Special Education 2000 : the implementation experience : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Social Policy at Massey University

Since 1877 the state has provided free, secular and compulsory education for most of the children of school age in New Zealand. In 1989 legislation was passed that gave the right to enrol and attend at the local school to all children. For more than one hundred years children with disabilities and special educational needs were supported in a piecemeal fashion. The influences and practices from the medical discourse often dominated their education and services when they were available. With the passage into law of a right to an education in the mainstream for all children the state accepted the responsibility for the full range of students with special educational needs. At the same time as passing into law the opportunities for these children the Fourth Labour Government was initiating major reforms in education administration. The Education Act 1989 made provision for the governance of schools by locally elected Boards of Trustees. In 1995 after a hiatus with no special education policy for an interval of almost six years the policy Special Education 2000 was announced. This policy programme was to complete the work of education reform commenced under Tomorrow's Schools. The feature of this was to be the shift in responsibility for the education of students with special educational needs from the Ministry of Education to local school Boards of Trustees. This study examines the experiences of a small group of stakeholders as they implement the policies of Special Education 2000. Four secondary school principals participated in interviews that complemented policy analysis as part of this study .The outcomes of implementation varied for the participants. For two of them the policies appeared to offer continuity and opportunity to extend school services for students with high and very high special educational needs. For the other two this was not the case and a redirection or cessation of services appeared to be the outcome of the new policies. The findings of this study pinpoint the issues arising from the selection of policy instruments to implement and achieve policy goals, difficulties are identified due to a mismatch between the two

The impact of freedom on fertility decline.

Although fertility decline often correlates with improvements in socioeconomic conditions, many demographers have found flaws in demographic transition theories that depend on changes in distal factors such as increased wealth or education. Human beings worldwide engage in sexual intercourse much more frequently than is needed to conceive the number of children they want, and for women who do not have access to the information and means they need to separate sex from childbearing, the default position is a large family. In many societies, male patriarchal drives to control female reproduction give rise to unnecessary medical rules constraining family planning (including safe abortion) or justifying child marriage. Widespread misinformation about contraception makes women afraid to adopt modern family planning. The barriers to family planning can be so deeply infused that for many women the idea of managing their fertility is not considered an option. Conversely, there is evidence that once family planning is introduced into a society, then it is normal consumer behaviour for individuals to welcome a new technology they had not wanted until it became realistically available. We contend that in societies free from child marriage, wherever women have access to a range of contraceptive methods, along with correct information and backed up by safe abortion, family size will always fall. Education and wealth can make the adoption of family planning easier, but they are not prerequisites for fertility decline. By contrast, access to family planning itself can accelerate economic development and the spread of education

Aspects of Fungal Metabolism

Sporophores of Daedalia quercina have bean shown to contain a mixture of tetracyclic triterpene acids. After esterification, methyl polyporenates B and C were isolated together with six labile esters. The most abundant of these was demonstrated to be ah half malonate ester and represents the first recorded isolation of such a compound. It has been called methyl methoxy-carbonylacetylqueroinate. Of the remaining five esters, three have been shown to be triterpene half malonate esters, one to be the acetate corresponding to methyl methoxycarbonylacetylquercinate and one to be a free hydroxy compound. The triterpene moiety in two of these latter malonate esters would appear to be the first reported examples of C32 triterpenes

Studies in Naturally-Occurring Plant Sesquiterpenoids

Part I of this thesis is concerned essentially with structure elucidations of naturally-occurring plant sesquiterpenoids. To this end, the utility of derivatization of certain functional groups has been investigated in Part II, in order that spectroscopic data may be supplemented and structure elucidation facilitated

Online vs. face-to-face discussions in a web-based research methods course for postgraduate nursing students : A quasi-experimental study

Background: Web-based technologies are increasingly being used to create modes of online learning for nurses but their effect has not been assessed in nurse education. Objectives: Assess whether participation in face-to-face discussion seminars or online asynchronous discussion groups had different effects on educational attainment in a webbased course. Design: Non-randomised or quasi-experimental design with two groups – students choosing to have face-to-face discussion seminars and students choosing to have online discussions. Setting: The Core Methods module of a postgraduate research methods course. Participants: All 114 students participating in the first 2 years during which the course teaching material was delivered online. Outcome: Assignment mark for Core Methods course module. Methods: Background details of the students, their choices of modules and assignment marks were collected as part of the routine course administration. Students’ online activities were identified using the student tracking facility within WebCT. Regression models were fitted to explore the association between available explanatory variables and assignment mark. Results: Students choosing online discussions had a higher Core Methods assignment mark (mean 60.8/100) than students choosing face-to-face discussions (54.4); the difference was statistically significant (t = 3.13, df = 102, p = 0.002), although this ignores confounding variables. Among online discussion students, assignment mark was significantly correlated with the numbers of discussion messages read (Kendall’s taub = 0.22, p = 0.050) and posted (Kendall’s taub = 0.27, p = 0.017); among face-to-face discussion students, it was significantly associated with the number of non-discussion hits in WebCT (Kendall’s taub = 0.19, p = 0.036). In regression analysis, choice of discussion method, whether an MPhil/PhD student, number of non-discussion hits in WebCT, number of online discussion messages read and number posted were associated with assignment mark at the 5% level of significance when taken singly; in combination, only whether an MPhil/PhD student (p = 0.024) and number of non-discussion hits (p = 0.045) retained significance. Conclusions: This study demonstrates that a research methods course can be delivered to postgraduate healthcare students at least as successfully by an entirely online method in which students participate in online discussion as by a blended method in which students accessing web-based teaching material attend face-to-face seminar discussions. Increased online activity was associated with higher assignment marks. The study highlights new opportunities for educational research that arise from the use of virtual learning environments that routinely record the activities of learners and tutors

Text analytics visualisation of Course Experience Questionnaire student comment data in science and technology

A version of the Course Experience Questionnaire (CEQ) has been included in the Graduate Careers Council of Australia national survey of university graduates from 1993 onward. In addition to the quantitative response items noted above, the CEQ also includes an invitation to respondents to write open-ended comments on the best aspects (BA) of their university course experience and those aspects most needing improvement (NI). <br /