title: Field trip guide to Oligocene Limestones and Caves in the Waitomo District

authors: Nelson, Campbell S.

abstract: The field guide runs from Hamilton to Waitomo to Te Anga and return in limestone-dominated country developed in transgressive sedimentary deposits of the Oligocene Te Kuiti Group – a world class example of a temperate shelf carbonate depositional system. Attention focuses on the nature, distribution and paleoenvironmental controls of the main limestone facies and some of the mixed terrigenous-carbonate facies in the Group. Along the way features of the Waitomo karst landscape are noted and the trip concludes by going underground in the Ruakuri Cave to discuss cave origins and the evidence for paleoenvironmental changes locked up in speleothems.

text: Field trip guide to Oligocene Limestones and Caves in the Waitomo District The field guide runs from Hamilton to Waitomo to Te Anga and return in limestone-dominated country developed in transgressive sedimentary deposits of the Oligocene Te Kuiti Group – a world class example of a temperate shelf carbonate depositional system. Attention focuses on the nature, distribution and paleoenvironmental controls of the main limestone facies and some of the mixed terrigenous-carbonate facies in the Group. Along the way features of the Waitomo karst landscape are noted and the trip concludes by going underground in the Ruakuri Cave to discuss cave origins and the evidence for paleoenvironmental changes locked up in speleothems.

year: 2013

title: The evolution of bonded design: from elementary school to higher education

authors: Nesset, Valerie

subjects: computer science

abstract: This paper introduces an alternative model of the participatory design (PD) methodology, Bonded Design (BD). Bonded Design originated from research investigating the use of participatory design methods to foster collaboration between two potentially disparate groups, adult researchers/designers and elementary school children. Previous work has shown that by using design techniques selected from various existing PD models, executed in a particular order, the Bonded Design methodology can successfully empower two distinct groups of participants to conceive ideas for innovative technologies they could not have produced alone. For these reasons the BD methodology was chosen as the framework for a university-wide initiative of a Research 1 university to foster meaningful communication and interaction between faculty and IT professional staff with the intent to create innovative technology solutions. Findings from this study indicated that while several Bonded Design features were useful in achieving the end goal, modifications needed to be made to the methodology as a whole to accommodate not only the increased sophistication and knowledge base of the adult participants, but also the design of a tangible final deliverable that could be directly implemented.

text: The evolution of bonded design: from elementary school to higher education This paper introduces an alternative model of the participatory design (PD) methodology, Bonded Design (BD). Bonded Design originated from research investigating the use of participatory design methods to foster collaboration between two potentially disparate groups, adult researchers/designers and elementary school children. Previous work has shown that by using design techniques selected from various existing PD models, executed in a particular order, the Bonded Design methodology can successfully empower two distinct groups of participants to conceive ideas for innovative technologies they could not have produced alone. For these reasons the BD methodology was chosen as the framework for a university-wide initiative of a Research 1 university to foster meaningful communication and interaction between faculty and IT professional staff with the intent to create innovative technology solutions. Findings from this study indicated that while several Bonded Design features were useful in achieving the end goal, modifications needed to be made to the methodology as a whole to accommodate not only the increased sophistication and knowledge base of the adult participants, but also the design of a tangible final deliverable that could be directly implemented.

year: 2020

title: Outdoor learning in Aotearoa New Zealand: voices past, present, and future

authors: Cosgriff, Marg

subjects: culture

abstract: Many of the principles and practices that have influenced outdoor education in Aotearoa New Zealand find their genesis in the United Kingdom and North America. In recent times, many of these foundational assumptions have been called into question. This paper highlights how emerging 'local' voices are questioning and reframing how outdoor education is conceptualised and practiced. In large part this is due to a sense of distinctiveness borne from the bicultural foundations that underpin governance and policy-making. This paper explores how outdoor educators are developing pedagogies that acknowledge the particularities of our context, particularly the bicultural foundation of Aotearoa New Zealand. The paper highlights how social and cultural influences shape educational policy and how outdoor educators are responding, both theoretically and practically, to meet the needs of learners in an increasingly diverse society.

text: Outdoor learning in Aotearoa New Zealand: voices past, present, and future Many of the principles and practices that have influenced outdoor education in Aotearoa New Zealand find their genesis in the United Kingdom and North America. In recent times, many of these foundational assumptions have been called into question. This paper highlights how emerging 'local' voices are questioning and reframing how outdoor education is conceptualised and practiced. In large part this is due to a sense of distinctiveness borne from the bicultural foundations that underpin governance and policy-making. This paper explores how outdoor educators are developing pedagogies that acknowledge the particularities of our context, particularly the bicultural foundation of Aotearoa New Zealand. The paper highlights how social and cultural influences shape educational policy and how outdoor educators are responding, both theoretically and practically, to meet the needs of learners in an increasingly diverse society.

year: 2012