title: Towards understanding the root causes of outdoor education incidents

authors: Davidson, Grant S.

abstract: Outdoor education involves the interaction of people with the natural environment, often in challenging situations. Because of this there are often real risks involved that must be suitably managed. Despite efforts at managing these risks, incidents are still occurring during outdoor education experiences that sometimes culminate in serious injury and even death. While in the past these injuries and fatalities would have been considered unfortunate acts of misadventure, new attitudes in society seek to ascribe blame in the wake of an accident and those involved, or their families, seek penalties for those blamed. Recent legislation such as the Health and Safety in Employment Act make these penalties easier to apply, while the recent actions of both the police and officers of the Department of Labour show the willingness of public officials to investigate and prosecute outdoor education providers if accidents occur. 
The outdoor education sector has been poorly equipped to reply to the public in the wake of serious incidents. There are few if any statistics on incident rates in the outdoor education sector, and there is very little known about the underlying causes of those incidents. To ensure that outdoor education provision can continue into the future such information needs to be available and training programmes developed based on those findings. 
This research builds a profile of almost 2000 incidents that occurred in the years 1996 - 2000 at 12 of the 25 larger outdoor education centres in New Zealand that were invited to participate. That profile includes calculating accident rates for the group of organisations sampled and compares these to the rates of accidents occurring in outdoor centres in other parts of the world as well as those occurring in other aspects of life in New Zealand. 
Eighteen of the incidents were chosen that had potential for serious injury, and these were studied for the root causes of the incidents using a Delphi technique involving three panels of outdoor experts. From this investigation, and an in-depth review of literature from the fields of safety management and psychology, I developed a taxonomy of root causes of outdoor education incidents and suggest a new model of how these root causes can interact to result in an incident. Not all of the identified types of error in the taxonomy of root causes could easily be accommodated within the existing frameworks of outdoor decision-making. In order to provide a model that incorporated these error types, theories of cognitive psychology were combined into a new model of outdoor education decision making in hazardous situations. This shows how personality factors, attitudes and other social factors can act to bias decisions and lead to incidents occurring. 
As a result of this research, an ongoing collection of incident data in the outdoor education sector is advocated, as is the adoption of the taxonomy of root causes and model of an outdoor education incident into training programmes for outdoor instructors. Through these processes it is hoped that risk management practices will be improved, incidents reduced in frequency and severity, and therefore participation of young people in outdoor education programmes for personal development outcomes can continue to be promoted and justified. 
Suggestions for further research to build the knowledge of the processes leading to incidents in outdoor education activities are made at the end of this thesis.

text: Towards understanding the root causes of outdoor education incidents Outdoor education involves the interaction of people with the natural environment, often in challenging situations. Because of this there are often real risks involved that must be suitably managed. Despite efforts at managing these risks, incidents are still occurring during outdoor education experiences that sometimes culminate in serious injury and even death. While in the past these injuries and fatalities would have been considered unfortunate acts of misadventure, new attitudes in society seek to ascribe blame in the wake of an accident and those involved, or their families, seek penalties for those blamed. Recent legislation such as the Health and Safety in Employment Act make these penalties easier to apply, while the recent actions of both the police and officers of the Department of Labour show the willingness of public officials to investigate and prosecute outdoor education providers if accidents occur. 
The outdoor education sector has been poorly equipped to reply to the public in the wake of serious incidents. There are few if any statistics on incident rates in the outdoor education sector, and there is very little known about the underlying causes of those incidents. To ensure that outdoor education provision can continue into the future such information needs to be available and training programmes developed based on those findings. 
This research builds a profile of almost 2000 incidents that occurred in the years 1996 - 2000 at 12 of the 25 larger outdoor education centres in New Zealand that were invited to participate. That profile includes calculating accident rates for the group of organisations sampled and compares these to the rates of accidents occurring in outdoor centres in other parts of the world as well as those occurring in other aspects of life in New Zealand. 
Eighteen of the incidents were chosen that had potential for serious injury, and these were studied for the root causes of the incidents using a Delphi technique involving three panels of outdoor experts. From this investigation, and an in-depth review of literature from the fields of safety management and psychology, I developed a taxonomy of root causes of outdoor education incidents and suggest a new model of how these root causes can interact to result in an incident. Not all of the identified types of error in the taxonomy of root causes could easily be accommodated within the existing frameworks of outdoor decision-making. In order to provide a model that incorporated these error types, theories of cognitive psychology were combined into a new model of outdoor education decision making in hazardous situations. This shows how personality factors, attitudes and other social factors can act to bias decisions and lead to incidents occurring. 
As a result of this research, an ongoing collection of incident data in the outdoor education sector is advocated, as is the adoption of the taxonomy of root causes and model of an outdoor education incident into training programmes for outdoor instructors. Through these processes it is hoped that risk management practices will be improved, incidents reduced in frequency and severity, and therefore participation of young people in outdoor education programmes for personal development outcomes can continue to be promoted and justified. 
Suggestions for further research to build the knowledge of the processes leading to incidents in outdoor education activities are made at the end of this thesis.

year: 2005

title: Native grain refinement of magnesium alloys

authors: Cao, Peng

subjects: Magnesium

abstract: High purity Mg–Al type alloys have a naturally fine grain size compared to commercial purity alloys with the same basic composition. This is referred to as native grain refinement. It is shown that native grain refinement occurs only in magnesium alloys containing aluminium. The mechanism is attributed to the Al4C3 particles existing in these alloys.

text: Native grain refinement of magnesium alloys High purity Mg–Al type alloys have a naturally fine grain size compared to commercial purity alloys with the same basic composition. This is referred to as native grain refinement. It is shown that native grain refinement occurs only in magnesium alloys containing aluminium. The mechanism is attributed to the Al4C3 particles existing in these alloys.

year: 2005-10

title: ‘Inside Out’: The politics of enumerating the nation by ethnicity

authors: Kukutai, Tahu

abstract: Since the 1990s, state practices of counting and classifying populations by ethnicity have come under increased scrutiny within the social sciences (Arel 2002 ; Kertzer and Arel 2002 ; Nobles 2000 ; Perlmann and Waters 2002 ; Petersen 1997 ; Statistics Canada and U.S. Census Bureau 1993 ). A number of excellent case studies have provided critical insights into how and why ethnic enumeration is pursued in particular times and places. ¹ However, with some notable exceptions (Morning 2008 ; Rallu
et al. 2006 ), little attention has been given to theorizing or empirically testing a global
model of ethnic classifi cation and counting. Consequently, there is a limited understanding
about the general conditions that impede or encourage state recognition of ethnicity in the national census and the forms that such recognition takes.

text: ‘Inside Out’: The politics of enumerating the nation by ethnicity Since the 1990s, state practices of counting and classifying populations by ethnicity have come under increased scrutiny within the social sciences (Arel 2002 ; Kertzer and Arel 2002 ; Nobles 2000 ; Perlmann and Waters 2002 ; Petersen 1997 ; Statistics Canada and U.S. Census Bureau 1993 ). A number of excellent case studies have provided critical insights into how and why ethnic enumeration is pursued in particular times and places. ¹ However, with some notable exceptions (Morning 2008 ; Rallu
et al. 2006 ), little attention has been given to theorizing or empirically testing a global
model of ethnic classifi cation and counting. Consequently, there is a limited understanding
about the general conditions that impede or encourage state recognition of ethnicity in the national census and the forms that such recognition takes.

year: 2015