title: US Park recreation values (1968-2003): A review of the literature

authors: Kaval, Pamela

subjects: consumer surplus values

abstract: The results of outdoor recreation consumer surplus studies for national parks, national forests, state parks and state forests in the United States from 1968 through 2003 are compared and analyzed across activity type, locational region, and park designation. The resulting data set includes 1,229 observations, spanning 36 years, 28 types of activities, and 106 locations. All consumer surplus data were converted to 2006 United States dollars per person per day for comparison purposes. It was discovered that activity and park type played a significant role in consumer surplus values. Activities such as mountain biking, windsurfing, and rock-climbing were among the highest valued activities while visiting environmental education centers was the lowest. When comparing park types, it was found that on average, activities at National Parks had higher values than national forests, state parks, or state forests. This meta-analysis is the most extensive literature review in the history of non-market consumer surplus values for outdoor recreation in the United States ever conducted and should prove beneficial to anyone seeking information on outdoor recreation studies as well as those wishing to conduct a benefit transfer analysis for their own land management area.

text: US Park recreation values (1968-2003): A review of the literature The results of outdoor recreation consumer surplus studies for national parks, national forests, state parks and state forests in the United States from 1968 through 2003 are compared and analyzed across activity type, locational region, and park designation. The resulting data set includes 1,229 observations, spanning 36 years, 28 types of activities, and 106 locations. All consumer surplus data were converted to 2006 United States dollars per person per day for comparison purposes. It was discovered that activity and park type played a significant role in consumer surplus values. Activities such as mountain biking, windsurfing, and rock-climbing were among the highest valued activities while visiting environmental education centers was the lowest. When comparing park types, it was found that on average, activities at National Parks had higher values than national forests, state parks, or state forests. This meta-analysis is the most extensive literature review in the history of non-market consumer surplus values for outdoor recreation in the United States ever conducted and should prove beneficial to anyone seeking information on outdoor recreation studies as well as those wishing to conduct a benefit transfer analysis for their own land management area.

year: 2006-09

title: COVID and streamlining Resource Management

authors: Daya-Winterbottom, Trevor

abstract: Simplifying and streamlining environmental and resource management law have been the buzz words of the past decade. My presentation focuses on the trajectory of these legislative developments in the context of New Zealand and the procedural impact of the COVID-19 pandemic.

text: COVID and streamlining Resource Management Simplifying and streamlining environmental and resource management law have been the buzz words of the past decade. My presentation focuses on the trajectory of these legislative developments in the context of New Zealand and the procedural impact of the COVID-19 pandemic.

year: 2020

title: Fanning the divine spark: Gaining understandings of micro-interactions in New Zealand classrooms

authors: Eley, Elizabeth Martha Ann

subjects: micro-interactions

abstract: New Zealand’s Treaty of Waitangi was signed by representatives of Iwi Māori (Indigenous tribal groups) and the British Crown.  Inherent in the heritages of both signatory groups is the ontological positioning that children are born of greatness; carriers of the divine spark from Tama-nui-te-rā (the central sun) and created in the image of God.  Almost all New Zealand children attend school.  For some, their ongoing classroom experiences with educators fans their divine spark and works towards the realisation of their innate potential.  For others, schooling is not a positive experience and their divine spark may be neither recognised nor celebrated.  

This research explores the relationships and pedagogical practices that underpin the classroom micro-interactions experienced by children.  Children’s schooling experience is made up of small interactions in classrooms that are situated in the social, political and legal contexts of schooling.  Therefore, this research applies both a centripetal and a centrifugal examination of the macro and micro contexts of classroom interactions.  

In examining the macro-context, ontological views of the child and the theoretical frameworks that guide pedagogy are considered.  The Education Acts governing New Zealand schooling have successively contained an ontological contradiction that enforces both a factory model as the preferred means of schooling for New Zealand and a requirement to honour the Treaty of Waitangi, including the worldviews of both signatories.  I conclude that educators within the compulsory schooling sector are not provided with specific guidance on how to navigate these contradictory worldviews.  Neither ontological views of how children are perceived within the system, nor theoretical frameworks that could and should inform views of knowledge and how learning occurs, are made explicit for educators.  

At the micro-context level, relationships and pedagogical practices are explored through case studies in three different New Zealand classrooms.  In each case, from video-recordings of classroom interactions, critical incidents were extracted and used to support interviews with participating teachers, students, parents and members of the wider school community.  Employing culturally responsive research methodologies, the interactions with participants were relational and dialogic.  The research found that classroom micro-interactions are pervasive and complex.  All participants, students, teachers and whānau, draw from the knowledge, understandings and positionings of the individual’s own cultural toolkits in classroom interactions.  Their cultural toolkits contain a range of factors to support learning, all of which were necessary and interdependent.  

The thesis calls for all children to receive an education that fans their inherent divine spark.  While this experience is not yet the case for all, there is opportunity in the rhetoric and structures already within New Zealand’s education system for this to occur.  Some schools and communities have begun to successfully challenge and address the prevailing theoretical and pedagogical status quo.  Therefore, there is reason for radical hope for a system-wide fanning of the divine spark in every child.

text: Fanning the divine spark: Gaining understandings of micro-interactions in New Zealand classrooms New Zealand’s Treaty of Waitangi was signed by representatives of Iwi Māori (Indigenous tribal groups) and the British Crown.  Inherent in the heritages of both signatory groups is the ontological positioning that children are born of greatness; carriers of the divine spark from Tama-nui-te-rā (the central sun) and created in the image of God.  Almost all New Zealand children attend school.  For some, their ongoing classroom experiences with educators fans their divine spark and works towards the realisation of their innate potential.  For others, schooling is not a positive experience and their divine spark may be neither recognised nor celebrated.  

This research explores the relationships and pedagogical practices that underpin the classroom micro-interactions experienced by children.  Children’s schooling experience is made up of small interactions in classrooms that are situated in the social, political and legal contexts of schooling.  Therefore, this research applies both a centripetal and a centrifugal examination of the macro and micro contexts of classroom interactions.  

In examining the macro-context, ontological views of the child and the theoretical frameworks that guide pedagogy are considered.  The Education Acts governing New Zealand schooling have successively contained an ontological contradiction that enforces both a factory model as the preferred means of schooling for New Zealand and a requirement to honour the Treaty of Waitangi, including the worldviews of both signatories.  I conclude that educators within the compulsory schooling sector are not provided with specific guidance on how to navigate these contradictory worldviews.  Neither ontological views of how children are perceived within the system, nor theoretical frameworks that could and should inform views of knowledge and how learning occurs, are made explicit for educators.  

At the micro-context level, relationships and pedagogical practices are explored through case studies in three different New Zealand classrooms.  In each case, from video-recordings of classroom interactions, critical incidents were extracted and used to support interviews with participating teachers, students, parents and members of the wider school community.  Employing culturally responsive research methodologies, the interactions with participants were relational and dialogic.  The research found that classroom micro-interactions are pervasive and complex.  All participants, students, teachers and whānau, draw from the knowledge, understandings and positionings of the individual’s own cultural toolkits in classroom interactions.  Their cultural toolkits contain a range of factors to support learning, all of which were necessary and interdependent.  

The thesis calls for all children to receive an education that fans their inherent divine spark.  While this experience is not yet the case for all, there is opportunity in the rhetoric and structures already within New Zealand’s education system for this to occur.  Some schools and communities have begun to successfully challenge and address the prevailing theoretical and pedagogical status quo.  Therefore, there is reason for radical hope for a system-wide fanning of the divine spark in every child.

year: 2020