scholarly journals Understandings and experiences of wellbeing in a New Zealand senior secondary context

2012 ◽  
Vol 5 (2) ◽  
pp. 34 ◽  
Author(s):  
Anne Kathryn Soutter ◽  
Billy O'Steen ◽  
Alison Gilmore
Keyword(s):  
New Zealand ◽  
Educational Experiences ◽  
School Context ◽  
Learning System ◽  
Classroom Observations ◽  
Complex Phenomenon ◽  
Teacher Commentary ◽  
Wide Range ◽  
Senior Secondary ◽  
Independent Individual

This article draws upon data generated through interviews with and classroom observations of Year 13 students and their teachers in New Zealand to propose that wellbeing is viewed as a multi-dimensional, complex phenomenon involving seven interrelated domains: Having, Being, Relating, Thinking, Feeling, Functioning, and Striving. Student and teacher commentary indicated that educational experiences reflect an emphasis on developing wellbeing-enhancing Assets including Having resources and support, Being an independent individual, and Relating well with teachers. In addition, Functioning efficiently in assessment-related activities and Striving towards acquisition of credits were considered important aspects of engaging in Actions that will lead to wellbeing in the future. In contrast, cognitive and affective Appraisals, such as Thinking creatively, critically, or meta-cognitively, or Feeling and expressing a wide range of emotions, were considered peripheral to their current educational experiences. Overall, data suggests that while understood in terms that reflected a view of wellbeing as a complex, learning system, wellbeing was experienced in the school context more simplistically. Implications for the development of wellbeing-enhancing educational experiences are discussed.

scholarly journals What can we learn about wellbeing in school?

2011 ◽  
Vol 5 (1) ◽  
pp. 1 ◽  
Author(s):  
Anne Kathryn Soutter
Keyword(s):  
Teaching And Learning ◽  
Intrinsic Value ◽  
Educational Experiences ◽  
School Context ◽  
Frequent Use ◽  
The World ◽  
Adult Lives ◽  
Important Time ◽  
Senior Secondary ◽  
Learning Event

In recent years, the term wellbeing has become more common as an explicit educational aim. Despite its frequent use, it is often broadly applied, and rarely explicitly defined. Typically, wellbeing is described in education policy in ways that align conceptual pairings common in political discourse, including wealth, health, and happiness. Given the attention wellbeing is receiving by politicians around the world, this is an important time to consider if common uses of the term are relevant to and resonate with those in the school context, particularly amongst those on the cusp of entry into their adult lives. Here, I present data collected over a three day teaching and learning event in which students were invited to share their understandings of wellbeing as they worked to accomplish tasks related to their school examinations. Soutter, Gilmore, & O’Steen’s (2010) framework for wellbeing served as the conceptual lens through which data were analysed. The central finding to emerge was that wellbeing is conceptualised by students as a multi-dimensional, complex construct that holds both instrumental and intrinsic value for them as individuals, but that educational experiences did not play a prominent role in their visual or verbal communication about wellbeing. Through the discussion, this paper attempts to “create space” to consider wellbeing’s role in the senior secondary context.

Natural enemies of bridal creeper Asparagus asparagoides in New Zealand

2008 ◽  
Vol 61 ◽  
pp. 362-367
Author(s):  
H.M. Harman ◽  
N.W. Waipara ◽  
C.J. Winks ◽  
L.A. Smith ◽  
P.G. Peterson ◽  
...  
Keyword(s):  
New Zealand ◽  
Natural Enemies ◽  
Invertebrate Fauna ◽  
Classical Biocontrol ◽  
Wide Range

Bridal creeper is a weed of natural and productive areas in the northern North Island of New Zealand A classical biocontrol programme was initiated in 20052007 with a survey of invertebrate fauna and pathogens associated with the weed in New Zealand Although bridal creeper was attacked by a wide range of generalist invertebrates their overall damage affected

scholarly journals What makes or breaks higher education community engagement in the South African rural school context: A multiple-partner perspective

2017 ◽  
Vol 13 (2) ◽  
pp. 177-196 ◽  
Author(s):  
Eugene Gabriel Machimana ◽  
Maximus Monaheng Sefotho ◽  
Liesel Ebersöhn
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Engagement ◽  
School Context ◽  
Secondary Analysis ◽  
Rural School ◽  
Multiple Partner ◽  
Social Challenges ◽  
Education Community ◽  
Wide Range

The purpose of this study is to inform global citizenship practice as a higher education agenda by comparing the retrospective experiences of a range of community engagement partners and including often silent voices of non-researcher partners. Higher education–community engagement aims to contribute to social justice as it constructs and transfers new knowledge from the perspectives of a wide range of community engagement partners. This qualitative secondary analysis study was framed theoretically by the transformative–emancipatory paradigm. Existing case data, generated on retrospective experiences of community engagement partners in a long-term community engagement partnership, were conveniently sampled to analyse and compare a range of community engagement experiences ( parents of student clients ( n = 12: females 10, males 2), teachers from the partner rural school ( n = 18: females 12, males 6), student-educational psychology clients ( n = 31: females 14, males 17), Academic Service-Learning ( ASL) students ( n = 20: females 17, males 3) and researchers ( n = 12: females 11, males 1). Following thematic in-case and cross-case analysis, it emerged that all higher education–community engagement partners experienced that socio-economic challenges (defined as rural school adversities, include financial, geographic and social challenges) are addressed when an higher education–community engagement partnership exists, but that particular operational challenges (communication barriers, time constraints, workload and unclear scope, inconsistent feedback, as well as conflicting expectations) hamper higher education–community engagement partnership. A significant insight from this study is that a range of community engagement partners experience similar challenges when a university and rural school partner. All community engagement partners experienced that higher education–community engagement is challenged by the structural disparity between the rural context and operational miscommunication.

The Australia and New Zealand v Japan Southern Bluefin Tuna (Jurisdiction and Admissibility) Award of the First Law of the Sea Convention Annex VII Arbitral Tribunal

2001 ◽  
Vol 16 (2) ◽  
pp. 239-293 ◽  
Author(s):  
Barbara Kwiatkowska
Keyword(s):  
New Zealand ◽  
Bluefin Tuna ◽  
Fundamental Principle ◽  
Law Of The Sea ◽  
Arbitral Tribunal ◽  
Compulsory Arbitration ◽  
Wide Range ◽  
The Future ◽  
Questions And Answers ◽  
Southern Bluefin Tuna

AbstractThe Southern Bluefin Tuna (Jurisdiction and Admissihilily) Award of 4 August 2000 marked the first instance of the application of compulsory arbitration under Part XV, Section 2 of the 1982 UN Law of the Sea Convention and of the exercise by the Annex VII Tribunal of la compétence de la compétence pursuant to Article 288(4) over the merits of the instant dispute. The 72-paragraph Award is a decision of pronounced procedural complexity and significant multifaceted impacts of which appreciation requires an in-depth acquaintance with procedural issues of peaceful settlement of disputes in general and the-law-of-the-sea-related disputes in particular. Therefore, the article surveys first the establishment of and the course of proceedings before the five-member Annex VII Arbitral Tribunal, presided over by the immediate former ICJ President, Judge Stephen M. Schwebel, and also comprising Judges Keith, Yamada. Feliciano and Tresselt. Subsequently, the wide range of specific paramount questions and answers of the Tribunal are scrutinised against the background of arguments advanced by the applicants (Australia and New Zealand) and the respondent (Japan) during both written and oral pleadings, including in reliance on the extensive ICJ jurisprudence and treaty practice concerned. On this basis, the article turns to an appraisal of the impacts of the Arbitral Tribunal's paramount holdings and its resultant dismissal of jurisdiction with the scrupulous regard for the fundamental principle of consensuality. Amongst such direct impacts as between the parties to the instant case, the inducements provided by the Award to reach a successful settlement in the future are of particular importance. The Award's indirect impacts concern exposition of the paramount doctrine of parallelism between the umbrella UN Convention and many compatible (fisheries, environmental and other) treaties, as well as of multifaceted, both substantial and procedural effects of that parallelism. All those contributions will importantly guide other courts and tribunals seised in the future under the Convention's Part XV, Section 2.

Ustilago hypodytes. [Descriptions of Fungi and Bacteria].

1984 ◽  
Author(s):  
J. E. M. Mordue
Keyword(s):  
New Zealand ◽  
North America ◽  
South America ◽  
Root System ◽  
Geographical Distribution ◽  
Host Plants ◽  
Meristematic Tissue ◽  
Wide Range ◽  
Vegetative Multiplication ◽  
Established Infection

Abstract A description is provided for Ustilago hypodytes. Information is included on the disease caused by the organism, its transmission, geographical distribution, and hosts. HOSTS: A wide range of grasses, including species of Agropyron (many), Ammophila, Brachypodium, Bromus, Calamagrostis, Diplachne, Distichlis, Elymus (many), Festuca, Glyceria, Hilaria, Hordeum, Haynaldia, Lygeum, Melica, Orysopsis, Panicum, Phalaris, Phleum, Poa (many), Puccinellia, Secale, Sitanion, Sporobolus, Stipa (many), and Trisetum. DISEASE: Stem smut of grasses. GEOGRAPHICAL DISTRIBUTION: Chiefly a temperate species found in Europe (including Denmark, Finland, France, Germany, Hungary, Italy, Romania, Sweden, Switzerland, UK, USSR, Yugoslavia) and North America (Canada, USA) and extending to central and South America (Argentina, Peru, Uruguay), N. Africa (Libya, Morocco, Tunisia), Japan, Australia and New Zealand. TRANSMISSION: Not fully understood, though inoculation experiments have demonstrated that infection occurs in mature vegetative plants (possibly through meristematic tissue), not seeds or flowers (22, 240; 24, 511). Once established, infection is systemic, probably overwintering in the root system and spreading by vegetative multiplication of host plants as well as from plant to plant (24, 511; 19, 720).

scholarly journals Tourism 2025: an industry perspective

2015 ◽  
Vol 1 (1) ◽  
pp. 53-57 ◽  
Author(s):  
Simon Wallace ◽  
Steve Riley
Keyword(s):  
New Zealand ◽  
Tourism Industry ◽  
Collective Actions ◽  
Content Type ◽  
Stakeholder Support ◽  
Wide Range ◽  
Framework Model ◽  
Challenges And Opportunities ◽  
Small Industry ◽  
Global Tourism

Purpose Tourism 2025 – Growing Value Together/Whakatipu Uara Ngatahi is a framework to unite New Zealand's large and diverse tourism industry and ignite strong, aspirational economic growth. Its goal is to see the tourism industry contribute $41 billion a year to the New Zealand economy by 2025, up from $24 billion now. It provides vital context for some collective actions by big or small industry clusters and for thousands of actions individual businesses will take each year. The paper aims to discuss these issues. Design/methodology/approach A wide range of tourism industry stakeholders were consulted over an 18‐month period to ensure the project was being developed on a solid, evidence‐based foundation. There was strong stakeholder support for a framework which the private sector takes ownership of and responsibility for, but which also recognises that public sector support is vital. The project team developed a “straw‐man” growth framework model which resulted in carrying out detailed investigations and consultation to test and, where necessary, adjust that model into its final form. Findings There were four major forces shaping the global tourism market. There was one positive force for New Zealand countered by three tough challenges. The strawman growth framework comprised five separate yet inter‐connected “cycle of growth” themes. These themes are relatively consistent with global national tourism plans that were studied. Used intelligently and in harmony, with the industry fully understanding the inter‐relationships and inter‐dependencies within the “cycle of growth”, the key themes enable the tourism industry to successfully come to grips with the challenges and opportunities ahead. Originality/value Tourism 2025 is aimed at aligning the industry on a pathway towards aspirational growth.

scholarly journals Population Genetics of the Red Rock Lobster,  Jasus edwardsii

2021 ◽  
Author(s):  
◽  
Luke Thomas
Keyword(s):  
Population Structure ◽  
Gene Flow ◽  
New Zealand ◽  
Genetic Differentiation ◽  
Microsatellite Markers ◽  
Rocky Reef ◽  
Rock Lobster ◽  
Wide Range ◽  
Jasus Edwardsii ◽  
Polymorphic Microsatellite

<p>Understanding patterns of gene flow across a species range is a vital component of an effective fisheries management strategy. The advent of highly polymorphic microsatellite markers has facilitated the detection of fine-scale patterns of genetic differentiation at levels below the resolving power of earlier techniques. This has triggered the wide-spread re-examination of population structure for a number of commercially targeted species. The aims of thesis were to re-investigate patterns of gene flow of the red rock lobster Jasus edwardsii throughout New Zealand and across the Tasman Sea using novel microsatellite markers. Jasus edwardsii is a keystone species of subtidal rocky reef system and supports lucrative export markets in both Australia and New Zealand. Eight highly polymorphic microsatellite markers were developed from 454 sequence data and screened across a Wellington south coast population to obtain basic diversity indices. All loci were polymorphic with the number of alleles per locus ranging from 6-39. Observed and expected heterozygosity ranged from 0.563-0.937 and 0.583-0.961, respectively. There were no significant deviations from Hardy-Weinberg equilibrium following standard Bonferroni corrections. The loci were used in a population analysis of J. edwardsii that spanned 10 degrees of latitude and stretched 3,500 km across the South Pacific. The analysis rejected the null-hypothesis of panmixia based on earlier mDNA analysis and revealed significant population structure (FST=0.011, RST=0.028) at a wide range of scales. Stewart Island was determined to have the highest levels of genetic differentiation of all populations sampled suggesting a high degree of reproductive isolation and self-recruitment. This study also identified high levels of asymmetric gene flow from Australia to New Zealand indicating a historical source-sink relationship between the two countries. Results from the genetic analysis were consistent with results from oceanographic dispersal models and it is likely that the genetic results reflect historical and contemporary patterns of Jasus edwardsii dispersal and recruitment throughout its range.</p>

scholarly journals Education Support Worker's Perspectives on Their Work with Children with Disabilities in New Zealand Kindergarten Settings

2021 ◽  
Author(s):  
◽  
Pamela Jean Backhouse
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Students With Disabilities ◽  
Quantitative Research ◽  
Children With Disabilities ◽  
Policy Implications ◽  
Self Report ◽  
Future Research ◽  
Wide Range ◽  
Education Support

<p>International literature has focused on paraprofessionals working with students with disabilities in schools and similarly there is some investigative research on teacher aides working with children with disabilities in New Zealand schools. However there is little enquiry into Education Support Workers (ESWs) perspectives of working with children with disabilities in New Zealand Early Childhood Education settings. This study is intended to contribute to addressing this important gap in the literature. ESWs are allocated as primary supports for children with disabilities who need extra learning support and require intervention. This qualitative and quantitative research study is positioned within a sociocultural framework of the Te Whāriki (1996) Early Childhood curriculum which promotes inclusive practices for all children. One-hundred and three ESW respondents from the kindergarten sector completed and returned a questionnaire. Data collection included the role and proximity of an ESW, the child’s interactions with others, and the ESW’s relationship with the child with disabilities. The results revealed ESWs have a wide range of roles and responsibilities in their work with children with disabilities. They work in collaboration with teachers in determining their work with a child and integrate a child into the environment. The development of social skills and involving everyone in the child’s learning was a top priority. Also included was the building of relationships between the child, peers, teachers, and parents. In this study ESWs used a combination of positions such as working alongside, hovering, opposite, and behind and at the same time the child primarily interacted with the ESW, teachers, and peers. Even though there were some ESWs who worked exclusively with a child, the child still interacted in combination with the ESW, teachers, and peers. This result showed inclusion of others irrespective of the ESW’s close proximity. The ESW’s relationship with a child was reported as warm, caring, and positive and also described as very close, perhaps due to the nature of support for some children. This study explored ESWs’ perspectives on their work with children with disabilities and used self report. Theoretical and policy implications are discussed in the context of the ECE curriculum. Although some insight has been generated by ESWs’ participation in this study, there is still an urgent need for future research to ensure Ministry of Education policy and practice line up for children with disabilities and their families, in order for them to receive an equitable fair education as valued members of our community.</p>

scholarly journals Seeing Eye to Eye? The presentation and understanding of interpretation at a New Zealand heritage site

2021 ◽  
Author(s):  
◽  
Elise Caddigan
Keyword(s):  
New Zealand ◽  
Heritage Sites ◽  
Visitor Satisfaction ◽  
Heritage Site ◽  
Depth Interview ◽  
Wide Range ◽  
Perception Of Quality ◽  
A Site ◽  
International Visitors

<p>Old St Paul’s is an iconic New Zealand heritage site managed by Heritage New Zealand.¹ It is a site that tells both national and local stories and draws a wide range of international and domestic visitors. Key recommendations made by the New Zealand Ministry of Tourism in their 2010 and 2015 strategies were that the country is no longer automatically perceived as ‘authentic’² by international visitors, and that heritage in New Zealand should be striving to deliver engaging, educational and rich cultural and social experiences.  Using Old St. Paul’s as a case study, this research asks if New Zealand heritage sites are providing exhibitions, interpretation and stories that successfully communicate the site management’s presentation goals to visitors. This relationship is evaluated through the exhibitions and interpretation used by site management, and compared with visitor understanding and their experience of these.  This research uses interviews and visitor surveys to gauge the management/visitor relationship at Old St. Paul’s. An in-depth interview with the site’s manager is analysed and presented comparatively against the results gained from conducting visitor surveys. This research provides an investigation into contemporary heritage practice in New Zealand and offers a pilot study for future development in the heritage sector. Furthermore, it is suggested that heritage sites could adopt similar summative practices to those used in the museum sector in order to monitor visitor satisfaction and the perception of quality.</p>

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