Expectations of paternalism: welfare, corporate responsibility and HIV at South Africa’s mines

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Understanding Pasefika perceptions and experiences of the school system in Years 7 to 10 : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Palmerston North, New Zealand

Drawing on questionnaires and interviews of Pasefika students, their parents, and teachers, this case study provides an understanding of their perceptions and experiences of the school system in Years 7 to 10 within a family resource framework. Essentially, the financial, social and cultural resources available to Pasefika students within the context of their family's cultural capital, and their prior cognitive ability and non-cognitive dispositions have greater influence on their engagement and success at school than their culture or ethnicity. Respondents' suggestions for changes to enhance schooling and the social and educational needs of Pasefika students, including the support for a middle-school structure and provision of an extra year prior to NCEA qualifications, reiterate similar multivariate recommendations and findings of other studies

Private Violence, Public Wrongs, and the Responsibility of States

This Article will discuss the decisions of the Inter-American Court, comparing them with U.S. judicial decisions involving “state action” and private conduct. It will point out the evolution in international law from restraints on the exercise of state power, to the more generalized obligation of ensuring respect for human rights. This Article concludes that the American Convention provides guarantees for individual rights that are lacking in U.S. constitutional law

Dressmaking : how a clothing practice made girls in New Zealand, 1945 to 1965 : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University, Wellington, New Zealand

This thesis looks at domestic dressmaking to understand what the practice meant for practitioners beyond making garments. It focuses on New Zealand girls in the period from 1945 to 1965, when dressmaking was understood as a universal part of the female experience at home and school. Despite this assumption of ubiquity, little work has been done to document how dressmaking happened in homes and in schools and, more importantly, how it affected girls. The critical framework combines feminist historical and sociological thinking — including Bourdieu’s theories of habitus and cultural reproduction — with fashion studies, cultural studies, material culture and object studies. The methodology reflects this interdisciplinary approach by layering personal recollections gathered in 15 oral history interviews, with documentary evidence, image research, and object studies. This thesis argues that dressmaking offers a new lens through which to view female experience in New Zealand at that time. Dressmaking not only shaped appearance: it affected the allocation of space and time within households; it established and reinforced shopping behaviours; it created inter-generational bonds as women shared their skills within family groups; it maintained relationships within extended family groups as a source of hand-me-down clothing; and it offered the possibility of paid employment either within or outside the home. Beyond the home, dressmaking was part of girls’ school experience, used to prepare them for a prescribed femininity, but perceived as second-rate subject because of the strong association with domesticity. Dressmaking also offered girls and women a means of engaging with change — in fashions, fabrics, patterns, and tools. Memory, place, objects, and people combined to influence dressmaking practice. For some, dressmaking became ingrained as part of their identity and can be understood as habitus. The thesis shows how dressmaking shaped girls’ identities as much as dressmaking was used to shape garments

[Review] Roger Southall and Henning Melber, ed. (2009) A new scramble for Africa? Imperialism, investment and development

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Mixed Experiences: a study of the childhood narratives of mixed race people related to risks to their mental health and capacity for developing resilience

Background: The mixed race child population is growing proportionately faster than any other group. Whilst there is a body of research in this country, albeit small, that looks at the experiences of mixed race children, none of this research examines specifically the risks for mental health and the possibilities for developing resilience which may be related to growing up as a mixed race child. Methods: Twenty-one adults, recruited through the internet, were asked to reflect on their childhood experiences in relation to being mixed race. They were offered a choice of response methods. The majority chose to provide a written account. A thematic analysis was carried out, within a phenomenological framework. A further analysis was undertaken to assess whether risks to mental health or opportunities to develop resilience could be identified in the findings from the phenomenological analysis using known risk and resilience factors relating to the mental health of children and young people. Results: The data show that there are some additional risks to the mental health of mixed race young people. As well as difficulties experienced in establishing personal identity, they show that there are specific difficulties in secondary school and that young people of mixed race experience racism and prejudice from both black and white peers. The data indicate a capacity for building resilience, necessitated by their mixedness, linked to supportive families. Conclusions: The overarching findings from this study mirror many of those from other mixed race studies. However this study shows how mixed race young people may experience some additional risks to mental health which need to be understood and considered by professionals in health, social care, education and justice systems

Community-based social services: practical advice based upon lessons from outside the World Bank

The purpose of this paper is to gather information in both developed and developing countries, on design and delivery of community based social service initiatives. While the field is sufficiently new that best practice may not yet be fully identifiable, there are many initiatives funded by other governments, NGOs, and donor agencies, which taken along with acknowledged good practice from the industrialized world, can help task managers with the design of community-based social service projects.Street Children,Adolescent Health,Health Monitoring&Evaluation,Banks&BankingReform,Civil Society

Divine Protection Through Extraordinary Dangers During the Irish Rebellion in 1798

Excerpt: The Saviour of men frequently inculcated on his followers the duty of avoiding an over-anxious and distrustful disposition, and of confiding in the protecting and preserving care of our Heavenly Father. Are ·not five sparrows sold for two farthings, said he, and not one of them is forgotten before God, - one of them shall not fall on the ground without your Father. But the very hairs of your head are all numbered. Fear ye not, therefore, ye are of more value than many sparrows.https://digitalcommons.georgefox.edu/quakerbooks/1062/thumbnail.jp

What restrictions do Bayesian games impose on the value of information?

In a Bayesian game players play an unknown game. Before the game starts some players may receive a signal regarding the specific game actually played. Typically, information structures that determine different signals, induce different equilibrium payoffs.In zero-sum games the equilibrium payoff measures the value of the particular information structure which induces it. We pose a question as to what restrictions do Bayesian games impose on the value of information. We provide answers in two kinds of information structures: symmetric, where both players are equally informed, and one-sided where only one player is informed.value of information, zero-sum, information structure, partition, Beyesian game