The involvement of vulnerable children in child friendly spaces in Aceh, Indonesia : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Development Studies at Massey University, Palmerston North, New Zealand

The negative impact of natural and man-made disasters on children is well recognized and over the years different interventions have been introduced in communities so as to address the needs of affected children during humanitarian responses. In recent years though, the rights of children in humanitarian emergencies have been addressed more intentionally than previously. This has resulted in a new type of intervention that has evolved to address the psychosocial and protection needs of children through a range of creative, informative and supportive play activities and referral services offered in disaster affected communities. The activities have been supported by a range of Non Governmental Organisations and the United Nations. Commonly called 'Child Friendly Spaces'(CFSs), these programmes are now offered in most humanitarian emergencies. Drawing on literature from a range of social sciences and an analysis of qualitative research conducted in Tsunami affected Aceh, Indonesia, this study demonstrates that Government, United Nations and NGO stakeholders' understanding and approach to CFS programmes differs in terms of definitions of key concepts. The study also identifies the challenges in defining vulnerability at a community level and discusses whether CFS programmes do offer services to the most vulnerable children

Orphans and other vulnerable children : what role for social protection ?

Recent estimates have provided unprecedented numbers of orphans, and vulnerable children, either brought about because of the HIV/AIDS epidemic, or carriers themselves of HIV infections, a relentless growth which has precipitated a multifaceted care burden, that will too, grow for the next twenty years. This report records the proceedings of the Conference"Orphans and Other Vulnerable Children", which sought to promote awareness of the extent of this crisis, and, to probe the role of social protection in implementing a balanced response. The social protection framework for working with orphans, and vulnerable children shaped the conference agenda. Provision of appropriate risk management instruments is crucial for lasting poverty reduction, while programs to reduce the vulnerability of orphans, and other children, should play an integral role in any national development strategy, in the context of the HIV/AIDS epidemic. Building community capacity will constitute the centerpiece of any feasible response. Within a realistic framework, programs must spread, and scale up, to address the vast, and growing need.Street Children,Youth and Governance,Health Monitoring&Evaluation,Children and Youth,Primary Education

Energy spread of ultracold electron bunches extracted from a laser cooled gas

Ultrashort and ultracold electron bunches created by near-threshold femtosecond photoionization of a laser-cooled gas hold great promise for single-shot ultrafast diffraction experiments. In previous publications the transverse beam quality and the bunch length have been determined. Here the longitudinal energy spread of the generated bunches is measured for the first time, using a specially developed Wien filter. The Wien filter has been calibrated by determining the average deflection of the electron bunch as a function of magnetic field. The measured relative energy spread $\frac{\sigma_{U}}{U} = 0.64 \pm 0.09\%$ agrees well with the theoretical model which states that it is governed by the width of the ionization laser and the acceleration length

Past nature : public accounts of Nova Scotia's landscape, 1600-1900

i, 197 leaves : map ; 28 cm.Includes abstract.Includes bibliographical references (leaves 185-197).This thesis examines the ecological changes in the land that took place with the European colonization of Nova Scotia over a three hundred year period (1600-1900). Public accounts of Nova Scotia's landscape are studied to determine what kind of environment these newcomers first encountered and how the natural history features of the land changed with settlement. The diverse cultural responses to landscape are examined and categorised into distinct patterns of responses to nature. Narratives are also used to determine natural history patterns and the transformations that came with agriculture, lumbering, the fisheries and fur trade. Central to this story are the tensions between two different cultures colliding -- Micmac and European -- and the ties to the land that both united and divided them. Ecological consequences of both ways of living in nature -- the hunter and the cultivator -- are examined. This thesis makes a contribution to our collective understanding of the central role of nature in Nova Scotia's past cultural history. Three centuries of discourse over the land reveal an intense interest in this subject and serve to expand our vision of the natural world and the role of humans in it

Complications and disturbance in university teaching: researching dangerous and troublesome knowledge.

1. Research and develop current conceptualisations of teaching troublesome, difficult and dangerous knowledge in universities, through a comprehensive literature review and further dialogue within the UoP research group. 2. Create a log of episodes of teaching and learning that are experienced as troublesome, difficult and/or dangerous - ,through research dialogues with students and tutors, from a range of applied fields of study, such as education, nursing and other health professions, psychology, social work, early childhood studies, the built environment. 3. Develop an analysis of students\u27 and tutors’ accounts of complications in teaching and learning through the creation of illustrative case studies. 4. Establish an initial framework for a pilot series of staff workshops on complications in university teaching 5. Disseminate project work through preparation of papers for conferences and journals.This project set out to research and develop conceptualisations of difficulty, trouble and danger in university teaching and learning contexts and to find ways of articulating these so that they can be better understood, and acted upon more confidently and effectively. The project focused on the questions: • What causes disturbance and complications in university teaching? • How do tutors and students understand and respond to troublesome and dangerous knowledge? • How can the acquisition of such knowledge be investigated