title: The Dynamics of Blog Peer Feedback In ESL Classroom

authors: Gedera, Dilani S.P.

abstract: Over the past decade aspects pertinent to the area of feedback have been extensively explored by researchers. While some of the studies show positive effects of peer review, others discuss its problematic areas. In spite of the controversies the new ways of integrating peer feedback in ESL classrooms are being explored. Researchers show an interest in looking into the possibilities of integrating Information and Communication Technologies (ICTs) in providing feedback to students.
This paper discusses students’ experience of receiving and providing peer feedback using blogs that was integrated into a Life Sciences classroom in a private university in Malaysia in the year 2010. While carrying out the research, qualitative research methods were employed. Data were mainly gathered through interviews, peer feedback questionnaire and students’ writings posted to their blogs. Students used their blogs as an online portfolio, where they shared their experiences and posted writing assignments based on lessons and discussions. The findings and discussion of this paper may assist practitioners in implementing blog peer feedback process and designing suitable activities for use in ESL classrooms.

text: The Dynamics of Blog Peer Feedback In ESL Classroom Over the past decade aspects pertinent to the area of feedback have been extensively explored by researchers. While some of the studies show positive effects of peer review, others discuss its problematic areas. In spite of the controversies the new ways of integrating peer feedback in ESL classrooms are being explored. Researchers show an interest in looking into the possibilities of integrating Information and Communication Technologies (ICTs) in providing feedback to students.
This paper discusses students’ experience of receiving and providing peer feedback using blogs that was integrated into a Life Sciences classroom in a private university in Malaysia in the year 2010. While carrying out the research, qualitative research methods were employed. Data were mainly gathered through interviews, peer feedback questionnaire and students’ writings posted to their blogs. Students used their blogs as an online portfolio, where they shared their experiences and posted writing assignments based on lessons and discussions. The findings and discussion of this paper may assist practitioners in implementing blog peer feedback process and designing suitable activities for use in ESL classrooms.

year: 2012

title: Guidelines for gender affirming healthcare for gender diverse and transgender children, young people and adults in Aotearoa, New Zealand

authors: Oliphant, Jeannie

abstract: Internationally and within Aotearoa, New Zealand, there has been a substantial increase in the demand for gender affirming healthcare over the past decade. It is likely that this level of referrals to health services will continue in the foreseeable future. The Guidelines for Gender Affirming Healthcare for Gender Diverse and Transgender Children, Young People and Adults in Aotearoa, New Zealand were developed following the recognition that the previous good practice guide required updating to be in step with current practice and international standards. This article presents a summary of the guideline focusing on puberty blockers, hormonal therapies, access to surgery and other gender affirming healthcare. We hope these guidelines will support the development and provision of services providing gender affirming healthcare around the country and provide helpful guidance to all health professionals involved in the care of trans people.

text: Guidelines for gender affirming healthcare for gender diverse and transgender children, young people and adults in Aotearoa, New Zealand Internationally and within Aotearoa, New Zealand, there has been a substantial increase in the demand for gender affirming healthcare over the past decade. It is likely that this level of referrals to health services will continue in the foreseeable future. The Guidelines for Gender Affirming Healthcare for Gender Diverse and Transgender Children, Young People and Adults in Aotearoa, New Zealand were developed following the recognition that the previous good practice guide required updating to be in step with current practice and international standards. This article presents a summary of the guideline focusing on puberty blockers, hormonal therapies, access to surgery and other gender affirming healthcare. We hope these guidelines will support the development and provision of services providing gender affirming healthcare around the country and provide helpful guidance to all health professionals involved in the care of trans people.

year: 2018

title: Kia mau ki te aka matua: Researching Māori development and learning

authors: Hohepa, Margie Kahukura

abstract: The article involves a search for what might be useful, relevant and appropriate research framework for Māori for the study of Māori development and learning. It is also an attempt to articulate psychological approaches that will validate indigenous cultural epistemologies that support indigenous movements towards self-determination and that also provide useful tools for examining development and learning.

text: Kia mau ki te aka matua: Researching Māori development and learning The article involves a search for what might be useful, relevant and appropriate research framework for Māori for the study of Māori development and learning. It is also an attempt to articulate psychological approaches that will validate indigenous cultural epistemologies that support indigenous movements towards self-determination and that also provide useful tools for examining development and learning.

year: 2015