title: Human rights, property and the search for ‘worlds other’

authors: Grear, Anna

subjects: human rights

abstract: While some accounts of rights and property paradigms see property as an inherent incident of a colonizing form of human rights law and discourse, others draw out the contradictions between them, suggesting that human rights and property have opposing impulses towards inclusion and exclusion respectively. While not rejecting the insights of either of these positions, the author argues that a fundamental ambivalence lies at the heart of human rights law and discourse demonstrating both oppressive and emancipatory potential. This ambivalence is, the author argues, also internal to the Western property concept – a claim facilitating a renewed emphasis upon property's inclusory potential as an institutional foundation for a more eco-humane and vulnerability-responsive ordering of legal relations.

text: Human rights, property and the search for ‘worlds other’ While some accounts of rights and property paradigms see property as an inherent incident of a colonizing form of human rights law and discourse, others draw out the contradictions between them, suggesting that human rights and property have opposing impulses towards inclusion and exclusion respectively. While not rejecting the insights of either of these positions, the author argues that a fundamental ambivalence lies at the heart of human rights law and discourse demonstrating both oppressive and emancipatory potential. This ambivalence is, the author argues, also internal to the Western property concept – a claim facilitating a renewed emphasis upon property's inclusory potential as an institutional foundation for a more eco-humane and vulnerability-responsive ordering of legal relations.

year: 2012

title: The use of learning technologies to facilitate engagement in an online course

authors: Gedera, Dilani S.P.

subjects: learning technologie

abstract: E-learning is becoming increasingly popular in many countries for its flexibility in terms of time, place and pace. Research affirms that learning technologies support interaction and collaboration among learners and improve learning outcomes. However, current practices of e-learning are not without constraints and there is a need for empirical research to assist practitioners in determining the best uses of learning technologies. This paper seeks to develop an understanding of students’ experiences and their perspectives of learning with the educational technologies of ‘Adobe virtual classroom’ and ‘Moodle’ that facilitated activities in a university course. The study was conducted using a case study method over a period of one semester. With Activity Theory as its research framework, the research methods of this study include individual interviews, online observation and document analysis. This paper includes some of the initial findings of the research and a brief discussion on how the educational technologies facilitated students’ engagement in this course. This may inform practitioners of the pragmatic constraints and affordances of existing technologies, learning activities and strategies used in online learning environments.

text: The use of learning technologies to facilitate engagement in an online course E-learning is becoming increasingly popular in many countries for its flexibility in terms of time, place and pace. Research affirms that learning technologies support interaction and collaboration among learners and improve learning outcomes. However, current practices of e-learning are not without constraints and there is a need for empirical research to assist practitioners in determining the best uses of learning technologies. This paper seeks to develop an understanding of students’ experiences and their perspectives of learning with the educational technologies of ‘Adobe virtual classroom’ and ‘Moodle’ that facilitated activities in a university course. The study was conducted using a case study method over a period of one semester. With Activity Theory as its research framework, the research methods of this study include individual interviews, online observation and document analysis. This paper includes some of the initial findings of the research and a brief discussion on how the educational technologies facilitated students’ engagement in this course. This may inform practitioners of the pragmatic constraints and affordances of existing technologies, learning activities and strategies used in online learning environments.

year: 2013

title: Memento Mori : Memento Maori – moko and memory

authors: Te Awekotuku, Ngahuia

subjects: tangi

abstract: Moko patterns, mau moko, “wearing ink” is often explained as an act of remembrance, a symbol of honour or success, of grieving or loss. Memento mori, remembering the dead and remembrance of death, pervades the Maori world, and is profoundly expressed in customary practice – haehae, upoko tuhi, and ta moko. These embodied and visceral experiences are described in waiata tangi, in whai korero, in moteatea, in the traditional context, and graphically recorded on the living flesh in our contemporary world. Mau moko celebrates identity, so modern memorial ornamentation mourns and reflects on this in ‘memento mori’; and also reinforces and engages reality in the correspondent notion of ‘memento Maori’; an assertion that claims dominion and understanding across generations, across time, across space.

text: Memento Mori : Memento Maori – moko and memory Moko patterns, mau moko, “wearing ink” is often explained as an act of remembrance, a symbol of honour or success, of grieving or loss. Memento mori, remembering the dead and remembrance of death, pervades the Maori world, and is profoundly expressed in customary practice – haehae, upoko tuhi, and ta moko. These embodied and visceral experiences are described in waiata tangi, in whai korero, in moteatea, in the traditional context, and graphically recorded on the living flesh in our contemporary world. Mau moko celebrates identity, so modern memorial ornamentation mourns and reflects on this in ‘memento mori’; and also reinforces and engages reality in the correspondent notion of ‘memento Maori’; an assertion that claims dominion and understanding across generations, across time, across space.

year: 2009-11