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2013 - BEA Words: 103 words || 
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1. Pauling, Brian. "How many is too many ... Is New Zealand over-radioed?" Paper presented at the annual meeting of the BEA, Las Vegas Hotel (LVH), Las Vegas, NV, <Not Available>. 2020-02-25 <http://citation.allacademic.com/meta/p631844_index.html>
Publication Type: General Paper Submission
Abstract: New Zealand has the world's highest ratio of radio stations to population numbers. The proliferation of local radio stations, and in particular community radio stations, has enabled a range of opportunities for listener interaction. Illustrated by audio clips from current and past radio output, this presentation will look at the unique nature of Kiwi radio and its relationship with the listener. Aspects of the policy, finance and culture with regard to New Zealand radio broadcasting will be analysed and the paper will pose the question; is this a success story or has Kiwi radio become a victim of its own success?

2017 - Biennial Conference of the Society for Community Research and Action Words: 263 words || 
Info
2. Ambry, Dallas. "Many-to-many group mentoring in schools: mentors’ perceptions of youth mentee developmental assets" Paper presented at the annual meeting of the Biennial Conference of the Society for Community Research and Action, University of Ottawa, Ottawa, Ontario, Canada, Jun 21, 2017 <Not Available>. 2020-02-25 <http://citation.allacademic.com/meta/p1238715_index.html>
Publication Type: Ignite Presentation
Review Method: Peer Reviewed
Abstract: Mentoring supports a personal development relationship where a more experienced or knowledgeable person guides or supports a less experienced or knowledgeable person. Group mentoring presents opportunities to address some of the shortcomings of one-to-one mentoring structures. Many-to-many group mentoring differs from traditional one-to-one models yet it provides unique benefits and challenges. Positive youth development, a strengths-based view of developmental potential where resources are cultivated as assets to be retained throughout development, can support young people’s journey to adulthood. Mentoring has potential to facilitate youth development but consequences for development of youth assets in a school-based, group mentoring setting commonly used by community development agencies are unknown. Operationalized positive youth development provides a structural approach to appraise mentoring experiences. To determine youth mentors’ perceptions of the impact of a school-based, many-to-many group mentoring engagement on urban Australian secondary students’ developmental assets. Benefits of mentoring models and types, age- and culture-matching of mentors-mentees, and the role of relationships are discussed. Face-to-face interviews hermeneutically inform an idiographic qualitative study epistemologically informed by IPA. Interviews with mentors and other program stakeholders of an existing school-based mentoring program contribute data alongside observational notes. It is anticipated that mentors will perceive contextual, structural and interpersonal impacts on mentees’ development as viewed through a positive youth development framework. It is expected that findings will be useful for engaging youth in positive development programs, to contribute to the body of knowledge about general youth development and provide additional evidence to support alternative models of mentoring in the community.

Key words: mentoring, group mentoring, positive youth development, young people, developmental assets.

2018 - Association of Teacher Educators Pages: unavailable || Words: unavailable || 
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3. Torres, Heidi. "Many Lenses, Many Voices: Becoming Aware of and Learning to Teach Multiple Perspectives Through Inquiry" Paper presented at the annual meeting of the Association of Teacher Educators, Flamingo Las Vegas, Las Vegas, NV, Feb 16, 2018 Online <PDF>. 2020-02-25 <http://citation.allacademic.com/meta/p1299596_index.html>
Publication Type: Multiple Paper Format
Review Method: Peer Reviewed
Abstract: Learn how to use literacy inquiry stations to help preservice teachers become aware of multiple perspectives, and to provide them a tool for incorporating diverse perspectives in their own classrooms.

2017 - Oral History Association Annual Meeting Words: 189 words || 
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4. Sheftel, Anna. "“You ask many questions, but you don’t give many answers”: Learning how not to know about conflict" Paper presented at the annual meeting of the Oral History Association Annual Meeting, Hilton Minneapolis, Minneapolis, MN, <Not Available>. 2020-02-25 <http://citation.allacademic.com/meta/p1260507_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Since 2011, I have taught an obligatory undergraduate course on qualitative research, “Research Methods in Conflict Studies I” every year, in which we learn how to do oral history along with related methods such as ethnography and archival research. Every student completes a small research project, many of them interviewing friends and family about their lives. In Conflict Studies, our student body is, generally speaking, engaged and motivated; our program attracts students who want to work on issues of conflict and intervene in them out in the world in meaningful ways. This enthusiasm, however, comingles uneasily with the doubt and questions of subjectivity that we encounter while exploring research methods in the classroom. Each year I ask my students, and I ask myself, how we can be critical and self-reflexive about the complexities and limitations of oral history and related practices while still being able to act and find truth in the world. In this paper, I reflect on the challenge of trying to teach doubt and epistemological humility in a way that will open up worlds to students, rather than making them feel like our research is futile.

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