title: Learning food technology outside the classroom: A study of a secondary class visit to a live historical village

authors: More, Beatrice Anne Maria

subjects: Food Technology

abstract: This thesis explores food technology learning experiences outside the classroom. The participants in this study were year 11 students who had selected food technology as one of their NCEA subjects. A living historical village, near to the students’ school, was chosen as the site for an interactive learning experience. The era and artefacts represented by this village are associated with 19th century New Zealand. The purposes of this study were to determine to what extent an interactive learning experience through a live historical village helped students learn about food and the technologies used to produce food; and whether this experience helped students better understand the complex relationship between food technologies and society. The study was informed by research literature on technology education in general and food technology in particular, as well as literature examining student engagement with history and learning outside the classroom. The study adopted a qualitative, interpretative methodology and data was gathered from surveys, tests, classroom activities, document analysis and a focus group interview. The study’s findings clearly indicated that the trip to The Historical Village helped the students learn about the constituents of food products and the technologies used to produce food. The historical context of the village engaged the students and enabled them to associate developments in food technologies with changes in society.

text: Learning food technology outside the classroom: A study of a secondary class visit to a live historical village This thesis explores food technology learning experiences outside the classroom. The participants in this study were year 11 students who had selected food technology as one of their NCEA subjects. A living historical village, near to the students’ school, was chosen as the site for an interactive learning experience. The era and artefacts represented by this village are associated with 19th century New Zealand. The purposes of this study were to determine to what extent an interactive learning experience through a live historical village helped students learn about food and the technologies used to produce food; and whether this experience helped students better understand the complex relationship between food technologies and society. The study was informed by research literature on technology education in general and food technology in particular, as well as literature examining student engagement with history and learning outside the classroom. The study adopted a qualitative, interpretative methodology and data was gathered from surveys, tests, classroom activities, document analysis and a focus group interview. The study’s findings clearly indicated that the trip to The Historical Village helped the students learn about the constituents of food products and the technologies used to produce food. The historical context of the village engaged the students and enabled them to associate developments in food technologies with changes in society.

year: 2011

title: Positive effects of blue light on motor coordination in older adults: A pilot study

authors: Beaven, Christopher Martyn

abstract: Purpose: Falls are a risk factor for mortality in older adults. Lighting interventions can improve cognitive and motor task performance, but the effect on postural control with relevance to falling is unknown. Methods: Sixteen older adults participated in an intervention study with blue-enriched light delivered visually and/or transcranially for 12 min. Postural control in three conditions (60s eyes-open, dual-task, and eyes-closed), lower-limb motor coordination, and cognitive function were assessed. Results: Relative to placebo, visual blue-enriched light improved reaction time in the motor coordination task by 0.073 ± 0.035s (d = 0.77 ± 0.39; p = 0.003). Visual exposure decreased Area of Sway relative to the combined (d = 0.38 ± 0.26; p = 0.020) and placebo interventions (d = 0.47 ± 0.42; p = 0.067), with no significant effect on cognition. Conclusion: Blue-enriched lighting demonstrates a novel approach to positively impact postural control and motor coordination in older adults. By impacting metrics associated with fall risk, light interventions may provide a clinical countermeasure to decrease the human costs of falls.

text: Positive effects of blue light on motor coordination in older adults: A pilot study Purpose: Falls are a risk factor for mortality in older adults. Lighting interventions can improve cognitive and motor task performance, but the effect on postural control with relevance to falling is unknown. Methods: Sixteen older adults participated in an intervention study with blue-enriched light delivered visually and/or transcranially for 12 min. Postural control in three conditions (60s eyes-open, dual-task, and eyes-closed), lower-limb motor coordination, and cognitive function were assessed. Results: Relative to placebo, visual blue-enriched light improved reaction time in the motor coordination task by 0.073 ± 0.035s (d = 0.77 ± 0.39; p = 0.003). Visual exposure decreased Area of Sway relative to the combined (d = 0.38 ± 0.26; p = 0.020) and placebo interventions (d = 0.47 ± 0.42; p = 0.067), with no significant effect on cognition. Conclusion: Blue-enriched lighting demonstrates a novel approach to positively impact postural control and motor coordination in older adults. By impacting metrics associated with fall risk, light interventions may provide a clinical countermeasure to decrease the human costs of falls.

year: 2024-01-01

title: In your face: wearing Moko - Maori facial marking in today's world

authors: Nikora, Linda Waimarie

subjects: Moko

abstract: The early voyagers, missionaries, settlers all reacted to the pukanohi, to the marked
faces of the Maori people during the period of first contact, and the century following
it. Their accounts are vivid, judgemental, revealing, telling us as much about them, as
it does about the people they described. Curiosity and horror are mixed with a
genuine fascination; where sternly evangelizing words failed, armed confrontation
occurred; and we now live with the results, te ao hou, a new world.
In this world, today, wahine mau kauae, tangata mau moko, pukanohi - wearers - are
speaking for themselves, about themselves, and commenting on how others view
them. Unanimously, they insist the decision to take the marking is about continuity,
affirmation, identity, and commitment. It is also about wearing those ancestors,
carrying them into the future; as their moko become a companion, a salient being with
its own life force, its own integrity and power, beyond the face.

text: In your face: wearing Moko - Maori facial marking in today's world The early voyagers, missionaries, settlers all reacted to the pukanohi, to the marked
faces of the Maori people during the period of first contact, and the century following
it. Their accounts are vivid, judgemental, revealing, telling us as much about them, as
it does about the people they described. Curiosity and horror are mixed with a
genuine fascination; where sternly evangelizing words failed, armed confrontation
occurred; and we now live with the results, te ao hou, a new world.
In this world, today, wahine mau kauae, tangata mau moko, pukanohi - wearers - are
speaking for themselves, about themselves, and commenting on how others view
them. Unanimously, they insist the decision to take the marking is about continuity,
affirmation, identity, and commitment. It is also about wearing those ancestors,
carrying them into the future; as their moko become a companion, a salient being with
its own life force, its own integrity and power, beyond the face.

year: 2003-08-01