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    Embracing tradition: Classical Studio in 2022
    (Epress, Unitec|Te Pūkenga, 2023-12-31) Moore, Cameron
    The year 2022 saw the return of Classical Studio the Unitec | Te Pūkenga School of Architecture after a ten-year hiatus. In Classical Studio, the goal isn’t necessarily to teach how to design a classical building, but to give third- and fourth-year students a deeper understanding of proportional and compositional principles, and a way to generate and evaluate with traditional design methodology. This time the studio was offered to second-year students, presenting new pedagogical opportunities. The criteria for the second-year studio are outlined, as well as how a classical approach to architectural design is aligned with these criteria. The brief was found in a 101-year-old issue of N.Z. Building Progress, in an architectural competition conceived and judged by Reginald Ford, the founding member of Gummer and Ford, perhaps New Zealand’s most influential architectural practice. In a departure from the traditional Unitec Classical Studio, the students were required to present their final designs with CAD instead of watercolour, the opportunities and challenges of which are discussed. This article explains the design process behind the studio, how the brief was interrogated and developed, and what steps the students took to learn how to design a classical building. But more importantly, what lessons were learned from following this process, and how a sampling of classical instruction can fit into a modern architectural education.
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    Cultural perspectives on the concept of whānau and health decisions
    (Association of Tertiary Learning Advisors Aotearoa/New Zealand, 2023-11-27) Dai, Hua; Bentley-Gray, Daisy; Unitec,Te Pūkenga; Te Pūkenga
    This is a combined reflective presentation developed from the series of the Chinese and Pacific cultural perspectives workshops that the authors have designed and delivered at Unitec for the Social Practice, Medical Imaging and Bachelor of Nursing classes since 2019 as requested by their class lecturers. Sharing our own experiences and perspectives of our respective cultures at the 2022 ATLAANZ conference, “Toitū te tangata: The whole person”, we position our teaching in our natural environment, the land, and the culture of the land we currently live in and advocate for a mindful education where staff and students are supported to become culturally conscious to best serve the culturally diverse community in Aotearoa New Zealand.
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    Whakarongo ki te tangi! : Listen to our tears, listen to our call! learnings from a summer research mentorship to grow kaupapa Māori community health researchers
    (ePress, Unitec | Te Pūkenga, 2023-11-02) Smith, Hinekura; Sarich, J.; Eruera, Ngahuia; Campbell-Strickland, A-M.; Mato Bartlett, L.; Unitec, Te Pūkenga; Te Pūkenga
    This co-authored paper centres the Māori cultural practice of tangi, both as a way to heal and to be heard, for four new and emerging Māori community health researchers involved in a Kaupapa Māori research mentorship. If research mentorships are about growing research capability and capacity, we highlight here that another important ‘c’ comes first – confidence. For over 20 years, Kaupapa Māori theory and research have carved out critically important space for Māori to research ‘as Māori’ in academia, yet omnipresent colonialism continues to cast doubts on the validity of our voices as researchers, and our ‘worthiness’ or ability to step confidently into research space. Here, four emerging Māori researchers who are committed to making research-informed health changes in our communities share how our confidence to ‘do’ research grew during a summer Kaupapa Māori research mentorship. We each experience the emotion of tangi – be it a bird’s call or weeping – in different ways. Therefore, rather than offer advice on ‘how to become confident as an emerging Kaupapa Māori researcher’, this co-authored paper encourages you to hear, and importantly feel, these stories about ‘becoming’ and to consider how research must do better to create more Kaupapa Māori-led opportunities for Māori to confidently step into research with, and for, their communities.
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    The ambiguous presence of children's mental health in the context of Covid-19 pandemic in early childhood curriculum
    (University of Waikato | Wilf Malcolm Institute of Educational Research, 2023-05-07) Scanlan, B.; Stebletsova, G.; Unitec,Te Pūkenga; Te Pūkenga; New Zealand Tertiary College (NZTC)
    In the context of the continuing pandemic, it has become apparent that the new global circumstances put a strain on the holistic well-being of children and their families. The experience of social distancing, prolonged lockdowns, long periods of separation from extended family, as well as extra stress associated with the anticipated economic crisis, have negatively affected all aspects of families’ well-being, particularly mental health. This position statement seeks to increase attention to children’s mental health and calls for further discussion on mental health to be included in the current early childhood curriculum
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    Understanding holistic wellbeing through culturally diverse lenses
    (New Zealand Tertiary College (NZTC), 2023-04) Stebletsova, Galina; Scanlan, B.; Unitec, Te Pūkenga; New Zealand Tertiary College (NZTC)
    This article explores notions of holism and acknowledges that different cultures and societies have a wide range of beliefs of what holism might be, how it is practiced and how it can be supported. Te Whāriki (Ministry of Education, 2017) is a holistic curriculum in its own right and yet it is important to acknowledge the cultural differences that shape varying forms of holism when working with children and families. Kaiako in Aotearoa are entrusted with fostering the learning and wellbeing of children from a wide range of cultural backgrounds and their openness to the different forms of holism and wellbeing are required to ensure that all voices are heard and that all families can feel supported. The authors recognise the challenges that particularly beginning hanau might face as they navigate a range of holistic health and wellbeing models that families practice and the commitment they have while taking guidance from Te Whāriki (Ministry of Education)