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Piano and Eggs (1)
No full textMonday 1st August: 7-8am - Jeremy Mayall and Kent Macpherson present a unique blend of minimal piano and electronic sounds, to create some textured, sonic explorations of early morning sounds. This combinations makes it a perfect calm listen to relax into your day, whilst at the same time creating something with a danceable quality that can energise you
NZ Listener, 2016 - book review: Max Gimblett; Jeffrey Harris; Fiona Pardington
No full textReview of the following books:
FROM GRAFTON TO THE GUGGENHEIM: MAX GIMBLETT, edited by Anna Jackson (Gow Langsford Gallery and Max Gimblett,39.90)
FIONA PARDINGTON: A BEAUTIFUL HESITATION, by Kriselle Baker and Aaron Lister (Victoria University Press, $70
Afterword: What is shared and learned Ryan, J. (2016). Afterword: What is shared. In Hasim, Z. & Barnard, R. (Eds). Research Practices in Higher Learning Institutions (pp. 141-145). University of Malaya Press.
Get PDFAfterword written for the edited book Research Practices in Higher Learning Institutions, edited by Zuwati Hasim and Roger Barnard, published late 201
Transmitter / Receiver for Military Residents (2015)
Get PDFThis outdoor exhibition at the 2016 Harbourview Sculpture Trail , Te Atatu Peninsula, was curated by Sally Lush.
Artist were asked to make works that reponded to aspects of the Te Atatu Peninsula.
Artist's Statement:
During WW2, thousands of American servicemen were sent to New Zealand to form a military base for the Allies’ counter-offensive against the Japanese. The US Military erected five radio towers on the Te Atatu Peninsula around 1942, which served as radio location beacons for the navigation of overseas flights
Constructing learner autonomy through control shift: Sociocultural implications of teacher cognition and practice in a Chinese secondary school
Get PDFRecognised as an educationally desirable goal, the development of learner autonomy (LA) has been extensively implemented and researched in various settings. Many have advocated that the goal can be achieved in a conventional school environment through control shifts from school managers to teachers and from teachers to students. However, few empirical studies have closely examined the actual practices of managers and teachers in this regard, and their perceptions on their own practices as well as the nature of autonomy. This is the research gap that stimulated the current study to seek to explore ways in which learner autonomy might be developed through the shift of control between school administrators, teachers, and students.
The study was conducted in the context of EFL instruction in a Chinese private secondary school, where LA was being promoted through a school-based curricular innovation. The participants comprised the school principal, the executive director, and all nine English Department teachers, which constituted an institutional case study, as well as individual cases. The overriding research question was: How might the findings of the present study contribute to a refined academic understanding of the role of control shift in the development of learner autonomy? To address this issue, four subsidiary questions were formulated: How was learner autonomy interpreted in a Chinese secondary school? In what ways was learner autonomy developed through control shifts in the school? In what ways did the administrators’ and the teachers’ beliefs converge with or diverge from their practices? How should the convergences and divergences be explained in the wider sociocultural context?
Taking an interpretive naturalistic paradigm, the study deployed a multi-method approach to data collection, conducted over an academic semester of five months. Data gathered included twenty-two classroom observations, sixteen post-lesson discussion sessions, eleven interviews, and numerous field and reflective notes, school documents and classroom materials. The collected data were subjected to a process of grounded analysis, through which important themes were identified by open and axial coding, constant comparison and contrast, and iterative checking.
The findings revealed a great diversity in both the teachers’ practice and their cognition with respect to fostering LA through the transfer of control to students. Both practice and cognition could be viewed as points along parallel continua. One end of the practice continuum showed signs of comprehensive control release to students genuinely supporting LA, while the other displayed evidence of false control relinquishment, merely “paying lip service” to LA development. Similarly, in the cognitive dimension, one extreme suggested a teacher’s deep understanding of the nature of LA and explicit awareness of her LA-oriented practice, whereas the other exposed another teacher’s ill-defined interpretation of LA and unawareness of how her actions constrained learner autonomy. With numerous episodes at different points of the continua and changing over time, the teachers’ practice and cognition exhibited a complex and dynamic range of convergences and divergences. Such complex and dynamic convergences and divergences were also reflected in the guidelines that the school managers provided for the teachers and the actual measures they took in relation to the promotion of LA in the school. Among the many factors that affected the implementation of LA development in the given context, three prominent ones were: the administrators’ and the teachers’ understanding of the meaning of LA; their beliefs and trust in learners’ ability to take control; and their awareness of the LA-facilitating or hindering nature of the actions that they took in this regard.
The study concludes that Cultural Historical Activity Theory (Cole & Engeström, 1993) is conducive to illuminating the complexity and dynamics of the LA-oriented practice and cognition in the school. Although the findings of such a case study cannot be generalised to other contexts, the study makes an original contribution to comprehending the promotion of LA in Chinese secondary schools. In addition, it offers practical implications for researchers, policy makers, school administrators and teachers who are interested in and committed to adopting LA as a worthwhile educational goal
Evaluation of a 2-day workshop delivered via video communication technology. Nurses supporting wellness & independence in older people living with long term conditions
Get PDFBuilding on the increased use of video communication technology (VCT) in health care, this report looks at the response and efficacy of using VCT across a region to cross continuum groups of nurses.
The advantages of VCT for education has been recognized as a highly flexible instrument to reach students across a variety of locations, while being adaptive enough to address a wide range of learning modes (Gill, Parker & Richardson, 2006). There is considerable potential for reducing equity issues by ensuring access to education, consistency of care provision, and increased knowledge and understanding between care and social support providers
The Nursing and Midwifery Professional Development Unit (PDU) at the Waikato District Health Board (WDHB) delivered a 2-day workshop via VCT in August 2016 for registered nurses (RNs) working across the Waikato region. In collaboration with the Waikato Institute of Technology (WINTEC) nursing department, the expectations from the participating nurses and their responses after the workshop were collected and evaluated.
The main broadcasting center was established at Waikato Hospital Wairoa building, linking to five hubs in DHB facilities around the district. Each hub had a nurse educator acting as a facilitator to provide onsite guidance and to interactive group activities. Presentations and discussions were viewed and engaged with in real-time by all participating RNs.
The data gathered encompasses the responses from the participating RNs to the mode of delivery, the content of the workshop, and the connection with the wider nursing community in their areas. The report, in form of a poster, also shows the advantages of engaging staff from a variety of clinical settings and highlights areas for future planning of similar educational sessions
“Where we going Johnny?” Homosociality and the early Beatles
No full textExisting academic writing about the Beatles and masculinity focuses on them as a mass-mediated phenomenon; there is little discussion of what happened before they were famous. Both Janne Mäkelä (2004) and Martin King (2013) have written cultural histories of the Beatles, dealing with their fame, their cultural context, and to some degree, with masculinity. King argues that the group’s “groomed appearance”, long hair, and “pre-metrosexuality” demonstrate “resistance to formal representations of masculinity” (2013, 62), a monolithic, hegemonic masculinity, for which he references Connell (1987). But Connell observes: “For history to become organic to theory, social structure must be seen as constantly constituted rather than constantly reproduced ... … Groups that hold power do try to reproduce the structure ... … but it is always an open question whether ... … they will succeed” (1987, 44;, italics in original). The resistance model tends to assume the ‘“normality’” or inevitability of hegemonic masculinity, when in fact it is an ongoing operation. Masculinity in this chapter is discussed in terms of interactions within male groups, in terms of what men do and how they relate to each other
Assessing ELLs in New Zealand primary schools: Gaps between the literature, policy, and practice
Get PDFIn February 2015, all New Zealand schools moved to assessing English Language Learners (ELLs) using the English Language Learning Progressions (ELLP) to determine eligibility for additional funding to support these learners. This paper firstly provides the background to the current assessment situation, and summarises the literature regarding key principles of assessment. It then describes key guidelines made available to schools by the Ministry of Education for using the new assessment system, particularly the use of Overall Teacher Judgements (OTJs). The paper then presents findings from interviews with three primary school English language specialist teachers regarding their experiences with using the new system, known as ‘ELLP assessment’. The gaps that exist between the literature, Ministry guidelines, and ESOL teacher practice are described, and recommendations are made for bridging these gaps. Currently little is known regarding teacher practice in regard to ELLP assessment, so this study fills a gap in the literature relating to the assessment of young ELLs in the New Zealand context
Assessing the potential for Clinical Exercise Physiologists in the Waikato: A pilot study
Get PDFGlobally, physical inactivity has been directly linked to many chronic conditions or non-communicable diseases (diseases that are not passed on to others). In 2014, the World Health Organisation (WHO) reported an 11% probability of New Zealanders’ between 40 and 70 years, could die of the top four non-communicable diseases (NCD’s): cancer, diabetes, cardiovascular disease and chronic respiratory diseases, and 28.3% of New Zealanders were obese.
Increases in morbid obesity and levels of physical inactivity have been noted across New Zealand. The Waikato DHB is the fifth largest in New Zealand, with a population of 391,770.
Clinical exercise physiology (CEP) is a sub-discipline of Exercise Science, focusing on the physiological and psychological effects exercise has on chronic illness and injury. CEP has been recognised by Health Workforce New Zealand as an Allied Health profession. There is little knowledge or understanding about CEP amongst primary healthcare in New Zealand