title: Book review: GEORGES MINOIS: The Atheist’s Bible: The Most Dangerous Book That Never Existed.

authors: Simms, Norman

abstract: This article reviews the book: “GEORGES MINOIS: The Atheist’s Bible: The Most Dangerous Book That Never Existed.”

text: Book review: GEORGES MINOIS: The Atheist’s Bible: The Most Dangerous Book That Never Existed. This article reviews the book: “GEORGES MINOIS: The Atheist’s Bible: The Most Dangerous Book That Never Existed.”

year: 2013

title: New Zealand financial management reform: organizational changes in secondary schools focusing on structure, resourcing, budgeting, and reporting

authors: Isa, Shami Bin Mohammed

abstract: School reform associated with Tomorrow’s Schools was ostensibly mobilised to engender various changes, the major ones being changes in financial management and accounting practices in schools. The reform sought, on the face of it, to give greater autonomy to the local administrators and, at the same time, impose on them a much wider accountability network. Its apparent mission was the inculcation of a culture of ‘economic efficiency’ and an associated traditional financial accounting measurement culture: forces seemingly alien to schools.

This study attempts to provide an insight into changes in the above practices engendered by the reforms - in particular, financial and accounting related changes associated with structure, resourcing, budgeting and reporting. It seeks to explore the changes and responses from case studies in four schools in the Waikato region. The case studies are supported by a questionnaire survey, the aim of which is to gain some preliminary insights for the subsequent, more in-depth case studies. In interpreting such empirical data, I discuss and analyse the various changes and the impacts (or issues) arising from the reform.

The thesis is consistent with a naturalistic and interpretive perspective which provides the basis for the description of the responses to the changes in the four technologies. It also pursues themes and raises questions consistent with critical theoretical analysis of organizational change.

Among the findings were the different impacts of the reform upon the schools, which arose mainly from the differences in their socio-economic backgrounds. There were also several similarities, for example, while the changes did have a significant impact upon the various structures and practices in the schools studied, many of the changes were absorbed by a small group consisting mainly of the administrative group, leaving the teachers to carry on undisturbed.

Finally, I also discuss the implications of the reform upon the future of the schools in terms of economic, social and cultural issues and their possible impacts upon the educational objectives.

text: New Zealand financial management reform: organizational changes in secondary schools focusing on structure, resourcing, budgeting, and reporting School reform associated with Tomorrow’s Schools was ostensibly mobilised to engender various changes, the major ones being changes in financial management and accounting practices in schools. The reform sought, on the face of it, to give greater autonomy to the local administrators and, at the same time, impose on them a much wider accountability network. Its apparent mission was the inculcation of a culture of ‘economic efficiency’ and an associated traditional financial accounting measurement culture: forces seemingly alien to schools.

This study attempts to provide an insight into changes in the above practices engendered by the reforms - in particular, financial and accounting related changes associated with structure, resourcing, budgeting and reporting. It seeks to explore the changes and responses from case studies in four schools in the Waikato region. The case studies are supported by a questionnaire survey, the aim of which is to gain some preliminary insights for the subsequent, more in-depth case studies. In interpreting such empirical data, I discuss and analyse the various changes and the impacts (or issues) arising from the reform.

The thesis is consistent with a naturalistic and interpretive perspective which provides the basis for the description of the responses to the changes in the four technologies. It also pursues themes and raises questions consistent with critical theoretical analysis of organizational change.

Among the findings were the different impacts of the reform upon the schools, which arose mainly from the differences in their socio-economic backgrounds. There were also several similarities, for example, while the changes did have a significant impact upon the various structures and practices in the schools studied, many of the changes were absorbed by a small group consisting mainly of the administrative group, leaving the teachers to carry on undisturbed.

Finally, I also discuss the implications of the reform upon the future of the schools in terms of economic, social and cultural issues and their possible impacts upon the educational objectives.

year: 1998

title: Ko au tēnei

authors: Temara, Pou

subjects: Tuhinga auaha

abstract: He puha tēnei, he momo rotarota. E kōrero ana tēnei puha mō te pepeha o Tūhoe, arā, ko Maungapōhatu te maunga, ko Waikare te awa ko Tamakaimoana te hapu, ko Taiturakina rāua ko Pōhokorua ngā tāngata, ko Tūhoe te iwi.

Kua roa tēnei pepeha e mau ana i ngā kākahu Māori o nehe, ā, nō ngā rautau ki muri te tawhito o te pepeha nei. Kua mate noa atu te hunga nā rātau i waihanga. Ko rātau e mōhio ana ki te horopaki i titoa ai ā rātau pepeha. Taka iho ki nāianei kāore anō kia rerekē ngā kupu o te pepeha.

Engari kua rerekē te ao me tōna tai, he whakatipuranga hou kua hua ake hai noho i te whenua. He rerekē ōnā whakaaro, he rerekē te ahurea. Kua roa e noho tahi ana ēnei whakatipuranga me ngā iwi huhua o te ao, he rauiwi te ahurea. Kua whakatōria hoki te whakaaro o aua ahurea maha ki te hinengaro o te Māori. Kua riro ngā whakaaro i te ao whānui koia nei kai te tohutohu i te whakaaro o te Māori o ēnei rā.

Me pēhea te whakauru atu i te whakaaro o mohoā nei ki te whakaaro o ukiuki, kia whai tikanga ai ki te ngākau o nāianei ki te pepeha o mua? Kua tawhito o rātau kākahu. E hia ngā kaupapa, ngā pakanga, ngā kaikiritanga, ngā mamae i roto i taua wā. Kua tae ki te wā hai whakamautanga mā ō nāianei Māori i ngā kākahu o ēnei rā ki ngā pepeha o mua, kia whai wāhi ai ki te ahurea me te whakaaro o ēnei rā.

Ehara i te mea me whakaae te iwi katoa ki ngā whakaaro kua tāpiritia ki te pepeha nei. Engari hai aha mā wai? Ko te rotarota he kupu nā te kaitito, he kupu motuhenga nō tōna ngākau, hai tohu i tāna titiro ki te ao, ā, kia uru atu ai ia ki te ao me ngā whakaaro o mua.

text: Ko au tēnei He puha tēnei, he momo rotarota. E kōrero ana tēnei puha mō te pepeha o Tūhoe, arā, ko Maungapōhatu te maunga, ko Waikare te awa ko Tamakaimoana te hapu, ko Taiturakina rāua ko Pōhokorua ngā tāngata, ko Tūhoe te iwi.

Kua roa tēnei pepeha e mau ana i ngā kākahu Māori o nehe, ā, nō ngā rautau ki muri te tawhito o te pepeha nei. Kua mate noa atu te hunga nā rātau i waihanga. Ko rātau e mōhio ana ki te horopaki i titoa ai ā rātau pepeha. Taka iho ki nāianei kāore anō kia rerekē ngā kupu o te pepeha.

Engari kua rerekē te ao me tōna tai, he whakatipuranga hou kua hua ake hai noho i te whenua. He rerekē ōnā whakaaro, he rerekē te ahurea. Kua roa e noho tahi ana ēnei whakatipuranga me ngā iwi huhua o te ao, he rauiwi te ahurea. Kua whakatōria hoki te whakaaro o aua ahurea maha ki te hinengaro o te Māori. Kua riro ngā whakaaro i te ao whānui koia nei kai te tohutohu i te whakaaro o te Māori o ēnei rā.

Me pēhea te whakauru atu i te whakaaro o mohoā nei ki te whakaaro o ukiuki, kia whai tikanga ai ki te ngākau o nāianei ki te pepeha o mua? Kua tawhito o rātau kākahu. E hia ngā kaupapa, ngā pakanga, ngā kaikiritanga, ngā mamae i roto i taua wā. Kua tae ki te wā hai whakamautanga mā ō nāianei Māori i ngā kākahu o ēnei rā ki ngā pepeha o mua, kia whai wāhi ai ki te ahurea me te whakaaro o ēnei rā.

Ehara i te mea me whakaae te iwi katoa ki ngā whakaaro kua tāpiritia ki te pepeha nei. Engari hai aha mā wai? Ko te rotarota he kupu nā te kaitito, he kupu motuhenga nō tōna ngākau, hai tohu i tāna titiro ki te ao, ā, kia uru atu ai ia ki te ao me ngā whakaaro o mua.

year: 2017