Academic literature on the topic 'Geriatricians New Zealand Attitudes'
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Journal articles on the topic "Geriatricians New Zealand Attitudes"
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Runacres, Fiona, Peter Poon, Scott King, Julie Lustig, and Anna Ugalde. "Examining the role of specialist palliative care in geriatric care to inform collaborations: a survey on the knowledge, practice and attitudes of geriatricians in providing palliative care." Age and Ageing 50, no. 5 (April 9, 2021): 1792–801. http://dx.doi.org/10.1093/ageing/afab058.
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Abstract Background The global population is ageing, and rates of multimorbidity and chronic illness are rapidly rising. Given specialist palliative care has been shown to improve overall care and reduce health care costs, how best to provide this care to older people is internationally significant. Aim To examine the knowledge, attitudes and practices of geriatricians in providing palliative care and working with specialist palliative care services. We also aimed to capture self-reported barriers, confidence and satisfaction in providing palliative care. Design A prospective cross-sectional study surveying Australasian geriatricians was conducted. Setting/Participants This was a voluntary anonymous online survey, distributed to all full members of the Australian and New Zealand Society of Geriatric Medicine. Results A total of 168 completed responses were received; 58.3% were female and 36.6% had over 20 years of clinical experience. Most geriatricians (85%) reported caring for patients in their last 12 months of life represented a substantial aspect or most of their practice. Geriatricians overwhelmingly believed they should coordinate care (84%) and derived satisfaction from providing palliative care (95%). The majority (69%) believed all patients with advanced illness should receive concurrent specialist palliative care. Regarding knowledge, participants scored an average of 13.5 correct answers out of 18 in a Modified Palliative Care Knowledge Test. Conclusions Geriatricians find reward in providing generalist palliative care to their patients; however, potential exists for improved collaborations with specialist palliative care services. An evidence base for geriatric patients who benefit most from specialist palliative care services is needed to improve resourcing, collaborative practice and ultimately palliative care delivery.
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Murray, S. J., D. Walton, and J. A. Thomas. "Attitudes towards public transport in New Zealand." Transportation 37, no. 6 (September 11, 2010): 915–29. http://dx.doi.org/10.1007/s11116-010-9303-z.
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Howard, Dr Donald G., and Dr Brian Block. "New Zealand Consumers' Attitudes Toward Imported Products." Journal of International Consumer Marketing 4, no. 3 (April 13, 1992): 17–31. http://dx.doi.org/10.1300/j046v04n03_03.
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Hill, Michael, and Wiebe Zwaga. "Community attitudes towards broadcasting standards in New Zealand." Asian Journal of Communication 11, no. 1 (January 2001): 143–65. http://dx.doi.org/10.1080/01292980109364796.
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Houkamau, Carla, and Peter Boxall. "Attitudes to other ethnicities among New Zealand workers." Cross Cultural Management 22, no. 3 (August 3, 2015): 431–46. http://dx.doi.org/10.1108/ccm-10-2013-0155.
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Purpose – The purpose of this paper is to examine the “other-group orientation” (OGO) of New Zealand (NZ) workers as a way of measuring their attitudes to the growing ethnic diversity in the contemporary workplace. Design/methodology/approach – In all, 500 randomly selected NZ employees were surveyed through computer-assisted telephone interviews. Males, females and ethnic groups were included according to their current proportions in the NZ workforce. Analysis is based on 485 useable cases. Findings – While New Zealanders generally have a high level of OGO, minority ethnic groups and graduates score higher on OGO. Among people under 38 years, males tend to have a higher OGO, while among those over 38, females tend to be higher. Research limitations/implications – The study shows the value of studying the attitudes of workers in relation to diversity and OGO. Workers bring their own orientations into the workplace, affecting the way they relate to their co-workers. Social implications – The pathway to more inclusive workplaces in NZ lies largely in influencing the attitudes and behaviour of NZ Europeans. The study suggests that inclusive educational experiences may be a key part of that process. Originality/value – While the research shows that NZ workers are generally very positive about ethnic diversity, it reveals variations among ethnic and educational groups in terms of their openness to others.
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Hooper, R. "Injury prevention attitudes and awareness in New Zealand." Injury Prevention 9, no. 1 (March 1, 2003): 42–47. http://dx.doi.org/10.1136/ip.9.1.42.
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de Villiers, Charl, and Chris van Staden. "New Zealand shareholder attitudes towards corporate environmental disclosure." Pacific Accounting Review 24, no. 2 (September 7, 2012): 186–210. http://dx.doi.org/10.1108/01140581211258470.
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&NA;. "Attitudes of New Zealand GPs to generic substitution." Inpharma Weekly &NA;, no. 747 (July 1990): 8–9. http://dx.doi.org/10.2165/00128413-199007470-00022.
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Hills, Michael D, and Hamish C MacKenzie. "New Zealand Community Attitudes toward People with Epilepsy." Epilepsia 43, no. 12 (December 2002): 1583–89. http://dx.doi.org/10.1046/j.1528-1157.2002.32002.x.
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Thakker, Jo. "Public attitudes to sex offenders in New Zealand." Journal of Sexual Aggression 18, no. 2 (July 2012): 149–63. http://dx.doi.org/10.1080/13552600.2010.526245.
Full textDissertations / Theses on the topic "Geriatricians New Zealand Attitudes"
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Wham, Carol. "Changing New Zealanders' attitudes to milk? /." Title page, abstract and contents only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phw5516.pdf.
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Okamura, Yasuko. "Motivation and attitudes in learning Japanese in New Zealand." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1990. http://hdl.handle.net/10092/2132.
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This study was conducted to examine the influence of motivation and
attitudes on grades in Japanese language. The subjects were 164 University
students learning Japanese as a foreign language in New Zealand: Stage 1
beginners, Stage 1 non-beginners, Stage 2 students and Stage 3 students. A
questionnaire was administered to assess motivation for learning Japanese,
attitudes towards Japan and Japanese people, experience of Japanese language
study, the amount of exposure to Japanese language and self-perception of
Japanese language learning. Both integrative and instrumental motivation was
found to influence achievement in Japanese. The effects of instrumental
motivation were attributed to the existence of good career prospects in tourism
industry or the educational sector in New Zealand. Motivational variables were
found to be more powerful predictors of success in learning Japanese than
attitude variables which were found to be more related to the language context
and only indirectly related to achievement in Japanese. Other variables such as
"years of previous study" and "time spent in Japan" were found to be significantly
related to achievement in Japanese and to level of integrative motivation. It was
also found that most of the students experienced difficulty in learning the audiolingual
aspects of Japanese language study. It was suggested that it was
important for learners in a foreign language context to have opportunities for
personal contact with the target people and to get actual exposure to the target
language in order to be integratively motivated and to improve their language
ability.
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Anderson, Vivienne, and n/a. "The experiences of international and New Zealand women in New Zealand higher education." University of Otago. Faculty of Education, 2009. http://adt.otago.ac.nz./public/adt-NZDU20090812.101334.
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This thesis reports on an ethnographic research project that explored the experiences and perspectives of a group of women in New Zealand higher education, including international and New Zealand students and partners of international students. The study had two aims. The first was to disrupt the inattention to gender and to students' partners and families in New Zealand international education research and policy. The second was to problematise Eurocentric assumptions of (predominantly Asian) international students' 'cultural difference', and of New Zealanders' homogenised sameness.
The theoretical framework for the study was informed by a range of conceptual tools, including feminist, critical theory, post-structural, and postcolonial perspectives. In drawing on feminist perspectives, the study was driven by a concern with acknowledging the importance and value of women's lives, looking for women where they are absent from policy and analysis, and attending to the mechanisms through which some women's lives are rendered invisible in internationalised higher education. In considering these mechanisms and women's lives in relation to them the study also drew on post-structural notions of discourse, power, and agency. It explored how dominant discourses in internationalised higher education reveal and reproduce historically-grounded relations of power that are intentionally or unintentionally performed, subverted and/or resisted by women and those they encounter. Using Young's (1990, 2000) approach to critical theory, the study also considered alternative ways of constructing internationalised higher education that were suggested in women's accounts.
As a critical feminist ethnography the study was shaped by my theoretical framework (above), critical literature on heterogeneous social groups, and feminist concerns with relationship, reciprocity and power in the research process. Fieldwork took place during 2005 and 2006 and involved two aspects: the establishment and maintenance of an intercultural group for women associated with a higher education institution, and 28 interviews with 20 women over two years. Interviewees were recruited through the group and included eight international students, nine New Zealand students and three women partners of international students.
Study findings challenged the assumption that international and local students are distinct and oppositional groups. They also highlighted the importance of recognising the legitimate presence of international students' partners and accompanying family members at all levels in higher education. International and New Zealand women alike found the intercultural group a useful source of social and practical support and information, and a point of access to other sources of support and information. Women reflected on moving between many different kinds of living and learning contexts, highlighting the importance of: clear processes and pathways for accessing information and practical support when experiencing transition; teaching that is engaging, effective, and responsive; and opportunities to develop connections with other people both on and off campus. Rather than revealing clear patterns of difference or sameness across women, the study highlighted the importance of policy, research, teaching and support practices that are open and responsive to women's actual viewpoints and needs, and that neither re-entrench difference nor assume sameness.
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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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Marsh, Louise, and n/a. "Physical aggression among high school students in New Zealand." University of Otago. Dunedin School of Medicine, 2008. http://adt.otago.ac.nz./public/adt-NZDU20080710.115418.
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Recent New Zealand (NZ) research found rates of physical fighting and weapon carrying among high school students in Dunedin were equal to that of rates for the United States (US). The NZ Government has identified violence as a priority health issue. However, NZ is lacking information on the prevalence of the problem, and the identification of factors which may provide clues for prevention. The current understanding of the social context in which physical aggression takes place, has focused on risk factors that are present in the adolescents� ecological frame. Emerging protective factors are increasingly being recognised as major determinants that can moderate the adverse effects of risk factors. However, little research into protective factors has been conducted in NZ.
The aim of this thesis was to investigate physical aggression among adolescents in NZ. This was explored through four in-depth studies: i) a national survey of secondary school principals and counsellors ii) focus groups with students in Otago; iii) an online survey with students in Otago and iv) a survey with teachers in Otago.
The national survey of secondary school principals and counsellors points to a degree of concern about physical violence in NZ. One in ten reported fights occurred frequently, and over a quarter of principals and over one third of counsellors reported that at least one student at their school had been caught carrying a weapon.
Focus groups with Otago adolescents indicated that fights often began as verbal disagreements escalating to physical fights, that a fight should be defined as serious as opposed to a play fight; and differences were also found between fighting at school and outside of school. Participants suggested that items may be reported as weapons, even though they are not being carried for such purposes. Previous estimates of aggressive behaviours may have been unjustifiably high and possibly hid signifcant differences in the nature of the aggression being reported.
A quantitative cross-sectional online survey was undertaken with Otago secondary school students, and confirmed that physical aggression among NZ adolescents is a significant problem. Mutivariate analyses identified the school as an important factor in the social system of adolescents; in particular feeling safe, not feeling alienated and being treated fairly. The results highlighted the need to concentrate on strategies that improve students� positive engagement with school as a means to reduce physical aggression.
The final study of Otago secondary school teachers showed that while teachers did not consider physical aggression as a major problem in their schools, they did report frequent occurrences of physical fighting. Respondents also reported some teachers experienced significant physical aggression from students.
Physical aggression among NZ adolescents is a significant public health problem that needs addressing. This behaviour impacts directly on the education offered to students, the safety of the environment in which learning takes place, and the stress of the work place for teachers. This thesis has identified school engagement as the most promising protective factors for young people against involvement in physical aggression.
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Collins, Graham J., and mikewood@deakin edu au. "Principalship and policy in small New Zealand primary schools." Deakin University. School of Social And Cultural Studies in Education, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050826.120007.
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This research investigates the relationship between principalship and policy in small New Zealand primary schools. A distinctive feature of small primary schools is that their principals typically have to teach as well as manage. Overseas research indicates that in times of educational reform, teaching principals face particular difficulty and may need special support. Following the watershed educational reforms of 1989 and a decade of hands-off policy in education (1989-1999), central policy towards school support in New Zealand is now more hands-on. The impact of this policy change on small schools has not been researched hi New Zealand, where such schools make up over fifty percent of all primary schools.
The aims of this study are to analyse the impact of current support policy in New Zealand on small primary school principalship, and to evaluate the extent to which policy adjustment might be needed in the future. Using multiple methods and a case study approach to gather data, the study focuses on small school principalship in one New Zealand region - the Central Districts region. It also considers the recent policy initiatives, their rationale and the extent to which they appear to be meeting the support needs reported by the principals whose work has been researched in the study.
Broadly, the study has found that within small schools, the role-balance within a teaching principals work is a critical factor, as the ratio within the principals role-balance between the teaching role and the management role creates variation in work-demands, work-strategies and types of support needed. Teaching principals in New Zealand generally feel better supported now than they did in the 1990s and the study identifies factors associated with this change. However the analysis in this study suggests that the current policy aim to both rationalise and strengthen the small school network as a whole is rather problematic. Without better targeted support policy in this area, old style parochial and competitive attitudes between schools are unlikely to change in the future.
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Franca, Lucia Helena. "Attitudes towards retirement : a cross-cultural study between New Zealand and Brazilian executives." Thesis, University of Auckland, 2004. http://hdl.handle.net/2292/18714.
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Retirement has been recognized as a challenging issue for developed and developing countries. World economical and actuarial projections have demonstrated a need for countries to keep older workers longer in the workforce. However, very little research has been conducted to cast light on the attitudes of the workers towards their jobs and retirement, and the predictors that influence their attitudes. This study examined the similarities and differences in the attitudes towards retirement among executives in New Zealand (individualistic orientation) and Brazil (collectivist orientation), countries that present strong differences in culture, size of population, socio-economical and environmental aspects. Top executives were selected because of their extraordinary involvement and satisfaction with their jobs and their decision-making power; and also because they belong to an extremely individualistic occupational category. As privileged workers they could have satisfactory health and adequate savings. These are important issues for us all. Over and above these matters, top executives could point to other issues that influence the decision to retire. Furthermore, as leaders of large organisations they could be sensitive to the benefit of counselling in what is a career transition, and may be in a position to implement education programs in their organisations. The research was conducted in 2001, targeting 4,200 executives, as the whole population of top executives in New Zealand from companies employing more than 100 staff (Kompass database); and in Brazil, from companies with more than 500 staff (DMS - database). Thus, a total of 517 high-level executives - 226 New Zealanders and 291 Brazilians - leaders of government, quasi-government, and non-government organisations completed a questionnaire with 214 items. Six scales with 21 subscales were constructed. The scales of the perception of gains (EPGR) and losses (EPLR) measure attitudes towards retirement. In general, executives are optimistic about retirement and life after retirement. For executives of both nationalities, the most important losses' subscale is the benefits/compensation and the most important gains 'subscale is more time for relationships. PCQL measures the executives' perception of their collective country's quality of life. Brazilian executives evaluate the Country's Quality of Life more negatively than New Zealanders. The most negative indicators for Brazilians are personal safety followed by wealth distribution, and the level of unemployment. For New Zealanders are traffic, followed by public transport and the amount of bureaucracy. FFIRD scale measures the influence of the family and friends on the decision to retire, and the most important influence came from their partners and children for both nationalities. JPS measures their job perception and it was confirmed that executives in general are highly involved and satisfied with their jobs, but New Zealanders are more satisfied with their jobs than Brazilians. The KFRP scale evaluates the key factors that should be considered in retirement planning for executives. For both nationalities the most important key factor subscale was family relationships. Five hypotheses were tested and the results indicated that the positive attitudes towards retirement (gains) for both nationalities are increased by the positive influence of the family and friends on the decision to retire (FFIRD). The positive attitudes are also increased by the diversity of activities and relationships (SODhen the executives allocate their time, but only for Brazilians. Job involvement and job satisfaction subscales do not influence negative attitudes towards retirement (losses) for either nationality. However, Brazilian executives who perceive their jobs positively have more positive attitudes towards relationships, leisure, hobbies and cultural activities in retirement. PCQL does not predict negative attitudes for either nationality, but demonstrates the biggest difference between them. Also, PCQL has a negative impact for Brazilians and a positive impact for New Zealanders on their retirement planning. Multiple regression analyses confirmed the huge importance of the family and friends for the positive aspects towards retirement for both nationalities. Multiple regression analyses also compared two sets of predictors: individual and social. Consistent with a collectivist orientation, the social predictors (SOD, FFIRD, JPS - Job Perception and PCQL) were more effective predictors of positive, rather than negative attitudes, especially for Brazilians. The individual predictors (health perception, income, income loss and proximity to retirement) were relatively poor at predicting retirement attitudes in general. Nevertheless, these predictors were slightly more successful at predicting negative attitudes than the social predictors. Also, they were more effective for the New Zealand sample, which is consistent with an individualist orientation. Besides cultural differences, comparisons with age (258 younger executives < ̲ 51 yrs) and 253 older executives >̲ 51yrs), and gender (38 females and 490 males) were performed. Suggestions for retirement education programmes, recommendations for further research and human resources programs are also presented.
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Sheed, Toni Michelle. "Māori political agency : a q-method study of Māori political attitudes in New Zealand." Thesis, University of Canterbury. Political Science, 2014. http://hdl.handle.net/10092/9884.
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While self-determination is often considered to mean political and sometimes territorial independence, for indigenous peoples that have been colonised self-determination often manifests in a different way. For Māori, the concept of tino rangatiratanga encapsulates many of the issues associated with the desire for political equality and self-determination. It includes the right for Māori to decide how they want to be governed, including having the ability to make decisions about their own futures, and it is contingent upon having a sense of political agency.
To date there is little research that explores Māori political agency. The aim of this thesis is to address this research gap by examining what Māori aspire to as political agents, what some of the barriers to those aspirations might be, and whether Māori believe that they can make a difference in the political realm if they choose to do so. The thesis draws together several strands of literature, from empirical to theoretical, and examines Māori political agency in the context of self-determination. Primary data is also gathered and analysed using Q-methodology to better understand these questions. A further goal of this thesis is to analyse the effectiveness of traditional efficacy measures for studying political agency in indigenous groups.
The results support the self-determination literature that argues that Māori want to have the ability to make decisions about their own futures. It also finds, as is to be expected of a diverse peoples, that there is no single view or aspiration in regard to political agency, and that attitudes to politics are as diverse as the participants themselves. Accessibility to political networks was identified as being important, but such networks were also identified as a potential barrier to agency. Thus, the findings suggest that there must be a degree of individual effort in order to achieve a sense of agency. The research also found several limitations with traditional efficacy measures for studying agency within indigenous groups. This is primarily due to the focus of such methods on institutional forms of political participation such as voting, which is assumed to have similar outcomes for everyone – for minorities this is not the case. Moreover, the data reveals that it is difficult to draw a linear relationship between efficacy, and participation, and that there may be other reasons individuals choose to participate in politics or not.
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MACGREGOR, JANET CATHERINE BROOKFIELD. "COLLEGE STUDENTS' ATTITUDES TOWARD RAPE: A COMPARISON OF NEW ZEALAND AND THE UNITED STATES." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184216.
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This cross-cultural study used the "Attitudes Toward Rape Victims Survey" (ARVS), designed by Ward (1984), to examine the attitudes of college students in New Zealand and the United States. The instrument (ARVS) is the first of its kind to test for victim blame, and the first to be limited to the assessment of attitudes toward the rape victim specifically. Subjects were 205 students from the University of Otago, Dunedin, New Zealand, and 508 students from the University of Arizona, Tucson. The survey responses were analyzed to determine cultural differences in attitudes, according to gender and age. Findings would suggest that the United States students were more sympathetic toward the rape victim, less likely to believe traditional rape myths, and more ready to assign male responsibility for the assault than were New Zealand students. New Zealand women appeared less aware of the implications of sexual assault than both United States men and women, and New Zealand men. New Zealand men demonstrated greater awareness than United States men. Older students in both countries tended to be more conservative in their responses than were the younger students. Although there was a significant cultural difference according to age and gender, scores were consistently low for each sample, indicating a general acceptance of traditional rape myths and a continuing tendency to assign to women the responsibility for sexual assault. Several conclusions were drawn from the data analysis. There is a significant cultural difference in attitudes toward the female victim of rape, between New Zealand and United States college students, according to age and gender. However, both cultures retain a strong belief in traditional rape myths. Responses to the ARVS seem to support the views of current theorists: that attitudes toward rape and incidence of rape are culturally predisposed by factors such as domination and aggression in men, passivity and submission in women, fear of the "feminine," and stereotypic sex roles. It is recommended that more research be undertaken on cross-cultural attitudes toward rape victims.
Books on the topic "Geriatricians New Zealand Attitudes"
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Whelan, Alan. New Zealand republic. Wellington, N.Z: Niu Pacific, 1997.
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Alves, Dora. Anti-nuclear attitudes in New Zealand and Australia. Washington D.C: National Defense University Press, 1985.
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Alves, Dora. Anti-nuclear attitudes in New Zealand and Australia. Washington, DC: National Defense University Press, 1985.
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Alves, Dora. Anti-nuclear attitudes in New Zealand and Australia. Washington, DC: National Defense University Press, 1985.
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Alves, Dora. Anti-nuclear attitudes in New Zealand and Australia. Washington, DC: National Defense University Press, 1985.
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Alves, Dora. Anti-nuclear attitudes in New Zealand and Australia. Washington, DC: National Defense University Press, 1985.
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Alves, Dora. Anti-nuclear attitudes in New Zealand and Australia. Washington, DC: National Defense University Press, 1985.
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Alves, Dora. Anti-nuclear attitudes in New Zealand and Australia. Washington, DC: National Defense University Press, 1985.
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Alves, Dora. Anti-nuclear attitudes in New Zealand and Australia. Washington, DC: National Defense University Press, 1985.
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The mother experience: New Zealand women talk about motherhood. Auckland, N.Z: Penguin Books, 1988.
Find full textBook chapters on the topic "Geriatricians New Zealand Attitudes"
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Barker, A. Tansu. "Consumers’ Attitudes Towards Marketing and Consumerism in New Zealand." In Proceedings of the 1985 Academy of Marketing Science (AMS) Annual Conference, 105–9. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16943-9_21.
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Brooking, Tom. "Changing attitudes towards wilderness in Aotearoa/New Zealand." In Rethinking Wilderness and the Wild, 105–22. Routledge, 2020. http://dx.doi.org/10.4324/9780429299025-8.
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"The Attitudes about Sadomasochism Scale (ASMS): A New Zealand Response." In Connecting, Rethinking and Embracing Difference, 103–17. BRILL, 2016. http://dx.doi.org/10.1163/9781848884335_010.
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Carroll, Amy, Stuart J. Barnes, and Eusebio Scornavacca. "Consumer Perceptions and Attitudes Towards Mobile Marketing." In Mobile Computing, 1810–22. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-054-7.ch146.
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Roche, Michael, and Sita Venkateswar. "Indian Migration to New Zealand in the 1920s." In Indians and the Antipodes, 129–61. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199483624.003.0005.
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Racist attitudes against Indians appeared in New Zealand from the 1890s resulting in the Immigration Restriction Amendment Act of 1920. This Act required potential Indian migrants to provide photographs and other details for certificates of registration, enabling them to re-enter the Dominion within a three-year period. Drawing on a selection of immigration files, this chapter offers a preliminary exploration of mobility patterns of early Indian migrants to New Zealand as well as an interpretation of how they represented themselves based on the portrait photographs they provided for their registration certificates. The chapter argues that this piece of legislation intending to restrict Indian immigration can now be interrogated to reveal more about the first generation of post–World War I Indian migrants to New Zealand.
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Lévesque, Andrée. "Prescribers and Rebels: Attitudes to European Women's Sexuality in New Zealand, 1860–1916." In Women in History: Essays on European Women in New Zealand, 1–12. Bridget Williams Books, 1986. http://dx.doi.org/10.7810/9780868616100_1.
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Sayers, Janet, and Rachel Forrest. "Te Ao Māori and One Welfare in Aotearoa New Zealand." In The Oxford Handbook of Animal Organization Studies, 425—C28.P77. Oxford University Press, 2022. http://dx.doi.org/10.1093/oxfordhb/9780192848185.013.28.
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Abstract This chapter discusses One Welfare, which is an influential approach to understanding the vital relationship between human and animal welfare in a variety of industries and organizations around the world. One Welfare Aotearoa recognizes the need for both a trans-disciplinary approach and partnership with Māori (the tangata whenua or Indigenous people of Aotearoa New Zealand), around human-nonhuman-environmental interfaces to do with human and animal health and welfare. The One Welfare concept extends beyond physical health, recognizing that human wellbeing, animal welfare, and the natural environment are all interconnected. The chapter introduces a research project on attitudes to companion animals in Aotearoa to discuss a Te Ao Māori approach to One Welfare. The research project involved a Whānau Ora (family wellbeing) collaborative action research case study between local educators, tertiary students, researchers, and the PatuTM Aotearoa gymnasium and its whānau (staff and members) who were predominately Māori, along with their pets. The chapter discusses the Whānau Ora study to show how Indigenous worldviews contribute to understanding human-animal relations in both research and in local bodies such as regional councils. A focus on human-kurī (dog) relations and the issue of dog registration illustrate the chapter’s arguments and contributions to developing animal organizational studies is discussed.
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Othman, Radiah, Roslan bin Othman, Siu Chan, Saiyidi Mat Roni, and Rashid Ameer. "Higher Education Students' Online Learning Attitudes and Academic Performance." In Handbook of Research on Teacher and Student Perspectives on the Digital Turn in Education, 213–36. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4446-7.ch011.
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This chapter examines higher education students studying in Australia, Malaysia, New Zealand, and Samoa on their attitudes toward online learning and its effects on academic performance after the first COVID-19 lockdown. A total of 165 usable responses from 260 online surveys distributed (63.5%) were analyzed. The results revealed that students across the four countries had a positive attitude toward online learning, which significantly improved their academic performance. Interestingly, information literacy had a negative association with academic performance and attitudes toward online learning. This indicates that students with higher information literacy do not necessarily favor online learning. Facilitating conditions and learning support from higher education institutions (HEIs) strengthened students' attitudes toward online learning performance. The findings highlight the importance of providing continuous support for students studying online.
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"Enclosing the Fisheries: People, Places, and Power." In Enclosing the Fisheries: People, Places, and Power, edited by Christopher M. Dewees. American Fisheries Society, 2008. http://dx.doi.org/10.47886/9781934874059.ch3.
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<em>Abstract</em>.—Since 1986, New Zealand has implemented individual transferable quotas in nearly all its commercial fisheries under its quota management system. New Zealand was among the first to pioneer this market-based approach to fisheries management. This management revolution came about in response to changes in national economic policies, economic and inshore fisheries crises, and a desire to develop valuable deepwater fisheries. After 20 years, resource sustainability, maximizing export values, and economic efficiency continue to be primary goals. The fisheries quota management system appears quite compatible with current market-based economic policies of the New Zealand government. This chapter summarizes some of the key findings of a nearly 20-year longitudinal (1987, 1995, 2005) study of a sample of Auckland region fishermen and fishing businesses. The purpose is to learn how fisheries participants respond under this market-based fishery management system. I focus on the perceptions, attitudes, and actions of these original fishery participants over the 20-year study period. In addition, I present the findings of interviews in 2006 with new entrants in the Nelson region. While the original quota management system participants were gifted with quota shares in 1986 based on their catch history, new entrants have to come up with enough capital and knowledge to enter and compete. I wanted to find out about the issues facing new entrants. I conclude by discussing the results and describing a few key lessons from New Zealand’s experience. Hopefully, these lessons will be useful to others designing limited access privileges in fisheries elsewhere.
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Klymchuk, Sergiy. "An Innovative Way of Teaching and Assessing Critical Thinking in Mathematics." In Building on the Past to Prepare for the Future, Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King's College,Cambridge, Aug 8-13, 2022, 267–72. WTM-Verlag, 2022. http://dx.doi.org/10.37626/ga9783959872188.0.049.
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teaching and assessment as an innovative pedagogical strategy. The intention of using such questions is to enhance students’ critical thinking. Critical thinking is understood here as “examining, questioning, evaluating, and challenging taken-for-granted assumptions about issues and practices” as defined by the New Zealand Ministry of Education. The study is based on a survey of 82 secondary school mathematics teachers who attended introductory workshops on the suggested pedagogical strategy at their regional conferences. Although the vast majority of the participants (96%) agreed to use such strategy in teaching, only 63% percent of the participants were willing to use it in assessement. Teachers’ attitudes are analysed in the paper. Key words: critical thinking, assessement, school mathematics teachers.
Conference papers on the topic "Geriatricians New Zealand Attitudes"
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Wilson, Holly, and Liesje Donkin. "UNDERSTANDING NEW ZEALAND ADULTS’ ATTITUDES TOWARDS DIGITAL INTERVENTIONS FOR HEALTH." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact011.
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"E-health has transformed healthcare by improving access and reach of health services, which is now more critical than ever given the COVID-19 pandemic. One aspect of e-health is the delivery of health interventions via the internet or through smartphone apps, known as digital interventions (DI). These DI can improve physical and mental health for people, by modifying behaviour and improving illness management. Despite, the benefits of DI use remains low. One explanation for this low usage is people’s attitudes towards DI. Indeed, having a positive attitude towards DI is associated with an increased likelihood of wanting to engage with DI. Therefore, people’s attitudes towards digital interventions are important in understanding if people are willing to engage with them. To date, limited research exists about attitudes and much of this varies based on region and population. Along, with understanding people’s attitudes it is important to understand what shapes people’s attitudes towards these interventions. Therefore, this study sought to determine New Zealand (NZ) adults’ attitudes towards DI and what shapes these attitudes. In order to address these questions a cross-sectional survey was used. Results indicate that NZ adults have neutral to somewhat positive attitudes to DI and their attitudes are influenced by common factors including: beliefs about accessibility of DI and the COVID-19 experience. These findings suggest that some NZ adults have a positive attitudes to DI, but overall people’s attitudes needed to be addressed to ensure people are ready to use DI."
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Zhao, Zhojun, and Jairo Gutierrez. "Customer Service Factors Influencing Internet Shopping in New Zealand." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2837.
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Recent e-commerce failures caused by poor e-customer service have motivated many researchers to explore the factors that influence e-customer service quality, which leads to business-to-consumer (B2C) e-commerce success. The research reported in this paper explored the perceptions of a group of New Zealand e-customers and e-users about e-customer service and the influence of their perceptions on their attitudes towards Internet shopping. The study findings strongly indicate e-customers are only moderately satisfied with current e-customer service. Conversely, New Zealand e-users (i.e.: not yet “customers”) are discouraged from using the Internet for shopping due to issues such as credit card security, resistance to change, lack of physicality, hard-to-trust online vendors, and the perceived insecurity of payment systems. The study found that the motivators to Internet shopping are: goods returns and refunds policy, privacy protection, timely online service, ease of use, help and support facilities. Based on these findings, some recommendations on e-customer service for Internet shopping are presented.
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Riini, Denise, and Shirley Lyford. "The Emergence of Te Hihimā: A Bicultural Philospohical Framework for Nursing Education in Aotearoa New Zealand." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205007.
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The crafting of Te Hihimā (woven flax cloak) o Te Tohu Paetahi Tapuhi (Bachelor of Nursing) at Toi Ohomai Institute of Technology was developed from the connectivity of the collaborative learning relationships and experiences that student nurses encounter during their educational journey. The weaving of a student’s individual Hihimā is a metaphorical representation of the development of knowledge, skills and attitudes, and protection as the student-nurse weaver integrates theory with practice, and fuses the art and science implicit within the nursing profession. The concept of Te Hihimā emerged during the journey to develop a bicultural Bachelor of Nursing curriculum within a mainstream educational institution in the Waiariki rohe, Aotearoa New Zealand. Te Tohu Paetahi Tapuhi was accredited by the New Zealand Qualifications Authority (NZQA) and the Nursing Council of New Zealand (NCNZ) for teaching delivery commencing in 2015. This article will deliberate the development of the philosophy, and analyse the weaving analogy, in the development of nursing graduates who carry the professionally protective mantle of Te Hihimā to sustain them during the journey into professional practice, and beyond.
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Carter, Nanette. "The Sleepout." In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online: SAHANZ, 2022. http://dx.doi.org/10.55939/a3999pm4i5.
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Going to bed each night in a sleepout—a converted verandah, balcony or small free-standing structure was, for most of the 20th century, an everyday Australian experience, since homes across the nation whether urban, suburban, or rural, commonly included a space of this kind. The sleepout was a liminal space that was rarely a formal part of a home’s interior, although it was often used as a semi-permanent sleeping quarter. Initially a response to the discomfort experienced during hot weather in 19th century bedrooms and encouraged by the early 20th century enthusiasm for the perceived benefits of sleeping in fresh air, the sleepout became a convenient cover for the inadequate supply of housing in Australian cities and towns and provided a face-saving measure for struggling rural families. Acceptance of this solution to over-crowding was so deep and so widespread that the Commonwealth Government built freestanding sleepouts in the gardens of suburban homes across Australia during the crisis of World War II to house essential war workers. Rather than disappearing at the war’s end, these were sold to homeowners and occupied throughout the acute post-war housing shortage of the 1940s and 1950s, then used into the 1970s as a space for children to play and teenagers to gain some privacy. This paper explores this common feature of Australian 20th century homes, a regional tradition which has not, until recently, been the subject of academic study. Exploring the attitudes, values and policies that led to the sleepout’s introduction, proliferation and disappearance, it explains that despite its ubiquity in the first three-quarters of the 20th century, the sleepout slipped from Australia’s national consciousness during a relatively brief period of housing surplus beginning in the 1970s. As the supply of affordable housing has declined in the 21st century, the free-standing sleepout or studio has re-emerged, housing teenagers of low-income families.
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Morton, Scott, Petrea Redmond, and Peter Albion. "Dealing with Diversity: Factors discouraging participation of Māori and Pacifica females in ICT education." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0103.
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The availability of ICT job opportunities within New Zealand is continuing to grow year on year. However, there has been a decrease in the proportion of females, especially Māori and Pacifica, entering into ICT study and pursuing ICT careers. This paper explores factors that discourage participation of Māori and Pacifica high school females in ICT. Semi-structured questions were created based on a STEM cell framework to interview Māori and Pacifica females between the age of 15 and 17 years studying at high school. It was found that by year 11 Māori and Pacifica females lost interest in ICT. This came down to many factors such as perception of the industry not being diverse in people and culture, the subject being dull or boring and the subject not catering for creativity. It was clear from the results that Māori and Pacifica females were discouraged more than encouraged by perceptions and attitudes towards ICT. Māori and Pacifica females had already made their minds up by year 11 that ICT was not the right career choice to follow. Schools need to recognise the students’ journey in ICT in this changing world and start promoting ICT as being creative and imaginative.
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NAAMAN, Shimon. "THE EDUCATION REFORM: A TEACHERS’ PERSPECTIVE." In International Management Conference. Editura ASE, 2022. http://dx.doi.org/10.24818/imc/2021/02.06.
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Teachers are the stalwart of the education system and the most significant factor affecting its success and achievements, and their commitment to the social, moral and academic education of students is therefore a prerequisite to the success of the education system as a whole. Unfortunately, teachers’ professional status has declined over the years; the system and its teachers yearn for reforms as a means of adapting the system to the twenty-first century. This research examined teachers’ attitudes towards the reforms, a decade after their introduction. Its goal is to discover whether the latest reforms in Israel achieved their goals and improved teachers’ status? This was explored from the teachers’ perspective – professional status, their perceptions of self as teachers. A New Zealand study on teachers’ status notes three primary components: power, money, and fame. Teachers are considered to be of low status, despite the existence of the secondary factors in the professional aspect. They are professionally trained, skilled, and significantly impact the future of society. Nevertheless, none of these factors independently lead to a high professional status. We surveyed 359 middle and high school teachers in Israel and performed a stepwise regression analysis which revealed the presence of three explaining variables. Teacher status can thus be explained through salary, improved image, and empowerment [F(3,296)=61.85, P<0.05]. Predicting variables explained 67.8% of teacher status variance, with the most significant variable explaining teacher status variance being salary – 52.1%.