title: Engineering: good for technology education?

authors: Williams, P. John

abstract: Recent curriculum changes in the educational system of Australia have resulted in study options being available in Engineering for senior secondary students to use for university entrance. In other educational systems, Engineering is playing an increasingly important role, either as a stand-alone subject or as part of an integrated approach to Science, Mathematics and Technology. These developments raise questions about the relationship between Engineering and Technology education, some of which are explored in this paper.

text: Engineering: good for technology education? Recent curriculum changes in the educational system of Australia have resulted in study options being available in Engineering for senior secondary students to use for university entrance. In other educational systems, Engineering is playing an increasingly important role, either as a stand-alone subject or as part of an integrated approach to Science, Mathematics and Technology. These developments raise questions about the relationship between Engineering and Technology education, some of which are explored in this paper.

year: 2011

title: A Replication and Extension of Hughes and Barnes-Holmes's (2011) Study of Induced Implicit Attitudes

authors: Harvey, Douglas Miles

subjects: Implicit Cognition

abstract: In order to replicate Hughes and Barnes-Holmes’s (2011) study, 12 undergraduate students were presented with two novel stimuli (the words “Cug” and “Vek”) in one of three attitude-induction conditions. In the first condition, a training IRAP provided feedback that shaped the participants’ brief-and-immediate relational responding over multiple discrete trials. In the second condition, a written narrative presented the two potential attitude objects (the words “Cug” and “Vek”) as equivalent to a series of either positive or negative trait adjectives. In the third condition, participants were given both the training IRAP and the written narrative. Having completed the training phase, the participants then took a testing IRAP in which the words “Cug” and “Vek” were presented as being either “Similar” or “Opposite” to a range of verbal stimuli with either positive or negative connotations. As the results of Experiment 1 indicate, all three of the experimental manipulations generated differential relational responding, yet there was no repeat of the weakening in the ‘IRAP effects’ that was observed by Hughes and Barnes-Holmes. To find out if the engineered response biases persisted over a longer timescale than the 20 min it took to run the first testing IRAP, a second experiment was conducted in which the remaining participants (n = 11) retook the testing IRAP five days later (Experiment 2a). The results of Experiment 2a indicate that the response biases that were engineered in the first session persisted into the second session; furthermore, there was a weakening of the ‘IRAP effects’ across the three pairs of test blocks in all of the attitude-induction conditions. To find out if the engineered response biases could be strengthened by further training, following the second testing IRAP (Experiment 2a), the participants were presented with the same attitude-induction procedure they had been given during Experiment 1; they were then asked to complete a third and final testing IRAP (Experiment 2b). The results of Experiment 2b indicate that response biases can be strengthened through further training. However, the ‘IRAP effects’ recorded in Experiment 2b were broadly weaker than the ‘IRAP effects’ recorded in the other two experiments.

text: A Replication and Extension of Hughes and Barnes-Holmes's (2011) Study of Induced Implicit Attitudes In order to replicate Hughes and Barnes-Holmes’s (2011) study, 12 undergraduate students were presented with two novel stimuli (the words “Cug” and “Vek”) in one of three attitude-induction conditions. In the first condition, a training IRAP provided feedback that shaped the participants’ brief-and-immediate relational responding over multiple discrete trials. In the second condition, a written narrative presented the two potential attitude objects (the words “Cug” and “Vek”) as equivalent to a series of either positive or negative trait adjectives. In the third condition, participants were given both the training IRAP and the written narrative. Having completed the training phase, the participants then took a testing IRAP in which the words “Cug” and “Vek” were presented as being either “Similar” or “Opposite” to a range of verbal stimuli with either positive or negative connotations. As the results of Experiment 1 indicate, all three of the experimental manipulations generated differential relational responding, yet there was no repeat of the weakening in the ‘IRAP effects’ that was observed by Hughes and Barnes-Holmes. To find out if the engineered response biases persisted over a longer timescale than the 20 min it took to run the first testing IRAP, a second experiment was conducted in which the remaining participants (n = 11) retook the testing IRAP five days later (Experiment 2a). The results of Experiment 2a indicate that the response biases that were engineered in the first session persisted into the second session; furthermore, there was a weakening of the ‘IRAP effects’ across the three pairs of test blocks in all of the attitude-induction conditions. To find out if the engineered response biases could be strengthened by further training, following the second testing IRAP (Experiment 2a), the participants were presented with the same attitude-induction procedure they had been given during Experiment 1; they were then asked to complete a third and final testing IRAP (Experiment 2b). The results of Experiment 2b indicate that response biases can be strengthened through further training. However, the ‘IRAP effects’ recorded in Experiment 2b were broadly weaker than the ‘IRAP effects’ recorded in the other two experiments.

year: 2016

title: Te Kahautu Maxwell on Te Kooti and Ringatu (Interviewed by Tama Muru)

authors: Maxwell, Te Kahautu

abstract: In October 1869 musket fire erupted at Te Porere about sixty kilometres north of here, in the shadow of Mount Tongariro in the last major battle of the New Zealand wars. 

Armed constabulary and Maori fighters, clashed with the forces of the prophet Te Kooti Arikinui Te Turiki who had built an earth redoubt at Te Porere.  It was overwhelmed during the battle, but Te Kooti and his surviving followers escaped. 

Today the site is a tourist attraction but what also endured is the Ringatu Church, founded by Te Kooti. In 2018 it celebrated its 150th anniversary. 

Ringatu mixes the Bible with Maori custom and, like Matariki, follows annual cycles such as Te Huamata in June for planting and Te Pure, the harvest, each November. 

We spoke to Professor Te Kahautu Maxwell , a minister in the Ringatu Church and a senior academic in Maori and Indigenous Studies at the University of Waikato.

text: Te Kahautu Maxwell on Te Kooti and Ringatu (Interviewed by Tama Muru) In October 1869 musket fire erupted at Te Porere about sixty kilometres north of here, in the shadow of Mount Tongariro in the last major battle of the New Zealand wars. 

Armed constabulary and Maori fighters, clashed with the forces of the prophet Te Kooti Arikinui Te Turiki who had built an earth redoubt at Te Porere.  It was overwhelmed during the battle, but Te Kooti and his surviving followers escaped. 

Today the site is a tourist attraction but what also endured is the Ringatu Church, founded by Te Kooti. In 2018 it celebrated its 150th anniversary. 

Ringatu mixes the Bible with Maori custom and, like Matariki, follows annual cycles such as Te Huamata in June for planting and Te Pure, the harvest, each November. 

We spoke to Professor Te Kahautu Maxwell , a minister in the Ringatu Church and a senior academic in Maori and Indigenous Studies at the University of Waikato.

year: 2025