The influence of shifting Pacific identities in learning : the experience of parents raising children of mixed Pacific ethnicities : a thesis presented in partial fulfillment of the requirements for the degree of Master of Arts in Education at Massey University, Palmerston North, New Zealand

Identity construction for the Pacific population in Aotearoa/New Zealand remains a politically and contextually contested arena that shifts according to the socio-cultural interactions within the immediate and external environment of an individual. This study views parents as agents of change and explores ethnic transmission and cultural identity development through the eyes of parents raising children of mixed Pacific ethnicities. This qualitative study employed both Western and Pacific methodologies to collect and analyse data and used the talanoa method to engage the insights and experiences of five couples. Social constructionism and Bronfenbrenner’s (2005) ecological systems theory provided a framework to explain the dynamics of social interactions and external conditions that influence the constructs of peoples’ lived realities. This study found that families, peers, and schools influence interactions that shift and impact the cultural identity development and resiliency of children with mixed Pacific ethnicities. In addition to this, societal perceptions, racism, and stereotypes are external environmental conditions that further impact cultural identity development and resiliency. The metaphor of a balancing act illustrates the challenges and strategies parents use to manage family and cultural expectations as well as the efforts required to maintain access and opportunities to cultural knowledge, values and practices. The findings suggest that a culturally responsive education can work to minimise intolerance, exclusion, and racism experienced by an individual. Key recommendations include the promotion of identity development education that serves to empower individuals and parents to nurture positive identities and resilience in the mixed Pacific generation

No Crime by Design? Crime Deterrence and Urban Design Reform in the USA after World War II

This project connects three important periods in the development of design against crime in public housing, all building on one another and connected in their own ways. Tracing the discourse from the earliest approaches of policy-making following the Great Depression in the 1940s, development of the architecturally based Defensible Space theory in the 1970s, and finally the change in policing protocols called for Broken Windows theory in the 1990s, this project demonstrates that crime and public housing are inexorably linked, though are often times not viewed in conjunction with one another

What works, how and in which contexts when supporting parents to implement intensive speech and language therapy at home for children with speech sound disorder? A protocol for a realist review

Introduction Speech and Language Therapists (SLTs) worldwide report challenges with providing recommended, evidence-based intervention intensity for children with speech sound disorder (SSD). Challenges such as service constraints and/or family contexts impact on access to optimal therapy intensity. Existing research indicates that empowering and training parents to deliver intervention at home, alongside SLT support, offers one possible solution to increasing the intensity of intervention children with SSD receive. Digital health could increase accessibility to intensive home-practise and help sustain engagement with therapy activities. Further exploration is needed around what makes parent-implemented interventions for children with speech sound disorder effective, for who, in which situations. This paper outlines the protocol for a realist review which aims to explore the active ingredients and contextual factors of effective digital parent-led interventions.Methods and analysis A realist review will explore the research question, following six stages. The scope of the review will be determined, and initial programme theories will be developed about what works in digital parent-implemented interventions for SSD, for whom, how, why, and in what circumstances. Relevant secondary data, identified through a formal search strategy, will be selected, appraised, analysed, and synthesised using realist principles to test and further refine the initial programme theories. This process will develop refined underpinning explanatory theories which capture the interaction between contexts, mechanisms, and outcomes of the intervention. An expert steering group will provide insight to inform explanatory theories, searches, and dissemination.Ethics and dissemination Ethical approval is not required for this review. The refined programme theories from the review will inform the next stages of a wider study. A subsequent realist evaluation will test and further refine theories with key stakeholders. Following this, the underpinning programme theory will be used to co-produce a digital tool, to support parents to deliver home-intervention alongside SLT support. <br/

Maintaining a Biblical Worldview: Mitigating Emerging Syncretism with Worldly Philosophies Through Focused Instruction in Christian Theology

Believers in the Lord Jesus Christ are granted a “new nature” that enables them to develop thinking, a worldview, based on the mind of Christ. Unfortunately, since every person’s worldview is continually being modified, it becomes ever more challenging for believers to keep their thinking consistent with Scripture. Therefore, this action research thesis assumes consistent participation in focused teaching on fundamental doctrines and theologies of the Christian faith is necessary to develop and maintain a cohesive biblical worldview. This research project comprised the teaching of a five-part Bible study course at a local church in eleven consecutive forty-five-minute classes on five fundamental beliefs that make up a person’s worldview: beliefs about God, reality (metaphysics), knowledge (epistemology), ethics, and human beings (anthropology). Quantitative data were collected by the study participants completing pre-course and post-course worldview surveys. In addition, qualitative data was developed from the researcher’s observation field notes following each class session and outside of the formal class setting. The research results indicated an increasing coherence of the Bible study course participants’ comprehensive biblical worldview knowledge and understanding, affirming this action research thesis. Therefore, local churches are encouraged to provide their church members and attendees with similar consistent Bible study opportunities on fundamental doctrines and theologies of the Christian faith. In doing so, a cohesive biblical worldview can develop, allowing them to respond to the culture they live in and better equip them to help the culture respond to the Savior they follow

Active process management of coastal geomorphological SSSI's: Morrich More, Highland Region

No abstract available

The Geomorphology of Morrich More: Development of a Scientific Database and Management Prescription

No abstract available