title: Mapping poverty in rural China: how much does the environment matter?

authors: Olivia, Susan

subjects: China

abstract: A recently developed small area estimation technique is used to geographically derive detailed estimates of consumption-based poverty and inequality in rural Shaanxi, China. These estimates may be helpful for targeting since there is wide variability in poverty rates within Shaanxi but low levels of inequality within most counties and townships. We also investigate whether including environmental variables in the equation used to predict consumption and poverty improves upon typical approaches that only use household survey and census data. Ignoring environmental variables appears likely to produce targeting errors.

text: Mapping poverty in rural China: how much does the environment matter? A recently developed small area estimation technique is used to geographically derive detailed estimates of consumption-based poverty and inequality in rural Shaanxi, China. These estimates may be helpful for targeting since there is wide variability in poverty rates within Shaanxi but low levels of inequality within most counties and townships. We also investigate whether including environmental variables in the equation used to predict consumption and poverty improves upon typical approaches that only use household survey and census data. Ignoring environmental variables appears likely to produce targeting errors.

year: 2011

title: Conceptions of the Nature of Technology in the global pandemic: Implications for practice in a digital space

authors: Doyle, Andrew

subjects: COVID-19 Pandemic

abstract: With the COVID-19 pandemic, the nature of teaching and learning shifted emphasis from classroom-situated learning to learning in a digital environment. This was a significant challenge for teachers and learners across the globe. It might be assumed that technology education teachers would be well-positioned to manage this shift because of how the subject is described. Technology education is often characterized as a subject where contexts for learning are variable, and teachers and learners can have significant autonomy in guiding learning. This is frequently represented as a unique strength of the subject area. Furthermore, with an explicit focus on Digital Technologies, the Technology Education curriculum of Aotearoa New Zealand should better prepare teachers for enacting curriculum in various ways (for example, in a remote context). This research investigated the effects of the COVID-19 pandemic and the subsequent shift to remote learning on practices in Technology Education. Through an analysis of technology educators' reflections on practice during the lockdowns, conceptions of practice in technology education and the nature of technology are analysed. Initial data analysis highlights a disparity of conceptions of the nature of technology, which leads to different manifestations of practice in a remote learning context. Technical and Technological perspectives on practice are used as lenses to describe the different conceptions of the nature of technology observed, and implications for learning post-lockdown are drawn.

text: Conceptions of the Nature of Technology in the global pandemic: Implications for practice in a digital space With the COVID-19 pandemic, the nature of teaching and learning shifted emphasis from classroom-situated learning to learning in a digital environment. This was a significant challenge for teachers and learners across the globe. It might be assumed that technology education teachers would be well-positioned to manage this shift because of how the subject is described. Technology education is often characterized as a subject where contexts for learning are variable, and teachers and learners can have significant autonomy in guiding learning. This is frequently represented as a unique strength of the subject area. Furthermore, with an explicit focus on Digital Technologies, the Technology Education curriculum of Aotearoa New Zealand should better prepare teachers for enacting curriculum in various ways (for example, in a remote context). This research investigated the effects of the COVID-19 pandemic and the subsequent shift to remote learning on practices in Technology Education. Through an analysis of technology educators' reflections on practice during the lockdowns, conceptions of practice in technology education and the nature of technology are analysed. Initial data analysis highlights a disparity of conceptions of the nature of technology, which leads to different manifestations of practice in a remote learning context. Technical and Technological perspectives on practice are used as lenses to describe the different conceptions of the nature of technology observed, and implications for learning post-lockdown are drawn.

year: 2022-12

title: He maimoa i ngā whakatupuranga anamata: Ko te mātauranga taketake o ngā tūpuna me te whakarea tamariki

authors: Greensill, Hineitimoana

subjects: Poipoi tamariki

abstract: Kua āraua ki roto i te reo me ngā pūnaha mātauranga o ngā iwi taketake, ko ngā uara, ko ngā whakapono me ngā rapunga whakaaro e toko ake nei i tērā iwi. Kia whakahoropakitia tēnei ki roto o Aotearoa me Hawai‘i, i te whakaekenga o ō tātou kāinga tupu e ngā taua a te Pākehā me ngā tāmi o ngā tikanga whakawhenumi a te Kāwanantanga o muri, i tauwhatia ai te tuku o te reo Māori me te ‘ōlelo (reo) o Hawai‘i i waenga i ngā whakatupuranga, waihoki ko ngā māramatanga pūmau o roto i ngā reo i tauwhatia ai (Walker, 2004; Blaisdell & Mokuau, 1991). Ahakoa ēnei tauwhatinga, ka pupuri tonu tātou ki ngā karere i mau rā i te reo i roto i ngā ngā pātaka mātauranga a te Māori me nā kānaka (ngā tāngata) o Hawai‘i. Ko te mātauranga taketake, ngā kōrero o nehe me ngā ariā e āraua nei ki ngā tuhituhinga-ā-waha huhua, tae atu ki ngā whakataukī, ngā ‘ōlelo no‘eau, me ngā kīanga rongonui i tāngia hoki ki te pepa (Pukui, 1983). Ko te ia o ēnei momo kōrero tuku-iho taketake nei kei te kōrerotia i roto i ngā whakataukī me ngā ‘ōlelo no‘eau, he mea whakaara anō tēnei mātauranga ki ngā kaupapa whakaora reo ki Aotearoa me Hawai‘i. He momo mātauranga ēnei hei whakaara i a tātou kia mārama rawa ki ngā kano tirohanga o ō tātou tūpuna ki tō rātou ao, waihoki ko ngā hononga maha e paihere nei i a tātou ki ō tātou whanaunga.

Hei whāinga matua e āta arohaehae ana tēnei pepa i ngā momo tuhituhinga-ā-waha nei, arā ko te ‘ōlelo no‘eau me te whakataukī, kia tīroua ake ngā karere e hāngai ana ki ngā tamariki a te Māori rātou ko ngā kānaka o Hawai‘i me ngā pānga ki ngā mahi whakatupu tamariki o mua. Ka toro tēnei tuhinga ki te whakataukī me te ‘ōlelo no‘eau ki te whakapuaki i te mātauranga i mahue mai i ngā tūpuna hei rei arataki mā tātou ngā iwi taketake me ō tātou wheako tonu o nāianei.

text: He maimoa i ngā whakatupuranga anamata: Ko te mātauranga taketake o ngā tūpuna me te whakarea tamariki Kua āraua ki roto i te reo me ngā pūnaha mātauranga o ngā iwi taketake, ko ngā uara, ko ngā whakapono me ngā rapunga whakaaro e toko ake nei i tērā iwi. Kia whakahoropakitia tēnei ki roto o Aotearoa me Hawai‘i, i te whakaekenga o ō tātou kāinga tupu e ngā taua a te Pākehā me ngā tāmi o ngā tikanga whakawhenumi a te Kāwanantanga o muri, i tauwhatia ai te tuku o te reo Māori me te ‘ōlelo (reo) o Hawai‘i i waenga i ngā whakatupuranga, waihoki ko ngā māramatanga pūmau o roto i ngā reo i tauwhatia ai (Walker, 2004; Blaisdell & Mokuau, 1991). Ahakoa ēnei tauwhatinga, ka pupuri tonu tātou ki ngā karere i mau rā i te reo i roto i ngā ngā pātaka mātauranga a te Māori me nā kānaka (ngā tāngata) o Hawai‘i. Ko te mātauranga taketake, ngā kōrero o nehe me ngā ariā e āraua nei ki ngā tuhituhinga-ā-waha huhua, tae atu ki ngā whakataukī, ngā ‘ōlelo no‘eau, me ngā kīanga rongonui i tāngia hoki ki te pepa (Pukui, 1983). Ko te ia o ēnei momo kōrero tuku-iho taketake nei kei te kōrerotia i roto i ngā whakataukī me ngā ‘ōlelo no‘eau, he mea whakaara anō tēnei mātauranga ki ngā kaupapa whakaora reo ki Aotearoa me Hawai‘i. He momo mātauranga ēnei hei whakaara i a tātou kia mārama rawa ki ngā kano tirohanga o ō tātou tūpuna ki tō rātou ao, waihoki ko ngā hononga maha e paihere nei i a tātou ki ō tātou whanaunga.

Hei whāinga matua e āta arohaehae ana tēnei pepa i ngā momo tuhituhinga-ā-waha nei, arā ko te ‘ōlelo no‘eau me te whakataukī, kia tīroua ake ngā karere e hāngai ana ki ngā tamariki a te Māori rātou ko ngā kānaka o Hawai‘i me ngā pānga ki ngā mahi whakatupu tamariki o mua. Ka toro tēnei tuhinga ki te whakataukī me te ‘ōlelo no‘eau ki te whakapuaki i te mātauranga i mahue mai i ngā tūpuna hei rei arataki mā tātou ngā iwi taketake me ō tātou wheako tonu o nāianei.

year: 2017