title: The military as a distinct ethnic or quasi-ethnic identity in developing countries

authors: Zirker, Daniel

subjects: military

abstract: Culture, identity, and ethnicity are central to understanding political behavior and the complex questions of military behavior in developing countries. Drawing on distinctive military periods in Fiji, Pakistan, and Uganda, each of which exemplifies, respectively, the main elements of the three schools of thought regarding ethnicity—primordialist, instrumentalist, and constructivist—this study argues that the fundamental behavior patterns associated with ethnicity relate directly to the problems and promises of military establishments in developing countries. By recognizing and understanding the dynamics of the culture of identity, military establishments in new political systems may better understand their own ethnic or “quasi-ethnic” politics. As developing military establishments build a quasi-ethnic identity, this will reinforce the growth of nationalism, which, in an age of ethnicity, would seem to posit a direct threat to democracy.

text: The military as a distinct ethnic or quasi-ethnic identity in developing countries Culture, identity, and ethnicity are central to understanding political behavior and the complex questions of military behavior in developing countries. Drawing on distinctive military periods in Fiji, Pakistan, and Uganda, each of which exemplifies, respectively, the main elements of the three schools of thought regarding ethnicity—primordialist, instrumentalist, and constructivist—this study argues that the fundamental behavior patterns associated with ethnicity relate directly to the problems and promises of military establishments in developing countries. By recognizing and understanding the dynamics of the culture of identity, military establishments in new political systems may better understand their own ethnic or “quasi-ethnic” politics. As developing military establishments build a quasi-ethnic identity, this will reinforce the growth of nationalism, which, in an age of ethnicity, would seem to posit a direct threat to democracy.

year: 2006

title: No significant links between somatognosia, stereognosia, and hypermobility: sensory processing unlikely to drive common complaints in hypermobile population

authors: Hanzlíková, Ivana

subjects: Asymptomatic hypermobility

abstract: Background: Previous research has demonstrated impaired proprioception and poorer responses to tactile deep pressure, visual-tactile integration, and vestibular stimuli in individuals with generalized hypermobility, potentially leading to sensory processing issues. Therefore, we aimed to explore the influence of hypermobility on somatognosia and stereognosia. Methods: Forty-six participants were assessed using the Beighton score and categorized into three groups: non-hypermobile (n = 20), symptomatic hypermobile (n = 13), and asymptomatic hypermobile (n = 13). Somatognosia was evaluated using the shoulder width test in the vertical plane and pelvic width test in the vertical and horizontal planes. Stereognosia was assessed with Petrie’s test. Spearman’s rank correlation coefficient was examined the relationship between the Beighton score and measures of somatognosia and stereognosia. An unpaired t-test was used to compare variables between hypermobile (both symptomatic and asymptomatic) and non-hypermobile individuals, while a one-way ANOVA was used to compare data between the three groups. Results: No significant relationship was observed between Beighton scores and measures of somatognosia and stereognosia. The t-test revealed no statistically significant differences between hypermobile and non-hypermobile groups in the shoulder width, two pelvic widths, and Petrie’s tests (all p ≥ 0.105). Similarly, one-way ANOVA showed no statistically significant differences between the three groups across these tests (all p ≥ 0.177). Conclusions: The results indicate that somatognosia and stereognosia are not significantly related to the Beighton score and do not significantly differ between the groups studied. These sensory processing functions are unlikely to contribute to the common complaints reported by hypermobile individuals. Clinical trial number: Not applicable.

text: No significant links between somatognosia, stereognosia, and hypermobility: sensory processing unlikely to drive common complaints in hypermobile population Background: Previous research has demonstrated impaired proprioception and poorer responses to tactile deep pressure, visual-tactile integration, and vestibular stimuli in individuals with generalized hypermobility, potentially leading to sensory processing issues. Therefore, we aimed to explore the influence of hypermobility on somatognosia and stereognosia. Methods: Forty-six participants were assessed using the Beighton score and categorized into three groups: non-hypermobile (n = 20), symptomatic hypermobile (n = 13), and asymptomatic hypermobile (n = 13). Somatognosia was evaluated using the shoulder width test in the vertical plane and pelvic width test in the vertical and horizontal planes. Stereognosia was assessed with Petrie’s test. Spearman’s rank correlation coefficient was examined the relationship between the Beighton score and measures of somatognosia and stereognosia. An unpaired t-test was used to compare variables between hypermobile (both symptomatic and asymptomatic) and non-hypermobile individuals, while a one-way ANOVA was used to compare data between the three groups. Results: No significant relationship was observed between Beighton scores and measures of somatognosia and stereognosia. The t-test revealed no statistically significant differences between hypermobile and non-hypermobile groups in the shoulder width, two pelvic widths, and Petrie’s tests (all p ≥ 0.105). Similarly, one-way ANOVA showed no statistically significant differences between the three groups across these tests (all p ≥ 0.177). Conclusions: The results indicate that somatognosia and stereognosia are not significantly related to the Beighton score and do not significantly differ between the groups studied. These sensory processing functions are unlikely to contribute to the common complaints reported by hypermobile individuals. Clinical trial number: Not applicable.

year: 2025

title: Raising Māori Medium Students' Academic Oral Language Proficiency Through Self and Peer Assessment

authors: Shandley, Rosina Mary

subjects: Māori Medium Education

abstract: In 2012 there were 24,474 year 1 to 8 students being educated in the range of Māori medium bilingual and immersion programmes that exist throughout Aotearoa. This figure made up 25% of the total primary school population.

To ensure the survival of te reo Māori, and the cognitive advantages associated with bilingualism, Māori medium students need to reach a high level of proficiency in both the English and Māori languages over their time at school. They need to develop their language skills beyond basic conversational competency to academic language proficiency.

As well as academic success, Māori medium whānau expect their students to gain a level of competence in te reo Māori that enables them to actively engage in authentic Māori cultural contexts. This is crucial as the interruption to the intergenerational transfer of te reo Māori caused by colonisation means that today Māori medium graduates make up the main pool of speakers who can transmit our language into the future.

Substantial research has evidenced effective pedagogies for supporting students’ second language acquisition internationally. However, to date there have been no empirical studies to evidence effective second language pedagogies that can raise Māori medium students’ academic language in particular. This study aimed to bridge that gap by providing evidence of effective classroom practices that can raise Māori medium students’ academic language proficiency, with a particular focus on oral language competency.

This action research project aimed to raise a group of Māori medium students’ academic oral language proficiency through the practice of self and peer assessment. The participants were a group of eight year 5 and 6 students being educated in a level one Māori medium classroom in a mainstream school in Southland, New Zealand.

Over the 20 weeks of the study the students used a newly developed language matrix of writing outcomes to self and peer assess their learning in their literacy programme. The quantitative and qualitiative results of the study revealed that the confluence of self and peer assessment practices and the new language scaffolds raised the students’ academic oral and written language competency significantly beyond what was normally expected in a Māori medium programme in 20 weeks.

The study findings provide an option for those teachers wishing to develop their Māori medium students’ academic Māori language proficiency. The study also highlights the need for further research into Māori language acquisition pathways, to inform Māori medium oral language progressions and associated assessment development.

text: Raising Māori Medium Students' Academic Oral Language Proficiency Through Self and Peer Assessment In 2012 there were 24,474 year 1 to 8 students being educated in the range of Māori medium bilingual and immersion programmes that exist throughout Aotearoa. This figure made up 25% of the total primary school population.

To ensure the survival of te reo Māori, and the cognitive advantages associated with bilingualism, Māori medium students need to reach a high level of proficiency in both the English and Māori languages over their time at school. They need to develop their language skills beyond basic conversational competency to academic language proficiency.

As well as academic success, Māori medium whānau expect their students to gain a level of competence in te reo Māori that enables them to actively engage in authentic Māori cultural contexts. This is crucial as the interruption to the intergenerational transfer of te reo Māori caused by colonisation means that today Māori medium graduates make up the main pool of speakers who can transmit our language into the future.

Substantial research has evidenced effective pedagogies for supporting students’ second language acquisition internationally. However, to date there have been no empirical studies to evidence effective second language pedagogies that can raise Māori medium students’ academic language in particular. This study aimed to bridge that gap by providing evidence of effective classroom practices that can raise Māori medium students’ academic language proficiency, with a particular focus on oral language competency.

This action research project aimed to raise a group of Māori medium students’ academic oral language proficiency through the practice of self and peer assessment. The participants were a group of eight year 5 and 6 students being educated in a level one Māori medium classroom in a mainstream school in Southland, New Zealand.

Over the 20 weeks of the study the students used a newly developed language matrix of writing outcomes to self and peer assess their learning in their literacy programme. The quantitative and qualitiative results of the study revealed that the confluence of self and peer assessment practices and the new language scaffolds raised the students’ academic oral and written language competency significantly beyond what was normally expected in a Māori medium programme in 20 weeks.

The study findings provide an option for those teachers wishing to develop their Māori medium students’ academic Māori language proficiency. The study also highlights the need for further research into Māori language acquisition pathways, to inform Māori medium oral language progressions and associated assessment development.

year: 2013