title: Funds of knowledge: Developing a Diploma in Teaching in Early Childhood Education in the Solomon Islands.

authors: Kelly, Janette

subjects: early childhood education

abstract: This article discusses how three early childhood teacher educators, from the Solomon Islands College of Higher Education School of Education and the University of Waikato Faculty of Education, worked in partnership together and with others to develop a new Diploma in Teaching Early Childhood Education (ECE) for the Solomon Islands. We argue that the knowledge and understandings that we shared about New Zealand early childhood education and its bicultural curriculum Te Whāriki made our task easier from the outset. So too did our shared "funds of knowledge" and expertise, particularly the Solomon Islands women's indigenous knowledge and abilities to reflect on teaching and learning in their nation and New Zealand, two contexts they understood well. As we worked through a range of issues related to the development and delivery of courses, the primacy of relationships and historical, cultural and social contexts for learning were reinforced. Broad understandings of relevant education pedagogy for adults and young children were incorporated through the diploma development process. The result was a new Diploma in Teaching Early Childhood Education and new ways of teaching and learning embedded in Solomon Islands contexts, blending the best of local and imported knowledge. This article adds to a small body of literature related to ECE in the Solomon Islands and the Pacific region.

text: Funds of knowledge: Developing a Diploma in Teaching in Early Childhood Education in the Solomon Islands. This article discusses how three early childhood teacher educators, from the Solomon Islands College of Higher Education School of Education and the University of Waikato Faculty of Education, worked in partnership together and with others to develop a new Diploma in Teaching Early Childhood Education (ECE) for the Solomon Islands. We argue that the knowledge and understandings that we shared about New Zealand early childhood education and its bicultural curriculum Te Whāriki made our task easier from the outset. So too did our shared "funds of knowledge" and expertise, particularly the Solomon Islands women's indigenous knowledge and abilities to reflect on teaching and learning in their nation and New Zealand, two contexts they understood well. As we worked through a range of issues related to the development and delivery of courses, the primacy of relationships and historical, cultural and social contexts for learning were reinforced. Broad understandings of relevant education pedagogy for adults and young children were incorporated through the diploma development process. The result was a new Diploma in Teaching Early Childhood Education and new ways of teaching and learning embedded in Solomon Islands contexts, blending the best of local and imported knowledge. This article adds to a small body of literature related to ECE in the Solomon Islands and the Pacific region.

year: 2011

title: Microstructure and magnetic properties of nanostructured Al₂O₃-20vol%Fe₇₀Co₃₀ composite prepared by high energy mechanical milling

authors: Yusop, Masleeyati

subjects: ceramic-alloy composite

abstract: Al₂o₃-20vol%Fe₇₀Co₃₀ composite powders have been prepared by high energy ball milling a mixture of Al₂O₃ powder and Fe₇₀Co₃₀ alloy powder. The Fe₇₀Co₃₀ alloy powder was also prepared by mechanical alloying of Fe and Co powders using the same process. The effects of milling duration from 8 to 48 hours on microstructure and magnetic properties of the nanostructured composite powders have been studied by means of X-ray Diffractometry (XRD), scanning electron microscopy (SEM) and vibrating sample magnetometry (VSM). It was found that the nanostructured composite powder particles with irregular shapes and Fe₇₀Co₃₀  alloy particles being embedded in them formed after 8 hours of milling. The average grain size of the Al₂O₃  matrix reduced drastically to less than 18nm after 16 hours of milling. On the other hand, the embedded alloy particles demonstrated almost unchanged average grain size in the range of 14-15nm. Magnetic properties of the powder compacts at room temperature were measured from hysteresis curves, and show strong dependence of the milling time, with the coercivity increasing from 67.1 up to 127.9kOe with increasing the milling time from 8 to 48 hours. The possible microstructural reasons for this dependence are discussed.

text: Microstructure and magnetic properties of nanostructured Al₂O₃-20vol%Fe₇₀Co₃₀ composite prepared by high energy mechanical milling Al₂o₃-20vol%Fe₇₀Co₃₀ composite powders have been prepared by high energy ball milling a mixture of Al₂O₃ powder and Fe₇₀Co₃₀ alloy powder. The Fe₇₀Co₃₀ alloy powder was also prepared by mechanical alloying of Fe and Co powders using the same process. The effects of milling duration from 8 to 48 hours on microstructure and magnetic properties of the nanostructured composite powders have been studied by means of X-ray Diffractometry (XRD), scanning electron microscopy (SEM) and vibrating sample magnetometry (VSM). It was found that the nanostructured composite powder particles with irregular shapes and Fe₇₀Co₃₀  alloy particles being embedded in them formed after 8 hours of milling. The average grain size of the Al₂O₃  matrix reduced drastically to less than 18nm after 16 hours of milling. On the other hand, the embedded alloy particles demonstrated almost unchanged average grain size in the range of 14-15nm. Magnetic properties of the powder compacts at room temperature were measured from hysteresis curves, and show strong dependence of the milling time, with the coercivity increasing from 67.1 up to 127.9kOe with increasing the milling time from 8 to 48 hours. The possible microstructural reasons for this dependence are discussed.

year: 2009

title: Secondary school subject choice: an ethnographic study

authors: Darnell, Doreen Anne

abstract: This study of subject choice followed two groups of pupils through the decision-making process at two state, co-educational high schools in the North Island of New Zealand. The high schools were similar in size, location, ethnic composition and range of home background of pupils, but had differing option systems. 
At the end of their form two year, 53 children (27 boys, 26 girls) were interviewed at their respective primary or intermediate schools while they were considering the options offered to them in form three at one of the two high schools. The children were re-interviewed the following year at their respective high schools. A further 37 pupils (17 boys, 20 girls) were interviewed in form four at their respective high schools while they were choosing fifth form subjects and were re-interviewed the following year after they had experienced the subjects they had chosen. All children in the study were chosen by their teachers as being representative of the range of pupils at their schools, in terms of ability, ethnic origin and home background. 
In addition, parents of eight of the younger children were interviewed in their homes and 31 teachers, representing all the subjects offered to the children at the two high schools, were interviewed at their respective schools. 
Analysis of interview transcripts showed that pupils’ decisions were influenced by the structure of the option systems, the attitudes of parents and peers and by the overt and covert actions of teachers. Access to information was found to be a key component of decision making. Children’s and parents’ views about the school subjects showed a strong measure of agreement, but there was less agreement between children’ views and teachers’ views. 
A model of decision making was elicited from the data and case studies illustrated the range of pupils’ individual experience, in particular, the experience of Maori pupils identified as ‘winners’ and ‘losers’ in the school system.

text: Secondary school subject choice: an ethnographic study This study of subject choice followed two groups of pupils through the decision-making process at two state, co-educational high schools in the North Island of New Zealand. The high schools were similar in size, location, ethnic composition and range of home background of pupils, but had differing option systems. 
At the end of their form two year, 53 children (27 boys, 26 girls) were interviewed at their respective primary or intermediate schools while they were considering the options offered to them in form three at one of the two high schools. The children were re-interviewed the following year at their respective high schools. A further 37 pupils (17 boys, 20 girls) were interviewed in form four at their respective high schools while they were choosing fifth form subjects and were re-interviewed the following year after they had experienced the subjects they had chosen. All children in the study were chosen by their teachers as being representative of the range of pupils at their schools, in terms of ability, ethnic origin and home background. 
In addition, parents of eight of the younger children were interviewed in their homes and 31 teachers, representing all the subjects offered to the children at the two high schools, were interviewed at their respective schools. 
Analysis of interview transcripts showed that pupils’ decisions were influenced by the structure of the option systems, the attitudes of parents and peers and by the overt and covert actions of teachers. Access to information was found to be a key component of decision making. Children’s and parents’ views about the school subjects showed a strong measure of agreement, but there was less agreement between children’ views and teachers’ views. 
A model of decision making was elicited from the data and case studies illustrated the range of pupils’ individual experience, in particular, the experience of Maori pupils identified as ‘winners’ and ‘losers’ in the school system.

year: 1985