title: Smashing the small screen: David Lynch, Twin Peaks and reinventing television

authors: Barrett, Kyle

subjects: Twin Peaks

abstract: Cult filmmaker reinvented the visual landscape of television with his series Twin Peaks. By applying his creative practices to network television production, Lynch turned the small screen in to a cinematic event that pulled audiences into a surreal, enrapturing narrative.

text: Smashing the small screen: David Lynch, Twin Peaks and reinventing television Cult filmmaker reinvented the visual landscape of television with his series Twin Peaks. By applying his creative practices to network television production, Lynch turned the small screen in to a cinematic event that pulled audiences into a surreal, enrapturing narrative.

year: 2017

title: Involvement in political issues by people living in the Te Aroha district

authors: Hart, Philip

abstract: As only a minority of residents were enthusiastically interested in national political issues, efforts to encourage debates about such issues by forming clubs largely failed. There was much more interest in local politics, where many of the conflicts were personal rather than political. 
Many illustrations are given of the fervent patriotism of residents and of their loyalty to queen and empire, which included support for all the empire’s wars. Both the Boer War and the First World War provoked much patriotic fervour, those who did not fight doing their best to assist the cause of empire by fund-raising. In the former war, disapproval of ‘pro-Boers’ was common, but the right of ‘non-Britishers’ to dissent was supported by some residents. When the Dreyfus affair was at its height, Te Aroha achieved considerable notoriety for its method of supporting this unjustly accused man. Concerning Ireland, many supported the downtrodden Irish by contributing funds to assist evicted peasants. 
Examples are given of those who supported the liberal and conservative sides in national politics. Some of those involved in the mining industry stood for parliament before withdrawing in favour of more prominent politicians, and 13 investors became Members of Parliament.

text: Involvement in political issues by people living in the Te Aroha district As only a minority of residents were enthusiastically interested in national political issues, efforts to encourage debates about such issues by forming clubs largely failed. There was much more interest in local politics, where many of the conflicts were personal rather than political. 
Many illustrations are given of the fervent patriotism of residents and of their loyalty to queen and empire, which included support for all the empire’s wars. Both the Boer War and the First World War provoked much patriotic fervour, those who did not fight doing their best to assist the cause of empire by fund-raising. In the former war, disapproval of ‘pro-Boers’ was common, but the right of ‘non-Britishers’ to dissent was supported by some residents. When the Dreyfus affair was at its height, Te Aroha achieved considerable notoriety for its method of supporting this unjustly accused man. Concerning Ireland, many supported the downtrodden Irish by contributing funds to assist evicted peasants. 
Examples are given of those who supported the liberal and conservative sides in national politics. Some of those involved in the mining industry stood for parliament before withdrawing in favour of more prominent politicians, and 13 investors became Members of Parliament.

year: 2016

title: Integrating education for sustainability into secondary science classes: Practices and perceptions of New Zealand teachers

authors: Gundersen, Mandy

abstract: Global challenges like climate change and biodiversity loss necessitate a collective shift towards sustainable living. Education for Sustainability aims to equip students with the essential knowledge, skills, attitudes and agency to meet sustainability goals and forge a better future. It is a holistic approach, yet single-subject school structures at the secondary level mean it must be integrated into subjects such as science. However, there is limited research, particularly in New Zealand, on how this integration is practiced in secondary science classes.

Grounded in an interpretivist paradigm, this study interviewed five New Zealand secondary science teachers to understand their conceptualisations of sustainability and sustainability education. It explored how their understanding was translated into practice through detailed descriptions of lessons and units. The study provides insights into how these teachers integrate sustainability across junior science, the new National Certificate of Educational Achievement Level One science standards, and senior science subjects, while also elaborating on the benefits they believed students received and the challenges they faced in this integration.

This research found that these New Zealand teachers had a broad understanding of sustainability and recognised key components of sustainability education. They saw sustainability as a way to make science engaging and to develop scientific literacy among their students. To incorporate sustainability into science, they had all designed units which included place-based approaches, integrated topics, considered multiple perspectives, and interwove mātauranga Māori, or New Zealand indigenous knowledge. The boundaries of science as a subject, senior-level assessment requirements, and the time needed for some sustainability-focused activities were noted as challenges to sustainability’s integration.

The research recommends that for the effective integration of sustainability, support is required, particularly regarding teacher education and the provision of resources that exemplify sustainability in science. Furthermore, curriculum and assessment changes designed to incorporate sustainability must remain clear about the required science content to ensure students are robustly prepared for senior science studies.

text: Integrating education for sustainability into secondary science classes: Practices and perceptions of New Zealand teachers Global challenges like climate change and biodiversity loss necessitate a collective shift towards sustainable living. Education for Sustainability aims to equip students with the essential knowledge, skills, attitudes and agency to meet sustainability goals and forge a better future. It is a holistic approach, yet single-subject school structures at the secondary level mean it must be integrated into subjects such as science. However, there is limited research, particularly in New Zealand, on how this integration is practiced in secondary science classes.

Grounded in an interpretivist paradigm, this study interviewed five New Zealand secondary science teachers to understand their conceptualisations of sustainability and sustainability education. It explored how their understanding was translated into practice through detailed descriptions of lessons and units. The study provides insights into how these teachers integrate sustainability across junior science, the new National Certificate of Educational Achievement Level One science standards, and senior science subjects, while also elaborating on the benefits they believed students received and the challenges they faced in this integration.

This research found that these New Zealand teachers had a broad understanding of sustainability and recognised key components of sustainability education. They saw sustainability as a way to make science engaging and to develop scientific literacy among their students. To incorporate sustainability into science, they had all designed units which included place-based approaches, integrated topics, considered multiple perspectives, and interwove mātauranga Māori, or New Zealand indigenous knowledge. The boundaries of science as a subject, senior-level assessment requirements, and the time needed for some sustainability-focused activities were noted as challenges to sustainability’s integration.

The research recommends that for the effective integration of sustainability, support is required, particularly regarding teacher education and the provision of resources that exemplify sustainability in science. Furthermore, curriculum and assessment changes designed to incorporate sustainability must remain clear about the required science content to ensure students are robustly prepared for senior science studies.

year: 2025