scholarly journals The Eco-Classroom Project: Fostering Student Participation Through Education for Sustainability

2012 ◽  
Vol 28 (2) ◽  
pp. 160-161
Author(s):  
Susan J. Wake ◽  
Chris Eames
Keyword(s):  
New Zealand ◽  
Key Management ◽  
Working Party ◽  
Education For Sustainability ◽  
Psychomotor Skills ◽  
Sustainability Learning ◽  
Project Sustainability ◽  
Set Up ◽  
Action Competence ◽  
Classroom Project

AbstractThis thesis investigated learning and other outcomes in participants, particularly students (9–11 years), as a result of their involvement in an education for sustainability (EfS) co-design and build project at their primary school in New Zealand, within the Enviroschools Programme. The research focused on four areas that distinguished the project: sustainability learning as the issue, participatory practice as the method, design as the process, and community partnerships as the sphere of involvement. Each of these was considered in terms of its influence on learning that was either cognitively based (knowledge), psychomotor (skills) or affective (attitudes and values). This led to the set-up of a matrix to collect qualitative data that was gathered using a narrative inquiry method around participants’ stories. This included focus groups with students who were part of the Eco-building Working Party, interviews with key adults from the school and the wider community, survey questionnaires to parents of the focus group students, plus classroom observations and analysis of visual diaries made by the teacher.Findings revealed student learning occurred in all three learning domains. This included EfS learning (particularly related to architecture and the built environment), understanding a design and build process, and cross-disciplinary learning that included skills such as leadership, teamwork and public speaking. Adult participants also gained from their involvement in the project. A correlation was made between the set-up and execution of the eco-classroom project and the Danish concept of Action Competence. This was indicated through the authentic, relevant and democratic action-taking focus of the eco-classroom project, which is linked to learning transformations. Also in agreement with an action competence approach was the strong focus in the project on both individual and collective learning. This was due to the process-focused nature of the project, itself related to the learning mandate and commitment to a democratic process with students. The project ran for a number of years with annually changing groups of students, who all had different experiences. The teacher used ‘peer education’ and reflective tools to manage the changeover of students positively. This gave depth and breadth to learning and ensured the project was truly collaborative. The embedding of learning in the project within the New Zealand Curriculum provided evidence of the flexible and multidisciplinary nature of EfS. Finally, a number of key management aspects were identified by the findings as contributing significantly to learning in the project and these are discussed.

scholarly journals University Leadership for Sustainability: an Active Dendritic Framework for Enabling Connection and Collaboration

2021 ◽  
Author(s):  
◽  
Pamela Margaret Williams
Keyword(s):  
New Zealand ◽  
Education For Sustainability ◽  
University Leadership ◽  
Aotearoa New Zealand ◽  
Sustainability Learning ◽  
Research Findings ◽  
Need For Support ◽  
Sustainability Initiatives ◽  
The University ◽  
Depth Interviews

<p>In a world with increasing environmental and social problems, education is widely accepted as being critical for meeting current and predicted sustainable development issues. This thesis explores possible reasons for the relatively low levels of education-for-sustainability programmes in universities in Aotearoa New Zealand, compared to selected international universities with coherent inter-disciplinary sustainability programmes of learning. The research involved qualitative in-depth interviews with two sub-sets of academic participants teaching in universities, twenty from selected international universities and ten from universities in Aotearoa New Zealand. A grounded theory methodology approach was chosen to analyse the extensive range of qualitative data. Analysis revealed generic essential themes underlying the experiences of the two sets of participants. Key themes included the importance of building connections between distributed sustainability leaders and the need for support from hierarchical university leadership for developing substantive sustainability learning initiatives. A theoretical model is proposed: an active dendritic framework for university leadership for sustainability, for improving collaborative learning within and across disciplinary areas, and building capacity for university-wide learning, leading to establishing coherent sustainability initiatives. Recommendations are offered for improving the uptake of education-forsustainability in universities in Aotearoa New Zealand, based on the research findings and the potential for using the dendritic framework for assisting connection and collaboration between transformational sustainability leaders within the university.</p>

scholarly journals University Leadership for Sustainability: an Active Dendritic Framework for Enabling Connection and Collaboration

2021 ◽  
Author(s):  
◽  
Pamela Margaret Williams
Keyword(s):  
New Zealand ◽  
Education For Sustainability ◽  
University Leadership ◽  
Aotearoa New Zealand ◽  
Sustainability Learning ◽  
Research Findings ◽  
Need For Support ◽  
Sustainability Initiatives ◽  
The University ◽  
Depth Interviews

<p>In a world with increasing environmental and social problems, education is widely accepted as being critical for meeting current and predicted sustainable development issues. This thesis explores possible reasons for the relatively low levels of education-for-sustainability programmes in universities in Aotearoa New Zealand, compared to selected international universities with coherent inter-disciplinary sustainability programmes of learning. The research involved qualitative in-depth interviews with two sub-sets of academic participants teaching in universities, twenty from selected international universities and ten from universities in Aotearoa New Zealand. A grounded theory methodology approach was chosen to analyse the extensive range of qualitative data. Analysis revealed generic essential themes underlying the experiences of the two sets of participants. Key themes included the importance of building connections between distributed sustainability leaders and the need for support from hierarchical university leadership for developing substantive sustainability learning initiatives. A theoretical model is proposed: an active dendritic framework for university leadership for sustainability, for improving collaborative learning within and across disciplinary areas, and building capacity for university-wide learning, leading to establishing coherent sustainability initiatives. Recommendations are offered for improving the uptake of education-forsustainability in universities in Aotearoa New Zealand, based on the research findings and the potential for using the dendritic framework for assisting connection and collaboration between transformational sustainability leaders within the university.</p>

scholarly journals Examining the Enviroschools programme within the greater Wellington region: A mixed methods approach

2021 ◽  
Author(s):  
◽  
Ria Goble
Keyword(s):  
Mixed Methods ◽  
New Zealand ◽  
Theory Of Planned Behaviour ◽  
Environmental Concern ◽  
Education For Sustainability ◽  
Planned Behaviour ◽  
Fully Integrated ◽  
Mixed Methods Approach ◽  
Children’S Behaviour ◽  
Action Competence

<p>This study focused on the Enviroschools organisation, a provider of education for sustainability in Aotearoa New Zealand. This research used a mixed-methods approach, involving seven schools in the Wellington region. Study one incorporated qualitative methods and gained insight into how the Enviroschools programme works in schools through interviewing teachers. Specifically, this study examined: 1) How the Enviroschools programme is implemented in different schools, 2) How action competence (a key component of the Enviroschools programme) is encouraged in students, and 3) Identified the challenges and benefits that teachers faced when implementing the programme.  The second study used a quantitative approach and aimed to identify if variables from the Theory of Planned Behaviour could predict children’s behaviour intentions. Study two: 1) Explored whether the Theory of Planned Behaviour could predict children’s gardening and waste behaviour intentions, 2) Investigated whether environmental concern could explain behaviour intentions, and 3) Explored whether socio-demographic variables helped explain behaviour intentions.   The results of study one highlighted the different ways in which teachers implemented the Enviroschools programme; this varied from being fully integrated throughout their teaching to offering extra-curricular environmental activities. The challenges and benefits included a lack of support, positive impacts on the community, and the influence of school culture.   The quantitative survey (n=155) found that the Theory of Planned Behaviour variables could predict both Living Landscapes and Zero Waste behaviour intentions. However, environmental concern or socio-demographics did not add to explaining behaviour intentions.   These study findings may benefit the Enviroschools organisation and policy makers who want to improve education for sustainability in New Zealand and know which variables to target to increase children’s engagement in waste and gardening behaviours.</p>

scholarly journals Examining the Enviroschools programme within the greater Wellington region: A mixed methods approach

2021 ◽  
Author(s):  
◽  
Ria Goble
Keyword(s):  
Mixed Methods ◽  
New Zealand ◽  
Theory Of Planned Behaviour ◽  
Environmental Concern ◽  
Education For Sustainability ◽  
Planned Behaviour ◽  
Fully Integrated ◽  
Mixed Methods Approach ◽  
Children’S Behaviour ◽  
Action Competence

<p>This study focused on the Enviroschools organisation, a provider of education for sustainability in Aotearoa New Zealand. This research used a mixed-methods approach, involving seven schools in the Wellington region. Study one incorporated qualitative methods and gained insight into how the Enviroschools programme works in schools through interviewing teachers. Specifically, this study examined: 1) How the Enviroschools programme is implemented in different schools, 2) How action competence (a key component of the Enviroschools programme) is encouraged in students, and 3) Identified the challenges and benefits that teachers faced when implementing the programme.  The second study used a quantitative approach and aimed to identify if variables from the Theory of Planned Behaviour could predict children’s behaviour intentions. Study two: 1) Explored whether the Theory of Planned Behaviour could predict children’s gardening and waste behaviour intentions, 2) Investigated whether environmental concern could explain behaviour intentions, and 3) Explored whether socio-demographic variables helped explain behaviour intentions.   The results of study one highlighted the different ways in which teachers implemented the Enviroschools programme; this varied from being fully integrated throughout their teaching to offering extra-curricular environmental activities. The challenges and benefits included a lack of support, positive impacts on the community, and the influence of school culture.   The quantitative survey (n=155) found that the Theory of Planned Behaviour variables could predict both Living Landscapes and Zero Waste behaviour intentions. However, environmental concern or socio-demographics did not add to explaining behaviour intentions.   These study findings may benefit the Enviroschools organisation and policy makers who want to improve education for sustainability in New Zealand and know which variables to target to increase children’s engagement in waste and gardening behaviours.</p>

Charles Francis Adams: diary of a young American taxidermist visiting New Zealand, 1884–1887

2014 ◽  
Vol 41 (1) ◽  
pp. 1-16 ◽  
Author(s):  
B. J. Gill
Keyword(s):  
New Zealand ◽  
San Francisco ◽  
Marine Invertebrates ◽  
Working Life ◽  
Early Years ◽  
Detailed Account ◽  
East Indies ◽  
The Pacific ◽  
Set Up ◽  
White Island

In December 1884 Charles Francis Adams (1857–1893) left Illinois, USA, by train for San Francisco and crossed the Pacific by ship to work as taxidermist at Auckland Museum, New Zealand, until February 1887. He then went to Borneo via several New Zealand ports, Melbourne and Batavia (Jakarta). This paper concerns a diary by Adams that gives a daily account of his trip to Auckland and the first six months of his employment (from January to July 1885). In this period Adams set up a workshop and diligently prepared specimens (at least 124 birds, fish, reptiles and marine invertebrates). The diary continues with three reports of trips Adams made from Auckland to Cuvier Island (November 1886), Karewa Island (December 1886) and White Island (date not stated), which are important early descriptive accounts of these small offshore islands. Events after leaving Auckland are covered discontinuously and the diary ends with part of the ship's passage through the Dutch East Indies (Indonesia), apparently in April 1887. Adams's diary is important in giving a detailed account of a taxidermist's working life, and in helping to document the early years of Auckland Museum's occupation of the Princes Street building.

scholarly journals Ewe Wastage in New Zealand Commercial Flocks: Extent, Timing, Association with Hogget Reproductive Outcomes and BCS

Animals ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 779
Author(s):  
Kate J. Flay ◽  
Anne L. Ridler ◽  
Chris W. R. Compton ◽  
Paul R. Kenyon
Keyword(s):  
New Zealand ◽  
Key Management ◽  
Body Condition Score ◽  
Survival Models ◽  
Reproductive Outcomes ◽  
Increase Risk ◽  
Interval Censored ◽  
Mortality Incidence ◽  
Condition Score ◽  
On Farm

Ewe wastage is the combination of on-farm mortality and premature culling. Internationally, there is limited research on actual wastage incidence and causes in commercial sheep flocks. To the authors’ knowledge, this is the first study that reports both lifetime wastage and detailed annual wastage in a sample of commercial New Zealand flocks. This study utilized data collected from 13,142 ewes from four cohorts on three commercial New Zealand farms (Farm A 2010-born, Farm A 2011-born, Farm B, Farm C), during the period 2011–2017, as they aged from replacement hoggets to 6-year-old ewes (Farm A and Farm B) or 3-year-old ewes (Farm C). Data collection visits occurred at three or four key management times each year, namely pre-mating, pregnancy diagnosis, pre-lambing and weaning. At each visit, body condition score (BCS) was assessed and any ewes that were culled or had died on farm were recorded. As this was a lifetime study, each ewe was assigned an outcome and corresponding ‘exit age’. By the end of the study, all ewes that had exited their respective flocks, were classified as either prematurely culled, or dead/missing, or if still in the flock, as censored, and either the exact date or interval in which they exited the flock was recorded. Semi-parametric competing risk (premature culling vs. dead/missing), interval-censored survival models were developed to: 1. describe the association between hogget reproductive outcomes and risk of subsequent wastage, and 2. assess pre-mating BCS as a predictor of wastage in that production year. Of the 13,142 enrolled ewes, 50.4% exited their respective flocks due to premature culling and 40.0% due to on-farm dead/missing, giving a total of 90.4% that exited due to wastage. Annual mortality incidence ranged from 3.5 to 40.2%. As a hogget, wastage incidence ranged from 7.6 to 45.4%. Pregnancy or rearing a lamb as a hogget did not increase risk of subsequent wastage. In all years, pre-mating BCS was a predictor of ewe wastage, with odds of wastage lower with increasing BCS. Therefore, farmers should focus on improving pre-mating BCS to 3.5/5.0 by assessing ewe BCS at weaning, allowing poorer-BCS ewes to be managed to gain BCS before re-breeding.

Scottish Health Authorities Revenue Equalisation

1978 ◽  
Vol 23 (3) ◽  
pp. 207-212 ◽  
Author(s):  
G. D. Forwell
Keyword(s):  
Equal Opportunity ◽  
Working Party ◽  
Health Department ◽  
Individual Health ◽  
Health Authorities ◽  
Comprehensive Examination ◽  
Set Up ◽  
Urban Deprivation ◽  
Relationship Of ◽  
Health Boards

A working party was set up by the Scottish Home and Health Department to consider the system of allocation of money to health boards. The system advocated (SHARE Report) is predictable from the NHS structure and the analogous report (RAWP) in England. The Secretary of State has announced his decision to accept SHARE in general principle. In principle, the Report is to be welcomed as a first step toward rationalising the distribution of health service money. However, work already published suggests the assumptions in SHARE require examination. SHARE would encourage individual health boards to plan for their own populations although thereby the greatest improvement in health services in Scotland may not be achieved. The SHARE objective of equal opportunity of securing access is open to various interpretations. Emphasis is laid on the recommendation in the Report for a comprehensive examination of the inter-relationship of social circumstances (in particular, urban deprivation), morbidity and mortality.

Fenoterol and asthma deaths

1990 ◽  
Vol 28 (17) ◽  
pp. suppl1-suppl2
Keyword(s):  
New Zealand ◽  
Medical Research ◽  
Research Council ◽  
Medical Research Council ◽  
Task Force ◽  
Usual Form ◽  
Set Up

Our article outlining the dispute over fenoterol safety has provoked letters both of acclaim and criticism. The manufacturer, Boehringer-Ingelheim, correctly pointed out that we had in several places misattributed the work of independent groups to the New Zealand Medical Research Council and the Asthma Task Force, which it set up. We apologise for these errors, but rather than publish a correction in the usual form we decided it would be more helpful to reprint the whole article highlighting the parts which have changed. Boehringer also criticised our selection and interpretation of the evidence and our conclusion. Our article emphasised the difficulty interpreting the data and the debate over the whole issue is still continuing. Our conclusion remains as stated here: 'while doubts about fenoterol remain unresolved, it seems wise to avoid using it'.

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