title: Aftershock: Business relocation decision in the wake of the February 2011 Christchurch earthquake

authors: Bowden, Stephen

subjects: managing disaster

abstract: This paper examines four businesses that were located in Christchurch’s CBD prior to the earthquake on February 22, 2011. Immediately following the quake Christchurch’s CBD was cordoned off and for many Christchurch businesses it was necessary to find new premises in an environment of extreme uncertainty and very limited information. The four businesses used in this study were all required to relocate, however the specifics of their situations differed. All four businesses examined were larger professional services firms (lawyers, accountants, architects or engineers) who had a national presence. Given the limited number of suitable and available properties speed was of the essence in relocating. Through the four cases we explore how rapidly each firm initiated and completed the relocation process and the factors influencing their speed. We examine the means by which new premises were secured and the plans in regard to immediate and longer term business location. Finally, we explore the impact of relocation and the earthquake more broadly for these firms. The results obtained highlight the differences between the firms based on both initial conditions and the way each firm managed the process.

text: Aftershock: Business relocation decision in the wake of the February 2011 Christchurch earthquake This paper examines four businesses that were located in Christchurch’s CBD prior to the earthquake on February 22, 2011. Immediately following the quake Christchurch’s CBD was cordoned off and for many Christchurch businesses it was necessary to find new premises in an environment of extreme uncertainty and very limited information. The four businesses used in this study were all required to relocate, however the specifics of their situations differed. All four businesses examined were larger professional services firms (lawyers, accountants, architects or engineers) who had a national presence. Given the limited number of suitable and available properties speed was of the essence in relocating. Through the four cases we explore how rapidly each firm initiated and completed the relocation process and the factors influencing their speed. We examine the means by which new premises were secured and the plans in regard to immediate and longer term business location. Finally, we explore the impact of relocation and the earthquake more broadly for these firms. The results obtained highlight the differences between the firms based on both initial conditions and the way each firm managed the process.

year: 2011

title: Using avatars and virtual environments in learning: What do they have to offer?

authors: Falloon, Garry

subjects: education

abstract: This paper explores and discusses arguments for the use of virtual environments and interactive avatars in supporting the achievement of student learning goals within conventional educational contexts. It describes and evaluates arguments promoted by some authors (eg, van den Brekel, 2007; Deuchar & Nodder, 2003; Dickey, 2003; Facer, 2004; de Freitas, 2006; de Freitas & Oliver, 2006; Garris, Ahlers & Driskell, 2002; JISC, 2007; Martino, 2007; Prensky, 2004; Prensky, 2007) relating to advantages from gaming and avatar use, ranging from enhanced engagement in learning activities, through to more purposeful and focussed communication, and, when used in group situations, better cooperation and collaboration between students. It explores the potential of avatar environments to act as powerful communication mediums for students to display knowledge and understanding, and engage in the development of 'higher order thinking skills, such as interpreting, analysing, evaluating, synthesising and solving complex problems'.
It also introduces and discusses the avatar-based authoring program MARVIN, and identifies potential for its use as a digital storytelling tool to assist students in communicating outcomes from units of learning, and in supporting the development of a range of key learning competencies identified in the New Zealand Curriculum Framework (Ministry of Education, 2007). It profiles a successful example of the classroom-based use of MARVIN within a community project undertaken by groups of year 7 and 8 students at two Hamilton intermediate schools, and identifies how the program supported student thinking and relating to others key competencies (Ministry of Education, 2007).

text: Using avatars and virtual environments in learning: What do they have to offer? This paper explores and discusses arguments for the use of virtual environments and interactive avatars in supporting the achievement of student learning goals within conventional educational contexts. It describes and evaluates arguments promoted by some authors (eg, van den Brekel, 2007; Deuchar & Nodder, 2003; Dickey, 2003; Facer, 2004; de Freitas, 2006; de Freitas & Oliver, 2006; Garris, Ahlers & Driskell, 2002; JISC, 2007; Martino, 2007; Prensky, 2004; Prensky, 2007) relating to advantages from gaming and avatar use, ranging from enhanced engagement in learning activities, through to more purposeful and focussed communication, and, when used in group situations, better cooperation and collaboration between students. It explores the potential of avatar environments to act as powerful communication mediums for students to display knowledge and understanding, and engage in the development of 'higher order thinking skills, such as interpreting, analysing, evaluating, synthesising and solving complex problems'.
It also introduces and discusses the avatar-based authoring program MARVIN, and identifies potential for its use as a digital storytelling tool to assist students in communicating outcomes from units of learning, and in supporting the development of a range of key learning competencies identified in the New Zealand Curriculum Framework (Ministry of Education, 2007). It profiles a successful example of the classroom-based use of MARVIN within a community project undertaken by groups of year 7 and 8 students at two Hamilton intermediate schools, and identifies how the program supported student thinking and relating to others key competencies (Ministry of Education, 2007).

year: 2009

title: Beyond structuralism: Exploring a semantic based approach for describing the Māori language in grammar books and textbooks for pedagogical purposes

authors: Taiapa, Michael William

subjects: Māori

abstract: Since the 1950s, the advancements and developments in English language studies has had a profound impact on its description that has made it less syntactically driven and more communicatively oriented. This has the potential to influence language description moving it from a purely structurally focused orientation to a more semantically focused one that could influence pedagogic outcomes in more meaningful and useful ways. Nevertheless, in the case of the Māori language, its description has largely focused on structure linguistics that was prevalent in the 19th and early 20th centuries. There has been very little focus on a semantic description and this, in turn, is reflected in grammar books and textbooks on te reo. This thesis set out to explore a semantic approach to describe te reo and to rethink how this type of description may be realized and included in the design of grammar books and textbooks for the teaching and learning of te reo in the broader field of second language pedagogy and acquisition. The thesis also includes a practical component in which a small sample of Māori language teachers were interviewed to determine how linguistic and/ or semantic approaches to describe te reo may have or have impacted on their own beliefs, attitudes, and teaching practices (See, Chapter 7). Thus, it is argued here that research-based studies, advancements, and developments in language descriptions over the past five decades (See, for example, Council of Europe, 1949; Fillmore, 1967; Longacre, 1968; & Crombie, 1985b) should play central roles in the design of a semantic based description of the Māori language from which a linguistic based description can significantly benefit.

text: Beyond structuralism: Exploring a semantic based approach for describing the Māori language in grammar books and textbooks for pedagogical purposes Since the 1950s, the advancements and developments in English language studies has had a profound impact on its description that has made it less syntactically driven and more communicatively oriented. This has the potential to influence language description moving it from a purely structurally focused orientation to a more semantically focused one that could influence pedagogic outcomes in more meaningful and useful ways. Nevertheless, in the case of the Māori language, its description has largely focused on structure linguistics that was prevalent in the 19th and early 20th centuries. There has been very little focus on a semantic description and this, in turn, is reflected in grammar books and textbooks on te reo. This thesis set out to explore a semantic approach to describe te reo and to rethink how this type of description may be realized and included in the design of grammar books and textbooks for the teaching and learning of te reo in the broader field of second language pedagogy and acquisition. The thesis also includes a practical component in which a small sample of Māori language teachers were interviewed to determine how linguistic and/ or semantic approaches to describe te reo may have or have impacted on their own beliefs, attitudes, and teaching practices (See, Chapter 7). Thus, it is argued here that research-based studies, advancements, and developments in language descriptions over the past five decades (See, for example, Council of Europe, 1949; Fillmore, 1967; Longacre, 1968; & Crombie, 1985b) should play central roles in the design of a semantic based description of the Māori language from which a linguistic based description can significantly benefit.

year: 2023