title: Water resource management in New Zealand: Jobs or algal blooms?

authors: Marsh, Dan

subjects: water quality

abstract: New Zealand faces a choice between environmental improvement and dairy industry profitability and employment, since improved water quality in lakes and rivers may require measures that will reduce net farm profit. Environmental valuation studies often consider preferences for employment but rarely focus specifically on the effect of job losses on respondent preferences for environmental improvement. A choice experiment was used to investigate people's willingness to pay for water quality improvements in a typical dairy catchment in the Waikato region of New Zealand. It was found that respondents would be willing to pay for water that is safer for swimming with improvements in clarity and ecological health, but are concerned about job losses, even when they do not expect to be directly affected. This may be explained by the concept of sociality, whereby the influence of direct interpersonal interaction on human behaviour, affects choice behaviour. Findings from this study and ongoing research should allow decision makers to consider both the costs and the benefits of different levels of water quality improvements, so allowing policy makers to identify the most cost effective options for achieving any given improvement in water quality.

text: Water resource management in New Zealand: Jobs or algal blooms? New Zealand faces a choice between environmental improvement and dairy industry profitability and employment, since improved water quality in lakes and rivers may require measures that will reduce net farm profit. Environmental valuation studies often consider preferences for employment but rarely focus specifically on the effect of job losses on respondent preferences for environmental improvement. A choice experiment was used to investigate people's willingness to pay for water quality improvements in a typical dairy catchment in the Waikato region of New Zealand. It was found that respondents would be willing to pay for water that is safer for swimming with improvements in clarity and ecological health, but are concerned about job losses, even when they do not expect to be directly affected. This may be explained by the concept of sociality, whereby the influence of direct interpersonal interaction on human behaviour, affects choice behaviour. Findings from this study and ongoing research should allow decision makers to consider both the costs and the benefits of different levels of water quality improvements, so allowing policy makers to identify the most cost effective options for achieving any given improvement in water quality.

year: 2012-10

title: Secondary school student' experiences of restorative practices

authors: Yule, Abbey

subjects: Restorative

abstract: Restorative practices in education have gained prominence as an alternative to traditional punitive disciplinary measures. This alternative aims to foster accountability, healing and relationships within the school community. Despite the increasing implementation, there is little attention or research given to voices and experiences of those most affected – the students themselves.

This study investigates the lived experiences of students and how students in Aotearoa New Zealand perceive and experience restorative practices. Using narrative inquiry and qualitative research methods, the study generates accounts of nine student’s experiences of restorative practices. These accounts include the
meanings they made of interactions with teachers, their peers and other aspects of the restorative processes that informed their experiences.

Drawing on individual semi-structured interviews with students, this research employed thematic analysis to identify five key themes. Particular discourses were identified that inform power relations in restorative practices, personal agency, communication and supportive relationships. The findings highlight participants’ preferences for trust-based connections with staff and peers, and contexts that foster open and honest communication that address fear and exclude punitive approaches and consequences. The complexity of discursive power relations and how they are exercised in relationships between students and teaching staff show that understanding discursive power and how to address its effects is important for schools to consider when engaging in restorative practices.

By focusing on the perspectives of students, this study contributes to an evolving social justice education discourse. Social justice in education fosters student agency, relational approaches to school disciplinary policies, and promotes educational, justice-based school communities. A social justice approach offers valuable insights for educators and policymakers seeking to enhance the effectiveness of restorative approaches within school communities. Working towards a more meaningful, equitable and impactful process for conflict resolution.

text: Secondary school student' experiences of restorative practices Restorative practices in education have gained prominence as an alternative to traditional punitive disciplinary measures. This alternative aims to foster accountability, healing and relationships within the school community. Despite the increasing implementation, there is little attention or research given to voices and experiences of those most affected – the students themselves.

This study investigates the lived experiences of students and how students in Aotearoa New Zealand perceive and experience restorative practices. Using narrative inquiry and qualitative research methods, the study generates accounts of nine student’s experiences of restorative practices. These accounts include the
meanings they made of interactions with teachers, their peers and other aspects of the restorative processes that informed their experiences.

Drawing on individual semi-structured interviews with students, this research employed thematic analysis to identify five key themes. Particular discourses were identified that inform power relations in restorative practices, personal agency, communication and supportive relationships. The findings highlight participants’ preferences for trust-based connections with staff and peers, and contexts that foster open and honest communication that address fear and exclude punitive approaches and consequences. The complexity of discursive power relations and how they are exercised in relationships between students and teaching staff show that understanding discursive power and how to address its effects is important for schools to consider when engaging in restorative practices.

By focusing on the perspectives of students, this study contributes to an evolving social justice education discourse. Social justice in education fosters student agency, relational approaches to school disciplinary policies, and promotes educational, justice-based school communities. A social justice approach offers valuable insights for educators and policymakers seeking to enhance the effectiveness of restorative approaches within school communities. Working towards a more meaningful, equitable and impactful process for conflict resolution.

year: 2025

title: Keynote address: Dr. Catherine Love

authors: Love, Catherine

subjects: Maori

abstract: This keynote address for the National Māori Graduates of Psychology Symposium 2002 addresses the history and current state of psychology in New Zealand, with particular attention to issues affecting Maori.

text: Keynote address: Dr. Catherine Love This keynote address for the National Māori Graduates of Psychology Symposium 2002 addresses the history and current state of psychology in New Zealand, with particular attention to issues affecting Maori.

year: 2003