title: Supporting people with intellectual disabilities with sexuality and relationships

authors: Frawley, Patsie

subjects: Social Sciences

abstract: Supporting people with intellectual disabilities to live their lives in the fullest sense includes supporting people to be sexual, have intimate relationships and express their sexuality and sexual identities. It has been four decades since Ann Craft's pioneering work on sexuality rights of people with intellectual disabilities began framing this understanding. She challenged the dominant myths and misconceptions that saw the sexual lives of people with intellectual disabilities overlooked, restricted or pathologised. Craft's work articulated a set of rights that had not been previously named for people with intellectual disabilities that included the right to be seen as an adult, to have relationships, to be safe from abuse, to learn about sexuality and to be able to live a self-determined sexual life that was not shaped by the views attitudes and decisions of others including staff. This ground-breaking work has endured through the Ann Craft Trust which continues to educate, advocate and do research to progress the sexuality rights of people with intellectual disabilities. This special issue is motivated by the need to continue to advocate for these rights to be realities in the lives of people with intellectual disabilities globally.

text: Supporting people with intellectual disabilities with sexuality and relationships Supporting people with intellectual disabilities to live their lives in the fullest sense includes supporting people to be sexual, have intimate relationships and express their sexuality and sexual identities. It has been four decades since Ann Craft's pioneering work on sexuality rights of people with intellectual disabilities began framing this understanding. She challenged the dominant myths and misconceptions that saw the sexual lives of people with intellectual disabilities overlooked, restricted or pathologised. Craft's work articulated a set of rights that had not been previously named for people with intellectual disabilities that included the right to be seen as an adult, to have relationships, to be safe from abuse, to learn about sexuality and to be able to live a self-determined sexual life that was not shaped by the views attitudes and decisions of others including staff. This ground-breaking work has endured through the Ann Craft Trust which continues to educate, advocate and do research to progress the sexuality rights of people with intellectual disabilities. This special issue is motivated by the need to continue to advocate for these rights to be realities in the lives of people with intellectual disabilities globally.

year: 2022-02-24

title: An Investigation into the Determinants of Innovation in the New Zealand Biotechnology Sector

authors: Marsh, Dan

subjects: Innovation

abstract: This thesis synthesises theoretical and empirical knowledge from four strands of the innovation literature and then uses this knowledge to develop a framework for analysing the determinants of innovation. The framework is tested on one part of the New Zealand economy - the biotechnology sector - an area of rapid technological change where innovation is of particular significance. 

Theoretical approaches to the economics of innovation and technological change are reviewed with particular reference to the neo-classical, endogenous growth, evolutionary and systems of innovation approaches. Alternative methods of measuring innovation output and innovation rate are also discussed. This is followed by a series of hypotheses regarding the determinants of innovation and a review of their place in the innovation literature. The thesis includes a detailed description of the New Zealand biotechnology sector based on a re-analysis of the first comprehensive (1998/99) survey of biotechnology in New Zealand, data from an original (2002) survey conducted by the author, data from interviews with senior management in a sample of biotechnology firms and a detailed review of secondary sources. This material is used in chapter 5 to address the question 'Does New Zealand have an innovation system for biotechnology?' 

Count data regression models and data from the 1998/99 and 2002 surveys are then used to test the framework's innovation hypotheses. Hypothesis testing focuses on the effects of several determinants (firm size, firm type, conduct of R, involvement in modern biotechnology, specialisation, and alliances) on innovation output and the innovation rate. Results relating to the effect of demand, technological opportunity and appropriability are also reported. The analysis in this thesis confirms the importance of most of the innovation determinants included in the framework. It also provides a detailed examination of the biotechnology sector and empirical insights into the innovation behaviour of biotech enterprises in New Zealand.  Prior to the analysis in this thesis, knowledge of the sector's parameters was very limited or absent.

text: An Investigation into the Determinants of Innovation in the New Zealand Biotechnology Sector This thesis synthesises theoretical and empirical knowledge from four strands of the innovation literature and then uses this knowledge to develop a framework for analysing the determinants of innovation. The framework is tested on one part of the New Zealand economy - the biotechnology sector - an area of rapid technological change where innovation is of particular significance. 

Theoretical approaches to the economics of innovation and technological change are reviewed with particular reference to the neo-classical, endogenous growth, evolutionary and systems of innovation approaches. Alternative methods of measuring innovation output and innovation rate are also discussed. This is followed by a series of hypotheses regarding the determinants of innovation and a review of their place in the innovation literature. The thesis includes a detailed description of the New Zealand biotechnology sector based on a re-analysis of the first comprehensive (1998/99) survey of biotechnology in New Zealand, data from an original (2002) survey conducted by the author, data from interviews with senior management in a sample of biotechnology firms and a detailed review of secondary sources. This material is used in chapter 5 to address the question 'Does New Zealand have an innovation system for biotechnology?' 

Count data regression models and data from the 1998/99 and 2002 surveys are then used to test the framework's innovation hypotheses. Hypothesis testing focuses on the effects of several determinants (firm size, firm type, conduct of R, involvement in modern biotechnology, specialisation, and alliances) on innovation output and the innovation rate. Results relating to the effect of demand, technological opportunity and appropriability are also reported. The analysis in this thesis confirms the importance of most of the innovation determinants included in the framework. It also provides a detailed examination of the biotechnology sector and empirical insights into the innovation behaviour of biotech enterprises in New Zealand.  Prior to the analysis in this thesis, knowledge of the sector's parameters was very limited or absent.

year: 2004

title: Culturally-Oriented Environmental Identity Transitions: Migrant Indian Teachers in Aotearoa New Zealand Early Childhood Education

authors: Rathore, Devika

abstract: An increasingly multicultural Aotearoa New Zealand early childhood education (ECE) landscape that includes a growing number of migrant teachers forms the context for my doctoral study. In this country, respect for the natural world and kaitiakitanga are integral to the ECE bicultural curriculum framework Te Whāriki (Ministry of Education [MoE], 2017) which is grounded in Indigenous Māori worldviews that acknowledge strong spiritual connections to land and place. The natural environment is considered an integral part of the national identity and early childhood has been recognised as an important stage when Environmental and Sustainability Education should begin.   

Within the context of this superdiverse nation, a significant number of migrant teachers transfer their cultural and environmental knowledge, practice, and identity as they transition into the Aotearoa New Zealand context. This thesis explored migrant Indian teachers’ understandings of their culturally-oriented and negotiated environmental identities. I was keen to examine if the environment might hold different meanings and places in their home (Indian) and host (Aotearoa New Zealand) cultural systems.   

Through this study, insights were gained into migrant Indian teachers’ perceptions of the influence of cultural identity on their environmental identities in Aotearoa New Zealand ECE. A sociocultural theoretical perspective informed this study, drawing primarily on Sauvé’s (2009) model of personal and social development of the self in relation to other humans and the environment. Primary data for this interpretivist study were gathered through in-depth interviews with nine Indian ECE teacher participants. Interviews with their ECE setting managers/head teachers were conducted to support and supplement the teachers’ practices and experiences. The audio-recorded interview data were transcribed and examined using thematic analysis. Observations of teacher participants’ workplaces were used to provide a contextual profile for each of the nine Indian teachers. I also obtained a small number of assessment documents in the form of Learning Stories which the teachers had prepared, to analyse them for cultural and environmental themes and experiences.   

Indian teacher participants’ perceptions of their own culturally-oriented environmental identities highlighted the significance of teachers’ own early childhood environmental experiences and home cultural context influences on their environmental identities. Teacher participants’ perceptions shed light on their cultural and environmental identity transitions and acculturation process. These teachers brought their cultural and environmental identities from their home cultural context and used their cultural lens to interpret the connections between the host cultural context and environmental worldviews.   

The Indian teacher participants perceived close connections between their cultural and environmental identities. At the same time, they recognised cross-cultural connections between their culturally-oriented environmental identities and tikanga Māori (Māori ways of doing including practices, customs and rituals) and te ao Māori (the Māori world). These perceived connections were most evident through the significance of Indian philosophies of spirituality, relationships, belonging, and cultural recognition and exchange in their specific ECE contexts. These connections facilitated teachers’ cultural and environmental identity transitions and had a positive impact on their cultural and environmental teaching practices when supported within the ECE setting and by management/leadership.   

Cultural and environmental transitions for this steadily growing group of migrant teachers require further investigation to facilitate their cultural and environmental participation and acculturation into the Aotearoa New Zealand ECE context. In these ways, the existing cultural, environmental, and sustainability connections within ECE could be strengthened to foster children’s culturally-oriented environmental identities.

text: Culturally-Oriented Environmental Identity Transitions: Migrant Indian Teachers in Aotearoa New Zealand Early Childhood Education An increasingly multicultural Aotearoa New Zealand early childhood education (ECE) landscape that includes a growing number of migrant teachers forms the context for my doctoral study. In this country, respect for the natural world and kaitiakitanga are integral to the ECE bicultural curriculum framework Te Whāriki (Ministry of Education [MoE], 2017) which is grounded in Indigenous Māori worldviews that acknowledge strong spiritual connections to land and place. The natural environment is considered an integral part of the national identity and early childhood has been recognised as an important stage when Environmental and Sustainability Education should begin.   

Within the context of this superdiverse nation, a significant number of migrant teachers transfer their cultural and environmental knowledge, practice, and identity as they transition into the Aotearoa New Zealand context. This thesis explored migrant Indian teachers’ understandings of their culturally-oriented and negotiated environmental identities. I was keen to examine if the environment might hold different meanings and places in their home (Indian) and host (Aotearoa New Zealand) cultural systems.   

Through this study, insights were gained into migrant Indian teachers’ perceptions of the influence of cultural identity on their environmental identities in Aotearoa New Zealand ECE. A sociocultural theoretical perspective informed this study, drawing primarily on Sauvé’s (2009) model of personal and social development of the self in relation to other humans and the environment. Primary data for this interpretivist study were gathered through in-depth interviews with nine Indian ECE teacher participants. Interviews with their ECE setting managers/head teachers were conducted to support and supplement the teachers’ practices and experiences. The audio-recorded interview data were transcribed and examined using thematic analysis. Observations of teacher participants’ workplaces were used to provide a contextual profile for each of the nine Indian teachers. I also obtained a small number of assessment documents in the form of Learning Stories which the teachers had prepared, to analyse them for cultural and environmental themes and experiences.   

Indian teacher participants’ perceptions of their own culturally-oriented environmental identities highlighted the significance of teachers’ own early childhood environmental experiences and home cultural context influences on their environmental identities. Teacher participants’ perceptions shed light on their cultural and environmental identity transitions and acculturation process. These teachers brought their cultural and environmental identities from their home cultural context and used their cultural lens to interpret the connections between the host cultural context and environmental worldviews.   

The Indian teacher participants perceived close connections between their cultural and environmental identities. At the same time, they recognised cross-cultural connections between their culturally-oriented environmental identities and tikanga Māori (Māori ways of doing including practices, customs and rituals) and te ao Māori (the Māori world). These perceived connections were most evident through the significance of Indian philosophies of spirituality, relationships, belonging, and cultural recognition and exchange in their specific ECE contexts. These connections facilitated teachers’ cultural and environmental identity transitions and had a positive impact on their cultural and environmental teaching practices when supported within the ECE setting and by management/leadership.   

Cultural and environmental transitions for this steadily growing group of migrant teachers require further investigation to facilitate their cultural and environmental participation and acculturation into the Aotearoa New Zealand ECE context. In these ways, the existing cultural, environmental, and sustainability connections within ECE could be strengthened to foster children’s culturally-oriented environmental identities.

year: 2024