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Taxation of E-Commerce: International Best Practise and Planning Possibilities
No full textCan old laws continue to be applied to internet transactions while jurisdictions throughout the world are making changes in government funding and laws to avoid revenue leakage, In the context of that question generally and New Zealand rules specifically..
SNEAKY FEELINGS, Send You, (2xLP/CD/Digital)
No full textReissue of 1984 album by my band Sneaky Feelings, with additional track
The flow of the flex at WINTEC
No full text3. The objective of the session is to provide a background to the development of flexible learning within WINTEC, the mentorship roles taken on by select tutors implementing flexible learning and the evolution of these roles up to this point. As part of this journey examples of activities within certain environments and contexts will be shared with explanations around methods of development (the models we use) as well as the success. These environments will include mixed mode learning, shared spaces, web conferencing, and distance learning.
The intended audience will be for:
• educators who are looking for a model to develop activities for various environments
• Or for educators that are about to embark on a large scale change project within flexible learning environments whom may want to learn something from our journey.
There will be chances for attendees to have a go at some of our applications as well as to use a model on a learning outcome of their own
Learning English with FLAX Apps
Get PDFThe rise of Mobile Assisted Language Learning has brought a new dimension and dynamic into language classes. Game-like language learning apps have become a particularly effective way to promote self-learning outside classroom to young learners. This paper describes a system called FLAX that allows teachers to use their own material to build digital library collections that can then be used to create a variety of web and mobile based language games like Hangman, Scrambled Sentences, Split Sentences, Word Guessing, and Punctuation and Capitalization. These games can be easily downloaded on Android handheld systems such as phones and tablets, and are automatically updated whenever new materials are added by teachers through a web-based interface on the FLAX server
Breakery
Get PDFOn his release from the Treemore Correctional Facility for Men, career burglar Karl Plunkett Jr. is determined to make amends for his earlier life of crime. Enlisting the help of younger brother Brian, Karl embarks on a quest for redemption – through the unconventional method of breaking into his former victim’s homes and replacing earlier stolen household items with goods of equal value
Meniscus volume 3 issue 2
Get PDFMeniscus was started in 2013 by the Australasian Association of Writing Programs (AAWP) partly as a way of giving space to innovative writing from our region and the broader international writing community. We are pleased to note a genuine international representation here, building on the established interest in Australia, New Zealand and the UK, with a significant number of contributions from the US
Student and staff understandings of academic literacy induction: Convergences and divergences
Get PDFThe above presentation is based on my phd research, which is entitled "Academic literacies, through the writing of assignments, in a per-service primary education programme: Student and staff perspectives". This presentation reports on practices that staff and students identified as helpful and unhelpful for students writing their assignments. This presentation outlines some similarities and differences in responses between: students and staff, students in their first and second year of study, and the on-campus and distance students. It emerged that there were less differences in what staff and students considered helpful and unhelpful between students and staff in the second year than the first
Miners
Get PDFExperimental film. Painted poem on 16mm, with film archive material, transferred to digital video. Based on the poem Miners by Wilfred Owen
Dispelling e-myths and pre-empting disappointment: Exploring incongruities between instructors’ intentions and reality in asynchronous online discussions.
Get PDFProvided that effective practices in online instructional design are met and e-myths regarding online learning are contested, asynchronous online sharing, knowledge construction, and knowledge creation or hybrids of these discourses. Within a naturalistic higher education setting, the authors revisited lingual data analysed in a previous study, employing Booth and Hultén’s (2003) taxonomy of pivotal contributions to online discussions to describe students’‘talk’ during text-based AODs. The taxonomy constituted a more comprehensive model of productive online discussion than that used in the earlier study. Contrary to the authors’ initial assumptions as novice e-instructors that students would not only share knowledge, but also co-construct knowledge, there was little evidence of the latter. In terms of Booth and Hultén’s (2003) analytic framework, functional moves were predominantly factual, while reflective contributions were uncommon. In other words, knowledge-sharing discourse rather than knowledge-construction discourse was the norm. In addition, participatory contributions were rare. The findings indicated that there was a mismatch between the authors’ expectations about students’ levels of cognitive engagement during their discussions and the instructional design. Thus, the authors interrogate their assumptions and identify design considerations that should underpin online pedagogy as it pertains to meaningful online discussion
Mentorship - “Thank you so much for this experience!”
Get PDFIntroduction
The Nursing Council of New Zealand (NCNZ) has leadership requirements of registered nurses (RNs) practicing in NZ. RNs must contribute to the support, direction and teaching of colleagues and provide guidance and support to those entering as students, beginning practitioners and those transferring into a new clinical environment (NCNZ, 2012, p. 22). While much of the undergraduate nursing curriculum focuses on the nursing skills of assessment, communication, evidence-based practice and prioritisation of care, less time is spent on developing the leadership skills that will be required by graduate nurses as they enter the work force.
Method
To introduce nursing students to the practical concepts of leadership, a mentorship exercise was developed for Year Three nursing students to work with Year One students. Following an introductory session on mentorship, Year Three students self-selected a session where they could facilitate Year One students learning a variety of assessment skills ranging from assessment of vital signs through to neurological assessment. Following these sessions the Year Three students wrote a reflection of their experience and developed learning objectives for their Integrated Practice paper.
Results
A thematic analysis shows that students valued the experience and it increased their awareness of their learning/development over the course of their programme. All students identified learning objectives for future practice.
Conclusion
Students benefit from working with students. Mentorship needs to be further developed and work needs to be done to take the exercise into the clinical environment