title: Mutualism beyond the "Mutual": The Collective Development of a New Zealand Single Industry Town Hospital

authors: Hurd, Fiona

subjects: Arts & Humanities

abstract: This paper discusses mutualism and its links to labourism. It is argued that rather than being contradictory, mutualism is incorporated into union activities in a range of ways beyond formal mutual and cooperative institutions, dependent on contextual differences in the labour movement. Using the case of mutual union and company involvement in the development of a public hospital in a single industry town in New Zealand during the 1960s and 1970s, we find evidence that the goals of management and the unions converged despite tensions at the site of production, and notions of cooperation for the benefit of workers and the wider community were brought to bear. As the workplace was an essential part of the town, the union’s interests were not limited to the workplace, but formed part of the social fabric of the town. Through this case, we see that engaging in mutualistic activities does not always demonstrate a weakening union agenda, but rather a method unions may employ towards improved worker welfare. Additionally, this example reminds us that union members are members of wider communities, families and societies, and that the boundaries between worker welfare in the workplace and those outside the workplace are not always easily drawn.

text: Mutualism beyond the "Mutual": The Collective Development of a New Zealand Single Industry Town Hospital This paper discusses mutualism and its links to labourism. It is argued that rather than being contradictory, mutualism is incorporated into union activities in a range of ways beyond formal mutual and cooperative institutions, dependent on contextual differences in the labour movement. Using the case of mutual union and company involvement in the development of a public hospital in a single industry town in New Zealand during the 1960s and 1970s, we find evidence that the goals of management and the unions converged despite tensions at the site of production, and notions of cooperation for the benefit of workers and the wider community were brought to bear. As the workplace was an essential part of the town, the union’s interests were not limited to the workplace, but formed part of the social fabric of the town. Through this case, we see that engaging in mutualistic activities does not always demonstrate a weakening union agenda, but rather a method unions may employ towards improved worker welfare. Additionally, this example reminds us that union members are members of wider communities, families and societies, and that the boundaries between worker welfare in the workplace and those outside the workplace are not always easily drawn.

year: 2017

title: Effective active learning strategies I have used in University class room

authors: Talele, Sadhana

abstract: In this paper I summarize the various activities used in class room and laboratory teaching of first and second year engineering. These activities can be grouped under ‘active learning’. I describe the activities and the various attributes associated with each activity along with the advantages of using the mentioned activity model instead of simply a single ended lecturing model. Although most of these have erupted from an urge to increase students learning while making the topics increasingly interesting for them, most of these strategies have been researched out globally as effective teaching practices. Traditionally lecturers may think that they are doing active learning when questions are asked and a few students always answer or discussions amongst the same group of people take place from time to time. Although this includes student participation, it is engaging only a small fraction of a big class which is not optimum in terms of benefit to the class as whole and individuals of the class. Active learning is taking place in your class when you ask a question, pose a problem, or throw some type of challenge at them; ask your students to work individually or in pairs or small groups to come up with a response; give them some set time to do it; stop them, and invite one or more individuals or groups to share their responses with the class. The teacher as an expert can further comment on the answer if required. This paper concludes with a number of proven methods of including active learning strategies in first and second year Physics/electronics engineering class. Reference to global research about these strategies is included.

text: Effective active learning strategies I have used in University class room In this paper I summarize the various activities used in class room and laboratory teaching of first and second year engineering. These activities can be grouped under ‘active learning’. I describe the activities and the various attributes associated with each activity along with the advantages of using the mentioned activity model instead of simply a single ended lecturing model. Although most of these have erupted from an urge to increase students learning while making the topics increasingly interesting for them, most of these strategies have been researched out globally as effective teaching practices. Traditionally lecturers may think that they are doing active learning when questions are asked and a few students always answer or discussions amongst the same group of people take place from time to time. Although this includes student participation, it is engaging only a small fraction of a big class which is not optimum in terms of benefit to the class as whole and individuals of the class. Active learning is taking place in your class when you ask a question, pose a problem, or throw some type of challenge at them; ask your students to work individually or in pairs or small groups to come up with a response; give them some set time to do it; stop them, and invite one or more individuals or groups to share their responses with the class. The teacher as an expert can further comment on the answer if required. This paper concludes with a number of proven methods of including active learning strategies in first and second year Physics/electronics engineering class. Reference to global research about these strategies is included.

year: 2013

title: Repositioning within indigenous discourses of transformation and self-determination

authors: Berryman, Mere

subjects: research-whanau

abstract: This thesis reflectively and critically examines a series of research case studies initiated by a research-whānau. It explores the thinking, experiences and reflections of this research-whānau, as they worked to enhance the educational achievement of Māori students. Authorship of the thesis was undertaken by me (Mere Berryman). However, the methodology involved a collaborative, retrospective and critical reflection of research-whānau experiences and thinking, in the light of the research findings and experiences since the inception of this research-whānau in 1991. In the course of this work, the research-whānau have been able to explore what it has meant to put the principles of kaupapa Māori research into practice while working within a mainstream organisation (Specialist Education Services then the Ministry of Education). Our research work has involved repositioning ourselves from dependence on Western research methodologies to a better understanding and application of kaupapa Māori conceptualisations of research. 
The thesis begins by identifying mainstream and kaupapa Māori events that have historically and still continue to impact upon Māori students' educational experiences. These events provide the wider context for the work of this research-whānau at the interface of Te Ao Māori and Te Ao Pākehā, and for the 11 case studies that exemplify changes in our thinking and research practice over a period of 15 years. The thesis employs an indigenous (and specifically Māori) worldview as the framework for description, critical reflection, and theorising around these case studies. Common themes are collaboratively co-constructed then each theme is explained in relation to relevant Māori theory.
The thesis concludes with the shifts in theorising and practice made by the research-whānau during the course of our work as we sought to contribute in ways that were more transformative and self-determining. We argue that these shifts in theorising and practice are also required of others if we are to change the status quo and contribute constructively to improving Māori students' potential.

text: Repositioning within indigenous discourses of transformation and self-determination This thesis reflectively and critically examines a series of research case studies initiated by a research-whānau. It explores the thinking, experiences and reflections of this research-whānau, as they worked to enhance the educational achievement of Māori students. Authorship of the thesis was undertaken by me (Mere Berryman). However, the methodology involved a collaborative, retrospective and critical reflection of research-whānau experiences and thinking, in the light of the research findings and experiences since the inception of this research-whānau in 1991. In the course of this work, the research-whānau have been able to explore what it has meant to put the principles of kaupapa Māori research into practice while working within a mainstream organisation (Specialist Education Services then the Ministry of Education). Our research work has involved repositioning ourselves from dependence on Western research methodologies to a better understanding and application of kaupapa Māori conceptualisations of research. 
The thesis begins by identifying mainstream and kaupapa Māori events that have historically and still continue to impact upon Māori students' educational experiences. These events provide the wider context for the work of this research-whānau at the interface of Te Ao Māori and Te Ao Pākehā, and for the 11 case studies that exemplify changes in our thinking and research practice over a period of 15 years. The thesis employs an indigenous (and specifically Māori) worldview as the framework for description, critical reflection, and theorising around these case studies. Common themes are collaboratively co-constructed then each theme is explained in relation to relevant Māori theory.
The thesis concludes with the shifts in theorising and practice made by the research-whānau during the course of our work as we sought to contribute in ways that were more transformative and self-determining. We argue that these shifts in theorising and practice are also required of others if we are to change the status quo and contribute constructively to improving Māori students' potential.

year: 2008