title: Sustainable environmental practices in the New Zealand wine industry: An analysis of perceived institutional pressures and the role of exports

authors: Sinha, Paresha N.

subjects: institutional pressures

abstract: The focus of this article is to use institutional theory to provide a better understanding of environmental issues facing New Zealand wineries. Findings from a survey of New Zealand wineries indicate that institutional pressures do not fully explain the adoption of sustainable environmental practices in the New Zealand wine industry. The authors found that firms with a higher commitment to exports will adopt one of the environmental practices identified to a greater degree. The authors present explanations for these results in terms of the nature of the industry, size of the winery operations, and the higher overall export orientation of this industry.

text: Sustainable environmental practices in the New Zealand wine industry: An analysis of perceived institutional pressures and the role of exports The focus of this article is to use institutional theory to provide a better understanding of environmental issues facing New Zealand wineries. Findings from a survey of New Zealand wineries indicate that institutional pressures do not fully explain the adoption of sustainable environmental practices in the New Zealand wine industry. The authors found that firms with a higher commitment to exports will adopt one of the environmental practices identified to a greater degree. The authors present explanations for these results in terms of the nature of the industry, size of the winery operations, and the higher overall export orientation of this industry.

year: 2010

title: The data privacy matrix project: towards a global alignment of data privacy laws

authors: Scoon, Craig

subjects: computer science

abstract: Data privacy is an expected right of most citizens around the world but there are many legislative challenges within a boundary-less cloud computing and World Wide Web environment. Despite its importance, there is limited research around data privacy law gaps and alignment, and the legal side of the security ecosystem which seems to be in a constant effort to catch-up. There are already issues within recent history which show a lack of alignment causing a great deal of confusion, an example of this is the 'right to be forgotten' case which came up in 2014. This case involved a Spanish man against Google Spain. He requested the removal of a link to an article about an auction for his foreclosed home, for a debt that he had subsequently paid. However, misalignment of data privacy laws caused further complications to the case. This paper introduces the Waikato Data Privacy Matrix, our global project for alignment of data privacy laws by focusing on Asia Pacific data privacy laws and their relationships with the European Union and the USA. This will also suggest potential solutions to address some of the issues which may occur when a breach of data privacy occurs, in order to ensure an individual has their data privacy protected across the boundaries in the Web. With the increase in data processing and storage across different jurisdictions and regions (e.g. public cloud computing), the Waikato Data Privacy Matrix empowers businesses using or providing cloud services to understand the different data privacy requirements across the globe, paving the way for increased cloud adoption and usage.

text: The data privacy matrix project: towards a global alignment of data privacy laws Data privacy is an expected right of most citizens around the world but there are many legislative challenges within a boundary-less cloud computing and World Wide Web environment. Despite its importance, there is limited research around data privacy law gaps and alignment, and the legal side of the security ecosystem which seems to be in a constant effort to catch-up. There are already issues within recent history which show a lack of alignment causing a great deal of confusion, an example of this is the 'right to be forgotten' case which came up in 2014. This case involved a Spanish man against Google Spain. He requested the removal of a link to an article about an auction for his foreclosed home, for a debt that he had subsequently paid. However, misalignment of data privacy laws caused further complications to the case. This paper introduces the Waikato Data Privacy Matrix, our global project for alignment of data privacy laws by focusing on Asia Pacific data privacy laws and their relationships with the European Union and the USA. This will also suggest potential solutions to address some of the issues which may occur when a breach of data privacy occurs, in order to ensure an individual has their data privacy protected across the boundaries in the Web. With the increase in data processing and storage across different jurisdictions and regions (e.g. public cloud computing), the Waikato Data Privacy Matrix empowers businesses using or providing cloud services to understand the different data privacy requirements across the globe, paving the way for increased cloud adoption and usage.

year: 2016

title: Activating belonging: Towards a critcial ensemble pedagogy

authors: Brown, Gaenor

abstract: Contemporary research shows school belonging as a key determinant of learner health and wellbeing. Teachers, and teaching practices, are pivotal in developing safe, supportive communities in which students can learn and thrive, where they can belong. In this thesis the high school drama education ensemble in Aotearoa New Zealand is presented as a site for the exploration and activation of belonging. Framed through a self-study of teacher education practice, using (S-STEP) methodology, the research reimagines ensemble pedagogy for dramatic inquiry process through a lens of critical belonging. The research opens with a contextual review of contemporary scholarship and evolving theories about school belonging and ensemble pedagogy, mapping how both fields are relationally, spatially and temporally situated. The contextual review highlights the importance of drama education and school belonging practices and pedagogies in the generation of transdisciplinary knowledge.

Six principles of practice for drama educators have been developed to support the activation of belonging, relating to Identity, Process, Provocation, Space and Place, Performativity and Reflexivity. These principles are informed by semi-structured interviews with participants experienced in ensemble-based teaching and learning, and by autoethnographic reflective responses prompted by interview dialogues. In this research autoethnography is identified as a form of wayfinding, a traditional Pacific concept, drawing on the mātauranga Māori concepts and values of manaakitanga and whanaungatanga, to weave affective, political and socio-ecological belonging into a critical perspective of ensemble practice.

The six principles of practice have been trialled in dramatic inquiry workshops, with pre- service drama educators, in a design incorporating process drama, image theatre and forum theatre. Drama conventions as boundary objects, bridging the fields of drama education and belonging, provide structure to the workshops, further informing development of the principles of practice. Through an ongoing dialogic cycle of workshop enactment, participant feedback and drama educator reflection, the principles are reassessed, redefined and refined.

This research argues for a critical ensemble pedagogy that makes space for the ensemble as both site and practice. The study advocates for a pedagogy which honours indigenous ways of knowing in drama education, catalyses creative expression and activates critical belonging.

text: Activating belonging: Towards a critcial ensemble pedagogy Contemporary research shows school belonging as a key determinant of learner health and wellbeing. Teachers, and teaching practices, are pivotal in developing safe, supportive communities in which students can learn and thrive, where they can belong. In this thesis the high school drama education ensemble in Aotearoa New Zealand is presented as a site for the exploration and activation of belonging. Framed through a self-study of teacher education practice, using (S-STEP) methodology, the research reimagines ensemble pedagogy for dramatic inquiry process through a lens of critical belonging. The research opens with a contextual review of contemporary scholarship and evolving theories about school belonging and ensemble pedagogy, mapping how both fields are relationally, spatially and temporally situated. The contextual review highlights the importance of drama education and school belonging practices and pedagogies in the generation of transdisciplinary knowledge.

Six principles of practice for drama educators have been developed to support the activation of belonging, relating to Identity, Process, Provocation, Space and Place, Performativity and Reflexivity. These principles are informed by semi-structured interviews with participants experienced in ensemble-based teaching and learning, and by autoethnographic reflective responses prompted by interview dialogues. In this research autoethnography is identified as a form of wayfinding, a traditional Pacific concept, drawing on the mātauranga Māori concepts and values of manaakitanga and whanaungatanga, to weave affective, political and socio-ecological belonging into a critical perspective of ensemble practice.

The six principles of practice have been trialled in dramatic inquiry workshops, with pre- service drama educators, in a design incorporating process drama, image theatre and forum theatre. Drama conventions as boundary objects, bridging the fields of drama education and belonging, provide structure to the workshops, further informing development of the principles of practice. Through an ongoing dialogic cycle of workshop enactment, participant feedback and drama educator reflection, the principles are reassessed, redefined and refined.

This research argues for a critical ensemble pedagogy that makes space for the ensemble as both site and practice. The study advocates for a pedagogy which honours indigenous ways of knowing in drama education, catalyses creative expression and activates critical belonging.

year: 2025