title: Delivering the 20 minute city in Hamilton, NZ

authors: White, Iain

abstract: University of Waikato Professor Iain White led much of the think behind the $500m "20 Minute city" concept that headlines the proposal. 
The aim of it was to create a city where most facilities and activities, including employment, were available within 20 minute walking distance of one's home.

text: Delivering the 20 minute city in Hamilton, NZ University of Waikato Professor Iain White led much of the think behind the $500m "20 Minute city" concept that headlines the proposal. 
The aim of it was to create a city where most facilities and activities, including employment, were available within 20 minute walking distance of one's home.

year: 2021

title: Attaching negative structures to model cut-outs in the vibration analysis of structures

authors: Mochida, Yusuke

subjects: Science & Technology

abstract: The presence of a hole, cut-out or void in a structure makes it difficult to be modelled for calculating natural frequencies. A theoretical basis for simplifying the modelling of cut-outs in a structure by attaching a negative structure is presented. The Dynamic Stiffness Method has been used to prove that this method yields the required natural frequencies. The derivations also show the presence of additional natural frequencies which correspond to the vibration of the positive and negative parts vibrating together while the actual structure with the hole or cut-out usually remains stationary.

text: Attaching negative structures to model cut-outs in the vibration analysis of structures The presence of a hole, cut-out or void in a structure makes it difficult to be modelled for calculating natural frequencies. A theoretical basis for simplifying the modelling of cut-outs in a structure by attaching a negative structure is presented. The Dynamic Stiffness Method has been used to prove that this method yields the required natural frequencies. The derivations also show the presence of additional natural frequencies which correspond to the vibration of the positive and negative parts vibrating together while the actual structure with the hole or cut-out usually remains stationary.

year: 2017

title: Education leaders can reduce educational disparities

authors: Bishop, Russell

subjects: education

abstract: This chapter is about how education leaders can act to reduce educational disparities for indigenous and other minoritized peoples through strategic goal setting, supporting effective pedagogies of relations, promoting distributed leadership, enacting inclusivity, using evidence and owning the need for reform. Examples are drawn from a large-scale, theory-based education reform project called Te Kotahitanga which is currently running in 50 secondary schools in New Zealand. Developing a model for effective leadership needs to commence with the understanding that the key to change is teacher action supported by responsive structural reform (Elmore 2004). In our earlier work (Bishop et al. 2003, 2007) we investigated what effective teacher action looks like. This chapter presents a model of what “responsive structural reform” looks like in practice and what leaders need to do to implement and sustain gains made in student performance at the classroom, school and system-wide levels.

text: Education leaders can reduce educational disparities This chapter is about how education leaders can act to reduce educational disparities for indigenous and other minoritized peoples through strategic goal setting, supporting effective pedagogies of relations, promoting distributed leadership, enacting inclusivity, using evidence and owning the need for reform. Examples are drawn from a large-scale, theory-based education reform project called Te Kotahitanga which is currently running in 50 secondary schools in New Zealand. Developing a model for effective leadership needs to commence with the understanding that the key to change is teacher action supported by responsive structural reform (Elmore 2004). In our earlier work (Bishop et al. 2003, 2007) we investigated what effective teacher action looks like. This chapter presents a model of what “responsive structural reform” looks like in practice and what leaders need to do to implement and sustain gains made in student performance at the classroom, school and system-wide levels.

year: 2011