This study focuses on the factors which explain Abu Dhabi Education Council’s (Adec) English curriculum choice in grade ten and eleven public high schools in the United Arab Emirates (UAE). It investigates the challenges its implementation poses for teachers personally and professionally. The study is exploratory and interpretive and is based on the perceptions of 12 male teachers; 6 Arab teachers of English and 6 “native” English speaking teachers at 3 boys’ public high schools in the Abu Dhabi emirate. Data were gathered through lengthy semi-structured interviews with teachers, analysis of Adec curriculum and assessment documentation as well as open, non-participant classroom observations. The findings show the current curriculum, modelled on that used in NSW mainstream schools in Australia up until the end of 2014 is an inappropriate choice for students learning English as a foreign/second language in a school environment where all other subjects are taught in Arabic. This in turn provides a range of challenges for teachers who are unable to implement the course content as it was intended or the learner / learning-centred pedagogical approaches promoted by the curriculum and assessment documentation. The study recommends a realistic assessment of students’ language needs be undertaken as a top priority and, based on these findings, English classes streamed according to students’ language proficiency; with curriculum and assessment designed to reflect the various stages of learning. Ability grouping would enable specialist teachers to target areas of strength and weakness, thus countering the boredom and frustration currently experienced by many students. The study also recommends future stakeholder consultation, an in-depth orientation for newly hired teachers and professional development for incumbent teachers in scaffolded language instruction.

Macroecological patterns, such as the highly uneven distribution of individuals among species and the monotonic increase of species richness with area, exist across ecological systems despite major differences in the biology of different species and locations. These patterns capture the general structure of ecological communities, and allow relatively accurate predictions to be made with limited information for under-studied systems. This is particularly important given ongoing climate change and loss of biodiversity. Understanding the mechanisms behind these patterns has both scientific and practical merits. I explore two conceptually different approaches that have been proposed as explanations for ecological patterns – the process-based approaches, which directly model key ecological processes such as birth, death, competition, and dispersal; and the constraint-based approaches, which view the patterns as the most likely state when the system is constrained in certain ways (e.g., the system has a fixed number of 100 individuals among five species, but the distribution may vary). While the process-based approaches directly link patterns to processes, the constraint-based approaches do not rely on the operation of specific processes and thus can be more broadly applied. I develop a new constraint-based approach to one of the most well established patterns in ecology, the power-law relationship between the mean and variance of a population. This pattern has been widely observed and adopted as characterization of population stability. I find that the shape of the pattern can be well explained with two numerical constraints on the system, lending support to the idea that some macroecological patterns may not arise from specific processes but be statistical in nature instead. I further examine the performance of the process- and constraint-based approaches for patterns of biodiversity and energy use, which are among the most essential as well as most well-studied aspects of community structure. Candidate models from both categories are able to partially capture the patterns across 60 globally distributed forest communities, however the process-based model is shown to provide a better general characterization of community structure than the constraint-base model in all communities. Thus the constraint-based approaches in their current forms do not fully encapsulate the effect of processes, which also contribute to the shape of the macroecological patterns of biodiversity and body size in addition to the constraints.

This research study was conducted to examine student perceptions about learning anatomy and to explore how these perceptions shape the learning experience. This study utilized a mixed-methods design in order to better understand how students approach learning anatomy. Two sets of data were collected at two time periods; one at the beginning and one at the end of the academic semester. Data consisted of results from a survey instrument that contained open-ended questions and a questionnaire and individual student interviews. The questionnaire scored students on a surface approach to learning (relying on rote memorization and knowing factual information) scale and a deep approach to learning (understanding concepts and deeper meaning behind the material) scale. Students were asked to volunteer from four different anatomy classes; two entry-level undergraduate courses from two different departments, an upper-level undergraduate course, and a graduate level course. Results indicate that students perceive that they will learn anatomy through memorization regardless of the level of class being taken. This is generally supported by the learning environment and thus students leave the classroom believing that anatomy is about memorizing structures and remembering anatomical terminology. When comparing this class experience to other academic classes, many students believed that anatomy was more reliant on memorization techniques for learning although many indicated that memorization is their primary learning method for most courses. Results from the questionnaire indicate that most students had decreases in both their deep approach and surface approach scores with the exception of students that had no previous anatomy experience. These students had an average increase in surface approach and so relied more on memorization and repetition for learning. The implication of these results is that the learning environment may actually amplify students' perceptions of the anatomy course at all levels and experiences of enrolled students. Instructors wanting to foster deeper approaches to learning may need to apply instructional techniques that both support deeper approaches to learning and strive to change students' perceptions away from believing that anatomy is strictly memorization and thus utilizing surface approaches to learning.

Producing red bell peppers in high temperature and light environments can be challenging because many new semi-indeterminate varieties produce small plant canopies that leave fruit exposed to damage (sunscald) caused by solar radiation. Pepper production in Utah coincides with high air temperatures and solar radiation levels during July, August, and September. Increasing plant canopy size is one way to protect fruit from solar radiation. Low tunnels optimize plant growth by increasing air and soil temperatures. Growing plants under low tunnels early in the season could increase fruit shading later in the season. Another way to protect fruit is by using mechanical shade. Hanging shade cloth over a crop has been shown to decrease air temperatures and solar radiation levels reaching fruit. While the common production practice is to horizontally orient shade cloth, vertically orienting shade cloth may also be effective by providing shade to the crop in the morning and evening. These protection methods were evaluated in Layton, Utah for effectiveness of increasing yield by decreasing sunscald occurrence. While plants grown under low tunnels for two weeks after transplanting had larger canopies, they did not increase yield or decrease sunscald compared to plants not grown under low tunnels. Vertical shade increased yield and decreased sunscald most effectively when combined with plants grown under low tunnels. Vertical shade protected exposed fruit when the sun was at lower elevations while increased canopy shade protected fruit when the sun was at high solar elevations. Horizontal shade completely eliminated sunscald and produced the largest yields of high quality fruit. The additional costs associated with using supplemental shade were offset by increased yields and higher value of larger fruit. Separate studies were carried out to determine how sunlight and wind influence the temperature of pepper fruit. Sunlight exceeding 550 W·m-2 increased pepper fruit surface temperature (FST) to damaging levels. Wind decreased pepper FST but moderate wind speeds (3.0 m·s-1) did not decrease it below damaging levels. To insure protection, growers should apply supplemental shade when solar radiation levels exceed 550 W·m-2. These results provide improved guidelines for growers interested in using supplemental shade to provide pepper fruit for local and national consumption. Additionally, pepper growers in high air temperature and light environments can increase productivity and profitability with the use of supplemental shade.

The subject of cross-border alliances, and of cooperative strategy generally, is one that has been growing in importance over the last ten to fifteen years, both for practitioners and for academics. The literature on the subject has increased substantially during this time but, as with all subjects that come into vogue, there is currently no generally agreed body of theory, or even terminology to assist the student in researching and understanding the subject. This thesis, which is exploratory in nature, seeks to contribute to the strategic alliance field by means of research aimed at identifying significant associations between formation conditions, management approaches and evolving decision making taken in the case study alliances and the effectiveness of those alliances as deemed by significant partner members. The concluding chapters present findings from the research, attempt to bring together the overall findings, and arrive at some general conclusions, especially certain implications for management. / Master of Commerce (Hons)

This thesis was generated from an action research project, the aim of which was to improve the learning process at the Polytechnic of Agriculture, University of Jember, East Java. The proposition argued is that the implementation of learner-centred approaches in a formal tertiary education setting will assist educators and learners to meet their needs. Further, the approaches will motivate participants in the learning process to be both self-responsible and self-directed learners. Participatory approaches were utilised to induce improvement in the Polytechnic's practices, student satisfaction and contributions to learning by the outside community. Participants included students, the Director, the Associate Director for Academic and Head of School. Information was also collected from outsiders. The outcomes from the project were: students were responsible for their own learning; staff were able to act as professional facilitators; and curriculum development. There are still some unresolved issues, and it was recommended that further research of effectiveness of learning approaches in formal tertiary education needs to be carried out. / Master of Science (Hons)

The purpose of this research is to discover how university lecturers in management subjects respond to the mix of local and international students in their classes. The aim is to develop a substantive theory based on a conceptual understanding of the main concern of lecturers working in a changing Higher Education context. The aim of developing theory rather than providing rich description led to the choice of Orthodox Grounded Theory as the methodology. Grounded Theory is an inductive methodology that provides the methods to conceptually generate the patterns that explain the behaviours of participants in the substantive area. This was relevant for the current research as I commenced with no explicit hypotheses and there was limited literature on the responses of university lecturers to teaching diverse groups of students, particularly a mix of local and international students. Interviews and observations were conducted with lecturers from both traditional and newer universities in Melbourne, and data analysed using open coding, categorising, constant comparison, theoretical sampling and coding, and frequent memoing. The main concern of respondents emerged as balancing professional capability with the requirements of a heterogeneous student population. The Basic Social Process and Core Category that resolves this concern is Maintaining Competence. Maintaining Competence is both a causal-consequence model, and a typology model consisting of four strategies � Distancing, Adapting, Clarifying and Relating. The emergent Grounded Theory of Maintaining Competence contributes to the extant literature, in particular the literature on professional competence, and the literature on teacher centred and student centred approaches and on contextual and contingency models of teaching. It adds to the latter by demonstrating the importance of the interplay of moderating variables, specifically Forces in the Lecturer and Forces in the Environment. The thesis adds also to the Grounded Theory literature in its explicit presentation of Orthodox Grounded Theory methods and its discussion of the research journey of a novice grounded theorist.

<p>The broader aim of this work was to investigate the implementation of metagenomic library construction and sequencing-based approaches, as a basis for gene identification and functional characterization, from a novel thermophilic environment.</p>

Text comparison is a key step in many natural language processing (NLP) applications in which texts can be classified on the basis of their semantic distance (how similar or different the texts are). For example, comparing the local context of an ambiguous word with that of a known word can help identify the sense of the ambiguous word. Typically, a distributional measure is used to capture the implicit semantic distance between two pieces of text. In this thesis, we introduce an alternative method of measuring the semantic distance between texts as a combination of distributional information and relational/ontological knowledge. In this work, we propose a novel distance measure within a network-flow formalism that combines these two distinct components in a way that they are not treated as separate and orthogonal pieces of information. First, we represent each text as a collection of frequency-weighted concepts within a relational thesaurus. Then, we make use of a network-flow method which provides an efficient way of measuring the semantic distance between two texts by taking advantage of the inherently graphical structure in an ontology. We evaluate our method in a variety of NLP tasks. In our task-based evaluation, we find that our method performs well on two of three tasks. We introduce a novel measure which is intended to capture how well our network-flow method perform on a dataset (represented as a collection of frequency-weighted concepts). In our analysis, we find that an integrated approach, rather than a purely distributional or graphical analysis, is more effective in explaining the performance inconsistency. Finally, we address a complexity issue that arises from the overhead required to incorporate more sophisticated concept-to-concept distances into the network-flow framework. We propose a graph transformation method which generates a pared-down network that requires less time to process. The new method achieves a significant speed improvement, and does not seriously hamper performance as a result of the transformation, as indicated in our analysis.

This is a small qualitative study on figurative language teaching within Swedish schools that stems of from a social-constructionist perspective. The objective of this study is to establish to what extent figurative language is being taught throughout the Swedish school system and illustrate examples of different approaches teachers could use to teach it.