title: Moiapu 3: Settlement on Moiapu Hill at the very end of Lapita, Caution Bay hinterland

authors: David, Bruno O.

abstract: The Caution Bay archaeological project on the south coast of mainland Papua New Guinea has excavated 122 sites over a 9  km²  area. Lapita ceramics appear at a number of sites at c. 2900 cal. BP. Here we present the results of excavations at Moiapu 3, a site that helps define the end of the dentate-stamped Lapita phase of this region. It is suggested that the decline and ultimate cessation of dentate stamping related to a loss of symbolism during a period of major socioeconomic readjustment and innovation.

text: Moiapu 3: Settlement on Moiapu Hill at the very end of Lapita, Caution Bay hinterland The Caution Bay archaeological project on the south coast of mainland Papua New Guinea has excavated 122 sites over a 9  km²  area. Lapita ceramics appear at a number of sites at c. 2900 cal. BP. Here we present the results of excavations at Moiapu 3, a site that helps define the end of the dentate-stamped Lapita phase of this region. It is suggested that the decline and ultimate cessation of dentate stamping related to a loss of symbolism during a period of major socioeconomic readjustment and innovation.

year: 2019

title: Women as industrial labour: an enquiry into economic and social consequences of growth of garments manufacturing in Bangladesh

authors: Zaman, Begum Meherunnessa

abstract: Over the last quarter century, the readymade garments industry has emerged as the main export-earning manufacturing industry in Bangladesh. The industry is the first to employ women in large numbers in the formal manufacturing sector. Using information collected by the author from readymade garments firms, women workers and a group of non-working women, this thesis investigates the factors behind women’s labour market entry, their earnings and subsequent impact on the lives of women and their households. The analytical framework has largely drawn upon economic models of utility maximisation. Various econometric methods have been used in empirical investigation of the issues.
The results show that labour market entry by women is mediated by several factors including poverty and education. Their earnings depend upon both education and work experience. Most working women have had several rises in wages over their working lives.
Independent earning by women has resulted in several second round effects, mostly in the positive direction, on the women themselves and their households. Women who keep their earnings to themselves spend the money on items such as food and health care. They have accumulated substantially more assets and savings than their non-working counterparts. They have also enjoyed a physical quality of life better than that of the non-working women and also their (workers’) own initial situation.
A very important effect of women’s employment, and the rise in their explicit opportunity cost of time, is that they have far lower fertility compared to non-working women. The lower fertility has been associated with greater demand for education for children.
The health of workers may have been impaired due to a combination of long hours of market work and home production. Other social impacts such, as changes in decision-making roles and independence of action have been limited. 
Employment and education are the most important determinants of the positive impacts on the women themselves and their households. Future policy directions may therefore widen employment and education opportunities for women.

text: Women as industrial labour: an enquiry into economic and social consequences of growth of garments manufacturing in Bangladesh Over the last quarter century, the readymade garments industry has emerged as the main export-earning manufacturing industry in Bangladesh. The industry is the first to employ women in large numbers in the formal manufacturing sector. Using information collected by the author from readymade garments firms, women workers and a group of non-working women, this thesis investigates the factors behind women’s labour market entry, their earnings and subsequent impact on the lives of women and their households. The analytical framework has largely drawn upon economic models of utility maximisation. Various econometric methods have been used in empirical investigation of the issues.
The results show that labour market entry by women is mediated by several factors including poverty and education. Their earnings depend upon both education and work experience. Most working women have had several rises in wages over their working lives.
Independent earning by women has resulted in several second round effects, mostly in the positive direction, on the women themselves and their households. Women who keep their earnings to themselves spend the money on items such as food and health care. They have accumulated substantially more assets and savings than their non-working counterparts. They have also enjoyed a physical quality of life better than that of the non-working women and also their (workers’) own initial situation.
A very important effect of women’s employment, and the rise in their explicit opportunity cost of time, is that they have far lower fertility compared to non-working women. The lower fertility has been associated with greater demand for education for children.
The health of workers may have been impaired due to a combination of long hours of market work and home production. Other social impacts such, as changes in decision-making roles and independence of action have been limited. 
Employment and education are the most important determinants of the positive impacts on the women themselves and their households. Future policy directions may therefore widen employment and education opportunities for women.

year: 2002

title: Incidental teacher<->student moments in an Aotearoa New Zealand secondary school: Entangled encounters with key competencies

authors: Graham, Judith Ann

subjects: key competencies

abstract: This study focuses on the performance of Key Competencies of the New Zealand curriculum in incidental teacher<->student moments. It makes visible a significant and often taken-for-granted portion of teachers’ daily work. Situated in one Aotearoa New Zealand secondary school, the research material of this study was generated in two cycles of conversations with teachers. In these conversations the teachers spoke about ordinary, unplanned moments with students. As the school is composed of more than 50% Māori students, I spoke first with individual Māori teachers at the school, inquiring into their knowledge of key competencies, and how that pedagogical knowledge related to knowledge and practice from whakaaro Māori. In the second cycle of generating research material, a collaborative group of Māori and Pākehā teachers engaged in a recursive process of inquiring together into stories participants told of everyday encounters with students. In this inquiry the names of key competency categories were put in the background as the group focused their inquiry on the teacher’s values, knowledges and beliefs that were contributing to action in the moment.
My analysis of the research material is situated in the field of posthuman philosophy and relational<->materialist theorising. Drawing on the work of Deleuze and Guattari, Massumi, Barad and Bennett, I applied Barad’s methodology of diffractive analysis and paid attention to multiple material and discursive forces and intensities at play in each story. In this analysis, diverse forces such as colonised histories, educational discourse, human and more-than-human materialities, whakaaro Māori, hope and belief, were evidenced intra-acting together. I noticed how these forces invited the mobilisation and performance of key competency actions in the service of becoming and relating with the world.
This study shifts thinking with key competencies from the reductionist territory of the individual human and re-territorialises them as dynamic performances of becoming. It contributes to a re-thinking of subjectivity and potentiality in the place of schooling in Aotearoa New Zealand. As the multi-dimensional entangled complexity of day-to-day pedagogical encounters is disclosed, teacher<->student intra-actions become known as ripe opportunities for performances of actions that come under the umbrella of key competencies. The study opens new ways of thinking about how key competency learning is produced in secondary schools, and how the placetimemattering of the school shapes that learning.
I explore diffractive patterns as key competencies entangle with posthumanism and with whakaaro Māori in everyday teacher<->student encounters. I present a way of thinking with key competencies that aligns closely with whakaaro Māori and posthumanism, and offers a creative and ethical orientation to life and learning. I think with the teacher<->student relational moment as a significant site of learning, and how knowledge of affect and relational-practices of knowing and recognition might contribute to teachers’ professional adaptive expertise.

text: Incidental teacher<->student moments in an Aotearoa New Zealand secondary school: Entangled encounters with key competencies This study focuses on the performance of Key Competencies of the New Zealand curriculum in incidental teacher<->student moments. It makes visible a significant and often taken-for-granted portion of teachers’ daily work. Situated in one Aotearoa New Zealand secondary school, the research material of this study was generated in two cycles of conversations with teachers. In these conversations the teachers spoke about ordinary, unplanned moments with students. As the school is composed of more than 50% Māori students, I spoke first with individual Māori teachers at the school, inquiring into their knowledge of key competencies, and how that pedagogical knowledge related to knowledge and practice from whakaaro Māori. In the second cycle of generating research material, a collaborative group of Māori and Pākehā teachers engaged in a recursive process of inquiring together into stories participants told of everyday encounters with students. In this inquiry the names of key competency categories were put in the background as the group focused their inquiry on the teacher’s values, knowledges and beliefs that were contributing to action in the moment.
My analysis of the research material is situated in the field of posthuman philosophy and relational<->materialist theorising. Drawing on the work of Deleuze and Guattari, Massumi, Barad and Bennett, I applied Barad’s methodology of diffractive analysis and paid attention to multiple material and discursive forces and intensities at play in each story. In this analysis, diverse forces such as colonised histories, educational discourse, human and more-than-human materialities, whakaaro Māori, hope and belief, were evidenced intra-acting together. I noticed how these forces invited the mobilisation and performance of key competency actions in the service of becoming and relating with the world.
This study shifts thinking with key competencies from the reductionist territory of the individual human and re-territorialises them as dynamic performances of becoming. It contributes to a re-thinking of subjectivity and potentiality in the place of schooling in Aotearoa New Zealand. As the multi-dimensional entangled complexity of day-to-day pedagogical encounters is disclosed, teacher<->student intra-actions become known as ripe opportunities for performances of actions that come under the umbrella of key competencies. The study opens new ways of thinking about how key competency learning is produced in secondary schools, and how the placetimemattering of the school shapes that learning.
I explore diffractive patterns as key competencies entangle with posthumanism and with whakaaro Māori in everyday teacher<->student encounters. I present a way of thinking with key competencies that aligns closely with whakaaro Māori and posthumanism, and offers a creative and ethical orientation to life and learning. I think with the teacher<->student relational moment as a significant site of learning, and how knowledge of affect and relational-practices of knowing and recognition might contribute to teachers’ professional adaptive expertise.

year: 2019