Symbolic interactionism applied : definitions of a community college : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education at Massey University

The value of Continuing Education is increasingly being realised throughout New Zealand. The educational institution termed the Community College is one facility being established in order to further the principles associated with lifelong learning. This thesis presents an exploratory study related to the first such college built in this country, the Hawke's Bay Community College. The central purpose guiding the study was an attempt to discover how members of the Hawke's Bay region conceive this new institution. Here, what was envisaged as important, was not only the kinds of understandings revealed about the college, but also the attitudes and evaluations expressed by Hawke's Bay citizens regarding it. To this end, the dissertation is divided into a number of parts. Firstly, there is consideration given to some of the philosophical issues underlying any research process pursued within the social domain. On the basis of this, a theoretically justifiable approach to the problem posed, is elaborated. The theoretical perspective of Symbolic Interactionism, and more particularly, the construct of the Definition of the Situation, are discussed. From such a base, reference is made to the linkages and translation process required when moving from theoretical to methodological issues. Included in this section of the thesis, is a description of the data collection techniques employed for the study. The results obtained as a consequence of the investigation are then given, along with some discussion relevant to the Community College's operations. Finally, the thesis presents a series of tentative hypotheses and questions emergent from the research carried out. It concludes with a reconsideration of the exploratory nature of the problem posed, and the theoretical perspective within which it was couched

The Promise of Faculty Inquiry for Teaching and Learning Basic Skills

Shares insights from the Strengthening Pre-collegiate Education in Community Colleges project on how teachers' systematic and collaborative analyses of new approaches and practices foster innovation and improvement in basic English and math instruction

Infant gaze averting during social interaction : a thesis presented in partial fulfillment of the requirements for the degree of Master of Science in psychology at Massey University

The general aim of the present research was to investigate infant gaze averting during social interaction. Two preliminary hypotheses were examined : first, that infant gaze averting would occur spontaneously during social interaction, and second that any gaze averting would increase alongside developmental progress. A short-term (nine week) longitudinal case-study approach with home visits was planned. Conducting the research in the participants' homes was novel for this area of study. Prior studies had all been conducted in a laboratory setting. Six mother-infant dyads agreed to participate. The primiparous mothers were all full-time caregivers with an age range of 21-26 years. The healthy, full-term infants were all aged approximately three months at commencement. There were three of each gender. Visits to each pair occurred every nine/ten days. The following three sources of data collection were implemented: interview, observation and daily diary recording by the mother. Target behaviours noted were: episodes of active gaze averting and new developmental milestones (according to a developmental checklist formulated for the present study). Other relevant qualitative information was also gathered at each visit. Although basically a qualitative study, quantitative data was incorporated in the form of graphs of each infant's gaze averting frequency and developmental progress. The main findings here were: infant gaze averting did occur during interaction with mother and other caregivers for all six cases; the prediction that there is a relationship between gaze averting and developmental progress was not supported. Descriptive data provided an interesting and unexpected outcome. This was the discovery of three separate styles of gaze averting. These were described, their various criteria identified, and a classification system developed. The results of the present study have important practical implications. They present a challenge to one current theory of psychopathology which maintains that gaze averting is abnormal and may be a precursor of autism. This has ramifications for the present diagnosic system and treatment of some childhood psychopathologies. The findings of the present study indicate that a re-think of perspectives regarding gaze averting (of all styles) may be required

Incorporating financial literacy into the secondary school accounting curriculum: a New Zealand perspective

This paper examines whether selected stakeholder groups believe accounting should continue to be taught as an elective subject in its current form at New Zealand secondary schools or whether incorporating a financial literacy component would increase the subject’s relevance to students. A mixed method approach combining qualitative and quantitative research methods was used. An electronically administered survey was used to obtain the responses of secondary school accounting teachers, while additional insight in the form of semi-structured interviews was obtained from other stakeholders. Although respondents generally agreed that students benefited from accounting as an elective subject at secondary school, all agreed that the development of financial literacy skills was important. Difficulties in introducing a new core subject into an already overcrowded curriculum were acknowledged. However, this difficulty could be overcome by making modifications to the subject “Accounting”. As the most widespread, existing “finance” related subject, Accounting would be the most appropriate vehicle through which to teach financial literacy

Attachment in adults with high-functioning autism

This study assessed attachment security in adults with high-functioning autism spectrum disorders, using the Adult Attachment Interview (AAI; George, Kaplan & Main, 1996). Of twenty participants, three were classified as securely attached, the same proportion as would be expected in a general clinical sample. Participants’ AAIs were less coherent and lower in reflective function than those of controls, who were matched for attachment status and mood disorder. A parallel interview suggested that some aspects of participants’ responses were influenced by their general discourse style, while other AAI scale scores appeared to reflect their state of mind with respect to attachment more specifically. There was little evidence that attachment security was related to IQ, autistic symptomatology or theory of mind. This study suggests that adults with autism can engage with the AAI and produce scoreable narratives of their attachment experiences, and a minority demonstrate secure attachment

Voluntary housing transfer in Scotland a case of policy emergence

This thesis examines the voluntary transfer of housing stock by Scottsh local authorities between 1986 and 1997, under a Conservative Government. The study sought to identify who had transferred what, why and how, employing a multi-theoretical approach and a range of concepts from policy studies to investigate rationaliy and opportunity in policymaking. The study used quantitative methods to define and establish the incidence of transfer, which was found in two forms: as partial transactions, with and without subsidy; and as privately financed disposals of whole stocks. Similar volumes of transactions were found in Scotland as in England, though on different terms and affecting fewer houses. Qualitative methods were used to explore the decisions, actions and capacity of people involved in voluntary sales of tenanted housing to other landlords. Key actors included tenants and community activists, politicians and officials in councils, government departments and agencies. The thesis argues that transfer in Scotland was the product of local responses to two key developments. One was accumulated financial constraints; the other, particularly affecting partial transfer, was the use of financial and organisational incentives, secured with ministerial acquiescence. Although government was ultimately responsible for both developments, it neither planned nor anticipated their consequences; it was often iiprepared to respond to local initiatives, partial and whole; and it failed to understand or monitor the consequences. Most Scottsh councils ignored whole stock transfer in 1996, when it came to be actively promoted by Conservative poliicians. Paradoxically, while organisations representing institutional interests in council housing vocalised opposition to stock disposals, their constituent members took action to transfer ownership, with the conflcting values of local incumbents accommodated by stealth. Transfer was later legally structured, when an afterthought from English legislation accidentally turned power relations upside down, making ministerial consent conditional on demonstrating lack of tenant opposition. Senior officials played a consistently critical role in initiating, brokering, frustrating and nourishing local negotiations. This study demonstrates the particular significance of local action in policy-making, allowing transfer to emerge in response to wider constraints determined at the centre

Letter, Mary Taylor to Miriam Alburn [February 26, 1948]

Letter, Mary Taylor to Miriam Alburnhttps://repository.stcloudstate.edu/brainard-letters/1106/thumbnail.jp

Building the Beginnings of a Beautiful Partnership

The authors describe the process leading to, and the outcome of, their partnership to build and operate a 76,000 square foot public/ community college joint use library. Located in Westminster, Colorado, the College Hill Library serves a population of approximately 70,000 Westminster residents and 6,000 Front Range Community College faculty and staff. The partnership began in 1994 to investigate the feasibility of building the facility, which opened in April 1998 and continues to be successful today. The authors provide information on the main points of the Intergovernmental Agreement to build and operate the facility and relate their experiences during the planning, construction, and initial year of operation of the library. They discuss issues relating to combining staff, automation systems, and collections as well as special challenges in publicizing the library to the community. An update on the current state of the partnership is provided by the current co-directors of the library.published or submitted for publicatio