title: Marriage Policy in the Philippines:  A Case Study in Agenda Setting

authors: Guzman, Emmanuel Avila

subjects: marriage policy

abstract: This thesis asks why there is no legal provision for divorce in the Philippines despite obvious public interest in change in this area of policy. It draws on the public policy theories of Sabatier (1988), Kingdon (1995) and Lukes (1974) in seeking to understand this situation. In so doing it gives attention to questions about the influence of relevant policy actors, the core belief systems behind competing policy positions, the relation of the Catholic Church in this policy issue, the power of the Church compared with groups advocating for the re-establishment of divorce, and the implications of this for the prevailing policy. Law reform initiatives to re-establish divorce have been kept off the government agenda as a consequence of the sustained exercise of influence by the Catholic Church on the government. This often hidden and indirect exercise of power has organized the divorce issue out of politics in the Philippines.  The lessons drawn here provide a deeper understanding of why some issues and not others come to be issues that are given attention by governments.

text: Marriage Policy in the Philippines:  A Case Study in Agenda Setting This thesis asks why there is no legal provision for divorce in the Philippines despite obvious public interest in change in this area of policy. It draws on the public policy theories of Sabatier (1988), Kingdon (1995) and Lukes (1974) in seeking to understand this situation. In so doing it gives attention to questions about the influence of relevant policy actors, the core belief systems behind competing policy positions, the relation of the Catholic Church in this policy issue, the power of the Church compared with groups advocating for the re-establishment of divorce, and the implications of this for the prevailing policy. Law reform initiatives to re-establish divorce have been kept off the government agenda as a consequence of the sustained exercise of influence by the Catholic Church on the government. This often hidden and indirect exercise of power has organized the divorce issue out of politics in the Philippines.  The lessons drawn here provide a deeper understanding of why some issues and not others come to be issues that are given attention by governments.

year: 2009

title: Utilizing piezovibrocone in marine soils at Tauranga Harbor, New Zealand

authors: Jorat, M. Ehsan

subjects: Science & Technology

abstract: Piezovibrocones have been developed to evaluate the liquefaction potential of onshore soils, but have not yet been utilized to evaluate the in-situ liquefaction behavior of offshore marine and volcanoclastic sediments. Two static and vibratory CPTu (Cone Penetration Tests) were performed at Tauranga Harbor, New Zealand. The lithology is known from nearby drillholes and the influence of vibration on different types of marine soils is evaluated using the reduction ratio (RR) calculated from static and vibratory CPTu. A sediment layer with high potential for liquefaction and one with a slight reaction to cyclic loading are identified. In addition to the reduction ratio, the liquefaction potential of sediment is analyzed using classic correlations for static CPTu data, but no liquefaction potential was determined. This points to an underestimation of liquefaction potential with the classic static CPTu correlations in marine soil. Results show that piezovibrocone tests are a sensitive tool for liquefaction analysis in offshore marine and volcanoclastic soil.

text: Utilizing piezovibrocone in marine soils at Tauranga Harbor, New Zealand Piezovibrocones have been developed to evaluate the liquefaction potential of onshore soils, but have not yet been utilized to evaluate the in-situ liquefaction behavior of offshore marine and volcanoclastic sediments. Two static and vibratory CPTu (Cone Penetration Tests) were performed at Tauranga Harbor, New Zealand. The lithology is known from nearby drillholes and the influence of vibration on different types of marine soils is evaluated using the reduction ratio (RR) calculated from static and vibratory CPTu. A sediment layer with high potential for liquefaction and one with a slight reaction to cyclic loading are identified. In addition to the reduction ratio, the liquefaction potential of sediment is analyzed using classic correlations for static CPTu data, but no liquefaction potential was determined. This points to an underestimation of liquefaction potential with the classic static CPTu correlations in marine soil. Results show that piezovibrocone tests are a sensitive tool for liquefaction analysis in offshore marine and volcanoclastic soil.

year: 2015-07-01

title: Exploring the experiences of Māori Wāhine in a STEM project-based secondary classroom: A relational and intersectional perspective

authors: Cheryl, Mitchell

abstract: Using phenomenology, an intersectional lens, and the principles of Kaupapa Māori research, this study investigates how young Māori (Indigenous) wāhine (women) ākonga (students) experience interdisciplinary project-based STEM education. Historical educational policies in Aotearoa New Zealand required Māori to assimilate into a Pākehā (European) school system, contributing to persistent academic underperformance, particularly in science. Māori have been more likely to leave school early, and those who remain often opt out of science subjects, especially Māori wāhine. International literature suggests that transdisciplinary STEM education grounded in social justice and equity can improve engagement and outcomes for underrepresented learners. The study was guided by two questions: (1) how Māori wāhine experienced the STEM programme, and (2) what their challenges were to succeed in STEM.

In 2016, while teaching at a low-decile (socioeconomic disadvantaged), urban, co-educational English-medium high school, I trialled an integrated, interdisciplinary project-based STEM class that incorporated meaningful phenomena and culturally responsive pedagogy. The class’s success led to STEM becoming a core component of a broader school initiative. In 2018, the seven Māori wāhine ākonga enrolled in the Year 11 (age 15–16) STEM class were invited to become “Story Sharers” and reflect on their experiences. As a teacher-researcher (insider), I used reflexive practices and clear role delineation to leverage contextual knowledge while minimising bias. Narrative data were collected over two years (2018–2019) through six semi-structured discussion groups and one individual interview. Quantitative data included tracking attendance records, retention, and academic achievement.

Findings indicate that the Story Sharers valued co-constructed topics and tasks, a supportive whānau (family/community) class format, and authentic project work undertaken over extended learning periods. They consistently identified strengthened relationships, particularly among peers as central to engagement, wellbeing, motivation to learn, and as the most salient indicator of success. Academic performance increased relative to prior Year-10 e-asTTle (Electronic Assessment Tool for Teaching and Learning in mathematics, reading, and writing) benchmarks, alongside improved STEM class attendance, retention in school, and intentions to continue in STEM.

Interpretive thematic analysis using an intersectional lens revealed that racism, stereotyping, and impacts on wellbeing were significant barriers to learning. These discriminatory experiences were pervasive across school, community, and online spaces and were compounded by gendered and intergenerational dynamics. The Story Sharers described complex, fluid, and intersecting identities shaped by lived experiences, including witnessing discrimination against Māori wāhine in their whānau and the legacy of colonial schooling practices such as the suppression of te reo Māori.

In this study, STEM project-based learning was shaped by two interwoven design elements: relational pedagogy and relational thinking. Relational pedagogy prioritised relationships and co-construction within a whānau-formatted classroom. Relational thinking described the interdisciplinary logic of the programme itself, connecting disciplinary knowledge to place, context, and community so that learning is organised around meaningful phenomena rather than siloed subjects. Together, these elements functioned as a counterspace that fostered inclusive engagement, affirmed identities, and supported belonging for Māori wāhine. Grounded in culturally responsive and whānau-based approaches, this model enabled learners to challenge deficit narratives and engage meaningfully in STEM. The outcomes offer assurance that integrated, project-based STEM education, underpinned by these relational frameworks, can improve outcomes for learners whose identities and experiences have been marginalised in traditional schooling. However, policymakers must remain attentive to historical policy barriers and intersectional factors that continue to perpetuate inequities within the education system.

text: Exploring the experiences of Māori Wāhine in a STEM project-based secondary classroom: A relational and intersectional perspective Using phenomenology, an intersectional lens, and the principles of Kaupapa Māori research, this study investigates how young Māori (Indigenous) wāhine (women) ākonga (students) experience interdisciplinary project-based STEM education. Historical educational policies in Aotearoa New Zealand required Māori to assimilate into a Pākehā (European) school system, contributing to persistent academic underperformance, particularly in science. Māori have been more likely to leave school early, and those who remain often opt out of science subjects, especially Māori wāhine. International literature suggests that transdisciplinary STEM education grounded in social justice and equity can improve engagement and outcomes for underrepresented learners. The study was guided by two questions: (1) how Māori wāhine experienced the STEM programme, and (2) what their challenges were to succeed in STEM.

In 2016, while teaching at a low-decile (socioeconomic disadvantaged), urban, co-educational English-medium high school, I trialled an integrated, interdisciplinary project-based STEM class that incorporated meaningful phenomena and culturally responsive pedagogy. The class’s success led to STEM becoming a core component of a broader school initiative. In 2018, the seven Māori wāhine ākonga enrolled in the Year 11 (age 15–16) STEM class were invited to become “Story Sharers” and reflect on their experiences. As a teacher-researcher (insider), I used reflexive practices and clear role delineation to leverage contextual knowledge while minimising bias. Narrative data were collected over two years (2018–2019) through six semi-structured discussion groups and one individual interview. Quantitative data included tracking attendance records, retention, and academic achievement.

Findings indicate that the Story Sharers valued co-constructed topics and tasks, a supportive whānau (family/community) class format, and authentic project work undertaken over extended learning periods. They consistently identified strengthened relationships, particularly among peers as central to engagement, wellbeing, motivation to learn, and as the most salient indicator of success. Academic performance increased relative to prior Year-10 e-asTTle (Electronic Assessment Tool for Teaching and Learning in mathematics, reading, and writing) benchmarks, alongside improved STEM class attendance, retention in school, and intentions to continue in STEM.

Interpretive thematic analysis using an intersectional lens revealed that racism, stereotyping, and impacts on wellbeing were significant barriers to learning. These discriminatory experiences were pervasive across school, community, and online spaces and were compounded by gendered and intergenerational dynamics. The Story Sharers described complex, fluid, and intersecting identities shaped by lived experiences, including witnessing discrimination against Māori wāhine in their whānau and the legacy of colonial schooling practices such as the suppression of te reo Māori.

In this study, STEM project-based learning was shaped by two interwoven design elements: relational pedagogy and relational thinking. Relational pedagogy prioritised relationships and co-construction within a whānau-formatted classroom. Relational thinking described the interdisciplinary logic of the programme itself, connecting disciplinary knowledge to place, context, and community so that learning is organised around meaningful phenomena rather than siloed subjects. Together, these elements functioned as a counterspace that fostered inclusive engagement, affirmed identities, and supported belonging for Māori wāhine. Grounded in culturally responsive and whānau-based approaches, this model enabled learners to challenge deficit narratives and engage meaningfully in STEM. The outcomes offer assurance that integrated, project-based STEM education, underpinned by these relational frameworks, can improve outcomes for learners whose identities and experiences have been marginalised in traditional schooling. However, policymakers must remain attentive to historical policy barriers and intersectional factors that continue to perpetuate inequities within the education system.

year: 2025-10-17