title: Visual recovery of desert pavement surfaces following impacts from vehicle and foot traffic in the Ross Sea region of Antarctica

authors: O'Neill, Tanya Ann

subjects: foot-tracking

abstract: Sites of past human activity were investigated to assess the visual recovery of the desert pavement following impacts from human trampling and vehicle traffic. Visually disturbed and nearby control sites were assessed using comparative photographic records, a field-based Visual Site Assessment, and Desert Pavement Recovery Assessment. Sites included: vehicle and walking tracks at Marble Point and Taylor Valley; a campsite, experimental treading trial site, and vehicle tracks in Wright Valley; and vehicle and walking tracks at Cape Roberts. The time since last disturbance ranged from three months to over 50 years. This investigation also attempted to determine what has the greatest lasting visual impact on soil surfaces in the Ross Sea region: dispersed trafficking or track formation? Walking tracks remained visible in the landscape (due to larger clasts concentrating along track margins) long after the desert pavement surface had recovered. However, randomly dispersed footprints were undetectable within five years. For many sites, allowing widespread trampling will give lower medium-term visible impact than concentrating traffic flow by track formation. For steep slopes and sites where repeated visits occur, use of a single track is recommended. Some 1950s vehicle tracks remain visible in the Antarctic landscape, but where visually obvious impacts were remediated, evidence of former occupation was almost undetectable.

text: Visual recovery of desert pavement surfaces following impacts from vehicle and foot traffic in the Ross Sea region of Antarctica Sites of past human activity were investigated to assess the visual recovery of the desert pavement following impacts from human trampling and vehicle traffic. Visually disturbed and nearby control sites were assessed using comparative photographic records, a field-based Visual Site Assessment, and Desert Pavement Recovery Assessment. Sites included: vehicle and walking tracks at Marble Point and Taylor Valley; a campsite, experimental treading trial site, and vehicle tracks in Wright Valley; and vehicle and walking tracks at Cape Roberts. The time since last disturbance ranged from three months to over 50 years. This investigation also attempted to determine what has the greatest lasting visual impact on soil surfaces in the Ross Sea region: dispersed trafficking or track formation? Walking tracks remained visible in the landscape (due to larger clasts concentrating along track margins) long after the desert pavement surface had recovered. However, randomly dispersed footprints were undetectable within five years. For many sites, allowing widespread trampling will give lower medium-term visible impact than concentrating traffic flow by track formation. For steep slopes and sites where repeated visits occur, use of a single track is recommended. Some 1950s vehicle tracks remain visible in the Antarctic landscape, but where visually obvious impacts were remediated, evidence of former occupation was almost undetectable.

year: 2013

title: Measuring the economic impact of immigration: A scoping paper

authors: Poot, Jacques

subjects: immigration

abstract: This discussion paper has three objectives. Firstly, it provides a brief review of recent international empirical research on the labour market impact of immigration. The synthesis of this literature is facilitated by reference to the results from a recent meta-analysis of the impact of immigration on wages. Secondly, the paper briefly reviews international research on other dimensions of the economic impact of immigration, namely productivity and technical change, trade and international relations, the fiscal impact, socio-economic impacts and externalities, and economy-wide (general equilibrium) effects. The approach adopted in considering each of these impacts is to identify the main issues associated with the particular impact, followed by key international references and, where available, New Zealand references on the particular type of impact. The gaps in NZ research are then identified along with any difficulties with the data available for replicating the international studies in New Zealand. Thirdly, the paper seeks to identify feasible (in terms of data availability) suggestions for further research that would add to our knowledge of the economic impact of immigration in New Zealand.

text: Measuring the economic impact of immigration: A scoping paper This discussion paper has three objectives. Firstly, it provides a brief review of recent international empirical research on the labour market impact of immigration. The synthesis of this literature is facilitated by reference to the results from a recent meta-analysis of the impact of immigration on wages. Secondly, the paper briefly reviews international research on other dimensions of the economic impact of immigration, namely productivity and technical change, trade and international relations, the fiscal impact, socio-economic impacts and externalities, and economy-wide (general equilibrium) effects. The approach adopted in considering each of these impacts is to identify the main issues associated with the particular impact, followed by key international references and, where available, New Zealand references on the particular type of impact. The gaps in NZ research are then identified along with any difficulties with the data available for replicating the international studies in New Zealand. Thirdly, the paper seeks to identify feasible (in terms of data availability) suggestions for further research that would add to our knowledge of the economic impact of immigration in New Zealand.

year: 2005-02

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