Language and the New Zealand state : a thesis presented in partial fulfillment of the requirements for the degree of Master of Public Policy at Massey University, Albany, New Zealand

The purpose of this research was to determine how and why the New Zealand government has intervened in language. Three language groups were investigated: Te Reo Maori, Languages Other Than English or Maori, and The English Language. For each language, a summary of language policies has been provided. The policies have then been analysed by applying various theories of the state. Four theories have been used: the Minimal State, the Instrumental State, the Just State, and the Ethical State. The research has sought to establish how the imperatives created by each theory may have been used to justify policies for each language group. The adopted method is secondary analysis, using a combination of documents from the government, the media and academic sources. Each item of text used has been categorised according to which model of the state it represents. Excerpts from the texts themselves have been interspersed with analysis by the researcher, placing them within the context of the theoretical model with which they are most closely aligned. In this way, it could be ascertained whether government discourse on language policy has provided any evidence that theoretical models of the state have been used in policy-making. The research is qualitative in nature, with a high degree of subjective interpretation. The result is a detailed description of language policies in New Zealand and of the imperatives behind them, which demonstrates the inadequacy of any one theory of the state for explaining the intricacies of why public policy is created

Picture Books on Controversial Issues: The Opportunity to Guide the Children\u27s Book Publishing Industry Forward

This report provides an analysis of controversial picture books on race, sexuality and drugs. It focuses on four different picture books from the 20th and 21st centuries and analyzes their effect on the future of the children\u27s book publishing industry

Everyday intensities: rhetorical theory, composition studies, and the affective field of culture

textCulture is not only constructed by articulated discourses and social forms, but also through lived experience, embodied processes, and public feelings that are best described as what Raymond Williams calls the “practical consciousness” and “structures of feeling” of everyday life. Rhetorical theory has yet to account adequately for this operation of rhetoric through circulating affective channels. This dissertation addresses three key concepts of rhetorical theory, and recontextualizes them within an affective field: rhetorical situation, rhetorical analysis, and epistemic rhetoric. Drawing from Spinozan theory to delineate the connections between affect and culture, I begin from the premise that rhetoric is a means of production within culture, as well as a hermeneutic tool for reading culture. Yet our theories and pedagogies have tended to privilege the latter over the former. By locating three specific instances of this tendency (in theories of rhetorical situation, textual analysis, and epistemic rhetoric), and reconsidering them in light of contemporary scholarship on affect and culture, this project seeks to broaden our pedagogical and theoretical vocabularies, making them more suitable for describing the full range of rhetorical practice in culture.Englis

"Us Lone Wand'ring Whaling-Men": Cross-cutting Fantasies of Work and Nation in Late Eighteenth- and Nineteenth-Century American Whaling Narratives

My project takes up a variety of fictional and non-fictional texts about a kind of work which attracted the attention of American novelists Herman Melville, Harry Halyard, and Helen E. Brown; historian Obed Macy; and journalist J. Ross Browne, among others. In my Introduction, I argue that these whaling narratives helped to further develop and perpetuate an already existing fantasy of masculine physical labor which imagines the United States' working class men to be ideal, heroic Americans. This fantasy was so compelling and palpable that, surprisingly enough, the New England whalemen could be persistently claimed as characteristically and emblematically American, even though they worked on hierarchically-stratified floating factories, were frequently denied their Constitutional rights by maritime law, and hardly ever spent any time on American soil.In my second chapter, I scrutinize the emerging assumption of an ideological fantasy of masculine physical labor that was specifically American and interrogate how certain kinds of physical labor, farming and whaling among them, were cast as particularly American in the eighteenth and nineteenth centuries. Chapter 3 demonstrates that there was something about the work of whaling that resisted these kinds of nationalistic appropriations, and I present a close analysis of Crèvecoeur, Cooper, and Melville's whaling narratives. My fourth chapter further explores this resistance, and I read Melville's Moby-Dick alongside J. Ross Browne's Etchings of a Whaling Cruise, arguing that both Melville and Browne—despite their texts' formal differences—share an intellectual project of configuring certain aspects of the collective, physical labor of whaling as artistically generative. Chapter 5 addresses both reactionary and progressive depictions of whaling wives with regard to domesticity and nationality. My last chapter examines how some separatist-minded Nantucket Islanders demonstrated that federalism was contested not just in the antebellum South, but in other areas of the United States as well. Taken together, all of these chapters address different aspects of the complex and multifaceted identity of the American whalemen, but they also show how a particularly resilient ideological fantasy of masculine American labor develops and gains power, perpetuating itself across time

EXPLORING THE NATURE OF HIGH SCHOOL STUDENT ENGAGEMENT WITH SCIENCE AND TECHNOLOGY AS AN OUTCOME OF PARTICIPATION IN SCIENCE JOURNALISM

In a mixed-methods study of high school student participants in the National Science Foundation-funded Science Literacy through Science Journalism (SciJourn) project, the new Youth Engagement with Science & Technology (YEST) Survey and classroom case studies were used to determine program impact on participant engagement with science and technology as well as describe the experience of SciJourn students. Student engagement with science and technology is considered as a construct made up of three components: student action, interest, and identification. Analysis of quasi-experimental administration of the (YEST) Survey resulted in rejection of the hypotheses that SciJourn high school student participants would exhibit higher engagement survey scores than their non-participant peers and also that students taught by teachers considered to be high level implementers of SciJourn would score higher than peers in classes of lower-level implementers. Three collective case studies of high school science classrooms involved in both the consumption and production of original science news illustrated the diverse roles of teacher-implementers and the resulting affordances and constraints allowed through the participation structures resulting from their project implementation choices. On an individual student level, case studies provided insight into the complexity of the engagement construct, and the potential for gains in engagement especially when student choice and long term participation in SciJourn were supported. Contrasts between the post-SciJourn engagement scores as measured by the YEST Survey and qualitative data support the conclusion that a response-shift bias occurred especially among students in high implementation classrooms, due to greater student specificity in the nature of what they consider to count as science in their everyday lives. The complex nature of engagement as exhibited by classroom case study participant experiences is presented in a new interactive model of the interplay between interest, action, and identification, into which students may enter from a variety of points, and which drive one another

The effect of mode and context on survey results: analysis of data from the Health Survey for England 2006 and the Boost Survey for London.

BACKGROUND: Health-related data at local level could be provided by supplementing national health surveys with local boosts. Self-completion surveys are less costly than interviews, enabling larger samples to be achieved for a given cost. However, even when the same questions are asked with the same wording, responses to survey questions may vary by mode of data collection. These measurement differences need to be investigated further. METHODS: The Health Survey for England in London ('Core') and a London Boost survey ('Boost') used identical sampling strategies but different modes of data collection. Some data were collected by face-to-face interview in the Core and by self-completion in the Boost; other data were collected by self-completion questionnaire in both, but the context differed. Results were compared by mode of data collection using two approaches. The first examined differences in results that remained after adjusting the samples for differences in response. The second compared results after using propensity score matching to reduce any differences in sample composition. RESULTS: There were no significant differences between the two samples for prevalence of some variables including long-term illness, limiting long-term illness, current rates of smoking, whether participants drank alcohol, and how often they usually drank. However, there were a number of differences, some quite large, between some key measures including: general health, GHQ12 score, portions of fruit and vegetables consumed, levels of physical activity, and, to a lesser extent, smoking consumption, the number of alcohol units reported consumed on the heaviest day of drinking in the last week and perceived social support (among women only). CONCLUSION: Survey mode and context can both affect the responses given. The effect is largest for complex question modules but was also seen for identical self-completion questions. Some data collected by interview and self-completion can be safely combined

Sensory Preference and Learning Preference in Children with Attention Deficit/Hyperactivity Disorder and Dyslexia

Is there a connection between a child’s sensory preferences and their learning preference? Sensory processing disorders are a heavily researched topic in current literature and many children with sensory differences present with learning disabilities, but research is lacking concerning any connection between sensory processing and learning. This research study examines children’s sensory preferences and learning preferences and denotes trends between these two variables. 15 participants were recruited from the Accommodated Learning Academy in Grapevine, Texas, a private school for students 1st-12th grade with learning delays. The sample of 15 participants consisted of 12 females and 3 males, aged 11-15 years old, with the average age being 13.3 years. Data on these variables were collected through the Adult/Adolescent Sensory Profile 2 and the Visual Aural Kinesthetic (VAK) Learning Style Self-Assessment Questionnaire. Data analysis showed that the majority of participants presented with a kinesthetic learning preference, participants who had a visual learning preference tended to be visually under-responsive, and of the participants who had a kinesthetic learning preference, none were over-responsive to vestibular/proprioceptive stimuli. Only two of the 15 participants had an auditory learning preference, so data was too limited here to see any sensory preference trends. This data suggests a possible connection between sensory preference and learning preference, but further research is required to find a statistically significant answer to the research question.https://soar.usa.edu/otdcapstones-spring2022/1002/thumbnail.jp

Role of dorsomedial striatum neuronal ensembles in incubation of methamphetamine craving after voluntary abstinence

Abstract We recently developed a rat model of incubation of methamphetamine craving after choice-based voluntary abstinence. Here, we studied the role of dorsolateral striatum (DLS) and dorsomedial striatum (DMS) in this incubation. We trained rats to self-administer palatable food pellets (6 d, 6 h/d) and methamphetamine (12 d, 6 h/d). We then assessed relapse to methamphetamine seeking under extinction conditions after 1 and 21 abstinence days. Between tests, the rats underwent voluntary abstinence (using a discrete choice procedure between methamphetamine and food; 20 trials/d) for 19 d. We used in situ hybridization to measure the colabeling of the activity marker Fos with Drd1 and Drd2 in DMS and DLS after the tests. Based on the in situ hybridization colabeling results, we tested the causal role of DMS D1 and D2 family receptors, and DMS neuronal ensembles in "incubated" methamphetamine seeking, using selective dopamine receptor antagonists (SCH39166 or raclopride) and the Daun02 chemogenetic inactivation procedure, respectively. Methamphetamine seeking was higher after 21 d of voluntary abstinence than after 1 d (incubation of methamphetamine craving). The incubated response was associated with increased Fos expression in DMS but not in DLS; Fos was colabeled with both Drd1 and Drd2 DMS injections of SCH39166 or raclopride selectively decreased methamphetamine seeking after 21 abstinence days. In Fos-lacZ transgenic rats, selective inactivation of relapse test-activated Fos neurons in DMS on abstinence day 18 decreased incubated methamphetamine seeking on day 21. Results demonstrate a role of DMS dopamine D1 and D2 receptors in the incubation of methamphetamine craving after voluntary abstinence and that DMS neuronal ensembles mediate this incubation. SIGNIFICANCE STATEMENT: In human addicts, abstinence is often self-imposed and relapse can be triggered by exposure to drug-associated cues that induce drug craving. We recently developed a rat model of incubation of methamphetamine craving after choice-based voluntary abstinence. Here, we used classical pharmacology, in situ hybridization, immunohistochemistry, and the Daun02 inactivation procedure to demonstrate a critical role of dorsomedial striatum neuronal ensembles in this new form of incubation of drug craving