title: Visualizing homelessness: a study in photography and estrangement

authors: Radley, Alan

subjects: estrangement

abstract: This article reports a qualitative study of how homeless people visualize their life in hostels and on the streets of London. Using a photo-production technique, the research enabled participants to show their situation as well as to tell about their experiences. Participants were given cameras and asked to take photographs typical of their day as homeless people, this material being the subject of a subsequent interview. This provided both visual and text data that were analysed together so as to establish different engagements of the participants with the city and with domiciled people. Presenting the material from six of the participants, these different engagements are described with reference to issues of estrangement, exclusion and visualization employed as explanatory concepts. The article identifies and compares the different ways in which homeless people attempt not only to survive but also to [make their home] in the city.

text: Visualizing homelessness: a study in photography and estrangement This article reports a qualitative study of how homeless people visualize their life in hostels and on the streets of London. Using a photo-production technique, the research enabled participants to show their situation as well as to tell about their experiences. Participants were given cameras and asked to take photographs typical of their day as homeless people, this material being the subject of a subsequent interview. This provided both visual and text data that were analysed together so as to establish different engagements of the participants with the city and with domiciled people. Presenting the material from six of the participants, these different engagements are described with reference to issues of estrangement, exclusion and visualization employed as explanatory concepts. The article identifies and compares the different ways in which homeless people attempt not only to survive but also to [make their home] in the city.

year: 2005

title: Recent research in learning technological concepts and processes

authors: Jones, Alister

subjects: technological concepts and processes

abstract: This paper examines recent research in student learning of technological concepts and processes. To explore this area three inter-related aspects are considered; existing concepts of technology, technological knowledge and processes. Different views of technology and technology education are reflected in both research outcomes and curriculum documents. Teacher and student perceptions of technology impact on the way in which technology is undertaken in the classroom. Teacher's perceptions of technology influence what they perceive as being important in learning of technology. student's perceptions of technology and technology education influence what knowledge and skills they operationalise in a technological task and hence affect student technological capability. Technological concepts and processes are often defined in different ways by particular groups. Subject subcultures are strongly held by both teachers and students. The influence of subject subcultures and communities of practice will be discussed in terms of defining and operationalising technological concepts and processes. Technological concepts are not consistently defined in the literature. For students to undertake technological activities, knowledge and processes cannot be divorced. Recent research highlights the problems when processes are emphasised over knowledge. This paper will examine different technological concepts in an attempt to create a critical balance between knowledge and process. Much of the literature in technology education has rightly emphasised definitions, curriculum issues, implementation and teacher training. This paper argues that it is now time to place a great emphasis on in-depth research on student understanding of technological concepts and processes and ways in which these can be enhanced.

text: Recent research in learning technological concepts and processes This paper examines recent research in student learning of technological concepts and processes. To explore this area three inter-related aspects are considered; existing concepts of technology, technological knowledge and processes. Different views of technology and technology education are reflected in both research outcomes and curriculum documents. Teacher and student perceptions of technology impact on the way in which technology is undertaken in the classroom. Teacher's perceptions of technology influence what they perceive as being important in learning of technology. student's perceptions of technology and technology education influence what knowledge and skills they operationalise in a technological task and hence affect student technological capability. Technological concepts and processes are often defined in different ways by particular groups. Subject subcultures are strongly held by both teachers and students. The influence of subject subcultures and communities of practice will be discussed in terms of defining and operationalising technological concepts and processes. Technological concepts are not consistently defined in the literature. For students to undertake technological activities, knowledge and processes cannot be divorced. Recent research highlights the problems when processes are emphasised over knowledge. This paper will examine different technological concepts in an attempt to create a critical balance between knowledge and process. Much of the literature in technology education has rightly emphasised definitions, curriculum issues, implementation and teacher training. This paper argues that it is now time to place a great emphasis on in-depth research on student understanding of technological concepts and processes and ways in which these can be enhanced.

year: 1997

title: Governance of water based on responsible use – an elegant solution?‎

authors: Te Aho, Linda

abstract: The inspiration for this chapter is a proposal said to represent "a paradigm shift" for the governance of freshwater, articulated by Sir Edward Taihakurei Durie in 2014. ² Arising out of challenges to a government plan to sell its shares in powergenerating companies,³ the Durie proposal has at its heart a possibility for reconciling Maori rights and interests and wider general interests in freshwater. It is based on the assumption that Maori and the general public have a legitimate interest in the natural water regimes of the country. However, the source of the interest is not the same. The Maori interest is proprietary and is sourced in their status as the indigenous first peoples of the land who were guaranteed continuation of their tino rangatiratanga in respect of their lands and waters in Te Tiriti o Waitangi.⁴ The public interest is sourced in the British laws that superimposed Maori laws through processes of colonisation. The heart of the Durie proposal is that those utilising water for commercial purposes should be charged and that an independent commission would be responsible for overseeing charging and revenue collection and disbursement. A proportion of the funds would be allocated to Maori authorities in recognition of the Maori interest. Whether in public or Maori hands, the funds should be applied to the maintenance or improvement of the natural water bodies of the area or the assurance of water supplies to all homes. In short, the proposal focuses upon responsibility.

text: Governance of water based on responsible use – an elegant solution?‎ The inspiration for this chapter is a proposal said to represent "a paradigm shift" for the governance of freshwater, articulated by Sir Edward Taihakurei Durie in 2014. ² Arising out of challenges to a government plan to sell its shares in powergenerating companies,³ the Durie proposal has at its heart a possibility for reconciling Maori rights and interests and wider general interests in freshwater. It is based on the assumption that Maori and the general public have a legitimate interest in the natural water regimes of the country. However, the source of the interest is not the same. The Maori interest is proprietary and is sourced in their status as the indigenous first peoples of the land who were guaranteed continuation of their tino rangatiratanga in respect of their lands and waters in Te Tiriti o Waitangi.⁴ The public interest is sourced in the British laws that superimposed Maori laws through processes of colonisation. The heart of the Durie proposal is that those utilising water for commercial purposes should be charged and that an independent commission would be responsible for overseeing charging and revenue collection and disbursement. A proportion of the funds would be allocated to Maori authorities in recognition of the Maori interest. Whether in public or Maori hands, the funds should be applied to the maintenance or improvement of the natural water bodies of the area or the assurance of water supplies to all homes. In short, the proposal focuses upon responsibility.

year: 2019