title: Small islands and global action: Coming of age in global change

authors: Shameem, Aly

abstract: This study aims at advancing theoretical understanding of the role of small island developing states (SIDS) in contemporary international relations (IR). It does this by examining their interaction between, participation in, and contribution to, IR within the framework of the UN. The literature on small states in IR was reviewed, in order to develop a conceptual framework for critiquing the small states paradigm, which is based on realist theory. This paradigm views the role of small states in IR as determined by inherent internal factors (physical size and capacity to act) and prescribes them as being insignificant and passive actors in IR. 
Contrary to the small states paradigm, a review of literature showed SIDS to be highly visible and proactive in IR in recent times. Thus, the research question the thesis pursued was: How can the small states paradigm in IR be strengthened to better explain the rising importance of the role of SIDS in contemporary IR? The literature review also suggested a proposition for testing empirical research: that external factors outside states are facilitative of the proactive and contributory behaviour of small states in IR. 
Two case studies of the role of SIDS in UN negotiations were selected to assess the extent to which they may have been influential on outcomes: Law of the Sea and Climate Change. The role SIDS played in the negotiations for each case was explored through analysis of relevant documents and interviews with diplomatic and resource persons from a selection of participating SIDS. 
Results strongly suggest that external factors are instrumental in facilitating proactive and influential behaviour of SIDS in these two UN negotiations. The key external factors numbered 18 and were grouped into the following dimensions: developments, events, trends, issues, circumstances and actors. 
These results call for revising the small states paradigm, so that it includes external factors as explanatory variables for the proactive and contributory behaviour of small states. Thus, external factors were added to the paradigm as open-sky dimensions which, unlike closed-ground dimensions (internal factors), are dynamic, flexible, optimistic and open elements (like the sky), and thus provide far wider potential or opportunities for small states in IR.

text: Small islands and global action: Coming of age in global change This study aims at advancing theoretical understanding of the role of small island developing states (SIDS) in contemporary international relations (IR). It does this by examining their interaction between, participation in, and contribution to, IR within the framework of the UN. The literature on small states in IR was reviewed, in order to develop a conceptual framework for critiquing the small states paradigm, which is based on realist theory. This paradigm views the role of small states in IR as determined by inherent internal factors (physical size and capacity to act) and prescribes them as being insignificant and passive actors in IR. 
Contrary to the small states paradigm, a review of literature showed SIDS to be highly visible and proactive in IR in recent times. Thus, the research question the thesis pursued was: How can the small states paradigm in IR be strengthened to better explain the rising importance of the role of SIDS in contemporary IR? The literature review also suggested a proposition for testing empirical research: that external factors outside states are facilitative of the proactive and contributory behaviour of small states in IR. 
Two case studies of the role of SIDS in UN negotiations were selected to assess the extent to which they may have been influential on outcomes: Law of the Sea and Climate Change. The role SIDS played in the negotiations for each case was explored through analysis of relevant documents and interviews with diplomatic and resource persons from a selection of participating SIDS. 
Results strongly suggest that external factors are instrumental in facilitating proactive and influential behaviour of SIDS in these two UN negotiations. The key external factors numbered 18 and were grouped into the following dimensions: developments, events, trends, issues, circumstances and actors. 
These results call for revising the small states paradigm, so that it includes external factors as explanatory variables for the proactive and contributory behaviour of small states. Thus, external factors were added to the paradigm as open-sky dimensions which, unlike closed-ground dimensions (internal factors), are dynamic, flexible, optimistic and open elements (like the sky), and thus provide far wider potential or opportunities for small states in IR.

year: 2005

title: Teacher understanding and management of students with anxiety in New Zealand primary schools

authors: Margon, Carla Lee

subjects: Psychology

abstract: New Zealand has increasing rates of anxiety with 1 in 5 young people meeting the diagnostic criteria for an anxiety disorder by the age of 19 (Ministry of Health, 2018). As of June 2023, over 666,000 children aged between 5 and 14 years old were diagnosed with anxiety, equating to 12.8% of the total population of New Zealand (Stats NZ, 2022). As these children are likely to be engaged in formal education, this study investigated teachers understanding and management of students with anxiety in New Zealand primary schools. Twenty-three teachers from three primary schools completed a questionnaire exploring their definitions of anxiety, the training and support they received, and their identification of the manifestations of anxiety in primary school students. Teachers were also asked about their perceptions of the impacts of COVID-19 on student anxiety. Results revealed that while teachers had a general understanding of anxiety and could identify mild and severe anxiety symptoms, they reported a lack of training and confidence in the area and could not consistently distinguish normal anxiety from excessive anxiety, often defining all anxiety to be a generally negative experience. This study provides a first look into teachers understanding of anxiety in New Zealand primary school students.

text: Teacher understanding and management of students with anxiety in New Zealand primary schools New Zealand has increasing rates of anxiety with 1 in 5 young people meeting the diagnostic criteria for an anxiety disorder by the age of 19 (Ministry of Health, 2018). As of June 2023, over 666,000 children aged between 5 and 14 years old were diagnosed with anxiety, equating to 12.8% of the total population of New Zealand (Stats NZ, 2022). As these children are likely to be engaged in formal education, this study investigated teachers understanding and management of students with anxiety in New Zealand primary schools. Twenty-three teachers from three primary schools completed a questionnaire exploring their definitions of anxiety, the training and support they received, and their identification of the manifestations of anxiety in primary school students. Teachers were also asked about their perceptions of the impacts of COVID-19 on student anxiety. Results revealed that while teachers had a general understanding of anxiety and could identify mild and severe anxiety symptoms, they reported a lack of training and confidence in the area and could not consistently distinguish normal anxiety from excessive anxiety, often defining all anxiety to be a generally negative experience. This study provides a first look into teachers understanding of anxiety in New Zealand primary school students.

year: 2023

title: Handbook of indigenous peoples' rights [Book review]

authors: Te Aho, Linda

abstract: This article reviews the book “Handbook of indigenous peoples' rights”, edited by Corinne Lennox and Damien

text: Handbook of indigenous peoples' rights [Book review] This article reviews the book “Handbook of indigenous peoples' rights”, edited by Corinne Lennox and Damien

year: 2016