title: Patterns in verbal interaction: the effect of situational influences on the language performance of eight-year-old children

authors: Hanlon, Noel Norman

abstract: The investigation of children’s language performance seems often to have proceeded on the assumption that a sample of verbal behaviour elicited in one type of situation is typical of the child’s language in general. Frequently, the sample has been obtained in a laboratory-type, setting and sometimes with activities that involved either no other people or only minimal participation by an adult experimenter, who may have been relatively unfamiliar to the child. Over recent years concern has been expressed by a growing number of researchers that language sampled in these ways may not give a true indication of the child’s actual language behaviour nor, of the factors that influence performance in this or that situation.
The present study was designed to survey children’s language behaviour in natural settings and under different conditions. Recorded conversations, both in the home and at school, were obtained from a group of 12 eight-year-old boys and girls in a range of interaction situations. The children came from the same school, situated in a largely middle-class suburb in a provincial New Zealand city. The subjects were all caucasians, spoke English as their first language, and had been rated as average or above in oral language by class teachers. Sampling was carried out over a six-week period with the group divided in half, and tape recorders were left in the home for a week at a time, alternating between the two groups. Concurrent with the home sampling, conversations were also recorded at school. 
In the home setting, four samples in each of five situations were obtained (mother-child; father-child; parents-child; other adult-child; and child-child), and at school four samples in each of three situations (teacher-child; teacher-children; and children only). Adults were encouraged to talk with the children in the home setting about topics they would ordinarily discuss (e.g. family interests and local events), and at times when such conversations would normally occur (e.g. after school, before bed, in the bath). At school, teachers worked with children in situations where dyadic and small group discussions usually took place (e.g. talking about stories the children had read or written, discussing pictures). To counter-balance any practice effect in the school interactions, the order in which pupils undertook the tasks and the order in which the different tasks occurred was specified.
As well as exploring the characteristics of children’s language behaviour under different sampling conditions and with different people, the study was also designed to test the wider application of a modified coding system developed initially to analyse classroom verbal interaction. From the sampling, over 40 hours of language behaviour was obtained and 2,000 pages of transcript were analysed using specially written computer programmes. The results were unequivocal. The language of these children did vary markedly from situation to situation, particularly when home and school comparisons were made. Whenever adults were involved in the interactions they tended to dominate and control the verbal exchanges, mainly through the questions they asked. This adult dominance was most extreme in the teacher-child interactions, where the child did little else but answer the teacher’s questions, which were mainly of the memory-recall, simple opinion, or comprehension types. Children showed, however, in the exchanges involving only their peers, that they were capable of using most of the various types of verbal behaviour used by the adults. 
Supplementary analysis indicated that verbal sequences tended to be simple, in that few moves were used and these were generally very short consisting of one or two utterances. The study provided detailed descriptions of children’s language behaviour in a range of situations and the types of happenings and events that were of personal significance to those involved. In addition, the results of the study highlighted the importance of taking due cognizance of the interpersonal factors operating in interaction situations, and the influence these appear to exert on the language which participants (particularly children) were able, and were in fact allowed by the situation, to use.

text: Patterns in verbal interaction: the effect of situational influences on the language performance of eight-year-old children The investigation of children’s language performance seems often to have proceeded on the assumption that a sample of verbal behaviour elicited in one type of situation is typical of the child’s language in general. Frequently, the sample has been obtained in a laboratory-type, setting and sometimes with activities that involved either no other people or only minimal participation by an adult experimenter, who may have been relatively unfamiliar to the child. Over recent years concern has been expressed by a growing number of researchers that language sampled in these ways may not give a true indication of the child’s actual language behaviour nor, of the factors that influence performance in this or that situation.
The present study was designed to survey children’s language behaviour in natural settings and under different conditions. Recorded conversations, both in the home and at school, were obtained from a group of 12 eight-year-old boys and girls in a range of interaction situations. The children came from the same school, situated in a largely middle-class suburb in a provincial New Zealand city. The subjects were all caucasians, spoke English as their first language, and had been rated as average or above in oral language by class teachers. Sampling was carried out over a six-week period with the group divided in half, and tape recorders were left in the home for a week at a time, alternating between the two groups. Concurrent with the home sampling, conversations were also recorded at school. 
In the home setting, four samples in each of five situations were obtained (mother-child; father-child; parents-child; other adult-child; and child-child), and at school four samples in each of three situations (teacher-child; teacher-children; and children only). Adults were encouraged to talk with the children in the home setting about topics they would ordinarily discuss (e.g. family interests and local events), and at times when such conversations would normally occur (e.g. after school, before bed, in the bath). At school, teachers worked with children in situations where dyadic and small group discussions usually took place (e.g. talking about stories the children had read or written, discussing pictures). To counter-balance any practice effect in the school interactions, the order in which pupils undertook the tasks and the order in which the different tasks occurred was specified.
As well as exploring the characteristics of children’s language behaviour under different sampling conditions and with different people, the study was also designed to test the wider application of a modified coding system developed initially to analyse classroom verbal interaction. From the sampling, over 40 hours of language behaviour was obtained and 2,000 pages of transcript were analysed using specially written computer programmes. The results were unequivocal. The language of these children did vary markedly from situation to situation, particularly when home and school comparisons were made. Whenever adults were involved in the interactions they tended to dominate and control the verbal exchanges, mainly through the questions they asked. This adult dominance was most extreme in the teacher-child interactions, where the child did little else but answer the teacher’s questions, which were mainly of the memory-recall, simple opinion, or comprehension types. Children showed, however, in the exchanges involving only their peers, that they were capable of using most of the various types of verbal behaviour used by the adults. 
Supplementary analysis indicated that verbal sequences tended to be simple, in that few moves were used and these were generally very short consisting of one or two utterances. The study provided detailed descriptions of children’s language behaviour in a range of situations and the types of happenings and events that were of personal significance to those involved. In addition, the results of the study highlighted the importance of taking due cognizance of the interpersonal factors operating in interaction situations, and the influence these appear to exert on the language which participants (particularly children) were able, and were in fact allowed by the situation, to use.

year: 1977

title: Designing a low cost solar collector system for process industry applications

authors: Anderson, Timothy Nicholas

subjects: New Zealand

abstract: New Zealand is a large producer and processor of primary products and has a climate with high levels of solar radiation. However, the use of solar energy for heating and cooling in the processing industries has received limited attention. 
For this study, the design of a low cost solar collector is analysed and discussed. Furthermore, the methods for integrating the collector into water heating and cooling systems in a hypothetical processing environment are examined. An F-Chart analysis is used to simulate the performance of large-area arrays of the solar collector and to determine its potential contribution to heating and cooling loads. 
The study shows that for a storage-based system, the contribution of solar energy is determined mainly by the collector area to storage volume ratio. It is suggested that this low cost collector could make a significant contribution to energy use in processing plants and may be an attractive future technology.

text: Designing a low cost solar collector system for process industry applications New Zealand is a large producer and processor of primary products and has a climate with high levels of solar radiation. However, the use of solar energy for heating and cooling in the processing industries has received limited attention. 
For this study, the design of a low cost solar collector is analysed and discussed. Furthermore, the methods for integrating the collector into water heating and cooling systems in a hypothetical processing environment are examined. An F-Chart analysis is used to simulate the performance of large-area arrays of the solar collector and to determine its potential contribution to heating and cooling loads. 
The study shows that for a storage-based system, the contribution of solar energy is determined mainly by the collector area to storage volume ratio. It is suggested that this low cost collector could make a significant contribution to energy use in processing plants and may be an attractive future technology.

year: 2008

title: Ngā kura a Hineteiwaiwa: The embodiment of Mana Wahine in Māori fibre Arts

authors: Campbell, Donna

subjects: Mana Wahine

abstract: Imagine you are on a continuum of past present and future, in the present while connected to the past and creating for the future. Kairaranga  are constantly in this experience through engaging with the materiality of the practices of raranga and raranga whatu.  
The key focus of this thesis is to provide theoretical discussion of the raranga and whatu practices that are the creative component of this doctoral research.  The theories that inform the analysis are Kaupapa Māori and Mana Wahine both of which, like raranga, are organic to this place, Aotearoa , and have grown as descendants of Papatūānuku  and Ranginui . The connection between these theories and the creative practices of raranga and whatu form a cultural praxis through which I argue enables the transformative power of raranga and whatu practices.  This too is the essence of Te Whare Pora, a weaving house that embraces kairaranga both conceptually and materially and which provides the approach to the project. Te Whare Pora is a place of knowledge and a place of practice. Like Kaupapa Māori and Mana Wahine theories it is a cultural form and expression of praxis. As kairaranga we create taonga  informed by the creative genius of our tūpuna  from the native plants of the land. These ageless practices and the taonga we create are permeated with our own present realities. The taonga then carry this tūpuna knowledge into the future in multiple forms. To highlight this, I explore a range of practices that exemplify raranga and raranga whatu as cultural embodiment.  This is articulated through notions of raranga as an expression of cultural bodies of knowledge, creative practice and regenerative praxis that span the past, present and future.  As such, this thesis is an expression of the creative journey of theory and practice inspired by tūpuna knowledge in the art forms of raranga and raranga whatu. The practices of raranga and raranga whatu not only transform the materials the kairaranga is using, but also the kairaranga themselves. These practices become self-affirming, culturally affirming and ultimately decolonizing.

text: Ngā kura a Hineteiwaiwa: The embodiment of Mana Wahine in Māori fibre Arts Imagine you are on a continuum of past present and future, in the present while connected to the past and creating for the future. Kairaranga  are constantly in this experience through engaging with the materiality of the practices of raranga and raranga whatu.  
The key focus of this thesis is to provide theoretical discussion of the raranga and whatu practices that are the creative component of this doctoral research.  The theories that inform the analysis are Kaupapa Māori and Mana Wahine both of which, like raranga, are organic to this place, Aotearoa , and have grown as descendants of Papatūānuku  and Ranginui . The connection between these theories and the creative practices of raranga and whatu form a cultural praxis through which I argue enables the transformative power of raranga and whatu practices.  This too is the essence of Te Whare Pora, a weaving house that embraces kairaranga both conceptually and materially and which provides the approach to the project. Te Whare Pora is a place of knowledge and a place of practice. Like Kaupapa Māori and Mana Wahine theories it is a cultural form and expression of praxis. As kairaranga we create taonga  informed by the creative genius of our tūpuna  from the native plants of the land. These ageless practices and the taonga we create are permeated with our own present realities. The taonga then carry this tūpuna knowledge into the future in multiple forms. To highlight this, I explore a range of practices that exemplify raranga and raranga whatu as cultural embodiment.  This is articulated through notions of raranga as an expression of cultural bodies of knowledge, creative practice and regenerative praxis that span the past, present and future.  As such, this thesis is an expression of the creative journey of theory and practice inspired by tūpuna knowledge in the art forms of raranga and raranga whatu. The practices of raranga and raranga whatu not only transform the materials the kairaranga is using, but also the kairaranga themselves. These practices become self-affirming, culturally affirming and ultimately decolonizing.

year: 2019