title: After the education disciplines: teaching theory on-line.

authors: Middleton, Sue

subjects: education

abstract: Like all social theorising, the academic study of education is 'reflexive'- complicated by the fact of our immersion in it. This paper discusses an on-line version of an undergraduate teacher-education course, 'Social Issues in New Zealand Education,' that is designed to teach its students how to do such 'situated' educational theorising. Consistent with this theme, the paper is written as a stream-of-consciousness narrative. In an attempt to fix in print the 'counterpoint' of pedagicical theorising in general, as well as more specifically in an on-line setting, it is episodic in structure - more like the lateral leaps of hypertext than the disciplined hierarchies of headings characteristic of the linearity of conventional academic argument. It falls into three parts. The first introduces the online virtual classroom environment in which the teaching takes place. Part two locates the course within more general epistemological issues confronting designers of education (foundations) courses in pre-service teaching degrees in the twenty-first century. In Part three, the syllabus of the course is outlined. The paper concludes with examples of students doing 'situated' educational theorising as they engage with course readings and assignments. Through this multi-layered account, I raise for discussion some broad questions about pedagogy in educational foundations courses in today's environment.

text: After the education disciplines: teaching theory on-line. Like all social theorising, the academic study of education is 'reflexive'- complicated by the fact of our immersion in it. This paper discusses an on-line version of an undergraduate teacher-education course, 'Social Issues in New Zealand Education,' that is designed to teach its students how to do such 'situated' educational theorising. Consistent with this theme, the paper is written as a stream-of-consciousness narrative. In an attempt to fix in print the 'counterpoint' of pedagicical theorising in general, as well as more specifically in an on-line setting, it is episodic in structure - more like the lateral leaps of hypertext than the disciplined hierarchies of headings characteristic of the linearity of conventional academic argument. It falls into three parts. The first introduces the online virtual classroom environment in which the teaching takes place. Part two locates the course within more general epistemological issues confronting designers of education (foundations) courses in pre-service teaching degrees in the twenty-first century. In Part three, the syllabus of the course is outlined. The paper concludes with examples of students doing 'situated' educational theorising as they engage with course readings and assignments. Through this multi-layered account, I raise for discussion some broad questions about pedagogy in educational foundations courses in today's environment.

year: 2003

title: The challenge of integrating non-continuous processes-milk powder plant case study

authors: Atkins, Martin John

subjects: milk production

abstract: The integration of non-continuous processes such as a milk powder plant present a challenge for existing process integration techniques. Current techniques are generally based on steady and continuous operation which for some industries is not the case. Milk production varies considerably during the year as dairy cows in New Zealand are grazed on pasture, which affects the scheduling and operation of plants on site. The frequency and duration of cleaning cycles and non-productive operating states can have a major affect on energy demand and the availability of heat sources and heat sinks. In this paper the potential for indirect heat transfer between the several plants using a heat recovery loop and stratified tank at a typical New Zealand dairy factory is investigated. The maximum amount of heat recovery is calculated for a range of recirculation loop temperatures. The maximum amount of heat recovery can be increased considerably if the temperature of the hot fluid in the recirculation loop is varied depending on which condition the site is operating under.

text: The challenge of integrating non-continuous processes-milk powder plant case study The integration of non-continuous processes such as a milk powder plant present a challenge for existing process integration techniques. Current techniques are generally based on steady and continuous operation which for some industries is not the case. Milk production varies considerably during the year as dairy cows in New Zealand are grazed on pasture, which affects the scheduling and operation of plants on site. The frequency and duration of cleaning cycles and non-productive operating states can have a major affect on energy demand and the availability of heat sources and heat sinks. In this paper the potential for indirect heat transfer between the several plants using a heat recovery loop and stratified tank at a typical New Zealand dairy factory is investigated. The maximum amount of heat recovery is calculated for a range of recirculation loop temperatures. The maximum amount of heat recovery can be increased considerably if the temperature of the hot fluid in the recirculation loop is varied depending on which condition the site is operating under.

year: 2009

title: Telling “Us” in the “Days Destined to You: Response Life-Telling: Indigenous Oral Autobiography and the Performance of Relation

authors: Mahuika, Nepia

subjects: Arts & Humanities

abstract: This “tau-utuutu” (responsive) protocol feels familiar to me.² My turn to speak, to respond, to share in a conversation with Warren Cariou’s stimulating essay on “Life-Telling,” Indigenous autobiography, and Dovie Thomason. It reminds me of how life-telling, orality, and history, interweave and work in my tribal universe. At home, we take turns speaking. We inherit our words, we respond, carve, and weave new narratives—make them ours. Where I come from, lives are frequently “told,” sung, cried, carved, and performed, through tribal conversations, a chorus of textured tones, sometimes in a grand debate within which our personal and collective pasts, presents, and futures converge and diverge.³ I am glad, then, to be invited, to add my voice to this present discussion. It feels natural . . . normal . . . Native.

text: Telling “Us” in the “Days Destined to You: Response Life-Telling: Indigenous Oral Autobiography and the Performance of Relation This “tau-utuutu” (responsive) protocol feels familiar to me.² My turn to speak, to respond, to share in a conversation with Warren Cariou’s stimulating essay on “Life-Telling,” Indigenous autobiography, and Dovie Thomason. It reminds me of how life-telling, orality, and history, interweave and work in my tribal universe. At home, we take turns speaking. We inherit our words, we respond, carve, and weave new narratives—make them ours. Where I come from, lives are frequently “told,” sung, cried, carved, and performed, through tribal conversations, a chorus of textured tones, sometimes in a grand debate within which our personal and collective pasts, presents, and futures converge and diverge.³ I am glad, then, to be invited, to add my voice to this present discussion. It feels natural . . . normal . . . Native.

year: 2016