title: Centrality and continuity: ASEAN and regional security since 1967

authors: Rolls, Mark G.

subjects: ASEAN

abstract: Security has undoubtedly been a central and continuous feature of ASEAN since its establishment. While it has modified its basic thinking on security and adapted elements of the attendant principles, aims and ways of operation to meet changed circumstances, the level of consistency is still readily observable. Centrality of a different sort has been evident, too, during the post-Cold War period. ASEAN has consciously sought to position itself at the heart of the developing security architecture in both East Asia and the wider Asia-Pacific. The Association has been largely successful at limiting competition and preventing inter-state conflict among its members and at fostering a stable regional order in Southeast Asia (and an incipient one outside of the boundaries of Southeast Asia). Broadly speaking, this stability has been aided and abetted by the policies of the major external powers in whose interests it has been, up until now. The extent to which a stable regional order remains in the interests of the major powers will be one of the great questions for the next phase of ASEAN's life.

text: Centrality and continuity: ASEAN and regional security since 1967 Security has undoubtedly been a central and continuous feature of ASEAN since its establishment. While it has modified its basic thinking on security and adapted elements of the attendant principles, aims and ways of operation to meet changed circumstances, the level of consistency is still readily observable. Centrality of a different sort has been evident, too, during the post-Cold War period. ASEAN has consciously sought to position itself at the heart of the developing security architecture in both East Asia and the wider Asia-Pacific. The Association has been largely successful at limiting competition and preventing inter-state conflict among its members and at fostering a stable regional order in Southeast Asia (and an incipient one outside of the boundaries of Southeast Asia). Broadly speaking, this stability has been aided and abetted by the policies of the major external powers in whose interests it has been, up until now. The extent to which a stable regional order remains in the interests of the major powers will be one of the great questions for the next phase of ASEAN's life.

year: 2012

title: Evaluating the outcomes of plans: theory, practice, and methodology

authors: Laurian, Lucie

subjects: environmental plan

abstract: Despite calls for performance-oriented and evidence-based planning, the outcomes of land use and environmental plans are rarely monitored or assessed ex post facto (that is, post implementation). As a result, planners cannot know whether or why plans achieve their goals, or learn from the results of past interventions to improve planning practice. This evaluation gap is caused by a lack of methodology to evaluate the outcomes of plans and the difficulty of attributing changes to planning activities. We address this gap by proposing and testing a plan-outcome evaluation (POE) methodology. We demonstrate its broad applicability and usefulness in the context of local plans in New Zealand. The POE methodology will be useful to practitioners and academics seeking to assess the outcomes of plans in countries with western planning traditions.

text: Evaluating the outcomes of plans: theory, practice, and methodology Despite calls for performance-oriented and evidence-based planning, the outcomes of land use and environmental plans are rarely monitored or assessed ex post facto (that is, post implementation). As a result, planners cannot know whether or why plans achieve their goals, or learn from the results of past interventions to improve planning practice. This evaluation gap is caused by a lack of methodology to evaluate the outcomes of plans and the difficulty of attributing changes to planning activities. We address this gap by proposing and testing a plan-outcome evaluation (POE) methodology. We demonstrate its broad applicability and usefulness in the context of local plans in New Zealand. The POE methodology will be useful to practitioners and academics seeking to assess the outcomes of plans in countries with western planning traditions.

year: 2010

title: Drawing on linguistic concepts to teach te reo Māori; Drawing on te reo Māori to teach linguistic concepts

authors: Wessels, Kanauhea Janion

subjects: linguistic pedagogy

abstract: In this paper, we explore the intersections in our teaching practice between the discipline of linguistics and te reo Māori. From the perspective of language teaching, in pedagogic materials for te reo Māori, we have observed that linguistic concepts are not typically highlighted (cf. Moorfield 2001, Jacobs 2012). From the perspective of teaching linguistics, te reo Māori is seldom employed to illustrate or assess linguistic concepts, although it commonly features in accounts of language revitalization. Content that does occur is limited (cf. Burridge & Stebbins, 2016). 
As a tertiary lecturer of the Māori language, I (Kanauhea) consider how, in my teaching practice, I draw on my technical knowledge of linguistics to enhance my explanations of language structures and their functions, where these are unfamiliar to language learners. As a tertiary linguistics lecturer, I (Julie) consider ways in which I draw on my beginner knowledge of te reo Māori to enhance my teaching of linguistic concepts, reflecting on materials I have developed to teach and assess students. 
We argue that students of te reo can benefit from linguistic understandings on their language learning journeys. Equally, as Aotearoa New Zealand's indigenous language, te reo Māori should have a strong presence in linguistic teaching materials, and our linguistics students should graduate with an indepth knowledge of te reo Māori structures.

text: Drawing on linguistic concepts to teach te reo Māori; Drawing on te reo Māori to teach linguistic concepts In this paper, we explore the intersections in our teaching practice between the discipline of linguistics and te reo Māori. From the perspective of language teaching, in pedagogic materials for te reo Māori, we have observed that linguistic concepts are not typically highlighted (cf. Moorfield 2001, Jacobs 2012). From the perspective of teaching linguistics, te reo Māori is seldom employed to illustrate or assess linguistic concepts, although it commonly features in accounts of language revitalization. Content that does occur is limited (cf. Burridge & Stebbins, 2016). 
As a tertiary lecturer of the Māori language, I (Kanauhea) consider how, in my teaching practice, I draw on my technical knowledge of linguistics to enhance my explanations of language structures and their functions, where these are unfamiliar to language learners. As a tertiary linguistics lecturer, I (Julie) consider ways in which I draw on my beginner knowledge of te reo Māori to enhance my teaching of linguistic concepts, reflecting on materials I have developed to teach and assess students. 
We argue that students of te reo can benefit from linguistic understandings on their language learning journeys. Equally, as Aotearoa New Zealand's indigenous language, te reo Māori should have a strong presence in linguistic teaching materials, and our linguistics students should graduate with an indepth knowledge of te reo Māori structures.

year: 2023