Constructions of welfare recipients and work in New Zealand newspapers : an examination of discourse and policy : a thesis presented in fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, New Zealand

This paper drew from discursive psychology and Foucauldian discourse analysis to analyse and critique constructions of welfare, its recipients and proposed policies as they were discussed in 200 New Zealand newspaper accounts published between 2005 and 2014. Analysis identified three dominant discursive formations related to welfare and work in the media accounts: the culture of dependence, carrot-stick discourse and work as a panacea. Media accounts were examined for stereotypical constructions of welfare recipients to reveal the promotion of particular social positions, attributions of blame and practices. Media accounts of proposed welfare policies that drew from these discursive formations were similarly examined to demonstrate the potential for media constructions to inform policy changes. Media accounts that resisted the dominant discursive formations were examined for alternative accounts of welfare recipients, work and policy. The dominant discursive formations were demonstrated to rest on a neoliberal social framework that promoted the interests of dominant social groups and shifted blame off an unequal society and economic structure onto welfare recipients. These findings demonstrate a need to increase the representation of welfare recipients’ interests through research exploring their lived experiences of dependence and the continued critique of existing social and power structures

A feasibility study investigating the practical utility of a dietary assessment tool for use with babies and toddlers, and the potential use within Childsmile

Dental caries is a socially patterned disease, most affecting the lower socio-economic sub-groups of a population. It is thought that prevention of the disease in early childhood can have a long-lasting effect on reducing the risk of caries experience throughout life. One of the risk factors in the aetiology of caries is the amount of sugar-containing foods and drinks consumed, and frequency of intake. Childsmile is an oral health improvement programme for young children living in Scotland, and amongst its other prevention strategies, dietary intervention is considered important to reduce the quantity and frequency of sugar intake in a child’s diet, establishing healthy habits, and good dental and general health. This study aimed to develop and pilot a dietary assessment tool for use in very young children, as a means of monitoring and facilitating dietary behaviour improvement, and/or as an evaluation tool within a research study. A three-day diet diary was developed for parents to collect data on the dietary behaviour of children aged between six and 18 months. It was piloted in Dumfries and Galloway, by 37 families recruited via their health visitor, and visited at their homes by the researcher. Socio-economic, weaning and feeding data were collected by interview. Verbal instructions were given on the process of completing the diary. When collecting the completed diary, a feedback discussion was conducted. Participants were invited to subsequent focus groups to discuss their involvement in the study. Despite challenges with recruitment, there was a high rate of participant acceptance and compliance. The diaries were completed to a standard of sufficient quality to extract detailed data about feeding habits, allowing identification of behaviours considered of risk in the aetiology of caries. No obvious difference was found in data quality obtained from participants of different socio-economic status (comparing deprivation, education and occupation measures). The diet diary was considered suitable for use in this age-group, with potential use in older children with minor modifications. The practicalities of the diary administration could be incorporated into Childsmile home or dental surgery visits. However, engagement with parents with low literacy levels and those in hard-to-reach subgroups may be more challenging

Teachers’ Lived Experiences Nurturing the Development of Self-Regulated Learning to Address Academic Outcomes for High School Students with Low Reading Achievement: A Phenomenological Study

The purpose of this transcendental phenomenological study was to examine teachers’ lived experiences nurturing the development of self-regulated learning to address academic outcomes for high school students with low reading achievement. The two conceptual frameworks that guided this study were Zimmerman’s self-regulated learning, derived from Bandura’s social cognitive theory, and Duke and Cartwright’s active view of reading. These frameworks both provided contributing factors of self-regulatory skills for improved learning and reading outcomes. The research method used for this study was qualitative, and the design was transcendental phenomenology. Using the qualitative method gave a voice to the participants’ lived experiences. It captured their in-depth accounts through semi-structured interviews, teachers’ letters of advice, and focus groups. The study included 10 participants, certified in general or special education, who worked with high school students with a reading disability. The development of themes emerged using the data analysis processes outlined by Moustakas and yielded five themes: (a) challenges, (b) building relationships, (c) differentiated instruction, (d) fostering motivation and engagement, and (e) strategy instruction. The results indicated that the participants helped high school students with low reading achievement develop self-regulated learning by building relationships, making content accessible, and giving choices to demonstrate knowledge and teaching strategies, all of which aided high school students in using self-regulatory skills for improved academic performance

Interpersonal contact and intergroup relations: the impact of interracial friendship and group identity on intergroup relationships among middle school students

textUsing a survey of middle schools students from four ethnically diverse schools, this study examined whether intergroup attitudes and behavior were influenced by interpersonal contact. Based on the contact theory, it was predicted that casual contact, as defined by racial proportions within the school, and true interpersonal contact, as defined by close friendships, would positively influence perceptions of and actions toward other ethnic groups. It was suggested that this relationship would indicate that contact had generalized the meaning of an interpersonal interaction to one of meaning for the larger group. It was further hypothesized, based on social identity theory and an intergroup process model proposed by Brewer and Miller (1984), that this relationship would be influenced by identity group salience, or the strength of a student's identity coupled with the degree to which the student perceived negative group attention in the environment. If identity group salience was strong, then this relationship would be weak. Results of this study indicate that having close cross race friendships is related to positive intergroup attitudes and behavior. In addition, group identity salience did not moderate the relationship between interpersonal contact and intergroup relations, but influenced positive intergroup behavior more than did cross race close friendships. These findings are discussed in terms of ways to structure cross-race interactions in schools to positively influence intergroup relations, and how future research might focus on the intergroup experience of multiple races.Educational Psycholog

Effect of music education on early adolescents\u27 adaptive skills, health-enhancing behaviors, and self-efficacy

The present study investigated the relationship between early adolescents\u27 participation in middle school music programming and behavioral and emotional functioning. Specifically, the association between students\u27 music involvement and the practice of certain healthy behaviors (diet, exercise, seatbelt use, helmet use, and sleep), adaptive skills (interpersonal relations, relationship with parents, self-esteem, and self-reliance) as well as levels of self-efficacy was examined. Based upon previous research demonstrating positive effects of participation in extracurricular activities on the above mentioned constructs, it was hypothesized that similar findings would emerge for those students involved in school-based music programs. The development of health behaviors, adaptive behaviors, and high levels of self-efficacy are thought to be important in preventing and intervening with many of the obstacles youth face educationally, behaviorally, and emotionally. Participants included 207 fifth through eighth grade students from two school districts in Western Massachusetts. Specifically, members of the school music program (band, choir) and a group of their peers who did not participate in the school music program were assessed. All participants completed a demographic questionnaire as well as the following battery of instruments: the Health-enhancing Behaviors Index, the Behavior Assessment System for Children, Second Edition, and the Self-efficacy Scale. Results suggested that students involved in music programming significantly differed in relation to their health behaviors, with music students reporting higher levels of health-enhancing behaviors than non-music students for one school. Groups did not differ in regards to their self-reported levels of adaptive behaviors or self-efficacy. Further, gender, as well as length and breadth of music participation did not appear to contribute to the significant differences in health-enhancing behavior scores. Limitations to the current study and recommendations for future research are discussed as they pertain to music education and adolescent wellness

Stroke Severity Affects Timing: Time From Stroke Code Activation to Initial Imaging is Longer in Patients With Milder Strokes.

Optimizing the time it takes to get a potential stroke patient to imaging is essential in a rapid stroke response. At our hospital, door-to-imaging time is comprised of 2 time periods: the time before a stroke is recognized, followed by the period after the stroke code is called during which the stroke team assesses and brings the patient to the computed tomography scanner. To control for delays due to triage, we isolated the time period after a potential stroke has been recognized, as few studies have examined the biases of stroke code responders. This code-to-imaging time (CIT) encompassed the time from stroke code activation to initial imaging, and we hypothesized that perception of stroke severity would affect how quickly stroke code responders act. In consecutively admitted ischemic stroke patients at The Mount Sinai Hospital emergency department, we tested associations between National Institutes of Health Stroke Scale scores (NIHSS), continuously and at different cutoffs, and CIT using spline regression, t tests for univariate analysis, and multivariable linear regression adjusting for age, sex, and race/ethnicity. In our study population, mean CIT was 26 minutes, and mean presentation NIHSS was 8. In univariate and multivariate analyses comparing CIT between mild and severe strokes, stroke scale scores4

From John Lee to John Gottman: Recognizing Intra- and Interpersonal Differences to Promote Marital Satisfaction

Since Extension agents work with a variety of families, there is a desperate need to further our understanding of how to educate diverse communities on a familyrelated topic. Focused on assisting those teaching marital education to a diverse population, this study attempts to understand how individual differences impact relationship satisfaction and marital communication. Based on John Gottman’s research on marital communication and John Lee’s six love styles, 653 participants completed a survey to further understanding of the relationship between inter- and intrapersonal variables. Results revealed that marital communication and love styles accounted for 54.6% of the variance in marital satisfaction regardless of difference in demographics. Results of this study provide a resource for educators and practitioners to use with diverse clientele, while also emphasizing the need to understand both intra- and interpersonal variables when working with families

Revised Accounting For Business Combinations

The Financial Accounting Standards Board (FASB) has recently issued Statement of Financial Accounting Standards No. 141 (Revised 2007) Business Combinations. The object of this Statement is to improve the relevance, representational faithfulness, and comparability of reported information about a business combination and its effects. This Statement replaces FASB Statement No. 141, but retains the fundamental requirements that the acquisition method of accounting (previously called the purchase method) be used for all business combinations. Some of the changes related to the accounting for business combinations as a result of the new requirements are discussed and illustrated below