title: A pedagogical tool for science teacher education: Content Representation (CoRe) design

authors: Hume, Anne Christine

subjects: education

abstract: The promotion of reflective practice amongst participants in teacher education programmes (e.g. Bain et al, 1999; Moon, 1999; Loughran & Corrigan, 1995; Shireen et al, 2003; Wallace & Louden, 2003) and the wider teaching community is widely championed for enhancing professional learning and growth.

text: A pedagogical tool for science teacher education: Content Representation (CoRe) design The promotion of reflective practice amongst participants in teacher education programmes (e.g. Bain et al, 1999; Moon, 1999; Loughran & Corrigan, 1995; Shireen et al, 2003; Wallace & Louden, 2003) and the wider teaching community is widely championed for enhancing professional learning and growth.

year: 2010

title: Metrization of spaces having Čech dimension zero

authors: Broughan, Kevin A.

abstract: A metrizable topological space has a metric taking values in a closed subset of the real numbers having Čech dimension zero if and only if the space itself has Čech dimension zero. We call a development D = {Dn} for a topological space (X, T) a sieve for X if the sets in each Dn are pairwise disjoint. Then a Hausdorff topological space (X, T) has a compatible metric taking values in a closed subset of the real numbers having Čech dimension zero if and only if there exists a sieve for X. © 1973, Australian Mathematical Society. All rights reserved.

text: Metrization of spaces having Čech dimension zero A metrizable topological space has a metric taking values in a closed subset of the real numbers having Čech dimension zero if and only if the space itself has Čech dimension zero. We call a development D = {Dn} for a topological space (X, T) a sieve for X if the sets in each Dn are pairwise disjoint. Then a Hausdorff topological space (X, T) has a compatible metric taking values in a closed subset of the real numbers having Čech dimension zero if and only if there exists a sieve for X. © 1973, Australian Mathematical Society. All rights reserved.

year: 1973

title: Two Decades After Siaan Nathan’s (1999) Study: Revisiting the Responsiveness of Professional Clinical Psychology Programmes

authors: Chan, Joanna

abstract: Clinical psychology training programmes in Aotearoa New Zealand are predominantly monocultural and centred on perspectives from Western Europe and North America. Several initiatives have sought to address the monocultural dominance of Western psychology in training programmes, with limited sustainability. We surveyed clinical psychology programme directors (N=6) to assess the progress of programmes towards meeting Te Tiriti o Waitangi obligations across five key domains (Māori representation across programme staff and students, advisory group, admissions process and programme content). Promisingly, progress regarding the inclusion of Māori-focused content and faculty representation was identified. However, all directors reported that the increase in Māori student representation was slow, with half (n=3) reporting the number of tauira Māori applicants to programmes was an ongoing concern. The limited progress towards ensuring increased Māori representation was thought to reflect system constraints. The findings highlight the pressing need for clinical psychology training to fulfil Te Tiriti o Waitangi obligations to support tino rangatiratanga for Māori that leads to transformative change. Notably, equity for Māori was identified as a priority through the provision of sufficient and sustainable resourcing for kaupapa Māori psychologies.

text: Two Decades After Siaan Nathan’s (1999) Study: Revisiting the Responsiveness of Professional Clinical Psychology Programmes Clinical psychology training programmes in Aotearoa New Zealand are predominantly monocultural and centred on perspectives from Western Europe and North America. Several initiatives have sought to address the monocultural dominance of Western psychology in training programmes, with limited sustainability. We surveyed clinical psychology programme directors (N=6) to assess the progress of programmes towards meeting Te Tiriti o Waitangi obligations across five key domains (Māori representation across programme staff and students, advisory group, admissions process and programme content). Promisingly, progress regarding the inclusion of Māori-focused content and faculty representation was identified. However, all directors reported that the increase in Māori student representation was slow, with half (n=3) reporting the number of tauira Māori applicants to programmes was an ongoing concern. The limited progress towards ensuring increased Māori representation was thought to reflect system constraints. The findings highlight the pressing need for clinical psychology training to fulfil Te Tiriti o Waitangi obligations to support tino rangatiratanga for Māori that leads to transformative change. Notably, equity for Māori was identified as a priority through the provision of sufficient and sustainable resourcing for kaupapa Māori psychologies.

year: 2025