title: The provision of European languages in Anglophone contexts: Aotearoa/New Zealand in focus

authors: Johnson, Diane

subjects: European languages

abstract: The provision of European languages within the New Zealand education system is discussed here in the context of the origins and evolution of language education in the country and the various problems that have been associated with it. These problems include the fact that any discussion of languages inevitably raises issues concerning the endangered status of Māori, the indigenous language of the country, issues which have the potential to highlight deep divisions within society. Hence, there is an unwillingness on the part of successive governments to engage seriously in debate about language needs and aspirations. Only a very small percentage of students at any level of the education system study languages other than English and Māori. Although European languages are studied by over half of those who do study languages, there is very little choice in terms of the European languages on offer. Furthermore, public opinion favours the teaching and learning of Asian and Pacific languages. In fact, two of the languages on offer that originated in Europe, French and Spanish, may have retained their position, in part, because they are, for many New Zealanders, at least as strongly associated with the Pacific and Pacific Rim countries where they are spoken as they are with their countries of origin.

text: The provision of European languages in Anglophone contexts: Aotearoa/New Zealand in focus The provision of European languages within the New Zealand education system is discussed here in the context of the origins and evolution of language education in the country and the various problems that have been associated with it. These problems include the fact that any discussion of languages inevitably raises issues concerning the endangered status of Māori, the indigenous language of the country, issues which have the potential to highlight deep divisions within society. Hence, there is an unwillingness on the part of successive governments to engage seriously in debate about language needs and aspirations. Only a very small percentage of students at any level of the education system study languages other than English and Māori. Although European languages are studied by over half of those who do study languages, there is very little choice in terms of the European languages on offer. Furthermore, public opinion favours the teaching and learning of Asian and Pacific languages. In fact, two of the languages on offer that originated in Europe, French and Spanish, may have retained their position, in part, because they are, for many New Zealanders, at least as strongly associated with the Pacific and Pacific Rim countries where they are spoken as they are with their countries of origin.

year: 2015

title: Sintering behaviour and microstructures of Ti(Al,O)/Al₂O₃, Ti₃Al(O)/Al₂O₃ and TiAl(O)/Al₂O₃ in situ composites

authors: Cai, Z.H.

subjects: titanium

abstract: The sintering behaviour and microstructures of Ti(Al,O)/Al₂O₃, Ti₃Al(O)/Al₂O₃ and TiAl(O)/Al₂O₃ in situ composites produced using Al/TiO₂ composite powders have been studied. Ti(Al,O), Ti₃Al(O) and TiAl(O) represent α-Ti phase with dissolved Al and O, and Ti3Al and TiAl phases with dissolved O, respectively. The Al/TiO₂ composite powders were produced by high energy mechanical milling using Al and TiO₂ powders as the starting materials. It was found that the matrices of the composites became fully dense after sintering at 1550 °C, and the Al₂O₃ particles became fully sintered when the sintering temperature was increased to 1650 °C. The reactions between Al and TiO₂ which occur during heating the powder compacts to 1400 °C have little effect on the sintering of the composite powders. The Al₂O₃  particles in the composites become significantly coarsened during sintering at 1550 °C or above, and the coarsening rate of the Al₂O₃  particles increases in the order of Ti(Al,O)/Al₂O₃, Ti₃Al(O)/Al₂O₃ and TiAl/Al₂O₃ composites. This can be attributed to the decrease of the solidus temperature or melting points of the corresponding matrices. It is evident that in the initial stage of sintering, coarsening of the Al2O₃ particles occurs through coalescence. Hipping of the pre-sintered composites at 1300 °C with a pressure of 200 MPa without canning causes significant increase of the density and substantial further coarsening of the Al₂O₃ particles.

text: Sintering behaviour and microstructures of Ti(Al,O)/Al₂O₃, Ti₃Al(O)/Al₂O₃ and TiAl(O)/Al₂O₃ in situ composites The sintering behaviour and microstructures of Ti(Al,O)/Al₂O₃, Ti₃Al(O)/Al₂O₃ and TiAl(O)/Al₂O₃ in situ composites produced using Al/TiO₂ composite powders have been studied. Ti(Al,O), Ti₃Al(O) and TiAl(O) represent α-Ti phase with dissolved Al and O, and Ti3Al and TiAl phases with dissolved O, respectively. The Al/TiO₂ composite powders were produced by high energy mechanical milling using Al and TiO₂ powders as the starting materials. It was found that the matrices of the composites became fully dense after sintering at 1550 °C, and the Al₂O₃ particles became fully sintered when the sintering temperature was increased to 1650 °C. The reactions between Al and TiO₂ which occur during heating the powder compacts to 1400 °C have little effect on the sintering of the composite powders. The Al₂O₃  particles in the composites become significantly coarsened during sintering at 1550 °C or above, and the coarsening rate of the Al₂O₃  particles increases in the order of Ti(Al,O)/Al₂O₃, Ti₃Al(O)/Al₂O₃ and TiAl/Al₂O₃ composites. This can be attributed to the decrease of the solidus temperature or melting points of the corresponding matrices. It is evident that in the initial stage of sintering, coarsening of the Al2O₃ particles occurs through coalescence. Hipping of the pre-sintered composites at 1300 °C with a pressure of 200 MPa without canning causes significant increase of the density and substantial further coarsening of the Al₂O₃ particles.

year: 2006

title: Mental health and wellbeing for young people from intersectional identity groups: Inequity for Māori, Pacific, Rainbow young people, and those with a disabling condition

authors: Roy, Rituparna

subjects: Māori

abstract: ‘Intersectionality’ describes the converging effects of ethnicity, gender, sexuality, disability, and other social group characteristics that influence life experiences. We draw on a representative study of year 9-13 students in Tai Tokerau, Tāmaki Makaurau, and Waikato (Youth19) to explore differences in mental health and wellbeing outcomes for young people from a selection of intersectional identities (Māori, Pasifika, Rainbow, and young people with a Disabling Condition). We found a pervasive pattern of inequity for young people who have intersectional identities compared to those from the majority groups (i.e. Pākehā, non-disabled, cis-heterosexual youth). Intersectional youth had higher levels of inequity and faced a greater array of inequities. There was evidence of an additive effect for some indicators. Thematic analysis of open-text survey responses found the need for positive inclusive environments, and support for all young people, including those at the intersections of identity. Drawing on the findings, we offered several systemslevel policy recommendations, including strategies to improve inclusiveness and reduce discrimination.

text: Mental health and wellbeing for young people from intersectional identity groups: Inequity for Māori, Pacific, Rainbow young people, and those with a disabling condition ‘Intersectionality’ describes the converging effects of ethnicity, gender, sexuality, disability, and other social group characteristics that influence life experiences. We draw on a representative study of year 9-13 students in Tai Tokerau, Tāmaki Makaurau, and Waikato (Youth19) to explore differences in mental health and wellbeing outcomes for young people from a selection of intersectional identities (Māori, Pasifika, Rainbow, and young people with a Disabling Condition). We found a pervasive pattern of inequity for young people who have intersectional identities compared to those from the majority groups (i.e. Pākehā, non-disabled, cis-heterosexual youth). Intersectional youth had higher levels of inequity and faced a greater array of inequities. There was evidence of an additive effect for some indicators. Thematic analysis of open-text survey responses found the need for positive inclusive environments, and support for all young people, including those at the intersections of identity. Drawing on the findings, we offered several systemslevel policy recommendations, including strategies to improve inclusiveness and reduce discrimination.

year: 2023