WINSTON BROWN - Academia.edu (original) (raw)
Papers by WINSTON BROWN
Nuclear power plants took on increased restrictions on radioactive waste material after the Three... more Nuclear power plants took on increased restrictions on radioactive waste material after the Three Mile Island accident in 1979. The DPRI (Electric Power Research Institute) underwent an in depth research program to investigate fission behavior in severe accident scenarios. The EPRI program included experiments to obtain fundamental data and the development of computer-based models. After the accident, many international organizations got involved in similar research programs. In the study it will show what happened on Three Mile Island and the new safety precautions that have revolutionized the new standards for nuclear power plants.https://dc.swosu.edu/rf_2016/1045/thumbnail.jp
The Journal of Solid Waste Technology and Management, 2019
He Pukenga Korero, Aug 18, 2013
He Whakarapopoto Ko tēnei tuhinga whakapae he mea whakaatu tuatahi ki te Kaupapa Rangahau Mataura... more He Whakarapopoto Ko tēnei tuhinga whakapae he mea whakaatu tuatahi ki te Kaupapa Rangahau Matauranga o Amerikana o huimanga. Ko te pūtake o tēnei huimanga, ko ngā uara mete mātāpono ki roto i ngā kaupapa rangahau e tirohia ai e noho hāngai ana ki te kaupapa o te rangahau ngā kitenga ki roto i ngā mahi kaupapa motuhake tiaki mā ngā tauira Māori kei roto i ngā Kura Kaupapa o Aotearoa. Ko te hiringa matua mō te kohikohi i ngā kōrero ahurea kawhakamāramatia me ōnā hononga ka whakamāramatia. Ko tā tēnei rangahau i kite, ahakoa anō ngā kaupapa mātauranga e whakaatu ana kia ōrite te manaaki, tuku rātonga āwhina ki ngā taitamariki e hiahia ana i te mātāpono mātauranga mā rātau, ko ngā tamariki kei roto i ngā Kura Kaupapa Māori kāre i te tau tika aua rātonga āwhina mātauranga mua rātau. Ko te pūtake i pēnei ai kāre i te tae pai atu aua kōrero, he kaiā te wā whakatutuki i aua mahi, mete kore e maha ngā kaupapa ahurea, tāngata tōtika ki roto i aua kaupapa āwhina. Ko te rārangi kōrero e kī ana ko te tino pūtake, uara o te rangahau, ēhara ma te nui, wāriu ki ngā kairangahau me ngā taurite, ēngari ko rātau e noho mai rā i roto i ngā tūranga kei te kite i ēnei kaupapa rangahau hei tuku āwhina, rawa ki ērā kei te "rangahautia." Abstract This article explores value and validity in research as it relates to the methodology and findings of research into special education provisions for Māori learners in total immersion schools in Aotearoa/New Zealand. The process involved in gathering culturally valid data is described and related issues are discussed. The research found that, despite a new national special education policy aimed at providing equitable services to all children with special needs, Māori students in total immersion schools were not being adequately provided for. This was due to ineffective infmmation dissemination, time-consuming referral procedures and a widespread shortage of culturally appropriate provisions and culturally competent special education professionals. The contention is made that ultimately the value of research findings is determined not by their importance and usefulness to researchers and participants but rather by whether those in power use the findings to benefit the researched.
Similar to many other ethnic minority groups throughout the world, Maori learners with special ne... more Similar to many other ethnic minority groups throughout the world, Maori learners with special needs are over-represented in Special Education. One of the briefs of the Special Education 2000 Research was to investigate whether these Maori learners with special needs were being adequately provided for by the new policy initiatives. This question was posed to Maori parents, teachers in mainstream early childhood centres and schools and to teachers and whanau (extended family) members in kohanga reo and kura kaupapa Maori (total immersion early childhood centres and schools). Based on the data from this research the presenter will discuss the specific needs of Maori learners with special needs both in mainstream and total immersion contexts and the degree to which these needs are being met. The research showed that policy initiatives vary in their effectiveness for Maori, the least effective being the Severe Behaviour Initiative which is the area of greatest Maori representation. A variety of challenges teachers face in providing for Maori learners with special needs will be presented and some suggestions for meeting these challenges will be made.
Nuclear power plants took on increased restrictions on radioactive waste material after the Three... more Nuclear power plants took on increased restrictions on radioactive waste material after the Three Mile Island accident in 1979. The DPRI (Electric Power Research Institute) underwent an in depth research program to investigate fission behavior in severe accident scenarios. The EPRI program included experiments to obtain fundamental data and the development of computer-based models. After the accident, many international organizations got involved in similar research programs. In the study it will show what happened on Three Mile Island and the new safety precautions that have revolutionized the new standards for nuclear power plants.https://dc.swosu.edu/rf_2016/1045/thumbnail.jp
The Journal of Solid Waste Technology and Management, 2019
He Pukenga Korero, Aug 18, 2013
He Whakarapopoto Ko tēnei tuhinga whakapae he mea whakaatu tuatahi ki te Kaupapa Rangahau Mataura... more He Whakarapopoto Ko tēnei tuhinga whakapae he mea whakaatu tuatahi ki te Kaupapa Rangahau Matauranga o Amerikana o huimanga. Ko te pūtake o tēnei huimanga, ko ngā uara mete mātāpono ki roto i ngā kaupapa rangahau e tirohia ai e noho hāngai ana ki te kaupapa o te rangahau ngā kitenga ki roto i ngā mahi kaupapa motuhake tiaki mā ngā tauira Māori kei roto i ngā Kura Kaupapa o Aotearoa. Ko te hiringa matua mō te kohikohi i ngā kōrero ahurea kawhakamāramatia me ōnā hononga ka whakamāramatia. Ko tā tēnei rangahau i kite, ahakoa anō ngā kaupapa mātauranga e whakaatu ana kia ōrite te manaaki, tuku rātonga āwhina ki ngā taitamariki e hiahia ana i te mātāpono mātauranga mā rātau, ko ngā tamariki kei roto i ngā Kura Kaupapa Māori kāre i te tau tika aua rātonga āwhina mātauranga mua rātau. Ko te pūtake i pēnei ai kāre i te tae pai atu aua kōrero, he kaiā te wā whakatutuki i aua mahi, mete kore e maha ngā kaupapa ahurea, tāngata tōtika ki roto i aua kaupapa āwhina. Ko te rārangi kōrero e kī ana ko te tino pūtake, uara o te rangahau, ēhara ma te nui, wāriu ki ngā kairangahau me ngā taurite, ēngari ko rātau e noho mai rā i roto i ngā tūranga kei te kite i ēnei kaupapa rangahau hei tuku āwhina, rawa ki ērā kei te "rangahautia." Abstract This article explores value and validity in research as it relates to the methodology and findings of research into special education provisions for Māori learners in total immersion schools in Aotearoa/New Zealand. The process involved in gathering culturally valid data is described and related issues are discussed. The research found that, despite a new national special education policy aimed at providing equitable services to all children with special needs, Māori students in total immersion schools were not being adequately provided for. This was due to ineffective infmmation dissemination, time-consuming referral procedures and a widespread shortage of culturally appropriate provisions and culturally competent special education professionals. The contention is made that ultimately the value of research findings is determined not by their importance and usefulness to researchers and participants but rather by whether those in power use the findings to benefit the researched.
Similar to many other ethnic minority groups throughout the world, Maori learners with special ne... more Similar to many other ethnic minority groups throughout the world, Maori learners with special needs are over-represented in Special Education. One of the briefs of the Special Education 2000 Research was to investigate whether these Maori learners with special needs were being adequately provided for by the new policy initiatives. This question was posed to Maori parents, teachers in mainstream early childhood centres and schools and to teachers and whanau (extended family) members in kohanga reo and kura kaupapa Maori (total immersion early childhood centres and schools). Based on the data from this research the presenter will discuss the specific needs of Maori learners with special needs both in mainstream and total immersion contexts and the degree to which these needs are being met. The research showed that policy initiatives vary in their effectiveness for Maori, the least effective being the Severe Behaviour Initiative which is the area of greatest Maori representation. A variety of challenges teachers face in providing for Maori learners with special needs will be presented and some suggestions for meeting these challenges will be made.