New Zealand Maori and European mothers and their 3-year-old children: Interactive behaviors in pre-school settings

1986 ◽  
Vol 7 (4) ◽  
pp. 373-382 ◽  
Author(s):  
Valerie N. Podmore ◽  
Ross St. George
Keyword(s):  
New Zealand ◽  
School Settings ◽  
Interactive Behaviors

scholarly journals Research work as curriculum work in New Zealand early childhood settings: What should be taught and learned?

2015 ◽  
Vol 6 (2) ◽  
pp. 103-117 ◽  
Author(s):  
Alexandra C. Gunn
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Policy Implementation ◽  
Research Work ◽  
Early Years ◽  
Curriculum Policy ◽  
Childhood Education ◽  
School Settings ◽  
Research In Education ◽  
Early Childhood Settings

Abstract This article draws from experiences in an ongoing study of children’s narrative competence in the early years across early childhood education and school settings. Focusing on the research as it is being conducted in the early childhood context (a kindergarten), the paper inquires into what it means to do research in education settings where curriculum is constituted as everything that happens there, and principles of curriculum demand empowering, responsive and reciprocal, inclusive and holistic practices. Questions of research ethics, children’s rights to assent or dissent to participate, to learn about the findings and consequences of the research, and to have the research recognised as curriculum experience are raised. Sitting at the intersection of research work and pedagogical/curriculum work the paper explores lessons from New Zealand of striving towards a fuller curriculum policy implementation and of addressing demands for ethical research practices with children who are very young.

scholarly journals Construyendo escuelas resilientes: La educación flexible, la integración y la COVID-19

2021 ◽  
pp. 211
Author(s):  
Ana García-Díaz
Keyword(s):  
New Zealand ◽  
Digital Divide ◽  
School System ◽  
Legal Status ◽  
Educational Institutions ◽  
School Settings ◽  
Inclusive Schools ◽  
Resilient Response ◽  
Digital Gap ◽  
Governmental Response

The paper seeks to show the importance alternative pedagogical methods had when trying to reopen schools on-site and online. Resilient schools were not created in this pandemic. In previous natural disasters, educational institutions needed to used online resources to maintain schools open. A literature review is presented, aiming for answers on inclusion in flexible school settings, solutions for the digital divide and different responses to the crisis produced by the COVID-19 pandemic. Thus, Australia and New Zealand cases are presented, as well as introducing the flexischooling phenomenon and the digital divide. Both Australia and New Zealand recognise the rights for families to homeschool or to take children to alternative educational institutions, therefore, is legal. In the pair, it is observed how this legal status of alternative educational options both online and flexible, has strengthened the governmental response on closing the digital gap. Therefore, their reaction when lockdowns were ruled was significantly fast, especially in New Zealand. In conclusion, the article offers an interesting debate on the need for on-site education or flexibility when creating inclusive schools and critical thinkers, presenting both sides of the conversation. Lastly, it is highlighted the need to upgrade the school system to enhance a resilient response in future crisis.

scholarly journals Funds of Knowledge: An examination of theoretical frameworks

2012 ◽  
Vol 21 ◽  
Author(s):  
Linda Hogg
Keyword(s):  
Social Justice ◽  
New Zealand ◽  
Critical Theory ◽  
Systems Theory ◽  
Learning Theory ◽  
Funds Of Knowledge ◽  
Cultural Learning ◽  
Theoretical Frameworks ◽  
School Settings ◽  
The Difference

This review of funds of knowledge (FoK) literature relating to school settings analysed the conceptual bases reported in fifty texts. Findings reveal diverse theoretical frameworks, including socio-cultural learning theory, critical theory, hybridity theory, systems theory, and the difference theory of caring. Findings regarding links between key theories and the FoK concept are presented. The paper relates FoK work to social justice issues in New Zealand schooling, and discusses issues arising from the diverse theoretical frameworks within which FoK work is situated. Identification of theoretical frameworks is recommended to enhance richness, depth of thinking, and opportunities for transformation in future discourse.

Fractures in New Zealand Elementary School Settings

2007 ◽  
Vol 77 (1) ◽  
pp. 36-40 ◽  
Author(s):  
Christine M. Rubie-Davies ◽  
Michael A. R. Townsend
Keyword(s):  
Elementary School ◽  
New Zealand ◽  
School Settings

Magellanic Cloud Eclipsing Binaries: Primary Distance Indicators

1999 ◽  
Vol 190 ◽  
pp. 563-566
Author(s):  
J. D. Pritchard ◽  
W. Tobin ◽  
J. V. Clausen ◽  
E. F. Guinan ◽  
E. L. Fitzpatrick ◽  
...  
Keyword(s):  
New Zealand ◽  
Magellanic Cloud ◽  
Eclipsing Binaries ◽  
Fundamental Parameters ◽  
Distance Indicators

Our collaboration involves groups in Denmark, the U.S.A. Spain and of course New Zealand. Combining ground-based and satellite (IUEandHST) observations we aim to determine accurate and precise stellar fundamental parameters for the components of Magellanic Cloud Eclipsing Binaries as well as the distances to these systems and hence the parent galaxies themselves. This poster presents our latest progress.

Heat-Etching with a Bullivant Type II Simple Freeze-Cleave Device

1970 ◽  
Vol 28 ◽  
pp. 106-107 ◽  
Author(s):  
Ronald S. Weinstein ◽  
N. Scott McNutt
Keyword(s):  
New Zealand ◽  
General Hospital ◽  
Massachusetts General Hospital ◽  
Type I ◽  
Type Ii ◽  
Collaborative Effort ◽  
Temperature And Pressure ◽  
The University

The Type I simple cold block device was described by Bullivant and Ames in 1966 and represented the product of the first successful effort to simplify the equipment required to do sophisticated freeze-cleave techniques. Bullivant, Weinstein and Someda described the Type II device which is a modification of the Type I device and was developed as a collaborative effort at the Massachusetts General Hospital and the University of Auckland, New Zealand. The modifications reduced specimen contamination and provided controlled specimen warming for heat-etching of fracture faces. We have now tested the Mass. General Hospital version of the Type II device (called the “Type II-MGH device”) on a wide variety of biological specimens and have established temperature and pressure curves for routine heat-etching with the device.

A Cytochemical Study of Glucose-6-Phosphatase (G-6-PASE) in Cells Participating in Atherogenesis of Rabbit Aorta

1975 ◽  
Vol 33 ◽  
pp. 460-461
Author(s):  
Sidney D. Kobernick ◽  
Edna A. Elfont ◽  
Neddra L. Brooks
Keyword(s):  
Lipid Metabolism ◽  
New Zealand ◽  
Aortic Wall ◽  
Rabbit Aorta ◽  
Plaque Formation ◽  
Metabolic Changes ◽  
Atherosclerotic Plaques ◽  
Cytochemical Study ◽  
Cellular Alteration ◽  
New Zealand White Rabbits

This cytochemical study was designed to investigate early metabolic changes in the aortic wall that might lead to or accompany development of atherosclerotic plaques in rabbits. The hypothesis that the primary cellular alteration leading to plaque formation might be due to changes in either carbohydrate or lipid metabolism led to histochemical studies that showed elevation of G-6-Pase in atherosclerotic plaques of rabbit aorta. This observation initiated the present investigation to determine how early in plaque formation and in which cells this change could be observed.Male New Zealand white rabbits of approximately 2000 kg consumed normal diets or diets containing 0.25 or 1.0 gm of cholesterol per day for 10, 50 and 90 days. Aortas were injected jin situ with glutaraldehyde fixative and dissected out. The plaques were identified, isolated, minced and fixed for not more than 10 minutes. Incubation and postfixation proceeded as described by Leskes and co-workers.

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