title: Beginning the day with the IWB in an early childhood classroom

authors: Harlow, Ann

subjects: interactive whiteboard

abstract: There is a substantial demand in New Zealand for professional learning opportunities to help early years’ teachers to make use of ICT for teaching and learning (Harlow, Cowie and Jones, 2008), and where interactive whiteboards (IWBs) are increasingly being purchased by schools as instructional technologies. This paper reports on the findings of a researcher who was invited by a teacher in a small rural school in New Zealand to describe and understand the use of an IWB with young children aged five to six years. In this paper, the role of the IWB to enhance learning particularly in the use of language, symbols and texts is examined. The research involved collecting data from intensive classroom observation over a week using video and audio recordings as well as student and teacher interviews. Data were analysed using a framework developed by Kennewell and Beauchamp (2007), who identified how teachers used features of ICT/IWBs to enhance learning. The findings indicate that it was the way the teacher integrated the IWB into her pedagogy to improve the learning activities that made the IWB such an effective tool in this classroom.

text: Beginning the day with the IWB in an early childhood classroom There is a substantial demand in New Zealand for professional learning opportunities to help early years’ teachers to make use of ICT for teaching and learning (Harlow, Cowie and Jones, 2008), and where interactive whiteboards (IWBs) are increasingly being purchased by schools as instructional technologies. This paper reports on the findings of a researcher who was invited by a teacher in a small rural school in New Zealand to describe and understand the use of an IWB with young children aged five to six years. In this paper, the role of the IWB to enhance learning particularly in the use of language, symbols and texts is examined. The research involved collecting data from intensive classroom observation over a week using video and audio recordings as well as student and teacher interviews. Data were analysed using a framework developed by Kennewell and Beauchamp (2007), who identified how teachers used features of ICT/IWBs to enhance learning. The findings indicate that it was the way the teacher integrated the IWB into her pedagogy to improve the learning activities that made the IWB such an effective tool in this classroom.

year: 2010

title: Macrofossil biofacies in the late Neogene of central Hawke's Bay: applications to palaeogeography

authors: Bland, Kyle J.

subjects: Hawke's Bay

abstract: The Late Miocene–Early Pleistocene (Tongaporutuan–Nukumaruan) sedimentary succession in the forearc basin in central and western Hawke's Bay, encompassed by the Tolaga and Mangaheia Groups, comprises a wide variety of variably fossiliferous lithofacies, ranging from non-marine greywacke-derived conglomerates to bathyal mudstone and flysch beds. Thirty molluscan biofacies, inferred to have accumulated in estuarine to outer shelf palaeoenvironments, have been identified and represent both in situ and transported assemblages. Although distributed through the late Neogene succession, most biofacies occur within the Late Pliocene–Early Pleistocene part of the Mangaheia Group. Using the spatial distribution of the different biofacies, we have constructed detailed palaeoenvironmental reconstructions for the Plio-Pleistocene of central Hawke's Bay. The stratigraphic occurrence of particular biofacies has been primarily controlled by relative sea-level positions and variations in sediment input during high-frequency glacio-eustatic sea-level oscillations. The distribution of biofacies reflects proximity to contemporaneous shorelines, localised sources of carbonate sediment or dominance of siliciclastic sedimentation, and records the interplay between tectonic and eustatic drivers of relative sea-level change.

text: Macrofossil biofacies in the late Neogene of central Hawke's Bay: applications to palaeogeography The Late Miocene–Early Pleistocene (Tongaporutuan–Nukumaruan) sedimentary succession in the forearc basin in central and western Hawke's Bay, encompassed by the Tolaga and Mangaheia Groups, comprises a wide variety of variably fossiliferous lithofacies, ranging from non-marine greywacke-derived conglomerates to bathyal mudstone and flysch beds. Thirty molluscan biofacies, inferred to have accumulated in estuarine to outer shelf palaeoenvironments, have been identified and represent both in situ and transported assemblages. Although distributed through the late Neogene succession, most biofacies occur within the Late Pliocene–Early Pleistocene part of the Mangaheia Group. Using the spatial distribution of the different biofacies, we have constructed detailed palaeoenvironmental reconstructions for the Plio-Pleistocene of central Hawke's Bay. The stratigraphic occurrence of particular biofacies has been primarily controlled by relative sea-level positions and variations in sediment input during high-frequency glacio-eustatic sea-level oscillations. The distribution of biofacies reflects proximity to contemporaneous shorelines, localised sources of carbonate sediment or dominance of siliciclastic sedimentation, and records the interplay between tectonic and eustatic drivers of relative sea-level change.

year: 2013

title: Talking About Race and Positionality in Psychology: Asians as Tangata Tiriti

authors: Tan, Kyle K. H.

subjects: tangata whenua

abstract: The article discusses the dominance of Western, educated, industrialized, rich, and democratic (WEIRD) perspectives in the field of psychology in Aotearoa New Zealand. This has resulted in a racial hierarchy of knowledge, with Indigenous and culturally diverse epistemologies marginalized. The lack of diversity in the curriculum and the limited representation of non-Pākehā (non-New Zealand European) psychologists in the country have led to calls for a more inclusive environment.

The first perspective proposed is to understand Asians as a racialized group with diverse experiences. Asians in Aotearoa come from various backgrounds and face different degrees of racism and acculturation. The notion of 'Asian' may be used to marginalize the interests of Māori, perpetuating institutional racism. The concept of 'Asianisations' describes different forms of racial marginalization experienced by Asians in the country.

The second perspective emphasizes the positionality of Asians as tangata Tiriti (people of the Treaty). Te Tiriti o Waitangi, the Treaty between the British Crown and Māori chiefs, is seen as granting tangata Tiriti equal rights and privileges alongside Pākehā and Māori. As tangata Tiriti, Asians have a responsibility to uphold Tiriti principles, which include partnership, active protection, equity, and options to address Māori inequities. Asian psychologists can engage in culturally safe care for Māori clients and collaborate with and empower Māori leadership in research.

The article highlights the need for Asian psychologists to reflect on their positionality, power structures, and biases within the discipline and society. It encourages them to challenge the dominance of WEIRD psychology and work towards decolonizing the field. By doing so, they can contribute to the flourishing of Kaupapa Māori psychology and develop culturally informed practices that draw on the richness of Asian cultures.

text: Talking About Race and Positionality in Psychology: Asians as Tangata Tiriti The article discusses the dominance of Western, educated, industrialized, rich, and democratic (WEIRD) perspectives in the field of psychology in Aotearoa New Zealand. This has resulted in a racial hierarchy of knowledge, with Indigenous and culturally diverse epistemologies marginalized. The lack of diversity in the curriculum and the limited representation of non-Pākehā (non-New Zealand European) psychologists in the country have led to calls for a more inclusive environment.

The first perspective proposed is to understand Asians as a racialized group with diverse experiences. Asians in Aotearoa come from various backgrounds and face different degrees of racism and acculturation. The notion of 'Asian' may be used to marginalize the interests of Māori, perpetuating institutional racism. The concept of 'Asianisations' describes different forms of racial marginalization experienced by Asians in the country.

The second perspective emphasizes the positionality of Asians as tangata Tiriti (people of the Treaty). Te Tiriti o Waitangi, the Treaty between the British Crown and Māori chiefs, is seen as granting tangata Tiriti equal rights and privileges alongside Pākehā and Māori. As tangata Tiriti, Asians have a responsibility to uphold Tiriti principles, which include partnership, active protection, equity, and options to address Māori inequities. Asian psychologists can engage in culturally safe care for Māori clients and collaborate with and empower Māori leadership in research.

The article highlights the need for Asian psychologists to reflect on their positionality, power structures, and biases within the discipline and society. It encourages them to challenge the dominance of WEIRD psychology and work towards decolonizing the field. By doing so, they can contribute to the flourishing of Kaupapa Māori psychology and develop culturally informed practices that draw on the richness of Asian cultures.

year: 2023-07-24