An Horrible Usage

Your editor advises me that he does not consider it the purpose of Word Ways to serve as watchdog over the purity of the English language, but concedes that an occasional growl might do no harm.Let me attack, then, a practice that is widespread and in my view indefensible -- yet is perpetuated by many in the best position to serve as preceptors of good usage. I refer to using an before historical or historic

The Te Kotahitanga Observation Tool: Development, use, reliability and validity.

Te Kotahitanga is a New Zealand school reform project aimed at improving the pedagogical contexts in mainstream classrooms in which the indigenous Māori students have traditionally been marginalised. It does this by assisting teachers to implement an Effective Teaching Profile. Part of this process uses an observation tool to monitor the degree to which participating teachers are incorporating the interactions and relationships described in the Effective Teaching Profile into their day-to-day teaching. Given the central importance of these tasks, the Te Kotahitanga team undertook to test the observation tool for measurement reliability and validity. In order to undertake this study, the team conducted synchronous observations amongst trainers (the Professional Development Coordinator and Regional Coordinators) to ascertain their level of consistency when using the tool. The team then conducted synchronous observations between trainers and 38 in-school facilitators in the 12 schools involved in Phase 3 of the project. In total 41 teachers were observed and over 200 Māori students were involved in these observations. This study suggests that the tool can produce consistent and reliable results when observers have been effectively trained

Claiming space and restoring harmony within hui whakatika

The time has come for indigenous, specifically Māori psychologies, to move from the margins, and claim legitimate space within the discipline of psychology (MPRU, 2007). Phinney and Rotheram (1987) argue that there are ethnicallylinked ways of thinking, feeling and acting that are acquired through socialisation. The message implicit in this statement has profound implications for a discipline that seeks to understand and respond to the intricacies of human behaviour. Although the epistemological paradigms emerging from the experiences of indigenous minorities such as Māori may offer a challenge to mainstream knowledge and perspectives (Gordon, 1997), it is clear that disregarding such alternatives may well leave the discipline of psychology impoverished. On the other hand, paying attention to alternative paradigms may well serve to enrich this discipline. This paper presents two successful Hui Whakatika that were led by Māori in mainstream settings. Particular dimensions of, and congruencies between both are explored. The first highlights the vital role of a kaumatua in facilitating and guiding the entire process; the second focuses on the role and experiences of a kaitakawaenga as he works collaboratively with whānau members to find resolution and restore harmony

A General Algorithm for Sampling Rare Events in Non-Equilibrium and Non-Stationary Systems

Although many computational methods for rare event sampling exist, this type of calculation is not usually practical for general nonequilibrium conditions, with macroscopically irreversible dynamics and away from both stationary and metastable states. A novel method for calculating the time-series of the probability of a rare event is presented which is designed for these conditions. The method is validated for the cases of the Glauber-Ising model under time-varying shear flow, the Kawasaki-Ising model after a quench into the region between nucleation dominated and spinodal decomposition dominated phase change dynamics, and the parallel open asymmetric exclusion process (p-o ASEP). The method requires a subdivision of the phase space of the system: it is benchmarked and found to scale well for increasingly fine subdivisions, meaning that it can be applied without detailed foreknowledge of the physically important reaction pathways.Comment: 11 pages, 6 figure

Early intervention services: Effectively supporting Maori children and their families

This paper examines Early Intervention (EI) service provision from within one Ministry of Education region in New Zealand. It does this in order to better understand what works well and what needs to change if children from Maori families, of Early Childhood age, are to be provided with the most effective EI services. By engaging with Maori families in group-focused interviews-asconversation, and then with their service providers, about their experiences of working together, researchers learned about what could provide effective services for other Maori families in similar situations

Transformative pedagogy and language learning in Maori and Irish contexts

Establishing positive learning communities in classrooms where pedagogies are socially and culturally responsive and centred on shared life experiences is critical for the revitalisation of minoritised languages such as Irish and Māori, which lack the dominance and power of the wider languages of government and communication. Transformative pedagogy and pedagogical re-positioning of teachers are essential to legitimising and affirming minoritised languages in the classroom. Three small-scale New Zealand studies of emerging literacy in Māori are introduced, exemplifying a responsive and transformative pedagogy that enables teachers to position themselves as socially and culturally responsive participants within classroom contexts. These studies offer strategies that might facilitate the development of similar transformative pedagogy in Irish contexts also