title: Immigration futures: New Zealand in a global context

authors: Bedford, Richard

abstract: At no other time in the past century has there been such focused and intense global interest in international migration. Never before has there been such interest, internationally, in how Australia, Canada and New Zealand manage their international migration. These countries have become models for governments elsewhere who are seeking to develop policy that has a more direct impact on the quality of the population flows into their countries.

New Zealand is unusual by OECD standards in that it has a high level of emigration of citizens at the same time that it has a very high per capita rate of immigration. New Zealand’s contemporary migration flows are examined briefly and it is demonstrated that the system is not nearly as dominated by migration from countries in northeast Asia as it was a decade ago.

A more flexible approach to the attainment of permits to reside in a country is being adopted in most countries now. The prospective migrants take the opportunity to assess employment opportunities and the quality of life in a prospective new home (perhaps not their only home either), while working or studying on temporary permits and gaining the sort of local experience that is valued in the points-based immigrant selection systems. The paper concludes with a brief analysis of data relating to transition to residence in New Zealand.

text: Immigration futures: New Zealand in a global context At no other time in the past century has there been such focused and intense global interest in international migration. Never before has there been such interest, internationally, in how Australia, Canada and New Zealand manage their international migration. These countries have become models for governments elsewhere who are seeking to develop policy that has a more direct impact on the quality of the population flows into their countries.

New Zealand is unusual by OECD standards in that it has a high level of emigration of citizens at the same time that it has a very high per capita rate of immigration. New Zealand’s contemporary migration flows are examined briefly and it is demonstrated that the system is not nearly as dominated by migration from countries in northeast Asia as it was a decade ago.

A more flexible approach to the attainment of permits to reside in a country is being adopted in most countries now. The prospective migrants take the opportunity to assess employment opportunities and the quality of life in a prospective new home (perhaps not their only home either), while working or studying on temporary permits and gaining the sort of local experience that is valued in the points-based immigrant selection systems. The paper concludes with a brief analysis of data relating to transition to residence in New Zealand.

year: 2006

title: Supremica-An Efficient Tool for Large-Scale Discrete Event Systems

authors: Malik, Robi

subjects: Discrete Event Systems

abstract: Supremica is a tool for the modelling and analysis of discrete-event control functions based on state machine models of the uncontrolled plant and specification of the desired closed-loop behaviour. The modelling framework in Supremica is based on finite-state machines extended with variables, guard conditions, and action functions. In order to handle large-scale problems of industrially interesting size, Supremica uses advanced model checking techniques such as symbolic representations and compositional abstraction. Supremica has been used in several industrial research projects to verify and synthesise control functions for embedded controllers, industrial robots, and flexible manufacturing systems, and to verify program code for autonomous vehicles. This paper gives an overview of the modelling features of Supremica, shows the verification and synthesis facilities and their performance for large problems, and presents some of the industrial applications where Supremica has been used.

text: Supremica-An Efficient Tool for Large-Scale Discrete Event Systems Supremica is a tool for the modelling and analysis of discrete-event control functions based on state machine models of the uncontrolled plant and specification of the desired closed-loop behaviour. The modelling framework in Supremica is based on finite-state machines extended with variables, guard conditions, and action functions. In order to handle large-scale problems of industrially interesting size, Supremica uses advanced model checking techniques such as symbolic representations and compositional abstraction. Supremica has been used in several industrial research projects to verify and synthesise control functions for embedded controllers, industrial robots, and flexible manufacturing systems, and to verify program code for autonomous vehicles. This paper gives an overview of the modelling features of Supremica, shows the verification and synthesis facilities and their performance for large problems, and presents some of the industrial applications where Supremica has been used.

year: 2017

title: Understanding the construction of belonging in a for-profit ECE centre: An ethnographic study

authors: Westerbeke, Lynley Ann

subjects: Belonging

abstract: Participation in high quality early childhood education [ECE] is recognised as having long ranging academic and social benefits for children, especially those from disadvantaged backgrounds (Mitchell, Wylie & Carr, 2008).   In 2010 the ECE Participation Programme was successfully introduced to increase enrolment in ECE for targeted groups, such as Māori, Pasifika, and low income families.  I argue that focusing on increased participation alone is limiting and participation requires being viewed alongside the notion of belonging.  With the majority of children participating in for-profit ECE centres in Aotearoa New Zealand (Ministry of Education, 2015) I suggest that what children are participating in merits greater investigation.    
In this thesis belonging is positioned as not simply obtaining membership, but utilising Rogoff’s (2003) understanding of participation, it is viewed as something which is highly influential, where core values are transmitted and transformed.
The research questions guiding this thesis are:
1.	What affordances and challenges to belonging are identified by stakeholders participating in a privately owned, for-profit, ECE centre?
2.	How is the ethical stewardship of Te Whāriki reflected in the leadership’s decision making?
This thesis used a critical ethnographic methodology, and was conducted over a nine month period in a for-profit ECE centre, with the researcher in the role of participant observer.  The centre is located in a lower socio-economic area of an inner city suburb and is accessed by families who at the time of the study had only 30% of its parents in paid employment.  The majority of children identified as Māori and lived in close proximity to the centre, and all teachers at the centre identified as Pākehā.  The stakeholders identified for this study were the children, their parents and the teachers.  Three teachers participated in the study and four children were selected for case study, aged between two and four and a half years.  Data was generated primarily through semi-structured interviews with the children, their parents and the teachers, and observation of the setting.  The data was viewed utilising Rogoff’s (2003) three foci of analysis, with three contributing factors to belonging identified by participants; values, relationships and leadership.
The thesis argues that belonging is complex and participation in for-profit ECE services is an ethical concern, not only for the children and their families but also for teachers.  To make sense of the aligned yet often contradicting perspectives of the stakeholders I propose a belonging framework, conceptualised to bring understanding to the construction of belonging within the centre.  It suggests that belonging to the centre can be viewed from three distinct viewpoints; it can be observed, lived, and framed.   The study evidenced that the day-to-day lived experiences of the children are not fully known by parents and, while also lived, belonging is primarily observed for this cohort.  Within the context of lived belonging the teachers’ and leadership’s philosophical and pedagogical approaches meet, and often collide.  The child is placed at the heart of the framework where belonging is lived and it is here that meaning for this group is primarily created, and cultural values are transmitted and transformed.  The third perspective is how belonging is framed, with the leaders’ operational decision making setting the parameters for the stakeholders’ participation.  It is in this space that the actual values guiding the setting are revealed.
My thesis aims to explain the impact on the stakeholders’ sense of belonging when a government funded centre is driven by agendas not fully aligned with the intentions of the democratic and bicultural curriculum, Te Whāriki.  This study adds to the literature on for-profit ECE services, participation in ECE in Aotearoa New Zealand, and leadership in ECE.

text: Understanding the construction of belonging in a for-profit ECE centre: An ethnographic study Participation in high quality early childhood education [ECE] is recognised as having long ranging academic and social benefits for children, especially those from disadvantaged backgrounds (Mitchell, Wylie & Carr, 2008).   In 2010 the ECE Participation Programme was successfully introduced to increase enrolment in ECE for targeted groups, such as Māori, Pasifika, and low income families.  I argue that focusing on increased participation alone is limiting and participation requires being viewed alongside the notion of belonging.  With the majority of children participating in for-profit ECE centres in Aotearoa New Zealand (Ministry of Education, 2015) I suggest that what children are participating in merits greater investigation.    
In this thesis belonging is positioned as not simply obtaining membership, but utilising Rogoff’s (2003) understanding of participation, it is viewed as something which is highly influential, where core values are transmitted and transformed.
The research questions guiding this thesis are:
1.	What affordances and challenges to belonging are identified by stakeholders participating in a privately owned, for-profit, ECE centre?
2.	How is the ethical stewardship of Te Whāriki reflected in the leadership’s decision making?
This thesis used a critical ethnographic methodology, and was conducted over a nine month period in a for-profit ECE centre, with the researcher in the role of participant observer.  The centre is located in a lower socio-economic area of an inner city suburb and is accessed by families who at the time of the study had only 30% of its parents in paid employment.  The majority of children identified as Māori and lived in close proximity to the centre, and all teachers at the centre identified as Pākehā.  The stakeholders identified for this study were the children, their parents and the teachers.  Three teachers participated in the study and four children were selected for case study, aged between two and four and a half years.  Data was generated primarily through semi-structured interviews with the children, their parents and the teachers, and observation of the setting.  The data was viewed utilising Rogoff’s (2003) three foci of analysis, with three contributing factors to belonging identified by participants; values, relationships and leadership.
The thesis argues that belonging is complex and participation in for-profit ECE services is an ethical concern, not only for the children and their families but also for teachers.  To make sense of the aligned yet often contradicting perspectives of the stakeholders I propose a belonging framework, conceptualised to bring understanding to the construction of belonging within the centre.  It suggests that belonging to the centre can be viewed from three distinct viewpoints; it can be observed, lived, and framed.   The study evidenced that the day-to-day lived experiences of the children are not fully known by parents and, while also lived, belonging is primarily observed for this cohort.  Within the context of lived belonging the teachers’ and leadership’s philosophical and pedagogical approaches meet, and often collide.  The child is placed at the heart of the framework where belonging is lived and it is here that meaning for this group is primarily created, and cultural values are transmitted and transformed.  The third perspective is how belonging is framed, with the leaders’ operational decision making setting the parameters for the stakeholders’ participation.  It is in this space that the actual values guiding the setting are revealed.
My thesis aims to explain the impact on the stakeholders’ sense of belonging when a government funded centre is driven by agendas not fully aligned with the intentions of the democratic and bicultural curriculum, Te Whāriki.  This study adds to the literature on for-profit ECE services, participation in ECE in Aotearoa New Zealand, and leadership in ECE.

year: 2016