Lifelong learning: beyond the rhetoric of retention

Initially, this study of the attrition of adult Māori students in a Tertiary Institute was undertaken to determine whether the factors in the literature explaining attrition/retention in tertiary institutions were relevant to Māori students and whether the literature covered all the factors. The main finding was that they mostly did apply. Research published subsequently raised other issues that led to the conclusion that we need to reframe the concept of attrition/retention and accept that a certain level is inevitable. This suggests that it is time to turn our attention to strategies that ease the exit and return of Māori students to tertiary education institutions if they have to withdraw for any reason. At the same time, those of us in the tertiary education sector must continue to find ways to improve the quality of educational experiences for Māori students.     

The Pictorial Representation of Gender and Physical Activity Level in Caldecott Medal Winning Children's Literature (1940-1999): A Relational Analysis of Physical Culture

The pictorial representation of physical activity and gender over three time periods is investigated in Caldecott Medal winning children's literature. Relational analysis and recent national position documents on physical activity are used to frame an interdependent relationship between current levels of physical activity among children and the various institutionalized forms of physical culture with which they interact. Fifty-seven Caldecott Medal winning books were analyzed. Frequency counts were recoded for each book in four categories: (1) females engaged in sedentary roles, (2) females engaged in active roles, (3) males engaged in sedentary roles and (4) males engaged in active roles. A 2 (gender) 2 2(activity level) 2 3 (time period) factorial ANOVA adjusted for nonormally distributed data was used to test frequency of pictorial representation. Results indicate the illustrations in Caldecott Medal literature are a poor media for communicating a physically active lifestyle to children while at the same time have consistently underrepresented females. Males were significantly more likely to be portrayed than females (p < 0.05) and, regardless of gender, sedentary roles were significantly more likely to be portrayed than active roles (p < 0.05). This condition did not change significantly over the three time periods tested (1940-1959, 1960-1979 and 1980-1999). With recent national position documents identifying young people as largely inactive and unfit researchers and practitioners are (1) encouraged to rethink the seemingly innocent relationship between picture books and the trend of inactivity currently seen in the United States and (2) develop skills related to critical media literacy as part of a pedagogy for new times.     

Opportunity to learn about disciplinary literacy in senior secondary English classrooms in New Zealand

The New Zealand education system is recognised internationally for its overall high quality. At the same time, there is a persistent gap in achievement between students in low socio-economic status (SES) schools in which there is an over-representation of Māori and Pasifika students, and students in more affluent communities. In this paper, we present the findings of a study that explored the participation and achievement rates of secondary school students in selected literacy standards, and used classroom observations to record practices and resources used in literacy teaching. Our findings show the extent to which unequal opportunities to learn (OTLs) for Māori and Pasifika and other students from low SES communities exist at the systems level as well as at the level of classroom instructional offerings. We discuss the factors specific to the New Zealand curriculum and assessment systems that contribute to the current situation and suggest possible ways to achieve a more equitable outcome for all students.     

客观因素对译者风格的影响——比较竺法护和鸠摩罗什的佛经翻译

作为中国佛经翻译史上两位的著名翻译家,竺法护和鸠摩罗什分别是翻译手法中直译和意译的代表。该文从两人所处的客观条件的不同对其翻译特点进行分析,以说明客观因素对译者风格的影响。     

结构消融下的视觉形象

结构主义是20世纪中叶以来影响颇大的一股哲学思潮,由此衍生出的后结构主义(解构主义)更是因其与后现代相关而风靡全球。通过对巴特的《符号禅意东洋风》以及解构主义建筑的初步分析可知,每一种思想理论既为人们开辟了认识事物的新思路,同时也或多或少存在着理论上的缺陷,而这种缺陷需要借鉴其他思想理论来弥补完善。并且,当一种新的思潮出现时,它势必与曾经的思想相连,而不可能将自己与过去完全隔绝。     

‘We are family’: Māori success in foundation programmes

This paper considers the question: What constitutes an optimal learning environment for Māori learners in foundation programmes? Using Kaupapa Māori methodology, nearly 100 adult Māori (Indigenous) students in Aotearoa/New Zealand were interviewed from a range of tertiary providers of foundation programmes. State-funded foundation programmes that scaffold adults into tertiary education are a partial response to Ministry of Education concerns about unsatisfactory high school statistics for some sections of the community. Connecting with Māori voices enabled the researchers to gain a deeper awareness of the reality of study experiences for these adult learners. It is argued that academic participation and success for adult Māori learners is increased when the learning and teaching environment mirrors the connectedness and belonging of a whānau (family) environment.     

‘To teach the natives English’: James Pope’s 1880 native schools code

From their inception in New Zealand in 1816, until the end of the century in some cases, most mission schools in the colony maintained instruction solely in the Māori language. However, from the 1840s, successive colonial governments promoted a secular schooling system in which English would be the language in which students were taught, principally because Māori was seen as an impediment to the governments’ assimilationist ideology. The 1880 Native Schools Code, devised by the first Inspector of New Zealand’s Native Schools, James Pope, was one of the final major steps in this era in advancing this assimilationist ideal through the country’s education system. Pope’s initiative was partly a continuation of state policy that had existed in some form since the 1840s, but it also served as the most explicit statement to that time of how the government intended to use schooling to incorporate Māori into colonial society.     

Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand

The major challenges facing education in New Zealand today are the continuing social, economic and political disparities within our nation, primarily between the descendants of the European colonisers and the Indigenous Māori people. These disparities are also reflected in educational outcomes. In this paper, an Indigenous Māori Peoples' solution to the problems of educational disparities is detailed. Te Kotahitanga is a research and professional development project that seeks to improve the educational achievement of Māori students in mainstream secondary schools. Students ‘voices’ were used to inform the development of the project in a variety of ways: firstly to identify various discursive positions related to Māori student learning; secondly, to develop professional development activities, and thirdly, to create an Effective Teaching Profile. The paper concludes by identifying how implementing the Effective Teaching Profile addresses educational disparities.     

从改造后的B(ā)cklund变换出发找MKdV方程的新解

A modified version of the bilinear Backlund transformation for the MKdV equation was given, with which some new solutions of the MKdV equation are obtained. The approach used here is general and can be applied to other soliton equations.     

佛性与空——论印顺对《大般涅槃经》后分佛性的解读

印顺对《大般涅粲经》后分的解析体现出他对佛性和空义关系的界定。他认为后分的佛性含摄空义，是对于前分本体化和神我化的一种消解和转化。这一解读透显出印顺以空义贯通佛学的特色。