SOUTHERN INSTITUTE OF TECHNOLOGY RESEARCH REPORT 2019 The Southern Institute of Technology Research Report for 2019 is published by Southern Institute of Technology.
July 2020
Editor Dr Sally Bodkin-Allen
Design and Photography Elana Bai
Printing SIT Printery
Cover Image Bex Stanley The cover comes from Patrick Gillies’ book: Who Ate Our Ball?
Contact details Dr Sally Bodkin-Allen Research Manager Southern Institute of Technology [email protected]
0800 4 0 FEES (0800 4 0 3337) www.sit.ac.nz
Southern Institute of Technology Private Bag 90114 133 Tay Street Invercargill INTRODUCTION It is my pleasure to present the Southern Institute of 7HFKQRORJ\6WD൵5HVHDUFK5HSRUWIRU ,Q VWD൵DW6,7XQGHUWRRNUHVHDUFKLQDYDULHW\RIDUHDV LOOXVWUDWLQJDGLYHUVLW\RIDFWLYLWLHVDQGRXWSXWV7KH
VWD൵SUR¿OHGKHUHVKRZFDVHVUHVHDUFKLQWHDFKLQJDQG Penny Simmonds OHDUQLQJWKHFUHDWLYH¿HOGVFRPPXQLW\DQGLQGXVWU\ Chief Executive Southern Institute of Technology HQJDJHPHQWDQGWKHGHYHORSPHQWRIVSHFLDOLVHG NQRZOHGJH
Research is an integral part peer reviewed platform for staff composer Claire Cowan, using of the Southern Institute of to publish in, as well as many his jazz composition skills to act Technology, as it strengthens outside academics. as a creative consultant on her teaching and learning on higher School of Nursing Head of School, score for the Royal New Zealand level qualifications, as well Johanna Rhodes and fellow tutor Ballet’s production of ‘Hansel and as providing opportunities for Mary McMillan were selected Gretel.’ In the School of Screen creative and artistic endeavours to give two presentations at the Arts film tutor Patrick Gillies has and the generation of new 7th Sino New Zealand Vocational expanded his talents to write a knowledge. Many staff were Education and Training Model children’s book, with illustrations supported by the Southern Symposium in China. Bachelor by an SIT graduate. Institute of Technology Research of Environmental tutor Anna Staff in Southern Institute of Fund to present their research Palliser spent several months Technology’s distance learning at conferences. Staff gave at Johnson and Wales University faculty SIT2LRN are also presentations at conferences in Rhode Island on a prestigious represented here. Barnaby Pace’s throughout New Zealand and Fulbright Scholarship researching theoretical research delves into internationally: in the USA, local food systems. Christine the field of quantum physics and Hong Kong, Malaysia, Canada, Liang, Programme Manager wave function collapse. Annabel Australia, Spain, South Africa, in the School of Environmental Schuler’s focus is on historical and China. Many SIT staff Management, along with tutor research, with a detailed study presented their research Tapuwa Marapara, were a part of the life of Constance Grande, findings at the fourth joint of the organising committee for a pioneering New Zealand research symposium with Otago the New Zealand Coastal Society female journalist. Robyn Hill and Polytechnic in 2019. Annual Conference, held in Robert Horrocks explore the use A number of staff at SIT are Invercargill in November 2019. of discussion boards in online engaged in PhD study through Te A number of student projects learning. ā ā Whare W nanga Awanui rangi. supervised by Environmental Two tutors from the Faculty of This doctoral study programme Management tutors were Trades and Technology also is part of an ongoing initiative presented at the conference, feature in this report, reflecting to foster collaboration between with one student project winning the growth of research capacity the two institutions. Duncan a national award typically won to support the new degree McKenzie, a Programme by PhD students or experienced programmes in the faculty. Carlo Manager in the School of Sport researchers. Gabriel’s research focuses on and Exercise is exploring well- Community engagement improving learning outcomes being in relation to a pastime and industry success are for students, while Naveed ur he is passionate about: surfing. features of the outputs of audio Rehman has explored solar While Debbie Ruwhiu who works production and music staff. energy potential for bus routes in in the Academic Support Unit and Music Programme Manager Jeff Invercargill. oversees Te Awa Rau, the Māori Wragg and Audio Production It is pleasing to see the continuing Mentoring Programme at SIT, is Programme Manager Doug Heath evolution of research capability at examining culturally responsive both attended a conference in Southern Institute of Technology practice at the institution. Boston, where they delivered and I hope you enjoy reading SIT celebrated ten years of presentations on their practice- about the range of research SITJAR, the Southern Institute led research. Research Manager activity featured here. of Technology Journal of Applied Sally Bodkin-Allen’s research Research, in 2019. Jerry Hoffman, into the community singing Academic Leader in the School of concept of Outreach focused on Business, has been editor of the the connection between singing journal since its inception. This and wellbeing. Mark Baynes, Penny Simmonds journal has had an important role Programme Manager at SIT’s Chief Executive for research at SIT, providing a MAINZ campus, collaborated with Southern Institute of Technology CONTENTS 3 INTRODUCTION 24 TEN YEARS OF SITJAR Jerry Hoffman School of Business 6 FULBRIGHT SCHOLARSHIP IN RHODE ISLAND MENTORING AND COLLABORATION Anna Palliser 26 School of Environmental Management IN THE SCHOOL OF NURSING Johanna Rhodes and Mary McMillan 8 GETTING TO KNOW CONSTANCE School of Nursing GRANDE Annabel Schuler 28 HANSEL AND GRETEL Faculty of SIT2LRN Mark Baynes MAINZ 10 OBJECTIVE-COLLAPSE THEORY VIEW OF THE WAVE-PARTICLE 30 SOLAR POTENTIAL OF PUBLIC BUS PARADOX ROUTES IN INVERCARGILL Barnaby Pace Naveed ur Rehman Faculty of SIT2LRN School of Engineering
12 UNDERSTANDING MOTIVATION, SELF-EFFICACY AND ANXIETY IN 32 WHO ATE OUR BALL? ENGINEERING STUDENTS Patrick Gillies School of Screen Arts Carlo Gabriel School of Engineering 34 USE OF DISCUSSION BOARDS IN ONLINE LEARNING 14 SUPERVISING STUDENTS AND Robyn Hill and Robert Horrocks CELEBRATING SUCCESS Faculty of SIT2LRN Christine Liang School of Environmental Management 36 OUTREACH SINGING AND WELLBEING 16 IMPROVING ACHIEVEMENT FOR Sally Bodkin-Allen MāORI LEARNERS School of Contemporary Music Debbie Ruwhiu Academic Support Unit 38 DAIRY FARMERS IN THE WAITUNA CATCHMENT AND ADOPTION OF 18 PRACTICE-LED RESEARCH IN RIPARIAN PLANTING HEAVY METAL AND DUB REGGAE Tapuwa Marapara ELECTRONICA School of Environmental Management Doug Heath School of Audio Production 40 STAFF RESEARCH OUTPUTS WAVES OF WELL-BEING. 20 2019 Duncan McKenzie School of Sport and Exercise
22 AUTOSONIC SELF-QUOTATION Jeff Wragg School of Contemporary Music FULBRIGHT SCHOLARSHIP IN RHODE ISLAND
Contact: Anna Palliser School of Environmental Management [email protected]
6 Research Report 2019 Anna Palliser School of Environmental Management Faculty of Health, Humanities and Computing
Dr Anna Palliser Anna’s interest in local food and several of them became systems stems directly from her close friends who I am still in WUDYHOOHGWR work in climate change. ‘It is so touch with.’ The support of the clear that the current global, university was an intrinsic part 5KRGH,VODQG chemical and fossil fuel intensive of what made Anna’s scholarship 3URYLGHQFHLQ agricultural system is not going a sucess, as this paved the to be able to meet our food needs way for opportunities to meet $XJXVW WRWDNH for much longer when faced people, deliver talks and attend with the predicted changes due gatherings. One gathering Anna XSKHU)XOEULJKW to climate change,’ Anna says. attended was a First Nations 6FKRODUVKLSDW ‘One recomended solution is conference on food sovereignty to focus far more on local food in Green Bay, Michigan. This -RKQVRQDQG:DOHV systems in local economies, gave her the opportunity to learn food systems that directly about first nation ways protocols 8QLYHUVLW\WKHUH support local communities, and issues as well as about the 6KHVWD\HGWKHUH not only economically but also ways many tribes are investing by providing highly nutritous heaviliy into their own local food IRUIRXUDQGDKDOI food that the global system systems on tribal land. Another often doesn’t provide for poorer gathering was organised by PRQWKVUHVHDUFKLQJ communities.’ the USA Fulbright Association in Kentucky, where Anna was WKH3URYLGHQFHORFDO Anna carried out twenty-two invited, along with about 100 other interviews with gardeners, urban Fulbright Scholars, to a seminar IRRGV\VWHPDQGKDG farmers, food bank staff, food about the opioid crisis in America. market sellers, herbalists, food DZRQGHUIXOWLPH ‘This was a wonderful opportunity hub managers, soil remidiators, to meet other Fulbrighters and WDNLQJDGYDQWDJHRI councillors and others in learn more about a crisis which Providence. ‘The interviews gave is also impacting people here in DOOWKHRSSRUWXQLWLHV me a good grasp of the amazing New Zealand, although currently local food system in Providence,’ RIIHUHGE\VXFK it seems far less than in the USA,’ says Anna. She is currently Anna explained. DSUHVLJLRXV working on a report she hopes to deliver around New Zealand as Johnson and Wales University VFKRODUVKLS she does a speaking tour. provided Anna with office space and a laptop and access to The research was only one part university libraries and other of her role in the USA; another facilities. ‘It is actually quite important part was to be an similar to SIT in some ways,’ says ambassador for New Zealand. ‘I Anna. ‘It is a teaching university, gave talks to staff and students rather than a research university at Johnson and Wales University and has a strong focus on and the University of Maine, and vocational education, especially to communities in Providence, hospitality and catering.’ One as well as in Shreveport, Texas,’ exciting project the University is explains Anna. ‘And early on in my currently working on is a degree time in Providence, my husband in sustainable local food systems, and I became involved with a where chefs and sustainable project for Veterans in the USA, development programs are and spent a weekend cooking for coming together to offer a blend them, working with top chefs and of cooking local food, farm to their students from Johnson and table cooking and other local Wales University.’ food system papers, along with Anna was overwhelmed by the papers on food sovereignty and kindness and support she and food security. Anna has been her husband received during helping with the development of their time in Providence. ‘The this course by giving feedback professors at Johnson and Wales and suggesting background University were so amazingly kind reading. She is also working to me,’ Anna says. ‘They took us developing similar papers on to markets, restaurants, took sustainable local food that could us to meet their families, let me be included in the environmental stay the night in their homes if management program here at it helped me get to an interview SIT.
Research Report 2019 7 GETTING TO KNOW CONSTANCE GRANDE
Contact: Annabel Schuler SIT2LRN [email protected]
8 Research Report 2019 Annabel Schuler Facilitator Faculty of SIT2LRN
Annabel Schuler After graduating she worked domains.’ Constance also in Wellington and was the first became known as a pioneer FDUULHGRXWKLVWRULFDO woman to be an official shorthand mountaineer, she was the first reporter for Parliament’s woman to scale the Aile Froide, UHVHDUFKLQWR Legislative Council Committee. the (then) most inaccessible SLRQHHULQJIHPDOH ‘Constance was part of an inquiry peak in the French Alps. ‘In New into the financial position of the Zealand she is probably best MRXUQDOLVW&RQVWDQFH New Zealand Banking Company,’ known for being one of a three- explains Annabel. ‘Her work was woman party who crossed the *UDQGHD1HZ given a high commendation by the Copland Pass near Mt Cook,’ says =HDODQGZRPDQ Prime Minister Richard Seddon.’ Annabel. ‘She had quite a time This was a sign of things to come. convincing the guide that she was capable to attempt the climb, ZKRJUDGXDWHG Constance travelled to London and even rid herself of what she at the age of 24 and in 1897 IURPXQLYHUVLW\ called “tempestuous petticoats,” began a career as a freelance instead dressing in trousers, FOLPEHGPRXQWDLQV journalist, writing opinion pieces boys’ boots and puttees on her for magazines and newspapers in knees.’ DQGZDVDIRUHLJQ Britain and back in New Zealand. FRUUHVSRQGHQW ‘What makes Constance really But it is during her years as a war stand out is that she wasn’t correspondent when her greatest GXULQJ:RUOG:DU, afraid of controversy, she used contributions were made. plain speech, unlike the women ‘Constance and her husband, of the time’ says Annabel. ‘She Julian, also a journalist, moved to could be highly critical. One Switzerland prior to the start of Annabel is a facilitator at article she wrote after visiting a World War I,’ explains Annabel. SIT2LRN where she teaches on government prison settlement at ‘As a war correspondent she communications courses. In 2019 Waiotapu, near Rotorua, provides provided meticulous commentary she became aware of Constance an historical commentary on to newspapers around the world, Grande (nee Barnicoat), a how New Zealand prison farms always checking every line and woman born in Richmond, near were run in the early 1900s. It fact in every story. During this Nelson, in 1872, who lived an was subtitled: “an experiment in time the role of the foreign news extraordinary life for the times. the utilisation of prison labour,” correspondent was changing ‘Constance was a remarkable and it is clear that she was highly from being a mere spectator of woman,’ says Annabel. ‘She interested in the workings, and war to a political commentator. was multi-talented, university- dynamics, of various sectors and Constance exemplifies that educated at a time when very how these contributed, or not, to transition.’ society.’ few women were, a competent Annabel’s initial research into linguist in many languages, and ‘Constance approached the life of Constance Grande was in the areas of both journalism everything with a determination written up and published as an and mountaineering she achieved to not only succeed, but to article in the Nelson Historical national and international firsts.’ excel,’ says Annabel. ‘And in the Society Journal in 2019. She is Constance Grande graduated early 20th century the fields of now doing further research into with a Bachelor of Arts degree journalism and mountaineering this remarkable woman and plans from the University of Canterbury were both very much male to publish a book in the future. (then Canterbury College) in 1893.
Constance approached everything with a determination to not only succeed, but to excel. And in the early 20th century the fields of journalism and mountaineering were both very much male domains.
Research Report 2019 9 OBJECTIVE- COLLAPSE THEORY VIEW OF THE WAVE- PARTICLE PARADOX
Contact: Barnaby Pace Facilitator, SIT2LRN [email protected] Photo by Kelli-Brooke Pace
10 Research Report 2019 Barnaby Pace Facilitator Faculty of SIT2LRN
6,7/51IDFLOLWDWRU Barnaby’s research in Cat is still in a state of quantum quantum physics focused on flux.’ The complexity is that is it Dr Barnaby PaceLV a new variation on the classic can still be considered both dead Schrodinger’s Cat in a box and alive. DQDFWLYHUHVHDUFKHU thought experiment suggested by Through a series of theoretical Frauchiger and Renner in 2018. LQWKHILHOGRI experiments Barnaby investigated ‘The Schrodinger’s cat paradox the objective-collapse theory is a hypothetical experiment in WKHRUHWLFDOSK\VLFV as an interpretation of the which a cat is placed in a sealed Frauchiger-Renner paradox. DQGFRVPRORJ\ box along with a radioactive ‘Within this theory both the substance, a Geiger counter and ,Q %DUQDE\ wave-function and the process a bottle of poison,’ says Barnaby. of collapse as ontologically ‘If the Geiger counter detects the FRQWLQXHGKLV objective,’ explains Barnaby. ‘The decay of the radioactive material ontology of objective theories UHVHDUFKLQWKH a small hammer is tripped which regards the wave as real and smashes the bottle and kills ILHOGRI TXDQWXP hence the wave corresponds to the cat.’ This is a representative the mathematical wave function, model of the wave-function SK\VLFVZLWKD and collapse occurs randomly, collapse. Barnaby explains: or when some form of physical SDUWLFXODUIRFXVRQ ‘The experiment demonstrates threshold is reached.’ WKHPHDVXUHPHQW the flaw within the Copenhagen interpretation of quantum Barnaby gave a presentation SUREOHP mechanics, suggesting that a at the Otago Polytechnic and particle exists in all states at once Southern Institute of Technology until it is observed. Based on this join Research Symposium interpretation until the box is which illustrated the concept opened, the cat can be considered that observers have no special both alive and dead. The opening role within the process of the of the box “collapses” the cat into wave function collapse. ‘This one of the two states.’ demonstrated that an ontological view of the objective-collapse Within Frauchiger and Renner’s theory views waves as real, and variation, two observers are that collapse occurs randomly, or included within the experiment, when some physical threshold is Alice and Bob. Barnaby notes that reached, with observers having no this variation is more complex: special role,’ says Barnaby. ‘The two observers view the cat in a box via a series of detectors, Barnaby presented at a number which can generate multiple of conference in 2019, published interpretations of the same event. two papers and also completed For example if Alice is with the his doctorate at the University box and opens it, the quantum of Waikato entitled: The state of the cat is known (the metaphysics of quality: An inquiry collapse has occurred) to Alice, into quality within the polytechnic however until the information is and private training sector. transmitted to Bob for him the
'Within this theory both the wave-function and the process of collapse as ontologically objective,’ explains Barnaby. ‘The ontology of objective theories regards the wave as real and hence the wave corresponds to the mathematical wave function, and collapse occurs randomly, or when some form of physical threshold is reached.'
Research Report 2019 11 UNDERSTANDING MOTIVATION, SELF- EFFICACY AND ANXIETY IN ENGINEERING STUDENTS
Contact: Carlo Gabriel School of Engineering [email protected]
12 Research Report 2019 Carlo Gabriel School of Engineering Faculty of Trades and Technology
Carlo Gabriel LVD Carlo gathered data via a Anxiety levels for the Engineering questionnaire from 30 students Fundamentals paper were WXWRULQWKH6FKRRO enrolled in the Engineering revealed to be consistently Fundamentals paper, a core low for the students. ‘This is RI (QJLQHHULQJ paper in the institute’s new consistent with other studies,’ ZKHUHKHWHDFKHVRQ Bachelor of Engineering degree. says Carlo. ‘Typically students in The The questionnaire was mathematics and science based WKHQHZ%DFKHORU developed from established programmes have low levels of scales to measure motivation, maths anxiety.’ Carlo also carried RI (QJLQHHULQJ self-efficacy and anxiety. ‘I also out correlation testing and those GHJUHH7KHIRFXV gathered information such as results showed that motivation how participants had achieved and self-efficacy were positively RI &DUOR·VUHVHDUFK previously in maths, for example, related to participants’ scores at high school, and examined in their formative assessments. LQ ZDVORRNLQJ their scores in recent formative ‘The results also showed that the DWWKHLQWHUVHFWLRQ assessments,’ explains Carlo. higher a student’s class standing in high school maths, the more The results showed that the they believed they were capable RI PRWLYDWLRQ students generally had a high of performing course related task level of both intrinsic and VHOIHIILFDF\DQG in the Engineering Fundamental extrinsic motivation. ‘It was course,’ explains Carlo. ‘This may DQ[LHW\IRUILUVW clear from the results that be helpful for tutors, as knowing the students had a high level our students is an important \HDUVWXGHQWVWDNLQJ of external motivation with part of teaching them. Tutors statements relating to completion WKH(QJLQHHULQJ should acknowledge the fact of the degree qualification and that learners who have repeated )XQGDPHQWDOVSDSHU establishing a career as an experience success have higher engineer obtaining the highest self-efficacy than those students DW6,7 scores,’ says Carlo. who experience repeated failures Improving educational The findings related to self- in class. Thus, providing a variety achievement for engineering efficacy in the Engineering of experiences and building students is an area of high Fundamentals paper showed positive beliefs in students is interest for Carlo. In 2019 he mixed results. ‘For some markers essential for students to develop looked at the relationships the students showed a high level the sense of self-efficacy.’ between students’ motivation to of self-efficacy, for example, Carlo presented his work at learn, their self-efficacy around the belief that they can perform the Australasian Association of learning maths, and their overall tasks related to learning the Engineering Education (AAEE) level of maths anxiety and how subject such as understanding Conference, held in Brisbane, these three elements contributed the content and completing Australia in December and will to the way engineering students assignments, and asking write it up for publication in 2020. learn. ‘The literature tells us that questions in class,’ says Carlo. ‘In students’ self-efficacy affects other markers there was a lower their academic performance mean score indicating they there and attitudes towards learning,’ was limited development in areas explains Carlo. ‘I wanted to such as consistently believing explore this with a group of first they think like a mathematician year students in the engineering and that they could do well in programme at SIT.’ tests.’
Tutors should acknowledge the fact that learners who have repeated experience success have higher self-efficacy than those students who experience repeated failures in class. Thus, providing a variety of experiences and building positive beliefs in students is essential for students to develop the sense of self-efficacy.
Research Report 2019 13 SUPERVISING STUDENTS AND CELEBRATING SUCCESS
Contact: Dr Christine Liang School of Environmental Management [email protected]
14 Research Report 2019 Dr Christine Liang School of Environmental Management Faculty of Health, Humanities and Computing
Christine Liang Another third year student, Niamh the calibre of Kyla’s work as an Edginton was co-supervised undergraduate researcher,’ says LVWKH3URJUDPPH by two other SIT School of Christine. Kyla’s research is being Environmental Management carried out in collaboration with 0DQDJHUIRU tutors, Anna Palliser and the Department of Conservation WKH6FKRRORI Claudia Gonnelli. Niamh’s (DOC) and is supervised by project examined microplastic Christine and Dr Catherine (QYLURQPHQWDO concentrations in Invercargill City Peters who is a Senior Ranger Waterways. This study focused Biodiversity at DOC. Kyla also 0DQDJHPHQW on two inner city streams with went on to win the Undergraduate $QHVWDEOLVKHG the analysis finding that 11 out Excellence Award scholarship of the 16 samples taken had offered by the New Zealand UHVHDUFKHULQKHU the presence of microplastics. Coastal Society. Christine is currently developing Kyla’s research is in its initial RZQULJKWLQ this project as a citizen science stages, but is focused on the initiative that uses crowd- VKHVXSHUYLVHGD effects of legislation to mitigate sourced data to quantify human interactions with dolphins, microplastics in waterways. QXPEHURI VWXGHQW namely bottlenose dolphin ‘The goal is to present a simple populations, or terehu, in the Bay SURMHFWVZKLFKZHQW and standardised approach that of Islands. ‘While the population can be easily applied by other RQWREHUHFRJQLVHG of terehu in the Bay of Islands high school or tertiary students, is monitored by DOC, population empowering communities LQDYDULHW\RI fluctuations in response to the through environmental education legislation, which came into IRUXPV and addressing the paucity of effect in July 2019 and bans nationwide data through citizen both private and commercial Christine was a part of the science.’ organising committee for the swimming with dolphins, has New Zealand Coastal Society not yet been explored,’ explains conference which was held Christine. ‘Kyla will gather data Christine was very proud of all the in Invercargill in November. and compare this with previous students who were accepted to This is a national conference population data analyses to present at the conference, but she that brings together coastal see what the effect has been.’ was especially delighted with the professionals, academics and Christine believes that the success of Kyla Sherbanowski. students, community groups, findings will be able to provide Kyla won the award for Best policy makers, and iwi. Christine useful information on whether Overall Poster at the conference. was a co-author on three papers legislative action and authority This is particularly significant submitted by students on the presence in the area of marine when you consider that she was Bachelor of Environmental ecotourism can make a difference participating alongside industry Management degree at SIT. for our endangered species. professionals and seasoned Third year student Rhiannon academics. ‘I believe it was a first ‘Supervising student research Warren’s project provided a for the society to award the prize is one of the most rewarding baseline study of Ulva Island’s to a first year undergraduate aspects of my teaching at SIT,’ intertidal macro-algae and student, as the award usually says Christine. ‘The recognition macro-invertebrate species. goes to a PhD researcher or shown at a national level shows ‘Rhiannon spent days counting council scientist or someone like the very high calibre of these over 3000 algae and small sea that, but the selection committee projects.’ creatures on the shores of Ulva was extremely impressed by Island.’
Supervising student research is one of the most rewarding aspects of my teaching at SIT. The recognition shown at a national level shows the very high calibre of these projects.
Research Report 2019 15 IMPROVING ACHIEVEMENT FOR MĀORI LEARNERS
Contact: Debbie Ruwhiu Academic Support Unit [email protected]
16 Research Report 2019 Debbie Ruwhiu Academic Support Unit
Debbie Ruwhiu Debbie works in the Academic students,’ explains Debbie. ‘I Support Unit at SIT in a role that wanted to obtain the student voice EHJDQKHU encompasses both staff support and to see what the students and overseeing Te Awa Rau, the thought was happening in the GRFWRUDWHDW7H organisation’s Māori Mentoring classroom.’ Debbie is following :KDUH:ƗQDQJD Programme. Her PhD is in the a kaupapa Māori research area of kaupapa Māori research. methodology:‘With kaupapa R$ZDQXLƗUDQJL ‘My research grew out of the Māori there must be some benefit Hoake perspective, the culturally to Māori in the outcomes of LQ ZDV responsive practice programme the research. It’s about better IRFXVHGRQGDWD that we have running at SIT, engaging Māori in the process; whereby staff set goals for their them directing the process, JDWKHULQJWKURXJK own development for ways they rather than me.’ ā FDUU\LQJRXW can support M ori learners in Debbie’s research is timely and the classroom,’ explains Debbie. will be beneficial for SIT and other IRFXVJURXSVZLWK ‘Hoake encourages staff to tertiary institutes. ‘It is hoped that develop their own knowledge and the results of my research can WHDFKLQJVWDII DQG understanding, with the aim of be used to inform the institute ā VWXGHQWVDW6,7 raising M ori achievement at SIT.’ about what best practice is for Equally important is the culturally responsive practice,’ priority of the current Tertiary says Debbie. ‘Although there is Education Strategy (TES) to boost a lot of research in this area in achievement of Māori learners. international settings and also ‘Everyone talks about Māori within the context of primary achieving success as Māori, but and secondary schooling in New how does that actually happen?’ Zealand, what does it look like in says Debbie. ‘My research a tertiary context and within SIT? looks at what happens in the We have a small percentage of learning environment.’ Debbie students who identify as Māori at gathered data via focus groups SIT, but they are important.’ with both staff and students. She Debbie presented the initial carried out five focus groups results of her study at the with teaching staff who had Otago Polytechnic and Southern demonstrated sound culturally Institute of Technology combined responsive practice and a Research Symposium held in willingness to make changes in Dunedin in November. In 2020 she their teaching practice and to intends to focus on writing up the learn from others. ‘In addition results for her PhD. to the focus groups with staff, I also held focus groups with Māori
'My research grew out of the Hoake perspective, the culturally responsive practice programme that we have running at SIT, whereby staff set goals for their own development for ways they can support Māori learners in the classroom,’ explains Debbie. ‘Hoake encourages staff to develop their own knowledge and understanding, with the aim of raising Māori achievement at SIT.'
Research Report 2019 17 PRACTICE-LED RESEARCH IN HEAVY METAL AND DUB REGGAE ELECTRONICA
Doug Heath·VUHVHDUFKIRFXVHV RQUHFRUGHGPXVLFDQGWKHZD\V WKDWWKHUHFRUGHGPXVLFUHIOHFWV WKHFROODERUDWLYHDUWLVWLFLPSULQWV RI ERWKWKHSHUIRUPHUDQGWKH SURGXFHU+LVUHVHDUFKLQ DVNHGWKHTXHVWLRQ ZKDWKDSSHQV WRWKLVFROODERUDWLYHUHODWLRQVKLS LI WKHSURGXFHUDQGDUWLVWDUHWKH VDPHSHUVRQ"
Contact: Doug Heath School of Audio Production [email protected]
18 Research Report 2019 Doug Heath School of Audio Production Faculty of New Media, Arts and Business
Doug is the Programme Manager In contrast, within reggae for the School of Audio Production culture music ideals of group at the Southern Institute of performance and community Technology and is an active are based on notions of group member of the local music scene. inclusion. ‘Concepts of live-ness He plays bass in Invercargill and collaborative interactivity heavy metal band Osmium and are reflected in the preferred trumpet in Rhythmonx, an eight recording technique of live multi- piece band whose eclectic sound tracking of the band in the same is a fusion of many genres: dub, room,’ states Doug. reggae, ska, soul and others. Doug’s research deconstructs He is also a sound engineer these recording processes in and producer and his research the context of each genre and interest lies in the cross-section the specific sonic characteristics of these two roles of artist and of each genre. His unique producer, using Osmium and perspective of being both a Rhythmonx as case studies. For performer and producer provides these two bands in the recording the lens for this analysis. ‘The studio Doug is both artist/ mixing practices for each genre, performer and producer. along with specific techniques, ‘The sonic signature of a are defined by individual and/ recording bears the collaborative or collective creative choices artistic imprint of the producer and societal field and domain and the imprint of the expectations of sonic signifiers,’ performer's engagement with says Doug. ‘In heavy metal, for the technology,’ says Doug. He example, the recorded bass explains that genre specific sound is expected to be heavy and technology, recording practices, aggressive, whereas in reggae and sonic staging, are all dub electronica a round, full “fat” inherently influenced by audience sound is desired.’ expectations and specific musical Doug presented a paper which characteristics. ‘The defining compared the two specific genres features of contemporary of modern heavy metal and dub recordings of heavy metal reggae electronica production, at music, for example, are a kind of the 14th Art of Record Production heaviness and sonic weight which Conference held at the Berklee is also combined with definition College of Music in Boston. By of each individual instrument,’ using a framework of creative explains Doug. ‘In the studio this practice theory and practitioner transfers to individualist and based enquiry he explored the isolated recording techniques practice-led outcomes of these being used to provide this high two collaboratively recorded level of production.’ and self-produced case studies: Osmium and Rhythmonx.
The mixing practices for each genre, along with specific techniques, are defined by individual and/or collective creative choices and societal field and domain expectations of sonic signifiers. In heavy metal, for example, the recorded bass sound is expected to be heavy and aggressive, whereas in reggae dub electronica a round, full “fat” sound is desired.
Research Report 2019 19 WAVES OF WELL- BEING.
Contact: Duncan McKenzie School of Sport and Exercise [email protected]
20 Research Report 2019 Duncan McKenzie School of Sport and Exercise Faculty of Health, Humanities and Computing
6SRUWDQGH[HUFLVH Duncan McKenzie is an advocate Another interesting concept is for spending time in nature and the dialogue developing around 3URJUDPPH the outdoors. ‘Contact with nature the notion of “blue space”, as has shown to replenish cognitive opposed to the green space of the 0DQDJHUDuncan attention and help to improve outdoor environment. According McKenzie KDV feelings of vitality, connectiveness to Duncan, researchers of the and wellbeing,’ says Duncan. water environment (blue space) DOZD\VEHHQDNHHQ ‘Research consistently shows have found that people prefer to that there are many benefits from see and be near water over both VXUIHU,Q KH engaging in physical activity in urban and green environments VWDUWHGD3K'ZLWK outdoor settings.” Duncan quotes and that people in coastal a book by Florence Williams communities tend to enjoy better 7H:KDUH:ƗQDQJD called Nature’s Fix, which points overall health than people who out that we have moved further live further inland. $ZDQXLƗUDQJL away from nature than any Surfing has experienced generation before us, yet we are IRFXVLQJRQWKH significant growth in participant increasingly burdened by chronic numbers in recent years. Duncan ailments such as depression, FRQQHFWLRQEHWZHHQ suggests: ‘In many ways the loneliness, anxiety and obesity. popularity in surfing can be linked VXUILQJDQGZHOO ‘This is further compounded by to a “perfect wave” of factors increasing time spent on inactive EHLQJ that contribute to health and pursuits, often indoors and wellbeing. Surfers are physically involving devices.’ active and are in blue space Duncan’s research is currently natural environments. As coastal in its early stages, but he intends marine users, surfers and the to explore concepts of well-being surfing community can offer in relation to surfers and how insight into wellbeing and provide they experience the virtually an example of how this aquatic meditative practice of surfing. activity can help people cope with ‘Experiencing the peace of a surf modern world stress.’ with only the sea and waves for In 2019 Duncan gave a company can be a form of mindful presentation on his research at meditation, while feeling the the Life on the Edge - Mataora kei surge of a massive wave can be runga i te Tapātai, New Zealand awe inspiring and an adrenalin Coastal Society Conference. filled rush. For a surfer, just In 2020 he will develop the getting into the water with a methodology for his doctoral group of friends can feel like study. ‘There is much to be medicine. However, for some learned about the therapeutic it is more than this, surfing is effects of surfing,’ says Duncan. becoming an actual medical ‘Surfing can be an all-round great therapy.’ activity, it is a great way to de- stress, in the natural blue space of the outdoors.’
Experiencing the peace of a surf with only the sea and waves for company can be a form of mindful meditation, while feeling the surge of a massive wave can be awe inspiring and an adrenalin filled rush. For a surfer, just getting into the water with a group of friends can feel like medicine. However, for some it is more than this, surfing is becoming an actual medical therapy.
Research Report 2019 21 AUTOSONIC SELF- QUOTATION
Contact: Dr Jeff Wragg School of Contemporary Music [email protected]
22 Research Report 2019 Dr Jeff Wragg School of Contemporary Music Faculty of New Media, Arts and Business
Jeff Wragg·V a ‘lazy’ way to compose, he working in a familiar framework,’ suggests there are a number of says Jeff. ‘Simply put, if we keep UHVHDUFKH[SORUHV counter arguments to be made. doing the same kinds of things ‘One, sampling provides an we keep getting the same kind of WKHFXOWXUDODQG opportunity to comment on and results. This is not particularly WHFKQRORJLFDO recontextualise the cultural and helpful if we’re striving to develop historical associations embedded our artistry and explore new DVVRFLDWLRQVLQKHUHQW within a musical work or musical worlds.’ gesture,’ states Jeff. ‘Likewise, Jeff presented a paper based on LQVDPSOLQJDQG it can create a kind of stylistic his research at the 14th Art of multiplicity, potentially offering WKHLQWHUPLQJOLQJ Record Production Conference the listener multiple pathways in held at the Berklee College which to engage with a work.’ Jeff UROHVRI SURGXFHU of Music in Boston. His paper suggests that sampling can also examined the ways that sampling DQGFRPSRVHULQ open up previously unconsidered can reference musical gestures pathways into composition due to FRQWHPSRUDU\ along with cultural and historical imposing a more rigid framework associations. This is significant that can constrain the composer’s FRPSRVLWLRQ because composers often use methods. The concept of musical quotations to evoke a sampling oneself provides a particular atmosphere or convey Jeff is the Programme Manager compositional methodology a message. Jeff drew on musical for the School of Music at the that splits the two sides down examples from bands such as Southern Institute of Technology the middle: ‘The process of Portishead and also his own and is an active composer, using samples from your own musical compositions to illustrate producer and performer. His compositions can provide some this. ‘The associations implied research interests reflect the of the benefits from the creative by a work’s style, performance multifaceted nature of creative possibilities inherent in sampling, technique, or timbre often practice-based/practice-led while sidestepping the charges of carry cultural resonance, as creative research methodologies thievery and inauthenticity.’ listeners often associate certain within popular music. In 2019 he Jeff notes that composers musical gestures with specific has focused on the concept of typically refer to a body of cultures and eras, even if only autosonic self-quotation, or the conventions when composing subconsciously. The fact that practice of sampling oneself and music, and these help to create cultural resonance can still reusing existing material in new a framework that guides and be heard, even if a listener ways. informs their compositional does not identify the source of While Jeff acknowledges choices. ‘While this has obvious the quotation, is an important that some would argue that positive benefits such as providing distinction to keep in mind, as using someone else’s musical a musical roadmap to follow, it when we look at autosonic self- compositions as the foundation can also present challenges in quotation, the original source on which to build new musical that one often makes the same material can often be unknown to works could be construed as kinds of musical decisions when everyone except the composer.’
The process of using samples from your own compositions can provide some of the benefits from the creative possibilities inherent in sampling, while sidestepping the charges of thievery and inauthenticity.
Research Report 2019 23 TEN YEARS OF SITJAR
Contact: Jerry Hoffman School of Business [email protected]
24 Research Report 2019 Jerry Hoffman School of Business Faculty of New Media, Arts and Business
Dr Jerry Hoffman Jerry is the Academic Leader staying in touch with reviewers for the Postgraduate Diploma throughout the review period.” in Business Enterprise and the KDVEHHQWKH Jerry also cites the publication Master of Applied Management in of editions of SITJAR which focus 6HQLRU(GLWRU the School of Business. As well as on staff-student collaboration as his teaching role, Jerry was the IRU6,7-$5WKH another highlight over the years. editor for SITJAR in 2019, a role The first edition was published that he has done for the past ten 6RXWKHUQ,QVWLWXWH in 2012 and showcased student years. RI 7HFKQRORJ\ research projects written up Some of the highlights of Jerry’s in conjunction with SIT staff -RXUQDORI $SSOLHG ten year editorship of the journal members for publication, and include working with new and since then there have been three 5HVHDUFKVLQFHWKH emergent researchers and further similar editions of student MRXUQDOILUVWEHJDQ seeing their articles go from research projects, co-authored by the initial submission through staff. “In 2019 the latest edition of LQ 2YHUWKH to the polished and finished staff-student combined research product when it is published. was published,” says Jerry. “And SDVWWHQ\HDUVKHKDV “I really enjoy working with this was an edition of research RYHUVHHQWKHMRXUQDO people who may be new to projects from the School of research, and new to publishing Environmental Management on DQGEHHQSLYRWDO in particular,” says Jerry. “It is a a diverse range of topics from a very rewarding experience seeing survey of turf plant communities LQVHHLQJPXOWLSOH the work of someone who has in the Long White Lagoon in DUWLFOHVWKURXJKWKH never published before, going Southland, through to an analysis through the peer review process, of electronic waste management SXEOLFDWLRQSURFHVV having the changes made, and in schools, industries and working with them to see it reach companies in Southland.” publication.” Jerry enjoys the diversity of All of the articles submitted to research that falls within the SITJAR go through a double realm of SITJAR’s philosophy. blind peer reviewed process, and He has seen strong growth in the Jerry does all he can to make number of articles both submitted this a quick and straightforward to the journal, and those which process. ‘I know from my own reach publication over the years, experiences of submitting to and looks forward to its continual journals that it can be frustrating growth as a place for SIT staff waiting to hear back from and students, as well as external reviewers, and so I tend to researchers, to publish their manage this process closely, research.
It is a very rewarding experience seeing the work of someone who has never published before, going through the peer review process, having the changes made, and working with them to see it reach publication.
Research Report 2019 25 MENTORING AND COLLABORATION IN THE SCHOOL OF NURSING
Contact: Johanna Rhodes School of Nursing [email protected]
26 Research Report 2019 Johanna Rhodes School of Nursing Faculty of Health, Humanities and Computing
Johanna Rhodes IPE programme runs over were matched with mentors from one day and brings together year two and three students.’ The DQGMary McMillan students from different health programme was student-run, professions to take part in a with the matching of mentors and ZRUNHGRQWZR series of collaborative tasks as mentees being carried out by the FROODERUDWLYH well as providing an opportunity five students who initiated the to present their professional programme. role to each other. ‘At the Sino UHVHDUFKSURMHFWV The main aim of the mentorship Symposium we spoke about the programme was to foster better LQ 7KH\ IPE programme and shared the communication and community initial research findings,’ says WUDYHOOHGWR&KLQDWR between students, with the Johanna. intention of improving student SUHVHQWWKHPERWK The study collected data from outcomes. ‘The hope was that DWWKHWK6LQR1HZ participants in the IPE Day via involvement in this would help three questionnaires which were to create a strong sense of =HDODQG9RFDWLRQDO administered prior to the day, at belonging across the School of the end of the day, and finally six Nursing,’ says Johanna. ‘Another (GXFDWLRQDQG weeks later. ‘The questionnaires aim of the programme was 7UDLQLQJ0RGHO collected both quantitative and that it would also benefit the qualitative data by asking four student mentors, and increase 6\PSRVLXPLQ open questions,’ says Mary. ‘A the development of their number of themes emerged communication and leadership 2FWREHU from the data, and suggested skills.’ that the health professional The research into the students valued learning about effectiveness of this programme Head of School, Johanna Rhodes each other’s professions, and used a qualitative narrative along with Mary McMillan, who learning to work together as inquiry approach, and gathered is the Paper Coordinator for the interprofessional teams.’ An participants’ personal stories. Bachelor of Nursing Year Two BN article will be submitted to the Commonalities emerged across 631 Mental Health component, Journal of Interprofessional Care the data: the mentors believed Year Three Clinical Practicum in 2020. Mental Health courses and that their communication skills Coordinator for the Southland A second presentation at Sino had improved, and the mentees Interprofessional Education was also related to teaching expressed a sense of feeling Programme had their research practice at SIT. ‘At the start welcomed into the School of projects selected for the 7th of 2019 five inspiring third Nursing, and that the mentor Sino New Zealand Vocational year nursing students met support had helped them Education and Training Model with me and said they wanted address combat burnout, bullying Symposium. ‘We were very to implement a student led and stress. The mentorship honoured and humbled to be mentorship programme to programme has been so accepted to present in China,’ provide guidance and support successful that it will also be says Johanna. ‘It is a symposium to new students in the School run in 2020. Johanna and Mary which is part of a strategic of Nursing,’ explains Johanna. hope to publish their study in partnership between China and ‘As a result of that meeting new SITJAR, the Southern Institute New Zealand, and to have two students were invited to join the of Technology Journal of Applied presentations accepted was very mentorship programme and they Research in 2020. unexpected.’ One presentation focused on the Interprofessional Education (IPE) programme which SIT implemented in 2014, in conjunction with the Southern The hope was that involvement in this would District Health Board (Southland help to create a strong sense of belonging Hospital) and the University of Otago. ‘The IPE programme is across the School of Nursing. Another aim about shared learning, active of the programme was that it would also communication, and getting the best out of working together,’ benefit the student mentors, and increase says Mary. ‘Its aim is to break down the silos that can occur the development of their communication and in the health system.’ The leadership skills.
Research Report 2019 27 HANSEL AND GRETEL
Contact: Mark Baynes MAINZ [email protected]
28 Research Report 2019 Mark Baynes MAINZ Faculty of New Media, Arts and Business
Mark Baynes Mark is the Programme Manager in different instrumentations,’ for the Bachelor of Musical Arts says Mark. ‘I was focused on XQGHUWRRND at SIT’s MAINZ (Music and Audio creating instrumental lines which Institute of New Zealand) campus reflected early jazz, as opposed to YDULHW\RI UHVHDUFK in Auckland. In 2019 he assisted modern jazz: flute lines written in DFWLYLWLHVLQ New Zealand composer Claire a ragtime style, for example, and Cowan who was commissioned to swung walking bass lines.’ write a score for the Royal New IURPZULWLQJ Mark also found Claire’s Zealand Ballet’s production of compositional process very DUWLFOHVIRU1HZ “Hansel and Gretel”. interesting. ‘It was quite =HDODQG0XVLFLDQ This production of the traditional revolutionary really. We tend to fairy tale was inspired by early think of orchestral composers SUHVHQWLQJDUDGLR cinema and the expressionist working on notational software VKRZDUUDQJLQJ films of the 1920s. This meant programmes such as Sibelius or that the score needed to reflect Finale, but Claire composed in SHUIRUPLQJLQ some of the musical idioms of Logic, which is a recording and this particular era. Mark’s role production software,’ explains PXOWLSOHEDQGV was to assist with this aspect of Mark. ‘The sound libraries DQGFRQIHUHQFH the score. Claire brought Mark available in Logic are much more in as a jazz expert to help with advanced than a programme SUHVHQWDWLRQV expanding her knowledge of jazz like Sibelius, which is MIDI idioms and stylistic traits of the based. So this could be seen as $KLJKOLJKWZDV 1920s music era. ‘Claire and I a real advantage for composers, DFWLQJDVDFUHDWLYH had worked together on some having the actual sounds at their projects in the past, such as the fingertips during the creative FRQVXOWDQWIRU Blackbird Ensemble,’ says Mark. process.’ ‘Initially she approached me to Mark found the experience of &ODLUH&RZDQ·V offer her some lessons on writing collaborating with Claire highly in jazz idioms, but this led to a RUFKHVWUDOVFRUHIRU insightful. ‘It was a great chance more collaborative relationship to watch someone else work. DSURGXFWLRQE\WKH and a creative consultant role on To see her vision, and the way the project.’ 5R\DO1HZ=HDODQG she linked the different domains Claire retained overall artistic together was amazing.’ It is %DOOHW oversight, and Mark contributed obvious that Claire also valued many music ideas in the form Mark’s input. A post on her of stylistic jazz riffs. Being set Facebook page after the ballet’s in the 1920s, Mark drew on the premiere reads: ‘Mark Baynes jazz idioms of the time such as - thank you for your insight and stride and ragtime. ‘One of the genius into the 1920's jazz era ways it worked, for example, and all of your wonderful skilled was that I would jump on the piano lines that you brought piano and play several ideas. to the Banquet scene in Act 2. Claire would choose one, then You certainly gave the keyboard we would work on that, expand players a run for their money.’ it, develop it, and work with it
I was focused on creating instrumental lines which reflected early jazz, as opposed to modern jazz: flute lines written in a ragtime style, for example, and swung walking bass lines.
Research Report 2019 29 SOLAR POTENTIAL OF PUBLIC BUS ROUTES IN INVERCARGILL
Contact: Naveed ur Rehman School of Engineering [email protected]
30 Research Report 2019 Naveed ur Rehman School of Engineering Faculty of Trades and Technology
Naveed ur Rehman there is no land required for the sun is able to be seen from installation, which is a real the site.’ benefit for cities where land use WHDFKHVRQWKH The data from the sky views along is already at a premium,’ explains the bus route was compared QHZ%DFKHORURI Naveed. ‘However, there can be with the sunshine hours fraction. drawbacks, such as difficulties (QJLQHHULQJGHJUHH This combined data were used with sun-tracking and it might to calculate whether the specific not be suitable for all urban areas LQWKH6FKRRORI bus route in Invercargill was due to a high density of buildings suitable for solar buses. ‘The (QJLQHHULQJ,Q which can block the solar results were that the sunshine radiation on roads.’ KHFDUULHGRXW hours percentage of 68% and Naveed’s study asked the the sky view percentage was DFDVHVWXG\ZKLFK question: how can we determine 93%,’ says Naveed. ‘The analysis DVVHVVHGWKHVRODU the solar potential of public bus showed that a threshold of 800 routes? The methodology involved kWh/m2 was reached, which in HQHUJ\SRWHQWLDO selecting a specific bus route turns suggests that the Waikiwi in Invercargill, determining a bus route is suitable for solar RI EXVURXWHVLQ number of points along that bus powered buses. The average ,QYHUFDUJLOO route, and then taking photos of energy accumulation was found the sky using a special camera. to be 1400 kWhr/m2.’ Naveed engaged Bachelor of While this was a case study of a Engineering student Mohamad single bus route in Invercargill, Hijazi as a research assistant Naveed is optimistic about what it on this project, and Mohamad found. ‘Future research needs to Solar energy is rapidly becoming was responsible for taking the be carried out with an increased an area of focus as a potential photographs along the selected number of data points, possibly clean energy source. While bus route. These images were using an automated camera there have been investigations captured by a fisheye camera rather than a human-operated into the solar potential of such which is able to take ultra wide one. We also need to determine urban landscape features as angle photographs. ‘The images the actual energy required by the street poles, parking machines, are then processed to classify sky buses.’ and sidewalks, there is limited and non-sky pixels,’ says Naveed. research so far into urban ‘This process is semi-automated Naveed presented this research roads and in particular bus using computer software. The at the Otago Polytechnic and routes. ‘Some of the benefits processed images are then used Southern Institute of Technology of using solar energy for public to determine the solar potential of Research Symposium (OPSIT) in bus systems are that batteries each site by estimating the visible Dunedin in October and intends to can be charged anywhere, amount of the sky and the amount write it up for publication in 2020. including while travelling, and of hours each year during which
'The results were that the sunshine hours percentage of 68% and the sky view percentage was 93%,’ says Naveed. ‘The analysis showed that a threshold of 800 kWh/m2 was reached, which in turns suggests that the Waikiwi bus route is suitable for solar powered buses. The average energy accumulation was found to be 1400 kWhr/m2.'
Research Report 2019 31 WHO ATE OUR BALL?
Contact: Patrick Gillies School of Screen Arts [email protected]
32 Research Report 2019 Patrick Gillies School of Screen Arts Faculty of New Media, Arts and Business
$VZHOODVZRUNLQJ Patrick teaches on the Bachelor The book is about two children of Screen Arts degree at SIT. playing with a ball in their RQDPXOWLWXGHRI In 2019, along with continuing backyard whose imaginations to work on various ongoing run wild when they lose it over VFUHHQSURMHFWV film projects, Patrick wrote a the fence. Patrick says that this LQ Patrick children’s book called Who Ate everyday scenario is one that he Our Ball? This project almost believes children will be able Gillies FROODERUDWHG happened accidentally; Patrick to relate to when they read the had paid the entrance fee story. ‘The main idea is about ZLWK6,7JUDGXDWH for a children’s story writing overcoming a fear and reaching %H[6WDQOH\WR competition after one of his a goal which is a universal sons showed him a story he had phenomenon.’ The story also FUHDWHDFKLOGUHQ·V supposedly written, intending uses colourful language with lots to submit his son’s work for of repetition and onomatopoeia ERRN the contest. ‘It turned out that throughout. ‘Children’s books like my son’s story was based on The Wonkey Donkey are great something he’d read at school, examples of interesting, repetitive so it couldn’t be entered, but language that are highly as I’d already paid the entrance effective,’ says Patrick. ‘They are fee I thought, “Well - I may as enjoyable not only for kids, but for well enter it myself!”,’ Patrick the adults reading them too.’ explains. Once the story was written, Patrick was inspired by his Patrick started to think about experience of reading stories to finding an illustrator. He asked his own children when writing the Rachel Mann, a colleague in children’s book. ‘Having read a the School of Screen Arts, to lot of children’s stories to my kids suggest some possible artists. over the years, you get a sense for Rachel recommended Bex which children’s stories are the Stanley, an SIT graduate with a most effective. There are some degree in animation now based that are purely reliant on rhyming in Wellington. Patrick received couplets – which can be a bit funding from the SIT Academic naff – or others that are weak in Board to cover the cost of the the narrative.’ It was important to illustrations and the book is now Patrick that the story had a strong ready to be sent to a publisher. narrative and he wanted the story The Who Ate Our Ball? project to have a solid theme throughout. has led to further collaboration ‘What I wanted to do was come between Patrick and Bex as they at it from the position of theme. are now working together on a I wanted to ensure that it wasn’t prospective children’s television just pretty pictures; the theme series. had to be strong.’
Children’s books like The Wonkey Donkey are great examples of interesting, repetitive language that are highly effective. They are enjoyable not only for kids, but for the adults reading them too.
Research Report 2019 33 USE OF DISCUSSION BOARDS IN ONLINE LEARNING
Contact: Contact: Dr Robyn Hill Robert Horrocks SIT2LRN SIT2LRN [email protected] [email protected]
34 Research Report 2019 Dr Robyn Hill & Robert Horrocks SIT2LRN Facilitators
Robyn DQGRobert in 2007, and has always been The results showed the value interested in flexible, distance of discussion boards for VKDUHDNHHQLQWHUHVW and online learning as it supports online learning, particularly the adult learner to apply their for replicating a classroom LQRQOLQHWHDFKLQJ formal and informal learning discussion and encouraging DQGOHDUQLQJ to their practice. Mr Robert students to identify additional Horrocks has a Master of resources. ‘It was clear from SHGDJRJ\,Q Commerce in workplace relations the results that facilitators use from the University of Sydney discussion boards to encourage WKH\H[SORUHGWKH and facilitates Level 4 courses in interaction, collaboration and ZD\6,7/51 the N.Z. Certificates in Business reflection amongst students,’ (both Small Business and First says Robyn. ‘Many facilitators IDFLOLWDWRUVXVHG Line Management strands). used discussion boards to align He also supervises and marks course learning outcomes and GLVFXVVLRQERDUGV undergraduate work for students discussion topics, encourage LQWKHLUSDSHUV carrying out dissertations and peer-to-peer feedback, promote internships. camaraderie, encourage sharing of work, and provide motivation.’ SDUWLFXODUO\LQ The focus of Robyn and Robert’s WHUPVRI KRZWKH\ research was on the ways The study also found that there that SIT2LRN facilitators use was a correlation between HQJDJHGOHDUQHUV discussion boards for assessment whether or not the discussion purposes, and to promote online board items were graded and the DQGWRZKDWH[WHQW learning, within their papers. level of engagement. ‘Facilitators WKHVHGLVFXVVLRQ ‘Discussion boards are a feature reported that students with a of Blackboard, the online platform higher level of interaction in the ERDUGVSURYLGHG that is used to deliver course discussion boards were more material,’ explains Robyn. ‘We likely to achieve higher grades RSSRUWXQLWLHV wanted to identify the benefits in submitted assignments,’ IRUIRUPDWLYH and drawbacks of using these as says Robert. ‘One of our a tool in online teaching.’ Data recommendations from the DQGVXPPDWLYH were gathered from facilitators research is that if discussion via a questionnaire, which was boards are to have value they DVVHVVPHQW completed by 50 facilitators need to be embedded in all who taught in a variety of courses, with a clear statement of Dr Robyn Hill facilitates Level 8 programmes, and also two focus their purpose. Where this purpose papers in the Master of Applied groups. ‘The focus groups were is for summative assessment it Management for SIT2LRN, and carried out with a representative is important to have clear and supervises and marks projects sample of facilitators from the consistent grading criteria.’ and theses of Masters of Applied same programmes which ranged Robyn and Robert presented Management students in SIT from Level 4 to Level 7,’ says their findings at the 2019 Otago onsite and online programmes. Robert. ‘Additional data were Polytechnic and SIT combined Robyn graduated from Monash gathered from course outlines Research Symposium and University (Victoria, Australia) and Blackboard records.’ with a Doctorate in Education published an article in SITJAR which reports on the full study.
One of our recommendations from the research is that if discussion boards are to have value they need to be embedded in all courses, with a clear statement of their purpose. Where this purpose is for summative assessment it is important to have clear and consistent grading criteria.
Research Report 2019 35 OUTREACH SINGING AND WELLBEING
Contact: Dr Sally Bodkin-Allen School of Contemporary Music [email protected]
36 Research Report 2019 Sally Bodkin-Allen School of Contemporary Music Faculty of New Media, Arts and Business
,Q Sally Sally is the Research Manager In 2019 the research examined at SIT and also teaches in the the effect of a single Outreach Bodkin-Allen·V School of Contemporary Music. on the well-being of secondary She is an elected Board member students and their feelings about UHVHDUFKIRFXVZDV of ANZARME (Australia New singing. A cohort of year 7 and LQWRWKHHIIHFWRI Zealand Association for Research 8 pupils at a local secondary in Music Education) and her school were the participants in 2XWUHDFK6LQJLQJ primary research area is the field the study. They took part in a of music education. workshop, where they learned the RQWKHZHOOEHLQJ songs and were introduced to the Outreach Singing began in concept of Outreach. There was RI WHHQDJHUV Canberra nearly twenty years ago a pre and post evaluation (using at the School of Music at ANU an online questionnaire) to see if +HUZRUNLVSDUW (Australia National University) there was any change in the way with the work of Susan West. RI DQRQJRLQJ the students felt about singing in West developed a model of music general and their own confidence FROODERUDWLRQ making based on altruism, known in relation to singing, alongside as the Music Outreach Principle various established well-being ZLWKUHVHDUFKHUV (MOP). The MOP is focused measures. The results showed on shared music making: the $VVRFLDWH3URIHVVRU that the students had generally giving of music to others, with negative attitudes to singing to 1LFROD6ZDLQIURP the aim of encouraging shared begin with: common themes music making. ‘Through shared were the fear of being judged and WKH8QLYHUVLW\RI engagement everyone is involved anxiety around what their singing in making music and facilitating 2WDJR$VVRFLDWH sounded like. After the Outreach the music making of others,’ visit the students reported a 3URIHVVRU6XVDQ says Sally. In Invercargill this much more positive attitude has largely focused on taking to singing, including increased :HVW&KDUOHV groups of children and teenagers confidence, and enjoyment from into rest homes to sing with the 6WXUW8QLYHUVLW\ seeing the effect their singing residents there. $XVWUDOLDDQG had on the residents at the rest ‘While taking groups of musicians home. The quantitative measures 'U*HRUJLD3LNH into rest homes is not a new idea, showed statistically significant what is different with Outreach improvements in participants’ $XVWUDOLDQ1DWLRQDO Singing is the intent behind the self-esteem, resilience and 8QLYHUVLW\ music making,’ explains Sally. ‘It singing confidence. In 2020 more is a not a performance, as such, data collection will be carried but rather the groups spread out for this study, including focus out and engage with residents groups with the participants. on an individual basis, they sing The results of this study have with each resident, rather than been presented at conferences at them.’ The songs that are in New Zealand and also at RiME sung are familiar to the residents (Research in Music Education) in (such as “My Bonnie Lies over the Bath, England, as well as being Ocean” and “How Much is that written up for publication in the Doggie in the Window”) and there Journal of Positive Psychology. is much talking that takes place alongside the singing.
'While taking groups of musicians into rest homes is not a new idea, what is different with Outreach Singing is the intent behind the music making,’ explains Sally. ‘It is a not a performance, as such, but rather the groups spread out and engage with residents on an individual basis, they sing with each resident, rather than at them.'
Research Report 2019 37 DAIRY FARMERS IN THE WAITUNA CATCHMENT AND ADOPTION OF RIPARIAN PLANTING
Contact: Dr Tapuwa Marapara School of Environmental Management [email protected]
38 Research Report 2019 Dr Tapuwa Marapara School of Environmental Management Faculty of Health, Humanities and Computing
%DFKHORURI water quality and environmental majority of participants stated health of the Waituna lagoon,’ that they had planted out their (QYLURQPHQWDO explains Tapuwa. ‘The Waituna riparian zones. They also noted Lagoon and surrounding a number of concerns with 0DQDJHPHQW wetlands are a designated area riparian planting, such as the WXWRUDr Tapuwa of International Significance, yet costs involved in preparation and testing by Environment Southland maintaining it, along with issues Marapara shows that water quality is poor of blocking of tile drains. The due to high levels of suspended vegetation survey identified the XQGHUWRRND sediment and nutrients as a most common plantings to be toe QXPEHURI UHVHDUFK result of increasing agriculture in toe, carex, red tussock, Manuka the area.’ and Cabbage trees. ‘There were also pest plants such as bracken, DFWLYLWLHVLQ The purpose of this research was blackberry, broom, gorse and to carry out an investigation on 2QHRI WKHVH buttercups identified in the the knowledge and application of vegetation survey,’ says Tapuwa. LQYROYHGVXSHUYLVLQJ riparian planting by dairy farmers in the Waituna Catchment. ‘The Tapuwa notes that a number of VWXGHQW5HEHFFD aim was to see if the science that organisations offer advice on &UDFN·VSURMHFWLQWR researchers generate is adopted riparian planting. ‘Environment by practitioners on the ground,’ Southland have Land ULSDULDQSODQWLQJ says Tapuwa. ‘Specifically we Sustainability Officers who offer looked at the adoption of riparian on-farm advice, organise field LQWKH:DLWXQD planting by farmers in the days, and work with groups in the &DWFKPHQWDUHD Waituna Catchment.’ community to raise awareness of these issues. Organisations such Data were collected via a as DairyNZ and programmes such questionnaire administered by as the Living Water programme phone, with a number of farmers all provide support and education who live in the area, and also for riparian planting and good vegetation surveys of six sites environmental management Riparian planting is an activity were carried out. The results of practices.’ The participants where by various vegetation the questionnaire showed that mentioned some of these in their types such as grasses, shrubs participants were generally well comments in the questionnaire and trees are planted on the informed about riparian planting. responses. margins/banks of waterways ‘The two functions of a riparian (rivers, streams, creeks). The zone which were most commonly While this was a small study, vegetation is meant to absorb identified were reducing runoff it nevertheless provides excess nutrients and process and nutrient leaching,’ says encouraging data and suggests waste minerals before they Tapuwa. ‘But participants also that some farmers in the Waituna enter waterways. ‘The increase showed awareness of a number Catchment are showing a positive in agricultural development of other functions such as take approach to managing water and intensification of farming up of excess nutrients, acting as quality deterioration. The results in the Waituna Catchment has a filtering zone, and providing of the research were published in contributed to the decline of shade for the waterway.’ The a staff-student edition of SITJAR in 2019.
Environment Southland have Land Sustainability Officers who offer on-farm advice, organise field days, and work with groups in the community to raise awareness of these issues. Organisations such as DairyNZ and programmes such as the Living Water programme all provide support and education for riparian planting and good environmental management practices.
Research Report 2019 39 STAFF RESEARCH OUTPUTS 2019
Books and Book ^ŽƌĞŶƐŽŶ͕:͘;WĞƌĨŽƌŵĞƌ͕WƌŽĚƵĐĞƌ͕ ĞŶĞĚŝĐƚ͕͘;ϮϬϭϵ͕DĂLJϭϳͲϭϵͿ͘ ŽͲ^ŽŶŐǁƌŝƚĞƌͿ͘;ϮϬϭϵͿ͚͘͘͘͘͘ ^ĞĐƟŽŶĂů^ƵƌƌĞĂůŝƐŵ͗ƉƌĂĐƟĐĞͲ Chapters '/E͊͛͘ZŽLJĂů:ĂĐŬĞƚƐ W͘ƵĚŝŽ ďĂƐĞŝŶǀĞƐƟŐĂƟŽŶŝŶƚŽĐŚŽŝƌ ƌĞĐŽƌĚŝŶŐ͘ZĞĐŽƌĚƐ<͘ ƌĞĐŽƌĚŝŶŐƚĞĐŚŶŝƋƵĞƐĨŽƌƚŚĞ Dodson, G. & Palliser, A. (2019). ŝŶĚĞƉĞŶĚĞŶƚĮůŵĐŽŵƉŽƐĞƌWĂƉĞƌ ĚǀĂŶĐŝŶŐƉƌĂĐƟĐĂůƚŚĞŽƌLJŝŶ tĂŝŶĞ͕d͘;WƌŽĚƵĐĞƌͿ͘;ϮϬϭϵͿ͘>ƵĐŬLJ ƉƌĞƐĞŶƚĂƟŽŶ͘/Ŷ͗ƌĞĂƟŽŶ͕ ĞŶǀŝƌŽŶŵĞŶƚĂůĐŽŵŵƵŶŝĐĂƟŽŶ͗ ^ƚĂƌƐ͘DŝŬĂĞůĂŽƵŐĂƌ͘ƵĚŝŽ ŽŶŶĞĐƟǀŝƚLJ͕ŽůůĂďŽƌĂƟŽŶĂŶĚ ƉŚƌŽŶĞƟĐĂŶĂůLJƐŝƐŽĨ ƌĞĐŽƌĚŝŶŐ͘ŽƐŵŝĐͬZDE͘ ŽŶƚƌŽůůĞƌƐ͕ϭϰƚŚ/ŶƚĞƌŶĂƟŽŶĂů ĞŶǀŝƌŽŶŵĞŶƚĂůƉĂƌƟĐŝƉĂƟŽŶ tĂŝŶĞ͕d͘;^ŽŶŐǁƌŝƚĞƌ͕WƌŽĚƵĐĞƌͿ͘ ŽŶĨĞƌĞŶĐĞĨŽƌƚŚĞƌƚŽĨZĞĐŽƌĚ ĂŶĚĚŝĂůŽŐƵĞŝŶEĞǁĞĂůĂŶĚ͘ (2019). /ŽŶ͛ƚtĂŶƚdŽ'ŽdŽ WƌŽĚƵĐƟŽŶ͕ŽƐƚŽŶ͕D͕h^͘ /Ŷ,ƵŶƚ͕<͕͘tĂůŬĞƌ͕'͘͘Θ tŽƌŬdŽĚĂLJ͘dŚĞEĂƌĐƐ͘ƵĚŝŽ Depoe, S. (Eds.). Breaking ŽĚŬŝŶͲůůĞŶ͕^͘ΘtĞƐƚ͕^͘;ϮϬϭϵ͕ ƌĞĐŽƌĚŝŶŐ͘hŶĚĞƌĐŽǀĞƌͬZDE͘ ďŽƵŶĚĂƌŝĞƐ͗/ŶŶŽǀĂƟǀĞƉƌĂĐƟĐĞƐ KĐƚŽďĞƌϯϭͲEŽǀĞŵďĞƌϮͿ͘^ŝŶŐŝŶŐ ŝŶĐŽŵŵƵŶŝĐĂƟŽŶĂŶĚƉƵďůŝĐ ǁŝƚŚĞƩLJĂŶĚDĂLJ͗ZĞŇĞĐƟŽŶƐ ƉĂƌƟĐŝƉĂƟŽŶŝŶĞŶǀŝƌŽŶŵĞŶƚĂů ŽŶĂƉŝůŽƚƐƚƵĚLJŝŶƚŽƚŚĞĞīĞĐƚŽĨ ĚĞĐŝƐŝŽŶͲŵĂŬŝŶŐ͘^hEzWƌĞƐƐ͘ Conference ĂƐŝŶŐůĞKƵƚƌĞĂĐŚ^ŝŶŐŝŶŐǀŝƐŝƚ ŽŶƚŚĞǁĞůůďĞŝŶŐŽĨƐĞĐŽŶĚĂƌLJ Presentations and ƐƚƵĚĞŶƚƐWĂƉĞƌƉƌĞƐĞŶƚĂƟŽŶ͘ ƵƐƚƌĂůŝĂEĞǁĞĂůĂŶĚƐƐŽĐŝĂƟŽŶ Creative Outputs Posters ĨŽƌZĞƐĞĂƌĐŚŝŶDƵƐŝĐ ĚƵĐĂƟŽŶ ĂLJŶĞƐ͕D͘;ŽŶƐƵůƚĂŶƚͿ͘;ϮϬϭϵͿ͘ ĂŬĞƌ͕K͘ΘEŐƵLJĞŶ͕Y͘ ;EZD ͿŽŶĨĞƌĞŶĐĞ͕ ,ĂŶƐĞůĂŶĚ'ƌĞƚĞůƐĐŽƌĞĨŽƌƚŚĞ ;ϮϬϭϵ͕KĐƚŽďĞƌϵͲϭϭͿ͘A hŶŝǀĞƌƐŝƚLJŽĨsŝĐƚŽƌŝĂ͕tĞůůŝŶŐƚŽŶ͕ ZŽLJĂůEĞǁĞĂůĂŶĚĂůůĞƚͲůĂŝƌĞ ŶŽǀĞůĂƉƉƌŽĂĐŚƚŽƐĞĐƵƌĞ EĞǁĞĂůĂŶĚ͘ 'ŽǁĂŶ;ĐŽŵƉŽƐĞƌͿ͘ ŵŝĐƌŽƐĞƌǀŝĐĞĂƌĐŚŝƚĞĐƚƵƌĞĨƌŽŵ ŽǁĞƐ͕<͕͘DĂĚĚĞŶ͕<͕͘ΘDŝůůĞƌ͕ Kt^WǀƵůŶĞƌĂďŝůŝƟĞƐWĂƉĞƌ ĂLJŶĞƐ͕D͘;WĞƌĨŽƌŵĞƌͿ͘;ϮϬϭϵͿ͘No D͘;ϮϬϭϵ͕EŽǀĞŵďĞƌϭϴͲϮϬͿ͘ ƉƌĞƐĞŶƚĂƟŽŶ͘ϮϬϭϵ/dZ E/dy >ŽŶŐŝƚƵĚŝŶĂůƐƚƵĚLJĞdžĂŵŝŶŝŶŐƚŚĞ ŝƌƚŚĚĂLJ͘ŚƌŝƐƐŝĞ,Ăƌƚ W͘ƵĚŝŽ ŽŶĨĞƌĞŶĐĞ͕EĞůƐŽŶ͕EĞǁĞĂůĂŶĚ͘ ƌĞĐŽƌĚŝŶŐ͘/ŶĚĞƉĞŶĚĞŶƚƌĞůĞĂƐĞ͘ ǀĂůƵĞŽĨĞͲƉŽƌƞŽůŝŽĨŽƌƐƚƵĚĞŶƚƐŝŶ ĂŬĞƌ͕K͕͘;ϮϬϭϵ͕ƉƌŝůϮϲͲϮϴͿ͘ ĂŶƵŶĚĞƌŐƌĂĚƵĂƚĞŶƵƌƐŝŶŐĚĞŐƌĞĞ ĂLJŶĞƐ͕D͘;WĞƌĨŽƌŵĞƌĂŶĚ ƉƉůLJŝŶŐƐƉƌŝŶŐƐĞĐƵƌŝƚLJ WĂƉĞƌƉƌĞƐĞŶƚĂƟŽŶ͘ƵƐƚƌĂůĂƐŝĂŶ ŽŵƉŽƐĞƌͿ͘;ϮϬϭϵ͕ƵŐƵƐƚͿ͘ ĨƌĂŵĞǁŽƌŬWĂƉĞƌƉƌĞƐĞŶƚĂƟŽŶ͘ EƵƌƐĞ ĚƵĐĂƚŽƌƐŽŶĨĞƌĞŶĐĞ E=MC >ŝǀĞƌĂĚŝŽƉĞƌĨŽƌŵĂŶĐĞ͘ /ŶƚĞƌŶĂƟŽŶĂůŽŶĨĞƌĞŶĐĞ ;E Ϳ͘ƵŶĞĚŝŶ͕EĞǁĞĂůĂŶĚ͘ ŚƩƉ͗ͬͬϵϱďĨŵ͘ĐŽŵͬďĐĂƐƚͬƚŚĞͲ ŽŶŽŵƉƵƚĞƌĂŶĚŝŐŝƚĂů ϵϱͲďĨŵͲũĂnjnjͲƐŚŽǁͲǁŝƚŚͲŚŽƐƚƐͲ ĂƚŚĐĂƌƚ͕ ͘;ϮϬϭϵ͕EŽǀĞŵďĞƌϰͿ͘ DĂŶƵĨĂĐƚƵƌŝŶŐ͕<ƵĂůĂ>ƵŵƉƵƌ͕ Yh E^'K^Khd,͗ƌĞĂůͲǁŽƌůĚ ĚƌͲŵĂƌŬͲďĂLJŶĞƐͲŵŝƐƐͲĚŽŵͲϰͲ DĂůĂLJƐŝĂ͘ ĂƵŐƵƐƚͲϮϬϭϵ ĐůŝĞŶƚĨĂƐŚŝŽŶƐŚŽǁĐŽůůĂďŽƌĂƟŽŶ ĂLJŶĞƐ͕D͘;ϮϬϭϵ͕ƉƌŝůϭϱͲ ǁŝƚŚ,ZKDĂŶĚƚŚĞůŽĐĂů ĂLJŶĞƐ͕D͘;WĞƌĨŽƌŵĞƌĂŶĚ ϭϲͿ͘ථŶĂůLJƟĐ͕ĚĞƐĐƌŝƉƟǀĞĂŶĚ >'dY/нĐŽŵŵƵŶŝƚLJ͚ZĞƐĞĂƌĐŚ ŽŵƉŽƐĞƌͿ͘;ϮϬϭϵ͕DĂLJͿ͘EŽůĞŶƐ ƉƌĞƐĐƌŝƉƟǀĞĐŽŵƉŽŶĞŶƚƐŽĨ ŝƚĞ͛ƉƌĞƐĞŶƚĂƟŽŶ͘KWͬ^/d sŽůĞŶƐ>ŝǀĞƌĂĚŝŽƉĞƌĨŽƌŵĂŶĐĞ͘ ĞǀŽůǀŝŶŐũĂnjnj͗෴෴ŶĞǁŵŽĚĞůďĂƐĞĚ ŽůůĂďŽƌĂƟǀĞ^ƚĂīZĞƐĞĂƌĐŚ ŚƩƉ͗ͬͬϵϱďĨŵ͘ĐŽŵͬďĐĂƐƚͬƚŚĞͲϵϱͲ ŽŶƚŚĞǁŽƌŬƐŽĨƌĂĚ෴DĞŚůĚĂƵ ^LJŵƉŽƐŝƵŵ͕KƚĂŐŽWŽůLJƚĞĐŚŶŝĐ͕ ďĨŵͲũĂnjnjͲƐŚŽǁͲũĂnjnjͲƐŚŽǁͲƚĞĂŵͲ WĂƉĞƌƉƌĞƐĞŶƚĂƟŽŶ͘/dW ƵŶĞĚŝŶ͕EĞǁĞĂůĂŶĚ͘ ƐŚŽǁͲϱƚŚͲŵĂLJͲϮϬϭϵ ZĞƐĞĂƌĐŚ^LJŵƉŽƐŝƵŵ͕ ĂƐƚĞƌŶ ŽŶƌĂĚƐŽŶ͕W͘;ϮϬϭϵ͕EŽǀĞŵďĞƌ ŽĚŬŝŶͲůůĞŶ͕^͘;ƌƌĂŶŐĞƌͿ͘;ϮϬϭϵͿ͘ /ŶƐƟƚƵƚĞŽĨdĞĐŚŶŽůŽŐLJ͕EĂƉŝĞƌ͕ ϭϴͲϮϬͿ͘ŽŶƟŶƵŝƚLJĂŶĚĐŚĂŶŐĞ͗ dŚĞ'ƌĞĂƚĞƐƚ^ŚŽǁŵĂŶDĞĚůĞLJ, EĞǁĞĂůĂŶĚ͘ ŚŝƐƚŽƌLJŽĨŶƵƌƐŝŶŐĞĚƵĐĂƟŽŶ ĨŽƌďƌĂƐƐďĂŶĚ͘WĞƌĨŽƌŵĞĚďLJƚŚĞ ĞĞƌ͕͕͘^ŵŝƚŚ͕͕͘Θ^ŵŝƚŚ͕:͘ ŝŶ^ŽƵƚŚůĂŶĚ;Ăƚ^/dͿWĂƉĞƌ ƐĐŽƚWĂƌŬ,ŽƚĞůƵdžŝůŝĂƌLJƌĂƐƐ ;ϮϬϭϵ͕KĐƚŽďĞƌϭϴͿ͘/ŶŇƵĞŶĐĞŽĨ ƉƌĞƐĞŶƚĂƟŽŶ͘ƵƐƚƌĂůĂƐŝĂŶEƵƌƐĞ ĂŶĚĂƚƚŚĞKƚĂŐŽ^ŽƵƚŚůĂŶĚ ŵĂƐƐĂŐĞŽŶĂŶĞůĚĞƌůLJƉĞƌƐŽŶ͛Ɛ ĚƵĐĂƚŽƌƐŽŶĨĞƌĞŶĐĞ;E Ϳ͘ ƌĂƐƐĂŶĚWƌŽǀŝŶĐŝĂůŽŶƚĞƐƚ͕ ƐĞŶƐĞŽĨǁĞůůŶĞƐƐ͘^/dWŽƐƚĞƌ ƵŶĞĚŝŶ͕EĞǁĞĂůĂŶĚ͘ ϮϬϭϵ͕ZŽdžďƵƌŐŚ͕ϳƉƌŝů͕ϮϬϭϵ͘ WƌĞƐĞŶƚĂƟŽŶ͕/ŶǀĞƌĐĂƌŐŝůů͕E͘
40 Research Report 2019 ĚŐŝŶƚŽŶ͕E͕͘WĂůůŝƐĞƌ͕͕͘'ŽŶŶĞůůŝ͕ 'ĞŽƌŐŝĞǀ͕s͘;ϮϬϭϵ͕KĐƚŽďĞƌ DĐDŝůůĂŶ͕D͕͘ΘZŚŽĚĞƐ͕:͘;ϮϬϭϵ͕ ͕͘Θ>ŝĂŶŐ͕z͘;ϮϬϭϵ͕EŽǀĞŵďĞƌ ϯϭͲEŽǀĞŵďĞƌϮͿ͘/ŶĨŽƌŵĂůŵƵƐŝĐ EŽǀĞŵďĞƌϭϴͲϮϬͿ͘^ůŝĚŝŶŐ ϭϮͲϭϱͿ͘WůĂƐƟĐƉƌŽďůĞŵƐ͗ ƚĞĐŚŶŽůŽŐLJĞdžƉĞƌŝĞŶĐĞƐĂŶĚƚŚĞŝƌ ŵŝƌƌŽƌƐ͗tŚĂƚŝƐLJŽƵƌƌŽůĞŝŶĂŶ /ŶǀĞƐƟŐĂƟŽŶŽĨŵŝĐƌŽƉůĂƐƟĐ ŝŵƉĂĐƚŽŶĨŽƌŵĂůŵƵƐŝĐĂŶĚ ŝŶƚĞƌƉƌŽĨĞƐƐŝŽŶĂůƚĞĂŵ͍WĂƉĞƌ ĐŽŶĐĞŶƚƌĂƟŽŶƐŝŶ/ŶǀĞƌĐĂƌŐŝůůĐŝƚLJ ƚĞĐŚŶŽůŽŐLJĞĚƵĐĂƟŽŶWĂƉĞƌ ƉƌĞƐĞŶƚĂƟŽŶ͘ƵƐƚƌĂůĂƐŝĂŶEƵƌƐĞ ǁĂƚĞƌǁĂLJƐWĂƉĞƌƉƌĞƐĞŶƚĂƟŽŶ͘ ƉƌĞƐĞŶƚĂƟŽŶ͘ƵƐƚƌĂůŝĂEĞǁ ĚƵĐĂƚŽƌƐŽŶĨĞƌĞŶĐĞ;E Ϳ͘ >ŝĨĞŽŶƚŚĞ ĚŐĞͲDĂƚĂŽƌĂŬĞŝ ĞĂůĂŶĚƐƐŽĐŝĂƟŽŶĨŽƌZĞƐĞĂƌĐŚ ƵŶĞĚŝŶ͕EĞǁĞĂůĂŶĚ͘ ƌƵŶŐĂŝƚĞdĂƉĈƚĂŝ͕EĞǁĞĂůĂŶĚ ŝŶDƵƐŝĐ ĚƵĐĂƟŽŶ;EZD Ϳ DĂĚĚĞŶ͕<͘;ϮϬϭϵ͕EŽǀĞŵďĞƌϭϴͲϮϬͿ͘ ŽĂƐƚĂů^ŽĐŝĞƚLJŽŶĨĞƌĞŶĐĞ͕ ŽŶĨĞƌĞŶĐĞ͕hŶŝǀĞƌƐŝƚLJŽĨsŝĐƚŽƌŝĂ͕ ŽƚƌĂŶƐŝƟŽŶŶƵƌƐŝŶŐƐƚƵĚĞŶƚƐ /ŶǀĞƌĐĂƌŐŝůů͕EĞǁĞĂůĂŶĚ͘ tĞůůŝŶŐƚŽŶ͕EĞǁĞĂůĂŶĚ͘ ǀĂůƵĞƚŚĞĞͲƉŽƌƞŽůŝŽƉůĂƞŽƌŵ ůůŝƐ͕͘ΘWĂůůŝƐĞƌ͕͘;ϮϬϭϵ͕:ƵŶĞ ,ĞĂƚŚ͕͘;ϮϬϭϵ͕DĂLJϭϳͲϭϵͿ͘Forged ŝŶƚŚĞŝƌĞĚƵĐĂƟŽŶ͍WĂƉĞƌ ϭϳͲϮϭͿ͘ĂŵŵŝŶŐƚŚĞĚĂŵƐŝdžƚLJ ďLJĚĞƐŝŐŶ͍ͲdŚĞĐŽŶƚƌŽůŽĨĂ ƉƌĞƐĞŶƚĂƟŽŶ͘ƵƐƚƌĂůĂƐŝĂŶEƵƌƐĞ LJĞĂƌƐŽŶ͗ŽŶƟŶƵĞĚĐŽŶŇŝĐƚŽǀĞƌ ŐĞŶƌĞƐĞdžƉĞĐƚĞĚƐŽŶŝĐƐŝŐŶŝĮĞƌŽŶ ĚƵĐĂƚŽƌƐŽŶĨĞƌĞŶĐĞ;E Ϳ͘ ƚŚĞDĂŶĂƉŽƵƌŝŚLJĚƌŽͲĞůĞĐƚƌŝĐ ĐŽůůĂďŽƌĂƟǀĞĐƌĞĂƟŽŶƉƌĂĐƟĐĞƐ ƵŶĞĚŝŶ͕EĞǁĞĂůĂŶĚ͘ ƉŽǁĞƌƐĐŚĞŵĞ͕EĞǁĞĂůĂŶĚ ǁŝƚŚŝŶŵŽĚĞƌŶŚĞĂǀLJŵĞƚĂů DĂŚůĞƌ͕D͘;ϮϬϭϵ͕EŽǀĞŵďĞƌ WĂƉĞƌƉƌĞƐĞŶƚĂƟŽŶ͘tĂƚĞƌůŝŶĞƐ͗ ĂŶĚĚƵďƌĞŐŐĂĞĞůĞĐƚƌŽŶŝĐĂ ϮϵͲĞĐĞŵďĞƌϭͿ͘dŚĞĂĚŽƉƟŽŶŽĨ ŽŶŇƵĞŶĐĞĂŶĚ,ŽƉĞƚŚƌŽƵŐŚ ƌĞĐŽƌĚŝŶŐWĂƉĞƌƉƌĞƐĞŶƚĂƟŽŶ͘ ŵŽďŝůĞƉĂLJŵĞŶƚƐLJƐƚĞŵƐWĂƉĞƌ ŶǀŝƌŽŶŵĞŶƚĂůŽŵŵƵŶŝĐĂƟŽŶ͕ /Ŷ͗ƌĞĂƟŽŶ͕ŽŶŶĞĐƟǀŝƚLJ͕ ƉƌĞƐĞŶƚĂƟŽŶ͘EDZĞƐĞĂƌĐŚ ƚŚĞϭϱƚŚďŝĞŶŶŝĂůŽŶĨĞƌĞŶĐĞŽŶ ŽůůĂďŽƌĂƟŽŶĂŶĚŽŶƚƌŽůůĞƌƐ͕ ŽůůŽƋƵŝƵŵ͕tĞůůŝŶŐƚŽŶ͕EĞǁ ŽŵŵƵŶŝĐĂƟŽŶĂŶĚ ŶǀŝƌŽŶŵĞŶƚ ϭϰƚŚƌƚŽĨZĞĐŽƌĚWƌŽĚƵĐƟŽŶ ĞĂůĂŶĚ͘ ;K Ϳ͕hŶŝǀĞƌƐŝƚLJŽĨƌŝƟƐŚ ŽŶĨĞƌĞŶĐĞ͕ĞƌŬůĞĞŽůůĞŐĞŽĨ ŽůƵŵďŝĂ͕sĂŶĐŽƵǀĞƌ͕ĂŶĂĚĂ͘ DƵƐŝĐ͕ŽƐƚŽŶ͕h^͘ DĂƌĂƉĂƌĂ͕d͕͘:ĂĐŬƐŽŶ͕͕͘,ĂƌƚůĞLJ͕ ^͘;ϮϬϭϵ͕^ĞƉƚĞŵďĞƌϮϮͲϮϳͿ͘ &ĂůůƵ͕D͘;ϮϬϭϵ͕EŽǀĞŵďĞƌϰͿ͘ ,ŝůů͕Z͘Θ,ŽƌƌŽĐŬƐ͕Z͘;ϮϬϭϵ͕ ^ƉĂƟĂůůLJŵĂƉƉŝŶŐƚĂƌŐĞƚĂƌĞĂƐĨŽƌ dŚĞůĞŝƐƵƌĞĂŶĚƌĞĐƌĞĂƟŽŶ EŽǀĞŵďĞƌϰͿ͘ ǀĂůƵĂƟŶŐ ƉůĂŶƟŶŐƚƌĞĞƐƚŽŐƵŝĚĞĨŽƌĞƐƚĞĚ ĨŽƌƉĞŽƉůĞǁŝƚŚĚŝƐĂďŝůŝƟĞƐŝŶ ĨĂĐŝůŝƚĂƚŽƌƐ͛ƵƐĞŽĨůĂĐŬďŽĂƌĚ ǁĞƚůĂŶĚƌĞƐƚŽƌĂƟŽŶĨŽƌŽƉƟŵƵŵ ^ŽƵƚŚůĂŶĚ͕ƚĞŶLJĞĂƌƐŽŶ͚ZĞƐĞĂƌĐŚ ͚ĚŝƐĐƵƐƐŝŽŶďŽĂƌĚƐ͛ĨŽƌĨŽƌŵĂƟǀĞͬ ĞĐŽƐLJƐƚĞŵƐĞƌǀŝĐĞƐƉƌŽǀŝƐŝŽŶŝŶ ŝƚĞ͛ƉƌĞƐĞŶƚĂƟŽŶ͘KWͬ^/d ƐƵŵŵĂƟǀĞĂƐƐĞƐƐŵĞŶƚĂŶĚ ƚŚĞtĂŝƌĂƌĂƉĂ͕EĞǁĞĂůĂŶĚ͘ϴƚŚ ŽůůĂďŽƌĂƟǀĞ^ƚĂīZĞƐĞĂƌĐŚ ƚŽĞŶŚĂŶĐĞŽŶůŝŶĞůĞĂƌŶŝŶŐ tŽƌůĚŽŶĨĞƌĞŶĐĞŽŶ ĐŽůŽŐŝĐĂů ^LJŵƉŽƐŝƵŵ͕KƚĂŐŽWŽůLJƚĞĐŚŶŝĐ͕ ĞŶŐĂŐĞŵĞŶƚWĂƉĞƌƉƌĞƐĞŶƚĂƟŽŶ͘ ZĞƐƚŽƌĂƟŽŶ͕ĂƉĞdŽǁŶ͕^ŽƵƚŚ ƵŶĞĚŝŶ͕EĞǁĞĂůĂŶĚ͘ KWͬ^/dŽůůĂďŽƌĂƟǀĞ^ƚĂī ĨƌŝĐĂ͘ ZĞƐĞĂƌĐŚ^LJŵƉŽƐŝƵŵ͕KƚĂŐŽ 'ĂďƌŝĞů͕͘;ϮϬϭϵ͕&ĞďƌƵĂƌLJϭϵͿ͘ WŽůLJƚĞĐŚŶŝĐ͕ƵŶĞĚŝŶ͕EĞǁ DĞůŚƵŝƐŚ͕<͘;ϮϬϭϵ͕KĐƚŽďĞƌ ŶŚĂŶĐŝŶŐƐƚƵĚĞŶƚůĞĂƌŶŝŶŐ ĞĂůĂŶĚ͘ ϯϭͲEŽǀĞŵďĞƌϮͿ͘^ŝŶŐŝŶŐĨƌŽŵƚŚĞ ŝŶƐŽůǀŝŶŐǁŽƌĚƉƌŽďůĞŵƐŝŶ ƐĂŵĞƐŽŶŐƐŚĞĞƚ͗ŽůůĂďŽƌĂƟǀĞ ƚŚĞƌŵŽĚLJŶĂŵŝĐƐďĂƐĞĚŽŶ ,ŽīŵĂŶ͕:͘;ϮϬϭϵ͕:ƵŶĞϮͲϱͿ͘ ƉƌĂĐƟĐĞŝŶĐŽŶƚĞŵƉŽƌĂƌLJŵƵƐŝĐ EĞǁŵĂŶ͛Ɛ ƌƌŽƌŶĂůLJƐŝƐWĂƉĞƌ DĂŶĂŐŝŶŐƉůĂŐŝĂƌŝƐŵĂŶĚ ĞĚƵĐĂƟŽŶWĂƉĞƌƉƌĞƐĞŶƚĂƟŽŶ͘ ƉƌĞƐĞŶƚĂƟŽŶ͘ ŶŐŝŶĞĞƌŝŶŐ ĂĐĂĚĞŵŝĐĨƌĂƵĚŝŶŚŝŐŚĞƌĚĞŐƌĞĞ ƵƐƚƌĂůŝĂEĞǁĞĂůĂŶĚƐƐŽĐŝĂƟŽŶ dƵƚŽƌ͛Ɛ&ŽƌƵŵ͕Z/ŶƐƟƚƵƚĞŽĨ ƉƌŽŐƌĂŵŵĞƐWĂƉĞƌƉƌĞƐĞŶƚĂƟŽŶ͘ ĨŽƌZĞƐĞĂƌĐŚŝŶDƵƐŝĐ ĚƵĐĂƟŽŶ ĂŶƚĞƌďƵƌLJ͕ŚƌŝƐƚĐŚƵƌĐŚ͕EĞǁ ϲƚŚtŽƌůĚŽŶĨĞƌĞŶĐĞŽŶ ;EZD ͿŽŶĨĞƌĞŶĐĞ͕ ĞĂůĂŶĚ͘ ZĞƐĞĂƌĐŚ/ŶƚĞŐƌŝƚLJ͕hŶŝǀĞƌƐŝƚLJŽĨ hŶŝǀĞƌƐŝƚLJŽĨsŝĐƚŽƌŝĂ͕tĞůůŝŶŐƚŽŶ͕ ,ŽŶŐ<ŽŶŐ͕,ŽŶŐ<ŽŶŐ͘ 'ĂďƌŝĞů͕͘;ϮϬϭϵ͕EŽǀĞŵďĞƌϰͿ͘^ĞůĨͲ EĞǁĞĂůĂŶĚ͘ ĞĸĐĂĐLJĂŶĚĂŶdžŝĞƚLJŝŶůĞĂƌŶŝŶŐ <ĂŬŚ͕^͘ΘWĂĐĞ͕͘;ϮϬϭϵ͕:ƵůLJϰͲϱͿ͘ DĞůŚƵŝƐŚ͕<͘;ϮϬϭϵ͕EŽǀĞŵďĞƌϰͿ͘ ĞŶŐŝŶĞĞƌŝŶŐĨƵŶĚĂŵĞŶƚĂůƐ ^ƚƵĚĞŶƚƐĂƐƐƚĂŬĞŚŽůĚĞƌƐ͗tŚĞŶ WƻŵŽĂŶĂĂŶĚƉĞĚĂůƐƚĞĞů͕ƚŚĞ WĂƉĞƌƉƌĞƐĞŶƚĂƟŽŶ͘KWͬ^/d ĨƵƚƵƌĞůĞĂĚĞƌƐďĞĐŽŵĞƚŚĞůĞĂĚĞƌƐ ŶĂƚƵƌĂůĐŽŵďŝŶĂƟŽŶ͚ZĞƐĞĂƌĐŚ ŽůůĂďŽƌĂƟǀĞ^ƚĂīZĞƐĞĂƌĐŚ ŽĨŶŽǁWĂƉĞƌƉƌĞƐĞŶƚĂƟŽŶ͘ ŝƚĞ͛ƉƌĞƐĞŶƚĂƟŽŶ͘KWͬ^/d ^LJŵƉŽƐŝƵŵ͕KƚĂŐŽWŽůLJƚĞĐŚŶŝĐ͕ ϮŶĚ/ŶƚĞƌŶĂƟŽŶĂůŽŶĨĞƌĞŶĐĞŽŶ ŽůůĂďŽƌĂƟǀĞ^ƚĂīZĞƐĞĂƌĐŚ ƵŶĞĚŝŶ͕EĞǁĞĂůĂŶĚ͘ ŶŐŝŶĞĞƌŝŶŐ ĚƵĐĂƟŽŶĨŽƌƚŚĞyy/ ^LJŵƉŽƐŝƵŵ͕KƚĂŐŽWŽůLJƚĞĐŚŶŝĐ͕ ĞŶƚƵƌLJ͕ŝůďĂŽ͕^ƉĂŝŶ͘ 'ĂďƌŝĞů͕͘;ϮϬϭϵ͕EŽǀĞŵďĞƌϴͲϭϭͿ͘ ƵŶĞĚŝŶ͕EĞǁĞĂůĂŶĚ͘ DŽƟǀĂƟŽŶ͕ƐĞůĨͲĞĸĐĂĐLJ͕ĂŶĚ DĐ<ĞŶnjŝĞ͕͘;ϮϬϭϵ͕EŽǀĞŵďĞƌ DĞůŚƵŝƐŚ͕<͘;ϮϬϭϵ͕EŽǀĞŵďĞƌ ĂŶdžŝĞƚLJŝŶůĞĂƌŶŝŶŐĞŶŐŝŶĞĞƌŝŶŐ ϭϮͲϭϱͿ͘>ŝǀĞƚŽƐƵƌĨƚŽƐƵƌĨƚŽůŝǀĞ͗ ϮϵͲĞĐĞŵďĞƌϭͿ͘dŽǁĂƌĚƐ ĨƵŶĚĂŵĞŶƚĂůƐĂƚ^ŽƵƚŚĞƌŶ /ŶƐŝŐŚƚƐŝŶƚŽƐƵƌĮŶŐĂƐĂŶĂƚƵƌĞ ĐŽůůĂďŽƌĂƟǀĞƉƌĂĐƟĐĞŝŶĂ /ŶƐƟƚƵƚĞŽĨdĞĐŚŶŽůŽŐLJWĂƉĞƌ ďĂƐĞĚďůƵĞƐƉĂĐĞƉŚLJƐŝĐĂůĂĐƟǀŝƚLJ ĐŽŶƚĞŵƉŽƌĂƌLJŵƵƐŝĐĞĚƵĐĂƟŽŶ ƉƌĞƐĞŶƚĂƟŽŶ͘ƵƐƚƌĂůĂƐŝĂŶ ƚŚĂƚŶŽƚŽŶůLJƉƌŽŵŽƚĞƐǁĞůůďĞŝŶŐ͕ ĐŽŶƚĞdžƚĂƚƚĞƌƟĂƌLJůĞǀĞůŝŶ ƐƐŽĐŝĂƟŽŶŽĨ ŶŐŝŶĞĞƌŝŶŐ ďƵƚŝƐŵŽǀŝŶŐƚŚĞŵĂdžŝŵWĂƉĞƌ ŽƚĞĂƌŽĂEĞǁĞĂůĂŶĚWĂƉĞƌ ĚƵĐĂƟŽŶŽŶĨĞƌĞŶĐĞ͕ƌŝƐďĂŶĞ ƉƌĞƐĞŶƚĂƟŽŶ͘>ŝĨĞŽŶƚŚĞ ĚŐĞ ƉƌĞƐĞŶƚĂƟŽŶ͘EĞǁĞĂůĂŶĚ ŽŶǀĞŶƟŽŶĂŶĚ džŚŝďŝƟŽŶĞŶƚƌĞ͕ ͲDĂƚĂŽƌĂŬĞŝƌƵŶŐĂŝƚĞdĂƉĈƚĂŝ͕ DƵƐŝĐŽůŽŐŝĐĂů^ŽĐŝĞƚLJŽŶĨĞƌĞŶĐĞ͕ ƌŝƐďĂŶĞ͕ƵƐƚƌĂůŝĂ͘ EĞǁĞĂůĂŶĚŽĂƐƚĂů^ŽĐŝĞƚLJ hŶŝǀĞƌƐŝƚLJŽĨƵĐŬůĂŶĚ͕ƵĐŬůĂŶĚ͕ ŽŶĨĞƌĞŶĐĞ͕/ŶǀĞƌĐĂƌŐŝůů͕EĞǁ EĞǁĞĂůĂŶĚ͘ ĞĂůĂŶĚ͘
Research Report 2019 41 WĂĐĞ͕͘;ϮϬϭϵ͕DĂLJϭϳͲϭϵͿ͘dŚĞ ZŚŽĚĞƐ͕:͘;ϮϬϭϵ͕EŽǀĞŵďĞƌϭϴͲϮϬͿ͘ ^ŵŝƚŚ͕,͕͘DĂŶŶ͕^͕͘ĞŶƐŽŶ͕ ƚŚĞŽƌĞƟĐĂůĚĞǀĞůŽƉŵĞŶƚŽĨƚŚĞ ƵĚŝĞŶĐĞůĞĚƐŝŵƵůĂƟŽŶ͗WĂƵƐĞ͕ E͕͘ĂŵƉďĞůů͕^͕͘ĂƵŬŝůů͕D͕͘ ƉŽĐŬĞƚƵŶŝǀĞƌƐĞŵŽĚĞůWŽƐƚĞƌ ĐŽŶƐŝĚĞƌĂŶĚĚĞĐŝĚĞWĂƉĞƌ ĞLJůĂŶŝ͕,͕͘LJŬĞ͕^͕͘&ůĂŶŶĂŐĂŶ͕ ƉƌĞƐĞŶƚĂƟŽŶ͘ƐƚƌŽŶŽŵLJ^ŽĐŝĞƚLJ ƉƌĞƐĞŶƚĂƟŽŶ͘ƵƐƚƌĂůĂƐŝĂŶEƵƌƐĞ d͕͘'ŝůŵŽƌĞ͕͕͘<ĞŶŶĞĚLJ͕͕͘ ŽĨEĞǁĞĂůĂŶĚŽŶĨĞƌĞŶĐĞϮϬϭϵ͕ ĚƵĐĂƚŽƌƐŽŶĨĞƌĞŶĐĞ;E Ϳ͘ DĂĐŐƌĞŐŽƌ͕͕͘DƵŵĨŽƌĚ͕:͕͘KƩŽ͕ ĞǀŽŶ,ŽƚĞů͕EĞǁWůLJŵŽƵƚŚ͕EĞǁ ƵŶĞĚŝŶ͕EĞǁĞĂůĂŶĚ͘ D͕͘ΘdƌŽƵŶƐŽŶ͕Z͘;ϮϬϭϵ͕KĐƚŽďĞƌ ĞĂůĂŶĚ͘ ϵͲϭϭͿ͘ĞǀĞůŽƉŝŶŐĂŵŽĚĞůŽĨ ZŚŽĚĞƐ͕:͕͘ΘDĐDŝůůĂŶ͕D͘ ĞĚƵĐĂƟŽŶĂůŝŶŶŽǀĂƟŽŶWĂƉĞƌ WĂĐĞ͕͘;ϮϬϭϵ͕ƉƌŝůϭϱͲϭϲͿ͘ ;ϮϬϭϵ͕KĐƚŽďĞƌϭϰͲϭϱͿ͘dŚĞ ƉƌĞƐĞŶƚĂƟŽŶ͘ϮϬϭϵ/dZ E/dy dŚĞďƵƐŝŶĞƐƐŽĨƚŚĞŽƌĞƟĐĂů ŝŵƉůĞŵĞŶƚĂƟŽŶŽĨĂƐƚƵĚĞŶƚ ŽŶĨĞƌĞŶĐĞ͕EĞůƐŽŶ͕EĞǁĞĂůĂŶĚ͘ ƉŚLJƐŝĐƐ͗dŚĞƌŽůĞŽĨƚŚĞŽƌLJŝŶ ŵĞŶƚŽƌƐŚŝƉƉƌŽŐƌĂŵŵĞWĂƉĞƌ ĂƉƉůŝĞĚƌĞƐĞĂƌĐŚ͕ŝŶŶŽǀĂƟŽŶ ƉƌĞƐĞŶƚĂƟŽŶ͘ϳƚŚ^ŝŶŽE ^ƚƌĂƚŚĞĂƌŶ͕D͘;ϮϬϭϵ͕EŽǀĞŵďĞƌ ĂŶĚĞŶƚƌĞƉƌĞŶĞƵƌƐŚŝƉWĂƉĞƌ sŽĐĂƟŽŶĂů ĚƵĐĂƟŽŶĂŶĚdƌĂŝŶŝŶŐ ϰͿ͘ŶĞǀŽůǀŝŶŐ/W ŶĂƌƌĂƟǀĞ ƉƌĞƐĞŶƚĂƟŽŶ͘/dWZĞƐĞĂƌĐŚ DŽĚĞů^LJŵƉŽƐŝƵŵ͘YŝŶŐĚĂŽ WĂƉĞƌƉƌĞƐĞŶƚĂƟŽŶ͘KWͬ^/d ^LJŵƉŽƐŝƵŵ͕ ĂƐƚĞƌŶ/ŶƐƟƚƵƚĞŽĨ dĞĐŚŶŝĐĂůŽůůĞŐĞ͕YŝŶŐĚĂŽ^Śŝ͕ ŽůůĂďŽƌĂƟǀĞ^ƚĂīZĞƐĞĂƌĐŚ dĞĐŚŶŽůŽŐLJ͕EĂƉŝĞƌ͕EĞǁĞĂůĂŶĚ͘ ŚŝŶĂ͘ ^LJŵƉŽƐŝƵŵ͕KƚĂŐŽWŽůLJƚĞĐŚŶŝĐ͕ ƵŶĞĚŝŶ͕EĞǁĞĂůĂŶĚ͘ WĂĐĞ͕͘;ϮϬϭϵ͕ƉƌŝůϭϳͲϭϴͿ͘,ƵŵĂŶ ZŚŽĚĞƐ͕:͕͘ΘDĐDŝůůĂŶ͕D͘;ϮϬϭϵ͕ ĨĂĐƚŽƌƐĂŶĚƉƐLJĐŚŽůŽŐŝĐĂů KĐƚŽďĞƌϭϰͲϭϱͿ͘ĞǀĞůŽƉŝŶŐ tĂƚƐŽŶ͕͘;ϮϬϭϵ͕EŽǀĞŵďĞƌϰͿ͘A ƐƚƌĂƚĞŐŝĞƐĨŽƌƚŚĞĚĞĨĞŶĐĞĂŐĂŝŶƐƚ ƚĞĂŵǁŽƌŬĂŶĚĐŽůůĂďŽƌĂƟŽŶ ƐƚƵĚLJƚŽŝĚĞŶƟĨLJƚŚĞ ŵŽƟŽŶĂů ƚĞƌƌŽƌŝƐŵWĂƉĞƌƉƌĞƐĞŶƚĂƟŽŶ͘ ďLJƵŶĚĞƌƐƚĂŶĚŝŶŐĚŝīĞƌĞŶƚ /ŶƚĞůůŝŐĞŶĐĞĂŵŽŶŐEŝƉůŽŵĂ ƐŝĂͲWĂĐŝĮĐ^ĞĐƵƌŝƚLJ/ŶŶŽǀĂƟŽŶ ŚĞĂůƚŚƉƌŽĨĞƐƐŝŽŶĂůƌŽůĞƐWĂƉĞƌ ŝŶ ŶƌŽůůĞĚEƵƌƐŝŶŐƐƚƵĚĞŶƚƐ ^Ƶŵŵŝƚ͘DŝůůĞŶŝƵŵ,ŽƚĞů͕ ƉƌĞƐĞŶƚĂƟŽŶ͘ϳƚŚ^ŝŶŽE WĂƉĞƌƉƌĞƐĞŶƚĂƟŽŶ͘KWͬ^/d ZŽƚŽƌƵĂ͕EĞǁĞĂůĂŶĚ͘ sŽĐĂƟŽŶĂů ĚƵĐĂƟŽŶĂŶĚdƌĂŝŶŝŶŐ ŽůůĂďŽƌĂƟǀĞ^ƚĂīZĞƐĞĂƌĐŚ DŽĚĞů^LJŵƉŽƐŝƵŵ͘YŝŶŐĚĂŽ ^LJŵƉŽƐŝƵŵ͕KƚĂŐŽWŽůLJƚĞĐŚŶŝĐ͕ WĂĐĞ͕͘;ϮϬϭϵ͕EŽǀĞŵďĞƌϰͿ͘ dĞĐŚŶŝĐĂůŽůůĞŐĞ͕YŝŶŐĚĂŽ^Śŝ͕ ƵŶĞĚŝŶ͕EĞǁĞĂůĂŶĚ͘ ůŝĐĞ͕ŽďĂŶĚƚŚĞĐĂƚŝŶĂ ŚŝŶĂ͘ ďŽdž͗ džĂŵŝŶĂƟŽŶŽĨƋƵĂŶƚƵŵ tĂƌƌĞŶ͕Z͕͘Θ>ŝĂŶŐ͕z͘;ϮϬϭϵ͕ ŵĞĐŚĂŶŝĐƐ&ƌĂƵĐŚŝŐĞƌͲZĞŶŶĞƌ ZŚŽĚĞƐ͕:͘;ϮϬϭϵ͕EŽǀĞŵďĞƌϭϴͲ EŽǀĞŵďĞƌϭϮͲϭϱͿ͘Turning WĂƌĂĚŽdžWĂƉĞƌƉƌĞƐĞŶƚĂƟŽŶ͘KWͬ 20). ƐĞŶƐĞŽĨďĞůŽŶŐŝŶŐ͗dŚĞ ƟĚĞƐŝŶEĞǁĞĂůĂŶĚŝŶƚĞƌƟĚĂů ^/dŽůůĂďŽƌĂƟǀĞ^ƚĂīZĞƐĞĂƌĐŚ ŝŵƉůĞŵĞŶƚĂƟŽŶŽĨĂƐƚƵĚĞŶƚ ƌĞƐĞĂƌĐŚ͗ďĂƐĞůŝŶĞƐƚƵĚLJŽĨhůǀĂ ^LJŵƉŽƐŝƵŵ͕KƚĂŐŽWŽůLJƚĞĐŚŶŝĐ͕ ŵĞŶƚŽƌƐŚŝƉƉƌŽŐƌĂŵŵĞWĂƉĞƌ /ƐůĂŶĚŝŶƚĞƌƟĚĂůnjŽŶĞƐWĂƉĞƌ ƵŶĞĚŝŶ͕EĞǁĞĂůĂŶĚ͘ ƉƌĞƐĞŶƚĂƟŽŶ͘ƵƐƚƌĂůĂƐŝĂŶEƵƌƐĞ ƉƌĞƐĞŶƚĂƟŽŶ͘>ŝĨĞŽŶƚŚĞ ĚŐĞ ĚƵĐĂƚŽƌƐŽŶĨĞƌĞŶĐĞ;E Ϳ͘ ͲDĂƚĂŽƌĂŬĞŝƌƵŶŐĂŝƚĞdĂƉĈƚĂŝ͕ WĂĐĞ͕͘Θ<ĂŬŚ͕^͘;ϮϬϭϵ͕Ɖƌŝů ƵŶĞĚŝŶ͕EĞǁĞĂůĂŶĚ͘ EĞǁĞĂůĂŶĚŽĂƐƚĂů^ŽĐŝĞƚLJ ϭϰͲϭϱͿ͘ĐŽŐŶŝƟǀĞͲĂīĞĐƟǀĞ ŽŶĨĞƌĞŶĐĞ͕/ŶǀĞƌĐĂƌŐŝůů͕EĞǁ ĂƉƉƌŽĂĐŚĨŽƌƚŚĞĚĞǀĞůŽƉŵĞŶƚ ZƵǁŚŝƵ͕͘;ϮϬϭϵ͕EŽǀĞŵďĞƌϰͿ͘ ĞĂůĂŶĚ͘ ŽĨĂĐĂĚĞŵŝĐůŝƚĞƌĂĐLJƐŬŝůůƐŝŶ ,ŽĂŬĞʹ>Ğƚ͛ƐĚŽƚŚŝƐ͊ZĂŝƐŝŶŐ ŝŶƚĞƌŶĂƟŽŶĂůƐƚƵĚĞŶƚƐWĂƉĞƌ DĈŽƌŝƐƚƵĚĞŶƚƐ͛ĂĐŚŝĞǀĞŵĞŶƚŝŶĂ tĞƐƚ͕^͕͘ŽĚŬŝŶͲůůĞŶ͕^͘ΘWŝŬĞ͕'͘ ƉƌĞƐĞŶƚĂƟŽŶ͘/dWZĞƐĞĂƌĐŚ ŵĂŝŶƐƚƌĞĂŵƚĞƌƟĂƌLJŽƌŐĂŶŝƐĂƟŽŶ ;ϮϬϭϵ͕EŽǀĞŵďĞƌϮϵʹĞĐĞŵďĞƌ ^LJŵƉŽƐŝƵŵ͕ ĂƐƚĞƌŶ/ŶƐƟƚƵƚĞŽĨ ƚŚƌŽƵŐŚĐƵůƚƵƌĂůůLJƌĞƐƉŽŶƐŝǀĞ 1). EĞǁĞĂůĂŶĚƐĂǀĞƐŵƵƐŝĐĂů dĞĐŚŶŽůŽŐLJ͕EĂƉŝĞƌ͕EĞǁĞĂůĂŶĚ͘ ƉƌĂĐƟĐĞƐWĂƉĞƌƉƌĞƐĞŶƚĂƟŽŶ͘ ůŝǀĞƐWĂƉĞƌƉƌĞƐĞŶƚĂƟŽŶ͘EĞǁ KWͬ^/dŽůůĂďŽƌĂƟǀĞ^ƚĂī ĞĂůĂŶĚDƵƐŝĐŽůŽŐŝĐĂů^ŽĐŝĞƚLJ ZĞŚŵĂŶ͕E͘h͘;ϮϬϭϵ͕EŽǀĞŵďĞƌ ZĞƐĞĂƌĐŚ^LJŵƉŽƐŝƵŵ͕KƚĂŐŽ ŽŶĨĞƌĞŶĐĞ͕hŶŝǀĞƌƐŝƚLJŽĨ ϰͿ͘^ŽůĂƌƉŽƚĞŶƟĂůĂƐƐĞƐƐŵĞŶƚŽĨ WŽůLJƚĞĐŚŶŝĐ͕ƵŶĞĚŝŶ͕EĞǁ ƵĐŬůĂŶĚ͕ƵĐŬůĂŶĚ͕EĞǁĞĂůĂŶĚ͘ ƉƵďůŝĐďƵƐƌŽƵƚĞƐ͗ĐĂƐĞƐƚƵĚLJŝŶ ĞĂůĂŶĚ͘ /ŶǀĞƌĐĂƌŐŝůůWĂƉĞƌƉƌĞƐĞŶƚĂƟŽŶ͘ tĞƐƚ͕^͕͘ŽĚŬŝŶͲůůĞŶ͕^͕͘Θ^ǁĂŝŶ͕ KWͬ^/dŽůůĂďŽƌĂƟǀĞ^ƚĂī ^ŚĞƌďĂŶŽǁƐŬŝ͕<͘D͕͘WĞƚĞƌƐ͕͕͘Θ E͘;ϮϬϭϵ͕ƉƌŝůϮϯͲϮϲͿ͘,ĞůƉŝŶŐ ZĞƐĞĂƌĐŚ^LJŵƉŽƐŝƵŵ͕KƚĂŐŽ >ŝĂŶŐ͕z͘;ϮϬϭϵ͕EŽǀĞŵďĞƌϭϮͲ ĞĂĐŚŽƚŚĞƌƚŚƌŽƵŐŚŵƵƐŝĐ͗dŚĞ WŽůLJƚĞĐŚŶŝĐ͕ƵŶĞĚŝŶ͕EĞǁ ϭϱͿ͘^ǁŝŵŵŝŶŐǁŝƚŚĚŽůƉŚŝŶƐ͍ ĞīĞĐƚŽĨĂƐŝŶŐůĞŽƵƚƌĞĂĐŚƐŝŶŐŝŶŐ ĞĂůĂŶĚ͘ /ŶǀĞƐƟŐĂƟŶŐƚŚĞĞīĞĐƚŽĨĐƵƌƌĞŶƚ ǀŝƐŝƚŽŶƚŚĞǁĞůůďĞŝŶŐŽĨƐĞĐŽŶĚĂƌLJ ůĞŐŝƐůĂƟǀĞĂĐƟŽŶƐƚŽŵŝƟŐĂƚĞ ƐƚƵĚĞŶƚƐĂŶĚƌĞƐƚŚŽŵĞƌĞƐŝĚĞŶƚƐ ZŚŽĚĞƐ͕:͘;ϮϬϭϵ͕EŽǀĞŵďĞƌϰͿ͘Using ŚƵŵĂŶͲĚŽůƉŚŝŶŝŶƚĞƌĂĐƟŽŶŽŶ WĂƉĞƌƉƌĞƐĞŶƚĂƟŽŶ͘ZĞƐĞĂƌĐŚ ĞƐĐĂƉĞƌŽŽŵƐƚŽƉƌŽŵŽƚĞůĞĂƌŶŝŶŐ ĞdžŝƐƟŶŐƌĞƐŝĚĞŶƚĂŶĚǀŝƐŝƟŶŐ ŝŶDƵƐŝĐ ĚƵĐĂƟŽŶ;ZŝD ϮϬϭϵͿ͕ ƚŚƌŽƵŐŚƚĞĂŵǁŽƌŬĂŶĚƉƌŽďůĞŵ ďŽƩůĞŶŽƐĞƉŽƉƵůĂƟŽŶƐŝŶƚŚĞĂLJ ĂƚŚ^ƉĂhŶŝǀĞƌƐŝƚLJ͕ĂƚŚ͕ ƐŽůǀŝŶŐWĂƉĞƌƉƌĞƐĞŶƚĂƟŽŶ͘KWͬ ŽĨ/ƐůĂŶĚƐ͘WĂƉĞƌƉƌĞƐĞŶƚĂƟŽŶ͘ England. ^/dŽůůĂďŽƌĂƟǀĞ^ƚĂīZĞƐĞĂƌĐŚ >ŝĨĞŽŶƚŚĞ ĚŐĞͲDĂƚĂŽƌĂŬĞŝ ^LJŵƉŽƐŝƵŵ͕KƚĂŐŽWŽůLJƚĞĐŚŶŝĐ͕ tŽŽĚŚĞĂĚ͕͕͘^ŵŝƚŚ͕͕͘Θ^ŵŝƚŚ͕ ƌƵŶŐĂŝƚĞdĂƉĈƚĂŝ͕EĞǁĞĂůĂŶĚ ƵŶĞĚŝŶ͕EĞǁĞĂůĂŶĚ͘ :͘;ϮϬϭϵ͕KĐƚŽďĞƌϭϴͿ͘WĂŝŶ ŽĂƐƚĂů^ŽĐŝĞƚLJŽŶĨĞƌĞŶĐĞ͕ ĞĚƵĐĂƟŽŶŝŶƚĞƌǀĞŶƟŽŶĂŶĚ ZŚŽĚĞƐ͕:͘;ϮϬϭϵ͕EŽǀĞŵďĞƌϭϴͲϮϬͿ͘ /ŶǀĞƌĐĂƌŐŝůů͕EĞǁĞĂůĂŶĚ͘ ŵĂƐƐĂŐĞƚŚĞƌĂƉLJ͘^/dWŽƐƚĞƌ ĚƵĐĂƚŽƌƐǁŚŽĂƐƐƵŵĞ͕ƉůĂLJ͕ ^ŬĂƌŝĂ͕Z͘;EŽǀĞŵďĞƌϮϬϭϵͿ͘ WƌĞƐĞŶƚĂƟŽŶ͕/ŶǀĞƌĐĂƌŐŝůů͕E͘ ĂŶĚĚĞͲƌŽůĞĂƐƉĂƟĞŶƚƐ͗tŚĂƚ KǀĞƌƐĞĂƐŶƵƌƐĞĞĚƵĐĂƚŽƌƐ͛ ŝƐĂĐƚƵĂůůLJŚĂƉƉĞŶŝŶŐ͍WĂƉĞƌ tŽŽĚĐŽĐŬ͕d͕͘^ŵŝƚŚ͕͕͘Θ^ŵŝƚŚ͕ ĂĚĂƉƚĂƟŽŶƚŽƚŚĞEĞǁ ƉƌĞƐĞŶƚĂƟŽŶ͘ƵƐƚƌĂůĂƐŝĂŶEƵƌƐĞ :͘;ϮϬϭϵ͕KĐƚŽďĞƌϭϴͿ͘tŚĂƚ ĞĂůĂŶĚ ĚƵĐĂƟŽŶƐLJƐƚĞŵ͗ ĚƵĐĂƚŽƌƐŽŶĨĞƌĞŶĐĞ;E Ϳ͘ ĚĞƚĞƌŵŝŶĞƐLJŽƵƌƉĂLJ͍^/dWŽƐƚĞƌ ƉŚĞŶŽŵĞŶŽůŽŐŝĐĂůƐƚƵĚLJ͘WĂƉĞƌ ƵŶĞĚŝŶ͕EĞǁĞĂůĂŶĚ͘ WƌĞƐĞŶƚĂƟŽŶ͕/ŶǀĞƌĐĂƌŐŝůů͕E͘ ƉƌĞƐĞŶƚĂƟŽŶ͘ƵƐƚƌĂůĂƐŝĂŶEƵƌƐĞ ĚƵĐĂƚŽƌƐŽŶĨĞƌĞŶĐĞ;E Ϳ͘ ƵŶĞĚŝŶ͕EĞǁĞĂůĂŶĚ͘
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Research Report 2019 43 ZŽĚŐĞƌƐ͕͘;^ŽƵŶĚĞŶŐŝŶĞĞƌͿ͘;ϮϬϭϵ͕ ZŽĚŐĞƌƐ͕͘;^ŽƵŶĚĞŶŐŝŶĞĞƌͿ͘;ϮϬϭϵ͕ tĂŝŶĞ͕d͘;WĞƌĨŽƌŵĞƌͿ͘;ϮϬϭϵ͕ :ĂŶƵĂƌLJϭϵͿ͘dŚĞůĂĐŬ^ĞĞĚƐΘ ĞĐĞŵďĞƌϮϵͿ͘<ĂƚĐŚĂĮƌĞΘ>͘͘ KĐƚŽďĞƌϭϭͲϭϮ͕ϭϴͲϮϬͿ͘Ŷ >͘͘ͲůĂĐŬĂƌŶ͘,ĂǀĞůŽĐŬEŽƌƚŚ͕ ĂƚdƌĂĨĂůŐĂƌĞŶƚƌĞ͘EĞůƐŽŶ͕EĞǁ ǀĞŶŝŶŐǁŝƚŚ,ĂƌƌLJ>LJŽŶƐ͘>ŝǀĞ EĞǁĞĂůĂŶĚ͘ ĞĂůĂŶĚ͘ ƉĞƌĨŽƌŵĂŶĐĞƐĂƚtŚĂŶŐĂƌĞŝ͕ ZƵƐƐĞůů͕ƵĐŬůĂŶĚ͕tĂŝŚĞŬĞ/ƐůĂŶĚ͕ ZŽĚŐĞƌƐ͕͘;^ŽƵŶĚĞŶŐŝŶĞĞƌͿ͘;ϮϬϭϵ͕ ZŽĚŐĞƌƐ͕͘;^ŽƵŶĚĞŶŐŝŶĞĞƌͿ͘;ϮϬϭϵ͕ EĞǁĞĂůĂŶĚ͘ :ĂŶƵĂƌLJϮϲͿ͘KŶĞ>ŽǀĞ&ĞƐƟǀĂů͘ ĞĐĞŵďĞƌϯϭͿ͘>͘͘Ăƚ,ĂŐůĞLJ dĂƵƌĂŶŐĂ͕EĞǁĞĂůĂŶĚ͘ WĂƌŬ͘ŚƌŝƐƚĐŚƵƌĐŚ͕EĞǁĞĂůĂŶĚ͘ tĂŝŶĞ͕d͘;WĞƌĨŽƌŵĞƌ͕ŽͲdŽƵƌ DĂŶĂŐĞƌͿ͘;ϮϬϭϵ͕ĞĐĞŵďĞƌϭϭͲ ZŽĚŐĞƌƐ͕͘;^ŽƵŶĚĞŶŐŝŶĞĞƌͿ͘;ϮϬϭϵ͕ ^ŽƌĞŶƐŽŶ͕:͘;WĞƌĨŽƌŵĞƌͿ͘;ϮϬϭϵ͕ ϭϰͿ͘dŚĞEĂƌĐƐ^ƵŵŵĞƌdŽƵƌE͘ &ĞďƌƵĂƌLJϮϯͿ͘ ůĞĐƚƌŝĐǀĞŶƵĞ DĂƌĐŚϵͿ͘dŚĞEĂƌĐƐ͘>ŝǀĞ >ŝǀĞƉĞƌĨŽƌŵĂŶĐĞƐĂƚtĂŶĂŬĂ͕ &ĞƐƟǀĂůͲ,ĂŐůĞLJWĂƌŬ͘ŚƌŝƐƚĐŚƵƌĐŚ͕ ƉĞƌĨŽƌŵĂŶĐĞĂƚDĂƌĐŚĨĞƐƚ͘ /ŶǀĞƌĐĂƌŐŝůů͕KĂŵĂƌƵ͕>LJƩĞůƚŽŶ͕ EĞǁĞĂůĂŶĚ͘ &ŽƵŶĚĞƌƐWĂƌŬ͕EĞůƐŽŶ͕EĞǁ EĞǁĞĂůĂŶĚ͘ ĞĂůĂŶĚ ZŽĚŐĞƌƐ͕͘;^ŽƵŶĚĞŶŐŝŶĞĞƌͿ͘;ϮϬϭϵ͕ DĂƌĐŚϮͲϯͿ͘:ŽŚŶƵƚůĞƌdƌŝŽ͕ ^ŽƌĞŶƐŽŶ͕:͘;WĞƌĨŽƌŵĞƌͿ͘;ϮϬϭϵ͕ &ůLJŵLJƉƌĞƫĞƐ͕dƌŝŶŝƚLJZŽŽƚƐΘ &ĞďƌƵĂƌLJϰͿ͘WĂŝŐĞƐƵƉƉŽƌƟŶŐ >͘͘ͲdƌĂĨĂůŐĂƌĞŶƚƌĞ͕EĞůƐŽŶ͕ 'ĞŽƌŐĞ njƌĂdŽƵƌ͘^ƉĂƌŬƌĞŶĂ͕ Public Talks and EĞǁĞĂůĂŶĚĂŶĚ,ƵŶƟŶŐ>ŽĚŐĞ ƵĐŬůĂŶĚ͕EĞǁĞĂůĂŶĚ͘ Workshops tŝŶĞƌLJ͘ƵĐŬůĂŶĚ͕EĞǁĞĂůĂŶĚ͘ ^ŽƌĞŶƐŽŶ͕:ŽƐŚ͘;WĞƌĨŽƌŵĞƌͿ͘;ϮϬϭϵ͕ ĂLJŶĞƐ͕D͘;ϮϬϭϵ͕KĐƚŽďĞƌϲͲϴͿ͘ ZŽĚŐĞƌƐ͕͘;^ŽƵŶĚĞŶŐŝŶĞĞƌͿ͘;ϮϬϭϵ͕ ^ĞƉƚĞŵďĞƌϳͿ͘DŝŬĞĂůĂƐƵƉƉŽƌƟŶŐ ŽŶƐŽŶĂŶĐĞĂŶĚĚŝƐƐŽŶĂŶĐĞ͗ DĂƌĐŚϮͿ͘,ŽŵĞŐƌŽǁŶWƌĞͲWĂƌƚLJ͘ DŝƐƐ:ƵŶĞĂĚ>ƵĐŬWĂƌƚLJdŽƵƌ͘ džƉůŽƌŝŶŐƚŚĞĐŽŵƉŽƐŝƟŽŶĂů tĞůůŝŶŐƚŽŶ͕EĞǁĞĂůĂŶĚ͘ 'ĂůĂƚŽƐ͕ƵĐŬůĂŶĚ͕EĞǁĞĂůĂŶĚ͘ ƉŽƐƐŝďŝůŝƟĞƐtŽƌŬƐŚŽƉ͘DƵƐŝĐ ZŽĚŐĞƌƐ͕͘;^ŽƵŶĚĞŶŐŝŶĞĞƌͿ͘;ϮϬϭϵ͕ ^ŽƌĞŶƐŽŶ͕:͘;WĞƌĨŽƌŵĞƌͿ͘;ϮϬϭϵ͕ ͛ϭϵ͕DƵƐŝĐ ĚƵĐĂƟŽŶEĞǁĞĂůĂŶĚ ƉƌŝůϮϱͲϮϴͿ͘>͘͘Ͳ>ŝǀĞĂƚdŽƚĂƌĂ KĐƚŽďĞƌϭϭͲϭϮ͕ϭϴͲϮϬͿ͘Ŷ ŽƚĞĂƌŽĂ;D EͿŽŶĨĞƌĞŶĐĞ͕ ^ƚƌĞĞƚ͘DŽƵŶƚDĂƵŶŐĂŶƵŝ͕EĞǁ ǀĞŶŝŶŐǁŝƚŚ,ĂƌƌLJ>LJŽŶƐ͘>ŝǀĞ ŚƌŝƐƚĐŚƵƌĐŚ͕EĞǁĞĂůĂŶĚ͘ ĞĂůĂŶĚ͘ ƉĞƌĨŽƌŵĂŶĐĞƐĂƚtŚĂŶŐĂƌĞŝ͕ ŽĚŬŝŶͲůůĞŶ͕^͘ΘtĞƐƚ͕^͘;ϮϬϭϵ͕ ZƵƐƐĞůů͕ƵĐŬůĂŶĚ͕tĂŝŚĞŬĞ/ƐůĂŶĚ͕ ZŽĚŐĞƌƐ͕͘;^ŽƵŶĚĞŶŐŝŶĞĞƌͿ͘;ϮϬϭϵ͕ ƉƌŝůϭϱͲϭϲͿ͘KƵƚƌĞĂĐŚ^ŝŶŐŝŶŐʹ EĞǁĞĂůĂŶĚ͘ :ƵŶĞϮϭͿ͘>͘͘ĂƚYƵĞĞŶƐƚŽǁŶ /ƚ͛ƐĨŽƌĞǀĞƌLJŽŶĞ͊tŽƌŬƐŚŽƉ͘EĞǁ tŝŶƚĞƌ&ĞƐƟǀĂů͘YƵĞĞŶƐƚŽǁŶ͕EĞǁ ^ŽƌĞŶƐŽŶ͕:͘;WĞƌĨŽƌŵĞƌͿ͘;ϮϬϭϵ͕ ĞĂůĂŶĚWƌŝŵĂƌLJ^ĐŚŽŽůƐdĞĂĐŚĞƌƐ͛ ĞĂůĂŶĚ͘ KĐƚŽďĞƌϮϳͿ͘>ŝnjnjŝĞDĂƌǀĞůůLJ ŽŶĨĞƌĞŶĐĞ͕tĞůůŝŶŐƚŽŶ͕EĞǁ ƐƵƉƉŽƌƟŶŐ//ŝǀŽdŽƵƌ^ƉĂƌŬ ĞĂůĂŶĚ͘ ZŽĚŐĞƌƐ͕͘;^ŽƵŶĚĞŶŐŝŶĞĞƌͿ͘;ϮϬϭϵ͕ ƌĞŶĂ͕ƵĐŬůĂŶĚ͕EĞǁĞĂůĂŶĚ͘ :ƵůLJͬƵŐƵƐƚͿ͘'ŽŽĚsŝďĞƐtŝŶƚĞƌ ĂƌƐƚĞŶƐĞŶ͘͘;ϮϬϭϵ͕EŽǀĞŵďĞƌϮϭͿ͘ &ĞƐƟǀĂů͘EĂƉŝĞƌ͕'ŝƐďŽƌŶĞ͕DŽƵŶƚ ^ŽƌĞŶƐŽŶ͕:͘;WĞƌĨŽƌŵĞƌͿ͘;ϮϬϭϵ͕ WŽƐƚŐƌĂĚƵĂƚĞ^ƚƵĚLJ͘ϮϬϭϵE dW DĂƵŶŐĂŶƵŝ͕ƵĐŬůĂŶĚ͕tĞůůŝŶŐƚŽŶ͕ EŽǀĞŵďĞƌϯͿ͘ZŽLJĂů:ĂĐŬĞƚƐ tŽƌŬƐŚŽƉĂƌĞĞƌWĂƚŚǁĂLJĂŶĚ ,ĂŵŝůƚŽŶ͕dŽŬŽƌŽĂ͕EĞǁĞĂůĂŶĚ͘ ͞^ƉĞĞĚŝŶdŚĞĂƚďŽǁů͟ ŶĂůLJƐŝƐWƌĞƐĞŶƚĂƟŽŶ͘^ŽƵƚŚůĂŶĚ ǀŝĚĞŽƌĞůĞĂƐĞ͘ŚƩƉƐ͗ͬͬǁǁǁ͘ ,ŽƐƉŝƚĂů͕/ŶǀĞƌĐĂƌŐŝůů͕EĞǁĞĂůĂŶĚ͘ ZŽĚŐĞƌƐ͕͘;^ŽƵŶĚĞŶŐŝŶĞĞƌͿ͘;ϮϬϭϵ͕ LJŽƵƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀсLJͺ ƵŐƵƐƚϭϯͿ͘,ŽůůŝĞ^ŵŝƚŚ>ŝǀĞĂƚ ĂƌƐƚĞŶƐĞŶ͘͘;ϮϬϭϵ͕EŽǀĞŵďĞƌͬ njĂũůĂzWdžŽΘĩĐůŝĚс/ǁZϬǀ:LJƋͲ ,ĂŶĚůĞĂƌ͘/ŶǀĞƌĐĂƌŐŝůů͕EĞǁ ĞĐĞŵďĞƌͿ͘^ƚƵĚĞŶƚ/sWŽůŝĐLJ tsŚt Đs'ŬϴKƌϮĞůLJͲϮϵYͲ ĞĂůĂŶĚ͘ WƌĞƐĞŶƚĂƟŽŶ͘ĞƉĂƌƚŵĞŶƚ ƵtyŚzWƋEϮů,hϲŐů^:ƋϮϳƵŽ ĞĚƵĐĂƟŽŶƐĞƐƐŝŽŶƐ͘^ŽƵƚŚůĂŶĚ ZŽĚŐĞƌƐ͕͘;^ŽƵŶĚĞŶŐŝŶĞĞƌͿ͘;ϮϬϭϵ͕ tĂŝŶĞ͕d͘;WĞƌĨŽƌŵĞƌ͕ŽͲdŽƵƌ ,ŽƐƉŝƚĂů͕/ŶǀĞƌĐĂƌŐŝůů͕EĞǁĞĂůĂŶĚ͘ ƵŐƵƐƚϭϱͿ͘ŽŽŐĂĞĂnjůĞLJ>ŝǀĞĂƚ DĂŶĂŐĞƌͿ͘;ϮϬϭϵ͕:ĂŶƵĂƌLJϵͲϭϯͿ͘ ^ƉĞŝŐŚƚƐůĞ,ŽƵƐĞ͘/ŶǀĞƌĐĂƌŐŝůů͕ &ĂƌƋƵŚĂƌ͕:͘;ϮϬϭϵ͕:ƵůLJϮϬͲϮϭͿ͘^ƚƌŝŬĞ dŚĞEĂƌĐƐEŽƚKǀĞƌ^ƵŵŵĞƌdŽƵƌ EĞǁĞĂůĂŶĚ͘ ŽƵƚŽƌŚŽŵĞƌƵŶ͍ŶĂŶĂůLJƐŝƐ EϮϬϭϵ͘>ŝǀĞƉĞƌĨŽƌŵĂŶĐĞƐĂƚ ŽĨƚŚĞƐŽŌďĂůůEĞǁĞĂůĂŶĚ ZŽĚŐĞƌƐ͕͘;^ŽƵŶĚĞŶŐŝŶĞĞƌͿ͘;ϮϬϭϵ͕ ƵĐŬůĂŶĚ͕dĂƵƉŽ͕EĂƉŝĞƌ͕tĂŝŚŝ ƵŵƉŝƌĞƐϮϬϭϴ>ĞǀĞůϭͲϯZƵůĞƐ KĐƚŽďĞƌϭϭͲϭϵͿ͘>͘͘ƵƐƚƌĂůŝĂŶ ĞĂĐŚ͕DƚDĂƵŶŐĂŶƵŝ͕EĞǁ dĞƐƚWƌĞƐĞŶƚĂƟŽŶ͘^ŽŌďĂůů dŽƵƌ͘^LJĚŶĞLJ͕&ƌĞŵĂŶƚůĞ͕ƌŝƐďĂŶĞ͕ ĞĂůĂŶĚ͘ EĞǁĞĂůĂŶĚEĂƟŽŶĂůhŵƉŝƌĞ DĞůďŽƵƌŶĞ͕ƵƐƚƌĂůŝĂ͘ tĂŝŶĞ͕d͘;WĞƌĨŽƌŵĞƌͿ͘;ϮϬϭϵ͕ ^ƚĂīŶŶƵĂů'ĞŶĞƌĂůDĞĞƟŶŐ͕ ZŽĚŐĞƌƐ͕͘;^ŽƵŶĚĞŶŐŝŶĞĞƌͿ͘;ϮϬϭϵ͕ DĂƌĐŚϮͿ͘dŚĞ'ŽůĚĞŶ<ŝǁŝƐ͘>ŝǀĞ tĞůůŝŶŐƚŽŶ͕EĞǁĞĂůĂŶĚ͘ KĐƚŽďĞƌϭϮͿ͘<ĂƚĐŚĂĮƌĞΘ>͘͘Ăƚ ƉĞƌĨŽƌŵĂŶĐĞĂƚ^ĞůǁLJŶ^ŽƵŶĚƐ͘ DĂŶŶ͕Z͘;ϮϬϭϵ͕:ĂŶƵĂƌLJϮϱͲϮϳͿ͘ ZŽƐĞŵŽƵŶƚ,ŽƚĞů͘WĞƌƚŚ͕ƵƐƚƌĂůŝĂ͘ ^ĞůǁLJŶ^ŚŽǁŐƌŽƵŶĚƐ͕>ŝŶĐŽůŶ͕EĞǁ 'ůŽďĂůŐĂŵĞũĂŵǁŽƌŬƐŚŽƉƐ ĞĂůĂŶĚ͘ ZŽĚŐĞƌƐ͕͘;^ŽƵŶĚĞŶŐŝŶĞĞƌͿ͘;ϮϬϭϵ͕ tŽƌŬƐŚŽƉ͘^ŽƵƚŚĞƌŶ/ŶƐƟƚƵƚĞ EŽǀĞŵďĞƌϮϯͿ͘,ƵŝĂ/ǁŝϮϬϭϵ͘ tĂŝŶĞ͕d͘;WĞƌĨŽƌŵĞƌͿ͘;ϮϬϭϵ͕DĂƌĐŚ ŽĨdĞĐŚŶŽůŽŐLJ͕/ŶǀĞƌĐĂƌŐŝůů͕EĞǁ ^ƚĂĚŝƵŵ^ŽƵƚŚůĂŶĚ͕/ŶǀĞƌĐĂƌŐŝůů͕ ϵͿ͘dŚĞEĂƌĐƐ͘>ŝǀĞƉĞƌĨŽƌŵĂŶĐĞĂƚ ĞĂůĂŶĚ͘ EĞǁĞĂůĂŶĚ͘ DĂƌĐŚĨĞƐƚ͘&ŽƵŶĚĞƌƐWĂƌŬ͕EĞůƐŽŶ͕ DĂŶŶ͕Z͘;ϮϬϭϵ͕:ƵŶĞϭϰͿ͘^LJŶŽƉƐŝƐ͗ EĞǁĞĂůĂŶĚ͘ ZŽĚŐĞƌƐ͕͘;^ŽƵŶĚĞŶŐŝŶĞĞƌͿ͘;ϮϬϭϵ͕ /ŶƚĞƌŶĂƟŽŶĂů'ĂŵĞŽŶĨĞƌĞŶĐĞ ĞĐĞŵďĞƌϮϬͲϮϴͿ͘>͘͘EŽƌƚŚ tĂŝŶĞ͕d͘;WĞƌĨŽƌŵĞƌͿ͘;ϮϬϭϵ͕:ƵŶĞ WƌĞƐĞŶƚĂƟŽŶ/ŶǀĞƌĐĂƌŐŝůů'ĂŵĞ /ƐůĂŶĚdŽƵƌ͘tŚĂŬĂƚĂŶĞ͕,ĂǀĞůŽĐŬ ϮϳͲϯϬͿ͘dŚĞEĂƌĐƐhŶƉůƵŐŐĞĚϮϬϭϵ͘ ĞǀĞůŽƉĞƌƐDĞĞƟŶŐ͕/ŶǀĞƌĐĂƌŐŝůů͕ EŽƌƚŚ͕KĂŬƵƌĂ͕EĞǁĞĂůĂŶĚ͘ >ŝǀĞƉĞƌĨŽƌŵĂŶĐĞƐĂƚƵĐŬůĂŶĚ͕ EĞǁĞĂůĂŶĚ͘ dĂƵƌĂŶŐĂ͕dĂƵƉŽ͕dŚĂŵĞƐ͘
44 Research Report 2019 DĂŶŶ͕Z͘;ϮϬϭϵ͕:ƵŶĞϴͿ͘ŶŝŵĂƚĞ Published Articles Ellis, D. & Palliser, A. (2019). ^ŽƵƚŚůĂŶĚƌƚ^ŽĐŝĞƚLJŵŝĚͲLJĞĂƌ ĂŵŵŝŶŐƚŚĞĚĂŵƐŝdžƚLJLJĞĂƌƐ ǁŽƌŬƐŚŽƉƐtŽƌŬƐŚŽƉ͘^ŽƵƚŚůĂŶĚ ĚĂŵƐ͕͕͘DĂƌĂƉĂƌĂ͕d͕;ϮϬϭϵͿ͘Ŷ ŽŶ͗ĐŽŶƟŶƵĞĚĐŽŶŇŝĐƚŽǀĞƌ ƌƚ^ŽĐŝĞƚLJ͕/ŶǀĞƌĐĂƌŐŝůů͕EĞǁ ĞĐŽůŽŐŝĐĂůĂŶĚŚLJĚƌŽͲĐŚĞŵŝĐĂů ƚŚĞDĂŶĂƉŽƵƌŝŚLJĚƌŽͲĞůĞĐƚƌŝĐ ĞĂůĂŶĚ͘ ďĂƐĞůŝŶĞĂƐƐĞƐƐŵĞŶƚŽĨ>ŽŶŐ ƉŽǁĞƌƐĐŚĞŵĞ͕EĞǁĞĂůĂŶĚ͘ tŚŝƚĞ>ĂŐŽŽŶ͘^ŽƵƚŚĞƌŶ/ŶƐƟƚƵƚĞ ^ŽƵƚŚĞƌŶ/ŶƐƟƚƵƚĞŽĨdĞĐŚŶŽůŽŐLJ DĂŶŶ͕Z͘;ϮϬϭϵ͕^ĞƉƚĞŵďĞƌϭϵͿ͘ ŽĨdĞĐŚŶŽůŽŐLJ:ŽƵƌŶĂůŽĨƉƉůŝĞĚ :ŽƵƌŶĂůŽĨƉƉůŝĞĚZĞƐĞĂƌĐŚ dĂŬĞĂǁĂLJƐ͗ůŽŽŬďĂĐŬŽŶĂ ZĞƐĞĂƌĐŚ;^/d:ZͿ͘ŚƩƉƐ͗ͬͬǁǁǁ͘ ;^/d:ZͿ͘ŚƩƉƐ͗ͬͬǁǁǁ͘Ɛŝƚ͘ĂĐ͘Ŷnjͬ LJĞĂƌŝŶŐĂŵŝŶŐWƌĞƐĞŶƚĂƟŽŶ Ɛŝƚ͘ĂĐ͘Ŷnjͬ^/d:ZηϯϭϬϬϮϰϲͲϮϬϭϵ ^/d:ZηϯϭϬϬϮϰϲͲϮϬϭϵ Invercargill Game Developers DĞĞƟŶŐ͕/ŶǀĞƌĐĂƌŐŝůů͕EĞǁ ĂŬĞƌ͕K͘ΘEŐƵLJĞŶ͕Y͘;ϮϬϭϵͿ͘ ŶĚĂǁŝĞ͕/ΘDĂƌĂƉĂƌĂ͕d͕;ϮϬϭϵͿ͘ ĞĂůĂŶĚ͘ ŶŽǀĞůĂƉƉƌŽĂĐŚƚŽƐĞĐƵƌĞ ůĞĐƚƌŽŶŝĐǁĂƐƚĞŵĂŶĂŐĞŵĞŶƚ ŵŝĐƌŽƐĞƌǀŝĐĞĂƌĐŚŝƚĞĐƚƵƌĞĨƌŽŵ ŝŶƐĐŚŽŽůƐ͕ŝŶĚƵƐƚƌŝĞƐĂŶĚ WĂůůŝƐĞƌ͕͘;ϮϬϭϵ͕ƉƌŝůϭϰͿ͘DLJ Kt^WǀƵůŶĞƌĂďŝůŝƟĞƐ͘/Ŷ ͘ companies in Invercargill, &ƵůďƌŝŐŚƚZĞƐĞĂƌĐŚŝŶZŚŽĚĞ/ƐůĂŶĚ ƌƚƵƌŬ; Ě͘Ϳ͕WƌŽĐĞĞĚŝŶŐƐŽĨƚŚĞ ^ŽƵƚŚůĂŶĚ͘^ŽƵƚŚĞƌŶ/ŶƐƟƚƵƚĞŽĨ h^WƌĞƐĞŶƚĂƟŽŶ͘ZŽƚĂƌLJůƵď͕ ϭϬƚŚŶŶƵĂů/dZ EŽŶĨĞƌĞŶĐĞ dĞĐŚŶŽůŽŐLJ:ŽƵƌŶĂůŽĨƉƉůŝĞĚ /ŶǀĞƌĐĂƌŐŝůů͕EĞǁĞĂůĂŶĚ͘ ;ƉƉ͘ϱϰͲϱϵͿ͘ŚƩƉƐ͗ͬͬǁǁǁ͘ ZĞƐĞĂƌĐŚ;^/d:ZͿ͘ŚƩƉƐ͗ͬͬǁǁǁ͘ WĂůůŝƐĞƌ͕͘;ϮϬϭϵ͕^ĞƉƚĞŵďĞƌϮϬͿ͘DLJ ĐŝƚƌĞŶnj͘ĂĐ͘ŶnjͬĐŽŶĨĞƌĞŶĐĞƐͬϮϬϭϵͬ Ɛŝƚ͘ĂĐ͘Ŷnjͬ^/d:ZηϯϭϬϭϮϴϮͲƐƉĞĐŝĂůͲ &ƵůďƌŝŐŚƚZĞƐĞĂƌĐŚŝŶƚŽƚŚĞůŽĐĂů ƉĚĨͬϮϬϭϵ/dZ EW/dE͘ƉĚĨ ĞĚŝƟŽŶͲϮϬϭϵͲͲĞŶǀŝƌŽŶŵĞŶƚĂůͲ ĨŽŽĚƐLJƐƚĞŵŚĞƌĞŝŶZŚŽĚĞ/ƐůĂŶĚ ĂLJŶĞƐ͕D͘;ϮϬϭϵ͕:ĂŶƵĂƌLJͿ͘ ƐƚĂīƐƚƵĚĞŶƚͲƉƵďůŝĐĂƟŽŶƐ WƌĞƐĞŶƚĂƟŽŶ͘:ŽŚŶƐŽŶĂŶĚtĂůĞƐ EŽƐƚĂůŐŝĂ͕ŵƵƐĞŵĞƐ͕dŽƚŽʹĂŶĚ 'ĂďƌŝĞů͕͘;ϮϬϭϵͿ͘ ŶŚĂŶĐŝŶŐƐƚƵĚĞŶƚ ŽůůĞŐĞŽĨƌƚƐĂŶĚ^ĐŝĞŶĐĞƐ͕ ƌĂdžWƌŽũĞĐƚ͛ƐŽǁŶĨƌŝĐĂ͘ථEĞǁ ůĞĂƌŶŝŶŐŝŶƐŽůǀŝŶŐǁŽƌĚƉƌŽďůĞŵƐ WƌŽǀŝĚĞŶĐĞ͕ZŚŽĚĞ/ƐůĂŶĚ͕h^͘ ĞĂůĂŶĚDƵƐŝĐŝĂŶ͘ŚƩƉƐ͗ͬͬ ŝŶƚŚĞƌŵŽĚLJŶĂŵŝĐƐďĂƐĞĚ WĂůůŝƐĞƌ͕͘;ϮϬϭϵ͕EŽǀĞŵďĞƌϭϱͿ͘ ŶnjŵƵƐŝĐŝĂŶ͘ĐŽ͘ŶnjͬůĞƐƐŽŶƐͬdžͲ ŽŶEĞǁŵĂŶ͛Ɛ ƌƌŽƌŶĂůLJƐŝƐ͘ Food IssuesWƌĞƐĞŶƚĂƟŽŶ͘ ĨĂĐƚŽƌLJͲŶŽƐƚĂůŐŝĂͲƐĞŵŝŽƟĐƐͲĂŶĚͲ ^ŽƵƚŚĞƌŶ/ŶƐƟƚƵƚĞŽĨdĞĐŚŶŽůŽŐLJ hŶŝǀĞƌƐŝƚLJŽĨDĂŝŶĞWĞƌŵĂĐƵůƚƵƌĞ ĚƌĂdžͲƉƌŽũĞĐƚͬ :ŽƵƌŶĂůŽĨƉƉůŝĞĚZĞƐĞĂƌĐŚ 'ƌŽƵƉ͕ĂŶŐŽƌ͕DĂŝŶĞ͕h^͘ ĂLJŶĞƐ͕D͘;ϮϬϭϵ͕DĂLJͿ͘ĞŶĞͲ ;^/d:ZͿ͘ŚƩƉƐ͗ͬͬǁǁǁ͘Ɛŝƚ͘ĂĐ͘Ŷnjͬ ^/d:ZηϯϭϬϬϮϰϲͲϮϬϭϵ WĂůůŝƐĞƌ͕͘;ϮϬϭϵ͕ĞĐĞŵďĞƌϭϴͿ͘ ^ŽĂŬĞĚ͘ථEĞǁĞĂůĂŶĚDƵƐŝĐŝĂŶ͘ ZĞƉŽƌƚŽŶƌĞƐĞĂƌĐŚŝŶƚŽWƌŽǀŝĚĞŶĐĞ ŚƩƉƐ͗ͬͬŶnjŵƵƐŝĐŝĂŶ͘ĐŽ͘ŶnjͬůĞƐƐŽŶƐͬ <ĂŬŚ͕^͘ΘWĂĐĞ͕͘;ϮϬϭϵͿ͘^ƚƵĚĞŶƚƐ ůŽĐĂůĨŽŽĚƐLJƐƚĞŵWƌĞƐĞŶƚĂƟŽŶ͘ džͲĨĂĐƚŽƌLJͲďĞŶĞͲƐŽĂŬĞĚͬ ĂƐƐƚĂŬĞŚŽůĚĞƌƐ͗tŚĞŶĨƵƚƵƌĞ ZĞƉƌĞƐĞŶƚĂƟǀĞƐŽĨ&ŽŽĚƐLJƐƚĞŵ ĂLJŶĞƐ͕D͘;ϮϬϭϵ͕ƵŐƵƐƚͿ͘ ůĞĂĚĞƌƐďĞĐŽŵĞƚŚĞůĞĂĚĞƌƐŽĨ ƉƌŽũĞĐƚƐŝŶWƌŽǀŝĚĞŶĐĞ͕ZŚŽĚĞ ƵƚŚĞŶƟĐŝƚLJ͕ĐƌĞĂƟǀŝƚLJ͕ ŶŽǁ͘/Ŷd͘'ƵƌĂLJĂΘ>͘ĂďĞĚŽ Island, USA. ƉƐLJĐŚŽůŽŐLJ͕ƉŚŝůŽƐŽƉŚLJĂŶĚŐĞŶƌĞ ; ĚƐͿ͘WƌŽĐĞĞĚŝŶŐƐŽĨϮŶĚ /ŶƚĞƌŶĂƟŽŶĂůŽŶĨĞƌĞŶĐĞŽŶ ZŚŽĚĞƐ͕:͘;ϮϬϭϵ͕ƵŐƵƐƚϮϯͿ͘tŚĂƚ ʹĂŶĂƵƚŽďŝŽŐƌĂƉŚŝĐĂůĐĂƐĞƐƚƵĚLJ͘ ŶŐŝŶĞĞƌŝŶŐ ĚƵĐĂƟŽŶĨŽƌƚŚĞyyϭ ŝƐŚĂƉƉĞŶŝŶŐĨŽƌĞĚƵĐĂƚŽƌƐǁŚŽ dƵŶĞDĞ/Ŷ͕ϭϰ;ϮͿ͕ϰ͘ථ ĞŶƚƵƌLJ;ƉƉ͘ϰϬͲϰϰͿ͘ ĂƐƐƵŵĞ͕ƉůĂLJ͕ĂŶĚĚĞͲƌŽůĞĂƐ ĂLJŶĞƐ͕D͘;ϮϬϭϵ͕ĞĐĞŵďĞƌͿ͘ ƐŝŵƵůĂƚĞĚƉĂƟĞŶƚƐĨŽƌƚŚĞƉƵƌƉŽƐĞ yͲ&ĂĐƚŽƌLJ͗ůĚŽƵƐ,ĂƌĚŝŶŐ͕&ŝŶĚŝŶŐ >ŝĂŶŐ͕z͕͘<ĞŶĐŚ͕W͘^͕͘&ŽƌĚ͕ ŽĨůĞĂƌŶŝŶŐĂŶĚƚĞĂĐŚŝŶŐ͍dŚƌĞĞ EĞŵŽ͕ĂŶĚƚŚĞĂƌƚŽĨƉůĂLJŝŶŐŝƚ D͘Z͕͘Θ ĂƐƚ͕,͘;ϮϬϭϵͿ͘ DŝŶƵƚĞdŚĞƐŝƐϯDdWƌĞƐĞŶƚĂƟŽŶ͘ ĐŽŽů͘ථEĞǁĞĂůĂŶĚDƵƐŝĐŝĂŶ͕ϭϰ͘ 'ĞŽƉŚLJƐŝĐĂůǀŝƐƵĂůŝnjĂƟŽŶ ^ĐŚŽŽůŽĨEƵƌƐŝŶŐ͕DŝĚǁŝĨĞƌLJ͕ ŽĨƌĞĞĨŝƐůĂŶĚĂĐĐƌĞƟŽŶĂŶĚ ĂŶĚ^ŽĐŝĂů^ĐŝĞŶĐĞƐ;^EDΘ^^Ϳ ŽĚŬŝŶͲůůĞŶ͕^͕^ǁĂŝŶ͕E͕͘ΘtĞƐƚ͕ ƐƚƌĂƟŐƌĂƉŚŝĐĂƌĐŚŝƚĞĐƚƵƌĞƵƐŝŶŐ ZĞƐĞĂƌĐŚ^ĐŚŽŽů͘ĞŶƚƌĂů ^͘;ϮϬϭϵͿ͚͘/ƚ͛ƐŶŽƚƚŚĂƚďĂĚ ŐƌŽƵŶĚƉĞŶĞƚƌĂƟŶŐƌĂĚĂƌ͘ YƵĞĞŶƐůĂŶĚhŶŝǀĞƌƐŝƚLJ͕ƌŝƐďĂŶĞ͕ ƐŝŶŐŝŶŐǁŝƚŚŽƚŚĞƌƉĞŽƉůĞ͛͗dŚĞ ŽĂƐƚĂů^ĞĚŝŵĞŶƚƐ͕ϭϴϱϯͲ ƵƐƚƌĂůŝĂ͘ ĞīĞĐƚŽĨĂƐŝŶŐůĞKƵƚƌĞĂĐŚŽŶ ϭϴϲϱ͘ŚƩƉƐ͗ͬͬĚŽŝ͘ŽƌŐͬ ƐŝŶŐŝŶŐĂƫƚƵĚĞƐĂŶĚĐŽŶĮĚĞŶĐĞ ϭϬ͘ϭϭϰϮͬϵϳϴϵϴϭϭϮϬϰϰϴϳͺϬϭϲϬ ŝŶĂĚƵůƚƐ͘ƵƐƚƌĂůŝĂŶ:ŽƵƌŶĂůŽĨ DƵƐŝĐ ĚƵĐĂƟŽŶ͕ϱϮ;ϮͿ͕ϵϱͲϭϬϱ͘ ĂƚŚĐĂƌƚ͕ ͘;ϮϬϭϵͿ͘ǀĂůƵĂďůĞ DĂĚĚĞŶ͕<͕͘ΘĂƌƐƚĞŶƐĞŶ͕͘;ϮϬϭϵͿ͘ ůĞƐƐŽŶ͗dŚĞƉŽƚĞŶƟĂůďĞŶĞĮƚƐĂŶĚ ƵŐŵĞŶƚĞĚƌĞĂůŝƚLJŝŶŶƵƌƐŝŶŐ ƉŝƞĂůůƐŽĨƌĞĂůͲǁŽƌůĚĐŽŵŵƵŶŝƚLJ ĞĚƵĐĂƟŽŶ͘<ĂŝdŝĂŬŝEƵƌƐŝŶŐEĞǁ ƉƌŽũĞĐƚƐ͘^ŽƵƚŚĞƌŶ/ŶƐƟƚƵƚĞŽĨ ĞĂůĂŶĚ͕Ϯϱ;ϱͿ͕ϭϰͲϭϱ͘ dĞĐŚŶŽůŽŐLJ:ŽƵƌŶĂůŽĨƉƉůŝĞĚ DĂĚĚĞŶ͕<͕͘ŽůůŝŶƐ͕ ͕͘Θ>ĂŶĚĞƌ͕ ZĞƐĞĂƌĐŚ;^/d:ZͿ͘ŚƩƉƐ͗ͬͬǁǁǁ͘ W͘;ϮϬϭϵͿ͘EƵƌƐŝŶŐƐƚƵĚĞŶƚƐ͛ Ɛŝƚ͘ĂĐ͘Ŷnjͬ^/d:ZηϯϭϬϬϮϰϲͲϮϬϭϵ ƉĞƌƐƉĞĐƟǀĞƐŽŶĞWŽƌƞŽůŝŽƐ͗ ƌĂĐŬ͕ZΘDĂƌĂƉĂƌĂ͕d͕;ϮϬϭϵͿ͘ dŚĞŵĞƐĂŶĚƉƌĞĨĞƌĞŶĐĞƐ ƐƵƌǀĞLJŽĨƚŚĞĂĚŽƉƟŽŶŽĨ ĐŽŵƉĂƌĞĚǁŝƚŚƉĂƉĞƌͲďĂƐĞĚ ƌŝƉĂƌŝĂŶƉůĂŶƟŶŐďLJĚĂŝƌLJĨĂƌŵĞƌƐ ĞdžƉĞƌŝĞŶĐĞƐ͘/ŶƚĞƌŶĂƟŽŶĂů:ŽƵƌŶĂů ŝŶƚŚĞtĂŝƚƵŶĂĂƚĐŚŵĞŶƚ͘ ŽĨĞWŽƌƞŽůŝŽ͕ϵ;ϮͿ͕ϴϳͲϵϲ͘ ^ŽƵƚŚĞƌŶ/ŶƐƟƚƵƚĞŽĨdĞĐŚŶŽůŽŐLJ DŽůůĞƌ͕͘;ϮϬϭϵ͕EŽǀĞŵďĞƌͿ͘^ŽŵĞ :ŽƵƌŶĂůŽĨƉƉůŝĞĚZĞƐĞĂƌĐŚ ƚŚŝŶŐƐĐŚĂŶŐĞ͕ƐŽŵĞƐƚĂLJƚŚĞ ;^/d:ZͿ͘ŚƩƉƐ͗ͬͬǁǁǁ͘Ɛŝƚ͘ ƐĂŵĞ͗ďƌŝĞĨŚŝƐƚŽƌLJŽĨƉŽƉƵůĂƌ ĂĐ͘Ŷnjͬ^/d:ZηϯϭϬϭϮϴϮͲƐƉĞĐŝĂůͲ ƐŽŶŐƐƚƌƵĐƚƵƌĞ͘dƵŶĞDĞ/Ŷ͕ϭϰ;ϯͿ͕ ĞĚŝƟŽŶͲϮϬϭϵͲͲĞŶǀŝƌŽŶŵĞŶƚĂůͲ ϯϬͲϯϳ͘ ƐƚĂīƐƚƵĚĞŶƚͲƉƵďůŝĐĂƟŽŶƐ
Research Report 2019 45 DŽŶƚĂLJƌĞ͕:͕͘Θ^ƉĂƌŬƐ͕d͘;ϮϬϭϴͿ͘ ZŚŽĚĞƐ͕:͕͘ΘDĐDŝůůĂŶ͕D͘;ϮϬϭϵͿ͘ tĂŚƌůŝĐŚ͕'͘ΘDĂƌĂƉĂƌĂd͘;ϮϬϭϵͿ͘ Ɛ/ŚĂǀĞŶ͛ƚƐĞĞŶĂdͲĐĞůůǀŝĚĞŽ dŚĞŝŵƉůĞŵĞŶƚĂƟŽŶŽĨĂƐƚƵĚĞŶƚ WůĂŶƚƐƵƌǀĞLJŽĨĞƉŚĞŵĞƌĂůƟŶLJ ƐƚƌĞĂŵŝŶŐŚĞůƉƐ͗EƵƌƐĞƐƐƚƵĚĞŶƚƐ͛ ŵĞŶƚŽƌƐŚŝƉƉƌŽŐƌĂŵŵĞ͘/Ŷd͘ ƚƵƌĨĐŽŵŵƵŶŝƟĞƐŝŶƚŚĞ>ŽŶŐ ƉƌĞĨĞƌĞŶĐĞƚŽǁĂƌĚƐŽŶůŝŶĞ ŚĂƉůŝŶͲŚĞLJŶĞ; Ě͘Ϳ͕WƌŽĐĞĞĚŝŶŐƐ tŚŝƚĞ>ĂŐŽŽŶŝŶEĞǁĞĂůĂŶĚ͘ ůĞĂƌŶŝŶŐŵĂƚĞƌŝĂůƐĨŽƌďŝŽƐĐŝĞŶĐĞƐ͘ ŽĨƚŚĞϳƚŚ^ŝŶŽͲEĞǁĞĂůĂŶĚ ^ŽƵƚŚĞƌŶ/ŶƐƟƚƵƚĞŽĨdĞĐŚŶŽůŽŐLJ ŽůůĞŐŝĂŶ͕Ϯϱ;ϱͿ͕ϰϴϳͲϰϵϮ͘ sŽĐĂƟŽŶĂů ĚƵĐĂƟŽŶĂŶĚdƌĂŝŶŝŶŐ :ŽƵƌŶĂůŽĨƉƉůŝĞĚZĞƐĞĂƌĐŚ DŽĚĞůWƌŽŐƌĂŵŵĞ^LJŵƉŽƐŝƵŵ ;^/d:ZͿ͘ŚƩƉƐ͗ͬͬǁǁǁ͘Ɛŝƚ͘ĂĐ͘Ŷnjͬ DŽŶƚĂLJƌĞ͕:͕͘ŝŵĂůĂƉĂŶŐ͕ ͕͘ ;ƉƉ͘ϮϭͲϮϳͿ͘ ^/d:ZηϯϭϬϭϮϴϮͲƐƉĞĐŝĂůͲĞĚŝƟŽŶͲ ^ƉĂƌŬƐ͕d͕͘ΘEĞǀŝůůĞ͕^͘;ϮϬϭϵͿ͘ ϮϬϭϵͲͲĞŶǀŝƌŽŶŵĞŶƚĂůͲƐƚĂīƐƚƵĚĞŶƚͲ EĞǁĞĂůĂŶĚŶƵƌƐŝŶŐƐƚƵĚĞŶƚƐΖ ZŚŽĚĞƐ͕:͕͘ΘDĐDŝůůĂŶ͕D͘;ϮϬϭϵͿ͘ ƉƵďůŝĐĂƟŽŶƐ ƉĞƌĐĞƉƟŽŶƐŽĨďŝŽƐĐŝĞŶĐĞƐ͗ ĞǀĞůŽƉŝŶŐƚĞĂŵǁŽƌŬĂŶĚ ĐƌŽƐƐͲƐĞĐƟŽŶĂůƐƵƌǀĞLJŽĨ ĐŽůůĂďŽƌĂƟŽŶďLJƵŶĚĞƌƐƚĂŶĚŝŶŐ tĂƌƌĞŶ͕Z͘Θ>ŝĂŶŐ͕z͘͘;ϮϬϭϵͿ͘ ƌĞůĞǀĂŶĐĞƚŽƉƌĂĐƟĐĞ͕ƚĞĂĐŚŝŶŐ ĚŝīĞƌĞŶƚŚĞĂůƚŚƉƌŽĨĞƐƐŝŽŶĂů dƵƌŶŝŶŐƟĚĞƐŝŶEĞǁĞĂůĂŶĚ ĚĞůŝǀĞƌLJ͕ƐĞůĨͲĐŽŵƉĞƚĞŶĐĞĂŶĚ ƌŽůĞƐ͘/Ŷd͘ŚĂƉůŝŶͲŚĞLJŶĞ; Ě͘Ϳ͕ ŝŶƚĞƌƟĚĂůƌĞƐĞĂƌĐŚ͗ďĂƐĞůŝŶĞ ĐŚĂůůĞŶŐĞƐ͘EƵƌƐĞ ĚƵĐĂƟŽŶ WƌŽĐĞĞĚŝŶŐƐŽĨƚŚĞϳƚŚ^ŝŶŽͲEĞǁ ƐƚƵĚLJŽĨhůǀĂ/ƐůĂŶĚŝŶƚĞƌƟĚĂů dŽĚĂLJ͕ϳϵ͕ϰϴͲϱϯ͘ ĞĂůĂŶĚsŽĐĂƟŽŶĂů ĚƵĐĂƟŽŶ njŽŶĞƐ͘^ŽƵƚŚĞƌŶ/ŶƐƟƚƵƚĞŽĨ ĂŶĚdƌĂŝŶŝŶŐDŽĚĞůWƌŽŐƌĂŵŵĞ dĞĐŚŶŽůŽŐLJ:ŽƵƌŶĂůŽĨƉƉůŝĞĚ EŐƵLJĞŶ͕Y͘ΘĂŬĞƌ͕K͘;ϮϬϭϵͿ͘ ^LJŵƉŽƐŝƵŵ;ƉƉ͘ϲϮͲϲϴͿ͘ ZĞƐĞĂƌĐŚ;^/d:ZͿ͘ŚƩƉƐ͗ͬͬǁǁǁ͘ ƉƉůLJŝŶŐƐƉƌŝŶŐƐĞĐƵƌŝƚLJ Ɛŝƚ͘ĂĐ͘Ŷnjͬ^/d:ZηϯϭϬϭϮϴϮͲƐƉĞĐŝĂůͲ ĨƌĂŵĞǁŽƌŬĂŶĚKƵƚŚϮƚŽƉƌŽƚĞĐƚ ^ĐŚƵůĞƌ͕͘;ϮϬϭϵͿ͘EŽƚŚŝŶŐďƵƚƚŚĞ ĞĚŝƟŽŶͲϮϬϭϵͲͲĞŶǀŝƌŽŶŵĞŶƚĂůͲ ŵŝĐƌŽƐĞƌǀŝĐĞĂƌĐŚŝƚĞĐƚƵƌĞW/͘ ƚƌƵƚŚ͗ŽŶƐƚĂŶĐĞ'ƌĂŶĚĞ͘EĞůƐŽŶ ƐƚĂīƐƚƵĚĞŶƚͲƉƵďůŝĐĂƟŽŶƐ :ŽƵƌŶĂůŽĨ^ŽŌǁĂƌĞ͕ϭϰ;ϲͿ͕ϮϱϳͲ ,ŝƐƚŽƌŝĐĂů^ŽĐŝĞƚLJ:ŽƵƌŶĂů͕ϴ;ϱͿ͕ Ϯϲϰ͘ŚƩƉ͗ͬͬǁǁǁ͘ũƐŽŌǁĂƌĞ͘ƵƐͬ ϲϵͲϴϬ͘ ŝŶĚĞdž͘ ^ĐŚƵůĞƌ͕͘;ϮϬϭϵ͕&ĞďƌƵĂƌLJͿ͘dŚĞ ƉŚƉ͍ŵсĐŽŶƚĞŶƚΘĐсŝŶĚĞdžΘĂс ƟŵĞƚŽƉůĂŶƚĐůŝǀŝĂƐŝƐŶŽǁ͘tŝůĚ Postgraduate ƐŚŽǁΘĐĂƟĚсϮϬϴΘŝĚсϮϵϰϴ dŽŵĂƚŽ͕ϭϲϯ͕ϲϮ͘ Theses KƌƟŐĂ͕z͘ΘZŝǀĞƌŽ͕:͘͘;ϮϬϭϵͿ͘ ^ĐŚƵůĞƌ͕͘;ϮϬϭϵ͕DĂƌĐŚͿ͘ĞĂƟŶŐ ŽĚŝĞƐŽĨǁŽƌŬ͗ƐŬŝůůŝŶŐĂƚƚŚĞ WĂĐĞ͕͘;ϮϬϭϵͿ͘DĞƚĂƉŚLJƐŝĐƐŽĨ ƚŚĞďŝŐĚƌLJ͘tŝůĚdŽŵĂƚŽ͕ϭϱϮ͕ϳϰ͘ ďŽƩŽŵŽĨƚŚĞŐůŽďĂůŶƵƌƐŝŶŐĐĂƌĞ ƋƵĂůŝƚLJ͗ŶŝŶƋƵŝƌLJŝŶƚŽƋƵĂůŝƚLJ ĐŚĂŝŶ͘'ůŽďĂůŝnjĂƟŽŶƐ͕ϭϲ;ϳͿ͕ϭϭϴϰͲ ^ĐŚƵůĞƌ͕͘;ϮϬϭϵ͕DĂƌĐŚͿ͘ZĞƚƌĂĐŝŶŐ ǁŝƚŚŝŶƚŚĞƉŽůLJƚĞĐŚŶŝĐĂŶĚ ϭϭϵϳ͘ ƌŽŽƚƐŝŶƚŚĞŚĞĂƌƚŽĨĨƌŝĐĂ͘tŝůĚ ƉƌŝǀĂƚĞƚƌĂŝŶŝŶŐƐĞĐƚŽƌ;ŽĐƚŽƌĂů dŽŵĂƚŽ͕ϭϱϮ͕ϴϮͲϴϯ͘ dŚĞƐŝƐ͕hŶŝǀĞƌƐŝƚLJŽĨtĂŝŬĂƚŽ͕ WĂĐĞ͕͘;ϮϬϭϵͿ͘tŚĂƚŵŽƟǀĂƚĞƐ ,ĂŵŝůƚŽŶ͕EĞǁĞĂůĂŶĚͿ͘ZĞƐĞĂƌĐŚ ĐLJďĞƌͲƚĞƌƌŽƌŝƐƚƐƚŽůĂƵŶĐŚĂĐƚƐŽĨ ^ĐŚƵůĞƌ͕͘;ϮϬϭϵ͕ƉƌŝůͿ͘KƵƚŽĨĨƌŝĐĂ ŽŵŵŽŶƐKƉĞŶĐĐĞƐƐ͘ŚƩƉƐ͗ͬͬ ĐLJďĞƌƚĞƌƌŽƌ͍>ŝŶĞŽĨĞĨĞŶĐĞ, 12, ŝŶĮŶĞƐƚLJůĞ͘tŝůĚdŽŵĂƚŽ͕ϭϱϯ, ƌĞƐĞĂƌĐŚĐŽŵŵŽŶƐ͘ǁĂŝŬĂƚŽ͘ĂĐ͘Ŷnjͬ ϯϮͲϯϰ͘ ϳϲͲϳϳ͘ ŚĂŶĚůĞͬϭϬϮϴϵͬϭϮϴϬϲ WĂĐĞ͕͘;ϮϬϭϵͿ͘dĞƌƌŽƌZĞƐŝůŝĞŶĐĞ͗ ^ĐŚƵůĞƌ͕͘;ϮϬϭϵ͕:ƵŶĞͿ͘&ŝƌĞƌĞƐŝƐƚĂŶƚ ,ƵŵĂŶĨĂĐƚŽƌƐĂŶĚƉƐLJĐŚŽůŽŐŝĐĂů ĂŶĚƌĞƚĂƌĚĂŶƚƉůĂŶƚƐ͘tŝůĚdŽŵĂƚŽ͕ ƐƚƌĂƚĞŐŝĞƐ͘>ŝŶĞŽĨĞĨĞŶĐĞ͕ϭϯ͕ ϭϱϱ͕ϲϮ͘ ϰϰ͘Ͳϰϱ͘ ^ĐŚƵůĞƌ͕͘;ϮϬϭϵ͕:ƵůLJͿ͘tĂŬĞƵƉĂŶĚ Palliser, A., & Dodson, G. (2019). ƐŵĞůůƚŚĞůĂǀĞŶĚĞƌ͘tŝůĚdŽŵĂƚŽ͕ ǀŽŝĚŝŶŐƉŽƐƚͲƚƌƵƚŚĞŶǀŝƌŽŶŵĞŶƚĂů ϭϱϲ͕ϲϯ͘ ĐŽŶŇŝĐƚŝŶEĞǁĞĂůĂŶĚ͗ ^ĐŚƵůĞƌ͕͘;ϮϬϭϵ͕^ĞƉƚĞŵďĞƌͿ'ƌŽǁ ŽŵŵƵŶŝĐĂƟŶŐƵŶĐĞƌƚĂŝŶƟĞƐ LJŽƵƌŽǁŶŚƌŝƐƚŵĂƐƚƌĞĞ͘tŝůĚ in endangered species science. dŽŵĂƚŽ͕ϭϱϴ͕ϳϬ͘ :ŽƵƌŶĂůŽĨ^ĐŝĞŶĐĞŽŵŵƵŶŝĐĂƟŽŶ, ϭϴ;ϰͿ͕Ϭϱ͘ŚƩƉƐ͗ͬͬũĐŽŵ͘ƐŝƐƐĂ͘ŝƚͬ ^ĐŚƵůĞƌ͕͘;ϮϬϭϵ͕EŽǀĞŵďĞƌͿ͘ ĂƌĐŚŝǀĞͬϭϴͬϬϰͬ:KDͺϭϴϬϰͺϮϬϭϵͺ ,LJĚƌĂŶŐĞĂƐĞŶũŽLJŝŶŐĂƌĞƐƵƌŐĞŶĐĞ͘ Ϭϱ tŝůĚdŽŵĂƚŽ͕ϭϲϬ͕ϱϰ͘ ZĞŚŵĂŶ͕E͘h͘;ϮϬϭϵͿ͘KƉƟĐĂůͲ ^ĐŚƵůĞƌ͕͘;ϮϬϭϵ͕EŽǀĞŵďĞƌϭͿ͘ ŝƌƌĂĚŝĂŶĐĞƌĂLJͲƚƌĂĐŝŶŐŵŽĚĞů >ĞƐƐŽŶƐůĞĂƌŶĞĚĨƌŽŵĂďŝŐĮƌĞ͘E ĨŽƌƚŚĞƉĞƌĨŽƌŵĂŶĐĞĂŶĂůLJƐŝƐ >ŝĨĞƐƚLJůĞůŽĐŬ͘ϮϬͲϮϯ͘ ĂŶĚŽƉƟŵŝnjĂƟŽŶŽĨĂƐŝŶŐůĞ ƐƟůů͘ĞƐĂůŝŶĂƟŽŶ͕ϰϱϳ͕ϮϮͲ ^ĐŚƵůĞƌ͕͘;ϮϬϭϵ͕ĞĐĞŵďĞƌͿ͘ ϯϭ͘ŚƩƉƐ͗ͬͬĚŽŝ͘ŽƌŐͬϭϬ͘ϭϬϭϲͬũ͘ ŚƌŝƐƚŵĂƐĐůĂƐƐŝĐƐƉƌŽǀŝĚĞĨĞƐƟǀĞ ĚĞƐĂů͘ϮϬϭϵ͘Ϭϭ͘ϬϮϲ ĐŽůŽƵƌ͘tŝůĚdŽŵĂƚŽ͕ϭϲϭ͕ϳϬ͘ ZĞŚŵĂŶ͕E͘h͕͘<ĂƚĞďŝ͕D͕͘^ŚĂŝŬŚ͕ ^ŬĂƌŝĂ͕Z͕͘tŚŝƚĞŚĞĂĚ͕͕͘>ĞĂĐŚ͕>͕͘Θ &͕͘Θů<Ăƌŝŵ͕D͘;ϮϬϭϵͿ͘^ŽůĂƌ tĂůƐŚĂǁ͕D͘;ϮϬϭϵͿ͘ džƉĞƌŝĞŶĐĞƐ ƌĞƐŽƵƌĐĞĂƐƐĞƐƐŵĞŶƚŽĨŵŽĚĞƌŶ ŽĨŽǀĞƌƐĞĂƐŶƵƌƐĞĞĚƵĐĂƚŽƌƐ ƉĂƌŬŝŶŐŵĂĐŚŝŶĞƐŝŶĂŶƵƌďĂŶ ƚĞĂĐŚŝŶŐŝŶEĞǁĞĂůĂŶĚ͘Nurse ĞŶǀŝƌŽŶŵĞŶƚ͘ZĞŶĞǁĂďůĞ ŶĞƌŐLJ, ĚƵĐĂƟŽŶdŽĚĂLJ͕ϴϭ͕ϳͲϭϮ͘ ŚƩƉƐ͗ͬͬĚŽŝ͘ŽƌŐͬϭϬ͘ϭϬϭϲͬũ͘ ƌĞŶĞŶĞ͘ϮϬϭϵ͘ϭϬ͘ϭϯϭ
46 Research Report 2019 Web Publications ĂLJŶĞƐ͕D͘;WƌĞƐĞŶƚĞƌͿ͘;ϮϬϭϵ͕ :ĂŶƵĂƌLJϲͿ͘ϵϱď&D:Ănjnj^ŚŽǁ ZĂĚŝŽƌŽĂĚĐĂƐƚ͘ŚƩƉ͗ͬͬϵϱďĨŵ͘ ĐŽŵͬďĐĂƐƚͬϵϱͲďĨŵͲũĂnjnjͲƐŚŽǁͲ ǁŝƚŚͲŚŽƐƚƐͲĚƌͲŵĂƌŬͲďĂLJŶĞƐͲŵŝƐƐͲ ĚŽŵͲϲͲũĂŶͲϮϬϭϵ ĂLJŶĞƐ͕D͘;WƌĞƐĞŶƚĞƌͿ͘;ϮϬϭϵ͕ :ĂŶƵĂƌLJϭϯͿ͘ϵϱď&D:Ănjnj^ŚŽǁ ZĂĚŝŽƌŽĂĚĐĂƐƚ͘ŚƩƉ͗ͬͬϵϱďĨŵ͘ ĐŽŵͬďĐĂƐƚͬϵϱͲďĨŵͲũĂnjnjͲƐŚŽǁͲ ǁŝƚŚͲŚŽƐƚƐͲĚƌͲŵĂƌŬͲďĂLJŶĞƐͲŵŝƐƐͲ ĚŽŵͲŐƵĞƐƚͲƉŚŝůͲďƌŽĂĚŚƵƌƐƚͲϭϯͲ ũĂŶͲϮϬϭϵ ĂLJŶĞƐ͕D͘;WƌĞƐĞŶƚĞƌͿ͘;ϮϬϭϵ͕ &ĞďƌƵĂƌLJϯͿ͘ϵϱď&D:Ănjnj^ŚŽǁ ZĂĚŝŽƌŽĂĚĐĂƐƚ͘ŚƩƉ͗ͬͬϵϱďĨŵ͘ ĐŽŵͬďĐĂƐƚͬϵϱͲďĨŵͲũĂnjnjͲƐŚŽǁͲ ǁŝƚŚͲŚŽƐƚƐͲĚƌͲŵĂƌŬͲďĂLJŶĞƐͲ ŵŝƐƐͲĚŽŵͲŐƵĞƐƚͲĨƌĂŶĐĞƐͲĐŚĂŶͲϯͲ ĨĞďͲϮϬϭϵ ĂLJŶĞƐ͕D͘;WƌĞƐĞŶƚĞƌͿ͘;ϮϬϭϵ͕Ɖƌŝů ϮϴͿ͘ϵϱď&D:Ănjnj^ŚŽǁZĂĚŝŽ ƌŽĂĚĐĂƐƚ͘ŚƩƉ͗ͬͬϵϱďĨŵ͘ĐŽŵͬ ďĐĂƐƚͬϵϱͲďĨŵͲũĂnjnjͲƐŚŽǁͲǁŝƚŚͲ ŚŽƐƚƐͲŵĂƌŬͲďĂLJŶĞƐͲŵŝƐƐͲĚŽŵͲ ŶŽůĂͲϮϴͲĂƉƌŝůͲϮϬϭϵͲŵƉϯ ĂLJŶĞƐ͕D͘;WƌĞƐĞŶƚĞƌͿ͘;ϮϬϭϵ͕ DĂLJϱͿ͘ϵϱď&D:Ănjnj^ŚŽǁZĂĚŝŽ ƌŽĂĚĐĂƐƚ͘ŚƩƉ͗ͬͬϵϱďĨŵ͘ĐŽŵͬ ďĐĂƐƚͬƚŚĞͲϵϱͲďĨŵͲũĂnjnjͲƐŚŽǁͲũĂnjnjͲ ƐŚŽǁͲƚĞĂŵͲƐŚŽǁͲϱƚŚͲŵĂLJͲϮϬϭϵ ĂLJŶĞƐ͕D͘;WƌĞƐĞŶƚĞƌͿ͘;ϮϬϭϵ͕:ƵŶĞ ϮϯͿ͘ϵϱď&D:Ănjnj^ŚŽǁZĂĚŝŽ ƌŽĂĚĐĂƐƚ͘ŚƩƉ͗ͬͬϵϱďĨŵ͘ĐŽŵͬ ďĐĂƐƚͬƚŚĞͲϵϱͲďĨŵͲũĂnjnjͲƐŚŽǁͲǁŝƚŚͲ ŚŽƐƚƐͲŵĂƌŬͲďĂLJŶĞƐͲŵŝƐƐͲĚŽŵͲ ĂůůĂŶĂͲŐŽůĚƐŵŝƚŚͲϮϯͲũƵŶĞͲϮϬϭϵ ĂLJŶĞƐ͕D͘;WƌĞƐĞŶƚĞƌͿ͘;ϮϬϭϵ͕ ƵŐƵƐƚϰͿ͘ϵϱď&D:Ănjnj^ŚŽǁ ZĂĚŝŽƌŽĂĚĐĂƐƚ͘ŚƩƉ͗ͬͬϵϱďĨŵ͘ ĐŽŵͬďĐĂƐƚͬƚŚĞͲϵϱͲďĨŵͲũĂnjnjͲƐŚŽǁͲ ǁŝƚŚͲŚŽƐƚƐͲĚƌͲŵĂƌŬͲďĂLJŶĞƐͲŵŝƐƐͲ ĚŽŵͲϰͲĂƵŐƵƐƚͲϮϬϭϵ ĂLJŶĞƐ͕D͘;WƌĞƐĞŶƚĞƌͿ͘;ϮϬϭϵ͕ ^ĞƉƚĞŵďĞƌϭϱͿ͘ϵϱď&D:Ănjnj^ŚŽǁ ZĂĚŝŽƌŽĂĚĐĂƐƚ͘ŚƩƉ͗ͬͬϵϱďĨŵ͘ ĐŽŵͬďĐĂƐƚͬϵϱͲďĨŵͲũĂnjnjͲƐŚŽǁͲ ǁŝƚŚͲĚƌͲŵĂƌŬͲďĂLJŶĞƐͲŵŝƐƐͲĚŽŵͲ ŬŝŵͲƉĂƩĞƌƐŽŶͲϭϱƚŚͲƐĞƉƚͲϮϬϭϵ ĂLJŶĞƐ͕D͘;WƌĞƐĞŶƚĞƌͿ͘;ϮϬϭϵ͕ ĞĐĞŵďĞƌϴͿ͘ϵϱď&D:Ănjnj^ŚŽǁ ZĂĚŝŽƌŽĂĚĐĂƐƚ͘ŚƩƉ͗ͬͬϵϱďĨŵ͘ ĐŽŵͬďĐĂƐƚͬƚŚĞͲϵϱďĨŵͲũĂnjnjͲƐŚŽǁͲ ǁŝƚŚͲŚŽƐƚƐͲĚƌͲŵĂƌŬͲďĂLJŶĞƐͲŵŝƐƐͲ ĚŽŵͲϴͲĚĞĐĞŵďĞƌͲϮϬϭϵ
Research Report 2019 47