title: Measuring radiation in the environment following the Fukushima nuclear disaster, Japan

authors: Lowe, David J.

subjects: Fukushima Daiichi nuclear disaster

abstract: A group of scientists and technical staff from Toshiba Company, including Dr Hirokazu Kanai, undertook field trials at the station using a newly-developed, portable, two-dimensional gamma-ray visualization system known as a “Gamma Camera”.

text: Measuring radiation in the environment following the Fukushima nuclear disaster, Japan A group of scientists and technical staff from Toshiba Company, including Dr Hirokazu Kanai, undertook field trials at the station using a newly-developed, portable, two-dimensional gamma-ray visualization system known as a “Gamma Camera”.

year: 2012

title: Visual perturbances in digital pedagogical media

authors: Calder, Nigel Stuart

subjects: visual perturbance

abstract: Several studies have investigated how the formation of informal conjectures, and the dialogue they evoke, might influence young children’s learning trajectories, and enhance their mathematical thinking. In a digital environment, the visual output and its distinctive qualities can lead to interpretation and response of a particular nature. In this paper the notion of visual perturbance is explored, and situated within the data obtained, when ten-year-old children engaged in number investigations in a spreadsheet environment.

text: Visual perturbances in digital pedagogical media Several studies have investigated how the formation of informal conjectures, and the dialogue they evoke, might influence young children’s learning trajectories, and enhance their mathematical thinking. In a digital environment, the visual output and its distinctive qualities can lead to interpretation and response of a particular nature. In this paper the notion of visual perturbance is explored, and situated within the data obtained, when ten-year-old children engaged in number investigations in a spreadsheet environment.

year: 2007

title: Ngā whakaaro o ngā ākonga: perspectives and experiences of Māori students in outdoor education in Aotearoa New Zealand

authors: Washbourn, Phil

subjects: Outdoor education

abstract: This study aims to develop an understanding of the perspectives and experiences of Māori students in a secondary school outdoor education programme in Aotearoa New Zealand. Lynch (2012) indicated that “there is a clear need, and wide scope, for research into: cultural elements of outdoor education programmes; cultural effects on participants; culturally appropriate research approaches and programme effects on, and experiences of, people who identify as Māori” (p.49). Outdoor education in Aotearoa New Zealand has been heavily influenced by ‘Eurocentric’ values and practices that contrast with those of Te Ao Māori. In line with a number of calls to re-envision the field, the perspectives and experiences of Māori and the incorporation of Te Ao Māori pedagogies are vital to the reconstruction of an integrated and inclusive Aotearoa New Zealand expression of Outdoor Education for the 21st century.
This study, guided by culturally responsive research methodology, used focus groups to investigate the opinions, thoughts and expectations of Māori students of outdoor education. Thematic analysis was used to analyse the focus group data, and four major themes were identified: the importance of shared experience and relationships to positive experiences of outdoor education; the distinctive practices of outdoor education make learning enjoyable and engaging; the importance to students of making connections with Te Ao Māori through experience, stories of places and history; and the complexity of engaging Māori in participation in outdoor education, including factors such as affordability, the influence of friends and whānau and prioritising educational pathways. A range of practices and approaches from Te Ao Māori are considered and presented, based on the contribution of the student participants, including pedagogical principles from Te Ao Māori such as wānanga, whanaungatanga and tauira. Suggestions for practice include developing connections within the community and experiencing Te Ao Māori learning contexts such as waka ama, noho marae and mahinga kai.

text: Ngā whakaaro o ngā ākonga: perspectives and experiences of Māori students in outdoor education in Aotearoa New Zealand This study aims to develop an understanding of the perspectives and experiences of Māori students in a secondary school outdoor education programme in Aotearoa New Zealand. Lynch (2012) indicated that “there is a clear need, and wide scope, for research into: cultural elements of outdoor education programmes; cultural effects on participants; culturally appropriate research approaches and programme effects on, and experiences of, people who identify as Māori” (p.49). Outdoor education in Aotearoa New Zealand has been heavily influenced by ‘Eurocentric’ values and practices that contrast with those of Te Ao Māori. In line with a number of calls to re-envision the field, the perspectives and experiences of Māori and the incorporation of Te Ao Māori pedagogies are vital to the reconstruction of an integrated and inclusive Aotearoa New Zealand expression of Outdoor Education for the 21st century.
This study, guided by culturally responsive research methodology, used focus groups to investigate the opinions, thoughts and expectations of Māori students of outdoor education. Thematic analysis was used to analyse the focus group data, and four major themes were identified: the importance of shared experience and relationships to positive experiences of outdoor education; the distinctive practices of outdoor education make learning enjoyable and engaging; the importance to students of making connections with Te Ao Māori through experience, stories of places and history; and the complexity of engaging Māori in participation in outdoor education, including factors such as affordability, the influence of friends and whānau and prioritising educational pathways. A range of practices and approaches from Te Ao Māori are considered and presented, based on the contribution of the student participants, including pedagogical principles from Te Ao Māori such as wānanga, whanaungatanga and tauira. Suggestions for practice include developing connections within the community and experiencing Te Ao Māori learning contexts such as waka ama, noho marae and mahinga kai.

year: 2018