title: A job, a dream or a trap? Multiple meanings for encore careers

authors: Simpson, Mary Louisa

subjects: aging

abstract: Governments and activists are interested in the ageing workforce, as both a problem and, 
potentially, an asset. Terms such as ‘positive ageing’ and ‘successful ageing’ are increasingly used rhetorically to (re)frame the working lives of elders, and demand careful examination. A recent entry in the discursive re-construction of work in later life is ‘encore careers’, which highlights retirement as a time when individuals choose to use their wealth of experience, engaging in  work that matters and makes meaningful contributions to society. This article reports on a study that used a multiple perspectives approach to analyse the discourse of elders engaged in encore  careers and managers who work with them.

text: A job, a dream or a trap? Multiple meanings for encore careers Governments and activists are interested in the ageing workforce, as both a problem and, 
potentially, an asset. Terms such as ‘positive ageing’ and ‘successful ageing’ are increasingly used rhetorically to (re)frame the working lives of elders, and demand careful examination. A recent entry in the discursive re-construction of work in later life is ‘encore careers’, which highlights retirement as a time when individuals choose to use their wealth of experience, engaging in  work that matters and makes meaningful contributions to society. This article reports on a study that used a multiple perspectives approach to analyse the discourse of elders engaged in encore  careers and managers who work with them.

year: 2012

title: The experiences, perceptions and expectations of teachers, students and parents of the Community High School Model in Solomon Islands: A Case Study

authors: Memua, James

subjects: Community High School

abstract: This study considers students’ educational needs in the Solomon Islands’ education system. In particular it explores the experiences, perceptions and expectations of teachers, students and parents of the Community High School model. While research has been done on some educational aspects of Community High Schools, none has been carried out amongst the teachers, students and parents. We therefore know very little about their experiences, perceptions and expectations of the Community High Schools in Solomon Islands. 
Research data were gathered using qualitative case study methods. Specifically, interviews were conducted with four teachers, three students, three parents and four Education Officers. The teachers and students were from an urban Community High School, and the parents had children enrolled at the school. Data gathered were analysed using a thematic analysis approach. The data gathering was conducted in the Solomon Islands in May 2010. 
The key findings revealed that a number of social justice issues impacted on the majority of students in Community High Schools. They include improved access to secondary education, unbalanced curriculum, teacher-centred teaching and learning practices, poor preparation of students for the future, limited resources, democratic school leadership practice, a mutual school community partnership and a strong School committee. Other key findings which related to the future aspiration encompass more Rural Training Centres, expansion of tertiary education, and inappropriate education policies in general. This study also found that while there is advocacy for Community High Schools to be more responsive to the needs of the majority of students, many of which are rural children, this is not happening. Moreover, while the participants preferred to contextualize school practice to cater for all students however current educational policy does not allow this to happen.

text: The experiences, perceptions and expectations of teachers, students and parents of the Community High School Model in Solomon Islands: A Case Study This study considers students’ educational needs in the Solomon Islands’ education system. In particular it explores the experiences, perceptions and expectations of teachers, students and parents of the Community High School model. While research has been done on some educational aspects of Community High Schools, none has been carried out amongst the teachers, students and parents. We therefore know very little about their experiences, perceptions and expectations of the Community High Schools in Solomon Islands. 
Research data were gathered using qualitative case study methods. Specifically, interviews were conducted with four teachers, three students, three parents and four Education Officers. The teachers and students were from an urban Community High School, and the parents had children enrolled at the school. Data gathered were analysed using a thematic analysis approach. The data gathering was conducted in the Solomon Islands in May 2010. 
The key findings revealed that a number of social justice issues impacted on the majority of students in Community High Schools. They include improved access to secondary education, unbalanced curriculum, teacher-centred teaching and learning practices, poor preparation of students for the future, limited resources, democratic school leadership practice, a mutual school community partnership and a strong School committee. Other key findings which related to the future aspiration encompass more Rural Training Centres, expansion of tertiary education, and inappropriate education policies in general. This study also found that while there is advocacy for Community High Schools to be more responsive to the needs of the majority of students, many of which are rural children, this is not happening. Moreover, while the participants preferred to contextualize school practice to cater for all students however current educational policy does not allow this to happen.

year: 2011

title: Important lessons for trust governance from trusts that benefit New Zealand's Indigenous Maori – Recent developments

authors: Manyam, Joel

abstract: The landmark New Zealand Court of Appeal decision in New Zealand Maori Council v AttorneyGeneral [1987] 1 NZLR 641[SOE Case] marked a watershed in New Zealand's jurisprudence concerning the relationship between the Government of New Zealand('the Crown') and the indigenous Maori peoples of New Zealand. Very recently , New Zealand's highest Court, the Supreme Court in its decision in New Zealand Maori Council v Attorney-General[2013] 3 NZLR 31 referred to the SOE case as follows:
'The SOE case by the Court of Appeal is a judgment of great authority and importance to the law concerning the relationship between the Crown and Maori" (emphasis added)[S3].

text: Important lessons for trust governance from trusts that benefit New Zealand's Indigenous Maori – Recent developments The landmark New Zealand Court of Appeal decision in New Zealand Maori Council v AttorneyGeneral [1987] 1 NZLR 641[SOE Case] marked a watershed in New Zealand's jurisprudence concerning the relationship between the Government of New Zealand('the Crown') and the indigenous Maori peoples of New Zealand. Very recently , New Zealand's highest Court, the Supreme Court in its decision in New Zealand Maori Council v Attorney-General[2013] 3 NZLR 31 referred to the SOE case as follows:
'The SOE case by the Court of Appeal is a judgment of great authority and importance to the law concerning the relationship between the Crown and Maori" (emphasis added)[S3].

year: 2015