title: Computer graphic art of clothing

authors: Soo, Chin-En Keith

abstract: We are living in an ever-changing world, where new methods are being introduced to carry out the most staightforward task, where new inventions are being proposed to ease our daily operations, where new ideas are popping out at every corner. Since the dawn of time, mankind has been using innovation and creativity to survive and enhance life. With the use of technology, it has enabled more possibility and more significant endeavour. Now and forever, we are dependant on technology, that has played a substantial role in our design solutions, which inescapably affect every one of us.

text: Computer graphic art of clothing We are living in an ever-changing world, where new methods are being introduced to carry out the most staightforward task, where new inventions are being proposed to ease our daily operations, where new ideas are popping out at every corner. Since the dawn of time, mankind has been using innovation and creativity to survive and enhance life. With the use of technology, it has enabled more possibility and more significant endeavour. Now and forever, we are dependant on technology, that has played a substantial role in our design solutions, which inescapably affect every one of us.

year: 2019

title: Cost of small business banking: a New Zealand study

authors: Locke, Stuart

subjects: small business banking

abstract: The research reported in this article develops a model for assessing the cost of banking services faced by small businesses. The lack of price competition in the provision of small business banking services combined with limited transparency concerning actual fee levels prevents small businesses from readily estimating likely fee levels. Prior research and government reports note the difficulties faced by small business in relation to banking services and this research contributes to an understanding of the potential dead weight losses incurred resulting from poor signalling and information asymmetry and potentially a deficient public policy framework.

text: Cost of small business banking: a New Zealand study The research reported in this article develops a model for assessing the cost of banking services faced by small businesses. The lack of price competition in the provision of small business banking services combined with limited transparency concerning actual fee levels prevents small businesses from readily estimating likely fee levels. Prior research and government reports note the difficulties faced by small business in relation to banking services and this research contributes to an understanding of the potential dead weight losses incurred resulting from poor signalling and information asymmetry and potentially a deficient public policy framework.

year: 2009

title: Exploring the potential of Te Whāriki in supporting a decolonising educational reform in classroom

authors: Corlett, Melissa Jane

abstract: This thesis begins with a deep belief in the potential of Te Whāriki, a bicultural curriculum document born of the dual heritages of Aotearoa/New Zealand, to support the educational reform needed. There is a need to decolonise our classrooms and create contexts for learning where Māori students feel they can belong and also thrive. The pathway to achieving this reality is complex. It requires a deep foundational understanding of our shared histories in order to move from deficit positions about Māori learners to ones of agency and hope. While strong relationships are important it was by connecting with Māori metaphors that we were able to move beyond the rhetoric and begin to build shared understandings and greater respect for knowledge from te ao Māori. The process of whakawhiti kōrero or dialogic and iterative sense making furthered our combined theorising. The whakataukī and metaphors embedded in Te Whāriki were foundational to these contexts as they strengthened our collective abilities as teachers to make the learning more meaningful and fun.
This research process provided me with valuable insights into the way my own power and beliefs can inhibit potential collective learning. Despite this it was the content of Te Whāriki that helped to enable the learning of myself and my participants, creating safe and supportive contexts for our collective learning to begin to grow. 
While this research strengthened my own beliefs in the potential of Te Whāriki it also assisted my participants to become more open to this potential as well. In this endeavour, time was required to engage with the more expert other, whether this was from other people or through the use of artefacts. The relational and culturally responsive pedagogy that we had learned to implement in our classrooms was also able to be connected with, as our shared unlearning and learning flowed.

text: Exploring the potential of Te Whāriki in supporting a decolonising educational reform in classroom This thesis begins with a deep belief in the potential of Te Whāriki, a bicultural curriculum document born of the dual heritages of Aotearoa/New Zealand, to support the educational reform needed. There is a need to decolonise our classrooms and create contexts for learning where Māori students feel they can belong and also thrive. The pathway to achieving this reality is complex. It requires a deep foundational understanding of our shared histories in order to move from deficit positions about Māori learners to ones of agency and hope. While strong relationships are important it was by connecting with Māori metaphors that we were able to move beyond the rhetoric and begin to build shared understandings and greater respect for knowledge from te ao Māori. The process of whakawhiti kōrero or dialogic and iterative sense making furthered our combined theorising. The whakataukī and metaphors embedded in Te Whāriki were foundational to these contexts as they strengthened our collective abilities as teachers to make the learning more meaningful and fun.
This research process provided me with valuable insights into the way my own power and beliefs can inhibit potential collective learning. Despite this it was the content of Te Whāriki that helped to enable the learning of myself and my participants, creating safe and supportive contexts for our collective learning to begin to grow. 
While this research strengthened my own beliefs in the potential of Te Whāriki it also assisted my participants to become more open to this potential as well. In this endeavour, time was required to engage with the more expert other, whether this was from other people or through the use of artefacts. The relational and culturally responsive pedagogy that we had learned to implement in our classrooms was also able to be connected with, as our shared unlearning and learning flowed.

year: 2022