title: Monitoring choice task attribute attendance in nonmarket valuation of multiple park management services: Does it matter?

authors: Scarpa, Riccardo

subjects: land management

abstract: Land management in Alpine parks provides multifunctional services to separate groups of users. Choice experiments can be used to derive estimates of value for different management attributes. However, little research has been conducted on how frequently respondents ignore attributes used to describe policy management scenarios. We fill this gap using an approach that identifies and compares both serial and choice task attribute nonattendance addressing five different visitor types. Our results indicate that accounting for choice task nonattendance significantly improves model fit and yield estimates of marginal willingness to pay with a more plausible pattern of signs and greater efficiency.

text: Monitoring choice task attribute attendance in nonmarket valuation of multiple park management services: Does it matter? Land management in Alpine parks provides multifunctional services to separate groups of users. Choice experiments can be used to derive estimates of value for different management attributes. However, little research has been conducted on how frequently respondents ignore attributes used to describe policy management scenarios. We fill this gap using an approach that identifies and compares both serial and choice task attribute nonattendance addressing five different visitor types. Our results indicate that accounting for choice task nonattendance significantly improves model fit and yield estimates of marginal willingness to pay with a more plausible pattern of signs and greater efficiency.

year: 2010

title: Student perspectives of a place-responsive outdoor education programme

authors: Brown, Mike

subjects: place-responsive

abstract: There is a growing recognition of the role that places have in influencing learning In outdoor education. Being aware of the importance of place encourages the development of outdoor programmes that respond to the uniqueness of the locality and the community. This article investigates student perspectives of a place-responsive outdoor education programme. The findings indicate that this approach is a viable form of outdoor education practice that has the potential to foster positive interpersonal relationships and strengthen participants’ appreciation of and attachment to place(s). These findings contribute to a growing body of literature demonstrating that place-responsive outdoor education has the potential to enrich participants' understanding and enjoyment of places In addition to providing a challenging and enjoyable outdoor experience.

text: Student perspectives of a place-responsive outdoor education programme There is a growing recognition of the role that places have in influencing learning In outdoor education. Being aware of the importance of place encourages the development of outdoor programmes that respond to the uniqueness of the locality and the community. This article investigates student perspectives of a place-responsive outdoor education programme. The findings indicate that this approach is a viable form of outdoor education practice that has the potential to foster positive interpersonal relationships and strengthen participants’ appreciation of and attachment to place(s). These findings contribute to a growing body of literature demonstrating that place-responsive outdoor education has the potential to enrich participants' understanding and enjoyment of places In addition to providing a challenging and enjoyable outdoor experience.

year: 2012

title: Two Decades After Siaan Nathan’s (1999) Study: Revisiting the Responsiveness of Professional Clinical Psychology Programmes

authors: Chan, Joanna

abstract: Clinical psychology training programmes in Aotearoa New Zealand are predominantly monocultural and centred on perspectives from Western Europe and North America. Several initiatives have sought to address the monocultural dominance of Western psychology in training programmes, with limited sustainability. We surveyed clinical psychology programme directors (N=6) to assess the progress of programmes towards meeting Te Tiriti o Waitangi obligations across five key domains (Māori representation across programme staff and students, advisory group, admissions process and programme content). Promisingly, progress regarding the inclusion of Māori-focused content and faculty representation was identified. However, all directors reported that the increase in Māori student representation was slow, with half (n=3) reporting the number of tauira Māori applicants to programmes was an ongoing concern. The limited progress towards ensuring increased Māori representation was thought to reflect system constraints. The findings highlight the pressing need for clinical psychology training to fulfil Te Tiriti o Waitangi obligations to support tino rangatiratanga for Māori that leads to transformative change. Notably, equity for Māori was identified as a priority through the provision of sufficient and sustainable resourcing for kaupapa Māori psychologies.

text: Two Decades After Siaan Nathan’s (1999) Study: Revisiting the Responsiveness of Professional Clinical Psychology Programmes Clinical psychology training programmes in Aotearoa New Zealand are predominantly monocultural and centred on perspectives from Western Europe and North America. Several initiatives have sought to address the monocultural dominance of Western psychology in training programmes, with limited sustainability. We surveyed clinical psychology programme directors (N=6) to assess the progress of programmes towards meeting Te Tiriti o Waitangi obligations across five key domains (Māori representation across programme staff and students, advisory group, admissions process and programme content). Promisingly, progress regarding the inclusion of Māori-focused content and faculty representation was identified. However, all directors reported that the increase in Māori student representation was slow, with half (n=3) reporting the number of tauira Māori applicants to programmes was an ongoing concern. The limited progress towards ensuring increased Māori representation was thought to reflect system constraints. The findings highlight the pressing need for clinical psychology training to fulfil Te Tiriti o Waitangi obligations to support tino rangatiratanga for Māori that leads to transformative change. Notably, equity for Māori was identified as a priority through the provision of sufficient and sustainable resourcing for kaupapa Māori psychologies.

year: 2025