scholarly journals "The Art of the Achievable": An Examination of Heritage Assessment Practice at the Department of Conservation

2021 ◽  
Author(s):  
◽  
Kayla Wilson
Keyword(s):  
New Zealand ◽  
Critical Analysis ◽  
Critical Realism ◽  
Heritage Management ◽  
Assessment Process ◽  
Assessment Procedure ◽  
Central Research ◽  
Assessment Framework ◽  
Assessment Practice ◽  
Assigned Value

<p>This dissertation examines heritage assessment at the New Zealand Department of Conservation. It explores the heritage assessment process through two central research questions: ‘What is the state of current heritage assessment at the Department of Conservation?’ and ‘What place and form could heritage assessments have and take in future practice at the Department of Conservation?’ Responding to a gap in the literature and lack of critical analysis of the heritage assessment procedure in the New Zealand context, the research considers the ways in which heritage assessment is carried out and examines heritage assessment as a tool through which heritage is understood and assigned value and significance. The timeliness of this work is highlighted by the currently few existing evaluations providing a critical analysis of the heritage assessment procedure in New Zealand.  This research employs an interdisciplinary theoretical framework developed from the literature of heritage studies and its related fields, in particular history and archaeology. This study is framed with reference to the postmodern theoretical paradigm of ‘authorised heritage discourse’ and critical realism, and employs a mixed method approach to the research, and employs documentary analysis and interviews with current staff working with historic heritage at the Department of Conservation.  The main finding emerging from this research is that heritage assessment is an essential, if not pivotal, but under-utilised element of heritage management, and that appropriate outcomes for heritage can only be reached through a more effective heritage assessment framework. The dissertation concludes that currently the Department of Conservation heritage assessment framework fails to achieve this to a suitable standard, makes several recommendations for change, and argues that it is only by addressing the situation DOC will be able to deliver maximum outcomes for heritage in an increasingly resource-constrained environment – and continue to accomplish sustainable heritage management, what one respondent called ‘the art of the achievable’.</p>

scholarly journals "The Art of the Achievable": An Examination of Heritage Assessment Practice at the Department of Conservation

2021 ◽  
Author(s):  
◽  
Kayla Wilson
Keyword(s):  
New Zealand ◽  
Critical Analysis ◽  
Critical Realism ◽  
Heritage Management ◽  
Assessment Process ◽  
Assessment Procedure ◽  
Central Research ◽  
Assessment Framework ◽  
Assessment Practice ◽  
Assigned Value

<p>This dissertation examines heritage assessment at the New Zealand Department of Conservation. It explores the heritage assessment process through two central research questions: ‘What is the state of current heritage assessment at the Department of Conservation?’ and ‘What place and form could heritage assessments have and take in future practice at the Department of Conservation?’ Responding to a gap in the literature and lack of critical analysis of the heritage assessment procedure in the New Zealand context, the research considers the ways in which heritage assessment is carried out and examines heritage assessment as a tool through which heritage is understood and assigned value and significance. The timeliness of this work is highlighted by the currently few existing evaluations providing a critical analysis of the heritage assessment procedure in New Zealand.  This research employs an interdisciplinary theoretical framework developed from the literature of heritage studies and its related fields, in particular history and archaeology. This study is framed with reference to the postmodern theoretical paradigm of ‘authorised heritage discourse’ and critical realism, and employs a mixed method approach to the research, and employs documentary analysis and interviews with current staff working with historic heritage at the Department of Conservation.  The main finding emerging from this research is that heritage assessment is an essential, if not pivotal, but under-utilised element of heritage management, and that appropriate outcomes for heritage can only be reached through a more effective heritage assessment framework. The dissertation concludes that currently the Department of Conservation heritage assessment framework fails to achieve this to a suitable standard, makes several recommendations for change, and argues that it is only by addressing the situation DOC will be able to deliver maximum outcomes for heritage in an increasingly resource-constrained environment – and continue to accomplish sustainable heritage management, what one respondent called ‘the art of the achievable’.</p>

Effectiveness of Programs for the Prevention of Child Sexual Abuse

2020 ◽  
Vol 25 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Amaia Del Campo ◽  
Marisalva Fávero
Keyword(s):  
United States ◽  
Sexual Abuse ◽  
New Zealand ◽  
Critical Analysis ◽  
Prevention Programs ◽  
The United States ◽  
Sexual Abuse Prevention ◽  
Negative Effects ◽  
The United Kingdom ◽  
Methodological Considerations

Abstract. During the last decades, several studies have been conducted on the effectiveness of sexual abuse prevention programs implemented in different countries. In this article, we present a review of 70 studies (1981–2017) evaluating prevention programs, conducted mostly in the United States and Canada, although with a considerable presence also in other countries, such as New Zealand and the United Kingdom. The results of these studies, in general, are very promising and encourage us to continue this type of intervention, almost unanimously confirming its effectiveness. Prevention programs encourage children and adolescents to report the abuse experienced and they may help to reduce the trauma of sexual abuse if there are victims among the participants. We also found that some evaluations have not considered the possible negative effects of this type of programs in the event that they are applied inappropriately. Finally, we present some methodological considerations as critical analysis to this type of evaluations.

IMPACT ASSESSMENT ON LEARNING MOTIVATION IN THE FRAMEWORK OF THE COMPETENCE APPROACH IN EDUCATION

2020 ◽  
Vol 22 (9) ◽  
pp. 28-34
Author(s):  
Huseynova А.А. ◽  
Vashchinnikova K.D.
Keyword(s):  
Design Method ◽  
Authentic Assessment ◽  
Educational Process ◽  
Learning Motivation ◽  
Assessment Process ◽  
Assessment Procedure ◽  
Positive Side ◽  
Educational Motivation ◽  
Educational Paradigm ◽  
The Impact

Turning to the new educational paradigm, the research paper considers the conditions for ensuring the effective-ness of authentic assessment of students ' achievements within the competence approach and the transition from traditional knowledge control to tests developed on the basis of the theory of pedagogical measurements. Special attention is paid to independent assessment as a tool for stimulating learning activities, as well as to the justifica-tion of the pattern design method used in the develop-ment of measurement tools. The experimental basis of the study is based on the results of an independent assess-ment of educational achievements of students of the sen-ior level of secondary vocational education in social studies in several educational organizations. As a result of the survey of participants in independent testing, the formation of a stable positive learning motivation is not-ed. The relationship with the assessment of the impact on educational motivation is confirmed by the respondents ' attitude to the authentic assessment procedure on the part of participants in the assessment process: school-children, teachers, and parents. As a result, it was re-vealed that all subjects of the educational process evalu-ate the impact of the proposed method of assessment on educational motivation from a positive side.

Technology assessment framework for precision health applications

2021 ◽  
Vol 37 (1) ◽  
Author(s):  
M. Sazzad Hussain ◽  
David Silvera-Tawil ◽  
Geremy Farr-Wharton
Keyword(s):  
Emerging Technologies ◽  
Mobile Apps ◽  
Scientific Evidence ◽  
Wearable Sensors ◽  
Assessment Process ◽  
Assessment Framework ◽  
Response Options ◽  
Regulatory Standards ◽  
Precision Health ◽  
Health Applications

Abstract Objective Established and emerging technologies—such as wearable sensors, smartphones, mobile apps, and artificial intelligence—are shaping positive healthcare models and patient outcomes. These technologies have the potential to become precision health (PH) innovations. However, not all innovations meet regulatory standards or have the required scientific evidence to be used for health applications. In response, an assessment framework was developed to facilitate and standardize the assessment of innovations deemed suitable for PH. Methods A scoping literature review undertaken through PubMed and Google Scholar identified approximately 100 relevant articles. These were then shortlisted (n = 12) to those that included specific metrics, criteria, or frameworks for assessing technologies that could be applied to the PH context. Results The proposed framework identified nine core criteria with subcriteria and grouped them into four categories for assessment: technical, clinical, human factors, and implementation. Guiding statements with response options and recommendations were used as metrics against each criterion. Conclusion The proposed framework supports health services, health technology innovators, and researchers in leveraging current and emerging technologies for PH innovations. It covers a comprehensive set of criteria as part of the assessment process of these technologies.

Health(y) education: A critical analysis of the role of public health regulation in and on tertiary education in Aotearoa New Zealand

2021 ◽  
pp. 147821032199501
Author(s):  
Susan Shaw ◽  
Keith Tudor
Keyword(s):  
Public Health ◽  
New Zealand ◽  
Critical Analysis ◽  
Tertiary Education ◽  
Power Dynamics ◽  
Policy And Practice ◽  
Educational Design ◽  
Aotearoa New Zealand ◽  
Public Health Regulation

This article offers a critical analysis of the role of public health regulation on tertiary education in Aotearoa New Zealand and, specifically, the requirements and processes of Responsible Authorities under the Health Practitioners Competence Assurance Act for the accreditation and monitoring of educational institutions and their curricula (degrees, courses of studies, or programmes). It identifies and discusses a number of issues concerned with the requirements of such accreditation and monitoring, including, administrative requirements and costs, structural requirements, and the implications for educational design. Concerns with the processes of these procedures, namely the lack of educational expertise on the part of the Responsible Authorities, and certain manifested power dynamics are also highlighted. Finally, the article draws conclusions for changing policy and practice.

Heritage management in New Zealand and Australia

1994 ◽  
Vol 21 (2) ◽  
pp. 443-444
Author(s):  
Magnus Bohlin ◽  
Monica Hanefors
Keyword(s):  
New Zealand ◽  
Heritage Management

scholarly journals Predicting Family Medicine Specialty Certification Status Using Standardized Measures

2014 ◽  
Vol 100 (4) ◽  
pp. 8-16 ◽  
Author(s):  
André F. De Champlain ◽  
Cindy Streefkerk ◽  
Marguerite Roy ◽  
Fang Tian ◽  
Sirius Qin ◽  
...  
Keyword(s):  
Family Medicine ◽  
Assessment Process ◽  
Medical Council ◽  
Assessment Practice ◽  
Certification Examination ◽  
Medical Graduates ◽  
Assessment Program ◽  
Specialty Certification ◽  
Practice Readiness ◽  
Practice Assessment

ABSTRACT One of the routes for entry into practice for international medical graduates (IMGs) in Canada entails completing some form of an in-practice assessment program. The latter route is referred to as practice ready assessment and is the focus of the present investigation. A pan-Canadian practice ready assessment process is currently being designed to evaluate IMGs' practice readiness. The selection of candidates who will not only have the highest likelihood of successfully completing the practice-ready assessment program but who will also attain specialty certification is of paramount importance. Our study focused on assessing how well practice-ready assessment candidates' performance on Medical Council of Canada (MCC) examinations and four demographic variables could predict both their score and pass fail status on the College of Family Physicians' (CFPC) certification examination. Data from 132 practice-ready assessment candidates were analyzed and indicate that MCC Qualifying Examination Part 1 scores, gender and age were significant predictors of both pass/fail status (p&lt;0.05) as well as scores (p&lt;0.01) on the short-answer management problems component of the family medicine certification examination. This study provides initial validity evidence for using the MCCQE Part I as a selection tool for practice-ready assessment. Practice-ready assessment programs across Canada might consider adopting the set of standardized predictors examined in this investigation, in addition to other measures, in an effort to better promote a pan-Canadian model.

scholarly journals Locally Developed Oral Skills Evaluation in ESL/EFL Classrooms: A Checklist for Developing Meaningful Assessment Procedures

2003 ◽  
Vol 21 (1) ◽  
pp. 79 ◽  
Author(s):  
David N. Ishii ◽  
Kyoko Baba
Keyword(s):  
Contextual Factors ◽  
Assessment Process ◽  
Assessment Procedure ◽  
Learner Performance ◽  
Course Objectives ◽  
Efl Teachers ◽  
Efl Classrooms ◽  
Assessment Procedures ◽  
Oral Skills ◽  
The Impact

This article explores how teachers, students and other stakeholders collaboratively develop classroom-based assessment procedures for the evaluation of oral skills. By considering crucial issues in assessment such as validity, teacher-learner collaboration, and contextual factors, the authors provide a checklist that will help ESL/EFL teachers develop meaningful assessment procedures for their own classrooms. The checklist addresses 16 questions worth considering in five test-developing stages: (a) identification of course objectives; (b) identification of skills, strategies, tasks and content; (c) design of rating procedures; (d) interpretation of learner performance; and (e) reflection on the impact of the assessment procedure. In all the stages the authors emphasize the significance of involving students in the assessment process, which promotes students' responsibility for their own learning.

scholarly journals The Shafts of Strife and War: A Critical Analysis of the Immigration (Mass Arrivals) Amendment Bill

2012 ◽  
Vol 43 (4) ◽  
pp. 547 ◽  
Author(s):  
Christopher Foulkes
Keyword(s):  
New Zealand ◽  
International Law ◽  
Critical Analysis ◽  
Asylum Seekers ◽  
Legal Framework ◽  
Legal Difficulties

This article critically analyses the Immigration (Mass Arrivals) Amendment Bill 2012 currently before Parliament, which purports to deal with the potential mass arrival by sea of asylum seekers. The article first sets the legislation in its domestic and international law context as well as empirically comparing the changes with those recently enacted in Canada and Australia. The purported purposes of the legislation are examined by the article and it is seen that each of these are fraught with legal difficulties. Four major substantive changes the Bill would introduce are then outlined. In relation to the purposes of the legislation, New Zealand's domestic and international legal framework, and in comparison with similar regimes in Australia and Canada, this article concludes that the proposed New Zealand legislation is questionable in terms of both purpose and likely efficacy.

Psychiatric ethics and the professions

2021 ◽  
pp. 121-142
Author(s):  
Margaret M. Coady
Keyword(s):  
New Zealand ◽  
Social Factors ◽  
Critical Analysis ◽  
Code Of Ethics ◽  
Codes Of Ethics ◽  
First Century ◽  
High Status ◽  
Relative Autonomy ◽  
Rapid Communication ◽  
Zealand College

The chapter provides a critical analysis of past understandings of the characteristics of professions. Many of these characteristics have lost meaning in the twenty-first century. High status has been diminished partly by professionals’ betrayal of the values they expound, but partly also by social factors such as rapid communication of information and changed understanding of the nature of knowledge, both of which have led to general scepticism about expertise. Professionals’ previous relative autonomy is challenged by government intervention and by the fact that more professionals are employed in large organizations where managers are the power centres. The chapter argues for a ‘new professionalism’ and takes two principles from the Code of Ethics of the Royal Australian and New Zealand College of Psychiatry to demonstrate how carefully deliberated codes of ethics can enunciate the particular values which the professions contribute in a well-functioning society.

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