title: When does it get any easier?: Beginning teachers' experiences during their first year of teaching.

authors: Lang, Catherine Margaret

subjects: first year teachers

abstract: Studies of beginning teachers' readiness to teach indicate a range of areas in which these teachers feel nervous about teaching, prior to beginning their first teaching position. Studies of the first year of teaching demonstrate that the reality shock of teaching is something that affects beginning teachers in a variety of ways. The literature on the stages of teacher development tells us that the "survival" stage in teaching can last throughout the whole first year of teaching. This New Zealand study follows seven beginning teachers through their first year of teaching and identifies the points at which the teachers began to say, "I'm getting on top of it now".

text: When does it get any easier?: Beginning teachers' experiences during their first year of teaching. Studies of beginning teachers' readiness to teach indicate a range of areas in which these teachers feel nervous about teaching, prior to beginning their first teaching position. Studies of the first year of teaching demonstrate that the reality shock of teaching is something that affects beginning teachers in a variety of ways. The literature on the stages of teacher development tells us that the "survival" stage in teaching can last throughout the whole first year of teaching. This New Zealand study follows seven beginning teachers through their first year of teaching and identifies the points at which the teachers began to say, "I'm getting on top of it now".

year: 2001

title: Pilot scale pyrolysis - determination of critical moisture content for sustainable organic waste pyrolysis

authors: Sichone, Kavwa

abstract: Economic feasibility of large scale organic waste pyrolysis was investigated for Inghams Enterprise (Waitoa) chicken dissolved air flotation sludge (DAF) and activated sludge (biosolids) from the Hamilton municipal waste water treatment plant. Processing data was obtained from pilot plant trials using the Lakeland Steel (Rotorua) continuous auger pyrolysis plant using feedstock at 15, 30, 45 and ~80% moisture contents. Economics were calculated based on estimated capital and operating costs of a large scale facility, revenue from selling char, savings from landfill diversion (including transportation and gate costs), energy savings by recycling syngas product and using waste heat for drying feedstock.
For DAF, 15% moisture content gave yields of 21% syngas, 27% char, and 52% oil (dry weight basis). 15% moisture content gave the best processing conditions based on handling properties and degree of autogenesis. The DAF case does not give a payback period due to low scale of operations.
For biosolids, 15% moisture content feedstock gave yields of 46% syngas, 31% char, and 21% oil (wet weight). Difficulties were found with plant blockages at 45% and 80% moisture contents. 15% moisture content gave the best processing conditions and the best economic performance with a payback time of 4.6 years for a facility that could process 11,000 tonnes per year.

text: Pilot scale pyrolysis - determination of critical moisture content for sustainable organic waste pyrolysis Economic feasibility of large scale organic waste pyrolysis was investigated for Inghams Enterprise (Waitoa) chicken dissolved air flotation sludge (DAF) and activated sludge (biosolids) from the Hamilton municipal waste water treatment plant. Processing data was obtained from pilot plant trials using the Lakeland Steel (Rotorua) continuous auger pyrolysis plant using feedstock at 15, 30, 45 and ~80% moisture contents. Economics were calculated based on estimated capital and operating costs of a large scale facility, revenue from selling char, savings from landfill diversion (including transportation and gate costs), energy savings by recycling syngas product and using waste heat for drying feedstock.
For DAF, 15% moisture content gave yields of 21% syngas, 27% char, and 52% oil (dry weight basis). 15% moisture content gave the best processing conditions based on handling properties and degree of autogenesis. The DAF case does not give a payback period due to low scale of operations.
For biosolids, 15% moisture content feedstock gave yields of 46% syngas, 31% char, and 21% oil (wet weight). Difficulties were found with plant blockages at 45% and 80% moisture contents. 15% moisture content gave the best processing conditions and the best economic performance with a payback time of 4.6 years for a facility that could process 11,000 tonnes per year.

year: 2012

title: Culturally-Oriented Environmental Identity Transitions: Migrant Indian Teachers in Aotearoa New Zealand Early Childhood Education

authors: Rathore, Devika

abstract: An increasingly multicultural Aotearoa New Zealand early childhood education (ECE) landscape that includes a growing number of migrant teachers forms the context for my doctoral study. In this country, respect for the natural world and kaitiakitanga are integral to the ECE bicultural curriculum framework Te Whāriki (Ministry of Education [MoE], 2017) which is grounded in Indigenous Māori worldviews that acknowledge strong spiritual connections to land and place. The natural environment is considered an integral part of the national identity and early childhood has been recognised as an important stage when Environmental and Sustainability Education should begin.   

Within the context of this superdiverse nation, a significant number of migrant teachers transfer their cultural and environmental knowledge, practice, and identity as they transition into the Aotearoa New Zealand context. This thesis explored migrant Indian teachers’ understandings of their culturally-oriented and negotiated environmental identities. I was keen to examine if the environment might hold different meanings and places in their home (Indian) and host (Aotearoa New Zealand) cultural systems.   

Through this study, insights were gained into migrant Indian teachers’ perceptions of the influence of cultural identity on their environmental identities in Aotearoa New Zealand ECE. A sociocultural theoretical perspective informed this study, drawing primarily on Sauvé’s (2009) model of personal and social development of the self in relation to other humans and the environment. Primary data for this interpretivist study were gathered through in-depth interviews with nine Indian ECE teacher participants. Interviews with their ECE setting managers/head teachers were conducted to support and supplement the teachers’ practices and experiences. The audio-recorded interview data were transcribed and examined using thematic analysis. Observations of teacher participants’ workplaces were used to provide a contextual profile for each of the nine Indian teachers. I also obtained a small number of assessment documents in the form of Learning Stories which the teachers had prepared, to analyse them for cultural and environmental themes and experiences.   

Indian teacher participants’ perceptions of their own culturally-oriented environmental identities highlighted the significance of teachers’ own early childhood environmental experiences and home cultural context influences on their environmental identities. Teacher participants’ perceptions shed light on their cultural and environmental identity transitions and acculturation process. These teachers brought their cultural and environmental identities from their home cultural context and used their cultural lens to interpret the connections between the host cultural context and environmental worldviews.   

The Indian teacher participants perceived close connections between their cultural and environmental identities. At the same time, they recognised cross-cultural connections between their culturally-oriented environmental identities and tikanga Māori (Māori ways of doing including practices, customs and rituals) and te ao Māori (the Māori world). These perceived connections were most evident through the significance of Indian philosophies of spirituality, relationships, belonging, and cultural recognition and exchange in their specific ECE contexts. These connections facilitated teachers’ cultural and environmental identity transitions and had a positive impact on their cultural and environmental teaching practices when supported within the ECE setting and by management/leadership.   

Cultural and environmental transitions for this steadily growing group of migrant teachers require further investigation to facilitate their cultural and environmental participation and acculturation into the Aotearoa New Zealand ECE context. In these ways, the existing cultural, environmental, and sustainability connections within ECE could be strengthened to foster children’s culturally-oriented environmental identities.

text: Culturally-Oriented Environmental Identity Transitions: Migrant Indian Teachers in Aotearoa New Zealand Early Childhood Education An increasingly multicultural Aotearoa New Zealand early childhood education (ECE) landscape that includes a growing number of migrant teachers forms the context for my doctoral study. In this country, respect for the natural world and kaitiakitanga are integral to the ECE bicultural curriculum framework Te Whāriki (Ministry of Education [MoE], 2017) which is grounded in Indigenous Māori worldviews that acknowledge strong spiritual connections to land and place. The natural environment is considered an integral part of the national identity and early childhood has been recognised as an important stage when Environmental and Sustainability Education should begin.   

Within the context of this superdiverse nation, a significant number of migrant teachers transfer their cultural and environmental knowledge, practice, and identity as they transition into the Aotearoa New Zealand context. This thesis explored migrant Indian teachers’ understandings of their culturally-oriented and negotiated environmental identities. I was keen to examine if the environment might hold different meanings and places in their home (Indian) and host (Aotearoa New Zealand) cultural systems.   

Through this study, insights were gained into migrant Indian teachers’ perceptions of the influence of cultural identity on their environmental identities in Aotearoa New Zealand ECE. A sociocultural theoretical perspective informed this study, drawing primarily on Sauvé’s (2009) model of personal and social development of the self in relation to other humans and the environment. Primary data for this interpretivist study were gathered through in-depth interviews with nine Indian ECE teacher participants. Interviews with their ECE setting managers/head teachers were conducted to support and supplement the teachers’ practices and experiences. The audio-recorded interview data were transcribed and examined using thematic analysis. Observations of teacher participants’ workplaces were used to provide a contextual profile for each of the nine Indian teachers. I also obtained a small number of assessment documents in the form of Learning Stories which the teachers had prepared, to analyse them for cultural and environmental themes and experiences.   

Indian teacher participants’ perceptions of their own culturally-oriented environmental identities highlighted the significance of teachers’ own early childhood environmental experiences and home cultural context influences on their environmental identities. Teacher participants’ perceptions shed light on their cultural and environmental identity transitions and acculturation process. These teachers brought their cultural and environmental identities from their home cultural context and used their cultural lens to interpret the connections between the host cultural context and environmental worldviews.   

The Indian teacher participants perceived close connections between their cultural and environmental identities. At the same time, they recognised cross-cultural connections between their culturally-oriented environmental identities and tikanga Māori (Māori ways of doing including practices, customs and rituals) and te ao Māori (the Māori world). These perceived connections were most evident through the significance of Indian philosophies of spirituality, relationships, belonging, and cultural recognition and exchange in their specific ECE contexts. These connections facilitated teachers’ cultural and environmental identity transitions and had a positive impact on their cultural and environmental teaching practices when supported within the ECE setting and by management/leadership.   

Cultural and environmental transitions for this steadily growing group of migrant teachers require further investigation to facilitate their cultural and environmental participation and acculturation into the Aotearoa New Zealand ECE context. In these ways, the existing cultural, environmental, and sustainability connections within ECE could be strengthened to foster children’s culturally-oriented environmental identities.

year: 2024