title: Electoral reform in the United Kingdom: Lessons from New Zealand

authors: Wilson, Margaret

subjects: United Kingdom

abstract: Proposals by the UK Coalition government, which came into power in May 2010, to alter the electoral system for the Westminster Parliament have generated much debate and some controversy. The central plank of the campaigners for reform, viz. the introduction of a form of proportional representation, has been tried in New Zealand for some years now in the form of a mixed member proportional system. This article explains how that system came into being and how it has fared in the nearly two decades for which it has been in existence.

text: Electoral reform in the United Kingdom: Lessons from New Zealand Proposals by the UK Coalition government, which came into power in May 2010, to alter the electoral system for the Westminster Parliament have generated much debate and some controversy. The central plank of the campaigners for reform, viz. the introduction of a form of proportional representation, has been tried in New Zealand for some years now in the form of a mixed member proportional system. This article explains how that system came into being and how it has fared in the nearly two decades for which it has been in existence.

year: 2011

title: Protection of native bush by Waikato dairy farmers: A cultural perspective

authors: Jay, Grace Mairi M.

subjects: geography

abstract: Protection of native vegetation on private land is particularly important for biodiversity conservation because most of the conservation land in public ownership is 300m or more above sea level. It is thus representative of higher altitude ecosystems. Almost all New Zealand's lower altitude areas are in private ownership. Maintaining current levels of indigenous biodiversity means, in practice, persuading many of the nation's farmers and forest landowners to retain or restore native bush and wetlands on their land.

text: Protection of native bush by Waikato dairy farmers: A cultural perspective Protection of native vegetation on private land is particularly important for biodiversity conservation because most of the conservation land in public ownership is 300m or more above sea level. It is thus representative of higher altitude ecosystems. Almost all New Zealand's lower altitude areas are in private ownership. Maintaining current levels of indigenous biodiversity means, in practice, persuading many of the nation's farmers and forest landowners to retain or restore native bush and wetlands on their land.

year: 2001

title: Early childhood teachers partnering with teacher educators to connect children to taiao (the natural world) through place-based learning

authors: Postlewaight, Gillian

abstract: Initial cycles of an action research project brought together local early childhood (ECE) teachers, and tertiary ECE teacher educators, to explore possible uses of the Ōtātara Outdoor Learning Centre (ŌOLC), adjoining the campus at Hawke’s Bay’s Te Aho a Maui Eastern Institute of Technology (EIT), Napier, New Zealand. EIT is situated below Ōtātara Pa, a historic site that holds cultural and historical significance for local Māori, specifically Ngati Pārau Hapū and Ngati Kahungunu Iwi. Education in New Zealand is underpinned by commitment to Te Tiriti o Waitangi (Treaty of Waitangi), ensuring that the principles; partnership, participation and protection of kaupapa Māori are supported through bicultural curricula. Māori holistic perspectives strengthen this focus and shifting understanding that place-based learning authenticates environmental approaches to education and cultural knowledge. During the first meeting, participants walked the hillside site and shared group discussions. From these conversations, the teachers identified three main themes: establishing connections between children and the physical place, new opportunities for teacher learning and challenges to implementing spontaneous teaching and learning in this unique environment. Future cycles of the research will focus on workshops for teachers to address these themes for teachers’ working with children in the space.

text: Early childhood teachers partnering with teacher educators to connect children to taiao (the natural world) through place-based learning Initial cycles of an action research project brought together local early childhood (ECE) teachers, and tertiary ECE teacher educators, to explore possible uses of the Ōtātara Outdoor Learning Centre (ŌOLC), adjoining the campus at Hawke’s Bay’s Te Aho a Maui Eastern Institute of Technology (EIT), Napier, New Zealand. EIT is situated below Ōtātara Pa, a historic site that holds cultural and historical significance for local Māori, specifically Ngati Pārau Hapū and Ngati Kahungunu Iwi. Education in New Zealand is underpinned by commitment to Te Tiriti o Waitangi (Treaty of Waitangi), ensuring that the principles; partnership, participation and protection of kaupapa Māori are supported through bicultural curricula. Māori holistic perspectives strengthen this focus and shifting understanding that place-based learning authenticates environmental approaches to education and cultural knowledge. During the first meeting, participants walked the hillside site and shared group discussions. From these conversations, the teachers identified three main themes: establishing connections between children and the physical place, new opportunities for teacher learning and challenges to implementing spontaneous teaching and learning in this unique environment. Future cycles of the research will focus on workshops for teachers to address these themes for teachers’ working with children in the space.

year: 2023-04-27