title: Students' perspectives on the nature of mathematics

authors: Young-Loveridge, Jennifer

subjects: mathematics

abstract: This paper reports on one small component of a much larger study that explored the perspectives of students towards mathematics learning. Students were asked “What do you think maths is all about?” Some students responded in terms of mathematical content. Others commented on learning in general, or on problem-solving in particular. Some students talked about the usefulness of mathematics for everyday life. An overwhelming number of students answered the question by talking about the importance of mathematics for the future.

text: Students' perspectives on the nature of mathematics This paper reports on one small component of a much larger study that explored the perspectives of students towards mathematics learning. Students were asked “What do you think maths is all about?” Some students responded in terms of mathematical content. Others commented on learning in general, or on problem-solving in particular. Some students talked about the usefulness of mathematics for everyday life. An overwhelming number of students answered the question by talking about the importance of mathematics for the future.

year: 2006

title: “That Brave Egotist”, Martius the anxious and ideological masculinity of 'Coriolanus'

authors: McGall, Fiadh

subjects: shakespeare

abstract: This thesis explores the societal implementation of masculinity in relation to William Shakespeare’s play Coriolanus and its 2011 film adaptation directed by Ralph Fiennes. Through both texts, we see a society where masculinity holds a deep-rooted ideological position that rules and dictates the comings and goings of the worlds. The thesis unpacks this ideology, exploring how it is considered masculine to hold the hegemonic position and how it is similarly considered masculine to conform to the currently celebrated expression of masculinity. Through this, the thesis explores the arbitrariness of masculinity and its underlying anxiousness. Chapters explore the play in a historical context and, through close inspection of Fiennes’ film, show the current relevance of debates around masculinity.

Simone de Beauvoir famously declares, "One is not born, but becomes a woman”. Likewise, the thesis shows that one is not born masculine but becomes masculine. Masculinity is a coherent system of appearances, speeches, and behaviours that people perform in order to be conferred with the coveted title and position of hegemon. Since people have different capabilities of achieving complete coherence and proximity to the mythological perfected form of masculinity, society becomes structured and ordered based on people’s ability to conform with masculinity. Those who can conform receive socioeconomic benefits based upon their position, and those who can’t become subordinated with a precarious socioeconomic position. Similarly, because of the apparent arbitrariness of this system, there is an underlying anxiousness to it. Some people, especially in the socially dominant positions, have an overwhelming fear of losing their positions founded upon their arbitrary dominance.
	
Despite its antiquity, being about 400 years old, the play maintains distinctly applicable to our world today. The thesis explores how, through the ongoing developments in our current world towards a more equitable society, the play has held an obvious clutch on people’s psyches. Whether it was in 1608 when the play was written, during New Zealand’s first production of the play in 1929, in 2011 during the release of Fiennes’ film, or today in (2024) when this thesis was submitted, the play remains inexplicably relevant and interesting to any foreseeable audience.

text: “That Brave Egotist”, Martius the anxious and ideological masculinity of 'Coriolanus' This thesis explores the societal implementation of masculinity in relation to William Shakespeare’s play Coriolanus and its 2011 film adaptation directed by Ralph Fiennes. Through both texts, we see a society where masculinity holds a deep-rooted ideological position that rules and dictates the comings and goings of the worlds. The thesis unpacks this ideology, exploring how it is considered masculine to hold the hegemonic position and how it is similarly considered masculine to conform to the currently celebrated expression of masculinity. Through this, the thesis explores the arbitrariness of masculinity and its underlying anxiousness. Chapters explore the play in a historical context and, through close inspection of Fiennes’ film, show the current relevance of debates around masculinity.

Simone de Beauvoir famously declares, "One is not born, but becomes a woman”. Likewise, the thesis shows that one is not born masculine but becomes masculine. Masculinity is a coherent system of appearances, speeches, and behaviours that people perform in order to be conferred with the coveted title and position of hegemon. Since people have different capabilities of achieving complete coherence and proximity to the mythological perfected form of masculinity, society becomes structured and ordered based on people’s ability to conform with masculinity. Those who can conform receive socioeconomic benefits based upon their position, and those who can’t become subordinated with a precarious socioeconomic position. Similarly, because of the apparent arbitrariness of this system, there is an underlying anxiousness to it. Some people, especially in the socially dominant positions, have an overwhelming fear of losing their positions founded upon their arbitrary dominance.
	
Despite its antiquity, being about 400 years old, the play maintains distinctly applicable to our world today. The thesis explores how, through the ongoing developments in our current world towards a more equitable society, the play has held an obvious clutch on people’s psyches. Whether it was in 1608 when the play was written, during New Zealand’s first production of the play in 1929, in 2011 during the release of Fiennes’ film, or today in (2024) when this thesis was submitted, the play remains inexplicably relevant and interesting to any foreseeable audience.

year: 2024-03-02

title: An examination of genres and text-types in written Māori discourse: Analysis and pedagogic implications

authors: Houia-Roberts, Ngaere

abstract: The overall aim of this research project is to determine what genres and text-types are most commonly required of students at upper secondary and tertiary levels in Māori-medium educational settings (Chapter 4), and to further determine, in relation to the analysis of authentic texts written by educated users of the language who have a high level of proficiency, how such genres and text-types are typically structured (Chapters 5 and 6). It is intended that this information should provide teachers and students with a solid foundation for the development of the skills required to create written texts in Māori that are structured in ways that are as close as possible to authentic discourses written by educated and highly proficient users of the language (Chapter 7). The thesis begins by providing some background to the research and outlining the primary aims, research questions and research methods (Chapter 1). This is followed by a critical review of some general landmark publications in the area of genre and text-type (Chapter 2).More pedagogically-centred, process-oriented approaches to genre and text-type are then critically reviewed in the context of the design of the model which underpins the analyses conducted in the following chapters.

text: An examination of genres and text-types in written Māori discourse: Analysis and pedagogic implications The overall aim of this research project is to determine what genres and text-types are most commonly required of students at upper secondary and tertiary levels in Māori-medium educational settings (Chapter 4), and to further determine, in relation to the analysis of authentic texts written by educated users of the language who have a high level of proficiency, how such genres and text-types are typically structured (Chapters 5 and 6). It is intended that this information should provide teachers and students with a solid foundation for the development of the skills required to create written texts in Māori that are structured in ways that are as close as possible to authentic discourses written by educated and highly proficient users of the language (Chapter 7). The thesis begins by providing some background to the research and outlining the primary aims, research questions and research methods (Chapter 1). This is followed by a critical review of some general landmark publications in the area of genre and text-type (Chapter 2).More pedagogically-centred, process-oriented approaches to genre and text-type are then critically reviewed in the context of the design of the model which underpins the analyses conducted in the following chapters.

year: 2004