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A practitioner inquiry and framework for seeding entrepreneurial leadership as part of identity formation in teenagers
No full textThe research question addressed in this thesis queries how we might better prepare our future entrepreneurial leaders, in New Zealand and South Africa, earlier in their education. A possible resolution is explored by means of an early-life leadership preparation intervention to mitigate the current experiences of leadership for students within the high school environment. Thus, the presented thesis aims to create and test a prototype leadership intervention programme for first-year high school students to better prepare them for future leadership roles. Entrepreneurial leadership is proposed by the researcher, due to professional practice observation, as an endpoint all-encompassing leadership style for the research process to explore.
Currently, there is limited information available on the impact of early leadership interventions on first-year high school students and on the impact of current student leadership structures within traditional school structures on future entrepreneurial leaders. The author does not assume that all students exposed to such interventions are headed towards a future entrepreneurial leadership role. However, practitioner experience and observation suggest that foundational self-awareness, self-leadership skills and the ability to positively influence others enhances the ability of all students to navigate their future career choices.
To meet four research objectives, the research process used a mixed methods research design, guided by a pragmatic philosophy and research strategy, through two action research cycles. The autoethnographic journey of the researcher is captured using three practitioner perspectives in the reflectivity chapter of the thesis. Results provide insights into currently successful entrepreneurial leadership influences, such as self-awareness, and the first iteration of a Leadership Literacy for Life course has been developed and trialed in both countries. The second action research cycle culminated in the proposal of a new theory of leadership by means of a grounded theory progression
Inconsistencies and inequalities: Why the world needs a more unified approach to air pollution
No full textThe issue
1948 Donora Smog (Pennsylvania, USA)
1952 Great Smog of London (UK)
Development of air quality legislation
Global air quality legislation
Why standards are confusing
Averaging periods
Measurement units
Unit variations
Air quality legislation complexity
Limits – particulate matter (PM)
Conclusions
Reference
Imagining a narrative form for place
No full textApplying long-term thinking to placemaking is challenging when practitioners work within short timeframes to deliver a project – usually from the length of a funding window to that of an on-the-ground build. In order for placemaking activities to uphold the future vision for a place, new frameworks can be applied to widen our lens. Narrative structure is the framework of storytelling, in which the beginning, middle and end are distinct phases where the action of each propels the story and its characters forward, creating plot. The success of a story relies on sustaining the integrity of how the action of each phase links to what happens next. Telling the story of our future neighbourhoods by mapping out their history, their present, and their possibility will help to shape more people-centric places in vital areas of our towns and cities. This article demonstrates how to use narrative structure as a lens to deliver our future neighbourhoods in a way that shifts our time scale for meaningful placemaking. It articulates each phase of a place’s lifespan: the place’s past, present and future, in order to develop a context for placemaking activities. Within each phase, practical guidance is given on what to consider, and how to apply this thinking to places and placemaking
Exploring a self-evaluation approach to assess diversity, equity, and inclusion at Otago Polytechnic
No full textThe aim of this professional practice project was to explore whether a self-evaluation process would be a useful approach for gathering organisational information about the diversity, equity, and inclusion (DEI) practices at a medium-sized tertiary organisation, Otago Polytechnic.
Diversity Works NZ, a national authority for workplace diversity and inclusion, suggests that doing DEI well and reaping the business and social benefits, requires a strategic approach and thorough, purposeful, and constant efforts. A useful starting point for this is to undertake an assessment of the current state of existing DEI practices and activities at a systems level, including employee experience feedback and how DEI is embedded in policies, leadership, recruitment, and development processes. This information enables an organisation to understand what is working well, and to make informed decisions on what changes, improvements, and priorities should be focused on.
During this project, a comprehensive self-evaluation tool was designed and used to survey two selected groups of Otago Polytechnic staff, to examine their perceptions of diversity, equity, and inclusion. The staff were selected for their involvement in leading and influencing DEI efforts at OP, and those who self-identified their interest in DEI through involvement in the DEI Committee. Participants used a Likert scale to rate their level of agreement against a number of DEI indicator statements grouped into 8 domains, with an open question section to provide comment and feedback. The results were examined for patterns of positive and negative responses. Overall, the results provided valuable information towards understanding the current state and maturity of DEI activity at Otago Polytechnic, offering a useful lens on what was working well and areas where improvements could be made. Several recommendations have been made for elaborating and building on this work in the next few months.
This project also enabled a fascinating exploration of the intersections of my inquiry project within the broader dimensions of my work, the organisation, external environment, and my personal world. This process revealed deeper insights and learning that has strengthened my professional framework of practice, documenting my growing expertise in supporting and enhancing organisation DEI practice, and empowering me with knowledge and motivation for the potential opportunities that the future brings
Management and treatment of mouth breathing in children: A qualitative study of clinical practices and approaches of allied health professionals
No full textBACKGROUND
Mouth breathing (MB) is a functional adaptation that is vital in states of arousal and with increased physical demand to support the body’s optimum functions. However, MB at rest can be classified on the spectrum of breathing dysfunctions that may lead to a wide range of physiological, psychosocial and emotional consequences. Mouth breathing is commonly seen in children during a critical time of development and is associated with sleep disordered breathing and behavioural issues. A growing awareness around the topic has prompted continued research, however, it appears few studies have examined the evidence for the clinical management and treatment on the topic. Understanding how MB children currently are being managed may be significant for improving clinical practices and providing MB children with a better health outcome and quality of life.
AIM
To investigate clinical practices of allied health professionals in the management and treatment of MB in children from a qualitative perspective.
METHOD
Seven participants were interviewed via Zoom with a semi-structured approach. The data was thematically analysed through an interpretive descriptive process.
RESULTS
Two main themes emerged in this study. All the participants discussed the complex journey of breathing health, how breathing should be dynamic and that MB is a functional adaptation. Theme two captured clinical practices and management approaches of MB children.
CONCLUSION
The research findings suggest a lack of general awareness around MB among the general population and many health professionals has implications for diagnosis and management. MB is a complex condition that may require extensive investigation before any treatment approach is advised. This research provides valuable insights into the clinical practices, experiences and perspectives of seven breathing specialists regarding MB in children and provides an understanding of direction for future research on the topic
A space for the displaced: An analysis of gentrification on Karangahape Road
No full textRESEARCH QUESTION
How can alternative housing models respond to the impacts of gentrification?
ABSTRACT
The notion of gentrification is often loosely defined as the process where a wealthier social class takes over a lower-income district improving and increasing the value of a neighbourhood, albeit frequently at the expense of displacing longterm local residents. The urban phenomenon of gentrification and its development over the years has seen a seemingly unforeseen process transform into a planned strategy for the economic improvement of urban centres. Unfortunately, through this now institutionalised process, the detrimental impact of displacement has also intensified, often completely altering a neighbourhood’s urban identity and culture.
Karangahape Road, also known as K’ Road, is an inner-city neighbourhood of Auckland that embodies the meaning of a genuinely diverse mecca of urban culture. From its early pre-European period to its present-day form, the area has remained an essential passage route into the city of Auckland. The importance of this link to the city has seen K’ Road foster a series of different cultures and eras. However, K’ Road has also seen examples of different catalysts of urban renewal, which has seen multiple generations of gentrification processes occur throughout its history. A prominent example of such a catalyst is the development of the central motorway junction, which has divided the main strip into two sides. Such effects of gentrification on K’ Road have seen the neighbourhood evolve from a prominent shopping district to a red light district and, more recently, into a hipster contemporary uptown district.
This research project aims to understand the urban phenomenon of gentrification, what it means, how it is caused, its effects, and who are the agents involved in this process. The theories of gentrification are used as a lens into the history of K’ Road to understand the periods of change in its history and how the main strip has continued to evolve.
By understanding both gentrification and the history of this important thoroughfare, the project seeks to respond to the impacts of this process, revitalising the existing community on K’ Road through a new and diverse housing model that aims to cater to all demographics in the neighbourhood This housing model will provide communal facilities and a variety of residential typologies such as social housing, transitional housing, and private market housing. Design theories such as defensible space and third place are essential to the development of the housing model. The project seeks to enhance the neighbourhood’s diverse culture and maintain its vitality, enabling existing residents to remain on K’ Road and reap the benefits of an inevitable process of urban intensification
Skill requirements for low-prefabricated timber building technologies
No full text• Background & objective: Low-prefabricated (light) timber building technologies, Problem
• Literature review
-Prefabricated construction (building) technologies
-Prefabricated construction company (supply chain perspective) – Macro view
-Prefabricated construction company (production perspective) – Micro view
-Prefabricated construction company skill profiles’ characteristics
-Prefabricated construction company skill profiles
-Prefabricated construction company skill category and skills
-Prefabricated construction company skills clusters
• Methodology
• Participants’ profiles
• Results
-Critical skills
-Issues related to skill shortage by project lifecycle
-Barriers related to skill development
-Personal efforts towards skill development
- Strategies to improve skills shortage issues in LPBT
• Conclusion & future researc
Internal transcribed spacer and 16s amplicon sequencing identifies microbial species associated with asbestos in New Zealand
No full textInhalation of asbestos fibres can cause lung inflammation and the later development of asbestosis, lung cancer, and mesothelioma, and the use of asbestos is banned in many countries. In most countries, large amounts of asbestos exists within building stock, buried in landfills, and in contaminated soil. Mechanical, thermal, and chemical treatment options do exist, but these are expensive, and they are not effective for contaminated soil, where only small numbers of asbestos fibres may be present in a large volume of soil. Research has been underway for the last 20 years into the potential use of microbial action to remove iron and other metal cations from the surface of asbestos fibres to reduce their toxicity. To access sufficient iron for metabolism, many bacteria and fungi produce organic acids, or iron-chelating siderophores, and in a growing number of experiments these have been found to degrade asbestos fibres in vitro. This paper uses the internal transcribed spacer (ITS) and 16S amplicon sequencing to investigate the fungal and bacterial diversity found on naturally-occurring asbestos minerals, asbestos-containing building materials, and asbestos-contaminated soils with a view to later selectively culturing promising species, screening them for siderophore production, and testing them with asbestos fibres in vitro. After filtering, 895 ITS and 1265 16S amplicon sequencing variants (ASVs) were detected across the 38 samples, corresponding to a range of fungal, bacteria, cyanobacterial, and lichenized fungal species. Samples from Auckland (North Island, New Zealand) asbestos cement, Auckland asbestos-contaminated soils, and raw asbestos rocks from Kahurangi National Park (South Island, New Zealand) were comprised of very different microbial communities. Five of the fungal species detected in this study are known to produce siderophores
Taking it all in their stride: nursing students’ clinical placement experiences during the COVID-19 pandemic.
No full textThe aim of this research was to identify whether the COVID-19 pandemic, which affected nurses and nursing education from 2020 through to present times, impacted student nurses’ perceptions of their clinical experience during this time. The initial premise was based on anecdotal conversations with students who were expressing their displeasure with how they were being treated in the clinical areas, and the learning experiences which had changed with the introduction of new clinical placements. This research found that the pandemic did not impact students’ perception of the value of their clinical placement, which is reassuring for clinical and academic management
Renegotiating the narrative: EQ students’ attitudes and engagement in relation to the language of the Socioeconomic Equity ‘EQ’ Project and inequity
No full textThe Socioeconomic Equity (EQ) Project is a comprehensive programme of support for students from decile 1-3 secondary schools in Health Sciences at the University of Otago. It is underpinned by Māori values and was established in 2019 to increase the number of students from lower socioeconomic communities progressing through health professional study and ultimately into the health workforce. Students from lower socioeconomic backgrounds and/or low decile schools are significantly underrepresented in tertiary study. They are more likely to experience socioeconomic and educational disadvantage, be the first in family to enter university study, and have English as an additional language. A student’s school decile does not reflect individual socioeconomic status but those who attend low decile schools have lived awareness and understanding of the diverse challenges of these communities. Socioeconomic status, inequality and inequity are sensitive and subjective topics to engage with but engagement is essential — for EQ student outcomes and funding, but also to actively effect change to broad and systemic societal inequity.
Acknowledgement of socioeconomic disadvantage and discrimination in policy and practice reflects the University’s commitment to equity through health professional graduates that represent, and are more responsive to, the communities they serve.
This research examines how we talk about inequity, acknowledge unfair advantage, and authentically address its outcomes as a community. It explores how we frame our desire for a ‘fair society’ despite increasing disparity and wide-ranging inequity. This research project specifically explores how we address inequity within a tertiary education context, through the narratives of students from decile 1-3 secondary schools supported by the EQ Project in their health sciences study at the University of Otago. It investigates EQ students’ attitudes and engagement in relation to the language of the EQ Project and inequity — the current ‘EQ narrative’ as EQ students experience it. It aims to challenge existing assumptions of language and cultural appropriateness by premising the lived knowledge of EQ students within a new co-constructed ‘renegotiated narrative’ of communication and engagement