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Dissertations / Theses on the topic 'New Zealand Science fiction'
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1
McDonnell, Brian. "The Translation of New Zealand fiction into film." Thesis, University of Auckland, 1986. http://hdl.handle.net/2292/2010.
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This thesis explores the topic of literature-into-film adaptation by investigating the use of New Zealand fiction by film-makers in this country. It attempts this task primarily by examining eight case-studies of the adaptation process: five features designed for cinema release (Sleeping Dogs, A State of Siege, Sons for the Return Home, The Scarecrow and Other Halves), one feature-length television drama (the God Boy), and two thirty-minute television dramas (The Woman at the Store and Big Brother, Little Sister, from the series Winners and Losers). All eight had their first screenings in the ten-year period 1975-1985. For each of the case-studies, the following aspects are investigated: the original work of fiction, a practical history of the adaptation process (including interviews with people involved), and a study of changes made during the scripting and shooting stages. The films are analysed in detail, with a focus on visual and auditory style, in particular how these handle the themes, characterisation and style of the original works. Comparisons are made of the structures of the novels and the films. For each film, an especially close reading is offered of sample scenes (frequently the opening and closing scenes). The thesis is illustrated with still photographs – in effect, quotations from key moments – and these provide a focus to aspects of the discussion. Where individual adaptation problems existed in particular case-studies (for example, the challenge of the first-person narration of The God Boy), these are examined in detail. The interaction of both novels and films with the society around them is given emphasis, and the films are placed in their cultural and economic context - and in the context of general film history. For each film, the complex reception they gained from different groups (for example, reviewers, ethnic groups, gender groups, the authors of the original works) is discussed. All the aspects outlined above demonstrate the complexity of the responses made by New Zealand film-makers to the pressure and challenges of adaptation. They indicate the different answers they gave to the questions raised by the adaptation process in a new national cinema, and reveal their individual achievements.Whole document restricted, but available by request, use the feedback form to request access.
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Melhop, Val. "Romance and realism : New Zealand short fiction, 1865-1965." Thesis, University of Canterbury. English, 1991. http://hdl.handle.net/10092/7060.
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This thesis examines changes in the relationship between romance and realism in the New Zealand short story over a period of one hundred years, from approximately 1865 to 1965. I argue that the short story is inherently a romantic genre and that both realism and romance are constant elements. My purpose is to show an evolving pattern between the two modes of writing during the rise of realism which began in the nineteenth century and peaked in the postwar period. Because there is a fluctuating relationship between the two modes in New Zealand short fiction, it is possible, through the psychoanalytical approach to the stories which I employ, to establish the prevailing emotional climate of each era.
Beginning with the colonial period, I show how the magazine influenced fiction writing by initiating some important changes to the European New Zealand short story. I discuss the attempt by male writers of the 1930s to dominate the literary scene by using realism as a weapon. Then, with Katherine Mansfield and Frank Sargeson as the models for postwar writers, I illuminate through my analysis of the texts, a new coalition of romantic realism.
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Fee, Roderick Harold. "Sandcastles, and, The postmodern rules for family living a thesis submitted to Auckland University of Technology in partial fulfilment of the degree of Master of Creative Writing (MCW), 2008." Click here to access exegesis online, 2008. http://aut.researchgateway.ac.nz/handle/10292/770.
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Wohlfart, Irmengard. "Translation studies perspectives on Patricia Grace's Potiki the original work and the German translation : dissertation submitted to the University of Auckland in partial fulfilment of the degree of Professional Master of Arts in Translation Studies, 2007." Click here to access this resource online, 2007.
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Johnson, Catherine Ann. "A New Meridian." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/4006.
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Botur, Michael Stephen. "Shorty." Click here to access this resource online, 2009. http://hdl.handle.net/10292/726.
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The eight short stories in Shorty examine themes including racism, oppression, conflict, social perception, miscommunication, struggles over meaning, truth and ethnic identity. New Zealand is a country reinventing itself from its colonial past (Wyn 2004 p. 277); identity-making in this country is a ‘dynamic process’ (Liu et al. 2005 p.11) which generates new cultural forms and practices. The concept of culture and subculture links the aforementioned themes in Shorty.
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Tyson, A. F. "Dehistoricised Histories: The Cultural Significance of Recent Popular New Zealand Historical Fiction." Thesis, University of Canterbury. Department of English, 2007. http://hdl.handle.net/10092/1568.
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The recent popularity of mass-market New Zealand historical fiction coincides with the
increasing vocality of particular cultural discourses that resist the influence of revisionist
histories on dominant understandings of national identity. This thesis examines how the
depiction of colonial history in four such novels legitimates and sustains hegemonic
understandings of New Zealand as culturally European. The novels analysed are The
Denniston Rose (2003) by Jenny Pattrick, Tamar (2002) by Deborah Challinor, The Cost
of Courage (2003) by Carol Thomas, and The Love Apple (2005) by Coral Atkinson. The
cultural context in which these books have been produced is situated within a history of
nationalist discourses and Raymond Williams’s theorisation of hegemonic cultural
processes is employed to explain how contemporary national culture continues to rely on
colonial principles that sustain settler cultural dominance. Close analysis of the temporal
and geographical settings of the novels reveals how the portrayal of history in these
novels evades colonial conquest and the Māori cultural presence. A comparison of the
historical and contemporary cultural significance of the spatial settings employed in these
novels – the wilderness, pastoral, and colonial urban spaces – highlights how these
settings tacitly communicate that New Zealand is culturally European. Nevertheless, the
problematic cultural legacies of colonialism still haunt these novels. The way in which
the narratives resolve these issues reveals that hegemonic New Zealand identity is reliant
on a dehistoricised view of settlement and therefore perpetually vulnerable to the
intrusion of Māori memory.
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Cattermole, Grant. "School reports : university fiction in the masculine tradition of New Zealand literature." Thesis, University of Canterbury. English, 2011. http://hdl.handle.net/10092/9709.
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This thesis will investigate the fictional discourse that has developed around academia and how this discourse has manifested itself in the New Zealand literary tradition, primarily in the works of M.K. Joseph, Dan Davin and James K. Baxter. These three writers have been selected because of their status within Kai Jensen's conception of “a literary tradition of excitement about masculinity”; in other words, the masculine tradition in New Zealand literature which provides fictional representations of factual events and tensions. This literary approach is also utilised in the tradition of British university fiction, in which the behaviour of students and faculty are often deliberately exaggerated in order to provide a representation of campus life that captures the essence of the reality without being wholly factual. The fact that these three writers attempt, consciously or unconsciously, to combine the two traditions is a matter of great literary interest: Joseph's A Pound of Saffron (1962) appropriates tropes of the British university novel while extending them to include concerns specific to New Zealand; Davin's Cliffs of Fall (1945), Not Here, Not Now (1970) and Brides of Price (1972) attempt to blend traditions of university fiction with the masculine realist tradition in New Zealand literature, though, as we will see, with limited success; Baxter's station as the maternal grandson of a noted professor allows him to criticise the elitist New Zealand university system in Horse (1985) from a unique position, for he was more sympathetic towards what he considered the working class “peasant wisdom” of his father, Archie, than the “professorial knowledge” of Archie's father-in-law. These three authors have been chosen also because of the way they explore attitudes towards universities amongst mainstream New Zealand society in their writing, for while most novels in the British tradition demonstrate little tension between those within the university walls and those without, in New Zealand fiction the tension is palpable. The motivations for this tension will also be explored in due course, but before we can grapple with how the tradition of British university fiction has impacted New Zealand literature, we must first examine the tradition itself.
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Lawn, Jennifer. "Trauma and recovery in Janet Frame's fiction." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25087.pdf.
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Gwynne, Joel. "The secular visionaries : centering aesthetic identities in New Zealand short fiction 1935-2006." Thesis, University of Hull, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.445302.
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Dawber, Carol. "Voices of the West Coast: An investigation into the development of a distinctive West Coast character in New Zealand fiction." Thesis, University of Canterbury. Humanities, 2012. http://hdl.handle.net/10092/7106.
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The West Coast of the South Island has a particular history distinct from other regions of New Zealand because of its physical isolation, its sparse and fragmented Maori occupation, its lack of suitability for farm settlement, and its social and economic links with Australia
through nineteenth century shipping routes; many of the goldminers who first populated the region came via the Victoria goldfields and had little relationship with other South Island settlements.
This thesis begins with a chronological annotated bibliography of imaginative writing with the West Coast as its setting, then analyses this writing in terms of the West Coast landscape, its settlement history and its four major physical resources – pounamu, gold, coal and timber – and the way in which each has influenced the literature. It further examines the work of five West Coast writers, Jean Devanny, Peter Hooper, Keri Hulme, Jeffrey Paparoa Holman and Peter Hawes, in the context of their imaginative portrayal of the characteristics of the region. It concludes that there is a discernible perception among New Zealanders, fostered particularly by novelists and film-makers who have set their work on the Coast, that the region has iconic status and represents values and attitudes which appeal to the wider audience as distinctive.
In his 1940 attempt to encourage a national literature, Monte Holcroft wrote that, “…the spirit of a country, recognisable in history and literature, is a kind of collective definition undertaken by a line of creative writers.” New Zealand has long since developed a healthy diversity of creative literature, but it is argued in this thesis that Holcroft’s definition can now be restated in regional terms; the West Coast of the South Island of New Zealand has its own spirit, is in a sense another country, and has been so defined by its creative fiction.
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Mackay, Morag. ""A Colonial Tale of Fact and Fiction": Nineteenth-Century New Zealand Novels by Women." Thesis, University of Auckland, 2003. http://hdl.handle.net/2292/1641.
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This thesis plots the emergence and development of the nineteenth-century New Zealand women's novel. Previously silenced in favour of a masculinist nationalist tradition, a renewed interest in our earliest literary foremothers has arisen as a result of feminism. Arguing for their acknowledgement as part of our literary history, this thesis examines the significance of these novels in the recording and formulation of a New Zealand culture and literature. The body of the thesis is constructed of three chapters, each representing a different literary from used by these novelists. The earliest is the adventure story, showcasing New Zealand's flora and fauna for the British reading public, and providing excitement in the from of the New Zealand wars, cannibalism, whaling and natural disasters. Second comes the romance, which portrays the developing colonial society and begins to define what it means to be a "New Zealander". Part B of this chapter discusses the treatment of Maori in these women's novels. It examines a group of romances with part-Maori protagonists, in which the novelists address the issue of the place of Maori in the new society. Last are the didactic novels, in which temperance, religion and women's rights are argued for. This thesis considers the characteristics of each of these forms of novel and examines the social and political contexts that gave rise to these choices. Through their novels these women communicate what it meant to be a colonial New Zealand woman - revealing their views on such issues as colonisation, relationship with Maori, the new "classless" society, marriage, and opportunities for women. They reveal a concern with the development of "the New Zealander", a New Zealand literature and culture, and evidence a developing sense of national identity.
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Breen, Karen. "Sleep sister a thesis submitted to Auckland University of Technology in fulfilment of the requirements of the degree of Master of Creative Writing (MCW), 2009 /." Click here to access exegesis online, 2009. http://hdl.handle.net/10292/798.
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This submission is in two parts. The first, an exegesis, sets my creative work in a literary, stylistic and social context. The second and main part of this submission is the first draft of a novel, Sleep, Sister, which I have written over the course of the last year. The exegesis explores issues such as the history of the road novel, alienation and loneliness within society, and in particular within families. It also discusses the novel as a coming of age story, with its main characters being members of Generation X, those born between 1960 -1980. This was the first generation of New Zealand children for whom divorced parents and blended families were common experiences. The exegesis also describes how the themes of the story have informed the style, narrative and characterisation of the book. It concludes with the main question of the novel; whether the two main characters – sisters – can overcome their damaging past. The novel is set in New Zealand, predominantly in the year 1987, although there are flashbacks to the girls’ 1970s childhood. It is written mainly in the present tense and with shifting points of view.
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Siddall, Jane. "Mother what art thou? : a study of the depiction of mother figures in recent Australian and New Zealand fiction for teenagers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1290.
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This thesis is a study of the representations of mothers and mother figures as found in five contemporary (published between 1984 and 1999) novels for teenagers. The focus is on western constructions of motherhood, as both normalising and universalising discourses. Utilising a variety of critical approaches this thesis examines the socio-cultural issues present in the novels in conjunction with western models of maternity. This study argues the category of mother is interdependent upon the category of child. As children's literature often focuses on the development of the child, the mother figures are often read as the “unconscious” of the texts. I examine the extent to which the mother figures are given a "subject-in-processness" (Lucas, 1998, p.39) subjectivity. The texts considered are The Changeover(First published in 1984) by Margaret Mahy; Greylands (1997) by lsobelle Carmody; Speaking to Miranda (First published in 1990) by Caroline Macdonald: Touching earth lightly (1996) by Margo Lanagan and Closed, Stanger(1999) by Kate De Goldi. In part, the selection of the texts has been based upon the various and multifaceted relationships between the mothers and the children. I use the Mahy text as a means to establish selected mother and, to a lesser degree, child characteristics. Some comparisons are made with this sole text of the 19805, in order to ascertain if there has been an evolution in the articulation of mother, figures in the 1990s. This study does not adopt a survey approach nor does it claim that the five novels present all the categories of "mother". Rather it addresses categories such as, mother as nurturer, as sexual being and, importantly, the dichotomy of the “good/bad" mother. Within western discourses of maternity, this latter category is still used as a model by which to label women who mother. This study considers the stability of this binary within the novels. This thesis relies upon close reading of the primary texts. The emphasis is on critical approaches that draw attention to contexts, with particular emphasis on the socio-cultural issues present in each particular novel. My readings suggest that there is the possibility for engagement with the texts' social content/comment, in conjunction with the representations of western models of maternity. I draw from a variety of motherhood discourses and theoretical approaches, including amongst others, the work of Luce Irigaray, HeIene Cixous, Judith Hennan, Martha Fineman, Rose Lucas, and Robyn McCallum.
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Chapman, Paul. "The merging of fact & fiction binaries within suicide this exegesis is submitted to Auckland University of Technology for the degree of MA (Art and Design)." Click here to access this resource online, 2007. http://repositoryaut.lconz.ac.nz/theses/1346/.
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Owusu, Kofi Acheaw. "Assessing New Zealand high school science teachers' technological pedagogical content knowledge." Thesis, University of Canterbury. Educational Studies and Leadership, 2014. http://hdl.handle.net/10092/9254.
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Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers’ TPACK was assessed through an online survey. The data and its analysis revealed that New Zealand’s high school science teachers in general had a high perception of their understanding of TPACK and its related constructs. Science teachers had high mean scores on all the constructs on a five- point Likert scale except technological knowledge. There is thus an indication that science teachers in New Zealand perceived themselves as being able to teach with technology effectively. Correlation analysis revealed that all six constructs correlated significantly with TPACK (also referred to as TPCK). Multiple and stepwise regression analyses revealed that Technological Pedagogical Knowledge (TPK) and Technological Content Knowledge (TCK) made statistically significant unique contributions to Technological Pedagogical Content Knowledge (TPCK). Pre-registered teachers indicated that their levels of TCK and Pedagogical Content Knowledge (PCK) were lower than more experienced teachers. This implied that recently graduated teachers found it difficult to appropriate the affordances of technology to affect the content they taught. Also, these recently graduated teachers lacked the experience to represent content in a format that made it comprehensible to their learners.
The contextual factors that influenced teachers’ use of technology as well as teachers’ TPACK levels were investigated through multiple embedded case studies of six teachers who were regular users of technology in their teaching. The case studies revealed that science teachers used technology to support inquiry learning in a wide range of ways in lower levels of high school but mostly to clarify concepts and theories when it came to the senior level of high school. Teachers demonstrated different levels of expertise and engagement in the use of technology for transferring different types of knowledge from one teaching and learning context to another and for addressing differences amongst learners. This signalled that science teachers’ TPACK apparent developmental levels shifted depending on the context of the assessment requirements of the students. This is a major finding in this study because although previous researchers have assumed that context influences teachers’ TPACK characteristics and development, this study provides evidence of how specific aspects of context influences teachers’ TPACK. This evidence shows examples of how the development of an individual’s TPACK can be considered as dynamic where the interacting constructs and characteristics shift and change based on the context.
The recommendations from this study propose that teacher education programmes should ensure that there is a focus on teaching preservice teachers how to appropriate the affordances of technology to teach specific content instead of teaching one technology skills based course. The evidence from this study indicates that teachers in New Zealand schools use collegial approaches in the use of technology. Therefore professional learning programmes should target groups of teachers in the same school or cluster of schools rather than targeting individual teachers. This will enable teachers to share ideas and provide leadership for their colleagues in terms of how to use technology. Again, technology related professional development programmes should move away from enriching teachers’ technological skills to emphasising how teachers can appropriate the affordances of technology in their classroom practices to meet their instructional goals as well as students’ learning outcomes. There is a consequent obligation for teacher educators, educationists and stakeholders to enable teachers to understand how best to harness the increased knowledge retrieval capacity that Information and Communication Technology affords, its information sharing abilities as well as the capacity to engage young people to act as experimenters, designers and creators of knowledge.
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Lillis, David A. "Ethnic minority science students in New Zealand : attitudes and learning environments." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/949.
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This thesis describes a study of the attitudes towards science and learning environments among junior secondary school science students in New Zealand, focussing particularly on Maori and Pacific Island students. The rationale for the research was that ethnic minority group students often experience difficulties in adapting to modern science education. The study was restricted to forms three, four and five of the New Zealand education system in order to focus attention primarily on the development of recommendations for enhancement of science education outcomes which relate to the early years of science education.The study aimed to investigate student attitudes towards science and their perceptions of their learning environments by using questionnaire surveys and interviews in order to produce complementary information about students' attitudes and perceptions. The study produced some unexpected findings. For example, Maori and Pacific Island students displayed more positive attitudes towards science than others, and female students displayed more positive attitudes than males. These findings contradict those of many previous studies.The findings of the study are used to provide input to the development of recommendations for the enhancement of educational outcomes for all students, but especially for ethnic minority students in science.
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Lillis, David A. "Ethnic minority science students in New Zealand : attitudes and learning environments." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9832.
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This thesis describes a study of the attitudes towards science and learning environments among junior secondary school science students in New Zealand, focussing particularly on Maori and Pacific Island students. The rationale for the research was that ethnic minority group students often experience difficulties in adapting to modern science education. The study was restricted to forms three, four and five of the New Zealand education system in order to focus attention primarily on the development of recommendations for enhancement of science education outcomes which relate to the early years of science education.The study aimed to investigate student attitudes towards science and their perceptions of their learning environments by using questionnaire surveys and interviews in order to produce complementary information about students' attitudes and perceptions. The study produced some unexpected findings. For example, Maori and Pacific Island students displayed more positive attitudes towards science than others, and female students displayed more positive attitudes than males. These findings contradict those of many previous studies.The findings of the study are used to provide input to the development of recommendations for the enhancement of educational outcomes for all students, but especially for ethnic minority students in science.
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Taylor, Simon P. G. "Exploration of collaborative learning environments in New Zealand secondary school science." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/1148.
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This thesis is based on a project named Please Let Us Take Off (PLUTO) which recognized the need to further consider students’ attitudes and perceptions of their science experiences at secondary school and to examine their immediate learning environment. Nuthall (2005) spent many years in New Zealand classrooms monitoring and analysing student interactions using microphones that recorded student conversations. His major conclusion related to how little teachers knew about what was going on in classrooms. Nuthall claimed the world of learning from a student’s perspective and the specific evidence of what is happening in the student personal learning space can be unknown to the teacher. Most importantly, the project wanted to encourage teachers to take the opportunity to look closer into the student’s personal viewpoint of learning in science lessons.In the year 2008, New Zealand was introducing a new national curriculum and there was also considerable concern for non-engaged students and for Māori students in their early years of secondary school. There was appreciation of the new curriculum and its principles by schools but still an overwhelming necessity to gain further and deeper understanding of the actual learners’ science experiences. Hence the attention of this study, to gain further knowledge of how students view their science learning, initially by the use of the Constructivist Learning Environment Survey (CLES). A range of qualitative student voice, including learning drawings made by students, were collected and analyzed to gain additional insight into the experiences of secondary science students.This thesis focuses on students entering secondary school and their learning experiences in science in their first two years at years 9 and 10. It was action-research based and it followed 15 classes of students at years 9-10 (13-15 years old) with their corresponding teachers in 12 secondary schools, over three consecutive years, 2009-2011.The selected geographical region of research incorporated a range of rural and urban secondary schools in the central North island of New Zealand. The study measured students’ attitudes and perceptions of their experiences of the classroom and it intended to generate an opportunity for teachers to discuss and reflect on the research data gathered.The students were surveyed using the Constructivist Learning Environment Survey over two years. The data were analysed using SPSS and comparisons were made between actual and preferred learning environment results. Variations between each year, gender differences and ethnicity differences were also measured and evaluated. Student learning drawings were adopted in the year 2011 to gather qualitative voice and the drawings were analysed by considering the choices that the students made in their drawing. The student audio interviews also added a wealth of student voice to further explore the students’ perceptions of their learning in science lessons. The five scales used in the CLES survey were used in the analysis of the student learning drawings and the nature of the interview questions posed to the students.The PLUTO project endeavoured to support teacher professional learning and act as a catalyst to encourage ongoing professional discourse. It offered the opportunity to make measurements of the learning environment and at the same time help provide reasons to use different teaching methods in the science classes that may have not been used before.
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Dunlap, Sarah Elizabeth. "Novel Ecologies: The New Science of Life in Modern Fiction." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1494318892609889.
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McMillan, Katherine Alexandra. "Citizenship Under Neo-Liberalism: Immigrant Minorities in New Zealand 1990-1999." Thesis, University of Auckland, 2001. http://hdl.handle.net/2292/2347.
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Ideally, a citizen is an individual who is a formal member of a self-governing political community, with individual rights and freedoms that are equal to those of other citizens, and which are protected by law. This thesis investigates how closely the citizenship status of non-Maori ethnic minorities in New Zealand approximated this ideal during the 1990s. Its particular focus is on how the neo-liberal ideology of National and Coalition Governments between 1990 and 1999, and those Governments' understandings of the nature and political significance of ethnicity, affected the ability of those belonging to non-Maori ethnic minority groups to be full and equal members of the New Zealand political community, with an equal capacity for self-governance at the individual level and as members of the political community. The thesis takes the form of a survey of public policy and law over a period of nine years. Five broad areas or aspects of public policy are examined: the collection and dissemination of official 'ethnic' statistics; immigration and citizenship policy; civil rights provided for in domestic and international law; mechanisms for ensuring access to political decision-making; and social policy. The question asked in the thesis is whether the policies developed and administered in each of these areas during the 1990s enriched or detracted from the citizenship status of non-Maori ethnic minorities.
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Sheldon-Sayer, Lynne. "The vegetation of Maud Island, Marlborough, New Zealand." Lincoln University, 2006. http://hdl.handle.net/10182/1707.
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Maud Island (Te Hoiere - "a long paddle or mighty pull") is a moderately sized island of 309 hectares, located in the Pelorus Sound (41°, 02 'S, 173° 54 'E) Marlborough, at the north-east end of the South Island of New Zealand. It has a long history of human modification and impacts since its colonisation by Maori and early Europeans. The vegetation of Maud Island has been studied in the 1980's and again in the early 1990's. The objectives of this study were to (1) describe how the vascular plant communities vary in species composition across Maud Island, (2) determine which environmental factors are important predictors of the variation in species composition of Maud Island plant communities, and (3) describe the pattern of succession of the plant communities on Maud Island over the last twenty years. In this 2001 study, I comprehensively sampled the vegetation on Maud Island using a Reconnaissance Description Procedure in a total of 158 plots across the island and compared these results to previous descriptions. I also retook photos at permanent photo points to provide a visual comparison of vegetation change. In total, 219 plant species were identified; 177 species occurred within the plots and 42 additional species were observed while walking around the coastline and walking tracks. Six dominant plant species occurred in over 70% of the plots. They were Pteridium esculentum, Pseudopanax arboreus, Hebe stricta var. stricta, Melicytus ramiflorus, Ozothamnus leptophylla and Coprosma robusta. Two-Way Indicator Species Analysis resulted in the description of eight different plant communities on the island. Detrended correspondence analysis showed a high degree of turnover in species composition among these communities. Canonical correspondence analysis showed that slope and moisture were particularly important predictors of variation in plant species composition. The environmental factors that best predicted to variation communities were slope, moisture, and a gradient in historical disturbance. Comparisons of present and past vegetation maps and photos (ground and aerial) showed, in terms of the successional pathways of the vegetation on Maud Island, that over time, the vegetation is reverting from short stature grassland and scrub to predominantly forest scrub and young secondary forest.
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Saunders, Kathryn Jean. "Engaging with controversial science issues - a professional learning programme for secondary science teachers in New Zealand." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/1880.
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Internationally there is concern that many science teachers do not address controversial science issues in their science classrooms, and there is a perception amongst many science teachers that science is about the delivery of facts, and that it is value-free. However with the increasingly complex, science-based dilemmas being presented to society, there is a growing call for future citizens to be more scientifically literate and to be able to make informed decisions on issues related to these dilemmas. There have been shifts in science curricula internationally, and in New Zealand, towards a focus on scientific literacy, but changes in teachers’ pedagogical practice have not been widespread. The demands and challenges for teachers are high and to make such changes requires support and guidance.Because of the paucity of literature available about teaching controversial science issues in New Zealand science classrooms, the purpose of this project was to firstly establish the current status of the teaching and learning about issues and to identify the support that teachers felt they required to address this in science classrooms. This information then informed the development of a professional learning programme to provide support for teachers. The project took a mixed method approach and proceeded in three phases, with Phase One involving the development and administration of a survey to secondary teachers in the North Island of New Zealand, with follow-up interviews with some survey participants. The qualitative and quantitative data gathered enabled the current scene to be established. Phase Two involved the use of data from Phase One, together with information obtained mainly from the literature review, to design a professional learning programme, the focus of which was the development of a model for ethical inquiry. Phase Three involved two workshops, separated by eleven weeks, in which four teachers critiqued, trialled and evaluated the model in the classroom. A series of case studies was developed from each trial, with a cross-case analysis made to validate the usefulness of the model.The findings of the survey and interviews indicated that to address controversial issues, there was a need to move New Zealand teachers away from a focus on content, towards a pedagogy that focused on ethical inquiry and the appropriate use of strategies and approaches to support this. The findings from the professional learning programme confirmed that teachers had been supported in addressing controversial science issues by the use of the model for ethical inquiry and positive outcomes were reported for both teachers and students.The project provided current information about how controversial science issues are addressed in New Zealand secondary science classrooms and validated the model for ethical inquiry in supporting teachers to address controversial science in the light of impending and changing requirements of The New Zealand Curriculum (2007) towards informed citizenry and scientific literacy. The project also supplements the very small amount of research that has been carried out in a New Zealand context on addressing controversial science issues in secondary science classrooms.
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Filion, Katie. "Designing a national restaurant inspection disclosure system for New Zealand." Thesis, Kansas State University, 2010. http://hdl.handle.net/2097/6957.
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Master of ScienceDepartment of Diagnostic Medicine/Pathobiology
Douglas A. Powell
The World Health Organization estimates that up to 30% of individuals in developed countries become ill from food or water each year, with up to 70% of these illnesses estimated to be linked to food service. Restaurant inspections aim to prevent restaurant-associated foodborne outbreaks while enhancing consumer confidence in the safety of food prepared in these establishments. Inspection disclosure systems have been developed as a tool for consumers and incentive for foodservice operators. Disclsosure systems are common in developed countries; however, they are inconsistent. Previous research has not determined the best format to disclose inspection results to the public while providing incentives for operators. This research aimed to develop a consistent, compelling and trusted disclosure system for New Zealand. The research evaluated existing disclosure systems operating internationally and nationally. The national review interviewed with Environmental Health Officers (EHOs)(n=8), operators (n=109) and consumers (n=244), and findings were used for card designs. Cards were evaluated internally (n=43), then by 11 focus groups (n=68). Two cards, letter and gauge, were introduced to food premises (n=371) in six districts for three months for evaluation. Operators (n=269) and consumers (n=991) were interviewed to determine which design best communicated inspection results. The majority of operators indicated they had not received consumer feedback about the card, and half felt the card was something consumers would use. Less than half of consumers indicated they noticed cards prior to entering a premises; from these data it appeared the letter attracted more initial attention (78% of respondents) than the gauge (45%). Consumers indicated card placement was an important factor in noticing cards. Nearly all interviewed consumers indicated they expected cards at restaurants, take-aways and fish n’ chips shops. When asked which card they preferred, 58% (n=38) of operators with the gauge preferred the letter; and 79% (n=47) of operators with the letter preferred the letter. Consumer preference was for the letter, with 88% (n=133) of those in gauge districts preferring the letter, and 72% (n=161) of those in letter districts preferring the letter. Based on these data the letter card was recommended for a national inspection disclosure system for New Zealand.
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Reid, Francis Lucian. "The province of science : James Hector and the New Zealand Institute, 1867-1903." Thesis, University of Cambridge, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612908.
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Wright, Peter. "A conundrum wrapped in an enigma : rereading Gene Wolfe's 'The Fictions of the New Sun'." Thesis, University of Liverpool, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320570.
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Laurs, Deborah Elizabeth. ""Ungrown-up grown-ups" : the representation of adolescence in twentieth-century New Zealand young adult fiction : a dissertation presented in fulfilment of the requirements for the degree of Doctor of Philosophy in English Literature at Massey University, Palmerston North, New Zealand." Massey University, 2004. http://hdl.handle.net/10179/1255.
Full textAbstract:
Behaviouralists consider adolescence a time for developing autonomy, which accords with Michel Foucault‘s power/knowledge dynamic that recognises individuals‘ assertion of independence as a crucial element within society. Surprisingly, however, twentieth-century New Zealand Young Adult (YA) fiction tends to disempower adolescents, by portraying an adultist version of them as immature and unprepared for adult responsibilities. By depicting events through characters‘ eyes, a focalising device that encourages reader identification with the narratorial point-of-view, authors such as Esther Glen, Isabel Maud Peacocke, Joyce West, Phillis Garrard, Tessa Duder, Lisa Vasil, Margaret Mahy, William Taylor, Kate de Goldi, Paula Boock, David Hill, Jane Westaway, and Bernard Beckett stress the importance of conforming to adult authority. Rites of passage are rarely attained; protagonists respect their elders, and juvenile delinquents either repent or are punished for their misguided behaviours. ―Normal‖ expectations are established by the portrayal of single parents who behave ―like teenagers‖: an unnatural role reversal that demands a return to traditional hegemonic roles. Adolescents must forgive adults‘ failings within a discourse that rarely forgives theirs. Depictions of child abuse, while deploring the deed, tend to emphasise victims‘ forbearance rather than admitting perpetrators‘ culpability. As Foucault points out, adolescent sexuality both fascinates and alarms adult society. Within the texts, sex is strictly an adult prerogative, reserved for reproduction within marriage, with adolescent intimacy sanctioned only between couples who conform to the middle-class ideal of monogamy. On the other hand, teenagers who indulge in casual sex are invariably given cause to regret. Such presentations operate vicariously to protect readers from harm, but also create an idealised, steadfast sense of adultness in the process.
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Subritzky, John Anton. "Britain, the United States, Australia, New Zealand and the Malaysian-Indonesian confrontation, 1961-1965." Thesis, University of Cambridge, 1997. https://www.repository.cam.ac.uk/handle/1810/265418.
Full textAbstract:
This thesis analyses an international crisis in the mid-1960s known as the Malaysian-Indonesian Confrontation (Konfrontasi). It began in January 1963 and effectively ended with the establishment of military rule in Jakarta during late 1965. The focus of the thesis is to examine how the four western powers most involved in the crisis - Britain, the United States, Australia and New Zealand - responded to Confrontation and, as a consequence, how they intended to protect their respective strategic interests in Southeast Asia. In particular, the thesis seeks to place both the crisis, and the reactions of these allies, within the regional and international context of the period under review. Accordingly, issues such as Britain's continued military presence east of Suez, the escalation by the US of the war in Vietnam, the West's containment of an increasingly assertive communist China and the role of the Australasian dominions in British and American policies regarding Southeast Asia, are all examined in detail. Finally, the thesis is developed chronologically. It begins in 1961 when Britain finalised its plans for decolonisation in the region by establishing a greater Malaysia federation. It ends with the 'coup' in Jakarta and the latter months of 1965, when the Wilson government commenced preparations for a British withdrawal east of Suez. Extensive research was carried out in the archives of the four western powers. In Britain this mostly consisted of viewing recently declassified documents at the PRO. In the United States materials were gathered from the JFK and LBJ presidential libraries, the US national archives and the State Department's Foreign Relations of the United States series. In Australasia, research was primarily conducted at Australian Archives, Canberra and the Ministry of Foreign Affairs and Trade, Wellington.
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Hall, Grant. "Holey Umbrella an exegesis submitted to Auckland University of Technology in partial fulfilment of the degree of Master of Creative Writing (MCW), 2008 ; Fissure (an extract), 2009 /." Click here to access this resource online, 2009. http://hdl.handle.net/10292/803.
Full textAbstract:
The creative outcome of my Masters Degree is an extract of my manuscript for a novel. The extract is 40,000 words in length and represents approximately one half of the completed novel. Fissure is the title of the novel. It is a novel which is unconventional in relation to the mainstream understanding of what a traditional novel is. Fissure aims to position itself within a post modern framework. It consists of two primary narratives set apart in time.
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Hudson, Maui. "He matatika Māori Maori and ethical review in health research : a thesis submitted in partial fulfilment of the degree of Masters of Health Science, Auckland University of Technology, 2004." Full thesis. Abstract, 2004.
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Coates, Annabelle. "Volunteer Monitoring of Water Quality in New Zealand: Where does the Value Lie?" Thesis, University of Canterbury. Waterways Centre for Freshwater Management, 2013. http://hdl.handle.net/10092/8493.
Full textAbstract:
Natural waterways form an integral part of the urban and rural environment. In New Zealand, their uses are generally related to agriculture, drainage, power generation and recreation, but their value also extends to providing ecological services that are vital to the maintenance of a fully functioning environment. In the areas of the world that are considered to be developed, several functions and services that waterway systems initially would have provided, have been degraded, or lost completely, due to water abstractions, altered flow regimes and input of pollutants.
In New Zealand, and around the world, groups of volunteers give up their time in order to help monitor the quality and state of waterways. However, there remains a distrust of data generated by such groups throughout the scientific community. This concern is also voiced by members of these groups, querying what the point of their monitoring is, if the data has no real use. As a result of this uncertainty about the data quality and its subsequent uses, data is often just entered onto a database with little, or no, analysis conducted.
The purpose of this research was to ascertain the quality of the data generated by volunteers groups in New Zealand by comparing it with data collected by professionals from city and regional councils. Volunteer monitoring methods and tools were also compared with those available to professionals in order to determine if any differences observed were a product of equipment, or other factors. However, data generation is not the only purpose of these volunteer groups. By being involved, volunteers are gaining education, practical skills and knowledge they may not have access to otherwise, and they are meeting people and strengthening community ties. Volunteers from each group therefore also completed a survey to determine their knowledge of the programme they participate in, of the environment and freshwater, and to collect some basic background information. The Styx Living Laboratory Trust (SLLT) in Christchurch, the Wakapuaka Rivercare Group in Nelson and Wai Care in Auckland were the three New Zealand community water monitoring groups chosen to be the subject of this study.
Generally, the volunteer conductivity and pH data was significantly different from that of their professional counterparts, with large differences obvious in the data sets from all three groups. Water temperature was the only variable that was consistently similar for volunteer and professional data. Comparison of the SLLT’s methods with professional-level methods, however, revealed that differences in the data sets may be due to a combination of factors including equipment (e.g., use of pH colour strips instead of meters), and variation in the monitoring protocols, rather than a lack of quality in the volunteer data. However, new dissolved oxygen and nitrogen monitoring methods utilised by Wai Care did produce some promising results, with some of the comparisons unable to be statistically differentiated from the professional data set.
Visual assessment of the SLLT data over time suggests seasonal patterns in pH and conductivity, and possible increases in water clarity over time. Statistical analysis of the individual variables of pH, water temperature, clarity and conductivity, in the SLLT data revealed several significant predictors and interactions, including time, date and pH among other things. However, the very small effect size and the large data set suggest this may just be a product of the large data set with very few of these variable interactions having any real meaning with regards to management.
Volunteers were predominantly over the age of 40, and were generally either very new recruits to their monitoring programmes (<6 months) or had been involved for a reasonably long time (>5 years). There were differing patterns of involvement between the groups with the WRG having volunteers mainly involved for >10 years while the SLLT had a large number of new recruits. There were also varying reasons volunteers chose to become involved however, the predominant reason was concern for the environment.
Approximately half of the volunteers surveyed proved to be very knowledgeable about their programme and understood the purposes of the monitoring programme, although most were associated with a science-related industry and therefore likely already had this knowledge. More education and training would be needed to bring all of the other volunteers up to this level. All volunteers had good knowledge of issues in New Zealand’s environment and freshwater currently face, with public apathy considered the most pressing issue.
In summary, despite the lack of clear statistical similarities between volunteer and professional data sets for some variables, the data do not appear to be randomly inaccurate and could be corrected to be combined with professional data. The benefits the volunteers gain appear to outweigh any issues that may be present in the data, as long as the volunteers perceive the data to be ultimately useful. Volunteer-based water quality monitoring has proved to be a valuable way to gather environmental data, educate the community and improve their commitment to local waterways.
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Drage, Eleanor Guistina Prudence <1991>. "Utopia/Dystopia, Race, Gender, and New Forms of Humanism in Women's Science Fiction." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2019. http://amsdottorato.unibo.it/8828/1/Eleanor%20Drage%20-%20Thesis%20-Cotutela%20.pdf.
Full textAbstract:
This thesis aims to uncover new forms of humanism grounded in a critique of systems that produce and reify race and gender by staging a conversation between six contemporary works of science fiction (SF) written by women from Italy, France, Spain, and the UK, and five acclaimed theorists in the fields of gender, queer, postcolonial, humanist, and cultural studies: Judith Butler, Rosi Braidotti, Gayatri Spivak, Paul Gilroy, and Jack Halberstam. As outlined in the second chapter, I focus, in particular, on Butler’s conception of subjects who ‘become’ through affective encounters, Braidotti’s critical posthumanism, Spivak and Gilroy’s respective notions of ‘planetarity,’ and Halberstam’s theory of a ‘queer art of failure.’ In doing so, this thesis asserts the complementarity of academic and science fictional enquiries into what I view as examples of new forms of humanism that arise from historicised interrogations of systems of race and gender. The first chapter introduces the way in which SF appeals to women writers who embrace the genre’s political energy and its anti-racist, anti-sexist, and humanistic potential by tracing a genealogy of European women’s SF from the seventeenth century to the present day. The second half of the thesis reads examples of politically charged SF from my corpus alongside the critical theory outlined in the second chapter, in order to demonstrate how SF engages with new forms of humanism through a critique and reformulation of issues of race and gender. I follow this analysis with an exploration of the way in which SF’s unique spatial attributes can probe the borders of the planetary humanisms or ‘planetarity’ proposed by Gilroy and Spivak. I finally assess, by way of a conclusion, the extent to which SF can reassemble and amplify the achievements of these new forms of anti-racist and anti-sexist humanism.
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Haciomeroglu, T. Nihan. "Reconstruction Of Architectural Image In Science Fiction Cinema: A Case Study On New York." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609545/index.pdf.
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This thesis interrogates the interrelation between architecture and science fiction cinema to understand the fictional and representative power of architecture. Since cinema embraces both physical and representative aspects of architecture it is convenient to carry out the research through the mediation
of cinema. To accomplish this goal science fiction genre is particularly chosen where architectural image can break its commonly acknowledged facet and can reconstruct to participate in the narrative. The architectural image is intended to be interpreted through the concept of city and architectural components in science fiction cinema.
To create a mutual language, a world wide known city –
New York City &
#8211
is selected as the case study subject
that the research is developed upon. Initially the study is based on the discussion over cinema architecture relationship from an architect&
#8217
s point of view. Subsequently architectural image in architecture and cinema is studied under several categories. Twenty four science fiction movies with various plots are chosen where all the movies are either located in New York City or in a fictional city inspired by it. By analyzing these movies through architectural concepts it is aimed to gain understanding to key points in architectural design.
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Becken, Susanne. "Energy use in the New Zealand tourism sector." Phd thesis, Lincoln University, 2002. http://hdl.handle.net/10182/440.
Full textAbstract:
Energy use associated with tourism has rarely been studied, despite a potentially considerable contribution to global or national energy demand and concomitant greenhouse gas emissions. In New Zealand, tourism constitutes an increasingly important economic sector that is supported by the Government to induce further economic growth. At the same time New Zealand is facing the challenge of reducing currently increasing fossil fuel combustion and carbon dioxide emissions. As a response, this study investigated the contribution tourism makes to energy use in New Zealand. In particular it has examined the role of the three main tourism subsectors (transport, accommodation, and attractions/activities), and different domestic and international 'tourist types'. Seven separate data analyses provided inputs for building a model based on 'tourist types' from which energy use in the New Zealand tourism sector could be estimated. Tourism was found to contribute at least 5.6% to national energy demand, which is larger than its 4.9% contribution to GDP in 2000. Transport, in particular domestic air and car travel, was identified as the dominant energy consumer. Within the accommodation sub-sector, hotels are the largest energy consumers, both in total and on a per visitor-night basis. Of the three sub-sectors, attractions and activities contribute least to energy use, however, activities such as scenic flights or boat cruises were recognised as being energy intensive. As a result of larger visitor volumes, domestic tourists contribute more to energy consumption than international tourists. Domestic and international tourists types differ in their energy consumption patterns, for example measured as energy use per travel day. Tourist types that rely on air travel are the most energy intensive ones, for example the domestic 'long air business' travellers or the international 'coach tourists'. The importance of international tourists' energy use will increase, given current growth rates. There are many options to decrease energy use of the tourism sector, with the most effective ones being within the energy intensive transport sub-sector. Increasing vehicle efficiencies and decreasing travel distances appear to be the most promising measures. This study argues that energy use depends largely on tourists' travel behaviour. Changing behaviour is possible but is postulated to be very difficult, and further research is needed to better understand tourists' motivations, expectations and decision-making. Only then, can strategies be developed and implemented to alter travel behaviours to better balance energy use, other environmental impacts and economic yield. Such a balance is a crucial consideration in the search for more sustainable forms of tourism.
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Flaherty, Payne Brittany(Brittany Jean). "The conservation sacrifice : how far New Zealand will go to save its birds." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/123782.
Full textAbstract:
Thesis: S.M. in Science Writing, Massachusetts Institute of Technology, Department of Comparative Media Studies/Writing, 2019Cataloged from PDF version of thesis.
Includes bibliographical references (pages 20-22).
In July of 2016, the New Zealand government announced plans for Predator Free 2050, the biggest predator control effort ever undertaken in the country-and perhaps the world. Predator Free 2050 is a government-sanctioned goal to eliminate rats, stoats, and possums from New Zealand. Since New Zealand has no native land mammals, its bird species are poorly adapted to withstand predation from the mammals that have been introduced since humans first arrived on the nation's shores. The country is now home to nearly 170 native bird species, most of which are declining and considered at risk or threatened after years of predation by invasive mammals. 93 of these species are endemic, found nowhere else on the planet. Predator Free 2050 builds on years of conservation efforts to reduce predator numbers and provide safe spaces for bird populations to recover, including the successful elimination of mammalian pests on islands and fenced-in sanctuaries around the country. Birds are a critical component of the nation's cultural identity and the government hopes that Predator Free 2050 will protect New Zealand's rare birds. However, it's not yet clear whether this goal is feasible and some of the methods used to wipe out pests have been controversial. The difficult decisions being made in New Zealand right now reflect the challenges and conflicts that arise around the world when wildlife protection requires significant changes and sacrifices.
by Brittany Flaherty Payne.
S.M. in Science Writing
S.M.inScienceWriting Massachusetts Institute of Technology, Department of Comparative Media Studies/Writing
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Nivens, Ryan A. "Investigating the LEMMA Curriculum from New Zealand: Identifying Maxima and Minima." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4738.
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Jackson, Vivian Elaine. "New technology in education as viewed through the utopic and dystopic worlds of science fiction." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/vivian_e_jackson/jackson_vivian_e_200701_edd.pdf.
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Thesis (Ed. D.)--Georgia Southern University, 2007."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." In Curriculum Studies, under the direction of John A. Weaver. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 386-402) and appendices.
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Kuipers, Benjamin Johannes. "Public Policy, discourse and risk: Framing the xenotransplantation debate in New Zealand (1998-2013)." Thesis, University of Canterbury. Political Science, 2015. http://hdl.handle.net/10092/10518.
Full textAbstract:
This thesis focuses on the evolution and framing of xenotransplantation (XTP) policy debate in New Zealand from 1998 to 2011. Its aim is providing a better understanding of both the science-society interface and the importance of issue framing policy debate in understanding of the scientific debate in New Zealand and its relationship with the public. A qualitative study, this thesis draws upon a variety of public science commentary and debate and poses the research question: How did xenotransplantation’s introduction and explanation to the New Zealand public inform its current status as a Restricted Procedure under New Zealand law; and what ethical implications arise from this public policy debate for public participation in bio-medical research in New Zealand?
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Sugiyama, Takeshi. "An analysis of alternative fuels promotion : the case of synthetic gasoline production in New Zealand." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/28113.
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Wilkinson, Janet. "The incidence, aetiology, and treatment of achilles tendon injuries in army recruits a pilot study : a dissertation [thesis] submitted in partial fulfillment for the degree of Master of Health Science, Auckland University of Technology, February 2004." Full thesis. Abstract, 2004.
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Jones, Mark John. "Fictional laboratory : anatomising J.G. Ballard." Thesis, University of Sussex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296553.
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McFarlane, Turi R. "The contribution of taewa (Maori potato) production to Maori sustainable development a dissertation submitted in partial fulfilment of the requirements for the degree of Master of Applied Science in international rural development at Lincoln University /." Diss., [Lincoln, N.Z.] : Lincoln University, 2007. http://hdl.handle.net/10182/306.
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Orders, Paul. "Britain, Australia, New Zealand and the expansion of American power in south-west Pacific, 1941-46." Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266244.
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Reiser, Axel. "Resource efficiency of the ski industry in New Zealand." Lincoln University, 2002. http://hdl.handle.net/10182/1266.
Full textAbstract:
Skiing and snowboarding are popular recreation activities in New Zealand, as well as constituting important components of the winter tourism product. The 2001 snow season witnessed record visitor numbers. Skier days have increased by more than 10% compared with the previous year to 1.254 million. The traditionally “nature related” activity of skiing, however has increasingly often been discussed in the light of excessive resource consumption and pollution of alpine environments. Since no research on resource efficient management of ski fields has been undertaken in New Zealand, this study examined environmental awareness and actions of ski field managers, resource consumption benchmarks (water and energy use, solid waste production), along with resource use related visitor behaviour. Two separate surveys were undertaken to collect relevant information from ski field managers and ski field visitors. While a census of managers across New Zealand was conducted with a mail-back questionnaire (all 27 ski fields were contacted, response rate 44%), the visitor survey was undertaken on-site at six selected ski fields in Canterbury, South Island (total responses: N=259). Analysis of the survey results showed that managers generally acted to protect the environment and resources, however, at different levels for the various indicators measured. Energy use and air pollution were rarely perceived to be environmentally important. Accordingly, only few actions were undertaken to reduce energy use. This is surprising, since energy consumption proved to be a major feature of ski field management. Given the additionally large amounts of water consumed (mainly for snowmaking) and solid waste produced on the mountain, skiing has to be classified as a resource intensive activity. Resource consumption is intensified further, when the impacts associated with tourists being transported to, and from, the mountain are considered. Energy use for “ski trip transport” within New Zealand is two times larger (180 MJ) than energy use associated with ski field infrastructure use (90 MJ) on a per skier day basis. There are several options to improve the environmental performance of ski fields, ranging from modernising equipment, optimising snowmaking and providing efficient transport alternatives. Additionally, increased cooperation between ski field managers, local governments and research institutes could potentially result in environmentally smarter operational practices. Internationally, New Zealand’s ski areas compare relatively well, mainly because of limited on-mountain entertainment and accommodation development, which keeps resource consumption and pollution low compared with European and North American ski fields. However, this research also indicated that New Zealand’s ski field visitors increasingly demand facilities and services similar to those overseas, which in turn may result in larger environmental impacts. New Zealand is generally believed to be a green and nature-related destination and its ski areas still blend well into the natural environment. Hence, there is some potential for the New Zealand ski industry to develop a unique product in such a way that it is both, sustainable and distinguishable from other international markets.
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Wilson-Roberts, Guy. "Nuclear arms control negotiation with special reference to New Zealand and the comprehensive Test Ban Treaty." Thesis, University of Auckland, 1999. http://hdl.handle.net/2292/2274.
Full textAbstract:
In 1996, at a special session of the United Nations General Assembly, the Comprehensive Test Ban Treaty (CTBT) was opened for signature. Within one week, seventy states, including all five nuclear-weapon states, signed the Treaty. This brought to an end fifty years of both nuclear tests and nuclear test-ban negotiations. For many states, the achievement of the CTBT was a major success for nuclear arms control. New Zealand played an important role in the early stages of the CTBT negotiation. Every year from 1972, New Zealand and Australia tabled a resolution in the General Assembly calling for a CTBT. After two decades of diplomacy, the resolution was adopted by consensus in 1993, allowing negotiation for a CTBT to take place in the Conference on Disarmament. Substantive negotiation for a CTBT began in 1993, but test-ban negotiations had been taking place almost since the start of nuclear testing in 1945. Like many other nuclear arms control issues, the negotiations had been dominated by the United States and the Soviet Union. Engaged in their own nuclear arms race, the two superpowers pursued their own bilateral nuclear arms control negotiations to manage their strategic relationship. Until the CTBT negotiation, multilateral nuclear arms control was mostly limited to the Treaty for the Non-Proliferation of Nuclear Weapons (NPT). The NPT reflected the desire of many non-nuclear states to become involved in nuclear arms control and use multilateral agreements to place obligations on the nuclear-weapon states. While both bilateral and multilateral nuclear arms control often languished due to disagreements, multilateral nuclear arms control negotiation has also dealt with the complexity of reconciling the perspectives of many states. This complexity has made the use of negotiation theories difficult, although if used pragmatically, theory can be a useful tool for the study of negotiation events. Through the test-ban resolution, New Zealand was able to contribute to the process of reaching consensus by acting as a facilitator. New Zealand is a good example of how a small non-nuclear state can make a useful contribution in multilateral nuclear arms control negotiation, typically dominated by large nuclear-weapon states, and still advance its national interests.
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Williams, Katlyn E. "American magic: authorship and politics in the new American literary genre fiction." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6664.
Full textAbstract:
This project examines how a subset of contemporary American literary cross-genre authors use popular forms within their fiction to comment on, interact with, and critique the possibilities of formula fiction and modern fan communities. I argue that the historic feminization of the popular (set against the stoicism of realism), combined with the startlingly masculine histories of popular genres like science fiction and fantasy, has resulted in distinct differences in the style and aims of male and female authors utilizing hybrid forms. The writers comprising the focus of this study, Junot Díaz, Michael Chabon, Margaret Atwood, and Kelly Link, create a range of competing modes of genre mixing that clarify the lingering effects of popular genre’s marginalization by the literary elite and the academy.
The chapters of this project move through these modes by examining, respectively, toxic nerd fantasies and fandoms, the impact of fan fiction and its universalizing impulse, the rise of “speculative fiction,” and the role of domestic fabulism in reimagining the limited frameworks of realism and celebrating the possibilities of mass tropes and forms. Each of these chapters interrogates the author’s impact on the developing field of the new American literary genre fiction, linking their public personas as fans and scholars of genre to the attitudes and ideologies advanced by their fiction. These projects, anti-imperialist or feminist in nature, make self-conscious arguments about the value of the popular genres with which they interact. By focusing on the links between the author’s persona, public reception, and cultural fandoms, and the impact of these elements on contemporary cross-genre fiction, I attempt to revitalize genre theory in a manner that challenges its historically hierarchal configurations, particularly for women authors and consumers of the popular.
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Sessions, Laura A. "Verification and balance in science news: How the New Zealand mass media report scientific claims." Thesis, University of Canterbury. Mass Communication, 2003. http://hdl.handle.net/10092/4853.
Full textAbstract:
Accuracy and balance are fundamental principles of journalism worldwide. The main way that journalists ensure accuracy is by verifying the information in their stories against an independent account. Most journalists who report science must rely on scientific experts to verify the validity of claims they report. However, previous studies have found that science stories commonly contain only one source. Journalists typically maintain balance by fairly presenting opposing views. Previous
studies show that when journalists present conflicting claims, they tend to balance the
different opinions equally, regardless of the empirical evidence on which those claims
are based.
This thesis investigated verification and balance in New Zealand mass media science
news, using a national survey and in-depth interviews with New Zealand journalists,
and a content analysis of newspaper, radio and television coverage. The content analysis
showed that verification was uncommon in New Zealand science news, and only 32%
of science claim stories cited more than one source. Furthermore, 23% of stories were
five sentences or shorter, and the majority of stories (65%) were drawn from overseas
news organisations and wire services. When opposing views were presented, journalists
tended to use a balancing strategy without any interpretation of which view was
supported by the weight of evidence.
The interviews indicated that these practices are partly influenced by time constraints.
New Zealand almost completely lacks specialised science reporters, and only five of the
surveyed journalists had a dedicated science round. Most surveyed journalists spent less
than 20 hours per month reporting science, and few had formal training in science.
However, journalists also said that the normative dimensions of being a journalist were
important. In particular, journalists tended to value balance and fairness over ensuring
the validity of claims they report. Exploratory focus groups suggested that audiences
may also strongly value a balanced and unbiased approach to science reporting.
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Jardine-Coom, Laura. "When men and mountains meet : Rūiamoko, western science and political ecology in Aotearoa/New Zealand." Thesis, University of Canterbury. Geography, 2010. http://hdl.handle.net/10092/3821.
Full textAbstract:
On the 13th of March, 2007 a failure of the tephra dam at Te-wai-a-moe, the Crater Lake of Mt
Ruapehu in the North Island of Aotearoa/New Zealand, caused a lahar to travel down the Whangaehu
River channel. The lahar event had been predicted after an eruptive event at Mt Ruapehu eleven years
before. As a result of the early prediction, the lahar event and potential risk was well studied, and
twenty four management options were proposed to mitigate risk. After a period of consultation with
stakeholders, including local iwi, the Minister for Conservation ratified a non-intervention option which
emphasised monitoring and prohibited engineering intervention on the mountain.
The media event associated with 2007 lahar event drew considerable attention to the 1953
Tangiwai tragedy which occurred following a similar lahar event at Mt Ruapehu. The 2007 lahar media
event constructed Tangiwai as a site of risk that belonged to science, technology and Pakeha tragedy,
dominating understandings of Tangiwai as an important spiritual place for local iwi and their relationship
with Mt Ruapehu.
The lahar event also highlighted the dominant western science based hazard management
paradigm and its interactions with matauranga Maori. Inherent in the dominant western science
paradigm is the natural/social split born of the scientific Enlightenment and the removal of non-humans
as actors. Bruno Latour (2004) calls for a move beyond the natural/social dualism and recognition for
the importance of non-humans in contesting and recreating worlds; this thesis considers Charles Royal’s
tangata whenua paradigm as an answer to Latour’s call.
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Lewthwaite, Brian. "The development, validation and application of a primary school science curriculum implementation questionnaire." Thesis, Curtin University, 2001. http://hdl.handle.net/20.500.11937/432.
Full textAbstract:
This study focuses on the identification of the broad and complex factors influencing primary science program delivery within the New Zealand context. The study is divided into two phases. In the first phase, the factors influencing science program delivery are identified through (1) a questionnaire survey of 122 teachers in the Central Districts of New Zealand; (2) a questionnaire survey of 155 pre-service teachers at a New Zealand College of Education; (3) a case study of a large intermediate school in the Central Districts; and (4) a review of the research literature pertaining to curriculum, in particular primary science, delivery. Factors influencing science program delivery are identified as being both personal (intrinsic) and environmental (extrinsic). Intrinsic factors identified include teacher professional self-efficacy; interest and motivation; and multidimensional aspects of knowledge. Extrinsic factors influencing science program delivery include multidimensional aspects of time availability and resource adequacy; the availability and adequacy of professional support and leadership; and the priority placed on science as a curriculum area by the school, especially by the administration. The second phase of the study built on this initial phase by focusing on the development of an instrument, the Science Curriculum Implementation Questionnaire, which assists schools in identifying factors influencing science program delivery. The development of the SC1Q initially involved the use of a Focus Group to identify and prioritise items to include in the instrument. Statistical validation involved trialling of the SCIQ amongst 293 teachers representing 43 schools in the Central Districts of New Zealand. Using statistical procedures involving ANOVA, alpha reliability and discriminant validity, a seven-scale, 49-item instrument was developed. On the basis of the strong overlap amongst the intrinsic factors influencing science delivery, a further, shorter five scale, 35-item instrument was developed. The seven-scale SCIQ was further applied at the case study school. Quantitative data collected from the application of the instrument confirmed that several psychosocial and physical aspects of Intermediate School identified in the case study are influencing science program delivery. Implications of this study and the practical applications of the Science Curriculum Implementation Questionnaire are also presented in the context of primary science delivery both within New Zealand and internationally.
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Holcomb, Will. "The Sunken Country & Other Stories." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/theses/2735.
Full textAbstract:
TITLE: THE SUNKEN COUNTRY & OTHER STORIESMAJOR PROFESSOR: Dr. Rebekah Frumkin The Sunken Country & Other Stories collects five works that place personal tales of alienation, repression, isolation, obsession, and romance and broader themes of dramatic shifts in the workings of culture and environment under a microscope and vivisect them with tools gathered from the New Weird tradition