1,720,960 research outputs found
A Narrative Inquiry of 1.5 Generation Chinese Immigrant Youths' Experiences of Language Brokering in Aotearoa New Zealand
No full textMore Chinese immigrants are arriving and settling down in Aotearoa New Zealand, growing the important ethnic group in a society of diverse cultures. They arrive in a variety of age groups. Those who migrate as adults are first generation while children (over 6 years) and teenagers are defined as 1.5 generation immigrants. Some first generation Chinese immigrants lack proficiency in the English language and tend to have their children translate and mediate social interactions in the host country. The immigrant children doing these translations and navigating the new environment for the parents play the role of a language broker. Language brokering includes more than transmitting information through literal translation; it also involves negotiating cultural differences and unequal power relations in different contexts. 1.5 generation Chinese immigrants had part socialization in Chinese collectivistic cultures and experience ongoing acculturation in Aotearoa New Zealand. Traditional Chinese culture norms stipulate that children must honor their parents and stay obedient to serve their parents with filial piety. Some 1.5 generation Chinese immigrant children still have to bear such responsibilities, creating a potential tension when they have good acculturation in the host society. Some of them feel proud and valued to language broker for their parents and other families while others feel embarrassed and burdened because of the never-stopping brokering tasks. Successful language brokering requires sufficient linguistic and cultural competence, some of which go beyond their age appropriateness and psychological development. The current research explored 1.5 generation Chinese immigrant youths’ (aged 16-25 years) experiences of language brokering in Aotearoa New Zealand through a narrative inquiry. I collected five participants’ stories of language brokering experiences through semi-structured interviews and my own experiences in reflective journals. Research data analyses are presented in narratives, found poems, and factional conversations to understand brokering contexts, brokers’ identified constraints, and possible consequences. The research contributes to filling a literature gap regarding 1.5 generation Chinese immigrant youths’ experiences of language brokering in Aotearoa New Zealand and may inform education providers’ and policymakers’ practices and policies in the future
Aotearoa’s Mitey mental health education: TIP-ing into trauma-informed practice
No full textMy research aims to understand trauma-informed practices in the Aotearoa Education context. I engage a qualitative and constructivist case study approach to explore TIPs in school-based mental health education. My research examines Mitey, a Māori-informed approach to mental
health education in Aotearoa primary schools. I engage Pihama et al.’s (2020) Māori approaches
to trauma-informed principles to develop a theoretical framework for trauma-informed practices
in Aotearoa’s educator sector. Using this framework to understand where trauma-informed
practices are currently manifest, I review a total of 39 subunits across the four Mitey Unit Plans,
and six fact sheets. Additionally, I conduct arts-informed semi-structured interviews with two
students aged 10 and 11. My research concludes that although Mitey was not specifically designed
with TIPs in mind, there are trauma-informed practices weaved throughout the Mitey content and
instructions. My research presents some opportunities for Mitey to further embody trauma-informed
practices more intentionally and consistently across its content and instructional ethos
Arts Integration: Best Practice in Aotearoa New Zealand Primary Schools
No full textThis study investigates primary school teachers’ approaches to best practice intheimplementation of integration of the arts – within and across the New Zealand Curriculum. A multiple-case study approach was used to provide in depth evidence fromprimaryschool teachers working in three different schools in Auckland, NewZealand. Semistructured interviews were conducted and school policy documents, teachers’ lessonplans and students’ work were used as data sources for analysis. Athematic analysismethod was used to analyse the data and answer the research questions. The research results revealed the teachers’ perceptions and their practice regardingartsintegration in their classrooms. Firstly, the data confirmed that integrating art andnon-art
disciplines is based on a relationship of equality and mutual assistance. This means that
arts integration promoted students’ understanding and progress in other disciplines, andstudents also used their knowledge of other disciplines to develop artistic literacy. Secondly, the research into teachers’ behaviour confirmed that arts integration is a student-centred inquiry-learning process. Their planning and pedagogy showed that the waytheyintegrated the arts in their classroom often started from a theme that was relevant tostudents’ real-life issues. They focused on the learning process with an inquiry-orienteddisposition, involving the integration of knowledge from multiple disciplines. The resultsof the study confirm the role of arts integration in supporting students’ academicachievement, individual and social development through inclusive and culturallyresponsive pedagogy. Although the results of this study are based on a small rangeofconclusions due to the research context and number of participants, the results echotheprevious research on practical arts integration teaching approaches and provide specificintegration examples for teachers to implement within their own practice
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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