title: What's news? Encounters with news in everyday life: A study of behaviours and attitudes

authors: Cunningham, Sally Jo

subjects: computer science

abstract: As the news landscape changes, for many users the nature of news itself is changing as well. Insights into the changing news behaviour of users can inform the design of access tools and news archives. We analysed a set of 35 autoethnographies of news encounters, created by students in New Zealand. These comprise rich descriptions of the news sources, modalities, topics of interest, and news ‘routines’ by which the students keep in touch with friends and maintain awareness of personal, local, national, and international events. We explore the implications of these insights into news behaviour for digital news systems.

text: What's news? Encounters with news in everyday life: A study of behaviours and attitudes As the news landscape changes, for many users the nature of news itself is changing as well. Insights into the changing news behaviour of users can inform the design of access tools and news archives. We analysed a set of 35 autoethnographies of news encounters, created by students in New Zealand. These comprise rich descriptions of the news sources, modalities, topics of interest, and news ‘routines’ by which the students keep in touch with friends and maintain awareness of personal, local, national, and international events. We explore the implications of these insights into news behaviour for digital news systems.

year: 2016

title: Evidence-based interventions for primary-aged children exhibiting externalising behaviours: A systematic literature review

authors: Powell, Gina

abstract: Background: Externalising disorders (EDs) are among the most common behavioural problems in childhood, with disruptive behaviours in Aotearoa New Zealand schools recently identified as a major concern. Despite widespread implementation of interventions, uncertainty remains about their effectiveness and alignment with developmental theory. 

Objectives: This systematic review aimed to evaluate the effectiveness of interventions for primary-aged children (5–14 years) exhibiting EDs, assess the certainty of evidence, examine moderating factors of intervention outcomes, and consider implications for practice in the Aotearoa context. 

Methods: Following PRISMA 2020 guidelines, eight databases and trial registries were searched. Eligible studies were randomised controlled trials (RCTs) of interventions targeting EDs in primary-aged children. Risk of bias was assessed using the Cochrane RoB 2.0 tool, and findings were synthesised narratively given heterogeneity across interventions and outcomes. 

Results: Twenty-three RCTs met inclusion criteria, yielding 148 outcome measures. The majority (77.7%) were at high risk of bias, largely due to reliance on unblinded raters, insufficient reporting, and baseline imbalances. Sensitivity analyses excluding very low-certainty studies left only 17 outcomes, of which eight were rated as high certainty. Behavioural outcomes were heavily over-represented (67.5%), with relational and environmental outcomes underexplored. Moderator analyses indicated that interventions targeting single subgroups produced more favourable outcomes than multisystem approaches, though overall evidence quality limited confidence in these findings. 

Conclusions: Current RCT evidence for ED interventions in primary-aged children is of low quality, restricting firm conclusions about effectiveness. The imbalance in outcome domains and mechanisms suggests an overemphasis on behaviourist approaches at the expense of relational and ecological factors. High-quality, large-scale RCTs are urgently needed, particularly those addressing classroom environments, relational mechanisms, and culturally grounded approaches relevant to Aotearoa. 

Registration: The protocol for this review was registered with the Open Science Framework (OSF). https://osf.io/9afzx/

text: Evidence-based interventions for primary-aged children exhibiting externalising behaviours: A systematic literature review Background: Externalising disorders (EDs) are among the most common behavioural problems in childhood, with disruptive behaviours in Aotearoa New Zealand schools recently identified as a major concern. Despite widespread implementation of interventions, uncertainty remains about their effectiveness and alignment with developmental theory. 

Objectives: This systematic review aimed to evaluate the effectiveness of interventions for primary-aged children (5–14 years) exhibiting EDs, assess the certainty of evidence, examine moderating factors of intervention outcomes, and consider implications for practice in the Aotearoa context. 

Methods: Following PRISMA 2020 guidelines, eight databases and trial registries were searched. Eligible studies were randomised controlled trials (RCTs) of interventions targeting EDs in primary-aged children. Risk of bias was assessed using the Cochrane RoB 2.0 tool, and findings were synthesised narratively given heterogeneity across interventions and outcomes. 

Results: Twenty-three RCTs met inclusion criteria, yielding 148 outcome measures. The majority (77.7%) were at high risk of bias, largely due to reliance on unblinded raters, insufficient reporting, and baseline imbalances. Sensitivity analyses excluding very low-certainty studies left only 17 outcomes, of which eight were rated as high certainty. Behavioural outcomes were heavily over-represented (67.5%), with relational and environmental outcomes underexplored. Moderator analyses indicated that interventions targeting single subgroups produced more favourable outcomes than multisystem approaches, though overall evidence quality limited confidence in these findings. 

Conclusions: Current RCT evidence for ED interventions in primary-aged children is of low quality, restricting firm conclusions about effectiveness. The imbalance in outcome domains and mechanisms suggests an overemphasis on behaviourist approaches at the expense of relational and ecological factors. High-quality, large-scale RCTs are urgently needed, particularly those addressing classroom environments, relational mechanisms, and culturally grounded approaches relevant to Aotearoa. 

Registration: The protocol for this review was registered with the Open Science Framework (OSF). https://osf.io/9afzx/

year: 2025

title: A critical analysis of Section 27 of the Sentencing Act (2002)

authors: Oakley, Tara Joan

subjects: Section 27

abstract: This thesis analyses the effectiveness of Section 27 of the Sentencing Act (2002) in achieving its primary objective of addressing the high rate of Māori incarceration. This problem largely stems from the destruction of Māori culture through colonisation and is held in place by systemic and institutional racism in the contemporary context. Theoretically, Section 27 provides a mechanism to off-set the societal dislocation and disadvantage Māori have experienced as a result of colonialism, crime control policies and urbanisation.

Analysis of the operational reality of Section 27 focused on the following questions:
•	Is Section 27 being utilised as intended by legislation?
•	What are the underlying rationale and reasons why the Section is utilised by Court officials?
•	What are the underlying rationale and reasons why the Section is not utilised by Court officials?
•	What changes to legislation, policy or institutional practice are required to enhance the use of Section 27?
The research involved qualitative interviews of eight lawyers from two different geographic locations in New Zealand, and four cultural consultants (those employed to write professional Section 27 reports). Their responses were analysed and grouped into three different themes: benefits, barriers, and improvement to legislation and practice.  

Major findings of the research include positive outcomes such as improved community re-engagement for offenders and improved sentencing outcomes. On the other hand, however, there is an inconsistency of use of Section 27, as well as a variable impact when it is used during the sentencing process. This inconsistency appears due to a lack of cultural knowledge and understanding within the court system. Thus, there is a need for cultural education of those working within the court system and for the development of a framework and guidelines.  For this to be imbedded as a consistent practice for use in sentencing decisions it needs to be backed up with adequate government funding and legislative and policy support.

text: A critical analysis of Section 27 of the Sentencing Act (2002) This thesis analyses the effectiveness of Section 27 of the Sentencing Act (2002) in achieving its primary objective of addressing the high rate of Māori incarceration. This problem largely stems from the destruction of Māori culture through colonisation and is held in place by systemic and institutional racism in the contemporary context. Theoretically, Section 27 provides a mechanism to off-set the societal dislocation and disadvantage Māori have experienced as a result of colonialism, crime control policies and urbanisation.

Analysis of the operational reality of Section 27 focused on the following questions:
•	Is Section 27 being utilised as intended by legislation?
•	What are the underlying rationale and reasons why the Section is utilised by Court officials?
•	What are the underlying rationale and reasons why the Section is not utilised by Court officials?
•	What changes to legislation, policy or institutional practice are required to enhance the use of Section 27?
The research involved qualitative interviews of eight lawyers from two different geographic locations in New Zealand, and four cultural consultants (those employed to write professional Section 27 reports). Their responses were analysed and grouped into three different themes: benefits, barriers, and improvement to legislation and practice.  

Major findings of the research include positive outcomes such as improved community re-engagement for offenders and improved sentencing outcomes. On the other hand, however, there is an inconsistency of use of Section 27, as well as a variable impact when it is used during the sentencing process. This inconsistency appears due to a lack of cultural knowledge and understanding within the court system. Thus, there is a need for cultural education of those working within the court system and for the development of a framework and guidelines.  For this to be imbedded as a consistent practice for use in sentencing decisions it needs to be backed up with adequate government funding and legislative and policy support.

year: 2020