scholarly journals SciNow: Multimodal Educational Resources

2021 ◽  
Author(s):  
◽  
Brontë Ammundsen
Keyword(s):  
Science Education ◽  
Academic Success ◽  
New Zealand ◽  
Business Model ◽  
Real Life ◽  
Business Case ◽  
Secondary Science ◽  
Economic Prosperity ◽  
Literature Reviews ◽  
Charitable Trust

<p>The necessity for this project was identified as a response to declining levels of science engagement, academic success and literacy observed in New Zealand secondary science education (OECD, 2016). As international advancements in sciences and technology create shifts in the current economic landscape, increasing importance is being placed on knowledge-intensive industries. This changed weighting of industry contributions to economic prosperity creates a simultaneous change in future workforce skill requirements (Gilbert & Bull, 2013). With the importance of education in long-term social and economic prosperity being long acknowledged, the changing economic climate intensifies the urgent need to address New Zealand’s declining science engagement and academic success.  While the most significant facets of educational operations lie in education pedagogy and policy, the wide range of factors involved in educational outcomes yield expansive opportunities for potential innovations and commercialisation in the education sector. The opportunity for this project was derived from identifying the elements that contribute to these challenges, and isolating a gap in the market of science education resources. The purpose of this project was to research this potential market gap, as well as identifying how to appeal to it. This led to the proposal for the SciNow multimodal resource database, a resource database designed to provide engaging lesson and study materials to science students and teachers with an emphasis on real-life application of content. Through utilising the concept of multimodality, the database design proposes offering materials through ranging modes of communication to increase appeal to varying student learning preferences (Jewitt, 2008). The overall intention for the SciNow database is to raise attractiveness of science education by making it more interesting and relevant to students, thereby positively affecting educational outcomes and in turn leading to economic benefits in the form of a more ideally skilled workforce.  While initial investigation focused on creating a business model for commercialising the SciNow resource database, this intention was adjusted in response to literature reviews revealing the significant performance gap between high and low achievers in science education (Education Review, 2016). In addition to New Zealand exhibiting one of the largest performance gaps in the OECD, concerns are exacerbated by the lowest performing population’s overrepresentation of Maori and Pasifika students and students from low socioeconomic backgrounds (OECD, 2015). In response to the level of inequality in science education, the SciNow proposal was adjusted to be provided to all students and teachers nationwide for free.  The methodology implemented in this project was of a qualitative nature (Morgan, 1997). Interviews were conducted with secondary science teachers and students in which questioning focused on experiences with science education, including education resource availability and provision. Further focus groups were held with university students from wide-ranging backgrounds to gather reflective insight into experiences with science in school and in subsequent life.  The key findings indicated a desire for improved resource availability and quality, responding favourably to the proposition of the SciNow resource database. Further findings validated the proposed use of multimodality for engagement and focus on real-life content application.  Considering research findings, literature reviews, and the decision to provide the service freely, a flexible business model and case for investment is proposed and outlined in a strategic assessment business case. This business case proposes a three-phase process of development and implementation, influenced by the lean start-up business model. This three-phased plan begins with further research and subsequent development of a prototype as a minimum viable product. Following development, the prototype will then undergo testing and enhancement through feedback analysis, followed finally by expansion of the prototype to encompass the full database spectrum. The initial governing body will be composed of a core working group. Upon formation of a charitable trust, this core working group will evolve into an advisory board to act alongside the more commercially focused charitable trust board.  Key implications derived from this project are dual. In part, the project research emphasises the necessity for the education sector to consider more deep-rooted changes in the New Zealand education system (Bull, Gilbert, Barwick, Hipkins, & Baker, 2010). Significant changes are needed to truly optimise New Zealand science education, and provision of a resource database can only accommodate educational challenges, not fix them. However, the research and business case demonstrate that execution of the SciNow proposal is feasible, with the intended research and development crucial in maximising potential benefit of the service. Upon completion of this project, further work is intended to bring the SciNow concept to fruition.</p>

scholarly journals SciNow: Multimodal Educational Resources

2021 ◽  
Author(s):  
◽  
Brontë Ammundsen
Keyword(s):  
Science Education ◽  
Academic Success ◽  
New Zealand ◽  
Business Model ◽  
Real Life ◽  
Business Case ◽  
Secondary Science ◽  
Economic Prosperity ◽  
Literature Reviews ◽  
Charitable Trust

<p>The necessity for this project was identified as a response to declining levels of science engagement, academic success and literacy observed in New Zealand secondary science education (OECD, 2016). As international advancements in sciences and technology create shifts in the current economic landscape, increasing importance is being placed on knowledge-intensive industries. This changed weighting of industry contributions to economic prosperity creates a simultaneous change in future workforce skill requirements (Gilbert & Bull, 2013). With the importance of education in long-term social and economic prosperity being long acknowledged, the changing economic climate intensifies the urgent need to address New Zealand’s declining science engagement and academic success.  While the most significant facets of educational operations lie in education pedagogy and policy, the wide range of factors involved in educational outcomes yield expansive opportunities for potential innovations and commercialisation in the education sector. The opportunity for this project was derived from identifying the elements that contribute to these challenges, and isolating a gap in the market of science education resources. The purpose of this project was to research this potential market gap, as well as identifying how to appeal to it. This led to the proposal for the SciNow multimodal resource database, a resource database designed to provide engaging lesson and study materials to science students and teachers with an emphasis on real-life application of content. Through utilising the concept of multimodality, the database design proposes offering materials through ranging modes of communication to increase appeal to varying student learning preferences (Jewitt, 2008). The overall intention for the SciNow database is to raise attractiveness of science education by making it more interesting and relevant to students, thereby positively affecting educational outcomes and in turn leading to economic benefits in the form of a more ideally skilled workforce.  While initial investigation focused on creating a business model for commercialising the SciNow resource database, this intention was adjusted in response to literature reviews revealing the significant performance gap between high and low achievers in science education (Education Review, 2016). In addition to New Zealand exhibiting one of the largest performance gaps in the OECD, concerns are exacerbated by the lowest performing population’s overrepresentation of Maori and Pasifika students and students from low socioeconomic backgrounds (OECD, 2015). In response to the level of inequality in science education, the SciNow proposal was adjusted to be provided to all students and teachers nationwide for free.  The methodology implemented in this project was of a qualitative nature (Morgan, 1997). Interviews were conducted with secondary science teachers and students in which questioning focused on experiences with science education, including education resource availability and provision. Further focus groups were held with university students from wide-ranging backgrounds to gather reflective insight into experiences with science in school and in subsequent life.  The key findings indicated a desire for improved resource availability and quality, responding favourably to the proposition of the SciNow resource database. Further findings validated the proposed use of multimodality for engagement and focus on real-life content application.  Considering research findings, literature reviews, and the decision to provide the service freely, a flexible business model and case for investment is proposed and outlined in a strategic assessment business case. This business case proposes a three-phase process of development and implementation, influenced by the lean start-up business model. This three-phased plan begins with further research and subsequent development of a prototype as a minimum viable product. Following development, the prototype will then undergo testing and enhancement through feedback analysis, followed finally by expansion of the prototype to encompass the full database spectrum. The initial governing body will be composed of a core working group. Upon formation of a charitable trust, this core working group will evolve into an advisory board to act alongside the more commercially focused charitable trust board.  Key implications derived from this project are dual. In part, the project research emphasises the necessity for the education sector to consider more deep-rooted changes in the New Zealand education system (Bull, Gilbert, Barwick, Hipkins, & Baker, 2010). Significant changes are needed to truly optimise New Zealand science education, and provision of a resource database can only accommodate educational challenges, not fix them. However, the research and business case demonstrate that execution of the SciNow proposal is feasible, with the intended research and development crucial in maximising potential benefit of the service. Upon completion of this project, further work is intended to bring the SciNow concept to fruition.</p>

scholarly journals Engineering consultant-client relationship: Transactional versus collaborative approach

2021 ◽  
Author(s):  
◽  
David Osuna Contreras
Keyword(s):  
New Zealand ◽  
Business Model ◽  
Economies Of Scale ◽  
Real Life ◽  
Success Factor ◽  
Collaborative Approach ◽  
Negative Consequences ◽  
Collaborative Relationships ◽  
Engineering Consulting ◽  
Client Relationship

<p>The main focus of this study was the transactional and collaborative nature of the engineering consultant – client relationship. The aim of the study was to determine the extent to which each one of these approaches describes real life business relationships in the engineering consulting context.  The study revealed that, in New Zealand, relationships between engineering consultants and their clients were mostly of a collaborative nature. However, collaborative trust-based relationships were held between individuals, not between companies. Even though clients and consultants also engage in transactional relationships, the extent of this type of relationship was significantly low.   It was also found that confrontational relationships do not constitute a third framework to in understanding client-consultant relationships. This type of relationship corresponds to a circumstantial context that is more common in transactional scenarios than in collaborative ones.   The decision on whether a relationship evolves depended on the client’s and consultant’s interests. Regardless of how a relationship started, whether it is a transactional or collaborative beginning, its evolution was determined by the levels of trust that were built up over time.   The challenge for consulting companies lies in taking the personal relationship between consultants and their clients to a state in which the individual expertise sought by clients was transferred to the company brand.  A collaborative approach had direct implications on other elements of the consulting business model such as value proposition, customers, costs and revenue. Similarly, collaborative relationships were the essence of the “key partners” element of a client’s business model.   Due to the highly tailored nature of engineering consulting businesses in New Zealand, it is considered to be a type of business which is very difficult to scale. Only transactional relationships offer the option to take advantage of economies of scale as these are easier to fit into standardised procedures. It is therefore considered that collaborative relationships will not fit a business model based on economies of scale.  The following recommendations are provided should either party want to nurture a collaborative relationship:  • Both clients and consultants should see each other as equally powerful while working together, as power imbalances of any kind can have negative consequences for the results of consulting projects. It is also suggested to establish a clear division of roles and responsibilities as this is a critical success factor in consulting projects.    • It is important that both client and consultant have as much shared input as possible during the scope of work definition. If there are any modifications to the scope of work during the project, these should be discussed with the stakeholders in order to ensure that the revised scope of work meets the expectations of both parties.   • The interaction between parties during the problem solving process should be kept as open as possible to maximise the two-way flow of ideas. For clients, it is suggested to allocate as much time as possible to the technical discussion with the consultant.   • If there are contracting teams involved in the negotiation process, it is important to differentiate their role from any existing relationship between individuals.  • An idea is a network. Building up collaborative networks with people from different backgrounds creates the right environment for the formation of innovative ideas. It is highly recommended to use collaborative interaction as the start of a client-consultant dynamic to foster the creation of new ideas and solutions.</p>

scholarly journals Engineering consultant-client relationship: Transactional versus collaborative approach

2021 ◽  
Author(s):  
◽  
David Osuna Contreras
Keyword(s):  
New Zealand ◽  
Business Model ◽  
Economies Of Scale ◽  
Real Life ◽  
Success Factor ◽  
Collaborative Approach ◽  
Negative Consequences ◽  
Collaborative Relationships ◽  
Engineering Consulting ◽  
Client Relationship

<p>The main focus of this study was the transactional and collaborative nature of the engineering consultant – client relationship. The aim of the study was to determine the extent to which each one of these approaches describes real life business relationships in the engineering consulting context.  The study revealed that, in New Zealand, relationships between engineering consultants and their clients were mostly of a collaborative nature. However, collaborative trust-based relationships were held between individuals, not between companies. Even though clients and consultants also engage in transactional relationships, the extent of this type of relationship was significantly low.   It was also found that confrontational relationships do not constitute a third framework to in understanding client-consultant relationships. This type of relationship corresponds to a circumstantial context that is more common in transactional scenarios than in collaborative ones.   The decision on whether a relationship evolves depended on the client’s and consultant’s interests. Regardless of how a relationship started, whether it is a transactional or collaborative beginning, its evolution was determined by the levels of trust that were built up over time.   The challenge for consulting companies lies in taking the personal relationship between consultants and their clients to a state in which the individual expertise sought by clients was transferred to the company brand.  A collaborative approach had direct implications on other elements of the consulting business model such as value proposition, customers, costs and revenue. Similarly, collaborative relationships were the essence of the “key partners” element of a client’s business model.   Due to the highly tailored nature of engineering consulting businesses in New Zealand, it is considered to be a type of business which is very difficult to scale. Only transactional relationships offer the option to take advantage of economies of scale as these are easier to fit into standardised procedures. It is therefore considered that collaborative relationships will not fit a business model based on economies of scale.  The following recommendations are provided should either party want to nurture a collaborative relationship:  • Both clients and consultants should see each other as equally powerful while working together, as power imbalances of any kind can have negative consequences for the results of consulting projects. It is also suggested to establish a clear division of roles and responsibilities as this is a critical success factor in consulting projects.    • It is important that both client and consultant have as much shared input as possible during the scope of work definition. If there are any modifications to the scope of work during the project, these should be discussed with the stakeholders in order to ensure that the revised scope of work meets the expectations of both parties.   • The interaction between parties during the problem solving process should be kept as open as possible to maximise the two-way flow of ideas. For clients, it is suggested to allocate as much time as possible to the technical discussion with the consultant.   • If there are contracting teams involved in the negotiation process, it is important to differentiate their role from any existing relationship between individuals.  • An idea is a network. Building up collaborative networks with people from different backgrounds creates the right environment for the formation of innovative ideas. It is highly recommended to use collaborative interaction as the start of a client-consultant dynamic to foster the creation of new ideas and solutions.</p>

scholarly journals Toward Ecological Literacy: A Permaculture Approach to Junior Secondary Science

2013 ◽  
Vol 29 (2) ◽  
pp. 241-242
Author(s):  
Nelson Lebo ◽  
Chris Eames ◽  
Richard Coll ◽  
Katherine Otrel-Cass
Keyword(s):  
Science Education ◽  
New Zealand ◽  
Systems Thinking ◽  
Scientific Literacy ◽  
Ecological Literacy ◽  
Secondary Science ◽  
Design System ◽  
Learning Science ◽  
Junior Secondary ◽  
Sustainability Learning

AbstractEnvironmental, economic, and social trends suggest the need for more sustainable ways of thinking and patterns of behaviour. Such a shift would require humanity to function at high levels of ecological literacy, which relies on a certain amount of scientific literacy. However, troubling evidence indicates an international pattern of student disengagement with science at the secondary level. Evidence also suggests that it is difficult to integrate environmental or sustainability education at this level, both within New Zealand and elsewhere. This research was aimed at examining the use of a novel approach, using permaculture, in junior secondary science (Years 9 and 10) to enhance students’ ecological and scientific literacy, as well as their attitudes toward studying science in school.Permaculture is an ecological design system based on science and ethics. A permaculture approach to science education involves eco-design thinking, as well as the use of local permaculture properties and practitioners, and the science behind common permaculture practices. The approach is also meant to be relevant and engaging, and to promote systems thinking. This study involved the design and delivery of an intervention based on permaculture principles to one Year 10 science class in New Zealand.Research took the form of a naturalistic, interpretive, mixed methods case study, which included the use of questionnaires, interviews, and observations. Data collection focused on the impacts of a permaculture approach on the teaching and learning of science, on students’ ecological literacy, and on students’ attitudes toward learning science in school. Pre- and post-intervention questionnaires probed students’ opinions on the environment, science, and learning science in school, and tested their sustainable thinking and systems thinking with concept mapping and SOLO Taxonomy exercises. Classroom observations took place over the course of 12 weeks, on average 3 days per week, totalling 31 days. Before and after some classroom visits, I had informal conversations with the teacher, along with three formal interviews before, during and after the intervention. Three focus groups of students were interviewed immediately following the intervention.Findings show that a permaculture approach to junior secondary science can impact positively on students’ understanding of science and sustainability, and may impact on their attitudes toward studying science in school. It also appeared to impact positively on the science teacher'sattitude toward including sustainability in his teaching practice, and on his own sustainability learning. Regarding both students and teachers, a permaculture approach appears to have been effective to cultivate attitudes and trellis learning.The teacher and the students responded favourably to many aspects of the intervention, including the overall focus on the environment, the field trips, and some classroom learning activities. The teacher reported appreciating the way the intervention contextualised science with real world examples. Most students reported appreciating the experiential aspects of the intervention, as well as the relevance that a permaculture approach to science education provided. Findings indicate that advances in ecological and scientific literacy varied among students. Some students appeared to: improve their use of science and sustainability vocabulary; become more aware of select socio-scientific issues; better recognise scientific and ecological limits and possibilities. Some students also showed advances in sustainable thinking and systems thinking. Although many students expressed concern about issues such as pollution, wildlife, and genetic engineering — and prioritised protecting the environment over making money — there appeared to be a disconnect between these feelings and a sense of personal responsibility to act. Most students reported enjoying learning science with a focus on the environment, with one cohort indicating much greater enjoyment of the permaculture approach than their usual level of enjoyment of learning science in school.Trends in environmental degradation, population growth, energy inflation, and economic stagnation — especially pronounced since the beginning of this inquiry in 2008 — indicate that the world of the future will require ecologically literate citizens who can design and create truly sustainable systems for all human endeavors. Cultivating such citizens, and trellising their science and sustainability learning has implications for science education. This thesis identifies an innovative approach for junior secondary science in New Zealand that provides a way towards a more sustainable future.

Ethical Issues in the Fast Fashion Industry

2018 ◽  
Vol 9 (8) ◽  
pp. 660-665
Author(s):  
Chi Sheh ◽  
◽  
Peng Chan ◽  
Wen Jun Sim ◽  
◽  
...  
Keyword(s):  
Business Ethics ◽  
Conceptual Model ◽  
Ethical Issues ◽  
Real Life ◽  
Time Frame ◽  
Fashion Industry ◽  
Fast Fashion ◽  
Life Event ◽  
Real Cost ◽  
Literature Reviews

Fast fashion is becoming more and more popular nowadays and this industry is growing rapidly. In order to supply to the big demand of fast fashion clothing, company will need to increase the production of the clothing in shorter time frame. Besides that, to out beat the competitor, company will provide more choices of clothing in cheaper price to the customers. By practicing these actions to increase the business profits, company is behaving unethical to the manufacturer of the cloth. Most consumers are not aware of these ethical issues. This paper is will used and tested the conceptual model of fast fashion business ethics based on literature reviews. The finding from this paper will manifest the “real cost” of a cheap and branded fast fashion clothing and will be supported by real life event that happened. However, after realizing the problems, some company did make some changes and the solutions are stated in the paper as well.

Airbnb and the paradox of the body: The biopolitical management of hosts in four tourist towns in New Zealand

2021 ◽  
pp. 144078332110001
Author(s):  
Stella Pennell
Keyword(s):  
New Zealand ◽  
Business Model ◽  
Sharing Economy ◽  
The Body ◽  
Business Practices ◽  
Individual Freedom ◽  
Time Work ◽  
Part Time ◽  
Part Time Work ◽  
Low Wages

Airbnb is emblematic of a set of business practices commonly known as ‘the sharing economy’. It is a disruptive business model of homestay accommodation that has exploited conditions of growing precarity of work since 2008. Work precarity is particularly evident in regional tourist areas in New Zealand, which historically experience seasonal, part-time work and low wages. Airbnb draws specifically on the rhetoric of micro-entrepreneurism, with focus on individual freedom and choice: appealing concepts for those experiencing precarity. This article challenges the rhetoric of Airbnb and investigates notions of home, authenticity and hospitality that are reconceptualized under a specific regime of digital biopolitics. Drawing on research conducted in four regional tourist towns in New Zealand this article analyses the biopolitical interpellations that impact hosts’ subjectivities as entities in motion and considers the ways that the rationalities of Airbnb’s algorithms modulate the embodied behaviours of its hosts.

Design Challenges of the Horotiu Paa Bridge - Maximising Structural Efficiency and Economy

2016 ◽  
Author(s):  
Liam Edwards
Keyword(s):  
New Zealand ◽  
Weathering Steel ◽  
Steel Bridge ◽  
Design Development ◽  
Economic Prosperity ◽  
Total Length ◽  
The Government ◽  
National Significance ◽  
Bridge Spans ◽  
Design Challenges

The Horotiu Paa Bridge, also known as the Karapiro Gully Bridge is the largest weathering steel bridge in New Zealand. Construction of the bridge was recently completed in November 2015. The bridge is part of the Cambridge section of the Waikato Expressway in New Zealand. The Waikato Expressway is one of the seven state highways, named the Roads of National Significance, identified by the government as essential to New Zealand's economic prosperity. The bridge spans over the Karapiro Gully with a total length of 200m, consisting of four 50m long equal spans and is 24m wide, servicing 4 lanes of traffic.<p> This paper discusses the design development, key design aspects, innovations and technical challenges for the design of the Horotiu Paa Bridge.

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