title: New Zealand regions, 1986-2001: Population dynamics

authors: Pool, Ian

subjects: fertility

abstract: New Zealand regions have markedly different population dynamics. Population change in a region is driven by three different factors: fertility, mortality and migration. A fourth factor that is often related, momentum, is analysed in a separate paper (Pool et al. forthcoming-f). The present paper analyses the degree to which the levels and impacts of these three factors differ within New Zealand. It looks at regional dynamics by analysing growth and its components, natural increase (births and deaths) and migration, both domestic and international. We first present a review of population flows, and then disaggregate these into their components; natural increase and net migration, so as to provide a demographic accounting of the factors of change. The changes are investigated for the period 1986-2001 and then for the three quinquennia of 1986-91, 1991-96 and 1996-2001.

text: New Zealand regions, 1986-2001: Population dynamics New Zealand regions have markedly different population dynamics. Population change in a region is driven by three different factors: fertility, mortality and migration. A fourth factor that is often related, momentum, is analysed in a separate paper (Pool et al. forthcoming-f). The present paper analyses the degree to which the levels and impacts of these three factors differ within New Zealand. It looks at regional dynamics by analysing growth and its components, natural increase (births and deaths) and migration, both domestic and international. We first present a review of population flows, and then disaggregate these into their components; natural increase and net migration, so as to provide a demographic accounting of the factors of change. The changes are investigated for the period 1986-2001 and then for the three quinquennia of 1986-91, 1991-96 and 1996-2001.

year: 2005-09

title: More than talk and writing: Exploring the multimodal nature of classroom interactions

authors: Cowie, Bronwen

abstract: One goal of the Classroom InSiTE project (Cowie, Moreland, Jones, & Otrel-Cass, 2008)1 was to enhance classroom interactions as part of teacher assessment for learning. Research and development for assessment for learning has tended to focus on the role of talk and the role of written feedback. Less attention has been paid to the other modes that people use in everyday communication such as the role of gesture, drawing, visual images, and action. Students, more now than ever before, live in a multimodal world: websites, mobile technologies and even books and magazines are sites of “complex hybrids and fusions of visual and verbal meaning making resources” (Lemke, 2004, p. 42). Research evidence is accumulating as to the key role for diagrams, pictures, and other nonlinguistic representations in illuminating curriculum content, and supporting the achievement of diverse learners (Alton-Lee, 2003).
Classroom studies in science and technology education are only just beginning to explore how teachers and students use multiple modes to develop and express ideas and skills. In science education, for example, Kress, Jewitt, Ogborn, and Tsatsarelius (2001) provide a detailed account of how a science teacher used gestures, drawings, science diagrams, a three-dimensional model, and images to demonstrate to students the circulation of blood. In this article we provide evidence from the InSiTE study that effective teacher–student interaction utilises multiple modes to express ideas and enhance student learning.

text: More than talk and writing: Exploring the multimodal nature of classroom interactions One goal of the Classroom InSiTE project (Cowie, Moreland, Jones, & Otrel-Cass, 2008)1 was to enhance classroom interactions as part of teacher assessment for learning. Research and development for assessment for learning has tended to focus on the role of talk and the role of written feedback. Less attention has been paid to the other modes that people use in everyday communication such as the role of gesture, drawing, visual images, and action. Students, more now than ever before, live in a multimodal world: websites, mobile technologies and even books and magazines are sites of “complex hybrids and fusions of visual and verbal meaning making resources” (Lemke, 2004, p. 42). Research evidence is accumulating as to the key role for diagrams, pictures, and other nonlinguistic representations in illuminating curriculum content, and supporting the achievement of diverse learners (Alton-Lee, 2003).
Classroom studies in science and technology education are only just beginning to explore how teachers and students use multiple modes to develop and express ideas and skills. In science education, for example, Kress, Jewitt, Ogborn, and Tsatsarelius (2001) provide a detailed account of how a science teacher used gestures, drawings, science diagrams, a three-dimensional model, and images to demonstrate to students the circulation of blood. In this article we provide evidence from the InSiTE study that effective teacher–student interaction utilises multiple modes to express ideas and enhance student learning.

year: 2008

title: Te Tiriti o Waitangi

authors: Maxwell, Te Kahautu

abstract: Whakawātea. Lyrics composed by Te Kahautu Maxwell. Performed by Ōpōtiki Mai Tawhiti (Kapa Haka group)

Waiata ā Tira: Aroha
Whakaeke: Pinepine Te Kura
Mōteatea: Tērā te haeata
Waiata ā Ringa: Tiaho Mai
Poi: E ia, e ia
Haka: Ranginui
Whakawātea: Te Tiriti o Waitangi

text: Te Tiriti o Waitangi Whakawātea. Lyrics composed by Te Kahautu Maxwell. Performed by Ōpōtiki Mai Tawhiti (Kapa Haka group)

Waiata ā Tira: Aroha
Whakaeke: Pinepine Te Kura
Mōteatea: Tērā te haeata
Waiata ā Ringa: Tiaho Mai
Poi: E ia, e ia
Haka: Ranginui
Whakawātea: Te Tiriti o Waitangi

year: 2024-02-23