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Numeracy gains at the Waikato Institute of Technology Wintec) for 2018
Get PDFThis report tracks numeracy gains achieved by targeted 2018 students at Waikato Institute of Technology. In collating data, we applied the multi-year testing requirement referred to by the Tertiary Education Commission (TEC, 2012, 2017a, b) as the sequence concept. To be able to compare initial and progress assessment scores, we were required to set up a multivariate layout manually. We report on learners’ step-based progress to exemption levels for numeracy. Of the targeted numeracy cohort (N=591), 44.2% of learners (n=261) progressed to exemption-level scores (step 5 or higher). We used cross-tabulations to report on numeracy progress by ethnicity and Centre of Study at the institute. To establish whether learners showed statistically significant gain in numeracy, we used a matched-pairs t-test to compare initial and progress scale scores for the full cohort, followed by repeated measures analysis of variance (ANOVA) to investigate gains for within-subjects differences for two fixed factors, ethnicities and Centre of Study. To explore between-group and between-Centre differences, we performed a two-way ANOVA on Initial and Progress Scale scores for the two fixed factors. To complete the picture, we replicated TEC’s (2012) algorithm for calculating gain to illustrate that these results under-reported learners’ numeracy progress.
The findings showed that within-subjects gains were statistically significant, while between-subjects gains for ethnicity categories were not statistically significant. For the TEC’s (2012) algorithm, we found that approximately 22.7% (n=134) of learners (n=591) who had achieved step 5 (or higher) on numeracy were classified as not having achieved statistically significant gain. We continue to view the TEC’s algorithm as under-reporting success, noting the disparate impact of the algorithm in calculating progress.
We concluded that current embedded numeracy instruction practices, though successful, could still be improved. We recommend that findings on numeracy progress be considered within a joined-up system of organisational practice that takes literacy and numeracy (LN) progress data, classroom observation analyses and module completions into account. The challenge will be to develop innovations for numeracy development that align with changing approaches and practices in vocational pedagogy. A whole-of-organisation approach would require that the LN team pursue close ties with other support teams such as Student Learning Services, Te Kete Kōnae and the Wintec learning coaches
Towards the enhancement of flexible assessments, Ako-inspired teaching & learning approach
Get PDFWith the way adult teaching and learning is changing – mainly due to diversity of student population based on age, ethnicity, work experience and learners’ personal responsibilities, tertiary institutes are moving towards learner-centred approaches including comprehensive learning and flexible assessments. This paper presents "Flexible Assessments", an approach inspired by Ako – facilitating positive learning relationships through shared leadership between learners and facilitator, as adapted at the Waikato Institute of Technology (Wintec). Flexible assessment gives learners the flexibility with the type of assessment (how), the timing of assessment (when), and the quantity of assessment (how much) they choose to attempt while ensuring that the assessment integrity is maintained and that the learning outcomes for the course are achieved. This paper discusses the current achievements of flexible supervised assessments from the learners’ perspective and the tutors’ perspective. It also outlines some potential improvements to be made in the approach, based on analysis of quantitative and qualitative feedback from its initial implementations
Meat icing on muffins: Healthy snacking for older adults
Get PDFOlder adults have a higher requirement for protein compared to younger adults. An imbalance between protein supply and protein need can result in loss of skeletal muscle mass. Ingestion of 25–30g of protein per meal stimulates muscle protein synthesis in both young and older individuals[1]. The quality of protein ingested is also essential to promoting muscle health. Red meat contains high quality proteins and is rich in leucine. Decreased chewing efficiency and digestion in the elderly are responsible for lower meat protein intake from this group. Minced beef has been shown to be more rapidly-digested than servings of intact beef, resulting in increased amino acid availability and greater postprandial protein retention[2]. Muffins are common bakery snacks,mosltly prefered by older adults [3]. Designing muffins to suit nutritional needs of older adults could contribute to increased dietary protein intake. This study proposed novel easy consumable dietary approach to enhance quality protein intake for older adults. Incorporation of meat into muffin’s icing provide better snacking option to complement their protein needs
Counterculture
No full textCounterculture refers to a primarily western, white, youth culture of opposition to mainstream culture, originating in the mid‐1960s United States, which explored alternative lifestyles and perspectives, and is often referred to as the hippy movement. In the 1970s, social change, along with the rise of subcultural studies, meant that the term, and the movement, went out of fashion. More recent studies focus on the concept of the neo‐tribe, a loose affiliation of lifestyles and interests, and arguably today's Green parties and environmental movements exemplify this concept while also owing a debt to the original 1960s counterculture
Gwen and Friends Show
No full textA Live Musical Performance Show featuring Gwen Lyon. Held at the Meteor Theatre, 14th April 201
Point of view: Te Ruru light festival 2019
Get PDFPoint of View is a perception based installation presented as part of Te Ruru Light Festival 2019.
The work consists of a 3 sided box suspended above the viewer. The box is painted white and is projected onto from above the primary viewing point (this prevents the viewer from noticing the projector, but also from blocking the projection). The light-based projection onto the surface of the box creates the illusion that the 3 sided box is actually a 6 sided cube. The viewer is invited to move around the space, observing the cube. Once the viewer walks under or past the suspended cube, they enter the secondary viewpoint in which they see the actual form of the box – a 3 sided/open box. The work talks about how our individual experiences shape the way we see. It raises questions about the difference between reality and perception
Distance, speed and high intensity characteristics of 0 to 24-goal, mixed and women’s polo
Get PDFThis dataset presents information pertaining to the spatiotemporal characteristics of Polo play from a 0 to 24-goal level. Data were collected by player worn GPS units, across a New Zealand Polo season. The dataset comprises observations from 466 chukkas of Polo, across mixed and women’s only Polo and is curated by cumulative player handicap. Data are presented for distance, speed and high intensity metrics, which have further categorised into five equine-based speed zones. The purpose of this dataset is to provide a detailed quantification of a range of Polo performance levels, advancing the scope and size of previous Polo literature that has employed GPS technology. This dataset may be of value to equine scientists and trainers, veterinary practitioners and sports scientists
Can peppermint improve performance in the heat?
Get PDFMenthol (peppermint) is known for its familiar perceived cooling effect and fresh sensation in the mouth and nose. The feeling of freshness we experience when we use menthol containing products is in part because of the trigeminal nerve. This nerve is involved in temperature detection and perception and is also the nerve largely responsible for ice-cream headaches or ‘brain freeze’
Learner-centered approaches in an international nurse training Program
No full textThis study examines the appropriateness of using learner-centered teaching approaches with international nurses in New Zealand. A 12-week international nurse training program was designed by a large tertiary institution in New Zealand in response to the request of Shenzhen local hospital officials in China. Three groups of 30 Chinese nurses attended this program.
Method:
Responses from program participants were garnered through an online survey and a focus group interview. All qualitative data were analyzed using a thematic approach.
Results:
The study results highlighted that a positive aspect of the program was the collaborative decision making invited by the program coordinator about the learning goals, topics, and content. Participants reported how the shift in power from a teacher-directed program to a learner-centric approach helped them to engage more fully in the program and achieve greater, more successful individual outcomes.
Conclusion:
This project demonstrated the feasibility of implementing an international nursing training program using a culturally appropriate learner-centric teaching approach. The findings suggest that a learner-centric teaching style effectively addresses the diverse professional needs and cultural backgrounds of international nursing practitioners