title: The age of quaternary surfaces at Waihi Beach

authors: Selby, Michael J.

abstract: The Waihi Beach surfaces were originally mapped and correlated with European surfaces of similar altitude by Kear and Waterhouse (1961). Exposures along the edges of the surfaces indicate that they are covered with volcanic ashes, the younger of which are of known age. It is the sub-ash surface which should be used for height correlations, and it is the most seaward ash-covered part of the surface which is preferred as the reference point for altitude studies. The heights of the surfaces may not correlate with positions of sea-level at the ages indicated by the ash beds.

text: The age of quaternary surfaces at Waihi Beach The Waihi Beach surfaces were originally mapped and correlated with European surfaces of similar altitude by Kear and Waterhouse (1961). Exposures along the edges of the surfaces indicate that they are covered with volcanic ashes, the younger of which are of known age. It is the sub-ash surface which should be used for height correlations, and it is the most seaward ash-covered part of the surface which is preferred as the reference point for altitude studies. The heights of the surfaces may not correlate with positions of sea-level at the ages indicated by the ash beds.

year: 1971

title: Cycles of negotiation and reflection: a negotiated intervention to promote online teacher development

authors: Khoo, Elaine G.L.

subjects: online teaching

abstract: This paper reports on the use and impact of a negotiated intervention for teacher development adopted for facilitating the teaching and learning in a semester-long fully online graduate course in a tertiary institution in New Zealand. The negotiated intervention strategy, while it begins by exploring teachers’ current practice, is explicit in acknowledging that teachers can expect to change their practice albeit in negotiation with a researcher. This approach therefore moves beyond that of one-off workshops and technical training sessions, which are of questionable value in promoting deep conceptual and practice change. Cycles of formative negotiation assisted the experienced, face-to-face teacher to develop and teach his existing graduate course as an asynchronous online course through ongoing reflection on curriculum, pedagogical practice and assessment. Data were collected through daily observations of the teaching-learning processes, weekly teacher reflective interviews and student interviews. Reflective conversations with the teacher revealed the complexities of working with an experienced teacher to reconceptualise and transform his pedagogical practice and the intellectual, social and emotional changes he faced. The negotiated intervention strategy is relevant in technologically innovative learning environments where the teacher is concerned with responding to a diversity of student knowledge, interests and needs. Implications for employing a negotiated intervention in guiding online teacher action enquiry as development are presented.

text: Cycles of negotiation and reflection: a negotiated intervention to promote online teacher development This paper reports on the use and impact of a negotiated intervention for teacher development adopted for facilitating the teaching and learning in a semester-long fully online graduate course in a tertiary institution in New Zealand. The negotiated intervention strategy, while it begins by exploring teachers’ current practice, is explicit in acknowledging that teachers can expect to change their practice albeit in negotiation with a researcher. This approach therefore moves beyond that of one-off workshops and technical training sessions, which are of questionable value in promoting deep conceptual and practice change. Cycles of formative negotiation assisted the experienced, face-to-face teacher to develop and teach his existing graduate course as an asynchronous online course through ongoing reflection on curriculum, pedagogical practice and assessment. Data were collected through daily observations of the teaching-learning processes, weekly teacher reflective interviews and student interviews. Reflective conversations with the teacher revealed the complexities of working with an experienced teacher to reconceptualise and transform his pedagogical practice and the intellectual, social and emotional changes he faced. The negotiated intervention strategy is relevant in technologically innovative learning environments where the teacher is concerned with responding to a diversity of student knowledge, interests and needs. Implications for employing a negotiated intervention in guiding online teacher action enquiry as development are presented.

year: 2011

title: Homeless lives in New Zealand: The case of central Auckland

authors: Groot, Shiloh Ann Maree

subjects: Maori

abstract: Homelessness is a pressing and increasingly visible concern in New Zealand. Many people sleeping rough are male and of Maori or Pacific descent. This research focuses on understanding the nature of resilience through the lived experiences of homeless people. To gain insights into cultures of homelessness, a qualitative case study research design was used to engage six homeless people who took part in a series of interviews and photoproduction exercises. Participants are of Maori, Pacific Island, and Pakeha ethnic backgrounds. It therefore may become important to document how homeless people see themselves in relation to their communities of origin and the wider public.

text: Homeless lives in New Zealand: The case of central Auckland Homelessness is a pressing and increasingly visible concern in New Zealand. Many people sleeping rough are male and of Maori or Pacific descent. This research focuses on understanding the nature of resilience through the lived experiences of homeless people. To gain insights into cultures of homelessness, a qualitative case study research design was used to engage six homeless people who took part in a series of interviews and photoproduction exercises. Participants are of Maori, Pacific Island, and Pakeha ethnic backgrounds. It therefore may become important to document how homeless people see themselves in relation to their communities of origin and the wider public.

year: 2008