Book Chapters

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    The Brawn-Drain? Issues for the professional sports worker
    (Dunmore Press, 2004) Sayers, Janet; Edwards, Margot
    Professionalism is now the reality in many sports. For the professional sportsperson (most professional sports are male), there are several challenges and issues that make them a 'special' type of worker. We explore three of the challenges of the sports professional: the short-term nature of the career and its implications which includes living with injury and the fear of life after a sports career; second, the 'brawn drain'; and third, the celebrity status of athletes.
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    No end in sight: Information skills for academics and researchers
    (Central Queensland University Press, 2004) White, Bruce; Gendall, Rae; Naidoo, Kogi; Danaher, Patrick Alan; Macpherson, Colin; Nouwens, Fons; Orr, Debbie
    This paper follows the genesis, development and delivery of knowledge management seminars aimed at academics and researchers in the university environment who, although they are lifelong learners in their own subject areas, are not necessarily maintaining the currency of their own information-seeking skills.
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    Successful writing
    (Software Technology, 2005) Kavan, Heather; Kavan, Heather
    No abstract
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    The word as remnant: Margaret Atwood and Janet Frame
    (University of Otago, Department of English, 2005) Lawn JM
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    Towards a learner-based theory of distance language learning: the concept of the learner-context interface
    (Routledge, 2005-01-01) White C
    No abstract available
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    The organization of organizational discourse
    (Sage, 2006) Prichard GC
    Discourse, as Fairclough, Graham, Lemke, and Wodak (2004) noted in the introduction to their new journal, Critical Discourse Studies, is now well established as a category in social sciences. And yet, as they also note, we find significant differences as to what discourse and discourse analysis refer. These differences are, they argue, because of different theoretical, academic, and cultural traditions and how these traditions "push discourse in different directions" (2004:4). In this review essay I sketch out the key direction that discourse has been pushed or pulled in organization studies. To set the scene, I review two books that seek to advance our understanding of discourse and language analysis in organization studies. Each has its strengths, but both are relatively disengaged from the journal literature in the same field. In response to this weakness, I present a brief, citation-based examination of discourse analysis in the management and organization studies field. This analysis brings to light eight different streams of work that are underway.
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    Language learning strategies in independent language learning: an overview.
    (Multilingual Matters, 2008) White CJ
    The notions of independence, autonomy, and control in learning experiences have come to play an increasingly important role in language education. A number of principles underpin independent language learning – optimising or extending learner choice, focusing on the needs of individual learners, not the interests of a teacher or an institution, and the diffusion of decision-making to learners. Independent language learning (ILL) reflects a move towards more learner-centred approaches viewing learners as individuals with needs and rights, who can develop and exercise responsibility for their learning. An important outgrowth of this perspective has been the range of means developed to raise learners’ awareness and knowledge of themselves, their learning needs and preferences, their beliefs and motivation and the strategies they use to develop target language (TL) competence. In this chapter I begin with an overview of the concept of independent language learning, and of the particular contribution of language learning strategies to this domain. I argue that a fundamental challenge of independent language learning is for learners to develop the ability to engage with, interact with, and derive benefit from learning environments which are not directly mediated by a teacher. Drawing on learner conceptualisations of distance language learning I argue that learners develop this ability largely by constructing a personally meaningful interface with the learning context, and that strategies play a key role in this regard. In the latter half of the chapter I focus on a series of landmark studies, identifying how they illuminate important aspects of independent language learning, extend our understanding of strategies and strategy development, and provide insights into how students use strategies within independent learning contexts. The following three sections provide historical and theoretical background, while the two main sections in the remainder of the chapter provide a state of the art overview of language learning strategies in ILL.
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    Evolutionary Distributed Control of a Biologically Inspired Modular Robot
    (IntechOpen, 2008) Lal SP; Yamada K; Iba, H
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    Playing with freud: radical narcissism and intertextuality in frame's intensive care and daughter buffalo
    (Rodopi B.V. Amsterdam-New York, 2009) Lawn JM
    In this essay, my aim is to place Frame and Freud in an interpretative relationship by pursung just one point of intersection between them: the modulations of the Narcissus myth in Intensive Care and Daughter Buffalo, focusing on scenes that concentrate the dilemmas of transference, "desperate capture," and misapprehended love descsribed so acutely in Frame's autobiography.
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    Identity and self in e-language teaching
    (Multilingual Matters, 2009) White CJ; Ding A
    No abstract available
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    The theory and practice of technology in materials development and task design
    (Cambridge University Press, 2010) Reinders H; White CJ
    Technology nowadays plays a prominent role in the development of language learning materials, both as a tool in support of their creation and as a means of delivering content. Increasingly, technology is also used to support the individual’s language learning process and to extend language learning opportunities outside the classroom. The development of materials is still largely a practitioner-led practice, not always clearly informed by theories of learning (Chapelle 2001). In this chapter we aim to firstly identify the distinctive features of computer-assisted language learning (CALL) materials versus traditional non-CALL materials, and how these features affect their development. Theoretical principles for task design in CALL are reviewed followed by examples of current practice in CALL materials development discussed from a practical, pedagogical, and a theoretical perspective. We conclude by identifying a number of issues that are likely to affect future developments in this area.
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    Autonomous anthromorphic robotic system with low-cost colour sensors to monitor plant growth in a laboratory
    (In-Tech, 2012) Sen Gupta G; Seelye M; Seelye J; Bailey D; Dutta, A
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    Why do Indigenous peoples food and nutrition interventions for health promotion and policy need special consideration
    (Food and Agriculture Organization of the United Nations, 2013) Kuhnlein H; Burlingame BA; Kuhnlein, H; Erasmus, B; Spigelski, D; Burlingame, B
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    Policies and strategies to improve nutrition and health for Indigenous peoples
    (Food and Agriculture Organization of the United Nations, 2013) Kuhnlein, H; Burlingame, BA; Erasmus, B; Kuhnlein, H; Erasmus, B; Spigelski, D; Burlingame, B
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    Milk and dairy product composition
    (Food and Agriculture Organization of the United Nations, 2013) Wijesinha-Bettoni, R; Burlingame BA; Muehlhoff, E; Bennett, A; McMahon, D
    The first section of this chapter provides detailed information on the composition of animal milks used for human consumption, including milk from both major dairy species (cow, buffalo, goat and sheep) and minor species (yak, mithun, musk ox, mare, donkey, dromedary and Bactrian camels, llama, alpaca, reindeer and moose). Macro- and micronutrient contents of milks are given for the various species, mineral and vitamin contents in the milks are compared with the recommended nutrient intakes for children between one and three years old and those suitable for children who are allergic to cow milk are noted. Nutritional claims that would be permitted according to the CODEX Guide to Food Labelling are considered for the various milks. Interspecies differences in protein, fat and lactose contents are highlighted. The contribution of milk to dietary energy, protein and fat in various regions of the world is considered. The effects of feeding and lactation state on milk composition are considered. The second part of the chapter presents less-detailed information on the composition of treated liquid milks and dairy products, including fermented milk products, cheese, butter and ghee, cream and whey products. The current definitions according to the FAO Classifications of Commodities/CODEX are given, together with the impact of processing on nutrient profiles. Finally, milk products from milk from underutilized species are presented.
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    Akaoraora'ia te peu 'ā to 'ui tūpuna: Culturally responsive pedagogy for cook islands secondary school physical education
    (2013-01-01) Te Ava A; Rubie-Davies C; Airini; Ovens A
    This research examines outcomes from introducing cultural values into Cook Islands secondary schools during two cycles of action research comprising planning, implementing, observing and reflecting. The cultural values upon which the physical education lessons were based were: tāueue (participation), angaanga kapiti (cooperation), akatano (discipline), angaanga taokotai (community involvement), te reo Maori Kuki Airani (Cook Islands Maori language), and auora (physical and spiritual wellbeing). The cultural values were believed to be an essential element of teaching physical education but one challenge was how to assist teachers to implement the cultural values into classroom teaching as most participant teachers were not Cook Islanders. Findings from this action research project suggest that while participant teachers and community cultural experts may agree to incorporate cultural values in teaching Cook Islands secondary school students, teachers nonetheless find difficulties in implementing this objective. Copyright © The Authors 2013.
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    Connecting landscape, lifecourse and mobilities
    (Cambridge Scholars Publishing, 2014) roche; Prince RJ; mansvelt; gallagher; Roche, M; Mansvelt, J; Prince, R; Gallagher, G
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    Women sexually abused as children
    (Springer Publishing Company, LLC, 2014) Taylor JE; Harvey ST; Grossman, L; Walfish, S
    CLINICAL PROBLEM Child sexual abuse (CSA) is a serious international public health problem, broadly defined as the use of a child for sexual stimulation by an adult or another child who, by either age or development, is in a position of trust or power. CSA is an adverse experience, not a disorder, disease, or diagnosis. It is diverse in terms of its characteristics (e.g., intra- and extra-familial abuse, contact and non-contact activities) and tends to involve particular interpersonal features that can impact on development in distinct ways compared with other types of child maltreatment (e.g., sexual trauma, boundary violations, betrayal, secrecy).