title: Postal Reform in Japan: A Comparative New Zealand–Japan Study of Economic Issues in Privatising a Postal System

authors: Duggan, Anthony John

subjects: Institutional change

abstract: The purpose of this thesis is to analyse the economic issues in the postal reform experiences of New Zealand and Japan. New Zealand’s reforms were conducted in the 1980s. Its experience raises questions about what factors were important for overcoming resistance to reform. Japan’s case is a current issue, raising questions of how likely privatisation may be, what dilutions may occur, and what might the post-reform organisation look like. 
	This study charts New Zealand’s reform evolution by supplementing the literature with interviews conducted with experts closely tied to the events. Japan’s reform is similarly traced to the present day where a simulation model I have developed proposes final negotiation outcomes. I argue that New Zealand Post’s pre-reform institutional environment was incongruent with efficiency and productivity. Reforms created an entirely new institutional environment based on neoliberal ideologies, separating governance from ownership and disentangling commercial and social objectives. This study shows that resistance was overcome by a culmination of implementation speed, scale of reform, carefully drafted legislation, and managerial acuity. 
	Japan’s pre-reform environment displays a number of parallels to New Zealand’s. However in this case, I argue that prolonged implementation and a greater presence of interest groups hamper reform progress and simulation suggests only a partial reform where legislation maintains entry barriers, favouring Japan Post over private competition. Key reasons in explaining the differences in outcomes between the two countries are argued to be differences in political ideologies and the strength of reform opposition. The separation of governance and ownership for instance, appears to be more distinct in New Zealand than Japan, and whilst the New Zealand model focuses upon shareholder wealth maximisation, the Japanese case appears to place greater emphasis upon stakeholder interests.

text: Postal Reform in Japan: A Comparative New Zealand–Japan Study of Economic Issues in Privatising a Postal System The purpose of this thesis is to analyse the economic issues in the postal reform experiences of New Zealand and Japan. New Zealand’s reforms were conducted in the 1980s. Its experience raises questions about what factors were important for overcoming resistance to reform. Japan’s case is a current issue, raising questions of how likely privatisation may be, what dilutions may occur, and what might the post-reform organisation look like. 
	This study charts New Zealand’s reform evolution by supplementing the literature with interviews conducted with experts closely tied to the events. Japan’s reform is similarly traced to the present day where a simulation model I have developed proposes final negotiation outcomes. I argue that New Zealand Post’s pre-reform institutional environment was incongruent with efficiency and productivity. Reforms created an entirely new institutional environment based on neoliberal ideologies, separating governance from ownership and disentangling commercial and social objectives. This study shows that resistance was overcome by a culmination of implementation speed, scale of reform, carefully drafted legislation, and managerial acuity. 
	Japan’s pre-reform environment displays a number of parallels to New Zealand’s. However in this case, I argue that prolonged implementation and a greater presence of interest groups hamper reform progress and simulation suggests only a partial reform where legislation maintains entry barriers, favouring Japan Post over private competition. Key reasons in explaining the differences in outcomes between the two countries are argued to be differences in political ideologies and the strength of reform opposition. The separation of governance and ownership for instance, appears to be more distinct in New Zealand than Japan, and whilst the New Zealand model focuses upon shareholder wealth maximisation, the Japanese case appears to place greater emphasis upon stakeholder interests.

year: 2017

title: Preparing for inclusive education through effective teaching

authors: Brown, Don F.

abstract: This thesis synthesizes developmental trends toward a more democratic and equitous education system in New Zealand. It traces progress toward inclusion in New Zealand schools. It describes how the reform of special education began with the Draft Review of Special Education in 1987 that advocated abandoning the parallel special/regular education system in favour of a combined general education system based upon mainstreaming, in which the author played a part. This reform was effected through the Special Education 2000 policy, introduced in 1996 which went a step further, introducing an intention to develop an inclusive education system within a decade. 

To achieve such a change required teachers and school leaders to adopt practices that enabled inclusion to be successful. In the period between these two events, the author was engaged in a systematic process of trialing the introduction of effective teaching and learning practices in primary and secondary schools.

The new policy demanded a paradigmatic change that was necessary for an inclusive education system. A series of stepping-stone projects carried out by the author contributed to the establishment of a national professional development programme for Resource Teachers: Learning and Behaviour (RTLB) which was expected to act as a catalyst for change. The ways in which this training programme has contributed to inclusive teaching practices is noted.

The thesis is set out in four parts.
Part One sets the scene where education has moved from highly selective, elitist schooling for a privileged few to universal education for all students. Within this context, inequities and disrespect for diversity, discrimination against students with disabilities, and elitism had still to be overcome. The author's advocacy for inclusion is noted.

Part Two goes on to describe three projects initiated by the author that laid out pathways toward effective teaching and learning. Each project builds upon those before it, demonstrating how teachers can respond to the needs of all their students, including those who are struggling to achieve. In the first two projects, ways in which a collaborative consultant can work with classroom teachers and school leaders to introduce effective teaching practices is illustrated. The third project describes ways in which trainee teachers can learn and put effective teaching strategies into practice.

Part Three examines four critical elements emerging from the stepping-stone projects and the literature, for implementing a paradigmatic change process in special and regular education - the change process itself, managing professional development, collaborative problem solving and ecological assessment.

Part Four examines the ways in which an emerging model for special education has developed in New Zealand through the RTLB professional development programme.
This thesis describes one person’s contribution to the challenge of reforming regular education to be inclusive of all students in New Zealand schools. The critical elements that make up a transformational change process are identified. A vision for the future is offered, noting the conceptual and operational issues that constitute a challenge for inclusive education in New Zealand.

text: Preparing for inclusive education through effective teaching This thesis synthesizes developmental trends toward a more democratic and equitous education system in New Zealand. It traces progress toward inclusion in New Zealand schools. It describes how the reform of special education began with the Draft Review of Special Education in 1987 that advocated abandoning the parallel special/regular education system in favour of a combined general education system based upon mainstreaming, in which the author played a part. This reform was effected through the Special Education 2000 policy, introduced in 1996 which went a step further, introducing an intention to develop an inclusive education system within a decade. 

To achieve such a change required teachers and school leaders to adopt practices that enabled inclusion to be successful. In the period between these two events, the author was engaged in a systematic process of trialing the introduction of effective teaching and learning practices in primary and secondary schools.

The new policy demanded a paradigmatic change that was necessary for an inclusive education system. A series of stepping-stone projects carried out by the author contributed to the establishment of a national professional development programme for Resource Teachers: Learning and Behaviour (RTLB) which was expected to act as a catalyst for change. The ways in which this training programme has contributed to inclusive teaching practices is noted.

The thesis is set out in four parts.
Part One sets the scene where education has moved from highly selective, elitist schooling for a privileged few to universal education for all students. Within this context, inequities and disrespect for diversity, discrimination against students with disabilities, and elitism had still to be overcome. The author's advocacy for inclusion is noted.

Part Two goes on to describe three projects initiated by the author that laid out pathways toward effective teaching and learning. Each project builds upon those before it, demonstrating how teachers can respond to the needs of all their students, including those who are struggling to achieve. In the first two projects, ways in which a collaborative consultant can work with classroom teachers and school leaders to introduce effective teaching practices is illustrated. The third project describes ways in which trainee teachers can learn and put effective teaching strategies into practice.

Part Three examines four critical elements emerging from the stepping-stone projects and the literature, for implementing a paradigmatic change process in special and regular education - the change process itself, managing professional development, collaborative problem solving and ecological assessment.

Part Four examines the ways in which an emerging model for special education has developed in New Zealand through the RTLB professional development programme.
This thesis describes one person’s contribution to the challenge of reforming regular education to be inclusive of all students in New Zealand schools. The critical elements that make up a transformational change process are identified. A vision for the future is offered, noting the conceptual and operational issues that constitute a challenge for inclusive education in New Zealand.

year: 2002

title: Alum dosing of Waitangi Stream: Biomonitoring of aluminium 2021-2023

authors: Tempero, Grant Wayne

abstract: Continuous alum dosing of the Waitangi Stream at Lake Rotoehu commenced in 2011 to reduce concentrations of dissolved reactive phosphorus in this inflow to the lake and improve water quality. The Bay of Plenty Regional Council contracted the University of Waikato to undertake monitoring of biota in the Waitangi Stream for potential impacts due to alum dosing. Macroinvertebrate community analysis and tissue aluminium concentrations in kōura (Paranephrops planifrons) and goldfish (Carassius auratus) have been undertaken annually since 2013 to determine the impacts and bioaccumulation of aluminium.

text: Alum dosing of Waitangi Stream: Biomonitoring of aluminium 2021-2023 Continuous alum dosing of the Waitangi Stream at Lake Rotoehu commenced in 2011 to reduce concentrations of dissolved reactive phosphorus in this inflow to the lake and improve water quality. The Bay of Plenty Regional Council contracted the University of Waikato to undertake monitoring of biota in the Waitangi Stream for potential impacts due to alum dosing. Macroinvertebrate community analysis and tissue aluminium concentrations in kōura (Paranephrops planifrons) and goldfish (Carassius auratus) have been undertaken annually since 2013 to determine the impacts and bioaccumulation of aluminium.

year: 2024