title: Investigating the contextual requirements of the Juster Scale

authors: Parackal, Mathew

subjects: Juster Scale

abstract: Researchers have employed the Juster Scale to collect purchase probability data with notable success. Reviewing the Juster Scale studies, however, has revealed that there is considerable variation in its per¬formance. Some of these variations appeared to be caused by the context in which the Juster Scale has been presented to respondents. This paper discusses three factors that influence the context of the Juster Scale and reports the results of a study that attempted to standardise its contextual requirements.
The results substantiate further the Juster Scale's satisfactory performance in collecting purchase probability data.

text: Investigating the contextual requirements of the Juster Scale Researchers have employed the Juster Scale to collect purchase probability data with notable success. Reviewing the Juster Scale studies, however, has revealed that there is considerable variation in its per¬formance. Some of these variations appeared to be caused by the context in which the Juster Scale has been presented to respondents. This paper discusses three factors that influence the context of the Juster Scale and reports the results of a study that attempted to standardise its contextual requirements.
The results substantiate further the Juster Scale's satisfactory performance in collecting purchase probability data.

year: 2006

title: Investigating the anti-methanogenic properties of select species of seaweed in New Zealand.

authors: Mihaila, Alisa Andrea

abstract: Enteric methane emissions from ruminants constitute a large proportion of agricultural greenhouse gas emissions, particularly in New Zealand. The recent increase in enteric methane emissions has driven the development of innovative strategies for mitigating these emissions. Red seaweed from the genus Asparagopsis has demonstrated elimination of enteric methane due to the presence of the active anti-methanogenic component, bromoform.

Spatial variation in bromoform content for Asparagopsis armata throughout the North Island, New Zealand, was quantified to determine the region that produces the highest concentration of bromoform. Alongside Asparagopsis, the New Zealand red seaweed species Bonnemaisonia hamifera, Delisea compressa, Plocamium sp., Vidalia colensoi, and identified aquaculture-target seaweed species, Ecklonia radiata, and Ulva sp. B, were investigated as ruminant feed additives to reduce enteric methane emissions. Polyphenol quantification and compositional analyses were carried out for these seaweed species to provide a baseline for interpreting anti-methanogenic effects. Seaweed species were included at 0 %, 2 %, 6 %, and 10 % of feed organic matter (ryegrass hay) during in vitro fermentation assays using rumen inoculant from non-lactating cows. Total gas, methane, hydrogen, volatile fatty acid (VFA), and ammonia production were measured during the incubations.

Bromoform concentration was highest in A. armata sampled from Matheson’s Bay at 1 % of the biomass dry weight. Species of red seaweed had a high halogen content, while E. radiata and Ulva. sp. B had a high iodine and crude protein content, respectively. Inclusions of A. armata and B. hamifera demonstrated near elimination of enteric methane production at doses of 2 and 6 % organic matter, respectively, while the remaining species (except for Ulva sp. B) caused moderate reductions at doses of 6 and 10 % organic matter in comparison to these two species. The anti-methanogenic effects of A. armata and B. hamifera resulted in a 22 % reduction in total VFA production, accompanied by changes in the relative proportions of individual VFAs, and had little or no effect on organic matter degradation.

The effectiveness of A. armata and B. hamifera demonstrates the potential of these species for mitigating ruminant methane emissions at low inclusion rates, dependent on the concentration of their active components, while E. radiata and Ulva sp. B could be used as feed additives for nutritional benefit. The undertaking of larger scale sampling of A. armata throughout New Zealand, the identification of the active component(s) in B. hamifera, and the development of methods and infrastructure required for successful large-scale aquaculture and application of these seaweed species to livestock management systems are key areas of future research highlighted by this thesis.

text: Investigating the anti-methanogenic properties of select species of seaweed in New Zealand. Enteric methane emissions from ruminants constitute a large proportion of agricultural greenhouse gas emissions, particularly in New Zealand. The recent increase in enteric methane emissions has driven the development of innovative strategies for mitigating these emissions. Red seaweed from the genus Asparagopsis has demonstrated elimination of enteric methane due to the presence of the active anti-methanogenic component, bromoform.

Spatial variation in bromoform content for Asparagopsis armata throughout the North Island, New Zealand, was quantified to determine the region that produces the highest concentration of bromoform. Alongside Asparagopsis, the New Zealand red seaweed species Bonnemaisonia hamifera, Delisea compressa, Plocamium sp., Vidalia colensoi, and identified aquaculture-target seaweed species, Ecklonia radiata, and Ulva sp. B, were investigated as ruminant feed additives to reduce enteric methane emissions. Polyphenol quantification and compositional analyses were carried out for these seaweed species to provide a baseline for interpreting anti-methanogenic effects. Seaweed species were included at 0 %, 2 %, 6 %, and 10 % of feed organic matter (ryegrass hay) during in vitro fermentation assays using rumen inoculant from non-lactating cows. Total gas, methane, hydrogen, volatile fatty acid (VFA), and ammonia production were measured during the incubations.

Bromoform concentration was highest in A. armata sampled from Matheson’s Bay at 1 % of the biomass dry weight. Species of red seaweed had a high halogen content, while E. radiata and Ulva. sp. B had a high iodine and crude protein content, respectively. Inclusions of A. armata and B. hamifera demonstrated near elimination of enteric methane production at doses of 2 and 6 % organic matter, respectively, while the remaining species (except for Ulva sp. B) caused moderate reductions at doses of 6 and 10 % organic matter in comparison to these two species. The anti-methanogenic effects of A. armata and B. hamifera resulted in a 22 % reduction in total VFA production, accompanied by changes in the relative proportions of individual VFAs, and had little or no effect on organic matter degradation.

The effectiveness of A. armata and B. hamifera demonstrates the potential of these species for mitigating ruminant methane emissions at low inclusion rates, dependent on the concentration of their active components, while E. radiata and Ulva sp. B could be used as feed additives for nutritional benefit. The undertaking of larger scale sampling of A. armata throughout New Zealand, the identification of the active component(s) in B. hamifera, and the development of methods and infrastructure required for successful large-scale aquaculture and application of these seaweed species to livestock management systems are key areas of future research highlighted by this thesis.

year: 2020

title: “It’s becoming part of their knowing”: a study of bicultural development in an early childhood teacher education setting in Aotearoa/New Zealand

authors: Ritchie, Jenny

abstract: This study is an exploration of the implementation of bicultural development within a university-based early childhood teacher education programme in Aotearoa/New Zealand, which can be considered to be a bicultural country (Walker, 1987, p. 221). Bicultural development is a process in line with obligations contained within the Te Tiriti o Waitangi/The Treaty of Waitangi, which are reflected within the New Zealand Ministry of Education’s Revised Statement of Desirable Objectives and Practices (Ministry of Education, 1996a) and the early childhood curriculum, Te Whāriki (Ministry of Education, 1996b). The study adopts a critical, transformative theoretical paradigm, and employed an eclectic and emergent qualitative methodological approach, that reflected aspects from ethnographic, narrative and grounded theory methodologies. Interviews with university lecturers, early childhood care and education teachers, and professional development facilitators within the early childhood field; observations within early childhood care and education centres; audio taping of university class discussions; samples of university student assignments; and a written survey of graduates of the university teacher education programme provide the sources of data for the study. Central to the methodological process is a commitment to ethical care for participants, which involves attentive accountability to the interpretations that they place on the material that they contribute to the study and to the overall theorising of the significance of the findings. 

Key research questions of the study were to define ‘bicultural development’ in the context of early childhood care and education in this country; to identify key components of the bicultural development implementation process employed within the university teacher early childhood education programme; to distinguish some useful ‘indicators’ of bicultural development within early childhood centres; and to consider the implications for the teacher education programme in terms of preparing graduates to facilitate bicultural development within their future work in early childhood education. 

A significant finding of the study was the identification of a range of strategies for implementing bicultural development in early childhood education teacher education and care and education settings. The key strategies include Tiriti-based partnership models of teaching whereby Māori and Pākehā work alongside each other, enabling the paralleling of Māori and Western perspectives within both university teacher education and early childhood care and education programmes. It was considered essential that universities employ Māori lecturers to enable Māori content within the teacher education programme to be adequately provisioned. Since there are few Māori educators employed in mainstream early childhood services, it was suggested that teachers might seek to employ a “whanaungatanga” approach. This involves the early childhood centre staff creating a climate and environment in which Māori families/whānau are comfortable to participate fully in programme planning, implementation, and evaluation, which will enable all children attending to access Māori perspectives alongside the Western curriculum content. This approach is consistent with Article Two of Te Tiriti o Waitangi, which guaranteed to Māori their tino rangatiratanga, or self-determination. 

An implication for management and staff of early childhood teacher education programmes in Aotearoa/New Zealand is the need to equip graduates with the knowledge bases and commitment that will enable them to implement bicultural development, ideally through adopting, a whanaungatanga approach. This involves facilitating teacher education students to move beyond the dysconscious racism (King, 1994) that is deeply embedded in mainstream Pākehā culture in this country, to the position where they are able to adopt a critical, transformative stance that is humble, respectful and responsive to cultural difference. This stance includes valuing the inclusion of te reo me ōna tikanga throughout early childhood programmes, in a partnership initiated by teachers, but one in which whānau Māori are then able to take the lead in determining the nature and application of Māori content.

text: “It’s becoming part of their knowing”: a study of bicultural development in an early childhood teacher education setting in Aotearoa/New Zealand This study is an exploration of the implementation of bicultural development within a university-based early childhood teacher education programme in Aotearoa/New Zealand, which can be considered to be a bicultural country (Walker, 1987, p. 221). Bicultural development is a process in line with obligations contained within the Te Tiriti o Waitangi/The Treaty of Waitangi, which are reflected within the New Zealand Ministry of Education’s Revised Statement of Desirable Objectives and Practices (Ministry of Education, 1996a) and the early childhood curriculum, Te Whāriki (Ministry of Education, 1996b). The study adopts a critical, transformative theoretical paradigm, and employed an eclectic and emergent qualitative methodological approach, that reflected aspects from ethnographic, narrative and grounded theory methodologies. Interviews with university lecturers, early childhood care and education teachers, and professional development facilitators within the early childhood field; observations within early childhood care and education centres; audio taping of university class discussions; samples of university student assignments; and a written survey of graduates of the university teacher education programme provide the sources of data for the study. Central to the methodological process is a commitment to ethical care for participants, which involves attentive accountability to the interpretations that they place on the material that they contribute to the study and to the overall theorising of the significance of the findings. 

Key research questions of the study were to define ‘bicultural development’ in the context of early childhood care and education in this country; to identify key components of the bicultural development implementation process employed within the university teacher early childhood education programme; to distinguish some useful ‘indicators’ of bicultural development within early childhood centres; and to consider the implications for the teacher education programme in terms of preparing graduates to facilitate bicultural development within their future work in early childhood education. 

A significant finding of the study was the identification of a range of strategies for implementing bicultural development in early childhood education teacher education and care and education settings. The key strategies include Tiriti-based partnership models of teaching whereby Māori and Pākehā work alongside each other, enabling the paralleling of Māori and Western perspectives within both university teacher education and early childhood care and education programmes. It was considered essential that universities employ Māori lecturers to enable Māori content within the teacher education programme to be adequately provisioned. Since there are few Māori educators employed in mainstream early childhood services, it was suggested that teachers might seek to employ a “whanaungatanga” approach. This involves the early childhood centre staff creating a climate and environment in which Māori families/whānau are comfortable to participate fully in programme planning, implementation, and evaluation, which will enable all children attending to access Māori perspectives alongside the Western curriculum content. This approach is consistent with Article Two of Te Tiriti o Waitangi, which guaranteed to Māori their tino rangatiratanga, or self-determination. 

An implication for management and staff of early childhood teacher education programmes in Aotearoa/New Zealand is the need to equip graduates with the knowledge bases and commitment that will enable them to implement bicultural development, ideally through adopting, a whanaungatanga approach. This involves facilitating teacher education students to move beyond the dysconscious racism (King, 1994) that is deeply embedded in mainstream Pākehā culture in this country, to the position where they are able to adopt a critical, transformative stance that is humble, respectful and responsive to cultural difference. This stance includes valuing the inclusion of te reo me ōna tikanga throughout early childhood programmes, in a partnership initiated by teachers, but one in which whānau Māori are then able to take the lead in determining the nature and application of Māori content.

year: 2002