title: Teaching children's literature online: Co-constructing stories in a Massive Open Online Course (MOOC)

authors: Daly, Nicola

abstract: Most scholarship on teaching children’s literature has focused on teaching fiction in university literature courses (Bedford & Albright, 2011; Butler, 2006). While there is a vast literature associated with online teaching dating back more than 20 years (e.g., Palloff & Pratt, 2005), and there is increasing use of online teaching in university contexts (Rapanta et al., 2020), there are very few published descriptions or analyses of the online teaching of children’s literature. In this article we document and discuss the development of a Massive Open Online Course (MOOC) to be delivered in mid-2021 focusing on picturebooks developed at a university, in partnership with a popular MOOC provider. The MOOC development is analysed with respect to supporting the presence of the educators, creating clarity in the delivery of the content, providing spaces for reflection and interaction, and generating human connections in an online environment. These features are linked to the notion of storytelling (Bietti, Tilston & Bangerter, 2019). The contribution of picturebooks to supporting these aspects of effective online teaching is also discussed.

text: Teaching children's literature online: Co-constructing stories in a Massive Open Online Course (MOOC) Most scholarship on teaching children’s literature has focused on teaching fiction in university literature courses (Bedford & Albright, 2011; Butler, 2006). While there is a vast literature associated with online teaching dating back more than 20 years (e.g., Palloff & Pratt, 2005), and there is increasing use of online teaching in university contexts (Rapanta et al., 2020), there are very few published descriptions or analyses of the online teaching of children’s literature. In this article we document and discuss the development of a Massive Open Online Course (MOOC) to be delivered in mid-2021 focusing on picturebooks developed at a university, in partnership with a popular MOOC provider. The MOOC development is analysed with respect to supporting the presence of the educators, creating clarity in the delivery of the content, providing spaces for reflection and interaction, and generating human connections in an online environment. These features are linked to the notion of storytelling (Bietti, Tilston & Bangerter, 2019). The contribution of picturebooks to supporting these aspects of effective online teaching is also discussed.

year: 2021

title: Organisational stress and coping in professional rugby union athletes of New Zealand

authors: Starck, Nick

subjects: Organisational Stress

abstract: Professional rugby union athletes of New Zealand are currently being faced with complex pressures and demands that go beyond the stress they encounter on the field. While these competitive stressors have been an area that has been well researched in the past, organisational stressors that exist between the player and the organisation in which they operate in, have been neglected. This exploratory study was aimed at identifying organisational stressors experienced by professional rugby union athletes of New Zealand, and the subsequent coping methods that they employ to combat such stress. 
Eleven professional rugby union athletes from the Waikato rugby team of New Zealand participated in this study. The athletes completed this through a face to face interview. Thematic analysis identified a wide range of organisational issues, including environmental, personal, leadership and team issues with selection and injuries being the most commonly identified sources of stress. Furthermore, major coping strategies identified were problem focussed coping, emotion focussed coping and maladaptive coping, with problem focussed coping methods being the most popular of use.
Understanding the unique organisational stressors and the subsequent coping strategies that the athletes of this study are employing to combat them fills a void on missing literature on the topic. A key implication is the awareness created for rugby union organisations. Findings challenge organisations to be aware of such issues players may be experiencing and encourage them to implement added support initiatives for those individuals. Directions for future research are discussed in the final chapter.

text: Organisational stress and coping in professional rugby union athletes of New Zealand Professional rugby union athletes of New Zealand are currently being faced with complex pressures and demands that go beyond the stress they encounter on the field. While these competitive stressors have been an area that has been well researched in the past, organisational stressors that exist between the player and the organisation in which they operate in, have been neglected. This exploratory study was aimed at identifying organisational stressors experienced by professional rugby union athletes of New Zealand, and the subsequent coping methods that they employ to combat such stress. 
Eleven professional rugby union athletes from the Waikato rugby team of New Zealand participated in this study. The athletes completed this through a face to face interview. Thematic analysis identified a wide range of organisational issues, including environmental, personal, leadership and team issues with selection and injuries being the most commonly identified sources of stress. Furthermore, major coping strategies identified were problem focussed coping, emotion focussed coping and maladaptive coping, with problem focussed coping methods being the most popular of use.
Understanding the unique organisational stressors and the subsequent coping strategies that the athletes of this study are employing to combat them fills a void on missing literature on the topic. A key implication is the awareness created for rugby union organisations. Findings challenge organisations to be aware of such issues players may be experiencing and encourage them to implement added support initiatives for those individuals. Directions for future research are discussed in the final chapter.

year: 2018

title: Nga taonga o Te Urewera

authors: Te Awekotuku, Ngahuia

subjects: Maori

abstract: This report sets out to establish that Te Urewera and Tuhoe - the place, the people -
are synonymous. It is argued by two discrete approaches - cultural property and the
significance of place. These are both enmeshed in the Tuhoe concept of
matemateaone, which is defined and demonstrated throughout the text. Issues of
Tuhoe heritage and cultural property are positioned within the international
indigenous context, and considered in detail with reference to the United Nations
Report on the Protection of the Heritage of Indigenous Peoples tabled in June 1995.
A Tuhoe response to the nine sections of this document form the basis of this
submission, as they clearly reflect the intentions and principles that configure the
articles of the Treaty of Waitangi.

text: Nga taonga o Te Urewera This report sets out to establish that Te Urewera and Tuhoe - the place, the people -
are synonymous. It is argued by two discrete approaches - cultural property and the
significance of place. These are both enmeshed in the Tuhoe concept of
matemateaone, which is defined and demonstrated throughout the text. Issues of
Tuhoe heritage and cultural property are positioned within the international
indigenous context, and considered in detail with reference to the United Nations
Report on the Protection of the Heritage of Indigenous Peoples tabled in June 1995.
A Tuhoe response to the nine sections of this document form the basis of this
submission, as they clearly reflect the intentions and principles that configure the
articles of the Treaty of Waitangi.

year: 2003-08