title: Human dimensions of global environmental change: A review of frameworks and research gaps.

authors: Urich, Peter

subjects: global environmental change

abstract: This review of current knowledge in, and development of, priorities for research into the human dimensions of global environmental change has been conducted to assist the Foundation for Research Science and Technology to formulate their research needs agenda. An overview of the emergence of the human dimension of the global environmental change research field is used as a prelude to a review of the international literature on frameworks for conducting human dimensions research. The terminology used in the human dimension field is diverse. An attempt is therefore made to consolidate the myriad of definitions for key concepts, in order to form a basis for human dimensions research in New Zealand and build a platform for the remainder of this report. Three disciplinary areas of academic inquiry were explored in the context of human dimensions of global environmental change research: economics, law and biological sciences. These disciplinary perspectives are reviewed through the international literature and in a New Zealand context. A conceptual framework for research into the human dimensions of global environmental change is provided based on the knowledge-base developed from the both international and New Zealand research. Core concepts, such as found in multidisciplinary and transdisciplinary research are reviewed in historical context to form the basis for a specific research framework for New Zealand. Some general needs for research are derived from the New Zealand framework. The remainder of this report details the methods used for drawing out expert opinion on the priorities for research on the human dimensions of global environmental change in the context of information, knowledge and method. Thirty-eight interviews and two hui were conducted and 254 research needs defined by questions were obtained. A modified Delphi technique was applied to the questions and prioritised lists of responses are provided. The final list
Provides European/Pakeha and Māori perspectives. Divergence and convergence between the European/Pakeha and Māori responses is provided, as well as justification for the prioritisation stance that is taken. This research had four outputs: A conceptual framework for considering the human dimensions of global environmental changes and research contributions; A description of the gaps in knowledge that impede effective response to global change and provisional research needs: one for New Zealand generally, and one on Māori in particular; A network of end-users and research providers that are cognisant of, and contributors to, the human dimensions research assessment; A set of priority research needs pertaining to the human dimensions of global environmental change, in a form suitable for use by FRST.

text: Human dimensions of global environmental change: A review of frameworks and research gaps. This review of current knowledge in, and development of, priorities for research into the human dimensions of global environmental change has been conducted to assist the Foundation for Research Science and Technology to formulate their research needs agenda. An overview of the emergence of the human dimension of the global environmental change research field is used as a prelude to a review of the international literature on frameworks for conducting human dimensions research. The terminology used in the human dimension field is diverse. An attempt is therefore made to consolidate the myriad of definitions for key concepts, in order to form a basis for human dimensions research in New Zealand and build a platform for the remainder of this report. Three disciplinary areas of academic inquiry were explored in the context of human dimensions of global environmental change research: economics, law and biological sciences. These disciplinary perspectives are reviewed through the international literature and in a New Zealand context. A conceptual framework for research into the human dimensions of global environmental change is provided based on the knowledge-base developed from the both international and New Zealand research. Core concepts, such as found in multidisciplinary and transdisciplinary research are reviewed in historical context to form the basis for a specific research framework for New Zealand. Some general needs for research are derived from the New Zealand framework. The remainder of this report details the methods used for drawing out expert opinion on the priorities for research on the human dimensions of global environmental change in the context of information, knowledge and method. Thirty-eight interviews and two hui were conducted and 254 research needs defined by questions were obtained. A modified Delphi technique was applied to the questions and prioritised lists of responses are provided. The final list
Provides European/Pakeha and Māori perspectives. Divergence and convergence between the European/Pakeha and Māori responses is provided, as well as justification for the prioritisation stance that is taken. This research had four outputs: A conceptual framework for considering the human dimensions of global environmental changes and research contributions; A description of the gaps in knowledge that impede effective response to global change and provisional research needs: one for New Zealand generally, and one on Māori in particular; A network of end-users and research providers that are cognisant of, and contributors to, the human dimensions research assessment; A set of priority research needs pertaining to the human dimensions of global environmental change, in a form suitable for use by FRST.

year: 2005-12-01

title: How is the circular economy emerging in Aotearoa New Zealand? Research Brief

authors: Diprose, G

abstract: The results of the environmental scan show that there is grass-roots activity and that we have some high level conceptualisations of circular economies (CE) however there is little in-between. As such, it is in the middle that activity needs to occur to transition towards a circular economy. We see a need to move beyond business-as-usual with an entity focus to an ‘ecosystem phase.’ This means that for CE, partnerships are needed across business, organisations, Treaty partners, institutions, NGOs and stakeholders to form collaborations around material and people flows in order for ecosystems to form and create circular economies.

text: How is the circular economy emerging in Aotearoa New Zealand? Research Brief The results of the environmental scan show that there is grass-roots activity and that we have some high level conceptualisations of circular economies (CE) however there is little in-between. As such, it is in the middle that activity needs to occur to transition towards a circular economy. We see a need to move beyond business-as-usual with an entity focus to an ‘ecosystem phase.’ This means that for CE, partnerships are needed across business, organisations, Treaty partners, institutions, NGOs and stakeholders to form collaborations around material and people flows in order for ecosystems to form and create circular economies.

year: 2022

title: Increasing compliance with teacher instructions within the classroom using variable interval tactile prompting in a self-management intervention

authors: Veitch, Sarah

subjects: Compliance

abstract: The skill of compliance is considered an essential keystone behaviour that correlates with academic performance and pro-social behaviours. This study extended the research of Lee (2016) by implementing a self-management intervention (with and without a tactile prompt) to increase compliant behaviour of a typically developing child in a mainstream New Zealand classroom. Two key components of this intervention were treating compliance as a skill to be taught, and evaluating the use of a discrete tactile prompt. It was expected that this self-management intervention would effectively increase compliance with teacher instructions within the classroom. The main hypothesis of this study was that a self-management intervention is more effective at increasing compliance with teacher instructions if it includes the use of a tactile prompt than if no prompts are used. A single-subject alternating treatment design was used to assess and compare the efficacy of both conditions. Secondly it was hypothesised that this self-management intervention would have high social validity for both the student and teacher. Thirdly, it was hypothesised that the intervention would result in a concomitant increase in on task behaviour. The findings of this study supported these hypotheses. Additionally increases in both compliance and on-task behaviour generalised to other settings and were maintained beyond the fading phase of the intervention. The findings of this study have theoretical implications relevant to the general classroom and future research.

text: Increasing compliance with teacher instructions within the classroom using variable interval tactile prompting in a self-management intervention The skill of compliance is considered an essential keystone behaviour that correlates with academic performance and pro-social behaviours. This study extended the research of Lee (2016) by implementing a self-management intervention (with and without a tactile prompt) to increase compliant behaviour of a typically developing child in a mainstream New Zealand classroom. Two key components of this intervention were treating compliance as a skill to be taught, and evaluating the use of a discrete tactile prompt. It was expected that this self-management intervention would effectively increase compliance with teacher instructions within the classroom. The main hypothesis of this study was that a self-management intervention is more effective at increasing compliance with teacher instructions if it includes the use of a tactile prompt than if no prompts are used. A single-subject alternating treatment design was used to assess and compare the efficacy of both conditions. Secondly it was hypothesised that this self-management intervention would have high social validity for both the student and teacher. Thirdly, it was hypothesised that the intervention would result in a concomitant increase in on task behaviour. The findings of this study supported these hypotheses. Additionally increases in both compliance and on-task behaviour generalised to other settings and were maintained beyond the fading phase of the intervention. The findings of this study have theoretical implications relevant to the general classroom and future research.

year: 2022