title: Local and distant Pacific climate signals in cave hydrochemistry: Waipuna cave, New Zealand

authors: Nava, Cinthya

abstract: In this study, the preliminary results of monitoring at Waipuna cave, New Zealand, are introduced to support the development of speleothem paleoclimate archives of long-term variability in the El Niño-Southern Oscillation (ENSO) and teleconnections to high southern latitudes. Waipuna cave is located in Waitomo region, North Island, NZ, which in turn is situated at the southwestern fringe of the Pacific Ocean, an area highly sensitive to ENSO and the southern Westerlies (Shulmeister et al 2004). Monitoring of current surface and in-cave microclimate parameters help us to understand and interpret the conditions under which geochemical proxies were incorporated into the speleothem and quantify climate-speleothem transfer functions.

text: Local and distant Pacific climate signals in cave hydrochemistry: Waipuna cave, New Zealand In this study, the preliminary results of monitoring at Waipuna cave, New Zealand, are introduced to support the development of speleothem paleoclimate archives of long-term variability in the El Niño-Southern Oscillation (ENSO) and teleconnections to high southern latitudes. Waipuna cave is located in Waitomo region, North Island, NZ, which in turn is situated at the southwestern fringe of the Pacific Ocean, an area highly sensitive to ENSO and the southern Westerlies (Shulmeister et al 2004). Monitoring of current surface and in-cave microclimate parameters help us to understand and interpret the conditions under which geochemical proxies were incorporated into the speleothem and quantify climate-speleothem transfer functions.

year: 2018

title: Holiday Destinations: Understanding the Perceptions of Omani Outbound Tourists

authors: Alsawafi, Abdulaziz Mohammed

subjects: Motivation

abstract: It is becoming increasingly difficult to ignore the growing numbers of Islamic tourists from countries such as the Gulf Cooperation Council (GCC) zone and Indonesia. This thesis aims to understand Omani outbound pleasure travellers by identifying their travel motivations, the main travel and leisure constraints they experience, and how they overcome these constraints. It also investigates the influence of Islamic teachings on their choice of a pleasure destination and their participation in leisure activities. 
The main data collection methods involved in-depth interviews (n = 27) (the qualitative phase), and the distribution of a self-completion questionnaire (n = 298) (a quantitative phase) to both actual travellers and non-travellers. A mixed method approach allowed further insight into the research phenomenon as well as enhancing the trustworthiness of the research findings. Content analysis was used to analyse the qualitative data using CatPac (CATegory PACkage) and Leximancer software, while the quantitative data were analysed by utilising analysis techniques including T-tests, ANOVA, factor analysis, cluster analysis, regression, and MANOVA in SPSS.
The study identifies: (a) the most important push and pull travel motivations for Omani outbound tourists; (b) the main travel and leisure constraints that inhibit Omanis from travelling overseas and participating in leisure activities; and, (c) the most frequent travel and leisure negotiation strategies that are adopted to overcome these constraints. The results of the study also determine the influence of socio-demographic variables (gender, marital status, age, educational level, income, and occupation) on Omani tourists' perceptions and behaviours. In terms of the impact of Islamic teachings, this study finds that the Islamic teachings have an indirect influence on the choice of a pleasure travel destination and a direct influence on participation in leisure activities. In relation to market segmentation, the study finds that it is possible to segment Omani outbound tourists based on their travel motivations. Further, this study suggests that participation, or nonparticipation, in overseas travel is an outcome of the joint action of travel motivations and constraints. Other useful findings relate to the three-dimensional leisure constraints model as well as the influence of travel motivations and constraints on the use of negotiation strategies are reported.
The current study provides information that will aid the travel and leisure industry in targeting the Muslim travel market to formulate effective marketing strategies and develop appropriate product plans. Finally, both the managerial implications of the study’s results, and possible future research directions, are discussed.

text: Holiday Destinations: Understanding the Perceptions of Omani Outbound Tourists It is becoming increasingly difficult to ignore the growing numbers of Islamic tourists from countries such as the Gulf Cooperation Council (GCC) zone and Indonesia. This thesis aims to understand Omani outbound pleasure travellers by identifying their travel motivations, the main travel and leisure constraints they experience, and how they overcome these constraints. It also investigates the influence of Islamic teachings on their choice of a pleasure destination and their participation in leisure activities. 
The main data collection methods involved in-depth interviews (n = 27) (the qualitative phase), and the distribution of a self-completion questionnaire (n = 298) (a quantitative phase) to both actual travellers and non-travellers. A mixed method approach allowed further insight into the research phenomenon as well as enhancing the trustworthiness of the research findings. Content analysis was used to analyse the qualitative data using CatPac (CATegory PACkage) and Leximancer software, while the quantitative data were analysed by utilising analysis techniques including T-tests, ANOVA, factor analysis, cluster analysis, regression, and MANOVA in SPSS.
The study identifies: (a) the most important push and pull travel motivations for Omani outbound tourists; (b) the main travel and leisure constraints that inhibit Omanis from travelling overseas and participating in leisure activities; and, (c) the most frequent travel and leisure negotiation strategies that are adopted to overcome these constraints. The results of the study also determine the influence of socio-demographic variables (gender, marital status, age, educational level, income, and occupation) on Omani tourists' perceptions and behaviours. In terms of the impact of Islamic teachings, this study finds that the Islamic teachings have an indirect influence on the choice of a pleasure travel destination and a direct influence on participation in leisure activities. In relation to market segmentation, the study finds that it is possible to segment Omani outbound tourists based on their travel motivations. Further, this study suggests that participation, or nonparticipation, in overseas travel is an outcome of the joint action of travel motivations and constraints. Other useful findings relate to the three-dimensional leisure constraints model as well as the influence of travel motivations and constraints on the use of negotiation strategies are reported.
The current study provides information that will aid the travel and leisure industry in targeting the Muslim travel market to formulate effective marketing strategies and develop appropriate product plans. Finally, both the managerial implications of the study’s results, and possible future research directions, are discussed.

year: 2013

title: An evaluation of Kaupapa Māori in Psychology at the University of Waikato

authors: McAllister, Sue

abstract: The University of Waikato’s (UOW) reputation has been built on its unique commitment to Māori aspirations and the educational success of Māori students (The University of Waikato, n.d.-c). Kaupapa Māori has made a significant contribution to this commitment, including in the School of Psychology. Kaupapa Māori prioritises Māori values and a Māori worldview which is necessary in educating culturally aware practitioners. In addition, the inclusion of kaupapa Māori within the School ensures Māori psychology students are valued and their beliefs and worldviews are acknowledged and included. Through this evaluation we aspired to gain insight into how the UOW maintains its commitment to Māori aspirations and the educational success of Māori students.
This evaluation was conducted at the request of the Māori and Psychology Research Unit (MPRU). The aim of this evaluation was to investigate the presence and practice of kaupapa Māori within the School of Psychology at the UOW. Presence and practice refers to the ways in which kaupapa Māori is included, and actively engaged in, within the School of Psychology. This might include, public notices in the School of Psychology, tutorials, workshops, laboratories, support programmes, training, or the inclusion of kaupapa Māori material in the teaching curriculum. The vision for this evaluation was to help assist in shaping practitioners who are able to engage with Māori clients in a culturally appropriate way.
Our evaluation was guided by three objectives:
(1) to consider the experiences of psychology staff in integrating kaupapa Māori into their teaching and administration,
(2) to explore the barriers experienced by Māori psychology students during their programmes of study (both undergraduate and graduate level), and
(3) to identify the practices and structures that support the implementation of kaupapa Māori in the School of Psychology, and ways of expanding these. This evaluation adds to three previous evaluations of kaupapa Māori within the School (Masters & Levy, 1995; Hunt, Morgan & Teddy, 2002; MacLennan, Namwinga, Taylor, & Theodorus, 2013). In this evaluation we investigated outcomes of the past evaluations while exploring ways to further develop kaupapa Māori within the School.
Drawing on the UOW’s Charter, Strategy, Investment Plan, and Māori Advancement Plan, which all set out specific goals and commitments to provide culturally responsive research and education that meets the needs of Māori communities, this evaluation investigates whether the goals and commitments outlined in these documents are being met. In order to do this, this evaluation has aspired to provide significant information regarding the importance and experiences of kaupapa Māori for staff and students (both current and former) within the School of Psychology.
The evaluators conducted four focus groups and 13 semi-structured qualitative interviews with current undergraduate and graduate Māori students, former Māori students, and current and former Māori and non-Māori UOW staff. In total, the voices of 23 participants are reflected in this report.
The analysis of our findings resulted in the following themes relating to staff experiences integrating kaupapa Māori into their teaching and administration: inconsistent integration of kaupapa Māori across the School, cultural incompetence, and harmful University politics. Barriers that were identified by our participants were: lack of kaupapa Māori visibility, navigating two worlds, and financial and practical barriers experienced by Māori students. Various supports for kaupapa Māori were identified and suggestions were given on ways of expanding these. These supports, which included structures and people, were: the MPRU, Te Aka Matua (a mentoring service within the Faculty of Arts and Social Sciences (FASS, now the DALPSS)), kaupapa Māori tutorials, specific staff in the School of Psychology, integration of kaupapa Māori into papers, support of Māori peers, the importance of role models, and the importance of kaupapa Māori in preparing students for the workforce. Ideas often overlapped due to the interrelated nature of experiences, barriers, and supports.
Overall, participants advocated their support for increasing kaupapa Māori support and content within the School of Psychology through the recognition of Māori worldviews. However, it is clear that there is room for development and expansion of the ways kaupapa Māori is currently supported.
Based on the evaluation findings, the recommendations are:
● Recruit more Māori staff
● Further develop kaupapa Māori Tutorials
● Re-establish the Kaupapa Māori Student Advisor position
● Implement discussion of psychology pathways
● Include more bicultural knowledge in paper content
● Include workforce preparation
● Implement kaupapa Māori training for staff
● Incorporate cultural practices into teaching
● Appoint a cultural advisor for staff
● Offer scholarships to alleviate financial barriers
● Invite a kaumatua on site
● Create a whānau space
● Increase the marketing of all Māori services within FASS (DALPSS) and the School of Psychology
● Allocate funding to all Māori support services
● Incorporate more Māori culture visually on campus

text: An evaluation of Kaupapa Māori in Psychology at the University of Waikato The University of Waikato’s (UOW) reputation has been built on its unique commitment to Māori aspirations and the educational success of Māori students (The University of Waikato, n.d.-c). Kaupapa Māori has made a significant contribution to this commitment, including in the School of Psychology. Kaupapa Māori prioritises Māori values and a Māori worldview which is necessary in educating culturally aware practitioners. In addition, the inclusion of kaupapa Māori within the School ensures Māori psychology students are valued and their beliefs and worldviews are acknowledged and included. Through this evaluation we aspired to gain insight into how the UOW maintains its commitment to Māori aspirations and the educational success of Māori students.
This evaluation was conducted at the request of the Māori and Psychology Research Unit (MPRU). The aim of this evaluation was to investigate the presence and practice of kaupapa Māori within the School of Psychology at the UOW. Presence and practice refers to the ways in which kaupapa Māori is included, and actively engaged in, within the School of Psychology. This might include, public notices in the School of Psychology, tutorials, workshops, laboratories, support programmes, training, or the inclusion of kaupapa Māori material in the teaching curriculum. The vision for this evaluation was to help assist in shaping practitioners who are able to engage with Māori clients in a culturally appropriate way.
Our evaluation was guided by three objectives:
(1) to consider the experiences of psychology staff in integrating kaupapa Māori into their teaching and administration,
(2) to explore the barriers experienced by Māori psychology students during their programmes of study (both undergraduate and graduate level), and
(3) to identify the practices and structures that support the implementation of kaupapa Māori in the School of Psychology, and ways of expanding these. This evaluation adds to three previous evaluations of kaupapa Māori within the School (Masters & Levy, 1995; Hunt, Morgan & Teddy, 2002; MacLennan, Namwinga, Taylor, & Theodorus, 2013). In this evaluation we investigated outcomes of the past evaluations while exploring ways to further develop kaupapa Māori within the School.
Drawing on the UOW’s Charter, Strategy, Investment Plan, and Māori Advancement Plan, which all set out specific goals and commitments to provide culturally responsive research and education that meets the needs of Māori communities, this evaluation investigates whether the goals and commitments outlined in these documents are being met. In order to do this, this evaluation has aspired to provide significant information regarding the importance and experiences of kaupapa Māori for staff and students (both current and former) within the School of Psychology.
The evaluators conducted four focus groups and 13 semi-structured qualitative interviews with current undergraduate and graduate Māori students, former Māori students, and current and former Māori and non-Māori UOW staff. In total, the voices of 23 participants are reflected in this report.
The analysis of our findings resulted in the following themes relating to staff experiences integrating kaupapa Māori into their teaching and administration: inconsistent integration of kaupapa Māori across the School, cultural incompetence, and harmful University politics. Barriers that were identified by our participants were: lack of kaupapa Māori visibility, navigating two worlds, and financial and practical barriers experienced by Māori students. Various supports for kaupapa Māori were identified and suggestions were given on ways of expanding these. These supports, which included structures and people, were: the MPRU, Te Aka Matua (a mentoring service within the Faculty of Arts and Social Sciences (FASS, now the DALPSS)), kaupapa Māori tutorials, specific staff in the School of Psychology, integration of kaupapa Māori into papers, support of Māori peers, the importance of role models, and the importance of kaupapa Māori in preparing students for the workforce. Ideas often overlapped due to the interrelated nature of experiences, barriers, and supports.
Overall, participants advocated their support for increasing kaupapa Māori support and content within the School of Psychology through the recognition of Māori worldviews. However, it is clear that there is room for development and expansion of the ways kaupapa Māori is currently supported.
Based on the evaluation findings, the recommendations are:
● Recruit more Māori staff
● Further develop kaupapa Māori Tutorials
● Re-establish the Kaupapa Māori Student Advisor position
● Implement discussion of psychology pathways
● Include more bicultural knowledge in paper content
● Include workforce preparation
● Implement kaupapa Māori training for staff
● Incorporate cultural practices into teaching
● Appoint a cultural advisor for staff
● Offer scholarships to alleviate financial barriers
● Invite a kaumatua on site
● Create a whānau space
● Increase the marketing of all Māori services within FASS (DALPSS) and the School of Psychology
● Allocate funding to all Māori support services
● Incorporate more Māori culture visually on campus

year: 2018