title: Liberalism in 19th Century Europe: To what extent did liberalism influence the Concert of Europe?

authors: Heron, Quinn

subjects: International Relations

abstract: The Concert of Europe (the Concert), that lasted from 1814 to 1914, was a system of international relations that was, in many respects, illiberal. Much of the scholarship of the Concert has accepted that realist concerns, such as the balance of power, played a dominant role in shaping the Concert. It might seem strange then to ask what role liberal ideas and principles played in a system so widely regarded as realist. Yet, that is the goal of this thesis; to ask the question ‘to what extent did liberalism influence the Concert of Europe?’ Traversing the fields of History and International Relations, this thesis utilizes both disciplines, combined with qualitative analysis, to identify liberalism within Concert rhetoric and the Concert’s actors while challenging the prominence of realist explanations. The Concert displayed prominent liberal characteristics in both the rhetoric used during several crises and the actions and beliefs of the actors within it. This thesis concludes that liberal ideas and principles influenced the Concert to a significant, and often overlooked extent, and draws lessons from its operation for understanding the emerging 21st century multipolar system.

text: Liberalism in 19th Century Europe: To what extent did liberalism influence the Concert of Europe? The Concert of Europe (the Concert), that lasted from 1814 to 1914, was a system of international relations that was, in many respects, illiberal. Much of the scholarship of the Concert has accepted that realist concerns, such as the balance of power, played a dominant role in shaping the Concert. It might seem strange then to ask what role liberal ideas and principles played in a system so widely regarded as realist. Yet, that is the goal of this thesis; to ask the question ‘to what extent did liberalism influence the Concert of Europe?’ Traversing the fields of History and International Relations, this thesis utilizes both disciplines, combined with qualitative analysis, to identify liberalism within Concert rhetoric and the Concert’s actors while challenging the prominence of realist explanations. The Concert displayed prominent liberal characteristics in both the rhetoric used during several crises and the actions and beliefs of the actors within it. This thesis concludes that liberal ideas and principles influenced the Concert to a significant, and often overlooked extent, and draws lessons from its operation for understanding the emerging 21st century multipolar system.

year: 2025

title: Mental health inequities among transgender people in Aotearoa New Zealand: Findings from the counting ourselves survey

authors: Tan, Kyle K. H.

subjects: transgender

abstract: There has been little international research looking at differences in mental health across different age groups. This study examines mental health inequities between transgender people and the Aotearoa/New Zealand general population from youth to older adulthood. The 2018 Counting Ourselves survey (N = 1178) assessed participants’ mental health using the Kessler Psychological Distress Scale (K10) and diagnoses of depression and anxiety disorders, questions that were the same as those used in the New Zealand Health Survey. Our results showed significant mean score differences for transgender people on K10, and these differences were almost two standard deviations higher than the general population (Cohen’s d = 1.87). The effect size differences, however, decreased from youth to older adults. Regression analyses indicated trans women were less likely to report psychological distress than trans men and non-binary participants. There was an interaction effect for age and gender, with lower psychological distress scores found for younger trans women but higher scores for older trans women. The stark mental health inequities faced by transgender people, especially youth, demonstrate an urgent need to improve the mental health and wellbeing of this population by implementing inclusive institutional practices to protect them from gender minority stress.

text: Mental health inequities among transgender people in Aotearoa New Zealand: Findings from the counting ourselves survey There has been little international research looking at differences in mental health across different age groups. This study examines mental health inequities between transgender people and the Aotearoa/New Zealand general population from youth to older adulthood. The 2018 Counting Ourselves survey (N = 1178) assessed participants’ mental health using the Kessler Psychological Distress Scale (K10) and diagnoses of depression and anxiety disorders, questions that were the same as those used in the New Zealand Health Survey. Our results showed significant mean score differences for transgender people on K10, and these differences were almost two standard deviations higher than the general population (Cohen’s d = 1.87). The effect size differences, however, decreased from youth to older adults. Regression analyses indicated trans women were less likely to report psychological distress than trans men and non-binary participants. There was an interaction effect for age and gender, with lower psychological distress scores found for younger trans women but higher scores for older trans women. The stark mental health inequities faced by transgender people, especially youth, demonstrate an urgent need to improve the mental health and wellbeing of this population by implementing inclusive institutional practices to protect them from gender minority stress.

year: 2020

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