title: Doing the Lord’s work or taking His name in vain: Religion and charity—a New Zealand perspective

authors: Chevalier-Watts, Juliet

subjects: Law

abstract: This article considers the relationship between the law, charity and religion, and specifically, the charitable doctrines of the advancement of religion and public benefit. In doing so, it addresses a number of matters, including controversy and morality, from the perspective of some key religious charity law cases. The discussions consider whether or not the Lord’s name may be taken in vain through the works of these charities, and thus require legal reform, or whether charity law is indeed doing the Lord’s work within the constructs of charity law such that the law remains fit for purpose.

text: Doing the Lord’s work or taking His name in vain: Religion and charity—a New Zealand perspective This article considers the relationship between the law, charity and religion, and specifically, the charitable doctrines of the advancement of religion and public benefit. In doing so, it addresses a number of matters, including controversy and morality, from the perspective of some key religious charity law cases. The discussions consider whether or not the Lord’s name may be taken in vain through the works of these charities, and thus require legal reform, or whether charity law is indeed doing the Lord’s work within the constructs of charity law such that the law remains fit for purpose.

year: 2023-03-03

title: 'Tis better to be seen.

authors: Saunders, Rachel

subjects: education

abstract: The article presents the author's experience related to leisure activities. He says as, "The sound of my Adidas sprigs scratching and clawing at the concrete as I sprint down Wendywood Lane towards the school draws attention and interested looks, not to mention amusement, from the early morning gardeners and people shuffling out to collect the paper. With lungs nearly bursting and my breath heaving painfully in my chest, the picket fences and hydrangeas blur beside me as I eventually round the corner to the back of the school fields. I scan the horizon for my school colors. I can just make out the yellow and blue strip of my hockey team as they gather together by the dug outs. Parents are starting to gather on the sideline and joust for the position closest to the coach. I search along the line for a glimpse of my father. Not there yet. I know that he'll be there soon."

text: 'Tis better to be seen. The article presents the author's experience related to leisure activities. He says as, "The sound of my Adidas sprigs scratching and clawing at the concrete as I sprint down Wendywood Lane towards the school draws attention and interested looks, not to mention amusement, from the early morning gardeners and people shuffling out to collect the paper. With lungs nearly bursting and my breath heaving painfully in my chest, the picket fences and hydrangeas blur beside me as I eventually round the corner to the back of the school fields. I scan the horizon for my school colors. I can just make out the yellow and blue strip of my hockey team as they gather together by the dug outs. Parents are starting to gather on the sideline and joust for the position closest to the coach. I search along the line for a glimpse of my father. Not there yet. I know that he'll be there soon."

year: 2004

title: Accommodating multiculturalism and biculturalism in Aotearoa New Zealand: implication for language education.

authors: May, Stephen

subjects: bilingual education

abstract: The field of language education in Aotearoa New Zealand, as elsewhere, has developed significantly since its early and almost exclusive focus on the acquisition of English literacy in schools. As the field has expanded, so too has the range of language education sectors addressed and the theoretical approaches and understandings employed in relation to language and literacy education. Both developments have resulted in a more coordinated literacy education policy - exemplified to date most clearly in the New Zealand Literacy Taskforce - and a more situated, less monolithic understanding of the widely different literacies available to learners. Despite these developments, however, one area still remains noticeably under-theorised and marginalized in relation to the ongoing development of language and literacy education policy in Aotearoa New Zealand - the place of second language learners within it. This paper explores this lacuna and the potential policy implications of addressing and integrating first and second language educational concerns within an evolving national literacy education policy. This has particular implications for the further development of bilingual education - both for Maori and, possibly, other minority groups - and for the related possibilities of multicultural education. It also requires a wider and clearer recognition of minority language education rights, as developed within both international law and political theory, in order to apply these rights appropriately to an Aotearoa New Zealand context which is currently witnessing rapid and extensive demographic (and linguistic) change.

text: Accommodating multiculturalism and biculturalism in Aotearoa New Zealand: implication for language education. The field of language education in Aotearoa New Zealand, as elsewhere, has developed significantly since its early and almost exclusive focus on the acquisition of English literacy in schools. As the field has expanded, so too has the range of language education sectors addressed and the theoretical approaches and understandings employed in relation to language and literacy education. Both developments have resulted in a more coordinated literacy education policy - exemplified to date most clearly in the New Zealand Literacy Taskforce - and a more situated, less monolithic understanding of the widely different literacies available to learners. Despite these developments, however, one area still remains noticeably under-theorised and marginalized in relation to the ongoing development of language and literacy education policy in Aotearoa New Zealand - the place of second language learners within it. This paper explores this lacuna and the potential policy implications of addressing and integrating first and second language educational concerns within an evolving national literacy education policy. This has particular implications for the further development of bilingual education - both for Maori and, possibly, other minority groups - and for the related possibilities of multicultural education. It also requires a wider and clearer recognition of minority language education rights, as developed within both international law and political theory, in order to apply these rights appropriately to an Aotearoa New Zealand context which is currently witnessing rapid and extensive demographic (and linguistic) change.

year: 2002