title: English and the NCEA: the impact of an assessment regime on curriculum and practice.

authors: Locke, Terry

subjects: curricula (courses of study)

abstract: The National Certificate of Educational Achievement (NCEA) will enter the first year of implementation for Year 11 students in 2002. A number of educators have raised concerns in relation to the NCEA in respect of such issues as validity, reliability, moderation, the lack of uniformity in respect of re-testing policy and manageability. This article argues that attention also needs to be directed at ways in which the NCEA constructs curriculum, assessment and pedagogical practice. Using English as an example, it does just that by examining the English matrix, a specific achievement standard and examples of assessment tasks. It argues that the pervasiveness of summative assessment and the provision of centrally designed materials will legitimise some versions of the subject and certain teaching practices over others. It suggests that this form of legitimating control undermines teacher professionalism and subject innovation.

text: English and the NCEA: the impact of an assessment regime on curriculum and practice. The National Certificate of Educational Achievement (NCEA) will enter the first year of implementation for Year 11 students in 2002. A number of educators have raised concerns in relation to the NCEA in respect of such issues as validity, reliability, moderation, the lack of uniformity in respect of re-testing policy and manageability. This article argues that attention also needs to be directed at ways in which the NCEA constructs curriculum, assessment and pedagogical practice. Using English as an example, it does just that by examining the English matrix, a specific achievement standard and examples of assessment tasks. It argues that the pervasiveness of summative assessment and the provision of centrally designed materials will legitimise some versions of the subject and certain teaching practices over others. It suggests that this form of legitimating control undermines teacher professionalism and subject innovation.

year: 2001

title: Counting Errors: How Misunderstanding of China's Local Population and Employment Counts Affects Economic Analysis

authors: Li, Chao

subjects: China

abstract: A confusion over local population counts and employment counts in China persists throughout the economic literature. The existing studies within many branches of economics related to China commonly use the count of people with local hukou registration, the GDP per capita using the hukou count as the population denominator, and incomplete employment counts reported in various Chinese statistical yearbooks as if they were appropriate measures of local population, local employment and local per capita income. This misunderstanding of China’s local population and employment counts may lead researchers astray and could contribute to wrong conclusions and mistaken policy implications. An analogous error would be to study the economic geography of, say, the United States using local population and employment counts that were only for citizens rather than for all residents; the resulting statistical pictures are likely to be biased since cities such as New York or Los Angeles have a much higher share of non-citizens than do other areas. Yet there is no similar criticism of the large and growing literature that relies on sub-national population counts for China, despite the equally egregious errors that are likely to have resulted from using the wrong population and employment counts.
	Five economic issues that are pertinent to modern China are studied in this thesis using the most reliable estimates of local resident population and employment from China’s 2010 population census. These issues are regional inequality, optimal city size, the city size distribution, the nature, location and size of urbanization economies, and the determinants of urban land area expansion. Each issue is studied in a single, self-contained, paper that in some cases has already appeared in a peer-reviewed journal, and in other cases is under review at such journals. In general, the findings based on the most reliable local resident population counts and employment counts from the 2010 census extensively challenge the existing evidence in the literature. In some cases the policy implications from this new research are the opposite of what was previously suggested from research that was potentially distorted by the counting errors described here.

text: Counting Errors: How Misunderstanding of China's Local Population and Employment Counts Affects Economic Analysis A confusion over local population counts and employment counts in China persists throughout the economic literature. The existing studies within many branches of economics related to China commonly use the count of people with local hukou registration, the GDP per capita using the hukou count as the population denominator, and incomplete employment counts reported in various Chinese statistical yearbooks as if they were appropriate measures of local population, local employment and local per capita income. This misunderstanding of China’s local population and employment counts may lead researchers astray and could contribute to wrong conclusions and mistaken policy implications. An analogous error would be to study the economic geography of, say, the United States using local population and employment counts that were only for citizens rather than for all residents; the resulting statistical pictures are likely to be biased since cities such as New York or Los Angeles have a much higher share of non-citizens than do other areas. Yet there is no similar criticism of the large and growing literature that relies on sub-national population counts for China, despite the equally egregious errors that are likely to have resulted from using the wrong population and employment counts.
	Five economic issues that are pertinent to modern China are studied in this thesis using the most reliable estimates of local resident population and employment from China’s 2010 population census. These issues are regional inequality, optimal city size, the city size distribution, the nature, location and size of urbanization economies, and the determinants of urban land area expansion. Each issue is studied in a single, self-contained, paper that in some cases has already appeared in a peer-reviewed journal, and in other cases is under review at such journals. In general, the findings based on the most reliable local resident population counts and employment counts from the 2010 census extensively challenge the existing evidence in the literature. In some cases the policy implications from this new research are the opposite of what was previously suggested from research that was potentially distorted by the counting errors described here.

year: 2015

title: Māori medical student and physician exposure to racism, discrimination, harassment, and bullying

authors: Cormack, Donna

abstract: IMPORTANCE: Discrimination, bullying, and harassment in medicine have been reported internationally, but exposures for Indigenous medical students and physicians, and for racism
specifically, remain less examined.
OBJECTIVE: To examine the prevalence of racism, discrimination, bullying, and harassment for Māori medical students and physicians in New Zealand and associations with demographic and clinical
characteristics.
DESIGN, SETTING, AND PARTICIPANTS: This cross-sectional study used data from an anonymous national survey of Māori medical students and physicians in New Zealand in late 2021 and early 2022.
Data were analyzed from March 2022 to April 2024.
EXPOSURES: Age, gender, marginalized status (ie, in addition to being Māori, belonging to other groups traditionally marginalized or underrepresented in medicine), year of medical school, year of
graduation, and main work role.
MAIN OUTCOMES AND MEASURES: Direct and witnessed racism, discrimination, bullying, and harassment were measured as any experience in the last year and ever. Any exposure to negative
comments about social groups and witnessing discriminatory treatment toward Māori patients or whānau (extended family). Considering leaving medicine, including because of mistreatment, was
measured.
RESULTS: Overall, 205 Māori medical students (median [IQR] age, 23.1 [21.6-24.3] years; 137 [67.2%] women) and 200 physicians (median [IQR] age, 36.6 [30.1-45.3] years; 123 [62.8%] women)
responded. Direct and witnessed exposure to racism (184 students [91.5%]; 176 physicians [90.7%]) and discrimination (176 students [85.9%]; 179 physicians [89.5%]) ever in medical education,
training, or work environments was common. Ever exposure to witnessed and direct bullying (123 students [66.5%]; 150 physicians [89.3%]) and harassment (73 students [39.5%]; 112 physicians
[66.7%]) was also common. Most respondents reported witnessing Māori patients or their whānau being treated badly in clinical settings, in direct interactions (67 students [57.8%]; 112 physicians
[58.9%]) or behind their backs (87 students [75.0%]; 138 physicians [72.6%]). One-quarter of Māori medical students (45 students), and 37.0%of physicians (61 physicians) had considered leaving or taken a break from medicine because of these experiences. Additional marginalized statuses were significantly associated with any direct experience of mistreatment in the last year for students and physicians. Exposure to some forms of mistreatment were also significantly associated with higher likelihood of thinking about leaving or taking a break from medicine for physicians.
CONCLUSIONS AND RELEVANCE: In this study, Māori medical students and physicians reported high exposure to multiple forms of racism, discrimination, bullying, and harassment in medical
education, training, and work environments, requiring an urgent response from medical institutions.

text: Māori medical student and physician exposure to racism, discrimination, harassment, and bullying IMPORTANCE: Discrimination, bullying, and harassment in medicine have been reported internationally, but exposures for Indigenous medical students and physicians, and for racism
specifically, remain less examined.
OBJECTIVE: To examine the prevalence of racism, discrimination, bullying, and harassment for Māori medical students and physicians in New Zealand and associations with demographic and clinical
characteristics.
DESIGN, SETTING, AND PARTICIPANTS: This cross-sectional study used data from an anonymous national survey of Māori medical students and physicians in New Zealand in late 2021 and early 2022.
Data were analyzed from March 2022 to April 2024.
EXPOSURES: Age, gender, marginalized status (ie, in addition to being Māori, belonging to other groups traditionally marginalized or underrepresented in medicine), year of medical school, year of
graduation, and main work role.
MAIN OUTCOMES AND MEASURES: Direct and witnessed racism, discrimination, bullying, and harassment were measured as any experience in the last year and ever. Any exposure to negative
comments about social groups and witnessing discriminatory treatment toward Māori patients or whānau (extended family). Considering leaving medicine, including because of mistreatment, was
measured.
RESULTS: Overall, 205 Māori medical students (median [IQR] age, 23.1 [21.6-24.3] years; 137 [67.2%] women) and 200 physicians (median [IQR] age, 36.6 [30.1-45.3] years; 123 [62.8%] women)
responded. Direct and witnessed exposure to racism (184 students [91.5%]; 176 physicians [90.7%]) and discrimination (176 students [85.9%]; 179 physicians [89.5%]) ever in medical education,
training, or work environments was common. Ever exposure to witnessed and direct bullying (123 students [66.5%]; 150 physicians [89.3%]) and harassment (73 students [39.5%]; 112 physicians
[66.7%]) was also common. Most respondents reported witnessing Māori patients or their whānau being treated badly in clinical settings, in direct interactions (67 students [57.8%]; 112 physicians
[58.9%]) or behind their backs (87 students [75.0%]; 138 physicians [72.6%]). One-quarter of Māori medical students (45 students), and 37.0%of physicians (61 physicians) had considered leaving or taken a break from medicine because of these experiences. Additional marginalized statuses were significantly associated with any direct experience of mistreatment in the last year for students and physicians. Exposure to some forms of mistreatment were also significantly associated with higher likelihood of thinking about leaving or taking a break from medicine for physicians.
CONCLUSIONS AND RELEVANCE: In this study, Māori medical students and physicians reported high exposure to multiple forms of racism, discrimination, bullying, and harassment in medical
education, training, and work environments, requiring an urgent response from medical institutions.

year: 0202-07-01