title: Planification economique et migration en Polynesie Francaise.

authors: d'Hauteserre, Anne-Marie

subjects: migratory patterns

abstract: Economic Planning and Migration in French Polynesia. This article discusses possible ties between migratory patterns in French Polynesia and policies drafted by the French state and the local government concerning the territory’s economic development. The goals are to diversify the economic production of the outer archipelagos based on their natural resources and to encourage the return of out-migrants. The structures of production that the new cultural economy has systemically articulated at the global scale should also encourage the return migration that the economic policies seek to establish. Contemporary patterns of mobility differ little from those of times past. Polynesians have always moved and had thus established multiple support networks for migrants across the Pacific. The responses gathered during recent research trips to French Polynesia indicate that the large investments in infrastructure by the two governments in the outer archipelagos are not convincing most out-migrants to return. This infrastructure might, however, attract migrants from other parts of French Polynesia even if only temporarily, as is already the case for some foreigners.

text: Planification economique et migration en Polynesie Francaise. Economic Planning and Migration in French Polynesia. This article discusses possible ties between migratory patterns in French Polynesia and policies drafted by the French state and the local government concerning the territory’s economic development. The goals are to diversify the economic production of the outer archipelagos based on their natural resources and to encourage the return of out-migrants. The structures of production that the new cultural economy has systemically articulated at the global scale should also encourage the return migration that the economic policies seek to establish. Contemporary patterns of mobility differ little from those of times past. Polynesians have always moved and had thus established multiple support networks for migrants across the Pacific. The responses gathered during recent research trips to French Polynesia indicate that the large investments in infrastructure by the two governments in the outer archipelagos are not convincing most out-migrants to return. This infrastructure might, however, attract migrants from other parts of French Polynesia even if only temporarily, as is already the case for some foreigners.

year: 2004

title: Embedded numeracy teaching practices at an Institute of Technology: Vocational tutors' characterisations of embedding numeracy and related professional development

authors: Winter, Lynette

abstract: As part of a multi-pronged strategy to improve levels of adult numeracy, embedded numeracy provision is a required element of foundation-level vocational education in New Zealand. Embedded numeracy, as it is interpreted in New Zealand, means learners develop numeracy skills within vocational courses and programmes rather than as a separate programme of study. This approach means that vocational educators, rather than numeracy specialist educators, are largely responsible for teaching numeracy. While it is acknowledged that the crux of embedding is good teaching practice, little is known about the embedded numeracy teaching practices of these vocational educators.
The purpose of this study was two-fold. Firstly, I set out to explore how vocational tutors characterise embedding numeracy as part of their teaching practice with respect to evidence-based knowledge of effective practice. Secondly, I wanted to consider how professional learning and development has impacted their practice, and what further professional development approaches might prove useful.
To that end, I undertook a case study research approach using qualitative analysis of data collected through semi-structured interviews. I conducted interviews with six foundation-level vocational tutors employed in the Institutes of Technology and Polytechnics (ITP) sector. Additionally, participants provided examples of teaching and learning resources, and I consulted official programme documentation for each sample case. 
Approaches to embedding numeracy can be situated on a continuum from numeracy-saturated, practice-based embedding to opportunistic embedding. In all cases, tutors use authentic contexts that are meaningful to the learners, a key element of an embedded approach. Learners’ anxieties towards mathematics are acknowledged and assuaged as tutors model numeracy practices in the vocational role that learners aspire to rather than as a teacher of a subject that many learners loathe and fear. Collectively, tutors’ characterisations of their practice align with evidence-based effective practices, but mathematical expertise and confidence varies between tutors and so, therefore, does the depth and quality of the mathematical tuition. Tutors gauge learners’ numeracy development through their engagement in context-related numeracy practices; this development may not be captured by numeracy proficiency measures. Benefits of an embedded approach to numeracy development are compromised by a lack of resourced collaboration time between vocational tutors and numeracy specialists.
Given that good teaching is at the heart of embedded numeracy, further research that includes observations in teaching spaces and the voices of tutors and students is warranted. Tutors desire more collaborative opportunities to learn from each other and from numeracy experts. Professional learning going forward should include opportunities to create professional knowledge and skills through interaction with information and other people.

text: Embedded numeracy teaching practices at an Institute of Technology: Vocational tutors' characterisations of embedding numeracy and related professional development As part of a multi-pronged strategy to improve levels of adult numeracy, embedded numeracy provision is a required element of foundation-level vocational education in New Zealand. Embedded numeracy, as it is interpreted in New Zealand, means learners develop numeracy skills within vocational courses and programmes rather than as a separate programme of study. This approach means that vocational educators, rather than numeracy specialist educators, are largely responsible for teaching numeracy. While it is acknowledged that the crux of embedding is good teaching practice, little is known about the embedded numeracy teaching practices of these vocational educators.
The purpose of this study was two-fold. Firstly, I set out to explore how vocational tutors characterise embedding numeracy as part of their teaching practice with respect to evidence-based knowledge of effective practice. Secondly, I wanted to consider how professional learning and development has impacted their practice, and what further professional development approaches might prove useful.
To that end, I undertook a case study research approach using qualitative analysis of data collected through semi-structured interviews. I conducted interviews with six foundation-level vocational tutors employed in the Institutes of Technology and Polytechnics (ITP) sector. Additionally, participants provided examples of teaching and learning resources, and I consulted official programme documentation for each sample case. 
Approaches to embedding numeracy can be situated on a continuum from numeracy-saturated, practice-based embedding to opportunistic embedding. In all cases, tutors use authentic contexts that are meaningful to the learners, a key element of an embedded approach. Learners’ anxieties towards mathematics are acknowledged and assuaged as tutors model numeracy practices in the vocational role that learners aspire to rather than as a teacher of a subject that many learners loathe and fear. Collectively, tutors’ characterisations of their practice align with evidence-based effective practices, but mathematical expertise and confidence varies between tutors and so, therefore, does the depth and quality of the mathematical tuition. Tutors gauge learners’ numeracy development through their engagement in context-related numeracy practices; this development may not be captured by numeracy proficiency measures. Benefits of an embedded approach to numeracy development are compromised by a lack of resourced collaboration time between vocational tutors and numeracy specialists.
Given that good teaching is at the heart of embedded numeracy, further research that includes observations in teaching spaces and the voices of tutors and students is warranted. Tutors desire more collaborative opportunities to learn from each other and from numeracy experts. Professional learning going forward should include opportunities to create professional knowledge and skills through interaction with information and other people.

year: 2019

title: Culture – the foundation of Maori Governance

authors: Toki, Valmaine

abstract: The structure of a governance system specifies the distribution of rights and responsibilities among different participants dictating the mutually agreed rules and procedures for making decisions on business affairs. For Maori, an indigenous people, the unique and pivotal factor that provides the point of difference, for governance, is the importance of their culture. Notwithstanding this point of difference, there exists a paucity of governance structures that adequately cater and provide for culture.

text: Culture – the foundation of Maori Governance The structure of a governance system specifies the distribution of rights and responsibilities among different participants dictating the mutually agreed rules and procedures for making decisions on business affairs. For Maori, an indigenous people, the unique and pivotal factor that provides the point of difference, for governance, is the importance of their culture. Notwithstanding this point of difference, there exists a paucity of governance structures that adequately cater and provide for culture.

year: 2013