Converting avif files to jpg

I don't know if you have ever been sent an AVIF file and been unable to open it? If so, it is an Apple compressed image file format.

In order for us to be able to open avif files on a Windows system, we need to be able to convert the format to a jpg or similar type of file. 

What we have to do is to:

• Head over to the free conversion website at https://cloudconvert.com/avif-to-jpg
• In the header, select "avif" in the left-hand dropdown
• In the right-hand dropdown, select "jpg"
• Use the red box under the header section to navigate to and to upload the avif file we want to convert
• Download the resulting file once it has been converted.

Too easy.

Sam

References:

Cloud Convert. (2025). AVIF to JPG Converter. https://cloudconvert.com/avif-to-jpg

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Te Whare Tapa Whā & Maslow

Mason Durie's holistic wellness model (1985), Te Whare Tapa Whā, has been discussed before (here), but there is always more we can explore.  Health and government agencies in Aotearoa have used Te Whare Tapa Wha for forty years, including as a self-assessment tool for training new recruits in the Defence Forces (MAS Team, 2024). 

Te Whare Tapa Whā was created in 1982 (Durie, 1985), consisting of four pou, or pillars, for "life – te taha hinengaro (psychological health); te taha wairua (spiritual health); te taha tinana (physical health); and te taha whānau (family health)" (Careers New Zealand, 2020).

What is really interesting is that the four pou of Te Whare Tapa Whā align quite well with Maslow's Heirarchy of Needs (see the image accompanying this post (Purohit, 2024, p. 11). For example, te taha tinana (Durie, 1985) aligns with safety and psychological needs (Maslow, 1943); te taha whānau (Durie, 1985) with belonging and love needs (Maslow, 1943); te taha hinengaro (Durie, 1985) to esteem needs (Maslow, 1943), and te taha wairua (Durie, 1985) to self-actualisation (Maslow, 1943).

However, Maslow's Hierarchy of Needs (1943) has been taught in a very structured way: that until our physiological needs are met, we cannot move up the model to self-actualisation. Yet Maslow intended the five areas of his model to be rungs on a ladder not a pyramid (Bridgeman et al., 2019, more here). Our individual priorities might mean we meet some areas more than others: Maslow does not want to "give the false impression that a need must be satisfied 100 per cent before the next need emerges" (1943, p. 389). The following example shows that a person might reach "85 per cent in [their] physiological needs, 70 per cent in [their] safety needs, 50 per cent in [their] love needs, 40 per cent in [their] self-esteem needs, and 10 per cent in [their] self-actualization needs" (Maslow, 1943, p. 390). This, more accurate view of Maslow (1943), fits in better with Te Whare Tapa Whā (Durie, 1985). 

All four pou of Te Whare Tapa Whā can also be at differing stages of development (Durie, 1985). At different times of our life we will need to focus on different areas. Helping others to grow their “self-awareness is key to creating balance and harmony in all aspects of life, including career development” (Careers New Zealand, 2020), while embedding all four components over time will hopefully establish more “fulfilling and sustainable professional" working lives (Passmore, 2023). 

It is interesting to see the similarities across national divides of models, birthed within different philosophies, which can be used in similar ways to help others. 

And we have a national Taonga.

Courtnay & Sam

References:

Bridgman, T., Cummings, S., & Ballard, J. A. (2019). Who Built Maslow’s Pyramid? A History of the Creation of Management Studies’ Most Famous Symbol and Its Implications for Management Education. Academy of Management Learning & Education, 18(1), 81–98. https://doi.org/10.5465/amle.2017.0351

Careers New Zealand. (2020, October 18). Te Whare Tapa Whā. https://www.careers.govt.nz/resources/career-practice/career-theory-models/te-whare-tapa-wha/

Durie, M. H. (1985). A Maori perspective of health. Social Science & Medicine, 20(5), 483-486. https://doi.org/10.1016/0277-9536(85)90363-6

MAS Team. (2024). Well in every way - Te Whare Tapa Whā. Mas. https://www.mas.co.nz/hub/well-in-every-way-te-whare-tapa-wha/

Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-96. https://doi.org/10.1037/h0054346

Passmore, S. (2023, September 25). Applying Te Whare Tapa Wha to Career Wellbeing. https://www.pickapath.co.nz/post/applying-te-whare-tapa-wh%C4%81-to-career-wellbeing

Purohit, P. (2024). EPIC Transformations: Redefining Career Paths for Solo Parents in the New Era by Leveraging the Te Whare Tapa Whā Framework- a Māori Healthcare Model [Image]. In the Proceedings of the Asia Pacific Career Development Conference (APCDA). https://asiapacificcda.org/wp-content/uploads/2024/06/apcda_cp0001_03.pdf

 * Courtnay Fraser has kindly prepared much of the material for this post

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What is a Veblen good?

Have you heard of a "Veblen good" (Boyle, 2024, 1:50)? I hadn't until late last year. A Veblen good is one which, despite an increasing and eye-watering price, the demand remains high, or goes even higher, resulting in an upward-sloping demand curve... in an apparent contradiction of the law of demand (Boyle, 2024; Veblen, 1899). Think Hermès Birkin bags; Michael Jordan sneakers still unworn in their boxes; vintage bottles of wine; rare coins; bitcoin; high-end watches.

Veblen appeared to think that "modern business elites [...] distort and waste the benefits of technology in order to slake [the consumer thirst] for ever-increasing power and status" (Plotkin, 2015). This leads to another Veblen construction: "conspicuous consumption" - and how fabulous that this idea was coined and formalised in one of Veblen's most noted works, way back in 1899 during the gilded age. Conspicuous consumption is "the competitive and extravagant consumption practices and leisure activities that aim to indicate membership to a superior social class" (Patsiaouras & Fitchett, 2011, p. 154). Veblen was an acid-tongued commentator on what he saw as a society going rotten, who "is credited with having recast ‘economics as the cultural history of material life’" (Banta, 2010, p. x). He saw the inventing engineer selflessly building better mouse-traps, then being predated upon by the "pecuniary" selling entrepreneur (p. ix). A classic hero and villain trope.

Conspicuous consumption, or "high-end, luxury retail consumption [...] is primarily associated with urban living" (Currid‐Halkett et al., 2019, p. 83). From that, I assume that by moving into cities, where we get to see what the Jones' are buying, our desires to display how wealthy we are is magnified. We learn to desire the newest, shiniest, most expensive new toy because smart people all around us already have it, and we have FOMO. And we may well put ourselves into debt to buy it, in order to look richer - higher status - than we actually are (Currid‐Halkett et al., 2019).

However, the Veblen good only works where there is product exclusivity and the item becomes a status symbol. If too many of an item appear, then the exclusivity begins to be eroded, and the good loses its appeal to the high-end purchaser.

Then we get the next trend arising. 

Sam

References:

Banta, M. (Ed.). (2010). Introduction. In T. Veblen, The Theory of the Leisure Class: An economic study of institutions (revised ed., M. Banta, Ed., pp. x-xxvi). Oxford University Press. (Original work published Macmillan & Co., Ltd., 1899

Boyle, P. (2024, October 7). Watch Market Collapse! Why Did Secondary Market Prices Fall So Much? [video]. YouTube. https://youtu.be/wpQQZQN0sXQ

Currid‐Halkett, E., Lee, H., & Painter, G. D. (2019). Veblen goods and urban distinction: The economic geography of conspicuous consumption. Journal of Regional Science, 59(1), 83-117. https://doi.org/10.1111/jors.12399

Patsiaouras, G., & Fitchett, J. A. (2012). The evolution of conspicuous consumption. Journal of historical research in marketing, 4(1), 154-176. https://doi.org/10.1108/17557501211195109

Plotkin, S. (2015, June 29). Thorstein Veblen. Oxford Biographies. https://doi.org/10.1093/OBO/9780199756384-0124

Veblen, T. (1899). The Theory of the Leisure Class: An economic study of institutions. George Allen & Unwin Ltd.

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Equality versus Equity

Our ability to be 'normal' in society is often affected -impacted - by our inherited factors. If we grow up in lower socio-economic status (SES) families, we tend to find work in agriculture, manufacturing, and construction. Our peers who begin in more socially advantaged circumstances tend to find work in the service sectors; such as trade, transportation, and public administration (OECD, 2024). Our rangatahi from lower socio-economic backgrounds often see themselves with a future in manual agriculture, manufacturing, and construction occupations more than their more privileged peers (OECD, 2024); their identity is as manual workers.

Merit, Equality, and Individuality (MEI) looks at success factors. MEI overlooks structural and historical barriers which limit individual access to opportunities, ignoring the detrimental impact of financial status, social class, gender, ethnicity, and disadvantage. These barriers may play out as unconscious bias in hiring, a lack of qualifications from the 'right' schools, or applicants having limited professional networks. As lower-educated rangatahi are already on the back foot entering adulthood, MEI can reinforce the status quo (Ahsan, 2025). Societies adopting an MEI approach may be known as a "meritocracy". It is also reflective of equality: everyone has the same chances, so should be TREATED THE SAME (IISC, 2016; The Equity Tool, 2024). 

Diversity, Equity and Inclusion (DEI) acknowledges that there are systemic inequities. DEI promotes a more nuanced approach to fairness, emphasising diversity, equity, and inclusion. Providing the inside of our organisations looks the same as we New Zealanders do collectively (i.e. as our broader society in Aotearoa), our organisations will effortlessly stay current with our national culture. It is when our organisations get out of step with social norms that they more likely to appear in media headlines. Or in court. Representation of all society's groups, supported by resources and opportunities tailored to  our individual circumstances, and creating environments where we all feel valued and can contribute according to abilities, makes for a healthy society (Ahsan, 2025). This is reflective of equity: everyone has DIFFERING NEEDS, and we should assist those who need more help because we are a compassionate and humanistic society (IISC, 2016; The Equity Tool, 2024). 

A DEI approach helps us to confront the structural barriers that affect our lives within our society; while MEI is an 'ideal', our societal value is based on our individual success (Ahsan, 2025). 

So let us consider the image accompanying this post. On the left, we have an illustrator of three differently aged men watching a baseball game over a fence, with all three male figures given the same box to view the game - equality (IISC, 2016, commissioning Angus Maguire). We then have the same figures supplied by what they NEED to all see the game - equity (IISC, 2016). Then on the right we have an expansion of the IISC idea of three figures watching a sports match over a fence (2016), which may or may not be football/soccer, showing a man, a young woman wearing glasses - who may or may not be of Asian ethnicity - and a small figure in a wheelchair (The Equity Tool, 2024, after Angus Maguire). The Equity Tool (2024) illustration is more representative of systemic barriers for women and minorities, and adds value to the original (IISC, 2016).

However, The Equity Tool (2024) should have cited IISC (2016) and Angus Maguire. We must honour our sources :-)

Bronnie & Sam

References:

Ahsan, M. (2025, February 6). DEI vs. MEI: The complex balance between equity and meritocracy. Electricity Human Resources Canada. https://ehrc.ca/dei-vs-mei/

IISC. (2016, January 13). Illustrating Equality VS Equity. Interaction Institute for Social Change [commissioning Angus McGuire]. https://interactioninstitute.org/illustrating-equality-vs-equity/

OECD. (2024). Challenging social inequality through career guidance: Insights from international data and practice. Organization for Economic Cooperation and Development. OECD Publishing. https://doi.org/10.1787/619667e2-en

The Equity Tool. (2024). Equity and Wealth. https://www.equitytool.org/equity/

 * Bronnie Gunn has kindly prepared much of the material for this post

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Aligning PowerPoint voice over and animations

This time we have a bit more on solving problems with creating a voice over PowerPoint. We look at how we can align the entry of animations to cue with our voice over in our sound file. This should be easy... right?

Well, it isn't. At least, not as far as I have found. I was able set up my animations on clicks, then record my voice over... then not be able to have the animations appear automatically as my voice over played. It didn't matter whether I used the "with" or the "after" timings: I was unable to crack this. I ensured that I set up the slide show, with "show without automation" being unticked; and "using timings, if present" being ticked. I set up my slides under Transitions with the Advance Slide set up to auto-forward after the number of seconds of the voice over plus a buffer. I had my sound file as the first item in the animation pane in the Animations tab. 

But the sound file remains the only element of animation that works as expected... until we are about to leave the slide, when all the other animations appear at once. So I went looking for some solutions. And once more a user problem was answered by Steve Rindsberg, MVP Volunteer Moderator. Steve's superb reply is paraphrased below (Freeman, 2023): 

"PowerPoint has *never* been able to make transitions/animations 'fire' reliably against a timeline. What [we] can do instead is use bookmarks and triggers."

"Add [...]our audio file, start it, then pause it when it reaches a point where [we]'d like an animation to occur."

"On the Playback tab [NB: Playback - on the far right of the ribbon - will only show if we are already clicked onto our embedded sound file], click Add Bookmark. [We then] Add bookmarks at each point where [we want] an animation to occur. It'll help later if [we] keep a list of each added bookmark, what the audio cue is and what action it's supposed to trigger. If [we] haven't already added [...]our animations" we need to do that before we can add the bookmarks. 

At this point I deleted all my existing animations and recreated them.  

"Now select the first animated shape, and on the Animation tab | Advance Animation group, click Trigger, click On Bookmark and choose the bookmark [we] want to act as the trigger for the animation."

"Now when the audio reaches one of your bookmarks, it will trigger the chosen animation."

Then, to move our slide on after our animation and voice-over is aligned, we go to the Transitions tab, and - in the Advance Slide area - enter our slide timing (i.e. the length of a voice over plus a second or two) into the "after" box.

Thank you very much, Steve. This actually works!

Sam

References:

Freeman, N. (2023, March 26). PowerPoint Animations will not occur automatically following a time schedule. https://answers.microsoft.com/en-us/msoffice/forum/all/powerpoint-animations-will-not-occur-automatically/24e49ca7-475d-42c0-af11-9107c55941c0

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Jevons' paradox

I had not heard of Jevons’ Paradox before the DeepSeek AI scare in late January 2025. So why did I hear then? Well, Jevons' paradox is that energy efficiency improvements can lead to increased energy consumption (Sorrell, 2009): i.e. efficiencies lead to more resources being available, so we use more (York & McGee, 2016). These two ideas - Al and Jevons' paradox - come together for me because suddenly it was possible that the more AI power we have, maybe the more AI power we might want to use (Boyle, 2025). And with DeepSeek, AI was free.

Where is the economic driver in that model, I hear you ask? Well, that is a good question. We will come back to that. 

Let's begin with Jevons' paradox. The brain-child of William Stanley Jevons, an economist way back in 1865, the idea is that efficiencies may inadvertently lead to profligacy - running counter to many economic sustainability theories (Sorrell, 2009). Jevons' is a subset of the rebound effect (York & McGee, 2016) where energy efficiency improvements in early-stage, energy-intensive technologies are more likely to backfire (Sorrell, 2009). Jevons looked at steam-engine coal consumption, showing that efficiency improvements lead to increased energy use (Sorrell, 2009), with similar patterns in steel production where energy efficiency gains spurred greater demand; and lighting efficiencies leading to significant energy consumption increases. We do more with the energy we have, so we don't reduce consumption. Think cars: fuel efficiency meant we could now have a heater, air conditioner, heated seats, electric windows; and China's energy efficiency improvements since the 1970s with per capita energy use increasing at the same or greater rate (York & McGee, 2016). Fuel-efficient cars may entrench a car-centric economy, over public transport (York & McGee, 2016). Capitalism rewards profit: efficiency may reduce build costs, driving production and consumption (York & McGee, 2016). 

A more refined take on Jevons’ paradox, called the Khazzoom-Brookes (K-B) postulate (Sorrell, 2009) is where high-quality energy inputs are a primary driver of economic growth, focusing on energy quality and efficiency (Sorrell, 2009; York & McGee, 2016). More conventional economic theory downplays energy in favour of capital, labour, and technological change (Sorrell, 2009). So, if energy plays a more significant role in productivity improvements than mainstream economics acknowledges - i.e. the K-B postulate/Jevons' paradox - energy efficiency improvements might (a) increase energy consumption, (b) improve productivity, and (c) be a better driver of economic growth (Sorrell, 2009). But. There isn't a consensus on efficiency as a driver of environmental reform or degradation: and it seems likely that efficiency may drive economic growth AND resource consumption, over conservation (York & McGee, 2016).

The more we have, the more we use. Is it bad to want more of a good thing? Perhaps the rebound idea really comes down to an opportunity cost judgement call. We humans are a switching predator, after all, so efficiencies seem to lead to over-consumption, not to greener practices. 

Using historical correlations between energy efficiency and economic output, Brookes (of the K-B postulate; as cited by Sorrell, 2009) highlighted the importance of energy quality and the potential for energy efficiency improvements to stimulate demand for energy services. He thought that energy efficiencies could lead to higher energy use ...via the mechanisms productivity and economic growth. Further, Saunders (as cited by Sorrell, 2009) thought that energy efficiencies might backfire, leading to energy use rises, not falls; challenging conventional energy-economic models, and potentially underestimating rebound effects. Basically, we don't know which way any system will go: perhaps it is a continuum with Brookes on one end and Saunders on the other.

Jevons’ paradox brings up questions about how energy efficiency, productivity, and economic growth relate to each other; and question whether rebound effects will cause unforeseen problems in general-purpose technologies with broad economic impacts (Sorrell, 2009). We need to be awake to that backfiring potential (Sorrell, 2009), and to realise that environmental practices require other drivers, as the market is likely to consume all it can (York & McGee, 2016).

That may mean that, if we have more AI, we will use more AI. If AI is free due to China's AI models actually being open source (Boyle, 2025) - providing DeepSeek et al are of appropriate quality - we may consume all that we can eat. And that seems likely to make the economics of the USA 'Tech Bros' AI models precarious (Boyle, 2025). 

Watch this space.

Sam

References:

Boyle, P. (2025, February 2). DeepSeek - How a Chinese AI Startup Shook Silicon Valley [video]. YouTube. https://youtu.be/xUzzWUlSk98

Sorrell, S. (2009). Chapter 7: Exploring Jevons' Paradox. In H. Herring, S. Sorrell (Eds.), Energy Efficiency and Sustainable Consumption: The Rebound Effect (pp. 136–164). Palgrave macmillan.

York, R., & McGee, J. A. (2016). Understanding the Jevons paradox. Environmental Sociology, 2(1), 77–87. https://doi.org/10.1080/23251042.2015.1106060

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The creativity of mind maps

Many of us - myself included - considered the concept map be the brain child of UK educator, Tony Buzan (1988), which we knew as a "mind map". However the idea was in fact being worked out across the pond in the 1960s and 70s USA at Cornell, by educator and professor Joseph Novak (Novak et al., 2005). While I have written about concept maps before (here), there is always a bit more to explore.

Novak formalised the idea of a concept map from two parts (Novak & Gowin, 1984). Firstly "concept as a regularity in events or objects designated by some label" ( p. 4), that we build a map or schema for: we fit new concepts into our "network of concepts and [...] rules" (p. 5), organising what is in our heads so we can create and identify patterns.

Concept maps begin as bare bones; naive, simple. As our concept map becomes more nuanced, we can create "meaningful learning" from it, able to "relate new knowledge to relevant concepts and propositions [we] already know" (Novak & Gowin, p, 7). Over time our process reaches mastery, and is an interconnected web of knowledge. Our understanding is greater.

It is worth taking a look at a range of mind/concept maps to see if any design type might suit our learning and exploration needs. Firstly - and truly top of the line, animation-wise - we have an example from RSA (2021):

Then an interview with Tony Buzan (Ayoa, 2015):

And lastly, the University of Guelph (U of G Library, 2017):

Sam

References:

Ayoa. (2015, Jan 27). How to Mind Map with Tony Buzan [video]. YouTube. https://youtu.be/u5Y4pIsXTV0

Buzan, T. (1988). Super-Creativity. St. Martin's Press.

Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge University Press.

Novak, J. D., Mintzes, J. J., & Wandersee, J. H. (2005). Chapter 1: Learning, Teaching, and Assessment: A Human Constructivist Perspective. In J. J. Mintzes, J. H. Wandersee, J. D. Novak (Eds.), Assessing Science Understanding: A human constructionist view (pp. 1-13). National Institute for Science Foundation.

RSA. (2021, May 25). RSA Minimate: A framework for change | Matthew Taylor [video]. YouTube. https://youtu.be/-54DxHlOMnc

U of G Library. (2017, April 28). How to Create a Concept Map [video]. University of Guelph/YouTube. https://youtu.be/sZJj6DwCqSU

UCLA Library. (2014, September 10). Mapping Your Research Ideas [video]. YouTube. https://youtu.be/jj-F6YVtsxI

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Habits and streaks

I think most of us know that "A streak is something – anything, really – that happens over a period of time without a break. It’s a type of gamification – the process of adding game-like elements to tasks to make them [our tasks] more appealing" (Hamilton, 2024). 

For example, by using a Fitbit, I have maintained an average of over 15,000 steps a day since September 2023 (and between 10,000 and 14,000 per day since 2016). And I have been writing daily without a break on 750words (2025) since 2015, and maintained a 2200+ day streak in that time... and more than 7 million words. Because of those pieces of kit (the Fitbit wearable and phone app; and the 750Words site), the badges and acknowledgements kept me nudging me to keep going until I built habits (read more on habits here). 

And now I have those habits, the practices have become part of my daily routines. Walking for a good length of time with the dogs, getting outside and getting my heart rate up will hopefully keep me fitter for longer. And writing a daily diary helps me keep track of what I did, and when (read more here). Both of these practices can be maintained without too much effort, now. Autopilot, perhaps.

However, there is a line to be drawn between a habit and an obsession. Streaks "can become all-consuming" (Hamiton, 2024). A reporter explained that "One parent I spoke to told me her daughter is 'addicted' to her two-year long snapstreak" (Hamilton, 2024), which is a Snapchat streak. Social media is designed to keep us scrolling, potentially leading to obsessive or addictive behaviours. The process of sharing our streaks and results with our friend groups can amplify those unhealthy behaviours (Hamilton, 2024). For myself, the only sharing of these personal habits I do are here on this blog, which is a bit removed. There is less immediacy.

However, we don't have to share our data for things to get out of hand. My sister-in-law kept increasing her daily fitness regime on her wearable to beat the previous day's total and nearly burned out. She couldn't sleep until she had bettered the previous day and would be often found frantically stair-climbing close to midnight. She found that for her mental health she had to stop wearing her device. 

Doing 'enough' is quite a few notches more relaxed than obsession.

Sam

References:

750Words. (2023, June 12). New experimental feature: the Streak Fairy. https://community.750words.com/c/blog/new-experimental-feature-the-streak-fairy

Hamilton, C. (2024, September 8). Don’t break the streak! How a daily ritual can enrich your life – or become an unhealthy obsession. The Guardian. https://www.theguardian.com/lifeandstyle/article/2024/sep/08/streak-daily-ritual-can-enrich-your-life-or-become-unhealthy-obsession

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Career education open access journals

Continuing our series on getting access to peer-reviewed journals when we are outside a university subscription system (read more here), this time we consider a few journals helpful to those of us who specialise in the career education field: which includes secondary and tertiary education; the organisations and channels which deliver that career education; the way in which education and training is delivered; and the effectiveness of that education.

• Vocations and Learning (here) is an open access peer-reviewed journal publishing in the vocational and professional learning area; including where learning occurs (i.e. colleges, schools, universities, and workplaces), both international and domestic.
• Then there is the International Journal for Research in Vocational Education and Training, or IJRVET, here. Based in Hamburg, this open-access double-blind peer-reviewed journal researches vocational and technical topics such as apprenticeships and cadetships. It aims for a global exchange of knowledge so encourages a broad submission of scientifically sound research papers.
• The Journal of Research in Technical Careers (here) is hosted by the University of Nevada, in the US. Articles are open access, and focus on the tertitary career and post-secondary technical education fields, aligned to the US National Career Clusters Framework.
• The Nordic Journal of Transitions, Careers and Guidance (here) is a fully open access journal focusing broadly on career transitions and guidance in institutional, social and policy contexts. It seeks to publish research on the practice and ethics of career guidance across the lifespan including pedagogy, sociology, psychology and political science, but also ethnology, history and anthropology, largely in the Nordic countries.
• The International Journal of Work-Integrated Learning, or IJWIL (here; formerly the Asia-Pacific Journal of Cooperative Education), publishes open-access, peer-reviewed original research on Work-Integrated Learning (WIL), largely in the South Pacific. WIL brings together the student, the educator, and an industry organisation so students learn by doing. Students undertake "purposeful work tasks, [to combine] theory with meaningful practice that is relevant to the students' discipline of study and/or professional development" (Zegwaard et al., 2023, p. 38)
• The Journal of Teaching and Learning for Graduate Employability is an open access journal from Deakin University, here, which has been running since 2010. It puts out a couple of issues each year, focused on SoTL research - the scholarship of teaching and learning - to help graduates into better graduate roles.

To find new open access journals as time goes by, use the search link here for career education.

Sam

References:

CDANZ. (2019). Competency Framework. Career Development Association of New Zealand. https://drive.google.com/file/d/1tudpuDOP8vc9tG5cE_HjSn2DiRp7xBTM/view

Zegwaard, K. E., Pretti, T. J., Rowe, A. D., & Ferns, S. J. (2023). Chapter 3: Defining work-integrated learning. In K. E. Zegwaard, T. J. Pretti (Eds.), The Routledge International Handbook of Work-integrated Learning (3rd ed., pp. 29-48). Routledge.

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Using images in education

I was asked by a student where they could find pictures which are 'free' for them to add to their forum work. Our learning platform has a picture tab, which takes students to a paid website (STOCKi). The student wanted to know if there was somewhere they could find free images (graphics or photographs).

This was is a really interesting question. And as far as I am aware, for education purposes in New Zealand, we have a 'fair use' agreement. My interpretation of this is that, (a) as long as we cite an author/owner we can use items for illustrative purposes, providing (b) there is no commercial gain; i.e. we couldn't then publish a book afterwards using whatever it was without obtaining and paying for the proper permissions.

There are few levels of protection for image/models/graphics. Firstly there are royalty free images - which are still within copyright, but we don't have to pay a fee to use them for fair use. Then there are public domain images - which are now out of copyright, so may be used (but it is polite to ask if they will be published). And lastly creative commons images, which are those intentionally created free of copyright for public use. But, regardless, all images should be (a) cited, and (b) referenced if we use them in our academic work.

Come ideas for images we CAN use - and cite/reference - are as follows:

1. The images supplied within the Microsoft Office suite as the copyright has been negotiated by that company
2. Those images or graphics we have created ourselves, or gathered from our travels. I have used Google Photos for years, so can search for particular terms and find some of my own images... then label them as "author's own" when I use them. See, for example, the composite image accompanying this post where I searched for "road", also containing one Microsoft image
3. The copyright free images online at places such as https://www.123rf.com/free-images/ https://openverse.org/ https://unsplash.com/license (this site has a great explanation of what we are allowed to do with images) and https://archive.org/ and many other sites
4. Search an term in Wikipedia, then see if the accompanying images have a creative commons 4.0 licence (open access)
5. Do a Google search such as "winding road, creative commons", then filter for images (rather than "All") 
6. Go to Google maps, and find a section of winding road, and take a screenshot of the terrain view. 

Also, if we find an image in a book, online or otherwise where it is not explicit that it is creative commons or public domain (i.e. it is the property of an entity or person), we should ask permission to use it; regardless of whether the use is for profit or not. 

It is very easy to send a quick email to an academic or a website to ask - and, in my experience, they usually say yes :-)

Sam

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Research ethics and the Nuremburg Code

I was reading an article earlier in the year, and ran across the following paragraph: "In 1947, after the Nuremberg trials exposed the full horror of the Nazis’ medical experiments on inmates at concentration camps, a new set of principles for ethical research on humans, known as the Nuremberg Code, had been introduced" (Shackle, 2025). The first half of this sentence I was well aware of, but the second was news to me. It makes perfect sense to create a code in the wake of such inhumanity, and I am glad we did that work. But I was also intrigued as to why I didn't already know about this.

The Nuremburg Code encompasses ten principles, with the first - and perhaps the most important - being "'The voluntary consent of the human subject is absolutely essential.' The code also sets out other principles: experiments should be for the good of society and carried out by qualified researchers, and [that] the risk should never exceed the potential benefit" (Shackle, 2025).

So I went to have a look at the code principles (Encyclopaedia Britannica, 2025; Office of NIH History and Stetten Museum, 2025):  

1. "Voluntary consent of the human subject in the experimentation is absolutely essential."
2. "The results of the study should yield meaningful results that benefit society, unprocurable by other methods or means of study, and are not random or unnecessary in scope and nature."
3. "Any experimentation should be designed and based on the results of animal experimentation, taking into consideration knowledge of the natural history of the issue under study that the results will justify the completion of the experimentation."
4. "The methods used in the study should be conducted so as to avoid any unnecessary physical or mental suffering and injury to the subject or subjects taking part in the study."
5. "No experimentation should be conducted where there is a prior reason to believe that disabling injury or death will occur, with the exception being if the experimental scientists conducting the study also serve as subjects in the study."
6. "The degree of risk that subjects of the study undertake should never exceed the risk determined by the humanitarian importance of the issue under study."
7. "All proper preparations should be made and proper facilities provided to protect the subject or subjects of the study against any possibility of injury, disability, or death."
8.  "All experiments should be conducted by persons qualified to do so. Through all stages of the experiment, all possible efforts should be taken to ensure the highest degree of skill and care are maintained."
9. "At any point during the experiment, every human subject should be permitted to bring the experimentation to an end should the subject deem that they have reached the point where continuation of the experiment appears to the subject to no longer be possible."
10. "As the experiment progresses, the scientist in charge must be in a state of mind that, should they deem that the continuation of the experiment could result in injury, disability, or death to the subject, the experiment will be terminated."

I wonder if the reason why this was not adopted is that (a) the judges in the Nuremburg trials did not make a ruling, so none of the allied nations formally adopted the code, and (b) we had won. Perhaps we were so flaming superior that we figured that the Nazis were just awful people, and that the rest of us didn't need such safeguards in our research. The Galahadian our strength is the strength of ten for our hearts are pure type thing (after Tennyson, 1842, p. 174). Yeah, right.

So instead we just experimented on people on the QT - such as feeding women radioactive flat bread in the UK in the late 1960s (Shackle, 2025), and were never held to account for it. Despite the Milgram studies (here), and the Stanford prison experiments (here), it has taken us a long time to learn the lessons of WW2. 

Sam

References:

Encyclopaedia Britannica. (2025). Nuremberg Code. https://www.britannica.com/topic/Nuremberg-Code

Office of NIH History and Stetten Museum. (2025). The Nuremberg Code. National Institutes of Health. https://history.nih.gov/display/history/Nuremberg+Code

Shackle, S. (2025, February 11). The Coventry experiment: why were Indian women in Britain given radioactive food without their consent?. The Guardian. https://www.theguardian.com/news/2025/feb/11/the-coventry-experiment-why-were-indian-women-in-britain-given-radioactive-food-without-consent?CMP=longread_email

Tennyson, A. (1842). Poems in two volumes (Vol II). Edward Moxon, Dover Street.

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Adobe drawing error

I work with Adobe Acrobat files all the time. I regularly scan screeds of analogue material, then OCR it so it becomes searchable - and so I can get rid of the hardcopy files without getting rid of the information contained within them. When I want to reuse portions of text, I may save the files as a Word document... the text will wrap once more, and it is a bit easier to pull out images and so on.

However, every now and again I get an Adobe error; either when I try to either run text recognition; or when saving the file as a Word document.  The error simply states: "A drawing error occurred". Not only is the error message not very informative, it doesn't really help us to track down and rectify the problem!

In searching online, I was unable to find anything helpful, until I stumbled over an old post in the Acrobat Library site from a user who was having difficulty when trying to amend large files, and getting the "A drawing error occurred" message (Eldridge, 2013). A kindly user suggested that they go to "File, Save As and choose either OPTIMIZED PDF or REDUCED SIZE PDF" (Eldridge, 2013). 

And that was when the lightbulb went off for me... just how large WERE the files I was working with?

Oh, yeah: 200,000Mb. That might be why there was a problem. By simply saving first as a Reduced Size PDF, all the 'drawing error' messages went away. I was able to OCR and save as Word like billy-oh.

Doh!

Sam

References:

Eldridge, V. (2013, August 12). Acrobat Pro XI 'a drawing error occured'; error processing page. An internal error'!. Acrobat Library. https://answers.acrobatusers.com/Acrobat-Pro-XI-drawing-error-occured-error-processing-page-An-internal-error-q118224.aspx

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Saving voice over files from PowerPoint

Ever created a PowerPoint with a voice over, and wanted to edit the sound files? And not known how to extract the PowerPoint recordings from the file? Well, there is a way!

I stumbled across this thanks to a query asked by Marques (2024), and answered by Steve Rindsberg, MVP Volunteer Moderator. Steve's superb reply is paraphrased below:

All we need to do is to make a copy of our presentation .pptx file, and change the file extension of the copy from .pptx to .zip (NB: our PowerPoint deck must be a .pptx file; what comes next will not work with the older .ppt format).

Then, when we open our new .xip file, we will see a few folders and xml files that make up a PowerPoint slide deck. In the folder structure of the .zip (_rels | docProps | ppt), we go to the ppt folder, and under that, go to the media folder. In the media folder we will find a cluster of .m4a files, which we can now extract, edit, and save in another location.

However, we should use a dedicated zip software tool to open the files as we may get an error - often a Windows "Error 0x80004005: Unspecified error" - if trying to open and extract the files using the native Windows Zip function. 

To avoid these types of errors, I tend to use 7-Zip (downloadable here) which extracts the files without difficulty.

Doesn't that make it SOO much easier to edit a slide deck?!

Sam

References:

7-Zip (2025). Download 7-Zip 24.09 (2024-11-29) for Windows. https://7-zip.org/download.html

Marques, J. S. (2024, April 19). How can I find the audio in a Powerpoint presentation that doesn't have an inserted object or link in any slide? Please see description below. Microsoft Community Support. https://answers.microsoft.com/en-us/msoffice/forum/all/how-can-i-find-the-audio-in-a-powerpoint/bc0721f8-4d4b-4489-84fc-ad60e6974eb6

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Seeing different word meanings

There are many words where the meaning looks like it should mean one thing, but actually have meanings that don't seem to match that impression... if you catch my drift. Words that appear to be apples, when they are in fact oranges.

I have a little list of works that often make me smile. For example:

• Benchmark: crushed carpet, or floor marks caused by benches
• Chancery: the act of taking a chance
• Bemuse: to become someone's muse
• Wizen: to become wise, or wizardish
• Nonplussed: cannot be totalled
• Cacophony: a chocolate telephone
• Inkling: a small biro cartoon
• Swordfish: catching fish with a sword 
• Halitosis: having a toxic, sentient computer on your spaceship (Clarke, 1968). Actually, this last one is interesting. It sounds Latin-derived, and we assume it means bad breath... possibly arising from dental caries. However, apparently "there’s no such thing as halitosis. It was a made up medical condition coined by the owner of Listerine in the 1920s [...] , company owner Jordan Wheat Lambert decided to [...] market his product as a cure for bad breath. To convince the public that they needed Listerine, Lambert scoured the dictionary and happened upon an old Latin word meaning breath, halitus, which he decided to stylize as halitosis to make it sound like a legitimate medical condition" (Smallwood, 2018) running Listerine ads for hundred years.

There are many more where these came from. There is nothing like having a bit of fun, in seeing the ridiculous in our own language.

Sam

References:

Clarke, A. C. (1968). 2001: A space odyssey. Hutchinson.

Smallwood, K. (2018, April 18). 10 Words That Don’t Really Mean Anything. Top 10s. https://www.toptenz.net/10-words-that-dont-really-mean-anything.php

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Population migration and birthrate loss

The world of work is a complex construct, with demographics - such as population changes, labour market factors, and available opportunities - influencing individual outcomes (Inkson et al., 2015). National population change can be effected by immigration and emigration: and currently in Aotearoa, there have been fewer migrant arrivals than departures. This has resulted in a net loss of 47,100 people in the year to December 2024 (Dann, 2025). 

In the previous year there was a net gain of 128,300 (Dann, 2025; Statistics New Zealand, 2025b). Net population loss is at volumes not seen since 1979 (Trlin et al., 2010, p. 50), apparently “due to a combination of factors", including "economic and labour market conditions between New Zealand and the rest of the world, and immigration policy in New Zealand and other countries” (Statistics New Zealand, 2025b). With fewer net New Zealanders, there may be an increase in labour market opportunities. Which would be good. 

However, I suspect there is a larger problem. Our economic models have tended to rely on growth. We have tended to offset our declining birth rate - or fertility rate - which is now fallen to 1.56 in Aotearoa (Statistics New Zealand, 2025), with migration. For replacement, we need to be at 2.1 births/woman (Spoonley, 2024). I have been noticing the global falling birth rates around the world for some time; for example, South Korea is at 0.78 (NBC News, 2025); the UK is at 1.44 (Office for National Statistics, 2024). While there is evidence that once we are sure our children will grow to adulthood, we tend to only have two children per family (Rosling et al., 2018), there are now factors other than survival at play. Since the Covid-19 pandemic we are increasingly developing a view that children are too costly; that childcare is too expensive; that the career impacts for the principal parent/carer are too significant; that young women are carrying a double-burden of household duties AND work; and that there are too many of us on a warming planet already (McKenzie, 2024). 

And if other nations follow the trend in having fewer children, we are likely to be less able to import our population growth. Where could we import our future New Zealanders from if everyone is in a net population loss situation?

If that is the case, what other future strategies might work for us to sustain this governmental drive for growth? Or is this drive sustainable at all?

Sam

References:

Dann. L. (2025, February 17). Migration data: New stats reveal age of Kiwis leaving the country. New Zealand Herald. https://www.nzherald.co.nz/business/losing-our-young-people-new-stats-reveal-age-of-kiwis-leaving-the-country/BLO7SH6E2NHADEOQ4WFXM37W4Y/

Inkson, K., Dries, N., & Arnold, J. (2015). Understanding Careers (2nd ed.). SAGE Publications Ltd.

McKenzie, J. (2024, February 28). Why South Korean women aren't having babies. BBC. https://www.bbc.com/news/world-asia-68402139

NBC News. (2025, January 22). Birth rate in South Korea, the world's lowest, set to rise for the first time in nine years. https://www.nbcnews.com/news/world/birth-rate-south-korea-worlds-lowest-set-rise-first-time-nine-years-rcna188697

Office for National Statistics. (2024, October 28). Births in England and Wales: 2023. https://www.ons.gov.uk/peoplepopulationandcommunity/birthsdeathsandmarriages/livebirths/bulletins/birthsummarytablesenglandandwales/2023

Rosling, H., with Rosling, O. & Rosling Ronnlund, A. (2018). Factfulness: Ten Reasons We're Wrong About the World – and Why Things Are Better Than You Think. Hodder & Stoughton Ltd.

Spoonley, P. (2024, May 27). NZ is changing faster than the census can keep up – the 4 big trends to watch. Radio New Zealand. https://www.rnz.co.nz/news/political/517937/nz-is-changing-faster-than-the-census-can-keep-up-the-4-big-trends-to-watch

Statistics New Zealand. (2025a, February 18). Births and deaths: Year ended December 2024 (including abridged period life table). https://www.stats.govt.nz/information-releases/births-and-deaths-year-ended-december-2024-including-abridged-period-life-table/

Statistics New Zealand (2025b). Net migration falls in 2024. https://www.stats.govt.nz/news/net-migration-falls-in-2024/

Trlin, A., Spoonley, P., & Bedford, R. (Eds.). (2010). New Zealand and International Migration: A Digest and Bibliography (Number 5). Massey University Printery.

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Eight important PD reasons

In Aotearoa New Zealand, we are beginning to entwine Western, Māori and Pasifika models of practice in career development. PD becomes even more important for us so we can measure and maintain practice standards, adapt to new models, and ensure that we practitioners are well-equipped to meet the diverse needs of Aotearoa (Hay et al, 2022). It is expected that lifelong learning will ensure that we practitioners remain competent and responsive to those evolving standards (Fenwick, 2009). 

To carry on our exploration (earlier posts here) as to why continuing professional development - CPD or PD - is important in career development, here are eight reasons:

• Collaboration: establishing long-term and enduring communities of practice is important for the future of career development in Aotearoa. What is also interesting is that if we use practice logs collaboratively, we can use our recorded impressions to learn from each other (Glennie et al., 2017), but collaboration need to be long-term to be effective. We need sustained PD investment to ensure that we practitioners are truly prepared for the evolving demands of our profession (Hay et al., 2022).
• Cultural competence: we expect career practitioners in Aotearoa competence in working with Māori, to reflect our commitment to Te Tiriti o Waitangi. We need PD in order to develop and maintain our cultural responsiveness, and to integrate Māori practice models - such as Te Whare Tapa Whā (here) - or Pasifika models - Kakala (here) - in our work as New Zealand society continues to evolve.
• Training & supervision: training is a key component of career development practice, giving our new practitioners expert, supported hands-on experience. It appears that field trainers in social work often lack formal training in adult learning and teaching principles (Hay et al., 2022) and I am pretty certain that career development is similar. Industry supervisors also require ongoing PD in order to supervise ākonga appropriately, to use current and proven training techniques such as problem-based learning, creativity strategies, and real-world applications (Glennie et al., 2017).
• Professional identity: our career practitioner professional identity is important, often acheived via a professional organisation. Networking is particularly important for academic and industry supervisors, who may feel isolated or undervalued. We all need to connect with our people; to feel normal; to share similar experiences and to ask important questions during PD sessions.
• Changing work: our profession faces significant challenges, including high workloads, limited resources, and the need to balance client delivery against ākonga supervision. PD can provide solutions for field supervisors and practitioners to more effectively balance both (Hay et al., 2022). Using practitioner logs was found effective to help embed practice changes amongst STEM teachers via reflection (Glennie et al., 2017). This areas also encompasses policy change: where we see the world of work getting out of step with governmental policy, we need to advocate for our profession (Glennie et al., 2017).
• Innovation: the dynamic nature of the world of work requires practitioners to stay abreast of new research, methodologies, and sound practices. Seeking technology aids, ideas, practices and frameworks from fields outside our own can provide new applications for existing models. PD helps us to integrate new practice knowledge, encouraging innovation and improving client outcomes.
• Rules: our professional organisations (CDANZ and CATE) either mandate or encourage CPD. CDANZ uses a stick by auditing member PD logs every three years or so: CATE uses a carrot by organising member PD alongside with a lunch throughout the year. However, reflection should remain a key tool for ensuring that our practice benefits from the PD we undertake (read more here)
• Risk Management: PD plays a key role in maintaining practice standards, developing quality measures and keeping us awake to both clients and practitioner safety: collectively these assist us to navigate complex ethical and legal issues, manage risks, and effectively respond to challenges (Glennie et al., 2017; Hay et al., 2022).

We must remain competent, culturally responsive, and capable of providing high-quality and innovative services to the diverse populations we serve (Glennie et al., 2017; Hay et al., 2022). When we invest in ourselves via PD, our profession is better able to address current challenges, foster innovation, and uphold its commitment to social justice, decent work, and enable our workers to contribute to the knowledge-economy (Glennie et al., 2017).

All important. 

Sam

References:

Fenwick, T. (2009). Making to measure? Reconsidering assessment in professional continuing education. Studies in Continuing Education, 31(3), 229-244. https://doi.org/10.1080/01580370903271446

Glennie, E. J., Charles, K. J., & Rice, O. N. (2017). Teacher Logs: A Tool for Gaining a Comprehensive Understanding of Classroom Practices. Science Educator, 25(2), 88-96. https://files.eric.ed.gov/fulltext/EJ1132090.pdf

Hay, K., Chilvers, D., & Maidment, J. (2022). Chapter 13: Aotearoa New Zealand Field Education Practice. In R. Baikady, S. M. Sajid, V. Nadesan, M. R. Islam (Eds.), The Routledge Handbook of Field Work Education in Social Work (pp. 203-218). Routledge. https://doi.org/10.4324/9781032164946-17

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Word codes for Find and Replace

I use Word a lot for editing text. I often import scanned text into Word, and - because importing text rarely results in clean formatting - sometimes I need to clean up the text a bit. 

That is when using Find and Replace can be very helpful. While I have written on this topic before (here), there is always something else we can add.

In that earlier post, I explained how we can find and replace a hard return (^p) for a soft return (^l), also known as a line break - thanks to McFadden (2008). However, we can also swap out non-breaking spaces using "^s", and tabs using "^t", thanks to DiggerDavey (2025). 

And if we don't know which ones of those we have, we only need toggle on the pilcrow symbol on the Word Home ribbon (¶) to see what gets replaced when we run a find and replace. We can read more on the pilcrow here.

A quick find and replace in a document can processing text faster, easier, and more accurate. 

Lovely!

Sam

References:

DiggerDavey. (2025, January 20). What is the "soft return" symbol when trying to replace it with a Hard return. Microsoft. https://answers.microsoft.com/en-us/msoffice/forum/all/what-is-the-soft-return-symbol-when-trying-to/f9232008-4e09-4cff-bde0-9638b7ba2006

McFadden, R. G. (2008, October 8). Is it possible to replace soft returns with hard returns?. https://www.pcreview.co.uk/threads/is-it-possible-to-replace-soft-returns-with-hard-returns.3641701/

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The Stanford Prison Experiment

In August 1971, a social psychology study designed by a team at Stanford University to investigate the effects of role-playing, labelling, and social expectations on behaviour within a simulated prison environment took place (Encyclopaedia Britannica, 2025b; Sturt, 2000; Zimbardo et al., 1999). Known as The Stanford Prison Experiment, the study - funded by the US Navy research arm and led by Professor Phillip Zimbardo - set out to find how ordinary people, when placed in positions of power or powerlessness, would behave (Sturt, 2000).

The study participants were 24 physically and mentally healthy, "intelligent middle-class" male university students, recruited from a pool of 70 initial applicants (Sturt, 2005, p. 1; Zimbardo et al., 1999). Before the study proper began, participants were randomly assigned to 'prisoner' or 'guard' roles (Sturt, 2000).

The prisoner participants were 'arrested' by local police, brought to a prison (mocked up from basement offices in the Stanford psychology building), and made to wear smocks, chains, and stocking caps to simulate the dehumanising experience of prison. The guards, dressed in khaki uniforms and equipped with mirrored sunglasses to prevent eye contact, were instructed to maintain order but were not supposed to use physical violence (Sturt, 2000; Zimbardo et al., 1999).

Very quickly, guard participants began to exhibit authoritarian behaviour and cruelty, while prisoner participants showed signs of extreme stress and emotional breakdown. On the second day, prisoner participants staged a rebellion, averted by the guard participants using divide and rule, with a 'privilege cell' for those who complied. This increased participant distrust and broke prisoner participant solidarity. Guard participant abuse escalated, particularly during night shift where they believed they were not being monitored. Guard participants forced prisoner participants to perform humiliating tasks (e.g. bare-hand toilet cleaning; sleep deprivation; constant harassment) (Encyclopaedia Britannica, 2025b; Sturt, 2005; Zimbardo et al., 1999).

Almost immediately, the study was outside research ethics parameters. Three prisoners were released early due to severe emotional distress; others showed signs of psychological trauma. The situation became so extreme that an outside observer and recent PhD graduate, Christina Maslach, challenged the study's ethics. Her intervention led to Professor Zimbardo ending the experiment on day six of the planned fourteen day programme (Sturt, 2000; Zimbardo et al., 1999).

Widely criticised for ethical violations and methodological flaws, the study lacked proper controls, with participant behaviour possibly influenced by demand characteristics or individual personality traits (Encyclopaedia Britannica, 2025b). Later studies, such as the BBC Prison Study (Patricia Im, 2017), challenged some of the Zimbardo's findings, suggesting that the guards' behaviour was not inevitable but rather a result of specific situational dynamics (Encyclopaedia Britannica, 2025b). Zimbardo has defended the study, claiming it demonstrated the power of situational forces over individual behaviour (Zimbardo et al., 1999).

The study has made room for conversations about ethical prisoner treatment and prison environment reform, including (Zimbardo et al., 1999):

• Power of Situations: demonstrating how situational forces can override individual dispositions, leading ordinary people to commit acts of cruelty or submit to abuse
• Role Internalisation: participants quickly internalised their assigned roles, with guards becoming authoritarian and prisoners becoming submissive and distressed
• Ethical Boundaries: important ethical questions were raised about psychological research limits and the responsibility of researchers to do no harm to participants
• Institutional Dehumanisation: institutional environments, such as prisons, can strip individuals of their humanity, leading to harmful behaviours.

Controversial and influential, the Stanford Prison Experiment illustrated the importance of ethical research practices, and the potential for the abuse of power. Behaviour is not solely driven by individual personality traits; situational awareness is also an important factor in understanding human behaviour (Sturt, 2000; Zimbardo et al., 1999). The abuse of prisoners at Abu Ghraib was reasonably foreseeable if we consider the Stanford Prison study findings (Encyclopaedia Britannica, 2025a).

I am sure the Stanford Prison Experiment will continue to influence research ethics and power for a while yet.

Sam

References:

Encyclopaedia Britannica. (2025a). Abu Ghraib prison. https://www.britannica.com/topic/Abu-Ghraib-prison

Encyclopaedia Britannica. (2025b). Stanford Prison Experiment. https://www.britannica.com/event/Stanford-Prison-Experiment

Patricia Im. (2017, January 10). Psychology: The Stanford Prison Experiment - BBC Documentary []. YouTube. https://youtu.be/F4txhN13y6A

Sturt, G. (2000). Zimbardo: A Study of Prisoners and Guards in a Simulated Prison. Craig Haney, Curtis Banks and Philip Zimbardo (1973). A Simulation Study of the Psychology of Imprisonment: Conducted at Stanford University. http://www.garysturt.free-online.co.uk/zimbardo.htm

Zimbardo, P. G. (2007). Revisiting the Stanford Prison Experiment: a Lesson in the Power of Situation. The Chronicle of Higher Education, 53(30), B6-7. https://www.chronicle.com/article/revisiting-the-stanford-prison-experiment-a-lesson-in-the-power-of-situation/

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