title: A critical challenge: Developing student's critical abilities

authors: Gillespie, Lorna B.

abstract: The work of educators includes grappling with the challenges of bringing theoretical concepts and approaches into day-to-day physical education practice for quality programmes and the betterment of student learning. One of our most exciting challenges is in capturing the potential the Health and Physical Education in the New Zealand Curriculum (MoE, 1999) and the New Zealand Curriculum (MoE, 2007) present to us as physical educators. The curriculum has encouraged the development of socio-critical perspectives and inquirybased approaches to teaching and learning programmes (Culpan & Bruce, 2007; Fitzpatrick, 2010; Gillespie & Culpan, 2000; Wright, 2004). We (the writers) have tackled the theory to practice challenge of the development of student’s critical abilities from a range of positions within education. Our involvement in initial teacher education, teacher professional development, secondary physical education teaching and physical education advisory roles has meant we have needed to not only develop our own practice as educators, but also consider how to successfully enable secondary school students, teacher education students and practicing physical education teachers to understand and implement a socio-critical physical education curriculum. This paper focuses on processes, knowledge and understandings that support the development of student’s critical abilities.

text: A critical challenge: Developing student's critical abilities The work of educators includes grappling with the challenges of bringing theoretical concepts and approaches into day-to-day physical education practice for quality programmes and the betterment of student learning. One of our most exciting challenges is in capturing the potential the Health and Physical Education in the New Zealand Curriculum (MoE, 1999) and the New Zealand Curriculum (MoE, 2007) present to us as physical educators. The curriculum has encouraged the development of socio-critical perspectives and inquirybased approaches to teaching and learning programmes (Culpan & Bruce, 2007; Fitzpatrick, 2010; Gillespie & Culpan, 2000; Wright, 2004). We (the writers) have tackled the theory to practice challenge of the development of student’s critical abilities from a range of positions within education. Our involvement in initial teacher education, teacher professional development, secondary physical education teaching and physical education advisory roles has meant we have needed to not only develop our own practice as educators, but also consider how to successfully enable secondary school students, teacher education students and practicing physical education teachers to understand and implement a socio-critical physical education curriculum. This paper focuses on processes, knowledge and understandings that support the development of student’s critical abilities.

year: 2014

title: Vibration analysis of cracked structures as a roving body passes a crack using the Rayleigh-Ritz Method

authors: Ilanko, Sinniah

subjects: cracked plate

abstract: The natural frequencies of a cracked plate with a roving mass were computed using the Rayleigh-Ritz Method for various sets of boundary condition. The obtained frequencies exhibit a sudden shift as a roving body crosses a crack. If the crack is only partial and continuity of translation is maintained, then the frequency shift occurs only when the body possesses a rotary inertia. If the crack is a complete one (through thickness) which permits differential translation to occur on either side of the crack, a particle having mass only (translatory inertia) is sufficient to cause a sudden shift. There is no need for a rotary inertia. This is potentially useful in detecting cracks in structures, as it is possible to track the changes in the natural frequencies of a structure as a test body such as a vehicle on a bridge moves and identify points where sudden frequency changes occur.

text: Vibration analysis of cracked structures as a roving body passes a crack using the Rayleigh-Ritz Method The natural frequencies of a cracked plate with a roving mass were computed using the Rayleigh-Ritz Method for various sets of boundary condition. The obtained frequencies exhibit a sudden shift as a roving body crosses a crack. If the crack is only partial and continuity of translation is maintained, then the frequency shift occurs only when the body possesses a rotary inertia. If the crack is a complete one (through thickness) which permits differential translation to occur on either side of the crack, a particle having mass only (translatory inertia) is sufficient to cause a sudden shift. There is no need for a rotary inertia. This is potentially useful in detecting cracks in structures, as it is possible to track the changes in the natural frequencies of a structure as a test body such as a vehicle on a bridge moves and identify points where sudden frequency changes occur.

year: 2018

title: Editorial for “Unmasking Racism and Oppression in Psychology” – Part II

authors: Tan, Kyle K. H.

abstract: Since publishing the first part of the “Unmasking Racism and Oppression in Psychology” special issue in March 2025, we have received immense aroha and gratitude from colleagues and students eager to learn about the perspectives of Indigenous and minoritised groups in psychology and how they can support the development of an anti-racist discipline. Rather than seeking to prove the existence of racism in the field (Crossing et al., 2024), this issue centres on validating our authors’ experiences of navigating oppression, challenging Eurocentric psychology, resisting assimilation, and remaining grounded in Indigenous ontologies and epistemologies while staying accountable to their communities. Racism in psychology has been called out by many colleagues in Aotearoa (to name a few; Levy & Waitoki, 2016; Love, 2008; Pomare et al., 2021), and this issue responds to their concerns by amplifying solutions for change in the teaching, practice, and research of psychology.

text: Editorial for “Unmasking Racism and Oppression in Psychology” – Part II Since publishing the first part of the “Unmasking Racism and Oppression in Psychology” special issue in March 2025, we have received immense aroha and gratitude from colleagues and students eager to learn about the perspectives of Indigenous and minoritised groups in psychology and how they can support the development of an anti-racist discipline. Rather than seeking to prove the existence of racism in the field (Crossing et al., 2024), this issue centres on validating our authors’ experiences of navigating oppression, challenging Eurocentric psychology, resisting assimilation, and remaining grounded in Indigenous ontologies and epistemologies while staying accountable to their communities. Racism in psychology has been called out by many colleagues in Aotearoa (to name a few; Levy & Waitoki, 2016; Love, 2008; Pomare et al., 2021), and this issue responds to their concerns by amplifying solutions for change in the teaching, practice, and research of psychology.

year: 2025