Journal articles on the topic 'New Zealand poetry – 21st century'
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Coutts, B. J., and D. B. Grant. "The New Zealand surveyor — the 21st century." Journal of Spatial Science 54, no. 2 (December 2009): 49–62. http://dx.doi.org/10.1080/14498596.2009.9635178.
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Swan, Stan. "Electronics education in New Zealand: 21st Century developments." Electronics Education 2004, no. 1 (2004): 28–29. http://dx.doi.org/10.1049/ee.2004.0009.
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Stokes, Tim, and Felicity Goodyear-Smith. "Rethinking the consultation in 21st century Aotearoa New Zealand." Journal of Primary Health Care 15, no. 1 (March 31, 2023): 1–3. http://dx.doi.org/10.1071/hc23032.
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Rae, Barry. "Urban intensification in New Zealand." Ekistics and The New Habitat 69, no. 415-417 (December 1, 2002): 189–91. http://dx.doi.org/10.53910/26531313-e200269415-417333.
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The author is a consultant urban designer/planner/architect and Director of Barry Rae Transurban Ltd, consultants on urban development, based in Auckland, New Zealand. He is a graduate of the Athens Center of Ekistics and a member of the World Society for Ekistics (WSE). The text that follows is a slightly edited and revised version of a paper presented at the WSE Symposion "Defining Success of the City in the 21st Century," Berlin, 24-28 October, 2001.
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Collins, Daniel B. G. "New Zealand River Hydrology under Late 21st Century Climate Change." Water 12, no. 8 (August 1, 2020): 2175. http://dx.doi.org/10.3390/w12082175.
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Climate change is increasingly affecting the water cycle and as freshwater plays a vital role in countries’ societal and environmental well-being it is important to develop national assessments of potential climate change impacts. Focussing on New Zealand, a climate-hydrology model cascade is used to project hydrological impacts of late 21st century climate change at 43,862 river locations across the country for seven hydrological metrics. Mean annual and seasonal river flows validate well across the whole model cascade, and the mean annual floods to a lesser extent, while low flows exhibit a large positive bias. Model projections show large swathes of non-significant effects across the country due to interannual variability and climate model uncertainty. Where changes are significant, mean annual, autumn, and spring flows increase along the west and south and decrease in the north and east. The largest and most extensive increases occur during winter, while during summer decreasing flows outnumber increasing. The mean annual flood increases more in the south, while mean annual low flows show both increases and decreases. These hydrological changes are likely to have important long-term implications for New Zealand’s societal, cultural, economic, and environmental well-being.
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Stuart, Denise H. "Cin(E)-Poetry: Engaging the Digital Generation in 21st Century Response." Voices from the Middle 17, no. 3 (March 1, 2010): 27–35. http://dx.doi.org/10.58680/vm20109940.
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There is a need to integrate into classroom learning the out-of-school technologies that students interact with every day. We know that reader response approaches to the study of literature engage learners, and we also know that both students and teachers have mixed attitudes about the study of poetry. In this article, a response activity with poetry integrates technology and engages the 21st-century digital learner. Middle level preservice teachers collaborated to develop Cin(E)-Poetry, and in the process, they not only negotiated meanings of poems but had a change of attitude about teaching and learning poetry. Both process and product are presented for developing this engaging genre of new literacies.
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Hickey, Liz, and Mark Westwood. "Issues Facing New Zealand Standard Setters Going Into the 21st Century." Pacific Accounting Review 11, no. 1/2 (January 1999): 121–30. http://dx.doi.org/10.1108/eb037933.
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Cadavid, Jhonny Antonio Pabón. "Evolution of legal deposit in New Zealand." IFLA Journal 43, no. 4 (June 12, 2017): 379–90. http://dx.doi.org/10.1177/0340035217713763.
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The evolution of legal deposit shows changes and challenges in collecting, access to and use of documentary heritage. Legal deposit emerged in New Zealand at the beginning of the 20th century with the aim of preserving print publications mainly for the use of a privileged part of society. In the 21st century legal deposit has evolved to include the safeguarding of electronic resources and providing access to the documentary heritage for all New Zealanders. The National Library of New Zealand has acquired new functions for a proper stewardship of digital heritage. E-deposit and web harvesting are two new mechanisms for collecting New Zealand publications. The article proposes that legal deposit through human rights and multiculturalism should involve different communities of heritage in web curation.
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NOVODVORCHUK, OLHA. "ЖАНРОВО-ІДЕОГРАФІЧНІ ТЕНДЕНЦІЇ У ПОЕТИЦІ СУЧАСНОЇ ДИТЯЧОЇ ЛІТЕРАТУРИ." Studia Ukrainica Posnaniensia 9, no. 2 (December 31, 2021): 153–64. http://dx.doi.org/10.14746/sup.2021.9.2.12.
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The article attempts to explore the features of early 21st century Ukrainian poetry for children. The purpose of exploration is to identify the genre and ideographic features of poetry: innovation and traditionalism. Tracing the genre modifications of poetry and their common and distinctive features, the author addresses the key features of poetry for children in general: artistic and literary discourse, the functions of poetry, thematic direction, strophic structure of the poem, the existence of images, characters and others. The article proves that the basis for the renewal of poetic genres is traditional genres of folklore and poetry. There are organically updated folk genres in modern poetry for children (praise, scarecrows, fables, nonsense, counters, patter, games) and newly created genres (poetry-pictures, tricks, coloring books, checks, stumbling blocks, therapeutic poems). The search for new forms of expression of idiosyncrasies of artists leads to the emergence of original genres. These have appeared as an original phenomenon in the Ukrainian literature of the early 21st century and offer a wide scope for further research.
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Serdechnaia, Vera V. "Blake Studies in the 21st Century." Studia Litterarum 6, no. 2 (2021): 456–77. http://dx.doi.org/10.22455/10.22455/2500-4247-2021-6-2-456-477.
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The author summarizes Blake studies of the 21st century. The beginning of the modern era of Blake studies can be considered with the paradigm of deconstruction. At the end of the 20th century, synthetic analysis took a special place in Blake studies, when Blake’s illuminated books were studied as an inseparable unity of verbal and visual. Blake’s legacy has undergone a significant evolution related to deconstruction and postmodern approaches, and linguistic research. The development of traditional areas of research, such as psychoanalysis, textual criticism of manuscripts, religious and mystical allusions, and comparative studies is also traced. Postmodernism, which owes much to the Romanticism (i.e. the concept of irony, fragmentation, the category of the exalted, the original lonely hero), brought new features to Blake studies and greatly contributed to its approval among canonical authors of the Romanticism. In modern Blake studies, such areas as gender studies, postcolonial studies, studies in digital reality environments are most actively developing. Starting from the 2000s, the main direction in Blake studies has become reception, that is, the cultural influence of Blake’s writings on later culture, including the culture of other countries: poetry, literature, music and cinema. Each new era reveals fundamentally similar features and adds meanings to Blake: this process is going from symbolism and psychoanalysis to the present day.
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Serdechnaia, Vera V. "Blake Studies in the 21st Century." Studia Litterarum 6, no. 2 (2021): 456–77. http://dx.doi.org/10.22455/2500-4247-2021-6-2-456-477.
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The author summarizes Blake studies of the 21st century. The beginning of the modern era of Blake studies can be considered with the paradigm of deconstruction. At the end of the 20th century, synthetic analysis took a special place in Blake studies, when Blake’s illuminated books were studied as an inseparable unity of verbal and visual. Blake’s legacy has undergone a significant evolution related to deconstruction and postmodern approaches, and linguistic research. The development of traditional areas of research, such as psychoanalysis, textual criticism of manuscripts, religious and mystical allusions, and comparative studies is also traced. Postmodernism, which owes much to the Romanticism (i.e. the concept of irony, fragmentation, the category of the exalted, the original lonely hero), brought new features to Blake studies and greatly contributed to its approval among canonical authors of the Romanticism. In modern Blake studies, such areas as gender studies, postcolonial studies, studies in digital reality environments are most actively developing. Starting from the 2000s, the main direction in Blake studies has become reception, that is, the cultural influence of Blake’s writings on later culture, including the culture of other countries: poetry, literature, music and cinema. Each new era reveals fundamentally similar features and adds meanings to Blake: this process is going from symbolism and psychoanalysis to the present day.
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Snape, Paul, and Wendy Fox-Turnbull. "TWENTY-FIRST CENTURY LEARNING AND TECHNOLOGY EDUCATION NEXUS." Problems of Education in the 21st Century 34, no. 1 (September 5, 2011): 149–61. http://dx.doi.org/10.33225/pec/11.34.149.
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The new Knowledge (or Conceptual) Age of this millennium is creating a globalised economy that requires a much more diverse range of skills and dispositions yet many countries’ education systems still promote an outdated Industrial Age model of teaching and learning. In New Zealand, as in many other countries, there has recently been an emphasis on raising the level of qualification and success of students in school. ‘No child left behind’ philosophies feature in many countries and much money has been spent on trying to raise the levels of achievement of underperforming groups and keeping students in schools longer. Industrial Age schools screened, sorted and disciplined students for work and life in society (Bolstad & Gilbert, 2008). This has been done through traditional learning disciplines where study has been largely content and assessment driven. A 21st century curriculum will develop in students a generic capacity and aspiration to learn (Claxton 2007). Recent research has identified the twenty-first century skills people will require for successful integration into a wider range of communities. The writers will introduce two perspectives developed to address twenty-first century learning and highlight how the Technology Education curriculum and Guided Inquiry are ideally suited for delivering this skill set. Technology Education and Guided Inquiry (Kuhlthau, Maniotes & Caspari 2007) pedagogy engage students in meaningful and successful 21st century learning. The first perspective is the Framework for 21st Century Learning (Partnership for 21st Century Skills 2009) and the other, the New Zealand Curriculum (Ministry of Education 2007). Key words: guided inquiry, life-long learning, technology education, twenty first century learning.
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Marković, Bojan. "The Meaning of Writing Modern Poetry in a/the New Century." Transcultural Studies 11, no. 1 (December 23, 2015): 22–34. http://dx.doi.org/10.1163/23751606-01101004.
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The paper deals with the sense of writing poetry as a form of text immanence that is antinomous to the contemporary age, which is also an alternative system of thought, of transformation, of imitation and of critical redefinition of the reality of that contemporary age. At the same time, poetry is a neglected, peripheral literary genre, but also a hyperbolized fictional form that opens the way to an alternative victory of opinions and feelings. Essayistic in structure, the paper discusses several poems and the poetics of three 20th century Serbian and Yugoslav Modernists (Kosovel, Dis, Crnjanski), in order to show, on the basis of their developing and differentiated poetic self-consciousness, what sense the writing of poetry might have in the 21st century. In these instances of poetics, paradigmatic of poetic self-consciousness in general, not all the possibilities of the sense of creativity and action have been exhausted, nor the poetic solutions leading to it.
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Agum, Arjem Noryn Caringal. "Mobile textula: a possible new way of reawakening the marginalized Philippine poetry." Abstract Proceedings International Scholars Conference 7, no. 1 (March 4, 2020): 2150–63. http://dx.doi.org/10.35974/isc.v7i1.885.
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Introduction: Poetry has long been part of any cultural and literary heritage. Despite poetry’s role in Philippine literature, the 21st-century Filipino learners lack the knowledge about folk poetry. Poems sent through short messaging service (SMS) or mobile textula were then introduced to capture the interest of the Filipino millennial learners. However, studies say little about this emerging means of literary propagation. Anchored in the Social Construction of Technology (SCOT) Theory, this study aimed to contribute to the body of knowledge to reawaken the marginalized Philippine poetry.
Method: Through external desk research, this qualitative study delved into the history, type, sample poems, and the possibility of using mobile textula to reinforce the 21st-century Filipino learners' understanding of the marginalized Philippine poetry. \
Result: After an integrative literature review of various sources (full paper in conference proceedings, journal articles, education-related sites, and online news), it was found that mobile textula was made known in 2002 through the "Textanaga Contest," the first text-a-poem contest in the Philippines which gathered 10,000 poems on its launching day. Sample poems were that of the tanaga, dalit, and diona which are considered marginalized poetry among the generation of modern Filipinos. Moreover, a private college in one of the provinces in Luzon saw the effectivity of textula in teaching language, literature, and socio-cultural awareness.
Discussion: Therefore, the study suggests that teachers consider the use of textula in teaching literature. Further, a wide scope of an experimental study on the effectiveness of textula in the classroom is recommended.
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Ulanov, Alexander M. "Russian and American Poetry: Towards New Language Abilities." Literature of the Americas, no. 16 (2024): 425–33. http://dx.doi.org/10.22455/2541-7894-2024-16-425-433.
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The book by Vladimir Feshchenko, a Russian researcher of the language of poetry and a publisher of avant-garde literature, is devoted to Russian and American poetry of the language experiment in the 20th and early 21st century. Using examples from Andrei Bely, Russian futurists, Alexander Vvedensky, Ezra Pound, Gertrude Stein, E.E. Cummings to the American poets of “language writing” and modern Russian-speaking young poets, the similarity of the philosophical and linguistic foundations of the language experiment, the convergence and differences of literatures, the personal interaction of authors from both countries are considered in the book. The analysis of a number of American and Russian poems from the point of view of the language of poetry is given. V. Feshchenko's book is of interest to researchers of Russian and American poetry, the avant-garde, the language of poetry, and the interaction of literatures.
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Hirschman, Kate, and Bronwyn Wood. "21st Century Learners: Changing Conceptions of Knowledge, Learning and the Child." New Zealand Annual Review of Education 23 (December 30, 2018): 20. http://dx.doi.org/10.26686/nzaroe.v23i0.5280.
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The term ‘21st century learner’ emerged at the turn of the millennium and evoked a certain type of digitally-agile and self-driven learner. These ideas about 21st century learners have been widely and uncritically adopted in New Zealand policies and practices in recent years. This paper examines the origins and substance of this term against the backdrop of globalisation and Knowledge Economy discourses and emerging ideas of ‘digital natives’. It considers the implications of these ideas on conceptualisations of the child, the development of deep learning, the impact on relationships between adults/teachers and students and on social equity. It concludes by suggesting that the term 21st century learner needs on-going critique if we want critical, informed citizens in our democracy.
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Jeyam, Leonard. "“[T]he most underrated genreâ€: Malaysian Poetry in English in the 21st Century." Asiatic: IIUM Journal of English Language and Literature 12, no. 2 (December 30, 2018): 125–36. http://dx.doi.org/10.31436/asiatic.v12i2.1334.
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The point of this paper is two-fold. Firstly, it will survey all the important volumes of poetry by Malaysian poets writing in English in the new millennium and try to infer the current trends of Malaysian poetic writing in English. Secondly, I will show how the online social media has been wholly responsible in keeping the poetic word alive, especially in terms of the number of young writers who have espoused the form of the Spoken Word sub-genre of poetry. In fact, the spoken word poets seem to have discovered a new poetic “nerve†of the nation that is both exciting and challenging to read.
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Hirschman, Kate, and Bronwyn Wood. "21st Century Learners: Changing Conceptions of Knowledge, Learning and the Child." New Zealand Annual Review of Education 23 (December 30, 2018): 20–35. http://dx.doi.org/10.26686/nzaroe.v23.5308.
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The term ‘21st century learner’ emerged at the turn of the millennium and evoked a certain type of certain type of digitally‐agile and self‐driven learner. These ideas about 21st century learners have been widely and uncritically adopted in New Zealand policies and practices in recent years. This paper examines the origins and substance of this term against the backdrop of globalisation and Knowledge Economy discourses and emerging ideas of ‘digital natives’. It considers the implications of these ideas on conceptualisations of the child, the development of deep learning, the impact on relationships between adults/teachers and students and on social equity. It concludes by suggesting that the term 21st century learner needs onâ€going critique if we want critical, informed citizens in our democracy.
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Milesi, Laurent, and Radu Vancu. "Introduction: ‘Make It New’ Once Again: Experimental Trends in 21st-Century Poetry in English." Word and Text - A Journal of Literary Studies and Linguistics 12 (2022) (December 30, 2022): 5–11. http://dx.doi.org/10.51865/jlsl.2022.01.
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Redka, I. "Emotiveness of convergent and divergent poems: a study of late 18th- and early 21st-century English poetry." Studia Philologica 1, no. 14 (2020): 53–59. http://dx.doi.org/10.28925/2311-2425.2020.148.
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The article is devoted to the study of emotiveness of English divergent and convergent poetic texts. Emotiveness is regarded as a category of the poetic text that is formally represented by emotives (verbal means that name, express, or describe emotions). Emotive units combine within the poem creating the dominant emotive image that accompanies the central concept of the poetic text. The way the author processes and then implements his / her emotional images in the poetic text predetermines the type of poetry (according to R. Tsur) as convergent or divergent. The convergent poetry complies with the rules of traditional poetry writing (that include meter and rhythm, rhyme, etc.) while divergent poetry associates with automatic writing. The former is marked by the aesthetic design, presence of aesthetic feelings or so-called “metamorphic passions” (D. Miall). The latter contains immediate or “raw” feelings of the author, in other words, feelings that he experiences at the moment of writing. Analysis of the poems of the late 18th — early 21st century has revealed that the convergent thinking is more typical of classical poetry (for example, of the period of Romance). The genre system destruction and appearance of new trends in arts have brought forth new techniques of imagery formation. The 20th century experimental poetry becomes less convergent and more biphasic which presupposes implementation of both thinking types in poetic texts writing. Thus, the divergent thinking is called forth to shatter stale images and break them to fragments out of which new fresh images can be created due to convergence techniques. Such transformations within poetic texts have also influenced their emotive side which is closely connected with conceptual nodes. The implementation of divergent, convergent, or biphasic thinking shapes the emotive focus of a poetic piece, which may become implicit, explicit, blurred, sharp, etc.
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Bun, Sokny. "Radical Uncertainty and Artificial Intelligence policy issues for Aotearoa New Zealand." Policy Quarterly 19, no. 4 (November 23, 2023): 73–76. http://dx.doi.org/10.26686/pq.v19i4.8570.
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This article explores the intricacies of policymaking in the 21st century, with a focus on Aotearoa New Zealand’s approach to artificial intelligence (AI). The analysis underscores the challenges presented by risk, uncertainty, and especially radical (fundamental) uncertainty, which complicates the formulation of robust AI policies. Using Aotearoa New Zealand as a case study, the article delves into the multifaceted policy challenges AI presents, emphasising the need for adaptive policymaking, stakeholder engagement, a precautionary approach and ethical considerations. In short, a balanced interplay of evidence, values and power in the policymaking process is required.
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Wilson, Geoff A., and P. Ali Memon. "Indigenous Forest Management in 21st-Century New Zealand: Towards a ‘Postproductivist’ Indigenous Forest–Farmland Interface?" Environment and Planning A: Economy and Space 37, no. 8 (August 2005): 1493–517. http://dx.doi.org/10.1068/a37144.
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The critique of indigenous forest management in New Zealand in this paper contextualises the discussion in light of recent Eurocentric debates on the transition towards ‘postproductivist’ and ‘multifunctional’ agricultural and forestry regimes. The research findings confirm recent criticisms of Australian writers with regard to the direct transferability of the notion of a transition towards postproductivism developed by European researchers and also lend support to Holmes's (2002) notion of productivist and postproductivist occupance. Long-standing productivist demands continue to be made on New Zealand's indigenous forests, especially from economically marginalised stakeholder groups who depend on the continuation of logging for economic survival. We argue that the tension between the recent adoption of a ‘postproductivist’ conservation policy at government level and the continuing ‘productivist’ attitudes among some stakeholder groups explains why the protection of remaining indigenous forests continues to be contested. The New Zealand findings also provide further evidence for those persons criticising the implied linearity and dualism inherent in the Eurocentric postproductivist transition model. We argue that processes at the New Zealand forest–farmland interface support Wilson's (2001) notion of a territorialisation of productivist and postproductivist territories into a ‘multifunctional’ territory. From a social constructionist perspective, the results highlight the fact that a clear separation into productivist and postproductivist occupance may not be easy to conceptualise as our view of agricultural land as ‘productivist’ territory and unlogged or sustainably managed indigenous forest as ‘postproductivist’ territory is largely based on a Euro–American ‘deep green’ view of unaltered ‘nonhuman’ nature. This supports Mather's (2001) suggestion that postproductivism should be cast as part of a shifting mode of social regulation of forestry with particular stakeholder groups constructing images of nature according to their interests, and where western ideas of nature as a (postproductivist) wilderness embody cultural politics which arguably serve to marginalise the interests of indigenous communities.
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Conn, Cath, Shoba Nayar, Margaret Hinepo Williams, and Radilaite Cammock. "Transforming public health education in Aotearoa New Zealand:." Pacific Journal of Technology Enhanced Learning 3, no. 1 (February 16, 2021): 25–26. http://dx.doi.org/10.24135/pjtel.v3i1.96.
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The face of public health is changing in response to local and global trends of rapid technological development, worsening inequities, and the prominent role of the COVID-19 pandemic (Mays et al., 2012; Dahlgren et al., 2015; Schleicher, 2020). Public health jobs reflect these shifts, emphasizing a need for greater online collaboration and project design, complex problem-solving, and more fluid work patterns. Concurrently, education globally is in a process of transformation reflecting similar concerns to that of the public health industry. This change is paradigmatic and evolving from that of factory model education (traditional Campus 101 in the university or higher education setting) to something which must now reflect 21st century employability (Trilling & Fadel, 2009; Bolstad et al, 2012; Robinson, 2020).
In 2020, COVID-19 brought rapid and significant change to the teaching of public health education in the Aotearoa New Zealand university setting. In this presentation we reflect on the short-term change that took place across higher education as delivery of existing curricula shifted from classroom to online; including in our own practice of public health education. Moreover, we consider the greater agenda of a transformative educational paradigm, broadly conceptualized as a shift from a factory model education to one of 21st century learning, with an emphasis on fostering creativity; heutagogical (student-driven) models underpinned by technology (Bolstad et al., 2012; Robinson, 2020); and real-world application of this involving problem and project-based learning in a changing health industry (Topol, 2015; Mesko, 2015). Such change has stemmed both from the impact of COVID-19 on the education system, and in response to a momentous transformation in public health careers and societal expectations of a public health workforce.
Prior to COVID-19, public health education primarily consisted of classroom based learning, online resources, and standardized assessment. These methods fulfilled the criteria of giving students much needed ‘knowledge’. However, the standardized nature of delivery and assessments (and indeed the non-digital nature of public health education) was also reflective of graduates being trained to enter an industrial workforce, which has complied with uniform 20th century organizational processes and norms. COVID-19 has demanded a complete change to delivery of education to encompass online methods. It also offers opportunities for the move towards creative, flexible and personalized learning that emphasizes student choice, personal identity and strengths, in a time where the nature of organisation and work is transforming. It is not yet clear whether Aotearoa New Zealand higher education will make the most of such opportunities. As society becomes more diffuse and complex with many different players joining in a complex multisectoral and interdisciplinary workforce that is bounded by the digital era; public health higher education, in partnership with community and industry, must undergo change to respond accordingly.
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McCormack, Abby. "International Gambling Conference – Gambling in the 21st century: The implications of technology for policy, practice and research." PsyPag Quarterly 1, no. 77 (December 2010): 14–16. http://dx.doi.org/10.53841/bpspag.2010.1.77.14.
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Pratt, Douglas. "Secular New Zealand and Religious Diversity: From Cultural Evolution to Societal Affirmation." Social Inclusion 4, no. 2 (April 19, 2016): 52–64. http://dx.doi.org/10.17645/si.v4i2.463.
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About a century ago New Zealand was a predominantly white Anglo-Saxon Christian nation, flavoured only by diversities of Christianity. A declining indigenous population (Maori) for the most part had been successfully converted as a result of 19th century missionary endeavour. In 2007, in response to increased presence of diverse religions, a national Statement on Religious Diversity was launched. During the last quarter of the 20th century the rise of immigrant communities, with their various cultures and religions, had contributed significantly to the changing demographic profile of religious affiliation. By early in the 21st century this diversity, together with issues of inter-communal and interreligious relations, all in the context of New Zealand being a secular society, needed to be addressed in some authoritative way. Being a secular country, the government keeps well clear of religion and expects religions to keep well clear of politics. This paper will outline relevant historical and demographic factors that set the scene for the Statement, which represents a key attempt at enhancing social inclusion with respect to contemporary religious diversity. The statement will be outlined and discussed, and other indicators of the way in which religious diversity is being received and attended to will be noted.
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Lai, Kwok-Wing. "Transforming New Zealand schools as knowledge-building communities: From theory to practice." Set: Research Information for Teachers, no. 1 (May 1, 2014): 33–41. http://dx.doi.org/10.18296/set.0309.
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Future-oriented pedagogies should focus on supporting students to be creative, innovative, and capable of creating knowledge, both individually and collaboratively, at the community level. This article discusses how a group of teachers have come to understand and use the knowledge-building model developed by Scardamalia and Bereiter (2006) to support secondary students to develop as knowledge creators of the 21st century. Findings from knowledge-building research conducted in New Zealand classes are used to illustrate how the knowledge-building model can be implemented. The PROGRESS practice model is introduced to guide teachers to implement the knowledge-building approach in their classes.
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Johns, David, Ian Munro, Aimee Redknap, and Sarah Ricketts. "Maungarei-o-Tamaki in 2050 — A town within a city." Ekistics and The New Habitat 69, no. 415-417 (December 1, 2002): 288–89. http://dx.doi.org/10.53910/26531313-e200269415-417352.
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The authors are Bachelor of Planning students at the University of Auckland, New Zealand. The text that follows is the summary of apresentation made by all four authors in a special session on Education and Research at the World Society for Ekistics Symposion "Defining Success of the City in the 21st Century," Berlin, 24-28 October, 2001.
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McMeel, Dermott, and Vicente A. Gonzalez. "SPECIAL ISSUE EDITORIAL: Virtual, Augmented and Mixed: New Realities in Construction." Journal of Information Technology in Construction 24 (December 3, 2019): 509–10. http://dx.doi.org/10.36680/j.itcon.2019.027.
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This special edition of Information Technology in Construction is focuses on new realities in construction. The editors have curated a series of papers intended to provoke speculation on the potential future of construction in the 21st Century and beyond. This edition grew from ConVR 2018: Evolving Construction, a conference held in Auckland, New Zealand. Where researchers reported on ideas, innovations and applications for virtual and augmented reality for construction. Authors of excellent papers were invited to extend their submission for publication in this special edition. Thus, this issue presents a glimpse into the state of research focused on construction and specifically the topic of ‘virtual and augmented reality’ in its broadest sense. The Architecture, Engineering and Construction (AEC) sector is age-old, comprises a variety of stakeholders and professions and is worth trillions of dollars globally. It is also a fiercely complex and risky business, which is highly regulated, because of this, change and innovation can occur slowly. However, we are now in the 21st century, a century that has come to be defined by fast changing technology. What are the implications for the AEC industry?
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Dykes, Robert C., and Martin S. Brook. "Terminus recession, proglacial lake expansion and 21st century calving retreat of Tasman Glacier, New Zealand." New Zealand Geographer 66, no. 3 (November 23, 2010): 203–17. http://dx.doi.org/10.1111/j.1745-7939.2010.01177.x.
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Alfeld, Elisabete. "Restos, resíduos e apropriações (quase)não-identificadas: estratégias da criação poética em o Livro das Postagens." Elyra, no. 15 (2020): 135–51. http://dx.doi.org/10.21747/21828954/ely15a8.
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The poet, in the 21st century, travels through websites, surfs the internet, wanders through the cloud and comes up against the challenge of overcoming the challenge of the new time: ‘making poetry with pirated words’. Based on such considerations, the proposal of the article consists of verifying how the creation of the poem Livro das Postagens, authored by Carlito Azevedo (2016) is anchored in the methodology of “writing-through” (Perloff 2013). The study is organized in two stages: the first contextualizes specific moments in Brazilian poetry; the second presents the study on the poem Livro das Postagens.
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Cagigal, Laura, Ana Rueda, Sonia Castanedo, Alba Cid, Jorge Perez, Scott A. Stephens, Giovanni Coco, and Fernando J. Méndez. "Historical and future storm surge around New Zealand: From the 19th century to the end of the 21st century." International Journal of Climatology 40, no. 3 (September 2, 2019): 1512–25. http://dx.doi.org/10.1002/joc.6283.
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Stuart, Margaret. "Being professional in New Zealand early childhood education: A genealogy." Policy Futures in Education 18, no. 5 (September 23, 2019): 597–609. http://dx.doi.org/10.1177/1478210319875577.
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An academic, Peter Dinniss, discussed the then emerging issue of professionalism in the early childhood education sector in 1974. “There has been much debate over the term ['professional'] together with discussion as to whether teaching is a profession” (1974: 11). On the cusp of the 21st century, the Education Council (now renamed Teaching Council) of New Zealand consulted with teachers on their register about a professional code. This article follows the emergence of the professionalism discourse. I examine traces of the ‘strategies, tactics and procedures’ in a genealogy of the managerial technicist process of education. My interest lies in emergent ‘responsibilization’ of teachers over the period. I examine the power/knowledge of the ‘profession’ in Aotearoa, New Zealand, as teachers invent and govern themselves. I ask if the Council’s discourse of professionalism through registration of individuals can be re-envisioned through the collective and democratic practices evident in parent-led services.
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Giménez, Teresa Vicente. "The rights of Nature: the legal revolution of the 21st century." MOJ Ecology & Environmental Sciences 8, no. 3 (June 22, 2023): 97–115. http://dx.doi.org/10.15406/mojes.2023.08.00280.
Full textAbstract:
The article tries to show how the ecocentric approach, which preaches Ecological Justice, finds full legal recognition today both in Jurisprudence and in Law. Three cases will be studied where Nature is recognized as a subject of law, that is, environmental entities, such as rivers or lagoon, are granted recognition as subjects of law with their own rights, which generates protection and restoration obligations. The first, the Atrato River in Colombia and the second, the Whanganui River in New Zealand. The study of these cases gave me the possibility of fighting for the rights of the Mar Menor, which is the third case study of this work: the Laguna del Mar Menor in Spain, Law 19/2022, of September 30, of recognition of legal personality to the Mar Menor Lagoon and its basin.
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Pauli, Dorothee. "Seeing Red and Feeling Blue: Social Commentary and Protest in the Work of Michael Reed." Back Story Journal of New Zealand Art, Media & Design History, no. 9 (July 1, 2021): 69–93. http://dx.doi.org/10.24135/backstory.vi9.65.
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Accounts of politically inspired art occupy the margins of New Zealand art history. The career of Michael Reed (born 1950, Christchurch) offers an opportunity to discuss how a New Zealand artist has responded to shifts in 20th and early 21st century global debates regarding social justice, economic exploitation, cultural domination and war. He works across a range of mainly print-based techniques but has also found international recognition for his technically innovative ‘medals of dishonor.’ Through his frequent involvement in collaborative projects, Reed has become part of national and international networks of artists who attempt to speak for the many victims of geo-political power struggles.
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Biliatska, Valentyna. "The Ukrainian novel in verse at the present stage: state and prospects of development." Philological Review, no. 1 (May 31, 2023): 136–48. http://dx.doi.org/10.31499/2415-8828.1.2023.281373.
Full textAbstract:
The level of literary research on the geneological characteristics of the 21st century, marked by the expansion of the traditional genre system, has noticeably intensified. The purpose of the article is to consider the Ukrainian novel in the poems of the 21st century, to determine its genre originality (author’s and reader’s) as an important regulator of aesthetic communication. The object of research is the texts of novels in verse, prefaces to them, comments of authors and critics regarding the creation of texts and genre modification.
Ukrainian novel in poems of the 21st c. is characterized by the analysis of narrative structures, a set of ideas, concepts aimed at highlighting the cultural and historical heritage of the past through its multiple reading by the recipient. Emphasis is placed on the author's (textual) and classification (reader’s) mode of their creation, which makes it possible to clarify the historical and theoretical dynamics of textual traditions, the history of writing, is the key to communicative influence on the reader, perception of the paradigm of the genre. The plots of Ukrainian novels in verse are presented in accordance with the principles of the postmodern era with a radical rethinking of aesthetic, spiritual, philosophical foundations of human existence and a new concept of worldview, focused on personal experiences of socio-cultural challenges, mental breakdowns and political crises.
The study examines Ukrainian novels in poetry of the 21st century by L. Horlach, A. Hudyma, I. Kozak, V. Marsyuk, R. Pаstuch, I. Pavlyuk, O. Omelchenko, M. Tіutіunnyk und А. Shkulipa, who created the following genre varieties, were considered: historical novel in verse, historical poetry novel, novel-song, novel-meditation in poetry, satirical, grotesque novel in verse, virtual novel, autobiographical novel in poetry, whimsical novel in verse, historical-philosophical-fantasy novel-essay, lyrical novel in verse, novel-trilogy in verse, a lyrical-musical novel in verse. In these novel structures, the past and the present are mutually projected onto the future, spiritually constructing it, forming moral and ethical norms, canons of national consciousness.
Thus, emphasizing the genre modification of the modern Ukrainian novel in verse, various examples of its genre varieties, we took into account the author’s and reader’s genre definition, because the structural isolation and semantic definition of the genre are related to the author’s origin, looseness and devotion – with the reader. This does not mean that the creative design of the text is localized in the sphere of the author, and the semantic life after the design belongs to the sphere of the reader. Ukrainian novels in the poems of the 21st century are designed for the real world; they are carriers of aesthetic comprehension of national identity, new landmarks in space human / world with a wide range of significant events, cultural types, internal image-structural and compositional-poetic organization, genre-style and genre-content diversity, which requires further, more thorough research.
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Chernikova, Natalia. "THE WAYS OF PRESENTING RUSSIAN LITERATURE IN THE 21ST-CENTURY BULGARIA." Lomonosov Journal of Philology, no. 4, 2023 (August 23, 2023): 185–93. http://dx.doi.org/10.55959/msu0130-0075-9-2023-47-04-16.
Full textAbstract:
The article examines the translation of Russian literary works in 21stcentury Bulgaria. The reasons for the decline of the process at the beginning of the century are discussed. Reference is made to the editions of new works by authors who are already popular among Bulgarian readers (V. Pelevin, S. Lukyanenko, B. Akunin, S. Minayev, A. Bushkov), as well as writers who are relatively new to the Bulgarian public (E. Vodolazkin, S. Lebedev, A. Salnikov, D. Rubina) and recent translations of the works of authors who started their literary activity back in the 20th century but who have not been published in Bulgaria until recently. Although modern Bulgarian publishers and translators are mainly interested in Russian prose, we also mention some trends in the reception of poetry and drama and the presence of Russian literature on Bulgarian theatrical stage. Bulgarian publishers, scholars and translators who popularize contemporary Russian prose are named, as well as the events (such as the annual national award of the Bulgarian Translators’ Union), the main objective of which is cultural cooperation of the two countries. Translations of Russian literary work in Bulgaria during the politically unstable situation (from February 2022 up to present) are considered, as well as the possibility of publishing such translations in our time.
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Matthewman, Sarah, and John Morgan. "Sharpening New Zealand’s future focus: A scenaric stance." Set: Research Information for Teachers, no. 1 (May 1, 2014): 24–32. http://dx.doi.org/10.18296/set.0327.
Full textAbstract:
Future focus is one of the eight principles of the New Zealand curriculum. However, the term is sometimes conflated with the more-expansive term 21st-century learning, which, this article argues, accepts uncritically dominant assumptions that New Zealand’s future is as part of a hyper-globalised, fast-paced, capitalist world. This article insists on future focus as a means of developing the curriculum to support pupils as they learn to think critically about globalisation, sustainability, enterprise, and citizenship. Using the example of scenario-building in the context of carbon-based economies and high-consumption lifestyles we emphasise that futures education requires important skills of study, analysis, creation, imagination, and interpretation.
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Thorpe, Vicki, and Graham McPhail. "Reflections on New Zealand music education through the lens of Swanwick and Tillman’s model of musical development." British Journal of Music Education 39, no. 1 (March 2022): 106–14. http://dx.doi.org/10.1017/s0265051721000334.
Full textAbstract:
AbstractIn this paper, we provide a reflection upon the influence of the Swanwick–Tillman (ST) model (1986) from the perspectives of music research in Aotearoa New Zealand. In this paper we take stock of where music education in New Zealand currently sits in relation to the Swanwick Tillman theory of musical development. We examine the strengths and the weakness of the model 35 years on to ask what it might still offer music educators in a context where issues of culture and colonisation have taken centre stage. We also reflect upon the impact of a visit to New Zealand by Keith Swanwick in 1989. Despite the postmodern or colonial critiques we might make now, we consider if the model may still signify a holistic way of conceiving music development and might still have implications for curriculum design and curriculum making in the 21st century.
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Matthews, Louise. "REVIEW: Enthusiasm for journalism evident throughout." Pacific Journalism Review 20, no. 1 (May 31, 2014): 235. http://dx.doi.org/10.24135/pjr.v20i1.196.
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Book review of: Intro: A beginner's guide to journalism in 21st century Aotearoa/New Zealand, edited by Grant Hannis (3rd ed) Wellington: New Zealand Journalists Training Organisation, 2013, 371pp. ISBN 9780473266424.Good journalism courses have long been accustomed to the challenge of squeezing in more and more elements, as new skills jostle for a place alongside still-essential basics. These courses not only reflect the spectrum of industry practice—and it’s an increasingly spreading one—but are trying to future-proof their students even as industry itself really can’t say how it will all turn out. So a single handbook to cover everything for the trainee faces the same challenges when it comes to trying to cram it all in.
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Fletcher, Lisa. "Reading the News: Pitcairn Island at the Beginning of the 21st Century." Island Studies Journal 3, no. 1 (2008): 57–72. http://dx.doi.org/10.24043/isj.215.
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In the first five years of the 21st century, Pitcairn Island received more attention in the news media than at any other time in its history. This essay examines the representation of Pitcairn and its community in contemporary Australian, New Zealand and British newspapers. In particular, it analyses the reporting of the trials and convictions of seven men before the Supreme Court in late 2004 for sex offences against women and girls over a thirty year period. The aim of this paper is to measure the force of linguistic and textual norms to manage our thinking about place. It identifies and interrogates dominant patterns in descriptions of Pitcairn Island in the news in order to consider the vexed question of the relationship between the reality of islands and their representation.
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Dr. Arshad Mohmood Malk and Hafiz Muhammad Saqib Niaz. "Role Of Meera Ji And Majeed Amjad In The Foundation Of Modern Urdu Poetry." Dareecha-e-Tahqeeq 3, no. 4 (February 22, 2023): 22–29. http://dx.doi.org/10.58760/dareechaetahqeeq.v3i4.79.
Full textAbstract:
Majeed Amjid and Meera Ji are pioneers of the modern school of poetry. Both are prominent and influential persons in the modern era of poems in Urdu literature. They have introduced new tech techniques and styles in the field of poems, which diverted ate the nation of new poets towards new thoughts and ideas in this field. Being modern iconic poets, they portrayed human nature and introduce new tones and unique styles of ambiguity to express outer and inner feelings. They are creative multiband i- directional and know all the ways to convey their feelings through modern urdu poems. We will explore how they have changed style and their impact on modern poems in the 21st century.
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Drkić, Muni. "In the Aftermath of Popularisation and de-Islamisation." Context: Journal of Interdisciplinary Studies 9, no. 2 (December 27, 2022): 59–88. http://dx.doi.org/10.55425/23036966.2022.9.2.59.
Full textAbstract:
This paper explores significant institutional and individual efforts in the struggle for the “authentic Rumi” among Muslims in the West, Turkey and Iran. Widely known in the Muslim world and among Orientalists for centuries, Rumi’s poetry became a global phenomenon in the 21st century. Free renditions by Coleman Barks have significantly contributed to Rumi’s new popularity. However, often accompanied by the erasure or minimisation of its Islamic content, the popular versions have met wide criticism in various Muslim contexts. Despite traditionally different approaches to Rumi’s poetry, the discourse about its “authentic interpretation” has become dominant in academia in Turkey and Iran, and among Muslim scholars in the West. Today, Muslim authors strongly emphasise the Islamic character of Rumi’s opus and call for the contextualization and reinterpretation of his poetry through the re-invention of traditional modes of its reading and understanding.
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Bukhina, O. B. "American and Russian children’s literature at the beginning of the 21st century. The diversity of possibilities." Bibliosphere, no. 4 (February 18, 2021): 80–88. http://dx.doi.org/10.20913/1815-3186-2020-4-80-88.
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Comparing changes in publication policies, the influence of translated books, and an important role that women writers play now, author analyzed new tendencies in American and Russian children’s and teens’ literature. The author concludes that American picture books reflect the varieties of contemporary experiences, and the Russian ones thrive with poetry and non-fiction. The comparison of teens’ literature of both countries shows a lot of similarities; both encompass more sensitive topics, such as illness, death, suicide, drugs, psychological trauma, and bulling.
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Mironescu, Doris. "Poetry, Disability and Metamodernism: Ilya Kaminsky’s Deaf Republic." Word and Text - A Journal of Literary Studies and Linguistics 12 (2022) (December 30, 2022): 95–109. http://dx.doi.org/10.51865/jlsl.2022.07.
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Based on Ilya Kaminsky’s poetry volume Deaf Republic (2019), this article aims at placing contemporary disability poetics at the crossroads of modernism and metamodernism. The first part makes an assessment of the modernist poetics of disability created against the background of the prevalent ableist ideology as it is found in the American and Romanian traditions, and examines the ways in which disabled poets react, creatively and politically, to the tradition of marginalization to which they were subjected. A particular place is given to Deaf poetry and to the limitations it had to surpass socially and creatively. In the second part of the essay, I introduce metamodern affect to sketch out a poetics of disability in the 21st century which overcomes the predicaments of modernist writing and reading codes through a new way of conceiving corporeality, oppression, and relationality.
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May, Helen. "Nineteenth century early childhood institutions in Aotearoa New Zealand: Legacies of enlightenment and colonisation." Journal of Pedagogy 6, no. 2 (December 1, 2015): 21–39. http://dx.doi.org/10.1515/jped-2015-0011.
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Abstract The nineteenth century colonial setting of Aotearoa NZ is the most distant from the cradle of European Enlightenment that sparked new understandings of childhood, learning and education and spearheaded new approaches to the care and education of young children outside of the family home. The broader theme of the Enlightenment was about progress and the possibilities of the ongoing improvement of peoples and institutions. The young child was seen as a potent force in this transformation and a raft of childhood institutions, including the 19th century infant school, kindergarten, and crèche were a consequence. The colonisation and settlement of Aotearoa NZ by European settlers coincided with an era in which the potency of new aspirations for new kinds of institutions for young children seeded. It is useful in the 21st century to reframe the various waves of colonial endeavour and highlight the dynamic interfaces of being colonised for the indigenous populations; being a colonial for the settler populations; and the power and should be purposed of the colonising cultures of Europe. It can be argued that in the context of ECE neither the indigenous nor settler populations of Aotearoa NZ were passive recipients of European ECE ideas but, separately and together, forged new understandings of childhood and its institutions; enriched and shaped by the lessons learned in the colonial setting of Aotearoa NZ.
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Shafranskaya, Eleonora F. "Armenian text: Poetry and prose." Philological Sciences. Scientific Essays of Higher Education, no. 6s (November 2022): 135–43. http://dx.doi.org/10.20339/phs.6s-22.135.
Full textAbstract:
The article continues the analysis of the Armenian text — the phenomenon of Russian culture and literature, which we presented in the previous article “The Armenian text: the Children of Job” (Polylinguality and Transcultural Practices. 2022. No. 3). The algorithm for analyzing the Armenian text is presented on the basis of prose texts of the last third of the 20th century (and a dotted line of the 21st), as well as poetic texts of modern poets (Liana Shahverdyan, Maxim Amelin, Alessio Gaspari, Georgy Kubatyan). The article examines the patterns associated with the key names, attributes and space of the Armenian picture of the world — as it develops in Russian literary reception. These are such patterns as Ararat, Sevan, sea, lavash, Armenian patio. Hrant Matevosyan. We offer a new pattern of the Armenian text — the personality and creativity of G. Kubatyan. The study is an attempt to oppose the Armenian text to a simple mention of Armenian attributes in literature. The author also offers an indispensable “ingredient” for the emergence of a local text as such, in particular, an Armenian one. The hierarchy between verses and prose in the process of the birth of a local text is indicated, albeit controversial.
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Staniforth, Barbara, Christa Fouché, and Michael O'Brien. "Still doing what we do: Defining social work in the 21st century." Journal of Social Work 11, no. 2 (April 2011): 191–208. http://dx.doi.org/10.1177/1468017310386697.
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• Summary: Members of the Aotearoa New Zealand Association of Social Workers (ANZASW) were asked to provide their definition of social work. Over 300 responses were analysed thematically in order to determine if practitioner views corresponded to recent shifts in social work education and theory which emphasized the importance of social change, strengths based perspectives and the importance of local and indigenous contexts. • Findings: The findings demonstrate that while there was some recognition of social change and strengths-based perspectives in the definitions of social work provided, that those working in the field remain focused on ‘helping individuals, families and groups’ engage in change. Respondents did not, for the most part, acknowledge local or indigenous perspectives in their definitions. • Applications: Results from this study may be useful for social work professional organizations, and social work educators, students and future researchers who are interested in the definition of social work and its scopes of practice.
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Fookes, Tom W. "Success of the City in the 21st Century: Some thoughts arising from presentations." Ekistics and The New Habitat 69, no. 415-417 (December 1, 2002): 348. http://dx.doi.org/10.53910/26531313-e200269415-417364.
Full textAbstract:
Dr Fookes is an Associate Professor in the Planning Department, University of Auckland, New Zealand. He has worked variously through the past 36 years as a geographer-planner, academic, environmental impact assessor, policy analyst, and professional planner. A defining moment in his career path was the two years spent as a student with C.A. Doxiadis at the Athens Center of Ekistics in Greece. As a consequence he has carried through the principles and practices developed in Athens into his professional life. Dr Fookes is leading research and development on Ekistics in Education, and he is currently Vice-President of the World Society for Ekistics (WSE). The text that follows is a slightly edited and revised version of some of the thoughts he presented at the WSE Symposion "Defining Success of the City in the 21st Century," Berlin, 24-28 October, 2001.
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Babii, Nadiia. "Reproduction and communication of the text in current practices of urban spaces of the XXI century." Culturology Ideas, no. 21 (1'2022) (2021): 78–92. http://dx.doi.org/10.37627/2311-9489-21-2022-1.78-92.
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The aim of the work is to explore alternative ways of communication between poets and audience and methods for reproducing poetry through topical practices at the beginning of the XXI century. Accordingly, it aims to consider cultural and artistic experiments of the second decade of the 21st century developed on the basis of language as a symbolic sign and sound system; to identify the main directions of intermedial interaction, the degree of socio-cultural differentiation and variability of communicative agents. The author applies the method of intermedial analysis formed on the basis of post-structural and postmodern methodology as well as the systematic approach of the theory of communication. The synthesis procedure involves considering of the integral properties of synthetic practices that are not inherent to the constituent components. The study determines the intermedial ties in topical poetic practices of the 21st century. Plenty of communicative forms of presentation of poetic texts of the beginning of the 21st century reflect continuity with poetic practices of the 1990s but in the conditions of the screen culture of the hypermodern. New formations indicate the transition of literature from autonomy to mediality and intermediality, from authenticity to reproductivity, demonstrating transgression of borders between various spaces (real, virtual), artistic environments. Synthetic forms of topical practices such as performance, installation, flash mob, street art, show different directions of intermedial interaction in modern reproduction, attract a wide audience to cultural puncture, democratizing urban spaces.
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Roberts, Andrew Michael. "The Visual and the Self in Contemporary Poetry." Articles, no. 51 (October 31, 2008): 0. http://dx.doi.org/10.7202/019263ar.
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Abstract The dominance of the visual is often seen as a new and defining feature of contemporary culture. Yet it is Romantic poetry which most powerfully associates the act of seeing with understanding, self-shaping and the visionary. This article draws on the ideas of the Idealist philosopher J.G. Fichte and the German Romantic writers Novalis and F.W. Schlegel, as well as some of Walter Benjamin’s reading of their work, to explore the ways in which contemporary poetry engages with this Romantic legacy. Making connections with the metaphors of reflection and refraction used by Wordsworth and Coleridge, the article interprets examples of 21st-century post-Romantic text poetry (which revisits Romantic models with an ecological inflection), and digital poetry (which uses technology to reconfigure the relationship between text, self and the visual). More specifically, it proposes a set of relations between visual perception of the natural world, reflective thought and awareness of self in the work of three contemporary poets: Thomas A.Clark (born Greenock, Scotland, 1944), John Burnside (born Dunfermline, Scotland, 1955) and John Cayley (born Ottawa, Canada).