title: Cooperative education: Integrating classroom and workplace learning

authors: Eames, Chris W.

subjects: cooperative education

abstract: Cooperative education (co-op) is a strategy of education that combines academic learning in the classroom with real-world practice in a relevant workplace. To provide this mix of learning opportunities, co-op involves collaboration among students, educational institutions, and employers. Real-world experience for students in the form of work-based placements or internships can serve to provide entry for learners into a particular community of practice. Theorising and research into student learning through cooperative education has focussed on the experiential nature of the learning opportunity, and more latterly through sociocultural views of learning. These latter views help us to understand that cooperative education exposes students to worlds of learning that are different but complementary. These complementary worlds have different sociocultural dimensions that afford different learning opportunities to students. Clearly defined integrative pathways are required that allow students to make sense of the learning that they are afforded. The real strength of cooperative education as a strategy of practice-based learning is not that students gain opportunities to learn in the classroom and in the workplace, but that these opportunities are integrated to create learning that is more than the sum of the two parts.

text: Cooperative education: Integrating classroom and workplace learning Cooperative education (co-op) is a strategy of education that combines academic learning in the classroom with real-world practice in a relevant workplace. To provide this mix of learning opportunities, co-op involves collaboration among students, educational institutions, and employers. Real-world experience for students in the form of work-based placements or internships can serve to provide entry for learners into a particular community of practice. Theorising and research into student learning through cooperative education has focussed on the experiential nature of the learning opportunity, and more latterly through sociocultural views of learning. These latter views help us to understand that cooperative education exposes students to worlds of learning that are different but complementary. These complementary worlds have different sociocultural dimensions that afford different learning opportunities to students. Clearly defined integrative pathways are required that allow students to make sense of the learning that they are afforded. The real strength of cooperative education as a strategy of practice-based learning is not that students gain opportunities to learn in the classroom and in the workplace, but that these opportunities are integrated to create learning that is more than the sum of the two parts.

year: 2010

title: The distribution of fish in the urban gully system streams of Hamilton City

authors: Aldridge, Brenda Michelle Te Aroha

abstract: The distribution of fish in the urban gully system streams of Hamilton City was investigated using various methods of fishing. Fishing methods used in the city wide survey included trap netting using Gee minnow and fyke nets, electric fishing, and spotlighting at selected sites. Water quality and habitat parameters were assessed at each of the sites to add information to instream freshwater fish assemblages (i.e., preferred habitat). Culverts were assessed downstream of all sites because, native freshwater fish of New Zealand are largely migratory, having both freshwater and marine life histories. Freshwater fish migrate between habitats, therefore barriers to swimming fish passage may determine the presence of fish species at inland sites. Pest fish were less common than native fish in this survey, although they represent a greater proportion of the fish caught, because the small pest fish mosquitofish are prolific breeders and were present in very high numbers at a few sites. This study has shown that some urban streams can support diverse fish assemblages where water quality and habitat conditions permit. Threatened species were found to be present in streams previously thought of as supporting little stream life with low fish habitat or biodiversity value. The need for restoration and management of these streams is vital if the diversity and distribution of native fish is to be maintained.

text: The distribution of fish in the urban gully system streams of Hamilton City The distribution of fish in the urban gully system streams of Hamilton City was investigated using various methods of fishing. Fishing methods used in the city wide survey included trap netting using Gee minnow and fyke nets, electric fishing, and spotlighting at selected sites. Water quality and habitat parameters were assessed at each of the sites to add information to instream freshwater fish assemblages (i.e., preferred habitat). Culverts were assessed downstream of all sites because, native freshwater fish of New Zealand are largely migratory, having both freshwater and marine life histories. Freshwater fish migrate between habitats, therefore barriers to swimming fish passage may determine the presence of fish species at inland sites. Pest fish were less common than native fish in this survey, although they represent a greater proportion of the fish caught, because the small pest fish mosquitofish are prolific breeders and were present in very high numbers at a few sites. This study has shown that some urban streams can support diverse fish assemblages where water quality and habitat conditions permit. Threatened species were found to be present in streams previously thought of as supporting little stream life with low fish habitat or biodiversity value. The need for restoration and management of these streams is vital if the diversity and distribution of native fish is to be maintained.

year: 2006-11-27

title: Barriers and facilitators to Oranga Tamariki access: Wāhine voices from Te Whakaruruhau

authors: Mcleay, Ana

abstract: This thesis examines how wāhine supported by Te Whakaruruhau Waikato Women’s Refuge experience Oranga Tamariki (OT) in the context of intimate partner violence (IPV), and what barriers and facilitators shape their access to services. Within a Community-Based Participatory Research approach, influenced by Kaupapa Māori and Mana Wahine principles, qualitative data were collected through semi-structured, kanohi ki te kanohi interviews with six wāhine and kaimahi. Reflexive thematic analysis identified seven themes, grouped into two overarching clusters: barriers and facilitators to OT access. Barriers were pervasive and cumulative, encompassing relational harm, negligence, fear and risk, and cultural tokenism. Facilitators - collaborative advocacy, strengths-based practice, and procedural justice - were comparatively rare and often dependent on external supports rather than systemic provision.

Mapping these findings against Te Hā o Whānau, an access framework, revealed that barriers emerged where tikanga manaakitanga, tikanga whakawhanaungatanga, and tikanga rangatiratanga were absent, while facilitators aligned with their enactment. Te Hā o Whānau conceptualises access as a relational and culturally grounded process inseparable from wellbeing, making it both conceptually robust and uniquely suited to Aotearoa. The analysis demonstrates that OT, as currently structured, undermines whānau wellbeing through systemic practices that erode mana, restrict autonomy, and compromise safety. In the immediate term, strengthened collaborative advocacy offers some protection and support, but meaningful change requires systemic transformation.

Future research should examine how Te Hā o Whānau might be further operationalised across different service contexts and explore experiences of wāhine and whānau with OT in a variety of contexts to build a fuller understanding of access and wellbeing in child welfare.

text: Barriers and facilitators to Oranga Tamariki access: Wāhine voices from Te Whakaruruhau This thesis examines how wāhine supported by Te Whakaruruhau Waikato Women’s Refuge experience Oranga Tamariki (OT) in the context of intimate partner violence (IPV), and what barriers and facilitators shape their access to services. Within a Community-Based Participatory Research approach, influenced by Kaupapa Māori and Mana Wahine principles, qualitative data were collected through semi-structured, kanohi ki te kanohi interviews with six wāhine and kaimahi. Reflexive thematic analysis identified seven themes, grouped into two overarching clusters: barriers and facilitators to OT access. Barriers were pervasive and cumulative, encompassing relational harm, negligence, fear and risk, and cultural tokenism. Facilitators - collaborative advocacy, strengths-based practice, and procedural justice - were comparatively rare and often dependent on external supports rather than systemic provision.

Mapping these findings against Te Hā o Whānau, an access framework, revealed that barriers emerged where tikanga manaakitanga, tikanga whakawhanaungatanga, and tikanga rangatiratanga were absent, while facilitators aligned with their enactment. Te Hā o Whānau conceptualises access as a relational and culturally grounded process inseparable from wellbeing, making it both conceptually robust and uniquely suited to Aotearoa. The analysis demonstrates that OT, as currently structured, undermines whānau wellbeing through systemic practices that erode mana, restrict autonomy, and compromise safety. In the immediate term, strengthened collaborative advocacy offers some protection and support, but meaningful change requires systemic transformation.

Future research should examine how Te Hā o Whānau might be further operationalised across different service contexts and explore experiences of wāhine and whānau with OT in a variety of contexts to build a fuller understanding of access and wellbeing in child welfare.

year: 2025