title: The New Multi-Ministry Response to Conduct Problems: A SWOT analysis

authors: Stanley, Peter

subjects: antisocial behaviour

abstract: The Inter-agency Plan for Conduct Disorder/Severe Antisocial Behaviour 2007-2012 (Ministry of Social Development, 2007) is assessed according to the SWOT dimensions of strengths, weaknesses, opportunities and threats. The document is one of the most important statements for the social services in New Zealand because of the primacy that it gives to current knowledge about conduct problems and for its endorsement of research-based practices. The plan's limitations include its risk-focused approach, its unsystematic response to 0-2 year-olds in difficult care-giving circumstances, and its lack of reference to adolescent girls with emotional issues who can contribute to the next generation of antisocial young people. As well, the plan might have considered the role of social systems in regard to conduct problems like the school, the neighbourhood, and community values. The implementation of the document could be imperilled by numerous influences, such as contrasting professional perspectives and non-empirical emphases in education.

text: The New Multi-Ministry Response to Conduct Problems: A SWOT analysis The Inter-agency Plan for Conduct Disorder/Severe Antisocial Behaviour 2007-2012 (Ministry of Social Development, 2007) is assessed according to the SWOT dimensions of strengths, weaknesses, opportunities and threats. The document is one of the most important statements for the social services in New Zealand because of the primacy that it gives to current knowledge about conduct problems and for its endorsement of research-based practices. The plan's limitations include its risk-focused approach, its unsystematic response to 0-2 year-olds in difficult care-giving circumstances, and its lack of reference to adolescent girls with emotional issues who can contribute to the next generation of antisocial young people. As well, the plan might have considered the role of social systems in regard to conduct problems like the school, the neighbourhood, and community values. The implementation of the document could be imperilled by numerous influences, such as contrasting professional perspectives and non-empirical emphases in education.

year: 2008

title: Further pterocellins from the New Zealand marine bryozoan Pterocella vesiculosa

authors: Prinsep, Michèle R.

subjects: pterocellins

abstract: Four new alkaloids, pterocellins C−F (1–4), have been isolated from the New Zealand marine bryozoan Pterocella vesiculosa. Structural elucidation was achieved through NMR spectroscopic and mass spectrometric analysis and comparison of spectroscopic data with that of the known compounds pterocellins A and B. The biological activities of 1–4 were assessed in a number of different assay systems and compared with those of pterocellins A and B.

text: Further pterocellins from the New Zealand marine bryozoan Pterocella vesiculosa Four new alkaloids, pterocellins C−F (1–4), have been isolated from the New Zealand marine bryozoan Pterocella vesiculosa. Structural elucidation was achieved through NMR spectroscopic and mass spectrometric analysis and comparison of spectroscopic data with that of the known compounds pterocellins A and B. The biological activities of 1–4 were assessed in a number of different assay systems and compared with those of pterocellins A and B.

year: 2008

title: Lessons for teachers through intergenerational Māori experiences in Aotearoa’s education system

authors: Virtue, Katie

abstract: The intention of this research is to serve as professional development for myself and fellow teachers who work with tamariki Māori (Māori children) within mainstream education contexts in Aotearoa. This research explores historical factors that have contributed to the academic disparities of Māori including colonisation, the doctrine of discovery and contention over the differing versions of the Treaty of Waitangi. This research then shifts from holding the coloniser at the centre of the narrative to positioning Māori at the centre as exemplary examples of relentless Māori resistance. More contemporary examples of educational policies are then presented and analysed as an attempt to better understand these contexts.
What is blatantly clear through the exploration of educational policies throughout Aotearoa’s post-colonial history is the absence of Māori voice. For this reason, the findings of this thesis are centred on the voices of four wāhine Māori (Māori Women), across three generations, and their experiences with different teachers through Aotearoa’s education system.  
These stories provide invaluable lessons for all educators in Aotearoa.

text: Lessons for teachers through intergenerational Māori experiences in Aotearoa’s education system The intention of this research is to serve as professional development for myself and fellow teachers who work with tamariki Māori (Māori children) within mainstream education contexts in Aotearoa. This research explores historical factors that have contributed to the academic disparities of Māori including colonisation, the doctrine of discovery and contention over the differing versions of the Treaty of Waitangi. This research then shifts from holding the coloniser at the centre of the narrative to positioning Māori at the centre as exemplary examples of relentless Māori resistance. More contemporary examples of educational policies are then presented and analysed as an attempt to better understand these contexts.
What is blatantly clear through the exploration of educational policies throughout Aotearoa’s post-colonial history is the absence of Māori voice. For this reason, the findings of this thesis are centred on the voices of four wāhine Māori (Māori Women), across three generations, and their experiences with different teachers through Aotearoa’s education system.  
These stories provide invaluable lessons for all educators in Aotearoa.

year: 2021