title: An Analysis of Medal of Honor: Pacific Assault

authors: Jacobs, Luke Brett

subjects: Games studies

abstract: This thesis explores the representation of the characters and content in the electronic game Medal of Honor: Pacific Assault first published in 2004. The thesis examines the history of conflict themed games and current academic literature on the subject of representation of ethnicity and history in these games. A methodological discussion is presented outlining the challenge of academic game study and how it was applied to this particular title. The findings of an analysis conducted under the methodology explored in the thesis, is presented. These findings conclude that in terms of representation the game has few novel aspects and that the way the characters are presented is motivated by game design decisions rather than historic revisionism.

text: An Analysis of Medal of Honor: Pacific Assault This thesis explores the representation of the characters and content in the electronic game Medal of Honor: Pacific Assault first published in 2004. The thesis examines the history of conflict themed games and current academic literature on the subject of representation of ethnicity and history in these games. A methodological discussion is presented outlining the challenge of academic game study and how it was applied to this particular title. The findings of an analysis conducted under the methodology explored in the thesis, is presented. These findings conclude that in terms of representation the game has few novel aspects and that the way the characters are presented is motivated by game design decisions rather than historic revisionism.

year: 2011

title: The importance of culture in a New Zealand high school context: An exploration of whether the culture of overseas teachers is seen by students, in Years 12 and 13, to impact on the quality of their learning experiences.

authors: Mitchell, Iain

subjects: overseas teachers

abstract: New Zealand education has long been dependent on overseas teachers to fill vacancies in the secondary school system. Historically this supply of teachers tended to be from the UK, but as we move into the 21st century, the supply of teachers is now from a much wider group of countries. The focus of this work was to explore whether the multicultural nature of this workforce does have an impact on the learning experience of New Zealand students. The need for cultural responsiveness from both teachers and students is an important factor in classroom communication and teacher effectiveness. Although there is a large body of research on cultural responsiveness within New Zealand schools, there
has been little research on the student's perceptions of overseas teachers' levels of
cultural responsiveness. I believe that there is a need to study this aspect of the education system, given that the overseas teaching group make up a considerable percentage of teachers in the New Zealand secondary school system. The 30 students taking part in this study had experience of being taught by both New Zealand and overseas teachers and were from three high schools situated in a relatively isolated region of New Zealand. The questions asked of the students
were in the form of a taped, semi-structured group interview, undertaken at the students' respective schools. The interviews focused on the students' experiences and beliefs on the quality of their learning experience. Overall, the teacher's cultural responsiveness was found to be most important to the quality of the student-teacher relationship. A secondary factor emerging was the students report that clarity was the aspect that impacted the most on the quality
of individual lessons. The study adds to existing understanding of the importance of culture within the New Zealand classroom. While this study used students from the general student body rather than a specific ethnic group, the findings supported recent research undertaken with such specific ethnic groups.

text: The importance of culture in a New Zealand high school context: An exploration of whether the culture of overseas teachers is seen by students, in Years 12 and 13, to impact on the quality of their learning experiences. New Zealand education has long been dependent on overseas teachers to fill vacancies in the secondary school system. Historically this supply of teachers tended to be from the UK, but as we move into the 21st century, the supply of teachers is now from a much wider group of countries. The focus of this work was to explore whether the multicultural nature of this workforce does have an impact on the learning experience of New Zealand students. The need for cultural responsiveness from both teachers and students is an important factor in classroom communication and teacher effectiveness. Although there is a large body of research on cultural responsiveness within New Zealand schools, there
has been little research on the student's perceptions of overseas teachers' levels of
cultural responsiveness. I believe that there is a need to study this aspect of the education system, given that the overseas teaching group make up a considerable percentage of teachers in the New Zealand secondary school system. The 30 students taking part in this study had experience of being taught by both New Zealand and overseas teachers and were from three high schools situated in a relatively isolated region of New Zealand. The questions asked of the students
were in the form of a taped, semi-structured group interview, undertaken at the students' respective schools. The interviews focused on the students' experiences and beliefs on the quality of their learning experience. Overall, the teacher's cultural responsiveness was found to be most important to the quality of the student-teacher relationship. A secondary factor emerging was the students report that clarity was the aspect that impacted the most on the quality
of individual lessons. The study adds to existing understanding of the importance of culture within the New Zealand classroom. While this study used students from the general student body rather than a specific ethnic group, the findings supported recent research undertaken with such specific ethnic groups.

year: 2010

title: Final report of the 2018 Census External Data Quality Panel

authors: Bedford, Richard

abstract: At the time this report was submitted for publication in January 2020, Stats NZ was finalizing its release schedule for census products that allow users to produce their own tabulations and statistical analyses using census data (see Appendix 2 for a summary of release dates for 2018 Census products).
In early 2020, Stats NZ will release 2018 Census data for use in the Data Lab, a distributed set of secure computer sites where users can access, with approval, microdata for research purposes. By March 2020, 2018 Census data will be in the Integrated Data Infrastructure (IDI) and available for use by approved researchers and policy analysts who wish to negotiate access to the IDI.

text: Final report of the 2018 Census External Data Quality Panel At the time this report was submitted for publication in January 2020, Stats NZ was finalizing its release schedule for census products that allow users to produce their own tabulations and statistical analyses using census data (see Appendix 2 for a summary of release dates for 2018 Census products).
In early 2020, Stats NZ will release 2018 Census data for use in the Data Lab, a distributed set of secure computer sites where users can access, with approval, microdata for research purposes. By March 2020, 2018 Census data will be in the Integrated Data Infrastructure (IDI) and available for use by approved researchers and policy analysts who wish to negotiate access to the IDI.

year: 2020