title: Submerged in the mainstream? A case study of an immigrant learner in a New Zealand primary classroom

authors: Barnard, Roger

subjects: culture of learning

abstract: Immigrant children from diverse language backgrounds face not only linguistic challenges when enrolled in mainstream English-medium classrooms, but also difficulties adjusting to an unfamiliar learning community. The culture of primary school classrooms in New Zealand typically reflects conventions across three dimensions: interactional, instructional task performance and cognitive-academic development. All three dimensions are underpinned by the culturally specific discourse conventions involved in language socialisation. New learners may be helped by classmates or their teacher to understand and successfully use these conventions, but left on their own they may sink rather than swim. This is a case study of one Taiwanese 11-year old boy, 'John', who entered a New Zealand primary classroom midway through the school year. John's basic conversational ability was sound, but he did not possess the interactive classroom skills needed to operate in the new culture of learning. Selected from a wider study of the classroom, transcript data from audio-recorded excerpts of John's interactions over several months with his teacher and classmates are interpreted from perspectives derived from sociocultural and language socialisation theories. The article concludes with a brief consideration of the extent to which John constructed, or was constrained from constructing meaningful learning experiences, and suggestions for further research and reflection.

text: Submerged in the mainstream? A case study of an immigrant learner in a New Zealand primary classroom Immigrant children from diverse language backgrounds face not only linguistic challenges when enrolled in mainstream English-medium classrooms, but also difficulties adjusting to an unfamiliar learning community. The culture of primary school classrooms in New Zealand typically reflects conventions across three dimensions: interactional, instructional task performance and cognitive-academic development. All three dimensions are underpinned by the culturally specific discourse conventions involved in language socialisation. New learners may be helped by classmates or their teacher to understand and successfully use these conventions, but left on their own they may sink rather than swim. This is a case study of one Taiwanese 11-year old boy, 'John', who entered a New Zealand primary classroom midway through the school year. John's basic conversational ability was sound, but he did not possess the interactive classroom skills needed to operate in the new culture of learning. Selected from a wider study of the classroom, transcript data from audio-recorded excerpts of John's interactions over several months with his teacher and classmates are interpreted from perspectives derived from sociocultural and language socialisation theories. The article concludes with a brief consideration of the extent to which John constructed, or was constrained from constructing meaningful learning experiences, and suggestions for further research and reflection.

year: 2009

title: Bipolar amplifier bias technique for robust IM3 null tracking independent of internal emitter resistance

authors: Balsom, Toby

abstract: Bipolar amplifiers can be biased to give a deep null in third order non-linearity, with the potential for high IP3 amplifier stages. This requires maintaining a precise voltage drop across a small resistive emitter degeneration resistance, whose value is related to kT/q. To make such a scheme practical, the bias must not only take into account the change in kT/q with temperature, but must compensate for variations in the degeneration resistance. In this paper we present a bias technique for IM3 null tracking that can take account of temperature and resistance tolerances, and is also insensitive to the value of the internal emitter resistance. Simulations using a 27 GHz BiCMOS technology indicate that the bias of an amplifier can be maintained over temperature, representative element tolerances, and mismatch such that the IP3 performance is maintained within ±9.5 dBV of the optimum null condition. The technique is applicable for a range of bipolar BiCMOS technologies and is attractive for amplifiers where high IP3 is required with moderate noise figure.

text: Bipolar amplifier bias technique for robust IM3 null tracking independent of internal emitter resistance Bipolar amplifiers can be biased to give a deep null in third order non-linearity, with the potential for high IP3 amplifier stages. This requires maintaining a precise voltage drop across a small resistive emitter degeneration resistance, whose value is related to kT/q. To make such a scheme practical, the bias must not only take into account the change in kT/q with temperature, but must compensate for variations in the degeneration resistance. In this paper we present a bias technique for IM3 null tracking that can take account of temperature and resistance tolerances, and is also insensitive to the value of the internal emitter resistance. Simulations using a 27 GHz BiCMOS technology indicate that the bias of an amplifier can be maintained over temperature, representative element tolerances, and mismatch such that the IP3 performance is maintained within ±9.5 dBV of the optimum null condition. The technique is applicable for a range of bipolar BiCMOS technologies and is attractive for amplifiers where high IP3 is required with moderate noise figure.

year: 2012

title: Kūkū te kererū, ketekete te kākā: The role of literature in indigenous methods of naming native and introduced birds to Aotearoa New Zealand

authors: Raharuhi, Te Urukeiha

subjects: indigenous methods of naming

abstract: This thesis describes the role of academic literature in indigenous epistemology with a focus on indigenous methods of naming native and introduced birds to Aotearoa New Zealand. The story of the role of academic literature in mātauranga Māori transmission presented in this thesis, describes a narrative of indigenous people being increasingly excluded from transmission of mātauranga Māori in literature production. Importantly the exclusion of original sources from participation in literature production and revision resulted in a high degree of persistent error in academic literature presenting oral narratives and te reo Māori bird names.

Currently, te reo Māori names of native and introduced birds are represented in English language academic literature, as subject matter or topic of interest predominately within a scientific research paradigm, in the fields of linguistics, ornithology, ethnology or disciplines where these are combined such as ethno-ornithology or folk-taxonomy. Research inquiry conducted in this study is influenced by a potential to explore indigenous methods of naming in terms of what they reveal about our ways of being (ontology) and our ways of knowing (epistemology).

This thesis presents two literature reviews and the findings of seven semi-structured interviews to explore the complexities of the role of academic literature in indigenous epistemology with a focus on indigenous methods of naming native and indigenous birds to Aotearoa New Zealand. Exploring indigenous methods of naming in this way provides an opportunity to tease out the influence of translation, Western scientific paradigms and the medium of academic literature on the transmission of mātauranga Māori as well as identify opportunities and limitations for indigenous epistemology offered through the medium of academic literature.

A comprehensive index of te reo Māori bird names with attention to the variety of linguistic nuances of geographically specific vernacular presented consistently in the context of indigenous methods of naming, potentially provides an accessible and meaningful taxonomic reference document. At the present time such an index has not been published. The findings of the research presented in this thesis support the potential of academic literature to meaningfully contribute to indigenous methods of naming when it records or facilitates direct participation of hapū in indigenous epistemology rather than predetermine or prematurely theorise indigenous methods of naming native and introduced birds to Aotearoa New Zealand. Equally, it presents findings to support potential for academic literature to contribute to mātauranga Māori when it articulates indigenous epistemology as a valuable way of knowing and does not assume to replace memory arts as the primary methods of mātauranga Māori transmission. Furthermore, the application of an indigenous paradigm to the production of literature about indigenous methods of naming as an aspect of mātauranga Māori has the potential to constitute an accurate and authentic body of knowledge.

text: Kūkū te kererū, ketekete te kākā: The role of literature in indigenous methods of naming native and introduced birds to Aotearoa New Zealand This thesis describes the role of academic literature in indigenous epistemology with a focus on indigenous methods of naming native and introduced birds to Aotearoa New Zealand. The story of the role of academic literature in mātauranga Māori transmission presented in this thesis, describes a narrative of indigenous people being increasingly excluded from transmission of mātauranga Māori in literature production. Importantly the exclusion of original sources from participation in literature production and revision resulted in a high degree of persistent error in academic literature presenting oral narratives and te reo Māori bird names.

Currently, te reo Māori names of native and introduced birds are represented in English language academic literature, as subject matter or topic of interest predominately within a scientific research paradigm, in the fields of linguistics, ornithology, ethnology or disciplines where these are combined such as ethno-ornithology or folk-taxonomy. Research inquiry conducted in this study is influenced by a potential to explore indigenous methods of naming in terms of what they reveal about our ways of being (ontology) and our ways of knowing (epistemology).

This thesis presents two literature reviews and the findings of seven semi-structured interviews to explore the complexities of the role of academic literature in indigenous epistemology with a focus on indigenous methods of naming native and indigenous birds to Aotearoa New Zealand. Exploring indigenous methods of naming in this way provides an opportunity to tease out the influence of translation, Western scientific paradigms and the medium of academic literature on the transmission of mātauranga Māori as well as identify opportunities and limitations for indigenous epistemology offered through the medium of academic literature.

A comprehensive index of te reo Māori bird names with attention to the variety of linguistic nuances of geographically specific vernacular presented consistently in the context of indigenous methods of naming, potentially provides an accessible and meaningful taxonomic reference document. At the present time such an index has not been published. The findings of the research presented in this thesis support the potential of academic literature to meaningfully contribute to indigenous methods of naming when it records or facilitates direct participation of hapū in indigenous epistemology rather than predetermine or prematurely theorise indigenous methods of naming native and introduced birds to Aotearoa New Zealand. Equally, it presents findings to support potential for academic literature to contribute to mātauranga Māori when it articulates indigenous epistemology as a valuable way of knowing and does not assume to replace memory arts as the primary methods of mātauranga Māori transmission. Furthermore, the application of an indigenous paradigm to the production of literature about indigenous methods of naming as an aspect of mātauranga Māori has the potential to constitute an accurate and authentic body of knowledge.

year: 2015