title: Business communication as cultural text: Exchange and feedback of promotional video clips

authors: Zaidman, Nurit

subjects: intercultural communication

abstract: Our research is a response to the need to improve the understanding of the complexity of global professional communication. To investigate the complex cultural interpretations that producers and audiences apply to professional texts, we developed a two-year interactive project. Business students in New Zealand and Israel produced promotional “texts” – video clips to promote a university program – which they exchanged with their counterparts overseas to receive feedback. We adapted models of home-made visual communication and advertising which used the categories of participants, settings, topics, and style, to analyze the eight clips. Emergent findings suggested two more categories – information and language – as important analytical tools. Variables of age, gender, intra- and intercultural differences, and (cultural) context also resulted in student audiences’ multiple interpretations of the texts. The outcomes indicate the need to extend the culture-in-context approach for a “situation focused communication approach,” where the primary focus is a group of producers and their audience as they produce and interpret a professional text. This approach also foregrounds contextual variables and a plural understanding of culture to accommodate the potential for miscommunication of business and professional texts in pluricultural contexts.

text: Business communication as cultural text: Exchange and feedback of promotional video clips Our research is a response to the need to improve the understanding of the complexity of global professional communication. To investigate the complex cultural interpretations that producers and audiences apply to professional texts, we developed a two-year interactive project. Business students in New Zealand and Israel produced promotional “texts” – video clips to promote a university program – which they exchanged with their counterparts overseas to receive feedback. We adapted models of home-made visual communication and advertising which used the categories of participants, settings, topics, and style, to analyze the eight clips. Emergent findings suggested two more categories – information and language – as important analytical tools. Variables of age, gender, intra- and intercultural differences, and (cultural) context also resulted in student audiences’ multiple interpretations of the texts. The outcomes indicate the need to extend the culture-in-context approach for a “situation focused communication approach,” where the primary focus is a group of producers and their audience as they produce and interpret a professional text. This approach also foregrounds contextual variables and a plural understanding of culture to accommodate the potential for miscommunication of business and professional texts in pluricultural contexts.

year: 2009

title: Promoting higher levels of reflective writing in student journals

authors: Hume, Anne Christine

subjects: levels of reflective writing

abstract: This paper traces the development over several years of an initiative involving student journals that was introduced into a tertiary science education course for pre-service teachers to promote enhanced learning of how to teach science. Very soon after introducing the journals into course work the lecturer began engaging in 'unplanned' informal reflection (reflection-in-action and reflection-on-action) when she witnessed the shallow, often trivial nature of her students' reflective writing and the lack of pedagogical insights they were gaining from the exercise. Motivated by her own ongoing scholarship the lecturer introduced purposeful coaching of reflective skills into her pedagogy to scaffold students' learning and promote more useful reflection. The impact of these interventions on students' reflective capabilities and learning were investigated using a formal action research cycle. Findings indicate that student teachers' reflective skills improved and resulted in deeper and more focused thinking about how to teach science for learning.

text: Promoting higher levels of reflective writing in student journals This paper traces the development over several years of an initiative involving student journals that was introduced into a tertiary science education course for pre-service teachers to promote enhanced learning of how to teach science. Very soon after introducing the journals into course work the lecturer began engaging in 'unplanned' informal reflection (reflection-in-action and reflection-on-action) when she witnessed the shallow, often trivial nature of her students' reflective writing and the lack of pedagogical insights they were gaining from the exercise. Motivated by her own ongoing scholarship the lecturer introduced purposeful coaching of reflective skills into her pedagogy to scaffold students' learning and promote more useful reflection. The impact of these interventions on students' reflective capabilities and learning were investigated using a formal action research cycle. Findings indicate that student teachers' reflective skills improved and resulted in deeper and more focused thinking about how to teach science for learning.

year: 2009

title: Planning for the protection and enhancement of marine environments' wellbeing

authors: Barnsdall, Aaron

subjects: marine

abstract: The wellbeing of marine environments has a direct relationship with the types of whenua (land, placenta) use and management practices that go from the mountains to the sea. In Aotearoa, activities that are carried out in this land-marine interface, including those related to Nature-based Solutions (NbSs), are regulated by national, regional, and district policies (e.g., New Zealand Coastal Policy Statement, regional plans, and district plans). However, due to its novel character, not all current policies account for the realisation of NbSs nor are NbSs’ potential for addressing the wellbeing of our marine environments well understood.

This dissertation focuses on Tauranga Moana (the seas of Tauranga) as the chosen locality for the case study area, to:

i) investigate how the Ngapeke 7 Trust’s community participants in the Ngāti Pūkenga area of Tauranga Moana understand and value NbSs for addressing the wellbeing of their marine systems; and,
ii) review current planning policies and mechanisms to identify barriers, enablers, and gaps that support or hinder the implementation of NbSs in Tauranga Moana, observing through a Kaupapa Māori lens.

Findings emphasize that integrating mātauranga Māori and Māori Ecological Knowledge (MEK) with scientific knowledge offers a holistic approach to environmental management, enhancing decision-making, education, and policy. Key Māori values, including whakapapa, mauri, and kaitiakitanga, are central to this approach.

The research identifies gaps in policies regarding NbS realization and a need for greater understanding of NbS potential and Māori perspectives. Implications include the necessity of integrating MEK into environmental practices and policies, and the value of NbSs for effective and equitable environmental outcomes. Limitations include sample size and scope, which focused on the Ngapeke 7 block. This research contributes valuable insights for environmental planning and management by centring mātauranga Māori and values in NbS implementation for marine health.

text: Planning for the protection and enhancement of marine environments' wellbeing The wellbeing of marine environments has a direct relationship with the types of whenua (land, placenta) use and management practices that go from the mountains to the sea. In Aotearoa, activities that are carried out in this land-marine interface, including those related to Nature-based Solutions (NbSs), are regulated by national, regional, and district policies (e.g., New Zealand Coastal Policy Statement, regional plans, and district plans). However, due to its novel character, not all current policies account for the realisation of NbSs nor are NbSs’ potential for addressing the wellbeing of our marine environments well understood.

This dissertation focuses on Tauranga Moana (the seas of Tauranga) as the chosen locality for the case study area, to:

i) investigate how the Ngapeke 7 Trust’s community participants in the Ngāti Pūkenga area of Tauranga Moana understand and value NbSs for addressing the wellbeing of their marine systems; and,
ii) review current planning policies and mechanisms to identify barriers, enablers, and gaps that support or hinder the implementation of NbSs in Tauranga Moana, observing through a Kaupapa Māori lens.

Findings emphasize that integrating mātauranga Māori and Māori Ecological Knowledge (MEK) with scientific knowledge offers a holistic approach to environmental management, enhancing decision-making, education, and policy. Key Māori values, including whakapapa, mauri, and kaitiakitanga, are central to this approach.

The research identifies gaps in policies regarding NbS realization and a need for greater understanding of NbS potential and Māori perspectives. Implications include the necessity of integrating MEK into environmental practices and policies, and the value of NbSs for effective and equitable environmental outcomes. Limitations include sample size and scope, which focused on the Ngapeke 7 block. This research contributes valuable insights for environmental planning and management by centring mātauranga Māori and values in NbS implementation for marine health.

year: 2025-04-16