title: Reforming women in the United States and Aotearoa/New Zealand: A comparative ethnography of welfare reform in global context

authors: Kingfisher, Catherine

subjects: welfare reform

abstract: Historically, the United States and Aotearoa/New Zealand symbolize opposite poles of an individualist-collectivist welfare state continuum. Until recently, Aotearoa/New Zealand was known as a "cradle-to-grave" welfare state, with "universal" employment and coverage in health and education. U.S. history, in contrast, is marked by an unabashed individualism and a residualist approach to welfare. Recent neoliberal reforms, however, have engendered a convergence between the two countries in the conceptualization and organization of assistance for poor single mothers. Most notable are the "workfare" provisions of legislative changes made in 1996 in the two countries, which work to reconstitute poor mothers as potential able-bodied workers. In this article we analyze welfare reform in the United States and Aotearoa/New Zealand, with particular reference to how poor single mothers respond to, comply and cope with, or resist neoliberal strategies. Analysis is based on participant-observation, interviews, and focus groups conducted between 1989 and 1999.

text: Reforming women in the United States and Aotearoa/New Zealand: A comparative ethnography of welfare reform in global context Historically, the United States and Aotearoa/New Zealand symbolize opposite poles of an individualist-collectivist welfare state continuum. Until recently, Aotearoa/New Zealand was known as a "cradle-to-grave" welfare state, with "universal" employment and coverage in health and education. U.S. history, in contrast, is marked by an unabashed individualism and a residualist approach to welfare. Recent neoliberal reforms, however, have engendered a convergence between the two countries in the conceptualization and organization of assistance for poor single mothers. Most notable are the "workfare" provisions of legislative changes made in 1996 in the two countries, which work to reconstitute poor mothers as potential able-bodied workers. In this article we analyze welfare reform in the United States and Aotearoa/New Zealand, with particular reference to how poor single mothers respond to, comply and cope with, or resist neoliberal strategies. Analysis is based on participant-observation, interviews, and focus groups conducted between 1989 and 1999.

year: 2001

title: A comparison of the eye movement patterns used for comprehension and scanning reading techniques

authors: Lindsey, Kerrianne Marion

subjects: eye movement

abstract: Two techniques that can be used when reading are scanning the text for particular information and reading for full comprehension. These two reading techniques may be achieved using different eye movements. This thesis explores the use of various eye movement measures for the purpose of comparing reading comprehension and scanning techniques. Eye tracking technology is used to detect the eye movements of readers while they read a section of text requiring them to scan the text for information or read for comprehension. Eye movement measures proved to be successful in differentiating between reading techniques. The eye movements involved in reading for comprehension were found to be different from the eye movements involved in scanning the text for information, as demonstrated by the differences in multiple eye movement measures between the two reading conditions. 
Notably large differences between the eye movements made by readers under the 
same reading conditions highlighted the highly variable and individual-specific nature of reading behaviour. The findings relating to the eye movements that are used for different reading techniques may be beneficial for people who seek to improve their reading skills. Eye movements could possibly become a useful part of reading instruction. These results may also be used as norms against which the eye movements of those with abnormal reading patterns could be compared for the purpose of diagnosis of reading difficulties.

text: A comparison of the eye movement patterns used for comprehension and scanning reading techniques Two techniques that can be used when reading are scanning the text for particular information and reading for full comprehension. These two reading techniques may be achieved using different eye movements. This thesis explores the use of various eye movement measures for the purpose of comparing reading comprehension and scanning techniques. Eye tracking technology is used to detect the eye movements of readers while they read a section of text requiring them to scan the text for information or read for comprehension. Eye movement measures proved to be successful in differentiating between reading techniques. The eye movements involved in reading for comprehension were found to be different from the eye movements involved in scanning the text for information, as demonstrated by the differences in multiple eye movement measures between the two reading conditions. 
Notably large differences between the eye movements made by readers under the 
same reading conditions highlighted the highly variable and individual-specific nature of reading behaviour. The findings relating to the eye movements that are used for different reading techniques may be beneficial for people who seek to improve their reading skills. Eye movements could possibly become a useful part of reading instruction. These results may also be used as norms against which the eye movements of those with abnormal reading patterns could be compared for the purpose of diagnosis of reading difficulties.

year: 2019

title: Teachers' perceptions of the effectiveness of the Whānau Rūmaki teacher education programme, 1990-1992

authors: Kana, Fred

subjects: Maori Language

abstract: In 1990 the School of Education, the University of Waikato, initiated a special option within its regular pre-service teacher training programmes, an option designed to prepare teachers to deliver the New Zealand curriculum in bilingual and total immersion schools through the medium of te reo Māori. This alternative programmed, designated Whānau Rūmaki, was experimental and evolutionary. Inevitably particular elements of it had to be varied with each year's operation as its architects attempted 'to get the mix right'. It is difficult, however, when engaged in the day to day running of a programme, to stand back and review with any degree of objectivity its strengths and weaknesses. This study, therefore, in retrospect attempts to do three things: one, to follow the initial Whānau Rūmaki student cohort through its three or four year training cycle noting especially the difficulties confronting individual students some of whom dropped out of the programme; two, to gather information from as many as possible of the graduates who graduated about how well they felt they had been prepared for the rigours of classroom teaching; three, to be able, after analysing the data gathered, to recommend ways of improving the on-going Whānau Rūmaki programme.

text: Teachers' perceptions of the effectiveness of the Whānau Rūmaki teacher education programme, 1990-1992 In 1990 the School of Education, the University of Waikato, initiated a special option within its regular pre-service teacher training programmes, an option designed to prepare teachers to deliver the New Zealand curriculum in bilingual and total immersion schools through the medium of te reo Māori. This alternative programmed, designated Whānau Rūmaki, was experimental and evolutionary. Inevitably particular elements of it had to be varied with each year's operation as its architects attempted 'to get the mix right'. It is difficult, however, when engaged in the day to day running of a programme, to stand back and review with any degree of objectivity its strengths and weaknesses. This study, therefore, in retrospect attempts to do three things: one, to follow the initial Whānau Rūmaki student cohort through its three or four year training cycle noting especially the difficulties confronting individual students some of whom dropped out of the programme; two, to gather information from as many as possible of the graduates who graduated about how well they felt they had been prepared for the rigours of classroom teaching; three, to be able, after analysing the data gathered, to recommend ways of improving the on-going Whānau Rūmaki programme.

year: 1997