title: Reworking vocational education: policies, practices and concepts [Book review]

authors: Piercy, Gemma Louise

abstract: This article reviews the book: “Reworking vocational education: policies, practices and concepts”, edited by Anja Heikkinen and Katrin Kraus, Bern, Peter Lang, Studies in vocational and continuing education, Vol. 7, 2009, 232 pp

text: Reworking vocational education: policies, practices and concepts [Book review] This article reviews the book: “Reworking vocational education: policies, practices and concepts”, edited by Anja Heikkinen and Katrin Kraus, Bern, Peter Lang, Studies in vocational and continuing education, Vol. 7, 2009, 232 pp

year: 2013

title: New Zealand’s Regulation of Internet Child Pornography

authors: Ball, Tawhana

abstract: The Internet has revolutionised the exchange of all forms of information, including that of an issue of great concern: child pornography. The consumption of child pornography is not a legislative or punitive problem. It is a law enforcement issue exacerbated by the main medium of supply, the Internet. The problem of the regulation of child pornography on the Internet has no universal answer. The solution to this concern will require a modulated response which will enable law enforcement agencies to adequately counter every aspect of the issue. This thesis examines New Zealand’s classification system and the primary statutory authority which prohibits the proliferation of child pornography, the Films, Videos, and Publications Classification Act 1993. 

Drawing on institutional, private and law enforcement narratives, this thesis investigates New Zealand’s current legal responses to the consumption of child pornography by way of the Internet. The intention of this investigation is to ascertain whether institutional responses could be improved and to make recommendations to assist law enforcement agencies to respond more effectively to this concern. Empirical data has been gathered from law enforcement personnel through qualitative research and has provided a privileged insight into the complexities of child pornography investigations. This qualitative empirical research confirmed that New Zealand’s child pornography legislation must be continually critiqued to ensure that it is keeping pace with technology. New Zealand’s institutional responses also need to be constantly evaluated to guarantee that the capacity of law enforcement agencies to respond to the problem of child pornography keeps pace with the main medium of supply, the Internet. Moreover, this thesis contends that all forms of child pornography should be outlawed because of its potential to cause harm to children and society. Although, the recommendations of this thesis do not constitute the definitive answer to the issue of child pornography on the Internet, each individual aspect of the recommendations constitutes a critical component of an overall response to this concern.

text: New Zealand’s Regulation of Internet Child Pornography The Internet has revolutionised the exchange of all forms of information, including that of an issue of great concern: child pornography. The consumption of child pornography is not a legislative or punitive problem. It is a law enforcement issue exacerbated by the main medium of supply, the Internet. The problem of the regulation of child pornography on the Internet has no universal answer. The solution to this concern will require a modulated response which will enable law enforcement agencies to adequately counter every aspect of the issue. This thesis examines New Zealand’s classification system and the primary statutory authority which prohibits the proliferation of child pornography, the Films, Videos, and Publications Classification Act 1993. 

Drawing on institutional, private and law enforcement narratives, this thesis investigates New Zealand’s current legal responses to the consumption of child pornography by way of the Internet. The intention of this investigation is to ascertain whether institutional responses could be improved and to make recommendations to assist law enforcement agencies to respond more effectively to this concern. Empirical data has been gathered from law enforcement personnel through qualitative research and has provided a privileged insight into the complexities of child pornography investigations. This qualitative empirical research confirmed that New Zealand’s child pornography legislation must be continually critiqued to ensure that it is keeping pace with technology. New Zealand’s institutional responses also need to be constantly evaluated to guarantee that the capacity of law enforcement agencies to respond to the problem of child pornography keeps pace with the main medium of supply, the Internet. Moreover, this thesis contends that all forms of child pornography should be outlawed because of its potential to cause harm to children and society. Although, the recommendations of this thesis do not constitute the definitive answer to the issue of child pornography on the Internet, each individual aspect of the recommendations constitutes a critical component of an overall response to this concern.

year: 2017

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