title: International languages in New Zealand secondary schools and universities: Coherence, consistency and transparency

authors: Johnson, Diane

abstract: The overall aim of this research is to provide an up-to-date survey and critical evaluation of aspects of the teaching and learning of international languages other than English in secondary schools and, to a more limited extent, in universities in New Zealand. 
The Introduction summarizes the aims and objectives of the research and outlines the research methods. 
Chapter 1 introduces the context in which language teaching and learning in New Zealand is conducted, focusing on population size and density, the cultural and linguistic profile of New Zealanders and the structure of New Zealand education. 
In Chapter 2, a number of landmark publications and reports on language education in New Zealand are examined in the light of the extent to which their recommendations have been adopted. 
Chapter 3 examines language learning in New Zealand secondary schools and universities in terms of the types of course available and the take-up and retention rates. 
In Chapter 4, New Zealand Ministry of Education documents relating to international languages (syllabuses, curriculum statements and curriculum guidelines) are introduced and compared together with an overview of the language offerings of New Zealand universities. 
Chapter 5 critically reviews New Zealand Ministry of Education curriculum documents in the context of international literature relating to the teaching and learning of languages and examines the extent to which university language courses focus on language proficiency development. 
In Chapter 6, national educational awards (particularly School Certificate and University Entrance, Bursary and Scholarship) for international languages are critiqued and the planned introduction of a National Certificate in Educational Achievement is discussed. Chapter 6 also critiques a number of university language examination papers. 
Chapter 7 reports the results of a questionnaire-based survey of language teachers in New Zealand schools. This report relates primarily to the professional background and training of these teachers, their attitudes towards national language resources and examinations, and their assessment of their own language proficiency achievements and those of their students. 
Chapter 8 reports the results of a study that mimics an earlier United Kingdom-based study. This involved students of German in New Zealand universities taking a German CTest and/or completing a questionnaire relating primarily to their reasons for learning the language and their attitudes towards German culture. 
Chapter 9 provides an over-view of the project, identifies areas of weakness, outlines the primary findings and recommendations and makes suggestions for future research.

text: International languages in New Zealand secondary schools and universities: Coherence, consistency and transparency The overall aim of this research is to provide an up-to-date survey and critical evaluation of aspects of the teaching and learning of international languages other than English in secondary schools and, to a more limited extent, in universities in New Zealand. 
The Introduction summarizes the aims and objectives of the research and outlines the research methods. 
Chapter 1 introduces the context in which language teaching and learning in New Zealand is conducted, focusing on population size and density, the cultural and linguistic profile of New Zealanders and the structure of New Zealand education. 
In Chapter 2, a number of landmark publications and reports on language education in New Zealand are examined in the light of the extent to which their recommendations have been adopted. 
Chapter 3 examines language learning in New Zealand secondary schools and universities in terms of the types of course available and the take-up and retention rates. 
In Chapter 4, New Zealand Ministry of Education documents relating to international languages (syllabuses, curriculum statements and curriculum guidelines) are introduced and compared together with an overview of the language offerings of New Zealand universities. 
Chapter 5 critically reviews New Zealand Ministry of Education curriculum documents in the context of international literature relating to the teaching and learning of languages and examines the extent to which university language courses focus on language proficiency development. 
In Chapter 6, national educational awards (particularly School Certificate and University Entrance, Bursary and Scholarship) for international languages are critiqued and the planned introduction of a National Certificate in Educational Achievement is discussed. Chapter 6 also critiques a number of university language examination papers. 
Chapter 7 reports the results of a questionnaire-based survey of language teachers in New Zealand schools. This report relates primarily to the professional background and training of these teachers, their attitudes towards national language resources and examinations, and their assessment of their own language proficiency achievements and those of their students. 
Chapter 8 reports the results of a study that mimics an earlier United Kingdom-based study. This involved students of German in New Zealand universities taking a German CTest and/or completing a questionnaire relating primarily to their reasons for learning the language and their attitudes towards German culture. 
Chapter 9 provides an over-view of the project, identifies areas of weakness, outlines the primary findings and recommendations and makes suggestions for future research.

year: 2000

title: The effect of response requirement and target probability on the performance of dogs during a go/no-go scent detection task

authors: Giezen, Claudia

subjects: scent detection

abstract: As the response threshold required to obtain a reinforcer is increased, the likelihood that the reinforcer will be obtained typically decreases. When a response is reinforced in the presence of a stimulus and not in its absence (i.e., a discriminated operant), the response threshold appears to influence the probability that the response will occur in the presence of the discriminative stimulus. In addition, when the target probability during a task is low, the number of responses performed typically decreases. We examined these two factors, response requirement and target prevalence, in a scent-detection task with domestic dogs where amyl acetate solutions were presented to each dog in an automated apparatus. The dogs were trained to place their nose in a sample port where they had access to samples, and to hold their nose in the port to indicate the sample was positive or to activate a limit switch when the sample was negative (a go/no-go scent detection task). During Experiment One, dogs were presented with various indication thresholds (seconds) which were manipulated systematically to evaluate the influence of response requirement on hit rate and correct rejection rate. During Experiment Two, target prevalence was manipulated systematically. Increasing indication threshold had a significant effect on hit rate when large increase in correct rejection rate as the response requirement was increased in the lower range and high correct rejection rate across most other values tested with a slight drop in hit rate as the response requirement was increased. Experiment Two revealed a small partial eta squared effect on accuracy when target prevalence was increased. Limitations and suggestions for future research are discussed.

text: The effect of response requirement and target probability on the performance of dogs during a go/no-go scent detection task As the response threshold required to obtain a reinforcer is increased, the likelihood that the reinforcer will be obtained typically decreases. When a response is reinforced in the presence of a stimulus and not in its absence (i.e., a discriminated operant), the response threshold appears to influence the probability that the response will occur in the presence of the discriminative stimulus. In addition, when the target probability during a task is low, the number of responses performed typically decreases. We examined these two factors, response requirement and target prevalence, in a scent-detection task with domestic dogs where amyl acetate solutions were presented to each dog in an automated apparatus. The dogs were trained to place their nose in a sample port where they had access to samples, and to hold their nose in the port to indicate the sample was positive or to activate a limit switch when the sample was negative (a go/no-go scent detection task). During Experiment One, dogs were presented with various indication thresholds (seconds) which were manipulated systematically to evaluate the influence of response requirement on hit rate and correct rejection rate. During Experiment Two, target prevalence was manipulated systematically. Increasing indication threshold had a significant effect on hit rate when large increase in correct rejection rate as the response requirement was increased in the lower range and high correct rejection rate across most other values tested with a slight drop in hit rate as the response requirement was increased. Experiment Two revealed a small partial eta squared effect on accuracy when target prevalence was increased. Limitations and suggestions for future research are discussed.

year: 2018

title: Whitiwhiti Korero: Exploring the researchers' relationship in cross-cultural research

authors: Simpson, Mary Louisa

subjects: Aotearoa New Zealand

abstract: This paper explores the intercultural relationship between two New Zealanders and its influence in an unfolding cross-cultural research project involving kaumātua (Māori elders). Using a “critical incidents” approach, the authors undertake an exploration of the hyphen as the relationship in indigene-colonizer, bicultural collaboration. We show that for there to be political or structural development within cross-cultural research, personal commitment, and relationships are central to changing research and researcher practices.

text: Whitiwhiti Korero: Exploring the researchers' relationship in cross-cultural research This paper explores the intercultural relationship between two New Zealanders and its influence in an unfolding cross-cultural research project involving kaumātua (Māori elders). Using a “critical incidents” approach, the authors undertake an exploration of the hyphen as the relationship in indigene-colonizer, bicultural collaboration. We show that for there to be political or structural development within cross-cultural research, personal commitment, and relationships are central to changing research and researcher practices.

year: 2010