title: The carbon-based environmental impact of learning at the University of Waikato

authors: Harlow, Stephen

abstract: In a world where man-made carbon emissions are exacerbating the natural warming of the earth, with serious consequences, it is beholden on universities to show leadership by accounting for, and mitigating, their carbon emissions. This research accounts for the carbon-based environmental impact of the face-to-face and online delivery of higher education at the University of Waikato. Drawing on an existing environmental assessment methodology, data was gathered by web-based survey on the key sources of carbon emissions associated with a student’s university study, namely: travel, place of residence, and use of Information and Communication Technology (ICT) and paper. As part of updating and localising the methodology, new calculations were made for internet, textbook, residential and campus site energies and an improved method for computing the impact of printing was developed. The data were analysed, allowing for comparisons to be made between online and face-to-face students’ carbon emissions, and with some care the limited previous research. The main sources of carbon-based environmental impact were travel, campus and residential energy. Online students’ emissions were, on average, one-third of those of their on-campus peers.

text: The carbon-based environmental impact of learning at the University of Waikato In a world where man-made carbon emissions are exacerbating the natural warming of the earth, with serious consequences, it is beholden on universities to show leadership by accounting for, and mitigating, their carbon emissions. This research accounts for the carbon-based environmental impact of the face-to-face and online delivery of higher education at the University of Waikato. Drawing on an existing environmental assessment methodology, data was gathered by web-based survey on the key sources of carbon emissions associated with a student’s university study, namely: travel, place of residence, and use of Information and Communication Technology (ICT) and paper. As part of updating and localising the methodology, new calculations were made for internet, textbook, residential and campus site energies and an improved method for computing the impact of printing was developed. The data were analysed, allowing for comparisons to be made between online and face-to-face students’ carbon emissions, and with some care the limited previous research. The main sources of carbon-based environmental impact were travel, campus and residential energy. Online students’ emissions were, on average, one-third of those of their on-campus peers.

year: 2016

title: The developing field of technology education in New Zealand: The last twenty years

authors: Jones, Alister

abstract: In the last twenty years technology education in New Zealand has found a place in research, teacher education and classroom practice. This paper traces the development of technology education as a field of study in compulsory education over the last twenty years and explores the curriculum development in the 1990s, the emerging research field during that time as well as teacher pre and in-service development. Figure 1 outlines the key aspects of development of technology education in New Zealand and highlights key features of curriculum, research and teacher education and shows the links between these different aspects in a timeline from 1985 to 2005.

text: The developing field of technology education in New Zealand: The last twenty years In the last twenty years technology education in New Zealand has found a place in research, teacher education and classroom practice. This paper traces the development of technology education as a field of study in compulsory education over the last twenty years and explores the curriculum development in the 1990s, the emerging research field during that time as well as teacher pre and in-service development. Figure 1 outlines the key aspects of development of technology education in New Zealand and highlights key features of curriculum, research and teacher education and shows the links between these different aspects in a timeline from 1985 to 2005.

year: 2006

title: Matariki: The star of the year by Rangi Matamua [Book Review]

authors: Keegan, Te Taka Adrian Gregory

abstract: This article reviews the book “Matariki: The star of the year by Rangi Matamua", by Matamua, Rangi.

text: Matariki: The star of the year by Rangi Matamua [Book Review] This article reviews the book “Matariki: The star of the year by Rangi Matamua", by Matamua, Rangi.

year: 2017