title: Religion and Terrorism: Christian Fundamentalism and Extremism

authors: Pratt, Douglas

subjects: Christian

abstract: The history and identity of fundamentalism is complex. Religious fundamentalism names an ideological perspective found in most, if not all, major religions and is currently associated with variant forms of extremism and religiously-motivated acts of violence, including terrorism. Following a discussion of religious extremism per se, a typological paradigm of religious fundamentalism that attempts to demonstrate the ideological development from what might be referred to as an “initial” and relatively benign fundamentalism into extremism and thence to terrorism, will be presented. A discussion of a model of fundamentalism as applied to Islam will provide a comparative basis for assessing Christian fundamentalism and extremism, so setting the scene for an applied exploration of religious extremism and terrorism with particular reference to Christian contexts and examples.

text: Religion and Terrorism: Christian Fundamentalism and Extremism The history and identity of fundamentalism is complex. Religious fundamentalism names an ideological perspective found in most, if not all, major religions and is currently associated with variant forms of extremism and religiously-motivated acts of violence, including terrorism. Following a discussion of religious extremism per se, a typological paradigm of religious fundamentalism that attempts to demonstrate the ideological development from what might be referred to as an “initial” and relatively benign fundamentalism into extremism and thence to terrorism, will be presented. A discussion of a model of fundamentalism as applied to Islam will provide a comparative basis for assessing Christian fundamentalism and extremism, so setting the scene for an applied exploration of religious extremism and terrorism with particular reference to Christian contexts and examples.

year: 2010

title: Quality assessment by science teachers: Five focus areas

authors: Edwards, Frances

subjects: assessment capability

abstract: In order to teach science well, science teachers need to know what to focus on in order to ensure their assessment of student learning is meaningful and useful for the students’ on going learning and development. The diversity and range of content and skills within the subject of science mean that the assessment capabilities required by science teachers are wide ranging and complex, requiring specialist knowledge and skills in the assessment of science learning as part of the teachers’ pedagogical content knowledge (PCK). Based on a review of the literature this paper proposes a framework for quality assessment in science which focuses on five areas: teaching, students, evidence of learning, future decision-making and impact. This paper advocates a concurrent consideration of all five areas of the framework to provide a substantial, rich, broad, rigorous quality assessment approach on which teachers and students can base teaching and learning.

text: Quality assessment by science teachers: Five focus areas In order to teach science well, science teachers need to know what to focus on in order to ensure their assessment of student learning is meaningful and useful for the students’ on going learning and development. The diversity and range of content and skills within the subject of science mean that the assessment capabilities required by science teachers are wide ranging and complex, requiring specialist knowledge and skills in the assessment of science learning as part of the teachers’ pedagogical content knowledge (PCK). Based on a review of the literature this paper proposes a framework for quality assessment in science which focuses on five areas: teaching, students, evidence of learning, future decision-making and impact. This paper advocates a concurrent consideration of all five areas of the framework to provide a substantial, rich, broad, rigorous quality assessment approach on which teachers and students can base teaching and learning.

year: 2013

title: What do we know about the intersection of being blind and being Māori in Aotearoa New Zealand? Taking an applied community psychology approach to a systematic review of the published literature

authors: Graham, Rebekah Sarah

subjects: Disability

abstract: Self-determination and dignity are guaranteed rights for disabled persons under the United Nations Convention on the Rights of Persons with Disabilities. However, such rights have been slow to eventuate for Maori (Indigenous people of Aotearoa New Zealand). This paper brings together systematic fashion publications that currently exist regarding blindness and Maori, centring throughout Maori understandings of disability and blindness. We employed a structured approach alongside PRISMA protocols and reflexive dialogue. Included publications were quantitative data reviews, surveys, qualitative studies, literature reviews, and works of fiction. For our analysis, we formulated a matrix that drew from Kaupapa Maori, applied community psychology, and disability rights literature. This meant we made explicit where research practices included—and excluded—self-determination, democratic participation, and inclusion of both disabled and Maori. Our review highlights inconsistency across disciplines regarding self-determination and democratic participation by both Maori and disabled key stakeholders. Our approach can be utilised across disciplines as a tool for considering the ways in which researchers uphold Indigenous self-determination, disability rights, and data sovereignty. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement.

text: What do we know about the intersection of being blind and being Māori in Aotearoa New Zealand? Taking an applied community psychology approach to a systematic review of the published literature Self-determination and dignity are guaranteed rights for disabled persons under the United Nations Convention on the Rights of Persons with Disabilities. However, such rights have been slow to eventuate for Maori (Indigenous people of Aotearoa New Zealand). This paper brings together systematic fashion publications that currently exist regarding blindness and Maori, centring throughout Maori understandings of disability and blindness. We employed a structured approach alongside PRISMA protocols and reflexive dialogue. Included publications were quantitative data reviews, surveys, qualitative studies, literature reviews, and works of fiction. For our analysis, we formulated a matrix that drew from Kaupapa Maori, applied community psychology, and disability rights literature. This meant we made explicit where research practices included—and excluded—self-determination, democratic participation, and inclusion of both disabled and Maori. Our review highlights inconsistency across disciplines regarding self-determination and democratic participation by both Maori and disabled key stakeholders. Our approach can be utilised across disciplines as a tool for considering the ways in which researchers uphold Indigenous self-determination, disability rights, and data sovereignty. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement.

year: 2023