THE INTRODUCTION OF CYANIDING IN NEW ZEALAND: A CASE STUDY IN THE ROLE OF TECHNOLOGY IN HISTORY

Imaginative practices are central to ongoing transformations in the form and function of suburbia. In recent years, urban scholars have focused increasing attention on the concept and process of ‘post-suburbanisation’ to understand contemporary suburbs, yet imaginaries and imaginative practices have been largely absent in their analyses. This paper examines the role of imaginative practices in post-suburban change. Through a case study of Auckland, New Zealand, the paper examines three key domains of imaginative practice – visions, problems and trajectories – implicated in the production of post-suburbia. It argues that understandings of post-suburbanisation will be enhanced by an appreciation of both the material and imaginative dimensions of suburban transformation.

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Localising Global Norms: The Case of Family-Friendly Parliaments

Parliamentary Affairs ◽

10.1093/pa/gsaa050 ◽

2020 ◽

Author(s):

Sonia Palmieri ◽

Kerryn Baker

Keyword(s):

New Zealand ◽

Cultural Context ◽

Methodological Approach ◽

Institutional Context ◽

Norm Diffusion ◽

Starting Point ◽

Family Friendly ◽

Global Norms

Abstract In this article, we extend empirical understandings of feminist institutionalism by outlining a new methodological approach to the study of parliament as a gendered workplace. We argue that while a localised approach to studying institutional change allows a more nuanced appreciation of the role of local cultural context, internationalised norms can be an interesting starting point to work back from. A case study of the New Zealand parliament’s ‘family-friendly’ workplace practices illustrates this methodological approach. By tracing the establishment of family-friendly practices in this parliament, our study shines a light on the intractable nature of local institutional context in global norm diffusion and hints at the next phase of work required to further the agenda of transformational gender-sensitive parliaments.

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The role of character in talent identification and development in New Zealand rugby union

International Journal of Sports Science & Coaching ◽

10.1177/1747954119847172 ◽

2019 ◽

Vol 14 (3) ◽

pp. 406-418

Author(s):

Ryan Rosevear ◽

Tania Cassidy

Keyword(s):

New Zealand ◽

Rugby Union ◽

Talent Identification ◽

Systems Model ◽

A Value ◽

Universal Definition ◽

Definition Of ◽

Development Manager

The purpose of the study was to gain understanding of how character is understood in the New Zealand Rugby (NZR) ecology and how the Player Development Manager (PDM) in one Provincial Union (PU) negotiates, constructs and operationalizes interpretations of character within talent identification and development practices. The study design was informed by Bronfenbrenner’s ecological systems model of development and the methodology was case study. The participant in the study was the PDM who worked for one provincial rugby union and NZR. Data was gained using; interviews, document analysis and observations. An iterative strategy was employed when adopting the deductive and inductive analysis. The study found that across the NZR ecology there was no universal definition of character, or set of criteria used to assess players’ character. Within the NZR macrosystem there were formal policies that explicitly identified character as a value to be assessed. Yet, implicit understandings and assessment of character also existed. The PDM working in a microsystem constructed his understanding and assessment of character based on his experiences working with, and for, NZR (macrosystem) and the PU (exosystem) respectively, as well as drawing on his personal value set. The findings of this study are significant not only for rugby, in New Zealand and elsewhere, but they are relevant and topical for any selector, recruitment agent or coach who implicitly and explicitly (de)selects participants based on character.

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State-Owned Enterprises

Management Communication Quarterly ◽

10.1177/0893318911415598 ◽

2011 ◽

Vol 25 (4) ◽

pp. 693-709 ◽

Cited By ~ 25

Author(s):

Juliet Roper ◽

Michèle Schoenberger-Orgad

Keyword(s):

New Zealand ◽

Organizational Communication ◽

Corporate Ownership ◽

Organizational Contexts ◽

Extant Literature ◽

The World

This article seeks to broaden the parameters of the research into and discourse of CSR, which, by definition, has focused on corporations, but has neglected the role of governments as corporate owners. Greater awareness and transparency of corporate ownership should open up discussions of accountability, especially as citizens are arguably the principal shareholders of government-owned companies. These are issues of potential concern to organizational communication scholars. The article first examines the nature and genesis of government-owned corporations, particularly in the New Zealand context, which very much follows the pattern of similar corporations around the world. A case study follows, with extant literature of CSR, legitimacy, and the conventionally regarded relative roles of state and the economy drawn upon to inform discussion of the broader ramifications of the case for other organizational contexts.

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Assessing the economic value of New Zealand design

Journal of Design Business & Society ◽

10.1386/dbs_00002_1 ◽

2020 ◽

Vol 6 (1) ◽

pp. 7-20

Author(s):

Anna Brown ◽

Simon Mark ◽

Margaret Maile Petty

Keyword(s):

New Zealand ◽

Design Education ◽

Economic Value ◽

Government Investment ◽

Role Of Government

This article examines the challenges and complexities of assessing the value of design in contemporary economies, looking at New Zealand as a case study. Analysing the findings and recommendations of the first assessment of the economic value of design in New Zealand, published in 2017, this article seeks to bring greater clarity and understanding of the role of government and industry in a national design policy and ecosystem. Examining the performance and characteristics of New Zealand’s design ecosystem and the unique characteristics of its design in the context of other countries with well-established design policies, this article argues that the adoption of a nationally coordinated approach to design education and innovation provides widespread benefits. Through the analysis of the 2017 assessment, this article offers insights into viable methodologies for the scholarly study of the value of design. The study concludes by critiquing government investment in design, emphasizing the importance of design to innovation and the performance of companies.

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Educational Restructuring from a Community Viewpoint: A Case Study of School Closure from Invercargill, New Zealand

Environment and Planning C Government and Policy ◽

10.1068/c05r ◽

2003 ◽

Vol 21 (2) ◽

pp. 203-223 ◽

Cited By ~ 40

Author(s):

Karen Witten ◽

Robin Kearns ◽

Nick Lewis ◽

Heather Coster ◽

Tim McCreanor

Keyword(s):

New Zealand ◽

Low Income ◽

Focal Point ◽

School Closure ◽

Community Life ◽

Educational Restructuring ◽

Low Income Families ◽

The Impact

Beyond their educational function, schools are frequently a focal point for community life. We argue that this latter role was compromised in New Zealand by a decade of neoliberal realignments within education policy. During the 1990s the abolition of school zones, the commodification of education, and the drive for efficiency in the allocation of educational resources undermined the place of school in community life. In this paper we explore the impacts of a school closure on an urban neighbourhood in Invercargill, New Zealand. We present and interpret narratives gathered during an interview-based study of the closure of Surrey Park Primary School. Our analysis highlights parents' perspectives on the role of the educational bureaucracy in the closure debate, the ambiguous role assigned to ‘community’ within the restructured system, the impact of the closure for low-income families, and the place of schools in contributing to the neighbourhood social cohesion. Our analysis concurs with international research suggesting that breaking links between schools and communities has potentially significant educational impacts on children.

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Resource allocation and service design in local government: a case study

International Journal of Public Sector Management ◽

10.1108/ijpsm-01-2014-0013 ◽

2015 ◽

Vol 28 (1) ◽

pp. 29-41

Author(s):

Manzurul Alam

Keyword(s):

Resource Allocation ◽

New Zealand ◽

Local Government ◽

Service Design ◽

City Council ◽

Reform Process ◽

Content Type ◽

Government Organizations

Purpose – Following the introduction of the New Zealand Local Government Amendment Acts (1996, 2002), some significant changes have taken place in resource allocation and service design of local government organizations. The purpose of this paper is to investigate the effect of local government reforms on budgetary processes and service design in a New Zealand local government entity. Design/methodology/approach – The paper adopts a qualitative case study research involving semi-structured interviews with the key informants to understand the evolving role of resource allocation the study investigates the budgetary processes in a metropolitan city council. Findings – The traditional role of budget has changed to a more active and visible instrument in explaining the effectiveness and efficiency in the use and allocation of resources. Budgets have been given a central role in the management of local government finances. The reform process in New Zealand has enabled local government organizations to organize their activities by using the concepts of public and private goods. Research limitations/implications – This is a single local government entity case study. Any generalization of the conclusions from this study should undertaken with care even though there are similarities between New Zealand and other countries even though they operate under different institutional contexts in different countries. Originality/value – This paper makes important contribution by highlighting the implications of resource allocation on service design within New Zealand local government entities.

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The Role of Nutrition in Forest Decline — A Case Study of Pinus radiata in New Zealand

Forest Decline in the Atlantic and Pacific Region ◽

10.1007/978-3-642-76995-5_23 ◽

1993 ◽

pp. 293-306 ◽

Cited By ~ 1

Author(s):

I. R. Hunter

Keyword(s):

New Zealand ◽

Pinus Radiata ◽

Forest Decline

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The Enactment of Teacher Collaboration in Innovative Learning Environments: A Case Study of Spatial and Pedagogical Structuration

Teacher Transition into Innovative Learning Environments ◽

10.1007/978-981-15-7497-9_5 ◽

2020 ◽

pp. 47-60

Author(s):

Chris Bradbeer

Keyword(s):

New Zealand ◽

Learning Environments ◽

Teacher Collaboration ◽

Primary Schools ◽

Student Agency ◽

Innovative Learning ◽

Working Together ◽

Innovative Learning Environments

AbstractImplicit within the design of many Innovative Learning Environments (ILEs) in New Zealand primary schools is the intention of a group of co-located teachers working together with an ‘up-scaled’ community of students. To some these socio-spatial settings are suggestive of pedagogical and spatial freedom, of high levels of professional and student agency, and a transformation away from routines established in previous traditional classroom environments. The shift into ILEs may therefore encourage possibilities for novel approaches, the utilisation of individual strengths and opportunities for teachers to determine together how facets of learning, time and space are organised. However, the level of structure required by teams to successfully and collaboratively achieve this presents as a complex, and time-consuming task, with teachers often finding themselves in a space between practicality and potential. This paper draws on observational and interview data from one primary school ILE—part of a wider case study of teacher collaboration in six New Zealand schools. It considers the role of pedagogical and organisational structures alongside levels of autonomy experienced by teachers on adapting to new spaces. The findings indicate that while the occupation and ongoing inhabitation of Innovative Learning Environments may well present opportunities for teachers, tensions may be felt between predominating or created structures, and aspired or idealised practice.

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