title: Book review: Ecological Restoration

authors: Clarkson, Bruce D.

subjects: book review

abstract: This article reviews the book “Ecological Restoration”, by Susan M. Galatowitsch.

text: Book review: Ecological Restoration This article reviews the book “Ecological Restoration”, by Susan M. Galatowitsch.

year: 2013

title: Bubbles and lockdown in Aotearoa New Zealand: the language of self-isolation in #Covid19NZ tweets.

authors: Burnette, Jessie

subjects: COVID-19

abstract: In March 2020, as cases of COVID-19 were found in Aotearoa New Zealand, the government moved to eliminate community transmission of the virus through self-isolation. During this month, as the population discussed if, when and how households would be asked to stay at home, terms such as lockdown-the state of (national) closure-and bubble-the household isolating together-became common parts of everyday conversation.In this article, we blend quantitative and qualitative research methodologies from corpus linguistics, literary studies and the medical humanities to compare the affective range of the terms lockdown and bubble as they were used in tweets containing the hashtag #Covid19NZ. Both lockdown and bubble are metaphors of containment that provided different ways of understanding and engaging with government stay-at-home measures by highlighting and minimising different aspects of the event. We found that while the strong, prison connotations of lockdown were reflected in discussions of the measure as a tough form of control exercised from above, the lighter associations of the term bubble led to the perception of this measure as more malleable and conducive to exertion of individual control. Yet, although the seemingly restrictive range of lockdown made it a useful term for the expression of negative affect, the term was actually more frequently used with neutral or unclear affect to share information. Conversely, while bubble tweets expressed more positive sentiment, humour and support towards government stay-at-home measures, this rendered the term surprisingly restrictive in its potential uses: its lightness makes it an effective way to limit the expression of antilockdown sentiment. As Kiwi Twitter users faced the uncertainty of the first COVID-19 lockdown, the pre-existing connotations of the metaphors used to frame stay-at-home measures also helped frame their own experiences of these measures.

text: Bubbles and lockdown in Aotearoa New Zealand: the language of self-isolation in #Covid19NZ tweets. In March 2020, as cases of COVID-19 were found in Aotearoa New Zealand, the government moved to eliminate community transmission of the virus through self-isolation. During this month, as the population discussed if, when and how households would be asked to stay at home, terms such as lockdown-the state of (national) closure-and bubble-the household isolating together-became common parts of everyday conversation.In this article, we blend quantitative and qualitative research methodologies from corpus linguistics, literary studies and the medical humanities to compare the affective range of the terms lockdown and bubble as they were used in tweets containing the hashtag #Covid19NZ. Both lockdown and bubble are metaphors of containment that provided different ways of understanding and engaging with government stay-at-home measures by highlighting and minimising different aspects of the event. We found that while the strong, prison connotations of lockdown were reflected in discussions of the measure as a tough form of control exercised from above, the lighter associations of the term bubble led to the perception of this measure as more malleable and conducive to exertion of individual control. Yet, although the seemingly restrictive range of lockdown made it a useful term for the expression of negative affect, the term was actually more frequently used with neutral or unclear affect to share information. Conversely, while bubble tweets expressed more positive sentiment, humour and support towards government stay-at-home measures, this rendered the term surprisingly restrictive in its potential uses: its lightness makes it an effective way to limit the expression of antilockdown sentiment. As Kiwi Twitter users faced the uncertainty of the first COVID-19 lockdown, the pre-existing connotations of the metaphors used to frame stay-at-home measures also helped frame their own experiences of these measures.

year: 2022-07-27

title: Youth Development Circles: A Report on a School Trial

authors: Hannah, Belinda Anne

subjects: Youth Development Circles

abstract: This research traces the development and trial of the Youth Development Circle (YDC) process in a low decile secondary school in a rural community in Aotearoa New Zealand. Youth Development Circles are an intervention based on restorative justice principles initially proposed by Braithwaite (2004). They were originally suggested as a strategy for use in an alternative education centre or “activity centre”.  Increasing use of restorative approaches has enabled many schools to make significant progress in reducing suspensions, but there remains a concern for students whose behaviour is at the more serious end of the spectrum - who are at risk of suspension, or exclusion, after multiple stand-downs from school.  The possibilities for the use of YDC were proposed to the school by the researcher, who is a Deputy Principal responsible for behaviour management and pastoral care.  This proposal was supported fully by the school’s staff and Board of Trustees.  The YDC process documented in this study was developed by the researcher, informed by a range of sources including Youth Development Circles, Judge McElrea’s proposed School Community Conference (1996), and Hui Whakatika, developed at the University of Waikato (2003).  Participation in the circles was a condition for the student to remain at the school. The school is a state school, with a roll of approximately 800. The ethnic breakdown of the students is 56% Māori and 39% NZ European with 5% of Pasifika, Asian and other.  

The YDC is a deliberate and careful process which aims to bring increased focus on the individual student and their educational outcomes, through engaging a community of care in supporting them. There were many anticipated benefits of the YDC for the student. Such benefits included an opportunity to establish and maintain healthy relationships of trust (within which negative experiences can be learned from), a re-establishment of trust, improved self-confidence and improved educational outcomes. The circles included members of the student’s whānau/family, a kaumātua/elder who cared about them, and representatives from local Police, Social Welfare, and the school.  The circles were studied over a period of one year.  Circles met regularly throughout this time, at increasing intervals.

A mixed method case study approach was used for this research which includes the collection of both quantitative and qualitative data. The study evaluated the effectiveness of the YDCs by analysing student behaviour, attendance and achievement KAMAR data, minutes of each circle meeting, and interviews with circle participants.


Three student case studies are presented.  The stories have had details altered and pseudonyms used to protect the persons involved. All the students completed the academic year without receiving a further stand down or suspension.  The data showed an improvement in student attendance, achievement and engagement in all three case studies.  Other outcomes include reflections on the process used, strategies for implementation in the school, and factors that either hindered or supported student, family or community involvement in YDCs. 

This exploratory study suggests that the Youth Development Circle could offer a unique possibility for inter-sectorial collaboration in the field of restorative justice.

text: Youth Development Circles: A Report on a School Trial This research traces the development and trial of the Youth Development Circle (YDC) process in a low decile secondary school in a rural community in Aotearoa New Zealand. Youth Development Circles are an intervention based on restorative justice principles initially proposed by Braithwaite (2004). They were originally suggested as a strategy for use in an alternative education centre or “activity centre”.  Increasing use of restorative approaches has enabled many schools to make significant progress in reducing suspensions, but there remains a concern for students whose behaviour is at the more serious end of the spectrum - who are at risk of suspension, or exclusion, after multiple stand-downs from school.  The possibilities for the use of YDC were proposed to the school by the researcher, who is a Deputy Principal responsible for behaviour management and pastoral care.  This proposal was supported fully by the school’s staff and Board of Trustees.  The YDC process documented in this study was developed by the researcher, informed by a range of sources including Youth Development Circles, Judge McElrea’s proposed School Community Conference (1996), and Hui Whakatika, developed at the University of Waikato (2003).  Participation in the circles was a condition for the student to remain at the school. The school is a state school, with a roll of approximately 800. The ethnic breakdown of the students is 56% Māori and 39% NZ European with 5% of Pasifika, Asian and other.  

The YDC is a deliberate and careful process which aims to bring increased focus on the individual student and their educational outcomes, through engaging a community of care in supporting them. There were many anticipated benefits of the YDC for the student. Such benefits included an opportunity to establish and maintain healthy relationships of trust (within which negative experiences can be learned from), a re-establishment of trust, improved self-confidence and improved educational outcomes. The circles included members of the student’s whānau/family, a kaumātua/elder who cared about them, and representatives from local Police, Social Welfare, and the school.  The circles were studied over a period of one year.  Circles met regularly throughout this time, at increasing intervals.

A mixed method case study approach was used for this research which includes the collection of both quantitative and qualitative data. The study evaluated the effectiveness of the YDCs by analysing student behaviour, attendance and achievement KAMAR data, minutes of each circle meeting, and interviews with circle participants.


Three student case studies are presented.  The stories have had details altered and pseudonyms used to protect the persons involved. All the students completed the academic year without receiving a further stand down or suspension.  The data showed an improvement in student attendance, achievement and engagement in all three case studies.  Other outcomes include reflections on the process used, strategies for implementation in the school, and factors that either hindered or supported student, family or community involvement in YDCs. 

This exploratory study suggests that the Youth Development Circle could offer a unique possibility for inter-sectorial collaboration in the field of restorative justice.

year: 2015