title: Evolving genres in online domains: the hybrid genre of the participatory news article

authors: Bruce, Ian

subjects: text

abstract: The genre modelling and research presented in this chapter originate from the sub-branch of Applied Linguistics concerned with theorising and designing courses for the teaching of academic literacy skills. Specifically, a model previously employed in the analysis of academic genres [13– 18] is used here as a basis for examining the particular web genre of an online news article followed by postings of reader comments – termed here a participatory news article. The chapter first provides an overview of approaches to the categorisation of texts in terms of genres, referring to a number of landmark studies and publications and considering some of the key difficulties in establishing systematic and comprehensive models that are able to account for all of the types of knowledge that writers and readers draw upon in order to identify and ratify a text as belonging to a particular genre category.

text: Evolving genres in online domains: the hybrid genre of the participatory news article The genre modelling and research presented in this chapter originate from the sub-branch of Applied Linguistics concerned with theorising and designing courses for the teaching of academic literacy skills. Specifically, a model previously employed in the analysis of academic genres [13– 18] is used here as a basis for examining the particular web genre of an online news article followed by postings of reader comments – termed here a participatory news article. The chapter first provides an overview of approaches to the categorisation of texts in terms of genres, referring to a number of landmark studies and publications and considering some of the key difficulties in establishing systematic and comprehensive models that are able to account for all of the types of knowledge that writers and readers draw upon in order to identify and ratify a text as belonging to a particular genre category.

year: 2011

title: Impact of the 1962 New York Agreement on Indigenous West Papuans’ Political, Cultural and Territorial Rights: A historical and legal analysis of West Papuans’ rights to self-determination

authors: Tabuni, Kerinus Kerry

subjects: Indigenous People of West Papua

abstract: West Papua was incorporated into Indonesia under the 1962 New York Agreement, which was signed between the Netherlands and Indonesia without involving indigenous West Papuans. The Agreement attempted to legitimise Indonesia’s claim of sovereignty over West Papua. It is the narrative around this Agreement that effectively dictates indigenous West Papuans' lives, including their subjugation to historical and ongoing human rights violations. This thesis closely examines the legal grounds of Indonesia’s claim, with a particular focus on whether the New York Agreement was legitimately and authentically implemented through the processes of the 1969 Act of Free Choice.

Using primary and secondary sources, this thesis examines the legality of Indonesia’s occupation in West Papua. It begins with the circumvention of international laws that prevented indigenous West Papuans from gaining the benefit of international decolonisation regimes during international decolonisation periods, which ultimately led to the re-colonisation of West Papua. A careful historical examination confirms that the indigenous people of West Papua have lost their legitimate standing in international law. The thesis contends the intentions behind the creation of the New York Agreement were not genuine, but that the Agreement was a purposely imposed colonising law to recolonise the territory.

By employing key legal arguments, this thesis contends that Indonesia's sovereignty claim over West Papua is legally invalid, historically unjustified and morally unacceptable. On reviewing both historical and ongoing violations of the human rights in the region, this thesis further argues that an internationally mandated process of self-determination should be considered as a legal remedy. The claims of indigenous West Papuans are historically supported, legally grounded and empirically demonstrated. This thesis establishes legal frameworks within the international law and institutions that can be utilised as practical pathways to West Papuan self-determination, with a particular focus on options within the United Nations systems.

text: Impact of the 1962 New York Agreement on Indigenous West Papuans’ Political, Cultural and Territorial Rights: A historical and legal analysis of West Papuans’ rights to self-determination West Papua was incorporated into Indonesia under the 1962 New York Agreement, which was signed between the Netherlands and Indonesia without involving indigenous West Papuans. The Agreement attempted to legitimise Indonesia’s claim of sovereignty over West Papua. It is the narrative around this Agreement that effectively dictates indigenous West Papuans' lives, including their subjugation to historical and ongoing human rights violations. This thesis closely examines the legal grounds of Indonesia’s claim, with a particular focus on whether the New York Agreement was legitimately and authentically implemented through the processes of the 1969 Act of Free Choice.

Using primary and secondary sources, this thesis examines the legality of Indonesia’s occupation in West Papua. It begins with the circumvention of international laws that prevented indigenous West Papuans from gaining the benefit of international decolonisation regimes during international decolonisation periods, which ultimately led to the re-colonisation of West Papua. A careful historical examination confirms that the indigenous people of West Papua have lost their legitimate standing in international law. The thesis contends the intentions behind the creation of the New York Agreement were not genuine, but that the Agreement was a purposely imposed colonising law to recolonise the territory.

By employing key legal arguments, this thesis contends that Indonesia's sovereignty claim over West Papua is legally invalid, historically unjustified and morally unacceptable. On reviewing both historical and ongoing violations of the human rights in the region, this thesis further argues that an internationally mandated process of self-determination should be considered as a legal remedy. The claims of indigenous West Papuans are historically supported, legally grounded and empirically demonstrated. This thesis establishes legal frameworks within the international law and institutions that can be utilised as practical pathways to West Papuan self-determination, with a particular focus on options within the United Nations systems.

year: 2022

title: School leadership for Māori succeeding as Māori: A Mataatua perspective

authors: Barrett, Te Arani

subjects: tribal leadership

abstract: This thesis recounts how Ngāti Awa leadership principles from the past became evident in Te Kotahitanga schools. The thesis discusses Principals’ actions and reflections of fostering Māori students’ success as Māori in secondary schooling. Through case studies, it identifies the strategies engaged by these effective leaders and explores their undertakings in achieving successful outcomes for Māori with whom they have worked.
This study is an imperative to addressing the long-term levels of education under-achievement for Māori as indigenous people of New Zealand. The nexus for the study comes from Robinson (2007) who identified that ‘in many ways the question of how much impact [school] leaders have on student outcomes is a flawed one, because the answer surely depends on what it is that leaders do’. Marzano et al  (2005) also identifies ‘the relative paucity of empirical studies’ and ‘little specific guidance as to effective practices in school leadership’.
The purpose of this study is to identify the contribution effective leaders have made towards realising Durie’s (2001) landmark goals for Māori advancement, that is, for self-determining prosperity, good health and global participation. Identifying exceptional outcomes for Māori in a range of contexts establishes the criteria for selecting the case studies and therefore the foundation for the study. Successful outcomes include increased participation, better retention, improved academic achievement results and lesser disparities within the selected education sites.

text: School leadership for Māori succeeding as Māori: A Mataatua perspective This thesis recounts how Ngāti Awa leadership principles from the past became evident in Te Kotahitanga schools. The thesis discusses Principals’ actions and reflections of fostering Māori students’ success as Māori in secondary schooling. Through case studies, it identifies the strategies engaged by these effective leaders and explores their undertakings in achieving successful outcomes for Māori with whom they have worked.
This study is an imperative to addressing the long-term levels of education under-achievement for Māori as indigenous people of New Zealand. The nexus for the study comes from Robinson (2007) who identified that ‘in many ways the question of how much impact [school] leaders have on student outcomes is a flawed one, because the answer surely depends on what it is that leaders do’. Marzano et al  (2005) also identifies ‘the relative paucity of empirical studies’ and ‘little specific guidance as to effective practices in school leadership’.
The purpose of this study is to identify the contribution effective leaders have made towards realising Durie’s (2001) landmark goals for Māori advancement, that is, for self-determining prosperity, good health and global participation. Identifying exceptional outcomes for Māori in a range of contexts establishes the criteria for selecting the case studies and therefore the foundation for the study. Successful outcomes include increased participation, better retention, improved academic achievement results and lesser disparities within the selected education sites.

year: 2018