bluuebunny/crossref_metadata_2025_split huggingface dataset:
Linking adverbials in English
Authors:   , Yin Zihan 
Published: November 2021

<p>Linking adverbials play an important role in textual cohesion. Applied linguistic studies (e.g. Altenberg & Tapper, 1998; Bolton, Nelson, & Hung, 2002; Chen, 2006) have shown that second language learners have difficulty in using linking adverbials appropriately. Biber, Johansson, Leech, Conrad, and Finegan (1999) is to date the only corpus-based reference grammar book which covers all three aspects of usage patterns of linking adverbials, i.e., form, meaning and position. But as the book provides a very comprehensive grammar, there is not room for a detailed account of all three aspects of usage patterns of a small grammar category such as linking adverbials. Also, the previous literature does not agree upon the terms used to refer to linking adverbials and the linguistic elements referred to by linking adverbials and other related terms. This two-stage study examined research questions of what linking adverbials are and how they are used in different registers using both a qualitative and quantitative approach. In Stage I, a random sample of 67 texts of a total of over 100,000 words from the Wellington Corpora of Written and Spoken New Zealand English (WWC and WSC) were manually analysed, which provided coverage of the target five registers of written academic prose, academic lectures, conversation, written news and broadcast news. In Stage II, the most frequent linking adverbials identified in written registers in Stage I were automatically searched in larger corpora, i.e., the whole WWC, BNC and COCA. The intonation unit was adopted as the analysis unit for spoken data and sound files were needed in deciding intonation units. Thus, automatic search for patterns in spoken data was not viable in Stage II. This study suggests a new definition of linking adverbials and explains the difference between linking adverbials and conjunctions. This study then provides a detailed account of usage patterns of not only the form, meaning and position of linking adverbials but also patterns of types of each form, meaning and position in five registers. Such usage patterns are compared and explained among different written and spoken registers and in different social settings. It is worth noting that a register-specific meaning categorization system and a semantic-pragmatic continuum are suggested in this study. The aforementioned findings contribute to theories of the nature of linking adverbials, and have implications for second language learning and teaching in EAP and ESP contexts and future corpus-based pedagogical grammar studies.</p>
Is adolescents’ progress in reading comprehension served by particular attributional views in addition to learning the reading comprehension strategies of reciprocal teaching? A mixed-methods intervention study
Authors:   , Titter Anita 
Published: November 2021

<p>A mixed-methods quasi-experimental design was used to identify relationships between adolescent students’ attributions for their reading performance and their reading achievement by gathering baseline data from year 9 and 10 students (n = 175) and then investigating the effects of two stages of intervention on a treatment group (n = 22) and a comparison group (n = 16). The first stage of intervention used the instructional activity of reciprocal teaching to teach students cognitive strategies to improve reading comprehension. The second stage of the intervention combined on-going reciprocal teaching with attributional-retraining, aimed at to developing internal attributions for reading performance; specifically effort-related attributions rather than attributions focussing on ability. A baseline sample (which included the treatment and comparison samples as well as students from the wider year 9 and 10 cohort) completed a questionnaire about their attributions for their reading performance. There was no evidence of the hypothesised correlation between a measure of students’ incremental mindset (internal, unstable and controllable attribution) and standardised measures of reading comprehension. Analysis of the attribution data for the baseline sample showed evidence that internal and external attributions are not, as theorised, two ends of the same continuum, rather they are separate constructs, albeit negatively correlated. The treatment and comparison groups completed a standardised reading comprehension test and the attribution questionnaire at four time points: pre-intervention; between the two stages of intervention; post-intervention; and delayed post-intervention. A sub-sample of six students, representing a spectrum of reading achievement was interviewed to develop a better understanding of the responses provided in the questionnaire. The combined interventions had no significant effect on students’ attributions for their reading performance or on their reading comprehension achievement. Conversely, the first stage of the intervention, reciprocal teaching, did have a significant effect on the treatment group’s reading comprehension achievement immediately following the intervention and the group were observed eagerly participating in the activity with significantly increased engagement. The combined qualitative and quantitative data from the interventions provided evidence about the complexity of adolescents’ attributional beliefs. Students responded with a wide variety of beliefs that did not conform to the theorised pattern of attributional beliefs. The findings raise questions about how students form attributions for their successes and failures, in particular the direction of the causal relationship between achievement and attributional beliefs.</p>
A Comparison of Martin Luther King and Malcolm X in the Black and Mainstream Press, 1955-2011
Authors:   , Cruden Daniel 
Published: November 2021

<p>Most historians of the black protest movement claim that the mainstream media misrepresented Martin Luther King and Malcolm X as opposing figures, without detailing how the media achieved this, how these representations influenced King and Malcolm X’s posthumous media images, or how African-American media representations of the pair differed from mainstream representations. In order to understand how this misrepresentation came to be, and what its implications were for memory of the two after their deaths, this thesis examines the representation of King and Malcolm X in mainstream and African-American newspapers from the beginnings of their public careers until 2011. Newspapers drew on their pre-existing views of American race relations to evaluate the importance of King and Malcolm X. During their lifetimes newspapers selectively conveyed the ideologies of both men, embracing King’s leadership while distrusting Malcolm X. After their deaths, newspapers sanctified King and discussed him extensively, often confining his significance to the battle against legal segregation in the South. Newspapers gave Malcolm X less attention at first, but rehabilitated him later, beginning with African-American newspapers. The failure of the black protest movement to end racial disparities in standards of living, combined with King’s appropriation by the mainstream media, paved the way for much greater attention to Malcolm X by the late 1980s. By this time, newspapers represented King and Malcolm X as politically compatible, but continued to give them distinct personas that still affect public images of African-American leaders, such as Barack Obama, to this day.</p>
Breaking the Circle of One: Reflection in Montessori Early Childhood Centres in Aotearoa New Zealand
Authors:   , Pickering Ana 
Published: November 2021

<p>Little is currently known about how teachers in New Zealand Montessori early childhood centres reflect on Montessori philosophy and practice individually and collaboratively within teaching teams. The purpose of this research was to discover the current views about reflection on Montessori philosophy, the barriers teachers faced in reflecting and opportunities they identified for reflection. The impact that requirements for self review and teacher reflection have had on the approach taken to reflection, inquiry and professional learning by teachers in Montessori early childhood centres was also investigated. This research study used a mixed method case study and data was collected from teachers working in Montessori early childhood centres through semistructured interviews with three groups and an online survey of individual teachers. Participants placed high importance on reflection. However some participants were reluctant to critique Montessori philosophy; either because they viewed it as ‘valid’ or because they were concerned about being regarded as ‘heretical’ by other teachers. Participants felt safe raising questions within their teaching teams, but were more wary of debating and questioning philosophical issues with teachers in the wider Montessori community. Others regarded reflection as an opportunity to develop a shared understanding of Montessori philosophy and practice in their early childhood centre. Despite the participants’ perception that their team spent time reflecting on Montessori philosophy and relating this to daily teaching practice, it was still a challenge to make these reflective activities a priority in limited centre team meeting times. In addition, it appears that more support is needed to improve skills and knowledge about how the cyclical process of review or inquiry can engage with Montessori philosophy, inform centre philosophy, drive centre practice and improve outcomes for children. This study suggests that teachers would benefit from the creation of ‘safe spaces’ where they can engage with colleagues from their own or other Montessori early childhood centres in debate and discussion so that teaching practice becomes based on critical engagement with the underlying theoretical or philosophical principles of Montessori education.</p>
Investigating the pedagogical practices of EFL writing teachers in Palestinian universities: A cognitive-ecological perspective
Authors:   , Alzaanin Eman Ishaq 
Published: November 2021

<p>Teacher cognition studies are rare in the Palestinian context, as is also true in other contexts where English is taught as a foreign language. This study draws on theories of second language writing and teacher cognition to investigate the interplay between EFL writing teachers’ cognitions and their pedagogical practices. It employs a qualitative design involving multiple case studies to explore how the pedagogical practices of twelve EFL writing teachers working in Palestinian universities are shaped by their cognitions and contextual factors. Data were collected across the nine-month academic year through semi-structured interviews, classroom observations, stimulated-recall interviews, and review of documents. A multiple case study research design was used, and constructivist grounded theory informed data analysis. Data were transcribed, coded, and analysed through the development of 12 case reports which were reconstructed into three clusters of cases. The cross-cluster analysis generated a cognitive-ecological model to explain teachers’ choices favouring different pedagogical approaches to teaching EFL writing. Results reveal that teachers’ cognitions about the nature of EFL writing, about teaching and learning writing and about themselves as EFL writing professionals influence their pedagogical practices. The findings also accentuate the role of ecological contexts as a mediating force influencing the interaction between cognitions and practices. These ecological contexts include classroom social and physical contexts, institutional context, broader educational context, and global community discourse. Classroom social and physical contexts were identified and perceived as the most significant barriers to teaching writing, while gaining access to the global community discourse was viewed as the greatest facilitator for adopting recommended practices. Teachers’ cognitions about professional self also determine the weight assigned to the different ecological contexts, thus determining reactions to perceived ecological challenges. This may explain why teachers working in the same context under the same conditions teach differently. Some implications of these findings include the importance of encouraging EFL writing teachers to reflect on pedagogical cognitions and practices relevant to their working contexts as well as the need for introducing recommended models of teaching EFL writing in tertiary institutions. Other theoretical and professional contributions are addressed, and potential for further research is highlighted.</p>
Rethinking Māori academic development in New Zealand universities
Authors:   , Hall Meegan 
Published: November 2021

<p>Indigenous scholars have called for a rethinking of the cultural interface of Indigenous people within the academy. For Māori academics, their culture often has a significant impact on their work, career goals and academic development requirements, yet the academic development literature is largely silent on the needs of Māori academics. Thus, the views of Māori academics could be better reflected in the scholarship and practice of academic developers. This thesis explores the realities of Māori academic staff in New Zealand universities. It presents a literature review about the experiences and preferences of Māori and other Indigenous academics. It also shares three case studies involving seven participants from two different New Zealand universities. The interviews for the case studies were conducted in accordance with kaupapa Māori methodology and using interpretative phenomenological analysis. In addition, this thesis proposes an integrated framework for conceptualising and delivering culturally relevant academic development to Māori academics. Entitled Te Kōtuinga Mātauranga: A Māori Academic Development Framework, it highlights four dimensions that emerged from the case studies and literature as key to Māori academic development: tuakiritanga (identity), pūkengatanga (skills and knowledge), whanaungatanga (relationships) and tikanga (values and practices). It also reflects the holistic nature of Māori academic work and the demand for individual and collective academic development opportunities. The visual portrayal of the framework draws on the traditional Māori weaving style of tāniko. The woven motif serves as a metaphor for both the interconnectedness of the Māori academic development framework and the importance of understanding academic development from an Indigenous viewpoint. Ultimately, this thesis calls for a rethinking of how academic development can be theorised and delivered to centre the cultural aspirations, preferences and practices of Māori academics, and encourages academic developers to be more inclusive in their practice.</p>
A Truly No-Fault Approach to Treatment Injury Cover in Accident Compensation
Authors:   , Upperton Ruth 
Published: November 2021

<p>New Zealand’s accident compensation system is ‘no-fault’, meaning that New Zealanders are compensated for their injuries whether or not they can find someone to blame for their misfortune. However, until 2005, claimants injured while receiving medical treatment had to show either that their injuries were caused by negligence, or that their injuries were both rare and severe. The negligence standard was taken from tort law, and required the claimant to show that the injury was a registered health professional’s fault. This fault requirement created many of the problems that tort law had in the past: it was inefficient, arbitrary, and created a blaming culture that bred hostility between the Accident Compensation Corporation (ACC), the injured, and health professionals. In 2004, ACC published a review of the medical misadventure provisions, calling for them to be replaced by no-fault compensation provisions in line with the spirit and content of the rest of the accident compensation scheme. In 2005, medical misadventure became treatment injury, and both application and acceptance rates rose for claims concerning injuries received during medical treatment. However, the treatment injury provisions still contained fault elements, despite the legislature’s claim that the provisions were no-fault. In this paper, I will address the role of fault in a compensation scheme for those injured during medical treatment. First, I will define fault in its tort law context and outline some strengths and weaknesses of fault as a legal concept. Then, I will provide a short overview of New Zealand’s accident compensation scheme, the medical misadventure provisions, the push for reform, and the structure of the treatment injury provisions. This will give background to an in-depth discussion of the treatment injury provisions’ incorporation of fault standards. Also relevant to this discussion is the accident compensation scheme’s reporting mechanism, which potentially complicates ACC’s role as purely an injury compensating, preventing and rehabilitating body. Finally, it is necessary to consider whether compensation itself is inherently fault-based, an argument raised by some commentators. My conclusion is that some aspects of the treatment injury provisions still use fault to determine cover in some situations. The provisions give particular weight to the fault of the claimant in causing her own injury. This use of fault standards can be removed from the treatment injury provisions with some minor amendments, which are set out at the end of this paper.</p>
Generic Ownership Types for Java and the Collections Framework
Authors:   , Khalifa Ahmed Aziz 
Published: November 2021

<p>Generic programming has turned out very useful in the development of reusable software. With the Java programming language, genericity is not only meant for reusability, but also for type-safety. Java generics constrain a container object (e.g., list, hash table) to store objects of a pre-specified data type. Nevertheless, safe programming with aliasing (multiple pointers in a program may point to the same object) is still a concern in object-oriented programming language research. A pointing object can mutate the state of the aliased object, reflecting the changes to all of the other pointers (aka aliases) thus affecting their behaviour. As programs grow larger and more complex, such changes in behaviour can be undesirable and difficult to detect and reason about. With respect to container objects, the iterator pattern critically violates encapsulation, allowing aliases to the state (and thereof the components) of its container. Object ownership is one of the well-researched paradigms in the area of alias management. Ownership types support hierarchical object encapsulation rather than the traditional class-level encapsulation. This thesis introduces an extension of Java 6 with support for ownership types as supplementary generic types. That is, Java generics are extended with the ability of carrying ownership information. This extension provides generic ownership support for all of Java; that is, all major language features are addressed so that programs can safely manage and express their aliasing properties. The resulting language is expressive enough to support common programming idioms, with little programming and runtime overhead. We evaluated the programmability of the language by refactoring a major (the most essential) portion of the Java Collections Framework. We also evaluated the performance impact of our refactoring by conducting a small micro-benchmark study to measure the performance time overhead the refactored collections may impose.</p>
"Friendly relations between the two races were soon established"?: Pākehā interactions with Māori in the planned settlements of Wellington, Nelson and New Plymouth, 1840-1860
Authors:   , Burke Rebecca 
Published: November 2021

<p>This thesis uses a micro-historic approach to explore the personal relationships between Māori and settlers in Wellington, Nelson and New Plymouth between 1840-1860 [prior to the Taranaki Wars] as they are presented in personal diaries and letters of early settlers of the New Zealand Company. The vast majority of the scholarship in the area of colonial history is based on ‘official records’, such as New Zealand Company material, as well as sources from the Government, the military, surveyors and newspapers. This research, however, focuses on private records to present the ‘lived experiences’ of the early settlers of the Wakefield settlements with Māori in the ‘contact zone’. As I will argue, settler and Māori in the case study towns did establish a positive space of interaction, a so called Middle Ground, which is characterised by trust, help, trade and exchange, mutual needs, language adoption and knowledge exchange, resulting in real accommodation of ‘the other’. However, this positive space decayed as a result of the shift of power to the settlers’ side in conjunction with increasing prominence of the so-called ‘land question’. This project uses the Hutt Wars in Wellington, the Wairau Incident of 1843 in Nelson and lastly the events in New Plymouth that led to the Taranaki Wars, to determine when and how the Middle Ground was weakened and eroded. Emerging conflict, inevitably, influenced positive personal relationships in the ‘contact zone’ between Māori and Pākehā, which broke down and quickly led to a negative perception of the tangata whenua that, in some areas, still profoundly influences perceptions today. The Middle Ground, as a theoretical framework, was first developed by Richard White for the American Indians and their interaction with the French in the Great Lakes region, but has more recently been used by Vincent O’Malley to theorise the relationship between Pākehā and Māori in Northland prior to 1840. This research extends these findings in time and space and seeks to set Māori-Pākehā history in an international and intercultural context as an example of a possible common colonial experience. This thesis represents the only attempt to construct an overview and critical reflection of the shared experiences of settlers with Māori based on private records. This project is significant in the wider context of early New Zealand history as well as in the context of the Treaty of Waitangi and its impact on current race relations because it offers the possibility of seeing and interpreting Māori-Settler relations in a new, and perhaps far more positive light. We can determine whether Māori experiences are a general experience typical of colonised countries and whether the Middle Ground can be found in different forms in different times and places.</p>
Who's bringing up baby: Developing a framework for the transfer of legal parenthood in surrogacy arrangements
Authors:   , Henderson Kate 
Published: November 2021

<p>Surrogacy arrangements defy traditional definitions of parenthood and pose challenges in determining who should be recognised as legal parents. This is exacerbated by the use of assisted reproductive techniques which allow for the separation of genetic, gestational and intentional parenthood, creating questions about the comparative value of these contributions. This paper identifies that New Zealand legislation dealing with parentage in surrogacy, primarily the Adoption Act 1955 and the Status of Children Act 1969, never contemplated surrogacy arrangements and requires strained interpretation to avoid perverse results. The paper critiques two proposals for reform: the Law Commission’s recommendations in the 2005 New Issues in Legal Parenthood Report, and the framework suggested in the Care of Children (Adoption and Surrogacy Law Reform) Amendment Bill. This paper concludes that the proposed Amendment Bill shows promise, however should incorporate the Law Commission’s 2005 recommendations to provide a truly comprehensive framework. This framework should focus on giving effect to the intentions of parties to a surrogacy arrangement, while ensuring the interests of the surrogate are protected and the arrangement is carried out in accordance with recognised ethical principles. It is additionally important that children have an opportunity to know their genetic and/or biological background.</p>