title: Peer Processes and Adolescent Behaviour

authors: Pope, James George

subjects: deviancy training

abstract: While research suggests that peer influence can lead to increases in undesirable behaviours of adolescents, there has been little focus on the specific mechanisms of influence. A relatively small literature examining social interactions between peers has found that the discussion of rule breaking topics by pairs of boys relates to how much problem behaviour the boys engage in. This research is limited by its reliance on a set of similar samples from a North American population base. This thesis explored the relationship between social interaction and behaviour with sample from New Zealand Aotearoa. Nine pairs of Year 10 boys were recruited primarily from two high schools. A half-hour conversation was video taped for each pair. These conversations were coded on the basis of the nature of the talk between pairs of participants following the coding system proposed by Poe, Dishion, Griesler and Andrews (1990). The coded behaviours were analysed and compared to measures of previous rule breaking behaviours. The duration of rule breaking talk was found to correlate with the level of previous rule breaking behaviour. It was not clear whether the amount of rule breaking talk was related to the amount of laughter following it. Possible explanations are discussed. While generalisations from these results are limited by an unexpectedly small sample size, they show similarity to the previous research findings. The findings, the difficulties in recruitment to the research and the implications of these for future research are discussed.

text: Peer Processes and Adolescent Behaviour While research suggests that peer influence can lead to increases in undesirable behaviours of adolescents, there has been little focus on the specific mechanisms of influence. A relatively small literature examining social interactions between peers has found that the discussion of rule breaking topics by pairs of boys relates to how much problem behaviour the boys engage in. This research is limited by its reliance on a set of similar samples from a North American population base. This thesis explored the relationship between social interaction and behaviour with sample from New Zealand Aotearoa. Nine pairs of Year 10 boys were recruited primarily from two high schools. A half-hour conversation was video taped for each pair. These conversations were coded on the basis of the nature of the talk between pairs of participants following the coding system proposed by Poe, Dishion, Griesler and Andrews (1990). The coded behaviours were analysed and compared to measures of previous rule breaking behaviours. The duration of rule breaking talk was found to correlate with the level of previous rule breaking behaviour. It was not clear whether the amount of rule breaking talk was related to the amount of laughter following it. Possible explanations are discussed. While generalisations from these results are limited by an unexpectedly small sample size, they show similarity to the previous research findings. The findings, the difficulties in recruitment to the research and the implications of these for future research are discussed.

year: 2008

title: Managing potential interactions of subsurface resources

authors: Field, Brad D.

subjects: subsurface resources; minerals; mining; carbon capture and storage; geothermal resources; oil and gas; petroleum

abstract: Subsurface resources include oil, gas, coal, groundwater, saline aquifer minerals, and heat (for geothermal use). Pore space itself should also be considered as a resource as it can be used for injection of waste fluids, produced water, storage of natural gas, compressed air, and supercritical CO₂. Use of subsurface resources can overlap in space, and pressure changes at one site can remotely influence resource use at other sites. Resource use can also vary in time, such as the use of depleted oil or gas fields for natural gas or CO₂ storage. Before allocation of a subsurface resource it is therefore useful to understand the potentially wide range of resources available in an area, how they might be developed successively, and how they could affect each other if used concurrently. While these issues are primarily geological, they have critical significance for legal, environmental, and economic considerations.

text: Managing potential interactions of subsurface resources Subsurface resources include oil, gas, coal, groundwater, saline aquifer minerals, and heat (for geothermal use). Pore space itself should also be considered as a resource as it can be used for injection of waste fluids, produced water, storage of natural gas, compressed air, and supercritical CO₂. Use of subsurface resources can overlap in space, and pressure changes at one site can remotely influence resource use at other sites. Resource use can also vary in time, such as the use of depleted oil or gas fields for natural gas or CO₂ storage. Before allocation of a subsurface resource it is therefore useful to understand the potentially wide range of resources available in an area, how they might be developed successively, and how they could affect each other if used concurrently. While these issues are primarily geological, they have critical significance for legal, environmental, and economic considerations.

year: 2017

title: Education leaders can reduce educational disparities

authors: Bishop, Russell

subjects: education

abstract: This chapter is about how education leaders can act to reduce educational disparities for indigenous and other minoritized peoples through strategic goal setting, supporting effective pedagogies of relations, promoting distributed leadership, enacting inclusivity, using evidence and owning the need for reform. Examples are drawn from a large-scale, theory-based education reform project called Te Kotahitanga which is currently running in 50 secondary schools in New Zealand. Developing a model for effective leadership needs to commence with the understanding that the key to change is teacher action supported by responsive structural reform (Elmore 2004). In our earlier work (Bishop et al. 2003, 2007) we investigated what effective teacher action looks like. This chapter presents a model of what “responsive structural reform” looks like in practice and what leaders need to do to implement and sustain gains made in student performance at the classroom, school and system-wide levels.

text: Education leaders can reduce educational disparities This chapter is about how education leaders can act to reduce educational disparities for indigenous and other minoritized peoples through strategic goal setting, supporting effective pedagogies of relations, promoting distributed leadership, enacting inclusivity, using evidence and owning the need for reform. Examples are drawn from a large-scale, theory-based education reform project called Te Kotahitanga which is currently running in 50 secondary schools in New Zealand. Developing a model for effective leadership needs to commence with the understanding that the key to change is teacher action supported by responsive structural reform (Elmore 2004). In our earlier work (Bishop et al. 2003, 2007) we investigated what effective teacher action looks like. This chapter presents a model of what “responsive structural reform” looks like in practice and what leaders need to do to implement and sustain gains made in student performance at the classroom, school and system-wide levels.

year: 2011