title: The use of firearms in intimate murder-suicide in Australia and New Zealand

authors: Barnes, Jo

subjects: murder-suicide

abstract: Although murder-suicide is relatively rare, the number of events per year is fairly constant and often occurs in the context of intimate or family relations. These intimate or familial murder-suicides are, in most cases, perpetrated by males who kill their female partners and/or children and are often preceded by incidents of domestic violence. This paper proposes that murder-suicide can be positioned at the extreme end of a continuum of violence. Using data from Australia and New Zealand for a period of twenty years from 1973¬1992, the article explores the use of firearms to show how domestic violence can culminate in tragic death.

text: The use of firearms in intimate murder-suicide in Australia and New Zealand Although murder-suicide is relatively rare, the number of events per year is fairly constant and often occurs in the context of intimate or family relations. These intimate or familial murder-suicides are, in most cases, perpetrated by males who kill their female partners and/or children and are often preceded by incidents of domestic violence. This paper proposes that murder-suicide can be positioned at the extreme end of a continuum of violence. Using data from Australia and New Zealand for a period of twenty years from 1973¬1992, the article explores the use of firearms to show how domestic violence can culminate in tragic death.

year: 2001

title: Editorial: Composition in the English/literacy classroom

authors: Locke, Terry

subjects: writing

abstract: The act of writing is a complex task. About that, there is almost complete agreement, whether you are a psychologist, a linguist, a socio-cultural theorist, a teacher, or a student battling with an assignment deadline and a blank page. For the emergent writer in the infant classroom, the challenge of communicating in writing is compounded by the sheer effort of transcription – remembering to put spaces between words, shaping upper and lower case letters, marking sentence boundaries with full stops, and representing words in your head as accurately spelled sequences of letters on the page. For the older writer, the complexity persists, though the challenges change. Although transcribing text onto paper or screen may be less effortful, understanding the expectations of the writing task and imagining the needs of the (implied) reader create different obstacles to effortless composition.

text: Editorial: Composition in the English/literacy classroom The act of writing is a complex task. About that, there is almost complete agreement, whether you are a psychologist, a linguist, a socio-cultural theorist, a teacher, or a student battling with an assignment deadline and a blank page. For the emergent writer in the infant classroom, the challenge of communicating in writing is compounded by the sheer effort of transcription – remembering to put spaces between words, shaping upper and lower case letters, marking sentence boundaries with full stops, and representing words in your head as accurately spelled sequences of letters on the page. For the older writer, the complexity persists, though the challenges change. Although transcribing text onto paper or screen may be less effortful, understanding the expectations of the writing task and imagining the needs of the (implied) reader create different obstacles to effortless composition.

year: 2007

title: Keynote address: Is there a distinctive Māori psychology?

authors: Durie, Mason

subjects: Maori

abstract: Many of the theoretical paradigms that underpin the study of psychology pay marginal attention to culture as a determinant of psychology.
While there are some aspects of human experience that are universal, patterns of thinking, feeling and behaving are by no means divorced from specific cultural influence. A challenge for Māori psychologists is to re-examine psychological theory from a Māori perspective. In attempting to identify the psychological distinctiveness underlying a Māori perspective, this paper has introduced marae encounters as a rich source of information within which distinctive psychological characteristics can be identified.

text: Keynote address: Is there a distinctive Māori psychology? Many of the theoretical paradigms that underpin the study of psychology pay marginal attention to culture as a determinant of psychology.
While there are some aspects of human experience that are universal, patterns of thinking, feeling and behaving are by no means divorced from specific cultural influence. A challenge for Māori psychologists is to re-examine psychological theory from a Māori perspective. In attempting to identify the psychological distinctiveness underlying a Māori perspective, this paper has introduced marae encounters as a rich source of information within which distinctive psychological characteristics can be identified.

year: 2003