title: The recontextualisation of architecture and accounting education: Views from the academy and the professions

authors: Blickem, Chelsea Jane

subjects: professions

abstract: This thesis reports on a study of the relationship between practice and higher education. It examines the nature of architecture and accounting professional disciplinary knowledge following the recontextualisation and shift of professional learning into higher education in New Zealand. This study set out to examine how and in what way architecture and accounting knowledge and professional identity are shaped by education policy, professional practice, and other contextual influences. In part, it was prompted by a paucity of research on the effects of recontextualisation on the construction of professional disciplinary knowledge, practitioners and academics, and the framing of curriculum content in New Zealand.
Participant data for this study were collected through one-to-one interviews with practitioners and focus groups with academics. This enabled in-depth accounts of the cases of architecture and accounting together through the lenses of a range of individuals. Analysis of participant data revealed convergence across the cases of architecture and accounting, particularly in relation to how professions engaged with higher education.
The recontextualisation of professional learning into the academy was identified by participants as having created issues of authenticity, autonomy and surveillance. As a result, new practitioners were viewed as struggling to develop skills, behaviours and dispositions expected of practising professionals. Critical factors were the lack of authentic practice within curriculum, and professional learning taking place in risk-averse, highly regulated contexts as mandated by the state. Professional degree designers and teachers struggled to adequately prepare practitioners for relational aspects of practice, and did not appear to easily foster classical notions of professional identity, namely expertise, altruism and autonomy.
A critical analysis of documents that shape and otherwise have a bearing on professional learning, practice and professional identity revealed discursive effects of neoliberal education policy and a preoccupation with measurability, surveillance and employability.
There are a number of implications for both practice and higher education that can be drawn from this study. At stake is the nature of professional disciplinary knowledge and the development of professionals as autonomous experts practising in New Zealand society. Recommendations are made that point to changes that might enhance professional education programmes within higher education and that call for imagination, criticality and a re-positioning by the state and the professions. To what extent this can occur within the national and global context is the challenge that is presented. 
A number of future research opportunities are identified. Investigation could continue by examining architecture and accounting knowledge, curriculum and pedagogy in more detail. This study could be replicated to consider other recently recontextualised professional programmes and understand the influences being brought to bear. This study, then, adds to research that considers the legitimacy, power and nature of professional disciplinary knowledge, the discursive effects of a mediated, neoliberal education agenda, and relationships between the academy, practice and society.

text: The recontextualisation of architecture and accounting education: Views from the academy and the professions This thesis reports on a study of the relationship between practice and higher education. It examines the nature of architecture and accounting professional disciplinary knowledge following the recontextualisation and shift of professional learning into higher education in New Zealand. This study set out to examine how and in what way architecture and accounting knowledge and professional identity are shaped by education policy, professional practice, and other contextual influences. In part, it was prompted by a paucity of research on the effects of recontextualisation on the construction of professional disciplinary knowledge, practitioners and academics, and the framing of curriculum content in New Zealand.
Participant data for this study were collected through one-to-one interviews with practitioners and focus groups with academics. This enabled in-depth accounts of the cases of architecture and accounting together through the lenses of a range of individuals. Analysis of participant data revealed convergence across the cases of architecture and accounting, particularly in relation to how professions engaged with higher education.
The recontextualisation of professional learning into the academy was identified by participants as having created issues of authenticity, autonomy and surveillance. As a result, new practitioners were viewed as struggling to develop skills, behaviours and dispositions expected of practising professionals. Critical factors were the lack of authentic practice within curriculum, and professional learning taking place in risk-averse, highly regulated contexts as mandated by the state. Professional degree designers and teachers struggled to adequately prepare practitioners for relational aspects of practice, and did not appear to easily foster classical notions of professional identity, namely expertise, altruism and autonomy.
A critical analysis of documents that shape and otherwise have a bearing on professional learning, practice and professional identity revealed discursive effects of neoliberal education policy and a preoccupation with measurability, surveillance and employability.
There are a number of implications for both practice and higher education that can be drawn from this study. At stake is the nature of professional disciplinary knowledge and the development of professionals as autonomous experts practising in New Zealand society. Recommendations are made that point to changes that might enhance professional education programmes within higher education and that call for imagination, criticality and a re-positioning by the state and the professions. To what extent this can occur within the national and global context is the challenge that is presented. 
A number of future research opportunities are identified. Investigation could continue by examining architecture and accounting knowledge, curriculum and pedagogy in more detail. This study could be replicated to consider other recently recontextualised professional programmes and understand the influences being brought to bear. This study, then, adds to research that considers the legitimacy, power and nature of professional disciplinary knowledge, the discursive effects of a mediated, neoliberal education agenda, and relationships between the academy, practice and society.

year: 2014

title: Heating Up to Keep Cool: Benefits and Persistence of a Practical Heat Acclimation Protocol in Elite Female Olympic Team-Sport Athletes

authors: Fenemor, Stephen Paul

subjects: Olympic sport

abstract: PURPOSE: Although recommendations for effective heat acclimation (HA) strategies for many circumstances exist, best-practice HA protocols specific to elite female team-sport athletes are yet to be established. Therefore, the authors aimed to investigate the effectiveness and retention of a passive HA protocol integrated in a female Olympic rugby sevens team training program. METHODS: Twelve elite female rugby sevens athletes undertook 10 days of passive HA across 2 training weeks. Tympanic temperature (TTymp), sweat loss, heart rate, and repeated 6-second cycling sprint performance were assessed using a sport-specific heat stress test Pre-HA, after 3 days (Mid-HA), after 10 days (Post-HA), and 15 days post-HA (Decay). RESULTS: Compared with Pre-HA, submaximal TTymp was lower Mid-HA and Post-HA (both by -0.2 [0.7] °C; d ≥ 0.71), while resting TTymp was lower Post-HA (by -0.3 [0.2] °C; d = 0.81). There were no differences in TTymp at Decay compared with Pre-HA, nor were there any differences in heart rate or sweat loss at any time points. Mean peak 6-second power output improved Mid-HA and Post-HA (76 [36] W; 75 [34] W, respectively; d ≥ 0.45) compared with Pre-HA. The observed performance improvement persisted at Decay by 65 (45) W (d = 0.41). CONCLUSIONS: Ten days of passive HA can elicit some thermoregulatory and performance benefits when integrated into a training program in elite female team-sport athletes. However, such a protocol does not provide a sufficient thermal impulse for thermoregulatory adaptations to be retained after 15 days with no further heat stimulus.

text: Heating Up to Keep Cool: Benefits and Persistence of a Practical Heat Acclimation Protocol in Elite Female Olympic Team-Sport Athletes PURPOSE: Although recommendations for effective heat acclimation (HA) strategies for many circumstances exist, best-practice HA protocols specific to elite female team-sport athletes are yet to be established. Therefore, the authors aimed to investigate the effectiveness and retention of a passive HA protocol integrated in a female Olympic rugby sevens team training program. METHODS: Twelve elite female rugby sevens athletes undertook 10 days of passive HA across 2 training weeks. Tympanic temperature (TTymp), sweat loss, heart rate, and repeated 6-second cycling sprint performance were assessed using a sport-specific heat stress test Pre-HA, after 3 days (Mid-HA), after 10 days (Post-HA), and 15 days post-HA (Decay). RESULTS: Compared with Pre-HA, submaximal TTymp was lower Mid-HA and Post-HA (both by -0.2 [0.7] °C; d ≥ 0.71), while resting TTymp was lower Post-HA (by -0.3 [0.2] °C; d = 0.81). There were no differences in TTymp at Decay compared with Pre-HA, nor were there any differences in heart rate or sweat loss at any time points. Mean peak 6-second power output improved Mid-HA and Post-HA (76 [36] W; 75 [34] W, respectively; d ≥ 0.45) compared with Pre-HA. The observed performance improvement persisted at Decay by 65 (45) W (d = 0.41). CONCLUSIONS: Ten days of passive HA can elicit some thermoregulatory and performance benefits when integrated into a training program in elite female team-sport athletes. However, such a protocol does not provide a sufficient thermal impulse for thermoregulatory adaptations to be retained after 15 days with no further heat stimulus.

year: 2023-03-01

title: Ngā mana-kura-nui kei te ao wahine Māori

authors: Campbell, Hinehou

subjects: Wāhine Māori

abstract: ‘He wahine, he whenua e ora ai te tangata. He wahine, he whenua e mate ai te tangata!'
Ko te tino kaupapa o tēnei puawānanga, he rapu, he kimi hoki i ngā Mana-Kura-Nui kei Te Ao Wahine Māori. Ka āta tirohia ngā ingoa i tapaina ki ngā ao me ā rātau nā whakatipuranga, e puta ai ngā pūmanawa motuhake kei a te wahine, me ngā tauritenga mahi kei a te tāne rāua ko te wahine. 
Koirā ēnā ko Te Aoaonui, ko Te Kore, ko Te Pō, ki ngā Ao-Mārama ka heke ki Te Ao-Tūroa, ka hoki atu anō ki Te Pō, ki Te Muriwai-hou, ki Rarohenga. Ka āta rapua ngā tikanga kei aua ao, hei pou-herenga kōrero, ki waenga i ngā ao me ngā reanga whakatipu. Ko te kimi anō hoki i ngā tikanga i whakaū ai i ēnei Mana-Kura-Nui. Koia nei ētahi o aua tikanga ka āta tirohia i konei arā ko te toi o ngā mahi, te roi o ngā mata, te poi i ngā uri, te hoe i ngā tira, te koi o te hinengaro, te oi o te wairua, te kō o te reo, te ngoi o te mauri, me te kikokikotanga o te wahine.
Kua rangahautia ētahi kōrero mai i ngā kura koroiti, i ngā kete raukura, me ngā wānanga nui, o te ao Māori me i o te ao Pākehā. Ka tīmata mai i te pūtahitanga o ngā ao, o Te Kore, o Te Pō, o Te Māramatanga iti, o Te Awatea, o Te Ao-tūroa, me o Te Muriwai-hou. Ahakoa iti te whakaputa o ēnei ko te mea nui kē, arā ko ngā tauritenga kōrero, tauritenga tikanga, atu i ngā ao o Tauiwi mā ki ō tātau. Nā ka āta wānanga kia mōhio ai te kaipānui ki ngā ritenga me ngā rerekētanga kei aua ao e hāngai ana ki te wahine Māori.
Ko ētahi o ngā whakamārama kei te reo o tauiwi, itiiti noa nei ēnā. Ka mau hoki ki te whakaaro Māori, hei taonga here i te ngako o ngā kōrero me i o ngā tikanga. Ka āta rapua mai i roto i ngā whakapapa, karakia, waiata, pōkeka, tauparapara, kōrerorero, kupu whakaari, whakataukī hoki, me ngā waituhi, waitohu o te ao wahine Māori. Ka haria mai anō hoki e te kaituhi ēnei waituhi kia puta ko ngā whakaaro nui o te wahine Māori i roto hoki i Te Ao-hurihuri.
He mea hou ki ngā taringa o te kaituhi, ki te whakarongo ki te wahine e whakaputa ana i tōna nui. Koia tēnei ka haria mai e te kaituhi ōna whakakitenga nui, ka tāpiri atu ki ērā o ngā hākui, hākoro o ngā wānanga nui, inā ka tuia ēnei kōrero kia tina.
“He hapū ki te wahine, e kapi ai te ao,
he tauā ki te tāne, e ora ai te ao."
Waiho mā ngā tāne e whakaputa i te taha ki a rātau.

text: Ngā mana-kura-nui kei te ao wahine Māori ‘He wahine, he whenua e ora ai te tangata. He wahine, he whenua e mate ai te tangata!'
Ko te tino kaupapa o tēnei puawānanga, he rapu, he kimi hoki i ngā Mana-Kura-Nui kei Te Ao Wahine Māori. Ka āta tirohia ngā ingoa i tapaina ki ngā ao me ā rātau nā whakatipuranga, e puta ai ngā pūmanawa motuhake kei a te wahine, me ngā tauritenga mahi kei a te tāne rāua ko te wahine. 
Koirā ēnā ko Te Aoaonui, ko Te Kore, ko Te Pō, ki ngā Ao-Mārama ka heke ki Te Ao-Tūroa, ka hoki atu anō ki Te Pō, ki Te Muriwai-hou, ki Rarohenga. Ka āta rapua ngā tikanga kei aua ao, hei pou-herenga kōrero, ki waenga i ngā ao me ngā reanga whakatipu. Ko te kimi anō hoki i ngā tikanga i whakaū ai i ēnei Mana-Kura-Nui. Koia nei ētahi o aua tikanga ka āta tirohia i konei arā ko te toi o ngā mahi, te roi o ngā mata, te poi i ngā uri, te hoe i ngā tira, te koi o te hinengaro, te oi o te wairua, te kō o te reo, te ngoi o te mauri, me te kikokikotanga o te wahine.
Kua rangahautia ētahi kōrero mai i ngā kura koroiti, i ngā kete raukura, me ngā wānanga nui, o te ao Māori me i o te ao Pākehā. Ka tīmata mai i te pūtahitanga o ngā ao, o Te Kore, o Te Pō, o Te Māramatanga iti, o Te Awatea, o Te Ao-tūroa, me o Te Muriwai-hou. Ahakoa iti te whakaputa o ēnei ko te mea nui kē, arā ko ngā tauritenga kōrero, tauritenga tikanga, atu i ngā ao o Tauiwi mā ki ō tātau. Nā ka āta wānanga kia mōhio ai te kaipānui ki ngā ritenga me ngā rerekētanga kei aua ao e hāngai ana ki te wahine Māori.
Ko ētahi o ngā whakamārama kei te reo o tauiwi, itiiti noa nei ēnā. Ka mau hoki ki te whakaaro Māori, hei taonga here i te ngako o ngā kōrero me i o ngā tikanga. Ka āta rapua mai i roto i ngā whakapapa, karakia, waiata, pōkeka, tauparapara, kōrerorero, kupu whakaari, whakataukī hoki, me ngā waituhi, waitohu o te ao wahine Māori. Ka haria mai anō hoki e te kaituhi ēnei waituhi kia puta ko ngā whakaaro nui o te wahine Māori i roto hoki i Te Ao-hurihuri.
He mea hou ki ngā taringa o te kaituhi, ki te whakarongo ki te wahine e whakaputa ana i tōna nui. Koia tēnei ka haria mai e te kaituhi ōna whakakitenga nui, ka tāpiri atu ki ērā o ngā hākui, hākoro o ngā wānanga nui, inā ka tuia ēnei kōrero kia tina.
“He hapū ki te wahine, e kapi ai te ao,
he tauā ki te tāne, e ora ai te ao."
Waiho mā ngā tāne e whakaputa i te taha ki a rātau.

year: 1996