title: Supporting primary student independence in virtual learning: Investigating the role of school-based support staff

authors: Whalley, Rick

abstract: This paper reports on the emerging findings of a small qualitative study investigating the role of school based support staff (hereafter referred to as SBSS) in supporting students to become independent virtual learners in the Virtual Learning Network Primary School (VLNP). The VLNP is a collaboration of schools throughout New Zealand providing virtual learning opportunities for their students in subjects that are not available in their own schools. The SBSS are staff members in the student’s home school who support and mentor the student during their time in the VLNP. Students that learn through the VLNP have varying levels of academic, technical and independent skills. In some schools SBSS assist students, however the expectations and degree of support varies from school to school. Two schools within the VLNP were used in this study. An interpretive qualitative methodology was adopted using individual semi-structured online interviews with the teachers, eteachers, principals and students at each of the case study sites. Grounded Theory was used to analyse the data. Eight key themes emerged to highlight the multiple roles that the SBSS importantly play in the VLNP. These include developing critical thinking, providing a wrap around approach, removing barriers to learning, providing opportunities, tuakana/teina: learning from each other, allowing students to take responsibility for their own learning, monitoring teaching and learning, and having administrative/managerial processes in place. The key findings in this study are of distributed support by all stakeholders and the importance of the role of the SBSS in coordinating this support.

text: Supporting primary student independence in virtual learning: Investigating the role of school-based support staff This paper reports on the emerging findings of a small qualitative study investigating the role of school based support staff (hereafter referred to as SBSS) in supporting students to become independent virtual learners in the Virtual Learning Network Primary School (VLNP). The VLNP is a collaboration of schools throughout New Zealand providing virtual learning opportunities for their students in subjects that are not available in their own schools. The SBSS are staff members in the student’s home school who support and mentor the student during their time in the VLNP. Students that learn through the VLNP have varying levels of academic, technical and independent skills. In some schools SBSS assist students, however the expectations and degree of support varies from school to school. Two schools within the VLNP were used in this study. An interpretive qualitative methodology was adopted using individual semi-structured online interviews with the teachers, eteachers, principals and students at each of the case study sites. Grounded Theory was used to analyse the data. Eight key themes emerged to highlight the multiple roles that the SBSS importantly play in the VLNP. These include developing critical thinking, providing a wrap around approach, removing barriers to learning, providing opportunities, tuakana/teina: learning from each other, allowing students to take responsibility for their own learning, monitoring teaching and learning, and having administrative/managerial processes in place. The key findings in this study are of distributed support by all stakeholders and the importance of the role of the SBSS in coordinating this support.

year: 2016

title: Changes to population-based emergence of climate change from CMIP5 to CMIP6

authors: Douglas, Hunter C.

abstract: Abstract The Coupled Model Intercomparison Project Phase 6 (CMIP6) model ensemble projects climate change emerging soonest and most strongly at low latitudes, regardless of the emissions pathway taken. In terms of signal-to-noise (S/N) ratios of average annual temperatures, these models project earlier and stronger emergence under the Shared Socio-economic Pathways than the previous generation did under corresponding Representative Concentration Pathways. Spatial patterns of emergence also change between generations of models; under a high emissions scenario, mid-century S/N is lower than previous studies indicated in Central Africa, South Asia, and parts of South America, West Africa, East Asia, and Western Europe, but higher in most other populated areas. We show that these global and regional changes are caused by a combination of higher effective climate sensitivity in the CMIP6 ensemble, as well as changes to emissions pathways, component-wise effective radiative forcing, and region-scale climate responses between model generations. We also present the first population-weighted calculation of climate change emergence for the CMIP6 ensemble, quantifying the number of people exposed to increasing degrees of abnormal temperatures now and into the future. Our results confirm the expected inequity of climate change-related impacts in the decades between now and the 2050 target for net-zero emissions held by many countries. These findings underscore the importance of concurrent investments in both mitigation and adaptation.

text: Changes to population-based emergence of climate change from CMIP5 to CMIP6 Abstract The Coupled Model Intercomparison Project Phase 6 (CMIP6) model ensemble projects climate change emerging soonest and most strongly at low latitudes, regardless of the emissions pathway taken. In terms of signal-to-noise (S/N) ratios of average annual temperatures, these models project earlier and stronger emergence under the Shared Socio-economic Pathways than the previous generation did under corresponding Representative Concentration Pathways. Spatial patterns of emergence also change between generations of models; under a high emissions scenario, mid-century S/N is lower than previous studies indicated in Central Africa, South Asia, and parts of South America, West Africa, East Asia, and Western Europe, but higher in most other populated areas. We show that these global and regional changes are caused by a combination of higher effective climate sensitivity in the CMIP6 ensemble, as well as changes to emissions pathways, component-wise effective radiative forcing, and region-scale climate responses between model generations. We also present the first population-weighted calculation of climate change emergence for the CMIP6 ensemble, quantifying the number of people exposed to increasing degrees of abnormal temperatures now and into the future. Our results confirm the expected inequity of climate change-related impacts in the decades between now and the 2050 target for net-zero emissions held by many countries. These findings underscore the importance of concurrent investments in both mitigation and adaptation.

year: 2023-01-01

title: Re-designing the national imaginary: The development of Matariki as a contemporary festival

authors: Hardy, Ann

subjects: Aotearoa/New Zealand

abstract: This article considers the factors shaping the contemporary redevelopment in Aotearoa/ New Zealand of the indigenous commemoration of the rising of the constellation Matariki as a marker of seasonal change.  Through interviews with producers of media materials celebrating Matariki, it examines the ideological, cultural, and economic factors determining the encoding of the materials, investigating in particular the ways in which Matariki can resource a marketplace for spiritual commodities.

text: Re-designing the national imaginary: The development of Matariki as a contemporary festival This article considers the factors shaping the contemporary redevelopment in Aotearoa/ New Zealand of the indigenous commemoration of the rising of the constellation Matariki as a marker of seasonal change.  Through interviews with producers of media materials celebrating Matariki, it examines the ideological, cultural, and economic factors determining the encoding of the materials, investigating in particular the ways in which Matariki can resource a marketplace for spiritual commodities.

year: 2012