title: Technology education in New Zealand secondary schools: Time to realise future-focused and innovative practices.

authors: Reinsfield, Elizabeth

abstract: The official New Zealand Curriculum in technology education (MoE, 2007) counters past interpretations of the subject and provides opportunities for teachers to offer future-focused and innovative learning opportunities for all learners, regardless of their social or academic need. Teacher perceptions and the dominant discourse within a teaching community however, influence the way that professionals interpret, make meaning, and develop their professional identity or practice. This presentation will focus on the ways that technology teachers can work in partnership at an organisational level, to support professional ownership and change. It reports upon findings from research that explored how secondary technology teachers’ perceptions and interpretation of the curriculum impacted upon their knowledge for practice. The theoretical concepts include interpretivist and socio-cultural perspectives, as well as activity theory. The research was subjective in nature and designed to explore how understanding can be deduced from a participant’s actions, which are shaped and manifested in culturally meaningful ways. The presentation will propose threshold concepts that can support teachers to work towards learning-centred pedagogies, with a view to maximise the subject’s promise, in praxis.

text: Technology education in New Zealand secondary schools: Time to realise future-focused and innovative practices. The official New Zealand Curriculum in technology education (MoE, 2007) counters past interpretations of the subject and provides opportunities for teachers to offer future-focused and innovative learning opportunities for all learners, regardless of their social or academic need. Teacher perceptions and the dominant discourse within a teaching community however, influence the way that professionals interpret, make meaning, and develop their professional identity or practice. This presentation will focus on the ways that technology teachers can work in partnership at an organisational level, to support professional ownership and change. It reports upon findings from research that explored how secondary technology teachers’ perceptions and interpretation of the curriculum impacted upon their knowledge for practice. The theoretical concepts include interpretivist and socio-cultural perspectives, as well as activity theory. The research was subjective in nature and designed to explore how understanding can be deduced from a participant’s actions, which are shaped and manifested in culturally meaningful ways. The presentation will propose threshold concepts that can support teachers to work towards learning-centred pedagogies, with a view to maximise the subject’s promise, in praxis.

year: 2017

title: Coverpage and Contents

authors: Waikato Geological Society

abstract: Coverpage and Contents from Volume 5, Number 2, 1971 of Earth Science Journal.

text: Coverpage and Contents Coverpage and Contents from Volume 5, Number 2, 1971 of Earth Science Journal.

year: 1971

title: ‘Revolting murder at Te Aroha’ in 1881

authors: Hart, Philip

abstract: The brutal murder of Hamiona Haira, who had been mining with his two brothers and his father-in-law, shocked the new settlement. Being a member of Ngati Koi and Ngati Hako, these hapu threatened utu on the Pakeha responsible, causing both Maori and Pakeha miners to abandon their claims at Tui. Suspicion immediately fell on John Procoffy, a Finn, and evidence was quickly collected, officials being anxious to obtain a speedy conviction to avoid an innocent Pakeha being killed in revenge. Rangatira agreed to let the courts deal with the case, although some Pakeha criticized the government for being too anxious to appease Maori.
After a coroner’s inquest, which included Maori as members of the jury, returned a verdict of murder by ‘person or persons unknown’, Procoffy faced two trials. As the prosecution was handicapped by the limitations of contemporary forensic skills, its case was largely circumstantial. Although the police were certain they had their murderer, others were not convinced, and there was a reluctance to convict because of the death penalty. The final outcome was a verdict of not guilty, which, as was pointed out, should have been ‘not proven’. 
Procoffy fled the country. His acquittal was accepted by Maori leaders, and calm returned to Te Aroha.

text: ‘Revolting murder at Te Aroha’ in 1881 The brutal murder of Hamiona Haira, who had been mining with his two brothers and his father-in-law, shocked the new settlement. Being a member of Ngati Koi and Ngati Hako, these hapu threatened utu on the Pakeha responsible, causing both Maori and Pakeha miners to abandon their claims at Tui. Suspicion immediately fell on John Procoffy, a Finn, and evidence was quickly collected, officials being anxious to obtain a speedy conviction to avoid an innocent Pakeha being killed in revenge. Rangatira agreed to let the courts deal with the case, although some Pakeha criticized the government for being too anxious to appease Maori.
After a coroner’s inquest, which included Maori as members of the jury, returned a verdict of murder by ‘person or persons unknown’, Procoffy faced two trials. As the prosecution was handicapped by the limitations of contemporary forensic skills, its case was largely circumstantial. Although the police were certain they had their murderer, others were not convinced, and there was a reluctance to convict because of the death penalty. The final outcome was a verdict of not guilty, which, as was pointed out, should have been ‘not proven’. 
Procoffy fled the country. His acquittal was accepted by Maori leaders, and calm returned to Te Aroha.

year: 2016