Browsing by Author "Cameron M"

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    Pre-drinking behaviour of people in the night-time economy: Evidence from a street-intercept survey in New Zealand
    (Wiley, 13/02/2022) Cameron M; Miller P; Roskruge M
    INTRODUCTION: Pre-drinking behaviour has grown in prevalence and generates harm for pre-drinkers and others. In this article, we answer three research questions: (i) Where and when do pre-drinkers obtain their alcohol?; (ii) What is the difference in the level of intoxication of pre-drinkers versus non-pre-drinkers, and how does this difference vary over the course of a night?; and (iii) Is the level of intoxication of pre-drinkers related to where and when they obtain their alcohol? METHODS: We obtained data from 469 respondents using a street-intercept survey conducted in Hamilton, New Zealand in 2019. Data were analysed by cross-tabulation, linear regression and plotting the average intoxication level in the night-time economy over time. RESULTS: The majority of pre-drinkers purchase their alcohol for pre-drinking on the day of consumption. Half of the same-day purchasers purchase before 6 pm. The average level of intoxication increases over the course of the night, and is unambiguously higher for pre-drinkers than non-pre-drinkers. The level of intoxication does not differ based on the source or timing of pre-drinking purchases. The main motivation for pre-drinking was price, especially among women. DISCUSSION AND CONCLUSIONS: Pre-drinking is a contributor to intoxication in the night-time economy, but most drinkers purchase their alcohol for pre-drinking before 7 pm. Further research is required to understand whether trading hours restrictions for off-premises alcohol suppliers will affect the most harmful drinking patterns. Price interventions to reduce the price differential between on-licenced and off-licence alcohol outlets offer the greatest potential to reduce pre-drinking and associated harm.
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    Side-loading prevalence and intoxication in the night-time economy
    (Elsevier, 31/12/2021) Cameron M; Miller P; Roskruge M
    Although pre-drinking has attracted considerable research interest, side-loading (any drinking occurring outside of licensed premises during a night out, and excluding drinking at home) is comparatively under-studied. In this paper, we investigate the prevalence of side-loading behaviour and intoxication in the night-time economy of Hamilton, New Zealand's fourth-largest city. Using a street-intercept survey conducted over six nights (n = 469) in March and April 2019, we found that 17.5% of research participants (82/469), and 19.9% of drinkers (82/413), had engaged in side-loading. Of those engaging in side-loading, the majority did so in a car (61.0%), with smaller proportions engaging in side-loading in the street (17.1%), a carpark (12.2%), or somewhere else (13.4%). Men were significantly more likely than women to engage in side-loading behaviour (p = 0.001). In linear models controlling for time of the night, day of the week, and demographic variables, side-loading was not statistically significantly associated with breath alcohol content. This contrasts with pre-drinking, which was associated with statistically significantly higher breath alcohol content. Our results suggest that side-loading might not be used as a method for drinkers to enhance intoxication, but instead as a means of sustaining a target level of intoxication during an evening.
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    “The curriculum just flows” – An examination of teachers’ understandings and implementation of Te Whāriki pre–2017
    (Wilf Malcolm Institute of Educational Research, The University of Waikato, 2023-06-22) Cameron M; Aspden K; Smith P; McLaughlin T
    The revision of Te Whāriki, the New Zealand Early Childhood Curriculum Framework, in 2017 offered a unique opportunity to gain understanding of the ways teachers in Aotearoa New Zealand think about and enact curriculum in their daily practice. As researchers we were intrigued as to the ways teachers conceptualised the role of curriculum in practice and whether the revised curriculum would generate changes in curriculum implementation. We undertook a research project to capture data about teachers’ engagement with, and use of, the curriculum framework, as well as their beliefs about curriculum in the context of early childhood education (ECE). Data collection was designed to focus on two points in time: in 2017 prior to the launch of the revision, with plans to repeat collection after several years with the revised curriculum in effect. Findings reported here draw on interviews conducted with teachers working with Te Whāriki (Ministry of Education, 1996) before the revised framework was released. The findings revealed a range of understandings about the meaning of curriculum and the role of curriculum in guiding teachers’ enacted practice. Implications for supporting ongoing efforts of enactment and implementation of ECE curriculum are discussed.