title: Dispute Resolution and the Retirement Villagers Act 2003: A fair and independent process?

authors: Craig, Margaret Anne

subjects: retirement villages

abstract: This thesis will explain what an appropriate process for dispute resolution in a retirement village should look like. It will also evaluate how close to that ideal the model contained in the Retirement Villages Act 2003 (RVA) is. It will conclude that the Act model fails because at both steps in its dispute resolution process, it places one of the parties, the operator, in the position of selecting, ensuring independence and paying for a mediator and a disputes panel.  This thesis also finds the lack of legal status for residents' committees deprives residents of a source of support and representation. The linchpin role in the Act, the statutory supervisor, also has a disputes resolution function. This thesis finds the role of statutory supervisor also lacks independence because the selection and payment for the role is placed with the operator. Evidence suggests a large share of the market is  'captured' by one Trustee Company that does not maintain independence from operators and may not communicate with residents at a level appropriate to the age of the resident population; the average age of retirement village residents in New Zealand is 83 years. The thesis also finds that mediation is not a suitable process for people in their later years, especially older women   when the contested matters surround contractual rights and include on-going fees.  The key finding in the thesis is that the Act is not fair or independent for residents.

text: Dispute Resolution and the Retirement Villagers Act 2003: A fair and independent process? This thesis will explain what an appropriate process for dispute resolution in a retirement village should look like. It will also evaluate how close to that ideal the model contained in the Retirement Villages Act 2003 (RVA) is. It will conclude that the Act model fails because at both steps in its dispute resolution process, it places one of the parties, the operator, in the position of selecting, ensuring independence and paying for a mediator and a disputes panel.  This thesis also finds the lack of legal status for residents' committees deprives residents of a source of support and representation. The linchpin role in the Act, the statutory supervisor, also has a disputes resolution function. This thesis finds the role of statutory supervisor also lacks independence because the selection and payment for the role is placed with the operator. Evidence suggests a large share of the market is  'captured' by one Trustee Company that does not maintain independence from operators and may not communicate with residents at a level appropriate to the age of the resident population; the average age of retirement village residents in New Zealand is 83 years. The thesis also finds that mediation is not a suitable process for people in their later years, especially older women   when the contested matters surround contractual rights and include on-going fees.  The key finding in the thesis is that the Act is not fair or independent for residents.

year: 2007

title: Technological concepts and technical contexts for technology education

authors: Doyle, Andrew

abstract: The origins and trajectory of technology education in different national contexts has been well charted, and the Irish context mirrors the vocational past found in many countries around the world (Banks & Williams, 2022). While an in-depth discussion on this history is beyond the scope of this chapter, it is important to note. The relevance here stems from the clarity through which the content of these previous subject may be represented. As the primary focus was on the preparation of learners for the world or work, the skills, knowledge and competencies associated with wood- and graphical communication-oriented professions formed the primary content of subjects. With the development from vocationally oriented technical education, technology education is instead presented as a learning area of importance for all learners. While the goals for technology education are well articulated, and have been for some time, the perennial debate in technology education is the stymied transition from technical education. It is my contention that the technical contexts that defined vocational education, which are still present in curricular representations of technology education, contribute to these tensions.

text: Technological concepts and technical contexts for technology education The origins and trajectory of technology education in different national contexts has been well charted, and the Irish context mirrors the vocational past found in many countries around the world (Banks & Williams, 2022). While an in-depth discussion on this history is beyond the scope of this chapter, it is important to note. The relevance here stems from the clarity through which the content of these previous subject may be represented. As the primary focus was on the preparation of learners for the world or work, the skills, knowledge and competencies associated with wood- and graphical communication-oriented professions formed the primary content of subjects. With the development from vocationally oriented technical education, technology education is instead presented as a learning area of importance for all learners. While the goals for technology education are well articulated, and have been for some time, the perennial debate in technology education is the stymied transition from technical education. It is my contention that the technical contexts that defined vocational education, which are still present in curricular representations of technology education, contribute to these tensions.

year: 2025

title: Missing in translation: Maori language and oral tradition in scientific analyses of traditional ecological knowledge (TEK)

authors: Wehi, Priscilla M.

subjects: Maori language

abstract: Recent conceptual shifts in ecology towards integration of humans into ecosystems requires all possible sources of ecological knowledge available (Berkes 2004, 2009 this issue). Māori traditional ecological knowledge of natural systems (TEK) can add valuable ecological data to more conventional scientific studies as the former tends to be diachronic, based on a cumulative system of understanding the environment founded on observations and experience (Gadgil et al. 1993; Berkes 2008), while the latter is frequently synchronic, with experiments that may explore causal effects in ecological patterns (Newman & Moller 2005; Moller et al. 2009a). However accessing TEK can be both difficult and time-consuming, as demonstrated by the 14-year research project Kia Mau Te Tītī Mo Ake Tonu Atu (the ‘Keep the Tītī Forever’ research project; Moller et al. 2009a). We argue that oral traditions offer a wealth of information that is frequently overlooked, in part because of a lack of knowledge of te reo Māori (the Māori language) and, further, a lack of recognition of the inextricable link between biological and cultural diversity (Maffi 2005).

text: Missing in translation: Maori language and oral tradition in scientific analyses of traditional ecological knowledge (TEK) Recent conceptual shifts in ecology towards integration of humans into ecosystems requires all possible sources of ecological knowledge available (Berkes 2004, 2009 this issue). Māori traditional ecological knowledge of natural systems (TEK) can add valuable ecological data to more conventional scientific studies as the former tends to be diachronic, based on a cumulative system of understanding the environment founded on observations and experience (Gadgil et al. 1993; Berkes 2008), while the latter is frequently synchronic, with experiments that may explore causal effects in ecological patterns (Newman & Moller 2005; Moller et al. 2009a). However accessing TEK can be both difficult and time-consuming, as demonstrated by the 14-year research project Kia Mau Te Tītī Mo Ake Tonu Atu (the ‘Keep the Tītī Forever’ research project; Moller et al. 2009a). We argue that oral traditions offer a wealth of information that is frequently overlooked, in part because of a lack of knowledge of te reo Māori (the Māori language) and, further, a lack of recognition of the inextricable link between biological and cultural diversity (Maffi 2005).

year: 2009