title: Keeping Gifted Education on the Agenda: Interview with Professor Roger Moltzen

authors: Fraser, Deborah

abstract: Interview with Professor Roger Moltzen by Deborah Fraser.

text: Keeping Gifted Education on the Agenda: Interview with Professor Roger Moltzen Interview with Professor Roger Moltzen by Deborah Fraser.

year: 2013

title: Why aren't we all living in Smart Homes

authors: Suppers, Joris

abstract: Visions of the Future, like the Jetsons cartoons, show homes which are smart and able to control household appliances, to make living easier and more comfortable. Although much research has been carried out into the effectiveness of different visualisation techniques for conveying useful energy consumption information to householders, and in techniques for controlling the timing and coordination of appliance use, these techniques have failed to achieve widespread penetration, and the vision still seems far from a reality. This paper examines the reasons why smart home technologies have so far failed to have any real impact, which is intricately intertwined with the design of visualisations in this context, and why we are not already living in Smart Homes. It examines these questions under four sections: Technology, Consumers, Electricity retailers and Government agencies, using examples from New Zealand’s electricity sector.

text: Why aren't we all living in Smart Homes Visions of the Future, like the Jetsons cartoons, show homes which are smart and able to control household appliances, to make living easier and more comfortable. Although much research has been carried out into the effectiveness of different visualisation techniques for conveying useful energy consumption information to householders, and in techniques for controlling the timing and coordination of appliance use, these techniques have failed to achieve widespread penetration, and the vision still seems far from a reality. This paper examines the reasons why smart home technologies have so far failed to have any real impact, which is intricately intertwined with the design of visualisations in this context, and why we are not already living in Smart Homes. It examines these questions under four sections: Technology, Consumers, Electricity retailers and Government agencies, using examples from New Zealand’s electricity sector.

year: 2014

title: Viewing restorative approaches to addressing challenging behaviour of minority ethnic students through a community of practice lens

authors: Wearmouth, Janice

subjects: restorative practice

abstract: The disproportionately high rates of school exclusion and lower levels of academic achievement of students from particular minority ethnic groups have been a focus of investigation in educational research across the world for some time. This articles uses a communities of practice framework to examine how restorative practice can draw on family and community values to support students whose behaviour is unacceptable in schools to recognize their own agency in behaving for good or ill and reintegrate them into the school community. At the same time, it acknowledges hurt that may be done to victims of wrong-doing and emphasizes putting things right between all those affected. The examples here are from Aotearoa New Zealand. They relate to practices influenced by traditional Māori cultural values. However, the principles and process associated with restorative practices that aim to restore harmony between the individual, the victim and the collective rather than to punish and exclude may be relevant within other student groups where high rates of exclusion from school are problematic.

text: Viewing restorative approaches to addressing challenging behaviour of minority ethnic students through a community of practice lens The disproportionately high rates of school exclusion and lower levels of academic achievement of students from particular minority ethnic groups have been a focus of investigation in educational research across the world for some time. This articles uses a communities of practice framework to examine how restorative practice can draw on family and community values to support students whose behaviour is unacceptable in schools to recognize their own agency in behaving for good or ill and reintegrate them into the school community. At the same time, it acknowledges hurt that may be done to victims of wrong-doing and emphasizes putting things right between all those affected. The examples here are from Aotearoa New Zealand. They relate to practices influenced by traditional Māori cultural values. However, the principles and process associated with restorative practices that aim to restore harmony between the individual, the victim and the collective rather than to punish and exclude may be relevant within other student groups where high rates of exclusion from school are problematic.

year: 2012