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The Nest: The development of a post-pandemic business incubator
No full textRESEARCH QUESTION
How can architecture contribute to the design of a collaborative workplace and education hub in a post-pandemic environment?
ABSTRACT
This project aims to solve a problem that has been prominent over the last three years. The recent Covid-19 pandemic has profoundly affected businesses and educational facilities, restricting their use to reduce virus transmission rates. Collaborative working environments have been impacted particularly hard by the pandemic. This has been because the demands of collaborative workspaces and the pandemic are inherently opposite. Collaborative workspaces rely on having users engage with one another and work together, and a common pandemic defence method is to maintain social distance from other people. This project will aim to develop a strategy to allow collaborative work to be carried out safely in an incubator for timber trade industries in Auckland’s Manukau City Center in a post-pandemic environment.
Research suggests that incubators are an important part of tertiary education institutions. However, the incubators in focus target primarily medical and computer sciences, not practical industries. Because construction industries are highly collaborative and rely on teamwork, they are an ideal subject to develop an incubator strategy for in a post-pandemic environment. Since the Covid-19 pandemic, research has also been conducted into different methods of pandemic defence which will inform the project’s design process.
The research conducted in this project is necessary because there comes the point where work and learning must be able to continue. It is unrealistic to shut down premises permanently because of the emergence of a new virus. Therefore, an investigation must take place to explore how these working and learning environments can continue functioning as safely as possible.
This project will address the research question by unpacking the design criteria of both incubators and pandemic sensitive workspaces to develop design criteria. Then, this will be combined with spatial arrangement and circulation manipulation to create a hub that allows for collaborative work to be conducted in a pandemic-sensitive manner.
Site: Ronwood Avenue, Manukau, Auckland, New Zealan
A critical exploration of the place of ‘religion’ and ‘religious identity’ in social practice with ethnic communities: A case of African background communities
No full textThis presentation explores the critical role of ‘religion’ and ‘religious identity’ as an important wellbeing factor in social practice with ethnic communities, using African background communities as an example. Comparative research and literature on African philosophies and worldviews shows that religion is an important marker of identity. This has been shown to be true for African living in the African continent and those in diaspora. The importance of religion does not disappear or diminish with the process of immigration. In the context of wellbeing, religion has proven to be a primary force of social cohesion and building interpersonal and communal relationships. Qualities such as compassion, justice, solidarity, and guardianship are often intimately linked to religion. However, the presentation also acknowledges the ambiguous role of religion. Harmful qualities have also been reinforced based on religion. These include intolerance, hatred, sexism, racism, homophobia, poverty, and marginalisation. Nevertheless, religion remains an important wellbeing factor. Accordingly, its risk and protective elements in social practice with ethnic communities are discussed in this presentation
Impact of emotional intelligence on employee’s job performance and job satisfaction in the aged care industry
No full textThe purpose of this research was to explore emotional intelligence, as defined by Mayer & Salovey (1997, p.3), being “the ability to perceive one's own and others' emotions, ability to understand, manage and use of emotions”, impacts on employee job performance and job satisfaction in the aged care industry. Mixed methods research was adopted to explore the impact of EI on employee job performance and job satisfaction. The convenience (non-probability) sampling method was used to conduct the survey and collect the data from participants. The survey was conducted using a questionnaire including demographic profiles, the Wong & Law Emotional Intelligence Scale (Wong & Law, 2002), self-evaluate job performance, and job satisfaction scale. Regression and descriptive statistics data analysis techniques were employed to analyse quantitative data. Thematic data analysis was used to identify the themes from the interview data.
This mixed methods research investigated relationship between EI, job performance, and job satisfaction. It found that employees’ EI impacts their job performance and job satisfaction. It also revealed that relationship between the leaders’ EI and the employees’ job performance and job satisfaction. The findings of this research demonstrate how a leader and an employee's emotional intelligence impact an employee's job performance and job satisfaction in the aged care industry. The recommendation would be for future research regarding the training in emotional intelligence, as well as investigating the factors which can improve emotional intelligence
Barriers and facilitators to healthy eating and physical activity of office-based workers in New Zealand
No full textThe high rate of global mortality due to obesity has encouraged researchers to identify the major factors associated with the increased prevalence of obesity and other non-communicable diseases. Unhealthy eating and physical inactivity are major contributors to morbidity and premature death. The working population spends the majority of their waking hours in the workplace and the workplace setting has been identified as an ideal environment to improve healthy eating and physical activity of workers. While many occupations and community settings have been researched, little is known about office-based workers eating behaviour and physical activity level in the workplace. The primary goal of this research is therefore to explore the barriers and facilitators that New Zealand office-based workers face in terms of healthy eating and physical activity in the workplace.
This research used a mixed methodology; a combination of quantitative and qualitative methods to answer the research questions. A total of 106 office-based workers in New Zealand completed the questionnaire and of these participants, 13 were participated for the semi-structured interviews. Descriptive statistics have primarily been used to analyse the quantitative data while thematic analysis was used to analyse the qualitative data. The quantitative survey results indicated that the majority of office-based workers' workplace fruit intake is in line with the New Zealand health recommendations. Notably, their sweets intake in the workplace is higher than the general health recommendations. In terms of physical activities, the majority of the office-based workers' occupation does not involve any vigorous-intensity or moderate-intensity activity during their work time and their sitting time is seven to eight hours in the workplace. The qualitative interview results discovered that excessive workload, work stress, nature of work, organisational culture, unavailability of healthy food options in the workplace, and lack of encouragement from the management were the main barriers to healthy eating and physical activity in the workplace.
To promote healthy eating and physical activity in the workplace, the research recommends that the management should streamline the physical environment of the workplace by cultivating a positive organisational health climate by reducing workload, increasing work flexibility, providing compulsory breaks for stretching and exercise, longer lunchtimes for walking groups or fitness classes and increasing the availability of healthy food options in the workplace
Māori resilience: Navigating wellbeing in tertiary counselling settings
No full textWHAKARĀPOPOTO: Abstract
Persisting colonial practices in tertiary education continue to impact student wellbeing through the failure of tertiary institutions to provide culturally responsive approaches. Working as a counsellor within a clinical context repeatedly conflicts with positioning myself as Māori within a practice that sits in a wider institutional structure where Māori values, ways of being, doing, understanding, and knowing are not actively acknowledged and valued.
Using a Kaupapa Māori worldview, this research asserts Mana Motuhake and Rangatiratanga within student wellbeing services in tertiary education settings and more specifically, counselling practice. This study tells the stories of Māori students and Kaupapa Māori practitioners, in their way, in the hope to affirm, validate and voice Māori experiences. Student and practitioner narratives share culturally supportive models of therapeutic practice that cultivate strong identity, required in creating resilience and retention within tertiary settings.
This research is significant in two ways. The centrality of Te Aō Māori and the research approach itself, as it holds space for the participant whānau to fully express their experiences, and their pūkenga (skills) from their authentic self, at the same time ensuring a duty of care in providing support that is culturally responsive and inclusive of holistic approaches in which to create a high level of workforce competency (Mane & Toki, 2019). Six pūrakau, three tauira (students) and three Kaupapa Māori practitioners’ stories are presented and reflected on. Six key themes were drawn from the research and as a result, have informed the recommendations of this research
Taleni seki atagina: Te akasakiga o kaaiga Tuvalu seki nofo tumau iluga i Aotearoa Niusila = Hidden gems - lived experiences of Tuvaluan hope seekers and their families in Aotearoa New Zealand
No full textRESEARCH QUESTIONS:
• What is the lived experience of Tuvaluan hope seekers and their families in Aotearoa New Zealand?
• What are the effects of not having a visa on their well-being and that of their families?
• What are the economic losses caused by their missed opportunities?
• What are their coping mechanisms?• What are their strengths/future aspirations/hopes/dreams
The relationship between fish length and otolith size and weight of the Australian anchovy, Engraulis australis (Clupeiformes, Engraulidae),retrieved from the food of the Australasian gannet, Morus serrator (Suliformes, Sulidae),Hauraki Gulf, New Zealand
No full textRelationships between fish length and otolith length, width and mass were examined in the Australian anchovy Engraulis australis (White, 1790) recovered from the food of Gannet examined from colonies at islands of Horuhoru Rock and Mahuki Islands in the Hauraki Gulf. New Zealand. The relationships between otolith length- fish total length (TL), otolith-weight-TL, and otolith-width-TL were investigated by means of non-linear regression models (TL = 0.54 OL 16.86, TL = 4.39 OW 7.61 and TL = 26.19 OWe 2.2). This study characterizes the first reference available on the relationship of fish size and otolith size and weight for E. australis obtained from bird’s food in the Pacific Ocean region
Influence of student behaviour or impact on the role of lecturers and clinical teachers in medical/surgical nursing or acute care. Has your expectation of your teaching role changed?
No full textQUESTIONS
1)What are those enabling factors for job satisfaction?
2)What is the view of the expectation of staff?
3)What is the impact on the role?
4)What support systems are needed to bring students up to grade?
5)What the practical everyday things a lecturer and/or clinical teacher could do to change what's happening?
AIMS
Explore perspectives of both academic lecturers and clinical lecturers/teachers in relation to their role
OBJECTIVES
1) To identify possible enabling/success factors
2) Identify any concerns or barriers within their role, how these affect staff, and what is most important for the role
3) Identify most effective strategies in minimising turnover and possible ways to deal with situations that could lead to preventable staff turnove
The role of conservation dogs in promoting biosecurity awareness
No full textAIM
In collaboration with the New Zealand Department of Conservation, this research project assessed the role of conservation dogs in raising awareness of biosecurity among ferry passengers travelling by ferry to pest-free islands in The Hauraki Gulf, Auckland, New Zealand
I'll be happy and smiling all the time” - The impact of relational and safety learning for 8-12-year-old children
No full textThis paper evaluates the impact of Jade Speaks Up (JSU), a safety and relational learning programme run for 1300 children in years 5-8 in eight New Zealand primary and intermediate schools. This is the first year of a 3-year pilot funded by ACC who view the programme as a violence prevention initiative that will reduce claims for compensation for acts of violence in the future and want to see it, if successful, rolled out across New Zealand. The programme is designed to run in weekly lessons over a 6-8 week period. JSU involves one-day teacher training; a manual of lesson plans and activities; and resources, including a dynamic a 7-minute NZ made animation on how children can take action against things that frighten them like bullying and domestic violence. The evaluation involved control and experimental groups; pre, post and follow-up tests; assessment batteries that had measures of wellbeing, emotional literacy, trust, use of safety skills, classroom environment, change and value in questionnaires for children and teachers; and interviews with teachers and school managers. We found that children made significant progress in wellbeing (11% drop in the number of at risk children), emotional literacy and the use safety skills. Teachers said that there were significant changes in the classroom environment, particularly in the areas that were of most concern to them and felt that the programme was helpful or very helpful in these areas. 81% of the children felt that the programme was useful, 76% made positive comments about programme outcomes and those that were negative, neutral or no comment improved significantly at follow-up in their appreciation of safety skills and outcomes of their use. Teachers were even more positive at follow-up than at post-test