title: Cost-effective regulation of nonpoint emissions from pastoral agriculture: a stochastic analysis

authors: Doole, Graeme J.

subjects: agricultural policy

abstract: Nutrient emissions from pastoral agriculture are a global cause of declining water quality. Their management is complicated through variability arising from climate and soil influences. This paper compares the implications of input-based policies and direct restrictions on leaching to achieve 10 and 20 per cent reductions in nitrogen (N) load, in the context of pasture-based New Zealand dairy farms. The most important mitigation practices on these farms are de-intensification (involving reductions in N fertiliser application and stocking rate) and the application of nitrification inhibitors. A stylised conceptual model, incorporating both sources of variability, is used to identify the implications of alternative policies. Direct restriction of estimated N leaching is the most cost-effective policy to reduce N leaching by 10 and 20 per cent. These results indicate the general insufficiency of input-based mechanisms for water quality improvement, given the low correlation between input use and leaching, possible substitution with unrestricted inputs and their failure to motivate the use of mitigation strategies. Additionally, model output indicates that inherent variability in water quality, mainly due to climate influences, can dominate the benefits of regulatory action in any given year.

text: Cost-effective regulation of nonpoint emissions from pastoral agriculture: a stochastic analysis Nutrient emissions from pastoral agriculture are a global cause of declining water quality. Their management is complicated through variability arising from climate and soil influences. This paper compares the implications of input-based policies and direct restrictions on leaching to achieve 10 and 20 per cent reductions in nitrogen (N) load, in the context of pasture-based New Zealand dairy farms. The most important mitigation practices on these farms are de-intensification (involving reductions in N fertiliser application and stocking rate) and the application of nitrification inhibitors. A stylised conceptual model, incorporating both sources of variability, is used to identify the implications of alternative policies. Direct restriction of estimated N leaching is the most cost-effective policy to reduce N leaching by 10 and 20 per cent. These results indicate the general insufficiency of input-based mechanisms for water quality improvement, given the low correlation between input use and leaching, possible substitution with unrestricted inputs and their failure to motivate the use of mitigation strategies. Additionally, model output indicates that inherent variability in water quality, mainly due to climate influences, can dominate the benefits of regulatory action in any given year.

year: 2013

title: The impact of flipped classrooms in nurse education: A literature review

authors: Edwards, Frances

subjects: Nursing education research

abstract: Flipped classroom pedagogy is increasingly being used in tertiary education including within nurse education programmes. This literature review aims to critically examine empirical published work (from 2012 to 2019) which reports of the impact of flipped classroom pedagogies on nursing students’ learning and performance. Global themes identified include student performance outcomes, engagement and enhanced/diminished student satisfaction. Synthesis of the findings of this literature review indicates that in nurse education the flipped classroom supports retention of knowledge, improves performance outcomes in areas as diverse as caring and examination results and there is enhanced student satisfaction with this method of learning. Enhancements to student learning and achievement using the flipped classroom model are connected to extra time and opportunities available for development of critical thinking and complex reasoning skills in class. As well, improvements are linked to the flexibility and self-efficacy accorded to students by the provision of learning opportunities in the form of deeply personalised online support. There is also evidence to suggest that students initially find this method stressful but with tutors and faculty staff providing information and rationale for the flipped classroom approach, this stress can be reduced.

text: The impact of flipped classrooms in nurse education: A literature review Flipped classroom pedagogy is increasingly being used in tertiary education including within nurse education programmes. This literature review aims to critically examine empirical published work (from 2012 to 2019) which reports of the impact of flipped classroom pedagogies on nursing students’ learning and performance. Global themes identified include student performance outcomes, engagement and enhanced/diminished student satisfaction. Synthesis of the findings of this literature review indicates that in nurse education the flipped classroom supports retention of knowledge, improves performance outcomes in areas as diverse as caring and examination results and there is enhanced student satisfaction with this method of learning. Enhancements to student learning and achievement using the flipped classroom model are connected to extra time and opportunities available for development of critical thinking and complex reasoning skills in class. As well, improvements are linked to the flexibility and self-efficacy accorded to students by the provision of learning opportunities in the form of deeply personalised online support. There is also evidence to suggest that students initially find this method stressful but with tutors and faculty staff providing information and rationale for the flipped classroom approach, this stress can be reduced.

year: 2020

title: Te tukuihotanga o te reo Māori: He aronga motuhake – ngā mokopuna a Te Kapunga

authors: Dewes, Te Kuru o te Marama

subjects: Reo Māori

abstract: Ko te tāhū o tēnei rangahau ko te reo Māori. Ko te ariā matua ko te tukuihotanga o te reo Māori, arā, ko te tuku iho o te reo ki rō whānau mai i ngā mātua ki ngā tamariki, ā, tae rawa iho ki ngā mokopuna. Kia whakawhāiti i te kaupapa, he aronga motuhake tēnei kei te titiro hāngai atu ki ngā whānau e whā ki ngā tāone e toru o Te Whanganui-a-Tara, Tāmakimakaurau me Te Rotorua-Nui-a-Kahumatamomoe. Nā te hurahura i ngā āhuatanga reo i roto i ngā kāenga o ngā whānau e whā i kitea mehemea kei te tutuki tēnei tūāhua te tukuihotanga o te reo Māori. Tuia, he aha ngā momo āhuatanga kei te taunaki i tēnei mahi, ā, he aha hoki ngā ārai e whakahōtaetae ana i a ia.  piti atu, i noho ki te ketuketu i ngā whakaaro o ngā mātua e pā ana ki tēnei kaupapa te tuku iho i te reo ki ngā tamariki mokopuna. Kāre i aro ki te kounga o te reo, he kaute noa i ngā whakamahinga reo Māori me whakamahinga reo Pākehā. Kia whakaritea ngā āhuatanga reo o ngā whānau me ngā tamariki, i tū ngā mahi whakarongo ki ngā wāhi e toru, arā, ki rō kāenga, ki rō kura, ka mutu, i tū ki wāhi kē atu hoki. Nā runga i te whakaaro kei te mōrearea tonu te reo Māori, kua herea tēnei kaupapa ki te ahurea me te tuakiri Māori, te mana motuhake me te tino rangatiratanga.

text: Te tukuihotanga o te reo Māori: He aronga motuhake – ngā mokopuna a Te Kapunga Ko te tāhū o tēnei rangahau ko te reo Māori. Ko te ariā matua ko te tukuihotanga o te reo Māori, arā, ko te tuku iho o te reo ki rō whānau mai i ngā mātua ki ngā tamariki, ā, tae rawa iho ki ngā mokopuna. Kia whakawhāiti i te kaupapa, he aronga motuhake tēnei kei te titiro hāngai atu ki ngā whānau e whā ki ngā tāone e toru o Te Whanganui-a-Tara, Tāmakimakaurau me Te Rotorua-Nui-a-Kahumatamomoe. Nā te hurahura i ngā āhuatanga reo i roto i ngā kāenga o ngā whānau e whā i kitea mehemea kei te tutuki tēnei tūāhua te tukuihotanga o te reo Māori. Tuia, he aha ngā momo āhuatanga kei te taunaki i tēnei mahi, ā, he aha hoki ngā ārai e whakahōtaetae ana i a ia.  piti atu, i noho ki te ketuketu i ngā whakaaro o ngā mātua e pā ana ki tēnei kaupapa te tuku iho i te reo ki ngā tamariki mokopuna. Kāre i aro ki te kounga o te reo, he kaute noa i ngā whakamahinga reo Māori me whakamahinga reo Pākehā. Kia whakaritea ngā āhuatanga reo o ngā whānau me ngā tamariki, i tū ngā mahi whakarongo ki ngā wāhi e toru, arā, ki rō kāenga, ki rō kura, ka mutu, i tū ki wāhi kē atu hoki. Nā runga i te whakaaro kei te mōrearea tonu te reo Māori, kua herea tēnei kaupapa ki te ahurea me te tuakiri Māori, te mana motuhake me te tino rangatiratanga.

year: 2017