title: The Gamification of Recycling Behaviour

authors: Janson, Melissa

subjects: Pro-environmental behaviour

abstract: The purpose of this study was to determine whether gamification of a public recycling receptacle would increase recycling rates. I reviewed research gamification, behavioural science, Human Computer Interactions, and eco-feedback, to inform my experimental design. The study consisted of an AB control-series experiment. In Phase A, I collected baseline data by monitoring four target bins for the weight, volume, and number of items of recyclables. In Phase B I installed the Recycling Arcade, a gamified recycling bin lid, at one site. I then collected data in the same way as the baseline phase and monitored any changes in recycling rates. Graphical analysis showed variable data on recycling rates, demonstrating no clear trends of whether recycling was increasing or decreasing. The results of a Two-Way repeated-measure ANOVA analysis found no interaction effect between bin type and game phase and a small effect size was also reported, showing that there was no effect of the game on recycling rates. The statistical and graphical analysis of the results underscore the complexity of this type of intervention, highlighting technical issues and the need for design improvements, and collaborations with game designers and Human Computer Interaction academics, for future research into this innovative and experimental area.

text: The Gamification of Recycling Behaviour The purpose of this study was to determine whether gamification of a public recycling receptacle would increase recycling rates. I reviewed research gamification, behavioural science, Human Computer Interactions, and eco-feedback, to inform my experimental design. The study consisted of an AB control-series experiment. In Phase A, I collected baseline data by monitoring four target bins for the weight, volume, and number of items of recyclables. In Phase B I installed the Recycling Arcade, a gamified recycling bin lid, at one site. I then collected data in the same way as the baseline phase and monitored any changes in recycling rates. Graphical analysis showed variable data on recycling rates, demonstrating no clear trends of whether recycling was increasing or decreasing. The results of a Two-Way repeated-measure ANOVA analysis found no interaction effect between bin type and game phase and a small effect size was also reported, showing that there was no effect of the game on recycling rates. The statistical and graphical analysis of the results underscore the complexity of this type of intervention, highlighting technical issues and the need for design improvements, and collaborations with game designers and Human Computer Interaction academics, for future research into this innovative and experimental area.

year: 2016

title: Guidelines for gender affirming healthcare for gender diverse and transgender children, young people and adults in Aotearoa, New Zealand

authors: Oliphant, Jeannie

abstract: Internationally and within Aotearoa, New Zealand, there has been a substantial increase in the demand for gender affirming healthcare over the past decade. It is likely that this level of referrals to health services will continue in the foreseeable future. The Guidelines for Gender Affirming Healthcare for Gender Diverse and Transgender Children, Young People and Adults in Aotearoa, New Zealand were developed following the recognition that the previous good practice guide required updating to be in step with current practice and international standards. This article presents a summary of the guideline focusing on puberty blockers, hormonal therapies, access to surgery and other gender affirming healthcare. We hope these guidelines will support the development and provision of services providing gender affirming healthcare around the country and provide helpful guidance to all health professionals involved in the care of trans people.

text: Guidelines for gender affirming healthcare for gender diverse and transgender children, young people and adults in Aotearoa, New Zealand Internationally and within Aotearoa, New Zealand, there has been a substantial increase in the demand for gender affirming healthcare over the past decade. It is likely that this level of referrals to health services will continue in the foreseeable future. The Guidelines for Gender Affirming Healthcare for Gender Diverse and Transgender Children, Young People and Adults in Aotearoa, New Zealand were developed following the recognition that the previous good practice guide required updating to be in step with current practice and international standards. This article presents a summary of the guideline focusing on puberty blockers, hormonal therapies, access to surgery and other gender affirming healthcare. We hope these guidelines will support the development and provision of services providing gender affirming healthcare around the country and provide helpful guidance to all health professionals involved in the care of trans people.

year: 2018

title: A Māori and Pacific lens on infant and toddler provision in early childhood education

authors: Rameka, Lesley Kay

abstract: While New Zealand has made major advances in educational provision, Mäori and Pacific chil- dren continue to lag behind other groups, achieving disproportionately lower results on national averages (Marriot & Sim, 2014). Key to educational success for Mäori and Pasifika children is the acknowledgement that they are culturally located and the recognition that effective education must embrace culture. Early childhood education has an important role in building strong learn- ing foundations for young children; however, achieving this is a complex process, especially with regard to Mäori and Pacific children in early childhood education. This article outlines findings from a 2014 nationwide online survey conducted with Mäori and Pacific teachers working in Mäori and Pacific early childhood services and language nests. Respondents were asked about traditional and contemporary caregiving practices for infants and toddlers and what barriers and enablers were faced in implementing these caregiving practices within their services.

text: A Māori and Pacific lens on infant and toddler provision in early childhood education While New Zealand has made major advances in educational provision, Mäori and Pacific chil- dren continue to lag behind other groups, achieving disproportionately lower results on national averages (Marriot & Sim, 2014). Key to educational success for Mäori and Pasifika children is the acknowledgement that they are culturally located and the recognition that effective education must embrace culture. Early childhood education has an important role in building strong learn- ing foundations for young children; however, achieving this is a complex process, especially with regard to Mäori and Pacific children in early childhood education. This article outlines findings from a 2014 nationwide online survey conducted with Mäori and Pacific teachers working in Mäori and Pacific early childhood services and language nests. Respondents were asked about traditional and contemporary caregiving practices for infants and toddlers and what barriers and enablers were faced in implementing these caregiving practices within their services.

year: 2015