title: A typical meteorological year for energy simulations in Hamilton, New Zealand

authors: Anderson, Timothy Nicholas

subjects: typical meteorological year

abstract: Typical Meteorological Year (TMY) data is used extensively in building energy simulations and solar energy analysis. TMY data for New Zealand, however, is relatively limited and no such data existed for Hamilton.
Ten years of hourly meteorological data was analysed, and a TMY was developed. Simulations using the TMY data were conducted to determine the performance of a solar pool-heating system. It was found that the TMY was able to predict the annual performance of this system to within 2% of the long-term mean. It is intended that this TMY could be used to perform simulations on building energy use and solar heating systems in Hamilton.

text: A typical meteorological year for energy simulations in Hamilton, New Zealand Typical Meteorological Year (TMY) data is used extensively in building energy simulations and solar energy analysis. TMY data for New Zealand, however, is relatively limited and no such data existed for Hamilton.
Ten years of hourly meteorological data was analysed, and a TMY was developed. Simulations using the TMY data were conducted to determine the performance of a solar pool-heating system. It was found that the TMY was able to predict the annual performance of this system to within 2% of the long-term mean. It is intended that this TMY could be used to perform simulations on building energy use and solar heating systems in Hamilton.

year: 2007

title: Beginning the day with the IWB in an early childhood classroom

authors: Harlow, Ann

subjects: interactive whiteboard

abstract: There is a substantial demand in New Zealand for professional learning opportunities to help early years’ teachers to make use of ICT for teaching and learning (Harlow, Cowie and Jones, 2008), and where interactive whiteboards (IWBs) are increasingly being purchased by schools as instructional technologies. This paper reports on the findings of a researcher who was invited by a teacher in a small rural school in New Zealand to describe and understand the use of an IWB with young children aged five to six years. In this paper, the role of the IWB to enhance learning particularly in the use of language, symbols and texts is examined. The research involved collecting data from intensive classroom observation over a week using video and audio recordings as well as student and teacher interviews. Data were analysed using a framework developed by Kennewell and Beauchamp (2007), who identified how teachers used features of ICT/IWBs to enhance learning. The findings indicate that it was the way the teacher integrated the IWB into her pedagogy to improve the learning activities that made the IWB such an effective tool in this classroom.

text: Beginning the day with the IWB in an early childhood classroom There is a substantial demand in New Zealand for professional learning opportunities to help early years’ teachers to make use of ICT for teaching and learning (Harlow, Cowie and Jones, 2008), and where interactive whiteboards (IWBs) are increasingly being purchased by schools as instructional technologies. This paper reports on the findings of a researcher who was invited by a teacher in a small rural school in New Zealand to describe and understand the use of an IWB with young children aged five to six years. In this paper, the role of the IWB to enhance learning particularly in the use of language, symbols and texts is examined. The research involved collecting data from intensive classroom observation over a week using video and audio recordings as well as student and teacher interviews. Data were analysed using a framework developed by Kennewell and Beauchamp (2007), who identified how teachers used features of ICT/IWBs to enhance learning. The findings indicate that it was the way the teacher integrated the IWB into her pedagogy to improve the learning activities that made the IWB such an effective tool in this classroom.

year: 2010

title: Bicultural challenges for educational professionals in Aotearoa

authors: Glynn, Ted

abstract: As educational professionals in New Zealand at the approach of the twenty-first century, some 158 years after the Treaty of Waitangi, we face some major challenges in examining our bicultural goals and achievements. In this paper I explore some of these goals and achievements which I believe must be addressed in our pedagogical practice and in our educational research.

text: Bicultural challenges for educational professionals in Aotearoa As educational professionals in New Zealand at the approach of the twenty-first century, some 158 years after the Treaty of Waitangi, we face some major challenges in examining our bicultural goals and achievements. In this paper I explore some of these goals and achievements which I believe must be addressed in our pedagogical practice and in our educational research.

year: 2015