Progress or paradox? : NZQA, the genesis of a radical reconstruction of qualifications policy in New Zealand : a thesis presented in partial fulfillment of the requirements for the degree of Master of Educational Administration at Massey University

This thesis investigates the origins of, and influences on, the policy developments that preceded the establishment of the New Zealand Qualifications Authority (NZQA). It is a case study of qualifications policy and draws heavily on material gathered from interviews with key-players and an analysis of a range of reports and other documents. The report traces the policy origins from developments in early New Zealand educational history. An essential ingredient to the policy mix that produced NZQA is its frequently paradoxical nature. This study investigates the extent of this paradox and seeks to describe it explain it. It does this by a description of events and developments, and relating them, where appropriate, to relevant theory. The chapter on centralisation and control focuses on the contradiction of what appears to be a centralising development amidst a sea of devolutionary rhetoric is examined. The period of more detailed examination coincides with the tenure of the Labour Government from 1984 to 1990. The role of legitimation is discussed in explaining the paradox apparent in the policy mix that produced NZQA. The impact of the new structure and its associated framework on curriculum, particularly that of secondary schools, is analysed. Here the problematic nature of the split between curriculum and assessment is discussed. This section reinforces the discussion on centralisation, as it unveils the potentially centralist and controlling nature of the new curriculum structure. Concern is voiced over the National Curriculum and Achievement Initiative and how they may combine with the qualifications framework to provide a greater measure of centralised curriculum extending from primary school level and up. The impacts of a modular, or units-of-learning, approach to increasing motivation, flexibility, and efficiency is also scrutinised. Concern is voiced again about controlling influences and the impact of managerialist ideologies. While the potential advantages of modularisation are acknowledged, a critical account is given of its short-coming and dangers as a means of legitimating essentially controlling mechanisms. All three aspects of the policy, curriculum, centralisation and modularisation are shown to be instruments capable of moving the locus of control ever closer to the centre. This inherent susceptibility is in turn related to the prevailing ideologies, and in particular those associated with managerialism and neo-Friedmanite economics. Specific attention is paid to debunking the pejorative association of conspiracy theories with the searches for explanations for policy developments, and care is taken to explain that despite the existence of ideological pressures, much policy occurs in a rather arbitrary, even ad hoc manner. A range of factors that aided the shaping of this particular policy are described and explained. The thesis concludes that explanations of policy developments need to consider a whole raft of factors that shape a particular policy. Furthermore the thesis also demonstrates that there are several inherent tensions and contradictions that remain unresolved in the policy example it examines

The Catholic Doctrine of Transubstantiation: An Exposition and Defense

The purpose of this thesis is to offer both an exposition and defense for the Catholic Church\u27s traditional understanding of eucharistic transubstantiation. I hope to show how a belief in such a doctrine is in no way irrational nor is it indefensible; butinstead, the doctrine of transubstantiation makes sense when it is viewed in light of what Catholic Christians believe about who the human being is, what the human desires, and the special way in which God personally works in human history. The method I am following investigates how the doctrine of transubstantiation coheres with and follows the other beliefs that Catholics hold; that is, beginning with certain presuppositions, there is a certain rational progression to the Catholic understanding of real presence

Black Women White Standards

https://digitalcommons.providence.edu/zines_2023/1008/thumbnail.jp

教室外でのデジタルテクノロジーを活用したポスター発表活動

ポスターによるプレゼンテーションは，学術会議におけるプレゼンテーションのツールとしても，また教室での学習機器としても，格下の扱いを受ける場合が少なくない。21世紀が第三の10年間を迎え，デジタル技術の発展が世界中のコミュニケーションを深化させ続けている今日，ポスターによるプレゼンテーションが，依然として紙や布という媒体を使い，おしなべて静的な表現手法に留まっているのは時代遅れのように見える。会議でのプロファイルを向上させるために，ポスターによるプレゼンテーションが，旧来の素材フォーマットによる制約から脱却し，モバイルのデジタル技術を駆使する時代が到来している。より聴衆を引きつけるプレゼンテーション・スタイルを作り出す，インタラクティブな技術を利用することで，ポスターによるプレゼンテーションはデジタルモバイルの時代に突入できることだろう。本論文では，紙または布のみを用いる現在のポスターの表現方法が，どうして時代遅れとなり，現代のデジタル世界とのつながりを失ってしまったかを明らかにする。また，プレゼンテーションの成果が，デジタル媒体に有効に対応し効果的なものとなるために，デジタルポスターのデザインに含むべき重要な検討事項を概説する。Poster presentations are often relegated to a second-class status both as a presentation tool at academic conferences and as a learning device within a classroom. As the 21st Century enters its third decade and digital technological advances continue to enhance how the world interacts, it seems outdated that poster presentations are still largely confined to a static method of delivery, such as through a paper or cloth medium. To improve their profile at conferences, it is time poster presentations evolved from the constraints of their traditional material format and embraced mobile digital technology. This would allow poster presentations to fully enter the digital mobile age by utilising interactive technology that creates a more immersive presentation style. This paper will explain why the current paper or cloth-only poster delivery method has become outdated and no longer relevant for the modern digital world. Additionally, it will outline key considerations that should be included in any digital poster design to ensure effective presentation results that correspond effectively to the digital medium

Zoomすべきか否か : プライバシーの逆説と双方向オンライン学習に対する学生の態度

前例のない時代，新型コロナウイルスの世界的パンデミックの間に教育機関は「新しい日常」に迅速に適応することを求められた。そこでは，授業は従来の教室の設定からデジタル領域へと姿を変えた。「双方向オンライン学習」は，教育者と学習者にとっての新しいパイプとなり，「Zoom」などの言葉は，動詞ではなく固有名詞としての使用がより一般的となった。しかし，安全で便利，かつ教育学的にも適切な学習環境を早急につくり出すにあたり，学生のプライバシーに関する懸念は無視されたのだろうか。授業を迅速にオンラインに移行する必要があったために，学生のプライバシーが犠牲にされてきてはいないだろうか。本論文では，日本の国立大学で実施され，学生のプライバシーがオンライン 授業によって不必要に侵害されたかどうかについての学生の反応を分析した調査の結果を示す。その結果では，学生は オンライン 授業に参加しながら予想外のプライバシー侵害に用心し続けているが，生配信のテレビ会議の使用についてはそこまで深刻に心配していない，ということがわかった。しかし，オンライン 授業が永続的に学生の大学生活の一部になるのであれば，学生は明確に定義されたプライバシーポリシーの範囲が採用されることを望む，ということもこの調査は示した。In unprecedented times, during the COVID-19 global pandemic, educational institutions were required to rapidly adapt to a ‘new normal’ where classes metamorphosed from a traditional classroom setting to one set in the digital sphere. Interactive online learning has become the new conduit for educators and learners and words such as ‘zoom’ became more commonly used as a proper noun rather than a verb. Yet in the rush to create a learning environment that was safe, convenient and pedagogically sound, were student privacy concerns overlooked? Has students’ privacy been sacrificed for the need to quickly move classes online? This paper shows the results of a survey conducted at a national university in Japan which analysed student responses as to whether their privacy was being unnecessarily infringed by online classes. The results showed that students remained wary of an untoward invasion into their privacy whilst participating in online classes but were not overwhelmingly concerned by the use of live-streaming videoconferencing. Yet, the survey also indicated that if online classes were to become a permanent addition to their university timetable, then students indicated a wish for clearly defined privacy policy parameters to be adopted

The symmetry of the spin Hamiltonian in herbertsmithite, a spin-1/2 kagom\'{e} lattice

We present magnetization measurements on oriented powder of ZnCu$_{3}$(OH)$_{6}$Cl$_{2}$ along and perpendicular to the orienting field. We find a dramatic difference in the magnetization between the two directions. It is biggest at low measurement fields $H$ or high temperatures. We show that the difference at high temperatures must emerge from Ising-like exchange anisotropy. This allows us to explain muon spin rotation data at $T\to 0$ in terms of an exotic ferromagnetic ground state.Comment: 5 pages, 5 figure

Ni3TeO6 - a collinear antiferromagnet with ferromagnetic honeycomb planes

We report a comprehensive study of magnetic properties of Ni3TeO6. The system crystallizes in a noncentrosymmetric rhombohedral lattice, space group R3. There are three differently coordinated Ni atoms in the unit cell. Two of them form an almost planar honeycomb lattice, while the third one is placed between the layers. Magnetization and specific heat measurements revealed a single magnetic ordering at TN = 52 K. Below TN the susceptibility with the magnetic field parallel to the c-axis drops towards zero while the perpendicular susceptibility remains constant, a characteristic of antiferromagnetic materials. Neutron diffraction confirmed that the system is antiferromagnet below TN with ferromagnetic ab-planes stacked antiferromagnetically along the c-axis. All Ni moments are in the S = 1 spin state and point along the c-axis.Comment: accepted for publication in Journal of Physics Condensed Matte