45 results for Unclassified, 2013

  • Health behaviour change: Applying Prochaska and DiClemente's Stages of Change Model

    Flett, RA (2013-07-04)

    Unclassified
    Massey University

    false

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  • Research ethics: A New Zealand perspective

    Flett, RA (2013-07-03)

    Unclassified
    Massey University

    false

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  • Colonic transit studies to measure gastrointestinal motility in antipsychotic treated patients

    Every-Palmer, Susanna; Ellis, Pete M; Stanley, James; Nowitz, Mark; Dunn, Helen; Huthwaite, Mark; Grant, Eve (2013-10-30)

    Unclassified
    University of Otago

    This is the research protocol for an observational (cross-sectional) study investigating gastrointestinal motility in antipsychotic treated patients. Recruitment for this study will begin in 2014.

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  • Indigenous rights and development : inequality constraints in Brazilian cities : a thesis presented in partial fulfilment of the requirement for the degree of Master of International Development at Massey University, Palmerston North, New Zealand

    Souza Zaiden, Soraya (2013)

    Unclassified
    Massey University

    This thesis aims at identifying how indigenous rights, as part of a human rights approach to development, have been addressed by urban welfare policies in Brazil. As a starting point, this desk based study is primarily focused on an analysis of the impacts of urbanisation on indigenous livelihoods. Despite not being a new trend, urbanisation of indigenous people has exposed their situation of deprivation and disadvantage, and the increasing pressures of assimilation policies. Social indicators of urban indigenous communities’ wellbeing have pointed to a growing gap between indigenous and non-indigenous population. The access to distinct basic welfare provision is not only determinant in reducing disparities but would also represent the compliance of a state with the indigenous rights framework. This thesis investigates if and how the Brazilian social agenda is in compliance with and indigenous rights framework. The Brazilian government acknowledged Brazil as multi-ethnic, which is reflected in the domestic legal framework, and also in the ratification of international covenants and declarations related to indigenous rights. However, the need of the urban indigenous population for differentiated service provisions has represented a challenging matter in policy making. The existence of an implementation gap between the indigenous rights framework and their effective application is a relevant theme for analysis and evaluation, in order to identify the factors that are hindering state compliance with the standards that have already been legislated. To this regard, the experience of urban indigenous communities in Brazil is explored in two case studies, related to the Pankararu, in Sao Paulo, and the Terena, in Campo Grande. The outcomes of the mainstream welfare policies are also investigated through the lens of urban indigenous communities. Ultimately this thesis unveils the potential of the Brazilian state, as the duty-bearer of indigenous rights, as capable and responsible to unleash the realisation of indigenous expectations to overcome powerlessness, economic underdevelopment and cultural disruptions.

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  • The evolution of benefit sharing agreements in Papua New Guinea : what are the lessons learnt and what are the prospects for the future? : a research presented in partial fulfillment of the requirements for the degree of Master of International Development in Development Studies at Massey University, Palmerston North, New Zealand

    Anoser, Killian Saulmai (2013)

    Unclassified
    Massey University

    With an abundance of natural resources, the extractive and fishery exploitation at a developed stage, Papua New Guinea (PNG) should have been at the top end of the developing world, however, this has not materialised. PNG is going through the dilemmas of development through high rate of resource exploitation and unequal distribution of benefits that is having detrimental effect on the economy and general living standard. Many have questioned why this situation has existed without being addressed. It is also acknowledged here that there has been much literature that has been written on the environment and social impacts of resource project, however, there has been little written on the benefits flowing through to those people affected by resource developments. This report attempts to address those benefit sharing issues. A review of past and current projects and how they distributed benefits has provided a baseline from which the most important elements for future benefit sharing have been identified. These are that BSA are negotiated, legally binding agreements that recognise property rights, are internationally recognised, they allocate and demarcate responsibilities and ensure development coherence. Using these characteristics, a fair and equitable benefit sharing could then be developed for resource projects in Papua New Guinea.

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  • Research-informed teaching of adults : a worthy alternative to old habits and hearsay?

    Benseman, John (2013)

    Unclassified
    Unitec

    How and why teachers teach the way they do is central to understanding the impact of education on learners. While many professions have integrated research findings into their practitioners’ practice, education’s record is less consistent in this respect. This paper outlines the case for teachers to become research-informed in their teaching (RIT). It firstly considers what is involved in being research-informed, what types of research are most relevant, why it warrants consideration as well as issues associated with it. It then reviews RIT in the New Zealand context and particularly in relation to teaching adults. Finally, the paper looks at how an RIT approach might be implemented.

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  • Focus on Fiji: GIS Mapping to Support Conservation Planning

    Winder, Linton; Aguilar, Glenn (2013)

    Unclassified
    Unitec

    In collaboration with the Institute of Applied Science of the University of the South Pacific in Suva, Fiji, the project conducted research on the development of a Geographic Information System for biodiversity conservation, development planning and environmental management. The objectives of the research include the characterization of the spatial distribution of key organisms that are of conservation interest, the determination of the effects of environmental perturbations such as climate change and contributing models that support mitigation strategies and conservation prioritization.

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  • Yes, we do need evidence to show whether Te Whāriki is effective : a reply to Anne Smith’s discussion paper, “Does Te Whāriki need evidence to show it is effective?”

    Blaiklock, Ken (2013)

    Unclassified
    Unitec

    Te Whāriki, the New Zealand Early Childhood Curriculum, was released in 1996. Since that time, it has been widely praised by academics and teachers in this country and beyond. Although there is much to admire in the aspirations of the document, a number of important concerns have been raised about its efficacy. These concerns were noted as part of a presentation I gave to the Ministry of Education on October 23, 2013, “Early Childhood Education and Care in New Zealand: A Closer Look at the Evidence”. (A copy of the powerpoint slides from the presentation is attached as an appendix.)

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  • The unstable city : heritage and agency

    Budgett, Jeanette; Kaza, Krystina; McDonald, Allan (2013-06-19)

    Unclassified
    Unitec

    The Unstable City engages with questions of Auckland’s architectural heritage and draws attention to the potential widespread loss of buildings. The immediate prompt for the publication was the series of devastating earthquakes in Christchurch New Zealand during 2010 and 2011. Auckland’s seismic vulnerability and burgeoning growth projections specifically threaten older buildings. This project champions their value and signals their precarious status. Please note that this is interactive publication and is best viewed in Acrobat Reader. Readers will need to click on the right hand corner (it will turn like a book page). You may need to download this publication first.

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  • Social cohesion and free home internet in New Zealand

    Williams, Jocelyn (2013)

    Unclassified
    Unitec

    This chapter discusses community outcomes of free home Internet access. It draws on case study re-search on Computers in Homes (CIH), a scheme established in New Zealand in 2000 for the purpose of bridging the digital divide, particularly for low-income families who have school-aged children. The government-funded CIH scheme aims to strengthen relationships between families and schools, improve educational outcomes for children, and provide greater opportunities for their parents. CIH achieves this by working with many primary (elementary) schools, each of which selects 25 families who will benefit from the program. Each family receives a refurbished computer, software, and six months free Internet,as well as twenty hours of free IT training and technical support so that all adults are equipped to make effective use of the Internet. The scheme has evolved to deliver much more than technology. It has becomes a contributor to social capital in the communities where it has been established. This chapter uses a case study research approach to demonstrate and theorize this process of community building using a construct of social cohesion, which appears to be strengthened by the CIH intervention. Where stronger social networks, volunteerism, and civic engagement were documented in the research, leader figures also mobilized to act on shared goals. These findings highlight the value of existing social resources within communities for achieving community goals while also maximizing community Internet longevity.

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  • Cultural Identity and the City - Auckland, NZ and Wismar

    Schnoor, Christoph (2013)

    Unclassified
    Unitec

    What forms the cultural identity of a city? As architectural historian and theorist, I will apply this question to the “Baukultur”, this German term, on the one hand heavily loaded and on the other hand virtually impossible to translate. “Baukultur” stands for a culture of architecture and the built environment in its entirety. Thus I will ask: how can the identity of a city be defined via its built culture? This notion of Baukultur is less narrow in its definition than one would most likely expect to see in Wismar, a town so heavily focussed on its status as UNESCO World Heritage. Is not the city as a whole in its built development a testimony to past and present architectural culture? If this is so, a discussion of built culture needs to be geared to what has marked and continues to mark the development of a city, rather than asking for the ‘beautiful’ constituents of the city. As Aldo Rossi did in his 1966 Architecture of the City, we will follow the notion of typology as defining element and of the ‘tessuto’, the fabric as a quasi-sculptural basic element of the city. Please allow me to answer the question regarding built culture via a brief investigation of Auckland, hoping that this may stimulate reflections on this very question in Wismar.

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  • Adult education : New Zealand, to 2012

    Benseman, John (2013-11-07)

    Unclassified
    Unitec

    Adult education, New Zealand, to 2012. In its broadest sense, adult education refers to the education of anyone beyond school-age. Historically, the sector has constantly evolved as elements of its provision have matured into autonomous sectors in their own right, leaving adult education to constantly re-invent itself on the boundaries of the educational mainstream in its mission of meeting adult learner needs. Maori education, Colonial adult education, Workers’ Educational Association (WEA), After World War I, Depression and World War II, Council of Adult Education, Including new populations in adult education - Maori, Women, From the mid-twentieth century, Reorganisation from the 1970s, Challenges of neoliberal policy and Global Financial Crisis, Significance of adult education in New Zealand.

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  • Children Witnessing Parental Violence: A Social Worker from Aotearoa/New Zealand Responds, response within Case study #1:Children witnessing parental violence

    Keddell, Emily; Pukepuke, Tepora (2013)

    Unclassified
    Unitec

    Social work within each national context is complex and multifaceted—Aotearoa/New Zealand (A/NZ) is no different. Social workers fulfill a vast array of roles ranging from care to control, from agent of the state to activist, from educator to health promoter to family worker. The role of “social worker” has public, sanitized,and carefully delineated definitions made by professional associations, registration boards, and agency-based role descriptions, yet these often belie the underlying rubric of inconsistencies, power dynamics, tensions,and complexities of actual practice. Thus, it’s difficult to state with authority what a typical social worker would do in regard to this case study, as other A/NZ social workers may dispute the version of the “truth” about what actions a social worker might take in this case. Given these general caveats, the presentation here is one possible response within the A/NZ setting to the case study of Amina.

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  • Walking the talk in social work education.

    Napan, Ksenija (2013)

    Unclassified
    Unitec

    This chapter focuses on the benefits and challenges of utilising social work values and principles when teaching, researching, evaluating and improving social work education. These values and principles are explored through their application within the social practice degree programmes at Unitec, New Zealand. A range of alternative and novel teaching and assessment methods are examined and evaluated in the light of their relevance and compatibility with social work education. Special focus is placed on, group assignments, creative individual assignments, field trips, experiential learning, self and peer reflection, inquiry learning, the use of individualised learning contracts and their relevance in ‘walking the talk’ in social work education. In an attempt to ‘walk the talk’ this chapter is organized in similar stages to the way in which social work education is organized in Aotearoa New Zealand and it integrates personal, professional and political discourses relevant for the co-creation of competent social workers.

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  • Does ethnicity influence the choice of language learning strategies?

    Mizutani, Satomi; Dallow, Tomoko (2013)

    Unclassified
    Unitec

    Introduction There has been very little research on learning strategies used by learners of Japanese as a foreign language (Grainger 2006). Furthermore, ethnicity has not attracted much attention as an influential variable in such studies (Grainger 1997). The study This study aims to fill the gap by investigating the types of learning strategies used by learners of Japanese in New Zealand and the relationship between their use of learning strategies and their ethnicity. The research questions of this study were: (1) what types of learning strategies are reportedly used by learners of the Japanese language as a foreign language?; and (2) to what extent does the use of language learning strategies vary depending on learners’ ethnicity?

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  • Revisiting old friends: using molecular data to characterise the diversity of a lichen genus in New Zealand

    Blanchon, Dan (2013)

    Unclassified
    Unitec

    This project aims to determine which species of the lichen genus Parmotrema are found in New Zealand, describe any new species and identify if any species are threatened with extinction.

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  • Unitec Research Houses

    Tait, Robert (2013)

    Unclassified
    Unitec

    Internationally there is a move to more airtight buildings as a means of conserving energy. Air tightness is a measure of possible infiltration through the building envelope and is often confused with ventilation within the industry. This project focuses on the impact on the overall internal space temperatures and humidity. Light timber frame houses in New Zealand are not performing to recomended temperature and humidity levels.

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  • Promoting heritage: a conservation study of Apia courthouse

    Schnoor, Christoph (2013)

    Unclassified
    Unitec

    The overall aim of the project was to protect the former Courthouse in Apia, Samoa from demolition, to research its history and its current physical state, to prepare a plan for its protection, restoration and future use. Also, through publicly showing the steps of the process, the project aimed at raising awareness about the necessity and problematic current situation of heritage conservation in Samoa

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  • Self-access and independent learning centres

    Reinders, Hayo (2013)

    Unclassified
    Unitec

    Self-access centres are learner-oriented language learning environments that encourage the development of learner autonomy (see LEARNER AUTONOMY). Self-access centres (SACs) provide materials, activities, and staff support to help learners develop the skills necessary for taking control over the content, pace, and method of their learning. SACs do not have to be physical spaces (although in practice they often are); increasingly, learning environments are being designed that either combine a physical space with an online support system or that provide all elements of self access online (see for example the Electronic Learning Environment and My English in the further reading section (Alford & Pachler, 2007; Conacher & Kelly-Holmes, 2007). SACs are especially common at tertiary institutions, although they exist at all other school levels, including in primary schools.

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  • Entertainment Lab for the Very Small Screen

    Wagner, Daniel (2013)

    Unclassified
    Unitec

    Student participants in three countries across the planet collaborated to make movies, with their mobile phones, about environmental sustainability. The thirty‐nine participants ‐ film & television students at Unitec PASA; acoustics and sound students at Salford University in Manchester, UK; and graphic design students at Université de Strasbourg in Strasbourg, France ‐ divided into four international teams (each of which consisted of students from all three countries). They used a variety of Web 2 tools – Google Docs, Google+ Hangouts, Twitter, Dropbox, WordPress ‐ to collaboratively determine the specific subject matter and the story of each team’s film, the shots they would need to tell each story, and in which country each shot would be taken. In the end, they delivered four mobile movies that looked at different sustainability sub‐topics. The project was capped with feedback from the lecturers involved and by video reflections from the students.

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