title: Moiapu 3: Settlement on Moiapu Hill at the very end of Lapita, Caution Bay hinterland

authors: David, Bruno O.

abstract: The Caution Bay archaeological project on the south coast of mainland Papua New Guinea has excavated 122 sites over a 9  km²  area. Lapita ceramics appear at a number of sites at c. 2900 cal. BP. Here we present the results of excavations at Moiapu 3, a site that helps define the end of the dentate-stamped Lapita phase of this region. It is suggested that the decline and ultimate cessation of dentate stamping related to a loss of symbolism during a period of major socioeconomic readjustment and innovation.

text: Moiapu 3: Settlement on Moiapu Hill at the very end of Lapita, Caution Bay hinterland The Caution Bay archaeological project on the south coast of mainland Papua New Guinea has excavated 122 sites over a 9  km²  area. Lapita ceramics appear at a number of sites at c. 2900 cal. BP. Here we present the results of excavations at Moiapu 3, a site that helps define the end of the dentate-stamped Lapita phase of this region. It is suggested that the decline and ultimate cessation of dentate stamping related to a loss of symbolism during a period of major socioeconomic readjustment and innovation.

year: 2019

title: Mindfulness in the classroom: An exploration of teachers' perceptions of well-being in relation to mindfulness-based classroom practices

authors: Mazza-Davies, Laurie Lynn

subjects: mindfulness

abstract: The intersection between mindfulness and well-being is particularly salient, given a nascent field of international study has grown out of interest in what mindfulness can offer to enhance human well-being.  Despite well-being forming an integral part of the health and physical education learning area of the New Zealand curriculum, there is a surprising paucity of current research into teacher well-being in New Zealand, and an even greater scarcity of New Zealand based research into the potential impact of mindfulness-based practices on teacher and student well-being.  This thesis aims to address this significant gap by exploring teachers’ perceptions of well-being in relation to mindfulness-based practices.

Drawing upon hermeneutic phenomenology as a method of inquiry, this study reveals the essence of the ontological experiences of a group of nine New Zealand primary (elementary) school teachers as they explored the notion of well-being, considered the mindfulness construct in relation to their personal and professional well-being, interpreted and ultimately applied mindfulness principles to their classroom programmes.  Data were collected in two phases over a 10 week period by way of teacher focus group meetings, in-class observations, de-briefings, and student focus group meetings.  Researcher reflexivity is acknowledged through the use of autobiographical diary entries, woven throughout, as the super-ordinate themes of well-being and mindfulness are explored in relation to identity, authenticity, autonomy and ‘Being’.

The findings have implications for educational theory, policy and practice. A key finding points to the development of a theory signifying the paradoxical nature of well-being as both an experience and a state of ‘Being’, and not necessarily as the result of being well.  A second theory introduces the concept of authenonomy, suggesting the continuous interplay between authenticity and autonomy, when acknowledged and acted upon, may heighten teacher well-being. Finally, three broadly based categorisations of mindfulness classroom activities are presented, resulting in a framework created to assist teachers in implementing practices into their short and long term planning in manageable and creative ways. However, any such practices are not homogeneous, and need to be responsive to particular social and cultural contexts, and the character of students and schools.

text: Mindfulness in the classroom: An exploration of teachers' perceptions of well-being in relation to mindfulness-based classroom practices The intersection between mindfulness and well-being is particularly salient, given a nascent field of international study has grown out of interest in what mindfulness can offer to enhance human well-being.  Despite well-being forming an integral part of the health and physical education learning area of the New Zealand curriculum, there is a surprising paucity of current research into teacher well-being in New Zealand, and an even greater scarcity of New Zealand based research into the potential impact of mindfulness-based practices on teacher and student well-being.  This thesis aims to address this significant gap by exploring teachers’ perceptions of well-being in relation to mindfulness-based practices.

Drawing upon hermeneutic phenomenology as a method of inquiry, this study reveals the essence of the ontological experiences of a group of nine New Zealand primary (elementary) school teachers as they explored the notion of well-being, considered the mindfulness construct in relation to their personal and professional well-being, interpreted and ultimately applied mindfulness principles to their classroom programmes.  Data were collected in two phases over a 10 week period by way of teacher focus group meetings, in-class observations, de-briefings, and student focus group meetings.  Researcher reflexivity is acknowledged through the use of autobiographical diary entries, woven throughout, as the super-ordinate themes of well-being and mindfulness are explored in relation to identity, authenticity, autonomy and ‘Being’.

The findings have implications for educational theory, policy and practice. A key finding points to the development of a theory signifying the paradoxical nature of well-being as both an experience and a state of ‘Being’, and not necessarily as the result of being well.  A second theory introduces the concept of authenonomy, suggesting the continuous interplay between authenticity and autonomy, when acknowledged and acted upon, may heighten teacher well-being. Finally, three broadly based categorisations of mindfulness classroom activities are presented, resulting in a framework created to assist teachers in implementing practices into their short and long term planning in manageable and creative ways. However, any such practices are not homogeneous, and need to be responsive to particular social and cultural contexts, and the character of students and schools.

year: 2015

title: A critical analysis of Section 27 of the Sentencing Act (2002)

authors: Oakley, Tara Joan

subjects: Section 27

abstract: This thesis analyses the effectiveness of Section 27 of the Sentencing Act (2002) in achieving its primary objective of addressing the high rate of Māori incarceration. This problem largely stems from the destruction of Māori culture through colonisation and is held in place by systemic and institutional racism in the contemporary context. Theoretically, Section 27 provides a mechanism to off-set the societal dislocation and disadvantage Māori have experienced as a result of colonialism, crime control policies and urbanisation.

Analysis of the operational reality of Section 27 focused on the following questions:
•	Is Section 27 being utilised as intended by legislation?
•	What are the underlying rationale and reasons why the Section is utilised by Court officials?
•	What are the underlying rationale and reasons why the Section is not utilised by Court officials?
•	What changes to legislation, policy or institutional practice are required to enhance the use of Section 27?
The research involved qualitative interviews of eight lawyers from two different geographic locations in New Zealand, and four cultural consultants (those employed to write professional Section 27 reports). Their responses were analysed and grouped into three different themes: benefits, barriers, and improvement to legislation and practice.  

Major findings of the research include positive outcomes such as improved community re-engagement for offenders and improved sentencing outcomes. On the other hand, however, there is an inconsistency of use of Section 27, as well as a variable impact when it is used during the sentencing process. This inconsistency appears due to a lack of cultural knowledge and understanding within the court system. Thus, there is a need for cultural education of those working within the court system and for the development of a framework and guidelines.  For this to be imbedded as a consistent practice for use in sentencing decisions it needs to be backed up with adequate government funding and legislative and policy support.

text: A critical analysis of Section 27 of the Sentencing Act (2002) This thesis analyses the effectiveness of Section 27 of the Sentencing Act (2002) in achieving its primary objective of addressing the high rate of Māori incarceration. This problem largely stems from the destruction of Māori culture through colonisation and is held in place by systemic and institutional racism in the contemporary context. Theoretically, Section 27 provides a mechanism to off-set the societal dislocation and disadvantage Māori have experienced as a result of colonialism, crime control policies and urbanisation.

Analysis of the operational reality of Section 27 focused on the following questions:
•	Is Section 27 being utilised as intended by legislation?
•	What are the underlying rationale and reasons why the Section is utilised by Court officials?
•	What are the underlying rationale and reasons why the Section is not utilised by Court officials?
•	What changes to legislation, policy or institutional practice are required to enhance the use of Section 27?
The research involved qualitative interviews of eight lawyers from two different geographic locations in New Zealand, and four cultural consultants (those employed to write professional Section 27 reports). Their responses were analysed and grouped into three different themes: benefits, barriers, and improvement to legislation and practice.  

Major findings of the research include positive outcomes such as improved community re-engagement for offenders and improved sentencing outcomes. On the other hand, however, there is an inconsistency of use of Section 27, as well as a variable impact when it is used during the sentencing process. This inconsistency appears due to a lack of cultural knowledge and understanding within the court system. Thus, there is a need for cultural education of those working within the court system and for the development of a framework and guidelines.  For this to be imbedded as a consistent practice for use in sentencing decisions it needs to be backed up with adequate government funding and legislative and policy support.

year: 2020