304 results on '"Boyd, A"'
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2. Equity, Inclusion and Belonging for Teachers in Early Childhood Education in Aotearoa New Zealand
- Author
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Gould, Kiri, Boyd, Jennifer, and Tesar, Marek
- Abstract
This article troubles themes of equity, inclusion and belonging for early childhood teachers in Aotearoa New Zealand. The authors argue that relationships between teachers matter and, in pursuit of transformative teaching praxis, can be considered as a site for restorative justice, leading to increased solidarity and collective action. While much debate has focused on the counter-colonial, bicultural and transformative potential of the early childhood curriculum "Te Whariki," research has also focused on the complexities of requiring a largely monocultural (Pakeha/of European descent) and underprepared workforce to meet its complex aspirations in the context of a neo-liberal policy landscape. An under-recognised aspect of this challenge is how the same contexts give rise to inequitable and divisive relationships between teachers, diminishing opportunities for transformative justice for children and families. This article brings these two matters into dialogue: first, it is a critical examination of teachers' narratives about their work and the complex and overlapping discourses that influence them and, second, it considers the transformative potential of inter-teacher groups as sites for restorative justice between teachers, leading to critical engagement with issues of inequity and collective advocacy. more...
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- 2023
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3. Working Towards Wellbeing Rests on Whanaungatanga and Partnerships
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Sally Boyd and Nicola Bright
- Abstract
The education system is in a period of significant change. Wellbeing is an increasing priority as schools reintegrate students after COVID-19 lockdowns and climate-related disasters. A large-scale curriculum refresh programme and the implementation of a new Aotearoa New Zealand histories curriculum are underway. These changes are encouraging schools to expand their focus on culture, identity, and matauranga Maori within the curriculum. This article shares insights from a study of six primary schools with high wellbeing for Maori and non-Maori students. We examine how these schools undertook a change journey to better support the wellbeing, belonging, and identity of students, and, in particular, tamariki Maori. We also consider the implications for other schools undertaking similar journeys. more...
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- 2023
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4. Conversations about Complex Issues
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Suzanne Trask, Erica D'Souza, Boyd Swinburn, and Jacquie Bay
- Abstract
How do we support learning and teaching about complex issues? Researchers from the University of Auckland worked with 54 students and teachers from three Auckland secondary schools to evaluate health-science learning designed to investigate this question. The instructional strategies based on context familiarity, systems thinking, and narrative pedagogies can be adapted to support learning about other contexts involving complex issues. more...
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- 2023
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5. Programme Design for an Online Learning Environment: Stories from Designing and Developing the New Zealand Certificate in Early Childhood Education and Care (Level 4) Programme
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Nguyen, Nhung, Everiss, Liz, Rosewarne, Sonja, Vladinova-Aylor, Kalina, Ippel, Johanna, and Boyd, Melanie
- Abstract
The New Zealand Certificate in Early Childhood Education and Care (Level 4) programme was designed and developed when a Level 4 early childhood education qualification became mandatory for all educators working with children and families in the New Zealand early childhood education home-based sector. This occurred at a time when Open Polytechnic was undergoing a transformational change programme to ensure ongoing innovation in open distant flexible learning (ODFL). This paper provides insight into the design and development of a fully online, Level 4, early childhood education and care programme. Several "stories" focus on pedagogy that empowers learners in an online flexible distance learning environment, innovative teamwork, and initial feedback from stakeholders. The pedagogy underpinning the development of the programme is informed by the integration of sociocultural and constructivist theories with information communication technology (ICT), as specified by "The Pedagogic Model of Integrating Constructivist and Sociocultural Learning Principles with Information Communication Technology," key educational design principles, and the assessment approach. In the first phase, work focused on designing at a programme level; work in the second phase developed the three courses that met qualification specifications set by the New Zealand Qualifications Framework (NZQF). The desired pedagogy and innovative teamwork resulted in very positive initial feedback from stakeholders. The paper recommends that feedback from stakeholders be formally collected in the new year. more...
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- 2020
6. Improving nursing oral care practice for care-dependent older adults through interprofessional collaboration
- Author
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Oda, Keiko, Nazahiah Bakri, Noor, Majeed, Sarah, Anna Ferguson, Catherine, Boyd, Michal, Smith, Moira, Bartlett, Shennae, Holden, Rachel, Thomson, W Murray, and Parsons, John
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- 2023
7. Poipoia Kia Puawai: How Schools Support Akonga Maori and Pacific Students to Attain University Entrance
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New Zealand Council for Educational Research (NZCER), New Zealand Qualifications Authority (NZQA), Esther Smaill, Sally Boyd, Georgia Palmer, Renee Tuifagalele, Melissa Denzler, and Lorraine Spiller
- Abstract
In 2022, the New Zealand Qualifications Authority (NZQA) identified a range of schools at which the University Entrance (UE) attainment of akonga Maori and Pacific students was at least 10% higher than their decile (now EQI) band average. In 2023, NZQA asked Rangahau Matauranga o Aotearoa NZCER to work with six of these higher UE attainment schools to explore how they support akonga Maori and Pacific students to attain UE. In terms of laying the foundation for Aotearoa New Zealand to grow a more culturally representative workforce and to become a more equitable society, the six secondary schools that took part in this study are leading the way. This report identifies five foundational conditions needed for schools to support high UE attainment for akonga Maori and Pacific students: (1) establishing and maintaining meaningful staff and student, and school and whanau, relationships; (2) understanding the importance of culture and the need to ensure that the school environment affirms the languages, identities, and cultures of akonga Maori and Pacific students; (3) holding high expectations for all students; (4) ensuring students are taught by effective teachers; and (5) having effective school leaders who prioritise equity. The research also found the six schools employed a variety of initiatives and approaches to support high UE attainment for akonga Maori and Pacific students. These fell into five broad categories: (1) Developing leadership systems, roles, and opportunities that prioritise relationships, learning, and achievement; (2) Using achievement data in a responsive way to set and review targets, identify and respond to needs, and allocate resources; (3) Designing pathways to UE that reduce barriers; (4) Starting students early on a pathway to UE; and (5) Supporting students to stay on a pathway to UE. The initiatives and approaches employed in these six schools show other secondary schools, policy makers, and universities what it takes to improve equity for akonga Maori and Pacific students, and that it can be done. more...
- Published
- 2024
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8. Supporting Early Career Teachers and Kaiako: Experiences of Mentoring, Induction, and PLD. Final Report
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New Zealand Council for Educational Research (NZCER), Watson, Sophie, Boyd, Sally, and Maguire, Teresa
- Abstract
This report explores the support that early career teachers | kaiako (ECT|K) in English-medium early childhood education, primary, and secondary centres need. It includes an examination of aspects of the mentoring process that are working well for both ECT|K and their mentors and suggests ways this support could be improved. Additionally, the study included a specific focus on the experiences of Maori and Pacific ECT|K working in English-medium centres. These teachers had many commonalities with other ECT|K, as well as unique differences that are explored. The following research questions guided this project: (1) What are the critical needs of early career teachers and kaiako, including PCTs, OTTs, and teachers returning to the workforce, particularly within the first 2 years of teaching? (2) Are there any gaps in our knowledge of this topic, and how could we fill those gaps? (2a) What is known about meeting the critical needs of early career teachers from national and international research? (2b) What does the literature tell us about how well current models are meeting the needs of early career teachers and kaiako in Aotearoa New Zealand? (2c) What do early career teachers, kaiako, and mentors tell us about how well current models are meeting the needs of early career teachers in Aotearoa New Zealand? and (3) How can mentors of early career teachers in education centres be supported to grow the capability of early career teachers and kaiakoe? more...
- Published
- 2022
9. 'Whiriwhiria, kia ora ai te tamaiti': An exploration of matauranga Maori to support day-to-day learning in five primary schools in regional New Zealand
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Glassey, Rachael, Swinburn, Boyd, Haerewa, Raun Makirere, McKelvie-Sebileau, Pippa, Chote, Brittany, and Tipene-Leach, David
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- 2023
10. Leading schools that make a difference to bullying behaviour
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Boyd, Sally and Lawes, Elliot
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- 2018
11. Applying the complementary knowledge bases of System Dynamics and Indigenous knowledge in public health research in Aotearoa, New Zealand
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McKelvie-Sebileau, Pippa, Pekepo, Crystal, Rees, David, Swinburn, Boyd, Gerritsen, Sarah, and Tipene-Leach, David
- Published
- 2022
12. Combining cognitive mapping and Indigenous knowledge to improve food environments in regional New Zealand
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McKelvie-Sebileau, Pippa, Rees, David, Swinburn, Boyd, Gerritsen, Sarah, D'Souza, Erica, and Tipene-Leach, David
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- 2022
13. International Perspectives on Early Childhood Teacher Education in the 21st Century
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Boyd, Wendy, Garvis, Susanne, Boyd, Wendy, and Garvis, Susanne
- Abstract
This book provides significant information regarding the policies and provisions for early childhood teacher education programs in universities in fourteen different countries. Early childhood education and care (ECEC) is expanding rapidly across the globe with unprecedented numbers of children attending EC centres, requiring the investment in educators to provide good quality ECEC. Yet, there is an inconsistent approach to early childhood teacher preparation and the quality of existing programs is not known. Each country's contributing author/s is/are well known in their field for their in-depth knowledge of early childhood teacher education programs including content, structure, and professional experience that works within the scope of policy and registration agencies. The chapters address the current situation of staffing--shortage or oversupply--of early childhood teachers in their country. The book informs policy regarding content of early childhood teacher preparation programs and provides evidence of current courses across many under-represented countries throughout the world. It makes a significant contribution to understanding the environment for early childhood teacher programs. more...
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- 2021
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14. Improving Nursing Oral Care Practice for Community‐Dwelling Care‐Dependent Older People.
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Oda, Keiko, Bakri, Nazahiah N., Majeed, Sarah, Bartlett, Shennae, Thomson, Murray W., Parsons, John, Boyd, Michal, Ferguson, Anna C., and Smith, Moira
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NURSING audit ,ELDER care ,NURSES ,PEARSON correlation (Statistics) ,HEALTH services accessibility ,INDEPENDENT living ,FOCUS groups ,COMMUNITY health nursing ,INTERPROFESSIONAL relations ,HEALTH status indicators ,OCCUPATIONAL roles ,T-test (Statistics) ,QUALITATIVE research ,RESEARCH funding ,HOSPITAL nursing staff ,PILOT projects ,QUESTIONNAIRES ,MEDICAL care ,CONFIDENCE ,DESCRIPTIVE statistics ,GERIATRIC dentistry ,PRE-tests & post-tests ,PROFESSIONS ,THEMATIC analysis ,NURSING practice ,NURSES' attitudes ,RESEARCH methodology ,ACQUISITION of data ,QUALITY assurance ,DATA analysis software ,ORAL health ,PROFESSIONAL competence - Abstract
Aim: Oral care is one of the most neglected nursing practices owing to a lack of training, standard nursing oral care guidelines and low confidence and skills. There is little evidence to inform the development of oral care training and guidelines, which ideally should be done in collaboration with oral health professionals. Further, there is a lack of research, particularly in New Zealand, with nursing staff caring for care‐dependent older people, including those ageing in their own homes. This pilot study aimed to determine the impact of oral care training on nursing staff knowledge, attitudes and confidence in supporting community‐dwelling older peoples' oral care. Method: Mixed methods design comprising delivery of an oral healthcare and assessment training intervention by a team comprising nursing and oral health professionals, pre‐ and post‐intervention questionnaires (N = 14) and a post‐intervention focus group with community‐based nursing staff (N = 5). Results: Staff knowledge significantly improved (p = 0.046) following interprofessional collaborative training, but attitude and confidence scores did not (p = 0.127), although focus group responses suggested that participants' confidence was heightened. Participants expressed the need to implement oral care practices to benefit clients' health, clarify roles and identify oral care as a core competency. They sought to make individual‐ and organisational‐level practice changes accordingly. Conclusion: Oral care training based on interprofessional collaboration and education enhances nursing staff knowledge but not their confidence in oral care provision. Ongoing, hands‐on practical training for nursing staff in collaboration with oral health professionals has the potential to advance nursing oral‐care practice and improve care‐dependent older peoples' oral care. Implication for Practice: Oral care training and education with oral health professionals is effective to enhance nursing staff knowledge and awareness in oral health care. However, transforming knowledge into nursing oral care practice requires hands on practical training and ongoing collaboration with oral health professionals to improve care‐dependent older people's oral health care. [ABSTRACT FROM AUTHOR] more...
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- 2024
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15. Staying on the Journey: Maintaining a Change Momentum with PB4L 'School-Wide'
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Boyd, Sally
- Abstract
How do schools maintain momentum with change and enter new cycles of growth when they are attempting to do things differently? This article draws on a two-year evaluation of the "Positive Behaviour for Learning School-Wide" initiative to identify key factors that enabled schools to engage in a long-term and iterative change process. Fullan's systems-thinking ideas about school leadership and change, along with literature on the sustainability of educational initiatives, are used to analyse the interrelated factors that assisted schools to successfully embed this new initiative and address challenges. The design features of "School-Wide," the way in which support for schools was organised, and practices within schools that created a continuous improvement culture, all contributed to schools being able to maintain a change momentum and continue to grow "School-Wide" in the longer-term. more...
- Published
- 2016
16. Assessing and Building Wellbeing
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Boyd, Sally
- Abstract
A sense of belonging and wellbeing at school influences educational and health outcomes. Here we widen the traditional focus of Assessment News to focus on the use of student wellbeing data in schools. We discuss the Wellbeing@ School (W@S) toolkit that is freely available to support schools to self-review as they examine and monitor student wellbeing (including measures of bullying) from the perspectives of teachers and students. Key findings from national-level W@S data, plus other New Zealand and international studies, suggest areas that might be important for schools to focus on. We encourage schools to plan for a continuous improvement process that aims to build a stronger schoolwide climate and infrastructure around students. more...
- Published
- 2019
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17. Making a Difference to Student Wellbeing -- A Data Exploration
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New Zealand Council for Educational Research, Lawes, Elliot, and Boyd, Sally
- Abstract
This report describes a study that analysed Wellbeing@School student and teacher survey data from 400 New Zealand schools. The study explored the following questions: (1) Are there school practices associated with higher levels of student wellbeing or lower levels of student aggressive behaviours?; and (2) Are some school or student characteristics more likely to be associated with high or low wellbeing or student aggressive behaviours than others? The study examined the relationships between four measures created from Wellbeing@School data: (1) a "student wellbeing" measure; (2) a "student aggressive behaviours" measure; (3) a teacher measure of "school-wide actions"; and (4) a teacher measure of "teaching for wellbeing." Some of the findings from this research have previously been summarised in the infographic report "Making a difference to student wellbeing" (Lawes & Boyd, 2017). This current report provides the methodological details behind the infographic report and also extends the findings. [For "Making a Difference to Student Wellbeing," see ED598183.] more...
- Published
- 2018
18. Retraining of home parenteral nutrition (HPN) users in Australia and New Zealand: A consumer audit
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Winterbourn, Karen, Walker, Chris, Einstein, Miranda, Anderson, Gillian, and Boyd, Fay
- Published
- 2019
19. Workplace environment for nurses and healthcare assistants in residential aged care facilities in New Zealand
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Kussmaul, Joerg, Peri, Kathy, and Boyd, Michal
- Published
- 2019
20. External validation of the Oakland Score to assess safe hospital discharge among adult patients with acute lower gastrointestinal bleeding in a single New Zealand Centre.
- Author
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Amer, Mostafa and Haddow, James Boyd
- Subjects
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GASTROINTESTINAL hemorrhage , *HOSPITAL admission & discharge , *RECEIVER operating characteristic curves , *INFLAMMATORY bowel diseases , *ADULTS - Abstract
Background: Acute lower gastrointestinal bleeding (LGIB) is a common reason for hospital admission. However, the majority resolve spontaneously and only a minority require inpatient intervention. We aimed to describe the epidemiology and aetiology of acute LGIB admissions in our institution. We also aimed to validate the Oakland Score, which can identify patients at low risk of adverse outcome from LGIB, in our population and determine the proportion who could have safely avoided admission. Methods: Using the prospective, validated Otago Clinical Audit database (DIVA), we searched for adult patients admitted to Dunedin Hospital with a primary diagnosis of LGIB between January 2013 and December 2020. We retrieved data to calculate the Oakland Score and details of inpatient treatment from the electronic patient record. We excluded patients admitted electively, admissions related to inflammatory bowel disease, and those with upper gastrointestinal bleeding. Results: We identified 761 patients of which 501 met inclusion criteria (56% male, median age 76 years, 82% NZ European). Overall, 72% were managed with observation or diagnostic endoscopy, 32% received blood products, and 7% required haemostatic intervention to control bleeding. The area under the receiver operating characteristic curve for the Oakland Score was 0.85 (95% CI, 0.81–0.89). A cut‐off score of ≤10 predicted a 95% probability of safely avoiding admission. This equates to saving 30 bed‐days annually. Conclusion: The majority of patients admitted with LGIB are managed conservatively. The Oakland Score could be used as a stratification tool to safely reduce the admission rate. [ABSTRACT FROM AUTHOR] more...
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- 2024
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21. Making a Difference to Student Wellbeing
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New Zealand Council for Educational Research, Lawes, Elliot, and Boyd, Sally
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New Zealand students face challenges to their social and emotional wellbeing. There are high rates of school bullying compared with other countries. More needs to be done to foster young people's wellbeing and help them develop skills and competencies to manage their wellbeing. Multifaceted Whole School Approaches are an effective way for schools to promote wellbeing and address bullying behaviour. These approaches have multiple components aimed at different aspects of the school system. The data in this infographic presents the effective components of a Whole School Approach. Focus was on all students, as well as Maori and Pasifika students. This research summary aims to give schools practical ideas about ways to enhance students' wellbeing and decrease aggressive and bullying behaviours. [For the accompanying data exploration report "Making a Difference to Student Wellbeing -- A Data Exploration," see ED598166.] more...
- Published
- 2017
22. Computers in Classrooms.
- Author
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New Zealand Council for Educational Research, Wellington. and Boyd, Sally
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This booklet outlines the information gained from five case studies in New Zealand primary schools on how the use of computers was integrated into the school environment and the curriculum. Principals, teachers, and information technology (IT) coordinators were interviewed about students' use of computers. Information on the equipment available and IT policies and plans at each school was collected, and students were observed as they used computer equipment. The following areas are discussed: (1) history of and visions for computer use; (2) the main aims of computer use; (3) management and costs; (4) plans and policies; (5) approaches to locating computer equipment; (6) the importance of technical support; (7) importance of staff development; (8) integration of computer use into the curriculum; (9) approaches to maximizing the use of computer equipment, including how/when students use computers, peer tutoring/group work, and guidelines; (10) use of software; (11) examples of how software is used (spreadsheets, presentation software, database software, drawing software, e-mail, World Wide Web, CD-ROMs, digital cameras/video images, school Web sites, other activities, and teacher use of computers); (12) benefits and advantages of computer use for students; and (13) issues concerning computer use; and (14) essential factors which supported computer use. References for teachers are appended. (AEF) more...
- Published
- 1998
23. A Study of Early Childhood Training.
- Author
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New Zealand Council for Educational Research, Wellington., Renwick, Margery, and Boyd, Sally
- Abstract
This study examined the experiences of students in the six New Zealand colleges of education who undertook a 3-year course of training to work in early childhood centers. The study aimed to find out students' expected employment following their training among child care, kindergarten, or other early childhood services, monitor any changes in the students' intentions during training, and establish the employment patterns of students in the first year after training. The students in the training were surveyed by the same questionnaire at the end of training year or at the first year of employment. The findings showed that while in the beginning of training the majority of students had preferred work places, 78 percent favored working in kindergartens when they had completed their preservice courses. Generally the training courses provide students with a wider range of services, and this encouraged students to think more positively about working in services other than kindergartens. Students appeared to be committed to work in early childhood and believed that their training prepared them well for their chosen profession. They were also appreciative of the opportunity provided for their own personal development, especially in the areas of human relations, communication skills, and awareness of equity issues. (AP) more...
- Published
- 1995
24. Workload and Stress in New Zealand Universities.
- Author
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New Zealand Council for Educational Research, Wellington., Association of Univ. Staff of New Zealand, Wellington., Boyd, Sally, and Wylie, Cathy
- Abstract
This study examined the workloads of academic, general, support, library, and technical staff of New Zealand universities. It focused on current levels of workload, changes in workload levels and content, connections between workload and stress, and staff attitudes towards the effects of workload changes and educational reforms on the quality of their work. A total of 1,181 Association of University Staff members were surveyed through mailed questionnaires. The findings showed increasing workloads and stress for many university staff, and suggest that the overall quality of working life is declining for many university staff. Many of those surveyed felt that their work was often or always stressful; the majority stated that their work had become more stressful recently, and that they saw this trend continuing in the future. One of the major factors involved in the increase in stress levels was increase in workload. Females and recently appointed academics were identified as more likely to experience stress compared with academics in general. Two appendixes provide demographic information about the respondents, additional data tables, and copies of the academic and administrative support personnel questionnaires. (Contains 33 references.) (MDM) more...
- Published
- 1994
25. The Use of 'The Forest Kit' in Schools. Forestry Insights. A Report.
- Author
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New Zealand Council for Educational Research, Wellington., Forest Industries Council (New Zealand)., Burgon, Jacky, and Boyd, Sally
- Abstract
"Te Ngahere, The Forest" is a kit comprised of a teacher's guide, activity cards, a resource book, a poster, and a picture pack to inform New Zealand students of forest and forestry in New Zealand. This document reports results of a mail survey to determine the number of teachers and schools with knowledge of the kit, the extent of that knowledge, the use of the kit, and the method in which teachers heard about the kit. Of the teachers surveyed in a stratified random sample of teachers in the country's 11 education districts, 66% of the primary and 47% of the secondary teachers responded. Conclusions from the primary teacher survey were that the response to the kit was acceptable, the teachers were positive about the kit content and format, the kit is used differently from intended use, and the impact on the students could not be ascertained. Conclusions from the secondary teacher survey include that the picture was not clear, the use of the kit is less widespread than among primary teachers, the teacher response of those who used the kit was positive, teachers appear to use the kit for less time, and the kit was most often used in science classes. Appendices contain copies of the primary and secondary surveys; a comparison of national and sample school characteristics; comparisons of primary and secondary response samples and national characteristics; responses to primary open-ended questions; and responses to secondary open-ended questions. (MDH) more...
- Published
- 1993
26. The Emergent Literacy Skills of Four-Year-Old Children Receiving Free Kindergarten Early Childhood Education in New Zealand
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Westerveld, Marleen F., Gillon, Gail T., van Bysterveldt, Anne K., and Boyd, Lynda
- Abstract
This study investigated the emergent literacy and language skills of four-year-old children in New Zealand during their kindergarten year prior to school-entry. A total of 92 four-year-old children from a range of socio-economic areas were seen individually at their local kindergarten and were assessed on code-related measures (letter name knowledge, initial phoneme awareness, emergent name writing) and meaning-related measures (story comprehension and retelling ability). Approximately, 60% of the parents completed a home literacy questionnaire. Regression analyses showed no effect for age on any of the code-related measures. In contrast, significant effects for age were found on story comprehension and retelling ability. There were no differences in performance based on gender with two exceptions: Girls performed better than boys on letter name knowledge and early name writing. Questionnaire results suggested literacy activities were valued in the home environment with most parents reporting reading to their child each night, and the majority of parents reported owning more than 60 children's books. Results from the current study suggest more explicit teaching may be necessary within the kindergarten curriculum to facilitate the code-related skills linked to successful word recognition ability and early spelling development. more...
- Published
- 2015
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27. Changes in hospitalisation rates in older people before and after moving to a retirement village.
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Bloomfield, Katherine, Wu, Zhenqiang, Boyd, Michal, Broad, Joanna B., Hikaka, Joanna, Peri, Kathy, Bramley, Dale, Tatton, Annie, Calvert, Cheryl, Higgins, Ann‐Marie, and Connolly, Martin J.
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SCIENTIFIC observation ,CONFIDENCE intervals ,SENIOR housing ,RETROSPECTIVE studies ,REGRESSION analysis ,HOSPITAL care ,HOSPITAL care of older people ,RESEARCH funding ,DESCRIPTIVE statistics ,RETIREMENT ,DATA analysis software - Abstract
Objectives: An increasing proportion of older people live in Retirement Villages ('villages'). This population cites support for health‐care issues as one reason for relocation to villages. Here, we examine whether relocation to villages is associated with a decline in hospitalisations. Methods: Retrospective, before‐and‐after observational study. Setting: Retirement villages, Auckland, New Zealand. Participants: 466 cognitively intact village residents (336 [72%] female); mean (SD) age at moving to village was 73.9 (7.7) years. Segmented linear regression analysis of an interrupted time‐series design was used. Main outcome measures: all hospitalisations for 18 months pre‐ and postrelocation to village. Secondary outcome: acute hospitalisations during the same time periods. Results: The average hospitalisation rate (per 100 person‐years) was 44.9 (95% confidence interval [CI] = 36.3–55.6) 18–10 months before village relocation, 58.9 (95% CI = 48.3–72.0) 9–1 months before moving, 47.9 (95% CI = 38.8–59.1) 1–9 months after moving and 62.4 (95% CI = 51.2–76.0) 10–18 months after moving. Monthly average hospitalisation rate (per 100 person‐years) increased before relocation to village by an average of 1.2 (95% CI = 0.01–1.57, p =.04) per month from 18 to 1 month before moving, and there was a change in the level of the monthly average hospitalisation rate immediately after relocation (mean difference [MD] = −18.4 per 100 person‐years, 95% CI = −32.8 to −4.1, p =.02). The trend change after village relocation did not differ significantly from that before moving. Conclusions: Although we cannot reliably claim causality, relocation to a retirement village is, for older people, associated with a significant but non‐sustained reduction in hospitalisation. [ABSTRACT FROM AUTHOR] more...
- Published
- 2023
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28. Recruitment Evaluation of a Preschooler Obesity-Prevention Intervention
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Skouteris, Helen, Hill, Briony, McCabe, Marita, Swinburn, Boyd, Sacher, Paul, and Chadwick, Paul
- Abstract
The aim of this paper was to compare the recruitment strategies of two recent studies that focused on the parental influences on childhood obesity during the preschool years. The first study was a randomised controlled trial (RCT) of the Mind, Exercise, Nutrition?…?Do It! 2-4 obesity prevention programme and the second was a longitudinal cohort study. For both studies, the desired population were families with preschool children at risk of developing overweight or obesity. Hence, families from diverse ethnic and socio-economic backgrounds were sought. Funding for the RCT provided the resources to adopt a targeted approach to recruitment whereas for the longitudinal study, recruitment was random and opportunistic, rather than specific and targeted. The RCT reported higher child body mass index-for-age z scores, more families not from an Australian or New Zealand background, and more families in the lowest income bracket, suggesting that strategically targeted approaches to recruitment are more likely to achieve the desired sample. more...
- Published
- 2014
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29. Sport in education project proving a winner
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Boyd, Sally and Hipkins, Rose
- Published
- 2015
30. Island refuges for surviving nuclear winter and other abrupt sunlight‐reducing catastrophes.
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Boyd, Matt and Wilson, Nick
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SYSTEM failures ,ISLANDS ,FOOD chemistry ,WINTER ,POWER resources - Abstract
Some island nations in the Southern Hemisphere might survive a severe sun‐reducing catastrophe such as nuclear winter and be well placed to help reboot‐collapsed human civilization. Such islands must be resilient to the cascading effects abrupt sunlight reduction scenarios (ASRS) would impose beyond the impacts on agricultural systems. We aimed to identify island nations whose societies are most likely to survive nuclear winter or other ASRS. We also aimed to conduct a case study of one island nation to consider how it might enhance its resilience and therefore its chance of aiding a global reboot of complex technological society. We performed a threshold analysis on food self‐sufficiency under severe nuclear winter conditions to identify islands. We then profiled each island across global macroindices representing resilience factors reported in the literature. We undertook a case study of the island nation of New Zealand. The island nations of Australia, New Zealand, Iceland, the Solomon Islands, and Vanuatu appear most resilient to ASRS. However, our case‐study island nation of New Zealand is threatened in scenarios of no/low trade, has precarious aspects of its energy supply, and shortcomings in manufacturing of essential components. Therefore, inadequate preparations and critical failures in these systems could see rapid societal breakdown. Despite some islands' favorable baseline conditions and apparent food security even in a severe ASRS, cascading impacts through other socioecological systems threaten complex functioning. We identified specific resilience measures, many with cobenefits, which may protect island nodes of sustained complexity in ASRS. [ABSTRACT FROM AUTHOR] more...
- Published
- 2023
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31. Health, wellbeing and nutritional impacts after 2 years of free school meals in New Zealand.
- Author
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McKelvie-Sebileau, Pippa, Swinburn, Boyd, Glassey, Rachael, Tipene-Leach, David, and Gerritsen, Sarah
- Subjects
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WELL-being , *FOOD waste , *RESEARCH , *NUTRITIONAL assessment , *EVALUATION of human services programs , *FOCUS groups , *FOOD relief , *LUNCHEONS , *WORK , *FOOD security , *CROSS-sectional method , *HEALTH status indicators , *SCHOOL administrators , *INTERVIEWING , *FAMILY attitudes , *HEALTH literacy , *NUTRITION education , *QUALITATIVE research , *PSYCHOLOGY of high school students , *EXPERIENTIAL learning , *RESEARCH funding , *DESCRIPTIVE statistics , *FINANCIAL stress , *NATURAL foods , *GOVERNMENT aid , *STUDENT attitudes , *THEMATIC analysis , *JUDGMENT sampling , *NUTRITION policy - Abstract
In 2020, a government-funded healthy school lunch program was introduced in a quarter of New Zealand schools, selected due to high levels of socio-economic barriers. This study assesses the impact of the introduction of the school lunch program from family (whānau), student and school principal perspectives. Across four schools, we conducted five focus groups (two with secondary students and three with family members) and four school principal interviews. Participating schools represented a range of contexts: primary and secondary, schools with cooks in on-site kitchens and schools receiving meals delivered by external caterers. Thematic analysis was used to develop themes describing the health, wellbeing and nutritional impact of the program. Family participants were 82% Indigenous Māori and self-identified as having 'borderline' (73.5%) or no financial security (8.8%). Seven positive impact themes were identified: improved food security, enhanced equity, increased appreciation of healthy foods for students, enhanced mana (wellbeing) for all, reduced financial hardship/stress for families, opportunities for nutritional learning and recognition that appreciation and uptake happen over time. Four negative impact themes were identified: low uptake that created food waste, perception that healthy food is not palatable for students, lack of knowledge of the program and loss of agency for students. This is the largest intervention in nutrition and food security for children implemented in New Zealand since the 1930's. The first 2 years have offered wellbeing and financial benefits for students and families, particularly when school environments promote uptake. More involvement of students and family members in the program planning is essential. [ABSTRACT FROM AUTHOR] more...
- Published
- 2023
- Full Text
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32. Time to complain about pain: Children's self‐reported procedural pain in a randomised control trial of Hall and conventional stainless steel crown techniques.
- Author
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Boyd, Dorothy H., Foster Page, Lyndie A., Moffat, Susan M., and Thomson, W. Murray
- Subjects
DENTAL crowns ,STATISTICS ,PAIN ,PAIN measurement ,SELF-evaluation ,MOLARS ,SURGICAL complications ,VISUAL analog scale ,COMMUNITY health services ,CHILD behavior ,MANN Whitney U Test ,FEAR of dentists ,PRIMARY health care ,TREATMENT effectiveness ,RANDOMIZED controlled trials ,CRONBACH'S alpha ,SCALE analysis (Psychology) ,QUESTIONNAIRES ,CHI-squared test ,RESEARCH funding ,DENTAL caries ,PEDIATRIC dentistry ,STATISTICAL sampling ,DATA analysis ,DATA analysis software ,POSTOPERATIVE pain ,LONGITUDINAL method ,CHILDREN - Abstract
Background: Children's pain in dentistry has undesirable short‐ and long‐term consequences; therefore, less invasive treatments merit consideration. Aim: To investigate procedural pain scores for two treatments for carious primary molars in New Zealand primary care. Design: This study was a split‐mouth randomised control trial, with secondary outcome analysis. Children (4–8 years) with proximal carious lesions on matched primary molars had one tooth treated with the Hall technique (HT) and one treated with a conventional stainless steel crown (CT); treatment type and order of treatment were randomly allocated (allocation concealment). The Wong–Baker self‐report pain scale measured pretreatment dental pain, procedural pain at each treatment and post‐operative pain. Results: Data were analysed for 103 children: 49 children had the HT first and 54 children had the CT first. Procedural pain scores did not differ by treatment type, with 71.8% and 76.7% of children reporting low pain for the HT and the CT, respectively. Fewer children reported low procedural pain for the second treatment than the first (p =.047). Most children reported low procedural pain for both treatments (58.3%), although 41.7% experienced moderate–high procedural pain with at least one treatment. Conclusions: The HT caused pain for as many children as the CT. There is an opportunity for better dental pain management in this setting. [ABSTRACT FROM AUTHOR] more...
- Published
- 2023
- Full Text
- View/download PDF
33. Wellbeing at School: Building a Safe and Caring School Climate That Deters Bullying
- Author
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New Zealand Council for Educational Research, Boyd, Sally, and Barwick, Helena
- Abstract
This booklet is a summary of an extensive review of research and other literature undertaken to guide the development of the Wellbeing@School website self-review process, survey tools and content. This website is being developed by the New Zealand Council for Educational Research (NZCER). The "Wellbeing@School" website is one component of the Ministry of Education's "Positive Behaviour for Learning: Action Plan 2010-2014," developed in response to concerns about student behaviour and school bullying. It is also supported by the New Zealand Police. This booklet is aimed at school leaders. It could also be of interest to those working with schools such as Resource Teachers of Learning and Behaviour (RTLBs), educational psychologists or Police Education Officers. (Contains 51 notes.) more...
- Published
- 2011
34. Learning to Learn an Additional Language: A Personal Perspective
- Author
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Boyd, Lynda
- Abstract
The purpose of this article is to describe the New Zealand experience of second language acquisition as it applies to learning the Maori language and also to new immigrants learning English. The article describes the te kohanga reo movement and also outlines the government policy as it relates to the learning of English as an additional language in New Zealand schools. (Contains 1 note.) more...
- Published
- 2009
- Full Text
- View/download PDF
35. Who, What, How, and Why?: Profiles, Practices, Pedagogies, and Self-Perceptions of Adult Literacy Practitioners
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Teaching and Learning Research Initiative (New Zealand), Chandler, Robyn, Tobias, Robert, Boyd, Vivienne, Cates, Julie, Shanahan, Kellie, and Solomon, Cathy
- Abstract
This study began in the Spring of 2003, when the Canterbury Adult Basic Education Research Network (CABERN), an informal cross-sector network of local adult literacy researchers and practitioners, sent out a questionnaire. The questionnaire addressed potential respondents by asking: "Are you a tutor engaged in any aspect of adult literacy?" Practitioners were interested, and the Teaching and Learning Research Initiative (TLRI) funding allowed the authors to extend the initial survey into a larger, exploratory project. They were interested in representing who adult literacy practitioners thought they were, not as they were defined by others. Findings reveal that most practitioners were female, Pakeha/European or "New Zealander", and 79 percent were over the age of 40. The median period of involvement in adult literacy was between two and five years, with just over 45 percent having been involved for over two and under 10 years. Practitioners' reasons for entry into the field of adult literacy were varied. Questionnaire respondents prioritised pedagogical and philosophical reasons, with enjoying working with adults and/or young adults, a fascination with adult literacy, and the chance to do something worthwhile those most often chosen and ranked most highly. Interviews revealed the range of motivations. Practitioners were located in a range of contexts and situations and they worked with a variety of learners. While over 90 percent of practitioners received remuneration for at least some of their adult literacy work, few saw it in terms of a career, perhaps unsurprising in the light of the lack of opportunities in the field. Appendices include: (1) Who are CABERN; (2) Invitation; (3) Questionnaire; (4) Focus group invitation; (5) Focus group guidelines; (6) Guidelines for interviewers; (7) Example of researcher support material; (8) Evaluation questions; (9) Practice journal; and (10) Relevant training. (Contains 1 figure and 1 footnote.) more...
- Published
- 2008
36. The travellers programme: A way of supporting young people to manage their wellbeing
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Robertson, Sally and Boyd, Sally
- Published
- 2012
37. Student inquiry and curriculum integration: Shared origins and points of difference (Part A)
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Boyd, Sally and Hipkins, Rose
- Published
- 2012
38. The recursive elaboration of key competencies as agents of curriculum change
- Author
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Hipkins, Rosemary and Boyd, Sally
- Published
- 2011
39. Mathematical optimization of frost resistant crop production to ensure food supply during a nuclear winter catastrophe.
- Author
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Wilson, Nick, Payne, Ben, and Boyd, Matt
- Subjects
AGRICULTURAL productivity ,FOOD supply ,MATHEMATICAL optimization ,FOOD production ,FROST ,GREENHOUSE plants ,CARROTS - Abstract
This study aimed to estimate the optimal mix of frost resistant crops and land area needed to provide basic nutrition during various nuclear winter scenarios for New Zealand (NZ), a temperate island nation. It used linear programming to minimize land area required for cropping while producing enough food to achieve dietary energy and protein requirements for the whole population. The potential agricultural impacts of three nuclear winter scenarios on NZ, were sourced from the literature. The optimized combinations of frost resistant crops that were found to feed the entire population were, in descending order: wheat and carrots; sugar beet; oats; onions and carrots; cabbage and barley; canola and cabbage; linseed and parsnip; rye and lupins; swede and field beans; and cauliflower. But in terms of current production levels of these frost resistant crops in NZ, there would be a 26% shortfall for the "war without a nuclear winter" scenario and a 71% shortfall for the severe nuclear winter scenario (150 Tg of soot in the stratosphere with a 61% decline in crop yields). In conclusion, at current production levels, frost resistant food crops could not feed all NZ citizens following a nuclear war. There is a need for the NZ Government to conduct a detailed pre-war analysis on how these shortfalls are best addressed. For example, by: increased pre-war production of these crops and/or post-war scalability; growing enough frost sensitive crops (i.e., in greenhouses or the warmest parts of the country); and/or ensuring continuing production of food derived from livestock fed on frost resistant grasses. [ABSTRACT FROM AUTHOR] more...
- Published
- 2023
- Full Text
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40. Fishing for the Big Boys: Competing Interests under the Fisheries Act 1996
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Boyd, Jordan
- Published
- 2010
41. Stopping and Starting: Experiences of Adults Returning to Formal Literacy Learning.
- Author
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Boyd, Vivienne, Cates, Julie, Hellyer, Jan, Leverton, Marianne, Robinson, Helen, and Tobias, Robert
- Abstract
Case studies of six adult literacy students revealed factors that had influenced them to stop and restart formal education: family conditions, traumatic events, initial schooling experiences, social networks, personal motivations, and informal learning experiences. The influence of contextual factors on literacy learning and characteristics of effective learning environments were identified. (Contains 30 references.) (SK) more...
- Published
- 2002
42. Innovative Pathways from School: The Case Studies. Phase 1 Report 2002.
- Author
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New Zealand Council for Educational Research, Wellington., Boyd, Sally, McDowall, Sue, and Cooper, Garrick
- Abstract
This report documents the Innovative Pathways study of nonconventional year 12 and 13 programs at 7 schools, considered successful in assisting "at risk" students in their transition from school to the work force or further education and training. Elements of good practice are documented that contributed to and assisted students' decisions regarding transition. These programs gave extra support to students by providing courses tailored to individual interests that were also linked to their career interests, opportunities for students to choose from optional content areas, a focus on the whole student and their personal development and career plans, and partnerships with employers, tertiary trainers, and tertiary institutes. All programs had an emphasis on students gaining qualifications, becoming work-ready, making links to tertiary study, and developing personally. Students viewed the courses as practical, relevant, fun, motivating, and achievable. This information highlights the important role that schools have to play in providing options and information to students, the importance of school-parent communication, and the importance of the range of partnerships that schools have developed. Six appendices contain a student introductory letter and consent form, and student, parent, program-leader, program-teacher, and nonschool-provider interviews. (Contains 56 references, 27 tables, and 2 figures.) (RT) more...
- Published
- 2002
43. Techno Magic--Whizz or Fizz? The Relationship between Writing Mode, Editing Process, and Writing Product.
- Author
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New Zealand Council for Educational Research, Wellington., Boyd, Sally, and McDowall, Sue
- Abstract
This report presents the findings from a 2-stage, multi-method study conducted in 2000 and 2001 on the editing skills and processes which students at two schools in New Zealand used when working with word processors and with pencils. The study's main aim was to examine the influence of the use of a word processor on students' editing processes and writing products. In addition, the relationships between the year level, gender, and literacy level of the students in the study, and their editing processes and products were examined. Comparable data were collected from 96 students in Years 3/4, 5, and 7. Data were collected by using interviews and observations, and by analyzing the writing samples of students. Each student was observed completing two tasks--one using a word processor and the other using a pencil. The 21 teachers involved were interviewed about their teaching of writing and editing skills, and the place of word processors in their classroom writing program. Overall, the Year 7 students reported greater school computer use than the Year 5 students, who in turn reported greater use than the Year 3/4 students. In general, students showed high levels of motivation when using a word processor. Apart from spelling differences, there were no significant differences in the overall quality of the writing samples by writing mode. Appended are sample parent and teacher letters, teacher and student interviews and other materials. (Contains 9 tables, 3 figures, and 20 references.) (NKA) more...
- Published
- 2001
44. Beyond School: Final Year School Students' Experiences of the Transition to Tertiary Study or Employment.
- Author
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New Zealand Council for Educational Research, Wellington., Boyd, Sally, Chalmers, Anna, and Kumekawa, Eugene
- Abstract
A study investigated the postsecondary intentions and the actual outcomes of secondary transition among 321 students from five schools in New Zealand. Phase 1 identified students who did not intend to return to secondary school. The next year (2000), they became the target population for Phase 2, which examined the students' actual continuation on to tertiary study, tertiary qualifications, tertiary institution attended, employment patterns, intended career or job title, and sources of information they used or desired in the transition process. By 2000, approximately two-thirds had a firmer idea of their career direction. The most common pattern of intentions and actual activities was for students to leave school after year 13 with an A or B Bursary and study for a degree at a university while working part time or casually. European students were more likely than Maori and Pacific students to be more sure of their career plans, more likely to be studying at universities and polytechnics, and more likely to be making a smoother postsecondary transition. Students from low-decile schools were less likely than those from high-decile schools to participate in tertiary study. They also tended to have more vocational focus. The "most useful" sources of information were "employment-, school-, or tertiary-based." Researchers concluded that New Zealand students could benefit from individual career planning counseling. (The survey and survey results in tables and graphs are appended. Contains 33 references.) (KC) more...
- Published
- 2001
45. The Whangamata Marina Decision and Ministerial Decision-making under the RMA
- Author
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Boyd, Jordan
- Published
- 2007
46. Persistence in Spoken New Zealand English
- Author
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Maclagan, Margaret and Davis, Boyd
- Published
- 2007
47. Opportunities to be active in retirement villages and factors associated with physical activity in residents.
- Author
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Aoi Yoshihara, Bloomfield, Katherine, Zhenqiang Wu, Tatton, Annie, Hikaka, Joanna, Boyd, Michal, Peri, Kathy, and Connolly, Martin J.
- Subjects
CONFIDENCE intervals ,SENIOR housing ,CROSS-sectional method ,SELF-evaluation ,MULTIPLE regression analysis ,QUANTITATIVE research ,HEALTH status indicators ,PHYSICAL activity ,SEX distribution ,QUESTIONNAIRES ,EXERCISE ,WALKING ,ACCESSIBLE design ,DESCRIPTIVE statistics ,RESEARCH funding ,RETIREMENT ,STATISTICAL sampling ,FATIGUE (Physiology) ,ODDS ratio ,DATA analysis software ,OLD age - Abstract
Introduction. Physical activity (PA) in older people is associated with improved morbidity and mortality outcomes. Increasing numbers of older people are choosing to live in retirement villages, many of which promote themselves as providing opportunities for activity. Aim. To explore the characteristics of PA village residents were undertaking and the associated individual and village factors. Methods. Health, functional and wellbeing information was collected from 577 residents recruited from 34 villages in Auckland, New Zealand, using an International Resident Assessment Instrument and customised survey tools containing items on self-reported PA. Managers from villages completed a survey on village characteristics and facilities. Results. The mean age (s.d.) of village residents was 82 (7) years, and 325 (56%) reporting doing one or more hours of PA in the 3 days prior to assessment. Moderate exercise was performed by 240 (42%) village residents, for a mean (s.d.) of 2.7 (3.4) h per week. The most common activities provided by villages included: bowls/petanque (22, 65%) and exercise classes (22, 65%), and walking was the most common activity undertaken (348, 60%). Factors independently associated with PA included individual factors (gender, fatigue, constipation, self-reported health, number of medications, moving to village for safety and security, utilising village fitness programme, use of the internet, and satisfaction with opportunities to be active) and village-related factors (access to unit, and ownership model). Discussion. PA uptake is determined by many factors at both personal (physical and psychosocial) and environmental levels. Clinicians should focus on individualised PA promotion in those with identified risk factors for low levels of PA. [ABSTRACT FROM AUTHOR] more...
- Published
- 2023
- Full Text
- View/download PDF
48. Comparative performance of a multi‐locus barcoding approach to enhance taxonomic resolution of New Zealand mosquitoes (Diptera: Culicidae).
- Author
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Wu, Jieyun, Li, Dongmei, Boyd, Ben, Balan, Rebijith K., George, Sherly, Peacock, Lora, and Pal, Chandan
- Subjects
CYTOCHROME oxidase ,AEDES aegypti ,MOSQUITOES ,DIPTERA ,DNA data banks ,GENETIC barcoding ,GENETIC variation - Abstract
Mosquitoes (Diptera: Culicidae) pose a serious threat to human health globally and the accurate identification of mosquito species is fundamental to entomological diagnostics and surveillance implementing effective vector control and management. However, cryptic species complexes, incomplete or damaged specimens, and juvenile life stages complicates the task. Molecular characterisation has shown the potential to identify the mosquito species accurately and overcomes the difficulties that morphological diagnosis face. Here, we assessed the effectiveness of a multi‐locus barcoding approach using cytochrome c oxidase subunit I (COI), internal transcribed spacer 1 (ITS1) and internal transcribed spacer 2 (ITS2) regions to identify the New Zealand mosquito species (n = 16) at the highest taxonomic resolution, which can make diagnosis more accurate and efficient. Our results show that most of the New Zealand mosquito species could be distinctly separated from each other as well as from other exotic species using either of these barcoding regions (i.e., COI, ITS1 and ITS2). The assessment of taxonomic discriminatory power of COI, ITS1 and ITS2 barcodes suggests that ITS2 can better distinguish the New Zealand closely‐related species. Two closely‐related endemic species from the Culex pervigilans species complex (Cx. rotoruae and Cx. pervigilans) were difficult to distinguish using COI and ITS1 regions. However, the ITS2 barcode could detect a greater genetic variation among individuals of those two species and demonstrate the potential to resolve the relationships among them to provide better resolution as a complementary to COI. Overall, this study provides a reference DNA barcode database of COI and ITS2 for New Zealand mosquito species, which will aid in their accurate identification at a higher taxonomic resolution and corroborate the traditional morphological approaches to perform better species discrimination among closely‐related species complex. The study also assessed the preliminary genetic diversity of the mosquito species from different regions of New Zealand, which can be used as a baseline for uncovering the environmental and geographical effect on genomic variations among New Zealand mosquito populations in the future. [ABSTRACT FROM AUTHOR] more...
- Published
- 2023
- Full Text
- View/download PDF
49. ACT2COPE: A pilot randomised trial of a brief online acceptance and commitment therapy intervention for people living with chronic health conditions during the COVID-19 pandemic.
- Author
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Wallace-Boyd, Kate, Boggiss, Anna Lynette, Ellett, Sian, Booth, Roger, Slykerman, Rebecca, and Serlachius, Anna Sofia
- Subjects
- *
ACCEPTANCE & commitment therapy , *COVID-19 pandemic , *PSYCHOLOGICAL distress , *CHRONIC diseases , *PSYCHOTHERAPY , *ADAPTABILITY (Personality) - Abstract
It is well established that the COVID-19 pandemic increased psychological distress in many populations, particularly for people with chronic health conditions (CHCs). Web-based mental health interventions provide a scalable and cost-effective approach to providing psychological support for people disproportionately affected by the COVID-19 pandemic. The current study aimed to explore the feasibility and acceptability of a one-week web-based psychological intervention (ACT2COPE) and explore preliminary effects of the intervention on reducing depression, anxiety, and stress symptoms, and improving wellbeing and psychological flexibility in adults living with CHCs during the COVID-19 pandemic in Aotearoa (New Zealand). A pilot randomised waitlist-controlled trial explored the acceptability and preliminary efficacy of ACT2COPE among 40 participants (n = 20 in the ACT2COPE group and n = 20 in the waitlist control group). Focus groups and open-ended questions explored usability and acceptability of the intervention as well as levels of engagement and adherence to the intervention. Mixed model ANOVAs explored within and between-group differences in psychological outcomes. Qualitative findings suggested that participants found ACT2COPE acceptable and engaging. Depressive symptoms significantly decreased over time compared to the waitlist group at 4-weeks follow-up (p =.012). No other between-group differences were found. The online ACT2COPE intervention presents a promising, scalable intervention that may improve psychological outcomes in adults living with CHCs during the COVID-19 pandemic. Future research is needed to confirm these findings in a larger and more diverse population and over a longer timeframe. [ABSTRACT FROM AUTHOR] more...
- Published
- 2023
- Full Text
- View/download PDF
50. Determined to succeed: Can goal commitment sustain interagency collaboration?
- Author
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Scott, Rodney James and Boyd, Ross
- Subjects
INTERAGENCY coordination ,TRANSACTION costs - Abstract
Governments have struggled with addressing problems that cross agency boundaries. Since 2012, the New Zealand Government has achieved significant success by holding groups of agencies collectively responsible for achieving intermediate outcome targets (the 'Results Programme'). The Results Programme has been described as the most important change in how public services are delivered in New Zealand in 20 years. This article uses a mixed methods approach to triangulate 10 features of the Results Programme that appear to contribute to its success. Collaboration literature typically focuses on reducing barriers, often expressed in terms of transaction costs; in contrast, the successes of the Results Programme are explained here as methods for engineering a sense of joint goal commitment, that provides the sustained impetus to succeed despite the barriers encountered. [ABSTRACT FROM AUTHOR] more...
- Published
- 2023
- Full Text
- View/download PDF
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