title: Teaching Ethics in Nursing Education - A case study of teaching in a New Zealand tertiary education context

authors: Song, Wen Jie

subjects: nursing ethics

abstract: Nurses face a plethora of ethical challenges in their everyday practice. In order to help trainees become aware of the multiple issues they will face beyond the classroom, nursing educators have acknowledged the criticality of having an ethical component taught throughout the nursing curriculum of a tertiary education institution. The purpose of this study was to explore what experiences and challenges nursing educators faced teaching such content and to identify the sorts of difficulties being encountered in their own classroom practice. 
A self-selecting sample of seven nursing educators working at a large, New Zealand tertiary institution in the North Island were interviewed. After transcribing data from the interviewing process, seven dominant themes emerged from the inductive data analysis process. A general model of teaching was adopted to analyse these multiple themes. In this respect, the variables identified in this model involved considerations of the teaching content, the teacher, the learner, the context, and the educators’ ideals. 
Adopting a principled approach to teaching ethics was acknowledged as a challenge by the participants because of the friction identified between culturally specific and universalist principles. Nonetheless, the importance of promoting students’ ethical awareness through the adoption of codes of ethics in the nursing programme was emphasised. Sharing cases from personal experience to supplement textual narratives was an important way to bridge the divide between theory and practice. That ethics be integrated throughout the whole nursing programme was the general consensus. 
The challenge in teaching ethics lies in the changing context of nursing and the changing context of ethics itself. Despite such hurdles, the nursing educators in this study were confident teachers who all had positive experiences in teaching ethics to their students.

text: Teaching Ethics in Nursing Education - A case study of teaching in a New Zealand tertiary education context Nurses face a plethora of ethical challenges in their everyday practice. In order to help trainees become aware of the multiple issues they will face beyond the classroom, nursing educators have acknowledged the criticality of having an ethical component taught throughout the nursing curriculum of a tertiary education institution. The purpose of this study was to explore what experiences and challenges nursing educators faced teaching such content and to identify the sorts of difficulties being encountered in their own classroom practice. 
A self-selecting sample of seven nursing educators working at a large, New Zealand tertiary institution in the North Island were interviewed. After transcribing data from the interviewing process, seven dominant themes emerged from the inductive data analysis process. A general model of teaching was adopted to analyse these multiple themes. In this respect, the variables identified in this model involved considerations of the teaching content, the teacher, the learner, the context, and the educators’ ideals. 
Adopting a principled approach to teaching ethics was acknowledged as a challenge by the participants because of the friction identified between culturally specific and universalist principles. Nonetheless, the importance of promoting students’ ethical awareness through the adoption of codes of ethics in the nursing programme was emphasised. Sharing cases from personal experience to supplement textual narratives was an important way to bridge the divide between theory and practice. That ethics be integrated throughout the whole nursing programme was the general consensus. 
The challenge in teaching ethics lies in the changing context of nursing and the changing context of ethics itself. Despite such hurdles, the nursing educators in this study were confident teachers who all had positive experiences in teaching ethics to their students.

year: 2017

title: Stratigraphy and sedimentology of Pliocene limestones in northern Hawke's Bay: The Opoiti, Whakapunake and Tahaenui Limestones

authors: Drinnan, Michele Maree

subjects: limestone

abstract: The Opoiti, Whakapunake and Tahaenui Limestone formations (Opoitian to Waipipian; Pliocene) crop out extensively in northern Hawke’s Bay between Wairoa and Mahia Peninsula where they are encased within mudstone dominated Wairoa Formation. The limestones are shallow cool-water carbonates that formed about tectonically active antiform structures inboard from the convergent subduction plate margin along eastern North Island. Their coarse skeletal fraction is dominated by barnacle plates with common brachiopod, pectinid and oyster remains. The carbonate factory for prolific skeletal production was likely sited in shoal water (30-60 m deep), high energy conditions atop the antiforms, with deposition from carbonate shedding down the flanks of the antiforms and even into the bounding synforms.

The individual limestone units are laterally discontinuous and perceived as large lenses (up to c.3-4 km long by c.2 km wide). The enclosing thick mud-rich (M1-M4) to locally sandy (S1-S4) lithofacies, along with occasional volcaniclastic beds (V1), are here informally recorded as Wairoa Formation A, B, C or D, depending on their stratigraphic position with respect to the three limestone units.

Stratigraphic logging of sections at Nuhaka (Tahaenui/Clonkeen), Mt Moumoukai and on Mahia Peninsula established 12 sedimentary lithofacies based on field texture and composition, namely limestones (L1-L3), sandstones (S1-S4), mudstones (M1-M4), and a volcaniclastite (V1). The lithofacies discriminate well on triangular plots involving carbonate content and insoluble sand, silt and clay grain sizes and typically show vertical similarities between field sites for each limestone, suggestive of similar depositional patterns and controls operating at the different localities.

Opoiti Limestone occurs on Mahia Peninsula and Mt Moumoukai as a bedded, c.30 m thick, moderately dipping (25° W), siliciclastic sand-rich unit with common brachiopods and mudstone clasts (L1, L2, L3) that unconformably overlies late Miocene mudstone (M1). Petrography ranges from a sandy biomicrite to a variably sandy, poorly washed rounded biosparite or bioclastic arenite in which interskeletal space is occupied mainly by microbioclastic micrite with some isopachous sparite. Carbonate content is up to c.75%; siliciclastic grains range from very fine to fine sand size. The Opoiti Limestone is likely a transgressive event deposit (TST), fining upwards into sandstone and mudstone (HST) of Wairoa Formation B, and largely under tectonic control.

Whakapunake Limestone within the field area is restricted to the west coast of Mahia Peninsula where it is c.40 m thick and comprises limestone (L3) units (10- 100 cm thick) interbedded with unique mudclast-bearing shelly sandstone (S4) units (20-100 cm thick). These couplets may be related to storm emplacements although their origin, and that of the mudclasts, remains problematic. The elongated mudclasts possibly mark the positions of original Skolithos/Ophiomorpha-like burrows that have been later modified by seismic shaking. No lower contact was observed. Upwards, the limestone grades via interbeds into shelly sandstone (S2) and mudstone (M1). Petrography ranges from packed biomicrites to poorly washed biosparites, while the sandstone interbeds are typically muddy bioclastic arenites. Cements are isopachous sparite rims and microbioclastic micrite with common siliciclasts. Carbonate contents range up to c.70% with the siliciclastic grains being of medium silt and fine sand size. The Whakapunake Limestone is likely a transgressive deposit (TST) fining upwards into shelly sandstone (TST/HST) of Wairoa Formation C, again overall tectonically driven but with possible superimposed eustatic sea level changes.

Tahaenui Limestone (L1, L3) occurs in discrete outcrops (10-30 m thick) across the full area. At Nuhaka, it unconformably overlies late Miocene mudstone (M1), while the upper contact grades into shelly sandstone (S2). At Moumoukai, it unconformably onlaps the Opoiti Limestone. It is dominated by coarse barnacle plates with interparticle isopachous sparite rims and microbioclastic micrite. Petrographically the limestone ranges from rounded biosparite to packed biomicrite. Carbonate content is up to 90%, with the siliciclastic grains being of fine-medium silt and fine sand size. The Tahaenui Limestone is overall a transgressive deposit (TST) fining upwards into shelly sandstone and mudstone (HST) of Wairoa Formation D, largely under tectonic control.

The Pliocene limestones are economically important as potential subsurface petroleum reservoirs, as a lime resource for agricultural use and as a hard stone source for aggregate. Recommendations of the immediate economic potential for development include local aggregate and fertiliser sources from the Tahaenui Limestone at Nuhaka and Mahia.

text: Stratigraphy and sedimentology of Pliocene limestones in northern Hawke's Bay: The Opoiti, Whakapunake and Tahaenui Limestones The Opoiti, Whakapunake and Tahaenui Limestone formations (Opoitian to Waipipian; Pliocene) crop out extensively in northern Hawke’s Bay between Wairoa and Mahia Peninsula where they are encased within mudstone dominated Wairoa Formation. The limestones are shallow cool-water carbonates that formed about tectonically active antiform structures inboard from the convergent subduction plate margin along eastern North Island. Their coarse skeletal fraction is dominated by barnacle plates with common brachiopod, pectinid and oyster remains. The carbonate factory for prolific skeletal production was likely sited in shoal water (30-60 m deep), high energy conditions atop the antiforms, with deposition from carbonate shedding down the flanks of the antiforms and even into the bounding synforms.

The individual limestone units are laterally discontinuous and perceived as large lenses (up to c.3-4 km long by c.2 km wide). The enclosing thick mud-rich (M1-M4) to locally sandy (S1-S4) lithofacies, along with occasional volcaniclastic beds (V1), are here informally recorded as Wairoa Formation A, B, C or D, depending on their stratigraphic position with respect to the three limestone units.

Stratigraphic logging of sections at Nuhaka (Tahaenui/Clonkeen), Mt Moumoukai and on Mahia Peninsula established 12 sedimentary lithofacies based on field texture and composition, namely limestones (L1-L3), sandstones (S1-S4), mudstones (M1-M4), and a volcaniclastite (V1). The lithofacies discriminate well on triangular plots involving carbonate content and insoluble sand, silt and clay grain sizes and typically show vertical similarities between field sites for each limestone, suggestive of similar depositional patterns and controls operating at the different localities.

Opoiti Limestone occurs on Mahia Peninsula and Mt Moumoukai as a bedded, c.30 m thick, moderately dipping (25° W), siliciclastic sand-rich unit with common brachiopods and mudstone clasts (L1, L2, L3) that unconformably overlies late Miocene mudstone (M1). Petrography ranges from a sandy biomicrite to a variably sandy, poorly washed rounded biosparite or bioclastic arenite in which interskeletal space is occupied mainly by microbioclastic micrite with some isopachous sparite. Carbonate content is up to c.75%; siliciclastic grains range from very fine to fine sand size. The Opoiti Limestone is likely a transgressive event deposit (TST), fining upwards into sandstone and mudstone (HST) of Wairoa Formation B, and largely under tectonic control.

Whakapunake Limestone within the field area is restricted to the west coast of Mahia Peninsula where it is c.40 m thick and comprises limestone (L3) units (10- 100 cm thick) interbedded with unique mudclast-bearing shelly sandstone (S4) units (20-100 cm thick). These couplets may be related to storm emplacements although their origin, and that of the mudclasts, remains problematic. The elongated mudclasts possibly mark the positions of original Skolithos/Ophiomorpha-like burrows that have been later modified by seismic shaking. No lower contact was observed. Upwards, the limestone grades via interbeds into shelly sandstone (S2) and mudstone (M1). Petrography ranges from packed biomicrites to poorly washed biosparites, while the sandstone interbeds are typically muddy bioclastic arenites. Cements are isopachous sparite rims and microbioclastic micrite with common siliciclasts. Carbonate contents range up to c.70% with the siliciclastic grains being of medium silt and fine sand size. The Whakapunake Limestone is likely a transgressive deposit (TST) fining upwards into shelly sandstone (TST/HST) of Wairoa Formation C, again overall tectonically driven but with possible superimposed eustatic sea level changes.

Tahaenui Limestone (L1, L3) occurs in discrete outcrops (10-30 m thick) across the full area. At Nuhaka, it unconformably overlies late Miocene mudstone (M1), while the upper contact grades into shelly sandstone (S2). At Moumoukai, it unconformably onlaps the Opoiti Limestone. It is dominated by coarse barnacle plates with interparticle isopachous sparite rims and microbioclastic micrite. Petrographically the limestone ranges from rounded biosparite to packed biomicrite. Carbonate content is up to 90%, with the siliciclastic grains being of fine-medium silt and fine sand size. The Tahaenui Limestone is overall a transgressive deposit (TST) fining upwards into shelly sandstone and mudstone (HST) of Wairoa Formation D, largely under tectonic control.

The Pliocene limestones are economically important as potential subsurface petroleum reservoirs, as a lime resource for agricultural use and as a hard stone source for aggregate. Recommendations of the immediate economic potential for development include local aggregate and fertiliser sources from the Tahaenui Limestone at Nuhaka and Mahia.

year: 2011

title: 'Making its own history': New Zealand historical fiction for children,1862-2008

authors: Clark, Louise Henriette

subjects: children's literature

abstract: This thesis considers historical fiction for children and young people dealing with New Zealand history from the arrival of the first Polynesian settlers to the end of the nineteenth century.  It provides both a comprehensive survey of historical novels published between 1862 and the end of 2008, and an analysis of the way the same historical events and periods have been depicted in historical novels written at different times.  Individual chapters discuss books set during specific historical periods or dealing with particular events - the pre-European period, early contact, nineteenth century immigration, the New Zealand Wars, the gold rushes, and the colonial period - in chronological order of publication.  Since children's literature is particularly adept at reflecting and promoting the dominant ideas of the society in which it is produced, the chronological consideration of these texts reveals contemporary attitudes to such issues as race relations, gender roles, class, war and conflict, and concepts of national identity, as well as the way historical fiction has responded to societal changes since the 1860s.  

The predominant themes of historical fiction set prior to 1900 are: the arrival of settlers in New Zealand; encounters with the country's indigenous inhabitants; the taming of the often hostile landscape; the assertion of the settlers' claims to 'belong' in their new land; and the establishment of New Zealand as a nation with distinctive characteristics.  There are perceptible nuances and differences in the way these themes are discussed depending on the historical moment in which individual authors are writing.  Novels of the Victorian period and early twentieth century reflect the imperialistic and evangelistic ethos of the time, and present the British settlers' right to colonize the land and the ensuing dispossession of Māori as largely unproblematic.  Subsequent historical novels, particularly those written since the 1960s, offer a more inclusive version of New Zealand history, although the lack of historical fiction for children by Māori writers means that Eurocentric views of history continue to dominate, and that all representations of Māori and their history are mediated through Pakeha writers.

Shifts in social attitudes have resulted in changes in the treatment of Māori in historical novels for children, and similar changes have occurred in the portrayal of gender, class, and ethnicity.  The passage of time has seen increased agency and a wider variety of roles allocated to Māori, female and working class characters, as well as greater ethnic diversity.  Developments in New Zealand historiography are also reflected in fiction, although at times historical fiction prefigures written histories, or provides alternative views by depicting the experience of women, children and Māori, who often did not feature in conventional histories.  While many historical novels for children, especially the earlier texts, are adventure stories set in the past and are not necessarily concerned with historical verisimilitude, an increasing number attempt to present authentic recreations of historical periods, including accounts of actual people and events, based on extensive research, and reinforced with peritextual material in the form of historical notes, bibliographies, maps and photographs.  

The role of New Zealand historical fiction for children and young people has been not only to entertain young readers and inform them about their country's past, but to create and foster a sense of national identity.

text: 'Making its own history': New Zealand historical fiction for children,1862-2008 This thesis considers historical fiction for children and young people dealing with New Zealand history from the arrival of the first Polynesian settlers to the end of the nineteenth century.  It provides both a comprehensive survey of historical novels published between 1862 and the end of 2008, and an analysis of the way the same historical events and periods have been depicted in historical novels written at different times.  Individual chapters discuss books set during specific historical periods or dealing with particular events - the pre-European period, early contact, nineteenth century immigration, the New Zealand Wars, the gold rushes, and the colonial period - in chronological order of publication.  Since children's literature is particularly adept at reflecting and promoting the dominant ideas of the society in which it is produced, the chronological consideration of these texts reveals contemporary attitudes to such issues as race relations, gender roles, class, war and conflict, and concepts of national identity, as well as the way historical fiction has responded to societal changes since the 1860s.  

The predominant themes of historical fiction set prior to 1900 are: the arrival of settlers in New Zealand; encounters with the country's indigenous inhabitants; the taming of the often hostile landscape; the assertion of the settlers' claims to 'belong' in their new land; and the establishment of New Zealand as a nation with distinctive characteristics.  There are perceptible nuances and differences in the way these themes are discussed depending on the historical moment in which individual authors are writing.  Novels of the Victorian period and early twentieth century reflect the imperialistic and evangelistic ethos of the time, and present the British settlers' right to colonize the land and the ensuing dispossession of Māori as largely unproblematic.  Subsequent historical novels, particularly those written since the 1960s, offer a more inclusive version of New Zealand history, although the lack of historical fiction for children by Māori writers means that Eurocentric views of history continue to dominate, and that all representations of Māori and their history are mediated through Pakeha writers.

Shifts in social attitudes have resulted in changes in the treatment of Māori in historical novels for children, and similar changes have occurred in the portrayal of gender, class, and ethnicity.  The passage of time has seen increased agency and a wider variety of roles allocated to Māori, female and working class characters, as well as greater ethnic diversity.  Developments in New Zealand historiography are also reflected in fiction, although at times historical fiction prefigures written histories, or provides alternative views by depicting the experience of women, children and Māori, who often did not feature in conventional histories.  While many historical novels for children, especially the earlier texts, are adventure stories set in the past and are not necessarily concerned with historical verisimilitude, an increasing number attempt to present authentic recreations of historical periods, including accounts of actual people and events, based on extensive research, and reinforced with peritextual material in the form of historical notes, bibliographies, maps and photographs.  

The role of New Zealand historical fiction for children and young people has been not only to entertain young readers and inform them about their country's past, but to create and foster a sense of national identity.

year: 2010