title: New Zealand Regions, 1986-2001: Education and qualifications

authors: Pool, Ian

subjects: education

abstract: This paper investigates changes in patterns of education and the highest qualifications people gained over the period 1986 to 2001 for the regions of New Zealand. Education is an essential element in the accumulation of human capital. Factors analysed in this paper are highest qualification gained, early education participation, school retention and qualification attained at leaving school. Over this period there have been major changes in the education people have sought with increases in the time people stay at schools as well as the numbers of people who go onto tertiary education therefore getting university level qualifications. The levels of qualifications gained by people differ substantially by region. Auckland and Wellington in particular have higher proportions of their population with higher qualifications than the regions which are rural and on the periphery.

text: New Zealand Regions, 1986-2001: Education and qualifications This paper investigates changes in patterns of education and the highest qualifications people gained over the period 1986 to 2001 for the regions of New Zealand. Education is an essential element in the accumulation of human capital. Factors analysed in this paper are highest qualification gained, early education participation, school retention and qualification attained at leaving school. Over this period there have been major changes in the education people have sought with increases in the time people stay at schools as well as the numbers of people who go onto tertiary education therefore getting university level qualifications. The levels of qualifications gained by people differ substantially by region. Auckland and Wellington in particular have higher proportions of their population with higher qualifications than the regions which are rural and on the periphery.

year: 2005-11

title: Gamifying the EV Driving Experience: A virtual electric vehicle to change public attitudes

authors: Apperley, Mark

subjects: virtual BEV

abstract: Although significant advances have been achieved in the range and performance of battery electric vehicles (BEVs) in recent years, the rate of uptake of these vehicles is relatively slow, meaning that they will not become a significant component of national vehicle fleets for some time to come. This slow adoption can be attributed in part (price is of course a major factor) to misunderstandings, misinformation, and an absence of experience with such vehicles. This paper describes the development and evaluation of a virtual electric vehicle – effectively a game-like application on a smartphone – which mimics an individual’s real use of a conventional fossil fuel powered vehicle with the equivalent experience in a BEV. The smartphone “knows” when it is in the user’s conventional car, and keeps track of its travels, simulating the battery charging and usage of the virtual BEV in real time, and reporting situations such as driving range exceeded. It also provides summaries of running costs, and for long term users, indicates the need for battery replacement. In this way, it enables a user to gain some experience of what it would be like to use a BEV on a daily basis.
A preliminary evaluation of the virtual BEV concept has shown excellent results, with a significant increase in positive attitudes to BEVs after only one week’s use of the smartphone app.

text: Gamifying the EV Driving Experience: A virtual electric vehicle to change public attitudes Although significant advances have been achieved in the range and performance of battery electric vehicles (BEVs) in recent years, the rate of uptake of these vehicles is relatively slow, meaning that they will not become a significant component of national vehicle fleets for some time to come. This slow adoption can be attributed in part (price is of course a major factor) to misunderstandings, misinformation, and an absence of experience with such vehicles. This paper describes the development and evaluation of a virtual electric vehicle – effectively a game-like application on a smartphone – which mimics an individual’s real use of a conventional fossil fuel powered vehicle with the equivalent experience in a BEV. The smartphone “knows” when it is in the user’s conventional car, and keeps track of its travels, simulating the battery charging and usage of the virtual BEV in real time, and reporting situations such as driving range exceeded. It also provides summaries of running costs, and for long term users, indicates the need for battery replacement. In this way, it enables a user to gain some experience of what it would be like to use a BEV on a daily basis.
A preliminary evaluation of the virtual BEV concept has shown excellent results, with a significant increase in positive attitudes to BEVs after only one week’s use of the smartphone app.

year: 2015

title: Wrestling with Biculturalism in Social Work Education

authors: Glubb-Smith, Kelly J.

subjects: Bicultural social work

abstract: When approached to write a piece on Donna Awatere’s (1984) book Māori Sovereignty from a social work perspective we seized the opportunity to reconsider her work. Revisiting the text after a 30-year-plus hiatus sparked a series of reflective conversations about how we wrestle with teaching biculturalism and our efficacy in preparing students for bicultural practice realities. This article draws upon our co-constructed narratives about what it means to be a social work educator in a bicultural practice landscape. Social work students graduate into an exceedingly complex practice environment fraught with tension about how to resolve inequities across the micro-to-macro continuum. The focus of this article is how Donna Awatere’s work is reflected in the tensions and responsibilities experienced when socialising students into the bicultural mission of social work practice in Aotearoa (New Zealand).

text: Wrestling with Biculturalism in Social Work Education When approached to write a piece on Donna Awatere’s (1984) book Māori Sovereignty from a social work perspective we seized the opportunity to reconsider her work. Revisiting the text after a 30-year-plus hiatus sparked a series of reflective conversations about how we wrestle with teaching biculturalism and our efficacy in preparing students for bicultural practice realities. This article draws upon our co-constructed narratives about what it means to be a social work educator in a bicultural practice landscape. Social work students graduate into an exceedingly complex practice environment fraught with tension about how to resolve inequities across the micro-to-macro continuum. The focus of this article is how Donna Awatere’s work is reflected in the tensions and responsibilities experienced when socialising students into the bicultural mission of social work practice in Aotearoa (New Zealand).

year: 2023-07-27