title: Remnants of the past, history and the present.

authors: Booth, Douglas

subjects: education

abstract: The article interprets that it is hardly surprising then that philosophers of history point to the slender relationship between the raw facts of the past and understanding the past. The latter is an act of interpreting fragments from the past and not infrequently these support several points of view. This question has particular significance at a time when historians are increasingly thinking about historical materials and evidence in radically new ways that are fundamentally changing the nature of history as an academic discipline. In the light of these changes, the first part of the article sketches three different sets of epistemological assumptions that operate in contemporary history; the second applies these assumptions to a more detailed analysis of four pieces of historical material. Reflecting on the analysis in part two, the conclusion discusses the complex relations between the present and the past.

text: Remnants of the past, history and the present. The article interprets that it is hardly surprising then that philosophers of history point to the slender relationship between the raw facts of the past and understanding the past. The latter is an act of interpreting fragments from the past and not infrequently these support several points of view. This question has particular significance at a time when historians are increasingly thinking about historical materials and evidence in radically new ways that are fundamentally changing the nature of history as an academic discipline. In the light of these changes, the first part of the article sketches three different sets of epistemological assumptions that operate in contemporary history; the second applies these assumptions to a more detailed analysis of four pieces of historical material. Reflecting on the analysis in part two, the conclusion discusses the complex relations between the present and the past.

year: 2004

title: Understanding informal learning among international students through their brokering practices

authors: Lee, Sherrie

subjects: international students

abstract: While informal learning is recognised as an important part of academic learning, the significance of learning outside the prescribed curriculum has been largely overlooked in the literature on international students. The purpose of this study is to better understand the informal academic learning practices of international EAL students through the concept of brokering. In this study, brokering practices are defined as academic help-seeking social interactions outside the formal curriculum. Examples of brokering interactions include translating academic-related information or making explicit the requirements of an academic task. This paper is based on an ethnographic study involving ten international EAL students at a New Zealand university. Students were interviewed regularly over the period of one academic semester. Based on initial findings, the article details the characteristics of peer and non-peer brokers. Brokers were chosen because they had prior experience or recognised expertise in particular academic areas. At times, they were also chosen because they could communicate in the students’ native language. It is hoped that understanding the different types of brokers will allow institutions to develop more effective strategies in supporting international students’ academic needs.

text: Understanding informal learning among international students through their brokering practices While informal learning is recognised as an important part of academic learning, the significance of learning outside the prescribed curriculum has been largely overlooked in the literature on international students. The purpose of this study is to better understand the informal academic learning practices of international EAL students through the concept of brokering. In this study, brokering practices are defined as academic help-seeking social interactions outside the formal curriculum. Examples of brokering interactions include translating academic-related information or making explicit the requirements of an academic task. This paper is based on an ethnographic study involving ten international EAL students at a New Zealand university. Students were interviewed regularly over the period of one academic semester. Based on initial findings, the article details the characteristics of peer and non-peer brokers. Brokers were chosen because they had prior experience or recognised expertise in particular academic areas. At times, they were also chosen because they could communicate in the students’ native language. It is hoped that understanding the different types of brokers will allow institutions to develop more effective strategies in supporting international students’ academic needs.

year: 2017

title: Te Tarata

authors: Maxwell, Te Kahautu

abstract: This composition placed second in the Haka Composition Section. Te Tarata this composition commemorates the battle of Te Tarata in Te Whakatōhea 15 October 1865. This was the aftermath of the killing of the missionary Rev Carl Sylvius Volkner on the 2 March 1865. At the battle of Te Tarata it is recorded as the only calvary charge in the New Zealand Land Wars. Te Whakatōhea ingeniously wove around the palisade walls tī kouka (Cordyline australis) or cabbage tree. When the canon ball hit the palisades the tī kouka absorbed the force of the canon ball and rebounded the ball. 20 Te Whakatohea were killed and a number of others were wounded. This composition was performed by Ōpōtiki Mai Tawhiti at the Te Matatini World Championship Kapa Haka Competition 2015.

text: Te Tarata This composition placed second in the Haka Composition Section. Te Tarata this composition commemorates the battle of Te Tarata in Te Whakatōhea 15 October 1865. This was the aftermath of the killing of the missionary Rev Carl Sylvius Volkner on the 2 March 1865. At the battle of Te Tarata it is recorded as the only calvary charge in the New Zealand Land Wars. Te Whakatōhea ingeniously wove around the palisade walls tī kouka (Cordyline australis) or cabbage tree. When the canon ball hit the palisades the tī kouka absorbed the force of the canon ball and rebounded the ball. 20 Te Whakatohea were killed and a number of others were wounded. This composition was performed by Ōpōtiki Mai Tawhiti at the Te Matatini World Championship Kapa Haka Competition 2015.

year: 2014-10-10