Maine Alumnus, Volume 52, Number 1, September-October 1970

Contents: UMO Arctic Research --- The Honors Program at Maine --- Rights and Limitations (of students and faculty) --- Fall Sports at UMO --- A Summary of Maine\u27s Budget Request for the 1971-73 Biennium at the Nine Campuses --- Class of \u2755 - What Are They Thinking Now?https://digitalcommons.library.umaine.edu/alumni_magazines/1537/thumbnail.jp

Teacher-Pupil Relationships and Teacher Talk: Introducing Emotion Coaching as a Socio-Emotional Talk Strategy into a Primary School Setting

Teacher talk has been posited to be a malleable classroom construct, with a variety of strategies and theoretical standpoints presented on how practitioners can best utilize talk to support teacher-pupil relationships. The research explored teacher talk in a primary, mainstream educational setting, examining the use of classroom talk prior to, and following, the introduction of a verbal strategy to support pupils’ socio-emotional functioning - Emotion Coaching (EC). A Mixed Methods Convergent research design was utilized to address the research questions, with 12 participants recruited through convenience sampling. Participants’ attitudes were examined through semi-structured interviews, and teacher talk practice was explored using classroom observations. The results indicated that a variety of teacher talk strategies were used in the classroom to support relationships, with some disparity between the two data sets. For example, although teachers reported that the use of positive language and listening strategies were most effective, the observations indicated a wider talk strategy repertoire. There were some reported changes to the use of classroom talk following EC introduction, including an increased focus on well-being and empathetic talk, listening to others, and positive praise. The observational data concluded no statistical significance between pre- and post- EC training. Furthermore, a non-significant, low number of socio-emotional talk strategies were observed in practice in both phases of the research. The benefits and challenges of EC introduction were considered, with implementation effectiveness, time, and staff buy-in presented as the predominant challenges. The benefits included whole-school language consistency and emotional self-reflection for participants, their colleagues, and pupils throughout the school. At the time of the research, observations of EC in practice had not previously been investigated alongside teacher perceptions of the effectiveness of EC, thus providing a novel contribution to the research. Moreover, the observational technique contributed to the understanding of teacher talk and classroom strategy as a whole, highlighting the potential for reflective practice. Arguably, understanding how teachers can use talk to support teacher-pupil relationships has important practical implications for teacher training and school strategy. Further exploration of talk strategies and EC in practice is warranted and important, given the potential impact of teacher-pupil relationships on pupils’ feelings of school belonging, success, and future life pathways

E-govt.nz : a sociological exploration of e-government in New Zealand

E-government is a relatively recent phenomenon that has emerged out of developments in Information Communication Technologies (ICT), especially the Internet and the World Wide Web. Along with many other Western nations, New Zealand is embracing ICT as a way of making government more transparent, cheaper to run, more efficient, and more accessible to its citizens. As a result, there has been an upsurge in the use of ICT at all levels of government in New Zealand. Part of this reflects the direction that central government has taken with its plans to implement a system of e-government by 2007, and part is the increasing emphasis that all tiers of the public sector have placed on efficiency and the need to curtail costs while improving outputs. It is not only central government that is involved in these developments, however. Local government (regional and local) is also increasingly appreciating the benefits that ICT can have for its operations. Through a combination of documentary analysis and interviews with e-government officials, this thesis seeks to present a qualitative analysis of how e-government in New Zealand has been implemented at a local level (particularly by four local authorities), strategised at a national level (through the work of the national E­ government Unit) and sits within a comparative international context (by comparing New Zealand e-government developments with what has taken place in the United States, the United Kingdom, Canada, Singapore and Australia). The literature one-government focuses overwhelmingly on the technicalities involved in setting up an ICT system. As a result, many of the social issues that are associated with e-government are often ignored or not given adequate coverage. This thesis seeks to address this imbalance by focusing on the issues of security, privacy, trust, the digital divide, the lack of social and cultural capital and the tensions that exist between the roles of client, customer and citizen within this emerging e-context

Maine Alumnus, Volume 62, Number 4, Fall 1981

Contents: Jo Profita, GAA Council Elects First Woman Chief --- China: a Place Like Nowhere Else, Faculty Member Gives Travel Tips --- Reunion Pictures --- Maine\u27s Newest Football Coach Tackles the Jobhttps://digitalcommons.library.umaine.edu/alumni_magazines/1321/thumbnail.jp

1972 Calendar - Volume 3 - Annual Report

350 pp.Volume 3 contains 1971 Annual Report, Commemoration Addresses 1972, Bibliography 1971, Financial Statements 1971 and List of Graduates, Associates and Diploma Holders of the University

Loss of a sense of aliveness, bodily unhomeliness and radical estrangement: A phenomenological inquiry into service users’ experiences of psychiatric medication use in the treatment of early psychosis

Quantitative research drawing on the disease-centred model of psychiatric drug action dominates research on psychiatric medication, while little is known about service users’ subjective, embodied experiences of taking psychiatric medication. This research explored service users’ felt, embodied and relational experiences of psychiatric medication use in the treatment of early psychosis using a multimodal, longitudinal research design. A more in-depth understanding of what it is like and what it means to take psychiatric medication from service users’ idiographic perspectives is needed to improve the clinical care and support service users receive and better understand the treatment choices they make. Ten participants between the age of 18 and 30 years were recruited from London-based NHS Early Intervention in Psychosis services and participated in in-depth idiographic interviews. Eight participants took part in a follow-up interview between six and nine months later. Visual methods were used to explore the verbal as well as the pre-reflective, embodied aspects of participants’ medication experiences. The data was analysed using a combination of interpretative phenomenological analysis and framework analysis. While taking psychiatric medication, participants reported the loss of a sense of aliveness, feelings of radical estrangement from themselves, the world and other people and a sense of being suspended in a liminal, time-locked dimension in which they felt unable to transition from past experiences of psychosis to future recovery. The findings of this study highlight the highly distressing and adverse iatrogenic effects of psychiatric medication use, including medication-induced coporealisation, disembodiment, estrangement and a loss of belonging. More holistic, human rights-based, recovery-oriented and body-centred ways of treating psychosis are needed