title: Carbon capture and storage: taking action under the present law

authors: Barton, Barry

subjects: carbon capture and storage

abstract: The report investigates the legal regime for carbon capture and storage as a method of reducing net emissions of carbon dioxide to the atmosphere. The report is specially focused on options to move forward with limited numbers of changes to statutes, regulations, and policy instruments, rather than waiting for an all-encompassing new Act of Parliament. It identifies points where the existing legal and regulatory regime could be used, but perhaps only with difficulty for being ill-suited to CCS. The report concentrates on identifying those points rather than making any elaborate evaluation of the arguments for and against managing CCS under the existing arrangements.

text: Carbon capture and storage: taking action under the present law The report investigates the legal regime for carbon capture and storage as a method of reducing net emissions of carbon dioxide to the atmosphere. The report is specially focused on options to move forward with limited numbers of changes to statutes, regulations, and policy instruments, rather than waiting for an all-encompassing new Act of Parliament. It identifies points where the existing legal and regulatory regime could be used, but perhaps only with difficulty for being ill-suited to CCS. The report concentrates on identifying those points rather than making any elaborate evaluation of the arguments for and against managing CCS under the existing arrangements.

year: 2023-08

title: Demography of nineteenth century New Zealand education: gender and regional differences in school retention

authors: Hodder, Catherine

subjects: demography

abstract: This thesis examines the progress of pupils through New Zealand schools in the last two decades of the nineteenth century and the first decade of the twentieth century. The purpose of this study was to apply demographic techniques to primary historical education data to enable the progress of pupils to be quantified and to allow comparisons to be made among different Education Districts and longitudinally over a period of some three decades.

The present work applies demographic methods using cohort and period analyses to overcome difficulties in direct comparisons of historical education data because of differences in population structure and differing examination pass rates in various Education Districts. This approach allows the determination of retention rates of pupils both by age and by level from Standard 4 to Standard 6 using primary data from the nineteenth century. In addition, gender differences in retention by age are analysed from the 1880s to the end of the first decade of the twentieth century. Previous published work considered school attendance only in general terms and usually on a national basis, but generally without analysing specific educational data on gender differences. 

Studies prior to the present work have suggested that in the nineteenth century Education Districts differed in school enrolments (Hodder, 1996) and it is thus likely that there were differences in school retention of pupils between various Education Districts. Pilot research to the present work developed demographic methods for studying retention of pupil populations allowing for changes in the number and structure of the pupils populations over time (Hodder, 2005). These pilot methods are applied in the present research to study pupil retention in all thirteen Education Districts over the approximately 30 years from the 1880s. In addition to age and level cohorts, gender differences are analysed. Direct comparisons among all Education Districts and over time are now possible.

This study has used a novel approach to the analysis of historical education data. The results enable comparisons to be made among all thirteen Education Districts and across several decades; such comparisons have not previously been possible and will facilitate future research on the possible factors affecting pupil retention particularly in relation to employment opportunities for school leavers and differences according to gender.

References:
Hodder, C. (1996). Cambridge District High School and its community, 1880 - 1888. Unpublished Master of Arts thesis, Department of Education Studies, University of Waikato, Hamilton, New Zealand.

Hodder, C. (2005). Old data, new methods: the use of demographic methods to study historical education data. Unpublished Directed Study, Department of Societies and Cultures, University of Waikato, Hamilton, New Zealand.

text: Demography of nineteenth century New Zealand education: gender and regional differences in school retention This thesis examines the progress of pupils through New Zealand schools in the last two decades of the nineteenth century and the first decade of the twentieth century. The purpose of this study was to apply demographic techniques to primary historical education data to enable the progress of pupils to be quantified and to allow comparisons to be made among different Education Districts and longitudinally over a period of some three decades.

The present work applies demographic methods using cohort and period analyses to overcome difficulties in direct comparisons of historical education data because of differences in population structure and differing examination pass rates in various Education Districts. This approach allows the determination of retention rates of pupils both by age and by level from Standard 4 to Standard 6 using primary data from the nineteenth century. In addition, gender differences in retention by age are analysed from the 1880s to the end of the first decade of the twentieth century. Previous published work considered school attendance only in general terms and usually on a national basis, but generally without analysing specific educational data on gender differences. 

Studies prior to the present work have suggested that in the nineteenth century Education Districts differed in school enrolments (Hodder, 1996) and it is thus likely that there were differences in school retention of pupils between various Education Districts. Pilot research to the present work developed demographic methods for studying retention of pupil populations allowing for changes in the number and structure of the pupils populations over time (Hodder, 2005). These pilot methods are applied in the present research to study pupil retention in all thirteen Education Districts over the approximately 30 years from the 1880s. In addition to age and level cohorts, gender differences are analysed. Direct comparisons among all Education Districts and over time are now possible.

This study has used a novel approach to the analysis of historical education data. The results enable comparisons to be made among all thirteen Education Districts and across several decades; such comparisons have not previously been possible and will facilitate future research on the possible factors affecting pupil retention particularly in relation to employment opportunities for school leavers and differences according to gender.

References:
Hodder, C. (1996). Cambridge District High School and its community, 1880 - 1888. Unpublished Master of Arts thesis, Department of Education Studies, University of Waikato, Hamilton, New Zealand.

Hodder, C. (2005). Old data, new methods: the use of demographic methods to study historical education data. Unpublished Directed Study, Department of Societies and Cultures, University of Waikato, Hamilton, New Zealand.

year: 2006

title: Processes of Pakeha change in response to the Treaty of Waitangi

authors: Huygens, Ingrid Louise Maria

subjects: Pakeha change

abstract: The sense of crisis that marks our times may be seen as a crisis for dominant groups whose once-secure hegemony is being challenged by marginalised others. It is in theorising the reply from the dominant group to the voices of the oppressed that existing Western conceptions of social change fall silent. The dominant Pakeha group in Aotearoa New Zealand has used discourses of benign colonisation and harmonious race relations to resist 165 years of communication from indigenous Māori about their oppression and a dishonoured treaty for settlement. My research documents the appearance of the Treaty of Waitangi into the Pakeha consciousness, and the now 30 year-long response by a Pakeha antiracism movement to educate their own cultural group about its agreements. Targeting government, community and social services organisations, activist educators used Freire's (1975) approach of conscientising dialogue to present a more critical view of colonisation, and to encourage participants to consider the complicity of their organisations in ongoing structural and cultural racism.

Based on my membership of local and national networks of activist educators, I was able to organise and facilitate data gathering from three sources to investigate processes of Pakeha change in: (i) unpublished material describing the antiracism and Treaty movement's historical theorising and strategies over 30 years, (ii) a country-wide process of co-theorising among contemporary Treaty educator groups about their work and perceived influence, and (iii) a collection of organisational accounts of Treaty-focused change. The collected records confirmed that a coherent anti-colonial discourse, which I have termed 'Pakeha honouring the Treaty', was in use to construct institutional and constitutional changes in non-government organisations. My interpretation of key elements in a local theory of transforming action included emotional responses to counter-cultural information, collective work for cultural and institutional change and practising a mutually agreed relationship with Māori. I concluded that these emotional, collective and relationship processes in dominant group change were crucial in helping to construct the new conceptual resources of 'affirming Māori authority' and 'striving towards a right relationship with Māori'. These counter-colonial constructions allowed Pakeha a non-resistant and facilitative response to Māori challenge, and enabled a dialogue with Māori about decolonisation. 

By examining in one research programme the genealogy and interdependencies of a new discourse, my research contributes to theorising about the production of new, counter-hegemonic discourses, and confirms the crucial part played by social movements in developing new, liberatory constructions of the social order.

My research calls for further theory-building on (i) emotional and spiritual aspects of transformational learning, (ii) processes involved in consciously-undertaken cultural change by dominant/coloniser groups, and (iii) practising of mutually agreed relationships with indigenous peoples by dominant/coloniser groups. 

My research has implications for theorising how coloniser and dominant groups generally may participate in liberatory social change and decolonisation work, and  the part played by the Western states in the global struggles by indigenous people for recognition of their world-views and aspirations.  

It remains to be seen whether counter-colonial discourses and organisational changes aimed at 'honouring the Treaty' with indigenous peoples will be sufficiently widely adopted to help transform Western dominating cultures and colonial projects. In the meantime, acknowledging and documenting these counter-colonial discourses and their constructions opens up increasing possibilities for constructing, from a history of colonisation, a different future.

text: Processes of Pakeha change in response to the Treaty of Waitangi The sense of crisis that marks our times may be seen as a crisis for dominant groups whose once-secure hegemony is being challenged by marginalised others. It is in theorising the reply from the dominant group to the voices of the oppressed that existing Western conceptions of social change fall silent. The dominant Pakeha group in Aotearoa New Zealand has used discourses of benign colonisation and harmonious race relations to resist 165 years of communication from indigenous Māori about their oppression and a dishonoured treaty for settlement. My research documents the appearance of the Treaty of Waitangi into the Pakeha consciousness, and the now 30 year-long response by a Pakeha antiracism movement to educate their own cultural group about its agreements. Targeting government, community and social services organisations, activist educators used Freire's (1975) approach of conscientising dialogue to present a more critical view of colonisation, and to encourage participants to consider the complicity of their organisations in ongoing structural and cultural racism.

Based on my membership of local and national networks of activist educators, I was able to organise and facilitate data gathering from three sources to investigate processes of Pakeha change in: (i) unpublished material describing the antiracism and Treaty movement's historical theorising and strategies over 30 years, (ii) a country-wide process of co-theorising among contemporary Treaty educator groups about their work and perceived influence, and (iii) a collection of organisational accounts of Treaty-focused change. The collected records confirmed that a coherent anti-colonial discourse, which I have termed 'Pakeha honouring the Treaty', was in use to construct institutional and constitutional changes in non-government organisations. My interpretation of key elements in a local theory of transforming action included emotional responses to counter-cultural information, collective work for cultural and institutional change and practising a mutually agreed relationship with Māori. I concluded that these emotional, collective and relationship processes in dominant group change were crucial in helping to construct the new conceptual resources of 'affirming Māori authority' and 'striving towards a right relationship with Māori'. These counter-colonial constructions allowed Pakeha a non-resistant and facilitative response to Māori challenge, and enabled a dialogue with Māori about decolonisation. 

By examining in one research programme the genealogy and interdependencies of a new discourse, my research contributes to theorising about the production of new, counter-hegemonic discourses, and confirms the crucial part played by social movements in developing new, liberatory constructions of the social order.

My research calls for further theory-building on (i) emotional and spiritual aspects of transformational learning, (ii) processes involved in consciously-undertaken cultural change by dominant/coloniser groups, and (iii) practising of mutually agreed relationships with indigenous peoples by dominant/coloniser groups. 

My research has implications for theorising how coloniser and dominant groups generally may participate in liberatory social change and decolonisation work, and  the part played by the Western states in the global struggles by indigenous people for recognition of their world-views and aspirations.  

It remains to be seen whether counter-colonial discourses and organisational changes aimed at 'honouring the Treaty' with indigenous peoples will be sufficiently widely adopted to help transform Western dominating cultures and colonial projects. In the meantime, acknowledging and documenting these counter-colonial discourses and their constructions opens up increasing possibilities for constructing, from a history of colonisation, a different future.

year: 2007