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A study of the experiences of new graduate occupational therapists employed in rural practice in Aotearoa, New Zealand
No full textThis study focused on "What are the experiences of new graduate occupational therapists working in rural practice in Aotearoa, New Zealand?" The research question was chosen to begin to address the lack of specific information regarding current experiences of new graduate occupational therapists working amid health reforms, varied service provision requirements and increased pressure to address inequities.
Utilising a qualitative methodology and an interpretive descriptive approach, six participants were included in this study. Semi-structured interviews provided the raw data on which the findings were thematically analysed.
The diversity and complexity of the role of a rural practitioner was a common theme which was discussed in the context of working in bicultural Aotearoa. The importance of being able to bounce ideas around in addition to formal support and supervision was another key theme. The process of recruitment and retention in hard to staff rural areas was also discussed alongside the need for resilience when working as a new graduate in rural practice.
Although the sample size was small, there were both expected and unexpected outcomes. The generalist versus specialist debates continues alongside issues of role blurring and professional identity. Having opportunities to bounce ideas around was significant in addition to the importance of belonging and connection especially when subjected to significant change.
Further research is indicated into the impacts of interprofessional education, interprofessional practice, rural generalism from an allied health perspective and support and supervision structures for new graduates in rural practice
Senses of hauora and wellbeing in early childhood initial teacher education: Report of phase one data
No full textAuckland University of Technology, Unitec Institute of Technology, The University of Auckland, and Open Polytechnic have joined together to research early childhood student teacher hauora and wellbeing. The project is underpinned by a dedication to treasure and nurture early childhood student teachers during their studies and throughout their journey as teachers and leaders. This research aims to contribute provocations for the design of early childhood teacher education programmes.
We are collectively concerned with better understanding the ways in which student teachers navigate their studies, how the navigated journey contributes to professional learning, identity and experience, and how these factors impact on the hauora and wellbeing of student teachers. We recognise that the study of teaching contributes to each student teacher’s personal and professional understanding of hauora and wellbeing through a complex whole of direct and indirect experiences. This understanding is similarly holistic, including cognitive, affective, and embodied learning.
The study involves multiple phases, beginning with a first phase gathering student teacher views on hauora and wellbeing in their study. This first phase began in October 2020, at which time the nation was in Level One of its pandemic response.
In phase one, student teachers were invited to respond to an online anonymous questionnaire. The survey was completed by 101 participants. A link was provided for participants to share contact details if they were interested in being involved in subsequent phases. The primary purpose of phase one was to provide themes for the development of later phases. The data was analysed through the development of student teacher cases, analysis of themes, and poetic inquiry – the latter of which introduces this Executive Summary as A student teacher’s promise
Developing a CSR strategy for a multi-national corporation in New Zealand
No full textPurpose:
• identify and formulate strategies which could support the subsidiaries of large multi-nationals in New Zealand to implement various aspects of CSR [Corporate Social Responsibility]
• It can also help smaller companies to move beyond basic complianc
An architectural response to future-proofing Tau Henare marae and upholding the mana of Ngā Tau e Toru whare tawhito
No full textIn essence, this study seeks to investigate marae from the past (pre-colonial), the present-day, and the future to create architectural responses exploring the current and future opportunities for Ko Ngā Tau e Toru whare tawhito and Tau Henare marae in Pipiwai. Ko Ngā Tau e Toru, constructed in 1893, was the original wharehui for Tau Henare marae and was once an essential whare until it was replaced by the construction of Tau Henare whare tupuna in 1943.1 Essentially, the whare is a taonga awaiting revitalisation and to be brought back to life with a focus on acknowledging the equal mana Ngā Tau e Toru and Tau Henare whare tupuna share.
The main objective is to represent the legacy and future promise of Ko Ngā Tau e Toru and Tau Henare marae. Therefore two master plans will be designed, one created for current aspirations, and another created for the distant future, about 100 years from now. The second objective is to ascertain through engagement with whānau their aspirations for Ngā Tau e Toru and Tau Henare marae.
The Kaupapa Māori methodology this research project adopts enables qualitative research. According to a study by prominent and legendary worldwide Māori academic Linda Tuhiwai Smith (2021), Kaupapa Māori research is about transitioning “Māori as the researched to Māori as the researcher”.2 In other words, Kaupapa Māori research is informed by and seeks to make a difference to the study's marae, hau kāinga and whānau. Therefore, it was important that Tau Henare marae whānau were invited to lead the visioning by contributing through wānanga and whānau interviews instead of being researched
What movement counts as students' mathematical knowing
Get PDFIn educational research, and in teaching, we often privilege students’ verbalisations and written artifacts as demonstrations of their knowing. Increasingly, however, research in a variety of fields, including cognitive science, neurophysiology and education, shows how the body and body movement are enmeshed in students’ thinking and knowing. From Ingold’s post-humanist perspective, thinking and movement are inseparable in animate human bodies. Movement, from this viewpoint, is not a support for, or an expression of, thinking, rather human bodies spontaneously think in movement. My research investigates how a small group of tertiary students use body movement as they engage with a mathematical problem task. Using a thick descriptive analysis, my research illustrates how students think mathematically in movement. These findings suggest educators may need to reevaluate what they consider as students’ thinking and knowing. By ignoring students’ thinking in movement are we, as teachers and researchers, missing important aspects of students’ thinking? In readdressing what is permitted and privileged as thinking, in the classroom and in research, we need to rethink what counts as students knowin
The mystery of the god Io
No full text...These facts have fed an enduring controversy over the authenticity of the Māori god Io. This is a complicated and extensive debate.* Skeptics believe that Io was either an accidental or intentional colonial construct used to present Māori culture as semicivilised to European audiences, because, it was thought, worshipping a Supreme God placed it on a higher rung of an imagined hierarchy of races. Māori believers, meanwhile, accept Io as their god, whether they identify him with the Christian faith, Māori tradition, or both
Digital transformation among SMEs in New Zealand: Challenges and opportunities
Get PDFWhile a successful digital transformation is much beyond online selling, it includes designing and adopting a suitable business model and implementing it correctly among others (Gupta, 2016). Over 90% of New Zealand Business are SMEs, so it is important to understand the challenges that they face in the process of digital transformation, and how these challenges can be addressed. So, focusing on digital transformation among New Zealand SMEs, this research investigates and evaluate SMEs perceptions toward business transformation, and the challenges and opportunities they face in this process
Space for zero: A Masters in Landscape Architecture research project
No full textRESEARCH QUESTION
How will net-zero living impact the design of urban public space?
ABSTRACT
This research addresses our need to shift to a net zero lifestyle. It considers how public space contributes to this and what other cities are doing about it before making a case for a community-based participatory approach, empowering people to engage in the process of climate change mitigation.
Rānui, an outer suburb of Tāmaki Makaurau, Auckland is the site for this research. A localised emissions profile was developed using the FutureFit tool, which provided evidence of Rānui residents’ emissions and their main sources.
With support of the Rānui Action Project (a not-for-profit community group), participatory consultation workshops were conducted, which identified three areas for my research by design phase to focus on – local food production, active and community-based public transport, and local fixing and repair.
Research into Te Ao Māori and advice from mana whenua further informed and enriched the project, leading to the inclusion of increased ngahere (forest) and restoration of awa (streams) within my design phase.
A two-stage design process followed, with consultation on design sketches informing final plans and elevations. In conclusion, it is important to acknowledge that this has been a small and initial research by design project, that should now be repeated on a larger scale, and with greater numbers of community members contributing.
However, this project has shown that the process of community engagement on emissions reduction and parameters for retaining and restoring native ecology in the area has led to public space design that is pragmatic and low impact, yet rich and abundant. If delivered, it could provide the Rānui community with every opportunity to lead net zero lives in the futur
Tau ʻo uta: vaka+ fale+ kava
No full textRESEARCH QUESTION
How can contemporary Architecture better prepare youth in communities, in Tonga, Nuku’alofa and New Zealand, Auckland?
ABSTRACT
This study will focus on the youth in Tonga and New Zealand, together with the support networks around them to foster a brighter future together.
Statistics show that a large migration out of Tonga in the 1960’s happened within the Tongan youth, causing a high likelihood of cultural shock as they arrived in New Zealand. Their migration into the country is undermined and results in intergenerational misunderstanding. Bridging this gap between Tonga and New Zealand means to discuss the journey and migration process from Tonga to New Zealand. With COVID-19 traveling restrictions stopping migration into New Zealand, problems still remain on this side of the bridge. This study will further investigate the problems Tongan youth face while living in New Zealand,and for those soon to arrive.
There is a need to discuss the Tongan youth migration, as migrating clashes with their integrity and roots. Resolving these issues from the New Zealand side will not only prepare for the arriving youth but establish a pathway for future youth migrating to other countries other than New Zealand.
Unpacking the Tongan theories of ta va and tahi va which shows the socio-spatial understanding between ‘Tongan’ and ‘West’, alongside extracting key elements from the vaka, fale and kava will present a guide to designing a cultural development centre to help the youth and their families.
The idea of designing a cultural development centre allows for both existing and arriving Tongan youth to be supported in New Zealand. This will be backed up by a model aligning with key elements of the vaka, fale and kava, to help with migration while maintaining strong roots to traditional Tongan culture
Long term value of engaged, skilled, citizen scientists
No full textTiritiri Matangi Island, a scientific reserve in the Hauraki Gulf, is typical of many of New Zealand’s inshore islands and has been degraded over its history by human occupation. An ecological restoration program began in 1984 to revegetate much of the island and to re-establish native wildlife species, gradually improving the complexity of the island ecosystem. Restoration projects such as this are now commonplace in New Zealand, and have been encouraged by government initiatives since 2010 to lessen the impact of introduced plants and animals to which the native species are not adapted. Tiritiri Matangi is managed by a government agency, the Department of Conservation, in partnership with a community volunteer collective that has formal recognition, the Supporters of Tiritiri Matangi (SoTM) (see www.tiritirimatangi.org.nz