title: The Effects of ECT upon simple visual reaction time and serial anticipation learning

authors: Saunders, Steven Arthur

abstract: A 2 x 3 analysis of variance design with repeated measures on the second factor (n = 10 in each group) was employed to assess the effects of ECT upon psychomotor speed and serial learning ability. The results revealed that ECT did not increase either simple reaction time or serial learning scores. These findings are interpreted to indicate:
 (a) that ECT does not reduce the psychomotor retardation found in psychiatric patients, and 
(b) that ECT alone does not facilitate learning

text: The Effects of ECT upon simple visual reaction time and serial anticipation learning A 2 x 3 analysis of variance design with repeated measures on the second factor (n = 10 in each group) was employed to assess the effects of ECT upon psychomotor speed and serial learning ability. The results revealed that ECT did not increase either simple reaction time or serial learning scores. These findings are interpreted to indicate:
 (a) that ECT does not reduce the psychomotor retardation found in psychiatric patients, and 
(b) that ECT alone does not facilitate learning

year: 1970

title: A collaborative community education model: Developing effective school-community partnerships

authors: Eames, Chris W.

abstract: Despite school-community partnerships having much potential to provide educational organisations with authentic teaching and learning opportuni- ties through community-based action projects, they remain under-utilised largely due to the structural constraints and pressures faced by teach- ers. This study helps ll a gap in scholarly discourse about the speci c ways in which school-community partnerships can effectively be developed by providing an in-depth account of an 18-month pilot project with the aim to develop a conservation education program (Kids Greening Taupo ̄) through a partnership structure in Aotearoa New Zealand. An evaluation of the pilot project was conducted using an ethnographic approach, which sought stakeholder perspectives about the program’s developmental pro- cess through an interpretive lens. Qualitative data were collected through participant observation, semi-structured interviews and document anal- ysis, and then thematically analysed. The ndings provided in this arti- cle illuminate stakeholder insights and perspectives about the structures established and processes utilised over the three broad stages of pro- gram planning, implementation and maintenance, and the resultant envi- ronmental initiatives and programs. Through this study, a Collaborative Community Education Model has emerged that may serve as a potential framework or starting point for those interested in creating a new school- community partnership or to modify an existing one.

text: A collaborative community education model: Developing effective school-community partnerships Despite school-community partnerships having much potential to provide educational organisations with authentic teaching and learning opportuni- ties through community-based action projects, they remain under-utilised largely due to the structural constraints and pressures faced by teach- ers. This study helps ll a gap in scholarly discourse about the speci c ways in which school-community partnerships can effectively be developed by providing an in-depth account of an 18-month pilot project with the aim to develop a conservation education program (Kids Greening Taupo ̄) through a partnership structure in Aotearoa New Zealand. An evaluation of the pilot project was conducted using an ethnographic approach, which sought stakeholder perspectives about the program’s developmental pro- cess through an interpretive lens. Qualitative data were collected through participant observation, semi-structured interviews and document anal- ysis, and then thematically analysed. The ndings provided in this arti- cle illuminate stakeholder insights and perspectives about the structures established and processes utilised over the three broad stages of pro- gram planning, implementation and maintenance, and the resultant envi- ronmental initiatives and programs. Through this study, a Collaborative Community Education Model has emerged that may serve as a potential framework or starting point for those interested in creating a new school- community partnership or to modify an existing one.

year: 2018

title: Cultural justice and ethics: From within

authors: Garner, Kerin

subjects: Maori

abstract: Where I eventually got a lot of support, awhi, aroha, was from the PPTA when I became a member of Te Huarahi and they helped to see me through the tears and the confusion. It wasn’t because I was Maori, it was because I was a human being. I think the process I have gone through is a process of becoming human, and becoming real in thinking; yes, my experience is valid. I’m not just Maori, I’m Pakeha too. I want both of them, I am both of them. I don’t have to get up and speak fluent Maori right now. Perhaps it will come. I hope it does because I want it to, and I’m going to work on it. But I do feel that people like me, and there are many of us, are not marginal. We are bridges between cultures. This diversity has to be acknowledged, honoured and respected.

text: Cultural justice and ethics: From within Where I eventually got a lot of support, awhi, aroha, was from the PPTA when I became a member of Te Huarahi and they helped to see me through the tears and the confusion. It wasn’t because I was Maori, it was because I was a human being. I think the process I have gone through is a process of becoming human, and becoming real in thinking; yes, my experience is valid. I’m not just Maori, I’m Pakeha too. I want both of them, I am both of them. I don’t have to get up and speak fluent Maori right now. Perhaps it will come. I hope it does because I want it to, and I’m going to work on it. But I do feel that people like me, and there are many of us, are not marginal. We are bridges between cultures. This diversity has to be acknowledged, honoured and respected.

year: 1993