Ngā Mōwaho: an analysis of Māori responses to the Christchurch earthquakes

Since September 2010, a series of earthquakes have caused widespread social, financial and environmental devastation in Christchurch, New Zealand. Anecdotal evidence suggests that local Māori responded effectively to facilitate community recovery and resilience. However, the form, content and extent of that response has not been adequately recognised or documented. This qualitative research project, conducted in partnership with Te Rūnanga o Ngāi Tahu, has documented the way in which Māori cultural factors have facilitated disaster risk reduction and management in response to the earthquakes. This paper explores sets of understandings about marginalisation and inclusion within the narratives of 70 Māori community members who contributed to this research. Forms of marginalisation expressed in participants’ narratives include delayed linkages to the formal emergency management infrastructure, difficulties integrating Māori volunteers into the mainstream response as well as enduring barriers to Māori engagement within Civil Defence, illustrated in a lack of Māori representation as well as tikanga Māori within emergency planning. We argue that the knowledge, principles and practices embedded within Māori responses to the Christchurch earthquakes may be contextually relevant for national and regional policy development in the area of disaster risk management, response and recovery.     

Social Status as a Predictor of Race and Gender Stereotypes in Late Childhood and Early Adolescence

We examined race and gender stereotypes in fourth‐, sixth‐ and eighth‐grade White and Black children. The participants reported their perceptions of the competence of Black, White, female and male children in academic domains, sports and music. In general, low‐status groups (girls and Black children) did not endorse stereotypes that reflected negatively on their own group but were likely to report stereotypes that favored their social group. High‐status groups (boys and Whites) endorsed most traditional stereotypes, whether negative or positive, for their social group. Where age differences appeared, older children were more likely than younger children to report traditional stereotypes and status effects were more pronounced. The results are discussed in terms of group enhancement and relationships between social stereotypes and self‐views.     

Outcomes assessment of role-play scenarios for teaching responsible conduct of research

We describe the summative assessment of role-play scenarios that we previously developed to teach central topics in the responsible conduct of research (RCR) to graduate students in science and engineering. Interviews with role-play participants, with participants in a case discussion training session, and with untrained students suggested that role-playing might promote a deeper appreciation of RCR by shifting the focus away from wanting to simply "know the rules." We also present the results of a think-aloud case analysis study and describe the development of a behaviorally-anchored rating scale (BARS) to assess participants' case analysis performance.     

Inclusion as Social Practice: Views of Children with Autism

This study illuminates the social realities of inclusion of 16 high functioning children with autism (HFA) in public schools in the United States. The study suggests that the practice of inclusion rests primarily on unaffected schoolmates rather than teachers, who typically are occupied monitoring academic progress and disciplinary transgressions across a range of children. Utilizing ethnographic observations and video recordings of quotidian classroom and playground activities, the analysis elucidates how classmates employ a range of positive and negative inclusion practices that either integrate or distance autistic children. Ethnographic observations of the study population indicate that the children whose diagnosis was fully disclosed enjoyed more consistent social support in the classroom and on the school playground. The study further suggests that high functioning children with autism exhibit a range of reactions to negative inclusion practices such as rejection and scorn. Such reactions include oblivion, immediate behavioral response, and emotionally charged accounts of disturbing school incidents shared after-the-fact with family members. Significantly, these observations indicate that HFA children can be cognizant of and distressed by others' derisive stances and acts, despite symptomatic difficulties in interpreting others' intentions and feelings.     

Outcomes Assessment of Role-Play Scenarios for Teaching Responsible Conduct of Research

We describe the summative assessment of role-play scenarios that we previously developed to teach central topics in the responsible conduct of research (RCR) to graduate students in science and engineering. Interviews with role-play participants, with participants in a case discussion training session, and with untrained students suggested that role-playing might promote a deeper appreciation of RCR by shifting the focus away from wanting to simply “know the rules.” We also present the results of a think-aloud case analysis study and describe the development of a behaviorally-anchored rating scale (BARS) to assess participants' case analysis performance.     

Learning Clinical Practice by Simulation in Law and Social Work

This paper discusses the development and evaluation of a package that was designed to simulate the Family Court of Australia. The origins of the simulation derive from the problems associated with access to the Family Court as it is a closed court, and the need to examine the relationship between two professions that work in the Family Court. The point of the simulation was to examine the unexpected effects which may not be obvious from simple discussion of the subject. The simulation provided a situation where the less rational aspects of court work could manifest themselves. Law students found many new interpersonal problems when they were confronted with the idiosyncrasies of clients, and trainee counsellors found the intricacies of the law daunting.     

A managerial approach to environmental assessment

The external environment of a corporation is one of the major determinants of its strategy. While this view is readily accepted, the tools to monitor this important determinant are still relatively underdeveloped. The authors have developed a managerial process which fills this gap by enabling an organization to assess its external environment effectively and economically. The approach helps executives identify major forces for strategic change in the market and non-market dimensions of the environment. The relevance of these changes is determined by measuring their impact on the mission and the strategies of the company. The process, furthermore, provides a starting point for assessing an organization's capabilities to respond to these forces for change.     

Practice and Research in Career Counseling and Development—2002

The authors present a review of the 2002 career development literature. The literature review is divided into the following areas: career theory, career assessment, career counseling interventions and practice, career counseling training and professional issues, and international issues in career counseling. The authors discuss the implications of the findings in this literature for career counseling practice.