Genetic damage in New Zealand Vietnam War veterans : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Genetics at Massey University, Palmerston North, New Zealand

Accompanying CD-ROM contains the complete SCE results for all participants System requirement Microsoft ExcelFrom July 1965 until May 1971, New Zealand Defence Force Personnel fought in the Vietnam War. During this time the United States military forces sprayed more than 76,500,000 litres of phenoxylic herbicides over parts of Southern Vietnam and Laos. The most common herbicide sprayed was known as 'Agent Orange'. All of the Agent Orange sprayed during the Vietnam War was contaminated with 2,3,7,8- tetrachlorobenzo-para-dioxin (known simply as TCDD), a known human carcinogen. Since returning to New Zealand more than 30 years ago, New Zealand Vietnam War veterans have expressed concern about the numerous health problems experienced by both themselves and their children. New Zealand Vietnam War veterans attribute these health problems to exposure to Agent Orange while serving in Vietnam. This study aimed to ascertain whether or not New Zealand Vietnam War veterans have incurred genetic damage as a result of service in Vietnam. The Sister Chromatid Exchange assay (SCE) is a very sensitive and widely applied assay used to detect genetic damage induced by an environmental agent or clastogen. In the current study a group of New Zealand Vietnam War veterans and a control group were compared using an SCE analysis in order to determine if genetic damage had been sustained by the Vietnam War veterans. All participants were screened to reduce the possible influence of factors that could severely impact on findings and to eliminate any bias in the SCE results. The results from the SCE study show a highly significant difference between the mean of the experimental group and the mean of the control group (p < 0.001). This result indicates that New Zealand Vietnam War veterans have sustained genetic damage; this damage can be attributed to service in Vietnam (possibly as a result of exposure to Agent Orange). This result is strong and indicates that further scientific research on New Zealand Vietnam War veterans is required

Linking geometry and algebra with GeoGebra

GeoGebra is a software package and is so named because it combines geometry and algebra as equal mathematical partners in its representations. At one level, GeoGebra can be as a dynamic geometry system like other, commercially available, software. But this is only part of the story. Another window (the algebra part of GeoGebra) provides an insight into the relationship between the geometric aspects of figures and their algebraic representations. Here each equation or set of coordinates can be edited in the algebra window and the figure instantly changes. What is more, an equation (or a function) can be typed into the space at the foot of the GeoGebra interface and the corresponding geometric representation will appear in the geometry window. Perhaps utilising GeoGebra could inspire a change from regular forms of enrichment/ extension activity to things that need high level thinking, and things that pupils may find themselves wanting to follow-up outside school lessons

An intervention addressing inequity of access to ICT for pre-service mathematics teachers

This study describes an intervention to address inequities in secondary mathematics pre-service teachers’ access to models of effective use of information and communication technologies (ICT) in classrooms and the opportunities afforded to these pre-service teachers to use the skills and knowledge they possess in developing pedagogical strategies for the effective use of ICT in the classroom. It explores the relationship between the skills necessary to use digital technologies and pedagogical subject-specific knowledge. We report on a key aspect of a wider study on a series of interventions to connect pre-service teachers’ ICT attitudes, confidence and skills with their pedagogical readiness to use ICT effectively in their teaching

Democratic Education In The Egyptian Higher Education: Investigation Of Tutors’ Perception Of Democratic Education In The Egyptian Higher Education

Democratic education (DE) sees young people not as passive recipients of knowledge, but rather as active co-creators of their own learning and valued participants in a learning community. This study investigates tutors’ understanding and implementation of DE in the Egyptian Higher Education (HE). It investigates HE tutors’ conception about learners controlling their educational process by being fully embedded in it. Data for this qualitative paper was collected from 20 tutors from two Egyptian universities via one-to-one interviews and focus groups. This study highlighted the inference of political events in Egypt, since 2011, on HE students in their way of thinking and reflecting and addressed the need of DE to be a part of the educational paradigm. This paper concluded that DE is based on placing students in the centre of their learning and empowering them. Also, tutor-student dialogic approach and tutor-student trust are essential approaches to implement DE

Pilot Study, Does It Really Matter? Learning Lessons from Conducting a Pilot Study for a Qualitative PhD Thesis

A Pilot Study (PS) is a small-scale research project conducted before the final full-scale study. A PS helps researchers to test in reality how likely the research process is to work, in order to help them decide how best to conduct the final research study. In piloting a study, a researcher can identify or refine a research question, discover what methods are best for pursuing it, and estimate how much time and what resources will be necessary to complete the larger final version of the study. There is, however, a paucity in literature that focuses on using, reading and representing PSs. This article discusses the importance of a PS to test and identify how methods and ideas would work in practice when undertaking a qualitative PhD thesis. The proposed PS in this paper addressed many challenges, and the researcher reflected on different perspectives of their work including ethical, cultural, social and professional issues. By the end of the PhD thesis, undertaken with the guidance of the PS, it was found that a well-conducted PS, giving a clear list of aims and objectives within a formal framework, can encourage methodological rigour and ensure the validity of both the study itself and the methodology applied. The objectives of this paper are thus threefold: first, to identify the issues within a specific qualitative PS prior to conducting the final study; second, to address the researcher’s reflections on these findings and finally, to share the experiences and knowledge that a PS can be expected to bring

Investigating Continuing Professional Development Provided for Egyptian Higher Education Online Tutors

Tutors confront great challenges in their teaching practices, including changes in subject content, new instructional methods, changes laws and procedures and students’ needs. In online learning (OL), more changes can be added, namely, the massive and accelerated advance in technology. Therefore, online tutors need to be provided with CPD that develops their skills and experience to improve the effectiveness of their distance learning courses. This paper investigates how Egyptian Higher Education (HE) online tutors are provided with Continuing Professional Development (CPD) to pursue their work. Data for this paper was collected form 20 online tutors from two major Egyptian universities. This paper explores the current situation of CPD provided for HE online tutors with its affordances, limitations, and proposed recommendations that can help to overcome these challenges

Interview with Ann Edwards

https://digitalcommons.winthrop.edu/scmotheroftheyear/1000/thumbnail.jp

Alien Registration- Edwards, Ann (Fort Fairfield, Aroostook County)

https://digitalmaine.com/alien_docs/36053/thumbnail.jp

The impact of Masters level study on teachers’ professional development

This on-going NCETM-funded longitudinal study is exploring the impact of studying for an MSc in Mathematics Education on the professional life of a group of teachers. Whilst the findings from this research are already anecdotally known, there has been little systematic research in the UK on which to ground these ‘teacher stories’ of the impact of study at Masters level. We report on the impact on teachers’ individual professional development, the impact on their classrooms, their respective pedagogies and on consequent pupil learning, and the impact on the wider life of the school and the local authorities within which they teach