title: Beyond Earth's globalization: Sociology of outer space?

authors: Peters, Michael A.

abstract: This paper raises the possibility of a sociology of outer space that examines the spatial turn and the turn to space in recent sociology. Rapid developments in space technology, travel and colonization now raise a set of questions about the extension of the spatial turn in sociology to outer space, to a space and territory no longer tied to earth's limits. A significant theme in the sociology of outer space is how space-time compression is conceptualized outside of the frame of planet Earth to describe the overcoming of the friction of distance with new forms of space travel, transportation and communication and the extent to which new technologies driving and associated with the globalization of postmodern capitalism are generating new extra-world spatialities as an extension of Earth-bound economic and political processes. In this context, the paper also briefly records and examines the shift from the "Space Race" to space commercialization.

text: Beyond Earth's globalization: Sociology of outer space? This paper raises the possibility of a sociology of outer space that examines the spatial turn and the turn to space in recent sociology. Rapid developments in space technology, travel and colonization now raise a set of questions about the extension of the spatial turn in sociology to outer space, to a space and territory no longer tied to earth's limits. A significant theme in the sociology of outer space is how space-time compression is conceptualized outside of the frame of planet Earth to describe the overcoming of the friction of distance with new forms of space travel, transportation and communication and the extent to which new technologies driving and associated with the globalization of postmodern capitalism are generating new extra-world spatialities as an extension of Earth-bound economic and political processes. In this context, the paper also briefly records and examines the shift from the "Space Race" to space commercialization.

year: 2017

title: Mechanisms & issues

authors: Morgan, Gwyn

abstract: Gwyn has been working in the policy field for over 20 years with Fonterra, Auckland Regional Council, DairyNZ and Federated Farmers. His experience through all of these roles has been working in the sustainable farming area. This has included policy development and implementation as well as extension tools that enable farmers to adapt to policy change in a way that is economically viable. TDR’s are one of these tools available and they can be useful but that is dependent on many variables.

text: Mechanisms & issues Gwyn has been working in the policy field for over 20 years with Fonterra, Auckland Regional Council, DairyNZ and Federated Farmers. His experience through all of these roles has been working in the sustainable farming area. This has included policy development and implementation as well as extension tools that enable farmers to adapt to policy change in a way that is economically viable. TDR’s are one of these tools available and they can be useful but that is dependent on many variables.

year: 2013

title: Anō, ko te Riu ō Tāne Mahuta Possibilities and Challenges in a Ngāti Rangiwewehi Curriculum

authors: Mahuika, Rangimarie

subjects: Curriculum

abstract: This thesis considers how a curriculum might form a useful tool in meeting the needs and aspirations of Ngāti Rangiwewehi, a small, but dynamic tribe, who occupy specific territory from the north western shores of Lake Rotorua into the eastern Bay of Plenty of the North Island of New Zealand. In contemplating the potential benefits of a curriculum, this study begins by examining the epistemological frames of reference crucial to understanding how the tribe views the world around them, and their positioning within it. The thesis goes on to explore the pedagogical approaches specific to the iwi, and concludes by assessing the extent to which a curriculum is a viable means of maintaining and empowering Rangiwewehi mātauranga, and their underlying ambitions, and goals. Whether ‘curriculum’ is an appropriate framework to describe the way Ngāti Rangiwewehi view our educational processes, is an issue addressed in this study. To this extent, Rangiwewehi perspectives are intentionally privileged allowing appropriate representation of our understandings and aspirations. Eighteen people were interviewed as part of this study, yet many other voices included here were recorded during a tribal wānanga held in late 2010. Their accounts provide the core ideas and positions at work in this thesis, and are invaluable for the depth and texture they offer. An emphasis on the qualitative data collected here is important in allowing their words to take centre stage. In conveying their views and stories, three major themes emerged: these were people, place, and survival. Woven through the body of the thesis, these themes work to illustrate the key designs and patterns that were seen as fundamental to a Rangiwewehi way of viewing the world. Place and people, for instance, were affirmed as crucial to both the pedagogical and epistemological beliefs and practices maintained across generations. Similarly, the theme of survival was deemed a significant thread in comprehending the struggle and self-determination inherent in the tribe’s sense of identity and knowing. These themes reflect convictions shared across the iwi, highlighting the importance of understanding Ngāti Rangiwewehi by first listening to what they have to say about themselves and their curriculum.

text: Anō, ko te Riu ō Tāne Mahuta Possibilities and Challenges in a Ngāti Rangiwewehi Curriculum This thesis considers how a curriculum might form a useful tool in meeting the needs and aspirations of Ngāti Rangiwewehi, a small, but dynamic tribe, who occupy specific territory from the north western shores of Lake Rotorua into the eastern Bay of Plenty of the North Island of New Zealand. In contemplating the potential benefits of a curriculum, this study begins by examining the epistemological frames of reference crucial to understanding how the tribe views the world around them, and their positioning within it. The thesis goes on to explore the pedagogical approaches specific to the iwi, and concludes by assessing the extent to which a curriculum is a viable means of maintaining and empowering Rangiwewehi mātauranga, and their underlying ambitions, and goals. Whether ‘curriculum’ is an appropriate framework to describe the way Ngāti Rangiwewehi view our educational processes, is an issue addressed in this study. To this extent, Rangiwewehi perspectives are intentionally privileged allowing appropriate representation of our understandings and aspirations. Eighteen people were interviewed as part of this study, yet many other voices included here were recorded during a tribal wānanga held in late 2010. Their accounts provide the core ideas and positions at work in this thesis, and are invaluable for the depth and texture they offer. An emphasis on the qualitative data collected here is important in allowing their words to take centre stage. In conveying their views and stories, three major themes emerged: these were people, place, and survival. Woven through the body of the thesis, these themes work to illustrate the key designs and patterns that were seen as fundamental to a Rangiwewehi way of viewing the world. Place and people, for instance, were affirmed as crucial to both the pedagogical and epistemological beliefs and practices maintained across generations. Similarly, the theme of survival was deemed a significant thread in comprehending the struggle and self-determination inherent in the tribe’s sense of identity and knowing. These themes reflect convictions shared across the iwi, highlighting the importance of understanding Ngāti Rangiwewehi by first listening to what they have to say about themselves and their curriculum.

year: 2011