scholarly journals Motivations and Satisfaction of New Zealand Domestic Tourists to Inform Landscape Design in a Nature-Based Setting

2021 ◽  
Vol 13 (22) ◽  
pp. 12415
Author(s):  
Gill Lawson ◽  
David Dean ◽  
Yuqing He ◽  
Xinghua Huang

Increased tourist pressures can cause the deterioration of nature-based tourist destinations and adversely affect visitor satisfaction. This study aims to identify how public participation using mobile devices on-site can assist in assessing future design scenarios for a popular nature-based destination, within a short day trip from Christchurch in Aotearoa New Zealand. An online survey using participants’ mobile devices at Kura Tāwhiti Castle Hill Rocks identified domestic tourists’ motivational, satisfaction and dissatisfaction factors, as associated with age and visit frequency at the destination. These factors were linked to site experiences, particularly being out in nature, that could be used to design future scenarios for similar nature-based settings in Aotearoa New Zealand. Four future scenarios using 2D photomontages were used to rank domestic visitor preferences for changing paths and tracks, fencing, signage, structures and people. The study found that the low-impact scenario with the least people was the most desirable. This high level of sensitivity of New Zealanders to change in outdoor recreational destinations suggests that nature-based settings must be designed and managed with considerable care to minimize the perception of over-crowding and the deterioration of the site experience, particularly for return visitors.

2021 ◽  
Author(s):  
Nick Wilson ◽  
Janet Hoek ◽  
Nhung Nghiem ◽  
Jennifer Summers ◽  
Leah Grout ◽  
...  

ABSTRACTAimTo provide preliminary high-level modelling estimates of the impact of denicotinisation of tobacco on changes in smoking prevalence in Aotearoa New Zealand (NZ).MethodsAn Excel spreadsheet was populated with smoking/vaping prevalence data from the NZ Health Survey and business-as-usual trends projected. Using various parameters from the literature (NZ trial data, NZ EASE-ITC Study results), we modelled the impact of denicotinisation of tobacco (with no other tobacco permitted for sale) out to 2025, the year of this country’s Smokefree Goal. Scenario 1 used estimates from a published expert knowledge elicitation process, and Scenario 2 considered the addition of extra mass media campaign and quitline support to the base case.ResultsWith the denicotinisation intervention, adult daily smoking prevalences were all estimated to decline to under 5% in 2025 for non-Māori and in one scenario for Māori (Indigenous population) (2.5% in Scenario 1). However, prevalence did not fall below five percent in the base case for Māori (7.7%) or with Scenario 2 (5.2%). In the base case, vaping was estimated to increase to 7.9% in the adult population in 2025, and up to 10.7% in one scenario (Scenario 1).ConclusionsThis preliminary, high-level modelling suggests a mandated denicotinisation policy for could provide a realistic chance of achieving the NZ Government’s Smokefree 2025 Goal. The probability of success would further increase if supplemented with other interventions such as mass media campaigns with Quitline support (especially if targeted for a predominantly Māori audience). Nevertheless, there is much uncertainty with these preliminary high-level results and more sophisticated modelling is highly desirable.


2021 ◽  
Author(s):  
◽  
Diane Stannard

<p>The Guidelines for Induction and Mentoring and Mentor Teachers were published in 2011 by the New Zealand Teachers Council. The Guidelines signalled a shift from what had been an induction programme based on advice and guidance to one that involved educative mentoring. These guidelines were developed to support the provision of nationally consistent, high quality, and comprehensive support for provisionally certificated teachers (PCTs).  This qualitative investigation used an interpretative case study approach to describe what educative mentoring looked like in three New Zealand primary schools. Data were gathered using an online survey, interviews, recorded meeting and analysis of documents.  The findings were that mentors and provisionally registered teachers had differing levels of understanding of educative mentoring. While mentors espoused using educative mentoring components (Education Council of Aotearoa New Zealand, 2015a, pp. 25-26) this did not appear to be happening in practice. This suggests the need for mentor training if educative mentoring is to become embedded. Mentors need training to understand what educative mentoring really means. In particular the elements of deconstruction (describing, analysing, and discussing evidence) and co-construction (setting new personal goals) were missing to some degree in each relationship investigated. The process of induction and mentoring is to develop practice and ultimately for the provisionally registered teacher to attain the Practising Teacher Criteria. However this study revealed that the developmental process of practice appears to be more focused on meeting the Practising Teacher Criteria than developing understanding through the setting of personal goals.</p>


2018 ◽  
Vol 36 (2) ◽  
pp. 252-269 ◽  
Author(s):  
Anne Goulding ◽  
Mary Jane Shuker ◽  
John Dickie

Purpose The purpose of this paper is to report on a small, exploratory research project focusing on librarian and parent/caregiver opinions of, and reactions to, the use of digital media and technology in public library storytimes for preschool children in Aotearoa New Zealand. Design/methodology/approach Telephone interviews with librarians and an online survey of parent/caregivers were undertaken. Findings The research found a mixed response to digital storytimes. Those who had not attended or presented digital storytime sessions were largely opposed to the practice, while those who had participated in a storytime using digital media generally held more positive views. Key concerns were focused on the amount of screentime young children should have and a lack of human interaction. Supporters appreciated the introduction of some basic digital literacy skills and the variety that technology could bring to storytime sessions. Research limitations/implications Both samples were small and self-selecting. The use of an online survey meant a bias in the sample toward those with access to appropriate information communication technology as well as a self-selection bias. Practical implications The paper suggests some developments in practice and approach if librarians are going to play the role of media mentors in their communities. Originality/value This is the first study focusing on the development of digital storytimes in Aotearoa New Zealand and adds to knowledge and understanding of key stakeholder views of the inclusion of digital media and technology in public library programming for young children.


2021 ◽  
Author(s):  
◽  
Ana Pickering

<p>Little is currently known about how teachers in New Zealand Montessori early childhood centres reflect on Montessori philosophy and practice individually and collaboratively within teaching teams. The purpose of this research was to discover the current views about reflection on Montessori philosophy, the barriers teachers faced in reflecting and opportunities they identified for reflection. The impact that requirements for self review and teacher reflection have had on the approach taken to reflection, inquiry and professional learning by teachers in Montessori early childhood centres was also investigated. This research study used a mixed method case study and data was collected from teachers working in Montessori early childhood centres through semistructured interviews with three groups and an online survey of individual teachers.  Participants placed high importance on reflection. However some participants were reluctant to critique Montessori philosophy; either because they viewed it as ‘valid’ or because they were concerned about being regarded as ‘heretical’ by other teachers. Participants felt safe raising questions within their teaching teams, but were more wary of debating and questioning philosophical issues with teachers in the wider Montessori community. Others regarded reflection as an opportunity to develop a shared understanding of Montessori philosophy and practice in their early childhood centre. Despite the participants’ perception that their team spent time reflecting on Montessori philosophy and relating this to daily teaching practice, it was still a challenge to make these reflective activities a priority in limited centre team meeting times. In addition, it appears that more support is needed to improve skills and knowledge about how the cyclical process of review or inquiry can engage with Montessori philosophy, inform centre philosophy, drive centre practice and improve outcomes for children. This study suggests that teachers would benefit from the creation of ‘safe spaces’ where they can engage with colleagues from their own or other Montessori early childhood centres in debate and discussion so that teaching practice becomes based on critical engagement with the underlying theoretical or philosophical principles of Montessori education.</p>


2019 ◽  
Vol 31 (1) ◽  
pp. 72-88
Author(s):  
Liz Beddoe ◽  
Allen Bartley

INTRODUCTION: Given the diversity of practice and understanding of social work across the globe and its distinctive shape in specific national settings, practitioners working in a new country encounter different community, professional and workplace cultures which may pose challenges. This current study contributes to a larger programme of work undertaken to address the transnational nature of the social work profession in Aotearoa New Zealand and elsewhere. METHOD: The study aim was to explore the experiences of Aotearoa New Zealand qualified social workers who have practised in another country and have returned home. Participants in an online survey were recruited via an invitation to all members of the Aotearoa New Zealand Association of Social Workers. The questionnaire was designed to obtain broad data about the experiences of social workers in their overseas employment and perceptions on their return home. FINDINGS: Many participants had layers of transnational experience having practised as social workers in multiple countries. Participants reported overall satisfaction with overseas experiences which had provided professional opportunities for learning and development, and better pay and conditions. Coming home presented new challenges and interesting perceptions of social work in Aotearoa. IMPLICATIONS: Adjustment to new practice locations and, as shown in this small exploratory study, returning “home” can be disruptive to professional perspectives. While overseas practice is enriching, it carries with it both relocation benefits and costs, confirming earlier research. Better employer recognition of the challenges of returning social workers, and the enhanced skills they bring home may offset any dislocation experienced. 


2021 ◽  
Author(s):  
◽  
Diane Stannard

<p>The Guidelines for Induction and Mentoring and Mentor Teachers were published in 2011 by the New Zealand Teachers Council. The Guidelines signalled a shift from what had been an induction programme based on advice and guidance to one that involved educative mentoring. These guidelines were developed to support the provision of nationally consistent, high quality, and comprehensive support for provisionally certificated teachers (PCTs).  This qualitative investigation used an interpretative case study approach to describe what educative mentoring looked like in three New Zealand primary schools. Data were gathered using an online survey, interviews, recorded meeting and analysis of documents.  The findings were that mentors and provisionally registered teachers had differing levels of understanding of educative mentoring. While mentors espoused using educative mentoring components (Education Council of Aotearoa New Zealand, 2015a, pp. 25-26) this did not appear to be happening in practice. This suggests the need for mentor training if educative mentoring is to become embedded. Mentors need training to understand what educative mentoring really means. In particular the elements of deconstruction (describing, analysing, and discussing evidence) and co-construction (setting new personal goals) were missing to some degree in each relationship investigated. The process of induction and mentoring is to develop practice and ultimately for the provisionally registered teacher to attain the Practising Teacher Criteria. However this study revealed that the developmental process of practice appears to be more focused on meeting the Practising Teacher Criteria than developing understanding through the setting of personal goals.</p>


Energies ◽  
2021 ◽  
Vol 15 (1) ◽  
pp. 76
Author(s):  
Isobel Kiri Harris Clark ◽  
Saera Chun ◽  
Kimberley Clare O’Sullivan ◽  
Nevil Pierse

Energy poverty in Aotearoa New Zealand is well-documented, and tertiary students have been identified as an at-risk group. However, there has been very little research on tertiary students’ experiences of energy poverty in New Zealand. This paper used a nationwide online survey to investigate the extent and impact of energy poverty among tertiary students. Furthermore, it aimed to identify disparities between different demographic groups, understand the effects of COVID-19 and evaluate the effectiveness of the support policies available to students. Responses from 522 students were analysed; 85% were under 30 years old, 72% were female, 14% identified as Māori, and 14% reported having long-term disabilities or health concerns. The findings of this study are concerning. Tertiary students in New Zealand are largely living in dwelling conditions that do not meet recommended health standards and exacerbate energy poverty. Energy poverty has adverse effects on their physical and mental health; however, available support is limited or inaccessible. Most significantly, the impact of energy poverty is disproportionally affecting students with long-term disabilities or health concerns as well as students identifying as Māori. Moreover, the impact of COVID-19 further strained students experiencing energy poverty and again, disproportionally affected more vulnerable students.


Author(s):  
Hamish G. Spencer ◽  
Nicolas J. Rawlence

Ever since the first western scientists visited Aotearoa New Zealand, biologists have been fascinated by the relationships of New Zealand’s biota to that of the rest of the world. (Aotearoa is the usual Māori name for New Zealand; increasingly, the combination Aotearoa New Zealand is also used to refer to the country.) The presence of notable vertebrates (e.g., tuatara), together with a high level of endemism among plants and invertebrates, was clearly a consequence of the islands’ long geological isolation. However, some elements showed clear affinities with taxa elsewhere—Australia and South America, most prominently. Explaining the evolutionary history of this biodiversity was (and is) an attractive driver for much scientific research. Leading vicariance biogeographer Gareth Nelson even claimed that, from a biogeographic standpoint, New Zealand’s biota was the most important in the world: “Explain New Zealand and the world falls into place around it.” Biologist Jared Diamond described New Zealand’s biodiversity as “the nearest approach to life on another planet.” Part of the reason for New Zealand providing so many biogeographic puzzles and exemplars lies in its active geology, a consequence of its position across the boundary of the Australian and Pacific tectonic plates. Unlike most oceanic islands, New Zealand comprises continental crust, remnants of the now largely submerged continent of Zealandia, which extended beyond present-day New Caledonia to the north, Campbell Island to the south, and Chatham Island to the east. In addition, New Zealand has periodically been subject to marine transgressions of varying degree. This geological history has been conducive to in situ geographical speciation, which has made a major contribution to the current levels of biodiversity, with some groups (e.g., punctid landsnails) remarkably speciose. In addition, the fluctuations in sea level have resulted in an excellent marine fossil record (especially in the Cenozoic era). Quaternary ice ages rapidly changed the New Zealand landscape, repeatedly isolating plants and animals in glacial refugia. Finally, the late arrival of humans in Aotearoa New Zealand resulted in widespread extinctions and biological turnover events. New Zealand’s biodiversity is enhanced by its geographical and consequent climatic range. It consists of a chain of islands extending over ~2800 km, from the subtropical Kermadec Islands in the north, via the three main temperate islands (North, South and Stewart Islands) to a number of subantarctic islands (Snares, Auckland, Bounty, Antipodes and Campbell Islands) in the south, as well as the Chatham Islands in the east. The politically Australian subantarctic Macquarie Island is often also considered biogeographically neozelanic. Various debates in biogeography, most notably the disputes between the dispersalist school and the vicariance-panbiogeographers, have cited New Zealand examples and, indeed, involved New Zealand scientists. Obviously, the arguments for and against so called “Oligocene drowning”—whether or not all of proto-New Zealand was submersed ~27 million years ago (mya)—involved New Zealand scientists and examples. More generally, the resolution of this latter debate illustrated how to evaluate dispersalist and vicariance hypotheses using modern techniques and integrative approaches.


Author(s):  
Siobhán Healy-Cullen ◽  
Joanne E. Taylor ◽  
Kirsty Ross ◽  
Tracy Morison

AbstractDespite international inquiry regarding young people’s encounters with Internet pornography (IP), there is a lack of knowledge about how their caregivers (parents or guardians) and educators perceive these encounters in comparison to young people. Such knowledge is critical to understanding the synergies and discrepancies that might exist between these key stakeholder groups (youth, caregivers and educators) and across genders, to subsequently inform how to best support youth in navigating IP. To this end, the present study describes youth (16–18-year olds) encounters with IP, as well as caregiver and educator perceptions of these encounters. An online survey was completed by 256 youth and 217 caregivers and educators recruited from nine schools with an existing investment in sexuality education in Aotearoa, New Zealand. Similar to global trends, this group of young New Zealanders were familiar with IP and patterns of encounters were gendered. However, there were varied understandings between stakeholder groups and across genders as to why and how these encounters occur. Understanding the ways youth encounter IP—and exploring how caregivers and educators perceive these encounters—serves as a springboard for future research that considers the broader socio-cultural context within which these perspectives are constructed.


2021 ◽  
Author(s):  
◽  
Rosie Evans

<p><b>This research proposes that if executed sensitively, inclusive participatory design may empower and connect people, improve the quality of the built environment, and contribute to societal sustainability.</b></p> <p>However, in Aotearoa New Zealand parts of the field of participatory design remain underdeveloped. New ways of designing are needed, that are genuinely inclusive of the public, and rooted in partnership with Māori. This thesis integrates existing knowledge, original input from indigenous and public architecture professionals, and insights gained from design explorations. It aims to unpack some of the key dynamics in participatory processes in Aotearoa New Zealand. These insights are then used to propose elements of an integrated framework, alongside seven actions toward decolonising participatory design, that could help shape future design thinking and contribute to societal sustainability. The findings demonstrate the potential to empower communities through genuinely inclusive participation, and the production of distinctive, meaningful public places.</p>


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