title: Nurturing the designerly thinking and design capabilities of five-year-olds: technology in the new entrant classroom

authors: Milne, Louise

subjects: technology

abstract: Technology is one of eight learning areas of the New Zealand national curriculum. It aims to develop a broad technological literacy through students participating in programmes in which the practice of technological development is experienced, as is knowledge informing practice, and students gain an understanding of technology as a domain in its own right. In New Zealand children begin school at 5 years of age and this paper describes a classroom research project during which these students design and then construct a photo frame. The inducement for this development arose from students needing to safely transport home and then display a class photograph. This provided the opportunity for developing technological knowledge and skills within a real and relevant context—two key drivers when working with young students (Ministry of Education 2007) [MoE]. The results of this project suggest that teaching technology to five-year-old students is achievable and a valuable addition to other learning opportunities provided in the new entrant classroom. Strategies are suggested that will enable students to successfully achieve their goals whilst gaining a simple understanding of the technological process. By making good use of these it is possible to create a worthwhile and imaginatively challenging activity that reflects the essence of the technology education curriculum.

text: Nurturing the designerly thinking and design capabilities of five-year-olds: technology in the new entrant classroom Technology is one of eight learning areas of the New Zealand national curriculum. It aims to develop a broad technological literacy through students participating in programmes in which the practice of technological development is experienced, as is knowledge informing practice, and students gain an understanding of technology as a domain in its own right. In New Zealand children begin school at 5 years of age and this paper describes a classroom research project during which these students design and then construct a photo frame. The inducement for this development arose from students needing to safely transport home and then display a class photograph. This provided the opportunity for developing technological knowledge and skills within a real and relevant context—two key drivers when working with young students (Ministry of Education 2007) [MoE]. The results of this project suggest that teaching technology to five-year-old students is achievable and a valuable addition to other learning opportunities provided in the new entrant classroom. Strategies are suggested that will enable students to successfully achieve their goals whilst gaining a simple understanding of the technological process. By making good use of these it is possible to create a worthwhile and imaginatively challenging activity that reflects the essence of the technology education curriculum.

year: 2013

title: Police education and democratic policing in Taiwan: a longitudinal quasi-experimental study of the effects of selection and police socialisation on human rights, moral reasoning and prejudice

authors: Lin, Keng‑hui

abstract: Objectives: To investigate the effects of selection and group socialisation on support of human rights, moral reasoning and prejudice in police officers in Taiwan. Methods: We used a longitudinal quasi-experimental design to track three cohorts of police officers (n = 585) and a comparison group of criminology undergraduates (n = 43). Results: There were no statistically significant differences in measures of human rights, moral reasoning and prejudice between new police recruits and the control group. However, time in police education was associated with a statistically significant reduction in police officer support of human rights, moral reasoning and an increase in prejudice. In the control group, the reverse was true. Conclusions: Exposure to police education in Taiwan resulted in police officers being significantly more prejudiced and significantly less adherent to the principles of human rights and moral reasoning. These results appear to be attributable to police socialisation rather than selection effects.

text: Police education and democratic policing in Taiwan: a longitudinal quasi-experimental study of the effects of selection and police socialisation on human rights, moral reasoning and prejudice Objectives: To investigate the effects of selection and group socialisation on support of human rights, moral reasoning and prejudice in police officers in Taiwan. Methods: We used a longitudinal quasi-experimental design to track three cohorts of police officers (n = 585) and a comparison group of criminology undergraduates (n = 43). Results: There were no statistically significant differences in measures of human rights, moral reasoning and prejudice between new police recruits and the control group. However, time in police education was associated with a statistically significant reduction in police officer support of human rights, moral reasoning and an increase in prejudice. In the control group, the reverse was true. Conclusions: Exposure to police education in Taiwan resulted in police officers being significantly more prejudiced and significantly less adherent to the principles of human rights and moral reasoning. These results appear to be attributable to police socialisation rather than selection effects.

year: 2023

title: The social meaning potential of loanwords: Empirical explorations of lexical borrowing as expression of (social) identity

authors: Zenner, Eline

abstract: The use of loanwords is not merely a lexical act (filling a lexical gap in a given language, or using a shorter word in place of a longer expression) but also a socially meaningful one – a contextual expression of self, social identity and language regard. Recent lexical borrowing research has drawn attention to this social meaning potential of loanwords. What motivates language users to select a borrowed form over a receptor language equivalent, what is the (perceived) social meaning of this choice and how can we empirically address these questions? This special issue seeks to bring into debate the interface between speakers (the social dimension) and language (the linguistic dimension) with regard to lexical borrowing, and to probe how language regard and speaker identity influence and explain the use of loanwords. In a bid to better understand this complex interface, the special issue includes papers that explore a range of empirical methodologies drawn from different subfields of (socio)linguistics and closely related scientific domains (linguistic anthropology, conversation analysis, corpus linguistics, social psychology and psycholinguistics) and documents a variety of contact situations: English loans into French and Finnish, Māori loanwords into New Zealand English, German loans into Dutch. Together, the different perspectives presented in this issue help advance our understanding of the relationship between lexical change on the one hand, and language regard and (social) identity on the other hand.

text: The social meaning potential of loanwords: Empirical explorations of lexical borrowing as expression of (social) identity The use of loanwords is not merely a lexical act (filling a lexical gap in a given language, or using a shorter word in place of a longer expression) but also a socially meaningful one – a contextual expression of self, social identity and language regard. Recent lexical borrowing research has drawn attention to this social meaning potential of loanwords. What motivates language users to select a borrowed form over a receptor language equivalent, what is the (perceived) social meaning of this choice and how can we empirically address these questions? This special issue seeks to bring into debate the interface between speakers (the social dimension) and language (the linguistic dimension) with regard to lexical borrowing, and to probe how language regard and speaker identity influence and explain the use of loanwords. In a bid to better understand this complex interface, the special issue includes papers that explore a range of empirical methodologies drawn from different subfields of (socio)linguistics and closely related scientific domains (linguistic anthropology, conversation analysis, corpus linguistics, social psychology and psycholinguistics) and documents a variety of contact situations: English loans into French and Finnish, Māori loanwords into New Zealand English, German loans into Dutch. Together, the different perspectives presented in this issue help advance our understanding of the relationship between lexical change on the one hand, and language regard and (social) identity on the other hand.

year: 2019