http://hdl.handle.net/10092/457 2013-06-19T00:01:14Z 2013-06-19T00:01:14Z Skerrett, M. http://hdl.handle.net/10092/7875 2013-06-18T23:06:40Z 2012-01-01T00:00:00Z

Title: Deterritorialising geopolitical spaces and challenging neoliberal conditions through language revernacularisation in Kohanga Reo Authors: Skerrett, M. Abstract: This article explores some of the influences shaping early childhood Mäori language education in Aotearoa New Zealand. By drawing on Garcia’s socio- historical stages of language orientation it parallels Mäori language socio- historical developments and the linguistic conditions within which Mäori language regeneration efforts reside. Also drawing on Waitangi Tribunal findings these are juxtaposed as developments in Mäori language education. In the New Zealand context, public policy has been slow to keep up with the pace of change, much less support or work with these flax-roots movements. Referred to as “leaden- footed”, the slow pace of Crown response and responsibility has stymied advancements. The difficulties associated with these movements are typically politically constructed problems, not linguistic. Controversy exists where there is misinformation about the nature of languages and what constitutes bilingual education. In the New Zealand context, education (spanning both the non- compulsory and compulsory sectors) has been dominated by monolingual English policies and practices. Debate still rages about whether Mäori, one of the two official written and spoken languages, should be compulsory in schools. It is argued here that it should. Description: MAI Journal is an open access journal that publishes multidisciplinary peer-reviewed articles around indigenous knowledge and development in the context of Aotearoa New Zealand.

2012-01-01T00:00:00Z Hodgson, C.I. Draper, N. McMorris, T. Jones, G. Fryer, S. Coleman, I. http://hdl.handle.net/10092/7874 2013-06-18T22:57:51Z 2009-01-01T00:00:00Z

Title: Perceived anxiety and plasma cortisol concentrations following rock climbing with differing safety-rope protocols Authors: Hodgson, C.I.; Draper, N.; McMorris, T.; Jones, G.; Fryer, S.; Coleman, I. Abstract: Objectives: To examine how different safety rope protocols impact on subjective anxiety and self confidence levels and plasma cortisol concentrations and the relationship between subjective states and cortisol during rock climbing. Methods: Participants (n = 12) were tested in three climbing conditions that were designed to invoke low, moderate and high physical and mental stress. Plasma cortisol concentrations were collected pre and post climbing and participants reported subjective anxiety and self confidence states for each climb. Results: Repeated measures analysis of variances showed significant differences between conditions for somatic anxiety (F2, 22 = 7.74, p = .009), self confidence (F2, 22 = 9.52, p = .001) and change in plasma cortisol concentration (F2, 22 = 3.71, p = .041). Pre planned polynomial comparisons showed these were linear effects somatic anxiety was higher in the higher stress conditions whilst self confidence was lower. Plasma cortisol concentration change was also linear Regression analyses showed cubic relationships between plasma cortisol concentration and cognitive anxiety (R2 = .452), self-confidence (R2 = .281) and somatic anxiety (R2 = .268). Conclusions: There is a relationship between plasma cortisol concentration and subjective anxiety and self-confidence states during rock climbing. Changes in the way the safety rope is organised can impact on anxiety, cortisol concentration and self-confidence during rock climbing.

2009-01-01T00:00:00Z Hay, Malcolm John http://hdl.handle.net/10092/7873 2013-06-18T22:17:00Z 2013-01-01T00:00:00Z

Title: Developing Effective Online Resources to Encourage Student Engagement in Carpentry Theory: A case study of High School Carpentry students in a blended learning environment Authors: Hay, Malcolm John Abstract: This case study examines some key factors that influence student engagement in a blended learning environment, in particular, when using interactive online resources to learn Carpentry theory. The participants were volunteers from two parallel classes of secondary school students working toward Level 1 Building Construction and Allied Trade Skills Certificate designed for secondary schools by the Building Construction Industry Training Organisation. The participant researcher was also the teacher for both classes. Data in this case study was collected by observation, reflective journal writing, student records, group discussion and analysis of student course results. It showed that the students responded positively to the blended classroom environment and the interactive online resources developed by the researcher for this study. The blended learning environment in the classroom increased student participation, aided classroom management, and more than halved the time needed for both classes to finish the Instrumental Drawing Unit Standard 7502 while the interactive online resources enhanced student engagement and achievement in other areas of their theory. Students responded positively to the automated formative feedback and were encouraged by knowing their results instantly; working to gain top results and correct answers rather than just completing an activity by filling in the blanks. A competitive element was introduced by integrating a timer into the resources. Challenges encountered included limited access to computers and the necessity for students to share computers, a network failure which made the online resources unavailable for an extended period, and storage problems for the online resources to allow them to be accessed from the online learning environment at school and at home. This study concluded that technology can enable teachers to enhance their teaching and enrich the student learning environment through the introduction of a variety of media. Students still depended on face-to-face teacher input but, in the blended classroom environment and the online environment, the role of the teacher changed noticeably to a role of facilitator.

2013-01-01T00:00:00Z Watson, D. Christie, B. Draper, N. Minniear, T. http://hdl.handle.net/10092/7866 2013-06-17T12:30:17Z 1999-01-01T00:00:00Z

Title: An international overview of out-of-school physical activity levels of students Authors: Watson, D.; Christie, B.; Draper, N.; Minniear, T.

1999-01-01T00:00:00Z