3501 research outputs found
Sort by
Circumnavigate I, IV, V Multiple exposure photographic digital images
No full textTe Puna Gallery in Tauranga: Selected exhibition of a three work suite from Circumnavigation I, IV, V: from the Fictional Landscape series
Mum's Kitchen
No full textAn original two-act musical written by Kyle Chuen (libretto), Nick Braae (lyrics/composer), David Sidwell (lyrics/composer), and Jeremy Mayall (orchestrations). The show focuses on the three Alexander brothers, as they return to their family home to settle the estate after their mother's passing. Featuring 16 songs, Mum's Kitchen had its full length premiere season in February 2021, after workshop development in 2019 and 2020
Setting a new world record: The demands of running 833km on treadmill in 7 days
Full text linkUltra-running (UR) comprises running events longer than a marathon (>42.2km). Due to the prolonged duration of UR, decrements in most or all physiological parameters are to be expected, and include a decrease in body mass and dehydration, loss of skeletal muscle mass and increased total body water. Purpose: to present data on a female multiple world record holding ultra-runner, examining haematological and physiological perturbations, as well as nutritional strategies throughout a successful treadmill world record attempt for total distance completed in seven days on a treadmill (833.05km). Methods: Sharon Gayter (SG) 47 years, 162.5cm, 49kg, V̇ O2max 48 ml/kg/min-1 ran continuously for 7 days on a treadmill located at Teesside University, UK. 3-hours of running were followed by 30-minute breaks, and night-time rest from 1am-5am. Heart rate (HR), oxygen uptake (V̇ O2), weight (kg), blood lactate (La; mmol.L-1), haemoglobin (Hb; g.DL-1), haematocrit (hct; %), glucose (G; g.l-1), and nutrition were recorded. Results: SG ran at approx. 7km/h for 17.5 hours/day, covering an average of 120km. Mean V̇ O2 1.2 ± 0.1 L.min-1/ 24.7 ± 3.2 mL.kg.min-1, RER 0.80 ± 0.03, HR 125 ± 5 b.min-1. Weight increased from 48.6 to 49.5kg. Hb decreased from 13.7 to 11 g.DL-1, and hct decreased from 40% to 33%. Average G was 6.3 ± 1.6 g.l-1, (range 2.65-9.14 g.l-1), and average blood lactate was 1.0 ± 0.5 mmol.L-1, (range 0.4-3.3 mmol.L-1). Energy expenditure (EE) for each 24-hour period was 6878 kcal, and energy intake (EI) was 2701 kcal. Hourly EE was 382 kcal, with 66.6% and 33.4% of the energy coming from fat and carbohydrate oxidation, respectively. 7-day EI was 26,989 kcal and EE was 48,147 kcal, resulting in a total energy deficit (ED) of 21,158kcal. Conclusion: The previous record of 753.24km was extended by 79km to a new world record of 833.05km. SG exhibits an enhanced fat metabolism through which she covered the large daily ED. The increase in body weight could be the result of protein catabolism. The corresponding development of hypoproteinaemic oedema, and increased plasma volume, likely lead to the reduced Hb and hct. Her success can be attributed to a combination of physiological and psychological factors, as she remained upbeat throughout the event and stated that she felt that the attempt was easy but became a bit ‘tedious’ towards the end
Improving performance: A question of taste?
Full text linkTaste is one of our most powerful and useful senses, it has the potential to inform us of foods’ nutrient availability and readiness to eat, as well as evoke halcyon childhood memories and elicit seemingly unrelated physiological responses. Taste and experiences related to taste are made up of several sub-senses including smell, sight and receptor stimulation e.g. the trigeminal nerve with wasabi. So, taste, is not one sense, but a manifestation of multiple pathways working in synergy with one another.
Through processes of evolutionary economy, the chemosensory highways that are responsible for our experience of taste, often share lanes with more deep rooted physiological effects such hedonic experiences, muscle recruitment or thermoregulation1. This is particularly apparent in individuals who have lost their sense of taste, but can still experience psychobiological responses to tastants, or when foods and beverages are served at different temperatures and their flavour profile appears to be intensified or supressed e.g. coffee, chocolate or wine.
Over the last decade, sports scientists and nutrition practitioners have begun
to explore the effects of taste in the lab and in the field, with further mechanistic insights from neuroscientists and practical application facilitated by food scientists. Two approaches to applying tastes have emerged in sports performance: swilling and ingestion. Swilling consists of taking in a small amount (typically 25-50ml of fluid) and coating the oral cavity with the substance before expectorating it, much like a sommelier would recommend one samples wine. Ingestion, one the other hand, is the ‘traditional’ approach to tasting – where one briefly tastes the substance and then swallows it, to undergo further digestion and metabolism. Both approaches have merit in the field and in the lab, so where appropriate are discussed in this article.
In the following sections, we’ll explore the range of tastes that have been shown to be of benefit in sport and exercise to date, emerging tastes and the potential for placebo effects (and maximising them), concluding with a short checklist of which taste to administer and when to do so. It is important to emphasise that these supporting strategies can be easily personalised, and sports nutrition practitioners are encouraged to work closely
with athletes and other support staff to achieve performance outcomes (Figure 1)
Layers of time in progressive rock songs.
No full textThis paper details how musical time is articulated in progressive rock songs. While some analysts have considered notions of musical time in the classical repertoire, similar studies of popular songs are rare (Holm-Hudson 2002 notwithstanding). This paper offers an initial foray into this area, following the suggestion that ideas of temporality may assist in understanding the structural nature of progressive rock (Moore 2001).
I argue specifically that one of the key traits of the broad style was the layering of contrasting temporalities within large-scale songs. Firstly, it is common to find ‘vertical’ musical surfaces—looping rhythmic and harmonic patterns, constant textures within sections and declamatory vocal lines evoke a sense of temporal stasis. Songs by Yes (‘Close to the Edge’, ‘Roundabout’) and Pink Floyd (‘Shine on You Crazy Diamond’, ‘Great Gig in the Sky’) typify this feature. Secondly, at a sectional level, we experience temporal ruptures, like a rock version of Stockhausen’s ‘moment’ form, via sharp juxtapositions of thematic content, evident in King Crimson or Gentle Giant.
Thirdly, these temporalities are often countered by a sense of large-scale linearity, made clear through grandiose textural gestures and recapitulation of initial material at the conclusions of songs. Songs by the same artists as well as Jethro Tull and Queen highlight this trend. Pink Floyd’s Dark Side of the Moon neatly encapsulates all three layers concurrently, which is not surprising given the album’s status as the most visible manifestation of early 1970s progressive rock.
Finally, I argue that these contrasting temporalities elucidate the varied, and perhaps contradictory, influences on the progressive rock movement—namely, psychedelia, the 1960s avant-garde, and 19th-century classical music (Macan 1997). The concept of musical time may thus be useful not only as an analytical tool, but for understanding in the aesthetic dimension of this body of popular music
Using personal development plans to encourage reflective practice, and to support employability skills development in Design Factory New Zealand
Full text linkBackground: Established in 2017, Design Factory New Zealand is a co-creation space where multidisciplinary
groups of students work with industry partners to solve complex problems. Learning outcomes of the
undergraduate Design Factory module not only focus on problem-solving and innovation, but included learning
about effective communication strategies, human-centred approaches, efficacy, self-motivation, and the
application of future-focused employment skills. Personal Development Plans, as an individual assessed
component of the course, are introduced as a tool to encourage meaningful goal setting and active reflection
on, and development of, such employment skills. While students are actively participating in a group project,
they are also actively leveraging the industry project, and the Design Factory environment and experience, as
platforms to achieve their individual goals for self-development. Over two semesters in both 2019 and 2020,
this research project has tracked student performance and feedback on the use of Personal Development Plans
for individual learning and development.
Unique Features: Design Factory New Zealand offers opportunities for learning about multidisciplinary teams,
and the skills required to work in such projects. Moreover, co-creation opportunities which underpin the Design
Factory approach allow students to develop and practice employability skills in a safe and authentic way. This
discussion will outline how students are supported to set, develop, and pursue self-development goals within
this unique project space.
Discussion/Argument: The use of individualised personal development plans, with a focus on goal-setting for
21st century skills, aids students’ ability to reflect on (and intentionally work on) their individual development
whilst participating in a group-based industry-co-created project. Focus on individual goals within the group
project and collaborative environment gives students the opportunity to use the project as a means to
intentionally work on developing employability skills, including interpersonal skills, emotional and social
intelligence, and professional communication.
This session will highlight examples of students’ use and reflection on the Personal Development Plan and will
consider student feedback based on two semesters’ implementation. This includes a brief look at both the value
and challenges of this approach in developing students’ application of future-focused skills.
Implications/Issues: How might an intentional and supported focus on self-development aid students’ overall
learning in work-integrated, group project-based learning experiences
Pandemic's impact on the profession
No full textIn an analysis of perceptions of nurses in the pandemic, one group of researchers made it clear that valuing nurses' well-being was equally as important as valuing their expertise. It is important not to minimise the emotional and physical costs of the extra-ordinary responsibilities involved in practising in these circumstances, and the degree of support required to sustain nurses effectively in that practice. Teaching online Over recent years, New Zealand tertiary education providers have followed the international trend towards blended learning in nursing education to better meet the needs of contemporary students. Blended learning approaches generally involve both online and practical or face-to-face sessions, with some delivery of content and resources online. When delivered well, blended learning has a positive impact on student achievement because it overcomes some barriers to learning, such as time and distance. Further research is needed to understand the impact and experience of teaching and learning fully online for both students and nurse educators, because it is likely the scale of online learning has increased in many programmes. The pandemic has highlighted gaps in the health workforce, and chronic underinvestment in public health, and ongoing risks for our population who are already under-served by current arrangements. The pandemic has given nursing more visibility and a stronger voice to lead change and influence health policy and practice, so we need to avoid limiting our potential by challenging historical representations of nurses
How Tertiary Students Managed their Learning During the COVID – 19 Lockdown Periods: Findings from the Learner Management System (Moodle)
Full text linkBackground
As the first wave of COVID‐19 sweeps New Zealand (NZ) communities, the NZ tertiary institutions were opting to shift to online teaching and learning. Moodle is the most widely used Learning Management System (LMS) in the world that can be effectively used to create an efficient distance learning process for students, assist educators in creating online resources, convey information, grade assignments, and deliver online activities. Both educators and students have access to Moodle, which creates an online environment of ongoing communication, social interaction, and cognitive skills of students. In addition, Moodle platform is capable to deliver student collaboration which is an integral part of distance learning sessions in conjunction with to use of video conferencing tools such as Zoom.
Purpose
The purpose of this study is to analyse the student traffic logs data in utilising Moodle platform during the stages of COVID-19 lockdown occurring from February 2020 to July 2020 and September 2021.
Methodology
Moodle is one of the most used LMS in practice and the current version of Moodle (3.9) includes various plugins that correspond to students’ specific activity logs such as assignments, lessons, pages, quiz, URL, folders and files. This study examined 87,194 Moodle activity logs from 191 students from February 2020 to September 2021 including two nationwide lockdowns in NZ, through nine courses at the Waikato Institute of Technology. The log data for this study was taken from first and second-year students following NZ diploma (Level 6) and BEng Tech (Level 7) within the area of engineering.
Findings
We explored differences in students’ learning behaviours and interactions during the COVID-19 pandemic by analysing the Moodle log data. Moodle log data was extracted from three different timeframes from February to June 2020 (1st COVID-19 Lockdown period), July 2020 to June 2021 (No-lockdown Period) and July to September 2021 (2nd COVID-19 Lockdown period) for the courses on Moodle. As expected, a significant increase in online activity was observed during the two lockdown periods, 2020 Semester one and 2021 Semester two. During the first lockdown in 2020 Semester one, a significant increase in Moodle participation was observed, the frequency of using Moodle was 125.5 logs per month per student, compare to the normal semesters in 2020 S2 and 2021 S1 without COVID lockdown, 76 logs per month per student. A similar pattern has been found during the second lockdown in semester 2, 2021 where a higher frequency of Moodle activities with 134.7 per month per student accesses was made. In addition, this study found a variance of logs throughout the semester, particularly during the 1st lockdown period. From the beginning of the semester to the lockdown, students accessed the course moodle on average of 99 logs per month per student. During the lockdown period, students Moodle access was steeply increased by 258.7 logs per month per student, and their Moodle activities have further extended after the lockdown until the end of the semester with 134.7 logs per month per student. Although online learning through Moodle was an integral part of the study, the results of Moodle log data indicated that online learning environments are increasingly used by students during the COVID-19 pandemic