Funds of identity: Applying a Vygotskian perspective on identity to enhance social justice in education

This paper provides an overview of the funds of identity (FoI) concept, theoretical framework, and applications, with a focus on its theoretical origins and application in education. Funds of identity (FoI) theory aims to complement the funds of knowledge (FoK) conceptual framework that draws attention to knowledge and competencies of minoritised students. Funds of identity theory is distinctive because of its focus on funds that are defined as significant by students themselves. Grounded in Vygotskian perspectives on identity, funds of identity scholarship offers a conceptual framework and concrete methods for the enactment of education that is personally meaningful. The paper concludes by exploring the relevance of FoI theory within the New Zealand setting, especially to support social justice for Māori learners

Funds of identity: Applying a Vygotskian perspective on identity to enhance social justice in education

This paper provides an overview of the funds of identity (FoI) concept, theoretical framework, and applications, with a focus on its theoretical origins and application in education. Funds of identity (FoI) theory aims to complement the funds of knowledge (FoK) conceptual framework that draws attention to knowledge and competencies of minoritised students. Funds of identity theory is distinctive because of its focus on funds that are defined as significant by students themselves. Grounded in Vygotskian perspectives on identity, funds of identity scholarship offers a conceptual framework and concrete methods for the enactment of education that is personally meaningful. The paper concludes by exploring the relevance of FoI theory within the New Zealand setting, especially to support social justice for Māori learners

Funds of Knowledge: An examination of theoretical frameworks

This review of funds of knowledge (FoK) literature relating to school settings analysed the conceptual bases reported in fifty texts. Findings reveal diverse theoretical frameworks, including socio-cultural learning theory, critical theory, hybridity theory, systems theory, and the difference theory of caring. Findings regarding links between key theories and the FoK concept are presented. The paper relates FoK work to social justice issues in New Zealand schooling, and discusses issues arising from the diverse theoretical frameworks within which FoK work is situated. Identification of theoretical frameworks is recommended to enhance richness, depth of thinking, and opportunities for transformation in future discourse

Patients, Professionals and the Internet: Renegotiating the Healthcare Encounter

The aim of this research was to examine how patient use of internet information impinges on the utilisation of healthcare services. The research had the following objectives: + to quantify the extent, and patterns, of patients use of the internet as a health information resource and identify the factors leading to variations in behaviour. + to identify the search strategies employed by patients in accessing internet health information internet and the evaluative approaches used in assessing information quality. + to analyse the content and dynamics of virtual health communities and how participation in such communities is integrated into engagement with health services. + to document the evolving nature of patient-professional interaction arising from patient access to health information and the subsequent format of the healthcare encounter. + to assess the effect of changing patient access to information and changes in the healthcare encounter on patterns of patient decision making and health behaviours

Applying Funds of Knowledge in a New Zealand High School: The Emergence of Team-based Collaboration as an Approach

Underachievement by Māori and Pasifika students in New Zealand schools evidences the need for more effective teacher practices to support minoritized students‟ learning, in the interests of social justice. Learning about students' funds of knowledge (FoK) allows teachers to offer relevant learning experiences, achieving a fuller socio-constructivist approach to teaching and learning (González, Moll, & Amanti, 2005). This study explores the relevance of the FoK concept in the New Zealand context, and its application at high school level. For the purposes of this qualitative study, participants (n = 21) from a high school community were organized into five teams; three teams included a teacher, students, and their parents, and two included a teacher and students. Each team negotiated, implemented, and evaluated strategies for the teacher to learn about students' FoK. Findings highlight the dual layer of benefits arising from participation in collaborative teams and teacher inquiry into students' FoK. Each team formed a temporary system which transcended school norms and values, allowed members to interact in new ways, and provided a safe space for exploration of the application of FoK. A conceptual map outlining elements of the team-based collaboration (TBC) approach identifies factors related to purpose, participants, and process which generated each team's culture. Complex interplay of contextual elements influenced teams' milieu, decision-making, and valued outcomes. Valued outcomes included: identification of diverse FoK held by Māori and Pasifika students; development of closer teacher-student relationships and increased mutual commitment; greater evidence of effective learning behaviors in class; and pedagogical applications that were congruent with existing teaching programs. Barriers to valued outcomes suggest areas for participant training; these included the matching of strategy choice to participants to illuminate FoK, traditional teacher-student dynamics, and time and timing. Implications for teacher practice and future research are identified

Workplace policies and practices of care

Workplace policies and practices of care are designed to support workers’ caring responsibilities outside of the workplace as well as their general wellbeing. A previous CRFR briefing (McKie et al 2004) detailed the ‘carescapes’ framework for evaluating an individual worker’s caring practices. This briefing looks at how the framework can be extended and used to consider workplace policy, services and structures and how these combine to support care

The New Zealand Kauri (Agathis Australis) Research Project: A Radiocarbon Dating Intercomparison of Younger Dryas Wood and Implications for IntCal13

We describe here the New Zealand kauri (Agathis australis) Younger Dryas (YD) research project, which aims to undertake Δ14C analysis of ~140 decadal floating wood samples spanning the time interval ~13.1–11.7 kyr cal BP. We report 14C intercomparison measurements being undertaken by the carbon dating laboratories at University of Waikato (Wk), University of California at Irvine (UCI), and University of Oxford (OxA). The Wk, UCI, and OxA laboratories show very good agreement with an interlaboratory comparison of 12 successive decadal kauri samples (average offsets from consensus values of –7 to +4 14C yr). A University of Waikato/University of Heidelberg (HD) intercomparison involving measurement of the YD-age Swiss larch tree Ollon505, shows a HD/Wk offset of ~10–20 14C yr (HD younger), and strong evidence that the positioning of the Ollon505 series is incorrect, with a recommendation that the 14C analyses be removed from the IntCal calibration database

General practitioners' views on reattribution for patients with medically unexplained symptoms: a questionnaire and qualitative study

Background: The successful introduction of new methods for managing medically unexplained symptoms in primary care is dependent to a large degree on the attitudes, experiences and expectations of practitioners. As part of an exploratory randomised controlled trial of reattribution training, we sought the views of participating practitioners on patients with medically unexplained symptoms, and on the value of and barriers to the implementation of reattribution in practice. Methods: A nested attitudinal survey and qualitative study in sixteen primary care teams in north-west England. All practitioners participating in the trial (n = 74) were invited to complete a structured survey. Semi-structured interviews were undertaken with a purposive sub-sample of survey respondents, using a structured topic guide. Interview transcripts were used to identify key issues, concepts and themes, which were grouped to construct a conceptual framework: this framework was applied systematically to the data. Results: Seventy (95%) of study participants responded to the survey. Survey respondents often found it stressful to work with patients with medically unexplained symptoms, though those who had received reattribution training were more optimistic about their ability to help them. Interview participants trained in reattribution (n = 12) reported that reattribution increased their confidence to practice in a difficult area, with heightened awareness, altered perceptions of these patients, improved opportunities for team-building and transferable skills. However general practitioners also reported potential barriers to the implementation of reattribution in routine clinical practice, at the level of the patient, the doctor, the consultation, diagnosis and the healthcare context. Conclusion: Reattribution training increases practitioners' sense of competence in managing patients with medically unexplained symptoms. However, barriers to its implementation are considerable, and frequently lie outside the control of a group of practitioners generally sympathetic to patients with medically unexplained symptoms and the purpose of reattribution. These findings add further to the evidence of the difficulty of implementing reattribution in routine general practice

BAT AGN Spectroscopic Survey I: Spectral Measurements, Derived Quantities, and AGN Demographics

We present the first catalog and data release of the Swift-BAT AGN Spectroscopic Survey (BASS). We analyze optical spectra of the majority of AGN (77%, 641/836) detected based on their 14-195 keV emission in the 70-month Swift BAT all-sky catalog. This includes redshift determination, absorption and emission line measurements, and black hole mass and accretion rate estimates for the majority of obscured and un-obscured AGN (74%, 473/641) with 340 measured for the first time. With ~90% of sources at z<0.2, the survey represents a significant census of hard-X-ray selected AGN in the local universe. In this first catalog paper, we describe the spectroscopic observations and datasets, and our initial spectral analysis. The FWHM of the emission lines show broad agreement with the X-ray obscuration (~94%), such that Sy 1-1.8 have NH10^21.9 cm^-2. Seyfert 1.9 show a range of column densities. Compared to narrow line AGN in the SDSS, the X-ray selected AGN have a larger fraction of dusty host galaxies suggesting these types of AGN are missed in optical surveys. Using the most sensitive [OIII]/Hbeta and [NII]/Halpha emission line diagnostic, about half of the sources are classified as Seyferts, ~15% reside in dusty galaxies that lack an Hbeta detection, but for which the line upper limits imply either a Seyfert or LINER, ~15% are in galaxies with weak or no emission lines despite high quality spectra, and a few percent each are LINERS, composite galaxies, HII regions, or in known beamed AGN.Comment: Accepted ApJ, see www.bass-survey.com for dat