title: The ‘relationship managers’: Towards a theorising of the Teacher-in-Role / Student relationship

authors: Aitken, Vivienne Jane

subjects: education

abstract: This paper considers how arts practices (in this case drama) can invigorate learning and teaching across the curriculum. It explores the potential of the ‘teaching-in-role’ strategy to generate experiential learning environments and allow new assessment and management possibilities to emerge. The paper does this by comparing teaching-in-role with the relationship between theatre makers and audience members, in the process identifying the creative tensions that emerge when the theories and practices of arts education are compared with those of the arts industries.
Tensions inevitably arise when drawing parallels between theatre and classroom drama, particularly process drama (not intended for an audience). While the goals of theatre and classroom drama may be very different, it is reasonable to argue that teaching-in-role, like theatre performance, is posited on a relationship between two parties. This relationship requires a shared understanding of social, behavioural and aesthetic conventions, and an agreement on how power will be shared. By scrutinizing teaching-in-role and theatre through a common lens of ‘relationship’ new resonances emerge, which usefully inform pedagogical practice in the classroom.

text: The ‘relationship managers’: Towards a theorising of the Teacher-in-Role / Student relationship This paper considers how arts practices (in this case drama) can invigorate learning and teaching across the curriculum. It explores the potential of the ‘teaching-in-role’ strategy to generate experiential learning environments and allow new assessment and management possibilities to emerge. The paper does this by comparing teaching-in-role with the relationship between theatre makers and audience members, in the process identifying the creative tensions that emerge when the theories and practices of arts education are compared with those of the arts industries.
Tensions inevitably arise when drawing parallels between theatre and classroom drama, particularly process drama (not intended for an audience). While the goals of theatre and classroom drama may be very different, it is reasonable to argue that teaching-in-role, like theatre performance, is posited on a relationship between two parties. This relationship requires a shared understanding of social, behavioural and aesthetic conventions, and an agreement on how power will be shared. By scrutinizing teaching-in-role and theatre through a common lens of ‘relationship’ new resonances emerge, which usefully inform pedagogical practice in the classroom.

year: 2007

title: Evaluating 50 years of time-series soil radiocarbon data: Towards routine calculation of robust C residence times

authors: Baisden, W. Troy

subjects: ¹⁴C

abstract: In 1959, Athol Rafter began a substantial programme of monitoring the flow of ¹⁴C produced by atmospheric thermonuclear tests through New Zealand's atmosphere, biosphere and soil. By building on the original measurements through ongoing sampling, a database of over 500 soil radiocarbon measurements spanning 50 years has now been compiled. The datasets, including an 11-point time series, allow strong focus on the robust quantification of residence times ranging from years to decades. We describe key aspects of the dataset, including the ability to identify critical assumptions inherent in calculating soil C residence times. The 3 most critical assumptions relate to: (1) the proportion of old C ("fraction passive"), (2) the lag time between photosynthesis and C entering the modeled pool, and (3) changes in the rates of C input (i. e., steady state). We demonstrate the ability to compare residence times in contrasting sites, such Andisols and non-Andisols, and the ability to calculate residence times across a range of soil depths. We use ¹⁴C in a two-box model to quantify soil carbon turnover parameters in deforested dairy pastures under similar climate in the Tokomaru silt loam (non-Andisol) versus the Egmont black loam (Andisol), originally sampled in 1962, 1965 and 1969, and resampled again in 2008. The ¹⁴C-based residence times of the main soil C pool in surface soil (~8 cm) are ~9 years in the Tokomaru soils compared to ~17 years for the Egmont soils. This difference represents nearly a doubling of soil C residence time, and roughly explains the doubling of the soil C stock. Passive soil C comprises 15% of the soil C pool in Tokomaru soils versus 27% in Egmont soils. A similar difference in residence times is found in a second surface soil comparison between the Bruntwood soil (Andisol) and the Te Kowhai soil (non-Andisol) with residence times of 18 and 27 years, respectively. The comparisons support evidence that C dynamics do differ in Andisols versus non-Andisols, as a result of both the mineral allophane and Al complexation. Expanding our calculations beyond surface soil, we show that thickening the calculation depth by combining horizons allows robust residence times to be calculated at a range of depths. Overall, the large and systematically collected dataset demonstrate that soil C residence times of the main soil C pool can be routinely calculated using ¹⁴C wherever samples collected 10 or more years apart in New Zealand grassland soils are available, and presumably under similar circumstances in other soils worldwide.

text: Evaluating 50 years of time-series soil radiocarbon data: Towards routine calculation of robust C residence times In 1959, Athol Rafter began a substantial programme of monitoring the flow of ¹⁴C produced by atmospheric thermonuclear tests through New Zealand's atmosphere, biosphere and soil. By building on the original measurements through ongoing sampling, a database of over 500 soil radiocarbon measurements spanning 50 years has now been compiled. The datasets, including an 11-point time series, allow strong focus on the robust quantification of residence times ranging from years to decades. We describe key aspects of the dataset, including the ability to identify critical assumptions inherent in calculating soil C residence times. The 3 most critical assumptions relate to: (1) the proportion of old C ("fraction passive"), (2) the lag time between photosynthesis and C entering the modeled pool, and (3) changes in the rates of C input (i. e., steady state). We demonstrate the ability to compare residence times in contrasting sites, such Andisols and non-Andisols, and the ability to calculate residence times across a range of soil depths. We use ¹⁴C in a two-box model to quantify soil carbon turnover parameters in deforested dairy pastures under similar climate in the Tokomaru silt loam (non-Andisol) versus the Egmont black loam (Andisol), originally sampled in 1962, 1965 and 1969, and resampled again in 2008. The ¹⁴C-based residence times of the main soil C pool in surface soil (~8 cm) are ~9 years in the Tokomaru soils compared to ~17 years for the Egmont soils. This difference represents nearly a doubling of soil C residence time, and roughly explains the doubling of the soil C stock. Passive soil C comprises 15% of the soil C pool in Tokomaru soils versus 27% in Egmont soils. A similar difference in residence times is found in a second surface soil comparison between the Bruntwood soil (Andisol) and the Te Kowhai soil (non-Andisol) with residence times of 18 and 27 years, respectively. The comparisons support evidence that C dynamics do differ in Andisols versus non-Andisols, as a result of both the mineral allophane and Al complexation. Expanding our calculations beyond surface soil, we show that thickening the calculation depth by combining horizons allows robust residence times to be calculated at a range of depths. Overall, the large and systematically collected dataset demonstrate that soil C residence times of the main soil C pool can be routinely calculated using ¹⁴C wherever samples collected 10 or more years apart in New Zealand grassland soils are available, and presumably under similar circumstances in other soils worldwide.

year: 2013

title: Systemic racism in clinical psychology: Symposia

authors: Wairoa-Harrison, Sophia

subjects: Racial oppression

abstract: This study constitutes a part of the Working to End Racial Oppression (WERO) project on Systemic Racism in Health Education, Training, and Practice. The focus is on the three dimensions of racism in psychology in Aotearoa New Zealand: its costs, systems and the potential responses that exist. Content: To set the scene, the session will begin with a 30-minute presentation that outlines evidence from three WERO studies on different levels of racism affecting indigenous Māori and minoritised groups. First study presents findings from a desktop analysis of papers across university psychology departments. The findings will be compared with previous studies (Levy, 2007; Levy & Waitoki, 2015) to identify the changes in inclusion of Māori and culturally focused paper at different timepoints. The second study involves semi-structured interviews with Māori students enrolled in clinical psychology training programmes (n = 19) to understand the extent of cultural responsiveness, support, disparities, and representation within programmes. The third study draws on preliminary survey findings with directors of training programmes to depict the progress towards including taha Māori and cultural competency in the psychology curriculum since the studies by Abbott and Durie (1987) and Nathan (1999). The rest of the session will be conducted as a wānanga or a forum that includes a panel discussion amongst WERO research team while allowing for a reciprocal exchange of knowledge with the attendees. Opportunities will be provided for attendees to ask questions, provide feedback to the research analyses and findings, and share their experiences of witnessing or encountering racism in psychology. The session will be opened with a karakia (prayer) and attendees to be offered manaakitanga (hospitality) and tikanga (custom) to ensure cultural safety. Goals: In this session, the research team will bring the evidence derived from robust analyses on existence and ramifications of racism in psychology to the fore. These findings will be integrated with the Waitangi Tribunal claim (Levy, 2018) to shed light on the manifestations of racism across systems and agents responsible for the regulation, training and employment of psychologists. Findings will be used to inform ways for all in psychology to embark on Te Tiriti-focused, culturally-competent and equitable approaches in the quest of indigenising the psychology discipline and advancing it to be relevant to the multicultural nature of Aotearoa populations.

text: Systemic racism in clinical psychology: Symposia This study constitutes a part of the Working to End Racial Oppression (WERO) project on Systemic Racism in Health Education, Training, and Practice. The focus is on the three dimensions of racism in psychology in Aotearoa New Zealand: its costs, systems and the potential responses that exist. Content: To set the scene, the session will begin with a 30-minute presentation that outlines evidence from three WERO studies on different levels of racism affecting indigenous Māori and minoritised groups. First study presents findings from a desktop analysis of papers across university psychology departments. The findings will be compared with previous studies (Levy, 2007; Levy & Waitoki, 2015) to identify the changes in inclusion of Māori and culturally focused paper at different timepoints. The second study involves semi-structured interviews with Māori students enrolled in clinical psychology training programmes (n = 19) to understand the extent of cultural responsiveness, support, disparities, and representation within programmes. The third study draws on preliminary survey findings with directors of training programmes to depict the progress towards including taha Māori and cultural competency in the psychology curriculum since the studies by Abbott and Durie (1987) and Nathan (1999). The rest of the session will be conducted as a wānanga or a forum that includes a panel discussion amongst WERO research team while allowing for a reciprocal exchange of knowledge with the attendees. Opportunities will be provided for attendees to ask questions, provide feedback to the research analyses and findings, and share their experiences of witnessing or encountering racism in psychology. The session will be opened with a karakia (prayer) and attendees to be offered manaakitanga (hospitality) and tikanga (custom) to ensure cultural safety. Goals: In this session, the research team will bring the evidence derived from robust analyses on existence and ramifications of racism in psychology to the fore. These findings will be integrated with the Waitangi Tribunal claim (Levy, 2018) to shed light on the manifestations of racism across systems and agents responsible for the regulation, training and employment of psychologists. Findings will be used to inform ways for all in psychology to embark on Te Tiriti-focused, culturally-competent and equitable approaches in the quest of indigenising the psychology discipline and advancing it to be relevant to the multicultural nature of Aotearoa populations.

year: 2023-03-25