title: Cartel regulation in New Zealand: Undermining the per se rule?

authors: Kingsbury, Anna

subjects: cartels

abstract: In 2010, the New Zealand Government began a process to reform and strengthen the regulation of cartels, with a focus on criminalising hard core cartels. The Organisation for Economic Co-operation and Development (OECD) has condemned hard cartels as the "most egregious violations of competition law" and recommended criminal sanctions. ¹ The New Zealand Court of Appeal has said that "[c]artel conduct has a damaging impact upon society: it results in high prices, misallocation of resources, and corrodes the incentive for firms to innovate." ²

text: Cartel regulation in New Zealand: Undermining the per se rule? In 2010, the New Zealand Government began a process to reform and strengthen the regulation of cartels, with a focus on criminalising hard core cartels. The Organisation for Economic Co-operation and Development (OECD) has condemned hard cartels as the "most egregious violations of competition law" and recommended criminal sanctions. ¹ The New Zealand Court of Appeal has said that "[c]artel conduct has a damaging impact upon society: it results in high prices, misallocation of resources, and corrodes the incentive for firms to innovate." ²

year: 2016

title: Chinese migrant families in New Zealand: Family functioning and individual well-being

authors: Cleland, Alice Myo Ma Ma Thin

abstract: Migration is a process that affects family functioning and well-being. The purpose of my thesis was to examine the influence of migration on family functioning and individual well-being in Chinese migrant families with adolescents in New Zealand. To achieve this, three studies were conducted. 
Study 1 investigated the level of family functioning and the influence of migration on it. The outcome measure used was parent-adolescent conflict. Nine families (N=21) were intensively interviewed and asked to discuss conflict issues between the parents and adolescents. The study found that, as reported in the mainstream literature, most conflict occurred over normal, everyday issues. Findings of interest were the use of migration-related explanations to account for the occurrence of conflict, reports that conflict issues were different between the countries of origin and settlement, and reports that conflict intensity was greater here than in the country of origin. 
Study 2 expanded on Study 1 by including parent-adolescent relationship and parenting as additional outcome measures of family functioning. The well-being of migrant families was also investigated. Interviews conducted with seven families (N=18) showed that migration can be conceptualised as a process which occurs over three phases: before the migration, on first arrival, and in the current situation. Regarding family functioning across these three phases, participants reported that parent-adolescent relationships were generally positive, that conflict occurred over the regulation of the adolescents' activities and the decision to migrate to New Zealand, and that the parenting style changed to being less strict and authoritative in New Zealand. The findings also highlighted the importance of considering familial influences, in addition to individual and environmental influences, when determining migrant adaptation. A conceptual model of migrant adaptation was developed. 
Study 3 was a quantitative study which examined the role of individual, familial, and environmental influences on family functioning and migrant well-being. A Migration Experience Questionnaire (MEQ) was developed to investigate the role of migration-related variables on these outcome measures. The MEQ was based on the conceptual model of migration adaptation arising from Study 2. Family functioning was measured using the Self-Report Inventory (SFI), and migrant well-being was measured using the General Health Questionnaire-30item version (GHQ-30). 
Questionnaires were completed by 180 participants (93 = parents; 87 =adolescents). The results showed that factors predictive of poor family functioning were differential rates of acculturation, lack of social support, being dissatisfied with life before the migration for adolescents, and being dissatisfied with life after the migration for parents. Factors predictive of poor well-being were lack of social support, feelings of not belonging here, perceptions of being racially discriminated against, and dissatisfaction with one's English ability. Another finding of interest was that 40% of participants were identified as being 'psychologically at-risk'. 
In conclusion, the findings of my thesis highlight that migration is a process which influences family functioning and individual well-being. While some families cope with these changes better than others, the consensus amongst participants was that having adequate social support was crucial to good family functioning and well-being.

text: Chinese migrant families in New Zealand: Family functioning and individual well-being Migration is a process that affects family functioning and well-being. The purpose of my thesis was to examine the influence of migration on family functioning and individual well-being in Chinese migrant families with adolescents in New Zealand. To achieve this, three studies were conducted. 
Study 1 investigated the level of family functioning and the influence of migration on it. The outcome measure used was parent-adolescent conflict. Nine families (N=21) were intensively interviewed and asked to discuss conflict issues between the parents and adolescents. The study found that, as reported in the mainstream literature, most conflict occurred over normal, everyday issues. Findings of interest were the use of migration-related explanations to account for the occurrence of conflict, reports that conflict issues were different between the countries of origin and settlement, and reports that conflict intensity was greater here than in the country of origin. 
Study 2 expanded on Study 1 by including parent-adolescent relationship and parenting as additional outcome measures of family functioning. The well-being of migrant families was also investigated. Interviews conducted with seven families (N=18) showed that migration can be conceptualised as a process which occurs over three phases: before the migration, on first arrival, and in the current situation. Regarding family functioning across these three phases, participants reported that parent-adolescent relationships were generally positive, that conflict occurred over the regulation of the adolescents' activities and the decision to migrate to New Zealand, and that the parenting style changed to being less strict and authoritative in New Zealand. The findings also highlighted the importance of considering familial influences, in addition to individual and environmental influences, when determining migrant adaptation. A conceptual model of migrant adaptation was developed. 
Study 3 was a quantitative study which examined the role of individual, familial, and environmental influences on family functioning and migrant well-being. A Migration Experience Questionnaire (MEQ) was developed to investigate the role of migration-related variables on these outcome measures. The MEQ was based on the conceptual model of migration adaptation arising from Study 2. Family functioning was measured using the Self-Report Inventory (SFI), and migrant well-being was measured using the General Health Questionnaire-30item version (GHQ-30). 
Questionnaires were completed by 180 participants (93 = parents; 87 =adolescents). The results showed that factors predictive of poor family functioning were differential rates of acculturation, lack of social support, being dissatisfied with life before the migration for adolescents, and being dissatisfied with life after the migration for parents. Factors predictive of poor well-being were lack of social support, feelings of not belonging here, perceptions of being racially discriminated against, and dissatisfaction with one's English ability. Another finding of interest was that 40% of participants were identified as being 'psychologically at-risk'. 
In conclusion, the findings of my thesis highlight that migration is a process which influences family functioning and individual well-being. While some families cope with these changes better than others, the consensus amongst participants was that having adequate social support was crucial to good family functioning and well-being.

year: 2004

title: Educational leadership and Māori communities’ involvement in their children’s schooling

authors: McMillan, Hoana

subjects: Educational leadership

abstract: The leadership of state primary schools in New Zealand is made up of Board of Trustees (BoT) members and the principal who together, play an important role in addressing take Māori – Māori issues, to enable better outcomes for Māori achievement and empowering relationships with Māori communities.  However not all schools have met their professional responsibilities to provide a learning environment that promotes the success of their Māori students (Education Review Office, 2010) therefore an important question for Māori communities to contemplate is whether they need to take up a more active role in ensuring accountability from these parties, as well as actively contributing to efforts to ensure better outcomes for their children.
The case studies presented in this thesis examine two successful mainstream primary schools identified as doing well in terms of Māori achievement and empowering relationships with their Māori communities.  It explores the knowledge of Māori Board of Trustees Members (MBTMS) and also their perceptions of what Māori communities know regarding school leadership and policies and procedures relating to Māori achievement and Māori communities.  It also explores the knowledge of their school leadership in terms of leadership that works well with Māori communities, and how Māori communities might work alongside school leadership effectively.  The case studies were conducted in a kaupapa Māori framework where the collection and analysis of qualitative data included school documents, observations of Boards of Trustees (BoT) meetings, information about professional development relating to Māori achievement and or Māori communities, and semi-structured interviews with the MBTMS and principals.
The literature review highlighted the relationship between the role of principals and their knowledge of Māori perspectives toward meeting outcomes for Māori achievement and empowering relationships with Māori communities. It also highlighted the role of the BoT and the implications of ethnicity and of legislation toward meeting these outcomes.  Lastly it highlighted the evolution of whānau roles within education, and the ability of whānau to challenge school leadership towards meeting these outcomes.
The findings from the case studies indicate that the knowledge of MBTMS with regards to the roles of school leadership and policies and procedures relating to Māori achievement and Māori communities were consistent with the structure of partnerships within their school leadership.  The knowledge of school leadership across the case studies regarding leadership that works well with Māori communities is consistent with traditional whānau roles within education where there is emphasis on the well-being of Māori, creating the following conditions of school culture and climate within their schools – Whakamana Tangata – Acknowledging People, Whakamana Whānau – Acknowledging Family, Whakamana Tikanga, Acknowledging Protocol, Whakamana Reo – Acknowledging Language, Matauranga Māori – Knowledge of Māori worldviews, Pono – Trust, and Manaaki – Care.
The study suggests further research examining what Māori community members, beyond MTBMS, know about the role of school leadership and of policies and procedures relating to Māori achievement and Māori communities, and how Māori communities might envisage working alongside school leadership.  However, this study does offer a useful point of reflection and discussion for school leadership interested in improving their practice toward better outcomes for Māori.

text: Educational leadership and Māori communities’ involvement in their children’s schooling The leadership of state primary schools in New Zealand is made up of Board of Trustees (BoT) members and the principal who together, play an important role in addressing take Māori – Māori issues, to enable better outcomes for Māori achievement and empowering relationships with Māori communities.  However not all schools have met their professional responsibilities to provide a learning environment that promotes the success of their Māori students (Education Review Office, 2010) therefore an important question for Māori communities to contemplate is whether they need to take up a more active role in ensuring accountability from these parties, as well as actively contributing to efforts to ensure better outcomes for their children.
The case studies presented in this thesis examine two successful mainstream primary schools identified as doing well in terms of Māori achievement and empowering relationships with their Māori communities.  It explores the knowledge of Māori Board of Trustees Members (MBTMS) and also their perceptions of what Māori communities know regarding school leadership and policies and procedures relating to Māori achievement and Māori communities.  It also explores the knowledge of their school leadership in terms of leadership that works well with Māori communities, and how Māori communities might work alongside school leadership effectively.  The case studies were conducted in a kaupapa Māori framework where the collection and analysis of qualitative data included school documents, observations of Boards of Trustees (BoT) meetings, information about professional development relating to Māori achievement and or Māori communities, and semi-structured interviews with the MBTMS and principals.
The literature review highlighted the relationship between the role of principals and their knowledge of Māori perspectives toward meeting outcomes for Māori achievement and empowering relationships with Māori communities. It also highlighted the role of the BoT and the implications of ethnicity and of legislation toward meeting these outcomes.  Lastly it highlighted the evolution of whānau roles within education, and the ability of whānau to challenge school leadership towards meeting these outcomes.
The findings from the case studies indicate that the knowledge of MBTMS with regards to the roles of school leadership and policies and procedures relating to Māori achievement and Māori communities were consistent with the structure of partnerships within their school leadership.  The knowledge of school leadership across the case studies regarding leadership that works well with Māori communities is consistent with traditional whānau roles within education where there is emphasis on the well-being of Māori, creating the following conditions of school culture and climate within their schools – Whakamana Tangata – Acknowledging People, Whakamana Whānau – Acknowledging Family, Whakamana Tikanga, Acknowledging Protocol, Whakamana Reo – Acknowledging Language, Matauranga Māori – Knowledge of Māori worldviews, Pono – Trust, and Manaaki – Care.
The study suggests further research examining what Māori community members, beyond MTBMS, know about the role of school leadership and of policies and procedures relating to Māori achievement and Māori communities, and how Māori communities might envisage working alongside school leadership.  However, this study does offer a useful point of reflection and discussion for school leadership interested in improving their practice toward better outcomes for Māori.

year: 2012