title: The international law gaze: COVID-19 and foreign investors

authors: Alvarez-Jimenez, Alberto

abstract: This article shows that New Zealand is largely complying with its obligations to foreign investors who are nationals of the parties to the FTAs. The piece also indicates that security exceptions in the FTAs or the customary rule of necessity in international law even allow the country, within limits, to deviate from these obligations during the crises prompted by COVID19, if needed in the near future. Obviously, this is an assessment limited to the status quo created after the first four months of the pandemic.

text: The international law gaze: COVID-19 and foreign investors This article shows that New Zealand is largely complying with its obligations to foreign investors who are nationals of the parties to the FTAs. The piece also indicates that security exceptions in the FTAs or the customary rule of necessity in international law even allow the country, within limits, to deviate from these obligations during the crises prompted by COVID19, if needed in the near future. Obviously, this is an assessment limited to the status quo created after the first four months of the pandemic.

year: 2020

title: Examining a dyadic coaching based reminiscing intervention for parents of children with autism: Two exploratory case studies

authors: Joll, Melissa Anne

abstract: Parent-child interactions that involve discussion about past events are known as reminiscing. These conversations have been associated with child outcomes such as coherency in child narratives, advanced use of language, self-regulation abilities, and socioemotional skills (Waters et al., 2019). Differences in developmental outcomes such as verbal fluency and language, autobiographical memory and theory of mind and social/emotional understanding are often associated with autism (Faust, 2009; McDonnell et al., 2020; Gaelen, 2021). Interest in potential benefits of reminiscing interventions for children with autism has grown in recent years, given the associations between elaborative and emotion-rich reminiscing for typically developing children’s developmental outcomes (Brien & Hutchins, 2024). The aim of this study was to examine whether a three-session reminiscing intervention that includes live coaching would be associated with an increase in specific parent verbalisations, described in the intervention as ONCE skills: asking Open-ended questions, introducing Novel information, Confirming child utterances, and referencing internal/external Emotions/cognitions (Risi et al., 2024), as well as an increase in child elaborative and emotion/cognitive verbalisations.
Participants were two parent-child dyads, where the child had a prior diagnosis of autism spectrum disorder (ASD). The dyads were asked to complete a pre-reminiscing intervention parent-child conversation without any coaching present. They discussed two conversations from everyday life: (1) a time their child did something new or different, and (2) a time their child did something when their parent wasn’t there. The first intervention session was parent only, during which an intervention handout detailing ONCE skills was reviewed alongside strategies to increase these skills, types of utterances to decrease during reminiscing conversations, and examples and role playing to teach concepts. Session two involved both the parent and child, in which dyads discussed three parent-selected past events. Parents were encouraged to bring photos or other cues related to the event (Bhana et al., 2023). Live coaching via a headset occurred during this session, where the coach highlighted and encouraged use of the ONCE skills (Risi et al., 2024; Vess & Campbell, 2022). Session three was the second coaching session, in which dyads were again asked to discuss the three-parent selected past events, to bring photos or other cues, and live coaching again occurred. All sessions were conducted over Zoom.
The current study found that for both dyads, parental use of novel information increased from pre-reminiscing conversations to either one or both subsequent intervention session conversations. Novel information included statement elaborations, elaborative yes/no questions, and elaborative open-ended questions. Counter to our predictions, there was minimal change in parental use of open-ended questions, confirmations, or references to emotions and cognitions. The current study also intended to examine whether parent training of ONCE skills was associated with an increase in children’s use of memory elaborations and emotion/cognition verbalisations during reminiscing. For children in both dyads, average memory elaborations increased from pre-reminiscing to intervention sessions. Counter to predictions, for both dyads, children’s use of emotion and cognition verbalisations decreased slightly from the pre-reminiscing session to the intervention sessions. Overall, the intervention was associated with an increase in novel information verbalisations from parents during parent-child reminiscing conversations, and an increase in memory elaborations from children.
Further research is needed to understand how novel information, open-ended questions, and emotion discussion function for children with autism and their parents, to inform future reminiscing interventions.

text: Examining a dyadic coaching based reminiscing intervention for parents of children with autism: Two exploratory case studies Parent-child interactions that involve discussion about past events are known as reminiscing. These conversations have been associated with child outcomes such as coherency in child narratives, advanced use of language, self-regulation abilities, and socioemotional skills (Waters et al., 2019). Differences in developmental outcomes such as verbal fluency and language, autobiographical memory and theory of mind and social/emotional understanding are often associated with autism (Faust, 2009; McDonnell et al., 2020; Gaelen, 2021). Interest in potential benefits of reminiscing interventions for children with autism has grown in recent years, given the associations between elaborative and emotion-rich reminiscing for typically developing children’s developmental outcomes (Brien & Hutchins, 2024). The aim of this study was to examine whether a three-session reminiscing intervention that includes live coaching would be associated with an increase in specific parent verbalisations, described in the intervention as ONCE skills: asking Open-ended questions, introducing Novel information, Confirming child utterances, and referencing internal/external Emotions/cognitions (Risi et al., 2024), as well as an increase in child elaborative and emotion/cognitive verbalisations.
Participants were two parent-child dyads, where the child had a prior diagnosis of autism spectrum disorder (ASD). The dyads were asked to complete a pre-reminiscing intervention parent-child conversation without any coaching present. They discussed two conversations from everyday life: (1) a time their child did something new or different, and (2) a time their child did something when their parent wasn’t there. The first intervention session was parent only, during which an intervention handout detailing ONCE skills was reviewed alongside strategies to increase these skills, types of utterances to decrease during reminiscing conversations, and examples and role playing to teach concepts. Session two involved both the parent and child, in which dyads discussed three parent-selected past events. Parents were encouraged to bring photos or other cues related to the event (Bhana et al., 2023). Live coaching via a headset occurred during this session, where the coach highlighted and encouraged use of the ONCE skills (Risi et al., 2024; Vess & Campbell, 2022). Session three was the second coaching session, in which dyads were again asked to discuss the three-parent selected past events, to bring photos or other cues, and live coaching again occurred. All sessions were conducted over Zoom.
The current study found that for both dyads, parental use of novel information increased from pre-reminiscing conversations to either one or both subsequent intervention session conversations. Novel information included statement elaborations, elaborative yes/no questions, and elaborative open-ended questions. Counter to our predictions, there was minimal change in parental use of open-ended questions, confirmations, or references to emotions and cognitions. The current study also intended to examine whether parent training of ONCE skills was associated with an increase in children’s use of memory elaborations and emotion/cognition verbalisations during reminiscing. For children in both dyads, average memory elaborations increased from pre-reminiscing to intervention sessions. Counter to predictions, for both dyads, children’s use of emotion and cognition verbalisations decreased slightly from the pre-reminiscing session to the intervention sessions. Overall, the intervention was associated with an increase in novel information verbalisations from parents during parent-child reminiscing conversations, and an increase in memory elaborations from children.
Further research is needed to understand how novel information, open-ended questions, and emotion discussion function for children with autism and their parents, to inform future reminiscing interventions.

year: 2024

title: A Māori homeless woman

authors: Groot, Shiloh Ann Maree

subjects: Māori

abstract: Indigenous peoples are overrepresented in homeless populations in many countries. As part of a larger ethnographic project, this case study draws upon interviews and photoelicitation projects with a homeless Māori woman, Ariā. The actions of this Māori woman exemplify how Indigenous cultural practices can shape a person’s efforts to retain a positive sense of self and place while homeless. Māori cultural concepts relating to caring, leadership, unity, relationships, spirituality, history and place provide a basis for interpreting Ariā’s actions. This article demonstrates the appropriateness of cultural concepts indigenous to a group for conducting ethnographic research into homelessness within that group.

text: A Māori homeless woman Indigenous peoples are overrepresented in homeless populations in many countries. As part of a larger ethnographic project, this case study draws upon interviews and photoelicitation projects with a homeless Māori woman, Ariā. The actions of this Māori woman exemplify how Indigenous cultural practices can shape a person’s efforts to retain a positive sense of self and place while homeless. Māori cultural concepts relating to caring, leadership, unity, relationships, spirituality, history and place provide a basis for interpreting Ariā’s actions. This article demonstrates the appropriateness of cultural concepts indigenous to a group for conducting ethnographic research into homelessness within that group.

year: 2011-09