title: Found in translation: How brokering practices support international students' learning

authors: Lee, Sherrie

subjects: Academic support

abstract: Research on international students for whom English is an additional language (EAL) tend to focus on their lack of language proficiency and active participation in the classroom. However, examining their informal learning practices such as brokering provides an opportunity to understand how international EAL students respond to academic demands on their own terms. This article reports on first-year international university students’ informal help-seeking interactions with brokers, many of whom who were able to bridge both language and knowledge gaps. Language brokering, literacy brokering, and resource brokering are highlighted as different types of brokering which deal with different aspects of academic learning. Among the range of brokering practices, peer brokering stands out as an important form of academic support. Thus, educators and administrators alike should consider enhancing opportunities for international students to build social connections with potential brokers.

text: Found in translation: How brokering practices support international students' learning Research on international students for whom English is an additional language (EAL) tend to focus on their lack of language proficiency and active participation in the classroom. However, examining their informal learning practices such as brokering provides an opportunity to understand how international EAL students respond to academic demands on their own terms. This article reports on first-year international university students’ informal help-seeking interactions with brokers, many of whom who were able to bridge both language and knowledge gaps. Language brokering, literacy brokering, and resource brokering are highlighted as different types of brokering which deal with different aspects of academic learning. Among the range of brokering practices, peer brokering stands out as an important form of academic support. Thus, educators and administrators alike should consider enhancing opportunities for international students to build social connections with potential brokers.

year: 2018

title: In Legal Limbo? The status and rights of detainees from the 2001 war in Afghanistan

authors: Vant, Megan

subjects: Afghanistan

abstract: During the 2001 war in Afghanistan hundreds of people associated with the Taliban or al Qaeda were arrested by United States forces and transported to the Naval Base at Guantanamo Bay, Cuba. The legal status and treatment of these detainees has been an ongoing problem over the last five years. The majority have been given no recourse to justice and allegations of inhuman treatment and torture have been frequent. The first issue raised by the incarceration of these people is whether any of them may be entitled to Prisoner of War status. The evidence shows that, in general, the Taliban and al-Qaeda fighters were not lawful combatants, and hence they are not entitled to Prisoner of War status. While the rights of Prisoners of War are well documented and generally uncontested, the rights of people not entitled to Prisoner of War status are not so easily definable.
Despite classification as unlawful or unprivileged combatants, the detainees are not in legal limbo - they are still entitled to the benefit of certain fundamental human rights. There are applicable protections under the Fourth Geneva Convention, Additional Protocol I, the International Covenant on Civil and Political Rights and the United Nations Convention Against Torture. The main rights upheld by these documents are the right to liberty and freedom from arbitrary detention; the right to a fair trial; and the right to life. Furthermore, there is a requirement of humane treatment and an absolute prohibition on torture.
Reports from international humanitarian watchdogs such as the International Committee of the Red Cross, Amnesty International and Human Rights Watch suggest that the United States Government is not upholding the rights held by the detainees. It is essential that the United States Government recognises the fundamental rights owed to the detainees and ensures that they receive the requisite treatment and access to justice.

text: In Legal Limbo? The status and rights of detainees from the 2001 war in Afghanistan During the 2001 war in Afghanistan hundreds of people associated with the Taliban or al Qaeda were arrested by United States forces and transported to the Naval Base at Guantanamo Bay, Cuba. The legal status and treatment of these detainees has been an ongoing problem over the last five years. The majority have been given no recourse to justice and allegations of inhuman treatment and torture have been frequent. The first issue raised by the incarceration of these people is whether any of them may be entitled to Prisoner of War status. The evidence shows that, in general, the Taliban and al-Qaeda fighters were not lawful combatants, and hence they are not entitled to Prisoner of War status. While the rights of Prisoners of War are well documented and generally uncontested, the rights of people not entitled to Prisoner of War status are not so easily definable.
Despite classification as unlawful or unprivileged combatants, the detainees are not in legal limbo - they are still entitled to the benefit of certain fundamental human rights. There are applicable protections under the Fourth Geneva Convention, Additional Protocol I, the International Covenant on Civil and Political Rights and the United Nations Convention Against Torture. The main rights upheld by these documents are the right to liberty and freedom from arbitrary detention; the right to a fair trial; and the right to life. Furthermore, there is a requirement of humane treatment and an absolute prohibition on torture.
Reports from international humanitarian watchdogs such as the International Committee of the Red Cross, Amnesty International and Human Rights Watch suggest that the United States Government is not upholding the rights held by the detainees. It is essential that the United States Government recognises the fundamental rights owed to the detainees and ensures that they receive the requisite treatment and access to justice.

year: 2007

title: Developing restorative practices in schools: Some reflections

authors: Drewery, Wendy

subjects: Counselling

abstract: The use of disciplinary practices derived from restorative justice have recently been gaining popularity and inciting keen interest in the education community. Practices that have so far been introduced have tended to centre on conferencing, although there is a broadening range of other practices in schools that are being brought under the heading “restorative”. This paper offers some reflections on these developments, building on the experiences of a team at the University of Waikato, which completed two projects on restorative conferencing in schools for the Ministry of Education under the rubric of the Suspension Reduction Initiative, and continues to develop understanding of the practices. The projects included developing and trialling processes for suspension hearings using restorative conferencing and principles from restorative justice. Objectives of both projects were related to the desire to reduce numbers of suspensions and exclusions, particularly of Māori children. We argue that the introduction of restorative practices invites schools into some tectonic shifts in thinking about offending behaviour, about community, and ultimately about the purposes of education.

text: Developing restorative practices in schools: Some reflections The use of disciplinary practices derived from restorative justice have recently been gaining popularity and inciting keen interest in the education community. Practices that have so far been introduced have tended to centre on conferencing, although there is a broadening range of other practices in schools that are being brought under the heading “restorative”. This paper offers some reflections on these developments, building on the experiences of a team at the University of Waikato, which completed two projects on restorative conferencing in schools for the Ministry of Education under the rubric of the Suspension Reduction Initiative, and continues to develop understanding of the practices. The projects included developing and trialling processes for suspension hearings using restorative conferencing and principles from restorative justice. Objectives of both projects were related to the desire to reduce numbers of suspensions and exclusions, particularly of Māori children. We argue that the introduction of restorative practices invites schools into some tectonic shifts in thinking about offending behaviour, about community, and ultimately about the purposes of education.

year: 2005