title: Migration paradigm shifts and transformation of migrant communities: The case of Dutch Kiwis

authors: van der Pas, Suzan

subjects: globalisation

abstract: This paper explores the dynamics of Dutch community change in New Zealand since 1950. The Netherlands has been the largest source country of migrants from continental Europe to New Zealand, but by 2006 40 percent of the Netherlands born were aged 65 or older. We find that there are three distinct cohorts of these migrants, each covering roughly 20 years of arrivals: a large cohort of post-war migrants (those who arrived in the 1950s and 1960s), and much smaller cohorts of skilled migrants (those who arrived in the 1970s and 1980s), and transnational professionals (those who arrived in the 1990s or more recently). Early migrants were mostly younger arrival, more religious, less educated and had more children than the subsequent cohorts. More recent migrants are increasingly highly qualified and in high-skill occupations. “Dutch Kiwis” are more geographically dispersed than other immigrants, and more recent arrivals are relatively more often located in rural areas. This transformation of the Dutch community in New Zealand can be linked to global and New Zealand/Netherlands specific changes that have conditioned the character and volume of the migrant flows and the dynamics of migrant community development.

text: Migration paradigm shifts and transformation of migrant communities: The case of Dutch Kiwis This paper explores the dynamics of Dutch community change in New Zealand since 1950. The Netherlands has been the largest source country of migrants from continental Europe to New Zealand, but by 2006 40 percent of the Netherlands born were aged 65 or older. We find that there are three distinct cohorts of these migrants, each covering roughly 20 years of arrivals: a large cohort of post-war migrants (those who arrived in the 1950s and 1960s), and much smaller cohorts of skilled migrants (those who arrived in the 1970s and 1980s), and transnational professionals (those who arrived in the 1990s or more recently). Early migrants were mostly younger arrival, more religious, less educated and had more children than the subsequent cohorts. More recent migrants are increasingly highly qualified and in high-skill occupations. “Dutch Kiwis” are more geographically dispersed than other immigrants, and more recent arrivals are relatively more often located in rural areas. This transformation of the Dutch community in New Zealand can be linked to global and New Zealand/Netherlands specific changes that have conditioned the character and volume of the migrant flows and the dynamics of migrant community development.

year: 2011

title: Take five - stay alive: the development and implementation of a classroom-based driver education programme for adolescents

authors: Bruce, Neil Mackay

abstract: This study was an outcome from a head on collision involving the researcher, which resulted in the death of an adolescent motorcyclist. It describes the development, implementation and evaluation of an original driver education programme, TAKE FIVE-STAY ALIVE, which was designed to increase the awareness of safety for secondary school students aged between 15 and 17 years. The programme was implemented in two secondary schools and involved four driver education classes: two during each July-September semester of 1996 and 1997. The focus on classroom implementation was influenced by a lack of research reporting what happens when a driver education (DE) programme is implemented in a classroom. The principal aim for students was to raise awareness in them of factors contributing to collisions because adolescents have maintained the highest levels of death and injury of any group in New Zealand in recent years. 

Driver education research to date, which has mainly relied on positivist research methods and has focussed on summative outcomes, often confirmed minimal long-term safety advantage for groups receiving training. This study departed from a purely quantitative approach and, instead, used formative assessments and analyses of qualitative and quantitative data to improve programme effectiveness as it was being implemented.

Using a multi-faceted, inductive and naturalistic approach, the longitudinal study uses a teacher-as-researcher model of action research. Reported in narrative form, several small action research cycles were evaluated and incorporated within three larger cycles of action research. Action research provided a systematic approach for the management of the research as a whole and for monitoring student progress.

There were several units of analysis operating within each implementation: the process of developing and implementing a DE programme, the observation, reflection and planning of teaching and learning activities, and a narrative account of the research as a whole from the researcher’s perspective of being a lone action researcher, programme developer, driver education teacher and researcher.

Findings highlighted the need to avoid making assumptions about the homogeneity of students and their preparedness to accept, without question, safety ideas from a DE programme or a teacher. Instead it was important to take account of the diversity of adolescents, their individual learning needs and preferred learning styles. Where possible students were encouraged to contribute to programme development through diary entries, discussion and feedback about teaching, programme content and learning outcomes. The researcher was also able to broaden his teaching skills and improve the quality of teaching and learning for many students.
This research found that increasing student awareness of safety through a classroom-based driver education programme is largely dependent on a teacher using formative and summative assessments within the practice of teaching and learning so that tasks and activities could be adjusted to better enable students to make progress.

Finally, this research emphasises that driver educators cannot assume that designing a programme will in itself ensure effective results. It is what happens in the classroom that determines any programme’s impact on students, their ideas and behaviour.

text: Take five - stay alive: the development and implementation of a classroom-based driver education programme for adolescents This study was an outcome from a head on collision involving the researcher, which resulted in the death of an adolescent motorcyclist. It describes the development, implementation and evaluation of an original driver education programme, TAKE FIVE-STAY ALIVE, which was designed to increase the awareness of safety for secondary school students aged between 15 and 17 years. The programme was implemented in two secondary schools and involved four driver education classes: two during each July-September semester of 1996 and 1997. The focus on classroom implementation was influenced by a lack of research reporting what happens when a driver education (DE) programme is implemented in a classroom. The principal aim for students was to raise awareness in them of factors contributing to collisions because adolescents have maintained the highest levels of death and injury of any group in New Zealand in recent years. 

Driver education research to date, which has mainly relied on positivist research methods and has focussed on summative outcomes, often confirmed minimal long-term safety advantage for groups receiving training. This study departed from a purely quantitative approach and, instead, used formative assessments and analyses of qualitative and quantitative data to improve programme effectiveness as it was being implemented.

Using a multi-faceted, inductive and naturalistic approach, the longitudinal study uses a teacher-as-researcher model of action research. Reported in narrative form, several small action research cycles were evaluated and incorporated within three larger cycles of action research. Action research provided a systematic approach for the management of the research as a whole and for monitoring student progress.

There were several units of analysis operating within each implementation: the process of developing and implementing a DE programme, the observation, reflection and planning of teaching and learning activities, and a narrative account of the research as a whole from the researcher’s perspective of being a lone action researcher, programme developer, driver education teacher and researcher.

Findings highlighted the need to avoid making assumptions about the homogeneity of students and their preparedness to accept, without question, safety ideas from a DE programme or a teacher. Instead it was important to take account of the diversity of adolescents, their individual learning needs and preferred learning styles. Where possible students were encouraged to contribute to programme development through diary entries, discussion and feedback about teaching, programme content and learning outcomes. The researcher was also able to broaden his teaching skills and improve the quality of teaching and learning for many students.
This research found that increasing student awareness of safety through a classroom-based driver education programme is largely dependent on a teacher using formative and summative assessments within the practice of teaching and learning so that tasks and activities could be adjusted to better enable students to make progress.

Finally, this research emphasises that driver educators cannot assume that designing a programme will in itself ensure effective results. It is what happens in the classroom that determines any programme’s impact on students, their ideas and behaviour.

year: 2002

title: The marine reservoir effect in the Southern Ocean: an evaluation of extant and new R values and their application to archaeological chronologies

authors: Petchey, Fiona

subjects: ∆R

abstract: The last phase of human colonisation of the south-west Pacific occurred around the 12th Century AD amongst the islands of the subtropical and temperate zones of the Southern Ocean (i.e., Norfolk Island, the Kermadec Islands, New Zealand and the Chatham Islands) (Fig. 1). Archaeological evidence indicates that initial colonisation of the region was rapid, possibly taking less than 100 years. Unfortunately, the chronology of these events has been largely reliant on charcoal radiocarbon determinations that have not been successful in delineating these changes. This paper investigates the use of marine shell for radiocarbon dating as an alternative to charcoal, with specific focus on variation in the marine 14C reservoir (specifically the ∆R) of Raoul Island (Kermadec Islands), Norfolk Island and Chatham Island (Fig. 2). Results from known-age, pre-AD 1950 shellfish indicate that ∆R values south of the South Pacific Convergence Zone are low compared to those recorded for islands within the South Pacific generally (Fig. 1) (see Petchey et al.in press). An average ∆R value of –19 ± 13 14C yr is recorded for Raoul Island and –49 ± 10 14C yr for Norfolk Island. These values are attributed to heightened absorption of atmospheric CO2 in this region. Extant published ∆R information from New Zealand (Fig. 2A) also suggests a low average ∆R value for these southern waters, but the range of values indicates that considerable variability is possible because of the complex interplay of currents around the New Zealand coastline. In contrast, results from Chatham Island are more variable and much higher (average ∆R = 134 ± 83 14C yr). Stable oxygen and carbon isotope data support the hypothesis that these ∆R values are caused by upwelling and mixing of 14C-depleted water along the Chatham Rise. Comparison of marine and charcoal 14C determinations from archaeological sites on Raoul Island support, within the limits of the available data, the ∆R values obtained, but further analysis is required to establish the stability of this value over time.

text: The marine reservoir effect in the Southern Ocean: an evaluation of extant and new R values and their application to archaeological chronologies The last phase of human colonisation of the south-west Pacific occurred around the 12th Century AD amongst the islands of the subtropical and temperate zones of the Southern Ocean (i.e., Norfolk Island, the Kermadec Islands, New Zealand and the Chatham Islands) (Fig. 1). Archaeological evidence indicates that initial colonisation of the region was rapid, possibly taking less than 100 years. Unfortunately, the chronology of these events has been largely reliant on charcoal radiocarbon determinations that have not been successful in delineating these changes. This paper investigates the use of marine shell for radiocarbon dating as an alternative to charcoal, with specific focus on variation in the marine 14C reservoir (specifically the ∆R) of Raoul Island (Kermadec Islands), Norfolk Island and Chatham Island (Fig. 2). Results from known-age, pre-AD 1950 shellfish indicate that ∆R values south of the South Pacific Convergence Zone are low compared to those recorded for islands within the South Pacific generally (Fig. 1) (see Petchey et al.in press). An average ∆R value of –19 ± 13 14C yr is recorded for Raoul Island and –49 ± 10 14C yr for Norfolk Island. These values are attributed to heightened absorption of atmospheric CO2 in this region. Extant published ∆R information from New Zealand (Fig. 2A) also suggests a low average ∆R value for these southern waters, but the range of values indicates that considerable variability is possible because of the complex interplay of currents around the New Zealand coastline. In contrast, results from Chatham Island are more variable and much higher (average ∆R = 134 ± 83 14C yr). Stable oxygen and carbon isotope data support the hypothesis that these ∆R values are caused by upwelling and mixing of 14C-depleted water along the Chatham Rise. Comparison of marine and charcoal 14C determinations from archaeological sites on Raoul Island support, within the limits of the available data, the ∆R values obtained, but further analysis is required to establish the stability of this value over time.

year: 2008