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Uses the peri-urban 2017 Port Hills as a case study to consider to what extent Christchurch’s peri-urban wildfire management strategy reflects best practice. Summarises factors determining wildfire threat, management goals and strategies in light of international best practice strategies. Examines the history of land use development in the Port Hills to determine its contribution to fire hazard levels. Evaluates Christchurch’s current fire management strategy for the Port Hills in light of best management practice for reducing peri-urban fire risk. Offers suggestions for improving Christchurch’s peri-urban wildfire management strategies toward a comprehensive and pre-emptive approach. Source: National Library of New Zealand Te Puna Matauranga o Aotearoa, licensed by the Department of Internal Affairs for re-use under the Creative Commons Attribution 3.0 New Zealand Licence.

This paper reports on an interpretative study of locals' and visitors' experiences in Rotorua, New Zealand and shows how experiences vary among different groups. Photographs were Q sorted by a non‐random sample of locals and both overseas and New Zealand visitors, and the data were factor analysed to identify four factors or types of experience. These include experiences of Sublime Nature, Iconic Tourism, New Zealand Family and the Picturesque Landscape. These findings show that Q sort with photographs is a useful research approach which advances our understanding of destination image and provides results that have implications for the contemporary theoretical debate on the nature of tourist experience in New Zealand. Copyright © 2002 John Wiley & Sons, Ltd.

This article reports on visitor experience of natural and modified landscapes in New Zealand and shows how some experiences are common across studies in three locations. In each study, photographs of landscape settings and visitor activities were Q sorted by a nonrandom sample of locals and both overseas and New Zealand visitors, and the data were factor analyzed to identify factors or types of experience. Results from a study of Westland are presented to illustrate our approach to research on experience of landscape, and then results across three studies are compared. The results show that there are some consistent themes among the experiences of both local and overseas visitors and that tourist experiences cannot be theorized in terms of a simple dichotomy between \"performance\" and \"gaze.\" The consistency of the results across three diverse settings provides a base to develop policy implications that have general relevance.

How do different contexts influence the nature and character of school leadership? This book is predicated on the simple, yet profound, observation that school leadership can only be understood within the context in which it is exercised. The observation is particularly valid in relation to post-conflict societies especially when they have eventuated from new-wars. Schools in these contexts face highly complex circumstances and a level of environmental turbulence requiring different kinds of leadership from those operating in less complicated and relatively stable situations. By assembling an impressive array of international experts, this book investigates a much neglected area of research. Each chapter highlights the importance of context for understanding the realities of school leadership, and reveals the challenges and influences that school leaders face as well as the strategies they adopt to deal with the complexities of their work. In particular, valuable insights are provided into how intractable problems faced by schools can affect student, professional and organizational learning agendas. There are also important glimpses of the progression that can be made in schools by: -Enhancing the curriculum -Energizing teaching capacity; and -Optimising leadership capacity. Depictions of post-new war environments include Angola, Ghana, Sri Lanka, Rwanda, Kenya, Solomon Islands, Lebanon, Kosovo, Timor-Leste and Northern Ireland. The book will be key reading for undergraduate and postgraduate students studying educational leadership, comparative education and education policy. Simon R. P. Clarke is Professor of Education, Deputy Head of School and the Masters Programs Course Coordinator at the Graduate School of Education, The University of Western Australia. Thomas A. O’Donoghue is Professor of Education at the Graduate School of Education, The University of Western Australia, and an elected Fellow of the Academy of the Social Sciences in Australia and the Royal Historical Society. 1: The Case for Studying Educational Leadership at the Individual School Level in Post-conflict Societies Simon Clarke and Tom O'Donoghue 2: Educational Leadership at the Individual School Level in Post-conflict Societies: The Broad Context Tom O'Donoghue and Simon Clarke 3: Angola: Fostering Teacher Professionalism and Safe Schools Lynn Davies 4: Ghana: Resolving the Tensions Between Colonial Values and Contemporary Policies John MacBeath and Sue Swaffield 5: Sri Lanka: School Leadership in the Conflict-affected North and East Jaya Earnest 6: Rwanda: Challenges for School Leadership in a Transitional Post-conflict Nation Jaya Earnest 7: Kenya: School Leadership and the 2007 Post-election Violence Aqeela A. Datoo and David Johnson 8: Solomon Islands: Adaptive Leadership Strategies in Schools Jack Maebuta 9: Lebanon: Post-civil Implications for Schools Nina Maadad 10: Kosovo: Transitioning School Leadership from Conflict to Coherence J. Tim Goddard and Osman Buleshkaj 11: Timor-Leste: The Now in the Not Yet of School Leadership Margie Beck and Silvanio Araujo 12: Northern Ireland: Some Post-conflict Challenges in Education Sam McGuinness, Lesley Abbott and Frank Cassidy 13: Educational Leadership in Post-new War Societies: Insights from the Field into Challenges and Possibilities Simon Clarke and Tom O'Donoghue

The colonial legacy provides a powerful backdrop to the development of schools in Ghana, shaping their relationship with their communities and requiring a quality of leadership that displays a confidence to challenge much of established thinking and practice. This chapter begins with a review of the successive regimes in the country that have attempted to deal with the aftermath of wars on its people, exploitation of its human and natural resources, mismanagement and corruption and its impact on communities, families and children. It goes on to consider current support, partnerships, intervention and subvention issues. This is followed by an examination of current leadership challenges in schools.