Search Results: 292 Papers found
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LocationCode: NET; Year: 2023
Results 1 to 40 of 292 (8 pages)
| Code | Title | Occurrences | Points |
|---|---|---|---|
| ACCTN581 | Professional Development Capstone | 23G (Online) & 23H (Online) | 20.0 |
| The objective of this paper is to help students develop critical thinking and sound analytical skills about the past, present and future of accounting theory and practice. This paper covers key theoretical positions underlying the practice of accounting as well as key factors effecting the development of the profession. The principles of Treaty of Waitangi, Ethics, CSR, globalisation and current issues will be examined with a particular emphasis on both theoretical and practical issues. | |||
| ACCTN582 | Research Project | 23G (Online) & 23H (Online) | 20.0 |
| Students undertake a research project from an accounting workplace environment. | |||
| ACCTN583 | Professional Internship | 23G (Online) & 23H (Online) | 20.0 |
| Students undertake a professional internship within an accounting workplace environment. | |||
| APPLN564 | Second Language Acquisition: Theory and Research | 23B (Hamilton) & 23B (Online) | 30.0 |
| The aim of this paper is to introduce students to the key streams of second language acquisition theory and related research as part of their development of a professional knowledge base for second language teaching and learning. | |||
| APPLN566 | Pedagogic Linguistics for TESOL | 23A (Hamilton) & 23A (Online) | 30.0 |
| TESOL educators require a strong understanding of the components of the English language in order to teach it effectively. This paper connects linguistic analysis to language teaching. Students will be introduced to morphology, lexis, phonology, syntax, verb structures, modality and semantics, and the roles that they play in language teaching practice. | |||
| ARTSC105 | Language in Context | 23B (Online) | 15.0 |
| Language in Context is an essential paper for students of a broad range of disciplines where language and communication are a focus. Students are given the tools to examine how human language reflects our histories, our social selves, and our immediate physical contexts. We observe how language is used to reinvent and to reinforce social positioning, to create and to replicate both real and virtual identities. A heightened awareness of the multi-functionality of language, whether spoken, sung, written or texted, enhances our understanding of self and allows us to be more effective communicators. | |||
| ARTSC106 | Critical Social Science Research: The Crisis of Climate Change | 23B (Hamilton) & 23B (Online) | 15.0 |
| This paper is an introduction to critical social science research in Aotearoa New Zealand. It adopts an interdisciplinary approach spanning Indigenous and Feminist studies, political science and sociology, and is organised around the case study of climate change. | |||
| ARTSC110 | Old Worlds - New Worlds | 23A (Online) | 15.0 |
| This multi-disciplinary paper is designed to help you become a better BA student, no matter what your major subject. It is structured by some key concepts (journey, encounter and change) and foregrounds the processes and attributes that help make culturally aware, responsible and articulate citizens: interpreting; explaining, gathering and evaluating evidence, and making a strong, evidence-based argument. | |||
| CLIMT101 | Introduction to Climate Change Science - Pūtaiao Huringa Āhuarangi | 23A (Hamilton), 23A (Online), 23A (Tauranga) & 23X (Secondary School - Unistart) | 15.0 |
| An overview of the scientific basis of climate change with emphasis on understanding climate change mitigation and adaptation. He tirohanga whanui no tenei pepa i te tuapapa o te putaiao o te huringa ahuarangi. He nui te aro ki te whakamauru me te takatu o te huringa ahuarangi. | |||
| CLIMT104 | Introduction to Māori, Pacific and Indigenous Studies: The Climate Change Crisis | 23B (Hamilton) & 23B (Online) | 15.0 |
| This course examines Maori, Pacific and Indigenous peoples' philosophies and relationships with land, language, culture and resources, with a particular focus on understanding the climate change crisis. | |||
| CMYHE101 | Understanding Hauora, Health and Wellbeing | 23A (Hamilton), 23A (Online) & 23A (Tauranga) | 15.0 |
| This paper examines a social determinants approach to Health. It includes exploration of a range of interactions that influence the health of populations and determinants of health in New Zealand and global contexts. | |||
| CMYHE301 | Critical Perspectives of Health | 23B (Online) | 15.0 |
| In this paper students will critically engage with a range of contemporary health and social issues using a case study approach. This will include gaining a comprehensive understanding of the role of the media, popular culture and interest groups and critiquing contemporary health and social issues. | |||
| CMYHE302 | Health in the Digital Era | 23A (Hamilton), 23A (Online) & 23A (Tauranga) | 15.0 |
| This paper critically examines how the growth of digital technologies have influenced understandings and practices of health. Key themes in this paper address the role of digital media in constructing understandings of healthy and unhealthy lifestyles, the changing nature of the healthcare provider-patient relationship, and the development of digital technologies for health-related purposes. | |||
| COMMS302 | Art for Social Change | 15.0 | |
| This paper will explore how different forms of cultural and creative expression have been able to effect social change. Focus is given to effective ways and means creative arts have to challenge society's deepest assumptions and trigger perceptual change, action and civic responsibility. This paper encourages students to adopt artistic thinking and action to prompt social change. | |||
| COMPX101 | Introduction to Programming | 23A (Hamilton), 23A (Online), 23B (Hamilton), 23B (Secondary School - Unistart) & 23X (Zhejiang University City College, Hangzhou China) | 15.0 |
| This paper introduces computer programming in C# - the exciting challenge of creating software and designing artificial worlds within the computer. It also covers concepts such as the internals of the home computer, the history and future of computers, cyber security, computer gaming, databases, mobile computing and current research and challenges in computer science. No prior programming knowledge is assumed. | |||
| COMPX221 | Programming for Creative Industries | 23A (Hamilton) | 15.0 |
| A fundamental grounding in object-oriented programming that uses Processing software to creative visual outputs for creative industries. | |||
| CRSCI101 | Introduction to Security and Crime Science | 23A (Hamilton) & 23A (Online) | 15.0 |
| This paper is an introduction to topics, approaches and disciplines that help to define Security and Crime Science's approach to reducing and preventing crimes before they happen, thus helping to create safer communities. | |||
| CRSCI201 | Understanding Crime Events | 23B (Hamilton) & 23B (Online) | 15.0 |
| The focus of this paper is on crime as a potentially preventable event. Crimes occur in a patterned way that is partly determined by situational factors and people's decision-making. This paper introduces students to theories about crime events, and approaches to analysing these events. | |||
| CRSCI501 | Foundations of Security and Crime Science 1 | 23A (Online) | 15.0 |
| This paper introduces key theories and analytical techniques that support security and crime responses by police, government departments, and industry. | |||
| CRSCI502 | Foundations of Security and Crime Science 2 | 23B (Online) | 15.0 |
| This paper enables the practical application of Security and Crime Science theories within an operational context by police, Government departments, and industry. | |||
| DATAX201 | Practical Data Science | 23B (Hamilton), 23B (Online) & 23B (Tauranga) | 15.0 |
| This paper gives students practical experience for the entire data science process. It covers the data collection process, data cleaning and manipulation, and data visualisation and presentation. | |||
| DIGIB519 | Professional Field Internship | 23B (Online) & 23X (Online) | 30.0 |
| This paper, usually taken in the New Zealand summer period from November to February, facilitates practical experience building and skills development through an intensive industry internship for graduate level students. The paper is delivered online, and students will be on-site and at work in their host organisations from 8-13 weeks, based in host organisations in New Zealand or overseas. Assessment items will include weekly electronic interactions with other students taking the paper, a reflective report, and a critical self-assessment of personal skills and knowledge that can lead to further workplace skills development under the self-direction of the student. | |||
| DIGIB552 | Applied Research Methods and Project | 23A (Online) | 30.0 |
| This paper provides the opportunity for students at the graduate level to produce a research report which reflects their ability to investigate in-depth a business topic of their interest. The report is expected to have value to a practicing manager, rather than having an academic focus. The paper will be delivered solely online. There will be an initial block session over the first three weeks which will provide students with the tools to successfully undertake and report on business research of high practical value to organisations. | |||
| DIGIB555 | Digital Business Management | 23A (Hamilton) & 23A (Online) | 30.0 |
| A focus on the successful management of digital business applications based on rapidly evolving technologies; from business case to competitive impact. | |||
| DIGIB558 | Contemporary Issues in Digital Business | 23B (Hamilton) & 23B (Online) | 30.0 |
| As new electronic technologies emerge, businesses are faced with many challenges about how best to address the opportunities and threats such technologies present. This seminar and discussion based paper addresses a range of topical issues associated with digital business and the crucial role they play in the modern-day, global business environment. Particular emphasis will be placed on the role of online social media in business. Students will have an opportunity to investigate related issues of personal interest. | |||
| DIGIB559 | E-Business Technologies | 15.0 | |
| The Internet and Web technologies are driving fundamental changes in the way that businesses interact today, and e-business is booming as organisations strive to improve efficiency, enter new markets, or gain competitive advantage through improved business processes, resource management, just-in-time provisioning and business relationships. This paper explores the various concepts and technologies behind such developments, introducing fundamental technologies and approaches upon which systems and services are being built today. | |||
| DINST513 | Early Childhood: A Social Approach to Inclusion | 30.0 | |
| This paper is intended to enable students to understand the philosophical and developmental justification for early intervention programmes for young children with special needs and their families. The focus will be on early intervention carried out in a range of contexts. The paper content will include: concepts of disability models and design of early intervention programmes; assessment; curriculum; parent partnerships and evaluation of processes. | |||
| DINST521 | Critical Studies in Disability and Inclusion | 23A (Online) | 30.0 |
| This paper critically explores an intersectional understanding of disability and inclusion using Critical Disability Studies and Disability Studies in Education perspectives. It engages with ideas of equality and social inclusion and the social barriers and enablers to equal access in education, health and other social systems. The paper covers key concepts including ableism, intersectionality and universal design. These will be explored through current interdisciplinary and inclusive research and practice. | |||
| DINST522 | Inclusion Policy and Practice: A Disability Rights Approach | 23B (Online) | 30.0 |
| Framed by the United Nations Convention on the Rights of Persons with disabilities, this paper explores learning, living, working and playing from the perspectives of disabled people in Aotearoa and internationally. It looks at how disabled people have and continue to shape the way human rights of disabled people are understood, and how disabled people led advocacy and research can transform social inclusion policy and practice. | |||
| DLRNG100 | Developing Digital Fluency | 23A (Online) | 15.0 |
| This paper offers a foundation for students learning to navigate and communicate effectively through digital learning environments. It incorporates purposeful selection of technologies for learning, and digital literacy which includes being able to research, create, evaluate and apply technical skills while doing so. | |||
| DLRNG200 | Digital Learning: Critical Perspectives and Lifelong Possibilities | 23A (Online) | 15.0 |
| This paper examines educational uses of digital technologies, with an emphasis on learning through electronic networks, including social media. The paper explores evolving theoretical shifts and policy directions alongside topical issues and practical perspectives. | |||
| DLRNG201 | Exploring Digital Learning: Design Principles and Teaching Strategies | 23B (Online) | 15.0 |
| This paper examines pedagogical approaches to digital technology integration in learning contexts, and derives evidence-based principles underpinning effective digital pedagogies. Students learn to apply the principles from literature/sources presented in class to critique and design of digital learning experiences/resources. | |||
| DLRNG300 | Developing Educational Technologies: Contemporary Social and Educational Issues | 23A (Online) | 15.0 |
| This paper considers the broad range and pace of development in digital technologies, and implications for educators and others involved in technologies for education and training, including businesses, and new learners. | |||
| DLRNG301 | Digital Innovation Adoption and Theories of Digital Learning | 23B (Online) | 15.0 |
| This paper explores contemporary theories associated with digital innovation adoption and the design, development and use of digital systems, content and environments, with particular focus on social, distributed, networked and collaborative learning. | |||
| DLRNG500 | Debates in Digital Learning and Educational Technology | 23A (Online) | 30.0 |
| This paper provides an opportunity for leaders and practitioners in a range of fields to explore contemporary theories, debates, practice, policy and research in educational technology and/or digital learning. | |||
| DSIGN125 | Introduction to Communication Design Production | 23A (Hamilton), 23A (Online), 23A (Secondary School - Unistart) & 23X (Zhejiang University City College, Hangzhou China) | 15.0 |
| This paper enables students to perform basic computing operations and to operate software packages for the manipulation of visual images and text for use in print and screen-based applications. Students will be introduced to basic computing concepts and provided with software tutorials and related exercises. | |||
| DSIGN221 | Programming for Creative Industries | 23A (Hamilton) | 15.0 |
| The paper develops basic programming expertise and applies these skills to creating visual outputs for design and the arts. The paper is practically oriented, with problem solving and practical work. | |||
| EDLED501 | Educational Leadership: Concepts, Theory and Practice | 23A (Hamilton) & 23A (Online) | 30.0 |
| Leading in educational contexts can be a challenging and complex undertaking. This paper introduces students to foundational theoretical and practical concepts of educational leadership in Aotearoa New Zealand and internationally. Students are supported to critically examine their own leadership beliefs and experiences and explore how these shape their current leadership practice. Critical examination of key and emerging theoretical perspectives shifts the concept of leadership beyond traditional roles and provides students with a strong and multifaceted platform on which to apply leadership knowledge and practice in meaningful ways across a range of situations and contexts. | |||
| EDLED502 | Educational Leadership: Organisational Change and Development | 23B (Hamilton) & 23B (Online) | 30.0 |
| This paper explores theories and practices of organisational development, culture and change in educational settings. The nature and characteristics of effective professional communities and the central role of leaders in educational improvement and innovation are key areas of investigation. Participants will engage with and critique organisational processes within their particular context in order to evaluate and strategise change priorities. | |||
| EDLED505 | Educational Leadership: Leading for Social Change | 23A (Online) | 30.0 |
| This paper draws on research and theory from New Zealand and global contexts to critically examine leadership practices related to issues of social justice in education. This paper provides opportunities to engage in current debates related to equity, access, fairness, agency and success in education and offers a framework for raising socially just consciousness for action. Through the critical reflection on personal leadership contexts, participants will examine core principles of social justice with the intention of engaging in broader social action to transform their educative and leadership practices. | |||
Results 1 to 40 of 292 (8 pages)