2,178 research outputs found
On the application of text input metrics to handwritten text input
No full textThis paper describes the current metrics used in text input research, considering those used for discrete text input as well as those used for spoken input. It examines how these metrics might be used for handwritten text input and provides some thoughts about different metrics that might allow for a more fine grained evaluation of recognition improvement or input accuracy
Discworld and the Disciplines: Critical Approaches to the Terry Pratchett Works, edited by Anne Hiebert Alton and William C. Spruiell
No full textRevie
The Characteristics of Adult Readers in Entry Level Tertiary Settings in New Zealand
No full textInternational literacy and life skills surveys in 1996 and 2006 assessed the broad group of skills encompassing reading, numeracy, and problem solving skills across OECD countries. Findings show that around half of the adult population in New Zealand have literacy levels below the minimum level of competence required to meet everyday life (Ministry of Education, 1998; 2001; 2005; 2007b). This study examines the specific literacy skill of reading and looks at the reading related characteristics of 52 New Zealand adults in entry level tertiary settings. The 40 males and 12 females attended three Private Training Establishments and engaged in employment skills courses, security work training or trade skills courses. Participants ranged in age from 16 years to over 50, and 22 identified as European, 20 as Māori, 2 as Pasifika with the remaining 8 identifying with more than one of these ethnicities.
The simple view of reading (Gough Tunmer, 1986) which suggests that decoding and linguistic comprehension make separate contributions to reading comprehension is used to examine the relationships between the sub-components of reading in this population. One-to-one interviews are used to test participants on decoding skill, word reading skills, sentence comprehension skills and receptive vocabulary knowledge. In addition, information on self-belief in reading ability, value placed on reading and reading habits is collected from each participant.
The 3 sub-groups of less-skilled readers described by the simple view are found to be present in this population and correlations between the key measures indicate strong positive correlations between decoding and listening comprehension in the over-all general population of readers. In the general population of less-skilled readers there are significant positive correlations between decoding and sentence comprehension and between receptive vocabulary skill and sentence comprehension. Further analyses indicate negative correlations exist between decoding and listening comprehension among the participants in each of the 3 less-skilled readers groups. The results support the pattern expected under the simple view of reading and the previously reported pattern of spiky skill profiles of adult learners.
Over-all there is no apparent relationship between actual skill of the readers in this study and their perception of that skill or between the value placed on reading and actual skill. Generally the skilled readers in this study read a broader range of materials and read more regularly than less-skilled readers in this study.
These results, by providing evidence of reading related characteristics of adults in tertiary training in New Zealand, will help inform adult literacy programme content and delivery methods and increase our understanding of the specific reading instruction needed for less-skilled adult readers
Brain-Derived Neurotrophic Factor (BDNF) Produced by Human Umbilical Tissue-derived Cells (hUTC) Is Required for its Effect on Hippocampal Dendritic Differentiation
No full textThe potential for non-embryonic cells to promote differentiation of neuronal cells has therapeutic implications for regeneration of neurons damaged by stroke or injury and avoids many ethical and safety concerns. We assessed the capacity of human umbilical tissue-derived cells (hUTC) and human mesenchymal stromal cells (hMSC) to enhance differentiation of rodent hippocampal neurons. Coculture of hippocampal cells with hUTC or hMSC in transwell inserts for 3 days resulted in increase of several dendritic parameters including the number and length of primary dendrites. The effect of hUTC or hMSC on dendritic maturation was only apparent on neurons grown for two weeks in vitro prior to co-culture. Changes in dendritic morphology in the presence of hUTC were also accompanied by increased expression of the presynaptic marker synaptotagmin and the postsynaptic marker postsynaptic density protein 95kD (PSD95) suggesting that there may also be an increase in the number of synapses formed in the presence of hUTC. The effect of hUTC and hMSC on hippocampal cells in co-culture was comparable to those induced by treatment with recombinant human BDNF (rhBDNF) implying that a similar factor may be released from hUTC or hMSC. Analysis of hUTC conditioned medium by ELISA demonstrated that BDNF was indeed secreted. An antibody that blocks the actions of BDNF partially inhibited the actions of hUTC on dendritic morphology suggesting that BDNF is at least one of the factors secreted from the cells to promote dendritic maturation. These results indicate that hUTC secrete biologically active BDNF which can affect dendritic morphology.Peer reviewe
New Zealand Women Traveller Writers : from exile to diaspora
No full textThe focus of this article is a group of New Zealand women traveller writers of the first half of the twentieth century who left their country of origin, and in the encounter with new worlds overseas, reconstructed themselves as deterritorialised, diasporic subjects with new understandings of home and belonging. Their work can be read as both transitional and transnational, reflecting the ambivalence of multiple cultural affiliations and reinflecting literary conventions. Such encounters and new points of reference from transiting through foreign lands inevitably catalyse new and unusual forms of diasporic writing, notable for a heightened consciousness of difference (Kalra et al 2008: 30). This article aims to identify patterns of similarity and contrast in their work, and to determine how they incorporate their varied experiences of loss and liberation into artistic reconciliations with the homeland
The development of an enabling self-administered questionnaire for enhancing reading teachers' professional pedagogical insights
No full textWord processed copy.Includes bibliographical references (leaves 235-252).There have been many national and provincial studies on children's literacy levels in recent years in South Africa. However, none has determined the teachers' own understandings of the core indicators of an effective reading teacher. During a preliminary feasibility study, the researcher was surprised to discover how many under-qualified teachers there were who had a limited professional understanding of current primary school reading instructions, approaches and practices. To assess more accurately these experienced teachers' perceived professional competencies in teaching reading, the current study reports the development, refinement, validation and implementation of a conveniently self-administered profile of professional competencies designated the "Core Indicators of an Effective Reading Teacher Questionnaire" (CIERTQ)
Wetlands as varied as our region
No full textby Rosemary Mannix and Janet Morlan.Title from PDF caption (viewed on June 4, 2021).This archived document is maintained by the State Library of Oregon as part of the Oregon Documents Depository Program. It is for informational purposes and may not be suitable for legal purposes.Includes bibliographical references (page 9).Mode of access: Internet from the Oregon Government Publications Collection.Text in English
Using Developmental Theories to Inform the Design of Technology for Children
No full textElectronic Blocks are a new programming environment, designed specifically for children aged between three and eight years. As such, the design of the Electronic Block environment is firmly based on principles of developmentally appropriate practices in early childhood education. The Electronic Blocks are physical, stackable blocks that include sensor blocks, action blocks and logic blocks. Evaluation of the Electronic Blocks with both preschool and primary school children shows that the blocks' ease of use and power of engagement have created a compelling tool for the introduction of meaningful technology education in an early childhood setting. The key to the effectiveness of the Electronic Blocks lies in an adherence to theories of development and learning throughout the Electronic Blocks design process
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