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The articles discusses a conference titled Building a Better New Zealand that was held in Auckland, New Zealand from September 3 to 5, 2014 and presents an introduction to the issue. It discusses the themes of the conference and the peer reviewing process at the conference. It presents an introduction which discusses various papers within the issue on topics including sustainable buildings, improving productivity in the construction industry of New Zealand and urban issues.

Teachers constantly question their own practice. Often, their questions remain unexplored. Collegial observation provides one way to see teaching differently and understand the tensions involved in incorporating new theoretical understandings into practice. Gebhard (1999) argues that conversations preceding and following such observations are critical triggers for teacher development. The questions, conversations, and observations that are the focus of this article occurred within a larger case study with teachers who taught culturally and linguistically diverse classes comprising students who were native English speakers as well as students who spoke English as an additional language. Pairs of secondary content teachers (social studies, science, and mathematics) planned, implemented, and evaluated lesson sequences with a language focus in their content area. Each pair chose one principle from language learning research to guide the design of their sequence. This article investigates the mathematics pair's use of collegial observation to explore ways of incorporating opportunities for student interaction, particularly for English language learners, in their lesson sequence. Findings suggest that such observations and conversations contribute to understanding the tensions in questioning, seeing, reimagining, and reshaping practice. What makes this observation so unusual is that New Zealand secondary schools lack a systemic collegial culture. (Contains 1 footnote.)

This article draws on data from research on how early childhood centres in Aotearoa New Zealand are responding to diversity. The historical and contemporary contexts which are shaping possible responses to diversity are discussed. Two case studies of a parent-led and a teacher-led centre are presented. It is argued that it is important to be more specific both about the contexts in which a discussion of diversity occurs and what in particular is meant by diversity. The need to consider the constitutive effects of teachers' and parents' biographies within these contexts is also discussed. (Contains 2 tables.)

This study examines the usage and contexts of "wellbeing" in New Zealand's curriculum, a formal statement of education policy enacted by a democratically elected government. The analysis is guided by a current model of student wellbeing rooted in seven, interdependent domains: "Having," "Being," "Relating," "Thinking," "Feeling," "Functioning," and "Striving." Identification of explicit and implicit references to wellbeing in the NZC provides a rare opportunity to locate areas of alignment between governmental indicators and these domains. The scope of analysis is deliberately broad, thus providing a transferrable model for curriculum analysis from the perspective of student wellbeing. This study found that words and phrases cluster around constructs associated with the "Relating" domain, and that the "Feeling" domain was under-represented by the curricular language. This suggests that a New Zealand educational view of wellbeing may differ from how it is conceptualized in the literature. Qualitative content analysis of a national curriculum invites further study into how wellbeing is understood and experienced by students and teachers, and how their views align with the intended curriculum. This exercise can be adapted by educators practicing in different schooling contexts, resulting in site-appropriate indicators relevant to their own guiding principles and educational aims. (Contains 8 tables and 5 figures.)

This study examines the perceptions of teachers and other professionals of Team-Teach behaviour support training in New Zealand. Analysis of course evaluations, questionnaires, interviews and documents provide the findings. Comparisons are made with Team-Teach training in the UK and similarities and differences between New Zealand training providers are reported. The article concludes with some recommendations for improving Team-Teach training in New Zealand.

While there is clear evidence that using classroom assessment for learning can improve learning significantly, research has demonstrated that it is particularly challenging for secondary teachers to change their practices in an assessment for learning direction. Many factors have been suggested as inhibiting change in these schools. Some studies do link improved student outcomes to changes in teaching brought about through professional development. They suggest that the same factors enhance professional learning in primary and secondary schools. However, the way large secondary schools are organised by subject departments exerts enormous influence on how professional learning in the sector can and should be structured. The results of three success case studies demonstrated the critical impact of school-level factors on changing assessment for learning practices in secondary schools. These factors enabled these three schools to address the departmental constraints and supported cross-curricular professional learning in assessment for learning. (Contains 2 tables.)

The article presents the Tony Fomison Studio Papers compiled by Tony Fomison, a famous painter from New Zealand, on his collection of works which were gifted to the E H McCormick Research Library after his death. It states that Fomison's devotion to organization and structure caused ease in archiving despite the volume of his collection. It offers information on his papers including reading diaries, professional publications, and folders of images.

The following five papers were presented and peer reviewed for the PIA National Congress in Hobart in March 2011. These papers have been included because the editors feel theyare important and should be available to a broad audience. However please note that theydid not go through the academic peer review process for Australian Planner. [ABSTRACT FROM AUTHOR]

While there is consensus that some form of avoiding power is required in the context of a bankruptcy or company liquidation, there is little agreement on the means to implement a voidable preference regime. The New Zealand experience of the past eight years illustrates the inherent difficulties in designing a workable voidable preference regime. The New Zealand Companies Act 1993 replaced the debtor's intention with a test premised on the overall effect of the transaction with an exception for transactions in the ordinary course of business. The ordinary course of business exception became the most litigated and controversial aspect of the 1993 reforms and recently the government has announced its intention to abandon the ordinary course safe harbour in the pending round of insolvency reform. The paper examines the origins of the 1993 reforms and offers an explanation for the failure of the effects based regime. The New Zealand regime placed too much power in the hands of the liquidator with the result that creditors bore the cost and burden of justifying why the transaction should be saved. Although Parliament enacted the effects based regime with a view to promoting better equality of treatment amongst creditors the regime failed because it achieved too much equality. Copyright © 2003 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

The article reports on a paper published by the World Business Council for Sustainable Development in February 2009 which presents global standards for the procurement of wood and paper-based products by firms moving towards sustainability. The publication is designed for use as a checklist and as a tool for structuring discussions with stakeholders. The New Zealand Business Council for Sustainable Development (NZBCSD) has a free guide which outlines questions to ask suppliers and rates available papers.

The article focuses on the shredded paper given by OfficeMax to a zoo in Auckland, New Zealand to be used by their resident orangutan Islim when sleeping. This is done as part of the company's commitment to environmental sustainability. The company analysed recycling strategies that they can use for their shredded paper waste, and they are just one of several organization in New Zealand who donate their shredded paper to the zoo.

To the detriment of liberal democracy, governments have struggled to prevent the exploitation of personal data for voter manipulation in the digital era. Laws pertaining to political microtargeting are often piecemeal and tend to derive from a combination of laws on electoral advertising and privacy. Evidence indicates that this approach is insufficient to curtail microtargeting. However, little is known about the regulation of microtargeting outside of the European and US contexts within which the bulk of anti‐microtargeting research has been undertaken. Accordingly, this paper aims to shed light on the preparedness of the law in Australia and New Zealand to mitigate the potential harms of political microtargeting. A comparative analysis of legislation pertaining to microtargeting is therefore undertaken using a blended approach of comparative law and content analysis. This paper: (1) identifies current legislation relevant to microtargeting in Australia and New Zealand; (2) assesses patterns of similarity and difference between each country's laws in relation to microtargeting; and (3) evaluates the preparedness of current legislation to curtail microtargeting in an evolving social media landscape. It finds that in both countries, legislation is sufficiently robust to mitigate microtargeting in some limited circumstances, but a cohesive regulatory approach is needed to constrain the most insidious microtargeting operations. [ABSTRACT FROM AUTHOR]

Purpose: Small and medium-sized enterprises (SMEs) use networks to overcome knowledge deficiencies in pursuing innovation. However, balancing the cost and risk of growing networks, especially internationally, with potential gains in knowledge remains a critical challenge. Searching for innovation knowledge in international and domestic networks can be complementary when learning is compressed or as competing when the SMEs capacity to use the new knowledge is exceeded. This paper aims to investigate whether knowledge searches in domestic and international networks are complementary or conflicting in pursuit of innovation. Design/methodology/approach: This study is based on firm-level data set comprising 426 SMEs located in New Zealand, an advanced small and open economy. Using multi-level modelling, this study tests competing hypotheses, asking whether domestic and international network searches are complements or substitutes when seeking ambidexterity. Findings: The research finds that, in contrast to earlier research, which shows increasing network breadth drives innovation activity, SMEs benefit less from knowledge search across combined domestic and international networks for exploration innovation and ambidexterity. In contrast, exploitation shows no effect, suggesting that combined networks could support exploitation. Originality/value: This paper highlights how SMEs mitigate the influence resource constraints have on the partnerships they form and how this translates to ambidexterity. Specifically, recognising that an opportunistic approach to network development may impose future constraints on SME ambidexterity. From a management perspective, the paper recognises that balancing knowledge search across domestic and international networks can facilitate ambidexterity; however, to prevent spreading resources too thinly, this likely requires exit from early domestic innovation network partnerships. [ABSTRACT FROM AUTHOR]

Background: Although exclusive breastfeeding is recommended for the first six months of life, research suggests that breastfeeding initiation rates and duration among Indigenous communities differ from this recommendation. Qualitative studies point to a variety of factors influencing infant feeding decisions; however, there has been no collective review of this literature published to date. Therefore, the objective of this scoping review was to identify and summarize the qualitative literature regarding Indigenous infant feeding experiences within Canada, the United States, Australia, and Aotearoa. Methods: Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses- Scoping Reviews and the Joanna Briggs Institute Guidelines, in October 2020, Medline, Embase, CINAHL, PsycINFO, and Scopus were searched for relevant papers focusing on Indigenous infant feeding experiences. Screening and full-text review was completed by two independent reviewers. A grey literature search was also conducted using country-specific Google searches and targeted website searching. The protocol is registered with the Open Science Framework and published in BMJ Open. Results: Forty-six papers from the five databases and grey literature searches were included in the final review and extraction. There were 18 papers from Canada, 11 papers in the US, 9 studies in Australia and 8 studies conducted in Aotearoa. We identified the following themes describing infant feeding experiences through qualitative analysis: colonization, culture and traditionality, social perceptions, family, professional influences, environment, cultural safety, survivance, establishing breastfeeding, autonomy, infant feeding knowledge, and milk substitutes, with family and culture having the most influence on infant feeding experiences based on frequency of themes. Conclusions: This review highlights key influencers of Indigenous caregivers' infant feeding experiences, which are often situated within complex social and environmental contexts with the role of family and culture as essential in supporting caregivers. There is a need for long-term follow-up studies that partner with communities to support sustainable policy and program changes that support infant and maternal health. [ABSTRACT FROM AUTHOR]

The mathematical construct of dimension is one of the fundamental ideas for developing a sound understanding of two-dimensional (2D) and three-dimensional (3D) shapes. Yet, research in mathematics education has rarely explored children's understanding of dimension in primary education. This paper explores how year 5/6 (9 to 11 years old) children construct and negotiate their meanings about dimension while engaging in classroom interactions about 2D and 3D shapes during geometry lessons in a New Zealand (NZ) English-medium multilingual primary classroom. Transcribed data of two key moments selected from six audiovisually recorded geometry lessons are presented. The findings suggest that children may use different discursive constructions—"another world", "different ways to go", and "flat vs fat"—to display their meanings about dimension. The findings also suggest that children and teacher participants may use prosodic features of their languages to interactionally construct the meanings of these discursive constructions. The paper discusses these findings in light of current research literature and offers a few implications for curriculum development and future research. [ABSTRACT FROM AUTHOR]

Using an historical analysis approach, this paper deepens understanding of the connections between Layton and Domegan's (2021) prescriptive supply systems and the emerging concept of provisioning systems (O'Neill et al. 2018 and Fanning, O'Neill, and Büchs 2020). The paper deconstructs New Zealand's electricity supply system into its provisioning system elements and analyses the interrelationships and interconnections between technologies and institutional elements. The paper concludes with recommendations to marketing scholars using provisioning system analysis. [ABSTRACT FROM AUTHOR]

COVID-19 has improved awareness of the importance of appropriate indoor air quality (IAQ) in indoor spaces, particularly in classrooms where children are expected to learn. Research has shown that poor IAQ and temperature levels affect the cognitive performance of children. In this paper, we critically compare IAQ standards for New Zealand's Designing Quality Learning Spaces (DQLS Document) against international benchmarks from the Organization for Economic Co-operation and Development (OECD) countries, including ASHRAE 62.1, CIBSE TM57, EN-15251, WHO AQGs, and Building Bulletins 99 and 101. The aim was to ascertain the robustness of New Zealand's DQLS document, identify areas of superiority, and recommend the required improvement for appropriate IAQ and thermal comfort in classrooms. This comparison review focuses on IAQ parameters: CO2 levels, temperature, ventilation rates, room size, occupant density, and occupancy rates. The findings illuminate a slight lag in New Zealand's DQLS standards compared to her international counterparts. For instance, while New Zealand's standards align closely with WHO standards for IAQ concerning temperature and ventilation rates, the recommended CO2 range appears slightly inadequate (800 to 2000 ppm) along with occupancy and classroom size for effectively controlling classroom pollutant growth. This paper emphasises the need to align New Zealand's IAQ and thermal comfort standards with optimal OECD benchmarks. The identified disparities present opportunities for improving learning spaces in terms of CO2 concentration, size of classroom, and occupant density in schools in New Zealand to meet globally recognised standards, ultimately creating a healthier and more conducive learning environment. [ABSTRACT FROM AUTHOR]

Despite increased attention being given to Indigenous rights, decolonization, and reconciliation in a broader business setting, the engagement of business, marketing, and consumer studies with Indigenous cultures and peoples is negligible. Although Indigenous and First Nations peoples have a significant position in the social sciences, there is no specific body of marketing or consumer knowledge that is dedicated to Indigenous knowledge and practices, even though there is a growing interest in more inclusive and transformative marketing. This paper reports on current research on Indigenous worldviews and marketing, with a continuum of Indigenous research being presented which is particularly informed by Māori experiences in Aotearoa New Zealand. Several appropriate research methods for advancing Indigenous knowledge are presented. The paper concludes by noting the potential contributions that Indigenous knowledge may provide and some of the challenges faced. [ABSTRACT FROM AUTHOR]

This paper reports research that investigated how digital technologies were used to develop and maintain home–school connections and develop positive relationships when children transition to nursery schools and schools. School case studies, comprising four purposively selected schools with nursery provision in Northern Ireland and four primary schools in New Zealand, provided the context and evidence to enable a small-scale comparative study of how digital technologies enabled the development of relationships between homes and schools over time. In this paper, the findings were analysed using a conceptual model and framework derived from earlier studies in this field. However, given the contemporary social and technological context, it was found that the framework could be reviewed and elaborated, enabling the creation of a new conceptual framework that is offered here. Our findings reveal methods of employing digital technologies to positively support parental engagement when children transition to nurseries and schools. From the analysis of our findings using the framework developed, points to consider for future practice, policy, and research are highlighted, with an emphasis on understanding and integrating parents' aspirations into the transition process. Opportunities that use existing and emerging methods for home–school–community connections need to be made known to teachers and schools. While the digital technologies used must be capable of maintaining appropriate regular communication, additionally, supporting ways for involving parental voice in reviews of existing practices and exploring new opportunities should be shared with teachers and schools. Future research should explore how the use of digital technologies in developing wider and deeper engagement and participation of parents and carers with nurseries and schools might lead to a longer-term and positive engagement in later years beyond nursery schools and initial transition to school. [ABSTRACT FROM AUTHOR]

This annotated bibliography presents 434 journal and conference papers, technical reports and bulletins and guides published from 1951 to 2011 as a result of research carried out at the Winchmore Irrigation Research Station. [ABSTRACT FROM AUTHOR]

An analysis of the contributions to SAANZ over its first five issues finds several themes that have received considerable attention, such as theory development and offender profiling/assessment. A number of areas remain poorly represented, such as young offenders, internet offenders, or cultural aspects of offending, and some areas not at all. For instance, no papers on female offending and none on working with survivors of sexual abuse and their families have been received. A need exists to broaden the topics covered by SAANZ so as to meet its original guidelines and to promote research activity by professionals working in the field of sexual abuse. [ABSTRACT FROM AUTHOR]