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Research Commons is the University of Waikato's Open Access research repository, housing research publications and theses produced by the University's staff and students.
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Item Revitalising higher education: Insights from Te Puna Aurei LearnFest 2022(Book, Cardiff University Press, 2024)Puna Aurei / LearnFest is an annual teaching and learning symposium hosted by Te Puna Ako - Centre for Tertiary Teaching & Learning at Te Whare Wānanga o Waikato / The University of Waikato in Hamilton, Aotearoa New Zealand. This event, since its inception in 2016, has evolved from a local face-to-face gathering to a global online forum, particularly during the Covid pandemic. The 2022 edition, hosted online in partnership with Cardiff University (UK) as the world emerged from the Covid pandemic, had the theme of ‘Revitalisation’. This acknowledged the broad spectrum of rejuvenation underway in higher education, whether institutionally, within discipline-specific teaching, or regarding individual practice. This volume, the first of its kind from LearnFest, is timely, as it reflects on the profound disruptions caused by the global pandemic across educational landscapes. Although the final outcome of these changes is still unknown, it is clear that the dynamics of teaching and learning have shifted dramatically. The volume is structured thematically, with the first theme ‘Key Challenges’ exploring the shifts and reconstructions of professional identity post-Covid, the challenges of indigenising a largely Western philosophy curriculum, and potential positive shifts from the pandemic's constraints. The theme of ‘Motivation’ scrutinises the dynamics of student and staff engagement, including studies on adult language learning, collaborative experiments, student course evaluations, and the impact of Covid on motivation levels. The third theme of ‘Gamification’ highlights how innovative teaching pedagogies that embed computer and role-playing games within the classroom can enhance learning experiences and outcomes. Next, ‘Confronting Climate Change’ discusses pragmatic and strategic approaches to meaningfully integrating climate change into both curricula (at an institutional level) and classroom learning (for the individual teacher). Finally, the theme of ‘Revitalising English Medium Instruction’ explores the disruptions and adaptations in international education that were driven by the pandemic, and showcases some practical responses to the abrupt online transition and difficulties in language skill development that resulted. Revitalising Higher Education: Insights from Te Puna Aurei LearnFest 2022 showcases the dynamic shifts in teaching and learning taking place in contemporary higher education. The various case studies and reflective discussions will be of value to anyone interested in the revitalisation of higher education teaching and learning post-pandemic.Item Rapid time-domain simulation of fractional capacitors with SPICE(Journal Article, Springer, 2024-01-01)Fractional capacitors, commonly called constant-phase elements or CPEs, are used in modeling and control applications, for example, for rechargeable batteries. Unfortunately, they are not natively supported in the well-used circuit simulator SPICE. This manuscript presents and demonstrates a modeling approach that allows users to incorporate these elements in circuits and model the response in the time domain. The novelty is that we implement for the first time a particular configuration of RC elements in parallel in a Foster-type network with SPICE in order to simulate a constant-phase element across a defined frequency range. We demonstrate that the circuit produces the required impedance spectrum in the frequency domain, and shows a power-law voltage response to a step change in current in the time domain, consistent with theory, and is able to reproduce the experimental voltage response to a complicated current profile in the time domain. The error depends on the chosen frequency limits and the number of RC branches, in addition to very small SPICE numerical errors. We are able to define an optimum circuit description that minimizes error while maintaining a short computation time. The scientific value is that the work permits rapid and accurate evaluation of the response of CPEs in the time domain, faster than other methods, using open source tools.Item A critical race analysis of Māori representation in university strategic documents in Aotearoa New Zealand(Journal Article, Informa UK Limited, 2024)Following the recent claims lodged at two universities in Aotearoa New Zealand alleging the existence of racism, there has been scepticism towards the professed commitments by universities to create an inclusive and safe environment for Indigenous Māori. As a Kaupapa Māori-informed study, we (a group of Māori and Tauiwi scholars) employed tenets of Critical Race Theory to examine how the representation of Māori is racialised and subordinated in university strategic documents. We located five predominant discourses portraying different mechanisms that reify whiteness in university practices such as the selective interpretation of Te Tiriti articles, targeted recruitment of Māori, framing of Māori as dependent on the Crown to succeed, commodification of mātauranga Māori, and avoidance of conversations about structural racism, colonisation, and racial equity. Our findings suggest that university strategic goal statements need to incorporate a critical race analysis, or else risk perpetuating practices that fall short of challenging the status quo.Item Psychometric properties of the motors of COVID-19 vaccination acceptance scale in New Zealand: Insights from confirmatory factor analysis(Journal Article, Springer, 2024)High vaccination coverage plays an essential role in curbing epidemics and pandemics, making it important to have a country-specific valid and standardised instruments for assessing vaccination attitudes. This study aimed to assess the psychometric properties of the Motors of COVID-19 Vaccination Acceptance Scale (MoVac-COVID19S) in New Zealand. A total of 413 participants completed an online survey in June and July 2022, which included the MoVac-COVID19S questions, demographic factors, and a single-item measure of COVID-19 vaccination willingness. Confirmatory Factor Analysis (CFA) was used to examine the factor structures of the scale. Results indicated that the one-factor structure of the 9-item version best fitted the data compared to the one and four factor structures of the 12-item version, which showed acceptable fit indices after model modifications. All estimated fit indices were acceptable: CFI, GFI, and TLI > 0.95, RMSEA and SRMR < 0.08. The full scales of the MoVac-COVID19S demonstrated excellent reliability for both the 12-item (α = 0.91; ω = 0.91) and the 9-item (α = 0.94; ω = 0.95) versions. The bifactor model indicated a strong general factor, explaining 60–90% of the Explained Common Variance (ECV) for most items, surpassing specific factors. The MoVac-COVID19S is a reliable and valid scale to measure COVID-19 vaccination attitudes. The 9-item version appeared as the best choice for a unidimensional assessment. Future vaccination programmes can benefit from an adapted version of the MoVac-COVID19S to assess public attitudes towards new vaccines. Further psychometric assessment, including Rasch analysis, is recommended to strengthen the reliability and validity of the MoVac-COVID19S.Item RE-AUTHORISING BICULTURAL EXPERIENCES: Listening to previously silenced voices(Thesis, The University of Waikato, 2023)"Nothing strengthens authority so much as silence." Leonardo de Vinci The principles of the Doctrine of Discovery, conceived 500 years ago, advocated absolute power and authority for European invaders to conquer and claim indigenous land. This shaped the converging of Māori/Settler relationships and validated the colonisation of Aotearoa New Zealand. This thesis contends that the historic and taken for granted power and privilege that has benefitted Pākehā, transpired through a reimagined, fabricated version of our separate and combined past. The study unearths ingrained Pākehā perspectives and stereotypes about Māori, and a rejection of their disparate culture and identity. It highlights the role of schooling in Aotearoa New Zealand as a tool of colonisation to erase the culture and identity of Māori and to maintain a world view that authorised power and privilege for the Settlers. The study challenges Pākehā to 'step up' by shattering the sphere of silence around our combined historical narratives. It urges us [Pākehā] to develop critical consciousness so we may reflect on the world, and our position within it. Inherent in this research is the premise that for Aotearoa, New Zealand to devise a future based on respectful and equitable sharing of social, financial, cultural, spiritual, and physical resources and opportunities, our silenced history, authorised by the State through the procedures of colonisation, must be acknowledged.
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