title: Medios compositivos y nuevas formas de experiencia perceptiva en la poesía experimental española actual

authors: Lopez-Fernandez, Laura

abstract: La naturaleza híbrida y heterogénea de los modos poéticos experimentales —poéticas no versificadas y no declamatorias— constituye un rasgo distintivo de este macrogénero, el cual requiere para un mejor entendimiento un marco teórico apropiado y una revisión de las nociones convencionales de lírica, representación y discursividad. En este estudio se revisan estas nociones dentro del contexto poético español del siglo XXI y se presenta un nuevo modo de acercamiento a estas textualidades alteradas donde se subraya la no linealidad, los lenguajes no verbales y la tecnología como herramientas integrales en el proceso de creación y descodificación de estos múltiples modos compositivos.

text: Medios compositivos y nuevas formas de experiencia perceptiva en la poesía experimental española actual La naturaleza híbrida y heterogénea de los modos poéticos experimentales —poéticas no versificadas y no declamatorias— constituye un rasgo distintivo de este macrogénero, el cual requiere para un mejor entendimiento un marco teórico apropiado y una revisión de las nociones convencionales de lírica, representación y discursividad. En este estudio se revisan estas nociones dentro del contexto poético español del siglo XXI y se presenta un nuevo modo de acercamiento a estas textualidades alteradas donde se subraya la no linealidad, los lenguajes no verbales y la tecnología como herramientas integrales en el proceso de creación y descodificación de estos múltiples modos compositivos.

year: 2014

title: Connecting School Culture to Boys' Learning:  An investigation into how school culture affects boys' learning in one New Zealand primary school.

authors: Hyndman, Robert Murray

subjects: boys

abstract: Abstract
Boys' underachievement has become a topical issue in recent years.  In response, one New Zealand primary school created a Boys' Project.  It encompassed a range of interventions designed to address boys' underachievement by re-culturing the school to make it a more positive environment for them.  This qualitative research is a case study of this school and it seeks to identify elements of school culture that support boys' learning.  

The literature revealed contrasting and conflicting theoretical perspectives contributing to the debate around boys' achievement.  From one perspective it is accepted that boys and girls are different and schools are expected to accommodate these differences.  The alternative perspective suggests that differences between girls and boys should not be viewed as inevitable and that, for boys, schools and society should work to change undesirable attitudes and behaviours if their learning needs are to be addressed.  

The research revealed that boys' underachievement is indeed a complex issue that is unlikely to be solved by short-term interventions or strategies.  The research concludes that educational outcomes for boys will be positively affected by a school culture that fosters strong relationships, a focus on learning, and an understanding of how beliefs and attitudes about gender are influential on learning.

text: Connecting School Culture to Boys' Learning:  An investigation into how school culture affects boys' learning in one New Zealand primary school. Abstract
Boys' underachievement has become a topical issue in recent years.  In response, one New Zealand primary school created a Boys' Project.  It encompassed a range of interventions designed to address boys' underachievement by re-culturing the school to make it a more positive environment for them.  This qualitative research is a case study of this school and it seeks to identify elements of school culture that support boys' learning.  

The literature revealed contrasting and conflicting theoretical perspectives contributing to the debate around boys' achievement.  From one perspective it is accepted that boys and girls are different and schools are expected to accommodate these differences.  The alternative perspective suggests that differences between girls and boys should not be viewed as inevitable and that, for boys, schools and society should work to change undesirable attitudes and behaviours if their learning needs are to be addressed.  

The research revealed that boys' underachievement is indeed a complex issue that is unlikely to be solved by short-term interventions or strategies.  The research concludes that educational outcomes for boys will be positively affected by a school culture that fosters strong relationships, a focus on learning, and an understanding of how beliefs and attitudes about gender are influential on learning.

year: 2007

title: Ethics in Maori research: Working paper

authors: Cram, Fiona

subjects: Maori

abstract: When we think about what we are doing as researchers, one of our main tasks is to acquire knowledge. For some researchers their task begins and ends there. Knowledge is viewed as cumulative, that by adding to some knowledge pool we will one day be able to put the component parts together and discover universal laws. Many researchers also assume that the knowledge they have collected is objective, value-free and apolitical. This is part of psychologists’ ‘physics envy’. A Maori view of knowledge is very different from this. For Maori the purpose of knowledge is to uphold the interests and the mana of the group; it serves the community. Researchers are not building up their own status; they are fighting for the betterment of their iwi and for Maori people in general.

text: Ethics in Maori research: Working paper When we think about what we are doing as researchers, one of our main tasks is to acquire knowledge. For some researchers their task begins and ends there. Knowledge is viewed as cumulative, that by adding to some knowledge pool we will one day be able to put the component parts together and discover universal laws. Many researchers also assume that the knowledge they have collected is objective, value-free and apolitical. This is part of psychologists’ ‘physics envy’. A Maori view of knowledge is very different from this. For Maori the purpose of knowledge is to uphold the interests and the mana of the group; it serves the community. Researchers are not building up their own status; they are fighting for the betterment of their iwi and for Maori people in general.

year: 1993