title: Burrows and Carter Statute Law in New Zealand by Ross Carter [Book Review]

authors: Green, Cheryl

abstract: This article reviews the book “Burrows and Carter Statute Law in New Zealand”, by Ross Carter.

text: Burrows and Carter Statute Law in New Zealand by Ross Carter [Book Review] This article reviews the book “Burrows and Carter Statute Law in New Zealand”, by Ross Carter.

year: 2016

title: A framework for developing and implementing an online learning community

authors: Khoo, Elaine G.L.

subjects: adult learners

abstract: Developing online learning communities is a promising pedagogical approach in online learning contexts for adult tertiary learners, but it is no easy task. Understanding how learning communities are formed and evaluating their efficacy in supporting learning involves a complex set of issues that have a bearing on the design and facilitation of successful online learning experiences. This paper describes the development of a framework for understanding and developing an online learning community for adult tertiary learners in a New Zealand tertiary institution. In accord with sociocultural views of learning and practices, the framework depicts learning as a mediated, situated, distributed, goal-directed, and participatory activity within a socially and culturally determined learning community. Evidence for the value of the framework is grounded in the findings of a case study of a semester-long fully online asynchronous graduate course. The framework informs our understanding of appropriate conditions for the development and conduct of online learning communities. Implications are presented for the design and facilitation of learning in such contexts.

text: A framework for developing and implementing an online learning community Developing online learning communities is a promising pedagogical approach in online learning contexts for adult tertiary learners, but it is no easy task. Understanding how learning communities are formed and evaluating their efficacy in supporting learning involves a complex set of issues that have a bearing on the design and facilitation of successful online learning experiences. This paper describes the development of a framework for understanding and developing an online learning community for adult tertiary learners in a New Zealand tertiary institution. In accord with sociocultural views of learning and practices, the framework depicts learning as a mediated, situated, distributed, goal-directed, and participatory activity within a socially and culturally determined learning community. Evidence for the value of the framework is grounded in the findings of a case study of a semester-long fully online asynchronous graduate course. The framework informs our understanding of appropriate conditions for the development and conduct of online learning communities. Implications are presented for the design and facilitation of learning in such contexts.

year: 2011

title: Social consequences of Tūhoe migration: Voices from home in Te Urewera

authors: Nikora, Linda Waimarie

subjects: age effects

abstract: A previous study by Nikora, Guerin, Rua & Te Awekotuku (2004) of the social consequences of Tūhoe moving to the Waikato region found employment and a tertiary education to be the primary motivators. Tūhoe ‘movers’ remained in contact with those who remain in Te Urewera and retained a wish to return to their tribal homelands if presented with work opportunities or upon retirement. Through 29 intensive conversational interviews conducted by Tūhoe community researchers with Tūhoe people we explored the social consequences of migration upon those who had remained ‘at home’. Most participants recognised and strongly supported ‘movers’ to better themselves and find successful futures but hoped that they would one day return. An emerging theme was an apparent age-distribution gap of people between about 20 and 50 years of age in the Tuhoe homelands. This is concerning for a number of reasons.  The ‘age gap’ may potentially bring about a) a lack of good role-models for younger children; b) a lack of people to help out with heavy work; c) a gap in people to sustain traditional teaching models for children, and d) a lack of qualified people in trades and professions. The age gap also means that a whole middle-aged group that in other communities might be contributing funds for capital expenditures are not present in the community.

text: Social consequences of Tūhoe migration: Voices from home in Te Urewera A previous study by Nikora, Guerin, Rua & Te Awekotuku (2004) of the social consequences of Tūhoe moving to the Waikato region found employment and a tertiary education to be the primary motivators. Tūhoe ‘movers’ remained in contact with those who remain in Te Urewera and retained a wish to return to their tribal homelands if presented with work opportunities or upon retirement. Through 29 intensive conversational interviews conducted by Tūhoe community researchers with Tūhoe people we explored the social consequences of migration upon those who had remained ‘at home’. Most participants recognised and strongly supported ‘movers’ to better themselves and find successful futures but hoped that they would one day return. An emerging theme was an apparent age-distribution gap of people between about 20 and 50 years of age in the Tuhoe homelands. This is concerning for a number of reasons.  The ‘age gap’ may potentially bring about a) a lack of good role-models for younger children; b) a lack of people to help out with heavy work; c) a gap in people to sustain traditional teaching models for children, and d) a lack of qualified people in trades and professions. The age gap also means that a whole middle-aged group that in other communities might be contributing funds for capital expenditures are not present in the community.

year: 2008