title: Paraphrases and summaries: A means of clarification or a vehicle for articulating a preferred version of student accounts?

authors: Brown, Mike

subjects: paraphrases

abstract: The use of group discussions as a means to facilitate learning from experiences is well documented in adventure education literature. Priest and Naismith (1993) assert that the use of the circular discussion method, where the leader poses questions to the participants, is the most common form of facilitation in adventure education. This paper draws on transcripts of facilitation sessions to argue that the widely advocated practice of leader summaries or paraphrases of student responses in these sessions functions as a potential mechanism to control and sponsor particular knowledge(s). Using transcripts from recorded facilitation sessions the analysis focuses on how the leader paraphrases the students’ responses and how these paraphrases or ‘formulations’ function to modify or exclude particular aspects of the students’ responses. I assert that paraphrasing is not simply a neutral activity that merely functions to clarify a student response, it is a subtle means by which the leader of the session can, often inadvertently or unknowingly, alter the student’s reply with the consequence of favouring particular knowledge(s). Revealing the subtle work that leader paraphrases perform is of importance for educators who claim to provide genuine opportunities for students to learn from their experience.

text: Paraphrases and summaries: A means of clarification or a vehicle for articulating a preferred version of student accounts? The use of group discussions as a means to facilitate learning from experiences is well documented in adventure education literature. Priest and Naismith (1993) assert that the use of the circular discussion method, where the leader poses questions to the participants, is the most common form of facilitation in adventure education. This paper draws on transcripts of facilitation sessions to argue that the widely advocated practice of leader summaries or paraphrases of student responses in these sessions functions as a potential mechanism to control and sponsor particular knowledge(s). Using transcripts from recorded facilitation sessions the analysis focuses on how the leader paraphrases the students’ responses and how these paraphrases or ‘formulations’ function to modify or exclude particular aspects of the students’ responses. I assert that paraphrasing is not simply a neutral activity that merely functions to clarify a student response, it is a subtle means by which the leader of the session can, often inadvertently or unknowingly, alter the student’s reply with the consequence of favouring particular knowledge(s). Revealing the subtle work that leader paraphrases perform is of importance for educators who claim to provide genuine opportunities for students to learn from their experience.

year: 2003

title: Phylogenetic delineation of the novel phylum armatimonadetes (former candidate division OP10) and definition of two novel candidate divisions

authors: Lee, Kevin Chien-Yu

abstract: Small-subunit (SSU) rRNA gene sequences associated with the phylum Armatimonadetes were analyzed using multiple phylogenetic methods, clarifying both the phylum boundary and the affiliation of previously ambiguous groupings. Here we define the Armatimonadetes as 10 class-level groups and reclassify two previously associated groups as candidate divisions WS1 and FBP

text: Phylogenetic delineation of the novel phylum armatimonadetes (former candidate division OP10) and definition of two novel candidate divisions Small-subunit (SSU) rRNA gene sequences associated with the phylum Armatimonadetes were analyzed using multiple phylogenetic methods, clarifying both the phylum boundary and the affiliation of previously ambiguous groupings. Here we define the Armatimonadetes as 10 class-level groups and reclassify two previously associated groups as candidate divisions WS1 and FBP

year: 2013

title: Ko te Korokoro o te Parata: Ko tātou tonu

authors: Higgins, Rawinia

subjects: Whakaora reo

abstract: I roto i ngā kaupapa whakaora i te reo Māori kei te waipukehia tātou e te reo Pākehā. Ahakoa he aha te kaupapa kei te mate tonu te reo Māori, ā kāore anō tātou kia kite kei hea te ara tika hei karo atu i te korokoro o te parata. Kāore hoki tātou e titiro me pēhea e whakarekareka ai te reo ki te huhua o ngā Māori, tuatahi; tuarua ki te motu whānui. Ko te āhua nei ko tātou tonu kei te patu i tō tātou reo. He tere nō tātou ki te whakahāwea i ngā tūmomo kaupapa whakaora reo Māori. Kei ngā ngutu noa iho te mate nui ki te reo Māori. Ka ara mai he kaupapa whakaora reo, arā kē te tokomaha o ngā tāngata e patu ana i taua kaupapa. Ahakoa ko wai, kāore tētahi kaupapa e noho tapu ana. Katoa kei te tātāhia e tātou tonu. Nō reira, me aha? Me tuku kia mate? Me pēhea te patu i te korokoro o te parata mehemea ko tātou tonu taua taniwha?

text: Ko te Korokoro o te Parata: Ko tātou tonu I roto i ngā kaupapa whakaora i te reo Māori kei te waipukehia tātou e te reo Pākehā. Ahakoa he aha te kaupapa kei te mate tonu te reo Māori, ā kāore anō tātou kia kite kei hea te ara tika hei karo atu i te korokoro o te parata. Kāore hoki tātou e titiro me pēhea e whakarekareka ai te reo ki te huhua o ngā Māori, tuatahi; tuarua ki te motu whānui. Ko te āhua nei ko tātou tonu kei te patu i tō tātou reo. He tere nō tātou ki te whakahāwea i ngā tūmomo kaupapa whakaora reo Māori. Kei ngā ngutu noa iho te mate nui ki te reo Māori. Ka ara mai he kaupapa whakaora reo, arā kē te tokomaha o ngā tāngata e patu ana i taua kaupapa. Ahakoa ko wai, kāore tētahi kaupapa e noho tapu ana. Katoa kei te tātāhia e tātou tonu. Nō reira, me aha? Me tuku kia mate? Me pēhea te patu i te korokoro o te parata mehemea ko tātou tonu taua taniwha?

year: 2011-04