title: New Zealand environmental policy in the Key era: Escalating crises in a time of neo-liberal economic dominance

authors: Kurian, Priya A.

abstract: Since 2008, over three terms of а National Party-led government, the environment went from being an issue that barely registered with the electorate to becoming perhaps the dominant issue of the 2017 election. The past nine years witnessed а dramatic escalation of environmental problems across New Zealand, with issues as wide-ranging as water quality, waste management, biodiversity loss and climate change receiving prominent attention in the public arena. Such perceptions of deepening environmental damage in recent years have scarred the 'clean, green and 100% pure' image that New Zealand has assiduously cultivated over the last few decades.

text: New Zealand environmental policy in the Key era: Escalating crises in a time of neo-liberal economic dominance Since 2008, over three terms of а National Party-led government, the environment went from being an issue that barely registered with the electorate to becoming perhaps the dominant issue of the 2017 election. The past nine years witnessed а dramatic escalation of environmental problems across New Zealand, with issues as wide-ranging as water quality, waste management, biodiversity loss and climate change receiving prominent attention in the public arena. Such perceptions of deepening environmental damage in recent years have scarred the 'clean, green and 100% pure' image that New Zealand has assiduously cultivated over the last few decades.

year: 2018

title: Investigating probability concepts of secondary pre-service teachers in a game context

authors: Dayal, Hem Chand

abstract: There is a rich literature on students' and teachers' intuitions and misconceptions about probability. However, less attention has been paid to the development of pre-service teachers' probabilistic thinking in teacher education. Based on this, the second author developed a lesson sequence for teaching probability. In particular, it demonstrates how a game context can be used to explore the relationship between experimental and theoretical probabilities in a collaborative learning setting. The lesson sequence integrates concepts and processes related to probability and is grounded in socio-cultural theory. We trialed the sequence with secondary pre-service teachers. This paper focuses on their understanding of the probability concepts embedded in the sequence. Video and audio data indicates that while teachers used a range of strategies and data displays to explain the ideas integrated in the lessons, some reverted to equiprobability bias. The findings also reveal that pre-service teachers can modify their thinking when engaged in rich teaching and learning tasks.

text: Investigating probability concepts of secondary pre-service teachers in a game context There is a rich literature on students' and teachers' intuitions and misconceptions about probability. However, less attention has been paid to the development of pre-service teachers' probabilistic thinking in teacher education. Based on this, the second author developed a lesson sequence for teaching probability. In particular, it demonstrates how a game context can be used to explore the relationship between experimental and theoretical probabilities in a collaborative learning setting. The lesson sequence integrates concepts and processes related to probability and is grounded in socio-cultural theory. We trialed the sequence with secondary pre-service teachers. This paper focuses on their understanding of the probability concepts embedded in the sequence. Video and audio data indicates that while teachers used a range of strategies and data displays to explain the ideas integrated in the lessons, some reverted to equiprobability bias. The findings also reveal that pre-service teachers can modify their thinking when engaged in rich teaching and learning tasks.

year: 2020

title: Verbs in Māori: The problem of definitional criteria

authors: Whaanga, Hēmi

subjects: te reo Māori

abstract: A range of different types of criteria has been applied at different points in the history of the classification of verbs in Māori. These have included syntactic and morphological criteria, semantic criteria and derivational criteria. Unfortunately, these criteria have not always been applied consistently and this has led to considerable disagreement about the classification of verbs in Māori. In this paper, different accounts of verb classification in Māori are critically examined and it is argued that some of the disagreements can be resolved by acknowledging (a) that words in Māori may be assigned to different word classes in different contexts, and (b) that word classes and sub-classes should be determined on the basis of morphological and syntactic criteria with semantic and derivational information playing a role only in so far as they have observable syntactic and/or morphological consequences.

text: Verbs in Māori: The problem of definitional criteria A range of different types of criteria has been applied at different points in the history of the classification of verbs in Māori. These have included syntactic and morphological criteria, semantic criteria and derivational criteria. Unfortunately, these criteria have not always been applied consistently and this has led to considerable disagreement about the classification of verbs in Māori. In this paper, different accounts of verb classification in Māori are critically examined and it is argued that some of the disagreements can be resolved by acknowledging (a) that words in Māori may be assigned to different word classes in different contexts, and (b) that word classes and sub-classes should be determined on the basis of morphological and syntactic criteria with semantic and derivational information playing a role only in so far as they have observable syntactic and/or morphological consequences.

year: 2000-10