Core Education

The following questions are answered: 1. How did your business start and what sustainable practices do you have? 2. How do you choose your workers and how many do you have? 3. What are the main roles that staff have and what qualifications do they need? 4. How do you transport the apples so they don't get bru5. ised? 5. How long does it take for a seed to grow into a tree and then produce apples? 6. How do you stop possums and other pests from attacking or eating your trees? 7. What kind of growing conditions do apples need to grow and what climate do they need? 8. How do you set the sale price of your apples? 9. Does the Government assist you with subsidies to get your business up and running? 10. What varieties of apples do you have?

The following questions are answered: 1. What are the differences between a normal earthquake and an Alpine Fault earthquake? 2. Will a tsunami happen if the Alpine Fault ruptures? If so, will it be different to other tsunamis? How and why? 3. How do we prepare for a one in every 300 year event? 4. Tsunamis, floods and the White Island eruption are all natural disasters. How is preparing for an Alpine Fault earthquake different to preparing for these disasters? 5. Where would be a safe place during an Alpine Fault earthquake and how can we best be prepared for one? 6. What is the anticipated radius of damage from an AF8 rupture? 7. Would a rupture of the Alpine Fault affect the weather? Would it cause other earthquakes? 8. What do you wish New Zealanders would do to be prepared?

The following questions are answered: 1. We have watched animations of P waves and S waves and I was wondering what is the formula you use to measure the distance of an earthquake epicentre from a specific point? 2. With Scientists, Geologists and Seismologists: how do their jobs differ and how do they work together on earthquakes in New Zealand? 3. I have been to Franz Josef and I was wondering what would happen to the glacier when a large earthquake comes? 4. What depth have the earthquakes on the Alpine fault been and how have they affected the landscape at Franz Josef in the past? 5. Does the depth of the P and S waves and/or the depth of an earthquake affect the time it takes the shaking to reach a certain point? Please explain. 6. When you drill into the fault line, how far down do you go; what type of rocks are you looking for and what information do they give you? 7. As the tectonic plates rub together will they eventually break apart and wear down so that in the distant future we may not have earthqu

The following questions are answered: 1. When the Earth had Pangaea as one land mass, what was the rest of the Earth 'held together' with? (we're thinking about the fact that if all the plates started there, what was the rest of the Earth made up of? If it was plates too, did they merge or meld together? 2. What makes a continent a continent? 3. Have there been any eruptions along the Alpine Fault and do you believe there could be? 4. How do you measure the highest point along the fault? 5. Can tectonic plates meld / join together? 6. What is the biggest magnitude earthquake caused by movement along the Alpine Fault? 7. How is the age of the Earth measured? 8. What is the educational pathway and skills required to become a geologist? 9. Is there such a thing as an extinct volcano? 10. What is the oldest active volcano in New Zealand?

Kia ora, talofa. Approaches to leadership, and the best way to develop as a leader, vary from person to person. CORE Education facilitators Ruta McKenzie and Justine Mason share their personal experiences working in the area of Early Years.

Kei hea te reo Māori i āianei? by

Gemma Stewart and Hana O’Regan share a kōrero on the revitalisation of te reo Māori, how this has impacted culture, historically and today. They talk about the challenges of normalising te reo, noting if you “build stepping stones with words” you can “erode the fear factor”.

“Start in your heart.” Gemma Stewart and Rebbecca Sweeney talk about the importance of knowing your “why” when learning te reo Māori. They also note that positive experiences create positive attachments, so it’s helpful to approach learning te reo “with the mindset of having fun with it”.

The following questions are answered: 1. What is the difference between GPS and GIS? 2. How can the weather affect the RCCNZ’s searches? 3. Do search and rescue use a GPS or some sort of tracking device just in case you get lost? 4. How do you train search and rescue dogs and what is the best breed for search and rescue? 5. How long does it take for a rescue dog to find someone? 6. What is your best search and rescue story? 7. How much time difference between a rescue mission and a recovery mission and do digital maps help reduce this? 8. Can you explain why maps are important in a search and rescue mission? 9. What was the free software that Karl mentioned earlier, that anyone can download and use to make their own maps? Spell it please. Notes: Google Maps is also free. Schools can also use ArcGIS for free. QGIS.

The following questions are answered by outdoor experts: 1. What is the success rate for rescues? 2. What technology do you use when there is a power cut, or no nearby electrical source? 3 Is your equipment waterproof, what else proof? 4. What equipment do you use? Vocab: Ortho-rectified aerial images 5. Do you ever save animals, do you need to use different technology for animal rescues? 6. How many rescues in a year do you make? 7. What are shifts like as a rescuer? 8. What was your worst incident and how did you know how to get there if it was a new and strange environment? 9. What technology could you use to save someone in mid-air? 10. What tech issues have you had and what did you do to overcome these? 11. What is your favourite rescue story? 12. What do you do when you end up getting in trouble? 13. Do you get a longer break after a rescue? 14. What happens when people don’t know who you are? 15. Whats your favourite type of rescue? 16. When was your last rescue? 17. What’s your most technical rescue c

The following questions are answered: 1. When you create a map how do you know things are in the right place? Vocab: Ortho-rectified aerial image. 2. What are the different types of maps, and how would each one help? 3. How do you use a compass in the right way? Vocab: Bearing. Note: Map north is different from magnetic (compass) north. 4. How do you transfer your compass bearings onto a map? 5. What is the difference between a digital map and a paper map? Vocab: Cartographic representation. 6. What are some safety precautions to take with you if you are going on a trip out bush? Other: Hydration? Leaving intentions. 7. Apart from food, medicine and water, what would be the three most and crucial pieces of equipment to take into the outdoors? Appropriate footwear - tramping boots. 8. What do you think about GPS and how useful is it when performing a search and rescue mission? 9. Is an EPerb necessary? Vocab: PLB - Personal Locator Beacon. 10. What's the best best of advice you can give to a young adult who

The following questions about tsunami are asked and answered: 1. You have called the field trip lessons from the Chathams, so what is the number one lesson that you can share with us about tsunami in Aotearoa New Zealand? 2. What mātauranga Māori can you share about natural hazards like tsunami in Aotearoa? 3. What area of Aotearoa is at most risk of tsunami and why? 4. What has been the largest tsunami to have ever hit Aotearoa and how do you know? 5. What are the best preparations that we can all make for future tsunami events? 6. How can we find out more about the natural hazards that exist in our local area? 7. What would happen if a tsunami hit a dam or something like that? 8. What causes earthquakes? 9. Countries that are most at risk of tsunami, are they leading the world in research? 10. If you are out a sea and there was a tsunami, could you dive under the tsunami? 11. What height can tsunami get up to?

'The ultimate metaverse experience? To be able to create a space of who we are.' - Alicia Ngaropo-Tuia Listen to the podcast where facilitators Alicia Ngaropo-Tuia and Karl Summerfield discuss what the metaverse is (and isn't), its potential for education and consideration around equity and safety.

The following questions from schools were answered by Andy and Susan from KiwiRail: 1. We think rail is a really safe way to get around so we are wondering why rail safety is such a big thing? 2. Andy, tell us about digital shield and how and why it was developed and how it is used? 3. Is rail safety harder to do in Aotearoa than other countries? 4. Susan, how is VR used in your work? How successful is it? 5. Andy, what other tech things are you developing for rail? 6. Susan, what else tekkie is on the horizon for your work? 7. If everything on the rail network is getting safer, what responsibility rests on individual people to keep themselves safe? 8. What have been the biggest improvements in rail safety in the last 10 years? What do you think will happen in the next 10 years? 9. We need to reduce carbon emissions to slow climate change and reduce its effects. Do you think rail has a role to play in reducing carbon emissions and in sustainability overall? 10. Andy and Susan, we guess you are big fans of

Hugh from Wellington City Council answered the following questions from students about Walking and wheeling - choosing a more active mode of transport: 1. How would you define an active mode of transport? (Are ebikes? We use our hands and feet when we drive - why is that not an active mode of transport?). Are there other similar terms we might come across that have similar meanings? 2. What examples do you have of places where active modes of transport are used a lot. Why do you think this is? 3. What about where active modes aren't used much? Why? 4. Do you use active transport yourself? What sorts, when and why? 5. What are the benefits of choosing more active modes of transport? 6. What are some of the things we need to be aware of to make active transport modes successful/safe? 7.Are active modes of transport increasing? Why/why not? 8. How have active modes of transport evolved over time? How do you see them changing in the future? 9. What are some things we can do today that could increase our own use

Aileen from Hutt City Council answered the following questions from students about Our changing streets - What our streets will look like in the future and how we might play a part in shaping how they look: 1. Can you give an example of your favourite street? Why is it your favourite? 2. And your least favourite street. Why is it? 3. Can our streets be better places? How? 4. If you were to make some changes to a street or public place, how is it decided what those changes would be? 5. What might an ideal street or public space look like? 6. How can people get involved in making decisions about street or public space redesign?

Hugh from Wellington City Council answered the following questions from students about Walking and wheeling - choosing a more active mode of transport: 1. How would you define an active mode of transport? (Are ebikes? We use our hands and feet when we drive - why is that not an active mode of transport?). Are there other similar terms we might come across that have similar meanings? 2. What examples do you have of places where active modes of transport are used a lot. Why do you think this is? 3. What about where active modes aren't used much? Why? 4. Do you use active transport yourself? What sorts, when and why? 5. What are the benefits of choosing more active modes of transport? 6. What are some of the things we need to be aware of to make active transport modes successful/safe? 7. Are active modes of transport increasing? Why/why not? 8. How have active modes of transport evolved over time? How do you see them changing in the future? 9. What are some things we can do today that could increase our own us

The following questions are posed and answered by a locomotive engineer (train driver) : 1. How do you build and test a New Zealand diesel train and what materials are involved? 2. How do you get trains onto a track after they are built and how do you get them off if they need a repair? 3. What is the speed of a train at a crossing and is there any way to tell it is coming other than the lights or barrier arms? 4. What is the weight of an average train and how strong does a bridge need to be to handle a train? 5. How does wild weather like earthquakes, lightning, and floods affect trains and tracks? 6. How does a train balance on a train track and how do they stay and move along on them? 7. Is there a gear system and how does it and the brakes work?

The following questions are posed and answered by a locomotive engineer (train driver) : 1. How did you learn to be a train driver? 2. What is the best thing about your job? 3. Who keeps the track safe? 4. Who checks the train is safe? 5. Does the snow affect the train? 6. Could you explain the difference between a viaduct and a bridge? 7. How many deaths were there while the Otira tunnel was under construction? The cause of most deaths? 8. What is the steepest gradient within the Otira tunnel and the highest point? 9. Using today's technology, how much quicker do you think the Otira tunnel might have been completed in? 10. Have any earthquakes damaged the internal structure of the Otira tunnel?

The following questions were answered about rail and rail safety in Aotearoa New Zealand: 1. In what ways do you use the railway? Do any of you catch a train to or from school? Who crosses the railway line on their way to and from school? 2. What are the main areas of safety you need to think about when catching a train or crossing the railway lines? 3. What do you think is a good part of the rail system that makes it easy to be safe? 4. Do you talk about rail safety at school? What sort of things do you discuss/learn about? 5. Why is it important to revisit rail safety ideas, even if you catch a train or cross railway tracks often? 6. If you catch a train to school, what do you enjoy about the journey? 7. When you are a passenger in a car near rail, how aware are you of rail safety? 8. Which of you are big fans of rail? Why? 9. What would you say to people who think rail safety has nothing to do with them?