title: Implementing digital technology in the New Zealand Curriculum

authors: Fox-Turnbull, Wendy

subjects: Digital technologies;

abstract: This article initially reviews literature that argues for a place for digital technologies in the curriculum. Understanding of and competency in developing digital technologies is becoming an increasingly debated topic around the world. Areas of debate include where and when key components of digital literacy such as computational thinking, computer science, programming, and coding should be learned. This article argues for the inclusion of digital technologies in the curriculum and more specifically within the technology curriculum. A case study of the decision-making process of New Zealand as it moves to include digital technologies into The New Zealand Curriculum in subsequently presented. An account of the processes undertaken by the New Zealand Ministry of Education to include and implement digital technologies in technology education is presented. Finally, it offers a cautionary warning about two potential risks as New Zealand enters the implementation phase of its new digital technologies curriculum

text: Implementing digital technology in the New Zealand Curriculum This article initially reviews literature that argues for a place for digital technologies in the curriculum. Understanding of and competency in developing digital technologies is becoming an increasingly debated topic around the world. Areas of debate include where and when key components of digital literacy such as computational thinking, computer science, programming, and coding should be learned. This article argues for the inclusion of digital technologies in the curriculum and more specifically within the technology curriculum. A case study of the decision-making process of New Zealand as it moves to include digital technologies into The New Zealand Curriculum in subsequently presented. An account of the processes undertaken by the New Zealand Ministry of Education to include and implement digital technologies in technology education is presented. Finally, it offers a cautionary warning about two potential risks as New Zealand enters the implementation phase of its new digital technologies curriculum

year: 2018

title: Use of LA-ICP-MS to analyse dental enamel in order to locate the geographical origin of teeth

authors: Cameron, Nicola

subjects: enamel

abstract: The investigation reported here involved the analysis of possum tooth samples by Laser Ablation-Inductively Coupled Plasma-Mass Spectrometry (LA-ICP-MS) to determine whether or not the data obtained from the elemental composition of the dental enamel was sufficient to differentiate samples according to their geographical origin. The possum jaws were processed, and the teeth removed and cleaned and mounted on slides before analyses could be carried out. A LA-ICP-MS method was developed in order to obtain data for the tooth enamel. This involved optimising specific laser parameters, such as laser spot size, laser power, and acquisition time. It was also essential to determine the best calibration standard for the project, which proved to be NIST 612. Data was collected from samples from across ten different regions. The data was statistically analysed by Principal component analysis (PCA) and Linear Discriminant Analysis (LDA). It was found that some regions overlapped in the PCA, meaning they could not be 100% separated however, many regions could be distinguished, and it was determined, by that using LDA, 75.75% of the samples could be correctly grouped into their regions of origin. A further analysis was conducted once several regions were removed (for historical or statistical reasons), which greatly improved the results. 82.9% of the samples could be placed into their region of origin.

text: Use of LA-ICP-MS to analyse dental enamel in order to locate the geographical origin of teeth The investigation reported here involved the analysis of possum tooth samples by Laser Ablation-Inductively Coupled Plasma-Mass Spectrometry (LA-ICP-MS) to determine whether or not the data obtained from the elemental composition of the dental enamel was sufficient to differentiate samples according to their geographical origin. The possum jaws were processed, and the teeth removed and cleaned and mounted on slides before analyses could be carried out. A LA-ICP-MS method was developed in order to obtain data for the tooth enamel. This involved optimising specific laser parameters, such as laser spot size, laser power, and acquisition time. It was also essential to determine the best calibration standard for the project, which proved to be NIST 612. Data was collected from samples from across ten different regions. The data was statistically analysed by Principal component analysis (PCA) and Linear Discriminant Analysis (LDA). It was found that some regions overlapped in the PCA, meaning they could not be 100% separated however, many regions could be distinguished, and it was determined, by that using LDA, 75.75% of the samples could be correctly grouped into their regions of origin. A further analysis was conducted once several regions were removed (for historical or statistical reasons), which greatly improved the results. 82.9% of the samples could be placed into their region of origin.

year: 2011

title: A critical race analysis of Māori representation in university strategic documents in Aotearoa New Zealand

authors: Waitoki, Waikaremoana

subjects: critical race theory

abstract: Following the recent claims lodged at two universities in Aotearoa New Zealand alleging the existence of racism, there has been scepticism towards the professed commitments by universities to create an inclusive and safe environment for Indigenous Māori. As a Kaupapa Māori-informed study, we (a group of Māori and Tauiwi scholars) employed tenets of Critical Race Theory to examine how the representation of Māori is racialised and subordinated in university strategic documents. We located five predominant discourses portraying different mechanisms that reify whiteness in university practices such as the selective interpretation of Te Tiriti articles, targeted recruitment of Māori, framing of Māori as dependent on the Crown to succeed, commodification of mātauranga Māori, and avoidance of conversations about structural racism, colonisation, and racial equity. Our findings suggest that university strategic goal statements need to incorporate a critical race analysis, or else risk perpetuating practices that fall short of challenging the status quo.

text: A critical race analysis of Māori representation in university strategic documents in Aotearoa New Zealand Following the recent claims lodged at two universities in Aotearoa New Zealand alleging the existence of racism, there has been scepticism towards the professed commitments by universities to create an inclusive and safe environment for Indigenous Māori. As a Kaupapa Māori-informed study, we (a group of Māori and Tauiwi scholars) employed tenets of Critical Race Theory to examine how the representation of Māori is racialised and subordinated in university strategic documents. We located five predominant discourses portraying different mechanisms that reify whiteness in university practices such as the selective interpretation of Te Tiriti articles, targeted recruitment of Māori, framing of Māori as dependent on the Crown to succeed, commodification of mātauranga Māori, and avoidance of conversations about structural racism, colonisation, and racial equity. Our findings suggest that university strategic goal statements need to incorporate a critical race analysis, or else risk perpetuating practices that fall short of challenging the status quo.

year: 2024