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Audio, Radio New Zealand

Dr JIAN YANG to the Minister of Finance: What changes has the Government made in recent years to make the tax system fairer and to help families and businesses get ahead? Rt Hon WINSTON PETERS to the Minister of Internal Affairs: On what basis was the recall and cancellation of New Zealand Passport LN138690 undertaken? Hon DAVID PARKER to the Associate Minister of Finance: Does he still believe that a 33 cent top marginal income tax rate is the reason for fewer departures to Australia in 2014? CATHERINE DELAHUNTY to the Minister of Education: Did she write a new preference factor for Partnership School applicants on the 14 November education report "Confirming Round Two of Applications to Operate Partnership Schools"; if so, on what advice? CHRIS AUCHINVOLE to the Minister of Conservation: What reports has he received on the extent of the damage to West Coast forests from Cyclone Ita and what estimates are there of the area affected and the volume of wood felled? PHIL TWYFORD to the Minister of Housing: How many homes out of the 5,000 earthquake damaged Housing New Zealand homes have completed repairs as part of its Repair 5000 programme? TIM MACINDOE to the Minister of Education: What recent announcements has she made to celebrate and recognise highly effective and innovative practice happening across the education system? Hon PHIL GOFF to the Minister of Defence: Has there been a reduction in the capacity of the Army in the last three years to sustain an overseas deployment; if so, why? MELISSA LEE to the Minister for Social Development and Employment: What support is the Ministry of Social Development providing to people in Christchurch still dealing with the impact of the earthquakes? GARETH HUGHES to the Minister of Conservation: Does he agree with the statement given on behalf of the Minister of Energy and Resources that "there has not been a single observation of a Māui's dolphin in the block offer area"? CAROL BEAUMONT to the Minister of Justice: Given the magnitude of the problem of family violence, is it acceptable to her that none of the Family Violence Death Review Committee's recommendations from their last annual report have been completed, and no action has been taken on a number of recommendations around funding family violence training for professionals, and addressing the need for better multi-agency practice addressing family violence? KANWALJIT SINGH BAKSHI to the Minister of Statistics: What is the Government doing to modernise the next census?

Research papers, University of Canterbury Library

Following the 2010-2011 earthquakes in Canterbury, New Zealand, the University of Canterbury (UC) was faced with the need to respond to major challenges in its teaching and learning environment. With the recognition of education as a key component to the recovery of the Canterbury region, UC developed a plan for the transformation and renewal of the campus. Central to this renewal is human capital – graduates who are distinctly resilient and broadly skilled, owing in part to their living and rebuilding through a disaster. Six desired graduate attributes have been articulated through this process: knowledge and skills of a recognized subject, critical thinking skills, the ability to interpret information from a range of sources, the ability to self-direct learning, cultural competence, and the recognition of global connections through social, ethical, and environmental values. All of these attributes may readily be identified in undergraduate geoscience field education and graduate field-based studies, and this is particularly important to highlight in a climate where the logistical and financial requirements of fieldwork are becoming a barrier to its inclusion in undergraduate curricula. Fieldwork develops discipline-specific knowledge and skills and fosters independent and critical thought. It encourages students to recognize and elaborate upon relevant information, plan ways to solve complicated problems, execute and re-evaluate these plans. These decisions are largely made by the learners, who often direct their own field experience. The latter two key graduate attributes, cultural competence and global recognition of socio-environmental values, have been explicitly addressed in field education elsewhere and there is potential to do so within the New Zealand context. These concepts are inherent to the sense of place of geoscience undergraduates and are particularly important when the field experience is viewed through the lens of landscape heritage. This work highlights the need to understand how geoscience students interact with field places, with unique implications for their cultural and socio-environmental awareness as global citizens, as well as the influence that field pedagogy has on these factors.