title: Collaborative practices using computers and the internet in science classrooms.

authors: Otrel-Cass, Kathrin

subjects: computer

abstract: Investigations that allow for students to self-direct their inquiries in science classrooms involve building on existing understanding, problem solving and reasoning. The process of explaining complex problems means that students work with multiple sets of data including online resources and information from the Internet. Outcomes of such activities are often in written form, frequently prepared on the computer, representing a collage of negotiated ideas. This article presents primary science classroom investigations about changes of state and landforms and argues that inscription practices were shaped by the functional and social affordances students imbued with the computer and information from the Internet. Findings from the qualitative study with a year 7 teacher, Clara, and her students illustrate how the Internet provided social and collaborative opportunities for scientific meaning making. The argument is made that access to the computer and information from the Internet can open up and constrain opportunities for social thinking and inscription practices. Talking, thinking and composing were observed to constitute the nature of science inquiries as a collaborative effort of meaning making.

text: Collaborative practices using computers and the internet in science classrooms. Investigations that allow for students to self-direct their inquiries in science classrooms involve building on existing understanding, problem solving and reasoning. The process of explaining complex problems means that students work with multiple sets of data including online resources and information from the Internet. Outcomes of such activities are often in written form, frequently prepared on the computer, representing a collage of negotiated ideas. This article presents primary science classroom investigations about changes of state and landforms and argues that inscription practices were shaped by the functional and social affordances students imbued with the computer and information from the Internet. Findings from the qualitative study with a year 7 teacher, Clara, and her students illustrate how the Internet provided social and collaborative opportunities for scientific meaning making. The argument is made that access to the computer and information from the Internet can open up and constrain opportunities for social thinking and inscription practices. Talking, thinking and composing were observed to constitute the nature of science inquiries as a collaborative effort of meaning making.

year: 2011

title: Participatory Road Design: An Investigation into Improving Roads, Drivers' Attitude and Behaviour Using Partiticipatory Design

authors: de Jong, Dennis

subjects: participatory design

abstract: Improving road safety is currently based mostly on Education, Enforcement and Engineering or the 3 Es. Despite these measures having saved millions of lives since their inception in around 1915, millions of people are still injured or killed in accidents worldwide annually. One relatively unexplored area is the use of driver's tacit (unspoken) knowledge to help in the reduction of accidents, particularly in the area of speed management. Participatory design may offer a way to help utilise drivers' tacit (hidden) knowledge for the improvement of speed management and road safety techniques in a positive and ethical manner. Involvement in the process may also aid in the improvement of drivers' behaviour and attitudes. Previous research in participatory design indicates that the benefits of participatory design are quick acceptance of new designs and innovative solutions to difficult problems, as well as a sense of ownership of the new artefact. My research has investigated the efficacy of using participatory design in road safety. This was done by having participants take part series of four different types of workshops aimed at improving driver behaviour and attitudes as well as road design using models. The research involved a total of 105 participants with group sizes ranging from 3 to 28 people. It was found that participatory design workshops were capable of: allowing people to redesign a variety of roads and improve them by reducing their estimated speeds, without adversely affecting other ratings such as safety, aesthetics, preference and liveability; improving self reported driver behaviour; and allowing the interaction of people from various backgrounds in a positive and stimulating environment. Workshops were also rated highly as a teaching and design tool by all those involved in the process. Finally, unlike standard participatory design processes, some workshops also included more than just the design team with the inclusion of additional participants as audience members. This was also found to be a practical method of including more people in the participatory design process without reducing the effectiveness of the process.

text: Participatory Road Design: An Investigation into Improving Roads, Drivers' Attitude and Behaviour Using Partiticipatory Design Improving road safety is currently based mostly on Education, Enforcement and Engineering or the 3 Es. Despite these measures having saved millions of lives since their inception in around 1915, millions of people are still injured or killed in accidents worldwide annually. One relatively unexplored area is the use of driver's tacit (unspoken) knowledge to help in the reduction of accidents, particularly in the area of speed management. Participatory design may offer a way to help utilise drivers' tacit (hidden) knowledge for the improvement of speed management and road safety techniques in a positive and ethical manner. Involvement in the process may also aid in the improvement of drivers' behaviour and attitudes. Previous research in participatory design indicates that the benefits of participatory design are quick acceptance of new designs and innovative solutions to difficult problems, as well as a sense of ownership of the new artefact. My research has investigated the efficacy of using participatory design in road safety. This was done by having participants take part series of four different types of workshops aimed at improving driver behaviour and attitudes as well as road design using models. The research involved a total of 105 participants with group sizes ranging from 3 to 28 people. It was found that participatory design workshops were capable of: allowing people to redesign a variety of roads and improve them by reducing their estimated speeds, without adversely affecting other ratings such as safety, aesthetics, preference and liveability; improving self reported driver behaviour; and allowing the interaction of people from various backgrounds in a positive and stimulating environment. Workshops were also rated highly as a teaching and design tool by all those involved in the process. Finally, unlike standard participatory design processes, some workshops also included more than just the design team with the inclusion of additional participants as audience members. This was also found to be a practical method of including more people in the participatory design process without reducing the effectiveness of the process.

year: 2009

title: Insanity and ethnicity in New Zealand: Māori encounters with the Auckland Mental Hospital, 1860—1900

authors: Barry, Lorelle

subjects: cultural alienation

abstract: This article examines Māori patients at the Auckland Mental Hospital between 1860 and 1900. We argue that the patient case notes reveal ‘European’ categories in which Māori were situated, and demonstrate the extent to which the authorities at the hospital grappled with their appearance, their language and their culture, all of which were elements of their ethnicity. We argue that the use of institutional case records is highly suggestive of some of the historical meanings of insanity for Māori, including the lack of detailed or sustained collection of information about patients’ tribal affiliations, the interest shown in their rights to land in maintenance payment inquiries, the experiences of cultural alienation or mate Māori, and the sad outcomes for Māori.

text: Insanity and ethnicity in New Zealand: Māori encounters with the Auckland Mental Hospital, 1860—1900 This article examines Māori patients at the Auckland Mental Hospital between 1860 and 1900. We argue that the patient case notes reveal ‘European’ categories in which Māori were situated, and demonstrate the extent to which the authorities at the hospital grappled with their appearance, their language and their culture, all of which were elements of their ethnicity. We argue that the use of institutional case records is highly suggestive of some of the historical meanings of insanity for Māori, including the lack of detailed or sustained collection of information about patients’ tribal affiliations, the interest shown in their rights to land in maintenance payment inquiries, the experiences of cultural alienation or mate Māori, and the sad outcomes for Māori.

year: 2011