title: 'We felt that electricity': Writing-as-becoming in a high school writing class

authors: Rubin, Jessica

abstract: Drawing from data generated in a high school creative writing class, this article presents experiences and moments from a classroom-sited research project that were considered through the theoretical perspective of response-able pedagogies. Using postqualitative methods, this analysis addresses two framing questions: How does turning attention towards the unfolding relations in a writing class illuminate some possibilities of response-able pedagogies? What becomes possible when the teaching of writing emphasises ‘becoming’ (rather than products/achievement)? In response to the first question, turning attention towards the unfolding relations in the class context made new ways of conceptualising writing possible: writing as following energies; writing as making; and writing as producing/traversing boundaries. Considered together, these interwoven practices contributed to the response-able pedagogy of writing-as-becoming. In response to question two, the response-able pedagogy of writing-as-becoming shifted the teaching emphasis from controlled outcomes to the affective experience of connection. This study shows the potential in reconsidering our commitment to teaching writing as (only) a process and to (also) imagine it as a means by which students can experience the vitality and joy of being present with others.

text: 'We felt that electricity': Writing-as-becoming in a high school writing class Drawing from data generated in a high school creative writing class, this article presents experiences and moments from a classroom-sited research project that were considered through the theoretical perspective of response-able pedagogies. Using postqualitative methods, this analysis addresses two framing questions: How does turning attention towards the unfolding relations in a writing class illuminate some possibilities of response-able pedagogies? What becomes possible when the teaching of writing emphasises ‘becoming’ (rather than products/achievement)? In response to the first question, turning attention towards the unfolding relations in the class context made new ways of conceptualising writing possible: writing as following energies; writing as making; and writing as producing/traversing boundaries. Considered together, these interwoven practices contributed to the response-able pedagogy of writing-as-becoming. In response to question two, the response-able pedagogy of writing-as-becoming shifted the teaching emphasis from controlled outcomes to the affective experience of connection. This study shows the potential in reconsidering our commitment to teaching writing as (only) a process and to (also) imagine it as a means by which students can experience the vitality and joy of being present with others.

year: 2022-09-13

title: Artificial earth sculpture

authors: Blair, W.N.

abstract: William Newsham Blair (1841-91) was born in Scotland, and trained there as an engineer and surveyor. He emigrated to Dunedin at the end of 1863 and took employment with the Otago Provincial Survey Department at the beginning of the new year. In 1871, he became District Engineer of Public Works, and in 1878, the year after election as a Member of the Institution of Civil Engineers, was appointed Engineer-in-Charge of Public Works in the South Island. In 1884, Blair moved to Wellington as Assistant Engineer-in-Chief. In 1890, he became Engineer-in-Chief and Under Secretary for Public Works (Furkert 1953: 117).
During his career as engineer, Blair had many opportunities to travel throughout New Zealand. For example, in the 1870s he travelled widely throughout Otago and Canterbury (including traversing the Southern Alps five times) while on reconnaissance surveys for possible railway routes, and in the 1880s he visited the King Country to report on the proposed North Island Main Trunk. It was no doubt on these and similar journeys that Blair became very much aware of the changes which man was making to the landscape. A few earlier writers had expressed concern about the wholesale clearing of the natural vegetation, but none had noted the scale of man-induced erosion and change. Similarly Blair refused to accept a commonly held theory that rainfall increased if forests were planted, and decreased if the land was denuded. In some ways, Blair may be compared with George Perkins Marsh in the United States. Over two decades earlier Marsh had already recognised that man was a potent force in changing his environment. It is interesting to speculate if indeed Blair had found his inspiration in the writings of this American naturalist.
			Introduction by R.P. Hargreaves

text: Artificial earth sculpture William Newsham Blair (1841-91) was born in Scotland, and trained there as an engineer and surveyor. He emigrated to Dunedin at the end of 1863 and took employment with the Otago Provincial Survey Department at the beginning of the new year. In 1871, he became District Engineer of Public Works, and in 1878, the year after election as a Member of the Institution of Civil Engineers, was appointed Engineer-in-Charge of Public Works in the South Island. In 1884, Blair moved to Wellington as Assistant Engineer-in-Chief. In 1890, he became Engineer-in-Chief and Under Secretary for Public Works (Furkert 1953: 117).
During his career as engineer, Blair had many opportunities to travel throughout New Zealand. For example, in the 1870s he travelled widely throughout Otago and Canterbury (including traversing the Southern Alps five times) while on reconnaissance surveys for possible railway routes, and in the 1880s he visited the King Country to report on the proposed North Island Main Trunk. It was no doubt on these and similar journeys that Blair became very much aware of the changes which man was making to the landscape. A few earlier writers had expressed concern about the wholesale clearing of the natural vegetation, but none had noted the scale of man-induced erosion and change. Similarly Blair refused to accept a commonly held theory that rainfall increased if forests were planted, and decreased if the land was denuded. In some ways, Blair may be compared with George Perkins Marsh in the United States. Over two decades earlier Marsh had already recognised that man was a potent force in changing his environment. It is interesting to speculate if indeed Blair had found his inspiration in the writings of this American naturalist.
			Introduction by R.P. Hargreaves

year: 1968

title: Haumanu Hauora: Strengthening health institution responsiveness to climate change

authors: Masters-Awatere, Bridgette

abstract: The “Haumanu Hauora: Strengthening health institution responsiveness to climate change” project (Haumanu Hauora) is funded by the Deep South National Science Challenge. Our research team has 
been working to determine how health institutions (for example DHBs) develop Māori responsive policy as a preparatory step in anticipation of climate change impacts on Māori health. The project 
has involved several components, one of which involved speaking with tāngata whenua and DHB staff from the Bay of Plenty, Lakes and Waikato DHB regions about their experiences of climate 
change and involvement with health services. Another component was an environmental scan of available website information on the 17 other DHBs to ascertain the extent of policy that speaks to 
both the Treaty of Waitangi and climate change. This report presents an overview of the findings. 

This report begins with some context setting. We provide a summary of our literature reviews before a brief outline of the establishment of DHBs, which are the “health institution” of focus for 
this research. As the primary health provider and funders around the country, DHBs have been engaged as the site through which to understand the Māori health and climate change policy needs. 
Although DHBs were disestablished at the conclusion of our project, there are still lessons to learn from the ‘old’ health system. We present themes from tāngata whenua and rangatahi interviews as 
a way to foreground policy development information provided by DHB staff.

text: Haumanu Hauora: Strengthening health institution responsiveness to climate change The “Haumanu Hauora: Strengthening health institution responsiveness to climate change” project (Haumanu Hauora) is funded by the Deep South National Science Challenge. Our research team has 
been working to determine how health institutions (for example DHBs) develop Māori responsive policy as a preparatory step in anticipation of climate change impacts on Māori health. The project 
has involved several components, one of which involved speaking with tāngata whenua and DHB staff from the Bay of Plenty, Lakes and Waikato DHB regions about their experiences of climate 
change and involvement with health services. Another component was an environmental scan of available website information on the 17 other DHBs to ascertain the extent of policy that speaks to 
both the Treaty of Waitangi and climate change. This report presents an overview of the findings. 

This report begins with some context setting. We provide a summary of our literature reviews before a brief outline of the establishment of DHBs, which are the “health institution” of focus for 
this research. As the primary health provider and funders around the country, DHBs have been engaged as the site through which to understand the Māori health and climate change policy needs. 
Although DHBs were disestablished at the conclusion of our project, there are still lessons to learn from the ‘old’ health system. We present themes from tāngata whenua and rangatahi interviews as 
a way to foreground policy development information provided by DHB staff.

year: 2022-07-12