title: Five case studies exploring the value of technology education in New Zealand secondary schools

authors: Bowskill, Nicholas Ralph Martin

subjects: Technology education

abstract: There are many factors that influence students in their choice to take vocationally focussed or general technology subjects at secondary school. Equally, there are many factors that contribute to whether or not they succeed in their studies, and what value they place on the different types of knowledge and skills they learn. A student‟s choices cannot be separated from the social and environmental context in which the student acts. This study presents five case studies that explore the context and experiences of five, very different students of technology who have all recently graduated secondary school. Each case study brings together data from semi-structured interviews conducted with the student participant, one of their parents and their principal technology teacher at secondary school. They provide an insight into how each student perceived their technology education, what influenced them in choosing technology classes, what knowledge and skills they learnt, how that knowledge and skill has served them in their transition into the workforce or tertiary study, and what they perceive are the differences between vocational technology education and general technology education.

text: Five case studies exploring the value of technology education in New Zealand secondary schools There are many factors that influence students in their choice to take vocationally focussed or general technology subjects at secondary school. Equally, there are many factors that contribute to whether or not they succeed in their studies, and what value they place on the different types of knowledge and skills they learn. A student‟s choices cannot be separated from the social and environmental context in which the student acts. This study presents five case studies that explore the context and experiences of five, very different students of technology who have all recently graduated secondary school. Each case study brings together data from semi-structured interviews conducted with the student participant, one of their parents and their principal technology teacher at secondary school. They provide an insight into how each student perceived their technology education, what influenced them in choosing technology classes, what knowledge and skills they learnt, how that knowledge and skill has served them in their transition into the workforce or tertiary study, and what they perceive are the differences between vocational technology education and general technology education.

year: 2012

title: Managing potential interactions of subsurface resources

authors: Field, Brad D.

subjects: subsurface resources; minerals; mining; carbon capture and storage; geothermal resources; oil and gas; petroleum

abstract: Subsurface resources include oil, gas, coal, groundwater, saline aquifer minerals, and heat (for geothermal use). Pore space itself should also be considered as a resource as it can be used for injection of waste fluids, produced water, storage of natural gas, compressed air, and supercritical CO₂. Use of subsurface resources can overlap in space, and pressure changes at one site can remotely influence resource use at other sites. Resource use can also vary in time, such as the use of depleted oil or gas fields for natural gas or CO₂ storage. Before allocation of a subsurface resource it is therefore useful to understand the potentially wide range of resources available in an area, how they might be developed successively, and how they could affect each other if used concurrently. While these issues are primarily geological, they have critical significance for legal, environmental, and economic considerations.

text: Managing potential interactions of subsurface resources Subsurface resources include oil, gas, coal, groundwater, saline aquifer minerals, and heat (for geothermal use). Pore space itself should also be considered as a resource as it can be used for injection of waste fluids, produced water, storage of natural gas, compressed air, and supercritical CO₂. Use of subsurface resources can overlap in space, and pressure changes at one site can remotely influence resource use at other sites. Resource use can also vary in time, such as the use of depleted oil or gas fields for natural gas or CO₂ storage. Before allocation of a subsurface resource it is therefore useful to understand the potentially wide range of resources available in an area, how they might be developed successively, and how they could affect each other if used concurrently. While these issues are primarily geological, they have critical significance for legal, environmental, and economic considerations.

year: 2017

title: The contested shift to a bicultural understanding of place heritage in Aotearoa New Zealand

authors: Passey, Emma

abstract: This article explores contemporary threads in the heritage history of Aotearoa New Zealand, as we witness in real-time the emergence of alternative narratives of Indigenous heritage, in contrast to those of Western dominated modernity and colonial hegemony. Moves to actively decolonise heritage studies is creating shifts in the bicultural understanding of culture and heritage to overtly include place heritage. As this new framing emerges, wider acknowledgement of the significance of Māori heritage landscapes is growing. This is explored here in a series of four case-studies. Each account illustrates how Indigenous Māori voices have gained momentum, and reinforces how Aotearoa New Zealand is transitioning to greater bicultural appreciation through inclusion, changes in social and cultural conventions, and new interpretations of dominant narratives using tools like critical heritage studies and existing legal conventions. This evolution of heritage values is not without repeated contestation, however. Positively, increasing numbers of settler-Pākehā (non-Māori) as well as those colonised, no longer believe or accept the histories previously told. Much needed, robust, and sometimes difficult discussions are taking place, enabling New Zealanders to reconsider the significance of what heritage means to all its people.

text: The contested shift to a bicultural understanding of place heritage in Aotearoa New Zealand This article explores contemporary threads in the heritage history of Aotearoa New Zealand, as we witness in real-time the emergence of alternative narratives of Indigenous heritage, in contrast to those of Western dominated modernity and colonial hegemony. Moves to actively decolonise heritage studies is creating shifts in the bicultural understanding of culture and heritage to overtly include place heritage. As this new framing emerges, wider acknowledgement of the significance of Māori heritage landscapes is growing. This is explored here in a series of four case-studies. Each account illustrates how Indigenous Māori voices have gained momentum, and reinforces how Aotearoa New Zealand is transitioning to greater bicultural appreciation through inclusion, changes in social and cultural conventions, and new interpretations of dominant narratives using tools like critical heritage studies and existing legal conventions. This evolution of heritage values is not without repeated contestation, however. Positively, increasing numbers of settler-Pākehā (non-Māori) as well as those colonised, no longer believe or accept the histories previously told. Much needed, robust, and sometimes difficult discussions are taking place, enabling New Zealanders to reconsider the significance of what heritage means to all its people.

year: 2023-01-01