title: Towards a pre-service technology teacher education resource for New Zealand

authors: Forret, Michael

subjects: technology education

abstract: The Pre-service Technology Teacher Education Resource (PTTER) was developed as a cross-institutional resource to support the development of initial technology teacher education programmes in New Zealand. The PTTER was developed through collaboration involving representatives from each of the six New Zealand university teacher education providers, Massey University, University of Auckland, University of Canterbury, University of Otago, Victoria University and University of Waikato, working with the National Technology Professional Development Manager. The framework for PTTER is built on four key elements considered to be essential to the education of technology teachers. The four elements are: philosophy of technology, rationale for technology education, technology in the New Zealand curriculum, and teaching technology. The PTTER is a web-based resource aimed at assisting technology teacher educators in the development of their teacher education programmes. The framework is a statement of shared philosophy, purpose and intent and is located on the Techlink website (www.techlink.org.nz). PTTER contains a range of teaching resources and strategies located within an overall framework for initial technology teacher education programmes. This paper describes the rationale for the PTTER framework, the process through which it was developed, explanation of each of the framework’s elements, and concludes with discussion of the framework’s implementation and future development.

text: Towards a pre-service technology teacher education resource for New Zealand The Pre-service Technology Teacher Education Resource (PTTER) was developed as a cross-institutional resource to support the development of initial technology teacher education programmes in New Zealand. The PTTER was developed through collaboration involving representatives from each of the six New Zealand university teacher education providers, Massey University, University of Auckland, University of Canterbury, University of Otago, Victoria University and University of Waikato, working with the National Technology Professional Development Manager. The framework for PTTER is built on four key elements considered to be essential to the education of technology teachers. The four elements are: philosophy of technology, rationale for technology education, technology in the New Zealand curriculum, and teaching technology. The PTTER is a web-based resource aimed at assisting technology teacher educators in the development of their teacher education programmes. The framework is a statement of shared philosophy, purpose and intent and is located on the Techlink website (www.techlink.org.nz). PTTER contains a range of teaching resources and strategies located within an overall framework for initial technology teacher education programmes. This paper describes the rationale for the PTTER framework, the process through which it was developed, explanation of each of the framework’s elements, and concludes with discussion of the framework’s implementation and future development.

year: 2013

title: Detection and distribution of Craspedacusta sowerbii: Observations of medusae are not enough

authors: Duggan, Ian C.

subjects: Constructed waters

abstract: The freshwater cnidarian Craspedacusta sowerbii, native to the Yangtze valley, has invaded lakes and ponds throughout the world. Most distribution records have to date been based on observations of the medusa (jellyfish) stage, including numerous recent publications. We aimed to determine whether polyps are widespread in lakes, and geographical areas, outside of where medusae have been observed, and whether constructed waters are more easily invaded than natural waters. Our results show that C. sowerbii is more common and widespread than is apparent from observations of medusae. We argue that observed occurrences of medusae provide little useful information regarding the distribution of this species, and that published records of new jellyfish occurrences provide unreliable estimates of the timing of introduction, establishment or spread of C. sowerbii in new regions. We found no evidence that constructed waters were more readily invaded than natural waters. Overall, accurate determination of Craspedacusta occurrence and distribution requires systematic surveys of the polyp stages.

text: Detection and distribution of Craspedacusta sowerbii: Observations of medusae are not enough The freshwater cnidarian Craspedacusta sowerbii, native to the Yangtze valley, has invaded lakes and ponds throughout the world. Most distribution records have to date been based on observations of the medusa (jellyfish) stage, including numerous recent publications. We aimed to determine whether polyps are widespread in lakes, and geographical areas, outside of where medusae have been observed, and whether constructed waters are more easily invaded than natural waters. Our results show that C. sowerbii is more common and widespread than is apparent from observations of medusae. We argue that observed occurrences of medusae provide little useful information regarding the distribution of this species, and that published records of new jellyfish occurrences provide unreliable estimates of the timing of introduction, establishment or spread of C. sowerbii in new regions. We found no evidence that constructed waters were more readily invaded than natural waters. Overall, accurate determination of Craspedacusta occurrence and distribution requires systematic surveys of the polyp stages.

year: 2012

title: Bite

authors: Mitchell, Tori

subjects: poetry

abstract: Bite is a collection of blunt confessional poetry draped in honesty, identity, and 21st century feminism, examined through lived experience with eating disorders, sexuality, trauma, disconnect from family and culture, love and loss, and what it means to be a girl growing up. The collection explores these raw concepts with vulnerability, through the eyes of ‘wolf girl’, in hopes that talking loudly about these topics will force the public to challenge the silence and stigma around them.  

This thesis was inspired by Maori Mythology, and all of the Polynesian poets who showed me how important it is for women of colour to share their stories and experiences. It was also influenced by feminist artists Jenny Holzer, Tracey Emin, and Barbara Kruger, whose art embodies the content of these poems in a literal way: freedom of expression, stripped bare and unflinching. The poetry in this collection is confronting, visceral, and filled with bite.

text: Bite Bite is a collection of blunt confessional poetry draped in honesty, identity, and 21st century feminism, examined through lived experience with eating disorders, sexuality, trauma, disconnect from family and culture, love and loss, and what it means to be a girl growing up. The collection explores these raw concepts with vulnerability, through the eyes of ‘wolf girl’, in hopes that talking loudly about these topics will force the public to challenge the silence and stigma around them.  

This thesis was inspired by Maori Mythology, and all of the Polynesian poets who showed me how important it is for women of colour to share their stories and experiences. It was also influenced by feminist artists Jenny Holzer, Tracey Emin, and Barbara Kruger, whose art embodies the content of these poems in a literal way: freedom of expression, stripped bare and unflinching. The poetry in this collection is confronting, visceral, and filled with bite.

year: 2020