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    Community-based disaster response teams for vulnerable groups and developing nations : implementation, training, and sustainability : a thesis presented in partial fulfilment of the requirements for the degree of Master of Emergency Management at Massey University, Wellington, New Zealand
    (Massey University, 2019) Cull, Paul
    Bystanders are often the first to respond to disasters and, for this reason, Community-Based Disaster Response Teams (CBDRTs) should be established in vulnerable communities. The literature review examines Disaster Risk Reduction initiatives and identifies that there is little information available regarding strategies and training curriculum that could be used to establish and maintain CBDRTs in developing nations and with vulnerable groups. The three research questions for this investigation ask how CBDRT courses could be adapted for these communities, what topics and activities would be most useful for such training, and how the teams could be established and maintained. The research objectives are to identify strategies that could be used to train CBDRT groups in these contexts, to propose an outline for a basic training course, and to describe techniques that could contribute to the sustainability of these teams. Research was conducted with CBDRTs in developing nations using a mixed methods methodology with the United States Federal Emergency Management Agency’s (FEMA) Community Emergency Response Team (CERT) programme being employed as a case study. Quantitative data was obtained from a questionnaire completed by CERT course graduates, and qualitative information was acquired from key informant interviews. After a review of the CERT programme that discusses its history, curriculum, success stories, and potential pitfalls, the data collected is presented through statistical analysis of the questionnaire replies and thematic analysis of the interview transcripts. Suggested CBDRT training strategies are creating courses for adolescents, modifying the material for non-literate learners, and providing additional practical activities. Recommendations for establishing programmes include developing teams for young people, cooperating with Community-Based Organisations to solve existing problems, and offering CBDRT training in the post-disaster environment. Techniques for maintaining the teams involve developing leadership, creating support networks, and cultivating partnerships with local authorities. The final conclusion is that the CERT model could be used as the basis for an international CBDRT training programme, although it would require adaption of the course content and presentation style.
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    Mystery, magic and truth : faith and reason explored in Renaissance art : might philosophy and religion be used as a vehicle for better art history teaching and learning? : a thesis submitted to Massey University in partial fulfilment of the requirements for the degree of Master of Education (Adult Education)
    (Massey University, 2007) Tyman, Patrick
    Consisting of two parts, an epistemic and pedagogic, this thesis is designed for teaching and learning about philosophy and religion using art history. By studying philosophy and religion in art works a student might be led to gaining a better understanding about faith and reason and by studying the philosophical and religious componants a teacher might gain a better focus on art history teaching and learning in general.
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    Learning approaches and study patterns of distance education students in mathematics [microform] : a thesis presented in partial fulfilment of the requirements for the degree of M. Phil. in Mathematics Education at Massey University
    (Massey University, 1991) Anthony, Glenda
    Teaching is an activity that assumes an understanding of learning: to teach in a way that encourages changes in conceptions and develops understanding, one must be aware of how students learn. This research examines and analyzes the learning processes used by extramural students studying mathematics. Findings indicate students exhibit learning approaches that can be classified into Surface, Deep and Achieving approaches. Each approach produces qualitatively different outcomes both in performance and in affective outcomes. The role of worked examples was found to be very important in the learning process: the purpose and manner in which the example was studied differed depending on the learning approach employed. Metacognitive behaviour is seen to be an important mediating factor in determining the individual effectiveness of an approach to a specific learning situation. In particular the monitoring of one's understanding is a significant factor in the value of self explanations and construction of understanding by the student. There is also evidence that students' perception of learning mathematics and assessment affects the approach to learning.
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    Learner success in eLearning : room for improvement-- but how? : an analysis of the problem of retention and completion in an online programme : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Adult Education at Massey University
    (Massey University, 2006) Roberts, Christine
    Lack of time to work on their online programme was a more significant barrier for students on an online programme than problems such as cost, access to a computer, computer difficulties, childcare or other family responsibilities, or lack of employer support. A 2004 online survey of 77 students of the online Public Sector Knowledge programme, at Change Training, Wellington, followed up by telephone interviews and a focus group session, showed that 92% of students gave 'lack of time' as the critical factor making it hard to study online, and that even when they had dedicated time to do it, work-based tasks and colleagues took priority over working on their online programme. Findings also showed that allied to the time issue was the evidence that for the majority of students their goal for the programme was not to complete assessments, but to get what they wanted from the learning materials. Without the need to gain the qualification for personal or work reasons, most students chose to bypass the time-consuming summative assessments that constitute a 'completion' and effectively 'drop out'.
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    Exploring trainer perspectives of emotional intelligence training program design : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Management at Massey University, Palmerston North, New Zealand
    (Massey University, 2015) Gill, Lesley Jane
    The research explores the perspectives of 21 emotional intelligence (EI) trainers working in New Zealand to identify variables that contribute to the design of successful EI training. The development of EI abilities has been established as making a positive and observable difference to employee performance in the workplace. Therefore from an organisational and an individual perspective it is desirable to develop EI skills. While the importance of the contribution of EI theory is well established and reported in the academic literature, the perspectives of EI trainers who conduct this training has been largely under-represented and unreported. This research explores the perspectives of EI trainers to find out what variables contribute the success design of successful EI training. The study uses an Action Research (AR) approach which is an iterative process of exploration, action and evaluation for the purpose of gaining greater understanding of the phenomenon under inquiry. The process is repeated until the desired understanding and pragmatic outcomes are reached. AR is a useful methodology for this study as it is a new field of research and therefore as a researcher I needed to respond to the findings as they emerged. The analysis of findings uses data from interviews, World Café reflection sheets, on-line descriptive surveys and researcher observations, depending on the stage of the AR process. The findings highlighted the strong alignment of EI trainer practice with EI theory, which reinforces the need for their ‘voice’ to be represented in academic literature. Discrete roles of academic, consultant and practitioner were identified within the generic term ‘EI trainer’ which has implications for learners, trainers and organisations. Successful EI training outcomes were also predicated on the importance of self-awareness for EI development, and the need to design a safe learning environment characterised by trust and observable through learners’ readiness to talk about issues in which they felt vulnerable. Two models were developed based on the findings. Firstly, the Emotional Intelligence Learning Environment model highlights the complexity of the learning environment which needs managing. The model is useful for helping EI trainers design their training programs in such a way as to create a safe learning environment so that learners are able to navigate the turmoil and chaos they experience in the process of achieving EI development. The second model, the Self-awareness Engine of Growth Model was designed to assist EI trainers to develop learners’ self-awareness, a key component that learners need to increase their EI. Additionally, EI trainers taking part in the study tended to practice in relative isolation from one another and expressed the desire to connect and engage with others. In response to this need, a symposium for EI trainers was organised, with the theme “Connect, Network, Engage.” The symposium was evaluated in terms of its contribution toward building a fledgling EI training community of practice.