title: A classic case of test envy in sex offender risk assessment

authors: Boer, Douglas Pieter

subjects: sex offender

abstract: The SORAG, SVR-20, VRS-S0, STATIC99, SONAR, STABLE (see below for references), and other relatively similar risk prediction tools (RSVPTs) are just a few of the currently available risk assessment measures designed for use with sexual offenders. These instruments all purport to do a similar job – providing estimates of likelihood to recidivate – and most of the associated authors claim that their test, or their type of test, does a better job at risk assessment than the competition. This same debate exists among the experts of risk assessment for non-sexual violent offenders and the discussion from this paper can be extended to risk assessment in general.

text: A classic case of test envy in sex offender risk assessment The SORAG, SVR-20, VRS-S0, STATIC99, SONAR, STABLE (see below for references), and other relatively similar risk prediction tools (RSVPTs) are just a few of the currently available risk assessment measures designed for use with sexual offenders. These instruments all purport to do a similar job – providing estimates of likelihood to recidivate – and most of the associated authors claim that their test, or their type of test, does a better job at risk assessment than the competition. This same debate exists among the experts of risk assessment for non-sexual violent offenders and the discussion from this paper can be extended to risk assessment in general.

year: 2002-04

title: Riding the knowledge wave: An examination of recent work-based learning in New Zealand

authors: Piercy, Gemma Louise

subjects: industrial relations

abstract: This paper offers insights into the policy environment within which work-based learning takes place. Since 1999, work-based learning in New Zealand has been reframed by a series of ‘third way’ policies implemented by the Labour-led coalition government. These initiatives incorporate an interesting mix of borrowed ideas, principally from the United Kingdom, and domestic imperatives. The purpose of this paper is to outline, examine, and evaluate New Zealand’s ‘third way’ approach to education and training and its present and future implications for work-based learning. 

The direction of Labour’s policies was signaled in its 1999 election manifesto document, Skills for 21st Century.  Buoyed by the support for and success of its initial policies, the government has continued to borrow and adapt overseas initiatives.  This paper builds on previous comparative research (Piercy, 2003; Murray and Piercy, 2003). It traces the implementation of key policy reforms that relate to the broad area of work-based learning.  It describes, briefly, the evolution of the current Tertiary Education Strategy (TES) and the contribution made by the ‘third way’ Tertiary Education Advisory Committee (TEAC).  The TES is a five to seven year plan that intends to give focus and certainty to the entire post-compulsory education and training sector (PCET); this effectively includes all work-based learning. The paper also examines the three Statements of Educational Priorities (STEP) that have been released to date (the latest in April 2005).  The STEPs constitute an action plan for each phase of the TES. The paper concludes that the adoption of a ‘third way’ approach since 1999 has not only altered significantly the role now played by employers, unions, and industry training organizations (ITOs) but also provided opportunities to transform important aspects of work-based learning.

text: Riding the knowledge wave: An examination of recent work-based learning in New Zealand This paper offers insights into the policy environment within which work-based learning takes place. Since 1999, work-based learning in New Zealand has been reframed by a series of ‘third way’ policies implemented by the Labour-led coalition government. These initiatives incorporate an interesting mix of borrowed ideas, principally from the United Kingdom, and domestic imperatives. The purpose of this paper is to outline, examine, and evaluate New Zealand’s ‘third way’ approach to education and training and its present and future implications for work-based learning. 

The direction of Labour’s policies was signaled in its 1999 election manifesto document, Skills for 21st Century.  Buoyed by the support for and success of its initial policies, the government has continued to borrow and adapt overseas initiatives.  This paper builds on previous comparative research (Piercy, 2003; Murray and Piercy, 2003). It traces the implementation of key policy reforms that relate to the broad area of work-based learning.  It describes, briefly, the evolution of the current Tertiary Education Strategy (TES) and the contribution made by the ‘third way’ Tertiary Education Advisory Committee (TEAC).  The TES is a five to seven year plan that intends to give focus and certainty to the entire post-compulsory education and training sector (PCET); this effectively includes all work-based learning. The paper also examines the three Statements of Educational Priorities (STEP) that have been released to date (the latest in April 2005).  The STEPs constitute an action plan for each phase of the TES. The paper concludes that the adoption of a ‘third way’ approach since 1999 has not only altered significantly the role now played by employers, unions, and industry training organizations (ITOs) but also provided opportunities to transform important aspects of work-based learning.

year: 2005

title: The relevance of discourse analysis to the teaching and learning of te reo Māori: A text-centred example

authors: Greensill, Hine-iti-moana

subjects: Māori language

abstract: In this paper, I analyse a single text written in te reo Māori in terms of two different approaches derived from discourse analysis (discourse macro-patterning and discourse relations and their signalling) in order to demonstrate the importance of deriving a discourse-centred methodology for teaching learners of Māori what is involved in interpreting and creating coherent discourses.

text: The relevance of discourse analysis to the teaching and learning of te reo Māori: A text-centred example In this paper, I analyse a single text written in te reo Māori in terms of two different approaches derived from discourse analysis (discourse macro-patterning and discourse relations and their signalling) in order to demonstrate the importance of deriving a discourse-centred methodology for teaching learners of Māori what is involved in interpreting and creating coherent discourses.

year: 2007