title: A comprehensive model for assessing university and campus sustainability, accreditation and global ranking

authors: Permatasari, Paulina

abstract: This paper aims to create a comprehensive model of a sustainable university by combining the concepts of sustainable universities with various university assessment systems, including national and international university accreditation, professional accreditation, and global university ranking. The model conceptualisations of university sustainability and university assessment systems were taken from different existing models in higher education. These were summarised and conceptualised to create an integrated model of a sustainable university and its assessment criteria. It was found that the goals of both systems corresponded with one another. Thus, the aim of establishing sustainable universities is also in line with already existing university goals, such as achieving excellence in organisational and academic goals. An innovative model combining university sustainability and university assessment systems would be beneficial in simplifying the complex and multidimensional nature of a sustainable university and may portray a more attainable and relatable view of university sustainability overall.

text: A comprehensive model for assessing university and campus sustainability, accreditation and global ranking This paper aims to create a comprehensive model of a sustainable university by combining the concepts of sustainable universities with various university assessment systems, including national and international university accreditation, professional accreditation, and global university ranking. The model conceptualisations of university sustainability and university assessment systems were taken from different existing models in higher education. These were summarised and conceptualised to create an integrated model of a sustainable university and its assessment criteria. It was found that the goals of both systems corresponded with one another. Thus, the aim of establishing sustainable universities is also in line with already existing university goals, such as achieving excellence in organisational and academic goals. An innovative model combining university sustainability and university assessment systems would be beneficial in simplifying the complex and multidimensional nature of a sustainable university and may portray a more attainable and relatable view of university sustainability overall.

year: 2024-11-22

title: Determination of total potentially available nucleosides in bovine milk

authors: Gill, Brendon D.

subjects: milk

abstract: Bovine colostrum and milk samples were collected from two herds over the course of the first month post-partum, pooled for each herd by stage of lactation and total potentially available nucleosides were determined. Sample analysis consisted of parallel enzymatic treatments, phenylboronate clean-up, and liquid chromatography to quantify contributions of nucleosides, monomeric nucleotides, nucleotide adducts, and polymeric nucleotides to the available nucleosides pool. Bovine colostrum contained high levels of nucleosides and monomeric nucleotides, which rapidly decreased as lactation progressed into transitional milk. Mature milk was relatively consistent in nucleoside and monomeric nucleotide concentrations from approximately the tenth day post-partum. Differences in concentrations between summer-milk and winter-milk herds were largely attributable to variability in uridine and monomeric nucleotide concentrations.

text: Determination of total potentially available nucleosides in bovine milk Bovine colostrum and milk samples were collected from two herds over the course of the first month post-partum, pooled for each herd by stage of lactation and total potentially available nucleosides were determined. Sample analysis consisted of parallel enzymatic treatments, phenylboronate clean-up, and liquid chromatography to quantify contributions of nucleosides, monomeric nucleotides, nucleotide adducts, and polymeric nucleotides to the available nucleosides pool. Bovine colostrum contained high levels of nucleosides and monomeric nucleotides, which rapidly decreased as lactation progressed into transitional milk. Mature milk was relatively consistent in nucleoside and monomeric nucleotide concentrations from approximately the tenth day post-partum. Differences in concentrations between summer-milk and winter-milk herds were largely attributable to variability in uridine and monomeric nucleotide concentrations.

year: 2010

title: Kia tata mai te pae tāwhiti: Nurturing success in psychology for Māori and Pasifika

authors: Bidois, Devyn

abstract: Embarking on the university education journey is commonly perceived as a pathway to success and enhanced career prospects. However, for Māori and Pasifika students in psychology, this trajectory is distinctly burdened with challenges beyond their control, particularly concerning low clinician representation and educational achievement. This thesis thus explores the experiences, barriers, and aspirations of Māori and Pasifika students engaged in psychology studies in Tauranga Moana. Guided by the principles of Kaupapa Māori, the overarching goal of this thesis is to empower and advocate for students, shedding light on their unique journeys and fostering a platform for meaningful change within the academic landscape. Two group interviews with undergraduate students and two individual interviews with postgraduate students were conducted to explore the research topic. These were then analysed using inductive thematic analysis, and a social constructionist epistemology within a Kaupapa Māori paradigm, to contextualise participant experiences. Three core themes are identified in this analysis. The first theme, the Western Educational Environment, underscores the challenges students face within a system shaped by Western norms. A monocultural, individualistic approach to curriculum, assessments, and teaching methods impacts the diverse cultural perspectives of students, shaping their overall study experiences. The second theme, Pathways, explores the nuanced journeys of tauira navigating various options related to papers, qualifications, and future career prospects. The third theme, Equity, critically examines the (lack of) equity in relation to facilities and services at the Tauranga campus compared to those in Hamilton. Recommendations for the School of Psychology focus on improving discipline relevance for Māori and Pasifika students through methods integrating Kaupapa Māori content and strategies as well as addressing historical issues aims to empower, retain, and support students to higher positions in psychology.

text: Kia tata mai te pae tāwhiti: Nurturing success in psychology for Māori and Pasifika Embarking on the university education journey is commonly perceived as a pathway to success and enhanced career prospects. However, for Māori and Pasifika students in psychology, this trajectory is distinctly burdened with challenges beyond their control, particularly concerning low clinician representation and educational achievement. This thesis thus explores the experiences, barriers, and aspirations of Māori and Pasifika students engaged in psychology studies in Tauranga Moana. Guided by the principles of Kaupapa Māori, the overarching goal of this thesis is to empower and advocate for students, shedding light on their unique journeys and fostering a platform for meaningful change within the academic landscape. Two group interviews with undergraduate students and two individual interviews with postgraduate students were conducted to explore the research topic. These were then analysed using inductive thematic analysis, and a social constructionist epistemology within a Kaupapa Māori paradigm, to contextualise participant experiences. Three core themes are identified in this analysis. The first theme, the Western Educational Environment, underscores the challenges students face within a system shaped by Western norms. A monocultural, individualistic approach to curriculum, assessments, and teaching methods impacts the diverse cultural perspectives of students, shaping their overall study experiences. The second theme, Pathways, explores the nuanced journeys of tauira navigating various options related to papers, qualifications, and future career prospects. The third theme, Equity, critically examines the (lack of) equity in relation to facilities and services at the Tauranga campus compared to those in Hamilton. Recommendations for the School of Psychology focus on improving discipline relevance for Māori and Pasifika students through methods integrating Kaupapa Māori content and strategies as well as addressing historical issues aims to empower, retain, and support students to higher positions in psychology.

year: 2024