Supporting community engagement through teaching, student projects and research

The Education Acts statutory obligations for ITPs are not supported by the Crown funding model. Part of the statutory role of an ITP is “... promotes community learning and by research, particularly applied and technological research ...” [The education act 1989]. In relation to this a 2017 TEC report highlighted impaired business models and an excessive administrative burden as restrictive and impeding success. Further restrictions are seen when considering ITPs attract < 3 % of the available TEC funding for research, and ~ 20 % available TEC funding for teaching, despite having overall student efts of ~ 26 % nationally. An attempt to improve performance and engage through collaboration (community, industry, tertiary) at our institution is proving successful. The cross-disciplinary approach provides students high level experience and the technical stretch needed to be successful engineers, technologists and technicians. This study presents one of the methods we use to collaborate externally through teaching, student projects and research

Learning, becoming, being: The Journey from student teacher to full teacher registration.

This research aims to investigate the journey of student teachers as they complete their programme of study and begin their careers in the teaching profession. There is little documented evidence of what, if any, impact an initial teacher education programme can have on teachers as they move through the profession – from student to newly qualified teacher to fully certificated teacher. This project will explore this relationship and how graduates call on the knowledge acquired in their initial teacher education qualification to inform their practice as teachers. The Teaching Council of Aotearoa New Zealand is currently undertaking a project examining Future Focussed Initial Teacher Education this project will complement this work as well as the Ministry of Education's Draft Strategic Plan for Early Learning. The aims of both of these pieces of work are to provide quality learning outcomes for all children and effective teaching strategies. This project will explore these aims and the relationship between an initial teacher education programme. The research is a longitudinal study with three phases. The first phase investigated graduates perceptions of preparedness to teach and as they enter the workforce how their field-based initial teacher education training has contributed to this. The next two phases will follow the newly qualified teachers as the transverse the induction and mentoring towards full certification. In these two phases of this research the participants will become teacher researchers. This presentation reports on the findings of the first phase which included a survey and semi-structured interview

The changing nature of learning and teaching at Charles Sturt University 2008-2011

This essay draws a picture of the changing learning and teaching environment at Charles Sturt University (CSU) as a context for the six case studies that were developed for the larger study. It uses a social-ecological systems approach to describe this environment. From 2007 to 2011 what was life like at CSU? What were the aspirations for learning and teaching, who were the staff and students and what day to day challenges did they face? How did the University vision, infrastructure and processes frame and support learning and teaching? What was happening in the broader higher education environment? Four of the cases are of strategies and activities conducted within the Flexible Learning Institute (the FLI) at CSU. What were the aspirations of the FLI within CSU as an institution? And finally, in the midst of massive change in a number of spheres, what strategies were being used effectively on-ground to develop learning leadership

Annual report 2007 - North Pacific Marine Science Organization (PICES). Sixteenth meeting, Victoria, Canada, October 26-November 5, 2007

Report of Opening Session (p. 1). Report of Governing Council (p. 15). Report of the Finance and Administration Committee (p. 65). Reports of Science Board and Committees: Science Board Inter-Sessional Meeting (p. 83); Science Board (p. 93); Biological Oceanography Committee (p. 105); Fishery Science Committee (p. 117); Marine Environmental Quality Committee (p. 129); Physical Oceanography and Climate Committee (p. 139); Technical Committee on Data Exchange (p. 145); Technical Committee on Monitoring (p. 153). Reports of Sections, Working and Study Groups: Section on Carbon and Climate (p. 161); Section on Ecology of Harmful Algal Blooms in the North Pacific (p. 167); Working Group 19 on Ecosystem-based Management Science and its Application to the North Pacific (p. 173); Working Group 20 on Evaluations of Climate Change Projections (p. 179); Working Group 21 on Non-indigenous Aquatic Species (p. 183); Study Group to Develop a Strategy for GOOS (p. 193); Study Group on Ecosystem Status Reporting (p. 203); Study Group on Marine Aquaculture and Ranching in the PICES Region (p. 213); Study Group on Scientific Cooperation between PICES and Non-member Countries (p. 225). Reports of the Climate Change and Carrying Capacity Program: Implementation Panel on the CCCC Program (p. 229); CFAME Task Team (p. 235); MODEL Task Team (p. 241). Reports of Advisory Panels: Advisory Panel for a CREAMS/PICES Program in East Asian Marginal Seas (p. 249); Advisory Panel on Continuous Plankton Recorder Survey in the North Pacific (p. 253); Advisory Panel on Iron Fertilization Experiment in the Subarctic Pacific Ocean (p. 255); Advisory Panel on Marine Birds and Mammals (p. 261); Advisory Panel on Micronekton Sampling Inter-calibration Experiment (p. 265). 2007 Review of PICES Publication Program (p. 269). Guidelines for PICES Temporary Expert Groups (p. 297). Summary of Scientific Sessions and Workshops (p. 313). Report of the ICES/PICES Conference for Early Career Scientists (p. 355). Membership (p. 367). Participants (p. 387). PICES Acronyms (p. 413). Acronyms (p. 415)

An exploration of the ethical implications of the digitisation and dissemination of Mātauranga Māori (with special reference to the Pei te Hurinui Jones Collection)

At the core of this thesis is the ethical implications involved in the digitising of Mātauranga Māori. It investigated how Kaupapa Māori theory can inform this process and how issues relating to access were considered. It is intended that this information should provide whānau, hapū, iwi and institutions with a solid foundation for the development of their own digital collections. The research reported here tracks the processes and procedures undertaken by a Research Team on a Ngā Pae o te Māramatanga research funded project that is being conducted to research and develop ethical processes for the digitisation of the manuscripts, works and collected taonga of one of Māoridom’s prominent scholars, the late Dr. Pei te Hurinui Jones. The thesis begins with an outline of the scope of the research and the approaches and methods used (Chapter 1). This is followed by selected literature reviews on museums, libraries and archives and the influence of writing in the Aotearoa /New Zealand context (see Chapter 2), digitisation, digital libraries and Mātauranga Māori (see Chapter 3), and ethics, ethics in practice and Kaupapa Māori theory (see Chapter 4). Chapter 5 describes the Pei te Hurinui Jones’ collections, the processes that were undertaken during the initial negotiation stages, the development of tikanga in the archiving, cataloguing, physical layout and conservation of the collection and the drafting and development of the Deed of Gift under the principle of takoha. Chapter 6 discusses the research ethics approval process, the methodology applied, and the development and analysis of the thematic categories that emerged from the focus group discussion. A conceptual model of the digitisation process is then presented. Chapter 7 provides an overview of the research and a summary of the findings, together with an indication of its limitations, research contribution, and suggestions for future research

Comprehension of Procedural Visual Business Process Models - A Literature Review

Visual process models are meant to facilitate comprehension of business processes. However, in prac- tice, process models can be difficult to understand. The main goal of this article is to clarify the sources of cog- nitive effort in comprehending process models. The article undertakes a comprehensive descriptive review of empiri- cal and theoretical work in order to categorize and sum- marize systematically existing findings on the factors that influence comprehension of visual process models. Methodologically, the article builds on a review of forty empirical studies that measure objective comprehension of process models, seven studies that measure subjective comprehension and user preferences, and thirty-two arti- cles that discuss the factors that influence the comprehen- sion of process models. The article provides information systems researchers with an overview of the empirical state of the art of process model comprehension and provides recommendations for new research questions to be addressed and methods to be used in future experiments