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Indigenous methodologies within postgraduate curricula : querying appropriate applications of a Kaupapa Maori approach
No full textIntroduction
Kaupapa Māori principles
Kaupapa Māori in the MAP
Conclusion
Reference
Dsposal or treatment: future considerations for solid waste from the construction and demolition industry
No full textConstruction & demolition waste
Construction, demolition and excavation waste
Waste disposal options
Hazardous waste
Landfill disposal
Future of landfill technology
Landfill failures
Treatment optios - chemical & physical
Treatment options - biological ; bioreactor ; bioremediation
Advanced treatment options
Bioengineered treatment process
Conclusions
Reference
Hauora : supporting wellbeing in exceptional times
No full textHauora models to support teachers’ work
Te Whare Tapa Whā (Durie, 1982)
Break out room activity
Tāku Whare Oranga
Supporting the philosophical underpinnings of Te Whārik
Bridging to the Deep Blue: Rebalancing surf culture
No full textRESEARCH QUESTION:
How can aspects of surfing inform an architectural design, that balances surfing culture, with the environmental needs of a surfing location?
ABSTRACT:
Through surfing, the ancient Hawaiian natives formed a bond with their surrounding environment – with surfing being a physical manifestation of the delicate balance between the ocean, land, and sky. To them, surfing is a high art form centred around etiquettes of respect and custodianship, and the crafting of a surfboard considered a spiritual experience. Modern surfing however, echoes only some of these sentiments. Above the surface, surfing appears as an activity holistically involved with the ocean. It has been proven as effective for physical and mental wellbeing, and through its international sporting exposure, is a powerful door for charitable and environmental organisations to operate through. Yet, underneath the surface is an industry reliant on pollutive products, and an ever-increasing ethic that forgets, or ignores the respectful etiquettes of old, instead favouring fervent localism, and selfish competitiveness.
Bridging to The Deep Blue purposes to use architectural interventions to aid the surfing community in replenishing its custodial role, at a surfing site that has suffered at the hands of man. Te Arai Point in Northland, New Zealand, is a protected conservation reserve, a popular surfing and tourist location, and plays host to endangered sea-birds. This site has been subjected to deforestation and quarrying, and now is surrounded by cattle farms whose effluents are leaching into waterways. These polluted waterways further risk the already endangered local bird species, as well as spreading into the sea.
The programme for this project will comprise of three structures working in a sustainable cooperation which ‘rebalances’ surfing’s identity, by simultaneously addressing the mentioned issues involved with the Te Arai site, and providing a non-toxic alternative to modern petro-chemically based surfboards. By having the surfing community involved in these activities, educates them to their wider environment, and the responsibility and ownership they can have in environmental restoration
Explaining the real world of nurses' engagement with continuing professional development: A mixed methods study
No full textIn a healthcare education leadership role, I observed over several years that nurses were reluctant to engage with a bespoke continuing professional development (CPD) programme. Year on year less than 20% of eligible nurses engaged. This, despite crafting a programme that accounted for best practice in teaching and learning, incorporated professional regulatory standards and on completion of which, a financial bonus became available. The programme also fulfilled many tangible benefits for the healthcare institution where it contributed to organisational initiatives promoting staff recruitment, development and retention objectives. I was curious about the factors that affected nurses’ decisions to participate in CPD programmes and I wanted to better understand the complexities that appeared to be associated with voluntary engagement.
Review of the literature showed a wide range of factors that affected nurses’ engagement with CPD as a whole e.g. time of life; associated costs; support from the employer; impact on career prospects. It was also clear from the literature review that the question of nurses’ engagement with CPD was complex and that nurses lacked voice in the completed research landscape. The research aim was to explain nurses’ decisions to participate in a CPD programme given the prospect that greater understanding may allow for programme development to promote further engagement and for patients to benefit from nurses’ CPD. Thus, an explanatory-sequential design was chosen.
Prioritisation in this way: quantitative (phase 1) then qualitative (phase 2) allowed nurses to explain their engagement with CPD. Quantitative data collection using a postal survey generated data about what nurses knew about the CPD programme. It further included measurement of nurses’ attitudes to CPD and scaled response to factors that were already known to affect decision-making about participation. Free responses were also solicited as part of the questionnaire. Questions for the semistructured interviews in phase 2 were generated from analysis of the data gathered in phase 1. Phase 2 provided the opportunity to ask nurses to explain key findings from the quantitative data in more depth where knowledge attitude and influence had affected participation with the CPD programme.
The participants in the quantitative phase were invited to self-refer to participate in the interviews meaning that the sample was nested between the phases of the research. The data also interacted between the phases where the quantitative and qualitative data gathered from phase 1 formed the basis of questions used in the semi-structured interviews. The qualitative data added greater depth, richness and meaning to the data generated in the quantitative phase of the study and importantly, has assisted in the explanation of nurses’ decisions to participate in CPD. Powerful insights have been provided into the ‘real world’ of nurses’ CPD where explanation has added nurses to voice the ‘why so’ of engagement with a CPD programme
Future nursing workforce: pathways to aged care nursing?
No full textWe are all getting older
New Zealand's population prediction to 2052
Registered nurses
The Academy
Future nursing workforce
Aim and objectives
Stages of the Project
Results of analysis
Aged care : top of mind
Narrative themes
--Meeting and getting to know the people / residents. Getting to know their stories
--Death is so confronting and seeing residents in an emotional state makes me emotional
--Some clients show appreciation in what nurses do for them and aged care nursing is in demand, in terms of job opportunity
--The only reason [to work in aged care] is to get higher chance to apply for residency as well as a path to work in DHB as an international student.
--There are few opportunities to practice my acute/advanced nursing skills
What would encourage you to choose aged care? Working conditions & Clinical experience
Insights ; Opportunities ; Future nursing workforce?
References and acknowledgment
The work of positional leaders in Communities of Learning
No full textRESEARCH QUESTIONS:
1. What are the expectations of positional leaders with respect to their role in Communities of Learning?
2. How do positional leaders’ practices compare to the National Criteria for Communities of Learning?
3. How do positional leaders perceive their challenges and successes within Communities of Learning?
ABSTRACT:
Communities of Learning (CoL) form one part of New Zealand’s 2014 educational improvement strategy, ‘Investing in Educational Success’. CoL are a government school reform strategy that aims to employ collective capacity to share resources, increase teacher capability and raise student achievement. The CoL structure is underpinned by a philosophy where excellent leaders adopt collaborative interdependent structures to transform education by influencing their colleagues’ schools.
The government established CoL as a system improvement model to share expertise, develop collaborative practice and reduce disparity in minoritised groups. CoL are usually made up of eight to twelve member schools that reflect students’ geographical pathways through the education system. The government believes that if CoL create a basis of collaborative expertise, students will experience streamlined transitions between schools, minority ethnicities will achieve at the same rates as European
ethnicities, and that failing schools will improve.
Three new CoL leadership tiers have been created for positional leaders to work within their schools and across organisational boundaries to influence their colleagues and effect these changes in schools. This work presents unique challenges and tensions for leaders and the member schools they work in. CoL schools are expected to engage in partnering school communities, establish combined systemic groupings, reorganise their leadership structures and share resourcing. However, due to the relatively recent establishment of CoL, little is known about how positional leaders carry out this work in schools. This research examines the expectations of positional leaders, their work in light of the National Criteria for CoL and leaders’ perceptions of their challenges and successes
ALI EAST : an agent for change - a legacy of dance education in Aotearoa
No full textI’m going to set a scene and tell a story that begins over 30 years ago. I tell this on the back of a celebration of 30 years of contemporary dance training in Auckland just this week. The Unitec students Showcase honoured 30 years of resilience and persistence in dance education.
I’m touching lightly on three threads that I identify as both being at the heart of Alison Easts own artistic and creative concerns but also that were at the heart of the kaupapa of the Performing Arts School, in its first decade. This is something about the evolution of somatics in dance education in New Zealand through the Performing Arts School specifically and entangled within that a unique connection to the land in dance making in Aotearoa and a democratic approach to learning and creating
Susu aka i Sovi Bay : Fish Farm Sovi Bay
No full textRESEARCH QUESTION:
How can an architectural proposition raise awareness of marine resource depletion and support sustainable fishing techniques?
This research by design project seeks to address the lack of education about environmental issues and provide a sustainable, land-based fish farm in the hopes of uniting communities through farming practice and sharing of knowledge. Designed for locals and tourists, this facility will be an education centre, fish farm and restaurant.
ABSTRACT:
Susu aka i Sovi Bay is a sustainable, educational and conservation-driven project based in Fiji, located on one of the two main islands, Viti Levu. The people of Fiji rely heavily on the ocean as their primary source of food, a means of transport, and as a measure of cultural identity.
The combination of climate change, tourism, pollution and overfishing has affected marine life and has had a detrimental effect on the economy, local communities and coastal ecosystems. The unsustainable rate of fishing has resulted in various marine species becoming endangered or extinct. This project strives to find an architectural proposition that supports sustainable fish farming techniques, thereby providing a steady food source for local communities. It aims to function as a tourist attraction, providing regular income to the community and an education centre where tourists and local communities can be educated on sustainable fishery management
Exploring their dark side or death before DNF: Ultra-athletes motivation to compete in and complete ultra-distance races
No full textAthletes undertaking ultra-distance races, especially in ultra-running, are a growing phenomenon. These events are frequently held over demanding terrain, such as mountains or deserts, and can involve many metres of vertical ascent as well as hundreds of kilometres. There is an expanding body of research into the physiological impact of such undertakings on the human body. Long-distance racing impacts adversely on the body of the athlete. Research has included the nutritional needs and calorie deficit in ultra-racing; difficulties in maintaining euhydration and avoiding hyponatraemia; sleep deprivation and its impact on mood and psychological drivers. However, there is a limited amount of literature exploring these psychological drivers that motivate athletes during ultra-distance events. The literature retrieved focussed upon specific races and athletes in specific contexts. This study set out to discover the psychological drive of athletes undertaking ultra-distance races, and how they maintained this impetus during the event itself.
An ethnographic approach was used for data collection and analysis. Athletes were interviewed to elicit what drove them to pursue ultra-distance sports, and the tools they used during training and the event itself sustain their motivation. Findings from the analysed data were arranged into six broad themes: training; commitment; self-belief; mental toughness; support; addiction. During analysis, a further theme was discerned suggesting that challenging life events or changes could cause athletes to seek out ultra-distance events. Whilst links to past trauma were tenuous, as this was not identified at the outset of the study, it was identified as a theme requiring further investigation