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A mixed case study on workplace wellbeing
No full textA mixed, multi-case study was undertaken to capture workplace health and wellbeing (H&W) initiatives within five organisations in Aotearoa New Zealand, 2022/3. The study used a framework based on Stoewen’s (2017) germinal 8 Pillars of Health and Wellness (physical, nutritional, intellectual, spiritual, emotional, social, environmental, and financial) as a means of understanding workplace health and wellbeing within the five settings. The framework was used as a lens to investigate the workplace initiatives of five different New Zealand organisations and consider how they accorded with and deviated from the model. Originally seen as a multi-site case study, where leaders from five organisations participated in open-ended interviews, the study evolved into a narrative approach within each case study to create a strategic alignment between the voices, the literature, and the themes. Because this approach appeared deductive a priori, an inductive element was introduced via thematic analysis and a series of synergistic initiatives emerged where the pillars aligned with the themes. These workplace wellbeing initiatives enhance and communicate the desired organisational culture. Based on the study findings a new framework relevant to a contemporary Aotearoa New Zealand is proposed, The Workplace Wellbeing Kete. Further to this a set of guidelines and recommendations on how to construct, implement and evaluate a compelling workplace wellbeing programme is outlined in The Five Steps of a Workplace Wellbeing Programme
Inclusive assessments in language teaching: Current approaches and future possibilities
No full textIn the field of language education, inclusive assessments are pivotal yet often overlooked. This presentation aims to stimulate critical dialogue about our attitudes, beliefs, and practices regarding inclusivity in language teaching and assessments. The discussion will be drawn from theoretical frameworks within education and beyond. Our reflections will then be captured on how to apply inclusivity to assessments, and our learning and teaching approaches.
This presentation serves as a call to action, challenging educators to reevaluate and adapt their assessment approaches in the realm of language learning and teaching. Attendees will gain actionable insights for enhancing both quality and inclusivity in their professional practice.
Techniques & methods for reflective practice
Reflexivity
Inclusivity
Critical incident: the misinterpreted essay prompt
Critical incident: the vetoed dialogue
Critical incident: Mātauranga Māori
Critical incident: Translanguaging
Vision of the futur
Niue Fakahoamotu Nukutuluea Motutefua Nukututaha: Critical discussions of Niue history in and beyond Aotearoa New Zealand
No full textFrom publisher's website:
Bringing together Niue scholars, creatives and thinkers from various disciplines and fields, this article is the culmination of two conference roundtables, a history panel, and multiple ongoing discussions about critically engaging with and contributing to Niue knowledge in academia. From different standpoints we each explore the vastness of Niue history through lenses that centre, privilege and uphold aga fakaNiue (Niue lifestyle, ways, culture) through cultural values and principles, tāoga (that which is treasured or prized), metaphor and approaches. Engaging in these spaces as tau tagata Niue (Niue people) is inevitably marked by Niue’s connections to Aotearoa and the wider Pacific. While our work may challenge dominant narratives by non-Niue people, we use this space to ask questions that are important to us and to the Niue communities we serve. What counts as Niue history? As tagata Niue how do we see ourselves in our academic and creative work? Who does Niue knowledge and history belong to? How do we make the places where Niue knowledge exists more accessible to the growing Niue populations in and beyond Aotearoa, whilst still maintaining strong connections to Niue? What is the place of Niue history in New Zealand history
Sustainable green, lean and collaborative construction industry practices: The myths, and the future normal?
No full textThe aim of this session is to share the potential and benefits of collaborative sustainable lean and green practices – in relation to current industry practices and challenges - from the perspective of a sustainable design and construction practitioner, academic and researcher
Revitalizing small study groups & embedded workshops for the schools of Social Practice and Health Science after lockdown
No full textOur students & programs
Our support
COGs (collaboration/colleagues on great things): an increased momentum and focused effort
Revitalizing small study groups & embedded workshops after lockdowns
Topics of the embedded workshops requested and delivered for Year One BN classes
A comprehensive chemical and nutritional analysis of New Zealand yacon concentrate
No full textGlobal interest in yacon (Smallanthus sonchifolius) is growing due to its potential as a functional food, attributable to its unique profile of bioactives and high fructooligosaccharide (FOS) content, which vary between cultivars. Our objective was to conduct a comprehensive chemical and nutritional analysis of New Zealand yacon concentrate (NZYC)—a sweet syrup derived from the roots of cultivar ‘New Zealand’, which was first grown in the 1980s. The major minerals in NZYC were potassium, phosphorus, and calcium. The FOS content ranged from 17.6 to 52.7 g/100g. Total phenolic content ranged from 565 to 785 mg gallic acid equivalents per 100 g; chlorogenic acid and caffeic acid were the major phenolic compounds. The major amino acids were L-arginine, L-glutamic acid, L-proline, L-aspartic acid, and asparagine. The major organic acids were citric, malic, quinic, and fumaric acids. Antioxidant activity ranged from 1084.14 to 3085.78 mg Trolox equivalents per 100 g depending on the assay used. The glycaemic index (GI) value was 40 ± 0.22, classifying it as a low-GI food. These results support the classification of NZYC as a nutraceutical food product for future diet therapy applications
Phylogenetic and morphological differentiation between subspecies of New Zealand red admiral butterfly Vanessa gonerilla Alfken (Lepidoptera: Nymphalidae)
No full textSubspecies are taxonomic units used to formally describe intraspecific geographic variation in morphological markers, yet without thorough assessment, these morphological markers can be highly subjective. The accepted demarcation of Vanessa gonerilla is V. gonerilla gonerilla, widespread throughout the North and South Island of New Zealand, as well as some nearby offshore islands, and V. gonerilla ida, found only on the Chatham Islands. The taxonomic split of V. gonerilla is based upon evidence of colour variation and scalloping indentations between the veins on the hindwings. This study aims to provide taxonomic clarity using a combination of phylogenetic analysis to support the existence of a single or two closely related, but differentiated, mitochondrial lineages, and morphological markers in identifying hindwing variation as a quantifiable characteristic
Playing "Architecture Jenga": An interactive tool for teaching architecture and developing social resilience
No full textAll of us are aware with the popular "Jenga" game, by Leslie Scott, in which players take turns removing one wooden block from a tower of 54 blocks. The structure becomes increasingly unstable as each discarded block is also added to the tower. My interest in adding architecture into this game enabled me to work from home with joy, where I tested the game by constructing several buildings, reflected on resilience theories in practice, and prepared to introduce it to my students in the classroom. I posted videos under the title "Architecture Jenga" on social media to see how people would react to enormous Jenga structures. Jenga has been incorporated into architecture, with the term "Jenga Architecture" referring to buildings having Jenga-inspired designs. The author's approach is titled "Architecture Jenga" and relates to architecture-influenced mega Jenga towers and gameplay. There are several examples online of individuals creating Jenga structures and referencing well-known buildings, but "Architectural Jenga" may be unique owing to its massive scale, integration with architectural education, and connection to resilience theory. The contributions of this research also include shedding light on the use of Jenga in interactive learning in the field of architecture and resilience. Participation in Unitec events, such as the Northshore expo and Unitec Open Day 2022, was another method for gauging how people would react to the concept of a resilient Jenga city. The introduction of "Architecture Jenga" to architecture workshops for high school students and Architecture Design Studio 3 made my teaching experience at the School of Architecture at Unitec more enjoyable. The students played Jenga as they built towers in groups, discovered how gravity load affects structures, and investigated how long their towers could stand in the game. Social resilience acknowledges that individuals function, think, and achieve more successfully in groups. Even animals tend to hunt more effectively in teams. Our students interacted really well with the "Architecture Jenga" activity and came up with innovative ideas for wooden towers. After the Jenga game is finished, students were asked for their feedback on what they’ve learned, how the Jenga activity enhanced their teamwork skills and learning outcomes in the context of architecture deign and structure with architecture students, and in the context of resilience with social practice students. Feedback highlights that the architecture Jenga activity can significantly enhance student engagement, teamwork, social learning, risk-taking, learning attitudes, and academic and creativity performance. Future plans for "Architecture Jenga" include bringing it to academic scholarly research documenting and sharing the activities conducted at Unitec, increasing the number of high school architecture workshops, incorporating Jenga into Design Studio 3 and structure and resilience theories in a more comprehensive manner, and attempting to build the largest Jenga city and/or structure
Jacques Lecoq’s theatre pedagogy in institutional theatre schools in Brazil and New Zealand: A voyage of connection and disconnection
No full textThis paper presentation is a reflection on the application of Jacques Lecoq's theatre methodology in the context of institutional theatre schools in Brazil and New Zealand by Claudia Sachs (the Federal University of Rio Grande do Sul in Porto Alegre, Brazil) and Pedro llgenfritz (UNITEC Te Pūkenga in Auckland, New Zealand). In this paper, we raise questions about the adaptability of Lecoq's pedagogy in the context of theatre training at the university level. What are the challenges, issues of consideration, and role of Lecoq's teaching in drama schools and university theatre courses? How does Lecoq's pedagogy co-exist with other theatre training traditions, such as the emphasis on text-based training, the need to serve the theatre industry, and the compartmentalized model of university curricula? We look at three different perspectives in which Lecoq-based teaching faces the issue of adaptability in theatre training in tertiary institutions: the first one, Lecoq's teaching mixes with the curricula. The second, it isolates from the rest of the teaching, and the third, it imposes its values and practice