title: Measuring absorptive capacity in high-tech companies: Mixing qualitative and quantitative methods

authors: Sedoglavich, Vesna

subjects: mixed methods

abstract: The objective of this article is to show how mixed methods can be used to develop a deeper understanding of the construct, absorptive capacity (AC). We used qualitative data from eight case studies to identify which types of AC knowledge firms have. Then we identified variables for measuring AC. We identified two types of AC: “technological” AC and “non-core” AC. Using a Karnaugh Map and a Fuzzy Logic Design, we developed a quantitative model to measure overall AC. By focusing on interpretive integration, our results from using both qualitative and quantitative methods yielded complementary rather than contradictory findings, and the goal of “knowing more” about AC was achieved.

text: Measuring absorptive capacity in high-tech companies: Mixing qualitative and quantitative methods The objective of this article is to show how mixed methods can be used to develop a deeper understanding of the construct, absorptive capacity (AC). We used qualitative data from eight case studies to identify which types of AC knowledge firms have. Then we identified variables for measuring AC. We identified two types of AC: “technological” AC and “non-core” AC. Using a Karnaugh Map and a Fuzzy Logic Design, we developed a quantitative model to measure overall AC. By focusing on interpretive integration, our results from using both qualitative and quantitative methods yielded complementary rather than contradictory findings, and the goal of “knowing more” about AC was achieved.

year: 2014

title: Geotechnical Offshore Seabed Tool (GOST): CPTu measurements and operations in New Zealand.

authors: Jorat, M.E.

abstract: The Geotechnical Offshore Seabed Tool (GOST) was used in three field campaigns in on-and offshore areas in Tauranga, Bay of Plenty, New Zealand. Offshore measurements were performed along the main shipping channel in the Tauranga Harbor and onshore measurements were conducted at the locations of two landslides at Pyes Pa and Omokoroa. From each of these sites a sample static CPTu profile is described and reviewed. Additionally, a vibratory CPTu from the Pyes Pa landslide is presented. The CPTu results were used for subsurface sediments investigations at the tested locations.

text: Geotechnical Offshore Seabed Tool (GOST): CPTu measurements and operations in New Zealand. The Geotechnical Offshore Seabed Tool (GOST) was used in three field campaigns in on-and offshore areas in Tauranga, Bay of Plenty, New Zealand. Offshore measurements were performed along the main shipping channel in the Tauranga Harbor and onshore measurements were conducted at the locations of two landslides at Pyes Pa and Omokoroa. From each of these sites a sample static CPTu profile is described and reviewed. Additionally, a vibratory CPTu from the Pyes Pa landslide is presented. The CPTu results were used for subsurface sediments investigations at the tested locations.

year: 2014

title: HE PI KA RERE 'An Early Childhood Approach to a Cultural Milieu'

authors: Karu, Joceleen Helen

subjects: Early childhood education

abstract: This study explores the issues surrounding the inculcation of te reo me ngā tikanga Māori, Māori language customs and values among early childhood teacher educators in a tertiary setting and how these academics go about preparing students with limited or sufficient knowledge of te reo Māori (Māori language) me ngā tikanga Māori (Māori cultural practices) to meet expectations. Te Whāriki, the early childhood curriculum is a curriculum commonly referred to as a bicultural curriculum that contains two expressions of the curriculum, one for general early childhood centres and another for kōhanga reo, neither of which are translations of one another and further asserts the importance of Te Tiriti o Waitangi/ the Treaty of Waitangi and the responsibility of teachers for bicultural development in the education of all children. Equally important, Te Whāriki acknowledges the dual heritage existent within Aotearoa/ New Zealand and further encourages teachers in early childhood settings to have knowledge of te reo and tikanga Māori. Policy imperatives reflected within the New Zealand Graduating Teaching Standards (New Zealand Teachers Council, 2010) and the Ministry of Education’s document Tātaiako/ Cultural Competencies (2011) place further emphasis on the need for those in initial teacher education to demonstrate their conversancy with te reo me ngā tikanga Māori.
The purpose of this study is to provide a narrative of the ways in which the early childhood initial teacher education programme prepares students to use te reo and tikanga Māori. It offers a premise to engage in further discussion of the continued effectiveness of early childhood teacher educators in the maintenance and delivery of te reo me ngā tikanga Māori and sets in motion a cyclical platform for further research from a traditional worldview which reflects and embodies the Māori language, culture and identity through a Kaupapa Māori philosophy and praxis.

text: HE PI KA RERE 'An Early Childhood Approach to a Cultural Milieu' This study explores the issues surrounding the inculcation of te reo me ngā tikanga Māori, Māori language customs and values among early childhood teacher educators in a tertiary setting and how these academics go about preparing students with limited or sufficient knowledge of te reo Māori (Māori language) me ngā tikanga Māori (Māori cultural practices) to meet expectations. Te Whāriki, the early childhood curriculum is a curriculum commonly referred to as a bicultural curriculum that contains two expressions of the curriculum, one for general early childhood centres and another for kōhanga reo, neither of which are translations of one another and further asserts the importance of Te Tiriti o Waitangi/ the Treaty of Waitangi and the responsibility of teachers for bicultural development in the education of all children. Equally important, Te Whāriki acknowledges the dual heritage existent within Aotearoa/ New Zealand and further encourages teachers in early childhood settings to have knowledge of te reo and tikanga Māori. Policy imperatives reflected within the New Zealand Graduating Teaching Standards (New Zealand Teachers Council, 2010) and the Ministry of Education’s document Tātaiako/ Cultural Competencies (2011) place further emphasis on the need for those in initial teacher education to demonstrate their conversancy with te reo me ngā tikanga Māori.
The purpose of this study is to provide a narrative of the ways in which the early childhood initial teacher education programme prepares students to use te reo and tikanga Māori. It offers a premise to engage in further discussion of the continued effectiveness of early childhood teacher educators in the maintenance and delivery of te reo me ngā tikanga Māori and sets in motion a cyclical platform for further research from a traditional worldview which reflects and embodies the Māori language, culture and identity through a Kaupapa Māori philosophy and praxis.

year: 2015