
The Golden Hurricane had the opportunity to put the game out of reach after a third and five situation, but Tulsa gave the Rockets a free first down after pass interference by the defense. On second and four, a penalty once again gave Toledo free yardage thanks to a personal foul from Kerwin Thomas.
Thomas’ penalty put Toledo in Tulsa territory, eventually getting in better field goal off an 18-yard pass from Woodside to Thompson. Tulsa’s defense gave up 40 points in the second half, gave up 679 yards and allowed Woodside to connect to his receivers for six scores.
Tulsa only gave up 21 points to Oklahoma State in the second half and only 42 points for the game against Louisiana. Clearly, second half defense was the reason that Tulsa was unable to come up with their first road win of the season.
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The Golden Hurricane offense did its job, coming up with 423 combined rushing yards and scoring all of Tulsa’s touchdowns through the ground. Quarterback Chad President had more rushing yards than passing yards, coming up with 130 yards on the ground while getting 125 yards to through the air.
Tulsa brought in former quarterback and the school’s all-time passing leader, Dane Evans, as a coach in training to help President and the Golden Hurricane offense. Montgomery felt their offense needed help, but right now their defense needs most, if not all, the focus right now.Manawatu statistics consultancy
Statistical consultancy service from the Statistics and Bioinformatics group. We provide advice to researchers within Massey University as well as private organisations.
Use COVID-19 Alert Level 2 contact tracing form when on campus..
Prof Plieger is currently the acting Head of the School for the School of Fundamental Sciences.
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Find out more about staff and their research expertise and the College of Sciences.
The Forder Lectures are an annual series, given by a mathematician from the UK who tours NZ visiting all the universities. The talk is hosted by Massey University's School of Fundamental Sciences.
This year's speaker is Dr Julia Wolf, a university lecturer in the Department of Pure Mathematics and Mathematical Statistics at the University of Cambridge.Find out more
R is a free and powerful software environment for statistical computing, data analysis, and graphics. The R environment is highly flexible and it contains a wealth of functions to carry out standard and non-standard statistical and graphical analyses.
The workshop is designed for data analysts (both statisticians and non-statisticians) with a solid grounding in statistics but with little or no experience with R/RStudio.
At any one time, the School of Fundamental Sciences has PhD and master's scholarship opportunities, both for specific projects, and projects to suit your expertise and interest. chose to do my PhD at Massey University because of its international reputation and ranking. Massey undertakes innovative research and I wanted a university where good researchers would surround me.Nurudeen Adegoke
PhD student
Doctor of Philosophy)
Statistical consultancy service from the Statistics and Bioinformatics group. We provide advice to researchers within Massey University as well as private organisations..
The X-ray Diffraction Lab houses a Bruker D8 Venture diffractometer. X-rays are generated by a microfocus diamond (IuS) source with Cu radiation. X-rays are detected by a noiseless Photon III detector. The diffractometer is set up for small molecular and protein crystallography on small and weakly-diffracting samples. Powder X-ray diffraction patterns are also easily measured. An Oxford Cryostream 800 provides cooling down to 80 K. An ISX stage for protein plates, microscopes, cameras and many other accessories are available. Associate Professor Jennifer Tate received $929,000 for a project to determine if there are genomic "rules" to successful polyploid speciation.Associate Professor.Professor Murray Cox
2017
Te Rangi Hīroa Medal
Dr Cami Sawyer was awarded a tertiary teaching award in 2019 from Ako Aotearoa, the National Centre for Tertiary Teaching Excellence.Dr Cami Sawyer
2019
Tertiary Teaching Award for senior mathematics tutor
* The School of Fundamental Sciences was previously known as the Institute of Fundamental Sciences.In 2013, as part of the Connected Educators project led by Darren Cambridge, a group of us developed a professional learning toolkit under the guidance of Richard Culatta and Bernadette Adams of the U.S. Department of Education’s Office of Educational Technology and Claudette Rasmussen of the American Institutes for Research (AIR).
One of my favorite tools in the toolkit (authored by PLP staff: Lani Ritter Hall, myself, and Amber Karnes) is a checklist that evaluates online tools for professional learning. It can be found in Step 4: Implement Professional Learning.This checklist helps district leaders identify effective online learning options to recommend for their faculty. It could also be used to determine what online learning activities should qualify for microcredentialing (credits) or professional growth opportunities for districts who are looking at future ready professional learning strategies that encourage personalized or self directed learning for staff.
The checklist can also be used by individual educators themselves to determine if a particular online activity is valuable and worth their time. The checklist also addresses best practice at the design level for those who are not familiar with such attributes.
Powerful Learning Practice has had a great deal of experience in developing effective online learning. We recommended the following as considerations for any program of online or blended learning.
The learning should align with district or school student learning and improvement goals.
Technology should be embedded in the learning experience as a ways to build capacity for the advancement student learning, creativity, and innovation.
The learning opportunities should support educators in achieving mastery around subject matter knowledge and/or pedagogical skills.
It should increase educators’ abilities to pose questions and solve problems collaboratively by increasing their digital literacy.
The online learning should promote opportunities for self-actualization and personal growth of the individual.
There should also be opportunities for collective growth through learning as a team.
Embedded in the learning should be opportunities to make connections with people that could result in new innovations or initiatives.
There should be the opportunity for co-construction of knowledge and collective negotiation of meaning.
Quality online learning also promotes reflection through the use of collaborative online tools.
It should result in the creation of a process or product that can be immediately implemented in practice.
It should include content that is both of quality and validated by research.
And finally, quality online learning supports change in practice through follow-up, sharing, and documenting the change beyond the initial learning experience.
It supports active rather than passive participation.
It is grounded in empirical theories and models of learning.
It aligns purposefully with student outcomes as well as individual educator and organizational learning goals.
It is paced and timed appropriately.
It is led or designed by skilled online facilitators.
Instructions for using the checklist are pretty straightforward. While attending a learning event, simply color in the appropriate dot to determine whether the online learning you are evaluating is rated red (does not meet the criteria), yellow (meets enough of the criteria), or green (meets most of the criteria). Use the “notes” section to add your comments as you reflect on your options.
Here is the link to the checklist (simply scroll down until you see the green, yellow, and red dots). You could also use this tool as a guide to developing quality online learning experience.
Check it out. Then come back and let us know what you think of the tool and how you plan to use it in your work.
We have some new models of "blown-up" or destroyed guns in our 15mm Napoleonic Range for the French and the British. Some painted examples are in the photos opposite. Kindly painted by Battleline friend, Philip! Un-painted versions are available in the 15mm Napoleonics section (in Category Search above) for $3 each (or click on New Products at the top right to go straight to them).
I'm re-organising the website so we can include some new 15mm English Civil War miniatures that we've been working on for some time. Should have some listings up soon. Also looking at re-organising the Franco-Prussian War range which currently has a lot of the cavalry codes missing.
Sorry our website and email has been down for about the last week or so. We've had some problems with our web hosting. However we're back now, so if you've tried to contact us in the last few days, could you kindly try again! Thanks.
Thanks for all your New Year greetings. We're back into the full swing of the business so taking your orders now!
PHOTOS OF OUR 15mm MEDIEVALS.
Photos of our entire range of 15mm Medievals have been added to our catalogue.
CHRISTMAS '07 SPECIAL NOW FINISHED FOR THIS YEAR.
Thanks for all your business - much appreciated. Have a great Christmas.
CHRISTMAS SPECIAL GOING WELL!
Please order soon as there is not too much longer for this special to run. Thanks!
15% discount and $5 shipping until 15th Dec 07. See our home page opposite for details.
This range has now been added to the online catalogue, including a photo of each miniature. Select the 15mm Pony Wars from the Category list above.
Our Trade Stand at the National Convention in Hamilton (NZ) earlier this year