title: Reviewing the field of technology education in New Zealand

authors: Jones, Alister

abstract: In this chapter we discuss the development of technology as a field of study within compulsory education in New Zealand. We argue that technology education has found a place in the national curriculum, research, and teacher education, resulting in technology classroom practice to some degree in all New Zealand schools.

text: Reviewing the field of technology education in New Zealand In this chapter we discuss the development of technology as a field of study within compulsory education in New Zealand. We argue that technology education has found a place in the national curriculum, research, and teacher education, resulting in technology classroom practice to some degree in all New Zealand schools.

year: 2009

title: On the ecogeomorphological feedbacks that control tidal channel network evolution in a sandy mangrove setting

authors: van Maanen, Barend

subjects: tidal channel networks, mangroves,

abstract: An ecomorphodynamic model was developed to study how Avicennia marina mangroves influence channel network evolution in sandy tidal embayments. The model accounts for the effects of mangrove trees on tidal flow patterns and sediment dynamics. Mangrove growth is in turn controlled by hydrodynamic conditions. The presence of mangroves was found to enhance the initiation and branching of tidal channels, partly because the extra flow resistance in mangrove forests favours flow concentration, and thus sediment erosion in between vegetated areas. The enhanced branching of channels is also the result of a vegetation-induced increase in erosion threshold. On the other hand, this reduction in bed erodibility, together with the soil expansion driven by organic matter production, reduces the landward expansion of channels. The ongoing accretion in mangrove forests ultimately drives a reduction in tidal prism and an overall retreat of the channel network. During sea-level rise, mangroves can potentially enhance the ability of the soil surface to maintain an elevation within the upper portion of the intertidal zone, while hindering both the branching and headward erosion of the landward expanding channels. The modelling results presented here indicate the critical control exerted by ecogeomorphological interactions in driving landscape evolution.

text: On the ecogeomorphological feedbacks that control tidal channel network evolution in a sandy mangrove setting An ecomorphodynamic model was developed to study how Avicennia marina mangroves influence channel network evolution in sandy tidal embayments. The model accounts for the effects of mangrove trees on tidal flow patterns and sediment dynamics. Mangrove growth is in turn controlled by hydrodynamic conditions. The presence of mangroves was found to enhance the initiation and branching of tidal channels, partly because the extra flow resistance in mangrove forests favours flow concentration, and thus sediment erosion in between vegetated areas. The enhanced branching of channels is also the result of a vegetation-induced increase in erosion threshold. On the other hand, this reduction in bed erodibility, together with the soil expansion driven by organic matter production, reduces the landward expansion of channels. The ongoing accretion in mangrove forests ultimately drives a reduction in tidal prism and an overall retreat of the channel network. During sea-level rise, mangroves can potentially enhance the ability of the soil surface to maintain an elevation within the upper portion of the intertidal zone, while hindering both the branching and headward erosion of the landward expanding channels. The modelling results presented here indicate the critical control exerted by ecogeomorphological interactions in driving landscape evolution.

year: 2015-06-23

title: Leadership: Going beyond personal will and professional skills to give life to Ka Hikitia

authors: Berryman, Mere

subjects: education policy

abstract: This paper investigates the Ka Hikitia Māori education policy and its subsequent influence in effecting system change towards Māori students’ achievement. It discusses how a Request for Proposal to the Ministry of Education’s Building on Success was conceptualised to support English-medium secondary schools across New Zealand to address this policy. The result, Kia Eke Panuku, is a professional learning and development response that works with Strategic Change Leadership Teams to create culturally responsive and relational contexts for learning, focused on Māori students enjoying and achieving educational success as Māori. It is argued that neither a political mandate for change nor a set of learned strategies by school personnel will truly bring about a changed reality for Māori students. Rather the reform must be led by transformative leaders who are driven by both the moral imperative to change and a keen sense of urgency to see this happen in our schools for Māori students and their home communities.
The major issues raised in this paper, and the solutions that have been reached thus far, can help inform others who are trying to raise the participation, inclusion and achievement of students who may currently be marginalised from formal education settings.

text: Leadership: Going beyond personal will and professional skills to give life to Ka Hikitia This paper investigates the Ka Hikitia Māori education policy and its subsequent influence in effecting system change towards Māori students’ achievement. It discusses how a Request for Proposal to the Ministry of Education’s Building on Success was conceptualised to support English-medium secondary schools across New Zealand to address this policy. The result, Kia Eke Panuku, is a professional learning and development response that works with Strategic Change Leadership Teams to create culturally responsive and relational contexts for learning, focused on Māori students enjoying and achieving educational success as Māori. It is argued that neither a political mandate for change nor a set of learned strategies by school personnel will truly bring about a changed reality for Māori students. Rather the reform must be led by transformative leaders who are driven by both the moral imperative to change and a keen sense of urgency to see this happen in our schools for Māori students and their home communities.
The major issues raised in this paper, and the solutions that have been reached thus far, can help inform others who are trying to raise the participation, inclusion and achievement of students who may currently be marginalised from formal education settings.

year: 2015