title: Enhancing teaching and learning of primary mathematics through the use of apps

authors: Calder, Nigel Stuart

abstract: The report begins with a brief traverse of the associated research field, leading to the specific aims and research design of the project. The outcomes are then discussed, with teacher decisions about their use of apps, and the framework and contributing themes, outlined initially. Discussion of the key themes, with exemplars and data from the project, are then considered, followed by the transitions in teacher practice and the ways that mathematical thinking emerged. The final section, the conclusions, considers the key findings, limitations, implications for practice, and suggestions for further research to further enrich the field. But first, the background literature that informed the project is examined.

text: Enhancing teaching and learning of primary mathematics through the use of apps The report begins with a brief traverse of the associated research field, leading to the specific aims and research design of the project. The outcomes are then discussed, with teacher decisions about their use of apps, and the framework and contributing themes, outlined initially. Discussion of the key themes, with exemplars and data from the project, are then considered, followed by the transitions in teacher practice and the ways that mathematical thinking emerged. The final section, the conclusions, considers the key findings, limitations, implications for practice, and suggestions for further research to further enrich the field. But first, the background literature that informed the project is examined.

year: 2017

title: In-situ geotechnical characterization of mixed-grain-size bedforms using a dynamic penetrometer

authors: Stark, Nina

subjects: Sediments

abstract: We tested the ability of a small dynamic penetrometer, Nimrod, to infer geotechnical properties of sediment mixtures in the inner shelf. The penetrometer is light and easy to operate, and its operation by scuba divers ensures a greater degree of precision than ship-based penetrometer deployments. We have studied selected positions along a sorted bedform (similar to 100 m wide) on the continental shelf off the Coromandel Peninsula close to Tairua, North Island of New Zealand, and additionally took sediment samples at the exact positions of penetrometer impact, also by scuba divers. The derived dynamic penetrometer signatures (i) measured deceleration of the probe and estimated quasi-static bearing capacity as a measure of sediment strength, (ii) reflected changes in grain-size distribution ranging from very fine to very coarse sands, and (iii) revealed the uppermost seafloor stratification (top layer 2-6 cm) potentially being an indicator for sediment dynamics. In this manner, the device proved to be suitable for spatially fine-scaled surveys using divers' support and might deliver complementary information about sediment dynamics, in this case sorted-bedform maintenance

text: In-situ geotechnical characterization of mixed-grain-size bedforms using a dynamic penetrometer We tested the ability of a small dynamic penetrometer, Nimrod, to infer geotechnical properties of sediment mixtures in the inner shelf. The penetrometer is light and easy to operate, and its operation by scuba divers ensures a greater degree of precision than ship-based penetrometer deployments. We have studied selected positions along a sorted bedform (similar to 100 m wide) on the continental shelf off the Coromandel Peninsula close to Tairua, North Island of New Zealand, and additionally took sediment samples at the exact positions of penetrometer impact, also by scuba divers. The derived dynamic penetrometer signatures (i) measured deceleration of the probe and estimated quasi-static bearing capacity as a measure of sediment strength, (ii) reflected changes in grain-size distribution ranging from very fine to very coarse sands, and (iii) revealed the uppermost seafloor stratification (top layer 2-6 cm) potentially being an indicator for sediment dynamics. In this manner, the device proved to be suitable for spatially fine-scaled surveys using divers' support and might deliver complementary information about sediment dynamics, in this case sorted-bedform maintenance

year: 2012

title: Māori medical student and physician exposure to racism, discrimination, harassment, and bullying

authors: Cormack, Donna

abstract: IMPORTANCE: Discrimination, bullying, and harassment in medicine have been reported internationally, but exposures for Indigenous medical students and physicians, and for racism
specifically, remain less examined.
OBJECTIVE: To examine the prevalence of racism, discrimination, bullying, and harassment for Māori medical students and physicians in New Zealand and associations with demographic and clinical
characteristics.
DESIGN, SETTING, AND PARTICIPANTS: This cross-sectional study used data from an anonymous national survey of Māori medical students and physicians in New Zealand in late 2021 and early 2022.
Data were analyzed from March 2022 to April 2024.
EXPOSURES: Age, gender, marginalized status (ie, in addition to being Māori, belonging to other groups traditionally marginalized or underrepresented in medicine), year of medical school, year of
graduation, and main work role.
MAIN OUTCOMES AND MEASURES: Direct and witnessed racism, discrimination, bullying, and harassment were measured as any experience in the last year and ever. Any exposure to negative
comments about social groups and witnessing discriminatory treatment toward Māori patients or whānau (extended family). Considering leaving medicine, including because of mistreatment, was
measured.
RESULTS: Overall, 205 Māori medical students (median [IQR] age, 23.1 [21.6-24.3] years; 137 [67.2%] women) and 200 physicians (median [IQR] age, 36.6 [30.1-45.3] years; 123 [62.8%] women)
responded. Direct and witnessed exposure to racism (184 students [91.5%]; 176 physicians [90.7%]) and discrimination (176 students [85.9%]; 179 physicians [89.5%]) ever in medical education,
training, or work environments was common. Ever exposure to witnessed and direct bullying (123 students [66.5%]; 150 physicians [89.3%]) and harassment (73 students [39.5%]; 112 physicians
[66.7%]) was also common. Most respondents reported witnessing Māori patients or their whānau being treated badly in clinical settings, in direct interactions (67 students [57.8%]; 112 physicians
[58.9%]) or behind their backs (87 students [75.0%]; 138 physicians [72.6%]). One-quarter of Māori medical students (45 students), and 37.0%of physicians (61 physicians) had considered leaving or taken a break from medicine because of these experiences. Additional marginalized statuses were significantly associated with any direct experience of mistreatment in the last year for students and physicians. Exposure to some forms of mistreatment were also significantly associated with higher likelihood of thinking about leaving or taking a break from medicine for physicians.
CONCLUSIONS AND RELEVANCE: In this study, Māori medical students and physicians reported high exposure to multiple forms of racism, discrimination, bullying, and harassment in medical
education, training, and work environments, requiring an urgent response from medical institutions.

text: Māori medical student and physician exposure to racism, discrimination, harassment, and bullying IMPORTANCE: Discrimination, bullying, and harassment in medicine have been reported internationally, but exposures for Indigenous medical students and physicians, and for racism
specifically, remain less examined.
OBJECTIVE: To examine the prevalence of racism, discrimination, bullying, and harassment for Māori medical students and physicians in New Zealand and associations with demographic and clinical
characteristics.
DESIGN, SETTING, AND PARTICIPANTS: This cross-sectional study used data from an anonymous national survey of Māori medical students and physicians in New Zealand in late 2021 and early 2022.
Data were analyzed from March 2022 to April 2024.
EXPOSURES: Age, gender, marginalized status (ie, in addition to being Māori, belonging to other groups traditionally marginalized or underrepresented in medicine), year of medical school, year of
graduation, and main work role.
MAIN OUTCOMES AND MEASURES: Direct and witnessed racism, discrimination, bullying, and harassment were measured as any experience in the last year and ever. Any exposure to negative
comments about social groups and witnessing discriminatory treatment toward Māori patients or whānau (extended family). Considering leaving medicine, including because of mistreatment, was
measured.
RESULTS: Overall, 205 Māori medical students (median [IQR] age, 23.1 [21.6-24.3] years; 137 [67.2%] women) and 200 physicians (median [IQR] age, 36.6 [30.1-45.3] years; 123 [62.8%] women)
responded. Direct and witnessed exposure to racism (184 students [91.5%]; 176 physicians [90.7%]) and discrimination (176 students [85.9%]; 179 physicians [89.5%]) ever in medical education,
training, or work environments was common. Ever exposure to witnessed and direct bullying (123 students [66.5%]; 150 physicians [89.3%]) and harassment (73 students [39.5%]; 112 physicians
[66.7%]) was also common. Most respondents reported witnessing Māori patients or their whānau being treated badly in clinical settings, in direct interactions (67 students [57.8%]; 112 physicians
[58.9%]) or behind their backs (87 students [75.0%]; 138 physicians [72.6%]). One-quarter of Māori medical students (45 students), and 37.0%of physicians (61 physicians) had considered leaving or taken a break from medicine because of these experiences. Additional marginalized statuses were significantly associated with any direct experience of mistreatment in the last year for students and physicians. Exposure to some forms of mistreatment were also significantly associated with higher likelihood of thinking about leaving or taking a break from medicine for physicians.
CONCLUSIONS AND RELEVANCE: In this study, Māori medical students and physicians reported high exposure to multiple forms of racism, discrimination, bullying, and harassment in medical
education, training, and work environments, requiring an urgent response from medical institutions.

year: 0202-07-01