title: A framework for estimating crime location choice based on awareness space

authors: Curtis-Ham, Sophie

abstract: This paper extends Crime Pattern Theory, proposing a theoretical framework which aims to explain how offenders’ previous routine activity locations influence their future offence locations. The framework draws on studies of individual level crime location choice and location choice in non-criminal contexts, to identify attributes of prior activities associated with the selection of the location for future crime. We group these attributes into two proposed mechanisms: reliability and relevance. Offenders are more likely to commit crime where they have reliable knowledge that is relevant to the particular crime. The perceived reliability of offenders’ knowledge about a potential crime location is affected by the frequency, recency and duration of their prior activities in that location. Relevance reflects knowledge of a potential crime location’s crime opportunities and is affected by the type of behaviour, type of location and timing of prior activities in that location. We apply the framework to generate testable hypotheses to guide future studies of crime location choice and suggest directions for further theoretical and empirical work. Understanding crime location choice using this framework could also help inform policing investigations and crime prevention strategies.</jats:p>

text: A framework for estimating crime location choice based on awareness space This paper extends Crime Pattern Theory, proposing a theoretical framework which aims to explain how offenders’ previous routine activity locations influence their future offence locations. The framework draws on studies of individual level crime location choice and location choice in non-criminal contexts, to identify attributes of prior activities associated with the selection of the location for future crime. We group these attributes into two proposed mechanisms: reliability and relevance. Offenders are more likely to commit crime where they have reliable knowledge that is relevant to the particular crime. The perceived reliability of offenders’ knowledge about a potential crime location is affected by the frequency, recency and duration of their prior activities in that location. Relevance reflects knowledge of a potential crime location’s crime opportunities and is affected by the type of behaviour, type of location and timing of prior activities in that location. We apply the framework to generate testable hypotheses to guide future studies of crime location choice and suggest directions for further theoretical and empirical work. Understanding crime location choice using this framework could also help inform policing investigations and crime prevention strategies.</jats:p>

year: 2020

title: Teaching Languages to Young Learners:  Asian Rim Experiences

authors: Johnson, Diane

subjects: Young learners and second languages

abstract: A number of Asian countries have recently developed initiatives relating to the teaching of English to young learners in schools. Many of the issues that these countries are currently facing are very similar to the theoretical and practical issues that are being faced in New Zealand where an increasing number of schools are introducing students to international languages at a younger age, and where young learners are being introduced to Māori in a range of different educational settings. Some of the issues, both theoretical and practical, that are common to young learner language initiatives in both New Zealand and in a number of Asian countries are explored here.

text: Teaching Languages to Young Learners:  Asian Rim Experiences A number of Asian countries have recently developed initiatives relating to the teaching of English to young learners in schools. Many of the issues that these countries are currently facing are very similar to the theoretical and practical issues that are being faced in New Zealand where an increasing number of schools are introducing students to international languages at a younger age, and where young learners are being introduced to Māori in a range of different educational settings. Some of the issues, both theoretical and practical, that are common to young learner language initiatives in both New Zealand and in a number of Asian countries are explored here.

year: 2003-02

title: Tukua Kia Rere! Maori Adult Students Succeeding at University

authors: Williams, Daphne Christina (Tina)

subjects: Maori students in higher education

abstract: A considerable amount of research has focussed on Māori underachievement in mainstream education. There is, however, much less research that celebrates Māori academic success. Even less has been written about the experiences of adult Māori students who return to study long after leaving school and go on to become academically successful in higher education. This study contributes to the growing body of knowledge regarding Māori academic success at university. It sought to explore the experiences of sixteen adult Māori students who entered university via special admission and went on to attain undergraduate degrees. The study examined the challenges that these individual’s experienced on their way to becoming academically successful and identified the main factors that helped them to achieve educational success. An overarching Kaupapa Māori theoretical framework was employed in this study. A qualitative research methodology was implemented and Kaupapa Māori research principles informed both the research processes and the interpretation of research outcomes. The findings suggest four major factors contributed to the success of the participants in this study: a strong determination to succeed (whāia te iti kahurangi), the extended family (whānau), strong social support networks with peers and faculty (whakawhanaungatanga) and Te Ao Māori (the Māori World). However, some of these same factors were also found to hinder academic success in the university setting. The Manu Tukutuku (kite) model was developed directly from the research findings. In addition to providing a theoretical frame for understanding the experiences of Māori special admission students at university, this model also provides a useful ‘toolkit’ for those wanting to support Māori students within the university context. The implications of this study suggest that New Zealand Universities can better support Māori special admission students by being more inclusive of their cultural capital, by eliminating racism and discrimination in the university environment and by fostering better relationships between staff and students. Creating opportunities for Māori students to develop social networks at University was also identified as important.

text: Tukua Kia Rere! Maori Adult Students Succeeding at University A considerable amount of research has focussed on Māori underachievement in mainstream education. There is, however, much less research that celebrates Māori academic success. Even less has been written about the experiences of adult Māori students who return to study long after leaving school and go on to become academically successful in higher education. This study contributes to the growing body of knowledge regarding Māori academic success at university. It sought to explore the experiences of sixteen adult Māori students who entered university via special admission and went on to attain undergraduate degrees. The study examined the challenges that these individual’s experienced on their way to becoming academically successful and identified the main factors that helped them to achieve educational success. An overarching Kaupapa Māori theoretical framework was employed in this study. A qualitative research methodology was implemented and Kaupapa Māori research principles informed both the research processes and the interpretation of research outcomes. The findings suggest four major factors contributed to the success of the participants in this study: a strong determination to succeed (whāia te iti kahurangi), the extended family (whānau), strong social support networks with peers and faculty (whakawhanaungatanga) and Te Ao Māori (the Māori World). However, some of these same factors were also found to hinder academic success in the university setting. The Manu Tukutuku (kite) model was developed directly from the research findings. In addition to providing a theoretical frame for understanding the experiences of Māori special admission students at university, this model also provides a useful ‘toolkit’ for those wanting to support Māori students within the university context. The implications of this study suggest that New Zealand Universities can better support Māori special admission students by being more inclusive of their cultural capital, by eliminating racism and discrimination in the university environment and by fostering better relationships between staff and students. Creating opportunities for Māori students to develop social networks at University was also identified as important.

year: 2010