| 1 |
Unravelling the relationship of conditional rule breaking, creativity, personality traits and entrepreneurship: a neurocognitive study ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Phonetic variation reveals variation in phonological planning scope ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Normative Power Europe as an Ingroup Projection? The EU’s Response to the Arab Uprising
|
|
|
|
In: Social Sciences ; Volume 9 ; Issue 5 (2020)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Things seemed to fall apart when he was in the room: Survivors' representations of violence, agency, power, and resistance in their online posts ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Communication accommodation in text messages: Exploring liking, power, and sex as predictors of textisms.
|
|
|
|
In: The Journal of social psychology, vol 158, iss 4 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
A systematic review of concepts related to women's empowerment in the perinatal period and their associations with perinatal depressive symptoms and premature birth
|
|
|
|
In: Garcia, Esmeralda R; & Yim, Ilona S. (2017). A systematic review of concepts related to women's empowerment in the perinatal period and their associations with perinatal depressive symptoms and premature birth. BMC PREGNANCY AND CHILDBIRTH, 17(Suppl 2), 347. doi:10.1186/s12884-017-1495-1. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/9141q8m0 (2017)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
The EZ diffusion model provides a powerful test of simple empirical effects.
|
|
|
|
In: Psychonomic bulletin & review, vol 24, iss 2 (2017)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Manual for scoring motive imagery in running text (and related materials)
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Discipline and punish? Strategy discourse, senior manager subjectivity and contradictory power effects
|
|
|
|
In: Dick, Penny and Collings, David G. orcid:0000-0003-1252-7080 (2014) Discipline and punish? Strategy discourse, senior manager subjectivity and contradictory power effects. Human Relations . ISSN 1741-282X (2014)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Interwar Period Leavenworth Student Papers: Perceptions of Airpower and Implications Regarding Effectiveness of the Leavenworth Schools
|
|
|
|
In: DTIC (2014)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Understanding and Harnessing the Power of Ideas, Persuasion, and Trust 2.0
|
|
|
|
In: DTIC (2014)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Through the Camera Lens of Development: An Exploration of NGOS' Representations of Africa
|
|
|
|
In: Master's Capstone Projects (2014)
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Abiba DIARRASSOUBA "SEMIOTIC READING OF THE ''POWER'' IN MISTREAT OF AMADOU KONE" ; Abiba DIARRASSOUBA « LECTURE SEMIOTIQUE DU ''POUVOIR'' DANS TRAITES DE AMADOU KONE »
|
|
|
|
In: Journées thématiques (cognitions, comportements, Langages), Perception ; https://halshs.archives-ouvertes.fr/halshs-01221417 ; Journées thématiques (cognitions, comportements, Langages), Perception, Feb 2012, Poitiers, France (2012)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Sprache soziologisch gesehen. Bd. 2, Sprache als Indikator für egalitäre und nicht-egalitäre Sozialbeziehungen
|
|
|
|
In: 603 (2012)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Zukunftshoffnungen und Ängste von Kindern und Jugendlichen unter der nuklearen Bedrohung: Analyse einer bundesweiten Pilotstudie
|
|
|
|
In: Psychologie und Gesellschaftskritik ; 11 ; 2/3 ; 81-105 (2012)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
The contribution of family literacy programmes to the wellbeing of individuals, families and communities
|
|
|
|
Abstract:
Approaches to literacy education named as ‘family literacy programmes’ first emerged in Aotearoa New Zealand in the early 2000s amidst considerable enthusiasm. Such approaches involve adults, children, or both in literacy learning in the contexts of home and family life. They are part of a wider field, established internationally, of academic and practical endeavour encompassing studies of the literacy practices of family members, studies of parents’ support of children’s literacy development, and studies of programmes aimed at enhancing family members’ literacy abilities, and the evaluations of such programmes. It is a contentious field, with divergent views of what constitutes both literacy and family, leading to differing expectations of what programmes are for and what they might achieve. From a moral perspective, hopes for such approaches, which hold much intuitive and culturally-located appeal, must be set against the concerning disparities in wellbeing between different groups, evident and growing in New Zealand as elsewhere. The study set out to explore the effects of a range of family-focused approaches in New Zealand, and their characteristics that seemed important in achieving relevant and meaningful outcomes for participants and their families. An important aim of the study was to encourage the essential conversation concerning the ideological and research-informed basis on which policies and practices should be developed to best suit our contexts, and that have people’s overall wellbeing, as well as their literacy development, in mind. The study traced the experiences of nineteen mainly Māori, Pacific and Pākehā adult participants in four varying family-focused literacy programmes located in different kinds of communities, drawing on Kaupapa Māori methodologies in its approach. Conversational interviews with the adult participants, programme staff and others who knew the participants well, repeated over 18 months, as well as participant observations of programme sessions and programme documentation, formed an extensive data set for latent theoretical thematic analysis. I identified literacy and other changes in the participants’ lives; synergistic links between factors influencing the programme effects, ‘flow on’ of effects to wider aspects of the participants’ lives and to their families and communities, and links to the personal, relational and collective wellbeing of individuals, families and communities. The findings demonstrate that there are complex influences on programmes such that effects are highly individualised, but that there is nevertheless a tangible, discernable process in play as people journey from participation to wellbeing, in which literacy enhancement, familiarity with new literacies, and new uses of literacies, are involved. The study suggests a disjuncture between current literacy education policy and the hopes, aspirations and real lives of many people for whom the programmes are intended and who wish to contribute to their families and communities despite their complex and often fraught lives. It also demonstrates that a deep level of care and holistic concern is possible in a programme which also achieves literacy skill development. Recognition of people’s whole selves including their problems and their existing abilities in programme content and approach demonstrated the ‘respectful relevance’ that appears crucial to the involvement and the positive (useful and meaningful) outcomes that were observed. It demonstrated that a broad and inclusive evaluative lens offers the best hope for full appreciation of the contribution of programmes such as these, when the overall wellbeing of families, communities and society as a whole is placed at the centre of literacy work. The study offers new and urgently-needed ecological systems-based models within a wellbeing orientation to family literacy theory. These have implications for the future development of programmes in Aotearoa New Zealand and provide frameworks against which programmes internationally may consider their work afresh. The study calls for greater community relevance in family literacy based on local values and aspirations.
|
|
Keyword:
Adult Literacy Strategy; autonomous model; basic skills; borderlands; citizenship; co-construction; collectivism; colonisation; community psychology; confidence; contextualised; Cook Island; critical; critical theory; critique; cultural identity; culture; deficit; discourse; diversity; education; efficacy; embedded; empowerment; European; foundation learning; foundation skills; four component model; health; identity; ideological model; ideology; idiosyncratic; illiteracy; independence; individualism; interconnected; interdependence; Kenan model; Key Competencies Framework; knowledge society; Learning for Living; literacy crisis; marginalisation; mental health; methodological fundamentalism; multiliteracies; multimodality; New Literacy Studies; numeracy; oral language development; outcomes; participation; phenomenology; power; psychological wellbeing; ripple effects; Samoa; school; self-determination; self-efficacy; sense of community; social capital; social cohesion; social constructionism; social exclusion; social identities; social inclusion; social inequalities; social justice; social network; social support; social wellbeing; social-contextual; sociocultural; spirituality; strengths; strengths-based; teaching; tino rangitiratanga; Tonga; Treaty of Waitangi; typology; whanau; whanau literacy programmes; whanaungatanga; Whare Tapa Wha; workplace; worldview
|
|
URL: https://hdl.handle.net/10289/6457
|
|
BASE
|
|
Hide details
|
|
|
| 20 |
New models of self-management education for minority ethnic groups: pilot randomized trial of a story-sharing intervention.
|
|
|
|
In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2011)
|
|
BASE
|
|
Show details
|
|
|
|
|
