title: Scientific mobility and knowledge networks in high emigration countries: evidence from the Pacific

authors: Gibson, John

subjects: diasporas

abstract: This paper uses a unique survey to examine the nature and extent of knowledge flows that result from the international mobility of researchers whose initial education was in small island countries. Current migrants produce substantially more research than similar-skilled return migrants and non-migrants. Return migrants have no greater research impact than individuals who never migrate but are the main source of research knowledge transfer between international and local researchers. Our results contrast with previous claims in the literature that too few migrant researchers ever return home to have much impact, and that there is no productivity gain to researchers from migration.

text: Scientific mobility and knowledge networks in high emigration countries: evidence from the Pacific This paper uses a unique survey to examine the nature and extent of knowledge flows that result from the international mobility of researchers whose initial education was in small island countries. Current migrants produce substantially more research than similar-skilled return migrants and non-migrants. Return migrants have no greater research impact than individuals who never migrate but are the main source of research knowledge transfer between international and local researchers. Our results contrast with previous claims in the literature that too few migrant researchers ever return home to have much impact, and that there is no productivity gain to researchers from migration.

year: 2013-02

title: Augmenting primary teaching and  learning science through ICT

authors: Otrel-Cass, Kathrin

abstract: This study explored how information communication technologies (ICTs) in primary classrooms can enhance the teaching and learning of science. By building on teachers’ and students’ prior knowledge and experience with ICTs, we investigated how ICT use can structure activities to offer enhanced opportunities for active participation in science. The project generated examples of how ICTs can support subject-relevant ways of exploring and communicating science, and evaluating what has been learnt.

The major implications from the key finding, found in the Summary report are that;

 ICTs amplify science learning if teachers unpack the scientific ideas to identify specific pedagogical strategies that exploit the opportunities of each ICT. 
Visually recorded data present instant, immediate and context-rich information that teachers and students can use as a repository for evaluation, analysis and communication.
For ICT-supported activities to meet the needs of diverse learners, students and teachers need “sandpit” time to develop competencies to participate in various tasks. 
Teachers who use ICTs require support tailored to the specific pedagogical, content and technology needs of the topic they are teaching.

text: Augmenting primary teaching and  learning science through ICT This study explored how information communication technologies (ICTs) in primary classrooms can enhance the teaching and learning of science. By building on teachers’ and students’ prior knowledge and experience with ICTs, we investigated how ICT use can structure activities to offer enhanced opportunities for active participation in science. The project generated examples of how ICTs can support subject-relevant ways of exploring and communicating science, and evaluating what has been learnt.

The major implications from the key finding, found in the Summary report are that;

 ICTs amplify science learning if teachers unpack the scientific ideas to identify specific pedagogical strategies that exploit the opportunities of each ICT. 
Visually recorded data present instant, immediate and context-rich information that teachers and students can use as a repository for evaluation, analysis and communication.
For ICT-supported activities to meet the needs of diverse learners, students and teachers need “sandpit” time to develop competencies to participate in various tasks. 
Teachers who use ICTs require support tailored to the specific pedagogical, content and technology needs of the topic they are teaching.

year: 2011

title: Te Raupatu o Tauranga Moana = The confiscation of Tauranga lands. [Volume 1]

authors: Stokes, Evelyn

subjects: Tauranga lands

abstract: A report providing a historical and geographical overview on the confiscation of Tauranga lands. In two volumes, volume one comprises a narrative of the events described as the raupatu, the confiscation of lands in the Tauranga Moana tribal area under the New Zealand Settlements Act 1863.  Volume two is a collection of documents, edited and annotated which were compiled in support of the report. These documents include personal accounts, tribal history, land purchases, lands returned and crown transactions.

text: Te Raupatu o Tauranga Moana = The confiscation of Tauranga lands. [Volume 1] A report providing a historical and geographical overview on the confiscation of Tauranga lands. In two volumes, volume one comprises a narrative of the events described as the raupatu, the confiscation of lands in the Tauranga Moana tribal area under the New Zealand Settlements Act 1863.  Volume two is a collection of documents, edited and annotated which were compiled in support of the report. These documents include personal accounts, tribal history, land purchases, lands returned and crown transactions.

year: 1990