title: Teacher change in a developing curriculum area: the example of trade teachers in the New Zealand technology curriculum

authors: Jones, Alister

abstract: Technology education for all students is a relatively new phenomenon in national and international curricula. Although New Zealand has a long history of technical education in the senior primary and secondary school, a curriculum for technology education for all students has only recently been introduced. Aspects of technology have been included in many existing school programmes, but these have not been presented and undertaken in a coherent way. Technology as it developed in past curricula encompassed a limited range of skills, processes and knowledge. The general aims of technology education in Technology in the New Zealand Curriculum (Ministry of Education, 1995) are to develop  technological knowledge and understanding, an understanding and awareness of the interrelationship between technology and society, and technological capability  in a number of technological areas. This paper will report on the changes that a group of traditional technical teachers have been required to undergo and the way in which these teachers have, or have not, been successful in adapting to a new technology curriculum. The influences on this particular group will be explored, as well as the factors that have led to some of these teachers adopting the technology.

text: Teacher change in a developing curriculum area: the example of trade teachers in the New Zealand technology curriculum Technology education for all students is a relatively new phenomenon in national and international curricula. Although New Zealand has a long history of technical education in the senior primary and secondary school, a curriculum for technology education for all students has only recently been introduced. Aspects of technology have been included in many existing school programmes, but these have not been presented and undertaken in a coherent way. Technology as it developed in past curricula encompassed a limited range of skills, processes and knowledge. The general aims of technology education in Technology in the New Zealand Curriculum (Ministry of Education, 1995) are to develop  technological knowledge and understanding, an understanding and awareness of the interrelationship between technology and society, and technological capability  in a number of technological areas. This paper will report on the changes that a group of traditional technical teachers have been required to undergo and the way in which these teachers have, or have not, been successful in adapting to a new technology curriculum. The influences on this particular group will be explored, as well as the factors that have led to some of these teachers adopting the technology.

year: 2000

title: The reproductive organs, sexual behaviour, and pheromone glands of Costelytra zealandica (White) (Coleoptera: Scarabaeidae), and Phthorimaea operculella (Zeller) (Lepidotera: Gelechiidae)

authors: Stringer, Ian Alexander Noel

abstract: Separate studies concerning reproduction were made of Costelytra zealandica (White) (Scarabaeidae: Melolonthinae), and of Phthorimaea operculella (Zeller) (Gelechiidae: Gnorimoschemini). 
In C. zealandica sexual dimorphism was described; the male and female external genitalia were described in more detail than previously; an account was given of the muscles of the external genitalia and of the mechanics of copulation; and the first description was provided of the morphology and histology of the internal reproductive organs. The latter were shown to differ from these of other Scarabaeidae in only a few minor respects. In addition the accessory glands of the female were described and a preliminary identification of the contained bacteria was carried out.
The first account of the sexual behaviour of C. zealandica was given and the influences of environmental factors on both this and flight were noted. In addition, sexual attraction was investigated in the field: extracts of females were found to be attractive to males and confirmation was obtained that phenol attracts males. The sex attractant was demonstrated to be most effective when located near the edges of tall edible plants where the beetles swarm.
In P. operculella, sexual dimorphism, and the morphology and histology of the internal reproductive organs were described for the first time. The latter were found to show close similarities with these of various other Lepidoptera. In addition, the male and female external genitalia were described in more detail than previously.
The sexual behaviour of P. operculella was described for the first time and the time of day when this moth is sexually active was investigated both in the field and laboratory. It was shown that the time when mating occurs is determined by the female releasing her sex pheromone whereas the male will respond at any time although this is maximal when the female is attractive.
An objective and quantitative laboratory bioassay was developed for the female sex pheromone of P. operculella and this was used to conclusively demonstrate the presence of a female sex pheromone and to show that it is produced in the middle third of the ovipositor. A histological examination confirmed that the pheromone gland is a dorsal sac-like region of the intersegmental membrane between the 9th and 10th abdominal segments on the ovipositor. The male pheromone glands were shown by histological methods to be located on the hindwings, and an indication was obtained that their scent subdues the escape reactions of females prior to copulation. Finally, the morphology, histology, and ultrastructure of male and female pheromone glands were described and compared with these of other Lepidoptera.

text: The reproductive organs, sexual behaviour, and pheromone glands of Costelytra zealandica (White) (Coleoptera: Scarabaeidae), and Phthorimaea operculella (Zeller) (Lepidotera: Gelechiidae) Separate studies concerning reproduction were made of Costelytra zealandica (White) (Scarabaeidae: Melolonthinae), and of Phthorimaea operculella (Zeller) (Gelechiidae: Gnorimoschemini). 
In C. zealandica sexual dimorphism was described; the male and female external genitalia were described in more detail than previously; an account was given of the muscles of the external genitalia and of the mechanics of copulation; and the first description was provided of the morphology and histology of the internal reproductive organs. The latter were shown to differ from these of other Scarabaeidae in only a few minor respects. In addition the accessory glands of the female were described and a preliminary identification of the contained bacteria was carried out.
The first account of the sexual behaviour of C. zealandica was given and the influences of environmental factors on both this and flight were noted. In addition, sexual attraction was investigated in the field: extracts of females were found to be attractive to males and confirmation was obtained that phenol attracts males. The sex attractant was demonstrated to be most effective when located near the edges of tall edible plants where the beetles swarm.
In P. operculella, sexual dimorphism, and the morphology and histology of the internal reproductive organs were described for the first time. The latter were found to show close similarities with these of various other Lepidoptera. In addition, the male and female external genitalia were described in more detail than previously.
The sexual behaviour of P. operculella was described for the first time and the time of day when this moth is sexually active was investigated both in the field and laboratory. It was shown that the time when mating occurs is determined by the female releasing her sex pheromone whereas the male will respond at any time although this is maximal when the female is attractive.
An objective and quantitative laboratory bioassay was developed for the female sex pheromone of P. operculella and this was used to conclusively demonstrate the presence of a female sex pheromone and to show that it is produced in the middle third of the ovipositor. A histological examination confirmed that the pheromone gland is a dorsal sac-like region of the intersegmental membrane between the 9th and 10th abdominal segments on the ovipositor. The male pheromone glands were shown by histological methods to be located on the hindwings, and an indication was obtained that their scent subdues the escape reactions of females prior to copulation. Finally, the morphology, histology, and ultrastructure of male and female pheromone glands were described and compared with these of other Lepidoptera.

year: 1977

title: Te Tuhirau i Rehu i Ringa: Translating Sacred and Sensitive Texts: An Indigenous Perspective

authors: Tipene, Jillian

subjects: translation

abstract: This thesis centers on translator cognition. Through a series of interviews and think-aloud protocols (Chapters 3 – 5), it explores the ways in which a sample of translators (both Māori and non-Māori) negotiate the complex issues involved in translating between a local, Indigenous language (Māori) and an international one (English) and, in particular, how they approach the definition and translation of texts that could be regarded as being ‘sacred’ and/or ‘sensitive’. In their definitions of ‘sacred’ texts and ‘sensitive’ texts, all of the participants exhibited a peculiarly postmodern positioning, focussing primarily on perspective rather than on any absolute concept of truth or reality. With the exception of the Māori participants’ traditional definition of, and approach to texts deemed to be ‘tapu’ (see Chapter 3), all of the participants expressed beliefs about the translation process which were largely structurally-orientated. They emphasized the importance of respecting the cultural context out of which texts emerged and of attempting, in translation, to reflect the meanings deemed to reside in the source texts by virtue of the intentions of their authors. As witnessed in their think-aloud protocols, however, when involved in the actual process of translation the translators did not always adhere to the views expressed in their interviews, with translation procedures ranging from one that was primarily modernist and structural in orientation (but also reflecting the careful attention to co-text and cohesion that is characteristic of much recent research on discourse analysis) to one that was primarily postmodern and post-structural in orientation, being highly personal, autonomous and individualistic.  

In the absence of any clear agreement about translation theory in the literature on translation (see Chapter 2), and at a time when pre-modern, modern and postmodern positioning and structural and post-structural perspectives vie for acceptance, each of the participants in this research project appears to have found his or her own way of traversing the complex terrain of translation practice without necessarily being fully aware of the way in which the decisions they made positioned them theoretically. What this suggests is the need for a type of training that introduces novice translators in an explicit way to a variety of theories about human language and communication and the ways in which they can impinge upon translation practice, thus creating a context in which translators are able to make critically informed decisions about how they will proceed in any particular instance, why they will proceed in these ways, and what is required in order to ensure that their beliefs about translation are in accord with their actual practices. Critical awareness of these issues is likely to be particularly important in the case of those involved in translating between international languages such as English and more localized, Indigenous languages such as Māori, where discontinuity in the transmission of the language has occurred and where, therefore, texts that are deemed to be of particular significance would otherwise be unavailable to those for whom the texts form part of their cultural heritage.

text: Te Tuhirau i Rehu i Ringa: Translating Sacred and Sensitive Texts: An Indigenous Perspective This thesis centers on translator cognition. Through a series of interviews and think-aloud protocols (Chapters 3 – 5), it explores the ways in which a sample of translators (both Māori and non-Māori) negotiate the complex issues involved in translating between a local, Indigenous language (Māori) and an international one (English) and, in particular, how they approach the definition and translation of texts that could be regarded as being ‘sacred’ and/or ‘sensitive’. In their definitions of ‘sacred’ texts and ‘sensitive’ texts, all of the participants exhibited a peculiarly postmodern positioning, focussing primarily on perspective rather than on any absolute concept of truth or reality. With the exception of the Māori participants’ traditional definition of, and approach to texts deemed to be ‘tapu’ (see Chapter 3), all of the participants expressed beliefs about the translation process which were largely structurally-orientated. They emphasized the importance of respecting the cultural context out of which texts emerged and of attempting, in translation, to reflect the meanings deemed to reside in the source texts by virtue of the intentions of their authors. As witnessed in their think-aloud protocols, however, when involved in the actual process of translation the translators did not always adhere to the views expressed in their interviews, with translation procedures ranging from one that was primarily modernist and structural in orientation (but also reflecting the careful attention to co-text and cohesion that is characteristic of much recent research on discourse analysis) to one that was primarily postmodern and post-structural in orientation, being highly personal, autonomous and individualistic.  

In the absence of any clear agreement about translation theory in the literature on translation (see Chapter 2), and at a time when pre-modern, modern and postmodern positioning and structural and post-structural perspectives vie for acceptance, each of the participants in this research project appears to have found his or her own way of traversing the complex terrain of translation practice without necessarily being fully aware of the way in which the decisions they made positioned them theoretically. What this suggests is the need for a type of training that introduces novice translators in an explicit way to a variety of theories about human language and communication and the ways in which they can impinge upon translation practice, thus creating a context in which translators are able to make critically informed decisions about how they will proceed in any particular instance, why they will proceed in these ways, and what is required in order to ensure that their beliefs about translation are in accord with their actual practices. Critical awareness of these issues is likely to be particularly important in the case of those involved in translating between international languages such as English and more localized, Indigenous languages such as Māori, where discontinuity in the transmission of the language has occurred and where, therefore, texts that are deemed to be of particular significance would otherwise be unavailable to those for whom the texts form part of their cultural heritage.

year: 2014