title: Appendix A: Maps showing the distributions of lakes in New Zealand and their grouping into distinct districts reflecting the predominance of particular geological processes

authors: Green, John D.

subjects: map

abstract: The large-scale maps of each of the lake districts show lakes with a maximum dimension ≥ c0.5 km.

text: Appendix A: Maps showing the distributions of lakes in New Zealand and their grouping into distinct districts reflecting the predominance of particular geological processes The large-scale maps of each of the lake districts show lakes with a maximum dimension ≥ c0.5 km.

year: 1987-01-01

title: Primary connections: Simulating the classroom in initial teacher education

authors: Hume, Anne Christine

subjects: primary science teacher education

abstract: The challenge of preparing novice primary teachers for teaching in an educational environment, where science education has low status and many teachers have limited science content knowledge and lack the confidence to teach science, is great. This paper reports on an innovation involving a sustained simulation in an undergraduate science education course as a mediational tool to connect two communities of practice—initial teacher education and expert primary science teaching. The course lecturer and student teachers role-played the expert classroom teacher and primary students (Years 7/8) respectively in an attempt to gain insights into teaching and learning through authentic activity that models good practice in primary science teaching and learning. Activity theory was used to help frame and analyse the data. Findings from the first trial indicate that the simulation was very effective in initiating science pedagogical content knowledge (PCK) development of primary student teachers.

text: Primary connections: Simulating the classroom in initial teacher education The challenge of preparing novice primary teachers for teaching in an educational environment, where science education has low status and many teachers have limited science content knowledge and lack the confidence to teach science, is great. This paper reports on an innovation involving a sustained simulation in an undergraduate science education course as a mediational tool to connect two communities of practice—initial teacher education and expert primary science teaching. The course lecturer and student teachers role-played the expert classroom teacher and primary students (Years 7/8) respectively in an attempt to gain insights into teaching and learning through authentic activity that models good practice in primary science teaching and learning. Activity theory was used to help frame and analyse the data. Findings from the first trial indicate that the simulation was very effective in initiating science pedagogical content knowledge (PCK) development of primary student teachers.

year: 2011

title: Foreword- Rotorua Lakes Symposium 2013

authors: Green, John

abstract: The Rotorua Te Arawa Lakes programme is now at a critical phase where nutrient budgets are to be established for landowners across the catchment of Lake Rotorua. The challenge is to reduce the existing nutrient load to the lake by over 43% by 2032.

text: Foreword- Rotorua Lakes Symposium 2013 The Rotorua Te Arawa Lakes programme is now at a critical phase where nutrient budgets are to be established for landowners across the catchment of Lake Rotorua. The challenge is to reduce the existing nutrient load to the lake by over 43% by 2032.

year: 2013