title: Serendipity, shot-gun, strategic: Does it make a difference?

authors: Glover, Marewa

subjects: Maori

abstract: Kaupapa Māori research methodology
demands practical outcomes of tangible
benefit to Māori. This paper reflects on the
steps taken to ensure benefit resulted from
my PhD research on the
cessation of Māori smoking behaviour, and I ask where is that
benefit now?
Ensuring benefit starts before the
project begins when the idea is conceived.
Thus, I first reflect back to the birth of the
idea. Then the consultation undertaken,
and the conduct of the research, is reviewed
with a utilisation focus. The personal costs
undertaking research are then considered
the sections looking at contribution and
career. Finally, the question from the title
this paper is posed. Examples of the
barriers to strategic action, such as,
competition and the difficulty of achieving
consensus are presented. Finally, the
consequences of the research are outlined.

text: Serendipity, shot-gun, strategic: Does it make a difference? Kaupapa Māori research methodology
demands practical outcomes of tangible
benefit to Māori. This paper reflects on the
steps taken to ensure benefit resulted from
my PhD research on the
cessation of Māori smoking behaviour, and I ask where is that
benefit now?
Ensuring benefit starts before the
project begins when the idea is conceived.
Thus, I first reflect back to the birth of the
idea. Then the consultation undertaken,
and the conduct of the research, is reviewed
with a utilisation focus. The personal costs
undertaking research are then considered
the sections looking at contribution and
career. Finally, the question from the title
this paper is posed. Examples of the
barriers to strategic action, such as,
competition and the difficulty of achieving
consensus are presented. Finally, the
consequences of the research are outlined.

year: 2003

title: Using the curriculum guidelines for the teaching and learning of te reo Māori in Years 1 - 13 of New Zealand schools to create lessons for young learners

authors: Diane, Johnson

subjects: New Zealand

abstract: In 2009, The New Zealand Ministry of Education published curriculum guidelines for te reo Māori in Years 1 - 13 of English-medium New Zealand schools, that is, from age 5 upwards. These guidelines recommend a communicative approach to the teaching and learning of te reo Māori. In this article, we discuss communicative approaches and provide examples of ways in which teachers can design communicative language lessons that are appropriate for very young learners, lessons that are not only fun but also effective in developing genuine communicative competence in te reo Māori.

text: Using the curriculum guidelines for the teaching and learning of te reo Māori in Years 1 - 13 of New Zealand schools to create lessons for young learners In 2009, The New Zealand Ministry of Education published curriculum guidelines for te reo Māori in Years 1 - 13 of English-medium New Zealand schools, that is, from age 5 upwards. These guidelines recommend a communicative approach to the teaching and learning of te reo Māori. In this article, we discuss communicative approaches and provide examples of ways in which teachers can design communicative language lessons that are appropriate for very young learners, lessons that are not only fun but also effective in developing genuine communicative competence in te reo Māori.

year: 2009-09

title: Oil company annual report disclosure responses to the 2010 Gulf of Mexico oil spill

authors: Summerhays, Kimberley

subjects: environmental accounting

abstract: This paper analyses the annual report disclosures of the other six largest oil companies in reaction to the 2010 Gulf of Mexico oil spill. It focusses on changes in disclosures that can be ascribed to the oil spill. The companies all increased their environmental disclosures, with positive disclosures increasing most. It shows the use of an image enhancement disclosure strategy and a (partial) disclaiming of responsibility disclosure strategy, but do not find evidence consistent with a deflection of attention disclosure strategy, probably due to the high profile of the incident. It is found that BP’s strategy of repeating disclosures about remedial activities several times in different parts of the annual report ensures: an emphasis on the positive, that all stakeholders regardless of their area of focus are likely to notice this disclosure, an increase in the volume of environmental disclosure, and that less detail can be disclosed, reducing litigation-related risks.

text: Oil company annual report disclosure responses to the 2010 Gulf of Mexico oil spill This paper analyses the annual report disclosures of the other six largest oil companies in reaction to the 2010 Gulf of Mexico oil spill. It focusses on changes in disclosures that can be ascribed to the oil spill. The companies all increased their environmental disclosures, with positive disclosures increasing most. It shows the use of an image enhancement disclosure strategy and a (partial) disclaiming of responsibility disclosure strategy, but do not find evidence consistent with a deflection of attention disclosure strategy, probably due to the high profile of the incident. It is found that BP’s strategy of repeating disclosures about remedial activities several times in different parts of the annual report ensures: an emphasis on the positive, that all stakeholders regardless of their area of focus are likely to notice this disclosure, an increase in the volume of environmental disclosure, and that less detail can be disclosed, reducing litigation-related risks.

year: 2012