title: Entrepreneurship as worship: A Malay Muslim perspective

authors: Sidek, Farhana

abstract: While Islam is the second largest religion in the world with 1.6 billion Muslims, there are variations in the interpretations of that law (i.e. Sharia).  This diversity and variation may hold the key in explaining the different behaviours among Muslim entrepreneurs because of their views on the concept of work as worship. In this study, we examine how Malay entrepreneurs are guided in their sourcing and shaping of entrepreneurial opportunities through Shafii practice. Our contributions include identifying five central values that guided the participant's sourcing of opportunities: Fardhu Kifayah (communal obligation), Wasatiyyah (balanced), Dakwah (the call of joining the good and forbidding the bad), Amanah (trust), and Barakah (blessings). We also contribute to the entrepreneurship literature by demonstrating how these macro-level values of worship gave the entrepreneurs confidence in creating their new ventures.

text: Entrepreneurship as worship: A Malay Muslim perspective While Islam is the second largest religion in the world with 1.6 billion Muslims, there are variations in the interpretations of that law (i.e. Sharia).  This diversity and variation may hold the key in explaining the different behaviours among Muslim entrepreneurs because of their views on the concept of work as worship. In this study, we examine how Malay entrepreneurs are guided in their sourcing and shaping of entrepreneurial opportunities through Shafii practice. Our contributions include identifying five central values that guided the participant's sourcing of opportunities: Fardhu Kifayah (communal obligation), Wasatiyyah (balanced), Dakwah (the call of joining the good and forbidding the bad), Amanah (trust), and Barakah (blessings). We also contribute to the entrepreneurship literature by demonstrating how these macro-level values of worship gave the entrepreneurs confidence in creating their new ventures.

year: 2018

title: "It's about the relationships that we build": iPad-supported relational pedagogy (Ngā Hononga) with young children

authors: Khoo, Elaine G.L.

subjects: early childhood education (ECE)

abstract: Although iPads have gained much attention and are being increasingly adopted into educational practices, concerns exist as to the suitability and extent of their use with and by young children. This chapter reports on the findings of a qualitative study exploring iPad use in the sustaining and extending of relationships in an early childhood education and care centre in New Zealand. Guided by the notion of a relational pedagogy, espoused in Te Whāriki, the New Zealand early childhood curriculum, the research involved collaborations with two early childhood teachers and children at the centre to obtain perspectives of teachers, young children and their parents/caregivers regarding iPad adoption and use. The findings highlight the potential of using iPads to support and further develop young children’s relationships with people, places and objects within their immediate contexts, which are underpinned importantly by a clear teacher awareness, adoption of and being informed by a relational pedagogy perspective. This has implications for how teachers can be supported to use the iPad to create meaningful and relevant teaching and learning experiences for and with young children.

text: "It's about the relationships that we build": iPad-supported relational pedagogy (Ngā Hononga) with young children Although iPads have gained much attention and are being increasingly adopted into educational practices, concerns exist as to the suitability and extent of their use with and by young children. This chapter reports on the findings of a qualitative study exploring iPad use in the sustaining and extending of relationships in an early childhood education and care centre in New Zealand. Guided by the notion of a relational pedagogy, espoused in Te Whāriki, the New Zealand early childhood curriculum, the research involved collaborations with two early childhood teachers and children at the centre to obtain perspectives of teachers, young children and their parents/caregivers regarding iPad adoption and use. The findings highlight the potential of using iPads to support and further develop young children’s relationships with people, places and objects within their immediate contexts, which are underpinned importantly by a clear teacher awareness, adoption of and being informed by a relational pedagogy perspective. This has implications for how teachers can be supported to use the iPad to create meaningful and relevant teaching and learning experiences for and with young children.

year: 2015

title: Biculturalism in practice, ‘Te Pounamu’: Integration of a Māori model with traditional clinical assessment processes

authors: Manna, Leona

subjects: Maori

abstract: Traditional clinical psychological assessment follows a western paradigm of interaction, which relies heavily on verbalisations of internal and external symptoms. This process relies upon the assumption of and acceptance that tangata whaiora (consumer/s) are able to do this. Training encourages a clinical psychologist to take into account differences which may or may not be obvious, e.g., differences in religious beliefs, gender, hearing, or sight. However, as clinicians we often neglect to assess tangata whaiora abilities to verbalise such information. Te Pounamu, as a Māori model demonstrates the underlying principles of Te Tiriti O Waitangi. Providing the best treatment outcomes is about acknowledging all aspects of one’s wellbeing: physical, mental, spiritual, and whānau. Te Pounamu provides a process that acknowledges such aspects in a way of knowing that is healing. From clinical experience, the interactive mode that Te Pounamu utilises has been found efficacious in assisting tangata whaiora to understand how such factors contribute to poor mental health.

text: Biculturalism in practice, ‘Te Pounamu’: Integration of a Māori model with traditional clinical assessment processes Traditional clinical psychological assessment follows a western paradigm of interaction, which relies heavily on verbalisations of internal and external symptoms. This process relies upon the assumption of and acceptance that tangata whaiora (consumer/s) are able to do this. Training encourages a clinical psychologist to take into account differences which may or may not be obvious, e.g., differences in religious beliefs, gender, hearing, or sight. However, as clinicians we often neglect to assess tangata whaiora abilities to verbalise such information. Te Pounamu, as a Māori model demonstrates the underlying principles of Te Tiriti O Waitangi. Providing the best treatment outcomes is about acknowledging all aspects of one’s wellbeing: physical, mental, spiritual, and whānau. Te Pounamu provides a process that acknowledges such aspects in a way of knowing that is healing. From clinical experience, the interactive mode that Te Pounamu utilises has been found efficacious in assisting tangata whaiora to understand how such factors contribute to poor mental health.

year: 2003