title: The Aotearoa New Zealand early childhood education and care: A collaborative and democratic space and place for all members of the learning community

authors: Kamenarac, Olivera

subjects: the curriculum Te Whāriki

abstract: This article draws on the author’s doctoral research study that investigated how teachers’ professional identities have been re constructed in response to shifting discourses in early childhood education and care (ECEC) policies and practices in Aotearoa New Zealand over the last three decades. For the purpose of this article, the author shares a small piece of discourse-analysis of significant New Zealand’s policies, including Early Childhood Curriculum FrameworkTe Whāriki, Kei Tua o te Pae. Assessments for learning: Early childhood exemplars. Book 1-20, and Ngā Arohaehae Whai Hua: Self-review Guidelines for Early Childhood Education. The author argues that the policy documents constructed the Aotearoa New Zealand ECEC as a collaborative and democratic space and place for all members of the learning community (that is, the children, families/whānau1, ECEC staff, local community, and others associated with an early childhood setting). The article explores the concepts underpinning the policy documents (e.g. reciprocal and responsive relationships), which have promoted ethics of care and ethics of encounter in the learning community, and set a foundation for collaborative and democratic teaching and learning practices in the Aotearoa New Zealand ECEC. Key words:the curriculum Te Whāriki, discourse-analysis, ethics of care, ethics of encounter

text: The Aotearoa New Zealand early childhood education and care: A collaborative and democratic space and place for all members of the learning community This article draws on the author’s doctoral research study that investigated how teachers’ professional identities have been re constructed in response to shifting discourses in early childhood education and care (ECEC) policies and practices in Aotearoa New Zealand over the last three decades. For the purpose of this article, the author shares a small piece of discourse-analysis of significant New Zealand’s policies, including Early Childhood Curriculum FrameworkTe Whāriki, Kei Tua o te Pae. Assessments for learning: Early childhood exemplars. Book 1-20, and Ngā Arohaehae Whai Hua: Self-review Guidelines for Early Childhood Education. The author argues that the policy documents constructed the Aotearoa New Zealand ECEC as a collaborative and democratic space and place for all members of the learning community (that is, the children, families/whānau1, ECEC staff, local community, and others associated with an early childhood setting). The article explores the concepts underpinning the policy documents (e.g. reciprocal and responsive relationships), which have promoted ethics of care and ethics of encounter in the learning community, and set a foundation for collaborative and democratic teaching and learning practices in the Aotearoa New Zealand ECEC. Key words:the curriculum Te Whāriki, discourse-analysis, ethics of care, ethics of encounter

year: 2019

title: Displaying 3D images: algorithms for single image random dot stereograms

authors: Witten, Ian H.

abstract: This paper describes how to generate a single image which, when viewed in the appropriate way, appears to the brain as a 3D scene. The image is a stereogram composed of seemingly random dots. A new, simple and symmetric algorithm for generating such images from a solid model is given, along with the design parameters and their influence on the display. The algorithm improves on previously-described ones in several ways: it is symmetric and hence free from directional (right-to-left or left-to-right) bias, it corrects a slight distortion in the rendering of depth, it removes hidden parts of surfaces, and it also eliminates a type of artifact that we call an "echo". Random dot stereograms have one remaining problem: difficulty of initial viewing. If a computer screen rather than paper is used for output, the problem can be ameliorated by shimmering, or time-multiplexing of pixel values. We also describe a simple computational technique for determining what is present in a stereogram so that, if viewing is difficult, one can ascertain what to look for.

text: Displaying 3D images: algorithms for single image random dot stereograms This paper describes how to generate a single image which, when viewed in the appropriate way, appears to the brain as a 3D scene. The image is a stereogram composed of seemingly random dots. A new, simple and symmetric algorithm for generating such images from a solid model is given, along with the design parameters and their influence on the display. The algorithm improves on previously-described ones in several ways: it is symmetric and hence free from directional (right-to-left or left-to-right) bias, it corrects a slight distortion in the rendering of depth, it removes hidden parts of surfaces, and it also eliminates a type of artifact that we call an "echo". Random dot stereograms have one remaining problem: difficulty of initial viewing. If a computer screen rather than paper is used for output, the problem can be ameliorated by shimmering, or time-multiplexing of pixel values. We also describe a simple computational technique for determining what is present in a stereogram so that, if viewing is difficult, one can ascertain what to look for.

year: 1993

title: Transformative pedagogy and language learning in Maori and Irish contexts

authors: Glynn, Ted

subjects: transformative pedagogy

abstract: Establishing positive learning communities in classrooms where pedagogies are socially and culturally responsive and centred on shared life experiences is critical for the revitalisation of minoritised languages such as Irish and Māori, which lack the dominance and power of the wider languages of government and communication. Transformative pedagogy and pedagogical re-positioning of teachers are essential to legitimising and affirming minoritised languages in the classroom. Three small-scale New Zealand studies of emerging literacy in Māori are introduced, exemplifying a responsive and transformative pedagogy that enables teachers to position themselves as socially and culturally responsive participants within classroom contexts. These studies offer strategies that might facilitate the development of similar transformative pedagogy in Irish contexts also.

text: Transformative pedagogy and language learning in Maori and Irish contexts Establishing positive learning communities in classrooms where pedagogies are socially and culturally responsive and centred on shared life experiences is critical for the revitalisation of minoritised languages such as Irish and Māori, which lack the dominance and power of the wider languages of government and communication. Transformative pedagogy and pedagogical re-positioning of teachers are essential to legitimising and affirming minoritised languages in the classroom. Three small-scale New Zealand studies of emerging literacy in Māori are introduced, exemplifying a responsive and transformative pedagogy that enables teachers to position themselves as socially and culturally responsive participants within classroom contexts. These studies offer strategies that might facilitate the development of similar transformative pedagogy in Irish contexts also.

year: 2009