title: Mindfulness as a personal resource to reduce work stress in the job demands-resources model

authors: Grover, Steven L.

subjects: Social Sciences

abstract: Based on the job demands‐resources (JD‐R) model, this study examines the different ways that the personal resource of mindfulness reduces stress. Structural equation modeling based on data from 415 Australian nurses shows that mindfulness relates directly and negatively to work stress and perceptions of emotional demands as well as buffering the relation of emotional demands on psychological stress. This study contributes to the literature by employing empirical analysis to the task of unravelling how personal resources function within the JD‐R model. It also introduces mindfulness as a personal resource in the JD‐R model.

text: Mindfulness as a personal resource to reduce work stress in the job demands-resources model Based on the job demands‐resources (JD‐R) model, this study examines the different ways that the personal resource of mindfulness reduces stress. Structural equation modeling based on data from 415 Australian nurses shows that mindfulness relates directly and negatively to work stress and perceptions of emotional demands as well as buffering the relation of emotional demands on psychological stress. This study contributes to the literature by employing empirical analysis to the task of unravelling how personal resources function within the JD‐R model. It also introduces mindfulness as a personal resource in the JD‐R model.

year: 2017

title: Global influences and local environments: Forestry and forest conservation in New Zealand, 1850s-1925.

authors: Beattie, James John

subjects: New Zealand

abstract: This article examines the multiple factors that shaped the establishment of forest conservation and tree-planting in the colony of New Zealand. It presents a new perspective on forest history in New Zealand from the 1850s to the 1920s by examining the interplay of local and global factors in the development of forestry, while also suggesting future research topics in this area. Using the case-study of New Zealand, as an ancillary focus the article presents new interpretations of the exchange and introduction of forestry ideas, suggesting a need to re-examine the importance of locality in the period leading up to the emergence of ‘empire forestry’ in the twentieth century. With this in mind, it takes as one of its perspectives the work of historian of science David Livingstone, who has emphasised the importance of local factors in shaping the spread of scientific ideas. In light of Livingstone’s ideas, we demonstrate that while it makes sense to consider New Zealand forest policy both nationally and internationally, there were also significant local variations in policy according to geography, politics and other factors. These included uneven forest distribution throughout the country, slower growth-rates of indigenous trees and the impact of geography on forest removal and conservation. As well, long-standing political aversion to government interference in society restricted the role of the state in active forest management, giving greater latitude to private tree-planters. Meanwhile, New Zealand’ smaller government and population offered greater power to individuals than perhaps would be open to those living in larger societies with bigger government bureaucracies.

text: Global influences and local environments: Forestry and forest conservation in New Zealand, 1850s-1925. This article examines the multiple factors that shaped the establishment of forest conservation and tree-planting in the colony of New Zealand. It presents a new perspective on forest history in New Zealand from the 1850s to the 1920s by examining the interplay of local and global factors in the development of forestry, while also suggesting future research topics in this area. Using the case-study of New Zealand, as an ancillary focus the article presents new interpretations of the exchange and introduction of forestry ideas, suggesting a need to re-examine the importance of locality in the period leading up to the emergence of ‘empire forestry’ in the twentieth century. With this in mind, it takes as one of its perspectives the work of historian of science David Livingstone, who has emphasised the importance of local factors in shaping the spread of scientific ideas. In light of Livingstone’s ideas, we demonstrate that while it makes sense to consider New Zealand forest policy both nationally and internationally, there were also significant local variations in policy according to geography, politics and other factors. These included uneven forest distribution throughout the country, slower growth-rates of indigenous trees and the impact of geography on forest removal and conservation. As well, long-standing political aversion to government interference in society restricted the role of the state in active forest management, giving greater latitude to private tree-planters. Meanwhile, New Zealand’ smaller government and population offered greater power to individuals than perhaps would be open to those living in larger societies with bigger government bureaucracies.

year: 2010

title: Sixty years of adult learning in Aotearoa New Zealand: Looking back to the 1960s and beyond the 2020s

authors: Amundsen, Diana Leigh

abstract: This article offers a historical analysis of the past sixty years of adult learning in Aotearoa New Zealand and critically appraises events which have shaped today’s context. Drawing on a substantial body of research by key adult educators, researchers and scholars, the review assesses historical, socio-cultural, and political factors that influenced adult learning policies and practices. First, a brief discussion is given of traditional Māori education, colonisation, bi-culturalism and multiculturalism for relevance to the Aotearoa New Zealand context. Next, a historical analysis is offered in a decade-by-decade review. Looking back over the past sixty years, this historical analysis exposes key influences which have shaped adult learning in Aotearoa, and discusses trends emerging as significant future directions going into and beyond the 2020s.

text: Sixty years of adult learning in Aotearoa New Zealand: Looking back to the 1960s and beyond the 2020s This article offers a historical analysis of the past sixty years of adult learning in Aotearoa New Zealand and critically appraises events which have shaped today’s context. Drawing on a substantial body of research by key adult educators, researchers and scholars, the review assesses historical, socio-cultural, and political factors that influenced adult learning policies and practices. First, a brief discussion is given of traditional Māori education, colonisation, bi-culturalism and multiculturalism for relevance to the Aotearoa New Zealand context. Next, a historical analysis is offered in a decade-by-decade review. Looking back over the past sixty years, this historical analysis exposes key influences which have shaped adult learning in Aotearoa, and discusses trends emerging as significant future directions going into and beyond the 2020s.

year: 2020