title: Embedding negative structures to model holes and cut-outs

authors: Ilanko, Sinniah

subjects: negative structure

abstract: It has now been established that geometric boundary conditions and continuity conditions can be modelled by using either positive or negative stiffness or inertia type penalty term [1-5]. The experience of working with negative stiffness and inertial parameters has led to the question: what if both stiffness and mass were to be taken as negative? Changing the sign of all stiffness and inertial terms of a structure is simply equivalent to multiplying both sides of an eigenvalue equation by minus one, which does not change its frequencies or modes. Basically, a negative structure in such a sense has the same vibratory properties as that of its positive counterpart, although the structure itself may not have a physical meaning.

text: Embedding negative structures to model holes and cut-outs It has now been established that geometric boundary conditions and continuity conditions can be modelled by using either positive or negative stiffness or inertia type penalty term [1-5]. The experience of working with negative stiffness and inertial parameters has led to the question: what if both stiffness and mass were to be taken as negative? Changing the sign of all stiffness and inertial terms of a structure is simply equivalent to multiplying both sides of an eigenvalue equation by minus one, which does not change its frequencies or modes. Basically, a negative structure in such a sense has the same vibratory properties as that of its positive counterpart, although the structure itself may not have a physical meaning.

year: 2009

title: A case study of Whangaparaoa College: a transformative learning organisation in the making?

authors: Krishnamoorthy, Rajalakshmi

subjects: Learning organisations

abstract: The concept of a learning organisation is relatively new to schools and educational
institutions in New Zealand. Understanding educational institutions as learning
organisations can enable institutions to meet the demands of an ever changing context.
In this way, educational institutions can strategically develop as transformative learning
organisations that are dynamic and responsive.
This research sought to explore the extent to which a particular school exhibits the
characteristics of a learning organisation in its organisational development. The case
study was situated in a New Zealand secondary school in relation to its transition from
an intermediate school into a full-fledged secondary school. More specially, to what
extent is Whangaparaoa College a transformative learning organisation in the making?
The findings presented in this thesis highlight the characteristics of a learning
organisation as exhibited by this particular school. While some characteristics relate
directly to the five disciplines of learning organisations (Senge, 1990), this research has
identified other characteristics that enable a unique way of considering a school as a
learning organisation.
The most notable attribute of this case study is the breadth of innovative thinking and
practice that was voiced by the participants. The innovative nature of the school is
expressed in the positional titles; infrastructure and the ICT influenced pedagogy.
Developmental challenges are also construed as learning opportunities. Critically
important to this schools development as a learning organisation is the role of
professional development for staff as this enhances the formation of a learning
community. This research opens a range of possibilities for future research which
might investigate the characteristics of a learning organisation in different educational contexts.

text: A case study of Whangaparaoa College: a transformative learning organisation in the making? The concept of a learning organisation is relatively new to schools and educational
institutions in New Zealand. Understanding educational institutions as learning
organisations can enable institutions to meet the demands of an ever changing context.
In this way, educational institutions can strategically develop as transformative learning
organisations that are dynamic and responsive.
This research sought to explore the extent to which a particular school exhibits the
characteristics of a learning organisation in its organisational development. The case
study was situated in a New Zealand secondary school in relation to its transition from
an intermediate school into a full-fledged secondary school. More specially, to what
extent is Whangaparaoa College a transformative learning organisation in the making?
The findings presented in this thesis highlight the characteristics of a learning
organisation as exhibited by this particular school. While some characteristics relate
directly to the five disciplines of learning organisations (Senge, 1990), this research has
identified other characteristics that enable a unique way of considering a school as a
learning organisation.
The most notable attribute of this case study is the breadth of innovative thinking and
practice that was voiced by the participants. The innovative nature of the school is
expressed in the positional titles; infrastructure and the ICT influenced pedagogy.
Developmental challenges are also construed as learning opportunities. Critically
important to this schools development as a learning organisation is the role of
professional development for staff as this enhances the formation of a learning
community. This research opens a range of possibilities for future research which
might investigate the characteristics of a learning organisation in different educational contexts.

year: 2009

title: From the rākau to the ngākau

authors: Derby, Melissa

subjects: research

abstract: The Ministry of Business, Innovation and Employment (MBIE) in Aotearoa New Zealand has funded 11 National Science Challenges (NSC), which aim to tackle a series of big questions affecting wellbeing in society. One Challenge, A Better Start: E Tipu E Rea, is investigating four key focus areas that children encounter in their early development and is seeking to identify the factors that contribute to forming a solid foundation for fostering wellbeing and lifelong success. Central to the principles of this Challenge is the Treaty of Waitangi in that the Treaty provides a framework to guide whānau engagement, policy change, and praxis. This article describes how a ‘ngākau’ rather than a ‘rākau’ approach to shaping research inquiry within this Challenge facilitates more authentic and mana-enhancing whānau engagement in research interactions (Macfarlane, 2019). The development of a whānau questionnaire is drawn on to illustrate the ngākau approach in practice.

text: From the rākau to the ngākau The Ministry of Business, Innovation and Employment (MBIE) in Aotearoa New Zealand has funded 11 National Science Challenges (NSC), which aim to tackle a series of big questions affecting wellbeing in society. One Challenge, A Better Start: E Tipu E Rea, is investigating four key focus areas that children encounter in their early development and is seeking to identify the factors that contribute to forming a solid foundation for fostering wellbeing and lifelong success. Central to the principles of this Challenge is the Treaty of Waitangi in that the Treaty provides a framework to guide whānau engagement, policy change, and praxis. This article describes how a ‘ngākau’ rather than a ‘rākau’ approach to shaping research inquiry within this Challenge facilitates more authentic and mana-enhancing whānau engagement in research interactions (Macfarlane, 2019). The development of a whānau questionnaire is drawn on to illustrate the ngākau approach in practice.

year: 2021