title: The Moral Requirement for Digital Connectivity

authors: Munn, Nicholas

subjects: COVID-19

abstract: Crises illustrate the value of digital connectedness. When our physical routines are disrupted, having alternative options to connect with others is important. Yet there are clear divisions in access to the internet, and in the distribution of the skills required to take advantage of the internet. I argue that the COVID-19 pandemic is but one example of a more general idea; that everyone has a moral claim to internet access. We ought to use this opportunity to address the continued inequities in internet access and use amongst our population.

text: The Moral Requirement for Digital Connectivity Crises illustrate the value of digital connectedness. When our physical routines are disrupted, having alternative options to connect with others is important. Yet there are clear divisions in access to the internet, and in the distribution of the skills required to take advantage of the internet. I argue that the COVID-19 pandemic is but one example of a more general idea; that everyone has a moral claim to internet access. We ought to use this opportunity to address the continued inequities in internet access and use amongst our population.

year: 2021-09-03

title: The cold chain in New Zealand - A review

authors: Carson, James K.

subjects: Science & Technology

abstract: Approximately 45 % of all exports from New Zealand are food products or by-products, and an estimated 60 % of these are exported in the refrigerated state. The leading food sectors in terms of volume and income are in order: the dairy industry, the red meat industry, the horticultural industry and the seafood industry. Due to its geographic isolation, New Zealand food exports form part of some of the longest cold chains in the world. Responsibility for temperature integrity in the cold chain is placed on the processors and exporters and is overseen by the Ministry for Primary Industry of the Government of New Zealand. Currently, the major research theme related to the cold-chain in New Zealand is focussed around optimising chilling and freezing processes for shelf-life extension. Improving energy efficiency in refrigeration processes is also a significant research theme.

text: The cold chain in New Zealand - A review Approximately 45 % of all exports from New Zealand are food products or by-products, and an estimated 60 % of these are exported in the refrigerated state. The leading food sectors in terms of volume and income are in order: the dairy industry, the red meat industry, the horticultural industry and the seafood industry. Due to its geographic isolation, New Zealand food exports form part of some of the longest cold chains in the world. Responsibility for temperature integrity in the cold chain is placed on the processors and exporters and is overseen by the Ministry for Primary Industry of the Government of New Zealand. Currently, the major research theme related to the cold-chain in New Zealand is focussed around optimising chilling and freezing processes for shelf-life extension. Improving energy efficiency in refrigeration processes is also a significant research theme.

year: 2018

title: Sylvia’s place: Ashton-Warner as New Zealand educational theorist.

authors: Middleton, Sue

subjects: educational theorist

abstract: Sylvia Ashton-Warner’s New Zealand educational context has been – and continues to be – misrepresented as antithetical to her creative methods. Sue Middleton, a professor of education, locates Sylvia’s educational ideas within the national and international Progressive Education movement, indicating that key education officials in post-war New Zealand encouraged creativity and self-expression.

This chapter makes the case that, as a teacher, an educational writer and theorist, Sylvia Ashton-Warner grew in, and not in spite of New Zealand. My argument unfolds in two parts. The first reviews theoretical ideas in the local and international educational environment in which Sylvia lived and worked. Sylvia and Keith Henderson taught in what was referred to until 1946 as the Native School system (and from 1948 until its abolition in 1968 as the Maori Scholl system). They trained and began work as teachers during the Great Depression; and Sylvia began serious writing during World War Two. The war and the Native Scholl system interested in complex ways with the wider international Progressive Education movement and its promotion ‘from the top’ in New Zealand’s public schools. An overview of Progressive (or New ) Education, the changing theories of culture and race in the Native School system, and relations between these during World War Two, opens a wide-angled aperture through which to read Sylvia’s early writing.

text: Sylvia’s place: Ashton-Warner as New Zealand educational theorist. Sylvia Ashton-Warner’s New Zealand educational context has been – and continues to be – misrepresented as antithetical to her creative methods. Sue Middleton, a professor of education, locates Sylvia’s educational ideas within the national and international Progressive Education movement, indicating that key education officials in post-war New Zealand encouraged creativity and self-expression.

This chapter makes the case that, as a teacher, an educational writer and theorist, Sylvia Ashton-Warner grew in, and not in spite of New Zealand. My argument unfolds in two parts. The first reviews theoretical ideas in the local and international educational environment in which Sylvia lived and worked. Sylvia and Keith Henderson taught in what was referred to until 1946 as the Native School system (and from 1948 until its abolition in 1968 as the Maori Scholl system). They trained and began work as teachers during the Great Depression; and Sylvia began serious writing during World War Two. The war and the Native Scholl system interested in complex ways with the wider international Progressive Education movement and its promotion ‘from the top’ in New Zealand’s public schools. An overview of Progressive (or New ) Education, the changing theories of culture and race in the Native School system, and relations between these during World War Two, opens a wide-angled aperture through which to read Sylvia’s early writing.

year: 2009