title: Empirical evaluation of nonpoint pollution policies under agent heterogeneity: regulating intensive dairy production in the Waikato region of New Zealand

authors: Doole, Graeme J.

subjects: differentiated instruments

abstract: Models used for policy evaluation rarely consider firm heterogeneity, despite its importance for instrument design. This study considers agent heterogeneity explicitly in the evaluation of policies for nonpoint pollution control through the integration of decomposition and calibration procedures for programming models. The application concerns the regulation of nitrate leaching from intensive dairy production in the Waikato region of New Zealand. Failing to represent firm heterogeneity leads to widely different estimates of mitigation costs, relative to where heterogeneity is considered. Variation in baseline emissions and the slopes of abatement cost curves between firms renders a differentiated policy less costly than a uniform standard. However, the relative values of these policies are not broadly different, as firms required to do the most abatement – intensive farms with large baseline pollutant loads – can do so more cheaply, on average.

text: Empirical evaluation of nonpoint pollution policies under agent heterogeneity: regulating intensive dairy production in the Waikato region of New Zealand Models used for policy evaluation rarely consider firm heterogeneity, despite its importance for instrument design. This study considers agent heterogeneity explicitly in the evaluation of policies for nonpoint pollution control through the integration of decomposition and calibration procedures for programming models. The application concerns the regulation of nitrate leaching from intensive dairy production in the Waikato region of New Zealand. Failing to represent firm heterogeneity leads to widely different estimates of mitigation costs, relative to where heterogeneity is considered. Variation in baseline emissions and the slopes of abatement cost curves between firms renders a differentiated policy less costly than a uniform standard. However, the relative values of these policies are not broadly different, as firms required to do the most abatement – intensive farms with large baseline pollutant loads – can do so more cheaply, on average.

year: 2011

title: 'Time on my side': Experiences of accelerated students who entered university early in Aotearoa New Zealand

authors: Easter, Ann Marie Davys

subjects: high-ability students

abstract: This qualitative study investigated the lived experiences of 10 young people who had been accelerated in their schooling and entered university at a much earlier age than is typical for students in Aotearoa New Zealand. Although the literature suggests that academic acceleration is an effective educational intervention for high-ability students, it is not a common form of provision in New Zealand schools and early admission to university is comparatively rare. A phenomenological methodology was adopted for this exploratory study to ensure that the individual voices of the participants were heard and acknowledged as an integral component of the research process. Consistent with this approach, in-depth semi-structured interviews were undertaken to explore the impact of acceleration and early entry to university, as perceived by the participants. Interpretative phenomenological analysis (IPA) (Smith, Flowers, & Larkin, 2009) was selected as the most appropriate method of data analysis for this study because it has an explicit focus on the idiographic nature of lived experience. The findings were structured around three superordinate themes, each of which represents a distinct temporal phase of the participants’ lived experiences: (1) Pathways to University; (2) ‘Being at’ University; and (3) Critical Reflections. Analysis of the interview transcripts revealed that many of the young people in this study had endured years of boredom and frustration at school, as well as ongoing issues with bullying and social isolation. Although some participants found the initial transition from secondary school to university difficult, the findings suggest that most of the challenges they faced were relatively minor and tended to be short-lived. Ongoing support and encouragement from family/whānau and friends, as well as active involvement in extra-curricular activities, were viewed by the young people in this study as critical enabling factors for positive adjustment. Overall, the results of this study demonstrate that accelerated students who gain early admission to university can be very successful, not only in terms of their academic achievement but also in relation to their social and emotional development. With the benefit of hindsight, none of the participants regretted their decision to enter university early and most could identify significant advantages, such as being awarded prestigious international scholarships and having more time for early career exploration. The findings presented in this thesis highlight a need for parents/whānau and educators to be better informed about the potential benefits of academic acceleration and early admission to university as a legitimate pathway for high-ability students in New Zealand schools.

text: 'Time on my side': Experiences of accelerated students who entered university early in Aotearoa New Zealand This qualitative study investigated the lived experiences of 10 young people who had been accelerated in their schooling and entered university at a much earlier age than is typical for students in Aotearoa New Zealand. Although the literature suggests that academic acceleration is an effective educational intervention for high-ability students, it is not a common form of provision in New Zealand schools and early admission to university is comparatively rare. A phenomenological methodology was adopted for this exploratory study to ensure that the individual voices of the participants were heard and acknowledged as an integral component of the research process. Consistent with this approach, in-depth semi-structured interviews were undertaken to explore the impact of acceleration and early entry to university, as perceived by the participants. Interpretative phenomenological analysis (IPA) (Smith, Flowers, & Larkin, 2009) was selected as the most appropriate method of data analysis for this study because it has an explicit focus on the idiographic nature of lived experience. The findings were structured around three superordinate themes, each of which represents a distinct temporal phase of the participants’ lived experiences: (1) Pathways to University; (2) ‘Being at’ University; and (3) Critical Reflections. Analysis of the interview transcripts revealed that many of the young people in this study had endured years of boredom and frustration at school, as well as ongoing issues with bullying and social isolation. Although some participants found the initial transition from secondary school to university difficult, the findings suggest that most of the challenges they faced were relatively minor and tended to be short-lived. Ongoing support and encouragement from family/whānau and friends, as well as active involvement in extra-curricular activities, were viewed by the young people in this study as critical enabling factors for positive adjustment. Overall, the results of this study demonstrate that accelerated students who gain early admission to university can be very successful, not only in terms of their academic achievement but also in relation to their social and emotional development. With the benefit of hindsight, none of the participants regretted their decision to enter university early and most could identify significant advantages, such as being awarded prestigious international scholarships and having more time for early career exploration. The findings presented in this thesis highlight a need for parents/whānau and educators to be better informed about the potential benefits of academic acceleration and early admission to university as a legitimate pathway for high-ability students in New Zealand schools.

year: 2019

title: Riariakina ō rongo hirikapo From kōhanga reo to kura

authors: Hohepa, Margie Kahukura

abstract: Ko te kaupapa tonu, ko te whakatupu i te mahara o te hirikapo kia tiu ai ki te muri, arā, kia puta he whakaaro i pokepokengia nō roto tonu i ngā whakahekenga kāwai o ngā tūpuna o te tamaiti, kua maranga te wā e kaumātua haere ana te tamaiti, ngōna kanohi kua huaki, ngōna taringa kua pīkari, ngā whakaaro kua korikori, tōna wairua hīkaka kua ngawhā, ngērā kaupapa katoa o te tamaiti i taua wā o te tupu. Mā tēnei kōrero hoki hei kawe te taonga o te rongo hirikapo, arā, ngā whakaaro, ngā mahara, nāna ko te waha, nā te waha ko te kupu kōrero e makere iho ai i te ārero tarapepe. Heoi anō he tohutohu anō kei roto e kī ana, manaakingia ngā kai o te hirikapo o te tamaiti, he taonga. Ki te kore e tika te manaakingia e ngā mātua, tērā te wā ka ātitirauhea i te puāwaitanga o te rau. Ngērā kaupapa katoa. (Haki Tuaupiki, 2013)
This project grew out of the desire of a kōhanga and a kura—Te Kōhanga Reo o Ngā Kuaka and Tōku Māpihi Maurea Kura Kaupapa Māori respectively—to enhance transitions between their two sites for tamariki and whānau. Although visits to Tōku Māpihi Maurea before beginning at the kura were available for Ngā Kuaka tamariki on acceptance for enrolment, the instigators of this project believed a more formal transition programme would be beneficial to tamariki and their whānau. The kōhanga and kura were interested in tamariki and whānau experiencing a more effective transition across the two environments and the learning and curriculum in those respective sites.
The kōhanga and kura approached researchers at the University of Waikato Te Kura Toi Tangata Faculty of Education with the research question below and together we developed the proposal. From the outset the project was collaborative, cross-sector, and involved researchers from the kōhanga, the kura and the university.

text: Riariakina ō rongo hirikapo From kōhanga reo to kura Ko te kaupapa tonu, ko te whakatupu i te mahara o te hirikapo kia tiu ai ki te muri, arā, kia puta he whakaaro i pokepokengia nō roto tonu i ngā whakahekenga kāwai o ngā tūpuna o te tamaiti, kua maranga te wā e kaumātua haere ana te tamaiti, ngōna kanohi kua huaki, ngōna taringa kua pīkari, ngā whakaaro kua korikori, tōna wairua hīkaka kua ngawhā, ngērā kaupapa katoa o te tamaiti i taua wā o te tupu. Mā tēnei kōrero hoki hei kawe te taonga o te rongo hirikapo, arā, ngā whakaaro, ngā mahara, nāna ko te waha, nā te waha ko te kupu kōrero e makere iho ai i te ārero tarapepe. Heoi anō he tohutohu anō kei roto e kī ana, manaakingia ngā kai o te hirikapo o te tamaiti, he taonga. Ki te kore e tika te manaakingia e ngā mātua, tērā te wā ka ātitirauhea i te puāwaitanga o te rau. Ngērā kaupapa katoa. (Haki Tuaupiki, 2013)
This project grew out of the desire of a kōhanga and a kura—Te Kōhanga Reo o Ngā Kuaka and Tōku Māpihi Maurea Kura Kaupapa Māori respectively—to enhance transitions between their two sites for tamariki and whānau. Although visits to Tōku Māpihi Maurea before beginning at the kura were available for Ngā Kuaka tamariki on acceptance for enrolment, the instigators of this project believed a more formal transition programme would be beneficial to tamariki and their whānau. The kōhanga and kura were interested in tamariki and whānau experiencing a more effective transition across the two environments and the learning and curriculum in those respective sites.
The kōhanga and kura approached researchers at the University of Waikato Te Kura Toi Tangata Faculty of Education with the research question below and together we developed the proposal. From the outset the project was collaborative, cross-sector, and involved researchers from the kōhanga, the kura and the university.

year: 2017