title: Household credit to the poor and its impact on child schooling in peri-urban areas, Vietnam

authors: Doan, Tinh Thanh

subjects: school enrolment

abstract: This paper uses a novelty dataset of poor households in peri-urban areas in Vietnam to estimate impacts of small loans on child schooling. The Probit and Negative Binomial model estimates roughly indicate no strong evidence of the effect, especially of informal credit. Formal credit is likely to have positive impacts on child schooling, but its effect is not strong enough to be conclusive. The paper suggests that to obtain the target of sustainable poverty reduction, easing access to formal credit sources as well as exempting tuition and other school fees are necessary to keep poor children at schools longer.

text: Household credit to the poor and its impact on child schooling in peri-urban areas, Vietnam This paper uses a novelty dataset of poor households in peri-urban areas in Vietnam to estimate impacts of small loans on child schooling. The Probit and Negative Binomial model estimates roughly indicate no strong evidence of the effect, especially of informal credit. Formal credit is likely to have positive impacts on child schooling, but its effect is not strong enough to be conclusive. The paper suggests that to obtain the target of sustainable poverty reduction, easing access to formal credit sources as well as exempting tuition and other school fees are necessary to keep poor children at schools longer.

year: 2011-06

title: Reflective Kai-tiakitanga: Evaluation of a self-help acceptance and commitment therapy package for emotional eating behaviours

authors: de Hoedt Norgrove, Tadhg Conall

abstract: Obesity is a major health epidemic that, in spite of global efforts, continues to rise. One of the suspected causes of obesity is the prevalence of emotional eating. It is proposed that this emotional eating functions as a form of avoidance behaviour for negative affect and thoughts. Therefore, the goal of the present research was to explore the use of a self-help-based acceptance and commitment therapy (ACT) intervention as a means to decrease emotional eating and unhealthy eating behaviours. Eight participants completed a multiple baseline design with additional pre- and post-intervention measures. During this multiple baseline design, experiential avoidance and emotional eating behaviours were recorded. The participants completed the intervention over a period of three months. The focus of the intervention was to assist the participants in understanding the processes and concepts of acceptance and commitment therapy, as well as learning how to put these processes into practical application. Following the intervention, there was found to be a significant decrease in self-reported unhealthy eating behaviours and binge or compulsive eating, with additional decreases noted in experiential avoidance and psychological inflexibility. It is suggested that this decrease in binge eating could be the indirect result of the reduction of avoidance behaviour. These results provide promising support for the use of self-help-based ACT as a mechanism for the reduction of emotional eating behaviour, as well as other avoidance behaviours.

text: Reflective Kai-tiakitanga: Evaluation of a self-help acceptance and commitment therapy package for emotional eating behaviours Obesity is a major health epidemic that, in spite of global efforts, continues to rise. One of the suspected causes of obesity is the prevalence of emotional eating. It is proposed that this emotional eating functions as a form of avoidance behaviour for negative affect and thoughts. Therefore, the goal of the present research was to explore the use of a self-help-based acceptance and commitment therapy (ACT) intervention as a means to decrease emotional eating and unhealthy eating behaviours. Eight participants completed a multiple baseline design with additional pre- and post-intervention measures. During this multiple baseline design, experiential avoidance and emotional eating behaviours were recorded. The participants completed the intervention over a period of three months. The focus of the intervention was to assist the participants in understanding the processes and concepts of acceptance and commitment therapy, as well as learning how to put these processes into practical application. Following the intervention, there was found to be a significant decrease in self-reported unhealthy eating behaviours and binge or compulsive eating, with additional decreases noted in experiential avoidance and psychological inflexibility. It is suggested that this decrease in binge eating could be the indirect result of the reduction of avoidance behaviour. These results provide promising support for the use of self-help-based ACT as a mechanism for the reduction of emotional eating behaviour, as well as other avoidance behaviours.

year: 2019

title: Learning in later life: a bicultural perspective from Aotearoa/New Zealand

authors: Findsen, Brian

abstract: This article is concerned with how learning in later life has been constructed and practised by the two most numerous ethnic groups in Aotearoa/New Zealand, Pākėhā (Europeans) and Māori (Indigenous people). It is argued that learning is heavily influenced by historic features of interaction between these two groups; Pākehā as the dominant cultural and economic group and Māori as subordinate. While contemporary perspectives are necessarily interpreted in the light of historical trends and events, fresh interpretations of what constitutes biculturalism in this country allow for more nuanced understanding of possibilities for and obstacles to older adult learning/education. Themes from lifelong learning are analysed with special reference to older people’s learning, the consequences of Māori sovereignty on pedagogy and trends identified for older adult education. Two linked case studies of Pākehā and Māori older adult education in a New Zealand university are described to illustrate complexities and tensions in provision in a bicultural context.

text: Learning in later life: a bicultural perspective from Aotearoa/New Zealand This article is concerned with how learning in later life has been constructed and practised by the two most numerous ethnic groups in Aotearoa/New Zealand, Pākėhā (Europeans) and Māori (Indigenous people). It is argued that learning is heavily influenced by historic features of interaction between these two groups; Pākehā as the dominant cultural and economic group and Māori as subordinate. While contemporary perspectives are necessarily interpreted in the light of historical trends and events, fresh interpretations of what constitutes biculturalism in this country allow for more nuanced understanding of possibilities for and obstacles to older adult learning/education. Themes from lifelong learning are analysed with special reference to older people’s learning, the consequences of Māori sovereignty on pedagogy and trends identified for older adult education. Two linked case studies of Pākehā and Māori older adult education in a New Zealand university are described to illustrate complexities and tensions in provision in a bicultural context.

year: 2016