Search results

The purpose of this paper is to trace the implementation of biculturalism in the New Zealand Playcentre Federation between 1989, when a public commitment to The Treaty of Waitangi was made, and 2011, when Tiriti-based co-presidents were elected.

The data were drawn from the Playcentre Journal and papers from Playcentre National meetings, as well as from the author's experience as a Pākehā participating in Playcentre. The events are analysed using democratic theory.

Despite a willingness to encompass biculturalism, the processes of democracy as originally enacted by Playcentre hindered changes that allowed meaningful rangatiratanga (self-determination) by the Māori people within Playcentre. The factors that enabled rangatiratanga to gain acceptance were: changing to consensus decision making, allowing sub groups control over some decisions, and the adult education programme. These changes were made only after periods of open conflict. The structural changes that occurred in 2011 were the result of two decades of persistence and experimentation to find a way of honouring Te Tiriti within a democratic organisation.

The findings suggest that cultural pluralism within a liberal democratic organisation is best supported with an agonistic approach, where an underlying consensus of world view is not assumed but instead relies on a commitment by the different cultures to retaining the political association within the structure of the organisation.

Many organisations in New Zealand, especially in education, struggle to implement biculturalism, and the findings of this study could be useful for informing policy in such organisations. This history of Playcentre continues from where previous histories finished.

This study explored perspectives of secondary social studies teachers, who reported using live media broad-casts to engage students in an examination of terrorism on 9/11. Specifically, this study queried these teachers’ perceptions of preparedness on 9/11 to engage it as a learning event. Respondents (N=29) in one Mid-Atlantic state who were teaching in secondary social studies classrooms on September 11, 2001 (9/11), were asked to reflect on their level of preparedness to adapt and implement real-time teaching to address unfolding events. A Wilcoxon Signed Ranks Test for matched pairs revealed that respondents’ current perceptions of self-efficacy to teach about an unfolding terrorist act were positively modified by their experiences teaching about terrorism on 9/11 [Z = -4.507, p <.001 (two tailed)]. Respondents reported gains in confidence to teach about terrorism because of their teaching experiences on 9/11. Results add to the small knowledge base on the topic, even as they highlight the need for further research on the classroom response to 9/11.

The purpose of this paper is to provide a profile of Suzanne Rogerson.

Suzanne provides a short summary of her life and is then interviewed by Jerome.

Suzanne tells us about the suicide of her father and how for years she was unable to discuss this, before discovering she was probably suffering from complicated grief.

Single case studies are just that. One person’s story. However they offer us insights into suffering that cannot be glimpsed from large research studies.

The stigma attached to suicide means that people often avoid talking about it. The surviving relative is thus left to carry this enormous burden on their own.

Suzanne draws attention to the documentary made by Professor Green, about his attempts to understand what made his own father take his life. Programmes like this can help demystify the issues surrounding suicide.

People sometimes dismissively talk about psychology students choosing the subject as they want to understand themselves and their own pathology. For Suzanne this was a liberating process.

There is an immense public health concern about the effects of binge drinking across the Western world, in particular about British youth on holiday abroad. While existing UK research has shed some light on binge drinking and its consequences, this has largely been restricted to surveys. Therefore, an analysis of the social context of British youth and binge drinking abroad currently remains absent. This article attempts to fill that gap by offering an insight into the social context of binge drinking in a holiday resort in Ibiza. It is based on ethnographic fieldwork and makes use of one field note to highlight what Hunt and colleagues (2010) refer to as ‘important relationships between youth, pleasure and context’, to explore the social interactions of binge‐drinking British youth abroad.

The purpose of this paper is to present and an interview with Suzanne Doyle Morris, an author, academic, entrepreneur, international speaker and accredited executive coach specialising in strategic career development and leadership coaching for high‐potential executive women.

The paper takes the form of an interview with Suzanne Doyle Morris her views on encouraging women in the workplace.

The paper reveals that, in Suzanne Doyle Morris's view, one of the strategies that companies can use to reward high performing women is to offer coaching. Also they could not limiting high profile jobs to those that are willing to work full time.

This is interview provides insights into how companies can encourage women workers to achieve more in the workplace.

Objective: to find out more about older men's experience of social activities including their preferences for creating and maintaining satisfying social connections and to identify barriers and enablers to their participation in social activities.Method: men aged 65 and older living in Central Sydney Area Health Service (CSAHS) were recruited for five focus groups (n=29). The men were asked about their experience of social interaction, with the transcripts of the groups analysed thematically.Results: retirement, health changes, divorce, widowhood and changing personal relationships challenged social well‐being. Strategies employed to combat these challenges included: a positive attitude, physical and mental activity and involvement in meaningful activities. Participants outlined their preferences for socialising within activities and suggested these differed from women's.Conclusion: activities that men saw as meaningful helped them cope with challenging events. Older men have preferred ways of maintaining social well‐being and constructing social networks that may be influential in developing services.

Using Climbing Lincoln’s Steps- The African American Journey by Suzanne Slade and illustrated by Colin Bootman gives teachers the opportunity to implement a research based lesson plan that integrates reading and the arts into Social Studies. Elementary students are exposed to the accomplishments of Abraham Lincoln and African American men and women from the past and present. Student knowledge is enhanced through the implementation of an author introduction, individual research, and the observation of historical videos and use of a website about Civil Rights icons. Students are assessed on their knowledge of a chosen historical figure by participating in a museum theatrical presentation. A comprehension quiz on the Slade text serves as a formal assessment for this lesson. The collaboration of students, teachers, and parents makes this lesson a rewarding learning experience.