title: Mā hea (which way)? Mō te aha (what for)? Too many questions, not enough answers, for Māori on the march

authors: Te Awekotuku, Ngahuia

subjects: Aotearoa/New Zealand

abstract: This presentation will be in four sections. The first section introduces two major issues: mana motuhake, and mana tāngata, then we will consider some proposed legislation: the Foreshore and Seabed Bill and the Civil Union Bill. Then I will look at strategic Māori responses to political pressure over the last three decades and note two recent and dramatic examples – the Hīkoi Takutai Moana, April 2004, and the Enough is Enough Rally, August 2004. The final section considers the implications for psychologies and psychologists working today in Aotearoa.

text: Mā hea (which way)? Mō te aha (what for)? Too many questions, not enough answers, for Māori on the march This presentation will be in four sections. The first section introduces two major issues: mana motuhake, and mana tāngata, then we will consider some proposed legislation: the Foreshore and Seabed Bill and the Civil Union Bill. Then I will look at strategic Māori responses to political pressure over the last three decades and note two recent and dramatic examples – the Hīkoi Takutai Moana, April 2004, and the Enough is Enough Rally, August 2004. The final section considers the implications for psychologies and psychologists working today in Aotearoa.

year: 2012

title: A pedagogical framework for embedding computational thinking in authentic technology practice

authors: Fox-Turnbull, Wendy

subjects: authentic technology practice

abstract: Computational thinking is an aspect of digital technologies in the New Zealand Curriculum that teaches children to approach problems systematically, using logical and analytical reasoning.  This paper presents a study undertaken in a small-town primary school in New Zealand with a high population of Māori students. The study drew on four aspects from Kotsopoulos et al.’s framework of pedagogical experiences: unplugged, tinkering, making, remixing to investigate pedagogical strategies that facilitate the successful embedding of computational thinking within authentic technological practice. The research aimed to identify learning pedagogies that support young learners in their understanding of computational thinking through designing and developing digital technologies. The qualitative methodologies were informed by the three pedagogical principles from Bishop and Berryman to guide the research design and frame learning support for students. Key themes that emerged from the data included the values of local context, self-autonomy, classroom organisation, use of physical and digital manipulatives. Finally, the paper presents a model for the pedagogical delivery of computational thinking when embedded in technological practice in primary schools, drawing from and adding to Kotsopoulos and colleague’s pedagogical framework. The most significant modification situates the existing model within authentic technology practice, providing context for learning. The model shows an adjustment from ‘Making’ to ‘Designing and Making’, thus strengthening the position of digital technologies within the Technology learning area.  The model also signals that authentic technological within a primary classroom practice is heavily impacted by ‘the pragmatics of delivery’ through a range of pedagogical and organisational strategies developed to ensure the needs of all students are met and to support them through their learning journey in computational thinking. The last significant modification of Kotsopoulos and colleagues’ model is the removal of ‘remixing’ because the primary aged students in this study did not reach the level of sophistication required for remixing. The aim of the framework is to assist teachers and teacher educators to design and develop successful teaching and learning strategies for implementing computational thinking into authentic technology practice in primary schools.

text: A pedagogical framework for embedding computational thinking in authentic technology practice Computational thinking is an aspect of digital technologies in the New Zealand Curriculum that teaches children to approach problems systematically, using logical and analytical reasoning.  This paper presents a study undertaken in a small-town primary school in New Zealand with a high population of Māori students. The study drew on four aspects from Kotsopoulos et al.’s framework of pedagogical experiences: unplugged, tinkering, making, remixing to investigate pedagogical strategies that facilitate the successful embedding of computational thinking within authentic technological practice. The research aimed to identify learning pedagogies that support young learners in their understanding of computational thinking through designing and developing digital technologies. The qualitative methodologies were informed by the three pedagogical principles from Bishop and Berryman to guide the research design and frame learning support for students. Key themes that emerged from the data included the values of local context, self-autonomy, classroom organisation, use of physical and digital manipulatives. Finally, the paper presents a model for the pedagogical delivery of computational thinking when embedded in technological practice in primary schools, drawing from and adding to Kotsopoulos and colleague’s pedagogical framework. The most significant modification situates the existing model within authentic technology practice, providing context for learning. The model shows an adjustment from ‘Making’ to ‘Designing and Making’, thus strengthening the position of digital technologies within the Technology learning area.  The model also signals that authentic technological within a primary classroom practice is heavily impacted by ‘the pragmatics of delivery’ through a range of pedagogical and organisational strategies developed to ensure the needs of all students are met and to support them through their learning journey in computational thinking. The last significant modification of Kotsopoulos and colleagues’ model is the removal of ‘remixing’ because the primary aged students in this study did not reach the level of sophistication required for remixing. The aim of the framework is to assist teachers and teacher educators to design and develop successful teaching and learning strategies for implementing computational thinking into authentic technology practice in primary schools.

year: 2025

title: Thermophilic methane oxidation is widespread in Aotearoa-New Zealand geothermal fields

authors: Houghton, Karen M.

abstract: Geothermal areas represent substantial point sources for greenhouse gas emissions such as methane. While it is known that methanotrophic microorganisms act as a biofilter, decreasing the efflux of methane in most soils to the atmosphere, the diversity and the extent to which methane is consumed by thermophilic microorganisms in geothermal ecosystems has not been widely explored. To determine the extent of biologically mediated methane oxidation at elevated temperatures, we set up 57 microcosms using soils from 14 Aotearoa-New Zealand geothermal fields and show that moderately thermophilic (>40°C) and thermophilic (>60°C) methane oxidation is common across the region. Methane oxidation was detected in 54% (n = 31) of the geothermal soil microcosms tested at temperatures up to 75°C (pH 1.5–8.1), with oxidation rates ranging from 0.5 to 17.4 μmol g−1 d−1 wet weight. The abundance of known aerobic methanotrophs (up to 60.7% Methylacidiphilum and 11.2% Methylothermus) and putative anaerobic methanotrophs (up to 76.7% Bathyarchaeota) provides some explanation for the rapid rates of methane oxidation observed in microcosms. However, not all methane oxidation was attributable to known taxa; in some methane-consuming microcosms we detected methanotroph taxa in conditions outside of their known temperature range for growth, and in other examples, we observed methane oxidation in the absence of known methanotrophs through 16S rRNA gene sequencing. Both of these observations suggest unidentified methane oxidizing microorganisms or undescribed methanotrophic syntrophic associations may also be present. Subsequent enrichment cultures from microcosms yielded communities not predicted by the original diversity studies and showed rates inconsistent with microcosms (≤24.5 μmol d−1), highlighting difficulties in culturing representative thermophilic methanotrophs. Finally, to determine the active methane oxidation processes, we attempted to elucidate metabolic pathways from two enrichment cultures actively oxidizing methane using metatranscriptomics. The most highly expressed genes in both enrichments (methane monooxygenases, methanol dehydrogenases and PqqA precursor peptides) were related to methanotrophs from Methylococcaceae, Methylocystaceae and Methylothermaceae. This is the first example of using metatranscriptomics to investigate methanotrophs from geothermal environments and gives insight into the metabolic pathways involved in thermophilic methanotrophy.

text: Thermophilic methane oxidation is widespread in Aotearoa-New Zealand geothermal fields Geothermal areas represent substantial point sources for greenhouse gas emissions such as methane. While it is known that methanotrophic microorganisms act as a biofilter, decreasing the efflux of methane in most soils to the atmosphere, the diversity and the extent to which methane is consumed by thermophilic microorganisms in geothermal ecosystems has not been widely explored. To determine the extent of biologically mediated methane oxidation at elevated temperatures, we set up 57 microcosms using soils from 14 Aotearoa-New Zealand geothermal fields and show that moderately thermophilic (>40°C) and thermophilic (>60°C) methane oxidation is common across the region. Methane oxidation was detected in 54% (n = 31) of the geothermal soil microcosms tested at temperatures up to 75°C (pH 1.5–8.1), with oxidation rates ranging from 0.5 to 17.4 μmol g−1 d−1 wet weight. The abundance of known aerobic methanotrophs (up to 60.7% Methylacidiphilum and 11.2% Methylothermus) and putative anaerobic methanotrophs (up to 76.7% Bathyarchaeota) provides some explanation for the rapid rates of methane oxidation observed in microcosms. However, not all methane oxidation was attributable to known taxa; in some methane-consuming microcosms we detected methanotroph taxa in conditions outside of their known temperature range for growth, and in other examples, we observed methane oxidation in the absence of known methanotrophs through 16S rRNA gene sequencing. Both of these observations suggest unidentified methane oxidizing microorganisms or undescribed methanotrophic syntrophic associations may also be present. Subsequent enrichment cultures from microcosms yielded communities not predicted by the original diversity studies and showed rates inconsistent with microcosms (≤24.5 μmol d−1), highlighting difficulties in culturing representative thermophilic methanotrophs. Finally, to determine the active methane oxidation processes, we attempted to elucidate metabolic pathways from two enrichment cultures actively oxidizing methane using metatranscriptomics. The most highly expressed genes in both enrichments (methane monooxygenases, methanol dehydrogenases and PqqA precursor peptides) were related to methanotrophs from Methylococcaceae, Methylocystaceae and Methylothermaceae. This is the first example of using metatranscriptomics to investigate methanotrophs from geothermal environments and gives insight into the metabolic pathways involved in thermophilic methanotrophy.

year: 2023-01-01