISS, the ratio of which seems to depend on the length of the cell. The analysed initiation sites and the propagation behaviour of the spontaneous action potentials generated by the ISS’s during the redevelopmental process do not provide any support to the symmetry-breaking role of the propagating action potentials as proposed by Novak and Bentrup.

year: 1985

title: A proposed hauora Māori clinical guide for psychologists: Using the hui process and meihana model in clinical assessment and formulation

authors: Pitama, Suzanne G.

subjects: Māori

abstract: This paper documents a joint initiative of clinical practice educators from four tertiary institutions and their engagement in the design and development of a proposed Hauora Māori Clinical Guide for Psychologists, which outlines how to apply the Hui Process and Meihana Model to applied psychology. It describes the ability for this proposed Hauora Maori Clinical Guide for Psychologists to assist clinicians, professional psychology training programmes and institutions in meeting the expectations of the Health Practitioners Act and The New Zealand Psychologists Board’s (NZPB) Standards and Procedures document. It presents how this proposed guide can support the implementation of clinical and cultural competence and the Code of Ethics for Psychologists Working in New Zealand. It also provides an opportunity for the psychology profession to demonstrate responsivity to Te Tiriti o Waitangi obligations.

text: A proposed hauora Māori clinical guide for psychologists: Using the hui process and meihana model in clinical assessment and formulation This paper documents a joint initiative of clinical practice educators from four tertiary institutions and their engagement in the design and development of a proposed Hauora Māori Clinical Guide for Psychologists, which outlines how to apply the Hui Process and Meihana Model to applied psychology. It describes the ability for this proposed Hauora Maori Clinical Guide for Psychologists to assist clinicians, professional psychology training programmes and institutions in meeting the expectations of the Health Practitioners Act and The New Zealand Psychologists Board’s (NZPB) Standards and Procedures document. It presents how this proposed guide can support the implementation of clinical and cultural competence and the Code of Ethics for Psychologists Working in New Zealand. It also provides an opportunity for the psychology profession to demonstrate responsivity to Te Tiriti o Waitangi obligations.

year: 2017