title: Work-integrated learning in higher education

authors: Zegwaard, Karsten E.

abstract: Seminar presented at University College Cork, Ireland, on the definition of WIL, design of quality WIL frameworks and the different models of WIL such as curricular, co-curricular and extra-curricular activities. Also international perspectives - developments from various countries including New Zealand, Australia, Canada, and Germany. Discussions included the critical role of WIL in enhancing employability outcomes for students and detailing the University of Waikato’s approach to integrating WIL into their curriculum, which includes compulsory WIL components across all disciplines.

text: Work-integrated learning in higher education Seminar presented at University College Cork, Ireland, on the definition of WIL, design of quality WIL frameworks and the different models of WIL such as curricular, co-curricular and extra-curricular activities. Also international perspectives - developments from various countries including New Zealand, Australia, Canada, and Germany. Discussions included the critical role of WIL in enhancing employability outcomes for students and detailing the University of Waikato’s approach to integrating WIL into their curriculum, which includes compulsory WIL components across all disciplines.

year: 2024

title: Partial maps with domain and range: extending Schein's representation

authors: Jackson, Marcel

subjects: closure semigroup

abstract: The semigroup of all partial maps on a set under the operation of composition admits a number of operations relating to the domain and range of a partial map. Of particular interest are the operations R and L returning the identity on the domain of a map and on the range of a map respectively. Schein [25] gave an axiomatic characterisation of the semigroups with R and L representable as systems of partial maps; the class is a finitely axiomatisable quasivariety closely related to ample semigroups (which were introduced—as type A semigroups—by Fountain, [7]). We provide an account of Schein's result (which until now appears only in Russian) and extend Schein's method to include the binary operations of intersection, of greatest common range restriction, and some unary operations relating to the set of fixed points of a partial map. Unlike the case of semigroups with R and L, a number of the possibilities can be equationally axiomatised.

text: Partial maps with domain and range: extending Schein's representation The semigroup of all partial maps on a set under the operation of composition admits a number of operations relating to the domain and range of a partial map. Of particular interest are the operations R and L returning the identity on the domain of a map and on the range of a map respectively. Schein [25] gave an axiomatic characterisation of the semigroups with R and L representable as systems of partial maps; the class is a finitely axiomatisable quasivariety closely related to ample semigroups (which were introduced—as type A semigroups—by Fountain, [7]). We provide an account of Schein's result (which until now appears only in Russian) and extend Schein's method to include the binary operations of intersection, of greatest common range restriction, and some unary operations relating to the set of fixed points of a partial map. Unlike the case of semigroups with R and L, a number of the possibilities can be equationally axiomatised.

year: 2009

title: Accommodating multiculturalism and biculturalism in Aotearoa New Zealand: implication for language education.

authors: May, Stephen

subjects: bilingual education

abstract: The field of language education in Aotearoa New Zealand, as elsewhere, has developed significantly since its early and almost exclusive focus on the acquisition of English literacy in schools. As the field has expanded, so too has the range of language education sectors addressed and the theoretical approaches and understandings employed in relation to language and literacy education. Both developments have resulted in a more coordinated literacy education policy - exemplified to date most clearly in the New Zealand Literacy Taskforce - and a more situated, less monolithic understanding of the widely different literacies available to learners. Despite these developments, however, one area still remains noticeably under-theorised and marginalized in relation to the ongoing development of language and literacy education policy in Aotearoa New Zealand - the place of second language learners within it. This paper explores this lacuna and the potential policy implications of addressing and integrating first and second language educational concerns within an evolving national literacy education policy. This has particular implications for the further development of bilingual education - both for Maori and, possibly, other minority groups - and for the related possibilities of multicultural education. It also requires a wider and clearer recognition of minority language education rights, as developed within both international law and political theory, in order to apply these rights appropriately to an Aotearoa New Zealand context which is currently witnessing rapid and extensive demographic (and linguistic) change.

text: Accommodating multiculturalism and biculturalism in Aotearoa New Zealand: implication for language education. The field of language education in Aotearoa New Zealand, as elsewhere, has developed significantly since its early and almost exclusive focus on the acquisition of English literacy in schools. As the field has expanded, so too has the range of language education sectors addressed and the theoretical approaches and understandings employed in relation to language and literacy education. Both developments have resulted in a more coordinated literacy education policy - exemplified to date most clearly in the New Zealand Literacy Taskforce - and a more situated, less monolithic understanding of the widely different literacies available to learners. Despite these developments, however, one area still remains noticeably under-theorised and marginalized in relation to the ongoing development of language and literacy education policy in Aotearoa New Zealand - the place of second language learners within it. This paper explores this lacuna and the potential policy implications of addressing and integrating first and second language educational concerns within an evolving national literacy education policy. This has particular implications for the further development of bilingual education - both for Maori and, possibly, other minority groups - and for the related possibilities of multicultural education. It also requires a wider and clearer recognition of minority language education rights, as developed within both international law and political theory, in order to apply these rights appropriately to an Aotearoa New Zealand context which is currently witnessing rapid and extensive demographic (and linguistic) change.

year: 2002