Questions unanswered, stories untold: Reviewing the New Zealand Government’s response to Foreign Charter Vessel Allegations

<p>The seafood industry is New Zealand's fifth largest export sector by value and a major contributor to the nation's economy. However, for decades a sizeable portion of annual total industry catch within the Exclusive Economic Zone has been caught by overseas flagged vessels (‘Foreign Charter Fishing Vessels’ or ‘FCVs’) crewed by foreign guestworkers on contract to New Zealand based fishing quota holders. Concerns relating to guestworker welfare, working conditions aboard vessels, and regulatory compliance have characterised their controversial presence in New Zealand waters. In July 2011 the New Zealand Ministers for Labour and Primary Industries jointly announced the establishment of a Ministerial Inquiry to consider the use and operation of FCVs in New Zealand’s waters following the emergence of reports of widespread exploitation of guestworkers aboard vessels. In August 2011 a high profile report by University of Auckland researchers detailed allegations raised by groups of FCV guestworkers who claimed they had been the victims of sustained physical, sexual, and emotional abuse at sea. The implication is that many guestworkers had been 'trafficked' into the industry to labour for little or no remuneration. The terms of reference for the Ministerial Inquiry directed the Inquiry Panel to review the use of FCVs against the Government’s articulated priorities for the industry. These priorities were to ‘protect New Zealand’s international reputation and trade access’; ‘maximise economic return to New Zealand from fisheries resources’; and to ‘ensure acceptable and equitable labour standards are applied on vessels operating in New Zealand’s fisheries waters’. This thesis applies critical discourse analysis methodology to analyse the establishment of the Ministerial Inquiry, the Inquiry’s public consultation process, and the public policy recommendations contained in its final report to Government in order to examine how the experiences and allegations of guestworkers were framed, ordered, and considered throughout the Inquiry process. The research findings suggest that the Inquiry process has marginalised guestworker perspectives and that this has implications for the pursuit of social justice. As such the thesis contributes to an emerging academic literature on the experiences of guestworkers in the New Zealand fishing industry and the ways in which allegations of exploitation and mistreatment have been viewed and responded to by the New Zealand authorities.</p>

Questions unanswered, stories untold: Reviewing the New Zealand Government’s response to Foreign Charter Vessel Allegations

<p>The seafood industry is New Zealand's fifth largest export sector by value and a major contributor to the nation's economy. However, for decades a sizeable portion of annual total industry catch within the Exclusive Economic Zone has been caught by overseas flagged vessels (‘Foreign Charter Fishing Vessels’ or ‘FCVs’) crewed by foreign guestworkers on contract to New Zealand based fishing quota holders. Concerns relating to guestworker welfare, working conditions aboard vessels, and regulatory compliance have characterised their controversial presence in New Zealand waters. In July 2011 the New Zealand Ministers for Labour and Primary Industries jointly announced the establishment of a Ministerial Inquiry to consider the use and operation of FCVs in New Zealand’s waters following the emergence of reports of widespread exploitation of guestworkers aboard vessels. In August 2011 a high profile report by University of Auckland researchers detailed allegations raised by groups of FCV guestworkers who claimed they had been the victims of sustained physical, sexual, and emotional abuse at sea. The implication is that many guestworkers had been 'trafficked' into the industry to labour for little or no remuneration. The terms of reference for the Ministerial Inquiry directed the Inquiry Panel to review the use of FCVs against the Government’s articulated priorities for the industry. These priorities were to ‘protect New Zealand’s international reputation and trade access’; ‘maximise economic return to New Zealand from fisheries resources’; and to ‘ensure acceptable and equitable labour standards are applied on vessels operating in New Zealand’s fisheries waters’. This thesis applies critical discourse analysis methodology to analyse the establishment of the Ministerial Inquiry, the Inquiry’s public consultation process, and the public policy recommendations contained in its final report to Government in order to examine how the experiences and allegations of guestworkers were framed, ordered, and considered throughout the Inquiry process. The research findings suggest that the Inquiry process has marginalised guestworker perspectives and that this has implications for the pursuit of social justice. As such the thesis contributes to an emerging academic literature on the experiences of guestworkers in the New Zealand fishing industry and the ways in which allegations of exploitation and mistreatment have been viewed and responded to by the New Zealand authorities.</p>

Inquiry-Based Teaching Practices, Attitudes, and Difficulties of Secondary Science Teachers in Masinloc District Division of Zambales for S.Y. 2020-2021

This study aimed to assess the science inquiry-based practices, attitudes, and difficulties of secondary science teachers in the district of Masinloc, division of Zambales. The data gathered through the questionnaire were statistically treated with percentage, weighted mean, Pearson’s Correlation Coefficient, and Analysis of Variance (ANOVA). There is significant difference on the number of trainings towards origin of questioning, nature of problem, responsibility within the inquiry process, students’ diversity and variability and explanation of learning goals. There is significant difference on highest educational attainment towards explanation of learning goals and significant on sex towards origin of questioning. There is significant difference on the perception towards attitude on the use of inquiry-based teaching and learning when grouped according to highest educational attainment. There is significant difference on the number of trainings towards all dimensions of practices of science teachers exhibited components of scientific inquiry-based learning approach; The researcher recommended that the use of inquiry-based teaching and learning approach in teaching Science is highly encouraged in order to help the learners to overcome their problems in engaging with the lesson; that the teacher is encouraged to use the inquiry-based teaching and learning practices model to help them in attaining the consistency of the inquiry process within their lesson; and lastly a replication of this study is encouraged with in-depth and wider in scope so as to better determine the effectiveness of Inquiry-Based Teaching/Learning approach.

PhET-assisted electronic student worksheets of physics (eSWoP) on heat for inquiry learning during covid

Now, this is referred to as the industrial era 4.0, which is present simultaneously as the era of disruption. Therefore, this study aims to produce Electronic Student Worksheets of Physics (eSWoP) with the help of Sway to use PhET Simulations on physics learning about temperature and heat. This research was conducted using ADDIE (Analyze, Design, Development, Implementation, and Evaluation) research methods. The sample for the application of eSWoP used in the study was 86 students aged 16-18 years from a province in Indonesia. The result of this study is a PhET-assisted eSWoP teaching material that can be used through various electronic devices, using PhET simulations that can help students understand physics subjects at temperature and heat. In the questionnaire given to students, information was obtained that eSWoP media is useful, easy to use and can increase students’ learning motivation. It was suggested that eSWoP technology could be a powerful and effective tool to enable students from the physics lesson into the inquiry process. Moreover, the implications of using eSWoP for teaching physics and recommendations for further studies are also discussed in this study.

The Meaning of Embracing the Sun: The Appreciative Inquiry Process in a Participatory Diagnosis at Casas Hogar Guadalajara in Mexico

Resilience is woven in a relational and narrative way for our protagonists to tell their stories of transformation: it has validated their exceptionality and the opportunity to live, the right to be heard and be participants in the decisions that impact their lives. These narratives were a trigger to open the co-creation of a pilot for a child parliament.

Theorizing ethical questioning for applied theatre practice

This article examines ethical questioning as an inquiry process germane to making ethical choices in applied theatre research. Focusing on reflexivity through reflection before, in and on action, I consider ethical questioning as a framework to amplify resistance, promote participation and strengthen decolonization in the research process. I situate ethical questioning within critical pedagogy for applied theatre practice and construct an ethical questioning framework that rests on both individualism and collective processes. I conclude by briefly examining some processes in my doctoral research and reflecting on the implications of ethical questioning on applied theatre and the call to turn from a morality debate about ethics to a political act rooted in the awareness of oneself in relation to the other.

Expérimenter la pensée en schémas-images. Des adolescents s’interrogent « d’où viennent les pensées ? »

"Experimenting Thinking in Image Schemas. Teenagers are Wondering “Where Do Thoughts Come From?” An intellectual view of philosophy as an activity focusing on understanding abstract concepts and their relationships deprives philosophical exercise of the participation of the body and senses. If we reject the mind-body dualism, as Dewey, Johnson, etc. did, then we are constantly engaged in interactions with the world and others, and can thus consider the act of thinking from our own experiences. Inspired by an experimentalist conception of school and life, as well as the method of inquiry developed by Dewey, the Philosophy for Children program provides an inquiry process that invites participants to conceptualize and reason philosophically in a collaborative manner. Do these practices implement an embodied cognition? To find out, we selected a discussion as a case study and analyzed it based on the observation that the issue to be discussed by the participants - “where do thoughts come from?” contains two image schemas: path (come from) and source (where). We have noted a variety and a significant number of expressions (“they come from within”, “they come from what happens outside”, etc.) whose analysis enhances a better understanding of how an experience of understanding the origins of our thoughts fits into the discourse and contributes to a collective conceptualization of “thinking”. Keywords: image schemas, perceptual experience, conceptualisation, community of philosophical inquiry, experimentalism "

Unlocking the Potential of a Team: Appreciative Inquiry to Open a Team’s Mind, Heart, and Will to Co-Create its Future Words

En este artículo comparto mi experiencia sobre cómo ayudé a una compañía de la gran minería en Chile en su proceso transformación organizacional. Y les mostraré cómo actúo en cada una de las seis fases del modelo que propongo; integrando prácticas de la Teoría U en el proceso de la Intervención Apreciativa. In this article I share my experience of how helping a large mining company in Chile with its organisational transformation process. I also show what I do in each of the six phases of the model, where I propose integrating practices of Theory U with the Appreciative Inquiry process.