title: Place-responsive Education: Student perspectives

authors: Taylor, Chris

subjects: Place-responsive education

abstract: The importance of student perspectives in curriculum innovations is well established. Until recently accounts of adolescent male experiences during a place-responsive education (PRE) programme have not been extensively researched within outdoor education literature.  This research aims to address this gap in our knowledge by investigating the following two questions:
•	What are student perspectives of a PRE approach to an outdoor education trip? 
•	Is a PRE approach an appropriate pedagogy for senior level outdoor education in Secondary Schools in New Zealand? 
A group of Year 12 and 13 (16 to 18 years old) male students, enrolled in a senior level outdoor education programme, were asked to give their perspectives on a PRE trip. This thesis utilised photo-elicitation interviews as a means to gain students’ perspectives on their experiences. Students were provided with cameras and asked to take photographs to demonstrate what the trip was like for them. After the trip interviews were conducted with four participants. The interviews revealed seven themes which support PRE as a possible alternative to traditional pursuit-driven approach utilised in my school’s existing programmes.
PRE is multi-disciplinary approach focusing on exploring local places to establish a connection for students, this connection is then available to encourage and engage students. The findings of this study showed students engaged and connected with local places in a meaningful way which increased motivation, personal and social development, and positive agency within the community of those on the trip. The students’ interview comments supported the use of less risky activities, slow travel methods and the use of sensory exploration encouraged by PRE allowing them to learn from the situations in which they found themselves. 
The use of photo-elicitation interviews as a research method for research with young males is discussed. Providing students with cameras proved to be an engaging and effective way for students to be a part of academic research. 
This study contributes to the emerging literature on PRE within senior level outdoor education in New Zealand secondary schools, as well as to the role of student perspectives within research on curriculum innovation.

text: Place-responsive Education: Student perspectives The importance of student perspectives in curriculum innovations is well established. Until recently accounts of adolescent male experiences during a place-responsive education (PRE) programme have not been extensively researched within outdoor education literature.  This research aims to address this gap in our knowledge by investigating the following two questions:
•	What are student perspectives of a PRE approach to an outdoor education trip? 
•	Is a PRE approach an appropriate pedagogy for senior level outdoor education in Secondary Schools in New Zealand? 
A group of Year 12 and 13 (16 to 18 years old) male students, enrolled in a senior level outdoor education programme, were asked to give their perspectives on a PRE trip. This thesis utilised photo-elicitation interviews as a means to gain students’ perspectives on their experiences. Students were provided with cameras and asked to take photographs to demonstrate what the trip was like for them. After the trip interviews were conducted with four participants. The interviews revealed seven themes which support PRE as a possible alternative to traditional pursuit-driven approach utilised in my school’s existing programmes.
PRE is multi-disciplinary approach focusing on exploring local places to establish a connection for students, this connection is then available to encourage and engage students. The findings of this study showed students engaged and connected with local places in a meaningful way which increased motivation, personal and social development, and positive agency within the community of those on the trip. The students’ interview comments supported the use of less risky activities, slow travel methods and the use of sensory exploration encouraged by PRE allowing them to learn from the situations in which they found themselves. 
The use of photo-elicitation interviews as a research method for research with young males is discussed. Providing students with cameras proved to be an engaging and effective way for students to be a part of academic research. 
This study contributes to the emerging literature on PRE within senior level outdoor education in New Zealand secondary schools, as well as to the role of student perspectives within research on curriculum innovation.

year: 2014

title: Understanding acceptable level of risk: Incorporating the economic cost of under-managing invasive species

authors: Davidson, Alisha D.

abstract: Management of nonindigenous species includes prevention, early detection and rapid response and control. Early detection and rapid response depend on prioritizing and monitoring sites at risk for arrival or secondary spread of nonindigenous species. Such monitoring efforts require sufficient biosecurity budgets to be effective and meet management or policy directives for reduced risk of introduction. Such consideration of risk reduction is rarely considered, however. Here, we review the concepts of acceptable level of risk (ALOR) and associated costs with respect to nonindigenous species and present a framework for aligning risk reduction priorities with available biosecurity resources. We conclude that available biosecurity resources may be insufficient to attain stated and desired risk reduction. This outcome highlights the need to consider policy and management directives when beginning a biosecurity program to determine the feasibility of risk reduction goals, given available resources.

text: Understanding acceptable level of risk: Incorporating the economic cost of under-managing invasive species Management of nonindigenous species includes prevention, early detection and rapid response and control. Early detection and rapid response depend on prioritizing and monitoring sites at risk for arrival or secondary spread of nonindigenous species. Such monitoring efforts require sufficient biosecurity budgets to be effective and meet management or policy directives for reduced risk of introduction. Such consideration of risk reduction is rarely considered, however. Here, we review the concepts of acceptable level of risk (ALOR) and associated costs with respect to nonindigenous species and present a framework for aligning risk reduction priorities with available biosecurity resources. We conclude that available biosecurity resources may be insufficient to attain stated and desired risk reduction. This outcome highlights the need to consider policy and management directives when beginning a biosecurity program to determine the feasibility of risk reduction goals, given available resources.

year: 2015

title: Ani Jane Lipsey and Alexander Watson Edwards

authors: Hart, Philip

abstract: Ani Lipsey, the eldest daughter of George and Ema, was well educated. Her Scottish husband, who settled in Te Aroha in the 1880s, had been apprenticed as a draper, an occupation he followed in both Australia and then New Zealand. In addition, for a couple of decades he owned dairy farms in the Te Aroha district. He was a successful merchant with a steadily expanding and profitable business. 
Ani received a good income for a while from goldfields revenue, and put the land she inherited to profitable use. In the early twentieth century she convinced officials that she should be permitted to sell land within the township because the proceeds went to assist her husband’s business and because, over time, the government had decided to acquire all the Maori interests in Te Aroha. To assist in selling her land, in 1911 she had it declared European land, she herself being regarded as ‘practically a European’.
Both were active in the social life of the township, Ani being a competent pianist, and participated in sporting activities. Both owned racehorses, and Edwards assisted in organizing many race meetings. As part of his efforts to assist the community, for a while he was a member of the borough council. Both were popular, and were fondly remembered.

text: Ani Jane Lipsey and Alexander Watson Edwards Ani Lipsey, the eldest daughter of George and Ema, was well educated. Her Scottish husband, who settled in Te Aroha in the 1880s, had been apprenticed as a draper, an occupation he followed in both Australia and then New Zealand. In addition, for a couple of decades he owned dairy farms in the Te Aroha district. He was a successful merchant with a steadily expanding and profitable business. 
Ani received a good income for a while from goldfields revenue, and put the land she inherited to profitable use. In the early twentieth century she convinced officials that she should be permitted to sell land within the township because the proceeds went to assist her husband’s business and because, over time, the government had decided to acquire all the Maori interests in Te Aroha. To assist in selling her land, in 1911 she had it declared European land, she herself being regarded as ‘practically a European’.
Both were active in the social life of the township, Ani being a competent pianist, and participated in sporting activities. Both owned racehorses, and Edwards assisted in organizing many race meetings. As part of his efforts to assist the community, for a while he was a member of the borough council. Both were popular, and were fondly remembered.

year: 2016