title: Role resources and work-family enrichment: The role of work engagement

authors: Siu, Oi Ling

subjects: work-family

abstract: The majority of work-family research has focused on negative spillover between demands and outcomes and between the work and family domains (e.g., work-family conflict; see review by Eby, Casper, Lockwood, Bordeaux, & Brinley, 2005). The theory that guided this research was in most cases role stress theory (Greenhaus & Beutell, 1985) or the role scarcity hypothesis (Edwards & Rothbard, 2000). However, according to spillover theory, work-related activities and satisfaction also affect non-work performance, and vice versa. Recently, in line with the positive psychology movement (Seligman & Csikszentmihalyi, 2000), work-family interaction research has also included concepts of positive spillover (Bakker & Schaufeli, 2008; Grzywacz & Marks, 2000). This emerging focus supplements the dominant conflict perspective by identifying new ways of cultivating human resource strength.

text: Role resources and work-family enrichment: The role of work engagement The majority of work-family research has focused on negative spillover between demands and outcomes and between the work and family domains (e.g., work-family conflict; see review by Eby, Casper, Lockwood, Bordeaux, & Brinley, 2005). The theory that guided this research was in most cases role stress theory (Greenhaus & Beutell, 1985) or the role scarcity hypothesis (Edwards & Rothbard, 2000). However, according to spillover theory, work-related activities and satisfaction also affect non-work performance, and vice versa. Recently, in line with the positive psychology movement (Seligman & Csikszentmihalyi, 2000), work-family interaction research has also included concepts of positive spillover (Bakker & Schaufeli, 2008; Grzywacz & Marks, 2000). This emerging focus supplements the dominant conflict perspective by identifying new ways of cultivating human resource strength.

year: 2010

title: A warm and dry place to live: Energy efficiency and rental accommodation

authors: Barton, Barry

abstract: In residential tenancies, it is usual for the landlord to be responsible for the fabric of the building and the main appliances, and for the tenant to be responsible for paying for electricity, gas and other fuel. It is also the tenant who is affected by the building’s heating and ventilation performance – whether it can be kept warm and dry without undue expense. A landlord has no financial incentive to invest in extra insulation or better appliances, because the benefits will be reaped by the tenant in lower energy bills and higher levels of comfort, and because the improvements do not have a direct influence on the rent that the landlord can charge. The result is that energy efficiency investments tend not to get made. In policy terms, the interests of the landlord and tenant are not aligned; the incentives are split. It is a classic example of a principal-agent gap, and as the “landlord-tenant problem” is one of the market failures that affects efficiency in markets for energy and energy products.1 The energy use affected by the principal-agent problem in the United States residential sector for refrigerators, space heating, water heating and lighting has been estimated as 31.4 per cent of the total sectoral energy use;2 so the issue is a substantial one. The problem of energy efficiency in rental accommodation is therefore the subject of this article.

text: A warm and dry place to live: Energy efficiency and rental accommodation In residential tenancies, it is usual for the landlord to be responsible for the fabric of the building and the main appliances, and for the tenant to be responsible for paying for electricity, gas and other fuel. It is also the tenant who is affected by the building’s heating and ventilation performance – whether it can be kept warm and dry without undue expense. A landlord has no financial incentive to invest in extra insulation or better appliances, because the benefits will be reaped by the tenant in lower energy bills and higher levels of comfort, and because the improvements do not have a direct influence on the rent that the landlord can charge. The result is that energy efficiency investments tend not to get made. In policy terms, the interests of the landlord and tenant are not aligned; the incentives are split. It is a classic example of a principal-agent gap, and as the “landlord-tenant problem” is one of the market failures that affects efficiency in markets for energy and energy products.1 The energy use affected by the principal-agent problem in the United States residential sector for refrigerators, space heating, water heating and lighting has been estimated as 31.4 per cent of the total sectoral energy use;2 so the issue is a substantial one. The problem of energy efficiency in rental accommodation is therefore the subject of this article.

year: 2013

title: Changing hearts and minds: Investigating transformative praxis from participating in the Poutama Pounamu Blended Learning

authors: Maisey, Carma

subjects: Poutama Pounamu

abstract: The Poutama Pounamu Blended Learning offers a unique bicultural opportunity to critically examine ourselves within the fabric of our society. This metaphoric fabric includes an inequitable education system which was shaped by, and designed to support, an oppressive colonial agenda. Within this education system, which has methodically assimilated and underserved its indigenous Māori children, holding a mirror up to ourselves as teachers to examine our own beliefs, values and practices is absolutely critical but very rarely done. The Blended Learning’s carefully considered underpinnings of Critical and Kaupapa Māori theories provide the tools to raise consciousness. A conscientised educator can recognise, understand and deconstruct prejudice, bias and racism when it reveals itself. This process is achieved by resisting systems and practices that perpetuate the marginalisation of Māori in favour of power-balancing transformative praxis which works to value language, culture and identity as assets in education.
This thesis describes the enduring implications of participating in the Poutama Pounamu Blended Learning by focusing on a number of educators in English-Medium state schools - the very context where our Māori children struggle the most to fit in and prove their potential. These educators suggest that this is an indigenised, evidence based, transformative education reform programme which has changed their lives and the lives of many others who have participated within this project. It has empowered and liberated Māori, Pākehā and Tauiwi participants alike by modelling the nurturing and liberating cultural relationships for responsive pedagogy that all students in Aotearoa should be experiencing. This is a pedagogy which can open hearts and minds and nurture a mauri ora pathway to educational freedom and success.

text: Changing hearts and minds: Investigating transformative praxis from participating in the Poutama Pounamu Blended Learning The Poutama Pounamu Blended Learning offers a unique bicultural opportunity to critically examine ourselves within the fabric of our society. This metaphoric fabric includes an inequitable education system which was shaped by, and designed to support, an oppressive colonial agenda. Within this education system, which has methodically assimilated and underserved its indigenous Māori children, holding a mirror up to ourselves as teachers to examine our own beliefs, values and practices is absolutely critical but very rarely done. The Blended Learning’s carefully considered underpinnings of Critical and Kaupapa Māori theories provide the tools to raise consciousness. A conscientised educator can recognise, understand and deconstruct prejudice, bias and racism when it reveals itself. This process is achieved by resisting systems and practices that perpetuate the marginalisation of Māori in favour of power-balancing transformative praxis which works to value language, culture and identity as assets in education.
This thesis describes the enduring implications of participating in the Poutama Pounamu Blended Learning by focusing on a number of educators in English-Medium state schools - the very context where our Māori children struggle the most to fit in and prove their potential. These educators suggest that this is an indigenised, evidence based, transformative education reform programme which has changed their lives and the lives of many others who have participated within this project. It has empowered and liberated Māori, Pākehā and Tauiwi participants alike by modelling the nurturing and liberating cultural relationships for responsive pedagogy that all students in Aotearoa should be experiencing. This is a pedagogy which can open hearts and minds and nurture a mauri ora pathway to educational freedom and success.

year: 2022