title: The developing field of technology education in New Zealand: The last twenty years

authors: Jones, Alister

abstract: In the last twenty years technology education in New Zealand has found a place in research, teacher education and classroom practice. This paper traces the development of technology education as a field of study in compulsory education over the last twenty years and explores the curriculum development in the 1990s, the emerging research field during that time as well as teacher pre and in-service development. Figure 1 outlines the key aspects of development of technology education in New Zealand and highlights key features of curriculum, research and teacher education and shows the links between these different aspects in a timeline from 1985 to 2005.

text: The developing field of technology education in New Zealand: The last twenty years In the last twenty years technology education in New Zealand has found a place in research, teacher education and classroom practice. This paper traces the development of technology education as a field of study in compulsory education over the last twenty years and explores the curriculum development in the 1990s, the emerging research field during that time as well as teacher pre and in-service development. Figure 1 outlines the key aspects of development of technology education in New Zealand and highlights key features of curriculum, research and teacher education and shows the links between these different aspects in a timeline from 1985 to 2005.

year: 2006

title: Evaluating earthquake hazard and risk using liquefied volcanic-ash layers in lakes

authors: Lowe, David J.

subjects: tephra seismites

abstract: Liquefied volcanic-ash or tephra layers, for which we have coined a new term, ‘tephra seismites’, are preserved in lake sediments in numerous 20,000-year-old lakes in the Hamilton Basin in northern North Island. Up to five tephra layers in cores taken from the lakes show signs of liquefaction - the phenomenon seen during the Christchurch earthquakes - that include disrupted tephra layers, voids, and dykes (injectites). These features show that one or more of four newly-discovered ‘hidden’ faults in Hamilton (see map) were responsible for previously unrecognised prehistoric earthquakes within the past 20,000 years (Kleyberg et al., 2015). Around 30 lakes are scattered amidst the faults, and hence cores are being taken from almost all of these to build up a picture of which fault(s) may have been active in that time. We anticipate that lakes closest to faults that have been active will show more tephra seismites than those farther from the faults.

text: Evaluating earthquake hazard and risk using liquefied volcanic-ash layers in lakes Liquefied volcanic-ash or tephra layers, for which we have coined a new term, ‘tephra seismites’, are preserved in lake sediments in numerous 20,000-year-old lakes in the Hamilton Basin in northern North Island. Up to five tephra layers in cores taken from the lakes show signs of liquefaction - the phenomenon seen during the Christchurch earthquakes - that include disrupted tephra layers, voids, and dykes (injectites). These features show that one or more of four newly-discovered ‘hidden’ faults in Hamilton (see map) were responsible for previously unrecognised prehistoric earthquakes within the past 20,000 years (Kleyberg et al., 2015). Around 30 lakes are scattered amidst the faults, and hence cores are being taken from almost all of these to build up a picture of which fault(s) may have been active in that time. We anticipate that lakes closest to faults that have been active will show more tephra seismites than those farther from the faults.

year: 2021

title: Systemic racism and oppression in psychology: Voices from psychologists, academic staff, and students

authors: Waitoki, Waikaremoana

subjects: psychology

abstract: Psychology must reassess its training approach, as the current monocultural paradigm not only causes harm, but also fails to equip psychologists with the knowledge needed to provide culturally appropriate care for Māori, Pacific, Asian, and other minoritised groups. Findings from this report contribute to the growing evidence of the urgent need to address barriers preventing Māori, Pacific, Asian, and other minoritised groups from participating effectively in professional psychology programmes. This 
report calls for action for everyone in psychology to embrace the changes needed to improve the cultural safety of the discipline and hold ourselves accountable for supporting the development of Te Tiriti-aligned psychology.

text: Systemic racism and oppression in psychology: Voices from psychologists, academic staff, and students Psychology must reassess its training approach, as the current monocultural paradigm not only causes harm, but also fails to equip psychologists with the knowledge needed to provide culturally appropriate care for Māori, Pacific, Asian, and other minoritised groups. Findings from this report contribute to the growing evidence of the urgent need to address barriers preventing Māori, Pacific, Asian, and other minoritised groups from participating effectively in professional psychology programmes. This 
report calls for action for everyone in psychology to embrace the changes needed to improve the cultural safety of the discipline and hold ourselves accountable for supporting the development of Te Tiriti-aligned psychology.

year: 2024