title: China's energy economy: A survey of the literature

authors: Ma, Hengyun

subjects: China

abstract: This paper reviews the literature on China's energy economy, focusing, particularly on: i) the relationship between energy consumption and economic growth; ii), China's changing energy intensity; iii) energy demand and energy-non-energy, substitution; iv) the emergence of energy markets in China; and v) economic reforms in, the energy industry. After reviewing the literature, the paper presents the main findings, that some important issues remain unanswered, for example, what determines energy, consumption behavior; the effects of substitution of and demand for energy; and, technological change effects on energy intensity. Finally, the review suggests some topics, worthy of future study.

text: China's energy economy: A survey of the literature This paper reviews the literature on China's energy economy, focusing, particularly on: i) the relationship between energy consumption and economic growth; ii), China's changing energy intensity; iii) energy demand and energy-non-energy, substitution; iv) the emergence of energy markets in China; and v) economic reforms in, the energy industry. After reviewing the literature, the paper presents the main findings, that some important issues remain unanswered, for example, what determines energy, consumption behavior; the effects of substitution of and demand for energy; and, technological change effects on energy intensity. Finally, the review suggests some topics, worthy of future study.

year: 2010

title: Learning as a shared social endeavour

authors: Fraser, Deborah

abstract: Despite the legacy of progressive education, current trends in western schooling favour an emphasis on individual achievement and external standards. Much of what happens in primary classrooms is embedded in social contexts yet education policy is increasingly reflecting an emphasis on learning as a highly individual enterprise. This paper discusses a project which highlights Dewey’s emphasis on learning as a shared social endeavour in which children are partners with teachers and peers in shared activities and goals. Two vignettes from the project are drawn from data collected during the project. These vignettes show that when the social context is valued the arts manifest multiple opportunities for children to be active participants and learners. There are however, constraints and issues that require consideration and these are outlined. Nonetheless, we argue that learning as a social endeavour in the arts affords children agency and is timely a reminder of Dewey’s message.

text: Learning as a shared social endeavour Despite the legacy of progressive education, current trends in western schooling favour an emphasis on individual achievement and external standards. Much of what happens in primary classrooms is embedded in social contexts yet education policy is increasingly reflecting an emphasis on learning as a highly individual enterprise. This paper discusses a project which highlights Dewey’s emphasis on learning as a shared social endeavour in which children are partners with teachers and peers in shared activities and goals. Two vignettes from the project are drawn from data collected during the project. These vignettes show that when the social context is valued the arts manifest multiple opportunities for children to be active participants and learners. There are however, constraints and issues that require consideration and these are outlined. Nonetheless, we argue that learning as a social endeavour in the arts affords children agency and is timely a reminder of Dewey’s message.

year: 2011

title: Te reo Maori, philosophy and colonialism: A conversation with Maori philosopher Carl Mika

authors: Peters, Michael A.

abstract: Kia ora Carl
Some advice if you have the time... I have been asked to give a paper at Uppsala on philosophy of language and autonomy. I want to focus on colonialism and use some examples from the colonial history concerning te reo Maori. I did a little research at the time of the Royal Commission in 1988 but have lost touch with the literature. Are there a couple of strategic texts you would recommend?
Nga Mihi

Kia ora Michael
You tend to get two types of writing about the language: its revitalisation; and its link to the natural or spiritual worlds – which is to do with philosophy in a particular sense, but in my view doesn’t have an eye towards the “autonomy” part you raise (i.e. isn’t cognisant enough of colonialism). The latter writing theorises around the traditional place of language, or describes it as a traditional phenomenon. I’ve been considering writing something for some time on it, but just haven’t gotten around to it.
You could discuss it in terms of how current uses of it in government policy etc. force the Maori language to become no more or no less than its English counterpart. So, for instance, language is an arbitrary (Saussure) thing that has very little in the way of “essence” in its own (autonomous) right. Terms like “whakapapa” equate precisely with “genealogy” but their interconnecting sense is lost in that translation. From a Maori belief, it could be argued that everything contains an essence, including words, and this essence precedes our interaction with language. In a way, language very much opens up a worldview, including the autonomy or essence of things in the world and their interconnectedness. pp. 101–110

text: Te reo Maori, philosophy and colonialism: A conversation with Maori philosopher Carl Mika Kia ora Carl
Some advice if you have the time... I have been asked to give a paper at Uppsala on philosophy of language and autonomy. I want to focus on colonialism and use some examples from the colonial history concerning te reo Maori. I did a little research at the time of the Royal Commission in 1988 but have lost touch with the literature. Are there a couple of strategic texts you would recommend?
Nga Mihi

Kia ora Michael
You tend to get two types of writing about the language: its revitalisation; and its link to the natural or spiritual worlds – which is to do with philosophy in a particular sense, but in my view doesn’t have an eye towards the “autonomy” part you raise (i.e. isn’t cognisant enough of colonialism). The latter writing theorises around the traditional place of language, or describes it as a traditional phenomenon. I’ve been considering writing something for some time on it, but just haven’t gotten around to it.
You could discuss it in terms of how current uses of it in government policy etc. force the Maori language to become no more or no less than its English counterpart. So, for instance, language is an arbitrary (Saussure) thing that has very little in the way of “essence” in its own (autonomous) right. Terms like “whakapapa” equate precisely with “genealogy” but their interconnecting sense is lost in that translation. From a Maori belief, it could be argued that everything contains an essence, including words, and this essence precedes our interaction with language. In a way, language very much opens up a worldview, including the autonomy or essence of things in the world and their interconnectedness. pp. 101–110

year: 2015