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Mimetic
Get PDFMimetic is sequel to Purdom’s multi award winning photo book From Certainty to Doubt. Mimetic as a work is an exposé of the photographer’s research, influences and continues the examination of nature’s fundamental survival strategies - mimicry, camouflage and deception, and how humans have adopted these concepts in their everyday lives.
As well as new photographic subject matter, the book features ephemera, poetry, technical illustrations and text that influenced the aesthetic and conceptual direction of the project. The book urges the viewer to look and look again.
Pushing the boundaries of art books, it celebrates the medium, drawing in the viewer with photography, strong design and beautiful construction; yet mimicking the subject matter held within - it continues to reveal and hide in turn
The effect of irrigation on cadmium, uranium, and phosphorus contents in agricultural soils
No full textCadmium (Cd) is a toxic metal which has accumulated in New Zealand agricultural soils due to phosphate fertilizer application. Understanding the contribution of plant uptake or leaching of Cd to observed Cd losses from soil is important. The concentration and distribution of Cd in irrigated and unirrigated soils with the same phosphate fertilizer history were investigated. Twenty-two pairs of soil samples from four depths (0–0.1, 0.1–0.2, 0.2–0.3 and 0.3–0.4 m) were taken from irrigated and unirrigated areas in the same field on dairy farms in three regions of New Zealand. The mean concentration of Cd at depths of 0–0.1 m and 0.1–0.2 m, as well as the cumulative masses of Cd (0–0.2, 0–0.3 and 0–0.4 m) in unirrigated soils were significantly higher (P < 0.05) than in irrigated soils. The concentration of phosphorus (P) at all depths (except for 0.2–0.3 m), as well as the cumulative mass of P in all depths of unirrigated soils, was also significantly higher (P < 0.05) than irrigated soils. However, no significant difference was detected in the concentrations of uranium (U) between irrigated and unirrigated soils. Irrigation induced a ∼7% Cd loss from topsoil (0–0.1 m), with the average rate of Cd loss from the top 0.1 m (due to irrigation) being 2.3 g ha−1 yr−1. This study therefore confirms that irrigation can enhance Cd mobilization, however Cd is mainly adsorbed to the surface soil
Using metaphor to make sense of pathophysiology with undergraduate nursing students
No full textIntroduction
Undergraduate nursing students sometimes find it challenging to understand the abstract scientific concepts that underpin clinical reasoning. Making links between theory and practice in this context requires something more to connect students’ understanding.
Backgroud
Metaphor is a conceptual tool that helps people to make sense of relationships between seemingly disparate or contrasting ideas. In creating an association between an abstract concept in relation to a more concrete and easily understood idea, metaphors build an interpretive ‘bridge’ to understanding and practical application. It turns abstract concepts into a more embodied form of knowing, creating an ‘experiential’ connection that allows students to imagine scientific concepts in relation to everyday life experiences.
Results
This poster will present an analysis of everyday teaching moments with undergraduate nursing students, where a lecturer uses metaphor as a bridge to understanding pathophysiology. The ‘bridge’ is a metaphor using the idea of traffic congestion in Hamilton City to explain congestive heart failure. Traffic congestion is a problem particularly around the South-East area of the city that contains the university, high schools, and primary and a middle school, and provides a major thoroughfare through the city.
Conclusions
Students driving to class experience traffic congestion, which occurs frequently, making the commute slow and difficult. Various locations on the route are identified as anatomical locations and the causes and effects of congestive heart failure can be interpreted in relation to what happens when the traffic slows. Traffic backs up, the roundabouts are clogged, so there are backwards and forwards flow effects of Congestive Heart Failure
Te Aho Mai o Kōtiritiri - Wallace Gallery
Get PDFComposition for Taonga Puoro and Electronics by Jeremy Mayall and Horomona Horo.
Commissioned by the One Victoria Trust for The Meteor Theatre.
This piece, 'Te Aho Mai o Kōtiritiri' is a composition created for the Meteor. The title translates to mean 'The Shining Meteor'.
Many of the sounds within the piece are taken from electromagnetic recordings of the radiation of the various celestial bodies (planets etc) in our galaxy. These are combined with recordings from the various manned and unmanned spacecraft that humans have sent out from this earth.
This is fused in performance with taonga puoro – the voices of this land, to create a sonic experience where these worlds can truly embrace one another.
The composition aims to work as an artistic reflection of the possibilities for the space, and its intentions for the community
Exegetical essentials: a framing structure and template for a comprehensive exegesis in the creative arts
No full textFor over two decades, the number of candidates undertaking, and completing, research higher degrees in the discipline of creative arts has continued to grow, yet the anxiety
associated with the exegesis, or critical component, to the award has not dissipated. This article reports the views of a small number of research higher degree candidates and their supervisor in response to questions posed by the TEXT ‘Exegesis now’ call for papers.
In this sample, the exegesis was perceived as a necessary and useful component to the award by all respondents, who are completing diverse creative projects. However,
respondents also express some anxiety and uncertainty over what is required in the exegesis in terms of formal, structural and compositional elements. Discussion of the
views expressed by respondents identifies common challenges and proposes a number of strategies that may provide greater certainty and alleviate some of the anxiety for
candidates and their supervisors. It includes a template for a comprehensive exegesis and two ways the exegesis can be structured to form a rigorous frame around, and supportive complement to the creative work
The biomechanics of standing start and initial acceleration: Reliability of the key determining kinematics
No full textThe reliability of the key determining kinematic variables associated with short sprint performance provide insight into how and why movement may vary between individual trials. Currently, literature surrounding these determinants is scarce when investigating the first three strides of a sprint. The purpose of this study was to investigate the reliability of sprint acceleration and the key kinematic determinants involved during the first three steps of the movement. The aim was to use a practical method of kinematic analysis to help explain why changes may occur in sprint performance via the use of correlative statistics and to provide reference values for intervention research to make conclusions about their change scores. Ten male volunteers from various team sports attended two separate testing sessions, a minimum of 48 hours apart. They performed three maximal sprint trials over a 10m distance from a standing start, where researchers captured 5m and 10m sprint times alongside high speed camera footage, from which the key kinematic variables were measured. Results demonstrated that although 5m and 10m sprint times depicted moderate to large levels of similarity between sessions, neither of these variables met the criteria to be classified as adequately, or highly reliable. Kinematic measures typically produced ICC values > 0.70 and CV% < 10%, demonstrating all relevant statistical traits to be categorised as reliable measures. Step frequency and flight time during the third step showed the largest correlation with performance, exhibiting ‘r’ values of -0.386 and 0.396, respectively. These findings demonstrate that kinematic variables may not have an influential role with sprint times; therefore suggesting kinetic concepts may in fact be the key determinants of speed. Future research is required investigating the interaction of kinetic and kinematic variables associated with sprinting and how the variability in these concepts effects the reliability of performance
Menthol mouth rinsing evokes mixed responses in trained runners
Get PDFMenthol is used to evoke pleasant feelings of coolness and freshness. Sport science has focused upon the topical or oral application of menthol to athletes, either directly on the skin or menthol soaked garments, and as a mouth rinse or in beverages
The effect of functional movement training on sprint performance in youth males
Get PDFIntroduction
Understanding the role biological maturity plays in responsiveness to changes in speed post training may have implications for athlete development programmes. The purpose of this study was to identify the effect of functional movement training on sprint performance in youth males.
Methods
High school youth males were categorised by maturation (pre, circa, or post peak height velocity (PHV)) and allocated to either a 6-week (2 sessions per week) functional movement training group or control group. Forty seven participants completed a 10m sprint assessment pre and post 6-week intervention period. Training consisted of body weight strength and sprint technique activities that were progressively overloaded to induce a training stimulus.
Results
Relative to the control group the training group netted small to moderate improvements in 10m sprint time post 6-weeks of training for pre PHV (N=8; %change= -2.4, ±2.4%; d=-0.35; p=0.085), circa PHV (N=8; %change= -3.7, ±2.3%; d=-0.78; p=0.012) and post PHV individuals (N=8; %change= -1.8, ±1.1%; d=-0.25; p=0.014).
Discussion
Within training group responses seem to be sensitive to the maturation status of the individuals. Specifically, training elicited small effects on 10m sprint performance for pre and circa PHV individual’s whereas post PHV individual’s responses were trivial.
Take home message
A 6-week functional movement training programme consisting of body weight strength and sprint technique activities induces meaningful improvements in sprint performance for youth males circa PHV
Exhibition review: Roberta Thornley. Art New Zealand 164
No full textExhibition review: Roberta Thornley, "A Serious Girl", Tim Melville Gallery, 28 August - 30 September 2017, published in Art New Zealand No. 164, Summer 2017-18, p. 43
Learner autonomy: The complexity of control‐shift
Get PDFIt is generally held that constructing learner autonomy (LA) requires a pedagogical shift of control from teachers to students. It is also understood that the development of learner autonomy relates largely to teacher autonomy (TA), which requires school managers to relinquish some degree of control to teachers. However, from a socio‐political perspective, the construct of autonomy is a right also
extended to educational managers (MA). Thus, a problem arises: how can the three levels of controlshifts
co‐exist and survive in harmony, and ideally, thrive each in its own way? Based on a recent case study, this paper aims to explore the complexity of the dynamic interaction between these three types of autonomy within an educational hierarchy.
The study was conducted in a private Chinese secondary school which was promoting whole‐person development through a comprehensive innovation project involving all its academic staff members.
The participants comprised nine English teachers, the principal, and the school’s executive director.
Data collection was conducted through interviews, classroom observations followed by post‐lesson discussions, and the researcher’s field notes. Specifically, three questions were addressed in this paper focusing on managers’ perceptions of LA, a classroom instruction model intended to cultivate LA, and an in‐house professional development scheme to facilitate TA, all of which impacted on teachers’
professional decision‐making. The findings display a complex picture of these issues, and imply the importance of a genuine shared understanding of the nature of autonomy and the need to carefully ensure the optimal balance among the three types of autonomy in the design and implementation of
curriculum innovations