Search Results: 45 Papers found
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LocationCode: BLK; Year: 2023
Results 1 to 40 of 45 (2 pages)
| Code | Title | Occurrences | Points |
|---|---|---|---|
| BIOEB505 | Coastal and Estuarine Ecology | 23X (Block) | 15.0 |
| This paper emphasises multi-disciplinary science to better understand the functioning of soft-sediment ecosystems. The course will cover ecological principles through to the impacts associated with human activities and their management. | |||
| COUNS540 | Working with Groups | 23B (Block) | 30.0 |
| This paper explores dialogic group processes with selected kinds of groups. Students will be given the opportunity to develop group membership and leadership roles through observation, participation and evaluation during an experiential workshop format and through on-line discussion and assignments. The paper includes a particular focus on narrative approaches to working with groups. | |||
| COUNS541 | Counselling Skills | 23X (Block) | 30.0 |
| This paper provides the opportunity for students to develop competence in basic relational and conversational skills of counselling within a narrative perspective. Students will develop a repertoire of counselling skills which are relevant in a variety of contexts. Video feedback and peer supervision will be used. | |||
| COUNS543 | Counselling Young People and Families | 23B (Block) | 30.0 |
| This paper extends the narrative counselling skills taught in COUNS541. Its particular focus is counselling children, young people, families and couples. | |||
| COUNS544 | Discourse and Counselling Psychologies | 23X (Block) | 30.0 |
| This paper offers a social constructionist and poststructuralist perspective on counselling and includes consideration of cultural approaches and psychological theories which have influenced counselling practice. Students will be introduced to concepts which enable analysis of therapeutic conversations. | |||
| COUNS545 | Professional Practice of Counselling | 23X (Block) | 30.0 |
| This paper is designed to bring together the narrative theory and practice issues arising in COUNS542. Students will meet on campus at regular intervals throughout the year to present examples of their work with clients, to participate in peer consultation and to address common problems related concerns that are present in their counselling work. | |||
| COUNS546 | Conflict Resolution: Restorative Approaches | 23B (Block) | 30.0 |
| This paper develops the skills of facilitating conflict resolution using mediation, conferencing and other types of restorative and generative conversations in families, schools and other contexts. A narrative perspective on conflict resolution features strongly in the paper. | |||
| COUNS548 | Supervision Practice | 23D (Block) | 30.0 |
| This paper is an introduction to the practices of counselling supervision from a narrative stance, including reflecting on team supervision. | |||
| COUNS549 | Counselling and Contexts | 23A (Block) & 23H (Block) | 30.0 |
| This paper provides an overview of counselling practice and its contexts, including optional modules on school counselling, or addictions. It teaches the skills and ethical perspectives of collaborative approaches to counselling, offering a particular introduction to narrative therapy. | |||
| CSMAX596 | Computer Science Internship | 23A (Block), 23B (Block), 23C (Block) & 23X (Block) | 60.0 |
| This internship enables the development of practical knowledge and hands-on experience through a supervised internship in the IT industry. | |||
| EDART202 | Visual Art in Educational Contexts | 23X (Block) | 15.0 |
| The paper explores a chosen art process through exposure to art skills and visual research strategies. It embraces current art education practices through art experiences and guided inquiry. | |||
| EDLED503 | Educational Leadership: Coaching and Mentoring | 23A (Block) & 23B (Block - Tauranga) | 30.0 |
| This paper critically examines theories and models of continuing leadership development through mentoring and coaching. It focuses on the importance of critical reflection on practice, the change process through adult learning theory, and the leadership capacity building that is so important in educational settings. Participants will study the interpersonal skills and knowledge necessary for developing leaders and leadership. They will examine their practice in a coaching and mentoring context and articulate developing understandings. | |||
| EDLED504 | Educational Leadership: Inquiry in Organisations and Communities | 30.0 | |
| This paper critically examines the contextual and relational nature of educational leadership in learning organisations and communities. Through examining and employing fundamental principles of Appreciative Inquiry (AI) - a strength-based approach to purposeful organisational change, participants will interrogate their leadership practice with a view to building, leading and sustaining flourishing learning organisations and communities. This paper seeks to enhance the participant's ability to strengthen professional relationships and engage individuals in change mechanisms within diverse communities of practice. | |||
| EDLED507 | Educational Leadership: Contemporary Issues and Perspectives | 30.0 | |
| With the rapidly changing nature of the New Zealand educational landscape, opportunities for educational leaders to critically examine current issues of importance and interest in a timely manner are essential. As such, the topic of this paper is co-constructed within the professional learning community of educational leaders in order to inquire into, address and respond to pressing and relevant issues in education. Working from a critical perspective, the paper is structured for students to locate and examine the topic alongside current leadership discourses, theory and literature to explore issues and challenges from national and international perspectives. This paper is structured to provide progressive and reflective dialogic encounters, along with opportunities for participants to develop strategic actions which seek to respond and contribute to the broader educational leadership debates and educational change. | |||
| EDLED510 | Capstone: Application to Professional Practice | 23X (Block) | 15.0 |
| In this capstone paper, students synthesise, reflect on, and apply the conceptual and practical knowledge gained throughout the MEdM degree to a significant contemporary and/or anticipated future issue of practice in their current educational setting. | |||
| EDUCA200 | Te Hononga Tangata | 23B (Online) | 15.0 |
| This paper prepares students to recognise and understand local and global cultural diversity, and to work competently and confidently in culturally appropriate ways with diverse others in educational contexts. | |||
| EDUCA557 | Becoming a researcher: theory, ethics and methods | 23A (Online), 23B (Online) & 23H (Block) | 30.0 |
| This paper introduces students to the major educational research paradigms, methodologies appropriate to collecting data in schools (including interviews, observations, surveys, case studies), action research, literature reviews, critiquing research, and report writing. It includes consideration of ethical issues in research. | |||
| EDUCA560 | Contemporary Educational Policies, Thought and Issues | 23B (Block) | 30.0 |
| This paper allows participants to explore contemporary issues in education as it relates to their practice, focusing on policies, contexts and thought, through the disciplines of sociology, policy and curriculum studies. | |||
| EDUCA983 | Advanced Education Inquiry: Policy, Context, Discourse | 23X (Block) & 23X (Online) | 30.0 |
| This paper will provide students with conceptual tools to analyse the various dimensions of educational and professional policies, contexts and discourses, for the purposes of research, evaluation and scholarly work. | |||
| EDUWK300 | Community Engagement in Education | 15.0 | |
| This paper provides opportunities for professional and personal development within varied work-related settings relevant to the fields of Education and Society, Digital Learning, and Human Development. | |||
| ENVPL402 | Plan and Consents | 23X (Block) | 15.0 |
| This paper is designed to provide students with skills and experience in the application of resource management plans and the resource consent process under the RMA. Students are engaged in experiential learning relevant to the practice of environmental planning and management in New Zealand. | |||
| ENVPL508 | Plan and Consents | 23X (Block) | 15.0 |
| This paper is designed to provide students with skills and experience in the application of resource management plans and the resource consent process under the RMA. Students are engaged in experiential learning relevant to the practice of environmental planning and management in New Zealand. | |||
| GEOGY538 | Automated Spatial Analysis using Geographic Information Systems | 23X (Block) | 15.0 |
| Automated GIS, using programming or scripts, are extremely powerful compared to the 'point and click' environment, and are the most practical method for the spatial analysis of large data sets. GIS professionals are expected have the skills to write their own scripts, as well as execute and manipulate existing scripts. In this paper, students are introduced to programming with Python and using the ArcPy library. No prior experience in programming is required, and students will quickly learn to automate GIS analysis. Students are given the opportunity to develop GIS scripts for their own choice of application. This paper is required for the graduate specialisation in GIS. | |||
| HSHUP301 | Industry and Community Engagement in Health, Sport and Human Performance 1 | 23A (Hamilton), 23A (Tauranga), 23B (Hamilton) & 23C (Block) | 15.0 |
| This paper fulfills The University of Waikato's requirement for all students to engage with the wider community in a work-related or applied project setting. This paper provides opportunities for professional and personal development within varied work-related settings relevant to the fields of sport, health and human performance. This paper is designed for students majoring in the Sport Development and Coaching, or Community Health as part of the Bachelor of Health, Sport and Human Performance. | |||
| HSHUP302 | Industry and Community Engagement in Health, Sport and Human Performance 2 | 23A (Hamilton), 23A (Tauranga), 23B (Hamilton) & 23C (Block) | 15.0 |
| This paper fulfills The University of Waikato's requirement for all students to engage with the wider community in a work-related or applied project setting. This paper provides opportunities for professional and personal development within varied work-related settings relevant to the fields of sport, health and human performance. This paper is designed for students majoring in Human Performance Science for the Bachelor of Health, Sport and Human Performance and will include lab-based practical components. | |||
| INTLC380 | Study Abroad 1 | 23G (Block), 23I (Block) & 23X (Block) | 15.0 |
| This paper will enable students to undertake appropriate individual study abroad programmes as part of their undergraduate degree. Each study programme should have a significant component of time spent offshore, with a series of assessments being agreed in advance with the paper convenor. | |||
| LLTED324 | Dyslexia | 23X (Block) | 15.0 |
| This paper will give students the theoretical knowledge as well as a practical understanding of the nature of dyslexia, its diagnosis, as well as how to teach dyslexics to read. | |||
| MAOED100 | Huarahi Matauranga Māori: Historical and Contemporary Approaches to Māori Education | 23A (Hamilton) & 23A (Online) | 15.0 |
| This paper examines historical and contemporary approaches in Maori education provision in Aotearoa New Zealand. It explores policies, practices and developments that have impacted on the educational development of Maori. | |||
| MAORI151 | Te Raranga Kete: Introduction to Māori Fibre Arts | 23G (Block) | 15.0 |
| An introduction to theoretical and practical components of weaving kete. Students learn to weave kete and critically examine traditional techniques, along with modern day applications. | |||
| NGAIO420 | Wheako Whakaako Ngaio 1 (Te Ahikāroa) | 23X (Block) | 15.0 |
| Ko te whakatauki nei, 'Mahia te mahi hei painga mo te iwi' te tuapapa mo tenei pepa. Ko te reo Maori te waka hei kawe i te matauranga Maori me te putoi ako. Ko Nga Tikanga Matatika me Nga Paerewa te kaupapa here hei whai i nga ahuatanga o te whakaakoranga totika. | |||
| PSYCH513 | Evaluation Research Analysis | 23X (Block) | 30.0 |
| This paper provides an introduction to evaluation praxis with a major focus on completing a small scale evaluation of a social service or health programme. Such roles as consultant, advocate, liaison and technician are part of the skills students experience. Engagement with the client through refining and negotiating an evaluation plan are part of setting up, collecting and analysing information, and presenting the results of the evaluation in the appropriate format(s). Students are expected to be active learners and take the lead responsibility of reporting evaluation progress to the client (which involves undertaking agreed tasks on time and reporting back on them). Emphasis is placed on qualitative methods, collaborative approaches and evaluation as a strategy of incremental social change. | |||
| PSYCH582 | Community Health Psychology | 23X (Block) | 15.0 |
| This paper provides an introduction to community health psychology and the theoretical and practical dilemmas faced by psychologists working with participative approaches within the health arena. | |||
| PSYCH583 | Foundations of Community Psychology | 23X (Block) | 15.0 |
| This paper emphasises the application of community psychology in Aotearoa/New Zealand, especially in relation to its emergence as a bicultural nation. Students are strongly recommended to also enrol in PSYCH575, which deals specifically with the Treaty of Waitangi. | |||
| PUTOI100 | Ngā marautanga Māori e haruru nei | 15.0 | |
| Ka whakatakina te ahua me nga take o nga marautanga o nga reanga kohungahunga, kura tuatahi, wharekura, tae noa ki nga aria hangai ki nga tumanako, te whakamahi hoki i nga putanga iho o nga marautanga Maori o Aotearoa. | |||
| PUTOI101 | Te reo me ngā tikanga o ngā kura | 15.0 | |
| Ko tenei pepa te tuapapa o nga tikanga o te ako me te whakaako ma te reo Maori ki nga reanga kohungahunga, kura tuatahi, wharekura ano hoki. Ka tuhuratia ki konei te iho o te tuakiri, te turangawaewae, te tu mataara me te tu tangata, kia rangatira, kia ngaio ai te tu hei kaiako. | |||
| PUTOI400 | Te Pakirehua me ngā Taunakitanga Whakamōhio | 23X (Block) | 15.0 |
| Ko nga korero o te orokohanga o te ao Maori te whakakaupapatanga o tenei pepa pakirehua. Ka akina nga tauira kia timata mai i nga korero mo Ranginui raua ko Papatuanuku. Ka whakarite pakirehua, ka tautuhi tauira me te whakahaere i te pakirehua e hangai ana ki nga marau. | |||
| PUTOI423 | He Kura te Tangata | 23X (Block) | 15.0 |
| Ko te oranga te tino pumanawa i homai ki a taua ki te tangata. Ka whakatuwhera i nga kuaha o te hauora ki te akonga kia matau ia ki te oranga katoa o te tangata. Ka whai wahi te akonga ki te whakaahua, te whakamarama, te whakamatau me te arotake i nga ahuatanga huhua o te hauora me te ngakau whakaute me te whakamana orite. | |||
| PUTOI424 | Pāngarau | 23X (Block) | 15.0 |
| Mai ra ano, ahakoa ko wai te iwi, he matauranga pangarau o ratou e marama ai ratou ki nga tini ahuatanga o to ratou ao. He whakakitenga o nga matauranga pangarau o te ao ahakoa ki whea. | |||
| TEEDU400 | Ngā Horopaki Whakaako ki Aotearoa: Teaching in the Aotearoa Context | 30.0 | |
| This paper provides opportunities for inquiry into ways that teachers and educators work within Aotearoa. Students critically examine personal beliefs, cultural shaping, educational influences, learning theories, and emerging teacher identity. | |||
| TEEDU402 | Ngā Horopaki Whakaako ki Aotearoa: Teaching in the Aotearoa Context | 23X (Block) & 23X (Block - Tauranga) | 15.0 |
| This paper provides opportunities for inquiry into ways that teachers and educators work within Aotearoa. Students critically examine personal beliefs, educational influences, and emerging teacher identity. | |||