bluuebunny/crossref_metadata_2025_split huggingface dataset:
A play ground: Supporting interactions of children with autism through music therapy groups in a special education classroom
Authors:   , Sanders O'Connor Kathleen T. 
Published: November 2021

<p>Children with autism face significant obstacles to social interaction and learning. This qualitative, exploratory study of student music therapy practice in a special education Unit, focused on supporting interactions of children with autism through music therapy groups integrated into the school programme. Clinical work took place over ten months, and the research employed secondary analysis of three data sources: clinical records, notes from supervision and staff meetings, and a reflective research journal. Two complementary forms of music therapy groups, on the same day and with the same children, were developed: an established morning structured music therapy group, and at the end of the day, a free form music therapy group more like a typical playground. Findings suggest that the work of adults to engage the children, music play which attended to sensory sensitivities, promoting calm, giving new experiences and giving structured interaction opportunities contributed to an increase in the children’s interactive behaviors in music therapy groups. When adults provided a free play community experience, the children showed an increase in initiating interactions and more expressive communications. Eliciting emotional responsivity and giving patterned interactive experiences, through both improvisation and familiar music, seemed to build bridges with the children’s communications and support motivation to interact.</p>
Building a comprehensive dataset for the validation of daylight simulation software, using complex "real architecture"
Authors:   , Osborne Jake 
Published: November 2021

<p>This research focused on building a comprehensive dataset for use in validation studies of daylight simulation software. The aim of the set is to add to existing validation data to better cover a wide range of complexities and weather conditions. This will allow for not only the validation of simulation software, but the comparison of multiple simulators in their general strengths and weaknesses as well as feasibility for early ‘sketch’ design stages and complete building simulations. The set can also aid in the creation of valid simulation parameter starting points for designers. The research examined the current ‘gold standard’ validation dataset from the BRE-IDMP, and found that while it provides excellent validation opportunities for simulators that can support its detailed patch-based sky model; an equally high quality dataset is needed for simulators that support more simplified skies. This is essential as most of the weather data for annual daylighting simulations available to designers, such as the US-DOE’s collection of TMY data, can only be used in mathematical sky models such as the Perez all-weather model. It is also essential that real world, complex light-path scenarios commonly found in buildings be addressed by validation in addition to the simple single room, single opening tests which are prevalent in the daylight simulation field. A dataset suite is proposed, similar to the BESTEST suite for energy simulation, which covers basic analytical test cases for lighting simulators, simple office scenarios and a complex shaded classroom in a tropical climate. The dataset is valuable for the testing of daylight simulators which make use of the common CIE general or Perez all-weather skies. These datasets were used in a trial validation of Autodesk’s 3ds Max Design and Radiance, which included significant sensitivity testing of the two empirical datasets included in the suite. This demonstrated the usefulness of each dataset, and any issues with their data. It also highlighted the key inputs of any simulation model where designers must take significant care.</p>
Research-led teaching in higher education: Perspectives of Cambodian and New Zealand academics
Authors:   , Moeung Sovannden 
Published: November 2021

<p>Research and teaching are the core mission of most universities in the "knowledge society" during the 21st century. However, the exact nature of the connection between research and teaching is not obvious. The purpose of this study was, therefore, to contribute to the debate by investigating how research was used to inform teaching and to benefit student learning. The study also intended to identify the benefits and drawbacks of Research-Led Teaching (RLT) for academics as well as to examine what scholars considered to be the main supports and challenges academics experienced while practicing RLT. A qualitative single-case study was employed for this study. The perceptions and experiences from twelve academics from a university in Cambodia and another in New Zealand (NZ) were collected using semi-structure interviews. Official documents such as university policy, position descriptions from each university and course outlines or syllabi from each participant were collected for the purpose of document analysis. This study provided an understanding of RLT and the current practices of academics. Four conceptualizations of RLT emerged: teaching informed by academics' own research; teaching informed by other people's recent research; teaching that promoted student engagement in research; and teaching informed by academics' performance research. The findings indicated that the benefits of RLT outweigh the drawbacks. The lack of support was the main challenge for Cambodian participants. However, some participants suggested personal commitment, and institution accountability were important factors that support RLT. Perceptions and experiences that academics in Cambodian and NZ tertiary education have about the practices of RLT provide a useful basis for consideration of possible changes and how to implement such changes. Recommendations to enhance the practice of RLT include the emphasis of RLT in position descriptions and strategies to promote the implementation of RLT in institutions to ensure the improvement of student learning. Academic professional development and university supports are also needed for enhancing RLT practices.</p>
A Content Analysis of Blog Posts on Angry Library Patrons
Authors:   , Operario Iris Marigold 
Published: November 2021

<p>Research Problem: This exploratory study looks into what is written in blogs regarding angry library patrons. It aims to provide insight on angry library patrons by identifying the themes/issues in the blog posts, the reasons for anger of the library patrons, and to describe the characteristics of the blog post authors. Methodology: A qualitative content analysis was used to analyse the blog posts. The blog search engine Google Blogs was used to search for the relevant blog posts. A sample of 92 individual and organisational blog posts were read and analysed. Results: Three main themes emerged in the analysis of the blog posts: 1) the causes of anger which can either be library-related or due to other patrons; 2) how anger was displayed; and 3) the sentiments of the library staff members towards angry patrons. The blog authors mostly come from North America and have a library background. Implications: Analysing these blog posts provides further insight into angry library patrons which might not otherwise be found in existing anger studies in a library setting and problem library patron research. Uncovering what is said in the blogosphere about angry library patrons will give a picture of a wide range of anger issues which may be relevant for library staff members as they try to better understand angry library patrons. While this study was not able to retrieve as much blog posts from an angry library patron’s perspective as originally planned, a study noting the key difference of opinions between angry library patrons and library staff members could be investigated in the future</p>
The functioning and politics of the solar PV technological innovation system in New Zealand: A mixed methods study
Authors:   , Boyles Andrew 
Published: November 2021

<p>As human society nears the middle of the second decade of the 21st century, the cultivation of fossil fuels for energy shows little sign of large scale abatement. The need for large scale, worldwide transitions to more renewable energy is increasingly being emphasised by organisations such as the International Energy Agency. Some countries are leading the way and innovating in energy sources that are much more efficient, create industry, and bring many system benefits- like solar photovoltaic systems (PV). Despite having insolation similar to, or greater than, many of those countries seeing vast uptake of solar PV, New Zealand is falling behind. New Zealand has policies in place that emphasise new renewable energy technology uptake and innovation; however these are not occurring with solar PV on a large scale. These contradictions underpin the examination in this thesis of the solar PV innovation system. Using a Technological Innovation System (TIS) framework, this thesis examines the innovation system for solar PV in New Zealand. It identifies the achieved functionality in eight areas (Entrepreneurship, Knowledge Development, Networks, Guidance, Market, Legitimacy, and International Influences), and assesses the overall system’s functioning to identify system weaknesses. To build a more complete picture of the innovation system, this thesis also examines the political environment that influences the sustainable transition to more solar PV. The key stakeholders, political influences, priorities, preferences, and political dialogue are assessed using a quantitative questionnaire. The results of this political analysis contribute to a robust conclusion on the state and functioning of the solar PV TIS in New Zealand.</p>
A History of Marginalisation: Maori Women
Authors:   , Gemmell Monique 
Published: November 2021

<p>This thesis is a history of marginalisation as experienced by Maori women within New Zealand. My argument is that through the founding British Crown, the education system and Christianity, Maori women were marginalised (Pihama, 2001). My hypothesis is that once we understand how we were marginalised, we begin to liberate ourselves. I seek to identify legislation and social phenomena that marginalised Maori women. These are the sorts of discourses led to assimilative, alienative and hegemonic outcomes for Maori women. Moana Jackson refers to this form of marginalisation and its influences as, “the destruction of the Maori soul” (as cited by Mikaere, 1995, p. 138). The consequences of marginalisation will highlight the importance of identity, matauranga Maori and the relevance of whenua to Maori women (Mikaere, 2003). In undertaking this task, I seek to answer how the New Zealand education system could contribute to emancipating Maori women. By applying a Kaupapa Maori methodology (Smith, G. , 1997), an examination of how Maori women were effected by colonisation and imperialism will be explored. For this study, I have opted to utilise a qualitative approach in gathering and undertaking my research (Denzin & Lincoln, 1984). The Kaupapa Maori methodology and a qualitative method enable me as a Maori woman to tell the story of our lived experiences as Maori women.</p>
Women and Poverty: Insights from Adult Education and Pākehā Women in Aotearoa New Zealand
Authors:   , Cochrane Lynette 
Published: November 2021

<p>This thesis analyses the issues of women, poverty and education. Education is viewed as a key factor enabling women to move out of poverty. This view is well established in the developing world where education plays a key role to improve life choices and opportunities for women and girls (United Nations Girls' Education Initiative, 2012). However, the influence and impact of education to improve the wellbeing of marginalised women in a developed country requires further exploration. The interconnectedness of gendered poverty and education are explored through the stories of three Pākehā women living in Aotearoa New Zealand. Firstly, in order to understand these local experiences, the developing world literature is assessed to ascertain the global situation of women, poverty and education. Secondly, the relevant literature on women, poverty and education is examined and reflected as it relates to these concerns in Aotearoa New Zealand. Thirdly, the significance of the emergent themes is analysed as the general concerns became personal through the lived realities of three Pākehā women of low socioeconomic status. The thesis is contained within a social constructivism framework and has been influenced by feminist methodologies. Semi structured interviews were conducted to gather knowledge and to gain insights into the reality of a marginalised Pākehā woman engaging with education to improve her self-worth and/or economic opportunities. The research participants echoed the sentiments in the literature that their education outcomes were impacted by their family backgrounds, school experiences and there are societal perceptions concerning marginalised women with limited or no formal education. Adult education was investigated in a local context as this is the domain where women would engage with to change their education status. The arena of education including adult education in Aotearoa New Zealand is dominated by the neoliberal approach to education. Neoliberal policy in adult education does not serve the marginalised members of society nor does an education sector with a bias towards vocational outcomes. A repositioning of the adult education sector within a holistic framework which includes empowerment and improvement in the economic status of marginalised Pākehā women is required.</p>
Exploring the effects of slack resources and internationalisation on innovation performance: a study of software development MNCs
Authors:   , Wang Shuai 
Published: November 2021

<p>Intensive international business research has already been done on knowledge, networking and strategic orientation, with regard to what shapes innovation performance. Looking at the existing achievements, however, it appears that little attention has been devoted to how tangible resources and internationalisation could change firms' innovation performance. To address these research gaps, this thesis intends to incorporate the slack resource theory and multinationality construct into the international business (IB) research of innovation. Through introducing the former, the study seeks to illustrate how slack, yet tangible, resources could change firms' innovation behaviours, decision-making and performance. Through introducing the latter, the study seeks to present how internationalisation could contribute to firms' innovation performance in three conceivable ways. By combining these two theoretical constructs, the study forms a conceptual model and four separate research hypotheses. The hypotheses were tested using the financial data collected from 67 internationalised software development firms. The results showed slack resources and internationalisation to be two highly influential factors that shape firm' innovation performance. In particular, a linear and positive relationship was found between slack resource, high- and low-discretion, and innovation performance. Furthermore, firms' degree of internationalisation (DOI) was found to bear a positive relationship to innovation performance. Lastly, firms' DOI was found to interact positively with high-discretion slack resources in shaping innovation performance. Potential implications of this study could enrich the IB research of innovation, extend the slack resource research of innovation and enrich the multinationality studies of innovation.</p>
Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand
Authors:   , Stanyon Celia Elaine 
Published: November 2021

<p>New Zealand-trained teachers have good reasons to teach abroad, change careers or retire and there are sound reasons to hire overseas-trained teachers (OTTs) to fill vacancies. Securing work in a new country can be difficult and it makes social and economic sense to facilitate this process. This thesis reports on the journeys of six OTTs documenting the individual pathways navigated; from teaching in their country of origin to securing a permanent placement as a secondary school teacher in New Zealand. This study explores the pathways OTTs navigated in order to teach in New Zealand. It investigates the challenges they faced, the supports they encountered and the suggestions they had to offer others in a similar situation. The participants were OTTs at secondary schools in the Wellington region of New Zealand and most had emigrated from the United Kingdom. Participants taught different subjects and had varying lengths of teaching experience. They had immigrated to and successfully found a post in New Zealand between January 2006 and January 2012. The interpretive paradigm was used as the theoretical grounding for this research as this places importance on the subjective experiences of those interviewed. Qualitative data were collected using semi-structured interviews as part of a collective, case study design. A thematic approach to data analysis was used and the data were compared and contrasted under the themes of challenges, supports and suggestions. Findings that concurred with previous research were that OTTs faced challenges from bureaucracy, culture shock and financial stress; and that networking, professional development, luck and maintaining a positive attitude were supportive. Participants suggested preparation, networking, interagency co-operation, a positive attitude and relief teaching could assist other OTTs. The findings were used to formulate a suggested pathway that might facilitate the journeys of future OTTs.</p>
Place-making in the Pacific: Can Geographical Indications Support the Sustainable Development of the Nonu Industry in Samoa?
Authors:   , Plant Michelle Denise Grace 
Published: November 2021

<p>Geographical Indications (GIs) are place-based names that convey the unique environmental, geographical and cultural origins of agricultural products. A GI is designed to protect products by highlighting exclusive features that differentiate tailored and often more 'localised' produce from those which are homogenous and mass produced. GIs are governed by local actors, thus providing a means of control to ensure that production stays in the local area. Yet they also operate within the interface of global to local spheres, providing a 'glocalised' link between people, product and place. GIs can signal messages to extra-local consumers, providing information on the specifics of product production, as well as reflecting quality and standards for ethical consideration. Therefore, GIs and their market labels, are essentially 'markers of origin'; offering a form of certification which virtually guarantees the origin of the product. The degree to which GIs can protect local, environmental and cultural resources arguably depends on the structure of the GI legislation. In the Pacific region, GI is in its infancy. In Samoa, the Intellectual Property Act of 2012 is in force and contains the foundations of a US influenced GI. Using a commodity chain approach, I compare these two systems; (1) the current US/WTO system and (2) a European (EU) based GI. Developing a theory of factors that contributes to the more sustainable development of the Nonu Industry in Samoa, I argue that the Samoan Nonu product cannot compete in the Pacific region due to the large-scale production of its main competitor, Tahitian Noni. I therefore recommend that the industry may be more sustainably served by adopting a collaborative 'bottom-up' approach, in the form of a European GI, which promotes the niche qualities of local products, by utilising a rigorous narrative codex/certification system, to reduce inter-island and even international competition.</p>
Seizing the opportunity?: how sustainable urban design will feature in the redevelopment of the central city of Christchurch to reduce CO₂ emissions from land transport
Authors:   , Speedy Benjamin 
Published: November 2021

<p>Following devastating earthquakes in 2010 and 2011 in Christchurch, there is an opportunity to use sustainable urban design variables to redevelop the central city in order to address climate change concerns and reduce CO₂ emissions from land transport. Literature from a variety of disciplines establishes that four sustainable urban design variables; increased density, mixed-use development, street layout and city design, and the provision of sustainable public transport, can reduce car dependency and vehicle kilometres travelled within urban populations- widely regarded as indicators of the negative environmental effects of transport. The key question for the research is; to what extent has this opportunity been seized by NZ’s Central Government who are overseeing the central city redevelopment? In order to explore this question the redevelopment plans for the central city of Christchurch are evaluated against an adapted urban design matrix to determine whether a reduction in CO₂ emissions from land transport is likely to be achieved through their implementation. Data obtained through interviews with experts is used to further explore the extent to which sustainable urban design variables can be employed to enhance sustainability and reduce CO₂ emissions. The analysis of this data shows that the four urban design variables will feature in the Central Government’s redevelopment plans although the extent to which they are employed and their likely success in reducing CO₂ emissions will vary. Ultimately, the opportunity to redevelop the central city of Christchurch to reduce CO₂ emissions from land transport will be undermined due to timeframe, co-ordination, and leadership barriers.</p>